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<blockquote data-quote="buddy" data-source="post: 474124" data-attributes="member: 12886"><p>Now I remember when you first started that plan...</p><p>It is actually good in my humble opinion that it is NOT working, and this is why I say that.... I think if he was a neurotypical kid it would work pretty well. But most kids with challenges like this can make temporary changes when something is really novel but they really can't sustain it. I think it is actually more evidence to say he needs support BEFORE a behavior happens. The idea is to identify triggers, stresses, etc. arrange the environment (yes, including under his desk ANd they can even use that large paper on rolls and wrap it around his desk to make a cave!) dont force pressured situations. And when they write the Positive behavior plan, they need to remember that just because they write it and maybe include things like breathing, or using a fidgit to squeeze or whatever, that he need to be trained to do it WHEN HE IS NOT having a behavior challenge. He doesn't know how to do those things yet. He needs to be given a pass on some things while his learning curve is going up. There is a program called "how does your engine run?" (I am pretty sure that is the name) that is like another called the five point scale...both of which is very common in schools and can be easily taught to him to help him learn to modulate his responses and feelings. Many times Occupational Therapist (OT)'s (and ebd and autism teachers too but you dont have those yet, could ask to pull in an Occupational Therapist (OT) though, just to consult with them) have these programs at hand.</p><p></p><p>Again, just sharing...of course you do what works for you.... It is painfully long to work thru this but in my opinion you are doing things in a nice step by step process so you can show them the effects and lack of effects from interventions. Start your journal now because if this turns out to be a life long issue not just a transitional one, then even when in highschool you are going to be able to say...LOOK this has ALWAYS been an issue and here is what works and here is what does not work.</p><p></p><p>for sure remind them that he needs that place and should be REINFORCED for making such a good choice to stay calm and go to a safe place. That skill will do him well in the futue.</p></blockquote><p></p>
[QUOTE="buddy, post: 474124, member: 12886"] Now I remember when you first started that plan... It is actually good in my humble opinion that it is NOT working, and this is why I say that.... I think if he was a neurotypical kid it would work pretty well. But most kids with challenges like this can make temporary changes when something is really novel but they really can't sustain it. I think it is actually more evidence to say he needs support BEFORE a behavior happens. The idea is to identify triggers, stresses, etc. arrange the environment (yes, including under his desk ANd they can even use that large paper on rolls and wrap it around his desk to make a cave!) dont force pressured situations. And when they write the Positive behavior plan, they need to remember that just because they write it and maybe include things like breathing, or using a fidgit to squeeze or whatever, that he need to be trained to do it WHEN HE IS NOT having a behavior challenge. He doesn't know how to do those things yet. He needs to be given a pass on some things while his learning curve is going up. There is a program called "how does your engine run?" (I am pretty sure that is the name) that is like another called the five point scale...both of which is very common in schools and can be easily taught to him to help him learn to modulate his responses and feelings. Many times Occupational Therapist (OT)'s (and ebd and autism teachers too but you dont have those yet, could ask to pull in an Occupational Therapist (OT) though, just to consult with them) have these programs at hand. Again, just sharing...of course you do what works for you.... It is painfully long to work thru this but in my opinion you are doing things in a nice step by step process so you can show them the effects and lack of effects from interventions. Start your journal now because if this turns out to be a life long issue not just a transitional one, then even when in highschool you are going to be able to say...LOOK this has ALWAYS been an issue and here is what works and here is what does not work. for sure remind them that he needs that place and should be REINFORCED for making such a good choice to stay calm and go to a safe place. That skill will do him well in the futue. [/QUOTE]
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