It has been a difficult several years for the Nassar family. After the diagnosis of Lyme's disease, everything seemed to fall apart for Sasha and Khalid. What was once an easygoing household became tense and hard to recognize from what had been present prior to the Lyme's diagnosis. Khalid was not dealing well with the situation, and Sasha was spending less time at home because of her job.
For his part, Ahmad had changed significantly from the happy-go-lucky, trilingual boy of earlier years. Now, at age 7, Ahmad was often irritable and sometimes just mean, and he had started to act out in school at the start of his 2nd grade year. For the most part, he was as bright as he had been, but his language skills seemed to have atrophied and did not seem to continue to develop as might have been expected based on his early thriving. Ahmad struggled significantly with peer relationships at school. At one point in the year, a specific behavior plan was set up through which Ahmad could 'earn' time to play the assistant principal's Wii game (which he had in his office). This intervention had a limited effect, however, and Ahmad continued to struggle to get along with other children - he had a couple of incidents of fighting with other boys in his class, and, at one point, threatened to bring a knife to school to cut another child.
Khalid did not know what to do for and with Khalid. Sasha was just as concerned but equally as discouraged.
* What services might be available to Ahmad to help him throughout the school day? Explore 'day treatment' services. What kind of insurance would Ahmad need in order to qualify, and is it likely that he would have that type of insurance? What kinds of interventions are typically done by an elementary school counselor? Would any of these be of help to Ahmad?
* What recommendations would you have for Khalid and Sasha? What would/should the school be doing from the standpoint of the Special Education process? Should Ahmad be evaluated for Special Education services? Why or why not? How would this process begin? If the process continued, with what "category" of disability would Ahmad likely be identified?
* Are there community-based resourced that you think would be helpful for Ahmad? Which ones?
In central Virginia, there are multiple options available for day treatment. Some of these services are school-based and provide behavioral and group therapy integrated into the school setting. As long as Ahmad is eligible for the services in school and there is a program at his school, insurance for these programs is not necessary. Since Ahmad’s behavioral issues are interfering with his schooling, it should not be an issue to get him enrolled in the services. There are also private day-treatment facilities in addition to school based ones. Many of these facilities operate after school in addition to services rendered during the day. They typically seem to include 2-3 hours of services that also include behavioral and group therapy. These services may prove to be more effective because they generally are more specialized for children who need the services. It is important that Khalid and Sasha get Ahmad into treatment as early as possible. If behavioral intervention starts early, Ahmad has a better chance of effectively managing his actions.
ReplyDeleteHowever, if Ahmad’s behavior continues to spiral out of control, he may be expelled from his school. If the situation gets to that point, there are day treatment facilities specialized for children who have been expelled. If the behavior continues further after that, Khalid and Sasha may want to start thinking about a residential facility for Ahmad.
The private facilities, would be out of pocket expenses unless the family is covered by insurance. Since both of the parents are working, it is unlikely that they would be eligible for Medicaid, which covers many of the facilities available for Ahmad. Many of the facilities also accept payment from third party insurance providers. The Nassars probably have health insurance from their employers, and since Ahmad is their child he would be covered by their plan. Depending on their insurance provider, the type and extent of services covered will vary.
Sources:
http://www.medicaid-options.com/welcome?kcid=78&id=945460001&creativeid=4247956139
http://dominionyouthservices.com/wp/services/therapeutic-day-treatment/
http://www.google.com/url?sa=t&rct=j&q=behavioral%20day%20treatment%20va&source=web&cd=4&ved=0CEQQFjAD&url=http%3A%2F%2Fwww.dmas.virginia.gov%2Fdownloads%2Fln-mh_tdt_chld.ppt&ei=xn9jT42RKO-o0AHnqOSzCA&usg=AFQjCNHJ5S7q6yEOmlVKtxUgxuQxUvupwA
http://www.cvcsb.org/Departments/CF/CFServices/DayTreatment.html
http://www.neverstopbelieving.org/services_day.html
What would/should the school be doing from the standpoint of the Special Education process?
ReplyDeleteSpecial Education referral and evaluation process:
-“Interventions in the general education setting shall be provided to students exhibiting academic difficulties and shall be utilized, as appropriate, prior to referring a student for an evaluation of eligibility for special education and related services.”
-“…written documentation, including data setting forth the type of interventions utilized, the frequency and duration of each intervention, and the effectiveness of each intervention” should be maintained.
-A written request for evaluation must be submitted to the child study team “when it can be documented that the student’s educational problem(s) is such that evaluation to determine eligibility for special education services is warranted without delay
-“parent (and adult student) is provided notice of a meeting to determine need for evaluation.” Meetings are scheduled within a reasonable amount of time, and at a mutually agreeable time and place for all participants. Parents are able to participate via other means if a mutually agreeable time and place cannot be determined.
-All existing evaluation data is reviewed.
-Parents are notified that either A) the evaluation is not warranted (parents may disagree and request mediation or a due process hearing) or B) the student is considered identified as potentially having a disability.
-A case manager is assigned
-A screening by a teacher or specialist is conducted to determine appropriate instructional strategies for curriculum implementation. These are not considered an evaluation for eligibility for services.
-Parents are provided notice of the determinations and proposed actions. Parents must consent in writing to these actions.
-After consent for initial evaluation has been received, the evaluation, determination of eligibility of services, and, if eligible, the development and implementation of the IEP are completed with 90 calendar days.
-Parents are provided notice of a meeting to determine student eligibility for special education and related services, and if eligible to determine and IEP.
-Eligibility is determine by the parent, teacher, student (where appropriate), at least one child study team member, case manager, other appropriate individuals at the discretion of the parent or school district.
-The IEP is developed by at a meeting with the IEP team.
-Parents must approve the IEP in writing before it can be implemented.
-Once consent is granted, the IEP is implemented as soon as possible and at minimum within 90 calendar days.
Source: New Jersey government, Department of Education. (2007).Special education process: From child-find, referral, evaluation, and eligibility to iep development, annual review and reevaluation. Retrieved from website: http://www.nj.gov/education/specialed/info/process.pdf
If the process continued, with what "category" of disability would Ahmad likely be identified?
ReplyDeleteEmotional/behavioral disorder.
Definition
Many terms are used to describe emotional, behavioral or mental disorders. Currently, students with such disorders are categorized as having an emotional disturbance, which is defined under the Individuals with Disabilities Education Act as follows: "...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
• An inability to learn that cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears associated with personal or school factors.
-[Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]
Externalizing Behaviors
The most common behavior pattern of children with emotional and behavioral disorders consists of antisocial, or externalizing behaviors. In the classroom, children with externalizing behaviors frequently do the following (adapted from Walker, 1997, p. 13):
• Get out of their seats
• Yell, talk out, and curse
• Disturb peers
• Hit or fight
• Ignore the teacher
• Complain
• Argue excessively
• Steal
• Lie
• Destroy property
• Do not comply with directions
• Have temper tantrums
• Are excluded from peer-controlled activities
• Do not respond to teacher corrections
• Do not complete assignments
All children sometimes cry, hit others, and refuse to comply with requests of parents and teachers; but children with emotional and behavioral disorders do so frequently. Also, the antisocial behavior of children with emotional and behavioral disorders often occurs with little or no provocation. Aggression takes many forms—verbal abuse toward adults and other children, destructiveness and vandalism, and physical attacks on others. These children seem to be in continuous conflict with those around them. Their own aggressive outbursts often cause others to strike back. It is no wonder that children with emotional and behavioral disorders are seldom liked by others and find it difficult to establish friendships.
Sources:
Heward, W. L. (2011). Emotional and behavioral disorders in children: Charateristics. Retrieved from http://www.education.com/reference/article/children-emotional-behavioral-disorders/
Laurent Clerc National Deaf Education Center. (2011).Laurent clerc national deaf education center. Retrieved from http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html
2b.Should Ahmad be evaluated for Special Education services? Why or why not? How would this process begin?
ReplyDeleteYes, Ahmad should be evaluated for Special Education services.
Although Ahmad has previously excelled in areas of academia, sometimes troubles do not arise until a child is placed in school or a different social environment.
Through IDEA and Child Find, the school would be legally obligated to evaluate Ahmad after observing his many troubling behaviors, but his parents could also request an evaluation if they were concerned and the school was not.
With Ahmad’s lack of progression from previously progressing with ease, in combination with his onset of behavioral issues as well as his inability to stick with a specific behavior plan, I would recommend Ahmad be evaluated for Special Education Services. I would also recommend that the evaluation take place very soon because his behaviors have gone now from disruptive and concerning to how it is effecting him, to having the possibility of harming the other children with his threat of bringing a knife to school.
Once the process begins through IDEA/Child Find begin from the school’s standpoint, the school must obtain permission from Ahmad’s parents to begin the evaluation process. Once they obtain permission, the evaluation must occur within 60 days under IDEA.
Sources:
10 Basi Steps in Special Education
http://nichcy.org/schoolage/steps
Does my child need special eduacation?
http://www.ohiolegalservices.org/public/legal_problem/students-schools/special-education/identification-does-my-child-need-special-education/qandact_view
DECISION POINT ::: Is Ahmad evaluated for Special Education services?
ReplyDeleteYes, Ahmad is evaluated for Special Education services due to his behavior and educational struggles.
3. Are there community-based resources that you think would be helpful for Ahmad? Which ones?
ReplyDeleteAccording to the National Dissemination Center for Children with Disabilities some community based resources that are provided under IDEA that would be helpful for Ahmed are:
• psychological services
• physical and occupational therapy
• recreation, including therapeutic recreation
• early identification and assessment of disabilities in children
• counseling services, including rehabilitation counseling
• social work services in schools
• parent counseling and training
http://nichcy.org/schoolage/iep/iepcontents/relatedservices/
Some other community based resources are out- client counseling and day programs at places such as the Pendleton Child Service Center in Virginia Beach. Out-client counseling is set up so that the staff can assess the child and interview the parents as well to see what they can do for the child. Then they make a treatment plan. A day program allows the child to work on behavioral changes in small classroom settings.
http://www.vbgov.com/government/departments/human-services/your-dhs/Documents/Parent%20Resource%20Directory%202011.pdf
c.What kinds of interventions are typically done by an elementary school counselor? Would any of these be of help to Ahmad?
Elementary school counselors provide a variety of services to children with behavioral issues. These include:
• Academic support, such as organization and study skills
• Goal setting and decision making
o This could help Ahmed by having him set some goals for the future in order to work on. Maybe this could help with his anger issues.
• Career awareness , exploration and planning
• Education on understanding the child’s self and other people whether they are in school or out of school
o Ahmed could use this to understand why he is angry and violent as well as understanding the individuals that he is having issues with at school. This could also help him understand his parent’s and why they react to certain things that he does.
• Peer relationships, coping strategies and effective social skills to help the child get along with other children in the school
o Ahmed could definitely benefit from this because his main issue is that he is fighting and threatening children at school. He could use coping strategies as well as learn social skills to help tell the students that he is angry and why he is angry instead of threatening them with weapons.
• Communication, problem solving and conflict resolution
o Ahmed could also benefit from this so that he could solve his conflicts with his parents, teachers, and peers without resolving to anger and violence.
• Substance abuse education
• Multicultural and diversity awareness
• Individual student planning
• Individual and small-group counseling
• Individual/family/school crisis intervention
o This could help the Nassir family cope with the issues that they are having at home with Ahmed’s anger. The family could definitely use some help.
• Conflict resolution
o This could be used again with Ahmed’s conflicts with other students at school instead of threatening them he could find alternative ways to deal with his issues.
• Consultation/collaboration with other faculty members
o This needs to be done with his teacher as well as with the principal.
• Referrals for other resources that can be available to Ahmed and his family
American School Counselor Association: “Why Elementary School Counselors?”
http://www.schoolcounselor.org/content.asp?contentid=230