What to do next? Elopement and aggression with first grader

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP: Have you met with your school's principal? I would start there to see what s/he knows about the situation, what s/he recommends, etc. Even if you end up going the lawyer route, it would be helpful to get a better sense of what your school is willing to do/what they recommend. Your school's principal will have a sense of how unusual the CHAMPS call was for your school's social worker/psychologist and doesn't have some of the negative incentives that DCPS has re: cost avoidance.

Thank you for this - I haven't met with her yet. I did talk to her briefly as on one occasion a few weeks ago, and she suggested that he come home in the afternoons and effectively homeschool then (or virtual school). Neither my husband nor I love this idea because we both work. But we should probably talk to her again. I would love for someone in the school to be direct with me about what they think we should do.

This is not ok for the principal to suggest--the school system is responsible for providing an education (FAPE).

Stop being so rigid and technical.
Especially at this young age you need to look at what can help the child - not what rights he has and what he "deserves."
I actually think this is a good suggestion because if he can get through a few hours of school successfully you can increase the mainstreamed time.
You could also do this with the social worker of course by having him spend half the day with her formally and the other half in regular school. But personally I might want to take my child out of school for a half day if he was suffering like this.

OP, I know you work but this is a huge crisis. It is very rare to have a child with behaviors as severe as your child. The worst I have seen personally is children having severe meltdowns but they would be far between like at most 2-3 times a whole semester and the child would be cooperative most of the time and not elope. I have known children who elope of course but it's not usually the same child as the child who has the meltdowns or the aggressive kid. Having all these is a lot and I think the principal sounds great because she seems willing to work with you. Most principals and staff would just want him gone so he can be someone else's problem. They are likely also dealing with other parents in the school with pitchforks demanding your child be removed.

you’ve never seen more than a kid melting down 2-3 times a semester? Ok, I don’t think you’ve seen much. My DS’s pattern is to go through days/weeks of dysregulation and improve once supports and a strong behavioral plan are in place. “Pick your kid up at lunch” is not a plan.

Except that in some situations, pick your kid up at lunch or drop them off late or have them attend for a few hours in the middle of the day is a plan. For some kids it leads to full attendance. Nothing should be off the table when a child can’t successfully go to school.

Sorry, that is not a plan unless it actually is a plan - designed by the IEP team including the support of knowledgeable behavioral therapists as part of a BIP. It’s certainly not a plan if the principal is suggesting it off the cuff.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP: Have you met with your school's principal? I would start there to see what s/he knows about the situation, what s/he recommends, etc. Even if you end up going the lawyer route, it would be helpful to get a better sense of what your school is willing to do/what they recommend. Your school's principal will have a sense of how unusual the CHAMPS call was for your school's social worker/psychologist and doesn't have some of the negative incentives that DCPS has re: cost avoidance.

Thank you for this - I haven't met with her yet. I did talk to her briefly as on one occasion a few weeks ago, and she suggested that he come home in the afternoons and effectively homeschool then (or virtual school). Neither my husband nor I love this idea because we both work. But we should probably talk to her again. I would love for someone in the school to be direct with me about what they think we should do.

This is not ok for the principal to suggest--the school system is responsible for providing an education (FAPE).

Stop being so rigid and technical.
Especially at this young age you need to look at what can help the child - not what rights he has and what he "deserves."
I actually think this is a good suggestion because if he can get through a few hours of school successfully you can increase the mainstreamed time.
You could also do this with the social worker of course by having him spend half the day with her formally and the other half in regular school. But personally I might want to take my child out of school for a half day if he was suffering like this.

OP, I know you work but this is a huge crisis. It is very rare to have a child with behaviors as severe as your child. The worst I have seen personally is children having severe meltdowns but they would be far between like at most 2-3 times a whole semester and the child would be cooperative most of the time and not elope. I have known children who elope of course but it's not usually the same child as the child who has the meltdowns or the aggressive kid. Having all these is a lot and I think the principal sounds great because she seems willing to work with you. Most principals and staff would just want him gone so he can be someone else's problem. They are likely also dealing with other parents in the school with pitchforks demanding your child be removed.

you’ve never seen more than a kid melting down 2-3 times a semester? Ok, I don’t think you’ve seen much. My DS’s pattern is to go through days/weeks of dysregulation and improve once supports and a strong behavioral plan are in place. “Pick your kid up at lunch” is not a plan.

Except that in some situations, pick your kid up at lunch or drop them off late or have them attend for a few hours in the middle of the day is a plan. For some kids it leads to full attendance. Nothing should be off the table when a child can’t successfully go to school.

Sorry, that is not a plan unless it actually is a plan - designed by the IEP team including the support of knowledgeable behavioral therapists as part of a BIP. It’s certainly not a plan if the principal is suggesting it off the cuff.

You so desperately want to be right and negative. Thing is though, nothing is a plan until the team says it is but during periods of crisis, lots of things are tried and explored in the course of developing the plan - including partial days.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP: Have you met with your school's principal? I would start there to see what s/he knows about the situation, what s/he recommends, etc. Even if you end up going the lawyer route, it would be helpful to get a better sense of what your school is willing to do/what they recommend. Your school's principal will have a sense of how unusual the CHAMPS call was for your school's social worker/psychologist and doesn't have some of the negative incentives that DCPS has re: cost avoidance.

Thank you for this - I haven't met with her yet. I did talk to her briefly as on one occasion a few weeks ago, and she suggested that he come home in the afternoons and effectively homeschool then (or virtual school). Neither my husband nor I love this idea because we both work. But we should probably talk to her again. I would love for someone in the school to be direct with me about what they think we should do.

This is not ok for the principal to suggest--the school system is responsible for providing an education (FAPE).

Stop being so rigid and technical.
Especially at this young age you need to look at what can help the child - not what rights he has and what he "deserves."
I actually think this is a good suggestion because if he can get through a few hours of school successfully you can increase the mainstreamed time.
You could also do this with the social worker of course by having him spend half the day with her formally and the other half in regular school. But personally I might want to take my child out of school for a half day if he was suffering like this.

OP, I know you work but this is a huge crisis. It is very rare to have a child with behaviors as severe as your child. The worst I have seen personally is children having severe meltdowns but they would be far between like at most 2-3 times a whole semester and the child would be cooperative most of the time and not elope. I have known children who elope of course but it's not usually the same child as the child who has the meltdowns or the aggressive kid. Having all these is a lot and I think the principal sounds great because she seems willing to work with you. Most principals and staff would just want him gone so he can be someone else's problem. They are likely also dealing with other parents in the school with pitchforks demanding your child be removed.

you’ve never seen more than a kid melting down 2-3 times a semester? Ok, I don’t think you’ve seen much. My DS’s pattern is to go through days/weeks of dysregulation and improve once supports and a strong behavioral plan are in place. “Pick your kid up at lunch” is not a plan.

Except that in some situations, pick your kid up at lunch or drop them off late or have them attend for a few hours in the middle of the day is a plan. For some kids it leads to full attendance. Nothing should be off the table when a child can’t successfully go to school.

Sorry, that is not a plan unless it actually is a plan - designed by the IEP team including the support of knowledgeable behavioral therapists as part of a BIP. It’s certainly not a plan if the principal is suggesting it off the cuff.

You so desperately want to be right and negative. Thing is though, nothing is a plan until the team says it is but during periods of crisis, lots of things are tried and explored in the course of developing the plan - including partial days.

I fully agree with this poster and wish the negative, argumentative poster would go away. When a child is in crisis you need to be creative and let all your notions about FAPE and IDEA and all that come second to getting your child stabilized. So the mom has to take a few weeks off to try to figure out what's going on? Is that fair? Is that legal? Who cares really if it helps the child at this point? Damage that is done at this age can have lasting effects forever. Her main focus should be on her child's emotional health.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP: Have you met with your school's principal? I would start there to see what s/he knows about the situation, what s/he recommends, etc. Even if you end up going the lawyer route, it would be helpful to get a better sense of what your school is willing to do/what they recommend. Your school's principal will have a sense of how unusual the CHAMPS call was for your school's social worker/psychologist and doesn't have some of the negative incentives that DCPS has re: cost avoidance.

Thank you for this - I haven't met with her yet. I did talk to her briefly as on one occasion a few weeks ago, and she suggested that he come home in the afternoons and effectively homeschool then (or virtual school). Neither my husband nor I love this idea because we both work. But we should probably talk to her again. I would love for someone in the school to be direct with me about what they think we should do.

This is not ok for the principal to suggest--the school system is responsible for providing an education (FAPE).

Stop being so rigid and technical.
Especially at this young age you need to look at what can help the child - not what rights he has and what he "deserves."
I actually think this is a good suggestion because if he can get through a few hours of school successfully you can increase the mainstreamed time.
You could also do this with the social worker of course by having him spend half the day with her formally and the other half in regular school. But personally I might want to take my child out of school for a half day if he was suffering like this.

OP, I know you work but this is a huge crisis. It is very rare to have a child with behaviors as severe as your child. The worst I have seen personally is children having severe meltdowns but they would be far between like at most 2-3 times a whole semester and the child would be cooperative most of the time and not elope. I have known children who elope of course but it's not usually the same child as the child who has the meltdowns or the aggressive kid. Having all these is a lot and I think the principal sounds great because she seems willing to work with you. Most principals and staff would just want him gone so he can be someone else's problem. They are likely also dealing with other parents in the school with pitchforks demanding your child be removed.

you’ve never seen more than a kid melting down 2-3 times a semester? Ok, I don’t think you’ve seen much. My DS’s pattern is to go through days/weeks of dysregulation and improve once supports and a strong behavioral plan are in place. “Pick your kid up at lunch” is not a plan.

This is in general education. I am a big advocate of LRE but a child who is going through days and weeks of dysregulation probably needs a different placement.

[Anonymous]

This is such an intense situation. Don't be afraid to get second opinions from different neuropsychs, advocates, schools etc if you're not getting immediate results from the first batch. It's okay to be picky in this scenario.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP: Have you met with your school's principal? I would start there to see what s/he knows about the situation, what s/he recommends, etc. Even if you end up going the lawyer route, it would be helpful to get a better sense of what your school is willing to do/what they recommend. Your school's principal will have a sense of how unusual the CHAMPS call was for your school's social worker/psychologist and doesn't have some of the negative incentives that DCPS has re: cost avoidance.

Thank you for this - I haven't met with her yet. I did talk to her briefly as on one occasion a few weeks ago, and she suggested that he come home in the afternoons and effectively homeschool then (or virtual school). Neither my husband nor I love this idea because we both work. But we should probably talk to her again. I would love for someone in the school to be direct with me about what they think we should do.

This is not ok for the principal to suggest--the school system is responsible for providing an education (FAPE).

Stop being so rigid and technical.
Especially at this young age you need to look at what can help the child - not what rights he has and what he "deserves."
I actually think this is a good suggestion because if he can get through a few hours of school successfully you can increase the mainstreamed time.
You could also do this with the social worker of course by having him spend half the day with her formally and the other half in regular school. But personally I might want to take my child out of school for a half day if he was suffering like this.

OP, I know you work but this is a huge crisis. It is very rare to have a child with behaviors as severe as your child. The worst I have seen personally is children having severe meltdowns but they would be far between like at most 2-3 times a whole semester and the child would be cooperative most of the time and not elope. I have known children who elope of course but it's not usually the same child as the child who has the meltdowns or the aggressive kid. Having all these is a lot and I think the principal sounds great because she seems willing to work with you. Most principals and staff would just want him gone so he can be someone else's problem. They are likely also dealing with other parents in the school with pitchforks demanding your child be removed.

you’ve never seen more than a kid melting down 2-3 times a semester? Ok, I don’t think you’ve seen much. My DS’s pattern is to go through days/weeks of dysregulation and improve once supports and a strong behavioral plan are in place. “Pick your kid up at lunch” is not a plan.

Except that in some situations, pick your kid up at lunch or drop them off late or have them attend for a few hours in the middle of the day is a plan. For some kids it leads to full attendance. Nothing should be off the table when a child can’t successfully go to school.

Sorry, that is not a plan unless it actually is a plan - designed by the IEP team including the support of knowledgeable behavioral therapists as part of a BIP. It’s certainly not a plan if the principal is suggesting it off the cuff.

You so desperately want to be right and negative. Thing is though, nothing is a plan until the team says it is but during periods of crisis, lots of things are tried and explored in the course of developing the plan - including partial days.

I fully agree with this poster and wish the negative, argumentative poster would go away. When a child is in crisis you need to be creative and let all your notions about FAPE and IDEA and all that come second to getting your child stabilized. So the mom has to take a few weeks off to try to figure out what's going on? Is that fair? Is that legal? Who cares really if it helps the child at this point? Damage that is done at this age can have lasting effects forever. Her main focus should be on her child's emotional health.

NP that just joined this thread, and getting chills being reminded of the crisis we went through with DS in K. I agree with the above poster that sometimes it's not about what their rights are or that they're supposed to be in school for 8 hours a day because that's what kids do. If a kid is having this level of crisis, it's not because they're trying to be a little shit. It's because they - the 6 year old kid - is in crisis and something about that environment, right now, is a really bad fit. Imagine the emotional trauma a kid is going through if they're frequently eloping with aggression. Why force them to stay in that environment when they need help to feel safe again?

In our case, DS had a dramatic overnight change in behaviors and we went through 2 months of school crisis with near daily emergency calls from school to come get him, multiday suspensions, resource officer having to be brought into the classroom, and really scary stuff. DH and I both worked from home and I ended up taking two weeks off spending them full time in school trying to figure out what the heck was triggering issues and generally trying to settle him back into the classroom. After two months we got a PANDAS diagnosis and started immediate treatment, but we decided to pull him out for the last 2.5 months of school that year while we did a whole house reset. We got a nanny for 6 hours a day i think, and let him veg at the tv the rest of the time. By the time summer came, he was probably 90% back to normal. But those 2 months of school trauma left years long trauma for him that we're still working through.

I say in a time of crisis, do what works for being mental stability to you and your family. That may not be full time school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP: Have you met with your school's principal? I would start there to see what s/he knows about the situation, what s/he recommends, etc. Even if you end up going the lawyer route, it would be helpful to get a better sense of what your school is willing to do/what they recommend. Your school's principal will have a sense of how unusual the CHAMPS call was for your school's social worker/psychologist and doesn't have some of the negative incentives that DCPS has re: cost avoidance.

Thank you for this - I haven't met with her yet. I did talk to her briefly as on one occasion a few weeks ago, and she suggested that he come home in the afternoons and effectively homeschool then (or virtual school). Neither my husband nor I love this idea because we both work. But we should probably talk to her again. I would love for someone in the school to be direct with me about what they think we should do.

This is not ok for the principal to suggest--the school system is responsible for providing an education (FAPE).

Stop being so rigid and technical.
Especially at this young age you need to look at what can help the child - not what rights he has and what he "deserves."
I actually think this is a good suggestion because if he can get through a few hours of school successfully you can increase the mainstreamed time.
You could also do this with the social worker of course by having him spend half the day with her formally and the other half in regular school. But personally I might want to take my child out of school for a half day if he was suffering like this.

OP, I know you work but this is a huge crisis. It is very rare to have a child with behaviors as severe as your child. The worst I have seen personally is children having severe meltdowns but they would be far between like at most 2-3 times a whole semester and the child would be cooperative most of the time and not elope. I have known children who elope of course but it's not usually the same child as the child who has the meltdowns or the aggressive kid. Having all these is a lot and I think the principal sounds great because she seems willing to work with you. Most principals and staff would just want him gone so he can be someone else's problem. They are likely also dealing with other parents in the school with pitchforks demanding your child be removed.

you’ve never seen more than a kid melting down 2-3 times a semester? Ok, I don’t think you’ve seen much. My DS’s pattern is to go through days/weeks of dysregulation and improve once supports and a strong behavioral plan are in place. “Pick your kid up at lunch” is not a plan.

Except that in some situations, pick your kid up at lunch or drop them off late or have them attend for a few hours in the middle of the day is a plan. For some kids it leads to full attendance. Nothing should be off the table when a child can’t successfully go to school.

Sorry, that is not a plan unless it actually is a plan - designed by the IEP team including the support of knowledgeable behavioral therapists as part of a BIP. It’s certainly not a plan if the principal is suggesting it off the cuff.

You so desperately want to be right and negative. Thing is though, nothing is a plan until the team says it is but during periods of crisis, lots of things are tried and explored in the course of developing the plan - including partial days.

I fully agree with this poster and wish the negative, argumentative poster would go away. When a child is in crisis you need to be creative and let all your notions about FAPE and IDEA and all that come second to getting your child stabilized. So the mom has to take a few weeks off to try to figure out what's going on? Is that fair? Is that legal? Who cares really if it helps the child at this point? Damage that is done at this age can have lasting effects forever. Her main focus should be on her child's emotional health.

NP that just joined this thread, and getting chills being reminded of the crisis we went through with DS in K. I agree with the above poster that sometimes it's not about what their rights are or that they're supposed to be in school for 8 hours a day because that's what kids do. If a kid is having this level of crisis, it's not because they're trying to be a little shit. It's because they - the 6 year old kid - is in crisis and something about that environment, right now, is a really bad fit. Imagine the emotional trauma a kid is going through if they're frequently eloping with aggression. Why force them to stay in that environment when they need help to feel safe again?

In our case, DS had a dramatic overnight change in behaviors and we went through 2 months of school crisis with near daily emergency calls from school to come get him, multiday suspensions, resource officer having to be brought into the classroom, and really scary stuff. DH and I both worked from home and I ended up taking two weeks off spending them full time in school trying to figure out what the heck was triggering issues and generally trying to settle him back into the classroom. After two months we got a PANDAS diagnosis and started immediate treatment, but we decided to pull him out for the last 2.5 months of school that year while we did a whole house reset. We got a nanny for 6 hours a day i think, and let him veg at the tv the rest of the time. By the time summer came, he was probably 90% back to normal. But those 2 months of school trauma left years long trauma for him that we're still working through.

I say in a time of crisis, do what works for being mental stability to you and your family. That may not be full time school.

I’m glad your situation worked out but it doesn’t sound all that common. It’s not being “argumentative” to say that the school needs to have a plan to use all its tools to keep the child in school. Allowing a child to go home reinforces the behavior and solves nothing, in most cases and my experience. It can create school refusal as well. If the school is not moving VERY quickly to implement evidence-based behavioral measures to get the child back to school, that’s a problem.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP: Have you met with your school's principal? I would start there to see what s/he knows about the situation, what s/he recommends, etc. Even if you end up going the lawyer route, it would be helpful to get a better sense of what your school is willing to do/what they recommend. Your school's principal will have a sense of how unusual the CHAMPS call was for your school's social worker/psychologist and doesn't have some of the negative incentives that DCPS has re: cost avoidance.

Thank you for this - I haven't met with her yet. I did talk to her briefly as on one occasion a few weeks ago, and she suggested that he come home in the afternoons and effectively homeschool then (or virtual school). Neither my husband nor I love this idea because we both work. But we should probably talk to her again. I would love for someone in the school to be direct with me about what they think we should do.

This is not ok for the principal to suggest--the school system is responsible for providing an education (FAPE).

Stop being so rigid and technical.
Especially at this young age you need to look at what can help the child - not what rights he has and what he "deserves."
I actually think this is a good suggestion because if he can get through a few hours of school successfully you can increase the mainstreamed time.
You could also do this with the social worker of course by having him spend half the day with her formally and the other half in regular school. But personally I might want to take my child out of school for a half day if he was suffering like this.

OP, I know you work but this is a huge crisis. It is very rare to have a child with behaviors as severe as your child. The worst I have seen personally is children having severe meltdowns but they would be far between like at most 2-3 times a whole semester and the child would be cooperative most of the time and not elope. I have known children who elope of course but it's not usually the same child as the child who has the meltdowns or the aggressive kid. Having all these is a lot and I think the principal sounds great because she seems willing to work with you. Most principals and staff would just want him gone so he can be someone else's problem. They are likely also dealing with other parents in the school with pitchforks demanding your child be removed.

you’ve never seen more than a kid melting down 2-3 times a semester? Ok, I don’t think you’ve seen much. My DS’s pattern is to go through days/weeks of dysregulation and improve once supports and a strong behavioral plan are in place. “Pick your kid up at lunch” is not a plan.

This is in general education. I am a big advocate of LRE but a child who is going through days and weeks of dysregulation probably needs a different placement.

and I’m happy to tell you my DS acclimated with all the supports and doesn’t need a new placement. But sure the principal could have just done the worst possible job and called me every day to pick him up until we did need a different placement. Luckily that did not happen.

[Anonymous]

Everyone's child is different PP. You sound bitter, angry and superior.

Other parents are sharing their experiences but you keep coming back and arguing with the ones who do not support your advice and experiences.

I'm not the PP who wrote about her child who took 2 weeks off and took her child out of school but we had an experience similar to hers.

It sounds like you went through a lot and I'm glad to hear your child is doing fine with a strong behavior plan. But sending a child back over and over again to an environment they see as hostile may end up causing your child incredible emotional trauma. This is why it's so important to start with what is causing the behaviors in the first place. For some causes it would make sense to try to keep the child in school but for others it could make things a whole lot worse.

[Anonymous]

Anonymous wrote:Everyone's child is different PP. You sound bitter, angry and superior.

Other parents are sharing their experiences but you keep coming back and arguing with the ones who do not support your advice and experiences.

I'm not the PP who wrote about her child who took 2 weeks off and took her child out of school but we had an experience similar to hers.

It sounds like you went through a lot and I'm glad to hear your child is doing fine with a strong behavior plan. But sending a child back over and over again to an environment they see as hostile may end up causing your child incredible emotional trauma. This is why it's so important to start with what is causing the behaviors in the first place. For some causes it would make sense to try to keep the child in school but for others it could make things a whole lot worse.

the only point I’m making is that the school needs to be working overtime on addressing the issues keeping the child out of school. If what you’re saying is “give up and send your kid to self-contained” I can’t agree.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Everyone's child is different PP. You sound bitter, angry and superior.

Other parents are sharing their experiences but you keep coming back and arguing with the ones who do not support your advice and experiences.

I'm not the PP who wrote about her child who took 2 weeks off and took her child out of school but we had an experience similar to hers.

It sounds like you went through a lot and I'm glad to hear your child is doing fine with a strong behavior plan. But sending a child back over and over again to an environment they see as hostile may end up causing your child incredible emotional trauma. This is why it's so important to start with what is causing the behaviors in the first place. For some causes it would make sense to try to keep the child in school but for others it could make things a whole lot worse.

the only point I’m making is that the school needs to be working overtime on addressing the issues keeping the child out of school. If what you’re saying is “give up and send your kid to self-contained” I can’t agree.

No the school does not need to be working overtime, they need to simply due their due diligence. Gathering ABC data takes 3-4 days, then they must assess the function, maybe 2, then create an FBA, then a BIP. This can take 2+ weeks. Stomping you feet does nothing to make the process faster, unless the school truly wasn’t doing anything.

And no one said that(self contained is the only answer), you again just want your experience to be the only correct one, news flash it isn’t.
Also taking a child out of school only reinforces the behavior if the function is escape, you clearly do not know what you’re talking about…

[Anonymous]

Some of the best advice I got for my child at this age is to err on the side of more support.

You can always take away supports your child does not need but if a child is already in crisis and you are not providing enough help it can do a lot more damage and your child and you will be suffering the consequences well into middle school, high school and beyond.

I can tell you my child remains mainstreamed in public, but I really regret not putting my child in a more supportive private earlier to build a strong foundation. We are applying for next year. I know a family that sent their child to a school like Maddux and that child is doing great now and is in a mainstream gifted program. This is just one family but this is exactly why early intervention is important. The more you invest a little earlier - in time, money, support - the more it will pay off later.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Everyone's child is different PP. You sound bitter, angry and superior.

Other parents are sharing their experiences but you keep coming back and arguing with the ones who do not support your advice and experiences.

I'm not the PP who wrote about her child who took 2 weeks off and took her child out of school but we had an experience similar to hers.

It sounds like you went through a lot and I'm glad to hear your child is doing fine with a strong behavior plan. But sending a child back over and over again to an environment they see as hostile may end up causing your child incredible emotional trauma. This is why it's so important to start with what is causing the behaviors in the first place. For some causes it would make sense to try to keep the child in school but for others it could make things a whole lot worse.

the only point I’m making is that the school needs to be working overtime on addressing the issues keeping the child out of school. If what you’re saying is “give up and send your kid to self-contained” I can’t agree.

You really aren't paying attention to this conversation. I think at least two PPs have said they took their children out of school for a while and the world did not end and they are happier. Your experience is not everyone's experience and the things you are saying are confusing and misleading to people who are in the middle of a crisis.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Everyone's child is different PP. You sound bitter, angry and superior.

Other parents are sharing their experiences but you keep coming back and arguing with the ones who do not support your advice and experiences.

I'm not the PP who wrote about her child who took 2 weeks off and took her child out of school but we had an experience similar to hers.

It sounds like you went through a lot and I'm glad to hear your child is doing fine with a strong behavior plan. But sending a child back over and over again to an environment they see as hostile may end up causing your child incredible emotional trauma. This is why it's so important to start with what is causing the behaviors in the first place. For some causes it would make sense to try to keep the child in school but for others it could make things a whole lot worse.

the only point I’m making is that the school needs to be working overtime on addressing the issues keeping the child out of school. If what you’re saying is “give up and send your kid to self-contained” I can’t agree.

No the school does not need to be working overtime, they need to simply due their due diligence. Gathering ABC data takes 3-4 days, then they must assess the function, maybe 2, then create an FBA, then a BIP. This can take 2+ weeks. Stomping you feet does nothing to make the process faster, unless the school truly wasn’t doing anything.

And no one said that(self contained is the only answer), you again just want your experience to be the only correct one, news flash it isn’t.
Also taking a child out of school only reinforces the behavior if the function is escape, you clearly do not know what you’re talking about…

curious to know why you’re so invested in shooting down parents advocating for their kids.

anyway OP now has an excellent advocate who I presume is pushing the school to take action.

[Anonymous]

Anonymous wrote:Some of the best advice I got for my child at this age is to err on the side of more support.

You can always take away supports your child does not need but if a child is already in crisis and you are not providing enough help it can do a lot more damage and your child and you will be suffering the consequences well into middle school, high school and beyond.

I can tell you my child remains mainstreamed in public, but I really regret not putting my child in a more supportive private earlier to build a strong foundation. We are applying for next year. I know a family that sent their child to a school like Maddux and that child is doing great now and is in a mainstream gifted program. This is just one family but this is exactly why early intervention is important. The more you invest a little earlier - in time, money, support - the more it will pay off later.

SN privates around here won’t take a kid with aggression/elopement.