A Cure for Verbal Diarrhea?

This morning I had a meeting with DD's teachers about how to handle her less savory behaviors. I gave them a brief primer on FASD, a brief history of her past, and some descriptions of her strengths and weaknesses. I couldn't cover it all, but I did what I could in an hour.

This is a school which doesn't often see children with disabilities. They've had ADHD kids, but have mostly "encouraged" parents of kids with other issues to look elsewhere (I know, we're gluttons for punishment to buck the system, but the public alternative scares us). We had heard negative stories of the reactions other parents had received when their kids didn't behave as expected, so we have been very nervous about the reception we would get.

Surprisingly, everyone was really positive and interested in what we have to say. I think part of it is that no one wants to be the one to reject the abused kid with a birth defect, but I also do my best to make it obvious that I will be there no matter what, and I support them completely and will do whatever I can to help.

I gave them what suggestions I have for what has worked in the past and what hasn't. I am a bit handicapped in this, because I can't see how she behaves during a school day without her behavior changing, and I've learned to read her moods well enough that I pick up on things others may not. I'm sure that's true of most parents, especially those of us who spend our time constantly alert for the next disaster.

The problem they find most disruptive at this point is her constant "running off at the mouth." Any time there is something she doesn't like, she pops out, "I don't have to listen to you," "This is stupid," "I'm not going to do it," and the perennial favorite, "You're wrong!" It's almost Tourette's-like in it's lack of control, and apparently the other kids are shocked that a student would talk that way to a teacher.

This is one issue for which I have never found a solution. Do any of you have tricks you've found that worked? To a certain extent, we have learned not to respond, and to use more non-verbal cues because she doesn't argue with them as much. We are going to try a tracking system, both for times when she is doing what she should, and for when she isn't. We're going to try to catch her being good and praise it. I'm also going to see if we can increase her Adderall, because I believe she has outgrown her dose, and now has the attention span of a gnat heading through a windshield.

I would appreciate any suggestions you may have. She has come so far, and I hate that she is again the "weird kid" in her class. Fortunately, she is 90% oblivious to that, but still, she needs friends to get her safely through the next few years.