Ask Amanda: Am I being pretentious?

I just thought I would pop in and talk about the theory behind my "Ask Amanda" column.

Calling it by that name does sound a little pretentious. Like I am setting myself up as an expert.

It is not that I think I am an expert on all things inclusion, or behaviour... or that I think I will have the answer to every question. But I do have a little experience, time and access to resources that I want to put at your disposal.

If you have a question that you want researched, but don't have time to do the reading or searching... then I want to help.

If you want a second opinion... I am happy to share mine.

If you want resources, links, ideas, especially in relation to inclusive education or behaviour support ... then I am happy to try help you find these.

So if you have a question or a topic you want discussed, then leave a comment or contact me and I will try to answer it in my monthly Ask Amanda column.

Alternately, if you have something you think is relevant to this blog, I am happy to accept guest bloggers. Or if you have a resource that you think might be useful to my readers, I am happy to review it. Just contact me.

I hope the blog is proving helpful....

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Amanda Asks: Autism Awareness

Instead of the usual Ask Amanda post, this month I am starting with an Amanda Asks column. And it is all due to the fact that April is Autism Awareness Month.

Autism Awareness Month

It all began with the Autism Society of America declaring that April would be Autism Awareness month. They have been pushing for Autism Awareness through April Awarenes month since the 1970s.

But this year is the first year that I have joined in the celebrations. This is primarily because up until this year I have been unaware that April is a good time to talk about Autism.

Amanda asks parents

I want to help build awareness by providing the opportunity for parents to tell their story - to celebrate their children who have Autism, and to talk about the challenges. I want to do this by asking parents to complete the following sentences, then emailing it to me at amandag at learn2bebuddies.com.au:

I have a son/daughter (delete the irrelevant option) with autism and he/she is .... years old.

He/she loves......

He/she is really good at ....

He/she struggles with ....

Sometimes I, as a parent, find it hard when .....

But then I think about the special moments, like when ... (tell us about something great that has happened - an achievement, a hug, a word, a moment that has encouraged you).

Please note: By sending your completed story to Amanda Gray you are giving permission for it to be posted at http://www.learn2bebuddies.blogspot.com during April, 2010. Names won't be used unless the you give permission, and then only first names will be used.

If you want to share a photo, you could either use a picture of your child showing their face, or one where you can't see their face... perhaps take a picture from behind as they play their favourite game. Please note that by providing a photo you are giving permission for it to be publicly displayed on the abovenamed blog. Please do not include a photo if you do not agree to this.

Feel free to contact me if you have any questions.

Amanda Asks Support Groups:

I also want to share information about what different support groups are doing to help spread Autism Awareness. If you want me to mention your event or activity, please contact me.

It all starts with "Light it Up Blue"

On April 2nd around the world significant buildings are going to be lit up in blue to highlight Autism Awareness Day. In Australia, Melbourne's Federation Square will turn blue.

If you want to find out more about "Light it Up Blue", visit www.lightitupblue.org. You can make your own contribution to the effort by doing one or more of the following:

• Change your Facebook profile picture to the Light It Up Blue logo and tag at least 10 of your friends.
• Post on your blog about how you are “lighting it up blue” to raise autism awareness.
• Add the Light It Up Blue logo to your e-mail signature … and type your e-mails in blue!
• On April 2 wear blue clothing and ask your co-workers, schools and friends to wear blue too. Take pictures and add them to our Flickr gallery.
• Bake puzzle piece shaped cookies and frost them with blue icing, then bring them to your school, work or place of worship to raise autism awareness.

And, remember, if you do these things be ready to answer questions. Make sure that if you do not have first hand knowledge of Autism, that you do some reading on the topic. This is a good place to start: www.autismspectrum.org.au


And come back here to hear Jennifer's story tomorrow....

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Ask Amanda

It is time to Ask Amanda... what do you want to know about his month's topic or any topic related to special education or inclusion?

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Ask Amanda - Dealing with anxiety

Q:
I wanted to put a vote in for the "Ask Amanda" days - this occurred to me last night as I tossed and turned trying to work out how to help my daughter deal with anxiety. She has just started Year 1 and has had a number of wee accidents at school (none over the break) and she wakes up every night and insists on sleeping in our bed - both these behaviours have started with the new term hence I think they may be about her anxiety...would love any advice/tips or simply stories of similar experience...

A:

Imagine this...

You have just been invited to a new friend's home for dinner. It will be the first time you have been there.


Getting there

First, you double check that you have the address right and you are given a description of the place. You might even get someone to drive you past just so you are confident you can get there.

Then you consult Google maps and get a set of written directions, a map and a street view of the place. You are getting even more confident.

On the night you have butterflies in your tummy, but that is expected. Another friend who knows the way offers to come with you. So now you barely worry at all.

With a little anxiety, you get in the car. But because you have someone you trust with you, and you have a written road map, and pictures representing the place, you manage to get there and enjoy the evening - and get home!


A break

But then you don't get invited there for a while. Until one day, a few weeks down the track, you get invited again. Because you have been there before, you don't really worry. You just set off....


Getting there again

But last time you were driving at dusk, so now all the landmarks look different.

And while you thought you could remember all the turns, it turns out that you don't... and you forgot to bring the maps and instructions. And this time you are giving a lift to someone who "sort of" knows the way, but you don't know them well enough to trust them.

You do get there. But by the time you get there you are so anxious it is hard to relax and enjoy the company - all you can think of is having to drive home again.

But you don't really want to tell anyone because you feel like you should know what to do because you know you have done it before.


The analogy

No, this isn't just a random story :). It is an analogy of how a child may feel as they transition back to school after the school holidays...

"Landmarks" change, "supports" are different or fewer. And the expectations are different. For children with developmental disabilities, add to this a difficulty with problem-solving and analysing your environment, and it is no wonder that the transition back to school after the holidays is a very anxious time.


So what can we do?

I will take a little time this month to talk about what can be done. But if anyone reading this blog has a story or some advice to offer, please post a comment here.

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Ask Amanda: Why aren't they DOING something?

by Amanda Gray

It is a question that has been asked me by parents a number of times. It comes in different forms. But basically each question is getting at the same idea: "Why isn't the school/teacher stepping in and stopping the bullying?"

This is a tricky question, and for each family/school there is probably a different answer. But here are some things to think about if you are a parent (or teacher) who feels a school (or teacher) should be doing more about a bullying situation.

1. The problem of definition

If you ask five different people what they think bullying is, you will probably get five different answers. Their answer will probably depend on:

• their own experience with bullying (which may lead them to be over- or under- sensitive to conflict and bullying)
  
• their beliefs about resilience ("she should get over it")
• their beliefs about independence ("he needs to learn to deal with it himself")

Even if we have policies that list bullying behaviour and identify procedures for dealing with these, it cannot answer questions like:

• How often do you have to be teased before it becomes "bullying"?
• When does meddling with someone's property move from being a practical joke to bullying?
• When is refusing to play with someone bullying, rather than childhood conflict?

Policies can do their best to address these issues, but the difficulty lies in the dynamic nature of behaviour. It is not until you really know the individuals being bullied that you can accurately identify bullying.

In the words of Findley (2006):

"Being human, our thoughts, instincts and opinions often influence our decision making. This can be a problem, particularly when it comes to responding to bullying. What you think is trivial, may in fact be causing severe distress to the victim, and what you think is serious, may in fact be having little impact, or causing not distress at all. Bullying is determined by the impact it is having on the victim." (p16)

If you want more on this discussion, visit The Learn to be Buddies Series Blog.

2. The difference in perspective

It is a natural thing that parents and teachers have different perspectives. You might call it the difference between an individual vs global perspective, or an intimate vs professional perspective (Coleman, 1998).

So parents will see the impact certain actions have on their child in a different way than the school does. Here are some ways the perspective can differ:

• At home the child may cry themselves to sleep, at school (when asked) they might shrug the situation off (perhaps not wanting to be seen as weak in front of peers)
• Difficult behaviour may be seen at school as... well, difficult behaviour. Whereas at home, the parent, intimately knowing their child, may recognise it as a sign of distress.

So even if parents and teachers see the same signs, the interpretation can be different.

It is perhaps true that no parent wants to see their child unhappy, or having social difficulties. However, a professional view may be that social conflict is a necessary and healthy part of developing social and emotional intelligence (Rigby, 2002). Parents and teachers/schools may have a different perspective on where the line is between unhappiness caused by social conflict, and distress warranting adult intervention.

There is also the added factor of the school/teacher caring for many, whilst the parent is caring for few.

Conclusion?

Schools will act when they judge that the behaviour that is occuring fits the criteria of "bullying". Further, their actions will be determined by interpretation of educational policies, and procedures in place to protect both the "bully" and the "victim". Further, teachers will act according to their individual philosophies and interpretation of policies as guided by the school leadership.

The ethos or social context of the school will be important. As West-Burnham, Farrar and Otero (2007) state, "some schools are better at being schools than others." (p19) Policies play a part in this, but so do the attitudes and philosophies of the school leadership.

It is also important to note that schools will act most strongly on tangible evidence. What they can observe, what they know. So for parents and children, it is most important to continually gather and record evidence of harm, whether emotional or physical. The stronger the evidence, the more likely the school will act - though these actions will always need to adhere to the policies of the school and Education Department. And the school will always need to listen to both sides of the story.

On the other hand, a parent's expectations will be shaped by their interpretation and perspective on their child's social interaction and development. If this differs from the school or teacher's perspective, then it is likely that the school will not be acting as strongly or promptly as a parent might like.

For this reason, parents have an important role as advocates for their child. Parents will know their child as an individual better than the teacher or school.

Schools that work best are those that listen to, and work with, parents - always with the proviso that they must work within the "rules" and guidelines of the education system.



This month I want to explore the working relationship between teachers/schools and parents. I want to find out what works, and what doesn't, and practical ideas to improve relationships between school and home.


References

Coleman, P. (1998). Parent, Student and Teacher Collaboration: The Power of Three. Paul Chapman Publishing: London.

Findley, I. (2006). Responsibility: Beating bullying in Australian schools. ACER press: Camberwell.

Rigby, K. (2002). New Perspectives on Bullying. Jessica Kingsley Publishers: London.

West-Burnham, J., Farrar, M., and Otero, G. (2007). Schools and Communities: Working together to transform children's lives. Network Continuum Education: London.


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Teaching pragmatics using Social Stories

(Following on from previous post)
A Social Story: When I want to play with blocks

I like to build with blocks. But sometimes other children are playing with the blocks.

I won’t get mad. I will just ask to play.

I will look at the child who is playing with blocks. I will try to smile. I will say their name.

When they are looking at me, I will ask, “Can I play?”

Sometimes they say, “Yes.” This makes me happy. I will take turns with the blocks. I will share the blocks with my friends.

Sometimes they say, “No.” I will try to stay calm and not get angry. If they say it in a rough voice and tell me to go away, I will go to the teacher and ask for help.

But they are not always being nasty. If they say it in a softer voice, or if they say “Not now” the children might be building something special and I will wait until they are finished.

Sometimes there are too many children playing blocks already. I will stay calm and wait until it is my turn.

While I am waiting I will play on the computer or do some drawing.

Images are from the children's book, Dave is Brave, written by Amanda Gray and illustrated by Daniel East.

Copyright Amanda Gray and Daniel East 2008 http://www.learn2bebuddies.com.au/

Social stories

Social stories were first introduced by Carol Gray (1994). Social stories are a way of helping children, especially those with Autism, learn social skills. They can be used to teach children to recognise facial expressions, body language and other social skills necessary for interacting with their peers.

Social stories aim to give children a concrete description for the very abstract things that occur in social interactions. Wherever possible, they should be accompanied by relevant pictures. They are written specifically for a child and a situation that the child may be finding difficult.

For children who may have a very literal and concrete way of understanding their world, these stories can be very useful. If you want to read more about social stories, you may want to find some of the following books and websites:

Education Queensland Disability Support Services (2006) Social Stories. Retrieved 16/04/2009 at: http://www.learningplace.com.au/deliver/content.asp?pid=33083

Gray, C. (1994) The New Social Story Book, Future Horisons: Arlingon.

Latrobe University. (2009). Social Stories. Retrieved 16/04/2009 from: http://www.latrobe.edu.au/hcs/projects/autism/social_stories.htm

Smith, C. (2003). Writing and Developing Social Stories: Practical Interventions in Autism. Speechmark: Oxon


Some other great sites include:

The originator of social stories – find her list of publications and more information at
http://www.thegraycenter.org/

For Aussies, Carol Gray’s My Social Stories Book is easily purchased at:
http://www.spectronicsinoz.com/product/my-social-stories-book

Autism Spectrum Australia at http://www.aspect.org.au/default.asp#logo

The Online Asperger Syndrome Information and Support website at
http://www.udel.edu/bkirby/asperger/

Tony Attwood’s website. Here’s a link to his list of useful publications on socialisation:
http://www.tonyattwood.com.au/social.html

Or Sue Larkey’s website at http://www.suelarkey.com/index.php?pr=Home_Page

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Ask Amanda - Kim's Question

Hi Amanda, this is Kim from facebook. I have a question, or a suggestion depending.. Have you made a book, or social story about biting? Or other behaviors like kicking, hitting, spitting, banging head. Any "sterotypical" autistic behaviors that need intervention? I think showing visuals would help with these since the child doesn't understand that it hurts others, or can really hurt themselves. Thanks

Thanks for your comment, Kim.

I have only just begun writing books that can be used for children of all abilities to learn social skills. Dave is Brave, the first of these books, does look at rough behaviour, but it does not directly address the behaviours you have highlighted. It is something I will consider in the future.

Having said that, there are some great visuals that have been developed by others. You might want to check out http://www.do2learn.com/subscription/product_details/pdf_social.php or search for Boardmaker products. I am not sure about other countries, but many schools and early intervention centres in Australia use Boardmaker so you may find that your child's school already has a product available that may help.

Another thing to consider about these behaviours is the reason why they are occuring. If it is not due to the social difficulties discussed in previous posts, it may be due to sensory integration difficulties. This document, Sensory integration and Sensory integration dysfunction, discusses this well.

So, for example, if a child is biting themselves or banging their head in order to "feel" something, it may be important to find an alternative that provides that stimulation without hurting the child rather than trying to use pictures to communicate why they shouldn't bite themselves. Massage beads, stress balls and other toys may be usefull in helping change the child's behaviour. Giving the child an object such as this every time they start to display self-harming behaviour will help them replace the behaviour, eliminating it, whilst still gaining the stimulation needed to cope with difficult situations.

If there is anyone reading this blog who has some other suggestions, please feel free to share.

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A conversation with a parent about bullying

Copyright Amanda Gray 2009

Between a parent of a child with ADHD, and Amanda (a special education teacher) - published here with permission.

Parent said:
My 11 year old daughter with ADHD and learning disabilities has experienced some bullying by a boy in her class room. The teacher attempted to talk individually to the boy doing the bullying as well as talk privately with my daughter who was distressed over the nasty name-calling, but the boy continues to bully her. This school year had so many new changes with all the kids switching to a new building that I think this year has been the toughest year on my daughter.

The sad thing is that the bullying only made a bad situation even worse. My daughter is literally asking me if she could start going to counselling. Can you imagine???? She is experiencing "separation anxiety" and hates leaving me to go to school. This has gone on throughout the entire school year, but it never got better. Any thoughts on this?

Amanda said:
There are a few things that you might want to look into (though I don't profess to have all the answers)

1. Find out if the boy's parents know about what he is doing and what they feel about it.
The Education Department in Australia recommend that parents of a child who is being bullied don't directly contact the parents of the "bully". However, you can ask the teacher and/or principal to speak to the parents. If they are shocked or disgusted or upset at their child's behaviour, the school might be able to get them involved in designing and implementing consequences for his actions, or they might help their child understand the impact of their bullying on your daughter.

2. If the parents are not on side, and the bullying is occurring due to lack of empathy, the teacher may be able to incorporate lessons, activities and rules into her classroom that tackle the issue of respect and value for diversity.
For example, set up a buddy system where children take turns in "looking after each other" in the playground.

Or have children do activities that help them recognise and value their differences, for example designing posters saying "I am special because..." (for all children, not specific just to your child).

Every morning she could have a "sharing circle", which is about discussing general issues that children have anonymously reported (using a ballot box) or issues that the teacher thinks they need to discuss. For example, she could get the students to talk about teasing, what it is, how it makes others/themselves feel, then ask the students to come up with a rule that might prevent it, and consequences for if it happens.

Publicly addressing the issue of teasing, and having strict consequences in place without talking specifically about your daughter can be a way of "shaming" the bully into backing off. But more importantly, it is about your daughter knowing that there are people on her side at school, and setting up a support network of peers for her so she feels more protected even if the teacher cannot always be present.

Addressing it in a general way may also reduce the likelihood of the boy targeting your daughter more if he feels she has "told on" or "snitched" on him.

Parent said:
I like the idea of the "sharing circle" and I think that is an excellent way to have children open up without feeling guilty or ashamed. I am sure that it is helpful because the children remain anonymous. My daughter had already discussed the bullying problem with one of her teachers. The teacher contacted me on the telephone and that is how I discovered what was going on. My daughter had not discussed this with me.

I did have a long discussion with my child about how bullying is wrong and hurtful to others. I explained that she should tell me and tell her teacher if it happens again. Unfortunately, the boy continued through the year harassing my daughter, bullying her and calling her hurtful names.

…. I think that I will continue to help my daughter try to work through any negative feelings from being bullied. We have considered going to a counsellor just to have someone professional discuss important topics and to try to work through the negative experience.

I want to add that my daughter has been having anxiety and insomnia much more than usual. I am not sure if this is directly related to the boy bullying her or not? It is a serious concern of mine and I do think that counselling could be a good choice for now. My daughter never had anxiety or insomnia to this degree, until this school year when the boy began bullying her.

It is very sad and unfortunate that I was not informed by the school much sooner about my daughter getting bullied by this boy. I was completely in the dark about it. It was not, until the school teacher contacted me that I discovered what was going on. This explains why my daughter constantly did not want to go to school and why she always had a stomach ache.

Schools should contact parents immediately when and if they think there is a bullying situation with their child. Some kids, like my daughter, do not share at home with family the details of being bullied at school. Although, I did not discover the truth, until close to the end of the school year, I am grateful that I finally found out so I can help my daughter work through the negative emotions and feelings.

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Ask Amanda: The role of teacher's aides

Question from Shelley:
What does research generally say about aides and aide time - I am wondering for example how effective an hour's aid time a day might be as opposed to 1.5 days with an aid there all the time.

Comment by Sue:
Hi Amanda,
Just following up on what Shelly is asking about I have been really concerned about a growing trend which seems to be happening in schools at the moment. That being, that teacher aides are more often teaching students with special needs than their teachers are. Also that much of the planning seems to be left up to teacher aides too. Over the years I have seen many kids who come to a special education setting after completing their primary schooling who are seriously aide and prompt dependent. It is an even greater problem is schools where a student may have had the same ( well intentioned) teacher aide for the whole of their primary schooling.


The use of teachers aides is increasing. But we need to be clear on the role of a teacher's aide before we can effectively use them in the classroom.

Most importantly, it is important to know that a teachers aide or assistant is not a trained teacher. Here are some sites that tell you about the qualifications of teachers aides in Australia:
http://www.jobguide.thegoodguides.com.au/occupation/view/631115A/NSW
http://www.getaccess.wa.gov.au/careers/profiles/data/OCC291.asp?print=Y

I found the Middlesborough Teaching Assistants site really interesting. The statement that is important is that the role of the teachers aide is to "enable access to the curriculum and to facilitate independent learning, and to promote inclusion."

It is really important to see teachers aides as facilitators rather than "scaffolds" or "supports".

This video also has some great stuff: http://www.teachers.tv/video/1522

The Disability Standards for Education 2005 Part 3 highlight that all adjustments made to support students' learning must ensure that the child can learn as independently as possible.

The consistent presence of a teachers aide is possibly not as important as how the teachers aide is used, and what adjustments are being made in terms of teaching strategies, materials and grouping in the classroom.

As Sue mentioned, using a teachers aide in a way that will promote co-dependence or dependence in the student does not meet the aim of promoting independence. For example, I have seen situations where a student is placed at the back of the classroom with an aide to complete tasks that they could not complete without assistance, or tasks that are not connected to what is going on in the classroom. In these cases you often find the students have a low sense of self-efficacy. That is, if the teacher's aide is away the child refuses to complete work, or withdraws, or is constantly asking for the classroom teacher's assistance.

The aim should be that we make adjustments to the way we present information and work with the students. For example, we use more visuals and hands-on materials. We have glossaries and checklists. We arrange the physical environment with consideration for the child's needs. The aim is to ensure that the child can participate as independently as possible.

Then the best way to use a teacher's aide will be scheduling them on at times when extra supervision or extra one-one support may be needed for safety or equity reasons. For example, if the child struggles with literacy, then the teachers aide could be present at literacy lessons to work with small groups or pairs of students. Or they could be there, roaming the room, helping to answer questions so that the student can get adequate support without sacrificing teacher time for the other students.

The same philosophy could apply to situations where the student may have behaviour or physical difficulties. Example - a child with physical difficulties may be allocated a teachers aide during physical education. Or a child who is prone to "melt-downs" in noisy or less structured lessons is allocated teachers aide time so that they can help maintain duty of care even if the child has to leave the room for a "break".

We also need to ensure that the use of a teachers aide does not increase the risk of bullying.... see the previous post on this topic.

Perhaps we should see teachers aides as facilitators, an extra pair of hands in situations where duty of care or support for other children may be significantly affected by the needs of the child with a disability.

So to answer your question...

Research about resilience, high expectations and self-fulfilling prophecies suggest that:

- Making adjustments to resources and teaching strategies to promote independent learning are essential, whether a child has a teacher's aide or not.

- The way a teacher's aide is used is likely to be more important than how much time they spend with the child. The exception may be if the child really struggles to relate to "strangers" and needs routine. Then it will be important to allow time for the child to get used to the teachers aide being part of the classroom, unless they can be taught that the teachers aide is part of a particular activity (eg PE means the teachers aide will be there)


If we expect children to be independent, provided we have appropriate supports, materials and teaching strategies, then they are more likely to be resilience and confident learners.

One on one support is beneficial for many children with disabilities, but it can also be provided through peer-assisted learning. One on one support, however, is not necessarily essential for learning success.

The line between expecting too much and expecting too little is not always an easy one to find, but it is important that we recognise that children with disabilities are capable of learning independently.

The short answer??

1 hour a day can be just as effective as 1.5 days with an aide if the aide is used at a time when the child may need to ask more questions, or needs further supervision due to social, behaviour or emotional difficulties.

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Ask Amanda ... a student who is under three and displaying aggressive behaviour

Amanda, I have a new student who is two and a half. He is extremely impulsive, he cannot have anyone near him that he is not being aggressive to them, to the point where if I am near and pick him up, touch him or in any way try to talk to or remove him from the situation (hitting repeatedly, punching, pushing etc.) he will with one hand try to stop me while continue to strike out at the child. I think he has some form of spectrum disorder, his other behaviors are what appears to the other adults including his parents to make him 'gifted' his speech is very articulate overly complex sentencing (he is 2) but he repeats everything (very clearly) which I think is echolalia (sp?) not cognitive language use.what can I do to help him stop hurting others.

I am meeting with the parents and right now I will just ask them how he is at home types of questions. I have only had this child for 2 weeks and want to set up a good relationships with them. I have learned to approach with caution when this type of issue arises. Thanks Beth


First I just want to apologise for taking so long to answer this very tricky question. The world has been spinning very fast lately.

But now I have time to sit, think and answer your question.

I can’t suggest a quick fix

This difficulty is not something that can be addressed easily. It will take time and some investment of energy. However, I may be able to suggest some practical things you can do to help improve things over time.

I will also shy away from suggesting a diagnosis etc. That is up to the psychologist, paediatrician or other medical professional.

Step one: Formal Observation

The first thing you may need to do is take a step back and really observe what is happening. It may even be worth getting a third party in, for example another staff member who works in your centre, to watch what is happening.

The purpose of this is to get a better picture of what is going on. It will help unlock some clues to why he may be behaving this way.

Observational tools:
The observations should be written down. This written account should be factual rather than an interpretation of what is happening.

There are many forms of written observations. But you may find a couple of these useful.
Firstly, the simple anecdotal observation (click here or here for more info). That is, the observer watches for a certain time period and records everything that is happening. Not just what the child is doing, but what others around him did and in what setting it occurred.

The second example is an ABC observation.

A= Antecedent: Write down everything that happened before the child began to display the inappropriate behaviour. This includes anything that other children did, what setting they are in, what was said etc.

B= behaviour. Record exactly what the child did.

C= consequences. Record the responses of those around him. That includes the response of the other children, as well as the response of the staff.


What might be the function of his behaviour?

Read this previous post for more information on funcational behaviour assessment. However, the description of the behaviour you have given suggests to me a couple of purposes the child’s behaviour might have. However, these are only guesses as they are not based on full observations as described above.

1. A reaction to proximity
He may have sensory integration issues and subsequently have difficulty sharing space and equipment. He may not be able to endure the proximity of others, and his behaviour is his way of communicating this.

I did read somewhere else that when reprimanded he says he won’t do it again. But if it is due to sensory integration issues, and he has difficulty with social communication, he may not be able to change this behaviour without consistent and explicit support. He will continue to react impulsively in order to protect himself from the intrusion of others.

If this is the reason for his behaviour, removing him from play may seem very unfair to him as he will feel he is being punished for his anxieties or for what other children are doing. And it is unlikely that he will be able to articulate this in any other way than trying to continue lashing out whilst being removed.

What can you do in this instance?
- Set up a safe space that he can retreat to without fear of intrusion. This can be done using a mat, book shelves, cushions or a chair and table. All children should be told that this is a quiet space and only one person can be there at a time. In this space place a couple of the child’s favourite games. But this is only a starting point as you don’t want to always isolate the child from other children.
- Have a routine session every day based on a turn-taking game. This needs to be a quiet, highly structured game where only one child has a turn at a time. Start with just one or two other peers, and sit between them and the child. Let the child pick the children he wants to play with in this session. As the child gets used to this routine you may find that you can start introducing more children and less structured games. But it may take some months before your intervention is not needed.
- Use the child’s echolalic language skills to teach appropriate communication alternatives to his aggression. For example, teach him to say, “Move, please!” using an appropriate hand gesture when children get too close.

This is not a comprehensive list, but it may be a start.

2. A desire for interaction but limited social skills
I have worked with a number of children who have an intense desire to interact with others and play the same games but end up ostracising their peers because they don’t know how to get involved without aggression. There was a boy who wanted to play tips, but kept being isolated by staff because he was running around punching children. It turned out this was his invitation or his request to play tips. When he was taught how to play, and taught specific language to ask others to play, he ended up with a nice little bunch of playmates.

So if this is the case it is again not surprising that the behaviour isn’t changing. He may not be able to identify why it is wrong, or exactly what behaviour you want him to stop. He may also have a sense that is it “not fair” that he is being isolated when other children are playing together - even if he couldn't articulate this.

What can you do in this instance?
It will be about teaching specific social and language skills. Your observations will be able to tell you which skills are most relevant, but here are some ideas.
Language (teach a gesture or makaton sign language to go with this):
- Can I play?
- Can I have a turn?
- That’s mine. You can have it later.
- Can you move, please.
Social skills:
- looking at facial expressions and identifying when others are sad.
- Turn taking
- Sharing space and equipment

How could you teach these?

Social stories:
My book, Dave is Brave, is like a social story. It demonstrates a sequence of events that occur in consequence of aggressive behaviour, with pictures to illustrate facial expressions and emotions of others. It also has key phrases like, “Can I play?” demonstrated as an alternative to aggressive behaviour. (Sorry if this sounds like advertising, but I wrote the book for children with these sorts of issues so you may find it useful)

You could use this, or you could work with the student to design your own short picture sequence. You could do this by taking photos (with parent permission) of a short role play. Two photo sequences could be:
1) photo of him watching others playing
2) photo of him role playing pushing another person
3) photo of another person being sad
4) photo of him sitting by himself, not able to play with others
Second sequence
1) photo of him watching others playing
2) photo of him asking, “Can I play?” with a smile and appropriate gesture
3) photo of another person smiling back
4) photo of him sitting with others, playing together.

You could also look into using PECS such as Boardmaker and those seen on the do2learn website. This will help make language more meaningful for him if he learns well through visuals.


Responding to aggressive incidents

While he is learning these new skills, you will still need to have a way of managing or responding to aggressive incidents.

If you think that his behaviour might be due to sensory integration issues, or a difficulty with the physical proximity of others, you might want to do the following:
- Manoeuvre yourself in between him and the child he is lashing out at.
- Firmly but calmly and gently say, “Stop” with a stop hand sign
- If he doesn’t stop after 2 or 3 requests, point to his quiet space and ask him to take his toy to that space, re-assuring him that he can come back to this play space when he is ready to be settled (choose a word he can understand and use that same word all the time, you may even have a picture of the quiet space and being “settled” to help him understand what you are saying)

As much as possible, avoid physical contact. Try and shepherd him to the quiet space rather than physically move him if possible. You may also find that taking his toy to the quiet space will mean he comes with you.

If you think his behaviour is due to poor social and language skills, follow the same process. But instead of just saying, “Stop” get him to repeat a key phrase such as, “That’s mine.” with appropriate gestures so other children can understand him.


Conclusion:

The bottom line is that anything you do will take time and energy. You and anyone else working with the child will need to be consistent, repeating exactly the same process and exactly the same words every time an aggressive incident occurs. Remaining calm will be very important.

And if one thing doesn’t work after you have given it a good go (eg one month), do another observation and analyse whether you might need to think about the behaviour having a different purpose behind it.

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Ask Amanda - About Tourette syndrome awareness

What might a strategy be in order to educate a class where there is present a boy with Tourette syndrome? Ho might we address this situation with respect to the students as well as the class? The boy has blinking as well as some verbal ticks wich at times can be distracting to his learning ability as well as the rest of the class. ... Facebook Friend

When helping build awareness about a child's disability the most important rules to adhere to are:

1. Make sure the process is controlled by the parent and/or the child.
2. Promote empathy rather than sympathy

Make sure the process is controlled by the parent/child

Talk to the parent and the child. Get their ideas. What do they want to share?

If they do not want to talk about the child's disability specifically, then you need to address the issue in general terms. I will talk more about this below. This is often the most effective approach as it decreases the chances of the child being stereotyped by their "label" or disability.

Secondly, if the child does want to talk about their disability, it should be done in the context of all students talking about themselves. This sets up an environment of respect and empathy, rather than pity and isolating the student as "different" or with nothing in common with their peers.

For example, use "get-to-know-you" games. These could include sitting in a circle and throwing a ball. The person who catches a ball has to say something about themselves. It is best to have some guidelines about what they share, and also have some rules about responding respectfully. To find out more about rules go here.

And that brings me to another point - before you do anything, you need to set up a culture of respect by establishing these class rules. You also need to model the attitudes you want, such as including the child and praising the child, relating to them in the same way you would with any other student in your classroom.

Promote empathy rather than sympathy

If you want to discuss the issue with the class, make sure you do it in a way that helps them relate to the child rather than feel sorry for or fear them.

For example, don't talk about Tourettes syndrome. Talk about the things that the children see and hear (the blinking and verbal tics). But do this indirectly. An example of how you might do this is below. You will need to adapt this according to the age of the children and so on.

The way we act and what we say is effected by a lot of different things. But one of the most important things that effects how our body moves and what we say is the messages our brain sends to our body.

It is like each person is run by electricity and the brain is the power station. The "wires" that carry the electricity to "run" our body and our speech can be effected by different things. Tiredness, being sick and sometimes just the way our bodies are made. These things may mean it is hard to turn the power on or off. It may mean that one part of our body gets too much power, while another part doesn't get enough.

If we can't turn the power off when we want to we might call out when we don't mean to, or our body might move even when we don't want it to move.

Whether you personalise it or not will depend on whether the child/parent wants this. But just remember - if your students ask you "Is that what is wrong with ...", don't avoid the issue like it is taboo or a bad thing. Just calmly and briefly answer the question (or give the child with tourettes syndrome the opportunity to respond) without making a big deal of it.

This approach will help the children understand and relate to the child, rather than trying to teach them about a "label" or a syndrome - to which they won't be able to relate. Labelling can also increase the chances of bullying.

I hope that helps. If you want to know more about the syndrome and what you can do in the classroom to support students with tourettes, you might want to visit http://www.tourettesyndrome.net/education.htm

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Ask Amanda: Oppositional Defiance Disorder

In August we talked about aggression. I shared The Dreaded Power Struggle on http://kindergarten-teachers.ning.com/, a social networking site of which I am a member. A fellow member responded, saying that she had experienced a “Can you do this?”-“I’m not doing it!!” power struggle in her classroom.

Her student has oppositional defiant disorder, and she has a great system in place to help deal with the child’s difficulty following instructions. Here is her story… and her question:

“In math, the class was on the carpet for the lesson and she [the student] was lying across the floor. They [the other students] all went back to their seats for independent work, but my student sprawled across the carpet face down and refused to get up.

“So I left her a few minutes, came back over asked if she knew what she should be doing. She replies, yelling, ‘Yes and I'm not doing it!’

“I gave two options, to get up and do it at the table now, or do it during her free choice centre time. Eventually she came ... over … to my reading table at the end of the group I was working with.

“…. I started a contract this week focusing on two little goals: 1) keeping her shoes and socks on during morning meeting (she gets a sticker) and during math lesson (she gets another sticker). Goal 2) is a little more difficult but is to sit in her square on the carpet for morning meeting (sticker) and for math lesson (sticker).

“So she's working just on those two goals right now. I view it as baby steps and hopefully progress in the long run. Her parents are very supportive and have no idea what to do either. She was adopted at age 1 and of course most of what she does is learned behaviour. Thoughts?”


Firstly, I just want to encourage and commend this teacher to say that she is doing a great job. Baby steps, calmness, patience and lots of rewards (rather than focusing too much on the negative behaviour) are the essential tools in helping this child want to change their behaviour. And behaviour is likely to only change long term if the child’s wants it to change.

The behaviour contract is also important – it clearly outlines exactly what is expected, no room for misunderstandings or negotiation. This again reduces the opportunity for power struggles.

The use of tangible, immediate rewards means that she can see the connection between a specific behaviour (eg. sitting on her carpet square for morning group time) and the reward. This is very important for all children with different abilities because it gives them specific guidance about what is desirable behaviour without a “lesson” or “discussion” being involved.

The identifying of very specific behaviour attached to the reward also means that you can reward her for that behaviour even if she is displaying some other undesirable behaviours. This is an important starting point as it helps the child “get off on the right foot” so to speak. That is, it helps build their self-esteem and self-worth which can lead to more positive behaviour.

One of the most disheartening things for a child struggling with the social and behavioural demands of school is the withdrawal of a reward. For example, if you have a points system where you get 10pts for appropriate behaviour, 10pts off for inappropriate, many children with behavioural difficulties will constantly end up in the red.

For that child, it really isn’t worth trying if they expect to fail.

This also applies to the possibility that the child is struggling with Math. For example, they may feel that every time they do Math they are likely to get it wrong, or they are simply struggling to understand your directions. This may mean that they use defiant or inappropriate behaviours to avoid this possibility of failure. It may be that you need to reasses what tasks you give your child in Maths, and how you ask them to complete it (eg. cutting up a pizza to learn fractions rather than drawing lines and answering questions on paper).

The other thing I just wanted to mention is the idea of learnt vs instinctive behaviour. Learnt behaviour = behaviour children observe and mimic. Instinctive to me means that they are acting based on their own feelings.

Children who are adopted or who are in Foster care may experience a range of emotional challenges that may not be faced by children living in their birth families. Issues of loss, grief and difficulties with attachment may arise. The emotional effect of these issues may result in children (whether adopted or not) acting out, being defiant, rejecting friendships, not responding in the same way as their peers to adult attention, impulsiveness and low resilience and/or self-esteem.

However, I must stress that all children respond differently to adoption and separation, and that behavioural and emotional effects can be mitigated by the actions of parents, teachers and others supporting the family and child. But there are others who can speak with greater authority on this topic than me.

The following sites have some interesting information about how adoption or separation/divorce may affect children and what you might be able to do to prevent this.
http://family.findlaw.com/adoption/adoptive-parenting/adoptee-grief.html
http://family.findlaw.com/adoption/adoptive-parenting/adoptee-early-development.html
http://www.catholiccare.org/files/files/FS/post%20separation/Effects%20of%20Separation%20on%20Children.pdf

This site has a list of other websites where you can find information and counselling relevant to adoption:
http://www.community.gov.au/Internet/MFMC/Community.nsf/pages/section?opendocument&Section=Adoption

So if a child has these extra challenges, then it is even more important that we focus on expecting small improvements, rather than sweeping behaviour change. That we use calmness, patience and lots of rewards and positive interaction.

Our children are precious. All of them.

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Ask Amanda

I am so sorry I have been neglecting my blog lately. It has been a very busy time getting Dave is Brave ready for print. But it is at the publishers now so I should have a little more time to write this week.

As I usually do at the end of every month I try to answer some of the questions asked by parents and teachers reading my blog. In this post I want to address the question directed at me from a parent. The question was….

Do you have suggestions how to improve working memory and executive function?

Here are a few things to think about…

Helping address working memory

… by linking new information to what the child already knows or using routine

If you are trying to teach a child a new skill in a way that will help it stick, make sure you tie it into something that the child is interested in or knows about. Keep referring back to this. Repetition may also help it stick.

Of if you want them to remember things like the equipment they need to pack in their bag for school, establishing a routine could be helpful.

For example, every day before school have your child do the same sequence of things – get up, have breakfast, get dressed, check the day’s timetable (if in secondary school), pack required equipment, watch cartoons if there is any time left.

The same principles can be applied to learning. Establish a classroom routine. When teaching new concepts, give examples that the child can relate to. Use their interests, like their favourite sport, art or music, to help establish the new concept in their minds.

…. By using songs, rhythm and rhyme

In addition to routines and repetition, use rhymes and mnemonics.

We (especially of the older generation) are likely to remember key spelling rules through rhymes like “i before e except after c”. Or the mnemonic “every, good, boy, deserves, fruit” to help us remember musical notation.

These can be useful and fun tools both at home and in the classroom to help children remember concepts and tasks.

… by using visual or written reminders

Most children with working memory issues will also benefit from visual or written reminders as well.

To help children learn maths, spelling and reading, hang words, numbers, formulae and poems or short stories around your house or classroom. Read these regularly. Label everything, and get children to read the label every time they want to use that object. Keep the same words hanging in one spot until the child can un-erringly read it for three or four days in a row. But make sure it remains fun, even if you have to use incentives.

For example, you might have a lucky dip box. Have a word or phrase or number on that box. Every time the child reads the word, they get to open it and take a reward. But make sure you reward their attempts at reading the word as well as their successes.

Using repetition, and the child’s learning style – whether it be visual (pictures), hands-on (learning by doing) or auditory (singing, speaking) – will increase the chances that they will remember what they have been taught or told.


Other aspects of helping address executive function

Impulsivity

Acting impulsively can be a great difficulty for children with executive function impairments. One of the tools that can be adapted for children, and adults, is the “stop, think, do” process.

This is a program originally introduced by Lindy Petersen, a child, clinical and family psychologist.

Basically it is about using visual and physical cues to help children stop and think about the consequences of their actions before they “do”. For children who act impulsively, this is the function that they fail to go through.

An example of how it may work:
You have a picture of traffic lights hung on the wall. You talk about what each colour means.

Red = stop = stop what you are doing, take a breath and relax.



Orange = think = ask, “What am I going to do? What will happen if I do it? Is there a better choice?”


Green = go = only go when you have thought about what will happen and made a good choice.

You then establish a signal. For example, you may hand out a red card like a penalty card in football (soccer). Or you may use a “stop” hand signal. The child then understands that they need to work through the process.

For a while you may need to get them to talk through their options with you, but the aim is to eventually get them to work through the process quickly and without your help.

You can read more about the process at:
http://www.stopthinkdo.com/display_article.phtml?article_id=3

There are also articles on the site about how the process can be used to help children with ADHD, Autism and anxiety disorders.

Disorganisation

Some simple things to help with the problem of disorganisation and forgetfulness:
1..Checklists of equipment hung on the wall, or on your child’s timetable. These can be visual (such as a photo) or written, depending on the child’s learning style.
2..Timetables, visual or written, hung on the wall preferably so they cannot be misplaced. These will help you establish your routines and help your child get into good habits – both at home and at school.
3..Set storage spaces. Have routine and even labelled spaces for important equipment that may be continually going missing.
4..Diaries may be useful, but only if the child doesn’t lose them. Try using email, watch alarms, or programs like Outlook to ensure your child is less likely to lose the tools meant to help them remember things like homework etc.

I hope that is helpful.

Picture from Dave is Brave, http://www.learn2bebuddies.com.au

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Ask Amanda

At the end of every month I want to anwer any questions you might have relevant to the topics discussed in this blog. If you have any questions, post them here as a comment. I will answer them next week....

But in the meantime, I want to talk about another way to teach pragmatics... I'll get back to you with this shortly.

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Ask Amanda: An update and a review

As usual, with the mad rush to get the Learn to be Buddies newsletter out, I have neglected my blog for a little while. Now the rush is over, it is time to get back to it ....

About our theme

Because executive functioning is such a complex and important topic, and I didn't get very far with it last month, I will continue writing on this topic this month. But before I start writing on this theme, I thought I would mention two things...


A Spotlight...

As part of the Learn to be Buddies sponsorship scheme, we are beginning a monthly spotlight on charities or businesses that a particularly relevant to the Learn to be Buddies mission. This month we are spotlighting Rainbowland Autism Services. Make sure you check out their services and support their cause. Shortly Allison will be writing a post for us to tell us all about what these are.


A review...

I also wanted to share a little from the workshop by Dr. Lee Sturgeon that I attended recently. I shared some information that related to bullying on my Learning to be Buddies Series blog. But here I just wanted to share some of the answers Lee gave to questions asked by parents in the audience.

Toilet Training Tips

Lee was asked about any tips he could give for a situation where a child was fully toilet-trained at home, but was struggling to use the toilets at preschool. His suggestions included:

• Try giving the child access to a private toilet, such as the staff bathroom. It may be the fact that they have to use a public toilet ("in a fishbowl" was Lee's analogy) that is putting the child off using the toilet at preschool.
• Video the child if/when they do use the toilet, then watch it and praise the child for that behaviour at home (applied behaviour analysis). My note: You as a parent may need to do this as many preschools would be reluctant to tape so intrusive a video. Lee's tip about using video as a teaching tool: Make sure you focus on the positive rather than video-ing something you don't want them to do, watching it and saying "Don't do this."
• When toilet training a child with ASD, make sure you do so with a range of different toilets - not just stick to one. This helps them generalise the skill, or use the skill in a wide range of settings not, as Lee said, "just in the ensuite at home."
  

Service accessibility

There were a number of parents who were asking about how/where they could access services for their children due to the limited availability and long waiting lists for Medicare and FAHCSIA funded services. Lee talked about asking your GP to establish an Enhanced Primary Care Plan or a Mental Health Plan, both options allowing parents to access Medicare refunds for private consultants and therapists.


Medication

Another question that came up was the issue of medicating children with Autism Spectrum Disorders. Lee talked about the fact that many children with Autism Spectrum Disorders have a secondary diagnosis. For example, they may also be diagnosed with anxiety disorders or ADHD.

He suggested that it is usually these secondary diagnoses that lead to medication. He stated that he used medication for his clients especially for anxiety in the middle school or adolescent years. His statistic was that 40% of children in transition to high school were on medication to help them deal with anxiety.

However, he had one emphatic warning: Make sure you see a specialist in the field of Autism/Aspergers for the prescribing of medication. The main reason is that children with Autism Spectrum disorders often respond differently to medication than do their peers without these disorders.

As you can tell, this workshop was great. It was also free, thanks to a government initiative. I will keep my eye out and let you all know if there is another on coming up in the future.


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Ask Amanda - Which school is best for my child??

Shelley's question: Hi I just found this blog via your comment on DSA Keeping up with DS. I have a blog - would love your opinion on 'which school' dilemma - I know there is no one way to decide which school gets the privilege of teching my twins - but looking at the 3 options - which one would you choose based on the infornation available toyou? Is the nain thing that the school WANT the child with DS?

Hmmm, this is always a tough one. But I suppose the best thing is to look at what makes transition to school a success.

A number of years ago I wrote a literature review for a study called Experiences of parents of children with special needs transitioning from early childhood to school. I also helped analyse some of the information that came from parents.

This study and the research that I did for the literature review suggested that a smooth and successful transition to school involved the following:
- There was regular and positive communication between the families and the school.
- There was a good understanding of the child's needs during the transition process.

Some research also suggests that a child's adjustment to school is made much easier and successful if the school, teacher and early intervention or preschool staff work together and support each other as well as the child.

I also remember that there were quite a number of parents who felt that the school wanting or at least being willing to make adjustments for the child was a significant factor in which school they chose.

So I suppose the short answer is... go to the school where you as well as your child will be supported in the process of adjusting to school. It might be said that the attitudes and supportiveness of the school staff and culture outweighs in importance the school's available finances and facilities.

I hope that helps in your decision-making.

If any other parent has suggestions or experiences to share on this, please do so....

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Ask Amanda: Dysgraphia and Dyscalculia

Not too long ago a parent asked me to blog about Dysgraphia and Dyscalculia. They were wondering what these labels meant, and what could be done to help their child.

Dysgraphia and Dyscalculia can be diagnosed alongside Autism Spectrum Disorders and Attention Deficit Disorders. Dysgraphia and Dyscalculia are neurological disorders that effect the way people learn literacy and numeracy skills (NINDS, 2009; SPELD, 2008).


Dysgraphia

Dysgraphia is demonstrated in a person's significant difficulty with written expression - handwriting, spelling and structuring a piece of written work.

Children with dysgraphia generally have difficulty with processing and sequencing information (Eberly College of Arts and Sciences, 2008). They may also have auditory, language and visual processing difficulties as well.

Information processing difficulties mean that children find it difficult to transfer what they are thinking onto paper. This can be because they find it hard to store the information long enough in their working memory to go through the physical process of writing it letter-by-letter, word-by-word. So what is a complex, creative story in their head, may come out as a jumble of random words and/or sentences on paper.

Sequencing difficulties mean that they find it hard to use the conventions of writing, like spelling and grammar. Proficient writers are able to spell "automatically" as they remember patterns of letters and shapes of words, thus not having to really pay attention to each individual letter in a word. This frees up a lot of working memory so that they are able to write fluently and focus on making meaning rather than spelling. For children with sequencing difficulties, it means that they will struggle to make meaning because they have to focus to much on each letter.

The same goes for grammar. Proficient writers most of the time use grammatical patterns without having to actually think about it. But children with sequencing difficulties will struggle to put their ideas on paper as well as follow the conventions of writing.

For children with auditory processing difficulties, they will struggle to use sounds to help check spelling. For children with language processing difficulties, who may think in pictures or concepts rather than words, it will be very difficult to translate their ideas into writing. For children with visual processing difficulties, it would be very difficult for them to use visual cues such as the shape of letters and words.


A Sample

You can see a sample of writing from a child with dysgraphia at http://dyslexia.learninginfo.org/dysgraphia.htm


Next time... I will discuss Dyscalculia...


Links used in this blog post:

http://www.as.wvu.edu/~scidis/dysgraphia.html

http://www.dyslexia-speld.com/LearningDisabilities/WhatisDysgraphia/tabid/90/language/en-AU/Default.aspx

http://www.ninds.nih.gov/disorders/dysgraphia/dysgraphia.htm

http://dyslexia.learninginfo.org/dysgraphia.htm

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Ask Amanda - response to Paula

I work with a 4th grader who has Down Syndrome. She often sees other children, who are close friends, hugging or pushing each other in joking ways. Since she is not at age level with social skills, she applies this same behavior to other children she doesn't know. She will go up to children in the lunchroom or on the playground and grab or hug them. Most children do not like this. I don't know how to explain the social do's and don'ts to her. Paula D.

Thanks for asking, Paula.

Helping your student understand complex and changeable rules can be difficult, especially if they struggle to understand abstract concepts. One of the best ways to make it more concrete is through visuals.

In this case, you may find that the best way to teach your student about appropriate hugging and touching may be through a picture.

The illustration on below is based on the colours of a traffic light - it could be presented as three separate circles as well. The idea is that the student can write names of people, or illustrate or collect pictures of specific people or types of people (eg teachers) to stick into each circle according to how she should relate to that person.

You can also write (or use symbols) in the circles to clarify under what circumstances and how you might touch a person (eg. shake hands when saying hello).


This process could be used for other social rules, but it is best to focus on one at a time so as not to be too confusing or complex for the child.

I hope that helps a little... Again, if anyone else has any suggestions, please feel free to add your ideas as a comment.

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Ask Amanda: To share or not to share

Shelley asked a tricky question about how to share information with teachers, without offending or running the risk of a teacher reading something which may harm their relationship with their students' parents.

Her primary questions boil down to:
DO primary teachers use online materials like these? How likely are they to venture into the blogging world of their parents?

I have no statistics etc about teacher use of online resources, or of the trends in what blogs they read. However, there are several things that will influence a teachers' reading habits on the internet:

Time - Scrolling through or searching for online resources can take a lot of time. So often we access only sites to which we have been referred by friends or workmates. So if you feel you have found a great resource, don't be afraid to share it. But share a specific link, or print out a specific document. This will mean that you are targetting the information that is relevant and that you really want them to have.

But do not be offended if they don't use it. We all have different ways of working, and there are so many good ideas that they may already have a resource which is addressing the same need.

Information overload - This links in with the last point I made. There are so many different strategies that can be used to get a similar outcome, and there are millions of websites that deal with teaching issues and strategies. Due to the intensity and busy-ness of teaching, sticking with familiar strategies that are working or sites that we know is often easier than searching through the masses of information on the 'net, some of which is not reliable or valid information.

It is also much more likely that teachers will use respected websites such as government sites, support group sites such as Downsed and Vision Australia than blogs that may or may not be reliable from a professional, research-based practice perspective.

So when sharing sites with teachers, make sure you share the credentials of the company or person running the site as teachers will be more likely to read and use information from people whose credentials they trust.

Social or professional? - However, the latter point can be influenced by how much and for what purpose the teacher uses the 'net. For example, some teachers will be using the internet for social purposes. And these teachers are perhaps more likely to be internet savvy, and spend more time exploring. They may also be more likely to explore sites such as blogs - and may be more likely to stumble across parents' musings.

It is also important to recognise that often teachers who care the most, who are trying the hardest and investing the most time and effort in your child's education may also be the most likely to be distressed by parents' "venting." This may contribute to a sense of helplessness and cause them to give up in the struggle to achieve the best learning environment for the child.

How to protect your relationship with your child's teacher:

If you need to freely vent on your blog, you might want to weigh up the costs and benefits of the following options:

- Using an internet alias
- Adjusting your privacy settings to limit who can visit your site
- Being careful about using photos or names that are identifiable in your blog

As a professional, I do all of these things when I am writing as a private individual and want to vent about the frustrations of my professional life. I do have an open facebook account, but attempt to make sure my comments on this account do not have the potential to offend anyone I work with or teach - thus it is not the place to vent. I have a private account for that :)


But I might be wrong... are you a teacher? a parent? What are your thoughts?

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Ask Amanda: Managing Meltdowns

At the Autism and Aspergers Support Group Inc Hawkesbury meet in July I was asked by a parent about how to manage meltdowns. There is not simple way to answer this question, though other parents did provide some suggestions. Some things that work for other parents and their children include:

• Staying calm
• Get down to your child's level and sit with them
• Speak reassuringly, assuring them they are not "in trouble"
• Hug them tightly or wrap them tightly in a blanket (for some children with Sensory Integration issues this can be comforting)

Since that time I have been reading some information on the topic. One book that I have found particularly useful is Managing Meltdowns: Using the SCARED Calming Technique with Children and Adults with Autism. It is written by Lipsky, who has been diagnosed with high functioning autism herself, and Richards.


SCARED stands for...

Safe - find an environment, or follow the child to an environment where they feel safe.

Calm - stay calm, speak calmly, talk in literal language.

Affirmation - show that you know what they are afraid of by putting it in words.

Routine - work with repetitive, routine behaviours that they may be using to help calm themselves (so long as it does not involve self-harm).

Empathy - show you are there to support and help.

Develop an intervention strategy - make a step-by-step, concrete plan for what to do if a meltdown happens again.


This month...

This month I plan to explore these six elements of responding to meltdowns in more depth.


Reference:

Lipsky, D. and Richards, W. (2009). Managing Meltdowns: Using the SCARED Calming Technique with Children and Adults with Autism. Jessica Kingsley Publishers.

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