How to respond to this

[pipsqueak]

In Pip's IEP is a behavioral assessment and intervention plan regarding his tendency to run off. It only addresses recess and states that he will receive extensive praise and a reward token when he lines up appropriately at recess, have visuals for stop and line up after being taught the visuals.

His IEP also says that he is to be integrated into the GenEd classroom for centers.

Today on the communication folder was a note that he ran off on the way to the GenEd classroom for centers so he lost center time for today.

How would you respond to this?

[freezorburn]

I would ask for more information. I don’t have experience with this specifically, but I always find it helpful to ask for details as to how/why something happened.

Also, it sounds like they have incentives and consequences for him, but what about support? It sounds like there are some skills he has to learn here — lining up and then walking with the group. Is this something a teacher or aide can assist him with? And then gradually have him do it independently?

[pipsqueak]

I finally just added a note to the communication folder asking why he lost center time for running off?

[mightymaude]

When I was a substitute, that was the kid that got to be my "special buddy" for all lines. It seems like a better consequence would have been to make him hold a teacher's hand during the line, rather than take away a significantly longer activity that also integrates him into the general education classroom.

I also teach 10th graders now that I'm no longer mostly a SAHM, so feel free to ignore. Little kids in a school setting can confound me.

[akafred]

I don’t know too much about IEPs, but I know you can have things written in, like recess is not to be taken away as punishment (commonly added to IEP for kids with ADHD). So can you add that time in the gen ed classroom as prescribed in the IEP is not to be taken away as punishment or used as an incentive (or otherwise bound to behavior)?

I mean, if he was literally running away the *entire* time the class was doing centers then it isn’t punishment, so ask the questions first. But if it was used as punishment, ask to have that added to the IEP.

I’m super annoyed that it sounds like they think that time in the gen ed classroom is a privilege to be lost. It’s not! It’s part of his LRE.

[funchicken]

Let us know what they say. I agree with akafred, that his time in the gen ed classroom shouldn't be used as a privilege to be gained or lost. I would want to know more about the situation.

[freezorburn]

Nov 6, 2018 17:29:31 GMT -5 mightymaude said:

When I was a substitute, that was the kid that got to be my "special buddy" for all lines. It seems like a better consequence would have been to make him hold a teacher's hand during the line, rather than take away a significantly longer activity that also integrates him into the general education classroom.

I also teach 10th graders now that I'm no longer mostly a SAHM, so feel free to ignore. Little kids in a school setting can confound me.

This reminds me, when DS was in K, any time the class was in the hallways, they had line partners/buddies. I don't know if they were assigned or self-selected, but I think they were somewhat responsible for literally keeping each other in line. Just seemed like a great practice, for any kid who might be easily distractible. I've noticed DS's school does a lot of things in the gen ed classroom that seem to work especially well for his particular set of needs, these practices benefit all of the kids, and fringe benefit is that since these are regular practices, he isn't stigmatized as receiving support/accommodation for specific things. He still does receive services, it's just not as glaringly obvious all the time.

[pipsqueak]

Response from the teacher to my question: "David ran off, laughing. He had to be escorted back by the security guard. I do not reward students with recess for this behavior. This is the same standard set for general ed students as well." I am confused, but have not had a chance to clarify, if it was loss of center time what does recess have to do with it. Also, on Monday, due to family passing through town we kept him home until 11am - I don't know if that had any impact.

Yesterday he was sent back early from both PE and Art (2 specials for some reason, 1 special per day is usual) for being disruptive/inappropriately climbing on furniture in addition to running. He also didn't integrate for lunch and recess due to them not feeling comfortable sending him for safety reasons since he wasn't stopping when running off.

There was also a note that he integrated for reading, but no comment, good or bad, on how he did during that time.

I'm at a loss as far as why he's running, probably attention seeking but not sure that's the only reason. At home, he runs from room to room in similar fashion - but usually to play ostrich in the recliner or under the bed. He does not try leaving the house (currently).

Last night at Young Athletes, he was in run, run, run mode. He didn't care to participate in the group activities. I finally had to step in and "assist" him with playing Simon Says and Red Light Green Light.

[freezorburn]

I really have nothing to add, other than from your description, Pip sounds like a joyful and curious child. And really it just sounds like adapting to the structure of his new schedule hasn't clicked yet. And there's absolutely nothing wrong with being proactive about helping him to figure it out. Hang in there, I hope you are able to keep the communication with his teachers going!

[pipsqueak]

freezorburn, he really is a generally happy boy. Dh and I both say he's smarter than the school is giving him credit for. They keep saying he needs simple, 1-step instructions but yet he has times like this morning where he spilled a little of dh's coffee and dh told him to "Go get the white cloth off the refrigerator door handle and wipe it up." and Pip cheerfully did exactly that.

The other thing I had forgotten that came up in conversation with my mom today is that maybe Monday and Tuesday his behavior was reflecting how he felt about the time change.

Today he was up around 430-5 and so when I dropped him off at school I told the para that he's already been up for close to 4 hours, if he starts running, getting "defiant" or otherwise uncooperative, try making him lay down/rest for a while to see if over tiredness is a factor in his behavior.

I'm wondering if we're going to have to throw in the towel on getting him quantity time in GenEd and go for having him in there for "quality" - have him in GenEd for morning opening and reading, then in the SpEd class for the rest of the morning and go back to the half days - until we get him off of this 5ish am wake up routine. School dismisses at 405 and like last night, Pip was in bed and asleep by 630.

[funchicken]

How are things going pipsqueak? How's your DS doing?

[pipsqueak]

Nov 13, 2018 14:45:42 GMT -5 funchicken said:

How are things going pipsqueak? How's your DS doing?

My mom brought up that maybe he was reacting to the time change and I just wanted to facepalm for totally forgetting that detail. It doesn't explain everything but it does explain why Monday and Tuesday were so much worse.

I'm not sure what gave but the last few days he's slept until 6-630 - and after sleeping in yesterday with being sick he was well rested and had a great day today.

[funchicken]

I'm glad he's adjusting to the time change and had a better day!

[arch01]

Late to the party-but how long is recess and how many times a day is it offered? Not sure where you are located-but there's a state law here that specifically states all children in elementary must have 30 minutes/day of physical activity-recess and/or PE. I kindly reminded my son's teacher of this when I kept getting reports of recess being taken away, and she explained what they have structured throughout the day to hit the 30 minutes, so if they "take it away" and don't substitute another activity, they still hit that threshold. I am still going to argue that it needs to be spelled out in DS' 504 next time we meet.

Hope things are continuing to improve for you!

[pipsqueak]

Unfortunately, approximately 75% of the completed communication folder forms for 2nd quarter so far indicate that Pip was uncooperative and/or in time out for his behavior. It just leaves me feeling like it's proof that Pip is not thriving in this school/placement, hence our decision to remove him from school in December.

Ironically, he came home with a toy from the treasure chest - a reward for good behavior yesterday - on a day his communication folder says he was uncooperative and had a time out.

[waverly]

If you are done, you are done. I wouldn't communicate anymore and just pull him.


If you are looking to continue, maybe meet with the teacher to discuss.

[agedsubaru]

1. Elopement is serious.
2. Get in the IEP that recess can’t be taken away
3. Does your son have an FBA and BIP.?
4. Either get a BCBA to observe and make recommendations
5. Also are they a positive behavior school? If so they need more training.

[pipsqueak]

This is no longer an issue for Pip. The school district is being removed from Pip's education.

[agedsubaru]

Is he going to nonpublic, private or home?

F nonpublics, get a FBA and BIP.

[pipsqueak]

We're going to homeschool until we move out of this school district at the minimum.