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Special Ed 101
Decreasing Dependence?
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<blockquote data-quote="LittleDudesMom" data-source="post: 604486" data-attributes="member: 805"><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">I think verbal prompts are a great way to start - but the 1:1 has to have the attention of your difficult child first! When a 1:1 was first proposed for my difficult child, I had the same worry about dependence. Over time, it naturally worked itself out.</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">*When my difficult child got is 1:1, he (the 1:1) was considered a crisis </span></span><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">councilor. He spent the first couple years glued to his side. As time went on and difficult child matured (and attended talk therapy where the learned to identify the building of his anger and frustration and methods to self modulate) the 1:1 was able to step away a little - sit in the back of room, observe from another lunch table, etc. Then he was able to go outside the classroom from time to time, then just be present in the building if he was needed. difficult child was also given options of things he could do at school himself by our IEP team to begin to work things out on his own.</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">All of these changes were things we spoke about at IEP meetings or discussed directly with his 1:1. The tapering was all done with difficult child's knowledge - he was prepped ahead of time and guidelines for his responsibility were laid out.</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">It took a number of years, but many of our difficult children mature much slower than their peers so it's "power for the course" so to speak.</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px">Sharon</span></span></p><p><span style="font-family: 'comic sans ms'"><span style="font-size: 12px"></span></span></p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 604486, member: 805"] [FONT=comic sans ms][SIZE=3]I think verbal prompts are a great way to start - but the 1:1 has to have the attention of your difficult child first! When a 1:1 was first proposed for my difficult child, I had the same worry about dependence. Over time, it naturally worked itself out. *When my difficult child got is 1:1, he (the 1:1) was considered a crisis [/SIZE][/FONT][FONT=comic sans ms][SIZE=3]councilor. He spent the first couple years glued to his side. As time went on and difficult child matured (and attended talk therapy where the learned to identify the building of his anger and frustration and methods to self modulate) the 1:1 was able to step away a little - sit in the back of room, observe from another lunch table, etc. Then he was able to go outside the classroom from time to time, then just be present in the building if he was needed. difficult child was also given options of things he could do at school himself by our IEP team to begin to work things out on his own. All of these changes were things we spoke about at IEP meetings or discussed directly with his 1:1. The tapering was all done with difficult child's knowledge - he was prepped ahead of time and guidelines for his responsibility were laid out. It took a number of years, but many of our difficult children mature much slower than their peers so it's "power for the course" so to speak. Sharon [/SIZE][/FONT] [/QUOTE]
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