Need advice on how to proceed with DS

[Anonymous]

DS is 8 and in third grade. He was diagnosed with autism and ADHD at a very young age and participated in MCPS' Infants and Toddlers program and PEP Inc. He is behind in both receptive and expressive communications but was placed in the general classroom since Kindergarten with pull out services for speech and OT. During Kindergarten, he did not fit well in the general education setting even with an IEP and extra support. He had multiple meltdowns and caused a lot of destruction to the classroom and hurt himself and other kids. We requested an emergency IEP then and he was given a BIP. However, COVID hit and there was no opportunity to even implement the BIP. He was at home for first grade with virtual learning in which DH and I took time off to sit with him during these sessions. He returned to in person school for second grade and he did great without the BIP.

Fast forward to the end of second grade and now third grade, his explosive behaviors have returned and we had multiple emergency IEP meetings and the school is currently going through an FBA to determine next steps. We are working with an educational advocate to help us through this process but I want to get some perspectives from others. DS is obviously not fitting in well in the general education setting even with extra supports they have in place. The school insists on collecting weeks worth of data even though he has been very aggressive (hurting others and suicidal actions) to the point where multiple kids have been sent to the nurses office and we have been referred to the crisis center (which was of no help). We are doing everything we can external to the school to treat DS's issues (e.g., physiatrist, ABA therapists, private speech, CBT), but there is a limitation to what we can do in the general education setting. DS is also on Zoloft, Adderall, and Abilify. Right now I am just trying to understand why the MCPS insists on collecting weeks more data when there is plenty already to support conclusions for the FBA.

[Anonymous]

I would ask them your last sentence.

[Anonymous]

I’m so sorry OP. That sounds so hard and stressful for you. I hope they come to their senses soon.

[Anonymous]

Sorry OP. Its so stressful. I know you're in a holding pattern while they try and figure out what is triggering him at school and how to respond to it?

Do his meltdown happen at home too?

What is the plan once they get the FBA completed? It sounds like he already has an IEP. Are they using the FBA to determine placement? It's been a few years since my son had is FBA so I don't remember what its for.

When your son gets aggressive at school, does the school call you or are they handling it?

[Anonymous]

I'm really sorry OP. Every day that goes by with your child like this it will create more damage to his sense of self. A 3rd grader with suicidal actions is a huge crisis and I don't know you but I'm really upset for you that they think it's okay just to collect more data while this plays out.

Call the MCPS autism office and explain the situation. They will likely tell you the formal process would be to get your school to call them for a consult. Make sure your school does this. There are some very good specialists there.

Depending on your cluster the compliance unit may be able to help expedite the IEP meeting so you can talk about next steps. But be warned we've heard some very bad things about at least one compliance officer from multiple parents so it really depends on what school your child attends.

[Anonymous]

Is the FBA being conducted by a BCBA? If not I’d request that first and get their contact info and ask them these questions. A BCBA has ethical guidelines to follow and wouldn’t be talking weeks worth of data unless it was necessary. What does your BCBA think? I would ask them since they know your child, I’d also ask them to create a data sheet so you can track behavior they are following at school in the home setting.

[Anonymous]

Anonymous wrote:Sorry OP. Its so stressful. I know you're in a holding pattern while they try and figure out what is triggering him at school and how to respond to it?

Do his meltdown happen at home too?

What is the plan once they get the FBA completed? It sounds like he already has an IEP. Are they using the FBA to determine placement? It's been a few years since my son had is FBA so I don't remember what its for.

When your son gets aggressive at school, does the school call you or are they handling it?

FBA leads to a BIP which includes ways to prevent the behaviors and to minimize them and handle them afterwards. Sometimes it is helpful to have a BIP plan that has failed in gen ed to support the child's need to move to a more supportive setting but I have never heard of it being necessary when everyone - parents and school - agree the child is in crisis.
OP you should ask for tours of the more supportive programs near you. The Asperger's program at diamond elementary I think may be one and there is also a social emotional program but I don't know where those are. They are sometimes reluctant to allow parents on these tours unless there's a referral from the current school so make sure you communicate to your school that you would be open to considering those programs and would like to do the tour ASAP. This way once the IEP meeting comes you are prepared to advocate for what you want. Both programs are set up a bit similarly but one may be a better fit than the other for your child so you really need to talk to the administrators for the programs.

I don't think MCPS would allow your child to go straight to private placement but you could also ask your educational consultant if she thinks that's an option in your case.

[Anonymous]

I am so sorry, OP. I am thinking of you. I am sure this is just exhausting.

[Anonymous]

OP here. Thanks for all the support. I contacted our educational advocate who will be reaching out to her contacts in the central office. We are not looking for a private placement, rather a self-contained classroom. Our advocate stated that the emotional disabilities program may be a good fit. It is just this process of collecting data and the school requesting that we consider half days so that they can continue collecting data with a reduced likelihood of DS having an explosive episode. This puzzles me because how would that data be valid to represent his behavior in a general education setting for the duration of a school day.

DS does not have these explosive episodes at home. One thing to note is that due to his suicidal actions, we have taken to two ERs (including Children's) for an emergency evaluation and all we got was we are doing everything we can possibly do and that most folks who go to the ER for psychiatrics issues do all the resources we are able to provide for DS.

[Anonymous]

Anonymous wrote:I am so sorry, OP. I am thinking of you. I am sure this is just exhausting.

Same. No advice, but thinking of you and your son. Sounds incredibly hard for all.

[Anonymous]

Anonymous wrote:OP here. Thanks for all the support. I contacted our educational advocate who will be reaching out to her contacts in the central office. We are not looking for a private placement, rather a self-contained classroom. Our advocate stated that the emotional disabilities program may be a good fit. It is just this process of collecting data and the school requesting that we consider half days so that they can continue collecting data with a reduced likelihood of DS having an explosive episode. This puzzles me because how would that data be valid to represent his behavior in a general education setting for the duration of a school day.

DS does not have these explosive episodes at home. One thing to note is that due to his suicidal actions, we have taken to two ERs (including Children's) for an emergency evaluation and all we got was we are doing everything we can possibly do and that most folks who go to the ER for psychiatrics issues do all the resources we are able to provide for DS.

Did you get a DMDD dx? If so look into the Williams protocol. It worked miracles for us after traditional drug regimens did nothing. We went to the hospital also and got nowhere. Even did a PHP (useless except for getting the DMDD dx). I don't know why you don't want a private placement. There are better options in private.

[Anonymous]

Anonymous wrote:OP here. Thanks for all the support. I contacted our educational advocate who will be reaching out to her contacts in the central office. We are not looking for a private placement, rather a self-contained classroom. Our advocate stated that the emotional disabilities program may be a good fit. It is just this process of collecting data and the school requesting that we consider half days so that they can continue collecting data with a reduced likelihood of DS having an explosive episode. This puzzles me because how would that data be valid to represent his behavior in a general education setting for the duration of a school day.

DS does not have these explosive episodes at home. One thing to note is that due to his suicidal actions, we have taken to two ERs (including Children's) for an emergency evaluation and all we got was we are doing everything we can possibly do and that most folks who go to the ER for psychiatrics issues do all the resources we are able to provide for DS.

Say no to the 1/2 days and don't pick him up from school. I know that sounds harsh and it's truly not fair to your son. But the more the school has to deal with him, the faster they will move the process along.

If the SESES classroom (ED) is on the table, ask your advocate to request the observation be scheduled now. You should also ask for a tour of the program.

If there's ever another time when you feel that you need to take your son in for psychiatric help, go to Shephard Pratt. They discharge around 10am. They have a walk in clinic that opens for sign in an hour before appts start. So if appts start at 9, you want to sign in at 8 and wait. Beds are first come first serve and by 9-10, they know how many beds will be available. You want to already be there when the bed opens. Pack 3 days worth of clothes so you don't have to run out to Walmart or back home. If you get a bed, you will be admitted immediately.

[Anonymous]

OP, This event might provide some info and connections to parents who might have advice.



Come learn about the most common MCPS programs where autistic students are placed — and hear it first-hand from our parent and student panelists. Get your questions ready!

These panel discussions will NOT be recorded, so you’ll have to be there!

12:00 noon to 1:00pm -- Secondary School Panel -- Ask parent and student panelists your questions about the middle and high school level of the Asperger's Program, Autism Resource Services (ARS), Bridge Program, Learning for Independence (LFI), and Classic Autism Services.

1:30 PM to 2:30 PM -- Elementary and Preschool Panel -- Ask parent panelists your questions about the elementary level Asperger's Program, Darnestown Learning Center, Carl Sandburg Learning Center, Learning for Independence (LFI), Classic Autism Services, plus the CAPP and PEP preschool programs.

Registration: For a complete schedule and more details, register here: https://www.xminds.org/event-4961163

Location: The clinic will be in-person at Unitarian Universalist Congregation of Rockville, located at 100 Welsh Park Drive, Rockville, MD.

Cost: Free. All xMinds events are free.

Throughout the clinic from 1 to 4pm, we’re also offering FREE 20-minute IEP consultations with an education advocate. There’s currently a waitlist, but if you’re interested, please sign up. There’s always movement on that list, so you may get a consult after all. Join the waitlist here: https://www.xminds.org/event-4961163

Spanish interpretation will be available!

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. Thanks for all the support. I contacted our educational advocate who will be reaching out to her contacts in the central office. We are not looking for a private placement, rather a self-contained classroom. Our advocate stated that the emotional disabilities program may be a good fit. It is just this process of collecting data and the school requesting that we consider half days so that they can continue collecting data with a reduced likelihood of DS having an explosive episode. This puzzles me because how would that data be valid to represent his behavior in a general education setting for the duration of a school day.

DS does not have these explosive episodes at home. One thing to note is that due to his suicidal actions, we have taken to two ERs (including Children's) for an emergency evaluation and all we got was we are doing everything we can possibly do and that most folks who go to the ER for psychiatrics issues do all the resources we are able to provide for DS.

Say no to the 1/2 days and don't pick him up from school. I know that sounds harsh and it's truly not fair to your son. But the more the school has to deal with him, the faster they will move the process along.

If the SESES classroom (ED) is on the table, ask your advocate to request the observation be scheduled now. You should also ask for a tour of the program.

If there's ever another time when you feel that you need to take your son in for psychiatric help, go to Shephard Pratt. They discharge around 10am. They have a walk in clinic that opens for sign in an hour before appts start. So if appts start at 9, you want to sign in at 8 and wait. Beds are first come first serve and by 9-10, they know how many beds will be available. You want to already be there when the bed opens. Pack 3 days worth of clothes so you don't have to run out to Walmart or back home. If you get a bed, you will be admitted immediately.

I agree in theory but I think in practice it might help your child because there would be less pressure on him to be able to be in control a full day. There's something about the school that puts him on edge. Someone with ADS described it to me once as feeling like a fire alarm going on in their head all the time as a way of explaining why they felt like exploding or having a meltdown because they were already at a high level of discomfort to begin with in many environments. At home they felt more comfortable.

[Anonymous]

Call your school board member and explain all this.