Re: Stubborn when it's time to work/Kent?

[Guest guest]

In a message dated 10/2/01 6:30:56 PM Pacific Daylight Time,

jmotes@... writes:

> . I get this same behavior at home - ask him to do something he enjoys and

> he is compliant - ask him to take a bath or do his listening program or go

> to the potty and he yells no and I have to take him by the hand and gently

> force him. Obviously his teacher can't walk him through every step of every

> task. So - do any of you have experience with this? Better yet -

> solutions???? Thanks so much - - in Dallas

>

HI,

This sounds exactly like my , he is 10... I get the constant NO from him

most of the time too, and yes it does get frustrating. And G-d forbid I

should drag him away from his favorite video game, or the computer, what a

struggle it turns into. He will think nothing of raising his hands to me. So

i sweet talk him, and let him know if he takes his bath he can go back to

what ever he is doing...Another solution that works with , when he tells

me NO, I say , ok , let me know when you are ready and I walk

away...within 2 minutes, he calls me....mom im ready, then he does what I

ask....

I hope this could help.

Debbie - NY

[Guest guest]

In a message dated 10/2/01 6:30:56 PM Pacific Daylight Time,

jmotes@... writes:

> . I get this same behavior at home - ask him to do something he enjoys and

> he is compliant - ask him to take a bath or do his listening program or go

> to the potty and he yells no and I have to take him by the hand and gently

> force him. Obviously his teacher can't walk him through every step of every

> task. So - do any of you have experience with this? Better yet -

> solutions???? Thanks so much - - in Dallas

>

HI,

This sounds exactly like my , he is 10... I get the constant NO from him

most of the time too, and yes it does get frustrating. And G-d forbid I

should drag him away from his favorite video game, or the computer, what a

struggle it turns into. He will think nothing of raising his hands to me. So

i sweet talk him, and let him know if he takes his bath he can go back to

what ever he is doing...Another solution that works with , when he tells

me NO, I say , ok , let me know when you are ready and I walk

away...within 2 minutes, he calls me....mom im ready, then he does what I

ask....

I hope this could help.

Debbie - NY

[Guest guest]

In a message dated 10/3/01 7:35:40 AM Central Daylight Time,

roncfam@... writes:

> One thing that works is when I give a choice. For instance, if I

> say, " let's go outside . " He'll say " no! " So then I might say,

" when

> we go outside, do you want to slide or swing? " He'll usually get caught up

> in making the choice, and once he makes it, is enthusiastic about doing it.

> Maybe the teacher can have two worksheets and say, " , do you

want

> to do this sheet, or this one? "

HI

Totally agree Sara can be the queen of stubborn for tasks and this trick

works like a charm. In fact Ill be passing this info on... AGAIN ....to her

new teachers Heehee

Kathy mom to Sara 9

[Guest guest]

In a message dated 10/3/01 7:35:40 AM Central Daylight Time,

roncfam@... writes:

> One thing that works is when I give a choice. For instance, if I

> say, " let's go outside . " He'll say " no! " So then I might say,

" when

> we go outside, do you want to slide or swing? " He'll usually get caught up

> in making the choice, and once he makes it, is enthusiastic about doing it.

> Maybe the teacher can have two worksheets and say, " , do you

want

> to do this sheet, or this one? "

HI

Totally agree Sara can be the queen of stubborn for tasks and this trick

works like a charm. In fact Ill be passing this info on... AGAIN ....to her

new teachers Heehee

Kathy mom to Sara 9

[Guest guest]

<<Another solution that works with , when he tells

me NO, I say , ok , let me know when you are ready and I walk

away...within 2 minutes, he calls me....mom im ready, then he does what I

ask....>>

<<, " let's go outside . " He'll say " no! " So then I might say, " when

we go outside, do you want to slide or swing? " He'll usually get caught up

in making the choice, and once he makes it, is enthusiastic about doing

it.>>

Hi! These are both excellent suggestions...hehe, as I use both of these

techniques with Ted (10) The minute I back off or walk away and Ted decides

when and if to do it, he always does what I want. I also never try to give

him a direct order but offer a choice. For example, he has band this

morning and I want to hand him his band bag. If I just gave it to him and

said, " here Ted, take your band bag " he would say " NO...no band no. But if

I say, " Ted, do you want to hold your band bag or do you want to put it in

your book bag? " then he will do one or the other.

Gail

[Guest guest]

<<Another solution that works with , when he tells

me NO, I say , ok , let me know when you are ready and I walk

away...within 2 minutes, he calls me....mom im ready, then he does what I

ask....>>

<<, " let's go outside . " He'll say " no! " So then I might say, " when

we go outside, do you want to slide or swing? " He'll usually get caught up

in making the choice, and once he makes it, is enthusiastic about doing

it.>>

Hi! These are both excellent suggestions...hehe, as I use both of these

techniques with Ted (10) The minute I back off or walk away and Ted decides

when and if to do it, he always does what I want. I also never try to give

him a direct order but offer a choice. For example, he has band this

morning and I want to hand him his band bag. If I just gave it to him and

said, " here Ted, take your band bag " he would say " NO...no band no. But if

I say, " Ted, do you want to hold your band bag or do you want to put it in

your book bag? " then he will do one or the other.

Gail

[Guest guest]

I don't know if this will work in a classroom situation, but can she give

him any choices? Sounds like he is looking for some control over his

environment. I know when (who is VERY stubborn) doesn't want to do

something, I have to do more than just gently guide him, sometimes I have to

drag him!

One thing that works is when I give a choice. For instance, if I

say, " let's go outside . " He'll say " no! " So then I might say, " when

we go outside, do you want to slide or swing? " He'll usually get caught up

in making the choice, and once he makes it, is enthusiastic about doing it.

Maybe the teacher can have two worksheets and say, " , do you want

to do this sheet, or this one? " I know we can't always give our kids

choices, but it might help get him out of this rut. will often get

in behavior ruts and then once the cycle is broken, he is done. Hope you

find some solutions.

R.

Mom to (7, ds) and Grace (4)

[Guest guest]

I don't know if this will work in a classroom situation, but can she give

him any choices? Sounds like he is looking for some control over his

environment. I know when (who is VERY stubborn) doesn't want to do

something, I have to do more than just gently guide him, sometimes I have to

drag him!

One thing that works is when I give a choice. For instance, if I

say, " let's go outside . " He'll say " no! " So then I might say, " when

we go outside, do you want to slide or swing? " He'll usually get caught up

in making the choice, and once he makes it, is enthusiastic about doing it.

Maybe the teacher can have two worksheets and say, " , do you want

to do this sheet, or this one? " I know we can't always give our kids

choices, but it might help get him out of this rut. will often get

in behavior ruts and then once the cycle is broken, he is done. Hope you

find some solutions.

R.

Mom to (7, ds) and Grace (4)

[Guest guest]

In a message dated 10/3/01 5:53:02 AM Central Daylight Time, ACER929@...

writes:

> Another solution that works with , when he tells

> me NO, I say , ok , let me know when you are ready and I walk

> away...within 2 minutes, he calls me....mom im ready, then he does what I

> ask....

>

> I hope this could help.

>

>

> Debbie - NY

>

> When was small his first answer to any suggestion was NO, but

> if you would just wait a minute or two he would change his mind. Usually

> anyway. Much easier to get along that way. Thank goodness he out grew

> that.

>

[Guest guest]

In a message dated 10/3/01 5:53:02 AM Central Daylight Time, ACER929@...

writes:

> Another solution that works with , when he tells

> me NO, I say , ok , let me know when you are ready and I walk

> away...within 2 minutes, he calls me....mom im ready, then he does what I

> ask....

>

> I hope this could help.

>

>

> Debbie - NY

>

> When was small his first answer to any suggestion was NO, but

> if you would just wait a minute or two he would change his mind. Usually

> anyway. Much easier to get along that way. Thank goodness he out grew

> that.

>

[Guest guest]

Boy, this topic came to me at the perfect moment. 's Sped

teacher called today about his stubbornness. I went ahead and

forwarded to her the responses from this thread.

He had a really rough afternoon (most afternoons are rough for him)

and she reported that he was yelling out. I asked if he could be

sick and she did say he had a tummy ache. He doesn't always say he

is sick.

Then when I picked him up from daycare, they told me he threw up

today. He was feeling bad and just wanted to lay down (he told the

teacher the same thing). This kid never throws up...maybe 2-3 times

before in his life. They then reported that he suddenly got up and

asked to play basketball in the gym (which is where he was when I

picked him up).

I noticed a slight rash on his body...hope it's nothing.

[Guest guest]

Boy, this topic came to me at the perfect moment. 's Sped

teacher called today about his stubbornness. I went ahead and

forwarded to her the responses from this thread.

He had a really rough afternoon (most afternoons are rough for him)

and she reported that he was yelling out. I asked if he could be

sick and she did say he had a tummy ache. He doesn't always say he

is sick.

Then when I picked him up from daycare, they told me he threw up

today. He was feeling bad and just wanted to lay down (he told the

teacher the same thing). This kid never throws up...maybe 2-3 times

before in his life. They then reported that he suddenly got up and

asked to play basketball in the gym (which is where he was when I

picked him up).

I noticed a slight rash on his body...hope it's nothing.

[Guest guest]

- like many other kids whose moms have already posted, Jimmy is a

world-class " no " sayer. LOL - his kindergarten teacher had HER major goal

for the year set to stop him from saying it....and she failed! In any event,

he now has a full-blown behavior plan to address a multitude of things. Here

are a few suggestions that work well for Jim in the area of keeping him on

track....

1) The MAIN thing is use of a positive reinforcement system. Jim has a jar

with 10 unifix cubes that the team uses to keep him on task and positive.

Basically, once he gets the 10 cubes in the jar, he gets a small " choice " as

a reinforcer. Depending on the day, those cubes go into the jar fast or

slow!! On very difficult days, or for very difficult or non-preferential

tasks, his 1:1 gives him a cube when he complies even a little bit, and then

reminds him of " what's coming " when he gets 10 cubes. It can sometimes take

him as little as 5-10 minutes to get a choice, depending on how much

difficulty he's having on a given day. On GOOD days, he will work 45 min to

an hour before he gets his choice. He is at a new school, so they always use

the cubes. At his old school, with his familiar 1:1 aide, there were parts

of the day where he didn't need the cubes at all. The key is to make sure

that the " choices " are something he REALLY wants. Jim loves the computer,

doing puzzles, coloring and looking at books, so that's usually what they use.

2) A Picture Schedule - The events in Jim's day are set out for him in a

picture schedule, basically pictures of each event slid into a 9 pocket

baseball-card sleeve, that he carries with him wherever he goes. Each card

has a colored " ALL DONE " insert behind it, so that when he's finished with an

activity, he slides in the " all done " card and moves to the next one. This

can help him to complete an activity he's not so thrilled about.....his 1:1

just reminds him what's coming next, after he's done with the one he's

resisting. The picture schedule also helps him to prepare for what's coming

next - gives him that processing time that others have spoken about.

3) Use of simple, direct language. For example " First MATH, then PUZZLE " .

When people use too much verbage with Jim, he tunes them out. (LOL - hmmmm -

judging from the length of this post, I'm wondering if the same applies to

all of you!)

4) Offer him a choice, so that he feels he has some control. Every night at

our house, you can hear " Jim, do you want to do spelling first, or your math

sheet? "

Lastly, I can't say enough about getting a trained behavior specialist on the

team. They will tell the team that they MUST do the things above....and the

team will listen. (at least in my experience, they will) Somehow it's

different coming from the specialist than from the mom.

Good luck....

Good luck with your difficulties!

[Guest guest]

- like many other kids whose moms have already posted, Jimmy is a

world-class " no " sayer. LOL - his kindergarten teacher had HER major goal

for the year set to stop him from saying it....and she failed! In any event,

he now has a full-blown behavior plan to address a multitude of things. Here

are a few suggestions that work well for Jim in the area of keeping him on

track....

1) The MAIN thing is use of a positive reinforcement system. Jim has a jar

with 10 unifix cubes that the team uses to keep him on task and positive.

Basically, once he gets the 10 cubes in the jar, he gets a small " choice " as

a reinforcer. Depending on the day, those cubes go into the jar fast or

slow!! On very difficult days, or for very difficult or non-preferential

tasks, his 1:1 gives him a cube when he complies even a little bit, and then

reminds him of " what's coming " when he gets 10 cubes. It can sometimes take

him as little as 5-10 minutes to get a choice, depending on how much

difficulty he's having on a given day. On GOOD days, he will work 45 min to

an hour before he gets his choice. He is at a new school, so they always use

the cubes. At his old school, with his familiar 1:1 aide, there were parts

of the day where he didn't need the cubes at all. The key is to make sure

that the " choices " are something he REALLY wants. Jim loves the computer,

doing puzzles, coloring and looking at books, so that's usually what they use.

2) A Picture Schedule - The events in Jim's day are set out for him in a

picture schedule, basically pictures of each event slid into a 9 pocket

baseball-card sleeve, that he carries with him wherever he goes. Each card

has a colored " ALL DONE " insert behind it, so that when he's finished with an

activity, he slides in the " all done " card and moves to the next one. This

can help him to complete an activity he's not so thrilled about.....his 1:1

just reminds him what's coming next, after he's done with the one he's

resisting. The picture schedule also helps him to prepare for what's coming

next - gives him that processing time that others have spoken about.

3) Use of simple, direct language. For example " First MATH, then PUZZLE " .

When people use too much verbage with Jim, he tunes them out. (LOL - hmmmm -

judging from the length of this post, I'm wondering if the same applies to

all of you!)

4) Offer him a choice, so that he feels he has some control. Every night at

our house, you can hear " Jim, do you want to do spelling first, or your math

sheet? "

Lastly, I can't say enough about getting a trained behavior specialist on the

team. They will tell the team that they MUST do the things above....and the

team will listen. (at least in my experience, they will) Somehow it's

different coming from the specialist than from the mom.

Good luck....

Good luck with your difficulties!

[Guest guest]

In a message dated 10/4/2001 10:51:55 AM Central Daylight Time,

gboughton@... writes:

<< Well, He hasn't had a paper all last week or this week. So, I am

wondering what is really failing here, and I don't believe it is all Ted.

Gail >>

What type of daily communication do you use besides the good day thing Gail?

It might be necessary for you to start having them write down what he's doing

that they don't like....otherwise how can you figure out if they're

nitpicking, which if that is going on is not good for Ted, after all he'd

have problems figureing out what the heck they are expecting him to do if

they keep nitpicking about stuff.

Geeze, i hate my school in some ways but they haven't nit picked for years,

not since i said something like I KNOW the other kids get by with this stuff

but the difference is that they KNOW enough to SNEAK....where as sees

the other kids doing this stuff, thinks it's ok and doesn't know that they

are being SNEAKY about it and so then doesn't really get why she gets in

trouble. After telling them that they handle the problems as they come

up....using more sense then they did before. hehe.

Was hilarious to tell them that and then have them say that no the other kids

woudn't do that cause they know better.. HAHA.

Joy

[Guest guest]

In a message dated 10/4/2001 10:51:55 AM Central Daylight Time,

gboughton@... writes:

<< Well, He hasn't had a paper all last week or this week. So, I am

wondering what is really failing here, and I don't believe it is all Ted.

Gail >>

What type of daily communication do you use besides the good day thing Gail?

It might be necessary for you to start having them write down what he's doing

that they don't like....otherwise how can you figure out if they're

nitpicking, which if that is going on is not good for Ted, after all he'd

have problems figureing out what the heck they are expecting him to do if

they keep nitpicking about stuff.

Geeze, i hate my school in some ways but they haven't nit picked for years,

not since i said something like I KNOW the other kids get by with this stuff

but the difference is that they KNOW enough to SNEAK....where as sees

the other kids doing this stuff, thinks it's ok and doesn't know that they

are being SNEAKY about it and so then doesn't really get why she gets in

trouble. After telling them that they handle the problems as they come

up....using more sense then they did before. hehe.

Was hilarious to tell them that and then have them say that no the other kids

woudn't do that cause they know better.. HAHA.

Joy

[Guest guest]

This thread is so familiar! We have had this same song from Jessie's

teachers for the past several years--stubborn, says no, refuses to do

what teachers want. . .. The solutions don't seem so difficult, but

getting the educators to use the solutions sure is.

Parents of older children and adults--was this such an issue when they

were in elem and MS? If so, how was it handled then?

Judi

Re: Stubborn when it's time to work/Kent?

- like many other kids whose moms have already posted, Jimmy is a

world-class " no " sayer. LOL - his kindergarten teacher had HER major

goal

for the year set to stop him from saying it....and she failed! In any

event,

he now has a full-blown behavior plan to address a multitude of things.

Here

are a few suggestions that work well for Jim in the area of keeping him

on

track....

1) The MAIN thing is use of a positive reinforcement system. Jim has

a jar

with 10 unifix cubes that the team uses to keep him on task and

positive.

Basically, once he gets the 10 cubes in the jar, he gets a small

" choice " as

a reinforcer. Depending on the day, those cubes go into the jar fast or

slow!! On very difficult days, or for very difficult or

non-preferential

tasks, his 1:1 gives him a cube when he complies even a little bit, and

then

reminds him of " what's coming " when he gets 10 cubes. It can sometimes

take

him as little as 5-10 minutes to get a choice, depending on how much

difficulty he's having on a given day. On GOOD days, he will work 45

min to

an hour before he gets his choice. He is at a new school, so they

always use

the cubes. At his old school, with his familiar 1:1 aide, there were

parts

of the day where he didn't need the cubes at all. The key is to make

sure

that the " choices " are something he REALLY wants. Jim loves the

computer,

doing puzzles, coloring and looking at books, so that's usually what

they use.

2) A Picture Schedule - The events in Jim's day are set out for him in

a

picture schedule, basically pictures of each event slid into a 9 pocket

baseball-card sleeve, that he carries with him wherever he goes. Each

card

has a colored " ALL DONE " insert behind it, so that when he's finished

with an

activity, he slides in the " all done " card and moves to the next one.

This

can help him to complete an activity he's not so thrilled about.....his

1:1

just reminds him what's coming next, after he's done with the one he's

resisting. The picture schedule also helps him to prepare for what's

coming

next - gives him that processing time that others have spoken about.

3) Use of simple, direct language. For example " First MATH, then

PUZZLE " .

When people use too much verbage with Jim, he tunes them out. (LOL -

hmmmm -

judging from the length of this post, I'm wondering if the same applies

to

all of you!)

4) Offer him a choice, so that he feels he has some control. Every

night at

our house, you can hear " Jim, do you want to do spelling first, or your

math

sheet? "

Lastly, I can't say enough about getting a trained behavior specialist

on the

team. They will tell the team that they MUST do the things above....and

the

team will listen. (at least in my experience, they will) Somehow it's

different coming from the specialist than from the mom.

Good luck....

Good luck with your difficulties!

[Guest guest]

This thread is so familiar! We have had this same song from Jessie's

teachers for the past several years--stubborn, says no, refuses to do

what teachers want. . .. The solutions don't seem so difficult, but

getting the educators to use the solutions sure is.

Parents of older children and adults--was this such an issue when they

were in elem and MS? If so, how was it handled then?

Judi

Re: Stubborn when it's time to work/Kent?

- like many other kids whose moms have already posted, Jimmy is a

world-class " no " sayer. LOL - his kindergarten teacher had HER major

goal

for the year set to stop him from saying it....and she failed! In any

event,

he now has a full-blown behavior plan to address a multitude of things.

Here

are a few suggestions that work well for Jim in the area of keeping him

on

track....

1) The MAIN thing is use of a positive reinforcement system. Jim has

a jar

with 10 unifix cubes that the team uses to keep him on task and

positive.

Basically, once he gets the 10 cubes in the jar, he gets a small

" choice " as

a reinforcer. Depending on the day, those cubes go into the jar fast or

slow!! On very difficult days, or for very difficult or

non-preferential

tasks, his 1:1 gives him a cube when he complies even a little bit, and

then

reminds him of " what's coming " when he gets 10 cubes. It can sometimes

take

him as little as 5-10 minutes to get a choice, depending on how much

difficulty he's having on a given day. On GOOD days, he will work 45

min to

an hour before he gets his choice. He is at a new school, so they

always use

the cubes. At his old school, with his familiar 1:1 aide, there were

parts

of the day where he didn't need the cubes at all. The key is to make

sure

that the " choices " are something he REALLY wants. Jim loves the

computer,

doing puzzles, coloring and looking at books, so that's usually what

they use.

2) A Picture Schedule - The events in Jim's day are set out for him in

a

picture schedule, basically pictures of each event slid into a 9 pocket

baseball-card sleeve, that he carries with him wherever he goes. Each

card

has a colored " ALL DONE " insert behind it, so that when he's finished

with an

activity, he slides in the " all done " card and moves to the next one.

This

can help him to complete an activity he's not so thrilled about.....his

1:1

just reminds him what's coming next, after he's done with the one he's

resisting. The picture schedule also helps him to prepare for what's

coming

next - gives him that processing time that others have spoken about.

3) Use of simple, direct language. For example " First MATH, then

PUZZLE " .

When people use too much verbage with Jim, he tunes them out. (LOL -

hmmmm -

judging from the length of this post, I'm wondering if the same applies

to

all of you!)

4) Offer him a choice, so that he feels he has some control. Every

night at

our house, you can hear " Jim, do you want to do spelling first, or your

math

sheet? "

Lastly, I can't say enough about getting a trained behavior specialist

on the

team. They will tell the team that they MUST do the things above....and

the

team will listen. (at least in my experience, they will) Somehow it's

different coming from the specialist than from the mom.

Good luck....

Good luck with your difficulties!

[Guest guest]

<<Good suggestions there. How are you and Ted getting along with the

school now? You haven't said much about it lately so I hope that is good.

Jessie >>

Hi Jessie,

I guess it is okay. At least they are not using that theraputic hold on him

anymore like they did last year. I won't stand for any punishment type of

response towards Ted. That does not mean I let him get away with not being the

best human being he can be. He just loves this cheesy bread dipped in ranch

dressing from the local pizza place. I was rewarding him with a $1 for every

" good day " paper he came home with and at the end of the week if he had enough

money to buy some...$3.49,

we would. The teacher says there are dozens of opportunities for him to get a

" thumbs up " and if he gets 6, he gets a good day paper. Well, He hasn't had a

paper all last week or this week. So, I am wondering what is really failing

here, and I don't believe it is all Ted.

Gail

[Guest guest]

<<Good suggestions there. How are you and Ted getting along with the

school now? You haven't said much about it lately so I hope that is good.

Jessie >>

Hi Jessie,

I guess it is okay. At least they are not using that theraputic hold on him

anymore like they did last year. I won't stand for any punishment type of

response towards Ted. That does not mean I let him get away with not being the

best human being he can be. He just loves this cheesy bread dipped in ranch

dressing from the local pizza place. I was rewarding him with a $1 for every

" good day " paper he came home with and at the end of the week if he had enough

money to buy some...$3.49,

we would. The teacher says there are dozens of opportunities for him to get a

" thumbs up " and if he gets 6, he gets a good day paper. Well, He hasn't had a

paper all last week or this week. So, I am wondering what is really failing

here, and I don't believe it is all Ted.

Gail

[Guest guest]

What a coincidence....when I picked Nic up from school today, I got all of these

said about Nic. Maybe it's the time of year...hehehe

Di, mom to Jake(18,nda) and 4 (DS)

Pennsylvania

--stubborn, says no, refuses to do what teachers want. . ..

[Guest guest]

What a coincidence....when I picked Nic up from school today, I got all of these

said about Nic. Maybe it's the time of year...hehehe

Di, mom to Jake(18,nda) and 4 (DS)

Pennsylvania

--stubborn, says no, refuses to do what teachers want. . ..

[Guest guest]

Tims favorite word is 'no' actually its 'NOOOO'! Along with a hefty

splattering of 'go away' 'why' why not' 'its not fair' etc. Last night I

found an excellent motivator for him to complete his spellings homework.

Tim likes pasta, no, tim LOVES pasta, pasta for brekky, lunch and tea and

inbetween would be his idea of heaven. We were having pasta for tea so I

said to him, 'do you want pasta for tea' 'yer, pathta' 'so you need to do

your spellings and then I will cook the pasta'. result, almost total

compliance, with a few reminders that the pasta would cook quicker if he

didn't spend so much time fiddling with the paper and muttering' want pathta

now'!!

sue wong

[Guest guest]

Tims favorite word is 'no' actually its 'NOOOO'! Along with a hefty

splattering of 'go away' 'why' why not' 'its not fair' etc. Last night I

found an excellent motivator for him to complete his spellings homework.

Tim likes pasta, no, tim LOVES pasta, pasta for brekky, lunch and tea and

inbetween would be his idea of heaven. We were having pasta for tea so I

said to him, 'do you want pasta for tea' 'yer, pathta' 'so you need to do

your spellings and then I will cook the pasta'. result, almost total

compliance, with a few reminders that the pasta would cook quicker if he

didn't spend so much time fiddling with the paper and muttering' want pathta

now'!!

sue wong

[Guest guest]

In a message dated 10/4/2001 6:35:39 PM Central Daylight Time,

gboughton@... writes:

<< They don't give me any communication. I was using a notebook to question

them about things and they thought I was being too negative. They have a

form that has icon pictures on it for Ted's day and he checks or marks off

the items that he did. Like group time, lunch, art, that sort of

stuff...but it doesn't really tell me anything.

Gail >>

Arggggghhhhhhh!!!!!!!!!!

I'll send you a copy of 's if you'd like. it's a word doc I think. you

might want to try something like this. or did i already send it Anyway if

you'd like tosee it i'll email it to you, her sped teacher find tuned mine.

lol

Oh and Gail, kick some behind, there is no reason to hold Ted like that.

sigh. what ever caused him to get so angry? what is happening that sets him

off? are they so stupid they think he just flies off the handle for no

reason? ugh. Are you going to remove him from school again?

Good Luck

Joy.