This is my online diary about my son diagnosed with autism at age 2. His progress and regressions. His behavior and his sensory overloads. Therapy and picture schedules. Drama and humor to figure out how his mind works.
Tuesday, January 31, 2012
Temple Grandin - Autism in the Workplace
Temple Grandin was born with severe autism. She has written several books about animal behavior and autism/aspergers syndrome. She has a PHD in animal science and is also a professor at Colorado State University. If you have or deal with children on the autism spectrum disorder, you may want to do research on her to get a better perspective of what people with autism endure in their lives. I recommend reading her book, "The Way I See It" A Personal Look at Autism & Aspergers.
Friday, January 27, 2012
Social Situations
Dane is more comfortable with adults to interact with but he is starting to explore more of his peer interactions. A strength of his is complying to his teachers directions and willingness to try something new. He is showing an interest in stories being read out loud and computer activities presented in his class. He is beginning to start conversations with one or two children his age during play activities especially on the playground without being asked something. He is starting to hold conversations and ask questions about what they are doing daily. He is expanding his social interactions to other peers more often and is being worked on throughout the day as well as activity including himself in whole group sessions. He works better with one or two children then he does with five or more to be more active with his class. He is starting to state his first and last name but is currently working on spelling and writing his last name. Overall, his teachers believe he is doing very well and is a pleasure to work with.
Tuesday, January 24, 2012
Adaptive - Self Help
/Dane has been getting better with more independent skills. He is able to go to the bathroom unassisted, pick out his own food for lunch and get ready for recess. His adaptive skills he is very distracted. He needs individual support during group instruction and after to help complete activities in class. Without support, he is not able to complete the assigned work. He continues to need practice asking his teacher for help on his work. If Dane is stuck or does not have the proper material to work, he usually sits and waits. He does not raise his hand for help or to at least ask what he should do. To help complete his work, sensory breaks are given after he completes a set amount of work. He benefits with limits of how much work needs to be done first and then given after he completes a set amount of work. Dane relies on imitation while playing childhood games and is working on the intent/outcome of the game.
I am to inform Danes therapists of what the school can use for sensory breaks to begin working on that with him. His occupational therapist at school recommended a 3.5 pound weighted sack to place on his lap for 15 minutes. To overuse a sensory item like this would make his body become used to the weight and therefore be unaffective on further usage. At home when he is going into a sensory overload, he gets into his sensory sack/body sock and stretches putting pressure against him. It has been quite useful before bedtime.
I am to inform Danes therapists of what the school can use for sensory breaks to begin working on that with him. His occupational therapist at school recommended a 3.5 pound weighted sack to place on his lap for 15 minutes. To overuse a sensory item like this would make his body become used to the weight and therefore be unaffective on further usage. At home when he is going into a sensory overload, he gets into his sensory sack/body sock and stretches putting pressure against him. It has been quite useful before bedtime.
Friday, January 20, 2012
IEP Services
Part of a Special Education Student's Individualized Education Plan (IEP) may include, but not be limit to these services:
Occupational Therapy
Physical Therapy
Speech Language
School Psychological Services
Guidance Counseling Services
Mental Health Services
Transportation
School Health Services
School Nursing Services
Occupational Therapy
Physical Therapy
Speech Language
School Psychological Services
Guidance Counseling Services
Mental Health Services
Transportation
School Health Services
School Nursing Services
Monday, January 16, 2012
IEP - Strengths & Concerns
Dane attends Kindergarten with the support of the Early Childhood teacher, Speech and Language Pathologist, and Occupational Therapist. Dane enjoys coming to school and always greets teachers with a smile upon arrival. He participates regularly when doing small group activities, while in a quiet environment. He occasionally recognizes when his body needs a sensory break. When asked in class what he needs he will reply to push on his shoulders. Sensory breaks help Dane stay on task and complete an activity/assignment. Academically, Dane can identify all uppercase and most lowercase letters. He can identify almost all numbers 1-20. He knows all his colors and shapes. Dane is making progress with his fine motor skills and control. He currently can write his own name. Overall, he has shown he is making progress with aquiring skills.
Friday, January 13, 2012
Tuesday, January 10, 2012
Bedtime Routines
Eight O' Clock. Bedtime. Go to bed. Brush your teeth. Get on your pj's. It's not that simple is it? My wife and I basically slept in separate beds for the past 5 years. I'd fall asleep in my recliner and she'd go to bed without waking me up to get me to go to bed. When we would get into bed together the kids would end up between us. There just isn't enough room. I guess I'll lay by Dane so he sleeps and I can get some sleep. I need to get up at 5 a.m. and get ready for work.
One thing I remember hearing before having children was, "Don't let them sleep with you. Not as a baby even." It may seem easy at first but you will have a hard time getting them to break the habit." That person was right.
My wife and I work separate shifts. I work days and she works nights. It was easier just having Dane sleep in bed with us. It was the only way he'd stay sleeping. Allyson did awesome sleeping in her crib. Until we tried to convert her to a toddler bed, she wanted nothing to do with bedtime. So it started. Both kids slept in my bed. It seemed fine at first. Okay, maybe tonight but tomorrow they need to sleep in their own beds. For the past several months I've struggled getting them to bed. Now Dane is afraid of the dark and tries to sneak into bed with me. I guide him back to bed half in his sleep. Our family counselor told us not to get excited and raise our voice when this happens. Lead him back to his room and tuck him back in. Don't alert the brain or he will wake up more and be harder to get back to sleep.
Tonight at Danes therapy, the family counselor advised me to switch up my bedtime routine. I should work on getting Ally to sleep first because she's younger. Get Dane to his room to talk to his guinea pig or play until I get to him and read him a bedtime story. She told me to make up a story without pictures in a book and talk calmly..almost hypnotising to get Ally to sleep. Rub her back and speak slowly. I tried this..it almost worked for this being the first time. I am usually riled up and just want the kids to go to sleep so I can relax for an hour before I go to bed myself.
Tonight, Dane fell asleep on his way to therapy. He didn't want to have his therapy when he got there. When he seen that I had to talk with the counselor that's when he went back with his therapist.
The counselor implied that the kids need more sleep. Easier said then done. I'm happy that they can actually get to sleep at 8:00. They have to get up with me and leave at 5:30 a.m. Sure, they only get about 9 hours of sleep. Dane has school full time and then goes to his therapy a couple days a week. That makes for a long day for the little guy. He catches a cat nap on the drive there and then he needs to concentrate on his therapy. I try to get them down to sleep but the counselor thinks that now I need to get them to bed at 7. That's early but it takes at least an hour to get them both down. It's hard work. I'd like them sleeping by 8 so I can have that hour to myself and get to bed by 9.
It's a good thing that Dane was really tired so I could try the calm slow hypnotic story telling to see if it would work on Allyson. Her eyes did get glossy and was getting sleepy. I used a book with pictures because I thought it would be easier to tell the story. Every page she'd sit up and point at the picture and ask why that is. I'd agree and answer her and rub her back and shhh her. I thought I had her sleepy enough to leave her in her room. About 5 minutes later I heard her get out of bed and ask for water. I have to keep this a routine to get this down and both kids to bed on time. The first week will be the hardest.
One thing I remember hearing before having children was, "Don't let them sleep with you. Not as a baby even." It may seem easy at first but you will have a hard time getting them to break the habit." That person was right.
My wife and I work separate shifts. I work days and she works nights. It was easier just having Dane sleep in bed with us. It was the only way he'd stay sleeping. Allyson did awesome sleeping in her crib. Until we tried to convert her to a toddler bed, she wanted nothing to do with bedtime. So it started. Both kids slept in my bed. It seemed fine at first. Okay, maybe tonight but tomorrow they need to sleep in their own beds. For the past several months I've struggled getting them to bed. Now Dane is afraid of the dark and tries to sneak into bed with me. I guide him back to bed half in his sleep. Our family counselor told us not to get excited and raise our voice when this happens. Lead him back to his room and tuck him back in. Don't alert the brain or he will wake up more and be harder to get back to sleep.
Tonight at Danes therapy, the family counselor advised me to switch up my bedtime routine. I should work on getting Ally to sleep first because she's younger. Get Dane to his room to talk to his guinea pig or play until I get to him and read him a bedtime story. She told me to make up a story without pictures in a book and talk calmly..almost hypnotising to get Ally to sleep. Rub her back and speak slowly. I tried this..it almost worked for this being the first time. I am usually riled up and just want the kids to go to sleep so I can relax for an hour before I go to bed myself.
Tonight, Dane fell asleep on his way to therapy. He didn't want to have his therapy when he got there. When he seen that I had to talk with the counselor that's when he went back with his therapist.
The counselor implied that the kids need more sleep. Easier said then done. I'm happy that they can actually get to sleep at 8:00. They have to get up with me and leave at 5:30 a.m. Sure, they only get about 9 hours of sleep. Dane has school full time and then goes to his therapy a couple days a week. That makes for a long day for the little guy. He catches a cat nap on the drive there and then he needs to concentrate on his therapy. I try to get them down to sleep but the counselor thinks that now I need to get them to bed at 7. That's early but it takes at least an hour to get them both down. It's hard work. I'd like them sleeping by 8 so I can have that hour to myself and get to bed by 9.
It's a good thing that Dane was really tired so I could try the calm slow hypnotic story telling to see if it would work on Allyson. Her eyes did get glossy and was getting sleepy. I used a book with pictures because I thought it would be easier to tell the story. Every page she'd sit up and point at the picture and ask why that is. I'd agree and answer her and rub her back and shhh her. I thought I had her sleepy enough to leave her in her room. About 5 minutes later I heard her get out of bed and ask for water. I have to keep this a routine to get this down and both kids to bed on time. The first week will be the hardest.
Thursday, January 5, 2012
Interventions & Success Strategies
http://www.specialed.us/autism/Autism.pdf
Here is a link with some valuable information. It provides chapters on...
- Assistive Technology for Children with Autism
- Children with Asperger’s Syndrome: Characteristics / Learning Styles & Intervention Strategies
- Effective Programming for Young Children with Autism Ages 3-5
- Structured Teaching: Strategies for Supporting Students with Autism
- Increasing Expressive Comunication Skills for Verbal Children with Autism
- Developing Expressive Communication Skills for Non-Verbal Children with Autism
Here is a link with some valuable information. It provides chapters on...
- Assistive Technology for Children with Autism
- Children with Asperger’s Syndrome: Characteristics / Learning Styles & Intervention Strategies
- Effective Programming for Young Children with Autism Ages 3-5
- Structured Teaching: Strategies for Supporting Students with Autism
- Increasing Expressive Comunication Skills for Verbal Children with Autism
- Developing Expressive Communication Skills for Non-Verbal Children with Autism
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