Anonymous wrote:OP here again. For those of you with kids who went through MontCo, either PEP or CAPP, how do you feel it prepared your LO for transition into Kindergarten? Were they able to fully transfer into class, or did they still need a shadow/ABA/additional resources. **I realize this is a huge question that I'm asking and much of the answers are determined by each child specifically..... I'm just trying to understand if their approach allows for integration.

OP, I don't think MoCo follows logic. How your kid does in PEP may not have any affect on how he transitions to K. They do try to integrate kids in a mainstream classroom as a general rule b/c it's the "least restrictive environment."

OP here again. For those of you with kids who went through MontCo, either PEP or CAPP, how do you feel it prepared your LO for transition into Kindergarten? Were they able to fully transfer into class, or did they still need a shadow/ABA/additional resources. **I realize this is a huge question that I'm asking and much of the answers are determined by each child specifically..... I'm just trying to understand if their approach allows for integration.

Anonymous wrote:So - I actually agreed to send him to this specific school because they have a developmental coordinator on staff, and seem to really care about kids with developmental issues. It's a parochial school, and his ABA is private (we found them), but has spent a lot of time within the school with other cases/kids. I'm a little floored with all of it right now, and I just am unsure what to do. I don't need to make any huge decisions TODAY, but I would like to know if I should continue to send him, or send him to public.... it's just hard to make the decision right now.

OP, the good thing is that you don't need to make a decision today. Get the ball rolling with getting your kid a spot with PEP. Find out by what date you would have to put down a deposit for the private.

Call the developmental coordinator TODAY and get them to commit to when your kid will be allowed in the mainstream classroom. Once they get him in there, you'll be able to make a more informed decision as whether this school will be a good fit.

IMO, you are paying the ABA and they should deliver services that you want! It's not like you are asking for something shockingly negligent.

I will also plug the MCPS PEP program again... they did a wonderful job with my child. My child is HFA and did the 1/2 day PEP program so I'm not sure how the program is for children with more needs. Perhaps other commenters can provide more insight into the other PEP programs.

So - I actually agreed to send him to this specific school because they have a developmental coordinator on staff, and seem to really care about kids with developmental issues. It's a parochial school, and his ABA is private (we found them), but has spent a lot of time within the school with other cases/kids. I'm a little floored with all of it right now, and I just am unsure what to do. I don't need to make any huge decisions TODAY, but I would like to know if I should continue to send him, or send him to public.... it's just hard to make the decision right now.

Anonymous wrote:Agree this is strange. Has the preschool ever had a child with ASD and ABA?

Yes, it seems like the private school where he is now is not familiar with kids on the spectrum. Did they hire the ABA therapist/is it someone associated with the school?

I agree with other posters that this kid won't be able to get used to a classroom of peers if he's never in it. Also, do they have realistic goals on what represents compliance? No kid will follow directions 100% of the time. You need to meet with the school and the ABA therapist and get him in the mainstream classroom.

Agree this is strange. Has the preschool ever had a child with ASD and ABA?

That seems quite strange to me. My son has ASD and is in a private preschool with ABA. The goal is to keep him in the classroom as much as possible and give breaks when needed. I don't understand how he can learn to adjust to the classroom if he is never actually in the classroom. Can you meet with your BCBA to discuss and review the goals?

Anonymous wrote:Why isn't the aid working with him inside of the regular classroom? I would ask the school and ABA to answer that question. The other issue with ASD kids is that once they get established in a routine (outside of group class) it's so hard to get them to be flexible and do something else (work in the group)... as least for mine.

MCPS has PEP. It was great for my ASD kid who is high functioning with a lot of anxiety and social communication deficits. They have good pre-k programs that you should not discount... especially as they are free!

They have told us they are working them on following instruction. He does have issues with this, but nothing that would require a 1:1 audience with him in order to obtain the result. I basically said that I would be happier if he was within the classroom more often, and they could take him out from time to time. They agreed, but nothing has really changed. They told me it's the best thing for him to learn to comply in the new environment....I don't know...because my kid isn't one to freak out in a new environment. His first day at his county preschool program in January, he followed all directions AND napped. I don't know why they feel the need to separate him as much, and basically, I am paying for school, as well as ABA, and really only getting one.

Why isn't the aid working with him inside of the regular classroom? I would ask the school and ABA to answer that question. The other issue with ASD kids is that once they get established in a routine (outside of group class) it's so hard to get them to be flexible and do something else (work in the group)... as least for mine.

MCPS has PEP. It was great for my ASD kid who is high functioning with a lot of anxiety and social communication deficits. They have good pre-k programs that you should not discount... especially as they are free!

Anonymous wrote:You should look into PAC (preschool autism classroom).

This is the same as the county program in MCPS. I believe Fairfax County uses the term PAC, MC uses something different. Same idea.

Anonymous wrote:At this point, I would be concerned about where he is now. If it's been two weeks, they need to at least start integrating him in the classroom, even if it's for a short time period. Unless he was violent or extremely disruptive, the approach this school is taking seems to be overkill.

If they are able to integrate him fully (or to your satisfaction) and you are happy with his progress and can afford it, then re-visit the issue at the end of the summer b/f you make a decision to switch.

Great idea. From what I understand, there is nothing lost by the MCPS by not using their preschool services if qualified. The IEP remains and if he should go to a MCPS program from Kindergarten, they will just re-establish his IEP. That is what they told me, anyway. Does anyone know if that's true?

At this point, I would be concerned about where he is now. If it's been two weeks, they need to at least start integrating him in the classroom, even if it's for a short time period. Unless he was violent or extremely disruptive, the approach this school is taking seems to be overkill.

If they are able to integrate him fully (or to your satisfaction) and you are happy with his progress and can afford it, then re-visit the issue at the end of the summer b/f you make a decision to switch.

You should look into PAC (preschool autism classroom).

Hi - We have a 3.5 yr old, moderately functioning ASD kiddo. We just moved here from out of state, and in our previous county, he qualified and went to an all day special needs preschool devoted to ASD. We also had previously (before he qualified) sent him to a private preschool and supplied him with ABA therapists. Now that we have moved here, we are trying to make a decision about private preschool and ABA, or county school program (MCPS).

For summer, he is attending his private preschool with an ABA. They have been in session for 2 weeks, and to-date, my child hasn't been in with his peers. Just one on one with his ABA in a separate room. They have goals they are trying to work on before incorporating him into the classroom. It's new to us, as this hasn't been an issue before and he always assimilated well into any preschool environment, with or without an ABA.

would he be better off in the MCPS school? That way he can at least be assured that he's with peers? Or is it better to have him with 80-90% typical kids and an ABA, but realize he may be off on his own with his therapist a lot?