Anonymous wrote:Anonymous wrote:You may want to consider a low dose of medication. Not even being able to ask a teacher a question is a high amount of an anxiety for a kid to deal with. If both kids have this issue, medication may help them actually implement anything they might learn in a class.
+1 (although I would change low dose to effective dose - sometime the words “low dose” sounds more palatable, but isn’t necessarily effective. I agree that aggressive treatment of the anxiety is the best path to anxious kids being able to interact with others effectively.
Anonymous wrote:You may want to consider a low dose of medication. Not even being able to ask a teacher a question is a high amount of an anxiety for a kid to deal with. If both kids have this issue, medication may help them actually implement anything they might learn in a class.
Anonymous wrote:Anonymous wrote:We had self-advocacy as a goal in our child's IEP. The school psychologist worked on implementation.
The goals were things like student with approach a teacher outside of class with a question, then faded to asking a question while in class. The psychologist would do a quick meetup to help DC figure out what to bring up. Took about 2 school years for this to take, but by high school skills were much more improved. We also had child involved in IEP meetings starting in 5th grade and they got a say in what accomodations and goals were.
I think for peer interactions you could consider a social skills or group therapy. I'd ask your current therapist for idea.
Thanks, we do not yet have a 504 (we have further testing scheduled this fall, maybe that will tell us if IEP would be appropriate, but our DC has performed well enough academically that I've been told an IEP is likely out of reach).
Can you provide more specifics about the self advocacy piece in the IEP? Was the purpose of asking a question outside of class to give DC an option to do so when not in front of peers? Or was it something your child also had to achieve? (Sorry if the questions seem basic - I'm totally new to the world of 504s and IEPs.) . For sure, my DC in the past has not asked questions when she should have, or didn't ask for a hand out when she realized she didn't get one or had loaned hers to a classmate...IMO, this skill is as important as grades for being a successful adult...
Anonymous wrote:Have you talked to your kids’ therapist? My unassertive, why kid has anxiety and the therapist has him doing challenges to work his way up. He is now able to order his own food at a restaurant and go into a convenience store to buy a small thing alone. He’s got a tough time talking to adults so even these things has been huge progress.
Anonymous wrote:We had self-advocacy as a goal in our child's IEP. The school psychologist worked on implementation.
The goals were things like student with approach a teacher outside of class with a question, then faded to asking a question while in class. The psychologist would do a quick meetup to help DC figure out what to bring up. Took about 2 school years for this to take, but by high school skills were much more improved. We also had child involved in IEP meetings starting in 5th grade and they got a say in what accomodations and goals were.
I think for peer interactions you could consider a social skills or group therapy. I'd ask your current therapist for idea.
Anonymous wrote:How old are your kids and what kind of special needs do they have?