Thursday, May 30, 2013
Katie talks about Autism
I was very fortunate to turn on the television this afternoon just in time to record/catch Katie Couric's talk show. Today's topic was "Living with Autism: Amazing Acts of Love." She has some good interviews with teen and adult individuals on the Autism Spectrum, including Dr. Temple Grandin. Check out the link for information and clips from the show.
Wednesday, May 29, 2013
Communication Book
After Bradley was assessed and diagnosed by our school district at age 3, he began working with his new speech therapist, Clint. As a parent seeking information about how to help my child, Mr. Clint has ALWAYS been wonderful with giving me suggestions on how to work with Bradley at home. One of the first things he suggested was to create a communication book that would allow Bradley to use pictures to express desires and needs. Because Bradley had an "expressive speech delay," he had difficulty verbally expressing his desires and needs, but could understand information that was communicated to him (receptive speech).
I spent many, many hours creating these sheets and we found them to be very helpful. Today Bradley continues to enjoy looking at these pictures, but now he names and discusses them, rather than pointing to the pictures. I have included the pages below to give you an idea of the contents, organization, and format of the book. If you would like these documents, email me at jodie_hutchinson@hotmail.com and I'll send them to you as a powerpoint you can edit. All of the illustrated pictures and pictures of name-brand products (Gatorade, Gold Fish Crackers, etc.) were found within a Google Image search or within Microsoft PowerPoint clip art. I incorporated photographs of Bradley's bed and train table to personalize the book. I suggest doing the same for your child to make reviewing and utilizing the communication book fun for them. I had another page that included our personal vehicles, our home, and my mother-in-law's home, but have not included that within these attachments for privacy reasons.
I suggest parents consult with their child's speech pathologist on how they suggest using and setting up a communication booklet. We used it daily to establish routine, offer "limited" choices, model speech, and expand language. Bradley's daycare at the time also created their own communication book and personalized the pictures to reflect his classroom and the specific daycare environment. They laminated the pictures, punched a hole in the top left corner, and bound them with a ring to allow for a portable communication book. I hope this is helpful and fun for the whole family!
I spent many, many hours creating these sheets and we found them to be very helpful. Today Bradley continues to enjoy looking at these pictures, but now he names and discusses them, rather than pointing to the pictures. I have included the pages below to give you an idea of the contents, organization, and format of the book. If you would like these documents, email me at jodie_hutchinson@hotmail.com and I'll send them to you as a powerpoint you can edit. All of the illustrated pictures and pictures of name-brand products (Gatorade, Gold Fish Crackers, etc.) were found within a Google Image search or within Microsoft PowerPoint clip art. I incorporated photographs of Bradley's bed and train table to personalize the book. I suggest doing the same for your child to make reviewing and utilizing the communication book fun for them. I had another page that included our personal vehicles, our home, and my mother-in-law's home, but have not included that within these attachments for privacy reasons.
I suggest parents consult with their child's speech pathologist on how they suggest using and setting up a communication booklet. We used it daily to establish routine, offer "limited" choices, model speech, and expand language. Bradley's daycare at the time also created their own communication book and personalized the pictures to reflect his classroom and the specific daycare environment. They laminated the pictures, punched a hole in the top left corner, and bound them with a ring to allow for a portable communication book. I hope this is helpful and fun for the whole family!
Monday, May 27, 2013
An Encouraging Weekend
I had the pleasure to spend some time with my dear cousin, Kristin, this weekend. Kristin and I are close in age and I always enjoyed spending time with her as a kid when I would visit my dad, who lived about 2 hours away. Today we're both married, working moms who have experienced our own personal challenges and blessings in life, yet remain connected as best we can. We probably get to see each other (and each other's kids) about 3-4 times a year because of work, weekend scheduling issues, and the many activities our kids are involved in. Prior to Memorial Day Weekend, I saw Kristin and her kids around Thanksgiving/ Christmas time, so about 5-6 months have passed since we've had time together.
As always, Kristin and I had a great time catching up about our lives. What was extra special about our visit was that Kristin told me how much improvement she noticed in Bradley's speech, interaction, and behavior. I know Bradley is making progress and thank God daily for the blessing of progress and one more day with Bradley. But I have to admit... It is incredibly encouraging to have others share their observations of progress with you. Parents of autistic children will tell you that we all have good days, great days, not so great days, and pretty bad days. Sometimes we perceive our children as progressing, plateauing, and unfortunately at times regressing. Hearing others' observation of progress, improvement, and growth in your child gives you the energy, motivation, and patience for those not so good days.
Kristin told me she could understand everything Bradley was saying- audible/understandable speech has really never been at 100% for people outside of my husband and me. This was super exciting for me to hear!
Kristin has an indoor dog- a rather large and energetic indoor dog that really likes kids and is quite playful with Kristin's 2 year old son. Bradley really, REALLY doesn't like strange dogs. Once Brad is around a dog for a few minutes he usually is less upset, but stays pretty hyper-vigilant about the dog's whereabouts and clearly exhibits anxiety when he's around the dog or even anticipating being near the dog. So the large indoor dog freaked Bradley out a little, but by the end of the day Kristin talked Brad in to walking the dog and holding the leash as we went for a walk around the neighborhood. That was great! That IS a big deal!!!
Bradley usually associative plays (may play around other kids, but doesn't completely interact with them), but for some activities he cooperatively played with his 7 year old cousin, Jaxson. Brad and Jax played with Nerf guns (plastic guns with foam "bullets") together by taking turns shooting each other, which was super fun to watch! At night Kristin caught the two boys laying on one of the kid's bed, watching a movie together. It was super sweet!
I am so thankful for weekends like these filled with family, great times, and reassurance that I'm helping Bradley become the best Bradley he can be.
Friday, May 24, 2013
Momma Bear
I saw this on Facebook today :) I often call myself (well a side of me anyway) "Momma Bear." I think all Moms have that instinct to protect their kids, but when your child has challenges it seems like that protective, defensive, assertive Momma Bear-ness is even stronger. Over the last few years I have tried to be slower to react, while still listening to that fierce and loving instinct I have for my awesome children. However, I'm still proud to say that I'm a Momma Bear at heart :)
Monday, May 20, 2013
Speech Progress over 2.5 years
I am looking through old video files on my computer and am amazed at how far Bradley has come with his speech! Bradley has had an amazing speech therapist named Clint and I have worked with Bradley a BUNCH. However, I know that the continued improvement I see in Bradley is because of the mighty hand of God. My God has used Clint, me, and many others to strengthen Bradley's speech. When progress is slow, it's difficult to remember how far you've come. These three short clips show undeniable progress. God is SO good!!!
The first video is of Bradley in Walmart at age 2 years, 6 months. I kept hearing him say something as he was looking up toward the ceiling. I finally figured it out and had to document what I knew was such a smart observation by my little cutie (a triangle). I asked him a few times what he said before I filmed him, so I was lucky to get him to answer me once. After that he wanted to talk about Thomas and then check out my phone to see what I was filming.
The next video is age 3 years, 9 months. It was New Years Eve, 2011 (about to become New Years Day 2012) and Bradley and I were recording a message for my cousin Rachel and sister Jordan. You can't see much of us because we were outside, roasting marshmallows, but you can clearly hear Bradley's speech improvement :)
The 3rd video is Bradley at age 5 years, 0 months explaining why we celebrate Easter ("Jesus died [on the cross] and rose from the grave). My son loves the Lord and I am so proud of his desire to go to church and his love for Jesus. When the sun beams down to earth through the clouds Bradley excitedly draws my attention to it and reminds me that it's Jesus shining down on us. God is GREAT!
The first video is of Bradley in Walmart at age 2 years, 6 months. I kept hearing him say something as he was looking up toward the ceiling. I finally figured it out and had to document what I knew was such a smart observation by my little cutie (a triangle). I asked him a few times what he said before I filmed him, so I was lucky to get him to answer me once. After that he wanted to talk about Thomas and then check out my phone to see what I was filming.
The next video is age 3 years, 9 months. It was New Years Eve, 2011 (about to become New Years Day 2012) and Bradley and I were recording a message for my cousin Rachel and sister Jordan. You can't see much of us because we were outside, roasting marshmallows, but you can clearly hear Bradley's speech improvement :)
The 3rd video is Bradley at age 5 years, 0 months explaining why we celebrate Easter ("Jesus died [on the cross] and rose from the grave). My son loves the Lord and I am so proud of his desire to go to church and his love for Jesus. When the sun beams down to earth through the clouds Bradley excitedly draws my attention to it and reminds me that it's Jesus shining down on us. God is GREAT!
What does autism feel like?
This link offers a glimpse into the sensory experiences of someone with autism. Not everyone with autism might experience the same symptoms or to the same degree, but this is a great way to try to understand what individuals with autism experience every day. Please take the time to visit Carly's Cafe and listen to her story. I highly recommend exploring the site, viewing the film version, and clicking on the "Carlysvoice.com" link to understand the cafe experience through Carly's perspective.
I am incredibly thankful for Carly's story, because it helps me understand Bradley's anxiety, distraction, and absorption in a more real way. I pray that this will help you understand my son and others with autism better. Their experience of our world is more different than you realize.
I am incredibly thankful for Carly's story, because it helps me understand Bradley's anxiety, distraction, and absorption in a more real way. I pray that this will help you understand my son and others with autism better. Their experience of our world is more different than you realize.
Wednesday, May 1, 2013
My First ARD
Bradley's 3 year ARD (Admission Review & Dismissal- aka super, big important meeting about your child) was nearly two hours of identified challenges I was aware of, assessment review, identified challenges I disagreed with, diagnostic criteria, identified challenges I had no idea about, paperwork with acronyms I didn't understand, identified challenges that seemed silly to worry about, Momma Bear protection, identified challenges that broke my heart to hear, tears sliding down my face, and a few more identified challenges- just in case the first hour's worth of challenges wasn't enough. Am I overreacting? Was the ARD really that bad? My clinician mind says, "It probably wasn't that bad." My Mommy heart says "It was ABSOLUTELY that bad!"
5. Most importantly- Seek comfort, confidence, and peace from God. Know that He is in charge. God is sovereign and has a perfect plan for all of His children (including you and your family). Feeling anxious or worried? Check out Philippians 4:6-7 and 1 Peter 5:6-7. These are my favorite scriptures about worry and what God desires us to do about our stress and worry. Pray for your child- that God will let their strengths shine and give them courage and confidence to work on the challenges they may have. Pray for yourself and your spouse/partner parent- that God will help you be the parent He desires you to be for your child and that your child needs you to be. Pray for your assessment and treatment team- that they may recognize your child's true needs and have the wisdom and patience to implement treatment to the best of their ability. Pray for your child's teachers- that they will have the love and patience to help your child achieve their learning goals and grow in their abilities. And pray for those who don't understand your child and other children with autism- that God will fill you with His love and wisdom to teach others to be accepting and understanding of differences in your child and other children.
I recently attended a training conference on "High Functioning Autism" and the presenter, Timothy Kowalski, MA, CCC-SLP, who specializes in treating individuals on the ASD spectrum described a common reaction parents have when given the news of their child's ASD diagnosis. I'm paraphrasing him, but he said something to the effect of, "The moment parents hear the clinician tell them their child has autism, they don't hear anything else discussed in that meeting. At that point the parent is freaking out thinking that their child is 'Rain Man'." The other parents in the training and I chuckled and nodded our heads because we remembered that moment. Tim Kowalski was a fantastic presenter and offered invaluable feedback. Needless to say, I bought all 4 of his books that day!
Clinicians- The assessment team can be incredibly professional, informative, thorough, empathetic, and kind, but the parent (even the toughest Momma Bears) cannot predict how they will feel and/or react when the diagnosis is said aloud in the ARD. It's a shock, a sting that only parents know. See my post about "Stages of Diagnosis" for more commentary and information about common reactions parents may experience. My clinician friend, Monica, shared a great comment on a previous post, "We (I) make sure to review two strengths for every weakness I state. I make sure to tell the parent that their child is still the same child but just needs supports and interventions. I make sure to tell them that future potential cannot be determined. We also tell them that this does not mean their child will not learn. We have kleenex boxes ready and we offer them breaks."
Clinicians- this is what I needed as a parent in my first ARD
1. Positives with the negatives. The parents know the child better than you. If you present only negatives, you may discourage the parent more than you realize. I understand the importance of being honest and realistic with parents about diagnoses and goals, but let the parents know that their child is awesome too.
2. Reminders that although the future is uncertain, it is certainly not bleak with a great treatment team like yourselves in our child's corner. Tell the parent that they can help their child too and promise to teach them ways they can help (then do that).
3. Kleenexes and bathroom breaks for goodness sake!
4. An explanation that diagnosis means treatment. Tell the parents that this diagnosis is not necessarily a life time diagnosis and it isn't something that will inhibit their child's development. Instead- the diagnosis will allow treatment, potentially state funding for assistance with this treatment, reassessment of the diagnosis, and a plan for the child's future.
5. Make certain that the parent understands their child's diagnosis/diagnoses. Help them understand the range of severity of symptoms. Explain the autism spectrum to them in lay terms. "If you know one child with autism, you know one child with autism." I love that quotation. Autism is such an individualized disorder that parent needs to be told in more professional terms that their child is NOT Rain Man.
Parents- this is what you need to know from the clinical standpoint
1. Your child was evaluated because someone cares- You, the school, the teachers, etc. The evaluation is done to help the child. In order for your child to receive help- they will need documented proof they need help (aka a diagnosis).
2. The assessment team does not know your child like you do. Your child probably didn't exhibit all of their strengths during the assessment process. A stranger is asking them to do strange things after all... Please don't feel defeated when hearing the identified challenges. Your child is awesome! You know that and you see it- a diagnosis does not take away from the great things you know about and see everyday
3. Parents have the right to disagree. You know your child best. You care about your child the most. But I urge you to pause before making any hasty decisions about denying help or refusing to sign anything. ARDs are intense. You will need some time to think things over. Take notes during the ARD. Ask questions during the ARD. Express your opinion and concerns during the ARD. If you aren't comfortable with the recommendations and don't know what to do about it, ask for some time to think about it. Better yet, try to get information before the ARD so you can prepare yourself for the emotions you'll be feeling and the questions/concerns you'll have.
4. Request a pre-ARD meeting with whoever you think you'll need more information from. You were likely a part of the assessment process. If the LSSP interviewed you, ask to have a brief meeting addressing his/her clinical findings. Even if they have not completed their report, they should be willing to explain their findings and diagnoses.
Check out Mr. Tim's website: http://www.socialpragmatics.com/
Clinicians- The assessment team can be incredibly professional, informative, thorough, empathetic, and kind, but the parent (even the toughest Momma Bears) cannot predict how they will feel and/or react when the diagnosis is said aloud in the ARD. It's a shock, a sting that only parents know. See my post about "Stages of Diagnosis" for more commentary and information about common reactions parents may experience. My clinician friend, Monica, shared a great comment on a previous post, "We (I) make sure to review two strengths for every weakness I state. I make sure to tell the parent that their child is still the same child but just needs supports and interventions. I make sure to tell them that future potential cannot be determined. We also tell them that this does not mean their child will not learn. We have kleenex boxes ready and we offer them breaks."
Clinicians- this is what I needed as a parent in my first ARD
1. Positives with the negatives. The parents know the child better than you. If you present only negatives, you may discourage the parent more than you realize. I understand the importance of being honest and realistic with parents about diagnoses and goals, but let the parents know that their child is awesome too.
2. Reminders that although the future is uncertain, it is certainly not bleak with a great treatment team like yourselves in our child's corner. Tell the parent that they can help their child too and promise to teach them ways they can help (then do that).
3. Kleenexes and bathroom breaks for goodness sake!
4. An explanation that diagnosis means treatment. Tell the parents that this diagnosis is not necessarily a life time diagnosis and it isn't something that will inhibit their child's development. Instead- the diagnosis will allow treatment, potentially state funding for assistance with this treatment, reassessment of the diagnosis, and a plan for the child's future.
5. Make certain that the parent understands their child's diagnosis/diagnoses. Help them understand the range of severity of symptoms. Explain the autism spectrum to them in lay terms. "If you know one child with autism, you know one child with autism." I love that quotation. Autism is such an individualized disorder that parent needs to be told in more professional terms that their child is NOT Rain Man.
Parents- this is what you need to know from the clinical standpoint
1. Your child was evaluated because someone cares- You, the school, the teachers, etc. The evaluation is done to help the child. In order for your child to receive help- they will need documented proof they need help (aka a diagnosis).
2. The assessment team does not know your child like you do. Your child probably didn't exhibit all of their strengths during the assessment process. A stranger is asking them to do strange things after all... Please don't feel defeated when hearing the identified challenges. Your child is awesome! You know that and you see it- a diagnosis does not take away from the great things you know about and see everyday
3. Parents have the right to disagree. You know your child best. You care about your child the most. But I urge you to pause before making any hasty decisions about denying help or refusing to sign anything. ARDs are intense. You will need some time to think things over. Take notes during the ARD. Ask questions during the ARD. Express your opinion and concerns during the ARD. If you aren't comfortable with the recommendations and don't know what to do about it, ask for some time to think about it. Better yet, try to get information before the ARD so you can prepare yourself for the emotions you'll be feeling and the questions/concerns you'll have.
4. Request a pre-ARD meeting with whoever you think you'll need more information from. You were likely a part of the assessment process. If the LSSP interviewed you, ask to have a brief meeting addressing his/her clinical findings. Even if they have not completed their report, they should be willing to explain their findings and diagnoses.
5. Most importantly- Seek comfort, confidence, and peace from God. Know that He is in charge. God is sovereign and has a perfect plan for all of His children (including you and your family). Feeling anxious or worried? Check out Philippians 4:6-7 and 1 Peter 5:6-7. These are my favorite scriptures about worry and what God desires us to do about our stress and worry. Pray for your child- that God will let their strengths shine and give them courage and confidence to work on the challenges they may have. Pray for yourself and your spouse/partner parent- that God will help you be the parent He desires you to be for your child and that your child needs you to be. Pray for your assessment and treatment team- that they may recognize your child's true needs and have the wisdom and patience to implement treatment to the best of their ability. Pray for your child's teachers- that they will have the love and patience to help your child achieve their learning goals and grow in their abilities. And pray for those who don't understand your child and other children with autism- that God will fill you with His love and wisdom to teach others to be accepting and understanding of differences in your child and other children.
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