Re: Re: Re: Lock

Posted ByStill Worried on September 30, 1999 at 12:55:38:

In Reply to: Re: Re: Lock posted byDoug Lipinski on September 30, 1999 at 12:21:32:

: From what I have heard about other programs, they all require that the child needs to be present with you. I have heard that in ABA many of the children need to be restrained, and the example of the classroom is also on point.

I know that a lot of programs use restraint a lot, but I don't think that justifies it.

To explain my perspective, I work at a special school, doing one-to-one work on developing basic communication and interaction skills with some truly wonderful kids with severe autism and severe developmental delays.

I use a spare room to work with them, because it's distraction-free. But I don't lock the door, and I've established that the kids can finish the session whenever they need to, if they're tired or overloaded or just need to be on their own right now.

Yes, sometimes, that means a session ends after 20 minutes (more often, it ends after the hour of the session plus 15 minutes of me trying to persuade a kid that we really have to go back to their class now - one kid I work with reacts to the sign "finish" by instantly lying down on the floor and refusing to budge).

But I think it's vitally important that they know they can leave when they need to, and I think knowing this makes it easier for them to stay. If you know you're trapped, don't you just focus on trying to escape? But if you know you can leave if you need to, doesn't that make it easier to stay and focus on what's actually going on?

It's my job to make things fun enough and interesting enough that the child will *want* to stay and learn. If I can't do that, then I don't feel they're going to benefit from being forced to stay!

Son-Rise Program Information - for families with special children. The New Son-Rise Program Catalog is now available! 32 pages packed with information, photos, stories, endorsements, Q&A's, and practical tools to help you get started with the Son-Rise Program® right away. This is the most comprehensive catalog we've ever produced. Request our free catalog.

Follow Ups

• Re: Re: Re: Re: Lock Gaylen 17:12:01 9/30/99 (0)

Name:
Subject: Re: Re: Re: Re: Lock

Comments:: : From what I have heard about other programs, they all require that the child needs to be present with you. I have heard that in ABA many of the children need to be restrained, and the example of the classroom is also on point. : I know that a lot of programs use restraint a lot, but I don't think that justifies it. : To explain my perspective, I work at a special school, doing one-to-one work on developing basic communication and interaction skills with some truly wonderful kids with severe autism and severe developmental delays. : I use a spare room to work with them, because it's distraction-free. But I don't lock the door, and I've established that the kids can finish the session whenever they need to, if they're tired or overloaded or just need to be on their own right now. : Yes, sometimes, that means a session ends after 20 minutes (more often, it ends after the hour of the session plus 15 minutes of me trying to persuade a kid that we really have to go back to their class now - one kid I work with reacts to the sign "finish" by instantly lying down on the floor and refusing to budge). : But I think it's vitally important that they know they can leave when they need to, and I think knowing this makes it easier for them to stay. If you know you're trapped, don't you just focus on trying to escape? But if you know you can leave if you need to, doesn't that make it easier to stay and focus on what's actually going on? : It's my job to make things fun enough and interesting enough that the child will *want* to stay and learn. If I can't do that, then I don't feel they're going to benefit from being forced to stay!