ABA here we go.....

[appropriatelyemployed]

OK, after much anticipation, we had our esteemed ABA consultant come into school yesterday.

DS has settled well into a new school. He had a spell before Easter where he was leaving the class and he has moaned off and on about not getting breaks when he asks, but on the whole everything was going really well.

I told the ABA consultant this before she went in. I pointed out clear rules were needed on breaks so he didn't get confused/worked up.

I then got a bombshell when she emailed me back after the visit. She said that he does get breaks and that he was 'manipulating' them to get out of work and that he was leaving the classroom and staff were spending an hour arguing with him to get him back in.

Now, DS is usually pretty straight so I was astonished by this as no one had mentioned any of these problems. I thought the response was really down on DS as if he was being deliberately naughty.

No one had spoken to him about why he was leaving the class and I thought if ABA is about changing the behaviour irrespective of the reason for it that if any excuses for it aren't relevant than so are suggestions about 'manipulation'.

So I pointed out that it is for the adults to manage the environment and if they are letting this happen and there is no rule - sometimes breaks are ok and sometimes they are not and if someone says no you can walk out - this is very confusing.

Anyway, I spoke to her in the end and we agree about changing this behaviour obviously. I feel strongly that DS does not try and get away with things but needs very strong boundaries as all children with ASD (and all children) do.

But I was astonished that no one had spoken to me about this. I speak to he TA every day fgs. It appears the head didn't know it had got to this level either.....groan

I just feel the TA is great and very qualified in teaching terms but doesn't know anything about handling a child with AS.

The ABA consultant said she will keep involved and support the school (she was going to pass it to someone else) so that will be good. Her view is that DS is very bright but that this battle to keep him engaged can undermine his whole ability to succeed educationally.

I never thought it was that bad!

Is is ms or ss?

Is it

www.mumsnet.com/Talk/special_needs_support_sessions/a1456933-The-first-year-after-a-diagnosis-how-to-cope-and-where-to-go-for-information-advice-and-practical-help-Mumsnet-KIDS-support-session-Wednesday-April-25-8pm#31403262

This HT is why LAs want to keep ABA out of mainstream...they don't want schools to know there is a better way...or that the reason our children don't learn is due to the teaching not the child.

It is MS bialy.

Yes Agnes, you are right. We had a chat about this today. There is another little lad with ASD - more classically autistic - and all interventions have told he head how to deal with the 'sensory' problems the boy has. For example, how he cannot eat lunch in the hall because of severe sensory overload. The boy has been making no progress despite school throwing resources at him.

They pay for this ABA consultant and she says - nope, not sensory. No evidence this is sensory, it's behaviour. Puts forward a plan. School gasp - but poor mite, it will overwhelm him.

They follow it.

TWO DAYS later - he is eating in the hall without a problem.

Seriously, WHAT is going on? I have wasted bloody thousands on chasing crap provision. I'm thinking it's all been a steaming pile of poo.

That's an appropriate summary.

The advice on sensory advice is cheap though isn't it.
DS classic autism, totally non compliant, lost all his speech - nursery told to buy him a white pop up tent. ASC teacher ticked her 'provided intervention boxes' buggered off for another three months.
Feel sorry for the TAs though. They get rubbish advice then get the flak from parents who feel devastated child not making progress and LA who say must be TA fault for not following their advice properly.
Seriously we need one of those undercover documentaries. Anyone know a TV Executive????

It's funny, Agnes, I keep thinking that when you see all these exposes of nursing homes and care for the elderly - what about care for very vulnerable youngsters?

I think I know what you all mean about the sensory stuff. I spent my whole life as a child and then teenager going on the tubes occassionally and KNOWING that I would never manage a daily commute. The noise, the people, the being squashed, the smell, having to stand on a wobbly surface for ages. Even as a young adult when working around the corner from my home, I just could not understand how anyone could STAND it. I would much rather be unemployed.

But one day, doing that commute suddenly became my priority. I was highly motivated to do it. I did it and completely forgot I had any issues with it and in order to get to work/home in a timely way, I was pushing myself onto overcrowded tubes with everyone else. I can't say I much 'liked it' but it became quite insignificant an event in my day. I had my strategies for dealing with it of course, earphones, book, games on phone etc.

I think that is what is challenging Hothead too. Someone comes in and says you can basically try to get this child doing stuff you have built a statement on saying he can't do because he will get too anxious/nervous etc...

Star that is a very good point. I think alot of it is to do with anxieties and control too. I had a bad car accident about 10 years ago and after that, I didn't want to be in a car, go on journeys etc but gradually you realise, if you don't do that, you will never see pals, go on holiday etc. And what a limited life that is.

So I remember thinking (with help from CBT actually) right I am going to do this even if I DIE! I actually had that mentality. But once you start to do it, you quite quickly get back to your more normal thought patterns about driving and being in the car - there are risks, but we live with risks all the time.

I think you are challenging sensory stuff but also the control behaviour and rigid beliefs that go with it.

Yes I agree Hothead, I was simply providing examples of how seemingly difficult issues can fade with practice and support.

The system is fair and incorporates breaks and provides reward breaks but does not permit walking out.