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Joined: Sep 2010
Posts: 320
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Our school principal called me to ask my permission to have our DS tested by the behaviorist that specializes in autistic kids . Behavior analysis is heavily used with spectrum kids. Unless you live in a school district big enough to justify dedicating a specialist to the "other" cases most behaviorists will have a majority of their case load be autistic kids. Was that the behavior analyst calling you?
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Joined: Sep 2010
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Irena, do you have the Wrights' FETA book? Page 117. Or http://idea.ed.gov/explore/view/p/,root,regs,300,D,300%252E320, Sec. 300.320 Definition of individualized education program.
(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with Sec. Sec. 300.320 through 300.324, and that must include--
(1) A statement of the child's present levels of academic achievement and functional performance, including--
(i) How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children);
Last edited by SiaSL; 04/18/13 10:54 PM.
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The wrightslaw site has lists of suggested assessment tools for different conditions. Having in writing (from an outside specialist) that your son's anxiety is a reaction to a hostile learning environment rather than a separate condition would be helpful... This: "son's anxiety is a reaction to a hostile learning environment " is EXACTLY my position he doesn't have "anxiety" or any behaviors unless he is being shamed for his disability and/or the disability is not being accommodated for. However, and unfortunately, he was merely diagnosed with anxiety and the report, being poorly done by a poor psychologist, never addressed this issue at all. So, to the school he just has an "anxiety disorder," which I try to use to DS's advantage by saying if he is with hostile teachers it brings out his "anxiety" and if he doesn't have access to his education without being inhibited by his writing disability then his anxiety is triggered ... I am fine with them having anxiety goals (hey everyone has some anxiety - can't hurt to have tools to cope, right?) and I am fine with a "baseline" as long as I know what they are doing and how... and as long as they are not causing harm to my DS. I will never be on board with FBAs when it comes to my kid - sorry, glad other people have had good experiences with it ... I am sure in certain instances, with truly good FBAs, there are many postives...I don't trust ours with my DS - especially since no one seems to understand how a neuromuscular disability affects a gifted child...Just my experience.
Last edited by marytheres; 03/22/13 11:16 AM.
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Irena, in your shoes I would read up on assessments for anxiety, make a time line of behaviors observed at home (and any feedback from the school about behavior issues) when his supports were dropped, decide with your advocate what the ideal assessment plan would be to show the anxiety becomes a problem when his accommodations are lessened, have that meeting, bring your advocate, and use the meeting to come up with an assessment plan. Then shape the goals and the action items to reinforce the need for his accommodations. The fact that they are currently in violation of the law on those vague IEP goals is not a problem for you, it is leverage, right? But then IANAL, and you are  .
Last edited by SiaSL; 04/19/13 10:51 AM.
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The pyschologist refer to behavior therapist for working with him being disrespectful . Nothing else . How did you handle the FBA request? Have you returned it yet? Can you ask for a meeting with the behavior person (and the teacher, if the teacher is not hostile) so that that person can explain to you what she would be doing?
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make a time line of behaviors observed at home (and any feedback from the school about behavior issues) when his supports were dropped, decide with your advocate what the ideal assessment plan would be to show the anxiety becomes a problem when his accommodations are lessened Well, I did this part. Which I think makes them nervous because it has a side effect of showing that they have been violating the IEP. The other parts I am not sure how to go about ...Guess I have to work on that now. I have been so focused on and tied up with keeping his writing accommodations and making sure they actually give him the accommodations, I didn't worry about the other stuff. Honestly, that is all we really need from the IEP - DS simply needs his writing accommodations ... the rest is really neither here nor there usually...
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Just my experience but FBAs that work primarily with children with autism seem to see autism in everything, FBAs that work primarily with children with adhd see adhd in everything, and on and on...My child's disabilities and gifts are more complicated for that type of person, jmo. I prefer to get someone I have chosen and that I have looked at the qualifications and I have interviewed and that I feel confident in to analyze my child. Huh? An FBA is not a person, it is a process. It can be performed by anyone with appropriate training - could be a school counselor, a behaviorist, I suppose even a teacher if she has training in analyzing behavior. It is not a diagnosis. It is an analysis of the "function" of behaviors. As I said earlier, I don't really like this language, because I think it puts the onus on the child in an inappropriate way. But this reaction sounds sort of over-the-top. You can certainly dispute the FBA after it is written, and ask for another opinion, but I'm not sure you can force the school to pay for your own personally-selected professional in the first go-around instead of using the qualified people that they have in-house.
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Joined: May 2012
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Just my experience but FBAs that work primarily with children with autism seem to see autism in everything, FBAs that work primarily with children with adhd see adhd in everything, and on and on...My child's disabilities and gifts are more complicated for that type of person, jmo. I prefer to get someone I have chosen and that I have looked at the qualifications and I have interviewed and that I feel confident in to analyze my child. Huh? An FBA is not a person, it is a process. It can be performed by anyone with appropriate training - could be a school counselor, a behaviorist, I suppose even a teacher if she has training in analyzing behavior. It is not a diagnosis. It is an analysis of the "function" of behaviors. As I said earlier, I don't really like this language, because I think it puts the onus on the child in an inappropriate way. But this reaction sounds sort of over-the-top. You can certainly dispute the FBA after it is written, and ask for another opinion, but I'm not sure you can force the school to pay for your own personally-selected professional in the first go-around instead of using the qualified people that they have in-house. I refer to the people that do FBA as Functional Behavioral Assessors (FBAs for short) - just my shorthand... but I realize it is an assessment done by behaviorists (well at our school it is done by "behaviorists") and I do not care for their philosophy --- that's just me, but I am entitled to my opinion ... I never said anything or encouraged anyone to do this: "force the school to pay for your own personally-selected professional in the first go-around instead of using the qualified people that they have in-house." Simply, I, personally, would rather pay my own professionals (analysts, psychologists, neuropsychologists, whatever) that I research and choose and with whom I am comfortable. Period. I would at this point advise the same about psycho-educational evals ... Sure you can get them done by the school for free but often they are not comprehensive enough, the school psych may be good or not (it's not like you have a choice), the school tends to have it's own agenda, etc....Yes, you can get a school eval, then disagree and ask for an IEE but that process takes soooo long! (have you tried it? It is a nightmare in our district and takes over 6 months while the child suffers). And all of that info from the first eval, whether it is erroneous or misleading or valid or not is on the record and follows your kid, etc etc etc. My advice - pay for your own eval ... Then you can decide what to do and where to go and what to share from there. As for this: "You can certainly dispute the FBA after it is written, and ask for another opinion" I don't know about anyone else ... but I have enough fights on my hands I don't need to add something else I disagree with to the table. Once the schools have erroneous information it gets passed on and on and on - you are never free of it. Again, sorry you think it is over the top but I have had bad experiences... ETA: I actually don't even have to worry about it... I got clarification that they are not asking to do and are not interested in doing an FBA on my child, thank goodness.
Last edited by marytheres; 03/22/13 02:11 PM.
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I refer to the people that do FBA as Functional Behavioral Assessors (FBAs for short) - just my shorthand... but I realize it is an assessment done by behaviorists (well at our school it is done by "behaviorists") and I do not care for their philosophy --- that's just me, but I am entitled to my opinion ... OK - that's just a pretty confusing usage when the same acronym is also in the thread meaning something else, and in fact even in your own post ("I got clarificatiob that they are not asking to do and are not interested in doing an FBA on my child, thank goodness.") I'm glad no one is asking to do a Functional Behavior Assessment of your child.
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Joined: Oct 2011
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That sounds like when school asking to do FBA ..it means its a really bad thing for DS then . 
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