What do I think of that? Just pisses me off beyond words because it brings up some all too familiar feelings.
WHEN we put our kids in a program where they have a specialist teacher who is SUPPOSED to understand them it burns to the bone when they don't in such a way that is so dang obvious. I honestly think that every autism teacher aught to live with a child with autism even for just a month and deal with all the parents stuff (phone calls, meetings, dirty looks) for a month so they really get a handle on what these kids are like and how much stuff like this IRKs the heck out of us.
Sure hitting is a suspension offense for a TYPICAL child. A child with autism AUGHT to have a behavior plan in place so it doesn't happen. When a child with autism hits we need to discover what happened in thier world to cause this and what changes need to be made and what skills need to be taught. Not just threats of what a typical childs punishment would be. Goodness if that worked then he wouldn't be in special ed.
My blood is boiling just reading your post. (Admittedly, I'm already in a "mood".)
I think that what you experienced warrants a detailed letter explaining what happened, and requesting further training of the teacher. Does she even hear herself? Was she trying to shame David into being "normal", or trying to shame you into changing your parenting, which she may imagine is the whole issue, so that David will snap out of it? This woman is the "autism" specialist? I don't think she knows too much about people with any kind of wiring. Nobody likes it when another person assumes that she knows their motivation for a behavior. And no matter what she thinks should be done (shaming, apparently) she should be doing whatever is in David's plan, in agreement with it or not. GRRRRRRRR!
Her behavior is unacceptable! I'd seriously be having an IEP meeting. Either they don't have a good plan in place for him or they are simply ignoring it!
I read this post last night and wrote this long response, then kicked out the power cord of my pc before I posted it.. arggggg.
Anyway, my sentiments are similar to the others. First thought.. this Mrs M. is the autism specialist? But, sadly, I think the problem is more common among autism teachers than you think. Here's where I'm going with this. I've observed that alot of the autism teachers, therapists, aids, etc in my school district forget when dealing with a bright, verbal kid, that they are still working with a kid with a disablity. A kid whose deficits, although not as severe as some kids with autism, still involve the ability to determine what the appropriate behavior is in a specific situation, or the appropriate response to a problem, kwim? And when said behavior occurs, you can't necessarily react or punish the same way you would an NT kid. You need to calmly and specifically outline what was wrong about the behavior, why it was wrong, and what the correct behavior is, using social stories, role playing, whatever. It may help to find out what prompted the behavior, so you can discuss other strategies in that situation. Just doling out a punishment won't do alot.
I can sort of understand how the regular ed teachers can forget this.. so I try and make this point to Ryan's regular teachers each year. Be positive but remind them what works best. But any teacher who deals with autistic students should already know this.
I'm not saying that you should let kids like ours get away with anything. Hitting is wrong and schools need to deal with it, but she blew it, IMO. The whole bit about the 4th grade teacher's being strict.. that ain't gonna help at all. Trying to get attention? Naw, as soon as I read this I knew that probably wasn't the problem, and I don't even know David, but I do have a little experience with Asperger's ;). And about the aides.. that's not really what they do, just sit with the kid. There is alot more to it than that, or there should be.
Your response reminds me of what the big dude from the diagnostic center said first and foremost in our meeting. Even if a child with autism is coping they are still a child with autism and the processing deficits that go with that. We still need to provide for them the supports for those deficits.
We used to have this problem alot with former autism specialists and still currently with our OT who worked primarily with pre-verbal preschoolers with autism. They just did not understand the school age more verbal kids at all. So often the kids deficits and struggles would be overlooked and they were assumed to be naughty and able to respond to typical behavioral intervenitons.
How much training does said autism specialist have with the more verbal, academically able end of the spectrum. I am relunctant to say "mild" or "higher functioning" because I do not think those are accurate descriptions and they are terms which lead to the kind of issue I spoke of above.
It is so amazing to me the insight these kids have.
What do I think of that? Just pisses me off beyond words because it brings up some all too familiar feelings.
WHEN we put our kids in a program where they have a specialist teacher who is SUPPOSED to understand them it burns to the bone when they don't in such a way that is so dang obvious. I honestly think that every autism teacher aught to live with a child with autism even for just a month and deal with all the parents stuff (phone calls, meetings, dirty looks) for a month so they really get a handle on what these kids are like and how much stuff like this IRKs the heck out of us.
Sure hitting is a suspension offense for a TYPICAL child. A child with autism AUGHT to have a behavior plan in place so it doesn't happen. When a child with autism hits we need to discover what happened in thier world to cause this and what changes need to be made and what skills need to be taught. Not just threats of what a typical childs punishment would be. Goodness if that worked then he wouldn't be in special ed.
OYE, I gotta stop now
Renee
My blood is boiling just reading your post. (Admittedly, I'm already in a "mood".)
I think that what you experienced warrants a detailed letter explaining what happened, and requesting further training of the teacher. Does she even hear herself? Was she trying to shame David into being "normal", or trying to shame you into changing your parenting, which she may imagine is the whole issue, so that David will snap out of it? This woman is the "autism" specialist? I don't think she knows too much about people with any kind of wiring. Nobody likes it when another person assumes that she knows their motivation for a behavior. And no matter what she thinks should be done (shaming, apparently) she should be doing whatever is in David's plan, in agreement with it or not. GRRRRRRRR!
GGGGGRRRRRRRRRR.
Ditto what everyone else said.
People like her make me wonder why we abolished stocks and caning -although that
visit my blog at www.onesickmother.com
Her behavior is unacceptable! I'd seriously be having an IEP meeting. Either they don't have a good plan in place for him or they are simply ignoring it!
Sorry. Hugs for you both.
Samantha
I read this post last night and wrote this long response, then kicked out the power cord of my pc before I posted it.. arggggg.
Anyway, my sentiments are similar to the others. First thought.. this Mrs M. is the autism specialist? But, sadly, I think the problem is more common among autism teachers than you think. Here's where I'm going with this. I've observed that alot of the autism teachers, therapists, aids, etc in my school district forget when dealing with a bright, verbal kid, that they are still working with a kid with a disablity. A kid whose deficits, although not as severe as some kids with autism, still involve the ability to determine what the appropriate behavior is in a specific situation, or the appropriate response to a problem, kwim? And when said behavior occurs, you can't necessarily react or punish the same way you would an NT kid. You need to calmly and specifically outline what was wrong about the behavior, why it was wrong, and what the correct behavior is, using social stories, role playing, whatever. It may help to find out what prompted the behavior, so you can discuss other strategies in that situation. Just doling out a punishment won't do alot.
I can sort of understand how the regular ed teachers can forget this.. so I try and make this point to Ryan's regular teachers each year. Be positive but remind them what works best. But any teacher who deals with autistic students should already know this.
I'm not saying that you should let kids like ours get away with anything. Hitting is wrong and schools need to deal with it, but she blew it, IMO. The whole bit about the 4th grade teacher's being strict.. that ain't gonna help at all. Trying to get attention? Naw, as soon as I read this I knew that probably wasn't the problem, and I don't even know David, but I do have a little experience with Asperger's ;). And about the aides.. that's not really what they do, just sit with the kid. There is alot more to it than that, or there should be.
Just my thoughts.. good luck with your letter.
Kate
Yup, exactly.
Your response reminds me of what the big dude from the diagnostic center said first and foremost in our meeting. Even if a child with autism is coping they are still a child with autism and the processing deficits that go with that. We still need to provide for them the supports for those deficits.
We used to have this problem alot with former autism specialists and still currently with our OT who worked primarily with pre-verbal preschoolers with autism. They just did not understand the school age more verbal kids at all. So often the kids deficits and struggles would be overlooked and they were assumed to be naughty and able to respond to typical behavioral intervenitons.
How much training does said autism specialist have with the more verbal, academically able end of the spectrum. I am relunctant to say "mild" or "higher functioning" because I do not think those are accurate descriptions and they are terms which lead to the kind of issue I spoke of above.
Renee