Chris entered the program in early October and responded well almost immediately. Our observations indicated to us that Chris became easily over-stimulated, and when this occurred, Chris went into crisis with negative behaviors being the immediate result. Our goal at this point became to manipulate the environment so that Chris could function without over-stemming. We also found that Chris was extremely fond of books and loved to go into out storytelling center. We began to use the classroom library as a refuge for Chris when things became too stimulating for Chris. At first the one-on-one aide would take him in there when it became apparent to us that things were becoming too much for Chris. By December, we would ask Chris if he needed to go into the library, and he was able to tell us and place himself there without the aide. At this time. We began fading the one-on-one aide out. By April, Chris would tell us, without the teachers intervening, that he needed to go to the library and would place himself there. We worked closely throughout this period of time with his parents, helping them to help Chris learn to monitor his feelings at home, as well as beginning to identify (and avoid) activities that could lead to over-stimulation for Chris.
Chris entered the program in early October and responded well almost immediately. Our observations indicated to us that Chris became easily over-stimulated, and when this occurred, Chris went into crisis with negative behaviors being the immediate result. Our goal at this point became to manipulate the environment so that Chris could function without over-stemming. We also found that Chris was extremely fond of books and loved to go into out storytelling center. We began to use the classroom library as a refuge for Chris when things became too stimulating for Chris. At first the one-on-one aide would take him in there when it became apparent to us that things were becoming too much for Chris. By December, we would ask Chris if he needed to go into the library, and he was able to tell us and place himself there without the aide. At this time. We began fading the one-on-one aide out. By April, Chris would tell us, without the teachers intervening, that he needed to go to the library and would place himself there. We worked closely throughout this period of time with his parents, helping them to help Chris learn to monitor his feelings at home, as well as beginning to identify (and avoid) activities that could lead to over-stimulation for Chris.
By the end of the year, Chris was functioning well both at school and at home. He was making progress with his academics and his social skills, and his parents were feeling secure about his placement. By placing Chris in this program, a more restrictive placement was avoided, a fair hearing was avoided, Chris’ parents began to have faith in the district that they could provide appropriate services, and Chris was progressing steadily in all developmental areas.