need to vent, help calm an HF/Asperger's child

[2luvmickey]

I work with autistic children, and have a son with Asperger's so I think I have some experience. But, I feel like I am fighting a battle with the behaviorist.

When one specific HF/Asperger's child is non compliant and moving towards a meltdown, I am searching for calming techniques, while the behaviorist wants to me to use a countdown board (5 X's and they lose the item they are working for). I feel this only heightens the situation -believe me, experience with DS19 taught me this!! This specific child is given numerous choices for reinforcers, so if he loses one, he knows he gets another. This child is smart enough to figure this all out.

In the past, calm talking and using lotion to massage the arms of this child has helped, but no longer (probably because they know the behaviorist doesn't like this). I was told NOT to use this during a meltdown, but I am frustrated that we have no sensory in place to bring this child down (squeeze machine, brushing, etc.). We seem to just depend on the countdown board and reinforcers. Even getting them off/on the bus can be an issue. Lately, it has been everyday, and the mood can change in an instant.

I do not have a special education degree, my college degree is sociology. But, I have a mentally handicapped older brother, a nephew with Down Syndrome and my DS 19 who was diagnosed just 2 years ago. My experience is life, the behaviorist's experience is classroom taught. I have learned a lot from the behaviorist, but I just feel the techniques are not working for this student. I am actually leaving this school because I feel my experience isn't respected.

Thanks for the vent, and I would love to get some feedback on how to help this child cope.

 

[MaggieMollyMom]

I work with autistic children, and have a son with Asperger's so I think I have some experience. But, I feel like I am fighting a battle with the behaviorist.

When one specific HF/Asperger's child is non compliant and moving towards a meltdown, I am searching for calming techniques, while the behaviorist wants to me to use a countdown board (5 X's and they lose the item they are working for). I feel this only heightens the situation -believe me, experience with DS19 taught me this!! This specific child is given numerous choices for reinforcers, so if he loses one, he knows he gets another. This child is smart enough to figure this all out.

In the past, calm talking and using lotion to massage the arms of this child has helped, but no longer (probably because they know the behaviorist doesn't like this). I was told NOT to use this during a meltdown, but I am frustrated that we have no sensory in place to bring this child down (squeeze machine, brushing, etc.). We seem to just depend on the countdown board and reinforcers. Even getting them off/on the bus can be an issue. Lately, it has been everyday, and the mood can change in an instant.

I do not have a special education degree, my college degree is sociology. But, I have a mentally handicapped older brother, a nephew with Down Syndrome and my DS 19 who was diagnosed just 2 years ago. My experience is life, the behaviorist's experience is classroom taught. I have learned a lot from the behaviorist, but I just feel the techniques are not working for this student. I am actually leaving this school because I feel my experience isn't respected.

Thanks for the vent, and I would love to get some feedback on how to help this child cope.

I know how you feel. sometimes beh therapists don't see everything. My daughter goes thru this too. She is a head banger and has even made herself bleed and it took many times of the therapists seeing that THEIR techniques don't work for her WHEN SHE'S IN THAT STATE ...other times, for teaching etc, absolutely, they do help a great deal. I would say talk to the parents. I'm sorry you feel you have to leave the school.

 

[fakereadhed]

What triggered the meltdown? The noncompliance is communication. What is the reason for the noncompliance? Instead of looking for coping mechanisms, help the child fix what's causing them.

Example: child refuses to do x

Maybe x is too big and needs to be broken down into smaller steps

Maybe something nonrelated to x is bothering the child(lights, sounds, textures) where x takes place

Maybe child needs more tine to transition into x

Taking things away IMO should be a last resort. Rewards work best, when given immediately. Warnings are a waste of time. Just my 2 cents from hard lessons learned from my DD who is 17 now.

 

[2luvmickey]

ANYTHING can trigger the meltdown, it's very unpredictable. There is a visual schedule so student knows the drill, most times it is because a task that is not interesting/anxiety producing or maybe a specific peer.

You have brought up some different things to consider. I too have learned the hard way with my DS 19. I agree that warnings are a complete waste of time, once the child loses that "reward" they begin working for a new one. This student is smart enough to know how to manipulate.

Thanks for the input, I really appreciate it!

 

[bookwormde]

The best theng to dfo is to "give space and time". Talking or making the child perform just add to anxiety and the severity and duration of the melt down. I know if is hard to "do nothing" but it is almost allways the best. Without a good sensory profile ussing any sensory techniques is very questionable since if a child is sensory defensive that can make the situation much worse.

What we think is the trigger is often jsut the last straw in an days worth of items that create anxiety and frustration, so looking at the overall supports if important.

bookwormde

 

[ilandrazdsw]

Special education teacher here with DS8 who is in the process of being Dxed with AS
First, set off your student when the behaviorist is there and let him/her work with the student to calm him and get him back to work using his/her techniques. OK, sorry to all the behavioralists out there.
Seriously, teaching an 18-22 yo transition class I can understand why he/she said to restrain from the physical calming techniques. This can become inappropriate when the student gets older and especially in the work force (you didn't mention your student's age). I would use the technique on a lesser level and teach him how to do it himself and set a timer (with any activity for calming) so he knows when it is time to get back to work and doesn't take advantage of the situation. This would include "excusing" himself to a quite area to calm.
If you would like any other ideas PLEASE inbox me. I've taught upper ele through 22...and worked with behavoralists, therapists, and even home bound facilitators
Good Luck!

 

[Forevryoung]

In my program (school) we have boardmaker flip "ring books" with calming techniques. It provides a visual cue of a calming technique- it is very individual specific and if you need ideas, a social worker might be able to help you.

If you want ideas of what we use besides deep breathing with counting, PM me and I'll grab some ideas from a few of our students rings.