Research request

Post Reply New Topic

Hi All -

I just had a discouraging IEP meeting yesterday where the district representative was stating that a seperate ED classroom with Conduct Disorder and oppositional Defiant Disorder peers is an appropriate placement for my aspie son. I am hearing that he is getting bullied, he has run from the school twice and has had school avoidance. I think this is a nightmare placement.

I need back up research that proves there is not evidence that supports this type of placement. Can anyone help?

I will be getting letters from my professionals as well.

Thanks

If you are in US then they must keep him in the "least resitrictive environment"

from: http://ajp.psychiatryonline.org/cgi/con ... /157/2/262
Although social disabilities in Asperger’s disorder and autistic disorder are defined in the same way, there may be important differences in treatment. In Asperger’s disorder, the cognitive style of treatment is heavily biased toward verbal functioning. Although language skills are relatively preserved and serve as a lifeline for social interaction, there is often a significant discrepancy between the sophistication of linguistic form and structure and the social use of language. Unfortunately, educators (and others) may be misled by the individual’s verbal abilities and may attribute poor social skills and poor performance on nonverbal tasks to negativism or other volitional behaviors; as a result, these individuals may be viewed as behaviorally disordered or "socially emotionally maladjusted" and placed in classes for children with conduct disorders. As we have noted elsewhere (4), this approach might lead to the placement of a child with Asperger’s disorder, a perfect victim, with perfect victimizers. As a result of the child’s growing social isolation, often in the face of some desire for social contact, it is not surprising that the child may become depressed.

http://www.ncbi.nlm.nih.gov/pubmed/17082975

from: http://www.aspergersyndrome.org/Article ... ntion.aspx
The following are positive program specifications to be kept in mind when deciding on appropriate placements and programs for individuals with AS. They may not be applicable to every individual with AS, nor are they feasible in some parts of the country. Nevertheless, they may be seen as optimal conditions to keep in mind when dealing with program specifications:

Relatively small setting with ample opportunity for individual attention, individualized approach, and small work group;
The availability of a communication specialist with a special interest in pragmatics and social skills training, who can be available for individual and small group work, and who can also make a communication and social skills training intervention an integral part of all activities, implemented at all times, consistently, and across staff members, settings, and situations. This professional should also act as a resource to the other staff members.
Opportunities for social interaction and facilitation of social relationships in fairly structured and supervised activities;
A concern for the acquisition of real-life skills in addition to the academic goals, making use of creative initiatives and making full use of the individual’s interests and talents. Fore example, given the fact that individuals with AS often excel in certain activities, social situations may be constructed so as to allow him or her the opportunity to take the leadership in the activity, explaining, demonstrating, or teaching others how to improve in the particular activity. Such situations are ideal to help the individual with AS (a) take the perspective of others; (b) follow conversation and social interaction rules, and (c) follow coherent and less one-sided goal-directed behaviors and approaches. Additionally, by taking the leadership in an activity, the individual’s self-esteem is likely to be enhanced, and his/her *usually disadvantageous) position vis-à-vis peers is for once reversed;
A willingness to adapt the curriculum content and requirements in order to flexibly provide opportunities for success, to foster the acquisition of a more positive self-concept, and to foster an internalized investment in performance and progress. This may mean that the individual with AS is provided with individual challenges in his/her areas of strengths, and with individualized programs in his/her areas of weakness;
The availability of a sensitive counselor who can focus on the individual’s emotional well being, and who could serve as a coordinator of services, monitoring progress, serving as a resource to other staff members, and providing effective and supportive liaison with the family.

We had an ASD teen in our 'behavior disorder' class and it was sheer hell for him. Please pull him from school before you allow this.

Thanks Ladies! Mama, this is exactly what I need.

So.... Within moments of my last post, it was time to pick DS up from school. I was in the car driving when the school psych calls to tell me that huge violent meltdown is in progress. Apparently he was getting verbally bullied throughout the day. When the student (bully) put his hands on DS' face and pushed him - he completely lost it. The classroom was trashed, a window was broken, he was completely gone.

I restrained him until he was calm and then let him process a bit and we went home. I don't know what to do next. My son can't take the bullying and does not have the skills to tell on someone in the moment. He either allows discomfort to build (not really understanding that he is getting mad) until he blows. He has been doing a good job lately of not blowing often, but hands on is a given trigger.

UUUGGGGHHHH