Confidence is key. You're child needs to like being in school.
Mike struggled with "behavior issues" during his first year of being included. Below is the first of many reports we received from the behavior experts.
We've witnessed this same pattern from almost every child with Down syndrome being placed into a busy, overwhelming classroom. Not to over simplify the problem but it comes down to this:
1) Your child will likely need time (a year plus) to adjust to the new routines of a mainstream classroom.
2) If your child starts to shut down, become fidgity or worse there are two things happening here. First he or her is trying to test his limits (this is normal). Second your child may be being pushed a bit too much.
How is this so called behavior issue overcome? What we had to do for the first couple years (K and 1st) was to take lots of breaks, use the strategies described below and, most importantly, make school enjoyable so that Mike wanted to be there. Make if fun! Reward your child often.
Once your child is happy being in school it becomes easy.
After your child is given positive reinforcement over and over they will become confident. A happy learner is a confident learner.
Getting to this point takes time.
Oh - And don't allow "experts" to tell you that your child has "Behavior Issues". Only adults have behavior issues... your child is simply reacting to the adults odd behavior.
Mike struggled with "behavior issues" during his first year of being included. Below is the first of many reports we received from the behavior experts.
We've witnessed this same pattern from almost every child with Down syndrome being placed into a busy, overwhelming classroom. Not to over simplify the problem but it comes down to this:
1) Your child will likely need time (a year plus) to adjust to the new routines of a mainstream classroom.
2) If your child starts to shut down, become fidgity or worse there are two things happening here. First he or her is trying to test his limits (this is normal). Second your child may be being pushed a bit too much.
How is this so called behavior issue overcome? What we had to do for the first couple years (K and 1st) was to take lots of breaks, use the strategies described below and, most importantly, make school enjoyable so that Mike wanted to be there. Make if fun! Reward your child often.
Once your child is happy being in school it becomes easy.
After your child is given positive reinforcement over and over they will become confident. A happy learner is a confident learner.
Getting to this point takes time.
Oh - And don't allow "experts" to tell you that your child has "Behavior Issues". Only adults have behavior issues... your child is simply reacting to the adults odd behavior.
OBSERVATION REPORT & Initial Suggestions
Michael Meehan - Kindergaten
Mr. Meehan requested services from County Board of Developmental Disabilities to support his son Michael, in school at St. Joseph’s Consolidated School, Hamilton, Ohio.
The Supervisor of Behavior Supports & Behavior Specialist observed Michael at St. Joseph’s on 12/14/09 from 8:15-9:15 AM. Kelly also met with the classroom teacher and the student 1:1 aide.
Large room with approximately 26 students. Long tables; each student had their own workspace and supplies. Music playing in background; students singing. Low lighting. Calm and interactive environment. Did not seem to over stimulating.
Michael was sitting in his seat working on a project. He continued working on the project for approximately 15 minutes before going to music class. Michael remained at his seat, but not always in his seat. He was redirected to “sit down” several times by the aide. Michael responded appropriately. The aide informed me that he was unusually cooperative today and might be tired and a little more lethargic than typical. She felt he was more responsive to redirection and cooperative because he was tired.
Students transitioned from seatwork to the “circle” area. Michael followed the other students. Older students entered the classroom to take their buddy to music. Michael went with his buddy to music with no problem. Michael sat in the circle with his buddy and “participated” in music. He did lay his head down after 10 minutes or so. Teacher said this was an indication he was tiring and losing interest. Laying his head down is typically a precursor to more disruptive behavior: loud noises, moving from circle, etc.
Teacher and Aide indicated he was doing very well today…better than usual. They suggested we leave the music room and discuss additional issues.
Overall, Michael seemed cooperative and easily redirected today. However, this was not typical behavior for him. According to the teacher and aide, he has difficulty focusing on tasks, completing assignments, staying in seat, transitioning to next activity, making loud noises, taking off shoes, resisting redirection and 1:1 attention.
Teacher and aide concerned with Michael’s lack of progress academically and socially. At the beginning of the year he was more engaged and could do some of the activities…now he resists. By 10:00 Am he is very resistant and not easily redirected. The school day starts at 7:30 AM. Earlier in the year he interacted with his peers some, now hardly at all. He uses no verbal language at school but does at home. He uses some sign language. Michael does become physically aggressive toward the aide when she “encourages” him to participate. He has hit her, kicked her, and pushed her. The aide showed a videotape of her and Michael working alone in a room. He was non-responsive to her directions and redirections. He crawled under the table, took off his shoes, and refused to work.
The teacher reported pictures were used as a form of communication, but Michael stopped responding to them after a while.
The following suggestions were discussed briefly with the teacher, aide, and Dad when he arrived later. Additional details have been added for clarification.
The above suggestions are things to help Michael. The following suggestions are for staff. Our interactions with Michael also determine his success.
The picture schedule and picture ring are under construction and should be ready by January 8, 2010. Kelly will also supply the Time Timer and Social Stories-with input from the teacher and aide. Kelly will also assist in developing a Reward System. If you have any questions or concerns regarding any of this information, please do not hesitate to contact me.
________________________________________________________________
Supervisor of Behavior Supports
County Board of Developmental Disabilities
Michael Meehan - Kindergaten
Mr. Meehan requested services from County Board of Developmental Disabilities to support his son Michael, in school at St. Joseph’s Consolidated School, Hamilton, Ohio.
The Supervisor of Behavior Supports & Behavior Specialist observed Michael at St. Joseph’s on 12/14/09 from 8:15-9:15 AM. Kelly also met with the classroom teacher and the student 1:1 aide.
Large room with approximately 26 students. Long tables; each student had their own workspace and supplies. Music playing in background; students singing. Low lighting. Calm and interactive environment. Did not seem to over stimulating.
Michael was sitting in his seat working on a project. He continued working on the project for approximately 15 minutes before going to music class. Michael remained at his seat, but not always in his seat. He was redirected to “sit down” several times by the aide. Michael responded appropriately. The aide informed me that he was unusually cooperative today and might be tired and a little more lethargic than typical. She felt he was more responsive to redirection and cooperative because he was tired.
Students transitioned from seatwork to the “circle” area. Michael followed the other students. Older students entered the classroom to take their buddy to music. Michael went with his buddy to music with no problem. Michael sat in the circle with his buddy and “participated” in music. He did lay his head down after 10 minutes or so. Teacher said this was an indication he was tiring and losing interest. Laying his head down is typically a precursor to more disruptive behavior: loud noises, moving from circle, etc.
Teacher and Aide indicated he was doing very well today…better than usual. They suggested we leave the music room and discuss additional issues.
Overall, Michael seemed cooperative and easily redirected today. However, this was not typical behavior for him. According to the teacher and aide, he has difficulty focusing on tasks, completing assignments, staying in seat, transitioning to next activity, making loud noises, taking off shoes, resisting redirection and 1:1 attention.
Teacher and aide concerned with Michael’s lack of progress academically and socially. At the beginning of the year he was more engaged and could do some of the activities…now he resists. By 10:00 Am he is very resistant and not easily redirected. The school day starts at 7:30 AM. Earlier in the year he interacted with his peers some, now hardly at all. He uses no verbal language at school but does at home. He uses some sign language. Michael does become physically aggressive toward the aide when she “encourages” him to participate. He has hit her, kicked her, and pushed her. The aide showed a videotape of her and Michael working alone in a room. He was non-responsive to her directions and redirections. He crawled under the table, took off his shoes, and refused to work.
The teacher reported pictures were used as a form of communication, but Michael stopped responding to them after a while.
The following suggestions were discussed briefly with the teacher, aide, and Dad when he arrived later. Additional details have been added for clarification.
- Re-establish picture schedule. Michael might respond better if he knows what the day includes. Even though he knows the schedule, he may need the help of pictures to truly understand and to transition from one activity to another. The picture schedule should be small with only 3-4 pictures/activities on the card at one time. Michael should be encouraged to take off the pictured activity after it is completed. He needs to know there is an end to each activity.
- Use pictures for communication. Michael should have a ring of pictures available to him at all times to encourage communication. He needs to learn to tell the aide and teacher what he wants and needs. Some specific pictures may need to be taped to his desk for easy access: bathroom, break, help, etc. An evaluation from a Speech Therapist would also be beneficial.
- Environmental Modifications: colored tape should be considered as a means of directing Michael to his locker in the morning and afternoon if needed. This physical prompt may reduce his dependency on the aide telling him what to do. It will also foster independence and may be another way to help him transition. Michael needs to stay at his desk, but we should probably allow him some movement within a defined space. Again, colored tape may help define this space. Michael seems to need to move around a little and sit in different positions (not always on his bottom, but on his leg). We should allow this movement within reason.
- Social Stories should be used to help Michael learn what is expected in certain situations. Stories can be written for almost any activity or interaction. These stories help people rehearse what is expected of them in a non-confrontational way. Some suggested stories would be walking in the hallway, asking for help, asking for a break, keeping hands to yourself, etc.
- Reward System: while other students may be internally motivated to complete tasks, Michael may need a little more external motivation. A reward system should be established that encourages “success”. We need to define success for Michael versus the typical student. Michael may respond well to the use of a chart and stickers. He may need to earn a sticker for hanging up his coat, putting away his folder, going to the carpet, going to music/gym/art, etc. The object is to help Michael feel successful and to understand doing the “right” thing is rewarded. Eventually, he turns in these stickers for something bigger (to be determined). Children do not usually become dependent on the reward, and the system can be reduced over time.
- “One then Done” When Michael starts to resist an activity, tell him one (or more) then we can be done. This allows you to end the activity on your terms instead of him ending the activity in refusal. It helps him to be successful and you to maintain control. This does mean that the academics expectations may have to be modified. We might not be able to expect him to complete all 10-math problems, so his goal may be 3.
- Time Timer: Michael may benefit from the use of a time timer that helps him understand an activity has an end point. It could also help in transitioning from a favored activity to a less favored activity and transitions in general.
- Gross Motor activity: Michael seems to need to get up and move around more often that the other students. We need to plan these activities so he is not demanding them through inappropriate behavior. Build walks or other gross motor activities into his day. Again, use colored tape so he knows where he is allowed to walk. Find a corner of the room or hallway where he jumps 15 times, or does 5 jumping jacks. If we do not plan this for him, he will continue to use inappropriate behavior to get it. I would also recommend an evaluation from an Occupational Therapist to assist in this area.
- Encourage Interactions with others. Part of learning is socialization. Michael seems resistant to interact with the other students, so we should develop some activities that encourage this. Once way to allow him to interact in a “safe” way would be to pass out papers. Allowing Michael to pass out papers requires him to have some interaction with each student, but on his terms. He can linger at a desk for 2 seconds or 5, depending on his comfort level. Another way to encourage interaction would be to make a student he seems to feel comfortable with, be someone who supplies him with one of his reward stickers. Other teachers, office personnel, lunch ladies, etc. can also be people who supply him with stickers when he has shown appropriate behavior in their class/area, which would also encourage interaction.
- Praise: we should be praising Michael for every little ting he does that is appropriate. It may seem excessive, but again, he may need more external motivation. Praise should be immediate and specific. Example: “Hey Michael! Great job hanging up your coat.”
The above suggestions are things to help Michael. The following suggestions are for staff. Our interactions with Michael also determine his success.
- Less Verbal. We need to do less talking especially when he is having trouble focusing. When he is having difficulty, he stops listening. We should use more gestures to redirect him. Move his chair closer to him. Move the paper in front of him. Hand him his pencil. Use sign language. Our verbal interaction should be saved for when he is doing appropriate things. As soon as he responds in a way you need him to, verbally praise him for his participation. Again, we reinforce what we want him to do.
- Tell him what you want him to do. Instead of saying “no” or “don’t”…tell him what he should do. If he is tired or distracted he may not know what to do. And we want to use our verbal interaction for appropriate things. So, tell him “slow down”, instead of “don’t run”. Tell him “hands in your lap” instead of “no hitting”. Tell him “quiet voice” instead of “no yelling.” Using the word stop is usually more effective that no.
- Choose your Battles: if something is not worth fighting about, don’t. If it really isn’t a problem for him to take off his shoes, then don’t force him to put them back on. Wait until the activity is over, and then tell him if he wants to go to lunch he must have his shoes on. If we don’t make a big deal of it, then he nor the other children will either. If sitting on his legs instead of his butt is not an issue then don’t make it one. On the other hand, rules have to be followed; so using pictures to show the rules then showing him the picture might be more effective.
- Make something else the “bad guy”. If he doesn’t want to move to the next activity, show him the picture schedule and tell him the schedule says it is time to go. Show him the picture of the rules, and tell him “the rules say…”. The timer says it is time to go.”
- I Statements: When you need to correct behavior, use “I Statements”. “I cannot allow you to run in the hallway.” “I will have to put away the toy.” “I have to follow the rules.” Using “I” instead of “you” takes away blame and bad feelings. When we say things like “You know better” we are blaming him or trying to use guilt to motivate him. These things typically do not work.
- Shortened Day: it seems Michael has trouble making it through the entire school day. Shortening his day may help him to be more successful. If he struggles to make it through the day because he is tired or loses focus, and it becomes a battle to get him to accomplish anything, it makes sense to decrease the time so we can get the most out of him.
- Occupational Therapy & Speech Therapy Evaluation: I recommend both of these evaluations to help us better understand what kinds of supports Michael may need.
The picture schedule and picture ring are under construction and should be ready by January 8, 2010. Kelly will also supply the Time Timer and Social Stories-with input from the teacher and aide. Kelly will also assist in developing a Reward System. If you have any questions or concerns regarding any of this information, please do not hesitate to contact me.
________________________________________________________________
Supervisor of Behavior Supports
County Board of Developmental Disabilities
