Are any families with pre-teen or teen age girls having them do self assessments

[Guest guest]

I have been a lurker and on this website for a limited time so that I

can understand the dynamics of this group. So far I am very

impressed with what I have been reading. We have a few questions for

members regarding anxiety management.

Our daughter is Autism (HFA) / Aspergers. She is the jekyl/hyde type

in that she holds things together all day in school and then we get

the left overs at the end of the day dealing with homework. We

currently have her on 3 medications and as a result on most days she

has energy left at the end of the day

We have told our school staff and it was written into the IEP that we

want to have them observe our daughter in social interactions with

peers and observe and help her deal with anxiety by teaching her

techniques on how to resolve anxiety through relaxation techniques or

having here leave the setting.

Well let us share with you what we have now. On Friday's our

daughter leaves the classroom usually during the PE period and goes

into the resource center. She fills out a 2 page self assessment

form along with the Resource specialist. Here are the questions on

this form.

1. When it comes to reducing anxiety, I was able to figure out how

to take a brief break with my teacher's prompt or on my own.

1 2 3 4 5

I identified my need right away I did not identify my

and was able to take a break need to take a break

and return to work calmly and became anxious

Acceptable ways to take a break

1

2

3

4

2. When it comes to making friends, I will try to listen to the

other person's ideas. Everyone has good ideas that might be just

what's needed to make things work better. When you support other

people's idea(s), it makes them feel good about themselves and about

you.

1 2 3 4 5

I listened to someones's ideas I monopolized the

conversation

3. When it comes to building friendships, I will share my

possessions and thought in a friendly and supportive manner.

1 2 3 4 5

I shared my things and thoughts I did not share my

willingly, appropriately and in things or ideas in a

a friendly manner a friendly manner

4. When it comes to success in school, I must be organized. It is

necessary for me to use my organizer on a daily basis to write down

all assignments and correspondence back and forth from school to home.

1 2 3 4 5

I used my organizer daily this week I did not use my

organizer this week

5. When it comes to problems or cocerns, I need to discuss it with

whoever is involved. It's important to make every effort to resolve

differences by talking it over.

1 2 3 4 5

I discussed my issues and made I chose not to work out

efforts to resolve issues differences in a

positive, calm manner

Now that you have read these assessment form questions, we have a few

questions. Do any of the families on this website have their children

do self assessments at age 11 or like us do you think this is the

stupidest thing you have ever heard? We can't fathom how they think

our daughter can remember periods of anxiety on a Monday or Tuesday

when she is only asked about them on a Friday. Our belief is that

she won't remember and that she just thanks the lucky stars that she

got through the day.

[Guest guest]

Rodney the tool itself is of good but how it is presented is the areas of

concern. As you to say yes it is of not good to expect her to remember the

whole week and is not of fair as because what if most week she did do good

but one day she didnot then for most with autism we might only focus on the

day we did not. I think the tool should be used more frequesntly and only

used for classes of struggle to her such as after PE each day she fills out

one, but to me it would be crucial to ahve a social story to teach adn

discuss troubleshooting with her, just having her fill it out is of not good

if no teaching is matched to it. I to be to say I to be fo stupid and cant

do life and want to shut of down and become of aggressive and if I to know

this of me and no one is teaching me of skills to cope or problem solve then

all I to get is a poor script of self with no alteractions to the script

because no one is teaching me.

Sondra Adult with HFA in Ohio

[Guest guest]

I have a 9 year old dd with autism and I think it is a great tool. I'm

going to suggest it at our IEP. It reminds and reinforces what they

are working on.

On Saturday, February 7, 2004, at 01:00 AM, Rodney Ziebol wrote:

> I have been a lurker and on this website for a limited time so that I

> can understand the dynamics of this group. So far I am very

> impressed with what I have been reading. We have a few questions for

> members regarding anxiety management.

>

> Our daughter is Autism (HFA) / Aspergers. She is the jekyl/hyde type

> in that she holds things together all day in school and then we get

> the left overs at the end of the day dealing with homework. We

> currently have her on 3 medications and as a result on most days she

> has energy left at the end of the day

>

> We have told our school staff and it was written into the IEP that we

> want to have them observe our daughter in social interactions with

> peers and observe and help her deal with anxiety by teaching her

> techniques on how to resolve anxiety through relaxation techniques or

> having here leave the setting.

>

> Well let us share with you what we have now. On Friday's our

> daughter leaves the classroom usually during the PE period and goes

> into the resource center. She fills out a 2 page self assessment

> form along with the Resource specialist. Here are the questions on

> this form.

>

> 1. When it comes to reducing anxiety, I was able to figure out how

> to take a brief break with my teacher's prompt or on my own.

>

> 1 2 3 4 5

> I identified my need right away I did not identify my

> and was able to take a break need to take a break

> and return to work calmly and became anxious

>

> Acceptable ways to take a break

> 1

> 2

> 3

> 4

>

> 2. When it comes to making friends, I will try to listen to the

> other person's ideas. Everyone has good ideas that might be just

> what's needed to make things work better. When you support other

> people's idea(s), it makes them feel good about themselves and about

> you.

>

> 1 2 3 4 5

> I listened to someones's ideas I monopolized the

> conversation

>

> 3. When it comes to building friendships, I will share my

> possessions and thought in a friendly and supportive manner.

>

> 1 2 3 4 5

> I shared my things and thoughts I did not share my

> willingly, appropriately and in things or ideas in a

> a friendly manner a friendly manner

>

> 4. When it comes to success in school, I must be organized. It is

> necessary for me to use my organizer on a daily basis to write down

> all assignments and correspondence back and forth from school to home.

>

> 1 2 3 4 5

> I used my organizer daily this week I did not use my

> organizer this week

>

> 5. When it comes to problems or cocerns, I need to discuss it with

> whoever is involved. It's important to make every effort to resolve

> differences by talking it over.

>

> 1 2 3 4 5

> I discussed my issues and made I chose not to work out

> efforts to resolve issues differences in a

> positive, calm manner

>

>

> Now that you have read these assessment form questions, we have a few

> questions. Do any of the families on this website have their children

> do self assessments at age 11 or like us do you think this is the

> stupidest thing you have ever heard? We can't fathom how they think

> our daughter can remember periods of anxiety on a Monday or Tuesday

> when she is only asked about them on a Friday. Our belief is that

> she won't remember and that she just thanks the lucky stars that she

> got through the day.

>

>

>

>

>

>