What sort of provisions should a school make for a child that constantly makes noise?

[KOKOagainandagain]

DS2 constantly makes noise in the classroom (self commentary, whistling, twittering - whatever that is). This is problematic on a daily basis when working in a group - for other DC on the table who can't cope and so start behaving badly to DS2. It also causes the teacher a problem when she is trying to teach the class as a whole. He is very 'ticy' at the moment and having nightmares. I am knackered as he gets in bed with me in the middle of the night and then I can't sleep for his constant ticing.

The school are constructing evidence of progress with relation to ability to listen (SA application) and give DS2 around 10 stickers each day under the heading 'showing Miss X that I am listening'.

I asked him how he shows the CT he is listening. He said that he has to put his finger on his lips (shush style) when he has to listen or the teacher is talking to the whole class.

Am I getting things out of perspective or what? My reaction was .

The sensory stuff is very interesting (academically I think that a neuro-physiological explanation of 'self harm' is of far better explanatory worth than a self-punitive psychological theory).

DS1 has SPD with huge tactile sensitivity. We had a report done by a specialist OT for tribunal. It explains so much.

DS2 has a completely different sensory profile and it shows how selective my reading on the issue has been before.

We have used a reward system for reducing stims including in class. But DS has full-time ABA support and the token would be going on every few seconds initially they worked on this (so he'd be getting positive tokens for being quiet not lose anything for not being quiet), not only 10 a day! Thats not really much of a reward is it 10 tokens a day? Its not realistic to expect a child who stims to stop doing it / self regulate for a whole day before they get a reward. The reward would need to be much more instant to be more powerful than the urge to stim. Initially would be doing this in 1:1 and rewarding after less than a minute and then building up to longer / doing it in class.

I think much of the stimming in class was because DS was bored and couldn't access the work - could that be a factor? I hadn't realised how little of the work was being differentiated by the class teacher for DS. He actually couldn't access much of it at all. I'm not surprised his stims were much more enjoyable past-time.

I'm actually at the stage of now doing a curriculum myself for DS with ABA staff because the CT is clearly never going to teach DS in the way he learns or plan properly for him. We're also being much quicker to remove him from situations he can't succeed in e.g. long discussions on the carpet and do something else instead. Because its completely unrealistic for him to sit and listen to discussions well above the language level he can access and thats just setting him up to fail. When the teacher does lessons with visuals / smart board etc he's much more engaged. When its just 'yap, yap, yap' then its not surprising he switches off and stims. I doubt he's the only one its just more obvious!

Not done a full literature review.

An example of a more interdisciplinary approach would be

ac.els-cdn.com/S0306453009000067/1-s2.0-S0306453009000067-main.pdf?_tid=b98d1202-5506-11e3-8c1d-00000aacb35e&acdnat=1385297492_cb5ff95179343452f98804eb99d5a483

But it doesn't go in the direction of SPD.

An example of the psychological approach would be

ac.els-cdn.com/S0005796705000525/1-s2.0-S0005796705000525-main.pdf?_tid=99bfede0-5507-11e3-ab77-00000aab0f6c&acdnat=1385297868_5ab26208162bef16cc71a47e28b198ca

Getting closer maybe

ac.els-cdn.com/S0006322310003987/1-s2.0-S0006322310003987-main.pdf?_tid=08777096-5508-11e3-a3dc-00000aab0f02&acdnat=1385298054_8ee4858ac8e1e9c5aa0abd21d04f6952

This one

download.springer.com/static/pdf/229/art%253A10.1007%252Fs10803-012-1497-9.pdf?auth66=1385471499_48e4f3d4ea3b503ae534aab2935e6b4c&ext=.pdf

and

download.springer.com/static/pdf/40/art%253A10.1007%252Fs10803-012-1600-2.pdf?auth66=1385471579_319dce953ce3abafe5da7e7fbc1c1833&ext=.pdf

Hi I've read this with great interest, as my 6 year old is right up there with the noisy ones! It started when he was in year 1. Prior to that it was meltdowns and screaming, so it felt like progress to me ;-). I personally think it had a lot to do with why his ms school weren't keen on keeping him there, not that that was ever said of course but I sensed his CT's irritation. At home it was causing a lot of friction too as my show is hypersensitive to noise and my other DS found it distracting. Like you, I have acclimatised and can mostly tune it out apart from the rare occasion I have a hangover lol. In his case I think it is anxiety related. He is in special school now and there has been a great reduction in his noise and a big surge in functional language. However I notice it come back in situations where there are lots if people and, interestingly, if I have to take him into the ms school to collect my older son he does lots of random shouting out. I think it probably does look like Tourette's to some people but in his case I believe it is a stim rather than a tic. One of teachers from his new school said to us that she thought it would reduce with age and that he would become more aware of it not being entirely appropriate as he got older but she felt that drawing attention to it could make it worse. For me this has been the beauty of special school, more understanding rather than how can we shut him up and stop him fr

... from distracting the other kids. Tbh I can see how it could be very distracting and I wouldn't mind betting that some of the other parents complained, but that's not my problem anymore! Might be worth you keeping a diary to see if you can pinpoint when he is doing it most.

PM with your email for full papers if you are bounced back to the abstract.

Agnes - I know what a fight you had to get ABA and I would say my chances are much less as DS2 was assessed to have very high cognitive functioning (98th and 99th percentile).

Licking - I think this is why they can't get rid of him to SS. He has pronunciation delay and was performing below average and so they assumed he was of below average intelligence. Maybe this is why they have changed their tune from 'nothing works' to 'no problem' so dramatically on his IEPs between July and November.

The school is in Essex but Suffolk (where we live) have just opened a free school for HFA in Haverhill (The Churchill School). www.churchillschool.co.uk/about-our-school

If this school were any good (and quite frankly it is hard to image it would be worse) would it be worth mentioning to the school that part 4 would not name his current primary (then the head/senco won't be panicking about being forced to pay the initial funding amount)?

You can get chocolate flavour Chewy Stixx on Amazon.

Thanks booby - they might appeal to him.