Post by spedrunner on Mar 14, 2015 12:08:43 GMT -5
One of my students fits aspergers to a t. Parents are In Denial and refuse to release any of his records to us for fear he will be labeled. So there is not much home support
The thing that baffles most is his need for perfectionism. It's not the perfectionism part that I don't understand but it's other things I notice and I can't figure out why he does tjnor how to help
Before being placed In my class. He would write his work then completely erase everything and start again. Obviously this became a problem and he was really falling behind. He just could not accept anything less than perfect in his eyes. Write. Erase. Rewrite. Repeat.
I tried all sorts of things Using a pen seems to work best since he can't erase ...
Anyway. He wants and seeks one on one attention. He has difficulty focusing in larger groups and wants 1-1. He will act out if he does not recoeve 1-1. So I am working towards getting him to do things independently Slowly he is increasing his independence
I give him clear checklists and schedules to keep him focused and so that he knows what is exactly expected of him. He requires this to help him otherwise he easily loses focus
The other opening he was completing his work following his checklist and when I was reviewing his work he repeatly made mistakes then went back and indicated the ones that were incorrect So he is aware of it and just likes writing them wrong. I just know there is so much going on with hkm and don't know how to help him. He can't express to me why he does things he just does.
One of my students fits aspergers to a t. Parents are In Denial and refuse to release any of his records to us for fear he will be labeled. So there is not much home support
Yeah, there's a plan for success. Not.
How is he in a self contained classroom if he isn't labeled in some way? Are you sure they aren't the sort of parents who do interventions privately? I've known a few who thought their kids would be better served by keeping mum of the label and doing all private therapies.
The thing that baffles most is his need for perfectionism. It's not the perfectionism part that I don't understand but it's other things I notice and I can't figure out why he does tjnor how to help
Before being placed In my class. He would write his work then completely erase everything and start again. Obviously this became a problem and he was really falling behind. He just could not accept anything less than perfect in his eyes. Write. Erase. Rewrite. Repeat.
It's a common enough Aspergerish behavior. Usually it's rooted in anxiety and black & white thinking.Sometimes it has a OCD-like feel to it. He imagines it in is head one way and is dissatisfied with how it is IRL. If it's slowing him down, OT should look to see if he's "drawing" his letters or writing. Giving him alternative ways to produce work or setting him up with an Alphasmart might be a good-around for this.
I tried all sorts of things Using a pen seems to work best since he can't erase ...
Anyway. He wants and seeks one on one attention. He has difficulty focusing in larger groups and wants 1-1. He will act out if he does not recoeve 1-1. So I am working towards getting him to do things independently Slowly he is increasing his independence
This attention seeking could also be an ASD thing. Is there a way he can be rewarded with 1:1 attention- perhaps a game with a para for working independently?
I give him clear checklists and schedules to keep him focused and so that he knows what is exactly expected of him. He requires this to help him otherwise he easily loses focus
The other opening he was completing his work following his checklist and when I was reviewing his work he repeatly made mistakes then went back and indicated the ones that were incorrect So he is aware of it and just likes writing them wrong. I just know there is so much going on with hkm and don't know how to help him.
This is probably attention seeking. If he's bright enough this might even be "silliness". The best way to deal might be to ignore it. Or to let the errors stand and let the chips fall where they may if he cares about grades.
He can't express to me why he does things he just does.
Of course not. Not generally a self aware crowd. And even those who might be able to answer why probably need some time to process the question in the context of their behavior. While it's tempting to ask "what the hell were you thinking?" in the moment, the answer might not come to them until bedtime, next month or even when they're a couple years older. If he is of a rule boy bend, admitting to doing something "wrong" might be beyond him at this point.
Post by spedrunner on Mar 14, 2015 19:09:58 GMT -5
thanks again. I know how frustrating it is for HIM, but I am having so much difficulty figuring him out, other students have been so cut and clear. He is so intelligent, I wonder if its attention seeking, behavior or something else
Yes I have set up things for him to work towards 1-1 times, this usually works however he is very smart and knows how to be sneaky when a lot is going on in the room.
His parents are in full denial. Mom is coming around. The father is really having a difficutl time. I get it, no one wants to find out their child may have issues. Before he was in my class, he said the teachers were lying about his behavior until they finally allowed him to come in and observe (unknown to st) dad saw how he was unable to learn and participate in a regular sized classroom. He was out of his seat constantyl, spinning, jumping, flapping, etc. Yet dad still feels that because he is smart, that he can NOT have any other issues
I am not quite sure of the circumstances of the "records". I am not given much information, its pulling teeth with CST at my school. I have mentioned before that a lot of the parents at my school are unaware of their (and childrens rights) so the school loves this and I am the one constantly fighting for things
Our last meeting, dad finally accepted that his son has difficulty focusing, he admitted it, stood up and said he was done, walked out. i get he is scared.
thanks again. I know how frustrating it is for HIM, but I am having so much difficulty figuring him out, other students have been so cut and clear. He is so intelligent, I wonder if its attention seeking, behavior or something else
Behavior is communication. I'd bet on this being attention seeking.
Yes I have set up things for him to work towards 1-1 times, this usually works however he is very smart and knows how to be sneaky when a lot is going on in the room.
Sneaky? Are you certain this is a thought through choice to stop working or is it more of a loss focus/need to be redirected? TBH, if he's reasonably bright, he should be mainstreamed with a para to redirect his behavior and keep him on task.
His parents are in full denial. Mom is coming around. The father is really having a difficutl time. I get it, no one wants to find out their child may have issues. Before he was in my class, he said the teachers were lying about his behavior until they finally allowed him to come in and observe (unknown to st) dad saw how he was unable to learn and participate in a regular sized classroom. He was out of his seat constantyl, spinning, jumping, flapping, etc. Yet dad still feels that because he is smart, that he can NOT have any other issues
"Smart" may be a relative thing. If he has Aspergers type ASD, he probably has a great vocab, was probably an early reading and great around primary grade arithmetic. But he may not be as smart as you and his parents assume. Come the intermediate grades, he may start to hit the wall as learning to read becomes reading to learn (ToM and inferred/implied meaning), math (abstract reasoning/higher order thinking)becomes about application and more independence is expected around executive function tasks.
I am not quite sure of the circumstances of the "records". I am not given much information, its pulling teeth with CST at my school. I have mentioned before that a lot of the parents at my school are unaware of their (and childrens rights) so the school loves this and I am the one constantly fighting for things
WTF? Have you not read his IEP? How is that even possible? How can you provide the services outlined within it if you haven't read it? I know years ago they used to sometimes withhold copies of IEPs from my mother when she taught in NJ (Willingboro)- middle school art so she saw everybody. Administration claimed it it was so she wouldn't "pre-judge" students. Until she had a kid with an EBD classification come at her with an X-acto knife. Things got better in the last couple years she worked.
Our last meeting, dad finally accepted that his son has difficulty focusing, he admitted it, stood up and said he was done, walked out. i get he is scared.
Get it it isn't the same as living it. It's pretty usual for dads to be further behind moms in the process of wrapping their minds around a dx. Sometimes it's purely a function of not being as aware of the skills a typical peer has at the age. (or why I sent DH to Cub Scout Camp with DS) Sometimes it's complicated by a dad who's a a fellow traveler and doesn't feel the sense of urgency because he has many of the same traits.
The best way to help this kid might be to let the wrong answers stand and allow his grades to slip- make copies of the work to back up your grading decisions. If they're invested in his being very smart, this may be the only way to smack some sense into them. Until it's a problem for the parents, it's not a problem.
Of course, as a member of the CST you have the right to express educational concerns and push for a MFE. It'll probably cost you your job so not really a strategy. I did see my district appeal to CPS twice to get an eval for kids who clearly needed sped services but whose parents would not consent.