Re: help! not doing classwork-LONG

[Guest guest]

In a message dated 10/4/2004 10:01:55 PM US Mountain Standard Time,

leslie-kerrigan@... writes:

, notes coming home (almost every day)......

" would not do her ______ " (mostly this one), and then some

" would not read with Mrs. P. " My favorite was " got

a 3rd red ticket for not pulling her 2nd red ticket, then trying to put

them in someone elses slot instead of hers "

Hmmm.........and I would be asking them, what did she do that was GOOD today?

I would much rather hear THAT.

If I were you, I would make an ABC chart.....Antecedent/Behavior/Consequence.

Make sure that there is room on the chart to write the time and the staff

that dealt with it. Send that in an evelope back and forth daily, NOT letting

seeing that you are communicating about any negative behavior. Then

look at it and chart it noting time and staff but mainly look at what is

happening before the behavior occurs and what is her pay off. Make sure they

are

sending home in your communication log several positive items that you can

comment on. They MUST find some postive frequently, whether it's just standing

in line nicely, smiling at someone. I would be wondering if they are

rewarding her frequently....in rewards that are meaningful to her. Perhaps a

pat on

the back, high fives, helping pass out papers because she was sitting so

nicely waiting. It's easy to find little things to reward with.

As for the writing, we used special paper with wider lines for years with

Maverick. When he got older and the kindergarten/1st grade paper was too

childish, they made wider lined notebook paper and printed some up at the school

printshop. They have even made spiral notebooks with the wider lined papers for

him so that he can look like the rest of the kids but have paper he can be

successful with.

And then there is always my favorite writing program Handwriting without

Tears that can be very helpful.

[Guest guest]

In a message dated 10/5/2004 1:01:25 AM Eastern Standard Time,

leslie-kerrigan@... writes:

> Her IEP is coming

> up next month, and I am thinking of asking for a FBA. Don't have any

> idea of what they will say, as I don't think that they think it's a

> serious problem. The problem for me is, they have no idea of how to

> motivate her (and I know, it's frustrating because she isn't motivated

> by stickers, tokens, candy, small prizes, extra TV time, etc), so when

> she refuses to do something, they don't know what to do besides issuing

> a red ticket.

---

An FBA is a great idea

Behavior like this isn't about being non-compliant for the sake of being

non-compliant. Something in her learning environment is getting her upset and

her

only way of communicating her anger is by acting up.

" Motivating " isn't going to work because it's not getting to the heart of the

matter ie... what is she trying to communicate with her behavior?

Some possibilities based on what our FBA found:

- some one is being mean to her when teacher is not looking

- she's upset because no one is playing with her a recess

- kids yelling at her at recess

- teacher isn't calling on her too

- kids are looking at her funny

- kids not sitting with her at lunch

- she wants a chance to shine (like being called up on front of class to

present something)

- material not always presented in a way that works for HER (ie needs visual

modelling, not verbal directions)

- being told she is wrong a lot (reprimanded), instead encouraged when she is

RIGHT

- teacher DEMANDING that she do something instead of ASKING

- being treated like she's a lot younger than she is (lack of respect)

- doesn't feel safe in halls moving class-to-class

Can you see that if any of these things are what's up, that " motivating " her

wouldn't make her " act " better? A good behavioral specialist will observe your

daughter in various settings and look for the things that trigger her

negative behaviors, and then look for the ways to get rid/correct of those

" triggers. "

Once we got those issues addressed, our daughter was suddenly very compliant.

In one reading session she went from 20% compliance to 100% - just be having

the reading specialist change her tone of voice!

- Becky

[Guest guest]

help! not doing classwork-LONG

> She is fully included in 1st grade, with a 1:1 aide (with little

> training, but she loves and it's their second year together).

> She reads at grade level, writes and is spelling simple words,

> understands numbers, and is very verbal. She has a fantastic memory

> (which is good, because mine is aging quickly, LOL).

Ok the first thought I had when reading this part is that maybe she is

bored?? is that a possibility?? are they reinforcing things with her in

her work that she already can do?? I know that the more I would have to

repeat the same things the more rebellious I tended to get and I didn't have

an extra chromosone to blame the " stubborn as a mule " gene on....

[Guest guest]

If she likes to buy her own 'prize' it might work to have a sticker chart and

when it's filled she gets a dollar or something, she could either save them up

for a big item or use it right away to purchase a soda or something from the

school store. Would that work? I know for it has been a great motivator.

:-) They do use fake money tho, it looks pretty close to real dollars.

So if there's something you daughter really wants you could maybe do a daily

sticker thing with the picture of the item (book, video, soda, trip to a fav

food place......) and how many 'dollars' she needs to get to 'buy' it? Then

when she earns enough she could bring her fake dollars home and you can replace

them with the real thing and you could take her to buy the item. this might

get kinda expensive for you tho. LOL Start small so the reward is given

quickly and she'll get the idea so will know she will get the things that take

longer to earn eventually.

Good luck

Joy

[Guest guest]

---

When first reading this - I immediately felt, a behaviour plan was

needed - by the time I reached the end - I had changed my thoughts -

I was also wondering whether she was bored or not up to the work

being presented. As you stated by changing the sheet slightly she

understood to write the little 'p' on the lower line. I would be

asking the teacher/aide to watch closely and see if they can figure

out a reason rather than taking the easy road of - being bad needs

punishing!

Keep smiling - Jan

In , RSYOSH@a... wrote:

> In a message dated 10/5/2004 1:01:25 AM Eastern Standard Time,

> leslie-kerrigan@c... writes:

>

> > Her IEP is coming

> > up next month, and I am thinking of asking for a FBA. Don't

have any

> > idea of what they will say, as I don't think that they think

it's a

> > serious problem. The problem for me is, they have no idea of

how to

> > motivate her (and I know, it's frustrating because she isn't

motivated

> > by stickers, tokens, candy, small prizes, extra TV time, etc),

so when

> > she refuses to do something, they don't know what to do besides

issuing

> > a red ticket.

>

> ---

> An FBA is a great idea

>

> Behavior like this isn't about being non-compliant for the sake of

being

> non-compliant. Something in her learning environment is getting

her upset and her

> only way of communicating her anger is by acting up.

> " Motivating " isn't going to work because it's not getting to the

heart of the

> matter ie... what is she trying to communicate with her behavior?

>

> Some possibilities based on what our FBA found:

> - some one is being mean to her when teacher is not looking

> - she's upset because no one is playing with her a recess

> - kids yelling at her at recess

> - teacher isn't calling on her too

> - kids are looking at her funny

> - kids not sitting with her at lunch

> - she wants a chance to shine (like being called up on front of

class to

> present something)

> - material not always presented in a way that works for HER (ie

needs visual

> modelling, not verbal directions)

> - being told she is wrong a lot (reprimanded), instead encouraged

when she is

> RIGHT

> - teacher DEMANDING that she do something instead of ASKING

> - being treated like she's a lot younger than she is (lack of

respect)

> - doesn't feel safe in halls moving class-to-class

>

> Can you see that if any of these things are what's up,

that " motivating " her

> wouldn't make her " act " better? A good behavioral specialist will

observe your

> daughter in various settings and look for the things that trigger

her

> negative behaviors, and then look for the ways to get rid/correct

of those

> " triggers. "

> Once we got those issues addressed, our daughter was suddenly very

compliant.

> In one reading session she went from 20% compliance to 100% - just

be having

> the reading specialist change her tone of voice!

>

> - Becky

>

>

>