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Posts Tagged ‘inclusion’

inclusionI am so excited to be in Dubai! I came to consult on a few feeding cases and The Child Learning and Enrichment Medical Center quickly planned for a conference on inclusion! Schools in Dubai are required to include children with disabilities so teachers are in need of information. I feel so fortunate to be a part of it! For my international readers, I look forward to meeting you in person.

For additional information on the inclusion conference, click here: http://www.childeimc.com/index.html

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Today marks one year for our blog. On September 19th, 2011, we started blogging regularly. The first blog appeared in August of 2011 but we didn’t become regular until September. Of course, we paused for life here and there along the way.

We want to take today to thank all of our readers and followers. We appreciate your support, your criticisms, and your suggestions.

Our all time busiest day so far was April 3, 2012 when we posted about free apps for Autism Awareness

And here are our top 10 posts based on total number of views.

10. Help! My Child Has ADHD

9. Peanut Butter Bread: Battle It Out?

8. My Child Won’t Poop in the Toilet: HELP!

7. Inclusion is an Individualized Decision

6. What Inclusion Teaches Us

5. Updated iPad Application List

4. Homework Habits That Work

3. Autism Awareness Free Apps

2. Using ABA to Teach Math

And the number one post of all time? Do You Use Visual Schedules?

Readers, we love hearing from you. Please let us know if you have any questions to answer about behavior or if you have a topic that you want us to write about. And most importantly, thanks for hanging around.

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Hi and welcome to Ask Missy Mondays where I respond to a question from readers. Today’s question comes from Gwen who writes:

“My high functioning 7-year-old is in mainstream 1st grade with an aide. Her biggest problem is laughing and saying, “No!” as an attempt to avoid working. She is not disruptive enough to be sent to the resource room, yet she is non-compliant which is not appropriate for general education. Our ABA team has tried token systems and they did not work.They tried PEC cards for “quiet time” and “stop talking” but those strategies did not work.

At home, I simply say in a firm voice,  “It’s time to work” and she does it. She may giggle and say repeatedly, “all done!” but the work is completed and it is usually correct!

Do you have any tips for us? She is simply running over them”

Hi Gwen! thanks for coming back to visit. We are sorry to hear that you are having troubles with your daughter’s behavior. Let’s talk about a few things.

Function of Behavior not Form

First, so many times teachers and other professionals fall in to the trap of treating a behavior based on its form (how it looks–or what behavior analysts call topography of the behavior). However, we should not attend to the form of the behavior as much as we should attend to its function (the result of the behavior).

Functional Behavior Assessment (FBA)

We cannot effectively address a behavior without first knowing it’s function (why is your daughter doing this?). We typically understand the function by taking careful ABC data. We could also do some manipulations if necessary to prove why she is doing the behavior.

Your Daughter

Based on what you’ve told me, it seems that she is getting an awful lot of attention for her behavior (e.g., “no talking” and “quiet time” contingent on the behavior). If that is the case, a simple intervention of attending to her for good behavior (i.e., attending and working) and ignoring the junk behavior (i.e., work refusal and laughing) should be effective. Both techniques should be used in combination to ensure effectiveness of the intervention.

Example:

Seat work time. Your daughter laughs and says, “no”.

The teacher and aide should immediately turn their backs to her and instead give all of their attention to the other kids in class who are working quietly. The adults should say “I like how Johnny is working quietly” and “Suzie, you are doing great quiet work”

When your daughter is quiet and working, the teacher or the aide should immediately turn to her and give her praise for working quietly.

Class-Wide Reinforcement

The teacher may want to consider a class-wide reinforcement system so that all the children can be rewarded for staying on task and completing work

Keep me posted on how things go!!

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Inclusion is not just for children with disabilities. Inclusion has something to teach each of us.

1. Inclusion teaches us how to be more accepting of others.

By learning and playing alongside of children with different abilities, children learn to accept everyone regardless of their adaptive equipment, computer assisted speech, hand flapping, or different facial features.

2. Inclusion teaches us how to be more tolerant of differences.

When children see that some students read better than others, and others run faster, and still others play the piano better, they learn to recognize that each person has something to offer. They also learn that everyone has an area for improvement. Soon, they recognize that differences are a good thing and that those differences are actually what makes the world a better place.

3. Inclusion teaches us how to help others who may need assistance.

Children learn to incorporate a variety of strategies to help each other. When they learn alongside children with different learning abilities, they are also learning how to help others succeed. Jesse Jackson said it best, “The only time you should look down on a person is when you are helping them get up.”

When Inclusion Does Not Teach Us

Dumping children with disabilities in to general education settings without the necessary supports and services causes harm to everyone.

  • The student with disabilities does not receive the necessary support and as a result struggles in environment both socially and academically.
  • The peers in the classroom are negatively affected when their teacher and classmate are not supported.
  • And finally, the general education teacher needs training to know how to teach and include children with disabilities, how to manage a variety of challenging behaviors, and how structure a class that welcomes children of varying abilities.

We all have something to learn from inclusion. But each of us can only learn when the context supports learning. Educators and administrators in education have the responsibility of providing the appropriate supports and services to ensure that everyone can benefit from inclusion.

We are linking up again over at Yeah Write. Hop on over there and check out all the other great blog posts.

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Hi and welcome to What Works Wednesdays where we share a success story from one of our clinical cases. All names have been changed to preserve the privacy of the child and family. Our intent is to show readers how successful ABA can be.

Today’s post is about a 4-year-old little girl named Nahir who carries a dual diagnosis of Down syndrome and autism. Nahir began receiving early intervention services early in life. She began receiving ABA services shortly after she was diagnosed with autism. She began receiving ABA services from us last year.

Nahir’s parents wanted Nahir to be a community member in her neighborhood and they wanted her to learn alongside other children her age without disabilities. We designed an ABA program that consisted of about 10 hours per week of supported inclusion and 10-15 hours per week of 1:1 ABA instruction. Nahir responded to the intervention and began showing an interest in her peers at school and she began learning many skills at home. She even began using the toilet!

After several months, Nahir’s parents wanted to increase the amount of time in inclusive settings to 20 hours per week combined with 10-15 hours of 1:1 ABA. Nahir began engaging in non-compliant behavior and her rapid learning tapered off. We discussed our concerns about this change in learning with the parents and we encouraged them to consider making a change.

As a result, the family agreed to decrease inclusion time and increase 1:1 ABA time. Watch out! Nahir’s learning took off. She began imitating, her non-compliance decreased, and she started to communicate using her new iPad and Proloquo2go.

You see, inclusion is not all or nothing. Decisions about inclusion should be made individually for each child based on his or her unique situation.

We would love to hear from readers! Share your successful ABA and inclusion stories!

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