Special Education » Child Autism

Parenting Tips – What is Applied Behavioral Analysis and Can it Treat My Child With Autism?

admin — Tue, 26 Jan 2010 19:26:04 +0000

Are you the parent of a young child with autism? Did you know that
there is a behavioral treatment for autism, called applied behavioral
analysis (ABA)? This article will educate you about ABA, so that you
can advocate special education personnel for this effective therapy.

Applied behavioral analysis is a well documented and effective
teaching method for many children with autism. This method involves 1
on 1 instructional sessions and utilizes educational tasks that have
been developed for autism.

This method was designed by O.I. Lovaas. His study in 1987, in
Journal of Consulting and Clinical Psychology showed “90% of children
substantially improved when utilizing the Lovaas Model of ABA compared
to the control. Close to half of the group attained a normal IQ and
tested with in the normal range on adaptive and social skills.”
Several follow up studies also showed major improvements in most
children with autism, that have received ABA.

For ABA to be most effective the child needs to start as close to age
3 as possible, or at least by age 5. The ABA program needs to be 1 on
one for 30-40 hours per week. The child should continue receiving the
intense ABA program, for at least 3-4 years. The cost is high,
$30-50,000 per year. This is why many parents set up the program at
home, and seek reimbursement from their school district. Check out ABA
caselaw at http://www.wrightslaw.com

While some states have passed autism specific private insurance
mandates, only three states specifically require payment for ABA.
These states are: South Carolina, Texas, and Indiana. Florida has
pending legislation as of April 24, 2008.

It is critical that the person that designs the program is a
professional in behavior analysis with a masters or doctorate degree.
This person should also have experience in working with children with
autism. This person is also responsible for supervising the teacher
assistants, training and meeting with them to go over your child’s
progress.

A wonderful book on ABA is “Behavior Intervention for Young Children
With Autism” which is edited by Catherine Maurice and Co edited by
Gina Green and Stephen C. Luce.

There are many organizations that have information on Autism and
Applied Behavioral Analysis. Some of these organizations are: Defeat
Autism Now, Cure Autism Now, and Autism Speaks.

By understanding what ABA is, how it can be used to treat children
with autism, the positive outcome for most children receiving it, you
will be able to advocate for your own child. It may be a fight with
special education personnel, but your child is worth it!

By: JoAnn Collins

My Child has Autism! What is My Role in His Education?

admin — Fri, 01 Jan 2010 10:42:15 +0000

I am the proud mother of two young children that were diagnosed with Autism Spectrum Disorder a few years ago. One is now in grade one and the other will register for kindergarten in the spring.

As a teacher, I already had some experience with IEP (Individualized Educational Plan) meetings which helped me a great deal with my son’s first IEP. I was able to also inform my husband which also did a lot of research on the matter so he was already well prepared to face our son’s IEP.

Over the 17 years of teaching experience that I possess, I soon discovered that most parents tend to lack both information and confidence in their role and what type of services they can obtain for their child.

One of the sad things that I also have learned is that depending on the school, the services vary and if you do not ask for them, you will not necessarily have them offered to you either.

Both my children are situated on opposite ends of the spectrum, my daughter being on the higher end making her diagnosis “light Autism” while my son is non-verbal which puts him on the lower end, diagnosed with “moderate to severe Autism”.

Having both their special needs, they also need different services. For example, my daughter needed some physiotherapy but my son benefits from the use of the sensory room at school as he is hypersensitive in several areas.

What does the term “special needs” really mean? Well, it simply means that your child needs special services and material to help him grow and reach his full potential in life. Henry Winkler, the actor known as the Fonz in Happy Days, who gave an amazing presentation as a keynote speaker at the NMSA (National Middle School Association) annual conference held at Minneapolis two years ago, explained his challenges with Dyslexia and the way education and his parents helped him out succeed in life. He also made it clear that his Dyslexia made him a child with special needs. This child has grown up as a successful man and actor cherished by his fans. One of the things that I remember the most is the fact that he thanked both educators and his parents for not giving up on him.

All this made me realize that the role of a parent of a child with ASD is not only to raise him with love and patience but also to provide him with the best services, materials and tools possible to help him live a full and happy life. And one of the multiple roles that a parent has to fill is the role of advocate. It does not matter if your child is verbal or not, if his diagnosis is light, moderate or severe on the spectrum. You have to remember that your child has a disorder that affect his communication skills and makes him unable to fend for himself. But foremost, your child is four going on five years old and sees you as his voice. The person that he can trust will fight for him, his best interests and his rights.

As your child advocate, it is not only your role to fight for your child but also to research the various schools, their services and all the opportunities that are available to your child. Do not enter the meeting room like a bull in a china shop as doors will be closing on you…and your child. Don’t be shy! Ask questions; investigate the various services that can be offered to your child. Meet with various school administrators, school divisions and the people responsible for the special needs programs.

For instance, in several schools where I taught, the following services which are provided in my son’s school were never an option there. Such services are: Music Therapy, occupational therapy activities including: bowling, skating and swimming, sensory room, physiotherapy equipment such as a swinging beam, a modified bike, a weighted vest, a special chair, a pressure vest, the use of PECS (Pictures Exchange Communication System), the participation to Special Olympics activities and more.

Another tip that I can give you is to set up a meeting with the administrator of your school prior to the first day of school. Share with them your child’s habits, needs and explain to them how to deal with their frustrations, hypersensitivities issues, needs, routines and more. Introduce your child to them. At the IEP meeting, ask them for the creation of a social story book to introduce your child to his new surroundings by looking at various pictures in advance: future teacher(s), classroom, gym, teacher aid, music room, sensory room, secretary, administrators, etc. You will see the level of anxiety diminishing in both your child and you.

Let your love for your child guide you. Be your child’s advocate and his voice.

By: Sylvie Leochko

3 Ways to Use Tape Recordings to Help Your Child in Special Education

admin — Tue, 29 Dec 2009 14:39:43 +0000

Are you the parent of a child with autism? Are you the parent of a
child receiving special education services? Would you like to learn
parenting tips that will help you become an equal participant in your
child’s Individual Education Plan (IEP) meeting? This article will
discuss 3 ways that tape recording can help you in advocating for an
appropriate education for your child with a disability

3 ways to use tape recording:

1. Tape recording can allow you to focus on what is happening during
the meeting, rather than focusing on taking notes. Listen to
everything that is going on, and do write down important things. Speak
up and give your opinion as often as you need to, for the benefit of
your child.

2. If an IEP meeting is tape recorded, you will be able to go over it
at a later time, and fill in your notes. It will also allow you to
remember things that may have happened that you missed. IEP meetings
can be adversarial. A tape recording allows you to listen to the
interactions in the privacy of your own home.

3. Tape recordings of IEP meetings can be used as evidence at a due
process hearing. In order to use a tape recording, as evidence, it
will have to be transcribed. Tape recorders should be digital, and
powerful enough to pick up several different people’s voices.

A lot of special education personnel become very resistant when
parents want to tape record IEP meetings. Below is an interpretation
of tape recording under IDEA, by the Office of Special Education
Programs (OSEP).

OSEP published its question #12 opinion in the Federal Register Volume
57, No. 183, Sept. 29, 1992 interpreting tape recording IEP meetings
and stated “that it is permissible to tape IEP meetings at the option
of either the parents or the agency.”

There have also been several law suits that have given parents the
right to tape record IEP meetings. One of these court cases in
Connecticut V.W. v. Favolise had the court reason that parents have a
statutory right, to attend and participate in IEP meetings, and the
district could not legally engage in an act to limit the parents
rights.

If special education personnel refuse to allow you to tape record,
because they say that they have a district policy, ask for a written
copy of the policy. OSEP in a memorandum 91-24 July 18, 1991 stated
“Thus any policy limiting or prohibiting a parent’s right to tape
record the proceedings at an IEP meeting must provide for exceptions
if they are necessary to ensure that the parent is able to understand
the proceedings at the IEP meeting. . .” Ask your school district for
an exception, so that you can understand the IEP meeting.

With the written policy in hand, cancel the IEP meeting, and send a
state complaint to your state department of education. Tell them that
you asked school personnel for an exception and they refused. The
state will have 60 days to resolve your complaint.

Tape recording can help you be an active participant in your child’s
IEP meeting. Your child is depending on your help, do not let them
down.

By: JoAnn Collins

Parenting Tips – 3 Tips On Finding An Independent Evaluator For Your Child With A Disability

admin — Tue, 29 Dec 2009 05:11:00 +0000

Are you the parent of a child with a disability, who would like to
have an independent educational evaluation (IEE) performed on your
child, but don’t know how to find an evaluator? Would you like to
learn about resources that can help you find a qualified independent
evaluator. This article will discuss 3 tips on finding a qualified
evaluator to perform an IEE on your child.

Tip 1: Ask other parents that have children with disabilities, if
they have any names of qualified evaluators. Make sure that the
evaluator is qualified, to test your child, in the areas that they
need to be tested. Parents often discuss various issues about special
education, including educational evaluators they have used. In my
state of Illinois parents often pass around names of evaluators that
are child and parent friendly. Try looking for parents that have
children with similar disabilities to your child. For example: if your
child has autism, ask other parents for evaluators that specialize in
children with autism. Large University hospitals often have clinics
for children with all autism spectrum disorders.

Tip 2: Try calling a Parent Training and Information Center (PTIC), or
a Center for Independent Living (CIL), and ask if they have a list of
qualified evaluators. A list of all PTIC’s in the USA can be found in
Appendix E of the book From Emotions to Advocacy by Pam and Peter
Wright. The book can be found at http://www.wrightslaw.com. A Center for
Independent Living in your area can be found at
http://www.virtualcil.net/cils. Most PTIC’s and CILS have people trained in
special education, to help parents.

Tip 3: Check out your state board of education’s Web site, and see if
they have a list of Independent Educational Evaluators. Be careful
though, because some of the names may be past school employees. If you
would like to use someone on the list, check with other parents to see
if they know them, and if they know whether they are willing to stand
up to school districts, for children with disabilities. In Illinois
where I live, many of the child and parent friendly evaluators are not
on the list. It is an option, though, to at least get a few names.

Since you have decided to get an Independent Educational Evaluation
for your child, the person you pick is critical. If you pick a person
that is not qualified to conduct the evaluation, then the evaluation
will not help your child. Also, if you pick an evaluator that is not
willing to stand up to special education personnel, this will not
benefit your child either. Take your time, and find an evaluator that
will help you determine what your child’s educational and related
service needs are. Your child is worth the time!

By: JoAnn Collins

3 Things That Father’s Can Do to Be Involved in Their Child’s Special Education

admin — Thu, 17 Dec 2009 09:27:48 +0000

Are you the father of a child with autism, and you would like to be more involved in your child’s education? Would you like a few simple things that you can do to benefit your child’s education? Fathers can bring a unique perspective to the special education process. This article will discuss 3 things that you can do to be more involved in your child’s special education program.

A study report that was released on July 14,2006 from the University of North Carolina of Chapel Hill found that: Children with disabilities are more likely than other youngsters to live with single mothers or other female caretakers. Children with special needs can benefit greatly, if their fathers are involved with their life and education; so jump in for the benefit of your child!

Below are a few things that you can do:

1. Learn about the federal law that governs special education; The Individuals with Disabilities Education Act (IDEA). My book Disability Deception is filled with information on IDEA, or check out http://www.wrightslaw.com

2. Attend an Individual Educational Plan (IEP) meeting for your child. These meetings must be held at least once a school year. Fathers are often treated with more respect than mothers, so your attendance could greatly benefit your child. Bring a list of your concerns, as well as a list of services that you believe your child needs.

3. Check and see if your child’s school has any Special Olympics available, or any other sports or recreation for children receiving special education services. You could help your child learn skills, or offer to coach a team. Recreation can greatly benefit a child’s ability to learn, especially if they are hyperactive. Activity often helps child with a disability focus more.

4. Take a short time off work and go and observe your child’s classroom. Talk to his teacher if time permits.

5. Talk to other fathers, and perhaps start a group that will address your needs in the special education system. Talking to other fathers, will give you the chance to share ideas, and encourage each other in this journey.

As an advocate for over 15 years, I found that children with disabilities that had their fathers involved in their educations, were often more motivated to do well. As I stated earlier, fathers are often given more respect than mothers so this should be a motivation to be more involved. You are the only father that your child has; and they are depending on you.

By: JoAnn Collins

Knowing the ABC’s of Behavior Can Benefit Your Child in Special Education

admin — Wed, 16 Dec 2009 07:45:31 +0000

Does your child with autism or another disability have difficulty with their behavior at school? Are you trying to figure out why your child is misbehaving at school? This article will introduce you to the ABC’s of behavior. It is the first place to start, in trying to figure out why your child has behavioral difficulty.

The process for figuring out what the behavior is and what to do about it involves 6 steps:
Step 1. Determination of what the behavior is.
Step 2. Finding out what the ABC’s of behavior are.
Step 3. Conducting a appropriately performed functional behavioral assessment (FBA), to determine what function the behavior has for your child.
Step 4. Consider the use of Positive Behavioral supports.
Step 5. Use the hypothesis from the FBA to develop a positive behavior plan.
Step 6: Reviewing the positive behavioral plan to see if it is working, and change if necessary.

This article will discuss step one and step two; determining what the behavior is and finding out what the ABC’s of behavior are.

Before step three can be done, you and special education personnel must understand what the behavior is that your child is having. The behaviors need to be defined in concrete terms that are simple to measure, and should be included in your child’s individual educational plan (IEP).

For Example: Mary hits children while at recess, when she does not get her own way. Johnny makes animal sounds in class when his teacher is paying attention to other students.

The ABC’s of behavior are;
A. Stands for antecedent: Which is what is occurring in the environment before the behavior happens?
B. Stands for behavior: Specifically what the behavior is
C. Stands for Consequences of the behavior: What happens in the environment or to the child because of the behavior.

In the above examples the ABC’s for Mary and Johnny are listed below:

Mary;
A. Mary is at recess, playing with other children
B. Mary hits other children when she does not get her own way. If another child picks the game, if she wants a ball that is being used by another child etc.
C. The children usually give in to her and give her what she wants. If the teacher sees it she has to sit down for the rest of recess.

Johnny;
A. Johnny’s class is doing individual work, and Johnny’s teacher is helping another child.
B. Johnny starts making animal sounds.
C. Johnny’s teacher comes over to him

If your child is having negative behavior at school, ask special education personnel to track the behavior for several days or a week, using the ABC’s of behavior. This will help you and school personnel be prepared for the next step which is conducting a functional behavioral assessment, to determine what your child is receiving from the behavior.

By: JoAnn Collins

Parenting Tips on Effective Record Storage For Your Child’s Special Education Records

admin — Mon, 14 Dec 2009 13:58:14 +0000

Does your child with autism have a massive amount of school records, and you are not sure what to do with them? Would you like a organized system, so that you can find important information at a moments notice? Then this article is for you; it will give you some parenting tips, on how to store your child’s special education records. Short and Long Term storage will be discussed.

Before you are ready to store your child’s records here are a few things to do first:

A. Get a complete copy of your child’s school record, from special education personnel, in your district. Put them in order, older records on the bottom, newer records on the top.

B. Number each document with a pencil. Do not write on original documents, use post it notes. That way, they can be copied later if needed.

C. Make a decision about how you want to keep the records; hanging files or in binders to put on a bookshelf.

D. Write or type a index for each binder or hanging file. Put the numbers of the documents, and also what is in the files. Be very specific, so that you can find what you need. For Example: Document 6, psychological from 04-11-07 includes academic testing, psychological testing, good statements about Bobbie’s educational needs. Social worker report includes great information about Bobbie’s adaptive skills.

Short Term Storage for current special educational records:

1. Go to an office supply store and buy clear Top Loading sheet protectors. You can buy them by the box. Also purchase a snap locking large ring binder, for short term storage of records.

2. Put each document in the protectors. This way they cannot be destroyed.

3. Put the current documents in a snap locking large ring binder, older documents on the bottom, newer documents on the top. Add the index to the front of the binder. If your child has a lot of current school records, you may need to purchase more than one binder.

Long Term Storage:

1. Go to an office supply store and buy clear top loading sheet protectors.

2. Also purchase Hanging storage binders or large 3 ring binders, whichever you have decided to use. If you choose 3 ring binders, make sure that the rings are large, so that they can fit more documents.

3. Place the records in the clear top loading sheet protectors, older on the bottom, and newer on the top. Then put in the binders.

4. Put an index in the beginning of each binder, and a date on each binder. You can separate the documents by years if you would like to.

5. Place the records in the binders. For the hanging storage binders you can put those in a file cabinet. The 3 ring binders can be put on a book shelf.

By knowing how to store your child’s school records, they will be organized and easy to find at a moments notice. Happy storing!

By: JoAnn Collins

9 Tips That Will Increase Your Chance Of Winning A Special Education Due Process Hearing

admin — Fri, 27 Nov 2009 05:12:36 +0000

Would you like to learn some due process tips? Would you like to increase your chances of winning, to benefit your child with autism? This article will give you 8 tips that will help increase your chance of prevailing at a due process hearing, for your child.

1. Use a form to make it easier to file for a due process hearing. Every state board of education is required to have a due process form available for parents to use. The form is not mandatory, but can make filing easier.

The Individuals with Disabilities Education Act (IDEA) of 2004 added a section where due process filings must be sufficient. What this means is that the due process request, must contain certain information. If the due process request does not contain this information, then the request can be denied by the hearing officer. To prevent this, you may want to use a form. Make the issues simple, and don’t forget to add specific resolutions (what you are asking the hearing officer to give your child).

2. If you have not filed for due process before, have another parent, advocate, or special education attorney, look at your due process request. Issues cannot be changed once the request is filed, unless special education personnel agree, or the hearing officer allows it.

3. Once you file for a due process hearing ask for a complete copy of your child’s school record. Most states have regulations that allow this. Ask for temporary, permanent, E mails, internal memos, audio and video recordings.

4. Due process hearings can be opened to the public or closed to the public.Some hearing officers will not allow sequestration of witnesses at an open hearing.

5. Insist on sequestration of witnesses for the due process hearing. This way special education witnesses cannot hear each other testify. It makes it easier to catch the lies and deceptions, during a due process hearing.

6. Ask the hearing officer to allow you to present your case first. This prevents special education personnel from bringing up irrelevant issues to muddy the waters. Some hearing officers will not allow a parent to go first, if the school district has the burden of proof; but try anyway.

7. Write your opening and closing, on the computer during your preparation time. This will allow you to change it as you see fit. Don’t forget to make references to IDEA and No Child Left Behind (NCLB) when appropriate. If the hearing goes over two days, do not print out your closing until the end of the first day. That way you can change the closing on the computer.

8. If you are conducting your child’s due process yourself, ask a friend or another parent to attend the hearing and take copious notes. The other person can watch body language, and can give you tips on things that you miss.

9. During the schools testimony you can make objections, to throw the school personnel off of track. The objections that I have heard are : irrelevancy, question already asked, objections to witnesses and documentation that hurts your case.

By using these 9 easy tips, you will well be on your way to prevailing at a due process hearing.

By: JoAnn Collins

5 Reasons Why your Child in Special Education May Not be Getting FAPE, and How You Can Help

admin — Wed, 18 Nov 2009 23:46:53 +0000

Does your child receive special education services and you wonder if
they are receiving an appropriate education? This article, will
discuss 5 reasons why your child may not be receiving a free
appropriate public education. And also, what can you do about it?
There is a lot that you can do to ensure a free appropriate public
education for your child.

Reason 1: Many special education personnel have extremely low
expectations, for children with disabilities. You must have high
expectations for your child, just because they are not learning, does
not mean that they can’t. They may need to be taught a different way.

Reason 2: Some special education personnel limit or refuse to provide,
educational and related services that children with disabilities need.
Some special education personnel will even deny that a child has
autism, so that they do not have to provide more intense special
education services. It is your job as a parent to fight for the
services that your child requires. Try to meet other parents, of
children with disabilities, in your school district. Help each other
advocate, and attend each other’s IEP meetings. Together you will be a
strong group.

Reason 3: The curriculums, that some school districts use to teach
children with disabilities, do not work. Special education personnel
are often reluctant to change methodology, even if the child is not
learning. Investigate different curriculums, for your child’s
disability. Join disability organizations and meet other parents. This
will allow you to share information with each other, what works.

Reason 4: Parents, are often forced to pay for independent
educational evaluations (IEE’s), to prove that their child needs
certain special education services. If a parent must pay for an IEE,
to ensure that their child receives a free and appropriate public
education, then the education is no longer free. If your school
district evaluates your child, and you disagree with the evaluation
(or the way it is interpreted), then the Individuals with Disabilities
Education Act (IDEA), gives you the right to have an Independent
Evaluation at Public Expense. My book Disability Deception has an
entire chapter on IEE’s that will give you more information on this
subject.

Reason 5: Many school districts suspend children with disabilities,
for behavior that is part of their disability. Educate yourself on
what IDEA requires as far as behavior/discipline. Special education
personnel can suspend a child up to 10 days.

Within 10 days of a decision to change a child’s placement they must
convene a manifestation determination meeting. This meeting is being
held to determine if the behavior is part of your child’s disability.
If it is, they must do certain things to include developing a positive
behavior plan. If they determine that the behavior is not part of your
child’s disability, then they can discipline them as they would a non
disabled child. You can file for a due process hearing, if you
disagree with the school districts manifestation determination
decision.

By knowing why most children do not receive FAPE, you can advocate
hard for your child. They are depending on you, because they may not
be able to stand up for themselves.

By: JoAnn Collins

Special Education – How to Determine What the Function of Your Child’s School Behavior Is!

admin — Sun, 08 Nov 2009 23:13:08 +0000

Does your child with autism, ADHD, or another disability, have problems with negative school behavior? Have you driven yourself crazy trying to figure out why your child is behaving badly? You can relax, this article will discuss a process which is known as a functional behavioral assessment (FBA) that can help you figure out what your child is gaining from their school behavior. You can use this information to develop a positive behavioral plan, and increase your child’s good behavior.

Before special education personnel can conduct the FBA on your child, they must pinpoint what the behavior is and describe it in concrete terms. For Example: Mary hits other children when she cannot be first in line.

Next you must determine what the ABC’s of a specific behavior are. A stands for Antecedent; what is occurring in the environment at the time of the behavior. B stands for the specific behavior. C stands for the consequence of the behavior;what happens in the environment or to the child because of the behavior. Have special education personnel track the ABC’s of the behavior for one week. This information can be used to develop the FBA.

Now special education personnel are ready to conduct the functional behavioral assessment, on your child. The definition of an FBA is: A process for collection of information. The data the team collects is used to help determine why problem behaviors occur.

Once you determine why the problem behavior occurs, the information from the functional behavioral assessment will be used to develop a positive behavioral plan. A positive behavioral plan is not punishment for negative behavior, but a plan to increase positive behavior, which will in turn decrease negative behavior.

Appropriate steps for conducting a FBA:

1. Identify the problem behaviors that most need to change. Isolate them and describe them in concrete terms.
2. Determine where the behavior occurs and where it does not.
3. Identify what may contribute to the behavior. Is the child ill, are the child’s academics too hard, avoidance of something, attention getting etc.
4. What is unique, about the environments where behaviors are not a concern.
5. What is different, in the places where the problem behaviors do occur.
6. Is the work that a child is asked to do cause the problem.
7. Could the time of day affect your child’s behavior.
8. Is the problem linked to a skill deficit?
9. Come up with a list of new positive behaviors that can be taught to the child, that have the same function as the negative behaviors.
10.Develop a theory about why the behavior is occurring! Some people call this a hypothesis, about why the behavior is happening.
11.Test your theory. Develop a positive behavioral plan and track to see if your child’s behavior is improving.
12.Occasionally meet with school personnel and evaluate whether the positive behavior plan continues to be effective, or if the plan needs to be updated.

By following these steps in conducting the functional behavioral assessment, you will finally understand what your child is gaining, from the negative school behavior. After you and special education personnel develop a positive behavioral plan, your child will be well on their way to improving their school behavior.

By: JoAnn Collins