Here are some more strategies for ADHD and middle school: Middle School Momentum Middle School Survival Guide Keep It Together In Middle School Middle School Worries MasteredĪDDitude community moderator, author on ADHD parenting, mom to teen boy with ADHD, LDs, and autism A Reader Answers My son has a high IQ, so they all think he’s perfectly “capable” if he only cared about succeeding. I’m hoping it will get his teachers on board finally. I just requested that we do a new FBA and BIP for him to address some avoidance, anxiety, stuck thoughts (he has autism as well), and significant executive functioning deficits. My son had an FBA in 4th grade when he had a teacher so heinous that he had an aggressive meltdown after several months of never being able to meet her rigid expectations – only meltdown he’s ever had in school. This should be an enlightening process for the teachers (those that are open minded, anyway). Those strategies go into a BIP that can be referenced in the IEP. The specialist will walk them through the behaviors and figuring out triggers and perceived benefits of each and then creating strategies to manage and change the behaviors. The FBA will be a meeting facilitated by a Behavior Specialist and all teachers should be in attendance. Request a Functional Behavior Analysis (FBA) and a resulting Behavior Intervention Plan (BIP). His teachers don’t have a clue either, despite my constant attempts to educate them. My son is also in 7th grade and really struggling. Once you start receiving such information on a regular basis, you are apt to find a way to reward her or institute consequences immediately.įreelance writer, author specializing in ADHD, anxiety, and autism ADDitude Answers If you have an IEP/504, you can include specific communication methods as an accommodation. Talk with the teacher and work together to find a solution. Maybe your child’s teacher can send you an e-mail with the information from the behavior chart at the end of the day, or make sure it is placed in your child’s backpack before she goes home. However, if your routine at home is based on behavior at school, you are missing important information each day. Office for Civil Rights (OCR) in California has specifically ruled that schools must convene a team of assessors to make a determination regarding eligibility under Section 504 for children with disorders such as ADD/ADHD and obsessive compulsive disorder even if the children do not qualify for special education.It’s great that you are working to provide consistency between school and home. If the student does not qualify for special education, a Section 504 plan should be explored. Therefore, if a student has been having serious or long-term behavior issues, an assessment should be done in all areas related to a student’s suspected disability to determine whether the student qualifies for special education. However, a student may still qualify for special education under eligibility categories such as a specific learning disability (SLD), emotional disturbance (ED), or under the category of Other health impairment (OHI) such as Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). Chapter 16: Information on Section 504 and Disability-Based DiscriminationĪ conduct or behavior disorder or an Oppositional Defiant Disorder is not one of the categories for special education eligibility.Chapter 15: Information on the Rights of Students with Behavioral Needs and Students Who are Bullied.Chapter 14: Information on the Rights of Students with Significant Health Conditions.Chapter 13: Information on Preschool Education Services.Chapter 12: Information on Early Intervention Services.Chapter 11: Information on District-Wide Assessments/Graduation Requirements.Chapter 10: Information on Transition Services Including Vocational Education.Chapter 9: Information on Interagency Services (AB 3632).
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