And this kind of goes along with how our kiddos behave differently in different place.
You all know Nick's bowel issues ... enough said. However, he goes #1 just fine in the potty. However:
1. At home, when he has to go, I MUST go with him, or he won't go and will cry. He wants me to assist him in taking his pants down and bringing them back up.
2. At his sitters, he will now go completely by himself. He will go into her bathroom, step on the stool, turn on the light, take his pants down, go ... etc., you get the picture.
3. I had to pick him up at Head Start today as the bus driver was sick, and was told he now completely REFUSES to go there. I was told if he leaks and they take him into the bathroom to clean him up, he cries and cries (for me
Any suggestions at all?
Yep. Get a BCBA involved. As the Autism Consultant that advises the school as well as the person who give you parent training. Go to www.nysed.gov and search the Part 200. Go to 200.13 in order to get the details on the NYS autism protections. A good behaviorist will get to the bottom of this (no pun intended) and be able to get something to work at school. ONce that happens, she'll show you how to make it work at home.
BTW --- I thought you had him back in diapers because of his pooping issues. The LAST thing you want to do is start THAT again. Tell the BCBA the WHOLE story. Extra time in diapers is FAR better than megacolon, IMHO.
tzoya ... I'm having a hard time navigating that site and finding what I want. Can you copy the language for me? Also, how do I go about getting a BCBA involved? Would I go back to the Special Programs office? Should I ask my medicaid coordinator?
I have him in pullups because of the poop issues, yes. He won't go poop in the potty whatsoever. He isn't going pee in the pull-up. That he is still doing in the potty. Except that he is now holding in at Head Start, and cries when they try to get him to go to the bathroom, when they KNOW he has to go (holding himself.)
I can't believe this is the THIRD time I've tried to post a reply here and it's gotten lost. Hope this "takes."
This is the link to the Part 200, NYS's regulation of IDEA 2004. Bookmark it. It's your bible. Below that is the section that addresses autism, specifically. #A6 is what most people call the "autism consultant." If your son is not in a class that exclusively for the autistic, it applies to him. Even if he is, you may be able to get it. Many SD's use a BCBA to fulfill this section. In any event, you can ask the CSE to get a BCBA to do the FBA and create the BIP with a focus on potty issues. Then the BCBA can provide you with Parent Training (d) so that you can carry over the BIP at home.
http://www.vesid.nysed.gov/specialed/publications/lawsandreg s/part200.htm
(a) The functioning levels of students with autism, based upon the criteria set forth in section 200.6 (g)(2) of this Part, shall govern their individual or small group instruction.
(1) The continuum of special education programs and services as described in section 200.6 of this Part shall be available to students with autism as needed.
(2) The chronological age range of instructional groups serving students with autism shall not exceed 36 months for students under age 16 and shall not be limited for students 16 years of age or older.
(3) The class size for such students shall be determined in accordance with section 200.6 (f) and (g) of this Part, provided that the class size of special classrooms composed entirely of students with autism shall be in accordance with section 200.6 (g)(4)(ii)(a) of this Part.
(4) Instructional services shall be provided to meet the individual language needs of a student with autism for a minimum of 30 minutes daily in groups not to exceed two, or 60 minutes daily in groups not to exceed six.
(5) To the maximum extent appropriate, instructional provisions shall be instituted for eventual inclusion of students with autism into resource room programs for students with combined disabilities or placement in a regular classroom.
(6) In those instances where a student has been placed in programs containing students with other disabilities, or in a regular class placement, a special education teacher with a background in teaching students with autism shall provide transitional support services in order to assure that the student's special education needs are being met.
(b) The length of the school day for students with autism shall be that set forth in section 175.5 of this Chapter.
(c) All school districts are required to furnish appropriate educational programs for students with autism from the date they become eligible for a free appropriate public education until they obtain a high school diploma, or until the end of the school year in which they attain their 21st birthday, whichever occurs first.
(d) Provision shall be made for parent counseling and training as defined in section 200.1 (kk) of this Part for the purpose of enabling parents to perform appropriate follow-up intervention activities at home.
(e) Upon application and justification to the commissioner, approval may be granted for variance from special class sizes and the chronological age ranges specified in subdivision (a) of this section.