But more shocking than how students with ADHD can be is the treatment of children with autism spectrum disorder (ASD) or "Asperger’s Disorder" sometimes called high functioning autism. On my desk right now is a folder of writing assignments I have copied over the years given to students with autism/Asperger's as the result of behavioural issues they have had in the school. They may have hit another child, got in a fight, refused to cooperate or follow rule or yelled something inappropriate. These writing assignments range from a “Behavioural Worksheet” which calls for a student to fill in a blank worksheet that is a problem solving techniques (which I myself have used, with appropriate children) to a list of questions about what the student had done wrong and what he or she will do to make up for their behaviour to a sheet of sentences they needed to copy repeatedly, yes, “ I will not…..” just like Bart Simpson.
Oh, I also have an outline of a public meeting where the student was suppose to take part in a “restitution process” which I was told is based upon a "First nations" way of dealing with conflict…and called for the student, an elementary student with autism spectrum disorder, to make a public apology while standing in front of his entire class, state what he did, why it was wrong and explain how he would change…oh, he also discussed his diagnosis and medications with the other students. His teacher thought they should know. That day I had great difficulty containing myself, especially when in response to my concerns about using punishment as a corrective intervention with students with diagnosed mental health issues i heard that, “every student should be treated the same, fairly.” Otherwise, “what would other students think?”
In none of these classrooms were their any of the well researched classroom management techniques taking place such as token reinforcement systems, visual support systems, use of a "time away" procedure instead of punitive time out (read here to know the difference: http://www.pent.ca.gov/beh/rst/timeaway.pdf Sometimes this is very frustrating. The constant questioning if a student is doing something, "because he wants to" or "because of his disorder." More time is honestly spent trying to answer that question than to figure out what deficits the student has and what skills they need to learn or supports need to be provided. Sometimes we spend a lot of energy in the wrong place.
Let me quote:
“Students with autism spectrum disorders (ASD) present unique challenges to educators trying to plan effective instructional programs…..6 core elements that have empirical support and should be included in any sound, comprehensive instructional program for students With ASD. These core elements are (a) individualized supports and services for students and families, (b) systematic instruction, (c) comprehensible/structured learning environments, (d) specialized curriculum content, (e) functional approach to problem behavior, and (f) family involvement.” (Effective Educational Practices for Students with Autism Spectrum Disorder, Rose Iovannone, SAGE Press.
Our BC Minstry of Education actually does have some guidelines, and those can be found here:
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf If your a parent of a child with ASD I would get a copy of these guidelines.
In spite of these guidelines we find some odd things happening. In the past few years I have visited schools and found “TimeOut” or Isolation Rooms for students with autism. In some cases I can understand this, but these rooms had no rules, no manual of “policies and procedures” to be used, no real limits and seemed to have no purpose. Oddly, in those cases there were not even Functional Behaviour Assessments completed on the students, or Positive Behavioural Support Plans developed. (More on this below) All that existed were “Risk Assessments,” which, if you read the regulations about Risk Assessments you would come to realize they have NOTHING to do with student, and are only used to address danger to staff and other students. "Risk Assessments" which are constantly written up on 5 and 6 year old students here in BC are a Work Place Safety procedure, not an educational procedure. Remember this when they discuss the "Risk Assessment" they have developed on your 6 year old after he punched an aide. About these Time Out rooms, there were no plans, and they were shut immediately. Read these articles if you think this is unusual:
https://ca.news.yahoo.com/blogs/dailybrew/advocates-demand-b-c-schools-end-called-seclusion-213327613.html
http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf
If your looking for some positive guidelines on what a good program for a student with autism should consist of, try this webpage from the Ministry of Education in Ontario:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.htm
And to make the point clear that schools in BC are often simply not prepared to deal with children with ASD/Aspergers/autism here is an interesting blog article about a child in a Langley school who was removed by Work Safe BC because staff were not properly trained! This article, and the outcomes, are shocking.
http://autisminnb.blogspot.ca/2011/04/child-with-autism-removed-from-bc.html
Finally, to understand how backwards and ill prepared BC schools are compared to ANY school in the US, I advise parents to visit this website and see the strengths of the US system, where children are guaranteed a “free and appropriate public education” (FAPE) and schools are legally held to the contracts they sign with parents (IEPs -individual education plans are CONTRACTS). In the US a parent doesn’t need to spend all their money on court costs and have cases go on for a decade, only to have the school district lose but then say the outcome of the case only applied to this one student.
http://www.wrightslaw.com
Here is what I have to say about punishment and students with autism spectrum disorder- especially Asperger’s Disorder:
I understand that there are some situations where a student should experience the same consequences as others. I get that. But a special education student with an IEP is NOT bound to the same school rules as every other student. They are provided appropriate accommodations and supports consistent with their IEP and their handicapping condition.
If a student with Asperger’s or high functioning autism is given punishment, it should be done so in a way that takes into account their mental health condition. A school needs to pay special attention to what might be negative outcomes from an especially sensitive student. For example: Does this punishment increase the student’s ANXIETY, which is a primary symptom of the disorder? Might it lead to school refusal, depression….the list goes on. This needs to be thought about honestly and seriously.
DON’T administer punishments that will only make maters worse. For instance, a teacher told the parent that after a fight the child’s trip to the zoo, in two weeks, should be taken away. It’s unlikely that a punishment one, two or town days later will have any effect.
And ask yourself, is what I am proposing going to be effective? Taking into account that autism spectrum disorder in a disorder of social communications, social understanding and is a neurological disorder?
And then the most important part: No what are YOU, the teacher, teacher, school, parent, going to do about this? Are you going to conduct a Functional Behavioural Assessment? This SHOULD be done before or at the same time a “Risk Assessment” is done. If a child needs a “Risk Assessment” written up on them, ask “Where is the FBA?” and then the plan that comes from it —- the Positive Behavioural Support Plan (PBSP)? If there is no FBA and PBSP then the student’s handicapping condition was ignored. No learning will occur. And you punished for punishment’s sake.
Here in BC the Ministry is clear on the need for an FBA - a Functional behavioural Assessment. Many people think the “Risk Assessment” is about the child. IT IS NOT. If a school district is writing a “Risk Assessment” on your child and has no plan to address the skills your child needs to be taught, they are confused and going down the wrong path. Contact the director of special education or superintendents office in writing and ask about the plan your child really needs.
Foor more information on ADHD, autism spectrum disorder and school related behaviours please feel free to contact my office via my website at www.relatedminds.com
http://www.psychologists.bc.ca/users/jimroche
Key Words: Autism, Autism Spectrum Disorder, Vancouver, Burnaby, ASD, Asperger's, Asperger's Disorder, Asperger's Syndrome, School, Punishment, Classroom
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