accomidate these needs--so that he improves his behavior. When his behavior is 'good" or he is "willing" he does work well. When he is "off",,he crawls under desks, shuts down, crumples papers, breaks pencils, runs out of room,etc...etc...He is not violent towards staff..but is unable to control his frustration when work gets the slightest bit "boring or difficult"....
This is my 7YO to a "T" !!!!!
I agree...ask that a BCBA come in.
Hi all, and thanks!!
There was an FBA done, by the school pychologist. However, I am having another IEP meeting in the begining of april,,,I am writing a letter to the Supervisor of spec ed in our county--who has consulted with our IEP,,and inform her that we want an outside consultant to do a new FBA --
What does BCBA stand for?
NyMommy,,,I feel for you!! Lot's of us in this same boat!
thanks again everyone!!
Kelly
BCBA stands for Board Certified Behavior Analyst. It's a person who has met strict criteria for understanding behavior intervention techniques. She may or may not have to re-do the FBA but she would be an EXPERT at understanding what the FBA indicates needs to be in the Behavior Intervention Plan. Also, the IEP should include regular times for her to come into the school and work with the teachers and staff about HOW to implement the BIP. Reasons a BIP is not working:
1. The REASON for the behaviors is misconstrued. A good FBA should take care of that problem.
2. The rewards for the behaviors are not actually REWARDING to the child and/or there are NEGATIVES in the behavior plan. NEGATIVES usually backfire with ASD kids. They hyperfocus on the negative which tends to WORSEN the behaviors.
3. The adults in the child's life are not well-trained to implement the BIP and/or it's being implemented inconsistently. This includes the BIP being adjusted so that the parents can implement it at home. Consistency is key.
4. The behaviors are not behaviors, really, at all but symptoms of a chemical imbalance that is truly not under the child's control and medication should be considered.
I have a PDD-NOS son with Anxiety state, he is currently in full day kindergarten. I have a 35 hour a week TSS for my son (therapeutic staff support). I went through our state's medicare (because he has a disability) and then contacted MHMR (mental Health/Mental Retardation) in our county, set up an appointment with pyscholigist. My son was evaluated (bring written documentation of what you see, teacher sees, etc.) and then the state gives him certain amount of hours= 35 for TSS and 3 for BSC. This has nothing to do with the school, but I did ask for the district to accept my TSS in the classroom. My son also has a 504 plan as he passes all of the academic tests and does not qualify for an IEP.Kelly - You indicated he has an FBA already. Who performed it? Generally, in order to get an FBA that truly reflects your son's issues, it needs to be performed by an outside consultant who is trained in this area.....in some cases a BCBA. If it was done by the teacher, it's probably worthless.
There is definitely A LOT of merit to having a specialist conduct the FBA. The BIP (behavior intervention plan developed from the FBA) then needs to be a part of the IEP, and all individuals who work with your son need to be trained in implementing it.....the recommendation should also be carried over at home.
Hello all,,,This forum is so helpful! I couldn't find a post similar to mine, so I thought I'd post a new topic..if anyone has a similar experience, please join in!
**Brief background: Luke is 6 1/2 and in first grade. He has had two school psych testings-two educational evaluations and an FBA through the school, 4 independent psychological and neuropsych evals, and a psychiatrist eval, ot eval and speech eval..he does recieve pull out special ed services for a small part of his day.
Last week was our most recent IEP with Luke. He has had an IEP since Dec 06,,this was our 4th IEP meeting since this date!! Finally we seem to be getting things done. I'm looking for opininon's suggestions...Luke is great academically--grade level or higher in reading/language/math--when he is able. However, our struggles come from him presenting as ADHD, some sensory issues, PDD-Nos .
The school seems to be addressing the academic and ignoring the why/how/what is causing his behviors and how are they going to accomidate these needs--so that he improves his behavior. When his behavior is 'good" or he is "willing" he does work well. When he is "off",,he crawls under desks, shuts down, crumples papers, breaks pencils, runs out of room,etc...etc...He is not violent towards staff..but is unable to control his frustration when work gets the slightest bit "boring or difficult"....
They seem mostly to be "bribing" him to get him through the day. Using checks/tokens ,etc as a way to just get through. there has to be a better way?
Okay, so what's my question?? I have heard that the school needs to have a behavior specialist come in and be with him one on one to discover what his triggers are and teach him ways to cope with these..Is there any merit to this? I feel like I'm spinning my wheels while my little guy suffers each day!
Any ideas?
Thanks in advance for any help or advice!
Kelly