If you have experience, please help in dealing with an autistic student. UPDATE p.6

[polyfan]

It is a shame when parents refuse to do what is probably best for their child. I love working with Autistic children, they are so unique and can be so interesting.

 

[C&G'sMama]

To OP- you may also want to consider posting to the Disabilities community boards. There are many parent over there with children on the spectrum. Most are very familiar with education law and may have additional suggestions. Good Luck

 

[Mouse House Mama]

I would keep sending the child to the principal's office every time they disrupted class. I hate to punish the child but the administration needs to do something. The other option is to call a meeting with the parents (with the principal and school psycologist present) and express concern. Be sympathetic but let them know that their child's behavior is not the norm for their age. Let them know that you feel terrible for the child because he clearly cannot cope with his environment and seems to need more help with that. You know, something along those lines. I would keep having meetings with the parents every week if need be to impress this upon them. Eventually they will have to do something even if it is to pull the kid from the school/class. It is not fair to the child, the other children, or you as the teacher. It is not a good environment for any of you.
Good luck.

 

[Luv Bunnies]

Have you ever looked at the Disabilities board? I would recommend posting this situation there. There are lots of people on that board who know special ed laws backward and forward and can provide suggestions for you. Give that a try and I'm sure you'll get some very helpful responses.

 

[Ember]

Not fair to the other students. I have posted before about the child with ODD in my child's class. It is a HORRIBLE environment. I am so tired of everyone else having rights except for normal, non-labeled children.

Where are their rights to learn in a calm, productive classroom?

Well, according to all the records, S is a normal, non-labeled child. That's the problem. But I totally get where you're coming from. Nothing about this situation is right. S isn't getting the help he needs and deserves and the rest of the class is suffering because of it. If I were a parent with a child in my class I'd seriously consider removing them, too. (Which makes me feel like a pretty rotten teacher, by the way...)

I would keep suggesting testing to the parents.I didn't see how old he is. Perhaps they just don't want to hear it now. But if you keep suspending him. Or work with them on a notification plan.

Can you contact his parents and express exactly what you expressed here. Tell them in your opinion he needs more aide. You feel like you can not serve his needs or the needs of the others in your class with his behavior. Explain that the CLASS is suffering as a result of his behavior.

The parents refuse to see that there is anything wrong at all. Someone else asked what grade I teach - it's grade one. S has been in the district since preschool which he was in for two years. So this is his forth year in the system. Each and every teacher has suggested testing. Multiple times. The big difference was that in preschool and kindergarten there was a classroom aide who could diffuse situations and give S the needed attention. Now that it's grade one, that support isn't there. However, the parents still refuse to do anything. They won't return forms, show up to agreed upon meetings, nothing. The mother says she can't do anything without the father's permission and he's away all the time (apparently).

I would be documenting EVERYTHING! Every touch, every time the class is disrupted, every complaint from children and parents. And I would be sending him to the principal as often as I could. When it becomes their problem then they tend to work harder to find a solution.

I have been documenting from the first day. I actually keep the file on my desk as I write in it so often. I have had almost daily meetings with my principal, but her hands really are tied. She has contacted district office over and over but they will not give her the funding without a coding for him. She is very supportive and she is trying to help, but S can't just sit in the office every day.

The next time the child's behavior crosses the line, can the school not inform the child's parents that if this is to be handled according to policy, then the school must actually expel the student. Would a third suspension not warrant expulsion?

The parents have yet to return either letter they are suppose to sign with regards to the suspensions. They have also stopped answering the phone. I'm not sure what the breaking point will be here, but I agree that an expulsion may be in order. However, I don't get to make this decision.

To all the other posters, thank you. For both listening and responding. I have collected the ideas that have been posted so far and will give them a try. I know I feel like I'm putting up road blocks against some suggestions, and I honestly don't mean to do so. But I have tried literally everything to get some help and nothing has worked. I need to find a way to make it though this year.

 

[Mouse House Mama]

If the parents refuse to acknowledge all contact with the school and the school is having problems with him for 4 years isn't that some form of neglect? I am not big on calling in the authorities etc. but surely someone has to advocate for this child and the other children in the classroom? I think your principal needs to step up his game here. He is dropping the ball. The school psychologist should know the ins and outs here.

 

[minkydog]

I have an undiagnosed autistic child in my classroom. Let's call the child "S." The parents utterly refuse testing, so there is no help or funding in place. S has been observed multiple times by different people (one of the only things we are allowed to do without parental consent) and it it unanimous, everyone feels the child is on the spectrum.

A quick run down:

- S is a very bright child who reads several grade levels ahead
- S is obsessed with fairy tales and talks of little else, communication is difficult even though S has a large vocabulary and is quite articulate
- S vastly prefers girls to boys, wanting to be with them and touching them all the time
- S seems to be easily overwhelmed when the class is moving about, such as for an activity change or during gym (which is a nightmare). There is almost always a tantrum and tears.
- S will call out constantly and will wander around the class, generally trying to touch to talk to the girls
- S has been suspended twice for behavior issues including strangling another child and another time for spitting

I really sympathize with you. You are in an unenviable position.

I have a niece whom I believe has Aspergers. She is everything you posted, except take out "obsessed with fairy tales" and put in "obsessed with Pokemon." Like "S", Dneice can barely hold a give & take conversation--ti's all one-sided and ALL about pokemon. She has very few friends, becomes overcome with anxiety in new situations or crowds or when anything changes. She cannot throw out or give away anything she has ever touched, including candy wrappers, old papers she wrote in preschool(she's 11), or any of the over 200 stuffed toys she owns. Her parents, my sister and BIL, know she's "different", but they choose to believe that she "just has ADHD and some anxiety disorders." When I suggested some testing, DSis refused on the grounds that "if they're testing for autism, guess what they'll find--autism." My sister is a very well-educated woman, a public school teacher of 25+ years, so she's not uninformed.

In the meantime, DNiece absolutely struggles in school, in every subject. Not because she has learning disorders--that has been ruled out. But she is off in her own little world, doing what she wants to do(not homework, that's for sure). She cannot do any team sports, due to her anxiety, but she plays golf and bowls, both of which she can do alone. It's really sad that my sister won't push to get the right diagnosis. Sis can be a very over-bearing know-it-all who intimidates people with her loud, bossy ways, so I think when she sets her mind on something, it's gonna be her way or the highway. Her doctors and therapists cave before her onslaught. And DNiece is the loser. Again.

 

[MM27]

Some things you may want to try if you already haven't:

1. An exercise ball instead of a chair. This may allow him to move enough without getting out of his seat. They also have half balls for sitting on the floor.

I have two kids in one of my classes that use these. The one they have is actually half an exercise ball and it has little spikes on it. They put them on their chairs and they allow for movement and I guess the spikes (rubber) help as well.

When the parents refuse to acknowledge that there is an issue(s) it becomes very difficult for anything to be done for these children. We can't test them without parental approval, we can't pull them out to work in a resource type setting without an IEP and so these students sit in regular ed classes and not only limit their own educational abilities, but also disrupt the education of their classmates.

My administrators are not big on suspension. What usually happens is the kids will be sent to the office, they'll spend a few periods with the VP and then they are sent back to class. If we send kids out too many times, they question our classroom management. It's a shame and I always feel so bad for the other kids in the class. One child can make or break your year.

 

[PlaneJoy1]

OK - sounds like you have your hands full. What interventions have you tried?

Someone posted about the exercise ball and weights - even putting a bag of rice in his jacket pockets may help his 'center'.

For your daily schedule - I would make picture cards with the words of what you are doing beneath the activity. That way she knows exactly what to expect and when. Being in grade 1, she likely can't tell time but if she can you could also put the time and a picture of a clock showing that time for each activity.

People who have ASD like.. no LOVE, routines... no surprises. You might also give incentives to get her to do work. If you do x, you can read this fairy, princess, angel book for 5 minutes before moving on to the next level.

Use their fixation to help guide reading. Find anything and everything you can to relate to her fixation. I know it would be hard to relate a science lesson but say something like, if a fairy were to want walk on 3 cups of sand how would she measure the right amount? Get me drift?

This is all so much easier in a small classroom or with an aide. Perhaps the principal could at least allow you the use of a parapro to help set up what you need? Make copies, sketches, etc? That would be a compromise.

Other than that, do what you are doing. Document, document, document. Write the student up everyday if you must. Plan alternate activities if you don't feel that it is safe (i.e. using scissors) for the student to do the activity.

Last but not least, research some articles by or about Temple Grandin, a lady who has ASD and is very successful. Her insight and experience may give you some ideas.

Good luck! I know this is frustrating!

 

[PollyannaMom]

...The one they have is actually half an exercise ball and it has little spikes on it. They put them on their chairs and they allow for movement and I guess the spikes (rubber) help as well....

I've seen something like this, too - flat ones that go on the chair, and the surface is bumpy. It's supposed to help with the sensory input, and they are less obvious to the other children than the big exercise balls.

Do you also have "offices" or "privacy folders"? - They are tri-fold cardboard things that the child can put up around the front and sides of his desk in order to concentrate on seatwork without being distracted by other visuals.

As for touching the others, I would definitely move his desk away from other children, even set it up so that it is only practical for him to get up in one direction if you can safely do that.

Another good strategy is the "imaginary errand" - it's not imaginary to him, of course, but you have a pre-arranged someone in the building who you often have to send important notes to. When you see his situation is about to go over the edge, send him on this errand. Sometimes just the walk is enough for kids to pull themselves together. (This of course depends on a sympathetic co-worker whose own work will not be too disrupted - but even a mailbox can work for some kids.)

Lastly, have a certain phrase, that you (and maybe even select other kids - depends on the maturity and background of your particular 1st graders) use exactly to remind him to calm down - the key is to always use exactly the same words, and practice it with him before hand so he knows what to do when he hears it.

Best of luck, and bless you for trying to help!

 

[agnes!]

I feel so sad for everyone in this situation - sad for "S", sad for the other students, sad for the obviously-caring OP/teacher. My DD knew some students like this in some of her classes in grade school...luckily the kids in question did eventually get some help, but before they did?...the classroom could be a chaotic mess bordering on the dangerous. Before one particular child got help, he would inappropriately act-out and he even cut another child's clothing with scissors.


agnes!

 

[Judy from Boise]

If the parents refuse to acknowledge all contact with the school and the school is having problems with him for 4 years isn't that some form of neglect? I am not big on calling in the authorities etc. but surely someone has to advocate for this child and the other children in the classroom? I think your principal needs to step up his game here. He is dropping the ball. The school psychologist should know the ins and outs here.

I agree, it sounds like time to report through social services.

 

[PlaneJoy1]

Another good strategy is the "imaginary errand" - it's not imaginary to him, of course, but you have a pre-arranged someone in the building who you often have to send important notes to. When you see his situation is about to go over the edge, send him on this errand. Sometimes just the walk is enough for kids to pull themselves together. (This of course depends on a sympathetic co-worker whose own work will not be too disrupted - but even a mailbox can work for some kids.)

Oh-yes - if you can trust him to leave your sight you might try this. Write a note and staple it shut. The note simply says - "Mrs. X - please keep this student for 2 minutes and then send back to me." The student takes the note to Mrs. X, she reads it, then sends the student back after a couple of minutes. We do even do this in high school sometimes when we need to give a student some space.

 

[padams]

I'd tell the other parents who complain about S that you have done everything you can about the situation but they need to contact the administration about S. I'd ask parents to come in to volunteer if the school allows volunteers. If the parents see how S acts, then they are likely to complain that this kid is in their child's class. If administrators get enough parental complaints, they may be forced to do something.

Even though it's a hassle for you, document every single incident of touching, getting up, etc. You can probably make a chart and just use tally marks during class,and then write it out after school. Also, keep track of your calls to parents, even if they don't answer. Provide administrators with your documentation.

Obviously the parents don't want to hear that there is anything less than perfect about their child. It sounds like Mom might be aware but Dad isn't enough home and around other kids to know S isn't normal. What if you approach the testing in apositive way? Don't suggest testing for autism or because of negative behavior, but instead stress to the parents that you want S tested because S reads several grade levels ahead, and is likely to have an above average IQ. If you take a positive approach, and explain that with testing, S might qualify for special attention and services, you might get the parents to cooperate.

If parents won't cooperate, I'd call social services.

 

[debbi801]

What an awful situation, for both you and the student (not to mention the rest of the class).

I would recommend getting a copy of this book. When DS was mainstreamed, we sent a copy in to the school for everyone who worked with him to read. We also have the parents' version and it is very helpful.

See if you can create a picture calendar for S's desk, so that S knows what will be happening each day. Then, give S lots of warning about transitions. Transitions are really hard.

Put S at the end of the line when having to walk in the halls.

Put a big square out of masking tape around his desk area on the floor. explain that you understand that he cannot always sit still, but he needs to stay in his area.

See if you can find a fidgit for him (a glob of silly putty, stiff clay, etc.) that he can manipulate while working.

Give jobs, especially heavy work jobs, before S needs to stay on task for a period of time. Take a phone book to the office, carry a heavy box out into the hall, etc.

Look online for some social stories you can review with S, about taking turns, waiting, etc.

Allow him to bring his chair to near the carpet during circle time, but not have him sit in the group. It is overwhelming to be that close to other kids.

Ignore some of the behaviors. S cannot help them. Pick your battles and focus on one behavior change at a time. Make the goal easy for him to understand. "Be respectful" (using a goal from DS's old school) is too vague and gray for a spectrum kid to understand. DS could recite the rules back to anyone, but truly had no idea what they meant.

Don't let the other kids bully him or laugh at him because of his behaviors (including meltdowns). It can really cause long term damage.

HTH!

 

[DizBelle]

What an awful situation, for both you and the student (not to mention the rest of the class).

I would recommend getting a copy of this book. When DS was mainstreamed, we sent a copy in to the school for everyone who worked with him to read. We also have the parents' version and it is very helpful.

See if you can create a picture calendar for S's desk, so that S knows what will be happening each day. Then, give S lots of warning about transitions. Transitions are really hard.

Put S at the end of the line when having to walk in the halls.

Put a big square out of masking tape around his desk area on the floor. explain that you understand that he cannot always sit still, but he needs to stay in his area.

See if you can find a fidgit for him (a glob of silly putty, stiff clay, etc.) that he can manipulate while working.

Give jobs, especially heavy work jobs, before S needs to stay on task for a period of time. Take a phone book to the office, carry a heavy box out into the hall, etc.

Look online for some social stories you can review with S, about taking turns, waiting, etc.

Allow him to bring his chair to near the carpet during circle time, but not have him sit in the group. It is overwhelming to be that close to other kids.

Ignore some of the behaviors. S cannot help them. Pick your battles and focus on one behavior change at a time. Make the goal easy for him to understand. "Be respectful" (using a goal from DS's old school) is too vague and gray for a spectrum kid to understand. DS could recite the rules back to anyone, but truly had no idea what they meant.

Don't let the other kids bully him or laugh at him because of his behaviors (including meltdowns). It can really cause long term damage.

HTH!

That is an awful lot of attention and focus for one child. What about the other 20 kids in the class? Do they just have to fend for themselves?

 

[Rora]

That is an awful lot of attention and focus for one child. What about the other 20 kids in the class? Do they just have to fend for themselves?

I have to agree. "S" situation is really really sad and it's terrible the parents refuse testing- like others have mentioned, maybe it's time for social services?

That being said, OP- when I was in middle school there was an Autistic boy who would ALWAYS touch me. No matter what I said or did, no matter how much help I got from friends- he really upset me and no teacher would ever listen to me or do anything to punish this boy. Honestly, I know that the condition makes it hard for them to control themselves but it is not okay to touch other students.

OP- good luck!!

 

[DizBelle]

It seems the only solution here is for this child to go through the standard punishment and eventually get expelled for his behavior.

 

[Mouse House Mama]

I wanted to bring something up. Please do not send this child on errands or give them special "jobs." While as an adult I understand why you are doing that the other children in class will view it as a reward for this child's poor (even if he can't help it) behavior. Kids that young love to get picked by the teacher to do special jobs like run errands or help in the classroom. They will see S acting up and getting all the "special" jobs and you will create an unhappy classroom overall.
Just something to think about.

 

[NotUrsula]

That being said, OP- when I was in middle school there was an Autistic boy who would ALWAYS touch me. No matter what I said or did, no matter how much help I got from friends- he really upset me and no teacher would ever listen to me or do anything to punish this boy. Honestly, I know that the condition makes it hard for them to control themselves but it is not okay to touch other students.

DS12 is an Aspie toucher. He does it because he craves human contact; it is NOT a sexually motivated thing, and he would be hugely shocked at the suggestion that it might be.

Touchers tend to touch girls because until they get older, girls tend to tolerate casual touch without issue as long as it is not on the order of grabbing. Aspie boys who crave human touch learn very early on that touching other boys even in the slightest ways will get them called nasty names and hit, so they are drawn to girls, who tend not to get overtly angry over it.

Punishing an AS toucher will not really help much; they crave human contact so badly that it is almost like punishing them for breathing. They need to be redirected and given some other way to satisfy that need to connect with other people.

Most touchers never really stop; they just eventually learn to find appropriate avenues to get what they want. Very often an adolescent Aspie boy will become that boy that everyone "thinks" is gay but who has one close female friend and is never seen to date anyone. Relationships like those are often filled with platonic touching -- lots of hugs and finger flicks and such. As adults, Aspie men who can manage long-term relationships tend to be very cuddly sorts.