WHAT SHOULD A PARENT DO WHEN TRUANCY RAISES ITS UGLY HEAD?

Part 6 

By following these steps and maintaining open communication with healthcare providers and school personnel, parents can effectively support their child's well-being and academic success despite mental health issue leading to school refusal.

This is what parents can do to help their child with school refusal due to an adjustment disorder:

• Keep and Make Appointments:

  Make sure to attend all scheduled appointments with your child's healthcare provider. This allows for consistent monitoring and adjustments to the treatment plan.

• Communicate With The Care Team:

   Talk with the healthcare provider about other professionals who may be involved in your child's care, such as counselors, therapists, social workers, clinical psychologists, school psychologists, or psychiatrists. The composition of the care team will depend on your child's specific needs and the severity of the adjustment disorder.

• Collaborate With School:

  Work closely with school staff as the adjustment disorder may affect your child's learning. Explore options for reasonable accommodations under the Americans with Disabilities Act (ADA) or Section 504 of the Civil Rights Act to support your child's education.

• Inform Others:

  Share information about your child's adjustment disorder with relevant individuals, including healthcare providers, school personnel, and any other involved parties. Collaborate to develop and implement a comprehensive treatment plan.

• Request An Evaluation:

  Request evaluations from your health care professionals as well as the school in writing. If it affects a student’s ability to access their education, it is a school issue.

• Seek Community Support:

  Reach out to local community services and connect with other parents who have experience with children facing adjustment disorders. Peer support can be beneficial in navigating challenges and accessing resources. Beware of parent or school directed list-serves they are not monitored by clinicians or adequately trained advocates.

• Seek out a Professional Cross-trained Advocate:

  Having a cross-trained advocate with expertise in both mental health IDEA advocacy, clinical interventions, and educational advocacy, can greatly benefit the child. This advocate can bridge the gap between clinical interventions and supporting the school in meeting its 504 and IDEA requirements, school intervention support, behavioral support and ensuring that the child's needs are met comprehensively across both settings. it's crucial to get a cross-trained advocate like those at NSEAI and a clinician who is willing to communicate with the school, although this can be a challenge as many clinicians may not be accustomed to this level of collaboration since most are not.

The importance of a cross-trained advocate and clinician willing to dialog with the school cannot be emphasized enough. Advocates encourage clinicians to engage in dialogue with schools thus enhancing the coordination of care and support for the student with an adjustment disorder experiencing school refusal. This collaborative approach ensures that the child's needs are addressed holistically, both in terms of mental health treatment and educational support.

• Promote Clinician-School Communication:

   It is essential for the clinician treating the child to be willing to engage in open communication with the school. This includes sharing relevant information about the child's diagnosis, treatment plan needs for alternative school environments, interventions that are contraindicated but offered by the school out of lack of education, and identifying any accommodations or modifications needed in the educational setting.

 Document, Document, Document:

Documentation plays a crucial role in supporting children with adjustment disorders experiencing school refusal. It serves as a tangible record of the child's condition, treatment plan, and interactions with healthcare providers, school personnel, and other stakeholders. Without proper documentation, important details may be overlooked or forgotten, leading to gaps in understanding and support for the child.

• Detailed documentation can ensure that all appointments with healthcare providers are logged, treatment plans are followed consistently, and progress or setbacks are accurately recorded. This helps in tracking the effectiveness of interventions over time and making informed decisions about adjustments to the treatment plan as needed.
• Documentation of communication between the clinician, school staff, and parents ensures that everyone involved is on the same page regarding the child's needs, accommodations, and progress in the school setting.
• Documentation is essential for advocating for the child's rights and accessing necessary accommodations or support services. It provides concrete evidence of the impact of the adjustment disorder on the child's education and well-being, which can be crucial in obtaining accommodations under relevant laws such as the Americans with Disabilities Act (ADA) or Section 504 of the Civil Rights Act.
• "if it's not documented, it didn't happen" underscores the importance of thorough and accurate documentation in ensuring that children with adjustment disorders receive the comprehensive care and support they need to thrive academically and emotionally despite experiencing school refusal.

When To Contact Your Child's Healthcare Provider:

• If symptoms persist or worsen.
• As soon as you are aware that there is any school refusal
• Any unexcused absences
• If new symptoms emerge.

Documentation

Parents must tell their healthcare provider:

• Symptoms at specific events or interactions that trigger symptoms?
• How long do symptoms last
• What helps symptoms go away?
• What symptoms does your child experience?
• When did symptoms start to appear?
• Were there any traumatic events that made it worse?
  • They may not seem traumatic to the parent but they were to the student
• Was there a triggering event

Key Points About Adjustment Disorders:

• They stem from unhealthy emotional or behavioral reactions to stressful life events.
• They can affect children of all genders and cultural backgrounds.
• Symptoms typically arise within three months of the triggering event.
• Diagnosis involves psychiatric evaluation, and treatment may include therapy.

Maximize Your Healthcare Provider Visits:

• Understand the purpose of the visit and what outcomes are desired.
• Prepare questions in advance.
• Take notes during the visit, including the diagnosis, prescribed treatments, and instructions.
• Provide documentation of what has occurred at school or in Truancy court.
• Understand the rationale behind prescribed medications or treatments, potential side effects, and reporting procedures.
• Inquire about alternative treatment options.
• Be aware of recommended tests or procedures and their implications.
• Know the follow-up appointment details and how to reach the healthcare provider outside of office hours for urgent concerns.
• Unfortunately, not all clinicians are accustomed to or comfortable with this level of collaboration, which can hinder effective support for the child. So buyer beware. Be an advocate yourself and remember that you are paying for their services and if they cannot do what their practice acts say they should do – move on!

(That last bullet is the RN in me coming out – we can’t make excuses for lack of care in an ICU – it is life or death. Accessing one’s education is no less important! Let’s get real about how important this is. You can be nice and professional but you do not have to tolerate sub-standard care! )

Write a letter requesting an evaluation: 

To                    School District’s Special Education Director (of Director of Pupil Service)

Date                [Date of Submission]

Subject:           Request for Full and Individual Evaluation for [Student's Name]

                        [Student's Name], DOB: [Birth Date]

                        Attending [Name of School] in the [Grade Level Number] Grade

From               [Your Name] [Your Relationship to the Student]

[Your Phone Number]

[Your Email Address]

I am writing to formally request a comprehensive educational and psychological evaluation for my child, [Student's Name], in accordance with the Individuals with Disabilities Education Act) and the our state educational Code.

Bilinqual or ELL

 Our primary language at home is [Language], and we will require a qualified interpreter for all discussions regarding [Student's Name]'s eligibility, evaluation interpretation, and services.

I have observed that my child is facing challenges that hinder their ability to fully access and benefit from their educational experience.

Specifically:

• [Summary of Disability-Related Concerns].
• [Describe what it looks like and what is going on in detail at home community and school].
• [Areas where [Student's Name] is struggling:

This evaluation is crucial to identify my child’s educational needs comprehensively.

My child currently has the following diagnoses and is treated by [Doctor’s Name]

• [Diagnosis by Dr’s name ]
• [Diagnosis by Dr’s name ]
• [Diagnosis by Dr’s name ]

I have attached documentation from [Current Providers] outlining specific recommendations, particularly

• [Date of document, from which provider and their specific recommendations or diagnoses]
• [Date of document, from which provider and their recommendations]
• [Date of document, from which provider and their recommendations]

Currently we are offering the following support to our child

[Homework ]

[Studying ]

[Behavioral]

Currently the school is offering the following supports to our child outside of a 504 or IEP.

[Bullet Point 1]

[Bullet Point 2]

[Bullet Point 3]

[Note if they are working or not]

Based on my observations, I believe the following supports are necessary:

[Include any from above. ]

[Bullet Point 1]

[Bullet Point 2]

[Bullet Point 3]

[If your child already has a diagnosis, an accommodation, or recommendations add]:

Please call a 504 meeting to address the above while I wait the 2 plus months to get an IEP Eligibility determination and possible IEP.

As a parent, I play an essential role in the development of [Student's Name]'s Individualized Education Program (IEP). I request to formally meet with each evaluator prior to testing to provide additional context and history about my child beyond the traditional input forms.

Additionally, I expect to receive copies of the written reports generated by each evaluator before the team meeting for me to be able to participate as an equal team member. If this is not to happen, please inform me in writing.

Please note that my written consent is required for the administration of any tests, and I am prepared to provide this upon receipt of the necessary Permission to Evaluate forms.

Thank you for your attention to this matter and your assistance in ensuring that my child receives the appropriate support and services so that they can access their education.

Sincerely,

[Your Name]

[Your Relationship to the Student]

[Your Phone Number]

[Your Email Address]

CC:       Principal of Student’s School Name

Primary Teacher Name

[Names and Titles of Other Recipients of Copies]

We need you to be part of the conversation that shapes a brighter future for all students. The following lays out the article  "REDEFINING TRUANCY PREVENTION AND FAILURE" by DR. MARIE LEWIS, PHD, BCEA 

  1.  BREAKING THE CYCLE OF TRUANCY

A HIDDEN EPIDEMIC

ARE TRUANCY INTERVENTIONS NEGLECT?

PREVALENCE AND IMPACT

HEADS IN THE SAND

Coming UP IN The Next Blog 

2.  THOSE NOT DOING THEIR JOBS

HISTORY OF TRUANCY LAWS

SCHOOL PSYCHOLOGISTS

SCHOOL SOCIAL WORKERS

EMPOWERING PARENTS

CROSS-TRAINING SPECIAL EDUCATION ADVOCATES

3.  DEFINING TRUANCY VS SCHOOL AVERSION / SCOLIONOPHOBIA

SYSTEMIC CHAOS

DIFFERENTIAL DIAGNOSIS CRITERIA FOR SCHOOL REFUSAL AND TRUANCY

DEFINING TRUANCY

TRUANCY RISK FACTORS

DEFINING SCHOOL AVERSION

SCHOOL REFUSAL RISK FACTORS

4.  TRUANCY INTERVENTIONS

A COMPREHENSIVE MODEL OF INEFFECTIVENESS

RESEARCH BASED INTERVENTIONS

INAPPROPRIATE USE OF TOOLS

ASSESSMENT TOOLS

SECONDARY INTERVENTIONS

TERTIARY PREVENTION INTERVENTIONS

MULTILEVEL INTERVENTION

5.  PREVENTION of SCHOOL REFUSAL AND TRUANCY

IMPLEMENTATION ISUES AND ORGANIZATIONAL CHANGE NEEDED

PREVENTION IMPLEMENTATION PREPARATION

NAVIGATING SPECIAL EDUCATION ADVOCACY AND TRUANCY ADVOCACY

FACING THE UNCOMFORTABLE TRUTH

BUILDING A FUTURE OF EQUITY MEANS DISMANTLING BARRIERS

6.  WHAT SHOULD A PARENT DO WHEN SCHOOL REFUSAL OR TRUANCY RAISES ITS UGLY HEAD?

NSEAI's online courses efficiently lead parents and professionals to an expert level of education advocacy in just 12 days of on-demand courses that you can do at your convenience.

OUR CHILDREN DO NOT HAVE TIME TO WASTE.

LEARN TO DEVELOP A CHILD FOCUSED IEP CORRECTLY FROM THE START 

WE TEACH HOW TO GO FROM

LEGALLY SUFFICIENT  TO HIGHLY EFFECTIVE IEPs

CHANGE THEIR LIVES NOW

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AUTHOR

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome-based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.