ASD meltdowns- how do you document crisis response plan- in IEP or elsewhere?
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Anonymous
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My DD with ASD/ADHD is getting suspended for her infrequent meltdowns. I am going to call an IEP meeting to discuss a new plan. I want to get some commitment to how these meltdowns will be handled moving forward. But I don't know what that would look like.
I can't seem to find a section of the IEP that would be appropriate. This is in fCPs. Am I missing something? Is there a better way to document a plan? (And yes obviously I want them to follow the plan, but it will be something to point them to if they suspend again.) TIA |
Anonymous
Anonymous
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Not in FCPS but in the BIP there is usually a section for a crisis intervention plan. How this is written depends on what helps your child calm down. You seem to know your daughter well so you could modify whatever you do at home for school.
You could be very specific about the language the teacher should use or not use. You could specify a place where she could go to calm down like the beanbag in the back of the room, the counselor's office or other quiet place. You could specify that they shouldn't talk to her for 10 minutes or whatever time you want to specify. After 10 minutes they could ask her if she's ready to return. You could ask that the number of personnel dealing with the incident be limited to two. If you what to come back and provide more information we can help you with specific ideas. |
jjconcern
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| I am surprised that she is suspended for her meltdown types of behavior since this can be pretty typical of ASD and is part of the purpose of the IEP to prevent it. I am assuming that she has Behavior Plan BIP with a functional analysis to see what triggers her meltdowns. If not she will need one which becomes part of her IEP and needs to be updated at intervals especially if her behavior is escalating. You didn't mention what her age or grade is and if she is in a special day program or in an RSP program. Are you noticing any changes in her behavior or mood at home? Sometimes there is a bullying situation going on or maybe there are family issues that are affecting her. You may need to contact the special education director in your district or make an appointment with the school psychologist at her school site. The other responses you received are good and worth checking out and pursuing. You are wise to be pursuing answers and more support. Hugs!! |
Anonymous
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We keep requesting an FBA and a BIP, but the meltdowns are so infrequent that they don't occur while data is being collected. And then they say we don't need a BIP. And then something triggers a meltdown and my DD strikes out at any teacher in arms reach and then she is suspended again.
Is there a way to get a BIP created without an FBA? |
Anonymous
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No... you need an FBA first. That drives the BIP.
You need an advocate. This is an insane situation. I'm surprised you are so polite still. I would be in the school's face on the daily. It is inexcusable that the school is approaching this as a discipline issue instead of providing what this child needs to avoid the meltdowns. Do you have a recent evaluation with suggestions from your child's developmental pediatrician? If not, call and get an appointment ASAP so you have some professional direction to share with the school. This will trigger an automatic and legally required IEP meeting bc the school has to review and consider your outside data. Since there is only one week left of school you should do this over the summer and slap that evaluation on the school first day. I'm outraged for you. My unsupported autistic child was sent to the principal's office once; I gave them an earful, and then got a FBA and BIP. We are now in a better placement for my child. We only got it bc I was in the school's face every single time there was an incident. These incidents occur BECAUSE the child is UNSUPPORTED. Do not let this continue! |
Anonymous
| It will be hard to do the FBA. The FBA is intended to determine the function of the behavior. What happened before the meltdown and after the meltdown. If the behavior is very infrequent, an independent observer will be unlikely to capture this information. But, *something* must be done. |
Anonymous
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You can try to guess the function of the behavior based on what you know about your child and what you've learned about the triggers from the staff. We had to do this for our child and it took us a very long time but our guess was spot on and the behaviors stopped immediately.
Even when you do have a lot of data the FBA is really a first guess. You sometimes have to revise it several times before you get at the real triggers. |