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Is there anyone whose child did ABA for a long time as a young child and then had to find a specialist provision for secondary or fight for out of county?(21 Posts)
Not exactly. I have two dc with ASD. DD2 has had ABA and is now in mainstream with support. DS (classic autism) is now after lengthy battle in a specialist independent ASD provision. I would personally consider looking at these specialist schools. My ds has really thrived there and although he is a day pupil, I would consider boarding later. In all honesty I expect that a few years down the line I will be looking at specialist ASD school for dd2. Whereabouts are you?
which EP did you use (out of interest)?
is it the same consultant (shared history!) who recommended you stop? is he thinking that you need to prove that your dd needs it? or recoomending trying somehting else?
there is a bigger picture to be considered, but what is your view on that? aside from the residential aspect (I too find it difficult ot come to terms with at 10), is there another ASD specific school you could consider? and even with the residential one - woudl you be happy that your dd would be learning and comfortable there?
dd1 is only young still. she has just transferred to her second ABA school, and I can't see us moving her (but then of course, things change over time).
ABA still has a lot to offer a secondary school student.
The early intensive behaviour intervention (EIBI) that consists mostly of discrete trials and runs for 20-40 hours a week is designed and validated for young children. It is good of your consultant not to keep running it indefinitely.
However, an ABA consultant with experience with older children should help design a curriculum that can help teach community skills, vocational skills, and self-help skills and your DS can continue to live at home.
I found EP to be very good at answering "so if she were your daughter, what woudl you do?" type questions (naturally with obvious disclaimers re: not taking word as gospel etc, but just for info purposes). ABA consultant too.
might be worht asking them that?
EP notoriously anti ABA if there is any other provision that might suit. obviously i haven't had to ask him about secondary provision as yet. we did ask him (via cons) what he would recommend for dd1 when her last school closed, and without hesitation he went for ABA again - to last until transition at least (his words). will be interesting to see what he says as she gets older.
is the ABA school any good? (not all are/have different methods and practices).
I would be guided by what the EP and the cons are saying - I think. difficult, as not in that position, and am still very much in (well, only just out of) the fighting with everything to gain ABA stage, so hard to imagine a time when it might not be suitable anymore. but you havebeen with cons for a while now, and he knows your dd well. and he and the EP make a good team (imo).
what are your local options for secondary? are there any SN schools, even non-ASD specific? woudl you have to fight hard to keep her out of those?
is ABA cons recommending stopping ABA now, to show that your dd will not cope with a secondary without ABA? to bolster your case for the ABA school? or is it a natural coming-to-the-end, not sure where to go now?
DS went to residential ASD school at 11 and I do feel it was a young age for him to go, but I also think that it was necessary and if his behaviours would have become more entrenched if we'd waited until he was older. I feel that with the boys who have left the school, you can see which ones enrolled at an older age and have had 2 years of intensive input and which ones have been there for 8 years.
DS didn't go there from an ABA programme though, he is HF and was dx'd at age 9. And I can understand your caution of residential with a child with classic autism; DS is well able to voice his views and I have no concerns at all about his care. He is thriving and getting all the input he needs - yet there is still a lot of work to do with him and I am relieved that he will get ongoing support throughout his secondary years.
I think it would be worth contacting residential schools at this stage just to visit and set out what your options are. Your thoughts may change once you have seen the schools in person and the children there - and even if you don't feel it is suitable now, you can keep them in mind for the future.
electra - ds was in an LEA special school for SLD and was not progressing at all. I was most concerned with his behaviour and inability to learn life skills like toileting, eating with cutlery, eating proper food etc. The new school is in the neighbouring authority. It's about 45 mins drive from us. It is a residential school too it offers weekly boarding. My partner felt ds was too young for boarding but I am open to it later on and might have gone for it even then, though I can see why you might think your dd is too young. If you want more info on the school pm me and I will fill you in.
ok, so yuo are trying to give LA enough rope to hang themselves?
this is hard (emotionally). it is what we did with dd1 (and for now it has paid off. no doubt we will face similar issues as she nears secondary transition).
so, your dd is now in ms, with no ABA shadows? or have you just pulled the programme at home? are the same TAs with her still, or were they your tutors? (sorry, loads of questions!)
wrt looking at a school and knowing whether your dd will fit in - just go, have a look at it. question (in your head) what they are doing with the children - how would your dd react in that situation? how would she learn? would she learn, or would she ned more support/prompting/bringing out of her shell etc.
try not to be blinded by facilities - they are only any good if yuor dd can make use of them. I saw some really lovely schools when looking around for dd1. fantastic places - lovely staff, great buildings, amazing facilities. but then I saw a class of children of a similar age to dd1. and knew that if she was sitting at the same table (it was a maths class, group work working on money) she would not have been able to take part. she was the same level (broadly speaking) as the other children, and the same agegroup. but she owuld have needed questions phrased differently; she owuld have needed promptin; re-focussing to the task, and some rapid fire table top stuff to keep her working; reinforcement as a given, and not just a 'well done'.
sure, she owuld not have been disruptive, and she would have stayed sitting at the table, but without the support she owuld not have learned anything.and when we then asked what they would do if she was there, but not participating, we got flannel as an answer - some ideas moving in the right direction (working for reward time in the softplay room, for eg), but not immediate enough, and not directly linked to the task.
one possibility is to try to see if you can see another child similar to your dd, and see how that child is getting on. this can help sometimes, athough it is not foolproof, obviously.
oh, sorry - notheard of IP school. but it is well out of our area, so have had no cause to look them up, iyswim?
who are the consultants/bcabas? can you look them up and try to gauge ther 'style'? one of the biggest reassurances when dd1 went ot her first ABA school, was that the overall cons was our cons - so we knew that it would suit, style wise (and that we were not in for any nasty shocks with targets/implementation etc). and when that wa sno longer an option, we asked our cons his opinions on the schools we were lining up - out of 3, one was a complete no in his opinion (and what he said made sense), one was ok, and one was recommneded. obviously, this was only part of our eventual decision. but he (and EP) see inside these places, and sees the staff at conferences etc - can be useful to try to glean extra info.
Sorry, I haven't read all of the thread but I have been in this situation. DS did a home ABA programme from 3-6 years old, the went to ABA school until he was 12.5 years old and now attends an excellent ASD-specific residential school where they use TEACCH. I had no problem "letting go" of ABA as I felt he actually could do with a change as he was so accustomed to the ABA approach AND I also feel that one of the points of doing ABA young, is to be able to deal with DS in a variety of ways, respond in a variety of ways and be flexible. WHen I see friends still "ABA-ing" their teenagers quite strictly I do wonder what it was all for. I do feel that most ASD-specific, and possibly other special, settings use a lot of behavioural approaches, just not formal ABA.
If you want to look out of county/borough then your best argument is that your DD needs an ASD-specific setting and there are lots of reasons for that, if you google "ASD specific education" or go to the NAS website I'm sure you'll find plenty of evidence about settings being ASD-specific. The other side to the issue is the residential option and for that you need to state that your DD needs a 24 hour curriculum and you could invoke issues such as sleep and eating as well as others. My DS is very happy where he is with great staff, good facilities and lots of space and, if nothing else, his health is so much better as his eating and exercising has improved vastly. He may not be writing novels (nor am I mind you to DH's disgust!) but he is thriving.
electra, my dd's current ABA school dislikes visitors during school time. you can go (and we did, sveral years ago) but most of the time is spent talking things through in the office, and then a whistle stop tour to avoid disrupting the classes.
I can kind of see their point. their set up is 6-8 children in a room, each with workstation and tutor. not all of them will be happy about having a disruption. my dd woudl be ok - be interested in hoever came in, and try to engage with them. but not all would (and ABA schools usually have the most extreme ends of challenging behaviour - it's quite often a pre-requisite for even trying to get funding)
I have only seen inside dd1's classroom because:
when she went on a settling in visit, she was enjoying herself so much she didn't want to leave, and as they didn't know her so well, I was called in to remove her
I have taken her back, to go to the toilet in the first couple of weeks of her attendance (toilet issues, didn't want to ask the staff to help, was bursting at home time).
but other than that, we are kept separate. there is an open door policy at the school - I can wander in to the office at any time to have a word. and tutors etc are available at pick up and drop off. but they do try to keep disruption to the students at a minimum.
but that is not the same as 'do not allow', I suppose. I would want to see some of the school, even if only a whistle stop tour.
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