Guest guest Posted October 7, 2003 Report Share Posted October 7, 2003 Kenzie was the same way last year...she would bolt any time the door was left open...sometimes the teacher wouldn't see her slip out !! Ask the teacher to SHUT THE DOOR..that helped us. This year however it hasn't been a problem...the door is left open and she hasn't bolted one time. (knocking on wood) The drop and flop is a common occurance with Kenzie too...especially if the class is headed to an activity that she doesn't like. If one of her classmates ask her to get up , she will. And she loves to watch the kids line up and has just started lining up on her own without the teacher having to go get her. It usually takes us til December to get Kenzie in the groove. After the Christmas break, she comes back a new kid...ready to work!! HAPPY BIRTHDAY!!!!!!!!!!!!! ( mom to Kenzie 8 ds) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 7, 2003 Report Share Posted October 7, 2003 In a message dated 10/7/03 7:30:06 AM Eastern Daylight Time, kelli1082@... writes: > Hello, > > You guys are so great with advice, thought I'd post a question. Lately > Austin has developed a new behavior. At school usually 2-3 times a day, he > ll run out of the classroom, to go the resource room. I'm guessing to get > out of a non-preferred activity, and it's a game to him. he runs, someone > comes after him. He is the type if you let him go, he will NOT come back. > And it's usually a struggle to get him back. Also his aid has asked what to > do when he does the flop and drop in the hall, if she left him, he would not > get up and go looking for her. He has a fascination with sitting and > watching people walk. ON the playground he has to be the last to line up, > because he wants to sit and watch everyone go by. > Any suggestions much appreciated. > We try rewards, stickers, much praise, I know Kent has said to ignore the > behavior, but I don't know that this one you can. > > Thank you! :-) > Kelli mom to austin 8 today! > never cared about stickers, and could just wait out anyone else until they gave up - which meant she just got what she wanted all along - to get out of an activitiy. so here are the questions... what about resource doesn't he like? It's obviously SOMETHING... could be the teacher is treating him like he's not very smart and he's getting annoyed (this was an issuse with ) or the teacher' s particular technique doesn't work with his learning style and as far as he is concerned the class is pointless (also a problem with !). His drop & flop gets him out of stuff.... why on earth would the aid expect him to go looking for her???? He just got exactly what he wanted - the aid to leave him alone! was in 3rd grade when this all came to a head - I put in writing that I wanted an Funtional Analysis (this may be called a Functional Behavior ANalysis in your state). The specialist did an incredibly thourough job identifying the " communicative intent " of 's actions and then restructuring the environment to get more cooperation. (I HATE the would " compliance " which the staff loves to use.... sounds like what you do training an animal). SO in our case this is what we found: If the teacher " asked " for to do things instead of " demanding " , was much more likely to go along with the task (gee - makes sense to me!) Visually modelling an activity is the best way to teach - lecturing never works. Circle of Friends support was vital - she wants to be part of the group. When she was being disrespected by other kids, and the teacher did nothing to rope it in, ran away. AND from my personal experience - physically trying to move brings out the worst in her. Making it a game ( " I'm going to race you! " ) or counting ( " I'm going to count to 17 and then I'm going to pick you up! " - 95% of the time she does the task before I get to whatever the number is) works well. Tone of voice is VERY important - as well as ability to follow thru. has learned who she can ignore (because those people will keep asking and asking and then give up) and who she'ld better respond to on the FIRST request because that person WILL follow thru!!) FINALLY - losing privileges for not following thru has been the most effective with . In the past she has lost a trip to the park, had her coloring books & markers taken away, lost computer time, lost recess time at school. I'm sure you can make a list of Austin's favorite activities. - Becky Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 7, 2003 Report Share Posted October 7, 2003 In a message dated 10/7/2003 5:46:47 AM US Mountain Standard Time, RSYOSH@... writes: > I'm guessing to get > >out of a non-preferred activity, You need to have the school start filling out an ABC chart. A: antecendent .......What was happening BEFORE the behavior. in detail B: Behavior in detail. C: Consequence in detail Ask the school to keep in in an envelope and send it home to you daily. He doesn't even need to know this is happening. (The less attention, the better.) After a couple of weeks you should see a pattern or notice a particular time that it occurs or a particular consequence that he is getting. What you need to look at is.....:What is he getting out of it? WHAT is his payoff? As always, negative behavior should be ignored as much as possible (unless he is a danger to himself or others) and positive feed back should be given as SOON as he is back on task. Also, positive feedback should be given much more frequently when he is on task or following through on whatever he is told to do. Also, make sure they are docucmenting successful times in his communication log that you can comment on and reinforce at home EACH DAY! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 7, 2003 Report Share Posted October 7, 2003 Hello, You guys are so great with advice, thought I'd post a question. Lately Austin has developed a new behavior. At school usually 2-3 times a day, he ll run out of the classroom, to go the resource room. I'm guessing to get out of a non-preferred activity, and it's a game to him. he runs, someone comes after him. He is the type if you let him go, he will NOT come back. And it's usually a struggle to get him back. Also his aid has asked what to do when he does the flop and drop in the hall, if she left him, he would not get up and go looking for her. He has a fascination with sitting and watching people walk. ON the playground he has to be the last to line up, because he wants to sit and watch everyone go by. Any suggestions much appreciated. We try rewards, stickers, much praise, I know Kent has said to ignore the behavior, but I don't know that this one you can. Thank you! :-) Kelli mom to austin 8 today! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 7, 2003 Report Share Posted October 7, 2003 Kelli, Could they give Austin a job, like door opener/holder when coming in from recess? That way he can watch everyone walk in, but you've gotten him that much closer to the classroom...and he has an important job! And by the way, Happy Birthday Austin! Mom to (9, ds), Grace (6) ON the playground he has to be the last to line up, because he wants to sit and watch everyone go by. Any suggestions much appreciated. We try rewards, stickers, much praise, I know Kent has said to ignore the behavior, but I don't know that this one you can. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 7, 2003 Report Share Posted October 7, 2003 I have found that taking the task to the kids can often 'break' a behaviour.That way they know the task is still there. I do that with towels,shirts pants etc that Leigh, 9 has to fold for 'her share'. Showing equal amounts of work as everyone else also has worked well. " Be patient this too will probably pass, hopefully. " Is our moto!! jkred From: Kelli [mailto: kelli1082@...]Upsndowns@...: Tue, 7 Oct 2003 04:40:20 -0700 (Pacific Daylight Time)Subject: behavior issueHello, You guys are so great with advice, thought I'd post a question. LatelyAustin has developed a new behavior. At school usually 2-3 times a day, hell run out of the classroom, to go the resource room. I'm guessing to getout of a non-preferred activity, and it's a game to him. he runs, someonecomes after him. He is the type if you let him go, he will NOT come back. And it's usually a struggle to get him back. Also his aid has asked what todo when he does the flop and drop in the hall, if she left him, he would notget up and go looking for her. He has a fascination with sitting andwatching people walk. ON the playground he has to be the last to line up,because he wants to sit and watch everyone go by. Any suggestions much appreciated. We try rewards, stickers, much praise, I know Kent has said to ignore thebehavior, but I don't know that this one you can. Thank you! :-) Kelli mom to austin 8 today! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 In a message dated 10/8/03 8:50:47 AM Central Daylight Time, writes: > Kelli, > Could they give Austin a job, like door opener/holder when coming in from > recess? That way he can watch everyone walk in, but you've gotten him that > much closer to the classroom...and he has an important job! And by the way, > Happy Birthday Austin! > > > Mom to (9, ds), Grace (6) > ON the playground he has to be the last to line up, > because he wants to sit and watch everyone go by. > Any suggestions much appreciated. > We try rewards, stickers, much praise, I know Kent has said to ignore the > behavior, but I don't know that this one you can. > > Coming in from recess and lining up were always issues for . For we had the educational assist. give him time warnings up to the bell (5 minutes until we go in,). We wrote a social story about lining up at recess and going in, we also gave him 5 minutes in the gymnasium to shoot baskets before going upstairs to class. Recess was just so stimulating for him that he couldn't switch from that to sitting in class without something in between. Darn, if we could have gotten to watch everyone go in and then follow we would have been very happy people. Good luck, Karyn Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 When had so much difficulty coming in from recess, a friend came up with the idea of giving him the job of blowing the whistle for all the kids to come in. That got him close to the door and involved in the the whole process. It worked! in Dallas Re: Behavior issue In a message dated 10/8/03 8:50:47 AM Central Daylight Time, writes: > Kelli, > Could they give Austin a job, like door opener/holder when coming in from > recess? That way he can watch everyone walk in, but you've gotten him that > much closer to the classroom...and he has an important job! And by the way, > Happy Birthday Austin! > > > Mom to (9, ds), Grace (6) > ON the playground he has to be the last to line up, > because he wants to sit and watch everyone go by. > Any suggestions much appreciated. > We try rewards, stickers, much praise, I know Kent has said to ignore the > behavior, but I don't know that this one you can. > > Coming in from recess and lining up were always issues for . For we had the educational assist. give him time warnings up to the bell (5 minutes until we go in,). We wrote a social story about lining up at recess and going in, we also gave him 5 minutes in the gymnasium to shoot baskets before going upstairs to class. Recess was just so stimulating for him that he couldn't switch from that to sitting in class without something in between. Darn, if we could have gotten to watch everyone go in and then follow we would have been very happy people. Good luck, Karyn Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 In a message dated 10/9/03 1:08:44 PM Eastern Daylight Time, thrill@... writes: > Interesting > >though, at recess transition her aide gets total cooperation (it's > >amazing..... wish she was so cooperative with me!!!!!), the teacher gets > >some cooperation, and the resource teacher (if filling in for someone), > >gets ZERO cooperation (worst behavior I've ever seen, and not just at > >recess...... any time she is with ). So, for , it's > >not just the transition, but the person facilitating it! She's a sassy > >one, and smart enough to know that she can get away with it from some > >and not others. I love the resource teacher, but am starting to dread > >the years when will be spending more time with her..... Oh > >well, cross that bridge when we come to it. > > > >, mom to (8), (5 DS), and (4) > 's FBA identified that the TONE OF VOICE and the way a request was worded made a big difference. No doubt about it, her resource teacher made demands that brought out the worst in her. I've discovered that people who treat like she's a smart kid, plus use a sense of humor, get great results. Those people who insult her intelligence & talk down to her get total resistance. Those who ask her the same question over & over (thinking she doesn't hear or understand) get ignored. Then there are those who totally put me in awe. Her IEP says she needs requests broken down into simple steps, yet last year I saw the head of her after school program give her very complicated instructions & I saw totally follow through. EX - moved a rather large plastic castle to a location near the door (and away from the crowd in the middle of the floor), and sat down to play with it. Afterschool leader: " , you can't put that there, people are going to trip over it. Move it over into the corner. " She spoke in a regular voice, didn't slow down her pace, or repeat herself. got right up, and moved the castle. Notice she also EXPLAINED why had to move it, rather than just order her to move it. Her resource teacher was getting 20% " compliance " until the behavioral specialist told the teacher to ASK (in a nice voice) to pick out a book to read, rather than DEMANDING that read a certain book. In one session 's " compliance " went to 100%. I've been trying to get her to use manipulatives to add - I caught her deliberately making mistakes. So I introduced addition - suddenly she was interested and wanted to do it. (Next week - multiplication!) - Becky Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 karenmotes@... wrote: >When had so much difficulty coming in from recess, a friend came up with the idea of giving him the job of blowing the whistle for all the kids to come in. That got him close to the door and involved in the the whole process. It worked! in Dallas > > was the given the made-up job of " clipboard helper " in preschool after the teacher noticed that on the days she had either of the official jobs of " line leader " or " bell ringer " , she would transition easily back from recess. Although she couldn't be line-leader or bell ringer every day, the teacher always had her clipboard with her, and she and " checked " each child as they came back into the room. Same idea.... got her close to the door, and took away the power struggle, rather than the game of the aide chasing her around and around the play equipment...... what a great game! This year in kindergarten, I know that she is doing better. Interesting though, at recess transition her aide gets total cooperation (it's amazing..... wish she was so cooperative with me!!!!!), the teacher gets some cooperation, and the resource teacher (if filling in for someone), gets ZERO cooperation (worst behavior I've ever seen, and not just at recess...... any time she is with ). So, for , it's not just the transition, but the person facilitating it! She's a sassy one, and smart enough to know that she can get away with it from some and not others. I love the resource teacher, but am starting to dread the years when will be spending more time with her..... Oh well, cross that bridge when we come to it. , mom to (8), (5 DS), and (4) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 This is interesting as I'm seeing the same thing in Mac this year in K. He is being much more cooperative for the " regular " K teacher than he is for any of the specialists (SLP, OT, Spec Ed teacher)--most of the behavior problems he's had (and there have only been a few) have been with those individuals not the regular K teacher. Like you, I " m a bit nervous about how he'll be in the future when he'll probably have to spend more time with those people. Jill -------- Original Message > > Interesting >though, at recess transition her aide gets total cooperation (it's >amazing..... wish she was so cooperative with me!!!!!), the teacher gets >some cooperation, and the resource teacher (if filling in for someone), >gets ZERO cooperation (worst behavior I've ever seen, and not just at >recess...... any time she is with ). So, for , it's >not just the transition, but the person facilitating it! She's a sassy >one, and smart enough to know that she can get away with it from some >and not others. I love the resource teacher, but am starting to dread >the years when will be spending more time with her..... Oh >well, cross that bridge when we come to it. > >, mom to (8), (5 DS), and (4) > > > > >Click reply to all for messages to go to the list. Just hit reply for messages to go to the sender of the message. > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 >>I've discovered that people who treat like she's a smart kid, plus use a sense of humor, get great results.>> I, too, have found this to be very true. THe reg K5 teacher probably expects more out of her and beleives she can do more. mom to Bridget 10 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 26, 2010 Report Share Posted September 26, 2010 Hello Sharon, I'm sure this relate to your OK. My daughter is 32 years old and her problem is she she busy and to go the bath room and thinks its to put her pants on if even damp. What I did sove that problem I reminder to go bathroom and said have go and I tell she should go. By back infect down and we have to make sure she clean there there and dry. On hand she laughing real and pee too and if even she problem when drinks some it go dow wrong pipe and problem when gags she pee pants . When out I go bathroom she now she go too. No make sure bath after she drinks much or after she eats or drink. We have reminder to go bathroom she make stink now wiping her self then reminder that problem she had the seems.I hope help with your daugter . If any qoestion feel free to ask me OK === Posted through Grouply Create your own group! www.grouply.com Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 26, 2010 Report Share Posted September 26, 2010 I have a friend who's 14yo son (DS/ASD) uses peeing as a way to control his teachers at school and to avoid doing what he is asked to do. It has been a frustration for her as the school definitely has an issue with this but until this year she has not had strong individuals working with her son to set boundaries. This year his SPED teacher has a 14yo son with ASD and she's not willing to put up with behaviors that he's used in the past so now instead of peeing he strips naked and just laugh and pees on the floor of the SPED room. The teacher is now working on that behavior by setting boundaries to show him he needs to focus and do as asked. Marcia Freeman From: squick08@... Date: Sat, 25 Sep 2010 18:25:19 +0000 Subject: behavior issue As anyone had any issues with their child perposely wetting theit pants when things didnt go their way? My daughter, age 8, will start laughing when things dont go her way and laughs until she pees herself, which than she thinks its funny. Lost on what to do. Sharon Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 26, 2010 Report Share Posted September 26, 2010 My daughter who never has accidents did when she cried real hard with a dull bladder. Is the wetting on purpose or can she laugh at other times and remain dry? At any rate, sounds like the laughing is the first behavior you need to extinguish I have found treating my dd like any other kid and not allowing those behaviors to work for her to work no matter what she was doing. What would you do with a typical child who tried this tactic on you? Sent from my iPhone On Sep 25, 2010, at 1:25 PM, " squick08 " <squick08@...> wrote: As anyone had any issues with their child perposely wetting theit pants when things didnt go their way? My daughter, age 8, will start laughing when things dont go her way and laughs until she pees herself, which than she thinks its funny. Lost on what to do. Sharon Quote Link to comment Share on other sites More sharing options...
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