| mich teo |
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| #31 |
'Sensory input?" I have not heard of this. However, they've (teachers) have tried using visual aids to accomplish tasks and helping with transitions, but don't seem to have any progress. I'm still abit puzzled with the ADD question, I'm aware that there are different levels of ADD, however, my son can accomplish a 200+ piece puzzle no problem in 1 sitting?! Puzzling to me. That's why I thought him being able to focus on such a task with out interuption, I ruled out ADD at one time. Still, I'm confused, but I appreciate your input and welcome anymore you care to share. Thanks
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| Carie |
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| #32 |
In response to mich teo's message: The symptoms you described of your son are identical to those of my 5 year old son who was just diagnosed with High Functioning Autism. I also have always noticed a differnce between my so and his peers. He is having extreme difficulties staying on task in kindergarten and the teacher complains of how much of his time my son demands and takes away from the other children of the class. My son is also a compassionate boy and high spirited at times. However transition times are very difficult and if he doesn't feel everything is in order he will go bullistic. The doctors explained to me that the ADD or ADHD symptoms are just assumed with an autism diagnosis. After my sons evaluations were complete I was told they were considering ADHD and Aspergers or Bi-polar Disorder. At our final conference I was told he has High Functioning Autism. |
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| AC.Com |
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| #33 |
There are two books that I found helpful on the subject. They both provide strategies for children with attention difficulties or learning/ organization difficulties. The books are: The Out of Sync Child-- (strange titile, but good information) and Addressing the Challenging Behaviors of Children with High Functioning Autism/ Asperger's Syndrome. A psychologist or developmental pediatrician will have to make an offical diagnosis. However, I think the information in the books can give you instant ideas on how to address some of the issues you may be facing. |
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| mich teo |
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| #34 |
Now we are finally on our way to getting in to see the developmental pediatrician, a full evaluation through our school district and a child psych. It's all so time consuming just to get these appointments considering our crucial it is to get a conclusive diagnosis in a timely manor! There's a 6 month waiting list to get in to see the developmental ped.! However we are still struggling on a day to day basis on how to discipline/direct with love and not frustration. Thanks also for the recomendations of book titles, I will certainly look into these. Carrrie, can you share any ideas on handling transition?
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| Emily |
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| #35 |
My daughter will turn 4 this May. She was diagnosed with High Functioning Autism a year ago. She has been in special ed pre-school since then. When she was 3, she only knows about 50 terms, and she know about 500+ terms now, she also can speak in sentences now. I want her to be in a healthier environment - to be with normal kids her age. Is it a good idea to enroll her in a private preschool this fall instead of continue with the current program? I greatly appreciate any advice from you. Thank you in advance for your help. |
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| mich teo |
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| #36 |
In response to the special ed preschool vs. private, what is your purpose for considering another school? Has her current school no longer meeting her needs? Our school district provides these sorts of services for free if they qualify. Do you live in a school district that provides these sorts of services?
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| Ac.com |
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| #37 |
Mich Teo, One thing I forgot to mention was the use of visual supports for communication. They may be helpful to get your child to follow through on things and to organize things. A lot of times when we use words, even if the child understnds the words, sometimes right after the words are spoken, they cannot recall or process what was said, then they cannot complete the request. But when you pair the words with a picture or a set of written directions for the child to take in at their own pace, you sometimes see great results. I saw it first hand with a student of mine who would not hang up her coat in the morning-- for about 3 months. I kid you not, after creating the pictures of the morning routine, when we showed her "coat" she did it. I was in shock. For three months she was not listening to my words. On that day she responded to the picture. She happened to continue that positive behavior for her coat. She continued to challenge us in other ways, but that was a small but great victory. The website http://www.usevisualstrategies.com has good information on this. |
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| Emily |
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| #38 |
Hi Mich Teo, My daughter has significantly improved over the past year. I do not know
for sure if special ed is what she will need this fall. I wonder if she
would do better I put her in the regular classroom with "normal" kids. I
want to expose her to environment that have kids that are much more advanced
than her so that she can learn from. This fall, she will be in pre-K. And
public school are not for pre-K, right? Unless it's special ed classes?
Only private school provides such thing. Yes, the public school that she currently attend provides lots of help,
including ABA. However, I wonder if it is the right move to pull her out
of special ed program so that she can be in the same classroom with more
advanced kids whose she can also learn from.
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| mich teo |
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| #39 |
Emily, in our school district there is a public pre school for 3 year olds and 4 year olds that integrate the special needs children with mainstream kids together. You might want to check into what your school district has to offer. Also you may want to consider that you may not want to overwhelm her with kids that are too advanced for her and may then become too challenging and become frustrating (for her and you). That is really wonderful that your daughter is making such great strides! It sounds like the program that she's in is really benefiting her. Is she getting enough challenge? Is this why you are considering switching her to another school?
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| mich teo |
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| #40 |
Ac.com Thanks so much for sharing your advice, I'm definately going to try to keep up with all of your advice and help. Right now my son is trying a "check list" to complete tasks at school. So far so good, it's only been a few days, but seems helpful. One problem that concerns me is that consequenses are not effective. Taking priveldges away (no Leapster, videos, birthday parties, no playdatges ), time outs, cleaning.. I can't find an effective discipline with out loosing my hair!?
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| mich teo |
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| #41 |
Ac.com, I really appreciate your helpful resources, however when I checked out the website for Visual Strategies, the resources are very expensive not to mention they don't really give very descriptive summaries as to what the products are. Have you personally used these materials? If so have you found them effective? Are there other resources that I may make at home? Maybe using my own camera and making my own visual board? It sounds easy, but I'm not positive if I'm thinking of the same cue (pictures).
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| Ac.com |
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| #42 |
I have used the author of the website's 2 books about using visual strategies and I like her video series. Come to think of it the video series is expensive, I watched it through a school district, (didnt buy it myself). Her books should be a reasonable price and they changed my entire way of interacting with individuals with autism. So I really think her message of use visual supports more than verbal supports is a great one. Now regarding use of your camera and self made pictures-- you are right on target. Any visual support is a good visual support. She suggests in her trainings that you use logos, wrappers, cut out cereal boxes or baggies with the actual food items in it or photos to hel the individual to understand what you mean. So go for it and have fun. You may want to laminate the photos with clear contact paper, clear packing tape or a real laminator if you have access to one. |
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| mich teo |
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| #43 |
Ac.com
Thanks soooo much again, the idea sounds very encouraging of taking pictures of my son doing the tasks and laminating them, sounds like alot of work, but time well spent. I better get busy.
Do you have any input for discipline/consequenses?
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| Ac.com |
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| #44 |
It really depends on the appropriate behavior you are trying to encourage and the inappropriate behavior you are trying to discourage. There are a few strategies out there to help build skills and decrease inappropriate behaviors, but it is never cut and dry because the child changes, different adults respond different ways and the circumstances change. If there is a specific area you need cosequences for, maybe I could look into some resources for you. Also related to the visual supports, there is another book called: A Picture's Worth: PECS and Other Visual Communication Strategies in Autism (Topics in Autism) by Bondy and Frost and that is only about 12-15 dollars. It discusses how to use pictures for communication. |
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| Ac.com |
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| #45 |
I just re- read about the consequences not working (ex taking priviledges away). This might not be very easy, because it could be time consuming at first, but the opposite of that would be to provide reinforcers or incentives for completing a task. So he might get more incentives at regular intervals throughout the day (but only interact with theose itmes for a short while). However, this to would have to be made visual so he can see first you do this, then you get this. We actually used a peice of paper with a line down the middle and the words 'FIRST" on one side and " THEN" on the other, with a picture representing what the child would get after completing the task. It worked for some and not for others. |
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