My boy has graduated!
Wednesday, January 21, 2009
Monday, January 19, 2009
Signs to look For
I received an email with a question regarding someone who believed a family member might have a child with autism. She was interested in learning more about autism and things you could look for to see if the issues that were being observed could be related to autism. So, I thought I'd take a portion of the email I wrote to her and discuss some of the signs or red flags one might notice in a child as he/she are developing.
Some signs to look for (every autistic kid does not have every one of these -- the severity of the autism has to do with how much, how often and how many of them):
Age Appropriate Toys -- does the child play with age appropriate toys or still hold on to baby toys or cause and effect toys (by 3, children should move on to more imaginary play toys like cars, dolls, action figures, drawing, etc)
Tip toe walking --- some do, some don't, but it is a sign of autism
Hand flapping --- some do, some don't, but another sign of autism (often referred to as "self stimulating behavior" -- if over stimulated, the child may wave his hands up by his face to show excitement or nervousness)
Eye Contact --- many children with autism have no eye contact issues with family and close friends/relatives, but can't look strangers or acquaintances in the eyes -- they may glance, but nothing sustained
Joint attention -- does the child point to objects when asked (whether in a book or out on a walk, like point to the tree, or fire hydrant or stop sign) they look for finger pointing -- actual single finger pointing to an object - autistic children often do not point out things and have "poor joint attention", only picking and choosing what to draw their attention to
Interest in things that spin --- many children will spin themselves (another form of self stimulating behavior, but do not get dizzy); others like objects that spin and will stare at it for unusually long periods of time
Appropriate use of everyday objects -- does the child know how to use a hair brush on a doll or self, or know that a spoon is used to stir, -- autistic kids often need to be taught about what an object is used for and these kids do not learn by imitation; how do they play with cars -- line them up & stare at the pattern or spinning the tires are 2 signs that they look for
Interest in shiny objects --- many kids will stare for unusually long periods to shiny objects
Attention span- many autistic kids have a very short attention span; many can't sit through the reading of a book or show no interest in books as infants/toddlers
Chewing/Mouthing objects -- many autistic kids chew or mouth objects as tiny babies without teeth would do; these kids have shirt collars constantly in their mouths, seatbelt straps, toys, etc.
Interest in new toys - does the child have a hard time wanting or knowing what to do with a new toy; does the child show interest in the new toy or pick it up and then move on
Attention to task - this one has to do with two extremes --- either the child bounces from one task to another without long attention or the child is sooo attentive to the task that they can't move away from it or won't do anything else -- both extremes are signs of autism like behavior
Response to own name - a majority of the time will ignore their own name when called
Speech/Language - Most autistic kids have some sort of language or speech delay; extreme cases never gain speech; some have cognitive/receptive issues; others have pronunciation; many/most have both; almost all are late talkers
Dietary Concerns - many kids are "sickly"; have food allergies, bowel issues, stomach problems; weight loss/weight gain; picky eaters; many hate textured foods; many need food purified -- each need is different but there is usually some sort of "feeding" issue one way or another; some are messy eaters and don't know how to use utensils correctly, others can, but prefer to use hands,
**Sensory Issues - Most kids have some sort of Sensory Integration issues which is the source of the manifestation of some of the above listed behaviors -- the brain processing the sensory information received through the senses incorrectly -- some are "sensory seekers", constantly looking for sensory input -- these kids are "crashing into" things like furniture and people's legs; they might spin and not get dizzy; they love "messy" play like paint and glue and might put it all over their hands and arms -- others "avoid" all the sensory input -- they might hate touching certain textures, glue, sand, etc. --- then on the auditory side, they may fear loud noises, including hair dryers or toilets flushing, while the other extreme is that they don't even notice sound and seem like they might have 'hearing' issues, but test within range for hearing (hence not reacting to own name);
on the sensory issues -- there are a ton -- other issues may be poor gross motor skills -- may walk unstably, may have a hard time avoiding obstacles, may avoid or seek swinging for long periods of time, may feel more "grounded" with feet always touching the floor, so can't sit still at a chair with feet up or on a toilet without feet touching a stool
I have a good book that talks about sensory issues that is a good introduction into children that just seem to be a bit different -- not necessarily autistic, but have Sensory Processing Disorder. It's called The Out of Sync Child by Carol Stock Kranowitz. She also wrote a companion book called The Out of Sync Child has fun, which is a workbook that teaches parents tips to practice in the home to help your child overcome the sensory issues. The good news is that if it's Sensory Processing Disorder by itself, then there are things that you can do that helps the child and makes it go away. Many kids with autism have Sensory Processing Disorder, but not every child with it has Autism. It is a good resource for a parent to read who has just begun to understood their child is a bit "different".
Some signs to look for (every autistic kid does not have every one of these -- the severity of the autism has to do with how much, how often and how many of them):
Age Appropriate Toys -- does the child play with age appropriate toys or still hold on to baby toys or cause and effect toys (by 3, children should move on to more imaginary play toys like cars, dolls, action figures, drawing, etc)
Tip toe walking --- some do, some don't, but it is a sign of autism
Hand flapping --- some do, some don't, but another sign of autism (often referred to as "self stimulating behavior" -- if over stimulated, the child may wave his hands up by his face to show excitement or nervousness)
Eye Contact --- many children with autism have no eye contact issues with family and close friends/relatives, but can't look strangers or acquaintances in the eyes -- they may glance, but nothing sustained
Joint attention -- does the child point to objects when asked (whether in a book or out on a walk, like point to the tree, or fire hydrant or stop sign) they look for finger pointing -- actual single finger pointing to an object - autistic children often do not point out things and have "poor joint attention", only picking and choosing what to draw their attention to
Interest in things that spin --- many children will spin themselves (another form of self stimulating behavior, but do not get dizzy); others like objects that spin and will stare at it for unusually long periods of time
Appropriate use of everyday objects -- does the child know how to use a hair brush on a doll or self, or know that a spoon is used to stir, -- autistic kids often need to be taught about what an object is used for and these kids do not learn by imitation; how do they play with cars -- line them up & stare at the pattern or spinning the tires are 2 signs that they look for
Interest in shiny objects --- many kids will stare for unusually long periods to shiny objects
Attention span- many autistic kids have a very short attention span; many can't sit through the reading of a book or show no interest in books as infants/toddlers
Chewing/Mouthing objects -- many autistic kids chew or mouth objects as tiny babies without teeth would do; these kids have shirt collars constantly in their mouths, seatbelt straps, toys, etc.
Interest in new toys - does the child have a hard time wanting or knowing what to do with a new toy; does the child show interest in the new toy or pick it up and then move on
Attention to task - this one has to do with two extremes --- either the child bounces from one task to another without long attention or the child is sooo attentive to the task that they can't move away from it or won't do anything else -- both extremes are signs of autism like behavior
Response to own name - a majority of the time will ignore their own name when called
Speech/Language - Most autistic kids have some sort of language or speech delay; extreme cases never gain speech; some have cognitive/receptive issues; others have pronunciation; many/most have both; almost all are late talkers
Dietary Concerns - many kids are "sickly"; have food allergies, bowel issues, stomach problems; weight loss/weight gain; picky eaters; many hate textured foods; many need food purified -- each need is different but there is usually some sort of "feeding" issue one way or another; some are messy eaters and don't know how to use utensils correctly, others can, but prefer to use hands,
**Sensory Issues - Most kids have some sort of Sensory Integration issues which is the source of the manifestation of some of the above listed behaviors -- the brain processing the sensory information received through the senses incorrectly -- some are "sensory seekers", constantly looking for sensory input -- these kids are "crashing into" things like furniture and people's legs; they might spin and not get dizzy; they love "messy" play like paint and glue and might put it all over their hands and arms -- others "avoid" all the sensory input -- they might hate touching certain textures, glue, sand, etc. --- then on the auditory side, they may fear loud noises, including hair dryers or toilets flushing, while the other extreme is that they don't even notice sound and seem like they might have 'hearing' issues, but test within range for hearing (hence not reacting to own name);
on the sensory issues -- there are a ton -- other issues may be poor gross motor skills -- may walk unstably, may have a hard time avoiding obstacles, may avoid or seek swinging for long periods of time, may feel more "grounded" with feet always touching the floor, so can't sit still at a chair with feet up or on a toilet without feet touching a stool
I have a good book that talks about sensory issues that is a good introduction into children that just seem to be a bit different -- not necessarily autistic, but have Sensory Processing Disorder. It's called The Out of Sync Child by Carol Stock Kranowitz. She also wrote a companion book called The Out of Sync Child has fun, which is a workbook that teaches parents tips to practice in the home to help your child overcome the sensory issues. The good news is that if it's Sensory Processing Disorder by itself, then there are things that you can do that helps the child and makes it go away. Many kids with autism have Sensory Processing Disorder, but not every child with it has Autism. It is a good resource for a parent to read who has just begun to understood their child is a bit "different".
Wednesday, December 10, 2008
John's Services Updated
I have lots of news today and it may take more than one topic to cover all the news on John. I'll start with the IEP.
Today, we had John's IEP (Individualized Educational Plan) with the school district. It was a bittersweet moment as we learned that John no longer will qualify for services. This is a very good thing because it means that the progress John has made since May has been so overwhelming that he does not need Special Education. The school district determined through their assessments that, although John has showed developmental delays in the past, his scores in all areas of development fall within the average range. He doesn't show a need for continued service, whether it be special ed pre-school, speech, or occupational therapy.
Hopefully, the early intervention will serve as a deep enough foundation for John to integrate into regular pre-school and naturally develop alongside other children/peers. I am disappointed that occupational therapy and speech could not be continued. I learned today that to qualify for occupational therapy, he would have had to meet the requirement for special education. Then, it would be determined if it was necessary for OT. However, speech is a little bit different. It is a standalone service, meaning that if he meets certain criteria, he could qualify for speech, even if he did not for special education preschool.
Hopefully, John will continue to develop his attention so he can engage in a classroom setting without too much re-direction. As far as skill levels, he has caught up in every catergory, which I will get into in the next blog topic with regards to his latest Casa Colina evaluation. His largest problem area that his current educators see is his willingness to participate, along with his attention and engagement with little re-direction.
Today, we had John's IEP (Individualized Educational Plan) with the school district. It was a bittersweet moment as we learned that John no longer will qualify for services. This is a very good thing because it means that the progress John has made since May has been so overwhelming that he does not need Special Education. The school district determined through their assessments that, although John has showed developmental delays in the past, his scores in all areas of development fall within the average range. He doesn't show a need for continued service, whether it be special ed pre-school, speech, or occupational therapy.
Hopefully, the early intervention will serve as a deep enough foundation for John to integrate into regular pre-school and naturally develop alongside other children/peers. I am disappointed that occupational therapy and speech could not be continued. I learned today that to qualify for occupational therapy, he would have had to meet the requirement for special education. Then, it would be determined if it was necessary for OT. However, speech is a little bit different. It is a standalone service, meaning that if he meets certain criteria, he could qualify for speech, even if he did not for special education preschool.
Hopefully, John will continue to develop his attention so he can engage in a classroom setting without too much re-direction. As far as skill levels, he has caught up in every catergory, which I will get into in the next blog topic with regards to his latest Casa Colina evaluation. His largest problem area that his current educators see is his willingness to participate, along with his attention and engagement with little re-direction.
Bad Days
Wow! I can't believe how long since I've written on here. Therapy appointments, a new Facebook addiction, and the holiday season have kept me from updating this page.
I have been concentrating on John's progress and the success's we have had since beginning early intervention. ( see 2 posts below for John's progress under "Neurofeedback Testimonial" ) Today, I want to take the time to talk about the struggles we have in raising a child with Autism. Since beginning early intervention, we have had extreme highs and dramatic lows.
A few days ago John had 3 meltdowns in the afternoon. These are not temper tantrums, but emotional meltdowns. Many times with autistic children, if anything is slightly 'off', if they feel sick, or they are having trouble figuring out their emotional state, they have these meltdowns.
For John, it began at naptime the other day. It's the kind of meltdown where the tears won't stop, you can't console the child, he can get hysterical, the cries turn to screams, and there is no apparent reason why he is upset. He appears uncomfortable, constantly moving and wriggling. Holding him is almost impossible because he doesn't want to be comforted. Talking to him makes the screams get louder. Rocking him makes him irritable. Time only makes the rage worse. As a parent, you go through a wide range of emotions during the meltdown. It starts with compassion and a sense of wanting to calm him down. Frustration creeps in as the meltdown continues. As his anger builds and you try everything to calm him down, your anger builds, as you try to remind yourself that getting upset is not going to help this situation. At some point, I begin to wonder what kind of impact episodes like this has on Katie, who is laying in her bed, one bedroom away, trying to take her nap. The next emotion you feel is failure and somtimes you begin crying with him, wondering why he has to be this way.
A few days ago, the first meltdown ended 40 minutes later when he became so tired and just fell asleep. He slept for an hour, while I re-charged for round two. The second he woke up, he picked up from where he left off. This time I couldn't stick with it. I called my mom, frustrated and felt like I just didn't know what to do. I had him on the lounge chair with a blanket, with his shirt off. He ripped it off at some point and wouldn't let me put another one on. I think restraining him would have been the only way to get the shirt on, but I had no energy for that battle and decided that if he wanted his shirt off, he knew better than me on this one. He wanted to bury his head in my shoulder and cry. He kept sobbing and wanted to pinch me under the armpits. His hand kept making its way into my shirt and I kept taking it out, which infuriated him, but I wasn't going to let him hurt me. I kept thinking to myself that this kid is only 3 years old and I'm the adult. My mom stopped by and when the door opened, he stopped crying and just looked at her. She walked in and said one word and the crying continued. She offered to hold him and he screamed "mama" and wouldn't let go of me. After another 15 minutes, he fell asleep on lap while my mom and I were talking. She left and I let him sleep on me for a half an hour and then I rolled him onto the couch. He stayed there for 2 hours. He never sleeps that long in the daytime, but he wore himself out.
When he woke up, he wasn't very happy and cried a little bit more. This time I had reinforcement --- Bill had come home from work. He responds better to Bill at times --- I think John gives me the worst of it. He wouldn't eat dinner, but we had to go out. Putting him in the car and eventually stopping at McDonalds changed his mood and he slept well that night.
Episodes like this are becoming a lot less frequent. In fact, we haven't had one of these in a very long time. But, it reminds me of where we came from. As a baby and up until last year, John had these episodes almost every day at 3 or 4 o'clock. I never knew what was wrong. I blamed milk, gas, his stomach, maybe he was sick, etc., but sometimes I don't even think these kids know what is wrong. It reminds me of where we've been and although we've made tons of progress, it also reminds me of what we are dealing with. Prayer, tears, friends, family, Bill's support, and my mother are getting me through this. Now, my prayer is strength to deal with the third child that is on it's way....
I have been concentrating on John's progress and the success's we have had since beginning early intervention. ( see 2 posts below for John's progress under "Neurofeedback Testimonial" ) Today, I want to take the time to talk about the struggles we have in raising a child with Autism. Since beginning early intervention, we have had extreme highs and dramatic lows.
A few days ago John had 3 meltdowns in the afternoon. These are not temper tantrums, but emotional meltdowns. Many times with autistic children, if anything is slightly 'off', if they feel sick, or they are having trouble figuring out their emotional state, they have these meltdowns.
For John, it began at naptime the other day. It's the kind of meltdown where the tears won't stop, you can't console the child, he can get hysterical, the cries turn to screams, and there is no apparent reason why he is upset. He appears uncomfortable, constantly moving and wriggling. Holding him is almost impossible because he doesn't want to be comforted. Talking to him makes the screams get louder. Rocking him makes him irritable. Time only makes the rage worse. As a parent, you go through a wide range of emotions during the meltdown. It starts with compassion and a sense of wanting to calm him down. Frustration creeps in as the meltdown continues. As his anger builds and you try everything to calm him down, your anger builds, as you try to remind yourself that getting upset is not going to help this situation. At some point, I begin to wonder what kind of impact episodes like this has on Katie, who is laying in her bed, one bedroom away, trying to take her nap. The next emotion you feel is failure and somtimes you begin crying with him, wondering why he has to be this way.
A few days ago, the first meltdown ended 40 minutes later when he became so tired and just fell asleep. He slept for an hour, while I re-charged for round two. The second he woke up, he picked up from where he left off. This time I couldn't stick with it. I called my mom, frustrated and felt like I just didn't know what to do. I had him on the lounge chair with a blanket, with his shirt off. He ripped it off at some point and wouldn't let me put another one on. I think restraining him would have been the only way to get the shirt on, but I had no energy for that battle and decided that if he wanted his shirt off, he knew better than me on this one. He wanted to bury his head in my shoulder and cry. He kept sobbing and wanted to pinch me under the armpits. His hand kept making its way into my shirt and I kept taking it out, which infuriated him, but I wasn't going to let him hurt me. I kept thinking to myself that this kid is only 3 years old and I'm the adult. My mom stopped by and when the door opened, he stopped crying and just looked at her. She walked in and said one word and the crying continued. She offered to hold him and he screamed "mama" and wouldn't let go of me. After another 15 minutes, he fell asleep on lap while my mom and I were talking. She left and I let him sleep on me for a half an hour and then I rolled him onto the couch. He stayed there for 2 hours. He never sleeps that long in the daytime, but he wore himself out.
When he woke up, he wasn't very happy and cried a little bit more. This time I had reinforcement --- Bill had come home from work. He responds better to Bill at times --- I think John gives me the worst of it. He wouldn't eat dinner, but we had to go out. Putting him in the car and eventually stopping at McDonalds changed his mood and he slept well that night.
Episodes like this are becoming a lot less frequent. In fact, we haven't had one of these in a very long time. But, it reminds me of where we came from. As a baby and up until last year, John had these episodes almost every day at 3 or 4 o'clock. I never knew what was wrong. I blamed milk, gas, his stomach, maybe he was sick, etc., but sometimes I don't even think these kids know what is wrong. It reminds me of where we've been and although we've made tons of progress, it also reminds me of what we are dealing with. Prayer, tears, friends, family, Bill's support, and my mother are getting me through this. Now, my prayer is strength to deal with the third child that is on it's way....
Subscribe to:
Posts (Atom)