Special Education » Children With 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

Ireland’s Education Shame

admin — Wed, 20 Jan 2010 03:58:17 +0000

If the situation in Ireland isn’t bad enough our current Mininster for Education is proposing drastic cuts across all areas of the educational system. The recently release OECD report
concluded:

Ireland spends less on education, spending only 4.7% of it’s GDP in educaiton, comparied to an average of 5.7% across 30 OECD countries.

At second level only one country in the EU, the Slovak Republic, invested a lower proportion of its GDP on students in secondary school.

Irish primary schools have the 2nd largest class size than all the other EU countries surveyed. There are 4 more pupils in Irish classes than in other EU countries.

Only Britain has larger class sizes in the entire EU.

Only Britain, Japan, Korea an dturkey have bigger classes than Ireland.

Although these statistics are grim the situation in reality is much worse because statistics are gathered from the Department of Education and Science skews its statitics on class size.

And things are about to get worse: class size is set to increase next year. Perhaps 2000 teachers will lose their jobs as a result of budget cuts.

In special education the situation is dire. Cuts are proposed in Language Support teachers, the closing of special education classes (with no extra supports provided in the mainstream), reducing the number of Special Needs Assistants and increases in class size at both primary and secondary level. These changes will have a negative impact on the lives of many children. Let’s give one clear example:

Children with autism and Asperger’s Syndrome who are leaving primary school and entering secondary school have considerable difficulty finding a school that will accept them. Enrollment policies at second level are stacked against people on the autistic spectrum. The situation is even worse when it comes to those few secondary schools that have dedicated autism units becuase the entry rules most often state they will not accept a student with significantly below average intelligence. So often there is simple no where for these children to be educated. As a result they suffer, their families suffer and ultimately society suffers.

Things are bad and getting worse!

By: Dr. David Carey

Autism and School Aged Children Making Education a Positive Experience

admin — Thu, 14 Jan 2010 17:43:57 +0000

Autism and school are becoming a hot topic for school boards and parent groups right across the country and around the world. This is because the occurrence of autism in children is increasing at an alarming rate. Educators today are seeing an exponentially higher number of autistic children in their classrooms than a decade ago. For that reason, an increasing number of parents and educators want to ensure all children receive a positive educational experience.

As no two autistic children display precisely the same autism symptoms, it becomes impossible to create a standardized program that creates positive experiences for children with autism at school.

Therefore, it is likely that in order to receive the best possible education an autistic child will need to undergo an ever-changing educational strategy throughout their entire learning career.

For example, while some students on the spectrum may be able to keep up with peers on an academic level, they may experience challenges as far as the development and use of language and social skills. On the other hand, an autistic child of the same age, gender and IQ level as their peers may struggle not only with social skills and language, but also struggle to keep up with academics because the learning techniques are not right for him or her specific symptoms.

That being said, there are some techniques that seem to work well. This can include creating predictable and stable routines for the school day with clearly laid out accompanying schedules, which can include pictures. Having daily schedules that detail all the various activities and at what time they will occur can help children to understand the way the day will play out and be better able to transition between the various activities and tasks of the day.

Children with autism can also benefit from attending social skills programs that aim to improve social interaction and comprehension of various social cues from adults and other students. If possible, some time every day in a special education classroom where autistic students can have one-on-one time with a teacher or educational assistant will help to enforce lessons and skills learned in a “safe” environment. Here, effective support to lessons might include the use of functional communication cards to give students a break from having to communicate verbally – something that can be very taxing to some autistic children.

Don’t forget that not all school lessons are academically based. Your child may be good at art, music or sports for example. So if they are struggling to keep up with their peers in academic classes and have to be pulled out to attend special classes, push for them to be included in the classes where they can do well. Excelling in classes where they join in with their peers can be an important confidence booster allowing for a more effective academic and social experience overall.

Though a diagnosis of autism and school may feel incompatible at times, it’s important for parents not to lose faith that their children have the strength and ability to pull through when they are presented with the right learning strategy.

This is especially true when that learning strategy is supported with the activities that the child experiences at home. Many of these activities can be strictly for fun, like drawing or craft work and others can be very helpful in reinforcing the classroom’s daily routines. Parents should feel able to speak with teachers often to see what they can do at home to help their child’s autism and school progress to go as smoothly and positively as possible.

By: Rachel Evans

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

Getting Important Methodologies Like ABA in Your Child’s Special Education Program

admin — Mon, 09 Nov 2009 10:01:00 +0000

Are you the parent of a young child with autism that thinks that your child needs an applied behavioral analysis (ABA)program? Are you the parent of a child with dyslexia or other learning disabilities who thinks that your child needs an Orton-Gillingham Based multisensory reading program? Would you like to learn how to advocate for these particular methodologies for your child? This article will discuss what methodology means, and information that you can use to advocate for the appropriate methodology for your child.

Methodology means the specific curriculum or program that special education personnel are going to use, to teach your child. Some of the most popular methodologies for teaching children are ABA (for children with autism) or an Orton-Gillingham based multisensory reading program for children with dyslexia or other reading disabilities.

Many special education personnel continue to tell parents that they have no right to tell them what methodology to use. Below are 4 points that you can make with school personnel to get the methodology that your child needs in order to benefit from their education.

1. The Individuals with Disabilities Education Act (IDEA) 2004 states under 300.26 that: special education means specially designed instruction means adapting as appropriate to the needs of the eligible child . . .the content, methodology, or delivery of instruction.

This section is one of the most important clarifications in the IDEA law. It
gives parents the right to discuss the content, methodology and delivery of education to their child. The discussion of methodology is important for all children but especially those children with autism or language based learning disabilities.

2. In a recent court case entitled KL vs. Mercer Island School District found that: The particular teaching methodology that will be used. . .will need to be discussed at the IEP meeting and incorporated into the student’s IEP.

3. Another court case the US District Court for the Northern District of Illinois discussed methodology in the case of TH vs. Palatine School District. The court held that the school’s argument that it had the right to choose methodology was not valid since the school district had no methodology. The US Supreme Court decision in Rowley could only apply if the school had chosen and implemented a methodology calculated to allow the child to make meaningful progress.

4. There is no legal basis for school districts decision to not discuss or specify the methodology in a child’s IEP! School districts position on this contradicts common sense. IDEA regulations require that the IEP should include related services and supplementary aids and supports to be provided to the child, and a statement of the program, modifications or supports. It is mind blowing that school districts take the position that it should specify the supports and modifications which may be dependent on the methodology, but not specify the methodology.

If you feel that your child needs a particular methodology in order to benefit from their education, bring it up at an IEP meeting. If the IEP team feels that they do not have to put the methodology in your child’s IEP, bring up all of the 4 points above! Put special emphasis on the wording of IDEA which does include the word methodologies. You may have to fight for a particular methodology that your child needs, but it will be well worth it!

By: JoAnn Collins

Can Special Education Personnel Pick And Choose Services And What About Waiting Lists?

admin — Thu, 15 Oct 2009 16:37:48 +0000

Have you been told by special education personnel that they do not provide Applied Behavioral Analysis therapy, for children with autism? Have you been told that your school district only provides certain services, due to money issues? Is your child on a waiting list for educational or related services? This article will discuss whether the Individuals with Disabilities Educational Act (IDEA), allows special education personnel to only provide certain services to children with a disability. Also discussed, are children put on waiting lists for related and educational services.

IDEA defines special education as: specially designed instruction at no cost to the parents, to meet the unique needs of a child with a disability…

The purpose of IDEA is to provide an education that meets a child’s unique needs and prepares the child for further education, employment and independent living.

Special Education Personnel cannot pick and choose which services that they are going to offer to children with disabilities. That having been said, many school personnel do try and limit what services that they will give children. This is the reason why it is critical that you stand up to special education personnel, who may ruin your child’s life by not giving them the services that they need.

If special education personnel try and limit your child’s services, ask them to show you, under what authority they have the right to deny your child needed educational services (there isn’t any). Remember what special education is-special designed instruction to meet the unique needs of your child.

Also, consider getting an Independent Educational Evaluation (IEE) of your child to prove what services that your child needs. The evaluator can participate in an IEP meeting by telephone, when the evaluations recommendations are discussed.

Waiting lists are also not allowed under IDEA. The difficulty is that when special education personnel state that they are putting your child on a waiting list, it sounds like it could be reasonable. It is not until you find out that waiting lists are not allowed, that you realize that you have been deceived. Always ask special education personnel to prove to you in writing, that what they are saying is the truth. If they cannot show you in writing that what they said is truthful; it probably is not.

For Example: Your 3 year old child with autism needs Applied Behavioral Analysis Treatment. The special education personnel, tells you that the class is full, and that they are waiting for additional funding for a new class. But in the mean time, your child will be put on a waiting list. Write them a letter, documenting what they said, and ask them to show you where it states in federal or state law, that they are allowed to have waiting lists (they aren’t). File for a state complaint for violation of your child’s rights.

By understanding what special education personnel can and cannot do under IDEA, helps you in your advocacy efforts for your child. Do not give up fighting for an appropriate education for your child, or their life may be forever ruined!

By: JoAnn Collins

5 Reasons Why Your Child Receiving Special Education May Be Misbehaving

admin — Sun, 11 Oct 2009 08:20:06 +0000

Does your child with autism have increased behavioral difficulty at school? Do you sometimes wonder, why your child misbehaves at certain times of day at school, or while doing certain activities? To determine what your child is receiving from the behavior a functional behavioral assessment (FBA) must be conducted. But this article, will give you a few things that could be causing your child’s behavior.

Reason 1: Your child could be having difficulty with their behavior, due to a health concerns. When my daughter Angelina was younger she would have behavioral outbursts that seemed to be tied to not feeling well. I would take her home, she would go to bed, and wake up and do just fine.

Also if your child has seizures, the behavior could be seizure related. Keep track of the behavior and check with your child’s doctor, if you think there could be a health reason for the behavior.

Reason 2: Many children with autism or other disabilities have sensory integration dysfunction; which can negatively affect their behavior. Some children misbehave, because they are wanting, sensory stimulation. Or some children are trying to avoid sensory stimulation.

You can learn more about sensory integration dysfunction, by reading a book about the disorder. Or search the internet for treatments and things that can be done in the classroom to help your child.

Reason 3: Your child could be trying to escape hard academics, or a situation that they cannot handle.

Investigate and make sure that your child is being taught academics at their level so that they do not get frustrated.

Reason 4: Some children misbehave because they are trying to get attention, from other students or special education personnel.

Reason 5: If your child is not receiving an appropriate education in the right type of placement, they may experience a lot of behavioral difficulty.

When my daughter Angelina was younger, she would throw herself on the ground to avoid hard academics. Also if a child is unable to learn academics, it might be time to consider functional skills training. In my advocacy I have seen many children positively respond to functional skills, without behavior. Angelina also responded very well to increased functional skills training rather than a focus on academics.

By learning if any special circumstances are causing your child’s behavior difficulties, you will be able to try some different things to see if they help! Good Luck!

By: JoAnn Collins