AOL File Library: 2,301 to 2,400/aol-file-protocol-4400-2301-to-2400.zip/AOLDLs/Special Ed Library/Archive Behavior Disorders/BEHAVE01.txt

Text File | 2014-09-22 | 246KB | 5,104 lines

Archive of the Special Education Message Board Folder:
Behavior Disorders & Management
January 1, 1995 - November 11, 1997
FILE NAME:  behave01.txt
385 messages - 90 Pages

SUBJECT:  ideas to assist with BD students   Date:  95-01-22 17:39:41 EST
From:  QEN

I have a self-contained middle school classroom with LD students with
behavior problems.  We mainstream students with a lot of support as much as
possible.  We also work on social/life skills.  I am looking for any ideas to
help them learn more appropriate ways to handle problems when they arise.
Also effective methods for disciplining when needed.  Thanks ahead of time!


Lncen

SUBJECT:  Re:ideas to assist with BD stude   Date:  95-01-22 22:12:25 EST
From:  JKD42

Hello,

You are a middle school teacher? My son is ADHD in 9th grade, he has some BD
and can be aggressive in certain situations.  The teachers he seems to relate
to are the ones that are flexible, accepting, not judgmental, can keep things
in perspective and are able to ignore negative behavoir and reward acceptable
or productive behavoir.  Also, the class has to be broken up so they can
spend some or all the time in an interactive environment.  ADHD as you know
cannot sit in a lecture class without interacting with someone or something,
either person or machine.  As a result, they tune out and start to
inappropriately interact in any way that ccan.  The other problem is the peer
group that tends to be represented in these classes with BD.  They have to
keep up their image, ya know!
Good Luck! you have a hard job, but these kids deserve to be taken seriously
and be understood. Most special ed. teacher say they are trained to handle
ADHD, but they really don't have a clue and that is obvious when half the
class is acting out because the classroom environment and the teacher's
attitude is counterproductive.



SUBJECT:  Social Studies adaptations   Date:  95-01-24 22:30:04 EST
From:  KmPutnam

Currently, I am working with severely emotionally disturbed girls.  My
training and love is high school social studies.  I am looking for ideas
about how to adapt world history curriculum to this population of students.
They range from 12-16 in age but developmentally they vary from 7-15 or 16.
Looking for ideas-please send suggestions!  Thanks!!!

SUBJECT:  Another FORUM   Date:  95-01-28 00:05:14 EST
From:  Stockmaik

Check keyword IMH for another forum.  I think IMH stands for Issues on Mental
Health...and there's lots of stuff in that forum

SUBJECT:  Re:ideas to assist
with BD stude   Date:  95-01-28 20:03:04 EST
From:  QEN

Hello to JKD42,
   Thanks for the tip.  Is your son in the mainstream?  I'd love to hear any
ideas that have worked to assist in homework and keeping student on task.  I
mainstream my students as much as possible.  I have them keep an assisgnment
book and check with mainstream teachers on a daily basis.  I love any ideas
on assisting students to get homework done and to have it come in.  I use
consequences for failure to do homework and rewards weekly for getting it in
each day.  I find one stumbling block I have is to make teachers understand
that my students aren't talking out on purpose but their attention only lasts
so long!  I'm hoping to push in to their classes next year but some are not
very receptive.  Any ideas that have worked would be greatly appreciated.
I'm one special ed. teacher who is will try new ideas to try and assist my
students.  Thanks!


SUBJECT:  Re:Social Studies adaptations   Date:  95-01-29 01:14:46 EST
From:  JKD42

Try contacting PatK603.  She is involved with the discovery channel.  I'm
sure she can help you.  She has the experience and the background.

Good Luck.

SUBJECT:  Re:ideas to assist with BD stude   Date:  95-01-29 01:31:58 EST
From:  JKD42

QEN

Homework is a problem, because the same condition that keeps them from
performing in school is still present at home.  Also ADHD kids are often "all
out" from the pressure of school and need alot of time to unwind.
Supervised time at school to do homework seems to work.  At my son's school
they call it 'assisted study'.  Also, if they are on medication during
school, then that's the best time to catch them.  Also if they have too much
homeowork, they will become overwhelmed.
If the students are mainstreamed, the class and teacher have to be very
carefully picked and the teacher should understand the needs of an ADD
student.

SUBJECT:  Re:ideas to assist with BD stude   Date:  95-01-31 20:05:46 EST
From:  Shurl 2

I need help finding help for my 8 year old nephew.  He has ADD with
aggression and nobody knows how to help him.  He was put in a structured
class at the beginning of January.  My sister and her husband had to take him
to a hospital school on Jan. 24 at the public school's insistence.  He had
been on Ritalin.  He is now on Clonodine (spelling?), and his doctors think
he might have Tourrettes Syndrome (sp?) and want to give him a drug called
Orap (?).  The side effects to this drug are phenomenal.  Does anyone have
any information or know of a program or center somewhere that can help him?
They live in Iowa.  Thank you for any information you can give.  Shurl 2

SUBJECT:
Re:ideas to assist with BD QEN   Date:  95-02-01 21:08:34 EST
From:  HikerAK

Hello QEN
    I am a ED teacher and have mainstreaned effectively and am now trying to
get into classrooms to do some team teaching(inclusion).  I prefer to call it
team teaching.  Anyway, the best way is to get into the class of a reg ed
teacher and just help out to show them the benefit of having two teacher in
the class.  do this with a teacher that has one of your students.  Also
remind them that they have no choice if yu feel the child is ready then you
can put them in.  If the teacher cares about children they won't give them a
hard time.  You also have to show the teachers that you are there to support
them when THEY need you.  It has to be beneficial to the teacher.  In the end
it will be beneficial for all of you.  Feel free to E-mail me with any q's.
Or just to correspond.  I would like to bounce ideas off someone:)  I am also
looking for alternatives to Physical restraint in my classroom.  The best
thing I can come up with is just simply not to.  Is there anything you know
about how to deal with children that are losing control or have lost control
of their emotions?
               Looking forward to your correspondence.
                             Matt Geiger(EX ED Teacher in
Racine)

SUBJECT:  Re:ideas to assist with BD stude   Date:  95-02-09 18:04:19 EST
From:  JayHardin

I volunteer in a SBH class and I have noticed that the kids react better to
me than with their regular teacher. I was just wondering if you have tryed
bringing in some one from outside once or twice a week. It gives the kids
some one else, they don't have to deal with on a daily, basis to turn
to.

SUBJECT:  BD Teaching and Connecting   Date:  95-02-16 01:02:56 EST
From:  KWBD

I teach a self-contained primary class for SBD students in Washington State.
Usually, I have love my job (even with the stresses).  However, this year, I
am experiencing burnout.  My assistant behaves passive-aggressively, and my
principal doesn't want to bother the other teachers with mainstreaming.  Even
the parents say that their children wouldn't act out if my academics were
better.  All of a sudden, I feel alone and isolated.  I really want to reach
and teach this population. I just need to find a way to notice my successes.
I used to be good at that.  What happened?  Please write and let me know how
other SBD teachers take care of themselves emotionally.  Also, I would be
interested in knowing if anyone else is using the Multiple Intelligences with
SBD kids.  Thanks in advance!

SUBJECT:  SOCIAL STUDIES   Date:  95-02-18 23:32:38 EST
From:  PLewis5482

Patk603  I am trying to gather information about the most recent adaptions
and focus in social studies. I am about to attempt to put together a social
studies mini-curriculum for a graduate course and need all the info. I can
get.  Also,I wonder if you have your own personal definition of the term
social studies. We were also asked to do extensive research into peoples
personal ideas and definitions of social stud. and to then form our own.
Thanks so much for your time! PLewis5482

SUBJECT:  Transition from Middle school    Date:  95-02-25 13:38:59 EST
From:  Gil3413489

My wife is looking for articles or research data on transition from middle
school to high school of EH/EBD students as she is doing a paper. can anyone
help or point her/us in the right direction??

gil emery for karen emery
gil3413489


SUBJECT:  Down-Time   Date:  95-03-06 01:03:09 EST
From:  IllanaRLS

Twice each year ... Mid Sept-End of Oct. and Mid-Feb thru mid April my son,
who suffers from mild autism, goes thru what I have called down-time.  At
these times of the year ( EACH AND EVERY YEAR) his palor is pasty white, he
has dark circles under his eyes, he "dulls out", appears more "spacey" than
usual, is more likely to throw tantrums, is more likely to body rock, and
does not sleep as well as he normally sleeps (usually sleeps 8-9 hrs per
night the rest of the year).

What say you out there?

My name is Illana Katz.  Dr. Ritvo and I wrote the book JOEY AND SAM and I
have a nine-year-old son who is the light of our lives ... with or without
autism!

Please e-mail me with your comments about "down-time" to [e-mail] or
send them to Real Life Storybooks, 8370 Kentland Avenue, West Hills, CA
91304, 800 999-5668. Forgive me if I don't respond before end of month....am
off to International Book Fair in Jerusalem with JOEY AND SAM and the other
books I've released including a brand new one called Hungry Mind - Hungry
Body focusing on the overweight child, self-esteem and body-image.

It's funny how a child with special needs can change your life.  If it was
not for our son with autism, the five books I have released as well as my
research with Dr. Ritvo about Albert Einstein and Autism over the last six
years would never have taken place.  Things happen for a reason!!!

SUBJECT:
Re:Down-Time   Date:  95-03-06 21:02:01 EST
From:  SusanS29

If it's that predictable... has he been tested for allergies? They can cause
the circles and such, and maybe they just make him feel terrible. There are
other theories about allergies causing brain problems as well... but
allergies can make you feel terrible, for instance, causing miserable
headaches...

SUBJECT:  Help for Families   Date:  95-03-24 12:00:25 EST
From:  Keldonia

There are 28 parent network grants in the U.S.  Their role is to network
families of children with Serious Emotional, Mental, and Behavioral
Disorders. They provide information, strategies, materials, support, an ear,
or whatever you may need.  In Texas we have the TURN project. This group is
focused on the service delivery systems and help to integrate services from
agencies and ensure that these services are family focused and appropriate
for the child. For more information please contact the  parents at
409-525-2747   or
The National Federation of Families for Children's Mental Health
703-684-7710

SUBJECT:  Re:BD Teaching and Connecting   Date:  95-03-29 03:37:17 EST
From:  LMoss71788

To KWBD,
Hi, I'm writing because it's not unusual to feel the stress of a job such as
ours,educators.Education is like parenthood,nobody seems to notice your
efforts & everybody complains.Yet,you had to be doing something before they
responded.Also,they ARE responding.So, you MUST be on the right
track.COMMUNICATION is the key-& maybe some compromise-but most of
all-endurance.Everyone CARES,that's why they're educators.Try rephrasing your
ideas,it may be your choice of words give them the wrong interpretation of
your ideas.Otherwise,maybe, after they've tried theirs,maybe they'll be more
open to compromise or try what you suggest.
Very sincerely,
Lyla Moss
LMoss71788

SUBJECT:  Re:BD Teaching and Connecting   Date:  95-03-29 03:37:29 EST
From:  LMoss71788

To KWBD,
Hi, I'm writing because it's not unusual to feel the stress of a job such as
ours,educators.Education is like parenthood,nobody seems to notice your
efforts & everybody complains.Yet,you had to be doing something before they
responded.Also,they ARE responding.So, you MUST be on the right
track.COMMUNICATION is the key-& maybe some compromise-but most of
all-endurance.Everyone CARES,that's why they're educators.Try rephrasing your
ideas,it may be your choice of words give them the wrong interpretation of
your ideas.Otherwise,maybe, after they've tried theirs,maybe they'll be more
open to compromise or try what you suggest.
Very sincerely,
Lyla Moss
LMoss71788

SUBJECT:  Re:BD Teaching and Connecting   Date:  95-03-29 20:05:52 EST
From:  TURN 94

I am an employee of a medium sized school district and a parent of a kid with
MR & BD.  My job description is Parent Liaison.  I assist the families with
the acquisition of appropriate services, Help the school with families who
are historically difficult to work with, and Serve on the local inter-agency
committe ( representing the parent perspective at the decision making level.
My suggestion is to find an ally in the scholl and begin to work through
them.  In time, you will show that you are not a threat and then can develop
a working relationship.  This doesn't always work but it is certainly the
first step.  Document, Document, Document !!
You can't hide facts.

SUBJECT:  I know ADHD........   Date:  95-04-08 22:42:17 EST
From:  TJenk77193

I have been working with students for the past five years in a residential
treatment center.  They have been sexually molested, emotionally abused, and
twisted from north and south.  I deal with students that are ADHD, Behavior
Disordered, you name it...  I am done...  Usually parents are the root of the
problem, Get a grip America!!!!

SUBJECT:  Special ED. Behavior Disorders!!   Date:  95-04-08 22:49:32 EST
From:  TJenk77193

I am firmly convinced that consequences in the classroom are imperative!  If
you allow the typical student to continue to be disruptive then that's what
will take place.....  I am a firm advocate of confrontation...  Most of
America has backed off of this practice....  Confront your students,
non-verbally be gentle, verbally call it what it is.  It works every time for
me!!!!

SUBJECT:  Re:I know ADHD........   Date:  95-04-09 18:05:07 EST
From:  SusanS29

Parents may well be at the root of the problem for many of the students *you
work with* in your residential setting.

However, 999 out 1,000 students with ADD or ADHD never need such strong
interventions, and that's the truth.

Many parents of children with ADD/ADHD are doing an outstanding job with
their children. Parenting problems does not cause ADHD (although poor
parenting can *aggravate* it).

I do think parents of children with ADHD need to get a grip -- on their
temper, when they hear such sweeping statements.

Your population is *not* representative.

SUBJECT:  BD Schools   Date:  95-04-10 22:09:56 EST
From:  JimB559213

We operate seven schools and programs for BD children ages 12-22. We've had
great success for nearly 30 years, but if we're not right for you and your
child, can point you in the right direction. Middle School, high schools,
transitional program for older kids, and high impact program.  Accredited and
licensed as required. E-mail me here or phone days at 408-656-9030. Ask for
Jim B

SUBJECT:  Re:ideas to assist with BD stude   Date:  95-04-10 23:43:44 EST
From:  Heather173

Try target problem behavior and teaching alternate behaviors.  Some
curriculums give nice five-step lessons on behaviors such as   "avoid
fights", or how to voice a complaint"  or "joining a conversation".  Boystown
has a good curriculum, as well as Arnold P. Goldstein  "Prepare Curriculum"
or SkillsStreaming for Elem. or Adoles. students.
  We can never assume students know how to replace undesirable behavior.
Strong reinforce appropriate replacement behaviors.

SUBJECT:  I need Help for
Middle School   Date:  95-04-13 21:59:50 EST
From:  MBern24

I am a teacher in an inner city middle school, with only two years experience
(one year was at the high school).  I have a class of NI students who have
behavior problems (the district can't afford more ED classes).  I have no
trouble setting up a reward system, but I cannot come up with meaningful
consequenses for negative behavior.  Many of my students do not seem to care
about any rewards, so they continue to act out.  If you have experience with
this type of age and class, please EMAIL me at MBern24.  I would love to talk
to someone with more experience!  Thanks!

SUBJECT:  Re:I need Help for Middle
School   Date:  95-04-15 00:23:18 EST
From:  Keldonia

Your district may not be able to afford to develop another class but they
should be able to hire a consultant/trainer to assist you with the specific
make-up of your class. I don't know where you are, but "E" me and I'll give
you the # of my Special Ed. supervisor over kids with Emotional, Behavioral
and Mental disorders

SUBJECT:  Re:ideas to assist with BD stude   Date:  95-04-25 20:50:04 EST
From:  Assignment

We use 3 ring binders and an assignment notebook which fits in the 3 ring
binder and shows a month at a glance. this helps parents, student, and
resource teachers assist the student in planning and completion.  I developed
the assignment notebook my self to adress the needs of students having
organizational problems.  If you would like to see one  e-mail me.
Good luck
Assignment

SUBJECT:  early childhood classrooms   Date:  95-04-29 10:25:48 EST
From:  Jmccubbin

I am currently teaching in a special education setting commonly referred to
as "early childhood".  The children range from 3-5 years old and have
anything from mild to severe disasbilities.  I am looking for whole language
activities that could go along with an "Insects" unit.  Any help would be
appreciated!  THANKS!!

SUBJECT:  Re:I need Help for Middle School   Date:  95-04-29 17:01:09 EST
From:  Valjo20

Do you have a level system. I find my high school students love to be on
upper levels to use headphones during individual work and keep drinks at
their desk. Make sure the class is fun and the kids want to be a part of the
activities. Then the bottom line consequence is removal from the group -
Sit-time. The kids have to finish a certain amount of assignments before they
can rejoin the group and begin earning points. You'd be amazed how bored the
kids get working at a carrel/or desk away from the group. Until the work is
finished they sit at the desk for lunch, P.E everything. They are allowed 3
bathroom water breaks a day, that's it. Before my students can rejoin the
group they must read a paper they've written accepting responsibility for
whatever got them sit-time and a plan  to keep it from happening again. After
they read the paper their classmates comment on whether they've taken
responsibility and vote if the student is ready to return to the class.


SUBJECT:  Re:BD Teaching and Connecting   Date:  95-05-01 18:12:37 EST
From:  JenWip

I teach middle schoo students with BD in Wisconsin.  My dir of special ed. is
an advocate for inclusion( mainstreaming) so all of my students start out in
regular classrooms with support.  I believe that this is the best environment
for them.  How else can they learn how to behave appropriately if they do not
have good peer role models?  push the issue of mainstreaming.  i'll bet you
can find atleast one or two teachers who would be willing to try.  I have
just started using multiple intelligences while team teaching in a regular
6th grade classroom.  I'll see how it goes, but so far things look good.  Any
?s E-mail at [e-mail]

SUBJECT:  Re:BD Teaching and Connecting   Date:  95-05-20 21:38:07 EST
From:  KBRUSH2

KWBD-  I suggest that you revive yourself in the summer and take time just
for you.  I live in a tent on the coast of Maine every summer and come back
better able to deal with the kids needs and issues and put up with the adult
BS.  Those passive aggressive types are every where.  We have to work with
and around them or get into positions to get rid of them--especially working
with this difficult population of student.  Good Luck!  KBRUSH

SUBJECT:  Re:early
childhood classrooms   Date:  95-05-20 21:45:31 EST
From:  KBRUSH2

Jmccubbin-  I have info on insects!!!  I teach in residential treatment...
4-8 year olds.  Email with more specific questions and/or needs. KBRUSH

SUBJECT:
Re:I know ADHD........   Date:  95-06-12 23:16:14 EST
From:  PMS Ent

yes parents have responsibilities to raise their children the best they
possibly can within their means, if they need more assistance residential
treatment is certainly an option.  While the child is in residential
treatment the parents still have to be very responsible and very on guard.
If there are problems in the residential treatment placement it is the
responsibility of the parent and the employees of the residentual treatment
center and the state and local county government to assist the parents in
finding the proper treatment center for the child.  If you believe the
parents are the root of all the problems of these children you need to find
another profession!!  Behavior disorders are not learned behavior, they are a
manifestation of a medical problem.  To say that all parents abuse their
children is a dramatic simplification of a complex problem.

SUBJECT:  Re:BD
Teaching and Connecting   Date:  95-06-15 20:53:02 EST
From:  AndieS4897

I also have the same probs... Just remember that these kids have been at home
a lot longer than they have been in school. School did not make them this
way.....   I just ignoree the parents and do what I know that I have to do to
keep my sanity and peace in the classroom... Good Luck!
                                                Angie

SUBJECT:  Re:ideas to
assist with BD stude   Date:  95-07-01 15:29:43 EST
From:  DJan2

QEN....i teach behavior disordered students in a middle school...i also teach
beahvior amnagement courses for undergrads and grad students at both SIU-E
and UMSL...if you need help please feel free to contact me for specific
strategy sevelopment....Djan2

SUBJECT:  Re:ideas to assist with BD stude   Date:  95-07-04 13:34:55 EST
From:  KEChilds

I have had 5 years experience as a researcher and an elementary SED teacher
in Fla. and have been involved in a process called Functional Assessment used
to address challenging behaviors.  The process originated with
developmentally delayed population but works well with emotionally and
behaviorally disturbed children as well.  Its emphasis is on determining the
function of the problem behavior (what is the purpose of the behavior) and
then making modifications in the curriculum or environment or teaching new
skills to prevent the problem behavior from occurring.  It is a wonderful
positive approach to dealing with difficult problems.

SUBJECT:  Re:ideas to
assist with BD stude   Date:  95-07-08 22:12:19 EST
From:  EDRAGAN

Can you give me some information re: resources for Functional Assissment i.e.
titles and authors, etc.  Thanks.

SUBJECT:  help needed dealing w/ schools   Date:  95-07-17 16:40:54 EST
From:  JBent36076

My son has been diagnosised with bipolar and is ADHD.  since he has attended
the public school system it seems like they are against really helping my
son.  This summer during Jump start summer school, he was asked not to come
back. excuse was that they did not have the assistance to deal with him.
This is very up setting to me.  I was in Special Ed. when I was a child and
it seems that once your diagnosised for special edu.  they consider your
education unimportant, and just pass you through the system.  I am not going
to allow this to happen to my son.
I dropped out of school as soon as I was old enough, in 11th grade.  I still
am not a very good speller, and the first essay I ever wrote was in college
10 years later.
very frustrated with the system. jbent36076@aol..com

SUBJECT:  Re:help needed
dealing w/ school   Date:  95-07-17 20:29:03 EST
From:  Ratatat

Is this a public school?  They cannot refuse to provide your child with
access to the education they provide.  You have protection and a guarantee
under the IDEA (Individuals with Disabilities Act).  Do you have an
Individualized Education Plan (IEP) in force for your son with the school?
If not, you need to.

Contact the Protection and Advocacy Office in your state.  Also, ask the
school's district office for copies of the IDEA, of Section 504 of the
Rehabilitation Act of 1975, and of the ADA.

Post again, and explain some more details.

SUBJECT:  Re:Social Studies
adaptations   Date:  95-07-20 21:05:42 EST
From:  MADurkee

KMPUTNAM,

I'm with you in the same area - I teach emotionally and behaviorally
disturbed young adults and adults BUT I love history and social studies (and
hope to maybe teach that one day as well).  I have incorporated history and
social studies themes into my classroom/workroom by encouraging my students
to create round robin stories (creative thinking exercises) based on
historical dates; famous people etc.  Also, on holidays we encourage them to
express free-form poems/sayings that we write and publish in the corporate
newsletter.  I use history as a way for them to express their creativity at
the same time I am teaching them.  Hope this helps somewhat.  Kelly

SUBJECT:
Re:ideas to assist with BD QEN   Date:  95-07-20 21:13:42 EST
From:  MADurkee

Matt,

Physical Restraint is everyone's last resort but I have found that it can be
the only way that this person can calm down.  Other methods that I have used
or observed have been a supervised walk to walk it off (staff is faded but
can still see the student); time alone in an open break area; going to the
bathroom (they can be alone and can unwind) [although if they begin to
tantrum or "go off" in the bathroom this can be called an exclusionary time
out unless staff is within ten feet].  Reminding students of contracts or
reinforcers earned for no maladaptives can be enough to keep them in control.
I even work with one girl  who tells staff when she is tense and is given a
5' talk time to talk it out and during that time she must practice simple
relaxation techniques (deep breaths, fist clenching, shoulder shrugs, face
scrunching/relaxing, and arm extensions).  I hope some of these techniques
might help.   Kelly

SUBJECT:  Re:BD Teaching and Connecting   Date:  95-07-20 21:32:26 EST
From:  MADurkee

I agree that all educators are under-recognized.
It is also true that those of us who deal with severe behavioral disorders
get physically abused or have the threat of severe physical and emotional
abuse all day long every day.  (And my program goes everyday except for  10
yearly holidays).  Burnout is caused more from mental exhaustion/stress of
possible assault on a daily basis added to no or little support from people
not in the BD field.  Oh yeah, and all of the required curricula will be
taught despite time taken out with restraints, redirection, behavior
programming.... And we in SBD have the same paperwork everyone else does.
Kelly

SUBJECT:  Stress   Date:  95-07-20 21:48:33 EST
From:  MADurkee

I'm sorry I sound so cynical.
The families of my SBD students have been very trying these past few weeks
and although I show them their high rates of academic achievements and
lowered rates of behavior - they will not cooperate by reciprocating simple
items such as major med changes, major environmental changes and important
information.  I feel like I'm talking to a brick wall sometimes.  I
understand that each parent would both like a 1:1 SpEd teacher-student ratio
at the same time they want full inclusion but reality doesn't work that way.
Staffing and budgets won't allow for what the students should get in a
perfect world.  Just my 2cents.  Kelly

SUBJECT:  Looking for SLP's   Date:  95-07-29 00:41:11 EST
From:  Lori3333

If you are a bachelor's level SLP in the process of or willing to work on
your masterss or if you already have your Master's level SLP and you would
like to work in a wonderful environment with some of the best professional's
you'll ever meet in southern sunny New Mexico

Please call
Duane Ellis
Director of Special Education
Alamogordo Public Schools
Alamogordo, New Mexico
[phone] ext.139

SUBJECT:  social skills/circle of friends   Date:  95-07-29 19:26:25 EST
From:  BeekerLu

I am seeking information on the curriculum circle of friends.  I am
interested in those who have used it and know where it can be purchased.

SUBJECT:
Desperate to find help !!   Date:  95-07-31 00:52:26 EST
From:  CODA NOMOR

My 12 year old son was diagnosed at 4 years old with AD,HD,LD, and now ED.
He also has a severe behavior disorder.  He is currently receiving couseling
from our local Dept. of Mental Health, and he is in Special Ed classes at
school.  My problem is that he needs to be in a residential treatment center.
He is totally unmanageable and it is destroying our household.  I have been
told I have to go through the Dept. of Social Services to get him into a
treatment center.  I do not have the financial means to pay for this help
myself.  I went through family court to see if the Judge could order my son
to a center, and the Judge told me my son was not in trouble severly enough
with the law !!! So I take this to mean that my son must be accutely
criminally active to get some help.
The Judge said that treatment centers are too backed up.  Must I wait until
my son severely hurts someone, or himself, with drugs or alcohol, before I
can get some help for him?  My heart aches for him.  He knows that he is out
of control and he doesn't like it at all.  He must think I am a failure for
not getting him the help he needs.  He did not even attend school for the
last 3 months....he was continually getting suspended for incourageable
behavior...and the school wanted nothing to do with him.  Can anyone give me
some ideas....I am pleading....I do not want him to end up in the Judicial
system...he will not get the help he needs if he ends up there....Please help
me....thank you,  Mary

SUBJECT:  Re:Desperate to find help !!   Date:  95-07-31 11:37:53 EST
From:  Ratatat

Have you contacted the Protection and Advocacy Office in your state?  I think
they may be able to offer you some guidance.  They are usually located in the
capitol city of each state, so all you need it the area code for the capital
and then call information for their number.

SUBJECT:  Emotional Support   Date:  95-08-06 18:15:22 EST
From:  JJW316

I have recently accepted a job teaching seventh grade,emotional support in a
suburban school district. This area is new to me outside of student
teaching.I will be mentored, but would like the advice of seasoned teachers
out there - any suggestions or advice would be greatly appreciated. Dawn


SUBJECT:  clothes shredding   Date:  95-08-10 16:09:29 EST
From:  Toalmyfrnz

I work as a behav. spec. - seeking ideas for a pro. mr, adult male who freq.
shreads his clothes.  He does this happily now and then with no apparent
environ. cause.  Not upset and doesn't appear to be for attention - duley
diagnosed.  Lately he barely has any clothing left.  Hardly any literature
exists.  Any thoughts or ideas?  Please e-mail me.  Anything is considerable.
Thanks.

SUBJECT:  Re:clothes shredding   Date:  95-08-10 20:57:56 EST
From:  SusanS29

He may just enjoy the shredding. Have you tried giving him something else to
shred, something more acceptable? There's a thrift shop here, and some of the
clothes really aren't fit to wear and can get sold *extremely* cheaply. Just
a thought.

SUBJECT:  Social Problem Solving Training    Date:  95-08-13 10:31:56 EST
From:  HUNTRESS07

I am a teacher of behaviorally disordered students, ages 12 - 15 at an out of
district urban school. Although many stratagies/programs are utilized in
working with this population, one of the most basic and effective I've found
is the Social Problem Solving Training approach. Please note the following
systematic approach in dealing with problems:

1. Problem Definition: The problem you are having right now is that ...

2. Goal Statement: Define target goal (e.g. use school language 95%
    of the time) You need to use school language.

3. Impulse Delay: Remind the student to stop & think before acting

4. Generation of Alternatives: What else can you do? (eg, ask to take
    space, talk about feelings)

5. Consider the Consequences: Time out, loss of points, miss recess
    Remind the student of consq for rule infraction

6. Implementation: May be used during precrisis situations

7. Recycling: Error correction options

The teacher is the facilitator of the process, encouraging the child to
make better behavioral choices. Hopefully with consistent implementation of
the process the child will increase ability to make positive choices :)


SUBJECT:  Social skills training   Date:  95-08-15 21:20:55 EST
From:  Jan Comer

I am a middle school counselor with a problem!! I volunteered to teach social
skills to our small group of ED students who are not self-contained.  I have
the "Prepare Curr., Skill-Streaming and the ACCESS program, but reading the
material and putting it into practice are two different things.  The kids
don't want to participate in the role-plays.  If there is anyone out there
that has successfully used any of these materials, please help!!!  Jan

SUBJECT:
Art w/BD H.S. students   Date:  95-08-15 22:45:39 EST
From:  TENSNE1101

Hello!

I'm a fairly creative teacher but I need as many ideas as possible for
teaching art to a group of 20 residential (conduct disorder) students.  The
students range in age from 12 to 17.  They are a high functioning, creative
group.  What I need is art ideas that are fairly cheap to implement and at
the same time will be interesting and challenging to my students.  They need
to be projects that someone who is somewhat a novice (ie. me) can teach.

Thanks a million,
Cindy

SUBJECT:  Re:Art w/BD H.S. students   Date:  95-08-16 18:06:54 EST
From:  SusanS29

I think you can pour plaster of Paris in 1/2 gallon milk jugs to create
blocks for sculpture. p of p is very soft, so you can probably find sculpture
tools you would feel safe with.

SUBJECT:  Re:Down-Time   Date:  95-08-19 09:32:30 EST
From:  TKirson

I agree with Susan sounds like and looks like seasonal allergies to me.

SUBJECT:
Re:ideas to assist with BD stude   Date:  95-08-26 13:26:44 EST
From:  CMUnderw

This is my 22nd year in this area.  The students have changed a great deal in
that time.  The behavior problems have escalated.  In that 22 years of
service, no additional training has been really offered to deal with the rise
in needs of the students.  What gets us through it is time, patience, a
positive attitude, alternatives, parental and and administrative support.
All teachers aren't given those things.  To say that most special education
teachers ae unequiped is  over statement unless you have dealt with most of
them.  You can't judge your situation with all others.  The system does not
allow the opportunity to meet the needs of all students 100%.  but teacehrs
continue to try to meet the shortfalls. Give them the space, time, resourses,
support, respect, and funding and you'll see positive results.  Tell me
really how a class of 17 special education needy students can really get the
minimum under situations lacking of the basics?

SUBJECT:  Re:Social Studies
adaptations   Date:  95-08-26 13:30:35 EST
From:  CMUnderw

Concentrate on the accomplishments of women; bring women leaders in; do
fieldtrips; work on self-esteem; instead of teaching facts i history, show
how the influence of women made a difference, how certain factors affercted
women...

SUBJECT:  Re:Desperate to find help !!   Date:  95-08-27 09:17:02 EST
From:  HLC 594

Hi!

My heart goes out to you!  What state are you in and has your son used/abused
alcohol or drugs?  My family  has been involved in a Rehab program dealing
with substance abuse impaired individuals.  It is very intense.  I have seen
lots of kids like your son while involved in this program.

-Holly (HLC 594)

SUBJECT:  Beh. Mod in H.S. spec. ed. class   Date:  95-08-28 10:31:34 EST
From:  Spm67

Any ideas on effective rewards, consequences, and classroom management
systems for a high school self contained /special day class for learning and
emotionally handicapped students woudl be greatly appreciated!!!

SUBJECT:
Vocational Curr for ED/BD   Date:  95-08-29 20:40:21 EST
From:  Crzyteach

I am currently teaching ED kids at an Alternative Learning Center (that is
severely under supplied with materials, etc) and must incorporate a
vocational training class (middle school, High school level)....Open to any
and all suggestions, references, etc!!!!!

SUBJECT:  ebdwrapinclusion   Date:  95-09-04 18:16:22 EST
From:  TinaGaleH

Looking for someone to discuss the issues surrounding students with
EBD-Wraparound and inclusion

SUBJECT:  Re:Beh. Mod in H.S. spec. ed. cl   Date:  95-09-07 22:53:27 EST
From:  Valjo20

I've taught high school SED kids for the last ten years. I have always used a
level system but now have incentives based on a checking account system. I
went to the bank and got checkbooks and registers, then xeroxed fake checks
with the kids names on them and sttapled them together. If the kids are
working well, make positive comments etc. they are given money(I xeroxed real
money in smalll sizes in ones, tens, twenties- on different color paper). On
the back of the money I write what they did to earn it, THEIR NAME, MY
INTIALS and the date. At the end of each day they deposit their money. I have
a student banker who earns $100.00 a week for keeping a register for each
student and posting their daily balance, their is also a Site Manager who
makes sure all supplies are put away, desks are clean, recycling is done
etc.(also $100.00 per week). The kids use the money to buy books, gift
certificates (record stores, book stores, the Gap) , models, playing cards
etc. The levels they earn determine their privileges each day. The most
popular over the years have been- headphones during individual work, drinks
at their desks while they work, choice of setting (working on the floor or
using pillows), 5 consecutive days on the highest level to earn lunch out
(McDonalds), pizza parties and computer time or games (checkers, dominos
etc.). High school students main problems are usually truancy, which results
in staying after school the next day for the 5 hours they should have been in
academic classes; and failure to do work which results in staying after
school that day to make up all time they weren't working. Good Luck.

SUBJECT:
Re:Vocational Curr for ED/BD   Date:  95-09-07 23:05:27 EST
From:  Valjo20

Try setting up an initial program focusing on  basic skills. Get applications
from the bank for setting up checking and savings accounts. Then get check
books and registers, have the kids find a job in the paper then use the
income to find an apartment, furnish it, buy groceries and go out (all using
the newspaper). Then you can get various job applications and have the kids
fill them out, review the interview process and make them go on a real job
interview (or bring a employer to the classroom) then have the do a write up
of their strengths/weaknesses and how they felt. The kids can also
investigate a couple of jobs their interested in and interview people who
have those jobs (what education do you need, how do you like the job, what
are your opportunities for job advancement etc.). Then you can take the class
to the library to find the outlooks for the jobs they have, salary ranges
etc.

SUBJECT:  Re:ebdwrapinclusion   Date:  95-09-08 18:24:13 EST
From:  HUNTRESS07

Tina,
I currently manage a resource program that is inclusive for all behaviorally

disordered children at an elementary level. I provide support, programs,

modifications and oncall assistance to regular education teachers. For the

most part these students have been very successful in the program, with

much of their difficulty occuring outside of the regular class structure.

Email me if you'd like more info...

SUBJECT:
competencies of teachers of sbd   Date:  95-09-15 21:50:56 EST
From:  JNGM

I am looking for information on the most needed competencies of teachers of
students with severe emotional/behavioral disabilities.
I am particularly interested in any district hiring policies that require
certain competency levels in particular areas of
instruction/management/consultation .
Thanks....

SUBJECT:  Re:Emotional Support   Date:  95-09-24 20:41:59 EST
From:  APOLL43067

Dawn:
This is also my first year teaching teenagers in jr./sr. high school with
emotional disorders.  Although, I have taught for 10 years I have never met
a bigger challenge.  Before you attempt anything, you must a good point
system in place.  Some of the rewards earned through this point system in my
classroom are weekly movies, monthly trips, participating in the
school lunch program, etc.  I am also in constant contact with parents and
administrators.  It is vital for everyone involved to be an active
participant. Take advantage of all the help that is offered to you and don't
be afraid to ask for more.  If you want to chat more, I'd love to hear how
you're making out!  APOLL4367

SUBJECT:  Re:BD Teaching and Connecting   Date:  95-09-26 21:00:37 EST
From:  HowieMH

i am in my second year in an inner city.  I teach sem (9)students.  You
should try exercising after work.  Try using more hands on approaches to math
and science.  smile.



e mail HowieMH

SUBJECT:  Down's Syndorm/BD???   Date:  95-09-30 09:03:32 EST
From:  Active Mom

Is it possible for a person with DS to also be classified BD in your
district??  I have A DS student who is on his way to big trouble if we can't
get him in control now.  If you know any good resourses, or can offer any
advice I would be very gratful if you would E-mail me the info. I don't often
have time to make it to this BB.  E-Mail to Active Mom

SUBJECT:  pervasive
developmental delay   Date:  95-10-10 12:14:20 EST
From:  RBaur38135

I have a four year old son recently diagnosed with pervasive developmental
delay.  His speech is at about the level of a 21/2 year old, and his behavior
varies a great deal.  He screams loudly when upset, and can throw such
tantrums that when out in public, he sometimes can be heard throughout a
store.  I need help on how to manage/'explain to people staring.  Also help
getting him to respond verbally more.  He has a slight degree of autistic
tendancies as well-lining things up, hating change.  He is fine at home
behavior-wise.  I want him to develop friendships.  Can anyone help?  He is
awaiting a state waiver to enter a LD program for little kids that is
currently full.Sally.

SUBJECT:  Re:pervasive developmental delay   Date:  95-10-15 09:22:41 EST
From:  Active Mom

I have a 10 year old PDD student.  I have to say, he is one of my all time
favorites, but he is also one of my biggest challenges!!  I will spend some
time think about this and e-mail you with any ideas I come up with.  I can
also ask his parents for ideas if you would like.  At school I find that just
being honest about his differences, and letting everyone know how much we
enjoy him really helps them see the good sides of him and attitudes are very
positive.  E-mail me if you can think of specific questions.

SUBJECT:
Re:pervasive developmental d   Date:  95-10-31 02:40:16 EST
From:  RBaur38135

Active mom,thanks for returning a post.  (I am new with computers, and am
amazed!)  I don't know how to use e-mail yet, so heres a question-any good
techniques to use to calm a child who is screaming, or who is afraid of
something, and you can't get them to listen to your calming voice?

SUBJECT:
Re:Art w/BD H.S. students   Date:  95-11-02 23:52:58 EST
From:  WMccorm348

I don't have art ideas for you , but I would say have a reason for the art-
maybe work with the resident psychologist to do art therapy or decorate
bulletin boards or have exhibits something that will bring positive attention
to these students.

SUBJECT:  Pica disorder   Date:  95-11-09 17:08:15 EST
From:  Sgt Fred

Hi,
Anyone out there in cyberspace familiar with a disorder called PICA?  One of
our TMR students picks up and eats anything.  They found some of his mother's
lost ear rings, a thumb tack, and some other metal objects during his last
x-ray.  Any direction toward available resources or just general information
would be greatly appreciated.  Please e-mail me at Sgt Fred @ aol.com.
Thanks'
Sgt Fred  :^)8

SUBJECT:  Re:Pica disorder   Date:  95-11-09 18:07:28 EST
From:  HLC 594

Hi!

I suggest you call NORD at 1-800-999-NORD

If the parents want to connect with other parents they can contact:

MUMS- Mothers United for Moral Support
c/o Julie Gordon
150 Custer Court
Green Bay, WI 54301-1243
414-336-5333

They list two Pica Families in their latest listing.

I would love to hear what you find out.  I also teach children with
moderate/severe disabilities, multihandicapped.  I have a special interest in
rare disorders.

-Holly (HLC 594)

SUBJECT:  BD support group exist?   Date:  95-11-11 21:32:04 EST
From:  Dobesmom

I have been looking for a support  organization for BD and emotionally
involved kids in Missouri and or the national level.  Does one exist?  If so,
let me know... the info. may help a very troubled family with an out of
control four year old.  Dobesmom

SUBJECT:  Re:ideas for JKD 42   Date:  95-11-19 22:25:10 EST
From:  Bemrose

to JKD your son is in 9th grade and gets along with the teachers who ignore.
Do you think he will find an employer who will ignore, or is he unlikely to
enter the labor force. Ignoring may prevent a situation from escalating but
when will your son be held accountable and see consequences for his
behaviors. I wish you both well it must be hard for you and will probably get
harder for your son. Good luck.

SUBJECT:  Re:BD Teaching and Connecting   Date:  95-11-19 22:37:26 EST
From:  Bemrose

Hi KWBD i am a 12 year vet with BD. Three years ago I noticed it wasn't
happening for me with the kids. Things they said and did were penetrating and
bothering me. For nine years they never did. The parents are reasonable (or
don't care) but I have had flak from admin. who have made me jump hoops on
lesson plans, busy work etc. i tried to transfer to LD but they just keep
saying "no". I was crucified by admin. after a kid said i pushed him. A year
later he admitted it was a set up ( he had lost his father to a suicide a
year earlier, and was angry at the most significant male in his life- me),
but admin still have me written up in my file. I will continue to try and get
out of ED. I keep a low profile and try to set  time up for me to do stress
reduction. I use a ll my sick days each year. I try to leave school at a
reasonable hour. If you wish to talk more I can be reached :  e mail  Asneil


SUBJECT:  Re:BD Schools   Date:  95-11-24 13:54:24 EST
From:  RNaditch

I am currently pursuing my Masters in EBD.  I am a Special Ed. teacher.  I am
looking to work in an EBD school next year.  Can you tell me a little about
your schools.  Are there any in the NE?
Are you looking for teachers?

SUBJECT:  Re:ebdwrapinclusion   Date:  95-11-26 15:21:45 EST
From:  Camnbeth

Dear Huntresso7,
I am very interested in any info/tips you can provide for me. I am beginning
a new teaching job in two weeks(Elem. EI) and would like to hear any ideas
you have for incorportating a new level system for 7 students grades 3-5.
(I'm currently teaching middle school resource students.I told my
interviewers that if the level system the current teacher is using is
working, then I would rather make changes at the beginning of next year
versus in the middle of this year. What suggestions do you have concerning
this manner? I've not seen the current level system as I was just offered the
job 11/22. I am familiar with a level system used with middle school
students, and have some ideas for redesigning it for my students. I would
love to review several systems before I make my decision. Also, I would like
a list of good resources for developing an affective curriculum which
includes role-playing; social skill games; and group projects. Five of the
seven children in this class are mainstreamed for the majority of the day. I
HAVE NEVER TAUGHT ELEM. EI STUDENTS...HELP!! I know  the info I'm providing
is vague, but it's all I know about the class at the present time. If you or
anyone else can help with the above and fun/exciting/kinesthetic social
skills lessons please e-mail me!
Thanks!!


SUBJECT:  Re:I need Help for Middle Sc   Date:  95-11-27 21:16:24 EST
From:  RParker477

I have been a behavior disorder teacher at the middle school and high school
level for five years.  I currently serve as a behavior interventionist for a
middle school with 700 students.  We have found great success with a four
step intervention (or consequence) system.  Using your classroom management
plan, create a set time that students will go into intervention.  (ie:  loss
of 15 points, specific behaviors such as swearing at staff, throwing things,
threatening others)  The first intervention is a five minute time-out in a
study carrel and the loss of 25 points; if the student sits in time-out
quietly they may return to class.  If the student does not comply with the
time-out they move into Intervention two, copying down a four paragraph
behavior essay and the loss of 75 points.  If the student refuses the essay
or continues to escalate, they move into Intervention three which is a 20
minute time-out, copying the behavior essay and a loss of 175 points.  The
twenty minute time-out should be in a secluded area, but a study carrel will
do.  If the student continues to escalate in intervention three they move
onto intervention four which is an emergency removal.  This is when the
student is removed from school for the remainder of the day to home and they
lose 375 points.  The student returns the next day with a clean slate.
Conlsequences in a B.D. room must be predictable, consistent, and timely.  Do
not carry over consequences so that you encounter another behavior before you
resolve the consequence for the first behavior. (i.e.:  detention)  We just
implemented this intervention system at another middle school in our district
that was in shambles (the teacher walked out, and a new teacher hired in
Nov.!) and things are going very, very well now.  Good Luck!

SUBJECT:  SBD/BD
discipline techniques    Date:  95-12-01 03:19:10 EST
From:  NJRoulet

I am interested in hearing from anyone who works with severe behavior
disordered and behavior disordered students.  Specifically I need to know
what discipline techniques work best with this catagory of student so that
they might succeed in a school setting and/or a work setting.  I am currently
targetting the middle school (grades 6, 7, and 8) but would appreciate any
information that I can bring back to the school setting.  We have a great
desire to create an atmosphere where all (or at least the majority) of
students will succeed in the middle school arena.  Thankyou in advance!

SUBJECT:
Re:SBD/BD discipline techniq   Date:  95-12-08 21:03:38 EST
From:  Camnbeth

From my research and experience working in a severely emotionally impaired
middle school classroom, a very structured and specific level system is an
excellent discipline tool. A level system allows students to clearly see what
will happen when specific rules are broken or followed. In addition, such a
system helps the teacher to be consistant in dealing with all students in the
same way. Actually, the teacher tells the student..."The level system is
yours. You know the rewards and benefits of being on the various levels. You
"choose" what level you are on by your actions. I (the teacher) don't punish
you, your choices and the level system do!" This takes the aggressive
behavior (or at least some of it) away from the teacher and holds the
students accountable for their actions. There are usually 5 levels. Students
begin on level 3 and their behavior determines whether they move up or down
on the level system. Each level gives the student additional priv./freedom
(when moving up on the system), and more restrictions (when moving down on
the system). Students that I have observed and worked with respond quite well
to this system. Good luck!!
Camnbeth

SUBJECT:  Re: Brown Institute   Date:  95-12-10 17:36:14 EST
From:  SnappyDo

Is anyone familiar with the Brown Institute in Austin, TX as a residential
facility for persons with behavioral difficulties?  I have a very distressed
aunt whose daughter may be sent there.

SUBJECT:  Re:SBD/BD discipline techniq   Date:  95-12-26 23:18:00 EST
From:  TStucke

Constant positive feedback!!  I teach severe BD at the secondary (10-12)
level, and have found that the only thing that keeps most of  the kids going
is the constant attention that they receive while they are in school.  I also
believe that most of the students that I have could have avoided most of the
problems that they have encountered if someone had focused on them during the
middle school years.  That is the prime time to prevent many of the major
problems that most of my students now face(the law, drugs, gangs,etc.).  Most
students facing these types of difficulties, are at this point because of
issues that they have no control over so empowering them in some small way
also has proven effective.  Good Luck!!

SUBJECT:  Re:SBD/BD discipline techniq   Date:  95-12-29 04:11:39 EST
From:  NJRoulet

Thankyou for your response, keep the information coming.  The middle school
years are important, and we want to assist all the students in being
successful.  It is difficult for the SBD/BD students because the message they
have been receiving for years is that they are not successful.  We want to
encourage them while firmly guiding them through positive ways to "get rid
of" the habits that are causing them difficulty.  I appreciate all the input
and assistance. as a middle school special education advocate,  I care that
they all succeed, and with some students I need fresh ideas on how best to
guide them.  I have also come to realize that the SBD/BD students are often
also LD which explains many of the frustrations they have in the school
arena.

SUBJECT:  Re:Emotional Support   Date:  96-01-12 00:00:26 EST
From:  Tsaum

You have a tough job.  I wonder how you are doing. I've been an EBD teacher
for more than 20 years..it hasn't always been fun or easy. Get ahold of the
journal Reclaiming Children and Youth. It saved me a few years ago when I was
at the end of my rope. Tsaum

SUBJECT:  Re:Beh. Mod in H.S. spec. ed.    Date:  96-01-12 00:10:22 EST
From:  Tsaum

I don't think the systems work.  Forget about rewards and punishments. Read
Reclaiming Youth at Risk (Brendtro, Brokenleg, and Van Bockern) and
Restitution.
Tsaum

SUBJECT:  Self-contained BD Programs   Date:  96-01-15 12:18:17 EST
From:  KINJELO

In our Middle School we currently separate children with special education
eligibility into four categories of self-contained classrooms: MI, LD, BD and
ED.  Most of the time these students continue in these classrooms for the
remainder of their educational careers. I am interested in any schools or
programs that have been successful in returning these students to the general
school population within the period of a few years or less.  We currently
mainstream some of these students for some of their elective clases, but in
general would like them to be successful within the regular education
program.

SUBJECT:  Re:Self-contained BD Programs   Date:  96-01-18 21:27:39 EST
From:  SusanS29

Contact the Special School District of St. Louis County, Missouri. They have
followed an aggressive program for years of keeping children *out* of special
classes whenever possible and of *returning* them to regular education as
quickly as possible.

And, it works. A very small per centage of special education students who
have near-average or better potential for learning stay in special education
throughout their school career. A larger percentage of those classified as
"retarded" stay in special ed, but few of those diagnosed as LD or BD.

SUBJECT:
Pass/Fail rates ED/DB   Date:  96-01-24 00:55:28 EST
From:  ShopNBabes

  PLEASE IF ANYONE HAS ANY IDEAS ON HOW TO HELP THESE STUDENTS SUCEED IN THE
REGULAR CLASSROOM PLEASE SEND THEM TO ME.

T. CONNER

SUBJECT:  Re: Pass/Fail rates ED/DB   Date:  96-01-24 21:49:20 EST
From:  SusanS29

I'm glad to see everyone participating in the discussions so actively, but I
have a small favor to ask. Please post in both upper and lower case when
posting.

All caps is hard to read, which means others are less likely to read what you
have to say.

Thanks, and enjoy the board!

SusanS29--forum host

SUBJECT:  Re:I know ADHD........   Date:  96-02-07 10:44:49 EST
From:  FishToys

I think it's good that you're getting out. It sounds as if you personally
identify and "Blame" kids for their inability to protect themselves from the
adults they are supposed to trust and feel protection from. My son had/has
behavioral problems. He has not been abused in the physical sense, but by
himself in his frustration and for a period of time, we weren't as kind and
understanding as we could have been in our own ignorance of what was really
going on.
For most, setting limits in a kind and consistant, loving manner is what it
takes to help a child move past the anger and frustration. Learn to find that
in yourself.

SUBJECT:  Re:ideas to assist with BD st.   Date:  96-02-07 10:49:24 EST
From:  FishToys

Look into 1-2-3 Magic. (Behavior Mod ) This has worked for us at home. In
school the kids need to feel safe, and that safety is important for the angry
child as well. Allowing them to leave the room and get away from the
antagonist, pull themselves together and then write or act out what is
bothering them to the grown up in charge is helpful

SUBJECT:  Re:ideas to assist
with BD    Date:  96-02-07 10:57:20 EST
From:  FishToys

My son started on Ritalin. Then Clonidine(very difficult to maintain & lots
of side effects) then Clonidine patches (even worse!) He also has Tourettes
and is now on TENEX since last Spring. He is 91/2 and has absolutly no side
effects! I highly reccommend it.
Also, I know that the thought of Tourettes can be devastating. Please know
that this child is the same lovable, adorable child he was before diagnosis.
You can get caught up in how awful it is, or you can decide that it's just a
piece of who he is, and that through this he has a chance to help other
people understand and appreciate the wonder of the unique individual he
really is.
Contact The Ackerman Institute For Family Therapy in New York for their
advice on families with Learning Disabilities. - Good Luck!

SUBJECT:  Re:help
needed dealing w/ sch.   Date:  96-02-07 11:05:56 EST
From:  FishToys

Don't give up! Your child is entitled by law to an appropriate educational
setting, and it is incumbent on your school system to place him accordingly.
I know how you feel because I've been there. E-mail me at FishToys and let me
know where you are. I am in New York, and can walk you throughthe way it
works here if you are here too. Otherwise let everyone know where you are and
someone is bound to log on in your area to help

SUBJECT:  Re:Desperate to find
help !!   Date:  96-02-07 11:12:21 EST
From:  FishToys

Get the Committee on Special Ed in your area who wrote the IEP to include his
ED on his IEP and make a reccommendation for the type of school you're
looking for. Don't be straight forward with them as they probably won't
respond the way you want them to. First, open up his case and request an
eval. In New York, this must happen withn 45 days of re-opening the case. At
the review of the findings disagree unless they offer what you are looking
for. If they don't you are legally entitled to request an impartial hearing.
Speak to Advocates for Children in your area, if you cannot afford an
attorney.

SUBJECT:  Mouthing Disorder   Date:  96-02-08 19:22:02 EST
From:  It is Moe

A friend of mine teaches a multiply handicapped student whose continual
mouthing of anything he can get into his mouth significantly interferes with
his learning and development.  Does anyone have any suggestions for dealing
with this behavior?  Our team of teachers of students with multiple
disabilities would be interested.

SUBJECT:  psychomotor seizures     Date:  96-02-09 16:09:46 EST
From:  LNkume

Need to find info on psychomotor seizures.  Need to know what it is,  How to
identify it, and
what medication is used?
What does a child with psychomotor seizures look like?
Is it related to epilepsy?

SUBJECT:  Re:psychomotor seizures     Date:  96-02-13 23:54:05 EST
From:  SeeYou2

Psychomotor seizures are a type of epilepsy.  They are also called "running"
seizures.  Rather than have a gran mal (twitching and jerking) seizure, or a
petit mal (staring) seizure or a partial seizure (could involve only one part
of the body such as the hand, foot or leg jerking), the person with the
psychomotor seizure goes "beserk".  They will run around or exhibit bizarre
behavior.  There were videos available years ago, but I can't recall the
names.

SUBJECT:  Video driven social skills   Date:  96-02-17 16:22:12 EST
From:  Dr LindaH

We use RIGHT CHOICES a video driven social skills training program
schoolwide for classroom mgt and for the discipline plan and in our
behaviorally disordered classes. Skill raffle tickets and alternative
behavior referrals help implement the program. Dr LindaH e-mail or
813-985-9344    6405 S Queensway Dr Tampa, Fl  33617 if you have any
questions. A year's worth of weekly lessons on prob solving, apologizing,
negotiating, using self control, responding to teasing, keeping out of fights
etc. No planning required, posters, video lessons,  lesson plans, scripted
role plays, quizzes, coordinators manual etc. let me know if you have any
questions.  e-mail at aol Dr LindaH

SUBJECT:  7-year old child needs help    Date:  96-02-20 17:21:51 EST
From:  Ksktl

My son, Kevin has a regulatory disorder with a language delay (i.e.:uneven
maturation). He attends a special education school with a 6-1-1 ratio. His
biggest area of concern right now is his social skills. He has a really hard
time relating to other children appropriately, as well as approaching them.
He's in school full day (8-3) and attends a small mainstream gymnastics once
a week. However, the specialist we see in Washington suggests 3-5 playdates a
week, one on one with a child of his level or better, with Kev doing his
highest level stuff. The problem is that I also have an almost-4-year-old who
always winds up playing with the playmate. Not to mention how hard it is to
find a playmate in the first place. Someone has suggested that Kev's school
shud be more willing to place him with an older "buddy" on occation (maybe
lunch). Am interested to know what other parents do to help their children
evolve socially. Thanks...and sorry this is so long!
Kathy

SUBJECT:  Re:7-year old child needs he   Date:  96-02-26 14:53:59 EST
From:  TAK Book

Kathy
   I requested in my sons ARD that he have reverse mainstreaming, which means
a child from
another class comes in and helps with social skills.  They go to the gym
together, play nerf
baseball,etc.  It has really helped my son.  He runs up to his buddy and hugs
him.  His buddys
class is on the way to his and we stop and wave to his buddy every morning.

Raye


SUBJECT:  Re:early childhood classroom   Date:  96-02-28 00:22:51 EST
From:  MSILVER PR

looking for residential treatment center (I think) for brilliant and troubled
12 year old girl diagnosed with ADD and bipolar depression who is bright and
sweet and sensitive and nasty and manipulative...lo self-esteem, no friends,
demanding, impossible to live with, terrible hygiene -- this child has
nowhere to go -- hi IQ, excellent grades in (special) school but the rest of
her life is terrible. she needs round the clock supervision, beh mod.  on
east coast,  any thoughts

SUBJECT:  Re:I know ADHD........   Date:  96-02-28 00:23:58 EST
From:  MSILVER PR

desperately looking for residential situation for brilliant and troubled add
12 year old girl, also manic-depressive, no friends, belligerent, demanding,
impossible, sweet, creative, immature

SUBJECT:  Re:Desperate to find help !!   Date:  96-02-28 00:28:21 EST
From:  MSILVER PR

god bless you, I have a similar problem with a brilliant and troubled 12 year
old daughter.  There seems to be no place to put her that will help, unless
you have unlimited $$$.  I am looking into a place in Delaware called Cedars
Academy - it's $22,000 and that's one of the cheap ones.  But it's hard.  My
daughter is in a special school, state paid, and is doing exceptionally well
academically -- it's the rest of her life I'm worried about.  I sent her to
live with her father after almost killing her, and now he's ready to.  She
needs round-the-clock supervision and beh mod but now mostly just feels
unloved.  And the school feels they are doing their job.  And the guilt I
will carry forever

SUBJECT:  Re:Art w/BD H.S. students   Date:  96-02-28 00:29:58 EST
From:  MSILVER PR

sorry to be selfish, but where are you?  I am looking for facilities for my
daughter. Please reply

SUBJECT:  BEHAVIOR EMOTIONAL HANDICAP    Date:  96-02-28 10:42:58 EST
From:  Sljmyc

Request any information on the causes of behavior emotional disorders with
elementary school black boys.

SUBJECT:  School Refusal Behavior   Date:  96-03-06 01:49:12 EST
From:  Scotad

I'm currently doing research on children with school refusal behavior and I
am looking for subjects to participate in this study. Parents, scholars
administrators etc. who have access to subjects ranging in age between 11-15
and who would like to learn more about the problem may write to me at:
Scotad. Please note that I am a practising School Psychologist presently
working on my Disertation in this area. Also participants would be asked to
complete a series of questionaires that focus on their behavior as it relates
to this domain. ( I guess you could also leave any reply under this heading
as well).

SUBJECT:  Hair Pulling    Date:  96-03-09 20:07:57 EST
From:  Obag22z

Can you give me any information or ideas to help a child who pulls his hair
out of the sides of his head?


SUBJECT:  ADHD or EH?   Date:  96-03-18 00:30:42 EST
From:  CGuth22105

I'm working with a student who is ADHD and exhibiting behavior that causes me
to believe he may be EH as well as ADHD.  Are there any guidelines available
to determine where to draw the line between ADHD and EH behaviors?

SUBJECT:
Re:ADHD or EH?   Date:  96-03-18 11:28:57 EST
From:  Ratatat

<<I'm working with a student who is ADHD and exhibiting behavior that causes
me to believe he may be EH as well as ADHD.  Are there any guidelines
available to determine where to draw the line between ADHD and EH
behaviors?>>

Very often if a child's core symptoms caused by the ADHD are not addressed it
can have an impact on the emotional health of the child.  Is this child
highly impulsive?  Are his impulsive acts causing consequences that are
negative in terms of how his peers and circle of adults are reacting to him?
Since he cannot control the impulisvity without a supporting structure,
imagine the impace this must have on his feelings.

A complete system of structure needs to be in place for children with ADHD
and who are impulsive and hyperactive.  If not, other conduct issues will
erupt.

What treatments is this child receiving for his ADHD?  Has his neurology been
addressed, or just his psychology?  What is being done for him in the school
setting?  At home with structure?

Sorry about all the questions.

SUBJECT:  Re:ADHD or EH?   Date:  96-03-18 20:33:13 EST
From:  SusanS29

"I'm working with a student who is ADHD and exhibiting behavior that causes
me to believe he may be EH as well as ADHD."

The difficulty is that ADHD can really look like an emotional problem.
However, if the problem is ADHD, then interventions designed for students
with emotional problems will have little impact.

This is a difficult problem to sort out and should be done by a psychologist
or psychiatrist *thoroughly* familiar with all childhood problems, including
thorough and deep knowledge of ADHD.

SUBJECT:  Re:BD Schools   Date:  96-03-26 13:38:23 EST
From:  GRETSTERL

I am writing a proposal to increase the alternative school program at our
high school to include 9th and 10th graders and students who are currently in
provate placement. Do you have any materials or a proposals that we might
use?

SUBJECT:  Alternative-type programs   Date:  96-03-29 13:26:16 EST
From:  DBost5

Any ideas on incorporating an alternative-type program at a middle school
level for non-classified students for students unable to adhere to
traditional methods of discipline?

SUBJECT:  Re:ideas to assist with BD Q   Date:  96-04-09 17:00:04 EST
From:  Mangymoose

I am a graduate student in Special Education.  I am getting certified to
teach LD and EBD.  I am writing a paer on conduct disorder.....any
information or help!! Thanks!

SUBJECT:  Obsession with killing   Date:  96-04-13 00:28:42 EST
From:  Dhval

I have been tutoring an eleven-year-old boy who is obsessed with weapons,
killing, and death.
He is under psychiatric care.  He has been coming to me for basic help with
reading and writing.
He was expelled from school early in his 6th grade year for bringing a gun to
school.  Actually, I like this kid and am not afraid of him.  He is not
interested in reading anything unless it is related to weapons or hunting.
He knows a great deal about explosives, warfare and weapons.  He talks a lot
about killing people, especially wanting to kill his older brother.  I
recently asked him to write a paragraph about his plans for Spring Break, and
he wrote that his cousins were coming and he'd
like to kill them.  My question:  Is there any hope for this boy?  His dad is
a gun-nut and big hunter.  His house is filled with weapons.  I doubt if
he'll be able to go back to school at all.  He is doing a home study course.
Would it be reasonable for me to tell him that he should not mention weapons
or killing during our time together each week?  He would find this
impossible.

SUBJECT:  Students born w/ Crack addic   Date:  96-04-24 19:13:35 EST
From:  SConrad

     Does anyone have any experience working with these students.  I've been
teaching students like this for 2 years now...but it's like flying without a
net.  There was nothing about it in my college classes, there are no specific
interventions....and hardly anything written on the subject.  These students
are an enigma....they have problems and disorders that nobody has ever seen
or heard of before...this horrible drug has caused an entirely new set of
disabiities in children and there seems to be no information or educaion
programs geared for them.

SUBJECT:  re: counseling technique   Date:  96-05-03 13:12:01 EST
From:  PMascari

Iam school counselor  working with 3rd thru 5th grader. I am looking for some
behavioral techniques to implement.

SUBJECT:  New Behavioral Disorder Clas   Date:  96-05-05 14:56:45 EST
From:  JANEILA

I am a Unit Coordinator of a small school for multiply disabled early
childhood students.  We have now been given 2 classes of "Emotionally
Disabled" students, 5 - 8 years old.  We are struggling to develop effective
behavioral plans and educational strategies.  Any help or suggestions would
be appreciated.  Thanks, Jane

SUBJECT:  Behavioral Rsource Center   Date:  96-05-12 21:07:10 EST
From:  Caroli13

I have received word that I will be teaching in a newly created behavioral
resource center for 3rd to 5th graders. I have taught a self contained ED
class for several years. I would appreciate any info. regarding this type of
inclusion... Thanks...

SUBJECT:  Out of Control Kids   Date:  96-05-28 12:15:07 EST
From:  LambdaDelt

I am looking for any information on Out of Control kids . What other states
are doing with them , what to do in a crisis , how to get them out of the
cclassroom and into direct teaching . What to do when a teacher has been
assualted by an Out of Control kid and is seriosly injured .

I am using a friends AOL so if you can please EMail me at
[e-mail] I would really appreciate it . Thanx

SUBJECT:  HELP!
EMOTIONAL DISABILITY   Date:  96-05-29 21:29:54 EST
From:  JCHL

PLEASE E-MAIL ME W/ YOUR REPLY

My 10 yr old cousin (4th grade) has been classfied as emotional disabled.  I
know he's bright.  And according to my aunt, the school psychiatrist also
indicated that my cousin isn't mentally retarded.  The problem is that he is
immature when compared to his peers.  He does not behave in class and is
disruptive.  He does not concentrate well.  This may explain why he is quite
behind in reading.  He does not obey commands very well.  In fact, he only
listens to his father, who's frequently abroad and absent from home.

Has anyone experienced similar situation?  Is there any treatment or special
program that may benefit my cousin?  He lives on Long Island, New York.  Does
anyone know of any special program in that area?

SUBJECT:  Re:Social Studies
adaptation   Date:  96-05-30 13:45:34 EST
From:  Sandsand

I have learned that almost any subject can be adapted!  For instance, bring
the girls together into a group for a discussion on your topic of choice.
Then, break the class up into smaller group doing similar independent
activites, but at appropriate ability levels.  The huger groups may be doing
a research or writing activity, while the lower groups are doing something
more hands on and concrete.  Good Luck!

SUBJECT:  Level Systems for SBH   Date:  96-06-03 20:49:53 EST
From:  Ch1Reed

I'm currently revising our level system and looking for new innovative ideas.
If you have any please e-mail me at Ch1Reed.  Thanks!  I teach in a day
treatment facility for students in grades k-12.      Our current system is
based on ratings given twice daily.  9 behavioral targets are given to all
students and six individual tartgets.

SUBJECT:  Re:SOCIAL STUDIES    Date:  96-06-05 01:02:29 EST
From:  TamilaM

I am trying to gether information about the most recent family' s change
behavior and focus in social studies (social change).  I am about to attempt
to put togher for a research in my dissertation.  I wnader if you have your
own experiences or ideas.  thank you so much for your time.
TamilaM

SUBJECT:  sed/bd/ed vo-tech curr.   Date:  96-06-24 19:40:45 EST
From:  JBled47339

We have just completed one year of a program called Carreer Paths Outcomes (a
pre-voc. program adapted for SED students) We have curriculum for units in
horticulture, business enterprise and photography. Looking for other programs
to swap info

SUBJECT:  Re:Inclusion   Date:  96-07-08 12:12:47 EST
From:  BElemschoo

Survey

Dear Colleague:

 I am conducting a survey of special and regular education teachers on their
feelings regarding the inclusion of moderate to severe emotional disturbed
children in the regular classroom setting.  This information will be compiled
into a report for a graduate class.  Please, take the time to fill out the
survey and e-mail it back to me at [e-mail] by July 20.  Thank you
for taking the time to complete this survey.

          Sincerely,

          Dawn M. Rubino

1. General Information:

 Age:    Gender:  # of Years Teaching:

 Position(s):  State:  Highest Level of Schooling:


2. Do you believe it is appropriate to include moderate to severely emotional
disturbed children in the regular classroom setting?  Why/Why not?



3. What should be in place for these children and other children in the
classroom?


4. What methods and/or approaches have you found work with this population in
the mainstream setting?

Additional comments are welcomed:

SUBJECT:  Re:I need Help for Middle Sc   Date:  96-07-09 01:18:01 EST
From:  SueSuguaro

I am going to assume that NI means neurologically impaired; I have worked w/
LD/BD for a long time [13 yrs.] ; I have used assertive discipline , both
positive and negative aspects; I set up the program so that the kids earned
free time and collected it on Friday; they earned 4 minutes a day but that
was 20 minutes on Fri.  do not make any more than 5 rules and, not knowing
your pop.,
you might want them to give some input to the system; try to distinguish in
your mind between a
classroom procedure vs. a rule/infraction = correct heading on paper VS.name
calling/pushing/a
safety issue/ throwing objects at others w/ intent to hurt,etc.

if rule is broken than lose 8 min. free time on Fri; if another rule broken
on same day, now has lost
all free time and on fri. has to write sentences for last 20 mins. on fri.
while rest of class gets to do any thing they want to as long as it is legal;
the kid writing cannot talk to others  and others cannot talk to him/her; it
is amazing how that twenty min. becomes coveted; if the kid is even
barely writing anything on the paper he/she is still not part of the group;
if lose only 8 min. then
write only 8 min on fri. Imp.!! each week tell kids that they start w/ a
brand new clean slate; also I
kept track of how many times they did lose the total of 20+ min. in one
week[8 on mon. 8 on wed. 8 on fri. ] and the first time a kid went over 20
min. I would send a note home [ in the mail] and 2nd time over 20+ then 3
hrs. of detention.

There are books written on Assertive Discipline; find an author by name off
Harry Wong;
and invest in some checkers, cards, battleship , connect four, Uno, and ask
the kids what they would like on Fri. ; I never got any work done during
their free time but I would join in w/ game
and possibly lose to class leader so I could say " wow you are really great
at this" ; also thought
it was a good way for the kids to see school in a more positive light and
learn about leisure time.

Hope this helps ; if need more feel free to email me :
[e-mail]

SUBJECT:  Re:BD Teaching and Connectin   Date:  96-07-09 01:34:08 EST
From:  SueSuguaro

I have worked 13 years w/ LD/BD at middle school level; 2 years at at
alternative school grades
9-12; 85% of my alt.ed. kids are ADD/ADHD and out of 50 kids 5 had been in
gifted programs; read up as much as you can on the above conditions; it is
amazing how these kids slip thru the cracks and start at early age to hate
teachers and school; they are bright and need to learn in a
different style ; I was diagnosed last year at age 47 and now w/ meds. have a
new life and more
positive self concept of myself.

SUBJECT:  Re:ideas to assist with BD s   Date:  96-07-09 01:40:18 EST
From:  SueSuguaro

Ditto on info on Functional Assessment
[e-mail]

SUBJECT:  Re:info needed on Re-ED    Date:  96-07-09 21:53:30 EST
From:  JStokesber

For the last four years I have worked with high-risk/SBD middle school
students.  I am being given an opportunity by my district to have a huge
input into the development of a new approach with these students.  Behavior
Mod is not the total answer for me or my students.  I have just been
introduced to Re-Ed (re-education) and am trying to do research on my own.
Does anyone out there use this stuff and if so why and where should I look
for more info on it?

I am anxious to learn more and by the way, I am also learning about Internet
on my own, so be patient please.

Thanks!                          Janelle

SUBJECT:  Chronic behavior problems   Date:  96-07-13 10:37:47 EST
From:  COMBCOLLAR

Searching for strategies/interventions/programs to be used in school settings
with students not identified as conduct disordered/oppositional defiant
disordered.  Ideas could include info on ALPs, SAPs, groups, social skills
training, multimodal approaches, etc.  Working on Master's thesis for school
counseling.  Topic: Ways to help students who are chronic behavior problems
in the school setting.

Reply:E-Mail

SUBJECT:

SUBJECT:  Chronic behavior prob   Date:  96-07-13 10:41:45 EST
From:  COMBCOLLAR



SUBJECT:  Chronic behavior problems   Date:  96-07-13 11:04:02 edt
From:  COMBCOLLAR

Searching for information on students with chronic behavior problems but not
diagnosed with conduct disorder or oppositional defiant disorder.
Specifically, I need information on interventions/strategies used in schools
that address the needs of these students (i.e. Alternative Learning Programs,
group work, social skills training, student assistance programs, etc.).  I am
working on a Master's thesis project for school counseling.  Any help would
be greatly appreciated.
Reply: E-Mail

SUBJECT:  Re:I know ADHD........   Date:  96-07-24 22:00:42 EST
From:  ELECTRA181

I agree that all parents are not the problem.  But some are the root of the
problem for some kids. Some kids are born with a tendancy toward low self
confidence or feel ineffective and then when or if problems arise ( divorce,
death of a parent or sibling) they causr this child to have greater problems
dealing with it.  If the home ( parents) were the only problem wouldn't all
the kids in that family need rewsidencial placement?  I've taught at a
Catholic Home for Boys, but usually only one from a sibship have these
problems, due to their specific make up.  I taught at special schools for run
aways, druggies, and those who bring in guns, again they were the only one
from that family.  Then, I taught at a Childrens Psychiatric residential
center.  Sometimes, there were younger sibs who eventually came to us,but
mostly it's only one.  One beautiful 5year old tried to kill her step mother
and hurt her half sibs because she didn't want the woman to take her mom's
place.  Two other sibs had no problems.  She was just very angry at her Dad
for remarrying and divorcing her Mom who it turned out was really on drugs
and neglegent.  Other kids 7 years old start fires.  Other teens become
anorexic,but not all girls in that family do.  All families are not perfect,
most parents could be better, but not all are at fault.  Some really try, and
really care but the child's problems are too much to handle at home.  Don't
judge others until you've tried on their shoes.Electra

SUBJECT:  help on SED
book   Date:  96-08-04 08:54:55 EST
From:  GDOster

I am beginning a book on children with emotional and behavioral disorders for
parents.  I would like to connect with anyone interested in bringing stories,
everyday problems, parent advocacy issues, how parents and teachers can work
together and other themes to liven up the book and make it more real and
effective.  Thanks.  Please e-mail directly.  Gerald D. Oster, Ph.D.
University of Maryland Medical School

SUBJECT:  HIKERAK re:physical restraints   Date:  96-08-11 02:30:40 EST
From:  JELOWRY

Yo, Hikerak.   I teach h.s. SED kids. Most of them are ALOT bigger than me.
(I'm 5'4" & I won't tell you my weight!)  I'm fairly small BUT I'm also
fairly safe in my classroom. About 7 years ago, our school (a Spec. Day
Center) underwent training in Non-Violent Crisis Intervention. (name of
course). The following year, I was able to go thru the training of trainers
course. It's great stuff. Most of the course focuses on verbal intervention -
preventative stuff. Physical restraints are also taught, but they're a heck
of alot safer (for students/staff) than some of the previous stuff our school
district had given us. The entire course is focused on care, safety, welfare,
& security. It's great stuff. If you want more info on the company - Crisis
Prevention Institute, Milwaukee, WI. e-mail me. I very rarely entire this
area, especially at this hour. Enjoy the day!!!

SUBJECT:  New program needs help   Date:  96-08-11 14:34:13 EST
From:  EmeraldMSS

I work at a day school for deaf students, we are setting up new program for
some of our middle and highschool students who are SEBD.  Any and all
suggestions on setting up a new programs are eagerly awaited.  This is all
new to me.  I need basics such as levels programs, scheduling, management
strategies, acedemics, social skills curriculum, activities, subplans, and
ideas that you use to keep  yourself healthy, focused and calm.

Please respond here or e-mail me at [e-mail]

Thank you

SUBJECT:  Re:New program needs help   Date:  96-08-23 19:51:56 EST
From:  SR92050

I taught the hearing impaired for 6 years and ED/BD for 8 years.  Make it
concrete, realistic and positive.  Try using a point and level system with
rewards.  Use the daily percentages as the road to meeting the IEP short term
objectives.  They can see how they are doing.   Good luck!!

SUBJECT:  EC kids
kept off sports team   Date:  96-08-25 22:15:26 EST
From:  RSquared5

If anyone knows of federal or NC state laws re: excluding exceptional
children from sports teams based on academic performance, please e-mail me
([e-mail])   Thanks

SUBJECT:  GROUP TX /E.HANDICAPPED   Date:  96-08-26 17:56:45 EST
From:  CMiddle477

PLEASE GIVE ME SOME SUGGESTIONS FOR TX. IAM A TX IN A GRADE SCHOOL PROGRAM
FOR THE E.H. YOU MAY HAVE SOME MATERIALS THAT COULD BE HELPFUL THIS SCHOOL
YEAR. SANDRA, HAMMOND, IN.

SUBJECT:  Re:EC kids kept off sports tea   Date:  96-08-27 07:56:57 EST
From:  SusanS29

RSquared I think you might be able to file an appeal through the Office of
Civil Rights.

If it can be demonstrated that

1) the student is doing the best he or she can in the face of difficulties
(such as LD or ADD) it could be challengeable.

2) It *also* could be challengeable if the child has a disability for which
the school does not provide needed accommodations (ADD often falls in this
category).

SUBJECT:  Re:GROUP TX /E.HANDICAPPED   Date:  96-08-27 07:57:36 EST
From:  SusanS29

CMiddle thank you for your post, and I hope you find the information you
seek.

But please-- post in both upper and lower case when posting.

Thanks.

SusanS29, Host

SUBJECT:  Re:clothes shredding   Date:  96-08-27 14:27:50 EST
From:  Wh91cabres

there are catelogs of clothing that is not capable ofr being shredded.  can't
think of the company name but look around.

SUBJECT:  APD kids   Date:  96-09-08 18:50:26 EST
From:  BritSkye

hi!  i'm interested in learning more about what it's like to work with APD
(Antisocial Personality Disorder) kids...also called character-disturbed,
unattached children, and even psychopaths...
i'm reading a book on it now.
i would appreciate any feedback.

britta

SUBJECT:  Prevent discipline prblms.   Date:  96-09-13 20:52:50 EST
From:  JManor8245

I found this great book and video that helped me evaluate my child's teacher,
and helped
me curb his classroom disruptive behavior.
Try to get:
                          http://www.panix.com/~pro-ed

                                                                        NYC
parent


SUBJECT:  Life Space
Intervention   Date:  96-09-13 20:58:11 EST
From:  TChrist949

Would like to converse with people who have or would like to attend a
workshop with Dr. Nick Long on Life Space Intervention.  This program has
helped SED, BD, & EBD students more than other interventions that I've been
exposed to.                          TCHRIST949


SUBJECT:  Re:I know ADHD........   Date:  96-09-21 17:25:51 EST
From:  KWilli9730

In case you didn't know it,  ADD frequently does run in families.  My
husband, most of his siblings, and three of my daughters have it.  I may have
a bit myself. Bad parenting can cause alot of problems but it doesn't "cause"
ADD.

SUBJECT:  Checklists   Date:  96-09-24 21:46:03 EST
From:  Bleibu

Could use any ideas for a easy to use method of recording behaviors of
students while still teaching at the same time. I teach in a self-contained
high school setting. Thanks for any input.

Bruce Leibu
Fayetteville, NC

SUBJECT:  Re:Down's Syndorm/BD???   Date:  96-09-27 01:02:15 EST
From:  TWLNGTN

To: Active Mom---- I'm in the same situation. My son  is 13, Down's Syndrome
and now
      having an extremely diffecult time with behaviors. If you'd like to
share experiences and
      tips from the Pro's just let me know. I'd began to think I was alone in
this battle. Post
      a message, location, or a place to chat... I'll meet you there. I'm new
to the computer,
      so please be patient. You may contact me at  [e-mail], hope to
hear from
      you soon.





SUBJECT:  Re: Downs' Syndrome w/ BD     Date:  96-09-27 01:13:31 EST
From:  TWLNGTN

8-27-96    Any information would be greatly appreciated. Contact me at
               [e-mail]      Would like to hear from Active Mom.

SUBJECT:
Re:BD Teaching and Connecting   Date:  96-09-28 06:41:16 EST
From:  DunnStar

     I have been a very sucessful self-contained teacher (Gr.1-3) for the
last 14 years. I am well known in our district as being good with behavior
problems and getting the kids no one says will learn to actually learn. Up
till last year I felt pretty great about my job and loved going to work. Then
I got "the class from hell" I was very surprised to find out how badly my own
self-esteem has suffered as a result of  one very difficult group of kids.
Even though they did make good strides and many of them had the best school
year of their lives, I still felt emotionally drained and defeated. Part of
the problem of course is that all the people I normally rely on for extra
support were also becoming frustrated with the situation.  The principal (the
best I've had thus far) even seemed to start thinking that maybe I was
causing some of these problems. He even suggested that I just stop trying to
teach and take them outside most of the day.  People were always feeling
sorry for me or pushing me to completely change my program. I did try most of
their suggestions even though I didn't feel they would do much good. The
stress was unbelievable!

     Well, I made it through, and I keep reminding myself that 90% of what I
did was pretty good. You really need to keep beliving in yourself. You should
try some different behavior mod. techniques as long as you are comfortable
with them. Next year, ask for a sightly different class. I now have a young
MH class and am truly enjoying the change. I also feel a new commitment to my
job. I do feel I need to show myself and my co-workers that I am still an
excellent teacher and last year was an unbelievably difficult combination of
kids who actually did pretty darn good considering.

BF

SUBJECT:  postinstitutional stress dis   Date:  96-09-28 08:25:40 EST
From:  JPVID

I am researching the area of postinstitutional stress disorder/syndrome.
This is a new phrase I believe is for children who live in Eastern European
orphanages (ie. Rumania, Bulgaria) and are adopted by families in the US.  In
the little info I have found it is common for these children to be classified
as ED/BD in our schools.  Has anyone heard of this term or know of any
information on the subject.  I would be grateful for any help.  Please e-mail
me at [e-mail]
Thanks!

SUBJECT:  Re:I need Help for Middle Sc   Date:  96-10-14 19:30:36 EST
From:  EROVIC

It seems that many teachers have some good suggestions for you.  However,
like you I am in the same position.  I to teach in an inner city school
district.  Where I think many of our fellow educators miss the boat is in the
fact that we don't have budgets large enough to purchase equipment like study
carrals, head phones, decent desks and texts.  Heck, I consider myself lucky
because I have one electric outlet in which I can plug in my pencil
sharpener.  In my district things are so bad that we haven't even received
paper for students to write on-- and it's October!
Unfortunately these are the obsticals that we are faced with on a daily
basis.  I have been teaching just as long as you and this is my second year
in this teaching environment.  What many of our peers don't realize is that
the same strategies and behavior mod. techniques that work for 80 to 85% of
the rest of the school aged world DO NOT apply to our students.  Our students
require special attention because their reality is very different.  Their
world is different.  If anyone can offer suitable suggestions to help us deal
with these students I along with you welcome their assistance!

Remember you're not alone!!

SUBJECT:  Re:I need Help for Middle Sc   Date:  96-10-15 02:10:49 EST
From:  Valjo20

Many of the ideas I use in the classroom came from teachers who taught SED
classes in the inner city school with 24 students in a class. These teachers
were in my Masters program for SED and they were some of the most innovative,
toughest,and most dedicated teachers I ever meet. Their rewards systems were
based on very expensive items which they paid for, and the students often
worked all year to earn. In my class the study carrels are built out of
plywood which the students painted. My desks are from the 50's and each year
the students sand them down and paint them to make a smooth writing surface.
Most of the rewards come out of my money or are donated by businesses. We get
free tickets to sporting events by writing to the agencies. Most grocery
stores have a public relations department which will donate gift certificates
or food. Everywhere my staff goes they are on the look out and asking for
donations. I certainly don't mean to be flippant and I do realize you may
have severe budget problems in your school. However, my students are gang
members, sons of prostitutes and drug addicts, have been and are being
sexually or physically abused or neglected. So regardless of the geographical
location unfortunately SED kids are all surprisingly the same.

SUBJECT:  Re:I
need Help for Middle Sc   Date:  96-10-15 08:12:53 EST
From:  Ratatat

<<we don't have budgets large enough to purchase equipment like study
carrals>>

I know of a teacher who made her own study carrel for students who needed it
with a cardboard box that she cut to fit around the top of a desk, decorated
it and called it the "private office."  Kids never felt stigma about needing
to do their work in the "private office."  And, of course, the whole class
help to decorate the inside to "look" like an office.

SUBJECT:  Re:I need Help
for Middle Sc   Date:  96-10-17 08:32:30 EST
From:  SusanS29

One of the important tricks with these "offices" is to have more than one.
Don't just single one student out to sit in the "office." Have several. you
may end up with a sign-up list!

SUBJECT:  Re:ideas to assist with BD s   Date:  96-10-19 13:13:04 EST
From:  SMarr234

Shurl2,
Read up on God's Recipe.  It's a natural way to help ADD & ADHD students
without making them dependent on all the drugs.  It employs natural dietary
suppliments to aid in the processing of glucose and it really seems to
work!

SUBJECT:  Re:ideas to assist with BD s   Date:  96-10-20 10:42:06 EST
From:  SusanS29

Children who have ADD and take medications are *not* "dependent on drugs."
The medications used with ADD don't control the child. They allow the child
to control him or herself. I don't object to "God's" formula being mentioned,
but I have a personal policy that when I see inaccurate information posted to
promote a newer approach, I do challenge the inaccurate information.

It is not necessary to bash one approach to recommend another one.

SUBJECT:  ART
THERAPY CONSULTANT   Date:  96-10-21 20:40:07 EST
From:  RHecht2258

I am a Master level clinician, registered art therapist, and Teacher of the
Handicapped. I provide a service whereby individuals' drawings are used for
assessment and diagnosis. I have worked with a wide range of age groups and
conditions and am highly trained and experienced. I am interested in working
with all individuals, schools, hospitals, etc., A fee is charged for service.
Please e-mail to: [e-mail]

SUBJECT:  Re:ideas to assist with BD s   Date:  96-10-24 19:52:25 EST
From:  Wharborjer

Not sure I can help but will be more than willing to try. I'm a Spec. Ed.
consultant in Mi. and have been involved with numerous situations similar to
yours. Would be helpful to have a better discription of the environmental
conditions of your classroom and the school policy regarding discipline.


SUBJECT:  Anger control   Date:  96-10-27 10:32:02 EST
From:  LWoodc9850

I am a 2nd grade teacher and have 2 students with different problems that I
would like to have info on developing strategies to help.
1. Motivated studetn - retained last year by me - I think he has gifted
characteristics - generally does well, but at times gets so angry his skin
changes and he goes into attack mode for no apparent reason.  Is on ritalin
which generall helps.  I am working to control and teach him to recognize
signals and deal with them.
2. Auditory deficit child with lang. delay. Motivated parent and teacher -
need ways to help in class and at home.  Does not respond appropriately in
discussions, and sometimes speaks immature sentences.  Can "say" reading
material, but no comprehension skills. Able to memorize spelling words but
would not be able to use in a sentence.  Structure in class is basically
whole languge with cooperative learning methods but he has difficulty working
in groups. Shows some beligerence and frustration with anything other than
close statement work. (may come from 1st grade work). I would like info on
lang. dev. in early years.  His hearing is ok now but was not from birth to 2
years. Any ideas? I have a work comp. sheet on desk, give him ind.
directions, and have him sitting near me during the day. I am really
concerened that he is getting more frustrated and that parents are going to
become frustrated by less progress.  I also think he may have below normal
learning development. A great kid- how to helphim??? Thanks, Linda

SUBJECT:
Re:Anger control   Date:  96-10-27 13:37:07 EST
From:  SusanS29

"Auditory deficit child with lang. delay. Motivated parent and teacher - need
ways to help in class and at home.  Does not respond appropriately in
discussions, and sometimes speaks immature sentences.  Can "say" reading
material, but no comprehension skills. Able to memorize spelling words but
would not be able to use in a sentence.  Structure in class is basically
whole languge with cooperative learning methods but he has difficulty working
in groups. Shows some beligerence and frustration with anything other than
close statement work."

Language development is probably a poor way to teach *this* student. Could he
get his reading instruction from, say, an LD Resource Teacher? I ended up
with most of the language-delayed LD students in my school for reading.

That said, reading is ultimately a language skill, and his reading skills
will be somewhat behind his language level (language skills are ahead of
reading skills for all students).

If you can't do that, I would drop the comprehension expectations back. Start
with simple recall. Shorten his reading sections so he doesn't have to
process so much information. If you can, give him extra practice on sight
vocabulary recognition, concentrating on words he understands. That's some of
the things I would do if he were on my LD caseload that might help.

SUBJECT:
Obsessive/Compulsive Disorder   Date:  96-10-30 22:32:57 EST
From:  ATKINSOT

Need strategies for dealing with a 9 year old female student who has been
diagnosed with Obsessive/Compulsive Disorder. She is obsessed with receiving
the undivided attention of one of her peers and cannot handle the peer
interacting with anyone else. Nothing I do seems to divert her from this
obsession when she reacts to an interchange between these peers. Can anyone
shed any insight?

SUBJECT:  Re:Obsessive/Compulsive Disord   Date:  96-10-30 23:52:23 EST
From:  SusanS29

I would try moving the child who is the focus of this obsession out of that
classroom. I think that's an unacceptable burden for a child of that age, to
have such focus placed on him or her.

SUBJECT:  Re:Anger control   Date:  96-11-04 22:59:58 EST
From:  CherylGMN

RE: 2cd grade student with anger management problem

I am a Primary Cross cat. SPED teacher.  I have several students with anger
management problems.  Here are a few ideas:

I have "Mad Papers" available to any student.  It has a picture of angry
football players on it and says"I get so angry when..."  The students can
choose to draw a picture, write, scribble, or rip up the paper to make
themselves feel better.  I have not had a problem with students abusing this
mehtod, but if someone did, I would give them daily "coupons" to trade in for
"Mad Papers"  When the coupons are gone, they could not ahve a mad paper.

That system worked very well for me - until this year!  Now I have expanded
to a "Feelings corner"  I have 3 kids with PDD this year who need to take
breaks to relax.  I mada a private ares in the room and put eggshell cushions
to lie on, paper to rip, clay to pound, baggies to squeeze, an oil/water
bottle to shake, and of course, Mad Papers.   The students can choose to use
the Feelings Corner when they need a break.  So far it has not been abused,
an I would like to see it used more often.  The students must choose to be
there, or it will create a power struggle.

The idea behind all of this stuff is to give the students a more socially
acceptable way to deal with anger - rather than cursing, throwing things,
hitting, running away, etc.  It has been very successful for some students -
but my target students this year are NOT getting the idea.  I think one is
too low functioning intellectually, and the others are just oppositional....

Cheryl

SUBJECT:  Help for a new BEH teacher   Date:  96-11-10 09:26:45 EST
From:  Pitnboogie

I am a high school science teacher who has recently been asked to serve as a
mentor  for a new BEH teacher of grades 7-9. She just arrived at our school
this week(Nov. 5). She is teaching 5 students in a self contained classroom.
She has two assistants.  These students have had substitute teachers since
August so there has been very little teaching and no order established
Please send me any suggestions that can help her .  I would especially like
to show her examples of reward systems, level systems,and  point systems.
How much hands on/lab work can these students be expected to do?  Right now
she plans to do none.  What tips can you offer her to get things in order and
help these students?

SUBJECT:  ED students   Date:  96-11-10 10:27:51 EST
From:  SUZL95

I'm doing a paper on emotionally disturbed students and the possibility of
de-classification and re-entering the public schools from a residential
school.  I am having difficulty finding any articles on this topic.  I am a
teacher for emotionally disturbed girls at a residential facility.  Any
suggestions would be greatly appreciated!  Please send to [e-mail]
Thanks!

SUBJECT:  behavior problems&gifted sch   Date:  96-11-10 20:02:49 EST
From:  Dart793405

I am looking for anyone who know of any schools in texas that teach
elementary education to children who have behavior problems and are gifted
and talented

SUBJECT:  Re:ideas to assist with BD s   Date:  96-11-14 23:16:43 EST
From:  SNCFOY

I owuld love an example of the 3 ring binder you use to help students
organize.  You can e-mail the info at SNCFOY

Thanks a bunch.  I hope I sent this out so it gets to where it needs to be,
I'm new at AOL.

Colleen

SUBJECT:  BD Substitute Teacher/Aide   Date:  96-11-17 13:34:08 EST
From:  Lcforster

Some years ago, I earned a degree in Early Childhood w/some emphasis on
LD/BD.  Now I
am subsituting, often in a BD classroom in a middle school.  Inclusion is not
possible for these students because it has been tried and they are far too
disruptive for a "normal" classroom setting.  These students are very
verbally abusive of everyone and get very physical at times.  What are some
techniques to use when students shout insults at the teacher, throw chalk and
crayons?  I need to translate my Early Childhood discipline techniques to fit
BD middle school kids.  These kids seem to have never had any limits set for
them.  I personally do not allow anyone to talk to me disrespectfully, or to
hit me without some consequence.  OSS seems like a reward for these students.
Often, there are only two or three students in the classroom at any given
time.  Any advice would be very appreciated.  LC

SUBJECT:  Re:Help for a new BEH
teacher   Date:  96-11-23 16:30:45 EST
From:  SR92050

You are a great example of what a mentor can be!  My only question is--Is the
new teacher the only Sp Ed teacher in the building?  Ideally, mentors are in
the same area of education, but I'm sure you have alot to offer.

A point system can be worked out for each student based on generic areas
(peer/staff interaction, rules, materials, assigned work...), areas based on
their IEP's (based on the student's performance levels and handicapping
condition) or a combination of both.  Number of maximum points given in for
any interval of time, for each area, needs to be established--I like  to keep
it manageable 0 to 3 points per interval per goal/area.  Some people use -3
to +3 but I like to keep it positive.  Then establish criterion (0 for
negative performance/behavior, 1 for no behavior, 2 for OK behavior and 3 for
great behavior).  Find the percentage for each goal or day and use this to
earn rewards or move up to the next level.  Level movement criterion also
needs to be established (i.e.  85% for 5 consecutive days or whatever is
determined to be appropriate).  One can also use the total points to purchase
rewards on a more immediate basis.

I also use the results of this system to see of the student has met
established criterion for mastery in the IEP.

I hope this helps.  Contact me if I can be of any more help.   Good luck to
both of you.

SUBJECT:  Interpersonal Skills   Date:  96-11-26 19:33:31 EST
From:  LauMc1

I am a H.S. EH teacher.  I teach a class called interpersonal skills and I
would like some ideas that the students would be interested in  and also
educational to improve their interpersonal skills. Such as, interacting with
other students, dealing with confrontations, etc.  I am currently working on
a section on stress and relaxation techniques.  The students don't seem to be
enjoying it too well since it's been implanted in their heads so many times
before!! Yet, they don't seem to use the information very well!!! HA ha!!
Well, any suggestions or ideas on things that I could teach them to help them
in their future would be appreciated!!!

SUBJECT:  Re:Interpersonal Skills   Date:  96-11-29 13:49:10 EST
From:  DearEsther

I find that if you use  real experiences to teach these skills, it will work
better.  For example, invite the principal and school board to your classroom
for lunch..Have the students role play how to interact with VIP's and then
transfer that over to their behavior with each other.  It's really about
treating other people with respect and respecting yourself.  Also relate it
to things that they value..like how to get a date..how to get along with your
family, etc.  These are issues that will keep them engaged.   Good luck.

SUBJECT:
ED student teacher   Date:  96-12-02 00:27:53 EST
From:  TIGERJOE2

I am going to start student teaching in January 1997.  I will be teaching a
middle school aged ED class.  I am quite nervous and anxious at the same time
and would like to hear and share some ideas with someone in the field.
Please email me back  [e-mail]

SUBJECT:  PLEASE HELP!   Date:  96-12-04 15:12:02 EST
From:  ZCane

I am a student teacher who is in need of plans on monitoring student behavior
and progress.  If you have any ideas for primary or secondary-help!

SUBJECT:
Mainstreaming    Date:  96-12-12 23:06:02 EST
From:  SWorgum

Hello!  I'm currently in my second year of teaching.  This is my second year
in a primary (k-3) BD classroom.  I really enjoy my job and I have a great
group of kids this year.  My only concern is how do I get these students into
the regluar classroom when so many of the regluar teachers are nervous or
uncertain about having a BD student?  If anyone has any ideas on
mainstreaming I could really use them.

Thanks

SUBJECT:  Re:Mainstreaming    Date:  96-12-13 17:58:57 EST
From:  Dr oz

I find things work better if the teachers feel and know the child is their
respon. and that you are there to hellp = the difference in attitude of
teacher makes all the difference - they will then want to have ideas and
suggestions, - years ago regular ed was just a parking lot of kids who were
pulled out

SUBJECT:  Re:Mainstreaming    Date:  96-12-14 16:08:54 EST
From:  Autum30576

I am a regular ed teacher, teaching grade 1 and am very open to
mainstreaming.  I find that because I am open to it, the children in my
classroom are more accepting of each child who comes through our door.
Honestly, the attitude of the regular ed teacher will make the world of
difference for the mainstreamed child.  Your best bet is to ask teachers what
their feeling are on having a mainstreamed child in their class!  Don't push
a child into an unwanted environment!  It's not fair to anyone involved.


SUBJECT:  Conduct disorder/help!   Date:  96-12-17 15:20:22 EST
From:  JCanch1224

I need to know a clear definition of conduct disorders and social
maladjustment. I also need to know the difference between the two terms. I'm
doing a presentation on why they are both excluded from the SED definition.
My presentation is tomorrow.  Any help would be greatly, greatly appreciated.
:>   -Julia

SUBJECT:  Re:Mainstreaming    Date:  96-12-17 17:50:43 EST
From:  Dr oz

send an aide with them - they love the extra help and it gets your child in -
after that have your kid write a thank you note - or you tell when what a
wonderul help they were - also reassure them you will handle all serious
behavior problems and they will be removed if there is aproblem

SUBJECT:
Re:ideas to assist with BD s   Date:  96-12-23 09:07:41 EST
From:  SLeick1155

homework   should be modified to each students ablitity.I teach 4,5,6,SBD
elem.
I find that each student is different and i find modification a must, for
1-you do not want to over-
whelm them before they get started. Also you need to find other staff in your
bldg. who are
willing to work on inclusion.How about mainstreaming in P.E./Music, or a
subject that they are very strong in.       your teacher friend in
Seattle

SUBJECT:  Re:ideas to assist with BD s   Date:  96-12-23 09:10:33 EST
From:  SLeick1155

Dear Shurl,
The drug you are talking about is Clondopine.It is not one of my fav. drugs.
Is their a childrens
Hospital where you live?

SUBJECT:  Re:ideas to assist with BD Q   Date:  96-12-23 09:16:10 EST
From:  SLeick1155

Matt,


Have you had any of the CPI training? It is the right way to restrain if you
have to.Also have you
tried PACING a out-of-control student? What about a time-out room where they
could go
voluntary  if they need to re-group.But again this only works if they are not
fully escalated.I can
speak for myself when i say no teacher likes to restrain.But sometimes it is
the only choice
left.Especially if the child is posing a threat to himself, or others.

                                                     SLeick 1155
Seattle

SUBJECT:  restraint   Date:  96-12-26 09:36:29 EST
From:  Pbjsr

I've taught SED  grades k-6 for 18 years and sometimes restraint is an
unavoidable necessity.  I had CPI and JKM training and there are pluses and
minuses to both.  I was wondering how many school districts are supporting
staff training in safe physical management?

Becky in PA

SUBJECT:  Re:ideas to assist with BD s   Date:  96-12-26 11:15:26 EST
From:  SusanS29

"Clondopine.It is not one of my fav. drugs"

SL I think you have misspelled that drug -- it could be one of a couple of
meds. Could you check the spelling so we know which one you're referring
to?

SUBJECT:  Re:Interpersonal Skills   Date:  96-12-29 15:00:43 EST
From:  TLVAIL

You might want to look at a program called Communication Lab-  I think Lingua
Systems publishes it.  I've used it with middle school students and they
really enjoyed it.  It looks at the pragmatic aspects of communication
(attention, giving and receiving criticism/praise, eye contact, body language
etc) through role playing activities.  It's easy to follow and doesn't
require a great deal of planning.

SUBJECT:  Regaining Control    Date:  96-12-30 08:02:57 EST
From:  MrVin773

I'm a first year teacher. sometimes when I leave the class on school business
for a few minutes, the students get out of control. The paraprofessional has
no control over the kids. I would like a system where i can regain control
over the class without screaming(which I find ineffective). any ideas would
be appreciated.

SUBJECT:  Re:Regaining Control    Date:  96-12-30 09:13:05 EST
From:  SusanS29

Mr. Vin, intervene where your system is "broken."

Find a way that the paraprofessional can maintain control while you're
gone... maybe by leaving 30 seconds, then stepping back in (the kids would
think you were going to be gone longer), then have the PARAPROFESSIONAL take
steps to restore order, and you back him or her up.

The setup you have now undermines him or her everytime you leave the room and
keeps the problem going -- and makes it worse.

SUBJECT:  Angry student   Date:  96-12-31 00:41:15 EST
From:  DJMinOR

I have a 9 year old student in my behavior disorders classroom who is no
longer progressing.  He was abandoned by his mom at age 5, and his dad is now
threatening to do the same. He is extremely angry, possessive, and jealous.
When he is good, he is an angel, obviously making good choices for the
positive attention he is getting.  But when he gets out of control, it begins
a downward spiral that lasts for about a week or more, and he simply does not
seem rational enough to consider the consequences of his actions.  When he is
like this, he frequently requires physical restraint, and he runs away.   My
classroom is set up as a token economy and level system, and we have group
two times daily (I am also a school psychologist).  I use Kendall's Stop and
Think for problem solving; we do lots of relaxation, social skills (using
Skillstreaming), building feelings vocabulary, and anger management.  I also
do many activities to build an awareness of Self.  I have run out of tricks,
and this poor child is getting nowhere.  Any suggestions?

SUBJECT:  Re:restraint   Date:  97-01-13 20:46:13 EST
From:  Bveatch

I teach in Pasco Co. in Florida.  CPI is a training that all EH\SED teachers
are required or strongly suggested to attend.  The CPI course is in non
violent crisis intervention.  Every year we must take a refresher course and
all new teachers and paras are sent to the full 2 day course.

SUBJECT:
Re:Regaining Control    Date:  97-01-13 20:57:44 EST
From:  Bveatch

I guess it depends on what "out of control means".  It could be students
talking and not working or jumping from desk to desk.  An answer would depend
on the severity of the actions.  In order for para's to have control of the
class they must be on equal footing as the teacher in the kids eyes.  Let
your para reward and consequate the students when appropriate.  I had a
problem with the kids walking in line with my para to and from art, music and
P.E..  We started an intervention called spectacular specials.  Each day the
para would choose 2 kids who did a great job in line.  Then the para would do
something special with the kids such as play or go to the library.  The best
reinforcer you can use is ourselves.  The students really worked hard in
order to be able to spend some quality\fun time with any adult.  This is one
example.  The para in my class has equal footing as myself when it comes to
the kids.  She will support what I say to the kids and I will support what
she says.  Only when the kids see both the para and yourself as authority
figures will they respect the authority of you both.  Hang in there the first
year is tough but it gets easier.  One more hint.  Some times in a loud
classroom whispering untill the kids catch on gets them to listen.

SUBJECT:
Best Practices in Bd service   Date:  97-01-16 11:36:31 EST
From:  Jdwork

In the school district I work we are part of a local special education
cooperative which offers now only a few selfcontained programs. One of those
programs is a day treatment program for High school behavior/emotional
disorders. This program is a MESS...to say the least!!! I would not place my
dog in that program. Anyway, the director recently formed a task force to
look at the problem issues in the program and I am on the task force. I am a
special ed director in a very small school district, 860 kids.  We only have
5 BD kids identified in our district...2 8th graders being serviced in our
district junior high(not self-contained)...inclusive; and 3 in out of
district placements because of physical aggressiveness (1 being a hs kid who
I would not place in the local cooperative program) Anyway..I am trying to
find some current literature I can access easily on best practices for
programming for BD/ED students...WHO CAN HELP???

SUBJECT:  Re:Angry student   Date:  97-01-17 07:54:42 EST
From:  Ratatat

<<I have run out of tricks, and this poor child is getting nowhere.  Any
suggestions?>>

This child was abandoned by his mom at age 5 and now the Dad is threatening
to do the same thing?  I'm not so sure I wouldn't be calling child services
to report psychological abuse.

SUBJECT:  Re:Angry student   Date:  97-01-18 01:41:17 EST
From:  PeterCB55

There may be nothing specifically wrong with the approach you are using.
although you might consider if you are operating on the assumption that the
student arrives "ready" to participate and is not carrying the added burden
of  less visible problems from outside of the school that might mitigate the
effectiveness of program supports and constraints.  Threats to abandon or
place a child, and other sorts of family disruptions, (either real or
implied) can easily destabilize a child, washing out (for a period of time)
their ability to participate in routine "learning" and "behaving" activities.
I would also confer with the child and any other caregivers that work with
them to see if they can give you any clues as to what might be contributing
to their reduced responsiveness to the program supports. Involving the child
in a search for answers may also help, because it offers a message of hope
that "there is often a reason" for unexpected changes in functioning, and if
we look together perhaps we can find a few clues to help guide us out of this
rut.

On another level, you might want to consider developing a "plan B" approach
with the child, that goes into effect when  the child appears  likely to
overrun the behavioral system you have set up. By having a set of
predetermined "check in" points during the day, you can solicit their help in
determining whether they are "ready and willing"  to work  within the usual
system of checks and balances, or they need an alternate approach that
provides increased control and support to buttress a child in the midst of a
particularly "vulnerable" period when they are  effectively unable to perform
within their "usual" range of functioning.  In one program I knew of , if a
child signalled that it was a "bad hair" day, they were offered opportunities
to spread out demanding activities and intersperse them with "positive time"
activities, (i.e., making a snack, doing relaxing activities without
bothering others etc). In short, they lowered the threshold at which
supportive activities could be started, in order to prevent the onset of
conflict cycles when a kid lacked personal resources to cope with the usual
expectations and demands of a given day.

In my work with children with severe ADHD and aggressive behavior, I have
used something like this (for example when medications were lost, stolen or
refused, and I still had to work with them in therapy). We would change the
format, reduce expectations  and focus efforts on engagement of  positive
activities  and problem avoidance. We would also separate them out(to the
extent possible)  from those activities where their reduced tolerance and
increased vulnerability might easily overwhelm the limited resources they had
to work with during that day or days.  When in plan B mode, children can then
be organized and supported for their efforts to sustain a basic level of
reasonable behavior and for making a realistic effort when working under
particularly challenging circumstances. In one really difficult situation,
(i.e., a child who was impossible off of medications) we reorganized
expectations to that even partial coping attempts were reinforced and
increased one-on-one time was made available at a lower threshehold of
contact in order to avoid those miserable "out-of-control" defiant cycles
that would inevitably result in restraint and/or placement in a quiet room.

Again, this is intended only to help ease a child through periods of
increased stress and reduced coping. Close contact with parents and
availability of supports around you to increase the flexibility in your
approach during periods like this is also essential.   Good luck.

PeterCB55

SUBJECT:  Re:Interpersonal Skills   Date:  97-01-18 10:22:02 EST
From:  KMDMAN

I have found the "Tough Kid Social Skills Book"  from Sopris West to be a
very helpful resource.  Skillstreaming the Adolescent is also very good.
Sopris also has other related material that we have found to be very high
quality.

SUBJECT:  Re:Angry student   Date:  97-01-18 10:27:20 EST
From:  KMDMAN

Pray

SUBJECT:  Reading strategies   Date:  97-01-19 10:37:11 EST
From:  Danajship

I am doing a project on strategies for teaching BD students to read.  Please
e-mail any information you have on the subject to [e-mail]

SUBJECT:
Re:Angry student(DJMinOR)   Date:  97-01-19 18:35:51 EST
From:  JJTeach777

Do you have a separate time out room in your classroom?  Most children do not
like to be removed from the rest of the class and many times those behaviors
are a desperate cry for additional attention.  If he could be removed to a
time out area with an assistant documenting behaviors - then when he is
calmer you could give him one-on-one attention.  Make is clear that his calm
behavior earns positive attention but when he makes bad choices he is removed
from that supportive environment.  The reason I ask if you have a time out
room in your room is so that he understands that there ARE still people in
the room (ie - he hasn't been totally "abandoned" - but that he cannot remain
with the others until he can make better choices).  When my students are in
time out (I teach middle school SED but spent 5 years in elementary SED), I
have them write out what choice they made that resulted in a time out, if
that was the result they wanted, what result they wanted, and what choice
they could have made that would have had a better result.  Then I go back to
the time out room and we discuss it together.  I also use a level system and
with students that need greater reinforcement, I use a token economy.  I work
closely with the student's counselors,  psychologists, and parents.  It all
boils down to the relationship you have with the students.  (I find that have
a relationship with them and training them to make choices based on trust,
etc., is a little easier in middle school than it was in elementary!)  Hope
this helps a little!

[e-mail]

SUBJECT:  Re:Best Practices in Bd serv   Date:  97-01-20 18:37:42 EST
From:  Bveatch

Check the journal Beyond Behavior published by the Council for Exceptional
Children.  You can usually find them at University Libraries.

SUBJECT:
Re:behavior problems&gifted    Date:  97-01-22 21:03:18 EST
From:  Errin4

I am interested in learning of schools in the tristate area (ny, nj, ct) and
pennsylvania that teach elementary education to children who have behavior
problems and are gifted and talented.  Any ideas would be greatly
appreciated.  Also interested in talking to parents with similar
situation.

SUBJECT:  Fidgeting and loudness   Date:  97-01-23 20:00:42 EST
From:  Doozgal

I have a 6 1/2 year old daughter who is intelligent and social.  She reads at
her grade level or a bit higher.  She is doing math at her grade level and is
interested in everything around her.  She was born with an ear infection
which she seemed to keep for 2 years. After tubes and then finally surgery
she is hearing in a normal range.  She is in speech class at school but it is
for a lisp.

The problem.....she is in constant motion and cannot speak at a normal level
without constant reminders..."honey keep your voice down,  honey I'm right
here you don't need to shout....etc."  Today I got a phone call from her
teacher.  She said that while Hannah is academically just great (if not a
perfectionist) she is disruptive in class.  She said that if you walk in the
cafeteria and there are 150 kids eating lunch you can stand at the door and
the one you hear is Hannah.  In class she has difficulty moving from one
activity to another (like a group setting back to her desk)  She can't focus
on the new activity for quite some time.  When the class is receiving
instructions or teaching she doesn't talk but she can't sit still. She goes
through her desk, clicks her pencils together, stares out the window, leans
back in her chair, etc.  This is not new -- kindergarten was the same way.
And she's the same at home and church.  She talks almost ALL of the time and
is in CONSTANT motion.  She has a shorter attention span than my 2 year old.


What's up here?  She gets excellent grades and almost never gets a problem
incorrect.  She seems to be distracted but she must be hearing and retaining
the information or she wouldn't be excelling....would she?  And what about
the volume?  We've had her tested over and over again they say nothing is
wrong with her hearing.  How do I get her to lower her voice, she literally
screams during conversations.

HELP!!!!! I need some answers.  Thanks

SUBJECT:  Re:your msj:11/95, new job   Date:  97-01-26 16:23:58 EST
From:  CuryusMe

Hi, Cam? Beth?OR ANYONE ELSE WITH TIPS FOR AN ELEMENTARY RR:  I have been
teaching RR, 1st to 5th at an "inner-city, at-risk school" since Sept. and
spotted your letter about making the change from middle school.  Like you, I
made that change this year.  My school is TOTALLY Title I, with 98% African
American students but increasing in Latin American registration.  All of my
11 students, except two are ADHD (?- undiag
nosed) and unRx'd.  Two are FAS, one is a 'crack' kid.  All have reading
levels that are discrepant about 3 years.  3 are cousins; 2 are sib's; 2 are
uncle/nephew, and ALL "bag" on eachother over who lives in the "je'ts" and
who lives in a "real house."  Only 2 of these are classified ED or BD, but
the social dynamics cause them all but one, to use BD behaviors!  I would
REALLY  love to hear how you evolved into a similar classroom and what worked
and what didn't.  It's become a real struggle and I LOVE the kids, so am NOT
willing to give up!  I think the key is that: A) I have tried a variety of
environmental structures unsuccessfully (I have a unique situation in that I
have a LARGE
room- with even a sink and a water fountain! Can you believe it?); B)
Consequating with my cellular phone calls home result too often in abusive
repercussions [a whipping, naked with an extension cord, for example! :-(  ];
C) My OWN ADD tendencies to distractability and disorganization; D) An
administrator's indication that, despite my qualifications, had an African
American applied for the job, that characteristic would have taken
precedence! (I'm caucasion Hispanic.)

SUBJECT:  Re:Hair Pulling Disorder   Date:  97-01-26 17:26:01 EST
From:  CuryusMe

"Funny you should ask!"  I just found out that this is a 'real' disorder
that, actually, has a name!
TRICHOTILLOMANIA.  The clinic in Las Vegas, NV, where my son and I are
treated (A.D.D Clinic)
lists it as one of the areas of specialty of the psychaitrist in charge, Dr.
Corydon G. Clark.  I asked about it, because the name was unfamiliar to me.
If I remember correctly, it's in the continuum with Tourette's Syndrome.  If
you're not close to LV, or are interested in more info, log onto key-
word: IMH, for Institute of Mental Health, and check the abstracts.  Hope
this helps! :- )

SUBJECT:  Re:Out of Control Kids   Date:  97-01-26 17:42:05 EST
From:  CuryusMe

Our Principal just paid for our full staff to be trained in the MANDT system
of behavioral intervention that has a system of levels of intervention,
culminating with physical restraint of and "out of control" kid.  This is an
excellent, non-aggressive means of intervention.  It can be implemented by
anyone- even individuals who are wheelchair-disabled!  It does require 16
hours of training that can be done in four, 4-hr. sessions after school, as
we did.  It is EASY TO LEARN, USES COMMON SENSE, and is EASY TO IMPLEMENT.
If your entire staff is not interested, however, inorder to be completely
successful, you should have a "team" of at least 3 (with a couple of
alternated, to cover on days one of the team is absent) individuals who will
agree to: 1) be the core group that will be able to be accessed by the rest
of the staff/faculty, as needed, during the day to; 2)meet with regularity to
keep skills (the specificly designed series of "holds," etc. fresh in
practice) sharp; and  3)brainstorm/evaluate outcomes on campus.  We were very
happy with the techniques.  I am now able to have real intervention with two
of my EH boys that are violent, without jeopardizing either of us, physically
or emotionally.  And, that's saying a lot for a 50-year-old," White lady,"
who has early Osteoporosis!  The system is out of Texas and is named after
David (?) Mandt.

SUBJECT:  Help!   Date:  97-01-29 09:47:46 EST
From:  Danajship

I will begin student teaching in March.  i have been assigned to a
psychoeducational center.  I would appreciate any ideas.  My e-mail address
is [e-mail]

SUBJECT:  Re:Regaining Control    Date:  97-01-29 22:22:20 EST
From:  Valjo20

I would strongly discourage ever yelling in a classroom particularly with SED
students. First, you want to be role modeling appropriate behaviors and
secondly, I'm certain they are use to be screamed at and are probably better
at it than you. What are your consequences for not following class rules-
these should be ineffect at all times regardless of who is incharge of the
class and make sure they are followed through on. I have always just stood at
the front of the room and look at the class sternly till it is quiet then I
talk and dole out consequences. You also might work with your para on being
more a part of your class behavioral system, start with situations while you
are in the class so you can give feedback.

SUBJECT:  reactive attachment disorder   Date:  97-02-07 20:09:14 EST
From:  Mkcari

I need help0 with my 6 year old who is severe reactive attachment disordered
with bipolar regarding her education.  Thanks.  contact me at mkcari

SUBJECT:
Bricktown, New Jersey   Date:  97-02-10 14:23:06 EST
From:  BRICKPOSSE

Looking for parents of children with ADD/ADHD, Aspergers Syndrom, PDD/NOS,
Developmental Delay, Language Delays and Autism.  Recent discoveries leads to
the  need for more information.  Please send me e-mail directly if you are
the parent of a child with special needs and live in Bricktown, New Jersey.
[e-mail]
Brick Posse (Brick Parents of Special Services and Education)
Bobbie Gallagher

SUBJECT:  ODD   Date:  97-02-12 21:31:02 EST
From:  MsCodyxxx

Anyone ever hear of ODD.....oppositional defiant disorder?  I have 2 children
in my day treatment class that have been labeled this.  Kind of sums it up,
doesn't it?  I used to just call these kids challanging......now they have a
name!  The rest of the class just fits the ED catagory.  And there is a
difference!  These 2 children with ODD exhibit very similar
behaviors....Interesting!

SUBJECT:  Re:ODD   Date:  97-02-12 23:45:56 EST
From:  DeEtteMC

What kind of behaviors are associated with ODD?  I have a child in my class
(5 years old) who is very bright and very defiant.  He resists doing ANYTHING
anyone tells him (whether it be to line up, sit down, stop hitting, ANYTHING)
and he gets a very in-your-face attitude ("You can't make me, you can't tell
me what to do, leave me alone, I don't have to",etc.)  He also gets very
violent, hitting other kids, hitting me and my paraprofessional, biting,
running out of room, etc.  We have tried everything from ignoring misbehavior
(which we can't do of course when he's hurting people), teaching social
skills, time-out, physical restraint, sending him home, and taking away
priveleges to lots of positive reinforcement (that we always do for
everyone), having him earn treasure box treats or priveleges, and reviewing
rules and consequences throughout the day.  We have a very consistent routing
that does allow for some choices (For center time they choose between three
that are offerred that day) and we have a behavior chart where they earn
happy, straight, or sad faces every activity (approx. every 15 minutes we
stop and review where everyone is - that's usually the end of an activity).
These are used to earn treasure box trips on Fridays.  I am a first year
teacher and am at wits end!!
When I started this year I had three children  that acted out like this all
the time but the other two have long since improved and behave most of the
time, except sometimes they feed into the one child's misbehavior no matter
how hard I try to reinforce them for staying on task and following directions
even when someone else is not.  However, at five years old, they really have
a hard time focusing when a classmate is screaming, hitting, running around
the room, etc.  I feel like I spend so much energy on this one child, that my
other children are short -changed.  This class is a class for developmentally
delayed  and not designated as an EBD (emotional - behavior disorder class),
however this child is classified as EBD.  My class was viewed as the LRE for
him partly because of his age (to go into an EBD class would make him the
youngest child in there).  That's fine , but I really don't know how to deal
with this child.  I am doing my best, but nothing seems to be getting better.
His mother has high hopes for him to go to regular first grade next year, and
I would like for him to because he can certainly handle the work.  But, I
don't see how it will happen.  I'm sorry for making this so long.  Does
anyone have any suggestions?  I really want to help this child.  And I'll be
honest. . .I really want to restore my sanity!
Thanks for letting me vent!

SUBJECT:  Re:ODD   Date:  97-02-13 07:44:50 EST
From:  Ratatat

<<they just said there aren't enough buses for everyone to have short rides
but I don't see why he can't be at the end of someone's route.>>

Have you heard of 1-2-3 Magic by Thomas Phelan, Ph.D.?  It's a child
management program that truly works on young children.  It's about setting
absolute limits and giving immediate consequences.  Dr. Phelan is an expert
of child behavior and ADD - which is often accompanied by ODD.  You can get a
video on Magic from the ADD WareHouse Catalog 1-800-233-9273.

SUBJECT:
Re:clothes shredding   Date:  97-02-14 19:37:13 EST
From:  Pelz gal

Once had a student who also did this.  We never knew the cause.  We found
some tight fitting vests that he wore all the time to stop the upper and
jeans/study fabric bottoms.  Another student is escorted to a quiet area when
attempting to strip and help in a position that would not allow the behavior
to occur.  (Staff at each arm with student in a seated position.)    best
wishes

SUBJECT:  Differential diag. ADD/ BD   Date:  97-02-17 14:07:02 EST
From:  AgnysDae

I am a frustrated mom with a 6 y/o 1st grade son in the early stages of
testing/diagnosis/remediation.  I am requesting placement based on the
frustrations of teachers and school personnel.  Unfortunately I am unhappy as
of yet with the treatment he is receiving and don't find it appropriate.  To
explain further, he is a happy, energetic 6 y/o whose work is at or slightly
above grade level, reading coming along well, enjoys school.  His social
skills are deficient, but not at all extremely deficient.  School complaints
are of he "flying all over the room and very distracting, to an extreme [my
wording]."   Work is rarely completed, actually from reports, very little is
done at all.  One report stated his behavior was rarely appropriate.  Feet
are dragging however on placement and diagnosis, initially ADD considered but
ruled out.  He completes tasks easily which are not school-work related.
Testing showed average IQ and learning ability with no overt learning
deficits.  Biggest problem is distractability and poor attention span.
Physician has decided to call this an emotional problem.  Problem being, no
neuro testing done, no physical testing done, physician new to child in last
year and has seen him once or twice.  Child is a carbon copy of myself and my
early educational experiences, which were difficult for myself, but not
insurmountable, no LD's diagnosed nor even tested for.  I finished A.S.
degree, with unfinished BA in LD/El Ed. I am adoptee, one bio parent adoptee.
I am well aware emotional disabilies cause distractability and poor attention
span.  I am also aware LD and social deficits cause emotional disabilities.
Our situation here is not wonderful, nor is it as bad as many families.  I am
concerned my son is being short-changed with emotional dis. diagnosis before
even alternatives considered.  Counseling is recommended.  I am not happy
with this and feel it will only try to hammer a square peg into a round hole.
I want appropriate intervention and treatment first.  And the physician....I
am justified in a lack of confidence in he, am I not?  Where to go,
what to do, what to say please.......................

AgnysDae

SUBJECT:  Re:Differential diag. ADD/ B   Date:  97-02-17 14:10:31 EST
From:  AgnysDae

oops- wrong board, yes and careless errors are not
uncommon...................

Someone suggest board on Differential Diagnosis issues please.

SUBJECT:
Re:Differential diag. ADD/ B   Date:  97-02-17 20:27:07 EST
From:  TrixieG459

I am not a teacher or professional, just a mother of an adhd child. How was
ADD ruled out, children with ADD can stay on task, if its for something they
want or like.  My son is ADHD and can concentrate at home on drawing,
puzzles, leggo's or what ever it is that he finds interesting at the time.
At school or home if he is not interested he can't or won't stay on task. If
you want more information on the traits of ADHD there is a site on the
internet called CH.A.D.D. they are an orginization for Children & Adults with
Attention Deficit Disorder they have invaluable information on the subject. I
do not know there web address should be able to find it by searching the
name. I had to change pediatricians to get one knowledgable on ADHD, I also
saw a psychologist for the diagnoses and then a psychiatrist for
confirmation.  My son does not do counceling he is only 5 and I feel at this
age it does not do him any good, but psychologist are able to help in
diagnosing problems with children and can guide you on where to go for
further help.

SUBJECT:  Re:BD Teaching and Connectin   Date:  97-02-19 00:09:13 EST
From:  CDaughe163

Hi, I'm a new teacher in E/BD in New Orleans.  I teach 3rd,4th,5th, and may
be teaching 1st grade all in one classroom!  If that isn't enough, I don't
even have a teaching degree but I am working on a master's in professional
counseling. To top it off I have adult ADHD. I was literally thrown into this
classroom because of my counseling background and I do not know the first
thing about teaching. I have had very small successes in managing my kids
behavior. Even with ADHD I find the pace hard to keep up with and I have been
doing this only since January. How have you managed to keep up with it for so
long? How do I pace myself? How does one find out what is expected of them
from a school in regards to their students?

SUBJECT:  RE:  BD Teaching and
Connect   Date:  97-02-20 00:54:20 EST
From:  C1R2MEYER

     It sounds like you're feeling a little overwhelmed.  This is not
surprising, since according to research, one of the most stressful jobs is
that of an ED teacher.
     As far as doing your best, you might try the following:  make sure you
really know what the IEP's say, track progress on your IEP objectives, have
individual work folders ready so that some children can work when you're
dealing with a crisis, let your older students build their self-esteem by
tutoring the younger students (especially on easy things like high frequency
flashcards), set up level systems where children receive more privileges when
they meet their goals each month, try relaxation music  (it's great), set up
an academic structure and stick to it.  Although it's nice to do hands-on
activities with these children, a lot of times it's too overstimulating and
causes misbehavior because it's difficult to structure as well as it should
be.

SUBJECT:  ODD/OBD   Date:  97-02-20 15:38:46 EST
From:  NDINTWKEAS

 Greetings,
While cruising the internet today I came acrossed ODD/OBD. This ODD fits my 7
yr old to the T.
I would really like to find out more about this. Any one with info please
email me. I hardly get to read the boards.
Thanks,
Mary
[e-mail]


SUBJECT:  Re:BD Schools   Date:  97-02-21 20:10:43 EST
From:  MamaCoz

need info. on your schools please!

SUBJECT:  Re:BD Schools JimB   Date:  97-02-21 20:21:37 EST
From:  MamaCoz

please E-mail me info. on schools.

     thanks (mamacoz)
                  Rita

SUBJECT:  Is there a CHAT??????   Date:  97-02-23 00:48:44 EST
From:  Razentyme

Just found this bb.  I'm sure there must be a chat too.  Please E-mail me
with day, time, etc.  and specific directions on how to get there....I'm new
at this!  Patience Please!


SUBJECT:  CHAT----mistake!!!!   Date:  97-02-23 01:02:26 EST
From:  Lotzaklass

I posted the last message concerning CHAT using my hubby's name......don't
write him...he hears enough about Sp. Ed.   BUT, PLEASE E-MAIL ME WITH TIMES,
ETC.

Thanks a bunch and.....sorry about the mistake!

SUBJECT:  School Counselor   Date:  97-02-23 11:06:00 EST
From:  ETNEMS

I'm looking for a chat room for school counselors with the chance to chat
with teachers as well as other counselors. I  am currently at a middle
school. I'm big on programs and will share my own and want to try new things
as well. As a past classroom teacher, I enjoy working WITH teachers. I love
any opportunity that gets me back with the kids. If you are a teacher or a
counselor with ideas, activities and/or programs, EMAIL . Maybe I have an
idea or program you could try...E-MAIL!  If you know of the Chat Room, let me
know. Thanks!

SUBJECT:  CAAEL/High Risk Programs   Date:  97-02-25 14:57:52 EST
From:  ONTELL



SUBJECT:  CAAEL/Hi-Risk Youth Programs   Date:  2/25/97 2:48:17 PM
From:  ONTELL

CAAEL is the Chicago Area Alternative Education League for students deprived
of athletic and academic competition due to placement in alternative schools.
It is unique because it is the only program in the USA which is
co-curricular.  In other words, the curriculum is so highly motivational and
sound that school
districts incorporate CAAEL programs during regular school hours.

CAAEL provides programs for high risk students who are in regular education
or special education and who may have behavior/emotional disorders,
attendance problems, gang involvement, or substance abuse problems.

Students who are part of CAAEL show remarkable improvement in many areas, but
most significantly in attending school.  Attendance rates prior to
CAAELinvolvement are below 10%.  Once involved in CAAEL, attendance rates
approach 90%.

CAAEL has become a model of public and private partnerships by maximizing the
impact of public educational resources by combining these resources with
private sector support from foundations, trusts, corporations, and private
citizens.  However, as a not-for-profit, CAAEL is constantly seeking support
to ensure the continuation of its programs. If you are interested in learning
more about CAAEL, donating funds or services, or need assistance in setting
up a similar program in your area, please contact John Martin or Bill Cote at
708-771-2042 or e-mail.

SUBJECT:  CAAEL/Hi-Risk Youth Program    Date:  97-02-25 15:01:20 EST
From:  ONTELL



SUBJECT:  CAAEL/Hi-Risk Youth Programs   Date:  2/25/97 2:48:17 PM
From:  ONTELL

CAAEL is the Chicago Area Alternative Education League for students deprived
of athletic and academic competition due to placement in alternative schools.
It is unique because it is the only program in the USA which is
co-curricular.  In other words, the curriculum is so highly motivational and
sound that school
districts incorporate CAAEL programs during regular school hours.

CAAEL provides programs for high risk students who are in regular education
or special education and who may have behavior/emotional disorders,
attendance problems, gang involvement, or substance abuse problems.

Students who are part of CAAEL show remarkable improvement in many areas, but
most significantly in attending school.  Attendance rates prior to
CAAELinvolvement are below 10%.  Once involved in CAAEL, attendance rates
approach 90%.

CAAEL has become a model of public and private partnerships by maximizing the
impact of public educational resources by combining these resources with
private sector support from foundations, trusts, corporations, and private
citizens.  However, as a not-for-profit, CAAEL is constantly seeking support
to ensure the continuation of its programs. If you are interested in learning
more about CAAEL, donating funds or services, or need assistance in setting
up a similar program in your area, please contact John Martin or Bill Cote at
708-771-2042 or e-mail.

SUBJECT:  CAAEL Fundraisers   Date:  97-02-25 15:55:15 EST
From:  ONTELL

CAAEL-Bowl-A-Thon  Saturday, March 1, 1997 at 7:30 p.m.
Broadview Bowl.  Phone [phone] for reservations.

Volunteers, donors, and corporate sponsorships are needed for the upcoming...

Nineteenth Annual CAAEL STATE BASKETBALL TOURNAMENT
                    MARCH 22-23, 1997
                    AT FORESTVIEW EDUCATION CENTER
                    2121 SOUTH GOEBBERT ROAD
                    ARLINGTON HEIGHTS, ILLINOIS.
Teams from over thirty-four schools will compete in 68 games making the
competition the largest single event tournament in the State of Illinois.
Although trophies are awarded to individual winners of each division, the
most coveted prize is the Sportsmanship Trophy bestowed upon the Team that
demonstrates the best team sportsmanship in the Team's division.
For more information, phone John Martin or Bill Cote at 708-771-2042.

If you are looking for help in setting up your own program, we will be happy
to assist.

SUBJECT:  Re:BD Teaching and Connectin   Date:  97-02-27 18:13:24 EST
From:  JeffVB4ME

KWBD,  I have taught ED for the past six years and I am also burning out.
You asked how to take care of yourself emotionally, I work out at Bally's
every night before going home.  Taking out frustrational on the weights,
steppers, and bikes help fight the burned out feeling.  But I am also going
back to school to be a pyschologist.   Good luck!!!

SUBJECT:  Re:future of a BD
child   Date:  97-03-02 16:37:10 EST
From:  Boydbaaj

My son is 14 years old and I often think about what will become of his
future. He has a beh. disorder and is mildly physically handicapped.I dont
know of any programs that help these students to ''mainstream'' into
adulthood and into society after the schoolyears. If anyone has any
suggestions or know of any programs please help.

SUBJECT:  topic ideas   Date:  97-03-04 22:13:05 EST
From:  Kitana420

Ok, I will try posting this here, since I got absolutely no reponses in the
other forum.

I need to do a research paper for my Educational Psychology class.  The topic
can be anything I want, relating to education and/or psychology.  What I
would like to do it on, is behavioral/emotional disorders in children.  I was
hoping someone could give some tips on more specific topics or how to narrow
things down more.

Does anyone have any suggestions?  Anything at all would be much appreciated.

Thanks a bunch,
Kitana420

SUBJECT:  spec ed sub   Date:  97-03-10 19:51:45 EST
From:  PKelly4368

I am a k-12 sub who is often called for  special ed assignments-ld,bd,
autistic, you name it.  I relly enjoy the time I spend on these assignments,
but sometimes I can't help but feel unprepared (i get assignments the night
before or that day and they usually don't tell you anything specific-just
it's a spec ed assignment). Anyone have any general tips or could anyone
reccommend a general, broad based guide to classroom management in a spec ed
room?

mk

SUBJECT:  Re:spec ed sub   Date:  97-03-13 14:40:05 EST
From:  Natil 06

An idea
Have the class review YOU on their rules at the beginning of the class.  This
helps reinforces the rules in their minds, and empowers them to show you how
they work.

Find the "Tough Kids Toolbox" it is an excellent source of fast, easy,
reproducable behavior management tools applicable for a wide range of ages
and disability types and levels.

Put together a "Bag of Tricks" to keep handy.  Include a variety of materials
applicable to different disabilities.  A few books, records, or video tapes,
games...for instance.  things that you can use to fill empty time, or opening
activities to aquaint yourself with the group.
 good luck

SUBJECT:  Re:topic ideas   Date:  97-03-13 14:47:53 EST
From:  Natil 06

Kitana,
 Just a few ideas, hope they help light a spark for you.
     Do you have an interest in Maslow's hierarchy?  You might want to use it
as a framework for exploring the needs of emotional/behavioral disorder
students in general.
      Cognitive restructuring might be a term you've heard in Ed. psych.
It's used a great deal with EBD kids.
       Explore the use of Gardner's Multiple Intelligences and the EDB child.

just a few to start..maybe I will think up somemore...
Good luck

SUBJECT:  Breast grabber   Date:  97-03-14 16:40:33 EST
From:  TLVAIL

I'm hoping all of you behavior mod experts can be of help!  I work with an
Autistic 7 yr. old boy who is constantly grabbing women's breasts.  The
teacher has tried time out and the parents say they smack his hands when he
does it.  Nothing seems to be working.  I tried giving him some end of nasal
aspirators to squeeze while I'm working with him and he squeezes them until I
get near him then drops them and goes for me.  He does this everywhere- In
public, in school etc...It making it hard to teach him and hard for the
parents to take him anywhere.  Any suggestions?

SUBJECT:  cooper.learn.
activity/MR   Date:  97-03-16 12:42:28 EST
From:  Bubblz117

I am a college student who needs a cooperative learning group activity for
mildly MR students.  I'm looking for a math lesson if possible.  The lesson
needs to be 20 minutes long. Any ideas are welcomed!!! Thanks.

SUBJECT:  Cooper.
learn. activity    Date:  97-03-16 12:48:09 EST
From:  Bubblz117

I am a college student looking for a 20 min. cooperative learning activity
for math.  The students are mildly MR. Many ideas are needed. Please e-mail
me at Bubblz117. thanks.

SUBJECT:  Re:Breast grabber   Date:  97-03-20 11:55:38 EST
From:  Natil 06

This is a hard one.  We all know how hard it is to break stereotypic
behaviors in autistic students.  I have a few suggestions.  Look them over,
and see if any are acceptable in the case of this student.  I hope you find
one that you can modify to satisfy the child, teacher, and parents.  Good
luck

SHIFT - approximations
Begin moving the student's hand to your upper arm everytime the behavior is
exhibited.  Allow him to squeeze there.  The upper arm might approximate the
same sensation for him and be a bit more appropriate.  Offer tangible
reinforcement everytime he squeezes the arm.

Stress Ball
*Try handing the student a "gel" stress ball.  these are made with the same
silicone gel as breast implants.  Perhaps he will shift his attention to the
ball.
* Find a method of attaching this same ball to the adult's waist..or even
better the student's.  Each time he exhibits the breast squeezing behavior,
redirect his hand to the ball.  You can find these in toy stores.  I think
the company that makes qoosh balls makes them.
*  Offer tangible positive reinforcement everytime the student chooses to
squeeze the ball.




SUBJECT:  Re:Cooper. learn. activity    Date:  97-03-20 12:05:40 EST
From:  Natil 06

Try a kinestitic activity using building blocks or other stackable materiels.
Here's an outline of my idea, maybe it will spark an idea for you.  Take it
and run with it.

Give each student 5-10 blocks.
* You might want to assign one color to each student.  Then you can
incorporate color into the activity.

Begin building a line graph with the blocks.
*  Begin with one block
*  Next stack 2...Next 3..Next 4..and so on
Count the blocks in the stack as you add them....
* use the colors to direct turn taking so that each student knows when it is
their turn to add to the graph.
*  Use the completed graph for a question and answer session.
Which is larger this stack or this stack?
How many more blocks are in this stack than in this stack?

* visual
----
----   -----
----   -----   -----
----  -----    -----  -----
-----  -----  -----  -----  -----<---starting place

Anyway you get the idea.  Hope it sparks an adaptation of your own, or is
helpful.


SUBJECT:  NJ CEC Conference 5/2/97   Date:  97-03-24 17:16:44 EST
From:  EdenSvcs

The New Jersey Federation Council for Exceptional Children will be holding
its annual conference on Friday, May, 2, 1997 at the Sheraton Woodbridge
Place Hotel in Woodbridge, NJ, 8:00 a.m. to 4:00 p.m.

This conference will feature over 25 presentations on topics ranging from:
advocacy, assessment, assistive technology, behavior management, bilingual
special education, computer-assisted instruction, co-teaching, emotional
disturbance, inclusion, language development, legal issues, professional
development, sensory integration, social skills, teaching strategies and
transition.

Conference is $45.00 for CEC members; $55 for non-members. Registration
deadline: April 25.

For more information or to receive a registration form, please e-mail Cheryl
Bomba at [e-mail].

SUBJECT:  Re:Breast grabber   Date:  97-03-25 15:10:26 EST
From:  SusanS29

I work with an Autistic 7 yr. old boy who is constantly grabbing women's
breasts.

TL I thought I posted my idea.

All the women wear pullover sweaters or vests -- and slip in cardboard. It
will take a little while to extinguish the behavior, but I think
extinguishing is the only way.

Also I would not react in *any* way when he does this -- no smile, no giggle,
no nothing -- as if it didn't happen. I think the woman's response is the
payoff.

SUBJECT:  block scheduling   Date:  97-04-01 20:13:02 EST
From:  King86332

If any one has been through changing overto block,please let me know your
problems in dealing with behavior disordersin these extended classes. thanx


SUBJECT:  Clrm mgnt & teacher attitudes   Date:  97-04-04 19:34:44 EST
From:  Hanna85023

I would like to know if anyone has found any information on the correlation
between teacher's attitudes and beliefs toward discipline and how it may
often influence their choice on what techniques they will use to manage their
classroom.  Perhaps discuss theoretical models along with their assumptions,
strengths,and weaknesses

SUBJECT:  3rd grade boy........   Date:  97-04-05 11:35:52 EST
From:  CRUNCHBR

Hi, Don't know if this is the right place to post but thoought someone here
may offer some help.

Hi, any help on this will be sincerely appreciated,

My son kind of crashed beginning of the year at his old school. Severly
embarassed in the classroom, carried by the principal out to the office
because he refused to go there.they asked me to quit my job and stay home
with him while I had the testing done ask his behavior was out of control in
the classroom. Ended up home taught while I had a assessment done. (they
provided a tutor 2 hours per day)
He wouldn't do the writing portion or the testing.They said his discrepency
didn't qualify him. A 22 point spread in all the areas he completed the
testing in! Maybe that is because of his high IQ.

After Christmas and I got the results from the testing, I asked the district
to move him to another school and get him back in the classroom. He is in a
regular class, a 3/4 combination.

He continued to have some behavior problems at his new school, threw the
K-nex when he got mad, crunched up some stuff at art when he was
angry.Wouldn't obey the teacher a few times. Very frustrated in class.
Result, suspended a day.  All the sign of a learning disability.

As his parent, it's been really hard. I requested a Student Study team
meeting. We had one.
They reduced his school day to 1 and 1/2 hours!
 I had to home school him the rest for 2 weeks. Then they let him come at
lunch. I have him seeing a counselor and am working closely with her and the
school. In fact, I go with him to school and stay the whole time, to observe
and reward behavior.
He is taking some medication to relieve anxiety and it's helping him greatly,
big improvement!

 Our idea is to have him earn his time back in the classroom by demonstrating
good behavior. Now he gets to be there from 10:30 to 1:15

What do you think of this plan of action?

The teacher uses only positive words to enforce.
Do you think she should be meeting with him weekly or do something to help
establish a rapor with him. So far, she has never met with him one on one and
set goals or anything. I don't know if I should suggest this to her or let
her make the decisions here. there was some kind of lawsuit at the school
last year so they are being Very Cautious. Maybe too much for my son's good?

The classroom situation is rather inclusive, with quite a few special needs
kids.
He loves the school, so do I. He wants to be there. He feels awfull about his
behavior.

We still don't know his disability but he is still reluctant to write. Says
he hates it.He seems to be at high 3rd grade level in all areas but we don't
know about the writing. Does some now but not much. His counselor says to
take the pressure off and wait till he's ready.

the child is very bright, genius IQ.

Either post on this board or email me privatly with suggestions, they will be
warmly appreciated! THANK YOU, THANK YOU!

[e-mail]

SUBJECT:  Re:ideas to assist with BD s   Date:  97-04-06 13:39:29 EST
From:  Shanley516

try imipriamine

SUBJECT:  Re:ideas to assist with BD s   Date:  97-04-07 21:14:27 EST
From:  CRUNCHBR

We are trying it, it is helping greatly! Even a low dose appears to help. He
says it makes him feel better.

thx for the idea though,

CRUNCHBR

SUBJECT:  Re:ideas to assist with BD s   Date:  97-04-08 18:33:12 EST
From:  CAMTHEMAN

Have you considered requesting an advocate for you/your child? An advocate
could help you better than anyone on the internet simply because we don't
truly know your child. An advocate could closely work with you and your child
to make sure the school is doing everything they can to best serve your
child. You asked about him having to earn his way out into the "regular"
classroom. I am a teacher of emotinally impaired children/behavior disorder
children, and my students have to earn their time in the "regular" classroom.
I do however feel that you need to make sure everything is being done to
place your child in the regular classroom environment as he shows
improvement. I hope this was a least a little helpful! I'm just reluctant to
say too much as I don't truly know the situation. Best of luck to you and
your son!!


SUBJECT:  Re:3rd grade boy........   Date:  97-04-08 18:42:28 EST
From:  CAMTHEMAN

I just read over your message again. Does the district your child attends
school in not have a program for children who are having some problems with
behavior in the "regular" envrionment?
For you to have to quit your job, home school, and then go to school with him
when he is allowed to attend, seems out of  the ordinary.Please, please,
please find out how you can get an advocate. You said your child doesn't
qualify for Learning Disabled services, but it seems if he is unable to stay
in the "regular" (for lack of a better term) classroom due to his behavior,
then he would qualify for placement/services relating to behavior
disorders/disabilities.Every child has the right to a free and approriate
education by law (P.L. 94-142). Good luck!!

SUBJECT:  Re:3rd grade boy........   Date:  97-04-10 09:00:32 EST
From:  CRUNCHBR


Hi, thanks for the messages. I am working closely with his counselor on the
reintroduction into class. He is doing great. This is kind of a test to see
if he can make things work out at this new school. We are slowly increasing
his time.
What I worry about is that the cause of the behavior problems in the first
place may be a learning diability. I don't know if I should have the school
test him for writing or take him to outside people.I know he has some prolem
with written language but he had such a bad time with the testing in November
that I'm waiting for him to emotionally heal.

He really doesn't  seem to be headed for the behavior special class at this
point. Keep your fingers crossed! He's doing much better.




SUBJECT:  Re:3rd grade boy........   Date:  97-04-10 23:50:31 EST
From:  CAMTHEMAN

Mom crunchbar,
So very glad to hear that your child is improving so much! His improvement
has to make you feel so goo, as it sounds like you've been working very hard
to help him! You could request that someone at his school test him, before
you seek outside testing. I'm sure cost doesn't really matter to you when
it's concerning your child, but a great deal of outside testing is rather
costly.
I'm glad that your son's counselor is working so closely with you. With all
of the support he's getting from you and his counselor, he'll prob. continue
to improve! Whatever the situation, you sound like a mom who won't give up,
and that means a great deal! Best wishes!!!!!

SUBJECT:  Re:Help for Middle School   Date:  97-04-11 20:48:19 EST
From:  Tocoko

I also teach middle school BD (all boys). I use a method of
consequences/teaching social skills adapted from the Boy's Town in Omaha,
Nebr.   It includes removal and sometimes a mediation essay.  The biggest
part is reteaching and practicing the social skill that was missing and
caused the student problems in the first place.

SUBJECT:  Re:social skills/circle
of fr.   Date:  97-04-11 20:55:30 EST
From:  Tocoko

Circle of friends is being used  in the junior high in Iowa where I teach.
It is being done mostly by the social worker from our area education agency.
I will get the details and write more later.

SUBJECT:  Re:behavior
problems&gifted    Date:  97-04-18 19:52:56 EST
From:  Mstijody

My 6 yo fits into that category. We have found the answer in a private
Montessori school. His behavior has profoundly improved. Can't totally
explain it but I think its a combination of small claass size, total hands on
learning and an accelerated curriculum.

SUBJECT:  Re:ideas to assist with BD s   Date:  97-05-02 18:21:56 EST
From:  LOCUTUS OF

in the school were i am a sp ed teacher we have just started a new program
were the case manager  is in charge of weather the student gets iss or oss or
saturday iss.  this have worked great or students are in school more now and
not failing as much.  the big reason they were failing as because they were
in iss or oss so much.  we work on keeping them in the class room and making
them stay after school in stead of geting iss or oss.

SUBJECT:  ODD/ADHD   Date:  97-05-08 18:32:50 EST
From:  DDM11

What are the signs or symptoms of ODD in a young child?
Does anyone know of a web site for this area?
Is ODD and ADHD found together in these children?
Thanks for your help!!!

SUBJECT:  Re:ODD/ADHD   Date:  97-05-09 06:43:03 EST
From:  GIN3153

My 12 yr old also has ADHD and ODD.  The symptoms of the ODD were defiant,
oppositional, huge attitude, etc.  No matter what you said, he would argue.
The ODD part is still fairly new to me so not sure of all the symptoms as I
was thinking a lot of it was the ADHD.  My son is now on depakote, as well as
meds for the ADHD, and the attitude has sure changed.  He is not a zombie or
anything like that but is now finding out what some of his real abilities
are.  He is finally getting a grasp on the fact that all the meds in the
world can't change him, only help him but he must first rely on himself.  I
also have a stepson, 13, and another son, 6, both with ADHD.  They are also
quite defiant/oppositional but not to the same extreme as my 12 yr old.  My
opinion, for what it is worth, is that a lot of the defiant/oppositional
behavior goes along with the ADHD but sometimes when it is real extreme,
extra help is required.  Whether it takes meds, behavior modification, or
whatever, depends a lot on the child as well as the parent.  We have tried
the behavior route alone and got nowhere with ours so are using the meds as
well and so far it has helped.  The solution is going to be different for
every child.
      As far as links concerning ODD,  I really have not looked too much for
these( but will now!).  I have seen some messages posted in the Parent Soup
Forum in the Support Groups section that has helped me some.  You might want
to check those out.  The message boards have been very helpful for me.  Also
lots of good information in this Special Ed Forum in the ADHD/ADD message
board.  Hope this helps you out some.  Feel free to email me if you have any
questions that I might be able to help you with or if you just want to talk
to someone.  I have a good shoulder!  Keep your chin up and keep the faith,
the answers are out there........they are just hidden from us all VERY
well!!!   [e-mail]

SUBJECT:  Behavior Modification school   Date:  97-05-12 12:40:45 EST
From:  FlyingL 65

Need behavior modification schools and alternative suggestions within 200
miles of charlotte NC.....if none give me some goo and bad experiences with
any.  My 14 year old needs help

SUBJECT:  passive aggressive elem   Date:  97-05-28 17:37:54 EST
From:  JABCDE

I am dealing with a passive aggressive 3rd grader who simply won't work!
I've dealt with him since 1st grade, and he has never been as bad as he has
been for the past several months.  I am currently getting him off the
playground early to begin working in the Resource Room, have a sticker chart
so he can moniter his work, he picks out his own stickers, I have been
cutting his work in 1/2, even though the work's not too difficult for him.
He was filling out a sticker chart to get a computer pass for my room, but I
had to adjust it to earning it daily instead of every several days.  We use a
timer to get him moving, and give him time limits, have a paraprofessional
working with him, keep him in for recess, after school, try positives,
negatives, no emotional output. A trip to the principal, total seclusion, ask
for his input on the situation & how to rectify it... NOTHING WORKS!  please
email me with any ideas...or sympathy...or a kick in the a#$!  at JABCDE.
Thankx      Janet  %-)

SUBJECT:  Nervous   Date:  97-05-28 19:28:07 EST
From:  Beanylee

I'm just finishing up my first year teaching.  I have a bachelors in El. Ed.
with an endorsment in Emot. Imp.  This year I taught a 3-4 grade resource
room.  Next year I'm teaching the EI room and I'm worried that i've lost my
edge!  Any thoughts on setting up an EI room?

Thanks!  [e-mail]

SUBJECT:  Re:clothes shredding   Date:  97-05-30 19:36:52 EST
From:  RAUHUT

If anyone has any info on this or knows of a website with more info, please
let me know! Thanks!

SUBJECT:  Bizarre Behaviors   Date:  97-05-30 19:38:38 EST
From:  RAUHUT

If you have noticed any "bizarre" behaviors in your students lately, please
drop me a line.  I am doing some research and would like to know what is out
there.  Thanks!

SUBJECT:  Boydbaaj re: a BD child   Date:  97-06-03 17:59:54 EST
From:  WALSHSAUND

I have worked with students with mental retardation, deafness, physical
impairments, emotional disturbances, and behavior disorders in residential
schools for the past 7 years.  The best advice that I can give to a parent is
to treat your child as you would any "normal" child.  Have him/her do the
same things (i.e., chores, going into the community, self care, etc.).  If
your child is not capable of completing these things, have him/her
participate to the best of their ability.  Just because a child isn't
"normal" doesn't mean they can't participate.  And is doesn't mean that they
don't derive as much pleasure and excitement out of learning something new.
Too many special needs students are not expected to do much by their families
because of their disabilities.  Good luck!!

SUBJECT:  Re:clothes shredding   Date:  97-06-03 18:03:02 EST
From:  WALSHSAUND

I have a student that goes through phases of ripping clothing (both her own
and that of others).  Most recently, we used a denim jacket.  I covered the
seams with duct tape.  When she ripped her shirt, we placed the jacket on her
backwards with it buttoned up the back.  It was too difficult for her to rip,
and we were able to block her from removing it.  In the summer months, we
used a denim vest in the same manner.

SUBJECT:  Re:passive aggressive elem   Date:  97-06-04 00:53:00 EST
From:  JEANNANC

It would be interesting to know if there is anything else in this world that
the child does that nets him as much attention as poor task completion
skills.

  Take the time to be proactive with the family and the child and some of the
child's friends and develop a list/plan/course of action with them.  I notice
that you mention your administrator and the child.  As the parent of a third
grader, I would expect to be brought into the discussion.

 You will be starting off a new year.  Sometimes, children need to see that
they have grown past some of those old behaviors and they are ready to start
off differently in a new school year.

Finally, "passive aggressive" is a pretty hefty label to pin on a child
unless this is a psychiatric diagnosis. (?)  You might want to clearly and
unemotionally identify the specific behaviors that are interfering with the
task initiation or task completion skills. Or, have a non- involved colleague
observe the child without giving the observor your thoughts on this child.
See if this colleague might be able to pinpoint some simple techniques that
will help you to break this cycle for and with this child.  Good luck.

SUBJECT:
Re:passive aggressive elem   Date:  97-06-04 15:58:59 EST
From:  Karen44047

I had the same problem with one of my SED second graders at the beginning of
this school year.  I wish I had a step by step method but we did was just to
be completely consistent.  We set up earned time at the end of every
assignment, reminded the class daily of the expectation and consequence ie.
complete the assignment and earn earned time, choose not to do so =TO.  At
first we were giving him out of class to but started keeping him in the room
so that he would see the other kids playing.  He would earn 5 minutes to and
then be given another opportunity to complete the work, if he again refused
then he was given another 5 min to followed by the opportunity to work.  It
was a long and tedious process but he eventually did buy into it and we
haven't had the problem since.  I think you need to continually reinforce
that the work is not going anywhere and avoiding it will not make it go away
but will only prevent the child from earning good things.  Also provide
attractive fun free play activities (connect 4, matchbox cars and a track,
leggos, computer games, etc) for earned time.  Hope this helps.  Another
thought I had was giving him a choice in his work activities, I did a paper a
couple years ago in grad school about the effects of choice making on
problematic behavior (that may actually be the tital of one of the articles I
read)  and the gist was supply the kid with a choice of two or three
activities that reinforced the same objective.  The theory is that the child
will feel ownership and empowerment.... (one of the examples I remember is
for spelling word practice having the child choose between orally reciting
words in a tape recorder, writing them on a white board, or creating a word
search puzzle)  Good luck!

SUBJECT:  Being frank with students   Date:  97-06-05 18:41:48 EST
From:  RustyNail0

And I don't mean Frank Gifford, he he.  I have a topic I wish to open for
discussion and suggestion.  Often in my classroom students ask the question,
"why am I in this classroom?"  Suppose the teacher explains that the student
is here because of his disabilities.  And goes on to explain, that he or she
has nothing to be ashamed about being disabled.  Disability can be overcome
and success can come about in spite of it.

SUBJECT:  Re:Being frank with students   Date:  97-06-07 18:07:52 EST
From:  Fun at 31

I teach SED students and they are included in a "regular" high school and
mainstream most of the time but they have case manager from the SED staff.
The school is about to intergrate the exclusive SED students with the rest of
the "population" under the department of Special Education. You should here
the students very profoundly claim that they are not special education
students.  I make it a point to discuss openly the students disabilities, go
over their IEPs with them and show them that there are many other "regular"
ed students out in the mainstream that wish they were receiving a special
education.  The students in the special education programs have a "homebase"
to always fall back on when they are having problems or ar feeling
overwhelmed or misunderstood.  Being open and honest with the students is the
only way to get the students to trust you and most importantly come to
understand their own self.  Once this understanding is made, the students
start to love and respect themselves and the "disability" seems to disappear.
The students become their own advocates in any and all areas of their lives.
It is wonderful to watch but a slow and steady process.  To end this story
and make the point more clear, I will share a story with you...  One student
that I taught denied that she had a disability for many years but once I got
her to realize that she must face her disability and move on she did and is
now an elementary teacher of special needs students.  She claims that she now
seees that there is nothing that she couldn't accomplish with a little help
from others.  While in college that had a special ed program she was on the
deans list each semester.   As you see from the seed of truth many flowers
will grow.

SUBJECT:  Re:ideas to assist with BD s   Date:  97-06-16 20:21:07 EST
From:  JHagb53489

Have you tried a token economy?  Use positive reinforcement.  Follow Dr
Howard Gardner's
multiple intelligences theories in the classroom.

SUBJECT:  Re:Social Studies
adaptation   Date:  97-06-16 20:38:57 EST
From:  JHagb53489

Make the learning as concrete and hands on as possible.  Break the period
into short
learning sessions. For ten minutes to twenty minutes using the theory of
multiple
intelligences by Dr. Howard Gardner. Topic: JFK, spent first session reading
about JFK, second
session make a Venn diagram about his life.  Third, listen to music from that
time, (Jimmy
Dean wrote a song about PT109 and Dion's, Abraham, Martin and John. The
fourth session ,        make art projects about JFK's life, PT109,Cuba etc.
Period five could find the students acting
out events in JFK's life.  Period six, the students will have a group
discusion on JFK. the last
session each student will work alone perhaps researching something about JFK.
Set up
learning centers around the room for each of the seven areas of learning.
This will keep the
EH/SED student involved in her own learning.


SUBJECT:  Re:ideas to assist with BD s   Date:  97-06-16 20:41:11 EST
From:  JHagb53489

You need to bring those "uncooperative" teachers to a seminar on inclusion.
Also meet with
them over the summer.

SUBJECT:  Re:BD Teaching and Connectin   Date:  97-06-16 20:47:21 EST
From:  JHagb53489

M.I. is an outstanding tool, I now use it in my ESE classes.  Don't get down,
what you
are going through happens to all of us.  Come up with an token econ. system
with positive
reinforcement in the class. Good luck.

SUBJECT:  Re:Special ED. Behavior Diso   Date:  97-06-16 20:51:01 EST
From:  JHagb53489

PLease explain what you mean by confront?

SUBJECT:  OCD: identifying and treatin   Date:  97-06-23 15:16:04 EST
From:  Pbaker55

New tool helps teachers monitor progress of a learning disorder

     Obsessive-compulsive disorder (OCD), once thought to be rare in children
and
adolescents, is now believed to be 20 to 40 times more common than previously
reported.
Students with OCD commonly experience poor peer relations, higher absentee
rates, and a
decline in scholastic aptitude and overall school functioning. They have
increased risk for drug
and alcohol abuse. Because approximately one third to one half of adults with
OCD report that
their OCD symptoms developed in childhood or adolescence, it's important that
school staff be
able to identify and monitor OCD. Some students who are diagnosed with OCD
remain in the
regular education setting while others are placed in special education due to
their inability to
function in regular classrooms.
     UW-Madison Education Professor Thomas Kratochwill says that, in many
cases, early
detection of OCD plays a vital role in children's recovery. To that end,
Kratochwill and WCER
student investigator Caroline Racine are completing a new rating scale and
observation system
designed to help school staff record their observations and judgments of
students' behavior and
to refer them to specialists when appropriate.
     Racine explains that a new OCD assessment scale is needed because
current assessment
devices are inappropriate downward extensions of adult scales and lack
reliability and validity.
Additionally, while clinicians and researchers can detect when treatment
leads to improvement,
they often fail to indicate what behaviors have changed. The
Racine-Kratochwill scale provides a
way to measure such changes, thus helping professionals determine what
behaviors have
improved.
OCD often involves rituals
Among the many observable symptoms of OCD are:
- counting rituals (for example, the student persistently counts the number
of steps taken or the
number of times a door is opened or closed)
- grooming rituals (excessive concern with dirt and germs and excessive hand
washing;
- excessive checking (homework over and over); and
- excessive need for symmetry and order (doing things in a certain way,
conducting ordered
rituals before starting work or throughout the school day).
     A teacher or other school staff person uses the Racine-Kratochwill scale
to measure
students' behavior, in particular:
- the frequency and duration of observable OCD behaviors;
- the teacher's level of confidence that the behavior being rated is OCD;
- how much the observed behavior interferes with the student's performance;
- how much the student seems distressed when not allowed to engage in the
behavior; and
- how much the observed behavior bothers the teacher.
     Racine expects that the measurement tools and the process of developing
them will serve
as a template for developing future instruments to measure other specific
childhood behavior
disorders (for example, attention deficit/hyperactivity disorder, selective
mutism, and
depression).
     For more information about the project, contact Caroline Racine at
[e-mail].


SUBJECT:  down syndrome and behavior   Date:  97-06-24 10:01:18 EST
From:  STEVE PATG

I have a 9 year old DS girl in my special education class who has severe
behavior problems.  She refuses to work, lies on the floor, will not move
from activities, runs away with no warning, spits, and hits (hard!).  Her
behaviors take up the majority of the school day and have a very negative
impact on the rest of the class.  She seems to have no understanding of
action/consequence and nothing seems reinforcing to her.  She could care less
about food, games, toys, etc.  It's as if she participates in life as if it
is a movie, and whatever happens happens.  I will have her for 2 more years,
but she is already becoming too much to manage physically.  She is abusive to
the other children as well.  I teach in a public school, so we are limited
with what interventions we can do, and the district will not pay to get her
an aide.  Any suggestions or recommended books that might help?

SUBJECT:
Official Notice   Date:  97-06-25 06:21:22 EST
From:  Ratatat

This folder has been consolidated with another folder of very similar topic,
"Behavior Managment," which has now been archived into the special education
library for you to download and read in your own time.

SUBJECT:  CADS Scale   Date:  97-07-09 07:19:25 EST
From:  DDM11

Has anyone heard of a scale given to teachers and parents called Childs
Atypical Development Scale?
What kinds of behavior disorders would a doctor be looking for?
Thanks!

SUBJECT:  help finding WEB sights!!   Date:  97-07-11 11:55:19 EST
From:  ANA7895

Does anyone know of any super ED/BD WEB sights that have useful information
for parents and teachers?????  I would appreciate any information - send to
[e-mail]

Thanks!

SUBJECT:  Re:CADS Scale   Date:  97-07-12 08:25:08 EST
From:  PeterCB55

If memory serves me correctly, the CADS is the name given to a symptom
identification screening measure included in a softbound book of measures
published by Russel Barkley.
The Children's Atypical Development Scale was intended to help clinicians and
parents describe and organize a group of seemingly unrelated childhood
symptoms that may reflect underlying impairment in development. The measure
includes items such as "my child has clothing sensitivities (i.e., to the
feel/texture of tags, seams, certain types of cloth etc), "has trouble
fine-motor incoordination", or "has trouble with innapropriate expression of
"social" emotions (i.e, speech lacks prosody). Taken by themselves, these
features have little clinical significance, yet when a "pile-up" of features
occurs there appears to be a greater likelyhood that development in other
areas such as school, social-emotional, and/or behavior adjustment may
co-occur. These features may influence a child's efforts both directly (e.g.,
a child with fine-motor clumsiness may have trouble learning to ride a bike,
button their clothing, tie their shoes or learn to write), or indirectly
(i.e., because they are not learning motor skills at the same rate as their
peers, they are more likely to be "left out" of everyday  social
opportunities which in turn limits their opportunity to develop necessary
social skills and may undermine formation of a positive sense of
self-confidence).  The measure is descriptive in nature and offers little
normative information with which to compare individual parent reports. It is
perhaps best used as a way to help identify what minor anomolies are present
and to what extent they might represent a stable feature that influences a
child's development or adjustment (either alone or as a group).

PeterCB55



SUBJECT:  Re:ideas to assist with BD s   Date:  97-07-12 17:12:12 EST
From:  Becka59

Teaching alternative ways of behaving - Teach child that every behavior has a
feeling behind it. If the student is taught how to 1) identify the feeling.
2) identify choices of dealing with those feelings and 3) identify the
consequences of those choices (DO IN WRIITEN FORM AT FIRST), the student can
then start to problem solve and change the inappropriate behaviors.

Discipline must be fair, nurturing and consistant.  Natural consequences are
the most effective, for they are real life.  For example, if you lie to
someone, they don't trust you.  That is a natural consequence. Avoid all
control battles. Make as few "rules" as possible. Be clear on them and the
consequences AS WELL AS THE POSITIVES if "rules" are followed.

I have so much inside my head, I could go on and on. Let me know if this is
helpful, or if you woulike to ask specific questions.

SUBJECT:  Re:ideas to
assist with BD s   Date:  97-07-13 07:56:35 EST
From:  PeterCB55

As an added thought to the issue of working with children and "teaching" them
about feelings and the management of emotions. The following may be useful to
some.

Step 1. Name them (identification)
Step 2. Claim them (ownership)
Step 3. Tame them (regulation of intensity)
Step 4. Aim them   (regulation of impact)

regards

PeterCB55


SUBJECT:  Re:ideas to assist with BD s   Date:  97-07-13 17:12:31 EST
From:  QB36

Old Me, New Me is a curriculum that helps children learn to stop and think
before they act.It uses calming techniques, imagery, and positive self talk
to help children change their negative behavior. Several Universities have
used this program in their research projects and have found it to be quite
effective in changing negative behaviors.   More information can be obtained
at the web site www.schoolhousepublishing.com.

SUBJECT:  SOCIAL/INTERPERSONAL
SKILLS   Date:  97-07-14 23:13:21 EST
From:  TRUZII

Could someone direct me towards AOL or Net resources and lesson plans dealing
with teaching social and interpersonal skills to high school students with
Severe Behavioral Handicapps (SBH).

[e-mail]

SUBJECT:  Progress Reports   Date:  97-07-15 18:58:22 EST
From:  Lulu2209

I'm looking for a positive daily progress report for ED students, 2nd and 3rd
graders.Any suggestions or reference materials?

SUBJECT:  Progress Reports   Date:  97-07-15 18:58:22 EST
From:  Lulu2209

I'm looking for a positive daily progress report for ED students, 2nd and 3rd
graders.Any suggestions or reference materials?

SUBJECT:  Re:BD Schools   Date:  97-07-15 21:23:06 EST
From:  NNITZ

I am the Education Coordinator at a psychiatric hospital.  I run a certified
school for kids 12-21 years of age.  The students have severe behavior
problems and learning disabilites.  I would be interested in swaping secrets
and information with other individuals who work at alternative schools.  You
can email me at  NNITZ...

Thanks!

SUBJECT:  Re:down syndrome and behavior   Date:  97-07-16 23:58:04 EST
From:  Pennyj67

Steve:  Does the district support any type of behavioral intervention?  Basic
behavior Mod might work but I do not have the resources to offer you.   Not
sure what your class size, level of disability or how many assistance you
have......I know I have had several different students that myself and
assistant worked with one on one daily, but would switch off and on.  This
seem to work but extremely frustrating.  What exactly does she like to do?
What does she like to do?  Find it and use...E-mail and we'll talk some
more..I have a TMH primary class that is like a melting pot......a little of
everything!

SUBJECT:  SED Parent Support   Date:  97-07-18 15:51:13 EST
From:  Baz3cat

Hi! I just starting reading this board. I teach in a theraputic day school
for emotionally disturbed kids.  I am also going to grad. school. Does anyone
have a parent support program. parental consuling or parenting tech. programs
in their school? I am trying to start a  program in my school as part of a
grad. school project. If anyone has any info. please email me. Thanks.

SUBJECT:
Re:ideas to assist with BD s   Date:  97-07-18 17:02:37 EST
From:  Becka59

PeterCB55, I'm interested in hearing more about your 4 steps. Can we have
some details?

SUBJECT:  Teaching EC   Date:  97-07-19 00:28:33 EST
From:  LMLAAMKM

I am a teacher of 6-8 graders at a middle school. I am having difficulty
teaching all three grade levels at one time. I teach all subjects and
different grades come and the same time. I do not have an aid in the
classroom, so my time is very dear. I would welcome any suggestions or any
ideas on what type of books to use. I would like to use the same books for
everyone, allowing them to work at their academic level, but I fear this may
not be easy to find.

please email me at LMLAAMKM  if you have any ideas.

SUBJECT:  Re:Progress Reports   Date:  97-07-19 13:38:51 EST
From:  LMLAAMKM

i use a daily progress report that works great with elementary students, I
have used it in the EC classroom with this age. If you would like some
information on it, please email me at LMLAAMKM.

SUBJECT:  Re:SOCIAL/INTERPERSONAL
SKIL   Date:  97-07-20 20:17:20 EST
From:  Becka59

TRUZII, A co-worker and I have developed an affective skills curriculum with
lessons, objectives, etc. Please let me know if you'd like to know more about
it.

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-07-20 21:53:34 EST
From:  TRUZII

Becka59,
Yes, I would be interested in information about your affective skills
curriculum for teens.  You can post a message or e-mail me with the info if
you wish.

Thanx,

TRUZII

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-07-26 06:40:09 EST
From:  Becka59

DearTRUZII,  Our affective education curriculum consists of enough lessons
for aprox. one school year. The flexibility of the program and its' ability
to adapt to any classroom makes it an ideal curriculum. The program includes,
for each lesson, a summary of the topic, objectives and goals. It lists
purpose, materials, additional activities and handouts.
    The program takes into account student developmental diversity and
focusses on anger management. It is NOT a behavioral program. It teaches
responsibility and the understanding of choices and consequences through the
understanding of emotions, perceptions and diversity. This is truly just a
brief and somewhat disjointed explaination of the program. It discourages
enabling and encourages responsibility. If you are interested, We have a
pamphlet detailing the above. Let me know.


SUBJECT:  Re:Special ED. Behavior Diso   Date:  97-07-27 23:11:05 EST
From:  BDEFJHS

T Jenk.
I really am unsure of what specifically that you teach, but I simply pray
that it is not special education esp. behavioral disorders.  More likely than
not in secondary school, teachers that appear confrontational are the ones
who end up being hurt. Students w/ behavioral problems most generally love
conflict and need a SPECIAL kind of teacher (an advocat) there are already
enough people out to get them they way it is.  If you wonder how I can
respond in this manner, simply I am a BD teacher in a middle school/high
school setting and our program has been VERY successful.

SUBJECT:
Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-08-03 18:43:04 EST
From:  JENDOIRON

YES!  I am very interested in your curriculum!!! Please e-mail me when you
can!

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-08-03 20:00:38 EST
From:  Becka59

JENDOIRON, I'll be happy to send you info. Please give me a few days to get
it on line and to you. Becka59

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-08-04 19:12:39 EST
From:  Becka59

I have e-mailed pamphlet to those requesting information on the "ANGER
MANAGEMENT PROGRAM". Please let me know if anyone else is interested or if
there are any specific questions. Thanks!

SUBJECT:  I am going to have a biter!   Date:  97-08-14 22:08:23 EST
From:  PMorgan802

Today I spoke with a mother of one my first graders (I teach
multi-categorical).  She told me that her son has developed a bad habit this
summer.  He has been biting others at his day care and at home.  Then, when
he is placed in time-out for the biting he wets his pants.  This is my third
year of teaching, but I have never come across a child that bites and wets
his pants.  She did not give me the specifics on what happens before he
bites.  I know I need to know what brings on his biting, but I don't know
what to do after that.  How do you stop a first grader from biting?  What
should I do when he wets his pants the first time I put him in time-out?  I
would appreciate any suggestions.  I want to begin the year prepared.  By the
way, this child sees me for language arts and math.  He's with his same-aged
peers during content classes and specialists.  Please help!

SUBJECT:  Re:I am
going to have a bite   Date:  97-08-15 22:09:50 EST
From:  Lynnebl

Frustration is probably the cause of his biting......  Does this child have a
language disorder which interferes with his ability to communicate
effectively?  I feel you should not deal with this by punishment.  Putting
the child in the corner will probably only increase his frustration.
Redirection before the incident occurs, taking extra time to understand the
child's attempts at verbal communication, proper testing, and speech therapy,
if indicated, would be a start.

SUBJECT:  Re:Special ED. Behavior Diso   Date:  97-08-17 13:39:50 EST
From:  PJDCEJRII

You have to address the negative behavior.  I work in a Psychiatric facilty
with Emotionally Handicapped adolescents.  Sometimes there is no way to be
"gentle" about it.  Confront the behavior.  Explain it's the behavior not the
student you are angry with.  Unfortunately in my field, physical restraint is
a very possible outcome.  In each student's IEP there is a statement that we
do physical restraint when necessary.  This is only done when the student is
deemed a danger to himself/herself or others.

SUBJECT:  writing contracts   Date:  97-08-23 10:50:33 EST
From:  TAllen7558

Can somebody please give me some ideas on writing contracts for high school
students who are emotionally disturded.  I need all the help I can get.
Thanks

SUBJECT:  Re:Desperate to find help !!   Date:  97-08-27 02:00:35 EST
From:  Poines

Mary,
Your situation sounds incredibly difficult.  I have worked with the Autism
Society of America and with many social service agencies and specialized
treatment programs for children with severe behavior issues.  Perhaps I can
offer you some help.  Most of my work has been in CO but maybe I can offer
you some suggestions. I am not sure I am going to stick w/ AOL so please feel
free to Email me at [e-mail].  I would like to know what you have
tried so far and what you plan on doing in hte future. -Lynn W

SUBJECT:
Self-Injury   Date:  97-08-27 18:29:52 EST
From:  Mavisavis

We are looking for other parents or caregivers who deal with severe
self-injury.  We would like to offer support, ideas, friendship, and the
feeling of not being alone in this!!  Please email at [e-mail]

SUBJECT:
Re:writing contracts   Date:  97-08-30 15:52:51 EST
From:  Becka59

Contracts must include short term goals...steps to the final goal.  Otherwise
it is a setup for ALL involved.  I use a Level System a friend and I have
created.  It allows for these "steps" to succeess of that FINAL goal....Back
out in the mainstream and being successful.  I have recently stopped giving
reinforcers for points earned for completion of goals. Now, the student works
on individualized goals to step up a level. Each level has an increase of
privelages and freedoms out in the mainstream.  A level system can be adapted
to any populatiuon and situation. Reinforcemnt becomes intrinsic as the
student realizes they are capable of changing their behavior.  Good luck. Let
me know if additional questions

SUBJECT:  Need help with ECH    Date:  97-09-03 21:54:29 EST
From:  ERNK123

I am a first year teacher. I teach 4 year olds. I am having a problem with a
child in my class. He hits, kicks, cries, and throws a tantrum for reasons
that seem small to me. EX: He wants to stand in line where another child is,
so he pushes the child out of the way and hits them. For the last few days, I
have tried to hold him still for the first twenty or thirty minutes of my 3
hour class. After wasting that time for the other kids, I take him to the
office or to an aide. Every time he has fallen asleep, nearly imediately, and
slept for the rest of class. I don't want him to go through my class sleeping
in the office or beating up my kids. Please give me any ideas you have to
help me with this child. The teacher he had last year thinks he is ADHD.
  Thanks!


SUBJECT:  Re:Need help with ECH    Date:  97-09-03 22:28:59 EST
From:  Ratatat

<Please give me any ideas you have to help me with this child. The teacher he
had last year thinks he is ADHD.>

An assessment of ADHD in a child that young is a lot more complicated than
can be achieved in a classroom observation.  Have you talked to the parents?
Maybe there are some reasons at home you don't know about.  If he's falling
asleep like that, it almost sounds like you just have a very, very tired
child on your hands.  Maybe he's not getting to sleep at night?  Who knows.
You first job is to talk to the parents about your concerns and observations,
do a little investigating with them.  DO NOT tell them you think their child
has ADD.  You can describe behaviors, but you can't diagnose.  There are many
possible causes for the cluster of symptoms called ADD.  They all need to be
investigated.  But, first - start with the low-impact possibilities.

SUBJECT:
Re:behavior problems&gifted    Date:  97-09-05 07:36:48 EST
From:  WardGM

My 5 year old seems to fit in this category as well. At this point he has
just started special education kindergarten through the public schools. The
particular school that he is going to has told us that they have worked with
kids with his combination of special needs in the past. We have high hopes
for this program. I know that the special education preschool experience was
wonderful for him.

I would love to hear from anyone else whose child fits this category.

SUBJECT:
ICEC   Date:  97-09-08 16:36:37 EST
From:  Sherry630

If anyone has info on dates/place for Illinois Council for Exceptional
children fall convention I would be appreciative.  I am not a member at this
time, but would love to attend.  Who can I contact for a regist. form.
Thanks...Sherry630

SUBJECT:  ICEC   Date:  97-09-08 16:40:09 EST
From:  Sherry630

I would appreciate it if anyone has info on the Ill. Council for Exceptional
Children fall convention...where/when/who to contact for registration, et c.
Thanks very much.
Sherry630

SUBJECT:  Re:Need help with ECH    Date:  97-09-08 18:39:19 EST
From:  ERNK123

I have talked to the parents. They are threatening to take the child out of
school if the school continues to complain about the behavior of their child.
I have only spoken to the parents once in the first three weeks of school. My
principal and I have tried to get the parents to move the child to the
morning class, but they don't want the child in the morning "because the
child's bad friends are in the morning class." I would never say to the
parents that their child has ADD, but the teacher last year did. The day care
where the child spent the summer had a 2 hour nap during the time that the
child is now in my class. That explaines the sleepyness. I still don't know
what to do about the child's violent reactions to the other children. The
only thing that has worked consistantly is to hold him in my lap and sit
still. the only problem is that I can only do this during center time. At
other times, I have not found anything that works consistantly.

SUBJECT:
Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-09-10 00:04:07 EST
From:  TRUZII

Becka59

Could you please e-mail your pampelt to me.  I am not sure if you have in the
past because my modem has been down since July. Thanx

TRUZII

SUBJECT:  Re:ICEC   Date:  97-09-10 20:28:26 EST
From:  Kitana420

Have you checked out the CEC's home page?  If not, the address is:
www.cec.sped.org

I'm not sure how much they have up yet about next year's convention, but it's
a good place to start!



SUBJECT:  emotionally disturbed/bd   Date:  97-09-12 21:58:41 EST
From:  Moteachr

can someone please help me....i've been teaching students who are diagnosed
bd and are physically aggressive,,,,within the past 10 months i have a new
classroom of kids who've been sexually, physically and mentally abused by
their parents....they don't act out immediately as the physically aggressive
but they carry out the behaviors and i get so stressed....it is so mentally
draining and literature is hard to find.  please help me!!!!!!!!!
moteachr

SUBJECT:  Re:emotionally disturbed/bd   Date:  97-09-13 12:51:06 EST
From:  Becka59

If you could be more specific. Exactly how are these students that are
concerning you acting out?

SUBJECT:  Re:emotionally disturbed/bd   Date:  97-09-15 01:09:12 EST
From:  MikeWaford

try the behavior web page at
http://www.state.ky.us/agencies/behave/homepage.html
Try Sopris West Publishers.  They have a home page with tips for teachers.
Try anything by Randy Sprick, Mickey Garrison!
Keep Trying!  he kids deserve it.

SUBJECT:  Re:help finding WEB sights!!   Date:  97-09-15 01:18:46 EST
From:  MikeWaford

The KY Dept of Ed and Univ of Kentucky have established The Behavior Home
Page.
It has lisitings of social skill curricula, numerous links to other sites and
may soon have info on functional assessment and Behavior Intervention Plans
as soon as OSEP provides guidance on the new discipline amendments to
IDEA.

SUBJECT:  BD students--out of control   Date:  97-09-15 22:21:52 EST
From:  Donocar

Do you have a behavior mod system being used in your classroom?  I am in my
eleventh year of teaching elementary BD students.  Perhaps I can help you in
setting up a program that will help your students.  Let me know if you want
to hear about it.
From BD Carl

SUBJECT:  Re:BD students--out of contr   Date:  97-09-15 22:40:49 EST
From:  TRUZII

I'm performing behavior managment in a high school for SBH students and would
appreciate information you could share on behavior modification. Please
e-mail info to TRUZII. Thanx

SUBJECT:  With me all day long!   Date:  97-09-22 19:54:21 EST
From:  Mrckeymous

I have two  6th grade students who are only mainstreamed for p.e., lunch and
recess. By the end of the day they are ready to severely hurt each other.
Most days I have patience, reward their good behavior, ignore what I can, and
creatively come up with ways to teach such a small group 6 subject areas.  I
would like to know if anyone has the same problem and could offer ideas. In
this day of inclusion, some students (few in number) have too much time with
the resource room teacher.

SUBJECT:  Re:With me all day long!   Date:  97-09-25 18:43:03 EST
From:  HYPERNIKE

Resource or self-contained?  I have 11 self-contained students, grade 5 - 8,
with one exploratory class and lunch.  Otherwise they're mine all day.  I
give chances when I "catch" them displaying appropriate behavior (little
slips of paper that they sign and put in a basket for a daily prize drawing).
At the end of each day we draw for one prize - maybe a pencil, maybe an
eraser - something cheap for the teacher, but an incentive for the students
to work harder to behave.  Do you have a behavior management plan in place -
clearly stated rules with consequences and rewards?  I also use earned free
time (computer, games, books) during the last 20 minutes of the day if the
student's behavior has been appropriate during the day.

SUBJECT:  Re:With me
all day long!   Date:  97-09-27 15:57:17 EST
From:  Mrckeymous

Thanks for the advice - I also use a lotto system in which the kids are
caught doing what is expected during the day and given a ticket.  These can
be cashed in at the end of the day for money to spend for items at a
classroom store on Friday.  For every 10 tickets they enter the lotto.  I
like the idea of a daily drawing too. My room is a combination self-contained
and resource grades 4-6th.Less than 4 kids are self-contained and with me for
the whole day. I find it difficult structuring their entire day - I think
they need a break or change of scenery so to speak. What behavior problems I
do observe stem from too much time together.

SUBJECT:  SED/EH 7&8th grd    Date:  97-09-28 12:00:10 EST
From:  Elainaj

I'm new to teaching (except for 2 yrs subbing) and have a self-contained
classroom with an inexperienced assistant (have given written procedures to
her and verbal direction-seems she's a bit resistive, or maybe, just
clueless) teaching economically disadvantaged students in a migrant farming
community.  I teach all subjects, except math.  Currently, each student has
been given a 3-ring organizer in which I have them keep all past and current
work, dividers, etc., to help with organizational skills.  This is working
great, so far.  I use the level system and token economy, lottery for
"Caught'Ya! in Language Arts, and for receiving four out of five "Good News"
notes for good behavior and completing all assignments, students can make
"store" purchases, etc..  The students seem to respect me.  There are three
students that I am currently concerned about.  Two never show up for school
(vacationers-little or no supervision at home).  I have attempted to contact
his family, but to no avail (tx disconnected or physically not home).   Most
of my students do not have a parent, but have someone they either stay with
between "homes," or live with an aunt, etc.  The other student seems to have
no interest in anything except drugs and money("my lost soul.")  He is 13
yoa.  Almost all of my 10 students have arrest records.  My students love
hands-on projects (boy, is this difficult to keep up when you are looking for
neat stuff to do in 5 subjects-any hints or help?) and many seem to be visual
learners.  Any suggestions for my vacationers (this is what they tell me,
they are just taking a vacation) and/or any hints for my "lost soul?"  PS-
I'm brand new to this site, have just finished reading many selections.
Thanks!

SUBJECT:  BD/ED and Deafness    Date:  97-09-28 23:17:29 EST
From:  Kamaday

Anyone out there teaching kids who are deaf and have behavior disorders or
emotional disorders??  Let me know!

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-09-28 23:25:40 EST
From:  Kamaday

Yes!  I am interested in the pamphlet on the "ANGER MANAGEMENT PROGRAM."  If
it's not too late, could you email me a copy?  Thanks!


SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-09-29 14:36:52 EST
From:  Becka59

I can do that. I will email copy of info. to you within the next couple of
days.  Any specific problems or questions I can give my perspective on,
please email me at Becka59.

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-09-30 16:04:45 EST
From:  Elainaj

Am also interested in the Anger Management materials.  Can I get a copy to?
Thanks in advance.

SUBJECT:  Re:With me all day long!   Date:  97-10-01 17:45:05 EST
From:  Billcathie

Hypernike: you sound like perhaps you can offer me some good advice.  I have
11 students all day, only mine are grades 1-6.  The slips for the drawing
sounds like a great idea.  How do you manage to get some of the students to
work independently so you can teach a small group?  Any one else out there
who works with elem. students in a multigrade class, I could use your ideas.
Cathie in Dallas

SUBJECT:  Re:Special ED. Behavior Diso   Date:  97-10-01 19:20:34 EST
From:  CEKINSUR

In what way do you confront your students?  [e-mail]

SUBJECT:  Chalk Talk   Date:  97-10-01 20:55:31 EST
From:  PKVAU

I was told of a behavior management system (for mild disorders) called Chalk
Talk. It involves Creative Activity Time (C.A.T) every week. The teacher that
told me about it did so very quickly - said something about keeping score
with you on one team - class (as whole) on another team. You give them points
for being good (you remembered to raise your hand) and you get points when
they misbehave (oops - you aren't on task - 1 point for me) The object is to
get them to win to earn CAT time. Sounds like it could work for my class - I
just wanted to know more about it. Thanks!

SUBJECT:  Re:Chalk Talk   Date:  97-10-01 21:57:45 EST
From:  CMMEHuss

I am interested in learning more about this also.  MEH

SUBJECT:  Effective Social
Skills Prog   Date:  97-10-01 21:59:47 EST
From:  CMMEHuss

I would like any recommendations for good, effective social skills programs
for elementary aged students with behvior disorders.  (K - 5th)  Thanks.

SUBJECT:
Use of Time Out Rooms.   Date:  97-10-01 22:02:40 EST
From:  CMMEHuss

I am fairly new to teaching behavior disorders and I would like to know how
others use  their time out room.  How often do you use it? For what reasons?
At what point do you give up on the student regaining control and send them
home?  How do those of you without time out rooms manage out of control
students?  Thanks for your information.

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-10-02 17:04:27 EST
From:  CMMEHuss

I would appreciate the information on Anger Management, also.
[e-mail]

SUBJECT:  Re:Use of Time Out Rooms.   Date:  97-10-03 20:55:58 EST
From:  Becka59

MEH,  I have a time out room in my classroom, but don't call it that, We call
it the quiet room. Kids are not sent there..(.I have no "time out"
area)..they may put themselves in the quiet room. I encourage the students to
take responsibility for their feelings by teaching THEM the skills and
alternative behaviors to deal with their feelings so they DON'T act them out.
My elemenatery students would remove themselves from the group if they were
innappropriate and go into the quiet room and return when they were able to
resolve the conflict or express the feeling with words. Now, they don't even
use the quiet room, but are able to use words to express their feelings
without abusing others or objects. It is truly a wonderful sight to see these
kids, who weeks ago had no control over their anger, now able to not only
control their own anger, but also to express it appropriately. I have also
stopped reinforcing for "good" behavior. We focus soley on academic and
affective goals using a modified level system. It has been a great start to
this school year. There is no place in my classroom used for "punishment",
especially not the quiet room. I haven't had to send a student home due to
behavior, but would if the student was being dangerous to themselves or
others.  If I have to physically manage,(which I haven't at all this year),
then it is time for that student to go home for the day. And, I tell them in
a positive manner."YUou've chosen to act out your feelings and it's not safe.
You are not ready to be at school today. Try again tomorrow. The consequence
should be that the student is missing out on positive attention for choosing
to act out. A natural consequence.  Keep in mind that the student is trying
to tell you something with their behavior. It';s your job to help the student
figure out the feelings and to teach alternative, appropriate ways for the
student to deal with their feelings. Give no attention to the negative
behaviors (unless it is unsafe) and attention to the positive behaviors.

SUBJECT:
Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-10-04 20:25:47 EST
From:  Moteachr

please send me information on anger management...i teach emotionally
disturbed children who have become quite a handful....thanks, moteachr

SUBJECT:
EMOTION. DIST. TEACHERS   Date:  97-10-04 20:30:38 EST
From:  Moteachr

i'm looking for teachers who teach not just behavior disordered children but
also emotionally disturbed....after taking in 6 new students who are e.d. i
realize that i'm in a new ballgame....if u would like to meet online certain
nights to discuss strategies, management plans, and even to vent please let
me know.....i need help with these students who are becoming more of a
challenge each day i see them..have a good week.....thank, moteachr
p.s.  i will try and figure out a day and time after i receive a few
responses....hopefully by thursday, october 9

SUBJECT:  Re:With me all day long!   Date:  97-10-04 20:31:50 EST
From:  Mrckeymous

I find putting kids on the computer works somewhat while you are teaching
another group - but even this  is difficult especially if the kids don't have
the skills to stay focused.  Independent seatwork I find has to be so simple
(like coloring or cutting)  It seems like busy work, however they learn to
stay with a task and work independently.  Daily seatwork folders with simple
activities like - a handwriting sheet, a simple math sheet, etc. work well.
Also, rotating centers like a listening library, etc.  A list of the
activities can be clipped to the folder which the kids can check off as they
go.  For some students, on days when the schedule is off due to an assembly
or whatever, this seems to given them some control.  Good luck to all of us -
we really do enjoy the challenge don't we?

SUBJECT:  Re:EMOTION. DIST. TEACHERS   Date:  97-10-04 21:10:09 EST
From:  Becka59

I will send more info. on ANGER MANAGEMENT curriculum.  I would also be happy
to converse with you about our students and situations. Becka59

SUBJECT:
Re:modified level system   Date:  97-10-05 11:53:12 EST
From:  Elainaj

Becka59:  I like what you're doing.  You are making the classroom an
environment in which the student wants to be a part of and teaching students
to deal with their feelings.   I'm new to teaching middle school SED/EH
students and new to teaching.  You mentioned using a modified level system
and teaching skills and alternative behaviors to deal with student feelings.
Could you expound on this further?  I have an SED therapist who is supposed
to come to my room daily to teach social/personal skills, but who instead,
often riles the students up, which then makes it difficult to re-focus the
students.  I think he is burned out.  I'm not even sure if he is a
therapist.

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-10-05 12:17:19 EST
From:  SBurkha399

This is Great! This is my first time on line- I can not believe the
information. If it is not to late I would like a copy of  the "Anger
Management program"

SUBJECT:  Re:modified level system   Date:  97-10-05 18:12:40 EST
From:  Becka59

Elainaj,
      My level system combines three components; affective, behavior and
academics.  There are 5 levels, each defining individualized goals and
expectations.  The level system moves the student through a series of steps,
focussing on goals in the three areas, and allows the student time and
practice in becomming an independent learner...in all areas of the level
system.

      Each student in my class is a partner in the development of their
goals. The level system has a GOAL SHEET with their goals (anywhere between
2-5 goals) and the student is a part of evaluating whether they have met
their goals or not.  Each level increases the time period of documentation
and percentage of goal completion. Each level also comes with an increase of
responsibility and privelages. These kids are not working for candy or toys
(although I always have treats and fun...regardless) but rather towards their
goals. Reinforcement comes from within. Positive reinforcement is given in
many ways in my classroom. But, I'm not pairing it with "good" and "bad"
behaviors.  Feel free to email me at Becka59.

SUBJECT:  Re:modified level system   Date:  97-10-05 18:18:02 EST
From:  Becka59

<Alternative behaviors>

I teach the students, through trial and error, that there are more
appropriate and acceptable ways of expressing their feelings. By showing the
link between their actions and the consequences of those actions, they soon
begin to realize that their needs can be met in a way that feels good, safe
and loving.

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-10-05 18:20:09 EST
From:  Becka59

SBurkha399...I'll be happy to send you a copy of a pamphlet describing the
ANGER MANAGEMENT curriculum. Let me know of any questions.  Becka59

SUBJECT:  ODD   Date:  97-10-09 20:37:33 EST
From:  Apelch

Am looking for any information about oppositional defiant behavior and the
schools role in dealing with this problem. Time outs have been tried,
behavior plan has been tried. Is an out of school placement the only
answer?E-mail APELCH @AOL Thanks

SUBJECT:  Re:ODD   Date:  97-10-09 21:13:17 EST
From:  Becka59

What is the home situation like? Do you get support from the family?  Have
you discussed alternative behaviors with this student? There is a feeling
behind every behavior. Help the student figure out what he's feeling in a
given situation, provide alternative, appropriate ways of dealing with the
feeling and set the limits and boundaries of acceptable school behavior. Good
luck!

SUBJECT:  Re:EMOTION. DIST. TEACHERS   Date:  97-10-09 22:34:26 EST
From:  Drifty50

I would be interested in talking on-line. I too could use some support. I
teach Multi handicapped students but the ones I have now are more behavior
and emotionally dist. than anything else.

Thanks-Drifty50

SUBJECT:  Re:EMOTION. DIST. TEACHERS   Date:  97-10-10 14:07:05 EST
From:  Becka59

Drifty50.... Anytime you want, I'd love to share experiences, concerns,
advice, etc... Email me at [e-mail]    Look forward to it.

SUBJECT:
Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-10-10 20:17:26 EST
From:  LReceveur

Becka 59, I would love a copy of your Anger Management info.  Please e-mail
me.  LReceveur

SUBJECT:  Re:EMOTION. DIST. TEACHERS   Date:  97-10-11 17:32:40 EST
From:  Mespa

Drify50--I have taught eh students for 8 years now I would love to set up a
time to chat also.  My students are 4-5 graders self-contained.  You can
email me at [e-mail]

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-10-12 14:49:23 EST
From:  Mechthildm

This is my first time on this board.  Is your pamphlet applicable to 7 and 9
years old children?  If yes, may I please have one? Please e-mail to
Mechthildm.  Thank you!!!!!

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-10-12 18:44:23 EST
From:  Becka59

Mechthildm,

I am happy to email the ANGER MANAGEMENT pamphlet to you.

I want to clarify what the pamphlet is.Unfortunately, my choice of the word
"pamphlet" was not the best to describe the info. I am providing. ANGER
MANAGEMENT is the name of an affective/behavior curriculum that I and a
collegue have developed. The pamphlet describes the curriculum. If
interested, we will sell the curriculum to you. I'm sorry if I have led some
to believe otherwise.

I would still love to chat and discuss situations relevant to both of us. If
my experiences and ideas can help, great!  You don't have to buy the
curriculum to ask questions of me or share your experiences.   Thanks!


SUBJECT:  Re:Desperate to find help !!   Date:  97-10-12 22:44:37 EST
From:  TERRI3400

Do you have a family support network in your area? if so they should be able
to direct you on how to get some help before your son  is involved with the
law.
Good luck
terri3400

SUBJECT:  Re:modified level system   Date:  97-10-13 06:36:31 EST
From:  Mrckeymous

I have used a level system in my resource classroom of 4th-6th graders.  I am
interested in what responsibilities and/or priviledges your kids receive and
at what level. I'm going to implement the system again this year, but need
some ideas on what the kids get to do and on what level.  I used three levels
last year with a 60/70%, 80% and 90% criteria.  Thanks

SUBJECT:  Re:modified
level system   Date:  97-10-13 18:03:25 EST
From:  Becka59

Anything that your students are into. Mine love to be able to water the
plants outside without adults being right there...going to the water fountain
or the bathroom by themselves...running errands for the teacher.  All the
responsibilities and privelages they enjoy the most are doing things without
adults having to be with them any second.

To be sure of what the kids are interested in, I just ask. We, as the class,
decide on the privelages and the responsibilities that go with each level.
Good luck!

SUBJECT:  chewing inappropriate items   Date:  97-10-13 21:50:47 EST
From:  DJAdams1

I have an inclusion child in my classroom who chews on anything.  She chews
on paper, crayons, erasers, dirt, leaves, grass, her shirt, whatever comes to
hand.  It really worried me when I found the chewed up silver band off of a
pencil on the floor.  Any experience with this out there?

SUBJECT:  Re:chewing
inappropriate ite   Date:  97-10-14 00:23:24 EST
From:  Lynnebl

<She chews on paper, crayons, erasers, dirt, leaves, grass, her shirt,
whatever comes to hand.>

The name for this behavior is "pica" and can be caused by a physiological
problem such a anemia.  Is this addressed in her IEP?  Has she had a medical
exam?      Lynne

SUBJECT:  Re:clothes shredding   Date:  97-10-14 18:17:36 EST
From:  Ztur

Sorry this is sooo late but I have heard of a child in my area who does this
because she is sooo tactile defensive,,, See if there are clothes that he
does not seem to shread and contiune with that type of material....also some
obsessive complusives are also know to shread clothes.

SUBJECT:  Help! I have a
teen   Date:  97-10-15 09:46:14 EST
From:  Savie4

Parenting classes for teenagers!! Video driven program that works.  Get out
of the power struggles and get back into control
Call 1-888-987-9820 for info
Biblical guide also available

SUBJECT:  conflict resolution/ss train   Date:  97-10-16 08:26:42 EST
From:  Savie4

"Right Choices" is a video driven program that works. It is a  conflict
resolution/social skills training program.  34 lesson plan that was developed
by a practitioner in this field.  It's a great solution. E-Mail me and I can
foreward you some more info.  Savie4

SUBJECT:  Re:I know ADHD........   Date:  97-10-17 19:01:32 EST
From:  MaryCT33

For some of the horrible things you listed parents in most cases would be the
problem ---  molested, abused.  But watch your generalization and get a grip
yourself as far as parents being the problem.  You are dealing with these
kids in a very different setting than "normal". As a parent of 2 kids with
ADD/ADHD I do my best to hold things together. Maybe if and when you become a
parent yourself you would understand.  And for their sake I hope they are not
ADD.

SUBJECT:  Re:chewing inappropriate ite   Date:  97-10-19 18:48:14 EST
From:  Ztur

I have a student in my V.E. Room who is also very oral.  He is very D.D.
Presently I monitor him closely in order to give him a high rate of praise
and affection contingent upon the absence of this behavior. I use many big
boy type phrases to help him understand that this is how big kids behave
(without thing in thier mouths). Clearly you need to keep a close eye on this
child and keep you room as free as possible from dangerous iteams.(like you
would an infant who is into putting things into her mouth)
Increase your praise rate for the lack of the behavior.  Good luck

SUBJECT:
Behavior Plan Ideas Needed   Date:  97-10-21 20:56:38 EST
From:  JFVH

I am writing on behalf of a co worker. We have racked our brains for a
behavior plan for the following behaviors: pinching, scratching and biting.
The collaborative team has tried the following: ignoring the behavior,
redirecting the child back to task, removing the child from the activity then
completing the work once returned to table, restraint, DRO timer positive
reinforcer and sensory diet delivered ever 30 minutes (brushing, deep
pressure,lotion, ball being rolled over his body, bounced on a ball and
vibration). If anyone has any suggestions please e-mail me because I rarely
get to the message boards. If you would like more information please feel
free to ask. Jeannette

SUBJECT:  Re:BD Teaching and Connectin   Date:  97-10-21 21:30:26 EST
From:  Ronda811

I am an EBD teacher in Kentucky.  This is my first year and I feel isolated.
I have eight students between the ages of 6 and 11.  I am at a lost as to how
to approach teaching the different age levels.  I would appreciate any advice
as to how to educate my students when I have such a wide variety of
educational levels.  Also, I am finding that I am spending the majority of my
time having to deescalate and/or restrain my students.  I need some
advice.

SUBJECT:  Re:BD Teaching and Connectin   Date:  97-10-22 14:44:26 EST
From:  CMMEHuss

Rhonda811.

     I am an EBD teacher in KY also, and relatively new to the job. (2nd
year).  I teach K-4th.
What you wrote sounds very familiar to me.  My address is [e-mail].
I'll be glad to talk.  MEH

SUBJECT:  Angry Kids   Date:  97-10-22 21:40:48 EST
From:  Mrs P Foot

What to do for children who all  of a sudden become angry, run out of the
classroom, scream, hit, kick, knocks things off of desks, throw chairs, etc.
We are seeing more of this behavior in our younger children.  Regular
classroom teachers need to have strategies that will be successful.  Help
please.

SUBJECT:  Re:emotionally disturbed/bd   Date:  97-10-23 20:11:59 EST
From:  MEdmo62371

I teach a in CT and my class is considered the "last resort" due to their SED
severly emot. dist.
classif. we call it IBM (Indiv.Beh. Mod.) I utilize a Assertive Discip.
approach (see Lee Kanter) modified to my population of all boys of color.  We
removed all desks last year (my first year with them) to develop visual
connection that seeded the groundwork for trust, respect and bonding to
occur. Most BD are fiercly independent and needed to be shown the strength
and good feeling of a positive connection with someone close.  In elem. 8-10
y.o. it may be a bit easier than middle schoolers but it's worth a try.  We
started every day with a 10 minute or more meeting to go over any problems
from the prior day and to set a postive tone for the day.  I always would
lead by example and share (be careful) something about my day outside of
school that challenged me.  My daughter in school, or a friends issues and
how we all have our crosses to bear.  This is to connect with them.
Otherwise you will always be that either savior or devil in front of them
representing all that is bad in school and keeping them down at times.  Humor
works wonders when timed well.  Bring in as a reward, an old early 70's  Bill
Cosby album kills em every time.  Seriously!  As a male teacher there are
certain benefits I incurred due to some of them not having a male in their
life, but, a female teacher who is not beyond repproach, not easily shaken
(or has the gift of hiding her emotions and utilizing them accordingly) can
do as well if not better than any male.  Respect must be obtained by the
staff member without fear but sprinkled with intensity of care and
seriousness of the business at hand.  Never let them see you sweat they'll
eat you alive.

SUBJECT:  Re:Effective Social Skills P   Date:  97-10-23 20:26:18 EST
From:  MEdmo62371

Classroom meetings targeted everymorning with various preapproved topics with
student input days before on the topic.  Be realistic and make them "close
doored"  They need to verbalize what they have been taught and experienced in
order for you to dole out alternative behavior solutions or have their peers
do the same since they may have done the same when they were younger.  Pull
no punches tell the truth but of course beware of verbalizing negative
feelings on your part that aren't thought out because kids are tape recorders
and you may hear about "what Mr. Johnson said in class today".  They need to
know not just how to walk and talk in school but why it's acceptable or
unacceptable.  Utilize history,and health  lessons for social skills also.
How "we" take care of our clothes, body and hair can be a health topic
showing it's importance.
The school nurse can talk about diseases lice, scabies, etc. from not caring
for one's appearance. Role play parts of history either with them or for them
to bring home select attitudes they show to each other that's comparable to
the British and the colonists, slavery, women's rights, the conquistadores,
taking from others and lack of respect of others property (Europeans
treatment of the Native Americans)  My kids eat this up.  I have an IBM class
(Indiv. Beh. Mod.)
class of all boys who are sever. Emot. Dist. and if they mess up they are
removed to homebound instruct. or residential facilities.  My class is the
"last resort" class and I haven't lost any in 2 years although it's tiring
especially with parents who have thrown in the towel.  High expectations
yield high rewards and I treat them harshly, fairly and as if they're my own
children.  They feel real sincerety and also they loathe patronizing support
service people because they know the deal better then they're given credit
for.  Be positive and each lunch with them 2-3 times a week then ween away to
keep your down time to renergize.

SUBJECT:  Re:Angry Kids   Date:  97-10-23 20:31:57 EST
From:  MEdmo62371

Like in real estate, location, location, location.  Identify the select
students in question and move the bulk of the students around for some
cockamammy reason but really to  place the runners furthest from the exit.
Keep your desk or if you have an assistant their desk just off the doorway to
play goalie.  Have a focus or chill out corner to be used sparingly for
timeout, but as a student made choice when they need space.  Provide a throw
carpet, chair and behavior mod books about feelings, no pencils, markers etc.
or projectiles.  If space doesn't allow it make it an extreme corner by  you
but not facing the others.

SUBJECT:  Re:SOCIAL/INTERPERSONAL SKIL   Date:  97-10-25 19:11:36 EST
From:  BAJAN81

I am also interested...please send me a copy as well:)

SUBJECT:  Re:Desperate to
find help !!   Date:  97-10-26 22:55:40 EST
From:  MAK1BMI

If you are still desperate to find help...  I know you sent thgat message a
long time ago, but I might be able to give you some useful information.  I am
a special educator at a private day school for students with severe social
emotional disturbances.  Many of my students live in a residential treatment
center.  I understand a little of what you are going through.  I give you a
lot of credit and I hope you soon get the support you need.  In the meantime,
the Supreme Court of the United States declared that students labeled with
behavior disorders must NOT be suspended from school for more thatn ten
school days per year.  If your local school cannot provide the services your
child needs, they must locate a school that can.  Until they do, they must
offer home schooling to your child.  If your school does not locate an
appropriate placement soon, I suggest you contact the district lawyer.  I
hope if this is too late, you got the help you needed and that your child is
doing well.

SUBJECT:  Re:Effective Social Skills P   Date:  97-10-26 23:01:36 EST
From:  MAK1BMI

Skillstreaming for the Elementary School Child by Goldstein is an excellent
resource for your population.

SUBJECT:  Re:Angry Kids   Date:  97-10-27 22:11:15 EST
From:  Ztur

Behaviors occur for a reason..you may wish to determine what is happening
directly before the behavior to help find the cause.  ie.  have you given an
instruction to join or leave an area, has a toy been removed by a peer,  has
snacktime ended...the list can go on and on.  Find the cause and work on a
replacement behavior.  If this seems to be a trasition problem be sure that
you have a warning that group or activity is ending.  Work on your praise
level for the lack of those behaviors also...be sure to be attending with
praise at a high rate for on-task good choice behaviors...ignore the
non-dangerous behaviors and use your praise to those which are compliant
...this may help if this is attention seeking...always keep in touch with the
family regarding home issues that you need to be aware of. Good luck

SUBJECT:
Re:I know ADHD........   Date:  97-10-28 12:42:04 EST
From:  MARIELSY

I would like to learn how to do an case study about Behavior observation for
an ADHD girl,if you can  recomend me a book that help me to learn steps by
steps of if you have a sample of how to do it,I will apreciate you
colaboration.
I'm starting study Special education.
Thank you for yoy attention
                                                  Marielsy


SUBJECT:  Re:I know ADHD........   Date:  97-10-28 14:12:17 EST
From:  Ratatat

<I would like to learn how to do an case study about Behavior observation for
an ADHD girl,if you can  recomend me a book that help me to learn steps by
steps of if you have a sample of how to do it,I will apreciate you
colaboration.>

The tome that is considered "the" text on ADHD is by Russell Barkley. This is
the clinician textbook.  The title is Attention Deficit Hyperactivity
Disorder;  A Handbook for Diagnosis and Treatment.

SUBJECT:  assistant help   Date:  97-10-28 20:40:30 EST
From:  Pookinxs

My assistant is nervous of puttin gher foot down.  she is afraid of the kids
exploding.  Instead they take advantage of her.  I try to give her supprt.
But it gets trying at times.  Any decision she makes, I fully supprt, and the
kids seee that.  And Itry to give her more authority in the room, but I know
she is still nervous.  I am planning on taking Monday 11/17 off for personal
reasons, and I know she is scared. (she has used those words).  I am not sure
what to do in order to prep her and the students for my impending Personal
day.  Any suggestions?

SUBJECT:  Re:modified level system   Date:  97-10-28 20:41:17 EST
From:  CKuhn246

I would like information on the level system.  I teach intercity middle
school kids who are self-contained Emotionally or Behaviorally disorder.  I
am trying to find a behavior program that may work.  You can email me at
246kuhn.

SUBJECT:  Re:Angry Kids   Date:  97-10-28 21:17:41 EST
From:  Hellnjax

teachers need to learn to identify what triggers these behaviors in these
children.  also, work with the students and teach them better coping skills.
a lot of kids today see that behavior modeled as an effective way of dealing
with frustration.  shaping the desired behaviors should then be tried also.
class discussions to "help" the peer  (after the incident or on another day
al together) may be called for to form a sense of community.

SUBJECT:  Re:Angry
Kids   Date:  97-11-04 20:31:40 EST
From:  Eslmom1

I live in Nothern New Jersey and my son is in 8th grade. We are suing the
district to place our son in a school for children with Oppositional COnduct
Disorder ( at home and in school) with an IQ of 137 and above average
abilities in Math and reading ( below average in writing) Don;t know what
official diagnosis the docs testing him will come up with.   Our son is
always angry and irritable and impossible at home- [e-mail].

SUBJECT:
Re:Angry Kids   Date:  97-11-05 22:55:05 EST
From:  MaryCT33

Chances are they will want to have him eligibile for special ed services
under the ED label.  The label was SED (serious emotional disturbance) but
this past summer the gov't dropped the S so now it is just ED.  This woul
qualify him for servics under 504 and IDEA.  If he is below average in his
writing and qualifies for a learning disabilities you can try and pursue
eligibility under specific learning disability SLD and long as he could
receivie the appropriate schooling the SLD label would be preferable.

SUBJECT:
Re:Angry Kids   Date:  97-11-10 22:38:53 EST
From:  TLVAIL

We just had our 14 yr. old gifted, athletic son diagnosed with Oppositional
Defiant Disorder and Depression after a severely aggressive outburst and a
night away from home.  We were "blown away" and out him in the hospital to
figure out what was going on.  I was sure it was drugs.  This behavior is
unlike anything we've ever experienced with him before.  I'm scared about his
return home.  He's on meds but only for a week- We cleaned out his room the
night he was gone- nothing left but the furniture and clothes.  Our thinking
at the time was that he would have to earn back all of the material items and
priveleges he has.  We're suppposed to come up with a "contract" for coming
home but I'm a bit unsure as to how strict to make it.  Should he have to
apologize to all the people he lied to?  How about apologizing to us?  Should
he have to take responsibility for his behaviors even though he was
depressed?  I don't want to push to hard but do think he needs to understand
the consequences of what he's done and deal with it.  Any suggestions?

SUBJECT:
Re:ideas to assist with BD Q   Date:  97-11-11 22:15:41 EST
From:  Nettie1102

I am a brand new teacher myself. I have severe bd kids. I need a step by step
plan as to how to deal with leaving building,throwing objects,swearing for 15
minutes, prolonged disruption of classroom. I would appreciate anything you
do. Thanks,Nettie1102

SUBJECT:  Re:Special ED. Behavior Diso   Date:  97-11-11 22:18:02 EST
From:  Nettie1102

Do you have a behavior management system in place. I need a step by step
system for kids that are throwing tantrums, swearing, prolonged disruption of
classroom, leaving the building..HELP
Nettie1102

SUBJECT:  Re:ideas to assist with BD s   Date:  97-11-11 22:19:12 EST
From:  Nettie1102

I would love to...Nettie1102