Here is a blog that I follow. This is from Bambi Thompson. She is an Anxiety Transformation specialist. Here is a link below.
Well, the IEP came and went. We just received a copy this week. Wouldn’t know it, the Special Ed. Dept didn’t put in what they said they would. They were going to write in specific instructions about how the shadow would interact with Nolan in the classroom setting. In addition, they were going to write in a fade out plan. So, when I read the IEP and said that I wasn’t going to sign the IEP until the team made the changes that we discussed. The Special Ed. Dept. replied, “The IEP is closed, so we can’t make any changes.” What???? So, I sent a follow-up email that said, “What does closed mean? and can’t we do an addendum ?” Their response was, “No, we can’t do an addendum and you will just have to sign that you disagree and go to due process.”
The school is just ramming this choice down our throats. We have had no say what so ever. What is really disheartening is that the schools don’t care. They need to churn out these IEP’s and get them done as fast as they can. In fact they are moving so fast that my son’s school site forgets to proof read these IEP’s because they are full of misspelled words. When I mentioned that this needed to be edited and I needed a clean copy they denied that request as well.
You should always be given a clean copy (error free) of your IEP. However, it would be too professional for public schools to abide by this standard. Far be it from any of the staff members to proof read their work.
Let’s just say I am happy to be done with this school. I hope the high school will be much more positive.
Let’s just say some people need people skills. Here is a little bit of what happened.
First off, they start the meeting with “We are in a time crunch and have to finish in less than an hour due to the fact she has to teach a class.” Boy we feel so warm and welcomed. Let me just say, the school psych is fabulous. She really took time to get to know Nolan. The connection the two made is genuine. She had really wonderful things to say about Nolan. She shared about a recent time when he showed empathy, as well as situations when a young man keeps pushing Nico’s buttons in group and Nolan is very calm and doesn’t explode. However the teacher of record is a sweet lady that feels challenged when we, the parents, don’t agree with her choice. She states that she doesn’t feel appreciated. My response to that is “I appreciate everything you do for my child. I may not agree with it. These two are separate issues and one has nothing to do with the other.”
During the meeting, we came up on the part of the push-in support of the shadow. This is where my husband and I mentioned our concerns of the current shadow who is becoming overbearing and embarrassing Nolan. She became enraged and said, “I am not discussing that right now.” WHAT???? I said, “Why not this is the IEP meeting, we are on the topic of the shadow.” She just become unglued and yelled at my husband and I. Her behavior was atrocious.
Her suggestion for high school is for my son to have a shadow “for his safety as well as the safety of others.” Are you kidding me? My husband and I vocalized our feelings about this situation and demonstrated how the current situation is not working. My husband explained to the teacher of record, “We will think about your recommendation and weigh the pros and cons. This is a delicate situation where we don’t want to stigmatize him as a trouble maker. In addition, Nolan is on his way to becoming a man. This is a sensitive issue and not one we take lightly. Furthermore, Nolan is who he is and he has this disability and it isn’t going to go away. The teachers need to be more understanding when talking to Nolan.” Right on Mr. D!!!!
It was 2:05 pm and the teacher of record closed her file and left the room. At that point I told the Special Ed Coordinator that her behavior was extremely unprofessional. The counselor for the AB3632 even chimed in stating that Ms. Booth needed to communicate to us, the parents, the remedies of the situation between the shadow and Nolan instead of her response of “I took care of it and I am not going to discuss this.”
The positive is that the Special Ed Coordinator is going to change the language of the IEP in the section of the IEP where it describes the duties and interaction of the shadow. The way a shadow should work is as follows: A shadow should work with a group of students. With in that group of students is the special ed student the shadow keeps an eye on. This way none of the non-special ed students know who the shadow is for. We are having that descriptive language written into the IEP. In addition, we are asking them to have incentives if Nolan is responsible and takes care of his business, then the shadow will give him more space.
All I have to say, in my school district at my site, we would never yell at a parent during an IEP. We would listen respectively. Parents of children with special needs have the right and need to be heard. The IEP is meant to be a team meeting not a dictatorship.
Well we are gearing up for our IEP on Monday. I have been researching different concerns that the school constantly mentions in their daily emails to me. My biggest concern for Nico is to ensure he has appropriate accommodations in his IEP. I stumbled across the website with some sample IEP accommodations for students like Nico, who have a high anxiety level.
Here are some suggestions from this website. There are a few more than I have listed. I have copied the link below for everyone.
The students must be placed with a teacher that is organized. A structured classroom will reduce anxiety. In addition, the teacher must redirect negative behaviors in a way that is respectful and not punitive.
Seating within classroom
The student should be seated away from more “rambunctious” students. This way the student will be able to focus on the instructor and will be less distracted.
Concerns about getting the directions wrong either because of distraction or misunderstanding are common. Signaling the class first when giving directions (flashing lights, clapping hands) and when possible having directions written on the board or elsewhere may assure anxious children that they have understood the directions.
Responding to questions in class is stressful for students with anxiety issues. It is important to provide opportunities for these students to respond to questions. One thought is to use a signal letting that student know when his/her turn to answer the next question. Furthermore, asking the student yes or know questions also helps the student participate in a manner they are comfortable. I am not sure if I agree with the yes or no questions. I do agree with letting students know when it’s their turn.
Children with extreme social anxiety may have difficulty with oral reports. Consider having the child present to the teacher alone, or have the child audiotape or videotape the presentation at home.
Answering questions at the board
For children with social anxiety, the combination of getting the answer wrong, and being visible to the whole class may be so overwhelming that they may opt to avoid school altogether. Consider having the child exempt from going up to the board until they are ready to handle that challenge, or, begin to approach that situation by eliminating the risk of being wrong, by simply asking the child to write the date on the board.
Allowing students extended time on tests will elevate the pressure of test taking.
Sometimes anxious children become distracted when they see other children working on their tests or turning them in, they may inaccurately assume that they don’t know the material as well. In addition, it is important tomhave students test in an alternative Testing environment, In addition, students with anxiety should be allowed to use of word banks, equation sheets, to cue children in order for them not to “blank out” on rote material.
These exceptional learners need a “go to person” “a safe haven” when the are feeling so anxious they can’t function. Most times it is the teacher of record or the school psychologist. This person is also the “Cool Down” person when other students are bullying the student.
More over, the student should be allowed to leave class and go to this person at anytime. The should have a pass they wave so the teacher knows the student is leaving and where the student is going.
Assemblies/large group activities
Students who have anxiety about getting from one class to another and dislike crowds should be allowed to leave class a few minutes early to avoid a rush of passing students.
Extra time for work
Ever responsible, anxious kids may be very distressed about work they have missed while they were out. Assign a responsible buddy to copy notes and share handouts. If tests are given the day of the child’s return, give them the option to take the test at another time and use the test-time to make up any other missing work.
If children are spending inordinate amounts of time on homework because of OCD redoing, rechecking, rereading, or simply worrying that the assignment wasn’t done thoroughly enough, the teacher can set a reasonable amount of time for homework and then reduce the homework load to fit into that time frame. Teachers can also provide time estimates for each assignment (this could be helpful to the entire class), so that the anxious child can attempt to stay within 10% of the estimated time. Eliminate repetition by having the child do every other math question, reduce reading and writing assignments, consider books on tape if a child is unable to read without repetition, for a child with writing difficulties, consider having a parent, teacher, or another student “scribe” for the child while he or she dictates the answers.
Here is the link
According to the National Center for Learning Disabilities, “Executive function is a set of mental processes that helps connect past experience with present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space.” (National Center for Learning Disabilities, Dec 2010)
In a blog article written by Nicole Eredics from The Inclusive Class, there are 25 ways for parents and teachers to help improve students’ executive functioning. In italics, I have written a response to each idea to describe what I do in the classroom. I hope it is helpful for people to see what could happen in a general education setting. Please keep in mind middle school and high school might be slightly different. I will comment on those settings at the end of the list.
The list is as follows:
1. Have students take homework and planners out of their backpack and place it ON their desks at the beginning of the day (homework should never see the inside of a desk!).
As a teacher, I agree with this. I have had more students shove homework in their desk and forget about it. Then when it comes time to dismiss it is not in their backpack. They can’t find it. They come the next day unprepared. I have a little saying in my class, “If you put it where it is supposed to be, it will always be there.” After once or twice, most of my students are able to organize themselves much better. When the homework is passed out, most of the students will place it in a folder in their backpacks.
2. Teacher makes time to check-in with each child to see if homework is completed and parent signs planner.
I have a daily note, I require parents to sign each day. This is something I need to reinforce. However, it is sticky because I ask the students but it is the parents that also must remember. It is late in the year this year but I will work on this for the 2012-2013 year.
3. All homework is put into a “Hand-In” bin.
I don’t’ have a hand in bin but I do call 5 children at a time to check their homework. The homework is very easy to spot check.
4. A Daily Schedule is posted in the class and the teacher reviews the plan for the day.
I need to make room for this on my whiteboard. I think this will help many of my students who have anxiety as to what comes next.
5. Older students keep materials such as pencils, erasers and markers in a pencil box inside their desk. In younger classrooms, pencils are kept in containers, which are passed around or kept at group tables.
I have a system in my class for pencils. Each child has a pencil box. Inside the pencil box, the student has a scissors, crayons, and a pencil. If the pencil breaks, I have a trade system. The student must put the dull pencil in the dull basket and take a sharp pencil. The rule is “you must give one to get one.”
6. The tops of desks should be kept clear. If it can’t fit into the desk, find a shelf in the classroom to house large items.
I agree that the tops of the desks should be free of clutter. I used to place the alphabet strips and name plates on the desk. This just seemed to distract the student. Now, I have nothing on their desks.
7. All work is kept in a color-coded folder according to subject. The folders are kept in separate bins on a shelf in the classroom. I.e. a blue folder is for Math
I don’t have this system. I like the idea. I have binders for Language Arts. The students must keep it organized. It contains a few sections that align with our Language Arts program. I don’t have a system for Math. I love the idea of the colored folders. I think I will implement this for next year.
8. Lessons are kept in age-appropriate chunks of time and students are cued when a transition is about to take place. I.e. “You have 10 more minutes until Math begins.”
I am constantly informing students when the next transition will be happening. This is very important for all students. I also use a timer as well. This keeps me in check too.
9. Countdown students before instruction is about to begin. For example, “You have to the count of 5 to stop, look and listen.”
I like this. I don’t do this countdown to instruction. I will add this to my bag of tricks for next year.
10. Give instructions in short, simple steps.
Short and simple steps are crucial. I write the steps on the board too. This way if the student forgets the steps, the student is able to help him or herself in order to finish the activity.
11. At the end of each lesson, have student’s hand-in unfinished work, as well as finished work. Again, paper should not go into the desk!
In my class, the finished work is placed in my finished workbasket. However, there is paper in the desk because I can’t stand the up, down and walking around. It creates too much chaos. So, I have an “Unfinished work folder” They keep this in their desk. We clean it out every so often.
12. Create a checklist of daily activities for students to keep at their desk and check off when items are completed.
I like this idea. I have a checklist. I have to make it more visible. I should move it to the front of the room. This might help many of the students who wonder, “What should I do? Oh, I’ll just sit here and wait for my teacher to tell me.”
13. Organize class into groups. Give instruction regarding movement and change according to groups. For example, “Can the Blue Group please line-up at the door?”
I do use groupings. It eliminates the students running like a herd of buffalo toward the door, paper bin, etc.…it is for safety purposes.
14. Make a seating arrangement when students are sitting at the carpet. Learning takes place here as well as at desks, so give this area just as much thought.
We only sit at the carpet when we venture out to the library. I make the students sit in a colored box. Their body must stay inside the box, and sit “Criss-cross apple sauce”.
15. Consider having the students turn the desks around (so that the opening of the desk is facing the front of the classroom) to prevent loose papers from being placed inside.
I like this idea. However, it makes it hard when you have double desks. I think it is helpful for those students who fidget inside their desk and are focused on the items in the desk instead of listening to the instruction.
16. Model the activity or behavior you expect from children and then have them practice it. Repeat if necessary.
This is crucial. If you don’t model the activity, students have a difficult time visualizing what the final product will be. The student can read the directions but demonstrating really helps cement the process of the activity in the students’ brain.
17. Create a Homework Board. At the end of the day, set aside time to review the homework for the day. Then have all students copy homework into their planners. Accommodations can be made if the student has trouble writing from the board, (ie. the student can take photo of homework board with a digital camera, a buddy can write out homework etc.).
I review the homework on Mondays. I think I need to add this for next year. I will write the homework on the board and review it before dismissing students. Even though I have the homework sheet posted on my web page, this might be more helpful to students who are more forgetful.
18. Guide students as they gather their homework, planner and materials to take home.
I need to work on this too. At the end of the day, I am always running late. I need to take five minutes and make sure children have their reader, homework, and parent notes.
19. Have students place their homework and materials immediately into their backpacks.
Even though this year most I my students place their homework in the backpack, I will begin my class next year training the students how to be organized about placing the homework in the backpack.
20. Some students may benefit from having an extra copy of textbooks to keep home.
My students don’t need an extra copy of the textbook. The only time a student is able to have an extra copy of the text is if the parents of the student have this written into an IEP. The general education class has the students bring the textbooks to the home and back to school the following day.
As for my son, who is in middle school, we have this extra copy of textbook written into the IEP. The reason for this is the heaviness of the books, and the anxiety of remembering to bring them home each day and then return the book the following day is stressful for my son.
21. Use the school website to post assignments, announcements and communicate with parents, as well as paper documents.
I think this is crucial. I have my homework posted each week. It is easy to keep up. In addition, I have links to great websites that might help my students.
22. When the child arrives home, unpack the backpack right away!
Parents need to do this more often. They need to go through their child’s backpack. They need to look at their child’s work and look for any school information. More often than not, parents don’t take the time to unpack the backpack.
As for my son, even though he is in middle school, we still take the time to go through the backpack. I am able to see where he still needs help placing papers in a folder or binder. This allows my son and I to have a conversation about papers floating in the backpack.
23. Help the child lay out homework and materials in a quiet workspace, where an adult can check-in and oversee progress.
I think this is important for parents to remember. The television and radio must be off. If you really want to listen to music, have the music be classical and on a soft volume. Many times, I hear too many stories from my students about the television being too loud and the student had a difficult time focusing. Parents need to be mindful of this situation.
24. Check to see if all homework is completed and then sign the homework planner to indicate that the homework is done.
Most parents in Elementary check their child’s homework. However, I do have some parents who don’t check the homework and the homework comes back to class incorrect because the student needed some clarification of directions.
I did check my son’s homework in elementary school and for the first two years in middle school. Now, I don’t need to check as much. I spot check for neatness and grammar issues. In addition, he has a tutor due to the fact that he is in honors classes and most of the concepts he is learning is over my head.
25. Have child pack all homework and materials into his/her backpack as soon as everything has been completed and leave it by the door for the next day!
I think this is very important to teach organization skills. It is important because the child is able to fully rest knowing that in the morning everything is all ready to go. The student doesn’t need to run around looking for all their homework or books because they took care of everything the night before.
We do this with Nolan. He has improved tremendously in his organization because of having his backpack ready the night before. He wakes up rested and relaxed. He has breakfast, gets ready for school, and is out the door. He is not frantic or having a panic attack. Every now and then, he forgets something, but it is not such an ordeal anymore.
Here is the link to the full article.
How should these 25 tips play out in Middle School and High School?
Some could work better than others. The most important ones are as follows:
1) Create a Homework Board
2) Use the school website to post assignments, announcements and communicate with parents, as well as paper documents.
I think not only should the teacher have a homework board, the teacher MUST post the homework on a webpage.
3) Give instructions in short, simple steps. –
More often than not, teachers assign projects with unclear instructions. The instructions should be clear. The teacher should provide a rubric or checklist for the requirements of the assignment. If possible scan and link an example of the assignment on the webpage.
4) Some students may benefit from having an extra copy of textbooks to keep home.
In middle school and high school the textbooks are heavy and thick. If the student is to carry all those textbooks each day in a backpack, it is too heavy. It may cause back injuries from being hunched over, as well. We have tried the rolling backpacks. Most seem to fall apart, just like the backpacks, from the heavy load. I know this year alone we purchased three backpacks.
5) Guide students as they gather their homework, planner and materials to take home.
Most of the time, the teacher is rushed at the end of the period. Their should be a warning bell before the dismissal bell, to help teachers stop and help guide students to gather homework planner and materials to take home.
6) This is not mentioned in the list. The school needs to have each teacher post the assignment on an e-grade book system.
Many schools have this. Unfortunately many do not. This is useful for the parent and child to see what assignments the student is missing.
Today, I received another fun email from my son’s school. The complaint is that he is picking his skin. The teacher then follows up with “if he picks again tomorrow and it bleeds, we will have to remove him from class.” Really, I wanted to reply, “DID YOU CALL THE OT (Occupational Therapist) and discuss another solution to picking?” I didn’t say these exact words because I am trying to pick my battles.
Instead, I sat down with my husband and reviewed the email. We discussed how we wanted to approach this with Nolan. My husband had a great idea. He suggested that we have Nolan come up with the solution. So, we called Nolan into the office. Nolan’s immediate response is, “Did I do something wrong?” When Nolan says this it always makes me a little sad. When he asked us if he was in trouble, we told him, “No, we need your help with something.” We asked him where his squeeze ball was located. We talked to him calmly about the many reasons why picking his skin is not healthy. He said he needed to do something with his hands, He said he stopped using the squeeze ball because he might start playing with it. Then, we asked him how could we solve this situation. Nolan came up with a brilliant solution. He said he would use the squeeze ball if he could have a something attached to it so that it would not fall out of his hand when he squeezed it. Nolan thought of putting the ball into a mesh bag. He could then slide his hand into the bag and squeeze the ball. He said his biggest concern is that the squeeze ball will fly out of his hand and he will get in trouble.
This gave my husband some ideas for revamping the squeeze ball. The first attempt was some string tied around the ball. That didn’t work. Every time he squeezed the ball, the string feel off. So, we decided to put the project down and walk the dog. We needed to look at this differently. We had an “AH HA!!!” moment. We realized we could make a small hole at the top part of the nylon covering and insert and string. The string looped into the top part which fits around the wrist. The string is long enough to fit around Nolan’s hand. Now, Nolan can squeeze away.
I have no idea if it will work. The most important piece is that Nico had a say in how to stop his picking. In fact without his input the new and improved squeeze ball would not have seen the light of day.
On the www.ncld.org website, Dr. Sheldon Horowitz, defines Executive Function as the student’s ability to complete the following:
- Make plans
- Keep track of time and finish work on time
- Keep track of more than one thing at once
- Meaningfully include past knowledge in discussions
- Evaluate ideas and reflect on our work
- Change our minds and make mid-course corrections while thinking, reading, and writing
- Ask for help or seek more information when we need it
- Engage in group dynamics
- Wait to speak until we’re called on
- Take step-by-step approaches to work; rely on visual organizational aids.
- Use tools like time organizers, computers or watches with alarms.
- Prepare visual schedules and review them several times a day.
- Ask for written directions with oral instructions whenever possible.
- Plan and structure transition times and shifts in activities.
- Create checklists and “to do” lists, estimating how long tasks will take.
- Break long assignments into chunks and assign time frames for completing each chunk.
- Use visual calendars at to keep track of long term assignments, due dates, chores, and activities.
- Use management software such as the Franklin Day Planner, Palm Pilot, or Lotus Organizer.
- Be sure to write the due date on top of each assignment.
- Organize work space.
- Minimize clutter.
- Consider having separate work areas with complete sets of supplies for different activities.
- Schedule a weekly time to clean and organize the work space.
- Make a checklist for getting through assignments. For example, a student’s checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc.
- Meet with a teacher or supervisor on a regular basis to review work; troubleshoot problems.
In regards to CBT, it is different from play therapy. In the interview, Dr. Kurtz discusses that CBT is about providing the “parents and teachers skills to prompt, monitor and reinforce appropriate behavior, they do significantly better.” It is important for the teacher and parent to know the behavior they are targeting. It is important to reward for the appropriate behavior in order to support the child. Dr. Kurtz said, “The child needs the adult to point out the behavior.” With older children, CBT works a little differently. According to Dr. Kurtz, the teens are taught how to be there own monitors. They teach the teen “how to organizer their world”. Basically, teaching the young adults to advocate for themselves.
As a teacher, I loved the idea about recognizing the ADHD student at least three times for something that child did well before I have that child change his/her clip (a very common behavior plan in many classrooms) for making a bad choice. This is forcing the teacher to recognize that child for making good choices. According to the interview, when teachers have the behavior plan and certain children change their clips for bad behavior, we, the teacher, are stigmatizing the child. I had never thought of it in this way.
The link below is an interview with Jerome Bubrick, PhD, is a nationally renowned cognitive and behavioral psychologist who specializes in the treatment of obsessive-compulsive disorder (OCD).
I really enjoyed this interview. This interview talked about OCD and anxiety issues. In addition, Dr. Bubrick discusses what the root of the anxiety. He discusses how these are genetic and through the brain as well as, learned. The most important part about their work is to teach parents, teachers to be proactive and intervening to help the children through the anxiety. Most important tip to remember is never be dismissive about a child’s anxiety. It is not a good decision to say, “It is all in your head.” The recommendation for treatment is CBT (Cognitive Behavioral Therapy). Through this therapy helps teach people how they think, feel and do. CBT is not just therapy where people talk about their anxiety. The person talks about how they think, how it makes them feel and then what the person can do about the feelings. It is a structural approach that moves at the individuals pace.
Click on the link below and take some time to listen.
For more information visit: www.childmind.org