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therapeutic programs or curriculum?
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<blockquote data-quote="buddy" data-source="post: 493893" data-attributes="member: 12886"><p>I can really relate to your story. My son is on a waiver too and if we need it then I will go there but only as a last resort because the problem is that residential settings are very behavioral. If your son is anything like mine being around such intensive behavior challenges (though he may be even worse at times) always makes things worse. My son copies behaviors when around them (many Autism Spectrum Disorders (ASD) kids do that) and as you said, the points system, earning things etc. is just futile for my son. It does not work for a lot of kids with Pervasive Developmental Disorder (PDD)/Autism Spectrum Disorders (ASD). They need autism placements. People who understand the underlying issues are their unique type of thinking, the sensory issues, the social skill deficits that need direct teaching. My son's brain injury results in a tic disorder (doctor recently just said to tell people he has Tourette's so it is clearer to people who dont get it) and these behavior settings just do not seem sensitive to the neurological issues that they really can not help but also understand we want them to reach their potential in controlling their behaviors as much as possible. </p><p></p><p>Can you start from the beginning? What areas in school is he not doing well in...... maybe we can help you brain storm that way. Does he need prompts to finish assignments, to raise his hand, to not blurt in class, to turn things in, how is he doing on standardized state wide testing... etc. How does he do in the halls, working in groups with peers? </p><p></p><p>Does he have a place to go to chill out? Does he have support to help him identify his feelings and triggers? Does he need any kind of figit or comfort item, does he have a sensory schedule to maintain a level of calm throughout the day...not only when they see him starting to get anxious which is sometimes too late to help?</p><p></p><p>Has he had a complete functional behavior assessment with a POSITIVE behavior plan written? so many times they focus on getting rid of behaviors rather than developing the skills and behaviors that are needed to succeed. the triggers and skill deficits need to be considered more than just counting negative behaviors during the day. This should NOT be done by a psychologist only.... it needs to include an autism specialist. Does your state have an autism teaching certificate? (for the teaching/school part the Pervasive Developmental Disorder (PDD) diagnosis trumps things in my humble opinion)</p><p></p><p>Just throwing things out there.... may not apply but just offering ideas that may help you to think of ideas that apply to you more specifically.</p></blockquote><p></p>
[QUOTE="buddy, post: 493893, member: 12886"] I can really relate to your story. My son is on a waiver too and if we need it then I will go there but only as a last resort because the problem is that residential settings are very behavioral. If your son is anything like mine being around such intensive behavior challenges (though he may be even worse at times) always makes things worse. My son copies behaviors when around them (many Autism Spectrum Disorders (ASD) kids do that) and as you said, the points system, earning things etc. is just futile for my son. It does not work for a lot of kids with Pervasive Developmental Disorder (PDD)/Autism Spectrum Disorders (ASD). They need autism placements. People who understand the underlying issues are their unique type of thinking, the sensory issues, the social skill deficits that need direct teaching. My son's brain injury results in a tic disorder (doctor recently just said to tell people he has Tourette's so it is clearer to people who dont get it) and these behavior settings just do not seem sensitive to the neurological issues that they really can not help but also understand we want them to reach their potential in controlling their behaviors as much as possible. Can you start from the beginning? What areas in school is he not doing well in...... maybe we can help you brain storm that way. Does he need prompts to finish assignments, to raise his hand, to not blurt in class, to turn things in, how is he doing on standardized state wide testing... etc. How does he do in the halls, working in groups with peers? Does he have a place to go to chill out? Does he have support to help him identify his feelings and triggers? Does he need any kind of figit or comfort item, does he have a sensory schedule to maintain a level of calm throughout the day...not only when they see him starting to get anxious which is sometimes too late to help? Has he had a complete functional behavior assessment with a POSITIVE behavior plan written? so many times they focus on getting rid of behaviors rather than developing the skills and behaviors that are needed to succeed. the triggers and skill deficits need to be considered more than just counting negative behaviors during the day. This should NOT be done by a psychologist only.... it needs to include an autism specialist. Does your state have an autism teaching certificate? (for the teaching/school part the Pervasive Developmental Disorder (PDD) diagnosis trumps things in my humble opinion) Just throwing things out there.... may not apply but just offering ideas that may help you to think of ideas that apply to you more specifically. [/QUOTE]
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