Posts Tagged Autism

Eliciting and Discipline Without Stress

On March 10, 2013 / DWS Testimonials

Eliciting a consequence is not imposing a punishment.

Joy Widmann of Crosscreek Charter School in Louisburg, North Carolina wrote the following:

Students learn that they have choices; it makes them more reflective, that they can handle or figure out problems, and that I respect their ideas (even though I don’t always agree with them). Respecting your students is the fastest way to get them to respect you.

DWS isn’t against consequences. A consequence is different from a punishment. A punishment is something that is imposed by a second or third party. It usually has no connection to the behavior, and frequently belittles or shames the offender. It is coercive in nature and is designed to make the person feel bad … >>>

Autism

On July 31, 2010 / Special Challenges

QUESTION:

I’ve read the book and understand the point of internal being more important that external. However, I teach in a self-contained class with kids that are moderately cognitively delayed. I will have kids with autism and some with oppositional defiant disorder too. They will not have internal motivation for a while (they CAN get it, for sure, but I do worry about the meantime.) Currently I use a level system and there are privileges on each level. I’ve also been reading DWS and Love and Logic just to help me pump up the positive and put more responsiblity on the students. I already do this stuff quite a bit, and it is the way I raise my own children. … >>>

Using Discipline without Stress in Preschool with Students Who Have Special Needs

On October 7, 2008 / Discipline Answers, Procedures in the Classroom, Special Challenges

Posted by Teri Gibson, a member of the Discipline without Stress mailring.

I have just begun using DWS this year with my 4 yr. old special needs preschool classes. I absolutely love it. No, my class is not perfect. No, DWS does not solve all behavior problems. What it does is this: For the first time, I am able to “reward” my kids that are being good, while helping the kids that are not! It makes me view everything as a teachable moment, rather than a child’s attempt to undermine. I love the way it stresses the positive and actually encourages me to pay more attention to the children who are doing the right thing. I still have much … >>>

Using Discipline without Stress with students who have Asperger’s Syndrome

On July 16, 2008 / Discipline Answers, Special Challenges

QUESTION:

I have used Discipline without Stress for about five or six years now and plan to continue to do so in the fall with my new Grade 3 class. I will be getting a student with Asperger’s Syndrome, who has a full time E.A. From what I understand, much of his day is based on rewards of some kind, such as time on the computer. If you have used the levels of responsibility with a student who is extremely emotional, yet quite high functioning, please post your ideas and advice.

REPSONSES from members of the Discipline without Stress mailring:

I have used Discipline without Stress for about 4 years now. During that time I’ve had at least 3-4 kids

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