Regarding Autism.....here is some information, links, and tips I’ve compiled for you. Autism is a really broad definition and you may find some of the information below may not pertain to your child.
**FYI, Justin is dx'd with Autism Spectrum Disorder, Verbal Dyspraxia and Sensory Integration Dysfunction.
Okay, first of all, get the book called THE OUT-OF-SYNC CHILD. You may read it and find LOTS of similarities to your child (or the child in question).
See it here:
http://www.amazon.com/exec/obidos/AS...003903-7655845
Along with the autism spectrum disorder (which is aspergers, pdd/nos[pervasive developmental disorder], autism, etc) there can also be developmental delays, and especially sensory issues (Sensory Integration Dysfunction).
Here are some links for you:
-Autism Society of America- autism info
http://www.autism-society.org/site/P...rx75shzt.app6b
-Do a search on
www.google.com and type in Autism Society of (insert your state here).
-SI Network (Sensory Integration Dysfunction aka sensory issues aka SID)
http://www.sinetwork.org/
SID by Sandra Nelson website
http://home.ptd.net/~blnelson/SIDWEBPAGE2.htm
-Developmental Verbal Dyspraxia: Info for parents
http://www.cs.amherst.edu/~djv/DVD.html
-Straight talk about verbal dyspraxia
http://www.fortunecity.com/millenniu...raxiamain.html
AUTISM:
Autism/autism spectrum disorder covers a wide range of things, from typical autism to PDD/NOS to aspergers syndrome. There are 12 things that a developmental pediatrician will look for. Your child would need to have a minimum of 6 out of 12 to be dx'd as having autism/autism spectrum disorder (ASD). In most cases, therapies stay the same as far as speech therapy, OT, PT, developmental intervention. (if your child is already receiving these services)
SENSORY INTEGRATION DYSFUNCTION:
By sensory issues it could be that the child in question has a dislike of chunky textured foods, or dislike bright lights or loud, deep bass sounds, or dislike certain fabrics to touch him/her (silk or corduroy for example). Or it could be that he/she's sensitive to things touching him/her.
My ds is considered what I call a deep pressure/rough and tumble play kid....he SEEKS hard touch.....hard back rubs, running into you, being hugged hard, wrapped tightly in a blanket and dragged on a floor, a kids pop tent full of blankets and pillows to feel nice and tight and secure....heavy clothing, backpacks and shoes, likes to spin, swing, jumps REALLY hard (on floor, off the couch, off of his bed, jumps on his bed and on a mini trampoline we got at Walmart for $20- in the fitness section)...lifts heavy stuff, is VERY strong. So there are many different aspects of sensory issues....it's either hypersensitive (doesn't like something) or hyposensitive (like my ds, LOVES and craves it, NEEDS it). These SID kids, depending on whether they are hypo or hyper in any of the categories (I can list them later if you like by looking at j's eval and tests), either need the extra stimulation or need to avoid it in order to feel *right* and able to sit and concentrate. For Justin, the special needs teacher takes him right off the bus at school and into the gym for @ 15 minutes of really all out rough and tumble play. Then they go into the classroom with the 12 other kids (some *normal* others, like Justin, not) and he's able to play nicely, concentrate, not have temper tantrums, etc.
VERBAL DYSPRAXIA (may or not apply to child in question)
With verbal dyspraxia (aka verbal apraxia, apraxia of language and so many other titles! UGH!)...I explain it as this: Dyslexia is to the written word as verbal dyspraxia is to the spoken word. It's a neurological problem that can't be cured, but with early and INTENSIVE therapy (SLP that's knowledgable and has treated many other verb dysp kids), your child can be given the tools s/he needs to overcome it....caught NOW s/he will have more success at being a normal speaker by jr high/high school.
SOCIAL SECURITY
Does your child get SSI/SSD? If not, under autism s/he may very well get it and then you may have better luck getting more services covered....even stuff like equine therapy or pool/water therapy if s/he has a fear of animals or water, or needs extra PT/OT for strength. SO COOL! We'll probably apply, but will need to find a lawyer specializing in it. It's getting harder and harder to get approved for it with autism as a dx, but our health ins won't cover the additional speech therapy Justin NEEDS for his verb dysp.....even WITH the autism dx. So we need the SSI/SSD/medicaid to cover the extra speech therapy (he gets one hour in school, but needs more intensive outside of school).
Here's a link for you about Autism and SS:
http://autism.about.com/library/week...htm?once=true&
C&P’d from:
http://www.autism-society.org/site/P...haracteristics
>>>
Common Characteristics of Autism
While understanding of autism has grown tremendously since it was first described by Dr. Leo Kanner in 1943, most of the public, including many professionals in the medical, educational, and vocational fields, are still unaware of how autism affects people and how they can effectively work with individuals with autism. Contrary to popular understanding, many children and adults with autism may make eye contact, show affection, smile and laugh, and demonstrate a variety of other emotions, although in varying degrees. Like other children, they respond to their environment in both positive and negative ways.
Autism is a spectrum disorder. The symptoms and characteristics of autism can present themselves in a wide variety of combinations, from mild to severe. Although autism is defined by a certain set of behaviors, children and adults can exhibit any combination of the behaviors in any degree of severity. Two children, both with the same diagnosis, can act very differently from one another and have varying skills.
Parents may hear different terms used to describe children within this spectrum, such as autistic-like, autistic tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or less-abled. More important than the term used is to understand that, whatever the diagnosis, children with autism can learn and function productively and show gains with appropriate education and treatment.
Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics. Some individuals mildly affected may exhibit only slight delays in language and greater challenges with social interactions. The person may have difficulty initiating and/or maintaining a conversation. Communication is often described as talking at others (for example, monologue on a favorite subject that continues despite attempts by others to interject comments).
People with autism process and respond to information in unique ways. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may also exhibit some of the following traits.
-Insistence on sameness; resistance to change
-Difficulty in expressing needs; uses gestures or pointing instead of words
-Repeating words or phrases in place of normal, responsive language
-Laughing, crying, showing distress for reasons not apparent to others
-Prefers to be alone; aloof manner
-Tantrums
-Difficulty in mixing with others
-May not want to cuddle or be cuddled
-Little or no eye contact
-Unresponsive to normal teaching methods
-Sustained odd play
-Spins objects
-Inappropriate attachments to objects
-Apparent over-sensitivity or under-sensitivity to pain
-No real fears of danger
-Noticeable physical over-activity or extreme under-activity
-Uneven gross/fine motor skills
-Not responsive to verbal cues; acts as if deaf although hearing tests in normal range.
For most of us, the integration of our senses helps us to understand what we are experiencing. For example, our senses of touch, smell and taste work together in the experience of eating a ripe peach: the feel of the peach fuzz as we pick it up, its sweet smell as we bring it to our mouth, and the juices running down our face as we take a bite. For children with autism, sensory integration problems are common. Their senses may be over-or under-active. The fuzz on the peach may actually be experienced as painful; the smell may make the child gag. Some children with autism are particularly sensitive to sound, finding even the most ordinary daily noises painful. Many professionals feel that some of the typical autism behaviors are actually a result of sensory integration difficulties.
There are many myths and misconceptions about autism. Contrary to popular belief, many autistic children do make eye contact; it just may be less or different from a non-autistic child. Many children with autism can develop good functional language and others can develop some type of communication skills, such as sign language or use of pictures. Children do not "outgrow" autism but symptoms may lessen as the child develops and receives treatment.
One of the most devastating myths about autistic children is that they cannot show affection. While sensory stimulation is processed differently in some children with autism, they can and do give affection. But it may require patience on a parent's part to accept and give love in the child's terms.<<<
--->Out of those characteristics listed, Justin could be said to follow along with these:
-Insistence on sameness; resistance to change (he sees books in one place...if I move them to say, a new bookcase, he'll put them all back to the old place! LOL)
-Difficulty in expressing needs; uses gestures or pointing instead of words (Will say "hep" and sign help frantically, but won't let me know what he needs/needs help with)
-Repeating words or phrases in place of normal, responsive language (has his own *language* for things...but does use ASL for many things, along with part of the word...JOO for juice along with the ASL sign for drink, for example)
-Laughing, crying, showing distress for reasons not apparent to others (has laughing fits out of nowhere....WIERD!)
-Prefers to be alone; aloof manner (sometimes)
-Tantrums
-Difficulty in mixing with others (inappropriate social behaviors)
-Little or no eye contact
-Unresponsive to normal teaching methods
-Sustained odd play (such as will turn over a tricycle to spin the pedals/wheels, but won't RIDE the bike)
-Apparent under-sensitivity to pain (seeks hard touch, rough and tumble play...deep pressure kid!)
-No real fears of danger
-Not responsive to verbal cues; acts as if deaf although hearing tests in normal range. (since birth he’s been like this, and both hearing tests he’s taken are w/in the normal range of hearing.)
And many others not even listed here. But realize, that MANY things considered autistic, are sensory issues...they go hand in hand many times.
FWIW, this is my
ds’s eval from the local UK Developmental and behavioral peds clinic that he had done last month.......(I spoke to Dr. Mason yesterday, and there will be several changes in wording as either they were WRONG or worded a bit, er, not really well)
>>> University of Kentucy
College of Medicine
Department of Pediatrics
Infant-Toddler Evaluation Center
1030 South Broadway Street
Suite 6
Lexington, KY 40504
Tel: (859)257-1958
FAX: (859)323-1004
Name: Justin Wheeler
DOB: 6-3-99
UKMC#
(removed for security of my ds’ records)
DOE: 9/4/02 (date of exam)
Age: 3 years, 2 months
Reason for referral: Justin was brought in for evaluation by his mother because his physician wanted further evaluation for ongoing sensory integration and speech issues, as well as behavioral issues.
HISTORY:
The following information was obtained through an interview with Justin’s mother, Stacy Wheeler, a review of available records, informal observations, and physical examination.
History of Present Illness: Justin’s parents became concerned about his speech when he was two years old and was only saying single words. He was referred to First steps, where he received speech-language therapy, occupational therapy, and developmental intervention. There have been concerns throughout that he had poor eye contact, was not interested in peers except for rough, active play, and had difficulty with transitions. He was reevaluated for his transition to the public school preschool setting, and considerable delays were noted in communication, motor skills, and social competence. Mrs. Wheeler is specifically concerned about whether Justin has autism, although she notes that he is very different from the child who has been diagnosed with autism whom she baby-sits.
Pregnancy History: Justin was born to a 26-year-old mother. This was his mother’s first pregnancy and it was planned. Mrs. Wheeler had prenatal care and gained 80 pounds during the pregnancy. She reports that fetal activity was normal, and routine sonograms during the pregnancy were also normal. Mrs. Wheeler had gestational diabetes during the pregnancy, and she experienced pre-term labor beginning at 4 months gestation, for which she took Terbutaline. Her membranes ruptured one month before her due date. Mrs. Wheeler denies any alcohol, tobacco, or illicit drug use during pregnancy.
Birth History: Justin was born at 36 weeks gestation. Labor lasted less than four hours, and Justin was delivered by cesarean section because of breech presentation. His birth weight was six pounds, 12 ounces. After delivery he was tachypneic and spent five days in the Neonatal Intensive Care Unit (NICU). He was in an oxygen hood for two or three days, and he was treated with antibiotics for an unidentified infection. Justin’s neonatal course was also significant for jaundice, which his mother feels was related to breast-feeding.
(*this was a part I thought needed to be reworded, but it’s a known fact that bfing can inhibit biliruben from leaving the body as fast as ff babes). He continued to breast-feed, and his mother put him in the sun by the window. Jaundice was resolved within two weeks.
Past medical History: Justin has had no hospitalizations. He was sedated for 10 cavity fillings but has had no other surgeries. He has had no
(*another change will be made here..he went to all well baby checkups until 2 y/o, then only as needed..I’ve records to prove it) regular healthcare maintenance appointments, only going to the physician when he is ill. Justin has had frequent otitis media and possibly had lead exposure as an infant, which was never followed up. his immunizations are up-to-date. He has no allergies to medications; however he is allergic to latex and vinyl. He takes Poly-Visol vitamins. In the past, he has been on Nalex (guanfenesin and pseudoephredrine) and antiobiotics for ear infections.
(*new allergies found: Ibuprofen [motrin/advil] & Zithyromax)
Review of Systems: Non-contributory.
DEVELOPMENTAL HISTORY: Justin’s parents first became concerned about him when he was about 24 months old and saying only single words, mostly limited to appropriate use of “mama” and “dada.”
Gross Motor: Justin sat supported at four months and walked alone at nine to ten months. He does not yet pedal a tricycle.
Fine Motor: Justin developed a pincer grasp by 12 months and was right-handed by two years.
Speech/Language: Justin had a social smile at four months and first used “mama” and “dada’ inappropriately at 12 months. He is currently receiving speech therapy and has been receiving this service for about one year. He has been previously diagnosed with verbal dyspraxia.
Adaptive: Justin has problems with gagging easily, and he dislikes mushy or soft textured foods. He has no problems with vomiting or drooling. He fed himself with his fingers by 10 months. He will use a spoon for cereal, but generally does not eat foods requiring a spoon, as these are usually mushy or soft. He uses a fork and drinks out of a sippy cup. Justin undresses himself and assists with dressing, and he sometimes puts clothes on backwards or inappropriately if left to do it by himself. Justin wears underwear during the day and pull-ups at night; however, he still has some difficulty with bowel movements in the toilet.
PREVIOUS EVALUATIONS: Justin has been evaluated as part of the First Steps program, and he received occupational therapy, speech therapy, and developmental intervention. He has just recently aged out of the First Steps program.
Justin had an educational assessment when he was 27 months old. Along with parent interview, he was assessed using the Early Intervention Developmental Profile (EIDP) and the Assessment, Evaluation, and Programming System (AEPS) for Infants and Children. In cognitive domain, he was functioning at the 24-month level, and in the social-emotional domain, he was functioning at the 23-month level, with scattered skills to the 27-month level. The examiner noted that “While Justin is close to age level with cognitive and social skills, his difficulties with sensory processing often lead to inappropriate social behaviors.” He was recommended to receive educational services in the classroom. At the same time, he had a speech-language evaluation using the Rosetti Infant-Toddler Language Scale (Rosetti). He demonstrated mastery of skills in the Interaction-Attachment domain at the 0-to-3-month level, with a range of skills up to 18 months; mastery of Pragmatics at the 6-to9-month level, with a range of skills up to 21 months; mastery of Gesture at the 12-to-15-month level, with a range of skills up to 27 months; mastery of Play at the 12-to-15-month level, with a range of skills up to 30 months; mastery of Language Comprehension at the 0-to-3-month level, with a range of skills up to 21 months; and mastery of Language Expression at the 0-to-3-month level, with a range of skills of up to 21 months. He was recommended for speech-language therapy.
Justin had a speech-language evaluation when he was 30 months old. On the Rosetti, he demonstrated mastery of interaction and attachment skills and pragmatic skills at that 9-to-12-month level; mastery of gesture at the 12-to-15-month level; mastery of play skills at the 15-to-18-month level; mastery of language comprehension at the 3-to-6-month level; and mastery of language expression at the 6-to-9-month level. He was suspected to have developmental verbal dyspraxia, but final diagnosis was deferred pending more observation. It was recommended that he have speech therapy.
When he was 34 months old, he was evaluated for assistive technology as part of his transition to the public preschool. The team recommended supplementation of speech with picture symbol communication, use of communication and literacy boards, a voice output device, and the use of a single-switch instructional software as specially designed instruction.
The Jessamine County School System evaluated his speech and language and need for occupational therapy when he was 35 months old. On the Preschool Language Scale, edition not indicated (PLS), he achieved a standard score of 57 in Auditory Comprehension, of 65 in Expressive Communication, and of 57 in Total Language. He demonstrated severe language disorder characterized by a limited expressive and receptive vocabulary and difficulty following directions. The examiner noted that he produced a variety of consonant and vowel sound spontaneously in words, but he had difficulty imitating speech sounds in isolation and imitating oral-motor movements. He had decreased eye contact and made no attempt at greeting. On the Infant/Toddler Sensory Profile (ITSP), his scores in the areas of vestibular processing, auditory processing, visual processing, tactile processing and oral sensory processing were in the Performance at Risk range. On the Peabody Developmental Motor scales (Peabody), he achieved a standard score of 9 in Grasping and 6 in Visual-Motor Integration, with a Fine Motor Quotient of 85. On the Vineland Adaptive Behavior Scales (Vineland), Justin demonstrated Communications skills in the low range, Daily Living skills in the moderately low range, Socialization skills in the moderately low range and Motor skills in the average range. Overall, his Adaptive Behavior Composite was in the moderately low range. On the Behavioral Assessment System of Children -Parent Rating Scales (BASC-PRS0, Mrs. Wheeler endorsed behaviors which indicated that Justin’s behaviors were within the Average range in the areas of externalizing problems, internalizing problems, atypicality, withdrawal, and attention. Recommendations included speech-language services, a focus in his instructional program on improving his toileting and self-care skills, encouraging interactions with adults and peers, instruction on appropriate behaviors for expressing wants and needs, and the minimizing of distractions in the classroom.
EDUCATIONAL HISTORY: Justin is currently enrolled in the Jessamine Early Learning Village. His class has both developmentally appropriate and special needs children. There are 13 children in the classroom, ranging in age from three to four years. He receives specially designed instruction under the classification of Developmental Delay, and he receives 30 minutes per week of occupational therapy for sensory processing, 60 minutes per week of speech-language therapy for expressive and receptive language delays, and 30 minutes per week of Assistive Technology for consultation for implementation of assistive technology.
When he was two, Justin attended the Child Developmental Centers of the Bluegrass (CDCB) two days a week. He received occupational therapy, speech-language therapy, and developmental intervention.
BEHAVIORAL HISTORY: Justin enjoys playing with trains and especially likes watching the wheels go around on them. He also enjoys watching the wheels on his tricycle spin around when it is turned over. In general, he does okay with new people, although he does not like men with beards.
(*will be changed to read “does not like men without beards). He looks in the direction in which people are pointing things out to him, and he points things out to other people. He averts his gaze about 75-percent of the time, according to Mrs. Wheeler. She sometimes has to make him look at her. He leads adults to a desired object or area of the room. He has no stranger anxiety, and he is not clingy in non-stress situations. He does not play pretend, but he imitates movies, such as “Jimmy Neutron,” which is his current favorite. He does not show social reciprocity, although he will sometimes play roughly with other children. He does not share toys. He is not completely inflexibly and rigid, but he has trouble with transitions, and his parents make accommodations for him when they go on trips or change routines. These accommodations include having a movie in their van, so that he can watch his favorite show as they travel. Justin has temper tantrums if his mother takes him away from a preferred activity. He does not have a short attention span if he does some rough and tumble play first, as he does at school, or if he is doing something he likes. He is occasionally hyperactive. Justin has problems sleeping and he wakes up several times a night. His parents lock him in his room at night, because otherwise he goes through the house and gets into things.
(*will be changed to read something like “Justin has to be locked into his bedroom at night for safety reasons, he awakens several times per night and would wander around the home and get into things.”) He does not bang his head or rock, but he grinds his teeth when he is awake. He comforts himself while watching television by twisting a lock of his hair and drinking from a sippy cup. He wears a weighted vest at school, carries a heavy backpack, and wears heavy shoes to help with his sensory integration issues. These things also help him with making transitions smoothly.
FAMILY HISTORY: There is a family history of thyroid problems in the mother, which required part of her thyroid to be removed; or ureteral reflux in the mother as a child, which resolved at 12 years; and of clubbed feet in the maternal grandmother. There is no family history of mental retardation, learning disabilities, attention problems, or seizures.
SOCIAL HISTORY: Justin lives with married parents. Justin’s mother is now 30 years old and has thyroid problems. She completed some college and is not employed outside the home. During the day, she baby-sits a child who is autistic. Justin’s father is in good health. He completed some college and works for the Lexington Herald-Leader while he finishes his college education. Both parents were in the military in the past. Justin has no siblings.
PHYSICAL EXAMINATION:
Measurements: Height: 40 inches (75th percentile)
Weight: 40 pounds (95th percentile)
Head Circumference: Not obtained.
Temperature: 96.4 degrees F
Blood Pressure: 94/61
Heart rate; 119 BPM
General: Justin is a well-developed, well-nourished boy. He was in a stroller and strapped in with a waist band, as this is his position of comfort. He did not make eye contact with the examiners as they entered the room or when they spoke to him. Justin was cooperative with the exam as appropriate for his age; however, he was difficult to engage in any conversation.
Head: Normocephalic, atraumatic.
Eyes: Normally formed and set. Sclera white. Pupils equally round and reactive to light and accommodation.
Ears: Normally formed and set. Tympanic membranes gray and mobile bilaterally.
Nose: No erythema or exudate.
Throat: Normal palate. Mucous membranes moist. No erythema or exudate.
Neck: Supple, with full range of motion.
Chest: Symmetric expansion with good air movement. Clear to auscultation bilaterally. No wheezes or rales.
Heart: Quiet precordium. Regular rate and rhythm. Normal S1 and S2. No murmurs. pulses equal in right radial and right inguinal areas.
Back: Non-tender and without obvious asymmetry.
Abdomen: Soft, non-tender, and non-distended. Normoactive bowel sounds. No hepatosplenomegaly or masses.
Extremities: Pink and warm, with brisk capillary refill. No cyanosis or clubbing.
Skin/Hair: No lesions.
NEUROLOGICAL EXAMINATION:
Cranial Nerves: Fundi not assessed. Pupils equally round and reactive to light and accommodation. Extraocular movements intact. Strong jaw clench. Intact corneal reflex. Symmetric facies with symmetric sensation. Intact gag. Strong, symmetric shrug. Tongue midline when protruded.
Cerebellar: No ataxia, nystagmus or tremor.
Deep Tendon Reflexes: 2+ bilaterally in the biceps, triceps, brachioradailis, knee and ankle. No clonus.
Pathologic Reflexes: None.
Motor: Normal in mass, strength and tone. No abnormal movements. Age-appropriate abilities.
DIAGNOSTIC IMPRESSIONS:
1. Autism Spectrum disorder.
2. Sensory Issues.
3. Previous diagnosis of verbal dyspraxia.
PLAN:
1. Justin would benefit from continuing in a structured preschool, such as the Jessamine Early Learning Village.
2. Justin would benefit from continuing occupational therapy.
3. Justin would benefit from continuing speech therapy. He would benefit from frequent, intensive speech therapy, since verbal apraxia involves intensive therapy for treatment. If he attends therapy outside of the preschool setting, his outside therapist and his in-school therapist should be in close contact to insure that therapy is consistent and coordinated.
(*will be rewritten to be stronger wording about having additional out of school setting intensive speech therapy for verbal dyspraxia, and it being STRONGLY recommended!)
4. Justin should return to the clinic in one year.
Karen J. Mason, M.D.
Assistant Professor
Developmental-Behavioral Pediatrics
Laura Whitney, M.D.
Intern
Pediatrics<<<
PLEASE NOTE
Regarding this portion, " His parents lock him in his room at night, because otherwise he goes through the house and gets into things."
I already feel pretty crappy about having to do it, but I assure you it is for safety reasons. I sleep downstairs on the couch so I can hear every movement from him upstairs....if he's awake and jumping on the bed, crying, knocking on the door, fallen out of bed, etc. My ds is very explorative and no baby gate or unlocked door will stop him anymore. He's very strong and can move furniture. In other words, he knows how to stack stuff to get over a baby gate, and he's strong enough to knock them over....which could result in a serious injury. His bedroom is upstairs and there is no other way to keep him safe. Co-sleeping with Justin, who routinely wakes several times a night, doesn't work...he sees me and thinks its play time, no matter how hard I try to cuddle him back to sleep. And not only that, but I don't sleep. So nothing else we've tried works. I just don't want anyone to think I'm a cruel kid cuz I have to lock him in his bedroom at night.
So by reading that you get the idea of what evals Sarah may (or may already have) go through, what they’re looking for, etc.
Okay, now for some fun sensory and developmental play suggestions:
Oral motor: blowing whistles, kazoos, recorders; blowing bubbles; blowing a leaf across the water. Teething toy for oral motor stimulation. Vibrating toy to help desensitize the mouth (for kids with the NEED for extra stimulation, or kids with extra-sensitive mouths)
Tactile play & fine motor movement: Shaving cream on a mirror and combs, plastic knives and spoons to move it all around. Or put shaving cream in a bucket and “hide” things in it....little rocks, counting bears, toys, etc. Markers on a mirror (the wipe off or washable kind of markers). Using a storage container, big pot or bucket, put in beans, rice, sand.....”hide” things in it and let kiddo dig in there and find them. Use shovels to dig, buckets and cups to pour...esp while holding one cup in one hand and pouring contents of one cup (in the other hand) into the first cup. Encourage them to bury things and then find them. Coloring on a magnadoodle, using magnets, etc for misc shapes. Finger painting, water color painting, coloring with pastels, colored pencils, markers, pens, crayons; cutting (Fiskars has a product that you squeeze the scissors, but they pop back open....my ds needs those as he has trouble with the opening them up part).....using glue sticks to make a collage of the paper/foam pieces they’ve cut. Building towers or rows of blocks. Connecting legos. Holding a book and turning pages individually (block books work best at first, then move to regular paper books). Helping mommy sort the clothing (socks in one pile, etc)...or matching socks (color/pattern recognition); setting the table (using large oak tag or construction paper, draw the places for a cup, plate/bowl, spoon, fork, knife and napkin....then use clear contact paper and make as many as there are people in your home....now your child knows what piece of tableware goes where!)
Gross motor movement/play: Swinging, climbing up the stairs or onto and off of the couch or chair. Make an obstacle course....drape a large sheet over your kitchen/dining room table so it’s a “tent”...stack some cushions on the floor, put a few books in a row.....you’ve got yourself an obstacle course! Start by stepping ONLY on the books step by step, climbing over the stack of cushions, then getting down on hands and knees to crawl under the table to the finish line! SO fun!
The blanket drag.....have your kiddo lay down in the center of a large blanket that is spread out on the floor. Then grasp one end of the blanket and drag your kiddo around a carpeted (SOFT!) area.
***There are lots of tricks for lots of things***
-taking digicam pics of items in your home and putting them into a 3-ring binder (like those photo albums with the plastic sleeves to slide pics into)....and then you can put pics of say, a gallon of milk with a glass/cup next to it....if your child wanted that and couldn’t sign or say it, he/she could open the book and find the picture.....thus meaningful expressive communication! You can use this concept to “label” where things go....such as taking a pic of books and putting the pic on the bookshelf, or taking a picture of blocks and using clear tape to secure it to the outside of the storage container. This will help the child identify what goes where, meaning, hopefully, less frustration and confusion for the child!
-when the child eats (esp if they have food/eating issues) make a note of what the colors and textures of the foods are that they aren’t liking. There may be a connection! (don’t like green/yellow foods, or gritty foods, etc). Try making pictures with food....two peanutbutter crackers for eyes, raisins for mouth, pepper slice for ears, etc. Be creative or better yet, let your CHILD be creative! Getting your child involved in ANY part of the food-making process (stirring, helping to spread the pb on a piece of bread, etc) may help them see the foods and work with them, and may help them decide to try them or eat them!
-Put on some music....try different kinds from bluegrass to classical to ska or rap! Whatever gets your kiddo moving! Then dance yourselves silly!
No matter what, you need to figure out what your child’s sensitivities or needs lie. (such as are they sensitive to certain sounds or seek bright lights?) and then work around them....filling their needs and helping them cope with their sensitivities (sensitive to sounds? How about a pair of fluffy ear muffs to help muffle the sound?). Each child and family are different and you need to find and do what works for your child and family.
I hope that this has helped someone and I’ll be adding more ideas as I think of them.
PLEASE, if you have info to share, links, book suggestions, support group recommendations, etc, PLEASE DO! The more information out there for each other, the better off we all will be! (er, our KIDS will be!)
Autism, Sensory Integration Dysfunction and Verbal Dyspraxia-LOTS of info and links!!
