Question:

I am an autism specialist working with a Kindergarten student with autism whose mother insisted that he be included in a general education class for at least half of his day with a 1 to 1 aide. He is pulled out for pre-teaching, speech and short breaks for sensory interventions. Academically he can do the concrete manipulative work, the stations, and the worksheets. He has significant social and language delays. He has difficulty during transitions waiting and is a perfectionist about his writing. During transitions, waiting or when his writing is not perfect he may start to scream or tantrum. He is removed from the classroom for short periods of time and then returns when he is calm.

The teachers feel these disruptions are impeding their ability to teach their other students and want him out of the class. They cannot see the small steps of improvement. He has learned routines and is gradually able to wait and deal with longer periods of school based activities. But any time he is disruptive (even positive self-talk, repeating social stories) the teacher reprimand him. When he is doing well they rarely recognize it. The teachers and administrators want him gone.

What kind of resources can I provide to the teachers to understand his behavior and understand the types of things they need to do to accommodate him? How do I let them know what is a reasonable amount of disruption (or is any disruptions really too much) and still support them in their desire to provide the best education to the other students?

How do I get them to have joy for his success? The principal keeps quoting the law that if a students behavior disrupts other students then he does not need to be included. How can I address that?

Julie Schepis, Ph.D., BCBA

Behavior Intervention Specialist

(707) 399-5064

Answer:

Dear Julie

Thanks for your question. The situation you describe is one I, too, have encountered. I’m going to answer your questions one at a time:

1. What kind of resources can I provide to the teachers to understand his behavior and understand the types of things they need to do to accommodate him?

The Diagnostic Center staff present a training, “Teaching Students with Autism”, that provides information about understanding and working with students on the autism spectrum. There are a few more sessions this school year. It would be wonderful if his teacher, principal, and others who work with him could attend. Check our website to see the date, place, and contact person:

http://www.dcn-cde.ca.gov/Trainings/Scheduled-trainings.htm

Check out this website for other trainings: http://www.autismandbehavior.com/home.htm

2. Along with providing training in understanding autism, it sounds like this student may benefit from some or all of the following: an individual schedule, an embedded/mini-task/within activity schedule, a Time Timer, a Wait Card, a Help Card, a Break Card (with consideration of a break within the classroom), using the structured teaching methods within the general education classroom when necessary, and explicit ways to react when he tantrums (e.g., choice cards, interpreting the behavior as communication, etc.). All of these strategies are presented in the training we offer and are also available on many on-line sources for autism such as http://www.do2learn.com/
   
   
3. How do I let them know what is a reasonable amount of disruption (or is any disruptions really too much) and still support them in their desire to provide the best education to the other students?
   I would look at ability awareness programs that emphasize that we all have areas where we are strong and areas where we need more help and we are all made richer by being with all kinds of people. Start with these; if they aren’t what you had in mind, they might have some helpful links.

http://www.capper.org/ability_workshop.htm

http://edschool.csuhayward.edu/departments/ted/instruction/howe/5500/AAL-Index.html

http://www.disabilitytraining.com/

4. How do I get them to have joy for his success?

Think of this as a skill to teach and you are the teacher. Teach, model, cue and reinforce small increments of successful joy sharing! Model by sincere remarks that draw attention to his progress. Chart his progress in a given area (e.g., decrease in number or duration of tantrums) and present these at the next meeting. Ask the parents to express their joy in his inclusion with the teacher, other parents, and the principal. Encourage them not to focus on the parts of the program they would like improved until they have expressed five things they appreciate. If possible, maybe one member of the family can participate in a class activity, either as a volunteer or by presenting a talent they have or an interes,t so that they become real people to the staff.

5. The principal keeps quoting the law that if a students behavior disrupts other students then he does not need to be included. How can I address that?

Well, you might quote the law that says that we are required to provide the supports and services necessary for a student with special needs to be educated in the least restrictive environment.

 Title 34, Code of Federal Regulations, section300.346 provides in part: “(a). . . . (2) Consideration of Special Factors. The IEP team also shall---(i) In the case of a child whose behavior impedes his or her learning or that of others, consider, if appropriate, strategies, including positive behavioral intervention, strategies, and supports to address that behavior... (c)Statement in IEP. If, in considering the special factors described in paragraphs (a)(1) and (2) of this section, the IEP team determines that a child needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the child to receive [a free appropriate public education], the IEP team must include a statement to that effect in the child’s IEP. . . .”

ACCOMMODATE, MODIFY, AND SUPPORT I.D.E.A. 1997 Reauthorization specifies (300.342(b)(3))that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

(Diana Browning Wright, Behavior/Discipline Trainings, 2002 IDEA law.)

A behavior support plan is one of the supports that can help this student be more successful. For many resources in writing plans and the law:

http://www.pent.ca.gov/08Law/addressingbehaviorIDEA.pdf

I hope this helps, Julie. I have had cases where I was able to win hearts and minds and others where the child was placed in a more restrictive environment. The difference between the two outcomes were not based on the severity of the child’s impairment but on the willingness of the staff to embrace him or her as a member of their community. It’s a noble fight. Good luck.

Dru