In So Many Words

Compliments of Autism Asperger’s Digest March/April 2011 issue

Excerpted from the article, “Breaking the Language Barrier” by Karen Emigh that appears in the March/April 2011 issue of Autism Asperger’s Digest magazine. Reprinted with permission. The Autism Asperger’s Digest is offering a subscription special during April, to celebrate National Autism Awareness Month. Details follow.

Language and communication – we use them to get our needs met, express ourselves and bond with others. Except, that is, if your child is on the autism spectrum. The one comment I hear most from other parents of children with ASD is that they just wish their child could communicate “better.” However, given the structure of the English language, this is not an easily learned skill. Our language is filled with prepositions, adjectives, adverbs, pronouns, idioms and metaphors, clichés – all pretty foreign concepts to our kids who think in literal terms and tend to learn specific to general, rather than the other way around, as do typical kids.

Some easy ways I discovered to improve communication with (my son) Brett follow. You can use them with your child with autism, no matter where he or she falls on the spectrum. These techniques are not, in themselves, end products. They are actions meant to be adjusted and played with, so they become relevant for your child.

Attention
First and foremost, before you try to communicate with your child, before you try to teach him anything, get his attention. This may be as simple as calling his name, or you may have to physically move your child’s face to look you in the eye. Children give indications of attention in different ways, and for some kids with ASD, eye contact is not it. You know your child best. It’s not important how you get his attention just as long as you get it. Every time. Otherwise, you are probably just wasting your breath.

Show and Tell
Children with ASD are very visual. Use this strength in teaching them language. Expand their vocabulary by bringing their attention to people, places and things, giving them names as you point them out. The grocery store is a great place to do this. If your child is not yet ready for the grocery store, start at home. But don’t just take your child by the hand and lead him around giving names to everything in sight. This makes it seem too much like work. Make it fun. Be creative! Sing the words sometimes for a change of pace.

For some kids, show and tell is best started with labeling items around the house. Again, these kids are visual and the added benefit of seeing the word in addition to hearing the word can go a long way toward better understanding. Plus, it helps the very concrete learner understand that the word is a representation of the solid object, setting the stage for better reading skills. Point out the things that are going into the shopping cart, into your pot of soup, or a few pictures in a magazine or video.

There are opportunities all around you. When the child is familiar with people, places and things you can move on to more abstract language, like verbs and pronouns. Point out someone running in the park and say, “She is running” or a child swinging and say, “He is swinging.” Encourage him to repeat after you.

Also, most of us have icons, or flash cards around our homes. Here’s a simple game you can play with them. When you first get in the car show your child an icon of someone on a bike, say, “bike” or “man on a bike” and then see who can find it first. This will also help him generalize concepts if he has only been relating to himself, his things, his home. The bike icon can now mean other bikes, as well as his bike.

All For One and Fun For All
Children are obviously more receptive to fun than work, and this is true at any age. Word games can be fun. They can be simple or more complex, yet are effective in teaching important language concepts along the way. The following games can help your child learn “who”, “what”, “where”, “when”, “why”, and “how” questions.

Adult “When do you turn on the lights? When you ride your bike?“
Child “No” (answer for him if he doesn’t know, i.e. model for him)
A “When it gets cold outside?”
C “No.”
A “When it gets dark?”
C “Yes!”
A “Yes, you turn on the lights when it gets dark. Great job!”

A “Why do you brush your teeth? Because the dog barked?”
C “No.”
A “Because you’re hungry?”
C “No.”
A “Because you need to clean your teeth.”
C “Yes!”
A “Yes, you brush your teeth because you need to clean them. Good job!”

Games like this will help your child connect “when” with a time or an event, “why” with a reason, etc. Use your imagination and have fun. Kids love it when their parents act silly. You can even pretend you don’t know the answer; when your child figures it out he’ll be thrilled.

Another word game you can play uses prepositions such as in, over, behind, under, after, and between. Here are a few examples:

• When you are making the bed throw the blanket over your head and tell your child you are under the blanket. Take it off and say, “I’m not under the blanket.” Let him try, too. After all, that is the fun part!
• Have him help load the washing machine and say, “Put the socks in, put the pants in, etc. When the clothes are all washed and dried have him help take the clothes out: pants out, shirts out, socks out.
• On a nice day you can go for a walk and find things to walk around. Tell him you are walking around a tree, around a bush, around a rock, around a corner.
• When you are repeating things over and over, say them in an exaggerated or sing-song way to make it a little more fun. It might seem boring to you, but lots (lots) of repetition helps.

Model/Prompt
Always model for your child what he should say or do. This just means you show him exactly what you want him to say or do so he can imitate your words or actions. Some things may seem too basic to model, but remember that our kids don’t learn from watching as easily as do other kids. When in doubt, model.

For example, if he takes you by the hand to lead you to the cookie jar, point to the cookies and say, “I want a cookie.” You can even shorten that response for kids who are more language challenged by pointing and saying, “Cookie, please” or “Want cookie” or even just “cookie.” You know your child’s capabilities; adjust how you model accordingly.

As he becomes more proficient with his skills you may only need to prompt him. For example, if he is indicating that he wants the cookie, point to the cookie jar and say, “I want…” If he doesn’t answer try it again and say, “I want….cookie.” Give him a couple of seconds before you say “cookie” so he knows you expect him to say something after hearing “I want…”. Some kids need more time to process to get a response out verbally; be patient. And, of course, be sure to reward him for any attempts, not just for successes.

Repetition, Repetition, Repetition
Repetition is important. Let me say it again: Repetition is important. Repetition helps the brain store information in your child’s rote (automatic) memory. Every time you put a hotdog on his plate say “hotdog.” After a few times you can show him the hotdog and ask, “What is this?” If he answers “hotdog” great! If not, repeat the question for him. If he tries to say “hotdog” but it comes out garbled, point to your mouth and slowly repeat the word with the correct pronunciation.

Repetition can get boring pretty quickly for parents or teachers, but we need to remember that staying calm and patient with the process is key. Kids with autism needs lots more repetition than we might have previously thought. I repeat: lots more repetition. Some tasks take longer for a child, even though they might seem easier to us. Also, pay attention to signs of frustration or times when teaching may not be effective. If a child is already tired, hungry, frustrated or approaching sensory overload, it’s not a good time to work on language skills. If you’re getting frustrated, stop the task and return to it another time. Remember, working on these skills is supposed to be simple and fun – for both of you.

Watch What You Say
You can really confuse your child by using idioms such as, “I’ve got a green thumb” or “It’s raining cats and dogs.” Remember, kids on the spectrum are very literal. If you say you’re “tongue tied” he may actually try to look in your mouth to see this oddity. Adults in conversation with other adults often use such figures of speech. Once, after a conversation on the phone I hung up and said, “I almost stuck my foot in my mouth.” Brett was listening and said, “Mom, there’s no way you could ever get your foot in your mouth!”

Although I am not suggesting that you completely change how you talk, just make sure you’re aware of what you say, and explain the idiom after you use it. Do use extra care, however, when giving instructions or comments directly to your child or student with autism. “Hop to it!” or “Do you have ants in your pants?” can result in some pretty interesting responses from your child if he or she doesn’t know what you mean.

Use Natural Settings
While language skills are important, we don’t want to spend all of our free time drilling them to the point of exhaustion. Quite the opposite, actually. Our kids get pushed all day long to stay on task, to focus, to listen. Sometimes just getting them to stay at school (never mind doing any work) is a feat in itself. By the time they get home from school or their behaviorist and OT leave for the day, our kids just want to hang out, relax and maybe even stim for awhile. Incorporate these language-boosting ideas into your daily routine in natural settings. Don’t drag him away from his video game to point out and name all the vegetables in your refrigerator. Wait until dinnertime to label foods and bedtime to ask him why we go to bed.

Working on these skills just a few times a day can really make a difference. A couple of years ago at the beginning of summer, I began to work with my son on “wh” and “how” questions, just two or three times a day for five to ten minute intervals. When he went back to school in the fall his teachers immediately recognized the difference in his language. At other times, it’s taken lots more repetition over a longer period of time to master new skills.

Teaching language is not always as cut and dried (pardon the idiom) as this article may seem to make it. But there is hope. While simple, these techniques are effective. Play with them, modify them to suit your child’s needs. Keep searching for the keys that unlock the doors of your child’s mind. Even with the right key some of those doors are slow to open, so give it some time and be patient. It’s definitely worth the wait for us, and for the child, language is the doorway to the world.

BIO
Karen Emigh is mother of two boys, and author of three wonderfully illustrated and colorful children’s books: Who Took My Shoe?, Herman’s Hiding Places: Discovering Up, In, Under and Behind, and Bookworm: Discovering Idioms, Sayings and Expressions (all published by Future Horizons).

Copyright © Autism Asperger’s Digest. 2011. All Rights Reserved.
Distribution via print or electronic means prohibited without written permission of publisher.

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Title: Learn to Have Fun with Your Senses: The Sensory Avoider’s Survival Guide
Author: John Taylor, PhD, with illustrations by Lynda Farrington Wilson
Length: 110 pages
Genre: Nonfiction
Publisher/Date: Sensory World, 2011
Source: Review copy

I was instantly drawn to this book with its colorful pages and fun illustrations, and I was even more impressed once I started reading it. Although I have read a lot of books about sensory processing disorder, including several with lots of great activities and ideas to help your child with SPD, this is the first time I have read one aimed directly at children.

Described as a “read about your own problems” guide, Learn to Have Fun with Your Senses focuses on the issues that can crop up when the brain is magnifying the messages it receives from the sense organs, especially as it relates to avoidance of sensory stimulation.

I showed the book to my son tonight and read chapter 1 aloud to him. He showed a lot of interest and listened attentively as I read. I found it to be extremely readable and right at his level (he is almost 9), and I appreciated that the author takes the time to explain how to use the book and encourages the child to communicate with and respect the opinion of his parents and therapists regarding the activities described in the book.

Dr. Taylor also does a great job of explaining without being critical why avoiding things isn’t the best choice:

Trying to stop using your senses is NOT the answer. Going through life always afraid to touch, hear, or taste things that others touch, listen to, and taste is also NOT the answer. The answer is to go ahead and use your senses, but in special ways. This book will help you learn the ways to use your senses so that they slowly start to feel better to you over time.

After finishing the first chapter, my son immediately wanted to try some of the activities. So we flipped through and chose a few at random to try out. Here’s what we did:

1. From the chapter on touch, we played “Guess What I’m Drawing.” This involves the adult drawing something on the child’s skin and the child guessing what it is. He chose his palm and guessed two of the three simple shapes I drew easily. Then he tried it on me. I had a harder time of it, so we decided that his sense of touch is more sensitive than mine (which is probably true, although in my defense I will say that his drawings were much more complicated)!
2. Next from the chapter on movement, we tried a pressing activity called “Back to Back.” For this one, the two partners sit back to back on the floor and stand up together by pressing on each other’s backs. We pretty much failed at this one, although I wasn’t really committing to it fully as I wasn’t sure if the partners should be closer to the same size and I want to ask our OT before trying it again. Although we didn’t complete the goal, we certainly had a lot of fun and giggles trying.
3. For our last activity, we chose “Sound Around” from the chapter on hearing. This could be played with as many people as you want. The first person makes a sound, and the next person makes that sound plus adds another sound. Each person after that makes all the sounds so far and adds one more. When we started, both of us were making animal sounds, and then I decided to throw in a different type of sound and then my son made a mistake on his next turn. I think if I had kept to the same type of sound, he would have been able to go longer.

A number of the chapters include checklists or quizzes, which enhances the interactive learning component of the book, and each chapter has a nicely balanced ratio of information to suggestions of how to “train your brain.” In addition to going through the senses individually, the book also covers topics such as eating the right foods, getting the right sleep and taking good care of yourself.

Dr. Taylor rounds out the book with a glossary and list of resources, as well as notes to OTs and teachers. My son has agreed to let me show the book to his OT as long as she doesn’t try to “take over” and we can continue going through it together on our own. I am absolutely thrilled that he is so interested in learning more about this topic with me; I think it is a great first step towards becoming responsible for taking care of himself.

For more information or to order a copy for yourself, visit Sensory World/Future Horizons. You can also check out another review at Help! S-O-S for Parents, where there will be a copy of this book given away in early April. My copy is definitely staying with me, but I’ll be giving away some other books in April as well, so stay tuned!

No matter how much we love the season or cherish the celebration, all special events
come packaged with additional stress. Whether it’s finding the perfect gift, baking
signature desserts, or entertaining, we all understand the extra demands of creating
memorable occasions.

Now magnify that stress to an unimaginable degree and you will begin to understand how
special events impact our children with autism. We know that children on the spectrum
do not like changes – even those that may delight – as do neurotypical kids. Their core
deficits compromise their ability to anticipate or tolerate change very well…if at all. They
prefer structure, predictability, schedules. Yet holidays, birthdays, and special events
mean:

• Change in social contacts
• Change in daily routine
• Change in expectations
• Change in sensory experiences

For children with autism, all that change pushes anxiety beyond being bearable. Some
routine changes fly under the radar, such as rearranging the house to accommodate
decorations or cooking seasonal dishes. Other plans, like parties and travel that involves
hotels or homes with new beds, new people, new smells, new sounds, clearly signal huge
stress-inducing changes. Whether the change is big or small, children with autism must
be prepared so they have every opportunity to experience the joy and fun these situations
offer. Try these tips:

Define social expectations: Let your child know how many people and who will be
there. Be specific about social pleasantries – keep them simple and be clear about what’s
expected of the child not just at the onset (shake hands and say “hi”), but also as the event
unfolds. Plan what your child should say if he does not want to talk or dislikes food being
served.

Designate a safe place and relaxing activity: Plan ahead for a place where she can go to
retreat and relax. Be sure to bring along a favorite activity she can play alone and calming
devices such as sensory toys or music.

Create a secret code. Pick a simple gesture or even a code-word that he can use as a
signal if he begins to feel angry, anxious or overwhelmed. That’s your cue to step in and
help when he’s unable to verbally express the need.

Prepare an event book. Make a book with pictures that show the place you’re going,
where you’ll stay, and activities you’ll pursue while there. If you’re staying at home, the same concept can be used to prepare your child for visitors (photos of relatives), changes
in routine, and decorations (include a photo of last year’s Christmas tree). Include extra
blank pages for photos of this year’s activities. Involve your child in taking pictures this
year, as much as his ability and interest dictates.

Maintain the routine. As much as possible, maintain her normal daily routine. Create
a schedule showing not just which parts will change, but the regular routines that will
remain the same. Knowing some things won’t change can be very important to your
child.

Include friends and family. Make sure everyone knows about your child’s socialization,
sensory, communication and dietary challenges. Ask them to honor your child’s request
to stop talking, not to hug, or her need to be alone. Step in and kindly but firmly handle
the relative who insists that “an itty bitty little huggie isn’t going to hurt him.”

It’s up to parents and family to give our kids with autism the tools they need to succeed.
Helping them anticipate changes and cope with new expectations goes a long way toward
reducing anxiety and building memories of joy and love.

This article is taken with permission from www.autismdigest.com, where readers can go
online and, by signing in, can access free copies of the magazine’s eGuide, which is packed full
of more information on holidays and gift giving for children on the spectrum. Article amended to fit the present season of Valentine’s Day.

For a compilation of some of the best posts on social and play skills related to children with hidden disabilities, visit the S-O-S Best of the Best, Edition 2: Social & Play Skills.

There are some amazing bloggers represented in this list, both parents and professionals, and I am honored to be included among them with my post about the playgroup Michael attends.

You can also find information on the next two topics and details on how to submit a post for consideration in an upcoming Best of the Best at Help! S-O-S for Parents blog.

Title: How to Teach Life Skills to Kids with Autism or Asperger’s
Author: Jennifer McIlwee Myers
Length: 314 pages
Genre: Nonfiction
Publisher/Date: Future Horizons, 2010
Source: Review copy

Why Life Skills?

I have to admit, I might not have picked this book up on my own. When I first read the title, How to Teach Life Skills to Kids with Autism or Asperger’s, I wasn’t sure exactly what it meant or how it would apply to me. After reading just a few pages, however, I was convinced that this was a message I needed to hear and that I could learn a lot from this book about how to help my son become a successful adult (and kid, for that matter)!

As Jennifer McIlwee Myers, the author and “Aspie at Large”, puts it,

While this is not an autobiography, the author draws freely on her own experience and that of her brother Jimmy, who has autism, to illustrate her points, and adds a lot of incredibly useful information by doing so, in my opinion. I also found her writing style to be extremely readable and greatly enjoyed the interjections of humor.

Just reading a few of the chapter titles themselves gives you some good rules to follow when teaching a child with autism:

• Say What You Need to Say – chapter 6
• Transmit Information in More than One Way – chapter 7
• Information in Translation: Speak the Language Your Child Understands – chapter 8
• Tap into Your Child’s Interests – chapter 11

Some of the other rules, or perhaps a more accurate word would be techniques, which are discussed discusses are how to use repetition and persistence, and how to balance opportunities to teach with opportunities to succeed. As Jennifer McIlwee Myers describes this difficult balancing act:

Too little success and too much frustration will add up to learned helplessness. Too little experience overcoming frustration and other obstacles will lead to a total lack of frustration tolerance. Figuring out ways to balance this is a tough job for parents, but it can be done.

So, Which Life Skills Are We Talking About?

You are probably wondering what specific skills are covered in the course of this book. Well, she makes it clear that she cannot possibly cover every skill or teaching method there is, but the skills discussed are of primary importance for getting along in this world. Also, many of the methods and examples can be applied and adapted to other situations, as well as to the interests and abilities of the individual child.

Skills discussed in the book include both general skills and some that are more specific to autism:

• Chores (working as part of a team or group)
• Punctuality
• Appropriate Attire
• Manners
• Kindness (yes, this is a life skill)
• Living with One’s Own Obsessive Interests
• Task Switching and Video Game Obsessions
• Learning to Spend Time
• Coping with Sensory Issues

And then there are the “Really, Really Big Skills That Everyone Needs”:

1. Exercise for Mental and Physical Health
2. Good Sleep Habits
3. Dealing with Mistakes and Failures
4. Understanding Cognitive Behavioral Therapy Concepts

I cannot recommend this book highly enough. I found myself reaching for it as eagerly as I would a novel, wanting to see where it would take me next.

If I haven’t convinced you by now that you really need this book, let me share an excerpt to whet your appetite further. This is from the beginning of chapter 21, entitled “Teach the Specifics of Kindness”:

Kindness is a pretty complicated concept. Being kind means, by and large, behaving in a way that takes others’ feelings into consideration, doing one’s best to provide comfort or assistance when it is needed or appropriate, and treating others as we would like to be treated.

In other words, telling a child with autism to “be kind” or “be nice” is like saying, “now, now, learn vector calculus while juggling ten items.”

Actually, saying “be kind” can be worse. At least vector calculus, juggling, and ten items are specific, easily definable things. Kindness is very hard to put one’s finger on.

Because we on the spectrum have a lot more difficulty than average doing social calculations like guessing at others’ feelings and knowing when it is appropriate to intervene on others’ behalf, we can do a better job at being kind if we are given lots of examples than if we are given emotional orders.

It makes sense to say, “We are visiting Nana in the hospital because it is kind. She enjoys having visitors, it makes her feel a bit better, and it makes the day more interesting and less boring for her.”

~~Excerpted from How to Teach Life Skills to Kids with Autism or Asperger’s by Jennifer McIlwee Myers. Reprinted with permission from Future Horizons.

Later in the book, the author also stresses how explaining why you are doing things in a certain way or at a certain time can help the person understand the decision-making process rather than turning specific routines into required rituals.

For example, if you go to the grocery store at a certain time of the day because it is less crowded then, that doesn’t mean one should only shop at that time of day. Explaining how you arrived at that choice will give the person the necessary information to reach their own conclusions later on.

For more information or to order a copy for yourself, visit Future Horizons online store.

Title: Building Sensory Friendly Classrooms to Support Children with Challenging Behaviors
Author: Rebecca Moyes
Length: 102 pages
Genre: Nonfiction
Publisher/Date: Sensory World/Future Horizons, 2010
Source: Review copy

Over the last few years, I have read a number of books about sensory processing disorder (SPD) . . . books that explain in detail about subtypes of the disorder, books that give practical advice about implementing a sensory diet and dealing with the issues that arise when there is dysfunction and books that share a personal story about someone’s experience with SPD. I have learned a tremendous amount from these books and have even shared some of them previously on this blog.

But what I especially love about Building Sensory Friendly Classrooms is that it looks at the needs of children with SPD and addresses them in the context of the school environment. Even more specifically, it is focused on how SPD can result in behaviors that interfere with a student’s learning or the learning of others, words that will be familiar to anyone who advocates for children in special education.

Building Sensory Friendly Classrooms was written primarily to help teachers and administrators both understand sensory dysfunction and also implement helpful strategies for affected students. The book not only builds the case for incorporating treatments and accommodations for SPD in the school environment; it also gives a clear road map for how to identify and implement those strategies. Best of all, it promotes the use of data collection and analysis to guide the decision-making process.

Throughout the book, Rebecca Moyes (who is a former teacher and current autism consultant, as well as the parent of a child on the spectrum) emphasizes how a sensory diet and other accommodations can be approached within the framework of IDEA.

• For example, a child with a diagnosis of SPD could be found eligible for special education under the category of Other Health Impaired (OHI). From there, an IEP or 504 could be written to include the accommodations and support that is needed.
• Also, a functional behavior assessment (FBA) can be used to examine the cause of the problem behavior in a child with SPD. The information gathered by the FBA, which uses both data collection and anecdotal information to form a picture of what is going on, would then be used to create an intervention plan for the student.

In addition to the discussions of what SPD is and how to use data to make decisions about addressing it, there are also chapters on:

• Strategies to address SPD
• Creating a sensory room within your school or classroom
• Self-stimulatory behavior and self-abusive behavior – the connection to SPD
• Teaching stress management and self-advocacy through behavioral cognitive therapy

The last two chapters of the book give sample language for use in IEPs and 504 plans, as well as an example of a behavior support plan that was written for a student with SPD.

Building Sensory Friendly Classrooms is a tremendous resource for the educational community. In addition to teachers and administrators in both regular and special education, I would recommend this book to parents of children with sensory processing disorder (either by itself or with another disorder such as autism), as well as to those advocating for these children.

When I originally started writing this post, my first sentence read, “Every year I get a little bit better at this transition stuff, both in terms of what Michael needs and what I need.”

After the day we had today, I think that is true in terms of better knowing what I need but not so true in terms of really knowing what Michael needs.

Kindergarten
When Michael was entering kindergarten, we participated in all the events the school had for incoming students. They actually did a really nice job with it, and I think Michael handled the transition as well as could be expected. I, on the other hand, was a nervous wreck, especially as the first week went by and I still hadn’t seen the daily schedules or communication book that were promised in the IEP.

I eventually got up my nerve and contacted the school team and found out where we were with both of those items and was happy to see them come home during the second week of school. The teacher didn’t ever acknowledge Michael’s disability, but our behavioral support person and the rest of the team seemed to just work around her and he did okay (she retired at the end of that year after 36 years of teaching).

First Grade
To prepare for the transition to first grade, we had Michael visit one of the classrooms in the spring of his kindergarten year. We then planned a visit for the week before school started to meet the teacher and see his classroom and his desk. It was a short visit but did help Michael know what to expect for the first day of school.

I was still nervous, especially since I didn’t get much of a feel for the teacher or know whether the agreed-upon supports would be ready for the beginning of the year. The teacher turned out to be fabulous, despite the stress of waiting for the team to finalize Michael’s behavior plan and dealing with a behavioral support person who really wasn’t suited for the job.

Last year was a long series of ups and downs, both as a team and for Michael, but we ended the year on a good note and with a solid IEP for second grade.

Second Grade
In the spring of first grade, the entire class took a trip around the corner to see the second grade classrooms and meet the teachers. This was a nice way for Michael to learn about what to expect the following year without being singled out as difference (something he is becoming more and more sensitive about).

Just like last year, we scheduled a time for Michael to visit his classroom and meet the teacher again the week before school started. That visit took place last Wednesday and went very well. He had a ton of questions about everything, and I was happy that the sub who will be teaching while Mrs. G. is on maternity leave was there as well.

In addition to the classroom visit for Michael, I also requested a meeting with the case manager, second grade teacher, and Michael’s behavior specialist consultant. That meeting, which also included the other second grade teacher and the principal, took place a couple of weeks ago and was definitely the missing piece of the puzzle for my own anxiety about “back to school.”

We spent about an hour together answering the teachers’ questions about Michael and the IEP, especially regarding his behavior plan and safe crisis plan. I was able to share what we have been working on this summer and discuss how we could all work together for the best start to the school year.

Reality
Today was Michael’s first day of second grade. I arrived to pick him to find that he had been upset and crying since about 2pm and had not participated in art or anything that took place after story time. From what I can tell, he spent most of the last hour and forty-five minutes in his quiet spot, and at some point threw his shoes and at another point walked past the teacher and swung at her, lightly hitting her stomach (did you notice the part where she is going on maternity leave very soon?).

I waited in the hall for the other students to be dismissed and could hear that Michael was still upset. He did eventually calm down enough to get his things together and come out to me in the hallway, at which point he broke down in tears again. Once he had calmed down a little bit, I asked him if he would be able to apologize to the teacher for his actions but he was still too upset.

I’m still piecing the story together from what Michael’s been able to tell me and a conversation with his behavior support person. Although I am frustrated, I am not as overwhelmed as I would have been in the past and I can take some action without totally losing my cool as I would have in the past.

As I sometimes do on Sundays, I would like to share a few links that I have run across recently which may provide some benefit to others (perhaps informational, thought-provoking or just plain fun).

Oh, you want to know who won the giveaway? All in good time, my friends, all in good time.

Okay, okay, I’ll wait here while you scroll down and see if it was you. Just make sure you scroll back up because there’s some really good stuff here in these links that you won’t want to miss.

The Links

Informational:
Walking the Autism Road with Someone You Love by Christine Hoover – a short article with highly practical suggestions for anyone who wants to be a friend to a family dealing with a diagnosis of autism or another disability. This was helpful to me to more easily articulate an answer to friends who ask me how they can help.

Preventing Meltdowns: Outsmarting the Explosive Behavior of Individuals with Asperger Syndrome by Judy Endow – very nice discussion of both the stages of explosive behavior and several solid strategies for preventing meltdowns before they start

Thought-Provoking:
Vaccines: Are you REALLY “Green”? at 1-2-3 Autism Free – interesting post about how many people who are concerned with going green and/or organic also choose to vaccinate their children, given the ingredients in said vaccines. I have to admit I’m on the other side of the problem, easily choosing not to vaccinate but having a harder time being truly green and organic in my household products and practices.

And, Finally, Just Plain Fun…
Top 10 Hazards of Being a Mom Blogger by Ellen at Love That Max – Number 1 is “Being called a ‘Mom Blogger.’” Enough said – now go and read the rest!

The Giveaway Winner

As promised on my Cowboy & Wills review, I am also announcing the winner of the free copy of the book. I listed out and numbered all of the entries from the top down, with Mrskroberts being number 1 and Shenkfam being number 13. I then ran a random number generator at Random.org, and this is the result:

The winner is number 2, Elizabeth Channel. Congratulations, Elizabeth! I’ve sent you an email asking for your mailing address, and the book will be sent directly from the publisher once I have that information.

And thank you again to Monica Holloway for sharing her son’s story with us!

I’ve been too busy with a psychiatric evaluation and an annual IEP meeting to keep up with email, let alone blog, but there have still been a number of great articles that caught my eye this week.

My Crystal Ball and My Checkmark Chart at Welcome to Normal – My last token economy system for home had kind of fallen by the wayside with the recent difficulties in school, especially since I wasn’t letting him play the Wii or computer if he was aggressive that day. It kind of makes it hard to earn privileges at home when you aren’t allowed to redeem them.

But after reading this and seeing how Caitlin is converting the checkmarks to money, I thought that might work for Michael at this point in time. I am making them equal to a dime, which is the same amount he gets at school (although theirs go towards school dollars and not real ones, of course!). Michael has been highly motivated by it for the last few days, so hopefully that will continue.

Interview With Taylor Morris — An Exceptional Teenage Girl with Aspergers at Hartley’s Life with 3 Boys – A fascinating interview with a young lady who shares about her experiences with sensory processing disorder and Aspergers.

In Honor of Dr. Stanley Greenspan at 5 Minutes for Special Needs – Dr. Greenspan, who among many other things started the D.I.R./Floortime therapy, died on April 27th following a stroke. He will be greatly missed.

Eating for Autism at autism community – This is a review of a book by Elizabeth Strickland regarding the GFCF Diet and having a healthier diet overall. I’m wondering if any of you have read or used this book at all and whether you like it. One of the things I need to focus on with Michael is improving the quality of his diet, which has been difficult due to his sensory issues and the number of different foods and textures that he avoids.

Well, that’s is for this week. I’m clearing out the GReader and starting fresh in the morning!

Besides revisiting the behavior plan and the level of positive reinforcement being provided, the other thing the IEP team did in response to Michael’s aggressive behavior at school was to add a safe crisis plan.

We had had a safe crisis meeting earlier in the school year when the school secretary had (inappropriately) gotten involved and physically moved Michael from the hallway into a classroom, but all we did at that point was clarify for everyone in the building who to contact if the adult in charge of Michael felt they needed assistance with him (i.e. NOT the secretary!).

Now we had started seeing some out of control behavior, with Michael jumping straight from a calm state to yelling and screaming at people, and then a variety of aggressive behaviors, including hitting, kicking and throwing things such as his shoes and socks, chairs and even a trashcan. So the team met to create a safe crisis plan.

The way it was explained to me, the behavior plan tells the adults what to do so the child will (hopefully) not have a meltdown, and the safe crisis plan tells the adults what to do so THEY don’t have a meltdown! Our plan does not include any form of restraint; in fact, the purpose of the plan is to give everyone the information they need on what to do so that restraint will not be needed.

Our Safe Crisis Plan
The basics of the plan are pretty simple – if Michael is hitting, kicking or throwing things at anyone, the teacher will physically block the behavior if possible and will clear the other students from the room.

Next, a second adult will be called to take charge of Michael. Once he is calm enough to leave the room himself, he will go to a separate room with the adult. We chose the speech room so we would have a consistent location; the SLP is only in the building two days per week and does a lot of her work in the various classrooms, so it is usually available.

Then, once Michael has left the room, the other students can return and continue with their lessons. Michael will stay in the speech room until he is completely calm and ready to return to class If he is unable to calm down after 30 minutes, they will call me to come and get him.

Of course, we are all very focused on lots and lots of positive reinforcement of desired behaviors and on intervening as soon as we see Michael start to become upset to avoid any of this, but it is good to have it in place so everyone knows exactly what to do if there is a problem and to lessen the possibility of anyone getting hurt.

NOTE: I thought I had posted this last night, but I just realized it was still in draft form. We actually used this plan today, as he had an incident that turned into a major meltdown and I had to come and get him from school. I’m still trying to process the details and figure out where to go from here as far as he is concerned, but I am thankful at least for a good team that is working so well together.