ABA and reasonable adjustments: how do you decide?

[inappropriatelyemployed]

I'm interested in hearing people's views on how you decide what behaviour to change with ABA.

Obviously, you want to empower the child to develop skills, and moderate behaviour which is affecting a child's ability to function at home or at school.

But I always wonder about where you draw the line.

For example, we have a therapist coming into school. DS has various quirks and props which get him through the school day and some behaviours which cause problems. He also needs help with social skills and communication. The traditional LA OT/EP line is to accommodate things rather than give the child the skills to cope, but I think there are areas where DS is better off being accommodated than learning to integrate, for example it is important he is able to feel confident about saying he is stressed in assemblies and feels able to participate it he sits in a chair a distance a way.

This is a temporary measure specific to the school environment and it teaches DS to feel that he can participate, albeit not necessarily in exactly the same way. His peers don't care and happily accept this. HIs TA doesn't like him being different.

This is a learnt behaviour but it is so far down my list of problems, it isnt even on the list.

Am I right in thinking that ABA seeks to work on behaviour changes which are important to the child rather than the adults around him?

Thanks Bochead. I appreciate your help and advice.

DS didn't want to go into class this morning so I took him to our head and I know what Moondog says about this but he sorted it all out there and then. He set DS up with a work station, told staff what would be happening etc. His view is - as long as he is learning

He also said that he rather than the teacher would work with the ABA consultant and us to get a programme established to focus on anxiety and not non-compliance so that we can try and establish clear lines for staff for when he is gone.

Oh and the LA have caved on the Tribunal!

How can the head work with the ABA guy on the programme?
He's not in the class-the teacher is.
And if he's in the class, whose running the school?
It will also increase the resentment of the teacher and TA.

And he's leaving in a month you say?
What are your plans when you lose your strongest ally and do you really think that people like this will carry on doing what he wants after he has gone?

Moondog - you have to make quite so much sense?

As someone who has been refused any and all access to her son's TA I'm off to make myself a hawain-five-joe & to listen to "cat o nine tails" by Lord Invader before I lose my temper altogether with what is otherwise a very good school.

SN's Mums are like David versus Goliath in our imagination but like flies being squatted in reality it seems.

It is a very small school and he prioritises working with the children and spends a lot of time with them rather than behind a desk. Yes, I agree, he cannot be the direct support for DS but he can lead by example and set the tone and set expectations and that is what he is trying to do - lead by example and support DS.

When he goes? Who knows? He is a one off. But the governing body are determined to try and recruit a similar type if one can be found. It is about a mindset and he is trying to take control and create the right environment.

I see that as a positive.

Bochead.
I'm an SN mum too.

I know you are Moondog and I can't tell you how much you've helped me.

Our head is so different, dare I say unique. Incredible, inspirational. Long term I don't know what can happen but I know he understands why people don't do what they should and he is trying to change this positively.

Well good luck to him.
He sounds lovely.

How come he hasn't managed to do it yet though?
Change takes enormous effort on all sides.
Is he going to pull this off in four weeks?

Well he has got a bit longer than that.

He has been off turning round another school until the new year.

Ok I don't want you to be upset but I have to say that there are some things I have not seen the point of and disagreed with with regards to dd who is supported in mainstream and has quite severe ASD. I have come from having a lot of control over what she is taught through an ABA programme to having v little control in school. I am lucky in that I think her TA is fab. However I think you have to tackle those things you can change and smile and nod about the things you can't. Mainstream education does not provide the specialist approach that our dc need in an ideal world. Dd has had really good teacher who I had a lot of respect for and another teacher who I think is a bit lazy. Nevertheless if I constantly battle with her current slightly lazy teacher I will probably get no where so I pick my battles. I also make sure I maintain a positive and reasonable relationship with teacher and I sometime support decisions I think are slightly odd. I only push against those things that I think I have a chance of changing or if I was seriously unhappy etc. I also recognise that whilst I might deal with her differently I only have her and her very autistic brother to deal with - teacher has thirty other to consider! I am not saying this to tell you that you are wrong about your ds. You know him best and will know that he is doing his best. But I think if you are going to have your dc in mainstream you have to box clever and pick your battles. You say in some ways this is the best out of three schools you have tried. The head is supportive and it seems from reading between the lines that the teacher is inexperienced but trying to meet his needs. These are positive signs. The fact that they are willing to work with ABA guy is also v positive. If they are going to work with them and get them on side he will need to see things from their POV so don't be upset about that. It isn't about who is right and who is wrong its about getting the best outcome for your ds and that means getting these people on board. The alternative is another new school.

Moondog I know you are a SN Mum too. I'm in a really snarky mood at present due to frustration - sorry.

Changing schools every year is not the answer as that in itself becomes too unsettling for the child. Being the perpetual new kid on the block carries it's own long term risks and a handicap in and of itself socially for the NT child. IE says she only has 18 months before the secondary transition and that in itself needs very careful planning and preparation.

I cannot see why he couldn't organise the reasignment of your TA before he goes though IE. Its been long enough that everyone can see it isn't working.

The thing is they were great together today when working outside the class as advised by the head. It is when she feels under pressure to make him comply and she ain't got the strategies to do this that things go wrong. This is where I think ABA might help.

Cansu - thanks. I do think we can work to change things here. The teacher is very young and she needs support too. It is a hearts and minds campaign and as I said yesterday, it was a very bad day and I felt alone on the front line.

No worries Bochead.
I've been to hell and back and then some so have no issue with it getting tense for all at times.
I agree-bringing in a new TA sounds like it would be great.
How come there hasn't been talk of this?

I think an ex teacher TA is a very strange thing.

I have seen kids' futures crumble and turn to does because they are 'supported' by poor TAs. They are actually the most pwerful people in the SN set up. People need to understand this.

There has but there has also been talk of training and she is very good at some things. But I agree Moondog the exteacher thing is odd and it leads to a feeling of frustration and impotence on her part.

But you know how generic LA interventions are useless. We are changing that bit by bit and the guidance of people who actually know DS will hopefully make a difference.

I should add that it is obviously not the head who will be carrying out the ABA programme! But he thinks he needs to be involved in setting targets and priorities for staff to follow.

Well in our case DPS are only "allowed" for anything if head teacher agrees, more chance of winning the lottery............. so off I go to buy my tickets!

I'm sure I read somewhere about DPs being there to empower parents , what a sham!