tag:blogger.com,1999:blog-34108172599733803672024-03-05T08:10:32.962-05:00Autism remediation for our childrenKathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.comBlogger33125tag:blogger.com,1999:blog-3410817259973380367.post-40836484743682347972016-05-19T14:28:00.001-04:002016-05-19T14:28:22.284-04:00Guiding our children HOW to grow...and how some classrooms miss the mark<div class="MsoNormal">
We know what children need to grow and learn, right? The environment should be happy, nurturing,
loving, and filled with many opportunities to learn and explore. The people in a child’s world should be warm,
caring, loving, and supportive, right?
If you walk into any preschool or elementary level classroom, there are
lots of toys, colors, positive images, and opportunities to explore. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What happens when you walk into the majority of “ABA”
classrooms? <o:p></o:p></div>
<div class="MsoNormal">
There is very little on the walls…”children get over-stimulated
and can’t focus” they are not encouraged to explore, they are reinforced to
ignore.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If a child turns toward the sound of someone entering the
room, they are immediately corrected by having their face physically turned
back toward the teacher.<o:p></o:p></div>
<div class="MsoNormal">
If a child jumps out of their seat with curiosity and
excitement about the book a teacher is reading, they are “punished” for getting
up and corrected.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
They must EARN their play time…and are most often left alone
during that time, because they “earned” that time. Think about that! One of the most important parts of healthy
development for every child is relationship development through play. Many programs NEVER have that between a
“therapist” and the child they are working with. They don’t play! This means there is never imagination,
exploration, working together and enjoying each other! Children with autism need to <i>earn</i> the right to play. When they do finally earn that <i>privilege</i>, no one interacts with
them. Most times their play is cut short
because their “therapist” says, “they don’t really play, they only stim.” Back to the table for more trials…<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When most children are encouraged to look at books, a child
with autism must earn their right to see the same book.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When they want to play with their blocks in a different way
than what they are taught…they are not encouraged to try and see what
happens. They are typically redirected
to the script they were taught at the table.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The very essentials for positive healthy development are
ripped away in this environment. Their
basic needs to establish trust, emotion, curiosity, and confidence are no
longer present.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Are we teaching them to be autistic? We can control their
behavior by using behavior modification. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We can control what they know and how they use what they know. They are only taught what we CHOOSE to teach
them. Is this really what society thinks
is best for children with autism? We
take a science which has been proven through lab testing and hundreds of
research articles which show we can control behavior…and we turned it into a
therapy. Is it really therapeutic? What
is therapeutic about it? </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Are we
encouraging relationships, independence, growth, exploration, learning how to
learn? Are we forcing children to do
what we think they should be doing?
Shouldn’t we be teaching, nurturing, loving, and guiding them on <i>how</i> to grow?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
-Stephanie Hicks, M. S., BCaBA stephaniehicks193@gmail.com<o:p></o:p></div>
Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-41993829489022034752016-04-27T18:09:00.003-04:002016-04-27T18:11:13.136-04:00Working on the child's skills from the INSIDE out<div class="MsoNormal">
Welcome...Guest blogger, Colleague and Friend Stephanie. She is willing to say the hard things when it comes to helping our kids...truly helping our kids!! Its these types of conversations, which may be hard to hear for some, crucial in moving forward to help students become independent mindful, reflective Adults.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I attended yet another IEP meeting today trying to put
together a plan for a student. My little
guy, let’s call him Henry, has ADHD and was having a difficult time learning
successfully in the classroom. The behavior
consultant brought forth her plethora of behavior plans which she had attempted
to use with Henry. She then presented
the graphs (insert beams of light glowing from beneath the graph as she spoke). The first behavior plan didn’t work because Henry
ripped up the self-monitoring check sheet.
The second one didn’t work because Henry said, “I don’t like this, I’m
not doing it” and proceeded to crumple up that version of a self-monitoring
check sheet. The third behavior plan
which included yet another self- monitoring check list which Henry was supposed
to draw happy and sad faces then give it to his mother also failed because he
never showed them to his mother.
Unbelievable, right? I mean the
part where the consultant kept trying to use the plan over and over again saying
it failed because Henry didn’t like it.
He didn’t like it….wait, a child doesn’t want to report on how he had a
hard time at school, highlight those moments, then share them with his
parent….this is all crazy talk! <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The consultant finally shared a graph which showed the
target behavior decreasing with the use of her new magic plan. In this plan, the teachers and the other
students were to give Henry a big “X” and say “Waaa Waaa” whenever he engaged
in the target behavior. It didn’t matter
that Henry was not yet able to choose a more appropriate behavior or that he
had an even more elaborate plan to actually <i>teach</i>
him what he should be doing. So now Henry
doesn’t want to record his own downfalls and share them, so we are going to
just point them out for him and publicly humiliate him. The consultant’s graphs showed his behaviors
decreased immensely! It was a miracle
plan and everyone was so excited. So
what behavior was he engaged in that his graphs were so stunning? Oh that’s right….sitting with his head down
on the desk. Not participating. Not feeling good about himself. <o:p></o:p></div>
<div class="MsoNormal">
Shame on you behavior consulant!!!! Any behaviorist….a true behaviorist could
look at a child’s posture, eye gazes, movements, and listen to their silence
and know nurturing, positive, development is not occurring. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I took data the same
as the districts consultant. She saw a
student not engaged in target behaviors and that was a good thing for her. What she missed was seeing the child engaged
in low self-esteem, low confidence behaviors.
So ashamed that he put his head down on his desk and completely
disengaged from the rest of the class.
Is the graph a positive one? Does
the behavior actually work for the reasons we want it to? Did this consultant have any background in
child development or education? Sadly,
no she did not. She has a degree in
Applied Behavior Analysis (ABA) and a certificate as a BCBA. Was her training helping her to focus on
developing a well-balanced child? Did
she know anything about nurturing a child to help them feel confident in the
skills they do well? How about guiding
and supporting him through difficult things?
Nope. Her only goal was to be
able to show a downward trend.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When I told her I didn’t need to see anymore of her graphs and
we didn’t need to waste anymore time reviewing them, she simply said, “the data
is how I make decisions about his program.”
Really? The data? So pieces of paper that come to you on a
weekly basis are the only way you help to positively impact this child’s
development and education? Hmm…because I
kind of think you need to meet a child, know a child, watch a child and most
importantly, know what you’re looking for!!!!<o:p></o:p></div>
<div class="MsoNormal">
Everyone around that table looked to the almighty consultant
who had a plan which showed a decrease in behavior. Because you see, a child
with a behavior problem no longer falls under the umbrella of “Child.” They become a plan with black and white data
on a graph which shows how we got them to do what we wanted them to do. <o:p></o:p></div>
<div class="MsoNormal">
I know all of you behavior analyst out there will say the
plan was unethical and she was a “bad” example.
I have been to hundreds of IEPs and advocated for kids and their
families. I have yet to find another
behavior consultant who wants to work on a child’s skills from the inside
out. They want to work on teaching
words, flashcards, non-functional imitation skills, non-functional receptive
commands…never developing trust and guidance to the point of mastery. Analyzing milestones is never done. Analyzing skills is done all the time. Why is skill development more important than
milestone development? How can we be so
blind to think we are doing a good thing for kids to skip over the most
precious stages of development? Does it
sound like a good plan to teach them to do things because we said so and if
they do, they will get something they want?
Think about it, how many years of that type of therapy and then we turn
and say….well he is still not social. He
only talks if you talk to him. He
doesn’t have his own personal goals and is <i>prompt
dependent. </i>Don’t even get me started
on prompt dependency, that is a blog for another time but I will leave you with
this little diddy….prompt dependency requires two people. The student and the teacher, guess who causes
prompt dependency? So the next time you
want to blame a student for prompt dependency just remember, “it takes two to
tango.” <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Wouldn’t it be amazing if we looked at every child who has
autism or any child with a behavior problem and saw them as a child who is
still developing? How about running back
to the pediatricians and child development experts and say, “where do we go
from here?” Behavior consultants are not the answser. Especially the ones who have zero experience
teaching or studying stages of development.
I get it, everyone has worked long and hard on these studies and
assessments and yes, we can show improvement in skills for children. <o:p></o:p></div>
<div class="MsoNormal">
Dare I ask has anyone ever considered what we are NOT
teaching?</div>
<div class="MsoNormal">
<o:p></o:p></div>
<br />
<div class="MsoNormal">
<span style="background: white; color: #222222; line-height: 115%;"><span style="font-family: "trebuchet ms" , sans-serif;">Stephanie Hicks M.S., BCaBA</span></span>
<o:p></o:p></div>
Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-69513054171272578972014-03-16T20:35:00.000-04:002014-03-20T17:08:40.376-04:00PANDAS part 2<a href="http://autismremediationforourchildren.blogspot.com/2014/03/i-never-really-knew-what-pandas-looked.html" target="_blank">Part one</a> <br />
<br />
Mid January 2014 I discovered a group for treating PANDAS with Essential OILS. I read a few success stories and decided to start with the two oils that were talked about. These oils are <a href="http://www.youngliving.com/en_US/products/essential-oils/singles/copaiba-essential-oil" target="_blank">Capaiba Oil</a> and <a href="http://www.youngliving.com/en_US/products/essential-oils/singles/ocotea-essential-oil" target="_blank">Ocotea Oil</a>. <br />
I went out and purchased <a href="http://www.puritan.com/wedderspoon-brand-0763/raw-manuka-honey-active-16-073298?scid=3763&cmp=gpl-_--_-073298&CAWELAID=520010730000000060&cagpspn=pla&gclid=CLy84Pvxlb0CFSNp7Aodmh0A2A" target="_blank">Manuka honey</a> and off I went. To start, I gave my son 3 drops of Capaibo and 2 drops of Ocotea oil mixed with 1/2 teaspoon Manuka honey. The first time I gave this to him all tics stopped for 4 hours. I gave it to him twice a day until the tics were coming back sooner. That took about 3 days...and I increased the drops to 5-6 drops of Capaibo and 3 Ocotea twice a day. My sons tics and brain "fog" was definitely improving. I added Kirkmans Bio film defense ( every day) along with<a href="http://leesilsby.com/enhansa-homepage" target="_blank"> Enhansa</a> three times a week and Citrus pectin once a day in the evening ( to clean up the gut). This came from information from a protocol from<a href="http://www.autismpedia.org/wiki/index.php?title=Protocols/Usman" target="_blank"> Dr Usman</a> on Bio film. Please note I did not do everything listed, just introduced a few key components...click on Dr Usman's name for a full list. Adding these elements only helped support my sons healing and within 4 weeks after starting with first the oils, and adding the three additional items, my son no longer has tics and is back to himself. I stopped giving the oils orally and am now layering Oils on his feet every few days for continued healing and incorporating other oils!! Thankfully, if strep does become an issue again and the cycle begins I'm fully armed with other oils that deal with Strep.<br />
<br />
I share this because I have had a few friends contact me after hearing about my son, recalling their own child's illness and a sudden onset of OCD/Tics. Essentially one day their child changed! This is not just for children with Autism. If anything I said resonates with you and you would like to talk to me more about Essential oils I welcome you to email me at <a href="mailto:rdi4autism@gmail.com">rdi4autism@gmail.com</a> ... Every child is different but I know in the 6 months that I was dealing with a PANDAS flare, I was desperate for possibilities to help! This may be one of those helps for you too. I am not a doctor and suggest that you always involve a doctor when treating PANDAS... but Parent to Parent I am thrilled to be able to find something that helped my son and wanted to share my success with using the above anti-inflammatory oils along with treating biofilm. I did this under the supervision of my sons pediatrician ... which she could offer me little help other then antiobiotic and medication. She wrote down everything I did... :) Please comment below or email me if you would like me to add you to the group on facebook to find out more!!<br />
<br />
Update- I have had a few requests on how to get these oils...I dont sell them...but you can buy them two ways ( retail)...or become a distributor ( wholesale saving almost 25 percent)... you can just click on this link to buy them yourself ... Hope that helps! <a href="https://www.youngliving.com/signup/?sponsorid=1630319&enrollerid=1630319">https://www.youngliving.com/signup/?sponsorid=1630319&enrollerid=1630319</a>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com5tag:blogger.com,1999:blog-3410817259973380367.post-7698182650149596602014-03-15T03:05:00.000-04:002014-03-15T12:10:37.119-04:00I never really knew what PANDAS looked like until.....Part 1I realized my son was showing symptoms! Switching gears for this post to talk a bit about a co occurring condition with Autism for affects many of our children.<br />
PANDAS... stands for Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infections. I knew about PANDAS from the Autism Conferences I had attended, but never looked deeper.<br />
<br />
With my younger son, literally one day ( around late fall of 2012) he was a completely different child. He started making these gurgling clearing throat noises which gradually got worse as a few days progressed. At the same time my daughter told me her throat hurt. I took her to the doctor for a throat check and she had strep throat. I had them check my son even though he said his throat did not hurt. He was negative.<br />
<br />
The noises were getting more profound so I continued to explore the internet. He was diagnosed with Autism at 18 months, and was now 11, and had overcome many of the obstacles of Autism. The child I was told would never speak, carries on deep experience sharing conversations with me. He is flexible and is curious, and we typically have a blast wherever we go because of the hard work we did with RDI ( <a href="https://www.rdiconnect.com/pages/home.aspx" target="_blank">Relationship Development Intervention</a>) for 5 years starting at age 4.<br />
<br />
But now, not only was I seeing different behaviors, I noticed he started tuning out, something I had not seen since years before as we were working through developmental stages. I stumbled across a PANDAS site and read how the culture does not always show positive for children and that the strep is hiding out. I did something that I don't recommend but I knew I wanted to see what was happening. I started giving my son my daughters antibiotic. Thankfully there was enough... and...within 3 days, after watching my son become another child, was back to his old self. It was quite scary as I now knew there was something huge happening.<br />
<br />
All was well, but the more I read, the more I knew, another strep infection... would come on strong. About 6 months later, my daughter complained of a sore throat again...and within a day, my son started having vocal tics again. Sigh... so this time... armed with information I was going to tell my pediatrician what had happened and what I believe is going on. Unfortunately, all he heard was I gave him someone else's medicine...so once I got him to move past that...he told me there was no such thing as PANDAS....and I should put my son on medication for tourettes that he could prescribe. I asked him how that was getting to the core of my sons issue, to which he again told me, there is no such thing as PANDAS. The conversation continued ...and ended with a script for a lab for blood work to check to determine if he had strep. Meanwhile so I could show them how he has consistently showed up as negative to strep, we took my son in for s throat check. This check came out negative, however the doctor I saw ( there are a few doctors in the practice) took one look at my son and said, he looks like he has PANDAS. Uhh THANK YOU!!! Started him on Antibiotics and again cleared up. That was spring ..so the fall of 2013 ( approximately 8 months ago) strep entered the house again because my son started ticking. My daughter did not have strep but sudden drastic ticking from my son meant he was infected. Another round of antibiotics but this time they improved but did not go completely away. Not loving the fact that my son had antibiotic more in his lifetime in the past 18 months then ever ( he was barely sick as a child) I wanted to just see if it would go away on its own. The tics were few but as two months went on, I noticed he was becoming less like himself. Back to the doctor I go, but this time the antibiotic did not do anything. Clearly we discovered that 1. He needed a stronger antibiotic and 2 he may need it for a longer duration. While we were figuring this out his auto immune response went into full swing, and it was to the point where he was ticing every few minutes ( or worse) and the antibiotic was not helping. The infection was clear...but the antibiotic was not helping his auto immune response. This lovely time was happening in November-December 2013. I started exploring doctors who specialize in PANDAS under my pediatricians recommendations...and contacted a few. At the same time I came across many referenced to Essential oils. ( I was introduced by a friend in December before we went to Disney world)...but when I came back I started more detailed research on Essential oils. We were in January and my sons tics were still profound...every few minutes like a barking. He had been on antibiotic since December so 6 weeks of antibiotic with only slight improvement. My pediatrician explained to me that his Auto immune response was in activated so the only thing she could offer me was certain medication for tourette's or blood pressure that showed helpful with tics...and that I should see a neurologist. Part two will be posted tomorrow :)<br />
<br />Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-20895603094418873522013-08-11T21:32:00.001-04:002013-08-11T22:59:12.297-04:00Why do children with Autism Wander?<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #064a4a; font-family: "Comic Sans MS"; font-size: 16pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Why do children with Autism Wander?<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #064a4a; font-family: "Arial","sans-serif"; font-size: 9pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">by
April Choulat <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #064a4a; font-family: "Arial","sans-serif"; font-size: 9pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span> </div>
<span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">A new study found that 49% of children with
autism wander/elope from safe settings and 62% of families with children who
elope were prevented from attending/enjoying activities outside the home due to
fear of wandering. Half of parents of children who elope report they were never
given advice about elopement from professionals. (Pediatrics, October 2012)<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Why do children with autism wander? One of
the hallmarks of autism is a limited ability to self-regulate using social
referencing. Social referencing develops in very young children and is one way
that babies and toddlers learn to process the environment. When presented with
uncertainty or potential danger, the toddler can look to mom or dad to gain
more information and decide what to do next. This is a cognitive process and
depends on the ability to recognize uncertainty and process nonverbal
communication from the parent. The vast majority of children with autism and
Asperger's Syndrome do not use social referencing (or if they do, very rarely
or in a rudimentary way).<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">A famous experiment of social referencing was done by Joseph Campos, and is
shown here: <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"><a href="http://www.youtube.com/watch?v=p6cqNhHrMJA"><span style="color: blue;">http://www.youtube.com/watch?v=p6cqNhHrMJA</span></a>
</span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">How can we prevent wandering? In addition
to normal precautions such as door and window locks and alarms, fencing and
tracking devices (which some children need), it IS possible to teach children
with autism how to self-regulate via the parent-child relationship. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">The RDI Program offers parents a systematic
curriculum which aims to restore the emotional feedback communication system
between the child with autism and his or her parent. Not only is this ability
to use social referencing necessary for safety reasons, but it is also a
critical foundation to real-world success in managing stress and adapting to
change as well as making and keeping friends (the real kind that don't require
prompting in highly structured therapeutic settings).<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Another component to wandering, which may
be more of a challenge with some children than others, is the issue of
perception of danger. A child who has very poor body organization and awareness
of space may have a limited ability to accurately perceive and process danger.
Children who often climb to the highest point or who bump into walls and people
may fit into this category. In these cases parents can learn ways to support
their child's recognition of danger and increase their sense of wariness.
Without wariness a child with autism is prone to wander off from caregivers,
not tethered by the invisible thread of emotional connection that social
referencing provides. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">As a consultant, countless parents I have worked with using the RDI
protocol have reported significant improvements in their stress level as a
result of their child learning to reference and regulate with them. Everyday
activities like going to the grocery store or walking on a sidewalk no longer
trigger panic for parents who previously worried about their child's safety in
such situations. It is my hope that one day all parents will know that their
autistic child can learn to connect with them on such a foundational level, and
perhaps prevent some of the tragic accidents we hear about in the news;
accidents that happen all because the child with autism does not experience a
sense of wariness and/or disconnection from their primary caregiver. </span><br />
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span style="font-family: Calibri;"><span lang="EN" style="mso-ansi-language: EN;">The above article can be found here- </span></span><span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"></span><br /></div>
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #064a4a; font-family: "Arial","sans-serif"; font-size: 9pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><a href="http://www.rdiconnect.com/blogs/rdi-culture/archive/2013/02/20/why-do-children-with-autism-wander.aspx"><span style="color: blue;">http://www.rdiconnect.com/blogs/rdi-culture/archive/2013/02/20/why-do-children-with-autism-wander.aspx</span></a><o:p></o:p></span></div>
</span><br /></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<u><span lang="EN" style="color: #491700; font-family: Chancellor; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">This question was just posted to the Autism Guide Facebook page by a friend
<o:p></o:p></span></u></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span class="usercontent"><span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Calibri;">With the recent
tragic stories of several more drownings of children with autism who wandered
away, I wonder how many parents feel that the RDI program helped their child
stop wandering. I know it helped in the case of my son.<o:p></o:p></span></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span class="usercontent"><span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Calibri;">And here are some
replies<o:p></o:p></span></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span class="usercontent"><span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Calibri;">Mine first…as this
did help my son and as I work with families I make sure this is a high priority
goal if their child wanders! <o:p></o:p></span></span></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span style="font-family: Calibri;"><span class="usercontent"><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;"> </span></span></span><span lang="EN" style="mso-ansi-language: EN;">same here there were many times that Jesse was down the street, especially
at night and one time I remember I found him because of his light up
sneakers.... the next block over, stimming away in a yard! We dont live far
from water....Once we worked on co reg and social referencing, he never
wandered again! He is now the kid who goes outside, mows the lawn , bikes, etc.
I do think wandering can be helped tremendously by the set of goals in RDI!!!</span></span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;">Another reply!</span><br />
<span data-ft="{"tn":"K"}" data-reactid=".r[5oj3a].[1][4][1]{comment627076050659865_627115527322584}.[0].[right].[0].[left].[0].[0].[0][2]"><span data-reactid=".r[5oj3a].[1][4][1]{comment627076050659865_627115527322584}.[0].[right].[0].[left].[0].[0].[0][2].[0]"><span data-reactid=".r[5oj3a].[1][4][1]{comment627076050659865_627115527322584}.[0].[right].[0].[left].[0].[0].[0][2].[0].[0]">I hadn't thought about that. My son had almost graduated from his ABA program before we switched to RDI. At the start he didn't reference me at all and after a year of RDI he referenced and coordinated himself with me. I wish all kids had access to RDI!</span></span></span><br />
<br />
This mom says- <span data-ft="{"tn":"K"}" data-reactid=".r[29e88].[1][4][1]{comment627076050659865_627078153992988}.[0].[right].[0].[left].[0].[0].[0][2]"><span data-reactid=".r[29e88].[1][4][1]{comment627076050659865_627078153992988}.[0].[right].[0].[left].[0].[0].[0][2].[0]"><span data-reactid=".r[29e88].[1][4][1]{comment627076050659865_627078153992988}.[0].[right].[0].[left].[0].[0].[0][2].[0].[0]">I had a runner. Now i have a kid I can send down the street on his bike, knowing that he'll wait for me safely to cross the road with him. He can go to the shop on his own and buy bananas or milk or whatever. He's never run away from school.</span></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span style="font-family: Calibri;"><span lang="EN" style="mso-ansi-language: EN;"></span></span> </div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 9pt;">
<span style="font-family: Calibri;"> </span><br />
<span style="font-family: Calibri;"></span><br /></div>
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span lang="EN" style="color: #064a4a; font-family: "Arial","sans-serif"; font-size: 9pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span><br /></div>
<span lang="EN" style="color: #491700; font-family: "Arial","sans-serif"; font-size: 9pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span>
<br />Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-85212149575661720422013-06-27T22:37:00.002-04:002013-07-09T15:00:04.499-04:00Spotlight is on...RDI Part 4<br />
<a href="http://autismremediationforourchildren.blogspot.com/2013/06/a-dads-reflections.html" target="_blank">Part one click here</a><br />
<br />
<a href="http://autismremediationforourchildren.blogspot.com/2013/06/what-theand-rdi-part-2gonna-be-kinda.html" target="_blank">Part two click here</a><br />
<br />
<a href="http://autismremediationforourchildren.blogspot.com/2013/06/the-beginningrdi-part-3-and-definitely.html" target="_blank">Part three click here</a><br />
<br />
Continuing the series on RDI from a Dads perspective...<br />
<br />
One of the distinct differences between RDI and the other traditional ASD therapies is the concept of relationship over task. Traditional ABA (Applied Behavior Analysis) is known primarily as behavioral therapy. You change the behavior of an ASD child through tasks, skill development, etc. There is no real, strong attempt at focusing on a relationship. Remember Gabriel’s goal on saying hi to people? On the surface, it appears as if Gabriel is learning to interact with people. But what’s really happening is that he’s just learning a skill that CANNOT be generalized across all social mediums.<br />
<b><br /></b><br />
In RDI, one of the foundational principles is the focus on the relationship (or connection with the person acting as a the guide or therapist) in the context of a task or activity. If you stop and think about it, it sounds so simple: the common denominator for any child on the spectrum is social impairment. Rooted in this social impairment is the inability to understand social relationships, the social nuances, non-verbal cues, etc., etc., etc. If it sounds so simple, why aren’t other behavioral therapies working towards this?<br />
<b><br /></b><br />
I don’t know. Part of the reason may be due to the fact that therapies like ABA have a long, quantifiable, data-driven history...but from what I’ve read, success is spotty.<br />
<b><br /></b><br />
But how does one emphasize the relationship over the task in the context of an activity? In a word: spotlighting.<br />
<b><br /></b><br />
Huh? (That’s what I said when I started learning about it...)<br />
<b><br /></b><br />
Behavioral therapies strive to help a social impaired ASD child through discrete skill development. Once again, therein lies the problem: you cannot remediate some with ASD through the tasks or discrete skills. Think of all the skills an ASD child requires to simply navigate through an hour of lunch!<br />
<b><br /></b><br />
In RDI, parents (or therapists) are encouraged to come up with activities that emphasize cooperation, joint attention, and referencing (instinctive glancing at the other person to let him/her know that you’re there, and you’re paying attention). Throughout the activity, we’re equally encouraged (if not more so) to let the child know how much we’re enjoying doing the activity with him/her, how much fun it is, how cool it is to always do things together, etc. In other words, the activity or task takes a backseat to the relationship itself. In fact, it really doesn’t matter what the activity is. The spotlight is on the relationship...not the task or activity. When the guide (or therapist) is verbally emphasizes the enjoyment of the relationship, in RDI parlance, this is known as spotlighting. Simply saying “Good job” after a joint activity places the focus on the task and the skill developed through the task. Rather, the guides are encouraged to say, “I had so much fun with you!” or “I love doing (insert the name of the activity) together as a team!” puts the focus on the relationship and strengthens the connection an ASD child will have with the person rather than the skill.<br />
<b><br /></b><br />
The issue Edie and I have with a lot of the traditional behavioral therapy is the focus on the skill. Or discrete skill, to be exact. Coming up with novel activities complete with new toys becomes more important than relationship with the child him/herself. Logically think about this: an ASD child is already having struggles understanding and navigating through all the social nuances in this world...is a purely skill-based behavioral therapy going to address this child’s core deficits? Will a purely skill-based behavioral therapy enable the child to develop meaningful friendships?<br />
<b><br /></b><br />
Is there a place for skill-based behavioral therapy? I hesitantly say yes, but I think the vast majority (like 95%+) of the child’s remediation lies in RDI...the development of certain skills can develop in an RDI context. Edie likes to remind that even though it feels like we wasted 3 ½ years of the boys lives with the discrete skill-based behavioral therapy, some good did come out of it. RDI has just proven itself to be more effective and is potentially putting the boys on the path to full remediation.<br />
<b><br /></b><br />
<b>Why Isn’t Everyone Doing RDI?</b><br />
<b><br /></b><br />
So, if RDI has proven itself to be so effective, why isn’t everyone doing it? I won’t get into all the political reasons, the controversies that I’ve read, the anti-RDI stances some ABA people have, etc., etc., etc. My comments here are purely from a parental perspective.<br />
<b><br /></b><br />
Note that this section of this entry is filled with nothing but Bun’s opinions and unsubstantiated theories based on my 4+ year ASD journey and observations. They don’t reflect anyone else’s opinions or biases in the RDI community.<br />
<b><br /></b><br />
<b>1. Parents haven’t heard of RDI </b>- the standard answer for therapy is ABA or another form of behavioral therapy. It’s what’s out there. It has history. It’s what health care providers give you.<br />
<b><br /></b><br />
<b>2. It can be cost-prohibitive</b> - if you haven’t heard of our financial ASD history...well, don’t ask! (j/k!) ASD is EXPENSIVE. After a financially tapped-out family kinda-sorta discovers RDI but discover that their medical insurance probably won’t cover it, it’s just too overwhelming to have to pony up another couple of thousands of dollars here and there. On top of that, each RDI coach charges a little differently, so the costs can vary. Either way, the bill can be pretty high, and again, for a family that’s more than likely struggling financially after being hit with all their therapy bills, why add something else on?<br />
<b><br /></b><br />
<b>3. Parents think that ABA or their current services are enough</b> - I’m probably going to catch a lot of flak for this one. First off, I’m grateful to be married to a woman who completely sells out for her kids and her family. I knew something was wrong, and I thought I was seeing some improvement, but when Edie said that our boys were becoming more autistic with their ABA therapy, I had a hard time believing her opinion. It wasn’t until I read how RDI (Gutstein, really) redefined ASD that I realized that, no...our services weren’t enough. In fact, they were troubling.<br />
<b><br /></b><br />
<b>4. Parents have to put in the bulk of the work</b> - look, ASD parents are beaten down. Emotionally, financially, physically, mentally wiped out. The emotional support for an ASD family is generally pretty thin. Few people get us, and we’re generally too prideful to ask for help and explain our situation (especially us Asian folk, like myself!). We’re trying to maintain our marriages, keep our houses reasonably clean, put food on the table, advocate for our kids at church, fight the medical system, fight the school system, fight the therapy agency, balance the family budgets, stay out of debt, work hard so we’re not getting our butts fired from taking time off to take care of the kids...and NOW you’re telling me that Mommy and the Daddy are the primary therapists (or guides) and need to do the bulk of the “therapy work”? I’m sorry, but “HELL TO THE NO!!!” (Yes, that was my initial reaction.) But as I thought about it, yes...Mommy and Daddy SHOULD be the ones doing the therapy. Why? Which two people should a child trust, build a connection with, and feel safe and secure around FIRST?<br />
<b><br /></b><br />
<b>5. You need a good RDI coach</b> - just like any professional relationship, the authority figure you decide to submit to needs to be a good, knowledgeable leader who is looking out for your family’s (kids and otherwise) best interest. We are grateful to have a good RDI coach who’s been down this road before and provides both RDI and life coaching (through the Scriptures!!). She knows how to spot things, correct things, provide good coaching, bluntly tell us when things are good (or bad), encourage us, and just do life with us. I’m not going to even get into what a bad coach might do.<br />
<b><br /></b><br />
<b></b>There are probably a few other reasons which I might document later, but these are the first five that are on my list...<br />
<b><br /></b><br />
Next post...the milestones that caught my attention and convinced me that something was going on.<br />
<br />
<b>Proverbs 16:3, 1 Peter 2:24, Isaiah 53:5 </b>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-27224826600284101992013-06-16T13:04:00.002-04:002013-07-09T14:56:47.439-04:00The beginning...RDI part 3, and definitely following the raw theme!<a href="http://autismremediationforourchildren.blogspot.com/2013/06/a-dads-reflections.html" target="_blank">Part 1 click here</a><br />
<span lang="EN" style="mso-ansi-language: EN;"></span><br />
<span lang="EN" style="mso-ansi-language: EN;"><a href="http://autismremediationforourchildren.blogspot.com/2013/06/what-theand-rdi-part-2gonna-be-kinda.html" target="_blank">Part two click here</a></span><br />
<br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">My eyes were bloodshot and my
face completely tear-stained. I had been crying for only a couple of minutes,
but they were some of the most intense tears in my life. It’s not often that
anger and joy mingle so well together. Five minutes earlier, I had heard one of
the most profound things about autism and parenting.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">An ASD diagnosis is a punch in
the gut to the parent on the receiving end of the news. It’s horrible. It’s
awful. It was hard not to blame myself for the boys’ diagnosis. It was hard not
to blame God! But the punch to the gut feels even harder when you realize that
all the time and money you spend on your children amounted to almost nothing
because it feels like you were doing everything WRONG. That’s how Edie and I
felt when we realized that all these discrete behavioral therapies were
possibly doing more harm to the boys than good. And when we finished reading
some of Gutstein’s stuff, we realized that we didn’t understand ASD as much as
we thought we had.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">The short version of the “intro
to RDI” story begins in July, 2012. Edie discovered RDI through an acquaintance.
We read up on it. Sounded good.<span style="mso-spacerun: yes;"> </span>We saw a
video of an RDI coach and “former ASD mom” based in NJ who was giving a
presentation on ASD and RDI and at the end of the presentation, she left her
contact information. <a href="http://www.autismone.org/content/connect-care-collaborate-through-relationship-development-intervention-rdi-0" target="_blank">(Click here to watch the video)</a> This coach has 4 kids (3 boys, 1 girl). Two of her sons
were on the spectrum. Now remediated (her oldest was voted Homecoming Prince,
plays WR on the football team, and was named student of the month this past
school year).. Edie was intrigued. Edie called her up while we were hanging out
in Lake Tahoe on Labor Day Weekend, 2012. Discovered that we had much in
common. Discovered over the course of a few more conversations that she’s a
STRONG believer. <span style="mso-spacerun: yes;"> </span>We connected with KD on
both a professional level (trust me, she’s good...she understands ASD and the
core deficits) and a personal level because she had been down this road before
with two of her kids. <span style="mso-spacerun: yes;"> </span>After a few phone
calls, we flew her out here to get formal one-on-one coaching some real RDI
stuff. By now, we were at the end of October, 2012.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">Our first assignment as parents
was to slow our speech down and to get everyone who worked with the boys to
slow their speech down as well. One of the biggest hang-ups with ASD kids is
the inability to process speech at the rate of a neuro-typical child. ASD kids
have a tendency to “ignore” people. But they’re not really ignoring you...that
part of their brain that processes speech is underdeveloped, hence the slow
reaction time.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">For 3+ years, we had a goal with
Gabriel to increase his eye contact. You’ve heard of that so-called “blank
autistic stare” where the kid just looks through you like you’re a ghost? That
was soooo my child. For months on end, we just couldn’t get Gabriel to make eye
contact with us on a consistent basis. Every strategy we tried was an EPIC
FAIL.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">Until one night around time frame
of KD’s visit. It was time for the boys to go take a shower, and I spoke very,
very slowly to Gabriel: “Gabriel, you’re so dirty, you could use a shower” or
something to that effect. Gabriel stopped what he was doing and stared deep
into my eyes. But not with that awkward ASD stare; it was a “the wheels are
churning in my brain” stare. For the first time in my life, my little Gabriel
was staring at me and connecting with me visually. It was like he was telling
me, “Whoa, Daddy...I think I know what you want...” In a matter of 10 seconds,
we completely blew through the static eye contact goal. I was so stunned, I sat
in my chair for a good ten minutes trying to process that moment while Edie
whisked both boys upstairs for their showers. Even to this day, when I think
about that one moment in time, I get tingles.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">The other assignment: use
declarative sentences in our speech at least 80% of the time.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">HUH?!<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">When ASD parents are
working...actually, BATTLING, with their kids, we resort to angry questions and
commands. We don’t know how else to get through to them (like it’s really their
fault), so we get heated, raise our voices, and start shouting commands:
“Gabriel, dang it...! BRUSH YOUR TEETH!! Nathan, HAVE YOU HAD YOUR MILK YET?
DRINK IT! For crying out loud, why can’t you follow through with what I ask you
TO DO?!!”<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">Guess what’s happening? The ASD
parent unknowingly, is modeling speech patterns to their ASD child. The poor
kid has an underdeveloped brain...he/she can’t tell the difference when it
comes to speech patterns. If you stop and think about it, a NORMAL conversation
is usually made up of declarative sentences. With declarative statements, a
person on the receiving end of the declaration is instinctively inferring
information from the conversation. Interrogatives (questions) and imperatives
(commands) are only used for the purposes of CLARIFICATION. They are NOT the
foundation of normal speech patterns nor should they make up the majority of a
conversation.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">Nathan and Gabriel were speaking
mostly in interrogatives and imperatives because that was how we were talking
to them! They would ask questions in which they already they knew the answers
to. They would tell us what to do and how to do it because that’s how we spoke
to them.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">At first, I was skeptical. So
what, I told KD. They’ll pick up on speech patterns eventually, right?<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">Being the good engineer that I
am, I ran a “test program” on Gabriel to see. I did a simple little activity
with him (I actually don’t remember what it was...I think it had to do with
cards), and when he was successful, I put my right hand up and exclaimed,
“Gabriel, my hand is up!” (declarative statement). He looked at me, looked
around, grabbed my hand, grabbed my fingers...he did everything but give me a
high-five...the response that I was looking for. After about 15 seconds, he
grabbed my hand, stared into my eyes, and stated very slowly, “Daddy, I don’t
know what you want me to do.”<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">By now, I was internally freaking
out. I somehow managed to teach how to do a high-five (don’t remember how), and
then I immediately turned to KD and asked, “What the heck just happened?”<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">Her response caught me off guard:
“Bun, that activity you did with Gabriel is a microcosm of his life. He’s been
so dependent on commands and prompts that when you stuck your hand up asking
for a high-five, and you didn’t prompt him, he couldn’t infer from the
situation what you wanted. His whole life has been dependent on people telling
him what to do or guiding him through questions.”<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">I politely excused myself
immediately thereafter, walked up to my room, closed the door, and began
bawling.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;"> </span>We really have been doing this wrong all this
time. I’ve spent untold thousands of dollars and hours on stuff that really
made my kids more autistic. I’VE BEEN SCREWING MY KIDS’ LIVES UP THE LAST 3 ½
YEARS.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">But mixed in with those angry
tears were tears of joy and relief. Because in those few minutes with Gabriel,
it literally was like God, the Father...the REAL Father was telling me,
“Bun...you are now going to get the tools to parent your boys appropriately in
such a way that it’s time for you and Edie to get out of this messy hell.”<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">Like I said, it’s odd when anger
and joy and mingled together in a bunch of salty tears.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;"><o:p></o:p></span><br />
<br />
<strong><span lang="EN" style="mso-ansi-language: EN;">Proverbs 16:3</span></strong><span lang="EN" style="mso-ansi-language: EN;"><o:p></o:p></span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-11946380050708745892013-06-14T16:17:00.000-04:002013-07-09T14:55:28.908-04:00What the?...and RDI, part 2(gonna be kinda raw again...)<div dir="ltr">
</div>
<span style="font-family: arial, helvetica, sans-serif;"><a href="http://autismremediationforourchildren.blogspot.com/2013/06/a-dads-reflections.html" target="_blank">Part 1 is here</a></span><br />
<span style="font-family: arial, helvetica, sans-serif;">When Edie
issued that bold proclamation that she had “found it”, I sneered,
“Whatever...talk to the hand, please.”</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">We
had spent thousands and thousands of dollars on the boys’ therapy (I actually
added up the numbers one night, and I banged my head on the dinner table in
frustration and anger). Direct and indirect. At one point, I considered going
down to 2 meals a day to save money just so the boys could have an extra therapy
hour or two. Our marriage was filled with tension as Edie and I snipped away at
each other. We had almost no community...our church situation was an absolute
mess. I was getting angry at the smallest things, and when my shingles hit, I
was ordered by my doctor to take it easy. Edie and I were looking at a lifetime
of no hope. Zero. Zilch. We were cognizant of this one terrifying statistic:
85% of all marriages with a special needs child don’t make it. How the (bleep)
were we going to be in that 15%? And now, Edie was telling me there was this
new therapy, this new method, that was not only going to save the boys’ lives,
but give us back our marriage as well?</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">In
the words of the local sage, “yeah, right.”</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">Everything I
had read about ASD had convinced me that all we could do with the boys is get
them to a place where they could be kinda functional. Where they could live
that semi-independent life. Where maybe, they could use their ASD skill of
hyper-fixation to focus on one specific task and then, again, maybe...they could
have a job and a kinda-normal life. All while having tapped-out parents who
continued to live with little hope. Sorry to say, but all along, Edie and I had
a hard time accepting this kind of destiny for our kids. Really...what the hell
kind of outlook on life is that?!</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">With all due
respect to a lot of well-meaning believers, but we hated it when people told us
to grin and bear it. We hated it hearing things like, “God alone will give you
the strength to go on. Acceptance of your fate is the one of the first steps in
finally moving along in your journey. Surrender this to God. This is the
burden that you have to carry.”</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">Are
you cringing yet? Edie and I simply could not accept the fact that the boys
were destined to some life where they would be wards of the state. Call me
crazy, but we were both hell-bent on exhausting ourselves until we found a
solution. I pray EVERY NIGHT out of 1 Peter 2:24 and Isaiah 53:5...essentially,
it’s the “because of Your wounds, we are healed”. Even when I felt like crap, I
forced myself to include that in our nightly family prayer.</span><br />
<br />
<div dir="ltr">
<span style="font-family: arial, helvetica, sans-serif;">But...after
everything failed, I had started to give up hope. 3+ years and just simple
gains in their development can make a guy feel like run down and burned out.
However, as I read some of the material Edie was going over, I started to
think, hmmm, this RDI thing is WAAAAY different than everything else we’ve
tried.</span></div>
<br />
<div dir="ltr">
<span style="font-family: arial, helvetica, sans-serif;">I’m no
expert on RDI, so my explanations may seem elementary, and they may not do the
remediation process justice, but I’ll give it a shot.</span></div>
<br />
<span style="font-family: arial, helvetica, sans-serif;"> </span><br />
<div dir="ltr">
<span style="font-family: arial, helvetica, sans-serif;">First off,
every child with developmental or mental disorders is measured from the DSM-IV
(known as the Diagnostic and Statistical Manual of Mental Disorders, 4th
edition/version). Published by the American Psychiatric Association, it’s the
official rubric that determines a child’s developmental core
deficits.</span></div>
<br />
<span style="font-family: arial, helvetica, sans-serif;"> </span><br />
<div dir="ltr">
<span style="font-family: arial, helvetica, sans-serif;">For years,
ASD (Autism Spectrum Disorder) has been called a social disorder, a
developmental delay, a neurological disorder, etc. The DSM-IV details a child’s
deficits and then categorizes a child on the spectrum as low-functioning, MR,
classical autism, moderately autistic, PDD-NOS, high-functioning, Aspergers,
etc. RDI seeks to reinterpret ASD and redefine it. In short, there are no
“categories” or “levels” or ASD. Every ASD child has common core deficits (as
outlined by the DSM-IV). The difference is in the presentation of those core
deficits. RDI considers ASD to me a neurodevelopmental disorder. In other
words, an ASD child, whatever the reason may be, simply has a part of the brain
that hasn’t developed properly. That part of the brain generally has to do with
social behaviors, relationships, etc. For those familiar with ASD, those
deficits are the hallmarks of autism.</span></div>
<br />
<span style="font-family: arial, helvetica, sans-serif;">At
first, I was thinking “bull----”, this can’t be. Dr. Gutstein was blowing
smoke...or smoking something. How can it be this simple? As I started reading
his research and considered how my kids behaved, I realized, dang...this guy is
onto something. Everything he says about ASD and correcting those obstacles at their core...that just might work with Nathan and Gabriel!</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">Before I
continue, I need to add this. RDI is controversial. It’s got only maybe about
15-20 years of data, much of it anecdotal. This is compared to all the other
traditional therapies...those have years and years of data. As an engineer who
thrives on data/information, I found it telling that again, only 21% of ASD kids
undergoing traditional therapy were able to lead semi-normal/functional lives.
Contrast that number to this: in one of Gutstein’s initial studies, they took
16 ASD kids (with different “severities” on the spectrum) around the ages of 3-5
years old and employed RDI techniques and strategies to their therapy. By 2nd
grade, 13 out of the original 16 were mainstreamed in school without an aide and
had effectively lost their diagnosis. The other 3 made substantial gains in
their social and relational development.</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">Why
hasn’t this caught on? In the ASD community, Gutstein is a polarizing figure.
People complain that he’s in it for the money and not entirely altruistic. Um,
yeah, he is. How else is he supposed to make money for a living? They find him
arrogant, and they hate the fact that he’s proselytizing his methods over the
“tried and true” therapies. Don’t get me wrong, I believe that the traditional
therapy systems have some significant benefits, but there are limits to what
they can do for a child. But, in my opinion, I think it boils down to money.
Many of the health care providers are locked into the traditional therapies
because they’re allegedly measurable, quantifiable, and data-driven. And
they’re safe and accepted in the ASD world because as data-driven therapies,
they can “measure” a child’s progress up against the DSM-IV manual. If you were
the CEO of an HMO, why wouldn’t you align yourself with something safe rather
than a “system” that comes from a polarizing figure? Your HMO’s risk of getting
sued drops dramatically.</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">So,
what is the difference between RDI and a traditional therapy like ABA? Why is
the Lau family drinking the RDI Kool-Aid?</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">RDI
focuses on a concept known as dynamic intelligence. In RDI parlance, an ASD
child has static intelligence. If you think of a basic conversation with
someone, you’re always adapting to that person. He says something, you respond
based on what your friend said, and so on and so forth. Your language is rich
and full of description. Each conversation is unique given all the variables
you encounter each day with people. Your conversation is flexible and does not
follow a set script. That’s a very basic example of dynamic intelligence and
activity.</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">ASD
kids are static because they can only focus on one thing at a time. They can’t
adapt. And when they’re trying to engage in a conversation, they’re stuck on
the same topics again and again and again. Hyper-fixation is known as
perserveration. Nathan and Gabriel perserverate on cars. For awhile, they
could ONLY talk about cars. They had no flexibility to their thought, words,
actions...everything centered around cars. Hence, their static world was cars.
Their social scripts centered around cars.</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">Our
concern with ABA (the therapy currently employed by our therapy agency, ESBA) is
that they were teaching our boys how to be more static. That’s why we tell
people that the boys’ therapy made them more autistic. ESBA developed
measurable developmental goals for the boys and utilized different strategies to
help the boys hit those goals. In their therapy sessions, the therapists would
track how successful the boys were at achieving those goals. If they were
successful 80%-90% of the time, they would considered it a point of “mastery”,
and the goals would be updated/re-written.</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">It
sounds awesome on paper, but there’s only one problem (well, many, but here’s
the kicker): ALL of the goals are static goals designed to build in scripts and
discrete skills into the boys with absolutely no thought of teaching them how to
be adaptable or flexible in a social situation. In other words, no dynamic
intelligence!</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">Case in
point: one of Gabriel’s early goals was that he would be able to say “hi” when
someone else said “hi” to him. I know, it sounds so elementary, but he didn’t
even know how to greet people when he was 4 years old. They got him to say
“hi”, but get this: one day, someone greeted Gabriel with a “Hey Gabriel!
What’s up?!” My poor little kiddo was completely stuck and had no idea what to
do. Teaching him “hi” was in fact, a static goal. Consider all the ways we
greet each other! He couldn’t infer from the person who said, “what’s up” that
it was a greeting. He only knew how to respond to a “Hi”. Isn’t that sad??? A
dynamic goal would have been “Gabriel would know how to reciprocate a greeting
and initiate a greeting when appropriate.” Perhaps it sounds vague, but it’s
meant to be dynamic.</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">If
you could amortize ALL the goals these boys were receiving over time, you would
quickly get the idea that ABA was doing nothing but building a social and
relational database in the boys so that they could someone function in this
world. The “hope” was that they would be able to start to generalize based on
that database. Again, another problem: my kids were SOOOO static, that
generalization was darn near impossible. This database was going to be finite,
not infinite. I’m sorry, but no matter how hard you try, you can’t
intentionally build an infinite social/relational database in a static child to
handle the rigors of life’s social component.</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;">While Edie
and I were folding our laundry tonight, we were talking about the weekend’s
events (and yes, I was going on and on about picking cherries with the boys!).
We’ve noticed how much more tired the boys are at the end of the day because
we’re doing so many RDI activities with them. The funny thing is that it can be
kinda subtle...you wouldn’t even know I was “RDI-ing” you unless I told you.
But to the boys, it’s stretching them; it’s extremely hard work for them. Six
months into the remediation process, the progress is now undeniable. While RDI
has been the framework for the boys’ expedited development, the final credit
needs to go to God. And that’s something that Edie and I are not ashamed at all
about sharing.</span><br />
<br />
<span id="docs-internal-guid-507be3fa-2d0f-6eb3-9855-85b96515d030" style="font-family: arial, helvetica, sans-serif;">Tomorrow’s post: the
RDI incident that both shook me up and convinced me that this was the right
thing to do. Why more people aren’t doing RDI. And the different elements of
social/relational development that RDI got us started on at the very beginning.
</span><br />
<br />
<span style="font-family: arial, helvetica, sans-serif;"><strong>Proverbs
16:3</strong></span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com2tag:blogger.com,1999:blog-3410817259973380367.post-64861194249704646082013-06-13T00:10:00.000-04:002013-06-13T00:11:37.761-04:00A Dads reflectionsIm going to take the next few posts to celebrate Dads, ( since Fathers Day is coming up),<br />
Each day I will post an article from a Dad, one that I feel is real, maybe somewhat raw, and definitely honest! I love that Dads blog too!! :)<br />
<br />
<br />
<div align="center" style="text-align: center;">
<strong><span style="font-family: "Arial","sans-serif"; font-size: 12pt;">Cherry Picking...and RDI, part 1</span></strong></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">The
boys went cherry picking in Gilroy on Saturday. With me. Just me. Not with
their mommy and daddy. Just daddy. It was Nathan/Gabriel and Daddy time.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">Why am
I making it out to be such a big deal? What’s the significance of it? Why am I
even blogging about this?</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">Last
year, when we took the two of them up to Brentwood, CA to pick cherries, we
planned the event 2-3 weeks in advance, slipped the “leash backpacks” onto the
little critters, begged our mommy-helper to come out for the morning, and then
prayed like mad that the boys wouldn’t get lost, jump in front of an oncoming
car in the dusty parking lot, or just get hurt because their ASD got the best
of them.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">Fast
forward to last weekend. I announced to Edie that cherry picking season would
be coming to an end very soon, and we needed to bring a bucketful of them home
before the season ended. She agreed, but we were also in the process of doing
some major spring cleaning at home (we’re the proverbial family that takes a
lot of stuff in...especially ASD-related items...but never gets rid of them).
How were we going to do everything that we wanted to do? Especially since we
were going to be heading down to SoCal on Wednesday morning for my cousin’s
wedding?</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">With a
self-imposed “finish-cleaning” deadline of Tuesday, there was only one
solution. Edie would have to stay home on Saturday morning while I took them
cherry picking...if that was, in fact, still in the works. At first, I was just
a tad-hesitant: last year’s cherry-picking exercise required significant help
to get through the morning. Could I handle them by myself? </span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">Since
I was so bent on taking them cherry picking (actually, it’s part of their
therapy...I’ll be explaining more later), I decided to take on the challenge of
taking care of the kids by myself for about 4 hours on a hot, dry, cherry farm
located in the garlic capital of the world.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">Yes,
the boys had fun, and we ended up pulling in 10 lbs or so of bing cherries, but
the most amazing part of the experience was that I had fun just hanging out
with them, laughing together, working together on the ladder, and enjoying
their company. The two kids can be quite a riot when we’re just hanging out
(“Daddy, if I pee on the tree, will that help the cherries grow bigger?”). For
roughly 4 hours, I completely forgot that I had two special needs kiddos. And
I’m certain that to all the other amateur cherry picking families, they had no
clue the boys have ASD.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">If
you’re wondering how this is possible, I simply give you three letters: RDI. It
stands for Relationship Development Intervention.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">I’ve
had numerous people inquire in detail about what we’ve been doing with the boys
in the past 6 months, and since I was planning to share about it on the blogosphere,
I figured I’d start now. Due to the involvement of this therapy (if you even
want to call it that), it’ll take several entries to fully describe what Edie
and I are doing.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">I’ll
start by saying this: Edie and I have tried all the other traditional ASD
therapies. ABA, Sonrise, Floor Time, etc. You name it, we’ve probably tried it.
Do they work? I don’t know...but when the statistics show that only roughly 21%
of ASD kids who undergo those forms of therapies can lead a semi-functional and
independent life, my question is, “Why isn’t the percentage higher?”</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">That’s
the question that Dr. Steve Gutstein, the one who pioneered RDI, asked. He took
it upon himself to go to the heart of the issue...to determine what the true
differences between a neuro-typical child and an ASD child are. From his
research, he broke down all the nuances of social relationships, how we acquire
these skills as children growing up, and then developed practical and detailed
steps in helping an ASD child get back on the normal developmental track so
that he/she can be fully remediated.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">Notice,
I wrote “remediated”, not healed. That’s in large part because Gutstein doesn’t
believe that ASD is a “disease”.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">Why
did we junk all the traditional ASD therapies? Well, I’m about to make a very
strong and controversial statement: they were making the boys even more
autistic. The strategies found in these traditional therapeutic systems were
making kids live even more out of social scripts, and they were hyper-fixating
on items even more so than when we got started. Something was wrong, so when
Edie stumbled onto RDI through an acquaintance (whose daughter was on the
spectrum, lost her medical diagnosis, is considered fully remediated, and is
now an honor student at a highly competitive high school), she boldly
proclaimed to me, “Bun, we found it. I think this is it.”</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">Believe
me, I had my doubts...I’ve become cynical and skeptical over the past 4 years.
But through a series of incidents, I became a believer.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">I
strongly believe that God is strongly involved in our process. We give Him
credit for finding RDI. We believe that our cries to Him to not abandon us are
currently being answered. Our prayers that we would get our children back are
slowly being answered. There are still doubts...I can’t say that I’m this
pillar of faith and strength. But there are days when I’m wowed by what’s going
on.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">We’ve got A LOT of work
to do. But for the first time, there’s HOPE.</span></span></div>
<br />
<div align="center" style="text-align: center;">
<span style="font-size: 12pt;"><span style="font-family: Arial;">I
mean, c’mon...I took the boys cherry picking all by myself?</span></span></div>
Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com4tag:blogger.com,1999:blog-3410817259973380367.post-37948687554944285292013-04-01T12:02:00.000-04:002013-04-12T18:16:39.797-04:00Im Not broken, stop trying to fix me<em>*GPR is one of the key cornerstones of RDI - it is about the parent being the 'guide' to their child, as has been studied in neurotypical child development.* GPR stands for Guided participation relationship- Read more about what this actually means <a href="http://autismremediationforourchildren.blogspot.com/2010/02/breakdown-of-guided-participation.html" target="_blank">here</a></em><br />
<em></em><br />
<em> Im posting from a blog that was published today from a conversation on a facebook group that we all were involved in. If you are interested in learning more about Relationship Development Intervention (RDI) please join the RDI yahoo group at </em><a href="mailto:AutismRDI-subscribe@yahoogroups.com">AutismRDI-subscribe@yahoogroups.com</a> If you also would like to join the facebook page please indicate to add you to facebook when joining the yahoo group.<br />
<em></em><br />
<em>So lets get started! Thanks Cecily for sharing your journey with us!</em><br />
<em></em><br />
There's a fair amount of conversation out there in the world about how people with ASD (of various types) don't need 'fixing', that they're just differently wired, and that people just need to focus on their strengths, find what they're good at and enjoy the journey.......<br />
<em></em><br />
She said: "I was very into the neurodiversity movement for a while and have always supported my son to be himself. BUT what I see with RDI and other relationship based therapies is that it's NOT about changing my son. It's about helping him be MORE of him.<br />
I know he will always be who he is. He might become a more flexible version of himself. But he's going to keep his sweet nature and his funny quirky humor. He doesn't like being rigid either! He's miserable when he gets stuck on something. I can see it in his body and face. When I started pushing him gently toward more flexibility he started to relax. His creativity blossomed. '<br />
<br />
Please click below to read the entire post<br />
<a href="http://cecilypaterson.squarespace.com/autism/2013/4/1/does-autism-need-fixing.html">http://cecilypaterson.squarespace.com/autism/2013/4/1/does-autism-need-fixing.html</a><br />
<br />
For more info on RDI please visit <a href="http://www.whatisrdi.blogspot.com/">www.whatisrdi.blogspot.com</a> Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com1tag:blogger.com,1999:blog-3410817259973380367.post-24617122784616238232012-09-01T23:30:00.000-04:002012-09-01T23:35:45.746-04:00There is no such thing as a dumb question!<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">So why do we ask
questions?<span style="mso-spacerun: yes;"> </span>We ask questions because we
want to know the answer… to something that we are trying to understand, <span style="mso-spacerun: yes;"> </span>or we want to know the other persons
perspective of whom we asked the question in the first place .<span style="mso-spacerun: yes;"> </span>We do this, because we want to accumulate
knowledge and learn.<span style="mso-spacerun: yes;"> </span>I know for me,<span style="mso-spacerun: yes;"> </span>Ill ask a question to save time too…like ,
Hey where are the keys?<span style="mso-spacerun: yes;"> </span>That way I don’t
have to spend time looking for them. <span style="mso-spacerun: yes;"> </span>That is accumulating knowledge that someone
else has for our own benefit. <span style="mso-spacerun: yes;"> </span>Or, do you
like the chicken or the fish?<span style="mso-spacerun: yes;"> </span>I want to
know the persons *perspective* that I am with to help me with my decision.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">Enter Autism ( into the picture)… and questions can work abit
differently.<span style="mso-spacerun: yes;"> </span>Children with ASD can ask
questions over and over again because of anxiety over a future event. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>With my
oldest son,<span style="mso-spacerun: yes;"> </span>his use of questions was for
a <span style="mso-spacerun: yes;"> </span>purpose related to anxiety, but more
complex. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>He asked me questions all day because he wanted
to feel competent that he knew where the conversation was going…in other words,<span style="mso-spacerun: yes;"> </span>he removed all uncertainty in our conversation
so that he could feel safe when he talked to me.<span style="mso-spacerun: yes;"> </span>He asked me questions that he knew the answer
too.<span style="mso-spacerun: yes;"> </span>The interaction went something like
this…<span style="mso-spacerun: yes;"> </span>He would ask me a question, then I
would try and answer him and if I did not answer him the exact way he was
thinking I would,<span style="mso-spacerun: yes;"> </span>he would then answer
the question after I answered the question.<span style="mso-spacerun: yes;">
</span>This of course meant that he knew the answer to the question before he
asked me. Needless to say,<span style="mso-spacerun: yes;"> </span>in no short
time this drove me insane as I answered questions all day only to realize he
already knew the answer.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">I remember saying to his therapists ( This started around 6
years old )….MAKE HIM STOP! Lol <span style="mso-spacerun: yes;"> </span>and we
tried many different behavioral strategies.<span style="mso-spacerun: yes;">
</span>It was not until he was around 9 that developmentally he was able to
feel safe in the uncertainty of a *open ended conversation*.<span style="mso-spacerun: yes;"> </span>We had been doing RDI with him for over a
year at this point to help him get there.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">A strategy that worked for us… I would ask him, Oh you know
the answer to this!<span style="mso-spacerun: yes;"> </span>Then I would say, so
I love that you talk to me…anything you say ( decreases anxiety) and it sounds
like you are trying to tell me something …Here is how you tell me something
without asking a question ( and still knowing that the outcome is the
same)<span style="mso-spacerun: yes;"> </span>Then I told him how to reword the
question into a *Mom, quess what* statement… Meaning to open it up like, quess
what ( and then tell me instead of ask me).<span style="mso-spacerun: yes;">
</span>This helped him to then be ok with my *answer* too, as he started to
enjoy the back and forth and be resilient in not having to know the answer.<span style="mso-spacerun: yes;"> </span>There are many different strategies hooked
into this, this is just the beginning one.<span style="mso-spacerun: yes;">
</span>However, within my own sons RDI program, I recognized at the same time
we really needed to address this at its core too.<span style="mso-spacerun: yes;"> </span>He was asking me questions because he so
wanted to be successful with me in an interaction…and for him, asking the
question and me answering was SUCCESS.<span style="mso-spacerun: yes;">
</span>So who would not want to repeat success…right???<span style="mso-spacerun: yes;"> </span>We do all the time…when we go out with a
friend, etc and we have a great time,<span style="mso-spacerun: yes;">
</span>one of the first things we say is..lets do that again!<span style="mso-spacerun: yes;"> </span>We know though that it’s the relationship
that we want to *do* again,<span style="mso-spacerun: yes;"> </span>not the
exact events and actions of the time spent.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">If your child is asking questions that he knows the answer too,
try the strategy above.<span style="mso-spacerun: yes;"> </span>In addition, here
are a few beginning tips to work on a few of the core deficits of Autism-<span style="mso-spacerun: yes;"> </span>dynamic analysis, experience communication,
and <span style="mso-spacerun: yes;"> </span>Episodic memory.
Addressing competence and resilience from the ground up is crucial to help your child understand thoroughly the WHY of communcation.</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<u><span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">Working on Dynamic Analysis-</span></u><span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Our
kids need help knowing the important part of the interaction.<span style="mso-spacerun: yes;"> </span>Instead of paying attention to the *answer*,
focus more on the relationship ( I love when we talk to each other or I love
your smile!)<span style="mso-spacerun: yes;"> </span>Your child hears your
thoughts that you are paying attention to more than just their question. <span style="mso-spacerun: yes;"> </span>At first there may be some anxiety over you
not answering them right away, but you are giving them the opportunity to
process your perspective ( you have their attention as they wait for what they
*want* to hear).<span style="mso-spacerun: yes;"> </span>You can follow this up
with commenting to them a great way to tell *Mom* something is hey Mom…_____________,<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<u><span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">Working on Experience sharing communication</span></u><span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">-<span style="mso-spacerun: yes;"> </span>When your child asks you a question that they
know the answer too, use non verbals to answer them and then pair the non
verbal communication with a strategic pace of any comment you make ( for
Dynamic analysis). Strategic pace is pausing at the moment that is important …to
highlight and say to your child…here…this is important to pay attention too!<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<u><span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">Working on Episodic memory</span></u><span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">- look
for opportunities when helping your child feel secure in his communication to
reflect on past experiences of the subject that he is asking about.<span style="mso-spacerun: yes;"> </span>Recalling past events, reviewing success and
reminiscing about joint shared experiences will help your child’s motivation to
want to continue to build a conversation with you,<span style="mso-spacerun: yes;"> </span>even when he is unsure of the outcome ( an
open ended conversation).<span style="mso-spacerun: yes;"> </span>This is a
great time to talk about your emotions and /or your childs emotions as a
reflective process.<span style="mso-spacerun: yes;"> </span>This helps your
child see that communication is a reflective process built on experiences,<span style="mso-spacerun: yes;"> </span>and is truly a back and forth interaction
where the uncertainty is an interesting aspect of a conversation and not
something to produce anxiety.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;"></span> </div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;">For more on RDI <a href="http://www.whatisrdi.blogspot.com/">www.whatisrdi.blogspot.com</a> </span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></div>
<br />
<div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 10pt 35.25pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="EN" style="color: #333333; display: none; font-family: "Comic Sans MS"; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-hide: all;">ese children need to constantly know what is
coming up to feel secure. Questioning becomes a way of making the world more
clear, consistent, and predictable.<br />
<br />
2. Some children experience anticipatory anxiety (strong excitement about what
is coming up) and will continually question as a way of coping with
anticipation. <br />
<br />
3. Some children who want attention will repeatedly ask the same question as a
way of interacting, getting attention. This occurs especially if they either do
not know how to get attention in other more appropriate ways, or if the
intensity of reaction they get from questioning is much stronger then what they
get for appropriately initiating interaction.</span><span style="display: none; font-family: "Comic Sans MS"; font-size: 14pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hide: all;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 10pt 35.25pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="EN" style="color: #333333; display: none; font-family: "Comic Sans MS"; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-hide: all;">ese children need to constantly know what is
coming up to feel secure. Questioning becomes a way of making the world more
clear, consistent, and predictable.<br />
<br />
2. Some children experience anticipatory anxiety (strong excitement about what
is coming up) and will continually question as a way of coping with
anticipation. <br />
<br />
3. Some children who want attention will repeatedly ask the same question as a
way of interacting, getting attention. This occurs especially if they either do
not know how to get attention in other more appropriate ways, or if the
intensity of reaction they get from questioning is much stronger then what they
get for appropriately initiating interaction.<br />
<br />
There are a few behavioral techniques that have worked successfully for me with
several children I have worked with in the past:<br />
<br />
1. Answering the child once when they repeat a question, then telling them that
is the last time they will answer. From then on in, the parent gives no verbal
response. They may shake their head no, but not give a verbal answer. In all
cases, the parent’s verbal answer is what reinforces the child to ask again.
This is discussed with the child ahead of time, so he knows the parent will not
verbally answer anymore. This would probably cause increased problems for
Robert.<br />
<br />
2. For some children answering only once is not enough, so you might try
answering no more than three times. Then with each answer you count them off.
When you hit three that is it.<br />
<br />
3. Some children will inhibit the response if you repeat the question to them.
So the second time they ask the question, “Are we going to McDonalds for
dinner?”, you say “Bobby, are we going to McDonalds for dinner?” They will
usually give you the answer, and stop repeating the question. <br />
<br />
4. For an older teen, who could read and write, we would answer the repeated
question one time, then have him write down the answer and carry it with him.
If he asked again, the parent would refer him to his note. Another technique
that has worked is writing the answer down on a note board and referring the
child to that board. This worked well, since the verbal response is what
reinforces the repeated questioning.<br />
<br />
5. This next technique is for children who find it real difficult to stop, so
we gradually decrease the behavior as the child becomes more controlled in
refraining from questioning. It is more complex but has worked well.<br />
<br />
a. The parent keeps track, for a couple of days, of how frequently the child
repeatedly questions during the day (let’s say an average of six times a day)
and how many repetitions of a question the child averages (let’s say five
repetitions of a question). Then from there we write a plan to start gradually
decreasing those frequencies (the number of repetitions of each question, and
the number of times a day repeated questioning occurs.<br />
<br />
b. To decrease the number of repetitions child gives per question, if the
average frequency is five, we would start by answering the child up to four
times. We would tell the child that we can only give up to four responses. Each
time the child repeated the question, the parent responds “this is number one”
and answers the question. Then each response starts with “this in number 2, 3
or 4” and answers the question. At the forth time the parent reminds the child
they cannot answer it again. If the child stops asking, the parent will praise
the child, “Sally, you really please mommy by not questioning after I told you
no”. If the child asked again, the parent shakes her head no, and gives the
child the manual sign for “no”. The parent does not give another “verbal
answer” to the question, regardless of how intense the child gets. When the
child gets used to asking only up to four times, then we decrease to three
times. We gradually decrease to twice and only once.<br />
<br />
c. Now, we want to reward the child for stopping at the predetermined number of
repetitions, as well as decrease the number of repeated questionings throughout
the day. In this example, the child averages repeated questioning six times a
day. We start at that number. We make a laminated chart with six boxes on it.
We also post a picture of a few rewards that the child can earn next to the
board. For each time the child engages in repeated questioning, when he doesn’t
stop at four, the parent puts a cross, or frown face, in one of the boxes (with
an erasable marker). The parent tells the child that if there is at least one
box left by a certain time of the evening, the child will get their choice of
one of the rewards. So, in this case, if the child has four or less times when
he doesn’t stop repeated questioning, he will earn a reward. This way, we start
with were the child is at, teach him how to earn the reward, and then slowly
started reducing the number of boxes (chances) he has to earn the reward. So
for step b above, when the child asks for the fifth time, the mother shakes her
head no, gives manual sign for “no”, and walks over and crosses out one of the
squares. If the child has at least one box left by the evening, he gets his
choice of reward. If he has all five boxes crossed off, parent shows him, tells
him he cannot get the reward tonight, but he can try again tomorrow. <br />
<br />
Another way you can work this, is using the same style board, give the child a
star in each box each time he stops the questioning at the predetermined amount
without going over. So, if the child stops at four repetitions, the parent
praises him, and gives him a star to put on his chart. Once he earns the right
number of stars he earns a reward.<br />
<br />
6. Another technique is to answer the child once or twice. Then the next time
the child asks, you tell him you will not answer that question again, and ask
him a simple question to redirect him. This way you are redirecting him to talk
about something else. If he doesn’t answer, but asks his question instead, you
continue to ignore his question and continue to ask him your question until he
answers. If he answers your question and goes back to his, you simply ask
another question about the issue you want to talk about and keep focusing on
what you are asking him. Eventually they learn to take the redirection and
converse on what you want to talk about. <br />
<br />
Remember almost all of the techniques focuses on 1) stop rewarding his repeated
questioning with “verbal answers” and 2) focusing (rewarding) him for responding
the way you want him to do.</span><span style="display: none; font-family: "Comic Sans MS"; font-size: 14pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hide: all;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="color: #333333; display: none; font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-hide: all;">ese children need to constantly know what is coming up to feel secure.
Questioning becomes a way of making the world more clear, consistent, and
predictable.<br />
<br />
2. Some children experience anticipatory anxiety (strong excitement about what
is coming up) and will continually question as a way of coping with
anticipation. <br />
<br />
3. Some children who want attention will repeatedly ask the same question as a
way of interacting, getting attention. This occurs especially if they either do
not know how to get attention in other more appropriate ways, or if the
intensity of reaction they get from questioning is much stronger then what they
get for appropriately initiating interaction.<br />
<br />
There are a few behavioral techniques that have worked successfully for me with
several children I have worked with in the past:<br />
<br />
1. Answering the child once when they repeat a question, then telling them that
is the last time they will answer. From then on in, the parent gives no verbal
response. They may shake their head no, but not give a verbal answer. In all
cases, the parent’s verbal answer is what reinforces the child to ask again.
This is discussed with the child ahead of time, so he knows the parent will not
verbally answer anymore. This would probably cause increased problems for
Robert.<br />
<br />
2. For some children answering only once is not enough, so you might try
answering no more than three times. Then with each answer you count them off.
When you hit three that is it.<br />
<br />
3. Some children will inhibit the response if you repeat the question to them.
So the second time they ask the question, “Are we going to McDonalds for
dinner?”, you say “Bobby, are we going to McDonalds for dinner?” They will
usually give you the answer, and stop repeating the question. <br />
<br />
4. For an older teen, who could read and write, we would answer the repeated
question one time, then have him write down the answer and carry it with him.
If he asked again, the parent would refer him to his note. Another technique
that has worked is writing the answer down on a note board and referring the
child to that board. This worked well, since the verbal response is what
reinforces the repeated questioning.<br />
<br />
5. This next technique is for children who find it real difficult to stop, so
we gradually decrease the behavior as the child becomes more controlled in
refraining from questioning. It is more complex but has worked well.<br />
<br />
a. The parent keeps track, for a couple of days, of how frequently the child
repeatedly questions during the day (let’s say an average of six times a day)
and how many repetitions of a question the child averages (let’s say five
repetitions of a question). Then from there we write a plan to start gradually
decreasing those frequencies (the number of repetitions of each question, and
the number of times a day repeated questioning occurs.<br />
<br />
b. To decrease the number of repetitions child gives per question, if the
average frequency is five, we would start by answering the child up to four
times. We would tell the child that we can only give up to four responses. Each
time the child repeated the question, the parent responds “this is number one”
and answers the question. Then each response starts with “this in number 2, 3
or 4” and answers the question. At the forth time the parent reminds the child
they cannot answer it again. If the child stops asking, the parent will praise
the child, “Sally, you really please mommy by not questioning after I told you
no”. If the child asked again, the parent shakes her head no, and gives the
child the manual sign for “no”. The parent does not give another “verbal
answer” to the question, regardless of how intense the child gets. When the
child gets used to asking only up to four times, then we decrease to three
times. We gradually decrease to twice and only once.<br />
<br />
c. Now, we want to reward the child for stopping at the predetermined number of
repetitions, as well as decrease the number of repeated questionings throughout
the day. In this example, the child averages repeated questioning six times a
day. We start at that number. We make a laminated chart with six boxes on it.
We also post a picture of a few rewards that the child can earn next to the
board. For each time the child engages in repeated questioning, when he doesn’t
stop at four, the parent puts a cross, or frown face, in one of the boxes (with
an erasable marker). The parent tells the child that if there is at least one
box left by a certain time of the evening, the child will get their choice of
one of the rewards. So, in this case, if the child has four or less times when
he doesn’t stop repeated questioning, he will earn a reward. This way, we start
with were the child is at, teach him how to earn the reward, and then slowly
started reducing the number of boxes (chances) he has to earn the reward. So
for step b above, when the child asks for the fifth time, the mother shakes her
head no, gives manual sign for “no”, and walks over and crosses out one of the
squares. If the child has at least one box left by the evening, he gets his
choice of reward. If he has all five boxes crossed off, parent shows him, tells
him he cannot get the reward tonight, but he can try again tomorrow. <br />
<br />
Another way you can work this, is using the same style board, give the child a
star in each box each time he stops the questioning at the predetermined amount
without going over. So, if the child stops at four repetitions, the parent
praises him, and gives him a star to put on his chart. Once he earns the right
number of stars he earns a reward.<br />
<br />
6. Another technique is to answer the child once or twice. Then the next time
the child asks, you tell him you will not answer that question again, and ask
him a simple question to redirect him. This way you are redirecting him to talk
about something else. If he doesn’t answer, but asks his question instead, you continue
to ignore his question and continue to ask him your question until he answers.
If he answers your question and goes back to his, you simply ask another
question about the issue you want to talk about and keep focusing on what you
are asking him. Eventually they learn to take the redirection and converse on
what you want to talk about. <br />
<br />
Remember almost all of the techniques focuses on 1) stop rewarding his repeated
questioning with “verbal answers” and 2) focusing (rewarding) him for
responding the way you want him to do.</span><span style="color: #333333; display: none; font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-hide: all;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="background: white; line-height: normal; margin: 0in 0in 10pt 35.25pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="EN" style="color: #333333; display: none; font-family: "Comic Sans MS"; font-size: 14pt; mso-ansi-language: EN; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-hide: all;">ese children need to constantly know what is
coming up to feel secure. Questioning becomes a way of making the world more
clear, consistent, and predictable.<br />
<br />
2. Some children experience anticipatory anxiety (strong excitement about what
is coming up) and will continually question as a way of coping with
anticipation. <br />
<br />
3. Some children who want attention will repeatedly ask the same question as a
way of interacting, getting attention. This occurs especially if they either do
not know how to get attention in other more appropriate ways, or if the
intensity of reaction they get from questioning is much stronger then what they
get for appropriately initiating interaction.<br />
<br />
There are a few behavioral techniques that have worked successfully for me with
several children I have worked with in the past:<br />
<br />
1. Answering the child once when they repeat a question, then telling them that
is the last time they will answer. From then on in, the parent gives no verbal
response. They may shake their head no, but not give a verbal answer. In all
cases, the parent’s verbal answer is what reinforces the child to ask again.
This is discussed with the child ahead of time, so he knows the parent will not
verbally answer anymore. This would probably cause increased problems for
Robert.<br />
<br />
2. For some children answering only once is not enough, so you might try
answering no more than three times. Then with each answer you count them off.
When you hit three that is it.<br />
<br />
3. Some children will inhibit the response if you repeat the question to them.
So the second time they ask the question, “Are we going to McDonalds for
dinner?”, you say “Bobby, are we going to McDonalds for dinner?” They will
usually give you the answer, and stop repeating the question. <br />
<br />
4. For an older teen, who could read and write, we would answer the repeated
question one time, then have him write down the answer and carry it with him.
If he asked again, the parent would refer him to his note. Another technique
that has worked is writing the answer down on a note board and referring the
child to that board. This worked well, since the verbal response is what
reinforces the repeated questioning.<br />
<br />
5. This next technique is for children who find it real difficult to stop, so
we gradually decrease the behavior as the child becomes more controlled in
refraining from questioning. It is more complex but has worked well.<br />
<br />
a. The parent keeps track, for a couple of days, of how frequently the child
repeatedly questions during the day (let’s say an average of six times a day)
and how many repetitions of a question the child averages (let’s say five
repetitions of a question). Then from there we write a plan to start gradually
decreasing those frequencies (the number of repetitions of each question, and
the number of times a day repeated questioning occurs.<br />
<br />
b. To decrease the number of repetitions child gives per question, if the
average frequency is five, we would start by answering the child up to four
times. We would tell the child that we can only give up to four responses. Each
time the child repeated the question, the parent responds “this is number one”
and answers the question. Then each response starts with “this in number 2, 3
or 4” and answers the question. At the forth time the parent reminds the child
they cannot answer it again. If the child stops asking, the parent will praise
the child, “Sally, you really please mommy by not questioning after I told you
no”. If the child asked again, the parent shakes her head no, and gives the
child the manual sign for “no”. The parent does not give another “verbal
answer” to the question, regardless of how intense the child gets. When the
child gets used to asking only up to four times, then we decrease to three
times. We gradually decrease to twice and only once.<br />
<br />
c. Now, we want to reward the child for stopping at the predetermined number of
repetitions, as well as decrease the number of repeated questionings throughout
the day. In this example, the child averages repeated questioning six times a
day. We start at that number. We make a laminated chart with six boxes on it.
We also post a picture of a few rewards that the child can earn next to the
board. For each time the child engages in repeated questioning, when he doesn’t
stop at four, the parent puts a cross, or frown face, in one of the boxes (with
an erasable marker). The parent tells the child that if there is at least one
box left by a certain time of the evening, the child will get their choice of
one of the rewards. So, in this case, if the child has four or less times when
he doesn’t stop repeated questioning, he will earn a reward. This way, we start
with were the child is at, teach him how to earn the reward, and then slowly
started reducing the number of boxes (chances) he has to earn the reward. So
for step b above, when the child asks for the fifth time, the mother shakes her
head no, gives manual sign for “no”, and walks over and crosses out one of the
squares. If the child has at least one box left by the evening, he gets his
choice of reward. If he has all five boxes crossed off, parent shows him, tells
him he cannot get the reward tonight, but he can try again tomorrow. <br />
<br />
Another way you can work this, is using the same style board, give the child a
star in each box each time he stops the questioning at the predetermined amount
without going over. So, if the child stops at four repetitions, the parent
praises him, and gives him a star to put on his chart. Once he earns the right
number of stars he earns a reward.<br />
<br />
6. Another technique is to answer the child once or twice. Then the next time
the child asks, you tell him you will not answer that question again, and ask
him a simple question to redirect him. This way you are redirecting him to talk
about something else. If he doesn’t answer, but asks his question instead, you
continue to ignore his question and continue to ask him your question until he
answers. If he answers your question and goes back to his, you simply ask
another question about the issue you want to talk about and keep focusing on
what you are asking him. Eventually they learn to take the redirection and
converse on what you want to talk about. <br />
<br />
Remember almost all of the techniques focuses on 1) stop rewarding his repeated
questioning with “verbal answers” and 2) focusing (rewarding) him for
responding the way you want him to do.</span><span style="display: none; font-family: "Comic Sans MS"; font-size: 14pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hide: all;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS"; font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></div>
Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com1tag:blogger.com,1999:blog-3410817259973380367.post-29750183336802953712012-07-04T12:14:00.000-04:002012-07-04T12:20:02.708-04:00Independence day = INTER dependence day<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: 16pt; line-height: 115%;"><span style="font-family: Calibri;">Independence
day= “Inter”dependence Day<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">As we commemorate the 236th anniversary of our Declaration
of Independence, taking a look back at <span style="mso-spacerun: yes;"> </span>our history helps remind us of our
successes,<span style="mso-spacerun: yes;"> </span>and where we need growth.</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Today is a day to celebrate independence…to celebrate those
who fight for our continued independence, and to remember those who gave the
ultimate sacrifice so that we can be here, free, writing whatever we wish to
write.<span style="mso-spacerun: yes;"> </span>While it is easy to take these
freedoms for granted in the day to day, today is a special day to give a shout
out…as Americans, to say THANKS to all of you who fight for freedom,<span style="mso-spacerun: yes;"> </span>in any arena!</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">The older I get,<span style="mso-spacerun: yes;"> </span>the
more I realize the war on maintaining freedom extends to many different areas
of our lives,<span style="mso-spacerun: yes;"> </span>both collectively and
individually.<span style="mso-spacerun: yes;"> </span>While acknowledge the big
guns of freedom, I also wanted to take my own personal thoughts on a battle
very real to parents every day, the freedoms for our children…with Autism.</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">A few weeks ago, in New Jersey I stood before Governor
Christie asking for that freedom..the freedom of choice for parents to choose
which intervention they wanted for their child and have the same funding
options for their choice.<span style="mso-spacerun: yes;"> </span>This freedom
was crucial for my own 2 boys as our family remediated Autism in their lives.<span style="mso-spacerun: yes;"> </span>I was fortunate to be able to show the logic
of funding to my school district years ago,<span style="mso-spacerun: yes;">
</span>which of course they are reaping the benefit now as my son is in High
school, with friends, and will live an independent life ( when I was told he
would not).</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">But we all have heard the professionals tell us what our
kids will not be able to do.<span style="mso-spacerun: yes;"> </span>We as
parents have a choice to let their words define our babies future, or to let
those words spur us on to make sure that is not the future for our children!</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">This is the same spirit, that independence is built on.<span style="mso-spacerun: yes;"> </span>The declaration of independence…. to pursue
hope, on their terms.</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">The lessons of interdependence leads the way for crucial
understanding of true dependence.</span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;">
<i><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">The basic thought that guides these
specific means of national recovery is not narrowly nationalistic. It is the
insistence, as a first consideration, upon the interdependence of the various
elements in all parts of the United States – a recognition of the old and
permanently important manifestation of the American spirit of the pioneer.</span></i><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<br />
<div align="right" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-align: right;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">U.S. President <a href="http://en.wikipedia.org/wiki/Franklin_D._Roosevelt" title="Franklin D. Roosevelt"><span style="color: blue;">Franklin D. Roosevelt</span></a>,
First Inaugural Address, 1932<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;">
<i><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">...for many of our white brothers, as
evidenced by their presence here today, have come to realize that their destiny
is tied up with our destiny. And they have come to realize that their freedom
is inextricably bound to our freedom.</span></i><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<br />
<div align="right" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-align: right;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><a href="http://en.wikipedia.org/wiki/Martin_Luther_King_Jr." title="Martin Luther King Jr."><span style="color: blue;">Martin Luther King Jr.</span></a>,
<a href="http://en.wikipedia.org/wiki/I_have_a_dream" title="I have a dream"><span style="color: blue;">I have a dream</span></a>, <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">This is a huge topic for me because with my own two boys,
about 7 years ago I had come to a crossroads.<span style="mso-spacerun: yes;">
</span>My then 8 year old could do a bunch of things by himself, as we worked
for years to get him to that point…but missed the whole point of sharing the
experience and reactions of anyone around him.<span style="mso-spacerun: yes;">
</span>He successful went through a program to teach him how to act, but not
understanding WHY! I kept saying, if he could just talk, it would be ok, <span style="mso-spacerun: yes;"> </span>then he did but it was only for his
needs.<span style="mso-spacerun: yes;"> </span>Then if he could have a friend,
it would be ok, <span style="mso-spacerun: yes;"> </span>but he couldn’t, because
he did not *get* the social nuances and minute by minute steps that it took to
have that back and forth relationships. For my younger son, who was 4 at the
time, I was able to learn from that, and turn the tides for him , and his older
brother to concentrate more on interdependence FIRST, to have that TrUE sense
of independence, emerge right before my eyes. To help them from the bottom up… Our
kids with Autism, blossom with taking their need for <span style="mso-spacerun: yes;"> </span>static “independence” ( leave me in my own
world so that I am safe and nothing changes) and changing that to concentrate
on the relationship of interdependence. <span style="mso-spacerun: yes;"> </span>This is where in fact I had to start with my
own kids. <span style="mso-spacerun: yes;"> </span>This quote, speaks volumes for
long term thinking…interdependence is necessary to success in marriage, family
and organized realty ( LIFE that does not go as planned day to day)</span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;">
<i><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">Independent thinking alone is not
suited to interdependent reality. Independent people who do not have the
maturity to think and act interdependently may be good individual producers,
but they won't be good leaders or team players. They're not coming from the
paradigm of interdependence necessary to succeed in marriage, family, or
organizational reality.</span></i><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<br />
<div align="right" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-align: right;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"><a href="http://en.wikipedia.org/wiki/Stephen_Covey" title="Stephen Covey"><span style="color: blue;">Stephen Covey</span></a>, <a href="http://en.wikipedia.org/wiki/The_Seven_Habits_of_Highly_Effective_People" title="The Seven Habits of Highly Effective People"><span style="color: blue;">The
Seven Habits of Highly Effective People</span></a>, 1989<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Think of your own child with Autism.<span style="mso-spacerun: yes;"> </span>Do you find yourself working on skills and
behaviors,<span style="mso-spacerun: yes;"> </span>yet still there is that missing
piece and you wonder if there isn’t a more pro active way to address the goals?
There is…through guiding our kids through the developmental stages of <span style="mso-spacerun: yes;"> </span>Interdependence… it is worth fighting for in
our children and will bring them to an understanding of the experience process
in relationships.<span style="mso-spacerun: yes;"> </span>My youngest son,
diagnosed at 18 months, severe infantile Autism,<span style="mso-spacerun: yes;"> </span>understands reactions, perceptions and
perspectives, as well as independence in the exciting things he can do as an 11
year old.<span style="mso-spacerun: yes;"> </span>It is a complete, balanced
package that typical children already have in place…so we cant skip the core
importance of INTER dependence, otherwise we are on that hamster wheel in
trying to fix this behavior or that one.<span style="mso-spacerun: yes;">
</span>Interdependence allows our kids to have that intruistic motivation that
relationships are rooted in beginning at birth!!</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">So Happy Independence day…rooted in interdependence </span><span style="font-family: Wingdings; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">J</span></span><br />
<span style="font-family: Calibri;">
<br style="mso-special-character: line-break;" />
</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Kathy Darrow</span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Click here for my younger sons before and after- <a href="http://www.youtube.com/watch?v=jakn6_RqHB8&feature=plcp">http://www.youtube.com/watch?v=jakn6_RqHB8&feature=plcp</a></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Check out my other blog at <a href="http://www.whatisrdi.blogspot.com/">www.whatisrdi.blogspot.com</a> </span></div>
<br />Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-91743021921046510592012-01-22T00:27:00.004-05:002012-01-22T00:46:40.136-05:00Part two, A statement of HopePart one ( <a href="http://autismremediationforourchildren.blogspot.com/">Click here</a>) is my Mission preview for my then 7 year old…7 years ago. I did one for 2 years, 7 years and 15 years. MY mission preview then, was centered around my son understanding his social world, how to navigate friends and understand other perspectives. When I wrote this mission preview, he was attending a school for children on the spectrum. He had gone there the year before because his behaviors had gotten to where his placement had to change, because what I knew at the time, was not a good match. There were times when his aid would need to restrain him..and this was my wake up call. I needed to do something ELSE for him. The typical route at the time, behavioral conditioning, was not giving him the long term tools he needed…he had lots of skills, but not much else. <br />
<br />
<br />
As I read over my old previews, I could only say .... mission statement fulfilled. I have blogs about the how to, and my story…and what is RDI <a href="http://whatisrdi.blogspot.com/2011/03/what-is-rdi-relationship-development.html">click here</a> so I wanted to make this post more about celebrating the ability to understand friendships…and understanding the importance of thinking ahead to *get back* what our kids need. A celebration of not only my son overcoming the obstacles that Autism presents, but the many other children and families who are in this journey... It is quite a journey that we, as parents can instantly relate too with one another! <br />
<br />
So why do I think a mission preview is important in this process? For me, it kept me focused on my goals for my kids. There are short term goals and long term goals…and without a mission…I was getting caught up in the reaction of all the short term issues. I was trying to *get* things to happen, or fix a behavior. Of course necessary, but sometimes thinking long term helped take me out of reaction mode and into proactive mode. I started to look at what my kids needed, as what was missing instead of how to put a band-aid on what they were *doing* at the time. <br />
<br />
So as I took my 7 almost 8 year old on a new journey with Relationship Development Intervention, I was able to renew my mindset on what we, as a family needed to achieve. Going through those stages within RDI, each one filling in crucial developmental milestones, worked on both sets of goals, and both kinds of intelligence <a href="http://whatisrdi.blogspot.com/2011_03_01_archive.html">here</a>…which led my son to the place where he is, a place where he can be in that group of teens, nominated on the snow court.<br />
<br />
As I lay awake that night, thinking, I remembered all that the past *inflicted* upon me. 11 years ago Autism was not as common, and in some ways we have come a long way and others we are still stuck in the same old same old. What would have happened if we did not make that change when he was 7? I definitely know we would not be here…I would not be watching him with his friends, as they come over, as he goes over their house… as he attends dances, and is part of the student council. All that my son is doing now, 7 years ago, I was not sure he could get there. Like any mom, I wanted so much for my son to understand relationships. We had a good relationship, but out in the social world, so much MORE is needed in understanding. 14 and 15 year olds do not compensate...they expect you to be on equal playing ground. Thinking ahead to get back would be crucial! Instead of me trying to give him social skills to try and teach him every possible way to handle a conversation ( an impossible task), I instead learned that I needed to address things like resilience, perspective, and true meaningful communication, which was just the beginning. To be able to hold his own with friendships and relationships, communication skills and being able to take a chance are two must haves, along with knowing how to help the other person know we are interested in what they are saying .all the while insuring that our gaze to them shows us this. Yikes, where to start. Friendships do not start in a bubble. Infants are learning resilience which are the building blocks to trust, then grasping the back and forth of communication. Two years olds are already learning how to blend their way of seeing things with our way…which is why it’s called the terrible twos. The ability to understand friendships are grounded back …in development. I had to go back and give my sons that second chance at mastering this, before we could make any real progress. <br />
<br />
Maybe your mission preview would read differently. No two are alike…but I encourage you to write it on paper. Visualize where your child needs to be in 2 years, 7 years, 15 years. Then base your goals on what your mission is for your child. This will prevent you looking at your 20 year old …wondering where the time went, faced with the hard truth that skills got them through school…but now what? Start addressing the now what?....NOW! Its never too early nor too late to restore your child’s developmental path to dynamic intelligence!<br />
<br />
<br />
For more on friendships- <a href="http://whatisrdi.blogspot.com/2011/03/friendship.html">Click here</a> <br />
<br />
<br />
More of my story is <a href="http://www.autismremediationforourchildren.com/19431.html">here</a><br />
<div class="MsoNormal" style="line-height: normal; margin: 5pt 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><br />
<div class="MsoNormal" style="line-height: normal; margin: 5pt 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><br />
<div class="MsoNormal" style="line-height: normal; margin: 5pt 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-26075801458078910622012-01-21T23:51:00.001-05:002012-01-22T00:48:02.962-05:00A mission statement of hope….first believing, then seeing<span style="font-family: Calibri;">Today,<span style="mso-spacerun: yes;"> </span>since we got snow and Im sitting here sipping coffee,<span style="mso-spacerun: yes;"> </span>I figured I would share one of the highlights from early December...better late then never !</span><br />
<span style="font-family: Calibri;">Last month, my son, who is now 14 told me that I was allowed to come to the snow dance at school ( He is a freshman in high school) and take pictures.<span style="mso-spacerun: yes;"> </span>Anyone with<span style="mso-spacerun: yes;"> </span>a 14 year old understands the term allowed.<span style="mso-spacerun: yes;"> </span>He told me that all the parents would be there at 9 to take pictures of the snow king crowning ( sort of like homecoming).<span style="mso-spacerun: yes;"> </span>Of course I was like ok…then he mentioned to me that he is in the snow court so I might want to get there<span style="mso-spacerun: yes;"> </span>alittle earlier.<span style="mso-spacerun: yes;"> </span>My response was…uh, what?<span style="mso-spacerun: yes;"> </span>He stares at me and says, Yeah Im in the snow court and walks away.<span style="mso-spacerun: yes;"> </span>So as I’m standing there, frozen, watching him walk upstairs as if it is no big deal,<span style="mso-spacerun: yes;"> </span>my first thought is, well,<span style="mso-spacerun: yes;"> </span>ok <span style="mso-spacerun: yes;"> </span>Im not sure how this whole snow king thing works so I guess Ill find out when I go.</span><br />
<br />
<span style="font-family: Calibri;">3 days later the snow dance has arrived,<span style="mso-spacerun: yes;"> </span>and Im<span style="mso-spacerun: yes;"> </span>at a friend’s house<span style="mso-spacerun: yes;"> </span>( a ball party).<span style="mso-spacerun: yes;"> </span>I knew I would need to leave at 9 to run to the school,<span style="mso-spacerun: yes;"> </span>then come back to resume Moms night out. As I am driving to the school I get a call from my son,<span style="mso-spacerun: yes;"> </span>who wants to know where I am.<span style="mso-spacerun: yes;"> </span>It is 3 minutes to 9 ( gosh, what does he think, I’m always late or something??<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Wingdings; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">J</span></span><span style="font-family: Calibri;">)<span style="mso-spacerun: yes;"> </span>So I park,<span style="mso-spacerun: yes;"> </span>run in and as I enter the hallway,<span style="mso-spacerun: yes;"> </span>he is in the middle of a group of 10 kids,<span style="mso-spacerun: yes;"> </span>5 boys and 5 girls, getting various pictures taken,<span style="mso-spacerun: yes;"> </span>They are all wearing a sash.<span style="mso-spacerun: yes;"> </span>I take a picture of them all together, just in time for them to line up for the DJ to start calling their names as couples…as nominees for the snow king.<span style="mso-spacerun: yes;"> </span>I walk into the dance floor…turn around and everything is going in slow motion.<span style="mso-spacerun: yes;"> </span>The DJ starts to announce the nominees…and each time the boy and girl walk through the doors and the crowd of kids cheer.<span style="mso-spacerun: yes;"> </span>The DJ announce my son with the young lady nominee,<span style="mso-spacerun: yes;"> </span>and he walks through the line as the kids cheer.<span style="mso-spacerun: yes;"> </span>Im only able to get a picture of the end as there are just so many teenagers blogging my view<span style="mso-spacerun: yes;"> </span>( move it Mom here trying to take<span style="mso-spacerun: yes;"> </span>a picture!!<span style="mso-spacerun: yes;"> </span>Geez)</span><br />
<br />
<span style="font-family: Calibri;">They all walk up to the stage and are given flowers..and told to open the card and the card says whether they won king and queen or not.<span style="mso-spacerun: yes;"> </span>I watch and these 10 teens open their cards,<span style="mso-spacerun: yes;"> </span>and the crowd cheers as two come forward excited that they won.<span style="mso-spacerun: yes;"> </span>No,<span style="mso-spacerun: yes;"> </span>my son did not win…but I still could not take my eyes off him.<span style="mso-spacerun: yes;"> </span>He then came over to me,<span style="mso-spacerun: yes;"> </span>I got a few pictures of him with his nominees and also with his date to the dance,<span style="mso-spacerun: yes;"> </span>and then I left.<span style="mso-spacerun: yes;"> </span>I got into the car and just sat there,<span style="mso-spacerun: yes;"> </span>trying to compose myself as I was heading back to my party.<span style="mso-spacerun: yes;"> </span>I did, and returned, and then came home and stayed up all night…pretty much sitting by the computer or on the couch.<span style="mso-spacerun: yes;"> </span>At some points I wept,<span style="mso-spacerun: yes;"> </span>because as I could not sleep,<span style="mso-spacerun: yes;"> </span>his entire childhood up to this point flashed before my eyes. I just kept coming back to the night,<span style="mso-spacerun: yes;"> </span>where his peers/classmates choose 5 boys to represent the class,<span style="mso-spacerun: yes;"> </span>5 boys who were the most popular…and my son was one of them.<span style="mso-spacerun: yes;"> </span>Now typically this is just a general feel good moment for any Parent,<span style="mso-spacerun: yes;"> </span>but to me, and our family this moment is a significant milestone…<span style="mso-spacerun: yes;"> </span>because around the age of 7, I wrote a mission preview for my son as part of an assignment … with my RDI consultant ( we were just starting RDI with my son at the time) A mission preview is also a concept listed in the book, 7 habits of highly effective people,<span style="mso-spacerun: yes;"> </span>under, habit 2, begin with the end in mind. <span style="mso-spacerun: yes;"> </span>Here it is- </span><br />
<br />
<div class="MsoNormal" style="line-height: normal; margin: 5pt 0in; mso-layout-grid-align: none; mso-pagination: none;"><u><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2. Intermediate-Term Mission Preview: 7 years from now <o:p></o:p></span></u></div><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">14 years old- Sleepover<o:p></o:p></span><br />
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">N knocks on the door of the youth group leaders house. S opens the door and is thrilled to see N was able to make it.<o:p></o:p></span><br />
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">" Hey guys, I'm here, let the party begin" utters N as he makes his way over to the pool table. He instantly begins talking to a few of his friends about the night before and how a bunch of them got together and went to the hockey court to play a few games. They begin to play pool and N is one of the last three kids playing. He misses a ball and with that laughs and walks over to some of his friends. "Did you see that new movie yet N?" remarks one of his friends. "No, not yet," says N, "hey lets get a group together next weekend and go see it." They all agree. N notices a more quiet boy sitting around the group and also asks him about going to the movies. They start a conversation and N finds out that this boy just started coming out to church. He brings him into the group and makes him feel welcome. At this point the boys gather around for a lesson from. S. S talks about the pressures of approaching the teenage years and N and his friends have a great conversation with S about the challenges they face in their social life. S also introduces the new boy. <o:p></o:p></span><br />
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">N has already met so and so and is helping him feel right at home."S comments" "I see that<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">but for anyone who has not gotten the chance to introduce yourself, make sure you do! They boys stay up till the wee hours of the morning eating and talking about everything boys talk about! <o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
<a href="http://autismremediationforourchildren.blogspot.com/2012/01/part-two-statement-of-hope.html">continued here</a></div>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com1tag:blogger.com,1999:blog-3410817259973380367.post-40387012262325266502011-12-15T18:18:00.004-05:002011-12-15T20:11:44.478-05:00the two faces of anxietyThe fragile growth of the mind- Chapter 5 The cradle of thought<br />
<br />
<br />
In this chapter, Mr Hobson looks at the growth of the mind and the different roles parents take, and how development unfolds. When I was finished reading this chapter, I concluded that the growth of the mind is definitely FRAGILE! For our kids on the spectrum, we are literally rebuilding their mind. What we want to make sure that we are doing is rebuilding their mind in a developmental sequence!<br />
<br />
I am going to take a few things from this chapter to springboard on the topic of Anxiety. I am doing this because the chapter goes into detail about the parent/child relationship, how no two caregivers are alike, obviously, and the many factors that are taken in with child development. There are many components to the nurture part of our parenting, but because Autism comes along, that all gets turned on its head. The LACK of reaction from our babies and toddlers set us up for a spiral of different emotions and reactions to what is going on with our kids. Obviously our anxiety level is through the roof as we feel *lost* in how to *help*. Our days can become all about preventing anything that would set out child *off*. We become super parents because we can determine what is needed ahead of time in the hope that all will stay right in the world IF we can forecast every possible situation that could occur…and own it so we can control the outcome!<br />
<br />
In essence, I am going to base much of what I am writing for Chapter 5 on a sentence on the first page of Chapter 5. " In order to understand and perhaps help with difficulties in parenting a baby, we need to find out what creates and what Militates against harmonious relationships." As always, I recommend you read the "The cradle of thought" by Peter Hobson as I am just taking a piece of the chapter and talking about a specific topic.<br />
<br />
So the question- What creates a harmonious relationship? And what force influences against a harmonious relationship? Huge question…That could go on forever! Thankfully I only want to talk about the foundation…the basics…the VERY beginning of this concept. In others words, what creates a harmonious relationship between a baby or toddler and their caregiver/parent. To know what creates this harmony , then what influences, can give us the answer to help when the relationship is not in place.<br />
<br />
Thankfully, when relating this information to Autism, we are learning more and more how to help our kids. Cutting edge therapies based on relationships far exceed the previous notion that our children are just a sum of their behaviors. That said, behaviors do matter! With both a behavioral approach to Autism or a developmental approach, success is noted by the Behaviors of the child. The difference is of course, knowing the foundations that are needed for the understanding of relationships, part of dynamic intelligence, compared to static intelligence which is rules and rote information.<br />
<br />
When I visualize my baby or any baby, those first few weeks the harmony comes from supplying their need. Meanwhile, we all as parents were awaiting that first connection…going from you give me food to Hey well… Hi there. The first smile that we refuse to believe is gas! The lack of sleep, pain, it is worth it for the feeling we have when the *relationship* starts. Couple the relationship piece with giving our children their needs…and you have the makings of trust and security. Those two topics will be for the next chapter because for right now, we are concentrating on the breakdown of the *relationship*, caused by Autism. Infantile Autism or regressive Autism alike, are both linked to the breakdown of relationship, just at different ages.<br />
<br />
What I LOVE about exploring the origins of thinking, is that we can ask ourselves questions like, ok so, what takes a relationship to the next level….in the most basic form!? For me, the answer to that question is something inside me, allows me to take the relationship further, ANY relationship. It has NOTHING to do with the other person…YET. Some of you may have guessed already…its resilience! Resilience is the ability to recover quickly from change. With babies, we know not to overwhelm them…to build up their resilience. We know that the back and forth goo goo and gaa gaa is creating in them resilience that we answer them when they are with us…that there is that back and forth. BUT take an environment that is overwhelming, noisy, etc and their lack of resilience is hard to miss ( a screaming child). I know I keep repeating myself, but we all know that a screaming baby means an overwhelmed baby. Within typical development, this *uncertainty* actually builds up resilience ( as long as it is not extreme). Most of you can relate that we can give the Mom a reassuring look when her baby is screaming, overwhelmed, etc.<br />
<br />
Here’s the thing, for our children with Autism, their *state* of uncertainty did not build resilience for them when they were younger..it has the complete opposite effect. It makes them crave sameness…in an effort to prevent the uncertainty that is just too scary. On page 142, “ There is so much that a young child acquires through others that there are real disadvantages for the infant or toddler who is unable or unwilling to engage with other people in their dealing with things.”<br />
<br />
Of course we, as parents of children with Autism, understand this difficulty. Taking it that step further, understanding resilience, and uncertainty that builds resilience…. is KEY!<br />
<br />
Time magazine did an article last month on the two faces of anxiety. <br />
<a href="http://randomtidbitsofthought.wordpress.com/2011/12/13/why-anxiety-is-good-for-you/">http://randomtidbitsofthought.wordpress.com/2011/12/13/why-anxiety-is-good-for-you/</a><br />
<br />
The definition of Anxiety is .A state of uneasiness and apprehension, as about future uncertainties<br />
<br />
The article talks about how Anxiety can be good for us… helping to sharpen our senses! Yes, I do agree with this…because again, this comes back to resilience. We can grow in resilience by productive anxiety, or too much to cope with, unproductive, we shut down. <br />
<br />
If you have a child on the Autism spectrum , reflect for a moment why they are inflexible, controlling, passive, inattentive, anxious…. Consider their resilience (bank). <br />
<br />
Consider what their therapy/Intervention is doing for their resilience? IS it making deposits in their resilience bank, giving them the tools they need where you see improvements with flexibility, etc ( without reinforcers)… or is it making your child MORE controlling, More anxious ( sure signs that something needs to change). Children on the spectrum are on anxiety medication at a record rate…and as one study suggests, behavioral therapies can help a child learn skills…but increase their anxiety. That is too high of a cost! <br />
<br />
For my 2, addressing how they handled uncertainty by addressing developmental milestones…taking how they *feel* from unproductive to productive, began in them a chance to build up resilience. Especially for my older son who was around 8 at the time when we officially started RDI, going back to address this made the difference between an anxiety filled child, who was inflexible and controlling, to a 14 year old today who no longer has those core deficits of Autism, in our neighborhood school, has friends, etc.. Side note- In 1st grade my son controlling behaviors and anxiety were off the charts and there were times he would need to be restrained by his Aides.( heartbreaking!!)..and for 2nd grade he was shipped to a school for children with Autism!!Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-81610453464047060602011-02-20T00:57:00.003-05:002011-02-22T19:07:43.461-05:00Autism robs a child of their emotional foundation- Dr Oz<span style="font-family: Verdana, sans-serif;">Chapter four The Cast of thought</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">What is our emotional foundation? Or more importantly, if Autism robs our children of this foundation, how do we *get it back*? To answer that question, we need to look at how our emotions emerge in the first place! How do we *think* about thinking?</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">We know our capacity to think and feel with our own perspective is a human trait. It is something I, as a parent took for granted before Autism came into my life.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">This chapter goes into the process of having thoughts…and then perceiving that we are having thoughts. We obviously all have thoughts, and as we are thinking, we know other people who we are interacting with are also thinking. We know that they may be thinking different things then we are, but at the same time we can carry on a nice back and forth conversation or action because we are able to adjust to perspectives. For children on the spectrum, they think, but on in a very rigid manner. Their thinking can be black and white and since it can be hard to understand that other people have thoughts too, it appears that in every interaction, it is all about them or how something affects them. </span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">For an example of this, I was reminded this week of the show Dragnet. If I admit I remember the show I admit my age so I what I will say is I think I was too young to watch it. :) But I remember people talking about it. Anyway, Sergeant Joe Friday would go into a situation and try and get information, and usually was encountered with * emotion*. He ended up having to shift through all the perspective and emotions to get * just the facts*. Of course this is necessary at times, but what if the brain was wired in such a way where it always asked *just the facts”? The world was seen as objective, just knowledge and facts.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">The fact is, this would mean the neurology of that person had gaps in their early developmental milestones that prevented their emotional and social foundation from emerging. These gaps, then cause the domino effect of skills being build without the understanding of the social or emotional function of the skill. Knowing that you can think, in comparison to being able to perceive your thoughts and perspetives is at the heart of Chapter 4.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">When our brains are comfortable and relaxed, we tend to be able to entertain thoughts, contemplate, or ponder much easier and be subjective in our thinking. We have opinions, feelings, emotions that are all built on what we have perceived.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">We move from thought to though, we daydream, we come *back to reality* . WE can take an object, think about it, its color, its size, what we want to use it for. We can take up different perspectives to the very idea of having a thought about something- page 96</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">How does, and when does *this* start?</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">On page 99 Hobson talks about Symbolism. Symbolism enables us to think about Absent realities. As I continued to read, he used the example of a painting and what we *see* when we look at it. How do we interpret what the picture or painting is saying. If it is a picture of a memory, we look at the picture and reflect on that time, we ponder and entertain our emotions during that picture. We don’t simply look at the picture and think, Im wearing a blue shirt, there is a dog in the background, etc etc. The picture represents a symbol of our perspective.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">One of the assessments within RDI, is reviewing meaningful pictures with a child. It is common for children with Autism to view pictures or paintings as something to label. By keeping track of this process, we can see the progression from the start where the child views pictures as items to label,.. to a representation of their own perspective as the child’s developmental gaps are filled in to what they were doing in the picture and their own perspective..</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">On poge 103, Hobson asks the question-How does the infant escape her sole view of the world to gain a vantage point from which she can survey the scene from a number of perspectives? I was a little surprised to read that object permanence was the next factor in this ability.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">The reason this was fascinating to me is because in my experience with Autism, both as a parent and as a professional, one of the diagnostic criteria in the DSM for Autism is *plays with toys inappropriately.* so right there, we see that the part of the brain that fosters object permanence is affected.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">“Object permanence is the understanding that objects continue to exist even when they cannot be seen, heard, or touched. It is acquired by human infants between 8 and 12 months of age via the process of logical induction to help them develop secondary schemes in their sensori-motor coordination. This step is the essential foundation of the memory and the memorization process.”</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">Alongside Object permanence and logic, an infant begins to see their world through the eyes of their parent, through borrowing their parents perspective. We see this with a child who checks back with an adult for safety before doing something they are unsure of. We also see this if a child falls or is startled in any way, and looks at his caregiver for their perspective before they react. Sometimes we as parents can hijack those tears if we smile and say Youre ok, compared to giving them a startled face in return and rushing towards them saying oh no are you ok? Alright I’ve done both, I’ll admit it! :) That is a great example of our babies learning about perspective by borrowing OUR perspective first! Great stuff in this chapter!</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">AN example of logic and perspective borrowing hand in hand is imitation. When you play on the phone and pretend to talk and a baby does imitates, or when a young child plays dolls…children even as they get older process their world through the perspective of their trusted parent The infant is learning about the toy but at the same time that toy is telling them alittle about their mom.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">This is how perspective emerges, by the infant gaining a vantage point from which she can survey the scene from a number of perspectives. Page 103</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">In contrast, a child with Autism has had that neurological path effected in a way that they did not gain ( Or they lost something they once had) the foundational ability to see the world through another’s eyes, and have started down the path to see the world first through their own eyes. This information is crucial in knowing how we can restore development and perspective for our kids! We know that children on the spectrum want to keep their world *their* way, their perspective and easily fall apart when we reach into their world with our perspective. We know this is an important milestone that cannot be skipped when going back and giving our children a chance for a do over in their development.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">While I can’t cover everything in this chapter, I wanted to end with talking about the role of language in the progression of perspective.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span><br />
<span style="font-family: Verdana, sans-serif;">On Page 111…simularities between language and play words are used for communication in play and perspective. Learning language communicates social understanding. Once a child starts to *talk* they are typically excellent communicators socially and emotionally. They have already began the process of object permanence , symbolism, and borrowing perspectives. They are well on their way of understanding that they have their own perspective while another can have a differing perspective. I blogged about it here </span><a href="http://autismremediationforourchildren.blogspot.com/2010/07/principle-of-perspective-part-one.htm"><span style="font-family: Verdana, sans-serif;">http://autismremediationforourchildren.blogspot.com/2010/07/principle-of-perspective-part-one.htm</span></a><br />
<br />
<span style="font-family: Verdana, sans-serif;">Without these foundations in place or restored is lost, learning language becomes a static skill. This is evidenced by its purely instrumental use for labeling, needs , wants or scripting and not for emotional sharing or perspective. This is also the reason grammar is confused. To give an example, children will repeat the sentence said to them in order to respond. If you ask a child “ Do you want a drink of water” and when they are thirsty again and say to you “ do you want a drink of water” as their means to ask, they are missing the milestones and perspective taking necessary to determine how to change that sentence to express your perspective to their perspective. My own child years ago would continue to say Say when we were asking him to say Water, He did not understand that he was able to drop the “say” These are all indicators that a child does not use language correctly in relation to perspective communication. They do not yet have the skill to switch viewpoints in seeing the world through someone else’s eyes first, and then their own. One of a pet peeve of mine is Autism interventions who work on teaching language without these prerequisites in place. It is a pet peeve of mine because I myself did this to my one child on the spectrum. Once I learned about his developmental milestones needing to be addressed, I had to go back and undo how he learned language ( his chatter about nothing in particular or obsessing over a topic), and work on perspective within communication. By doing this, he now has the tools for meaningful friendships that are only possible with someone who is able to understand that both parties are *thinking and have a perspective” in an activity. For my second child on the spectrum I had learned how to effectively encourage communication within development. He never had any pronoun issues or lack of experience sharing communication. </span><br />
<br />
<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">A mom in the audience of the Dr Oz show said her son had a 4.0 average academically but cannot make a friend. The ability to make a friend starts in infancy…before language or before learning skills, It is rooted in our children’s emotional foundation. </span><br />
<br />
<br />
<span style="font-family: Verdana, sans-serif;">This chapter reminded me why it is extremely important to understand the effect of addressing developmental milestones ( and what happens when we do not) in our children. Our kids, any child, dx or not, have enough to struggle through understanding childhood... removing certain obstacles to give them a better understanding of the social world is a huge advantage to this wonderful children!!</span><br />
<br />
<span style="font-family: Verdana;">We won't sit still and let Autism continue to rob our children of the ease of their social and emotional abilities! We are taking back our children and removing as many obstacles for them as we can!!!</span><br />
<span style="font-family: Verdana, sans-serif;"><br />
</span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-3343968154487521632011-02-19T21:18:00.003-05:002011-02-19T22:21:54.871-05:00For Physicians and Educators: 10 Things You Can Do To Help Families With Children Affected By Autism or Developmental DelaysA few days ago I read a thoughtful article here <br />
<a href="http://thinkingautismguide.blogspot.com/2011/02/for-physicians-10-things-you-can-do-to.html?m=1">http://thinkingautismguide.blogspot.com/2011/02/for-physicians-10-things-you-can-do-to.html?m=1</a><br />
<br />
). I like that Dr Som spoke up to bridge the topic, even though I don’t necessarily agree with everything said. The things I do agree with I kept. And are noted in a pretty blue as to give credit :)…. No sense recreating the wheel !! :) My comments are in black italic. Anyway, I wanted to do my own version, maybe to give to my pediatrician, not because I don’t like my pediatrician cause I do. I find him very open minded, easy to talk too, and he is not hard to look at either( you know… easy on the eyes ladies!)!! That said, as a mom of two children Dx on the spectrum and a professional in the field, I definitely have something to say on this topic…some of my thoughts applaud what Dr Som says, but some don’t. That’s ok because we as parents always need options to make informed decisions for our own children!! I know I did. I needed options for every step of the journey I made with my two children. They were both very different yet shared those core issues of Autism. So we, as parents don’t always agree, except when it comes to being able to make an informed decision for our own children and family! In the spirit of that, here is my addendum to-<br />
<br />
<span style="color: #073763;">For Physicians and <span style="color: black;"><em>Educators</em></span>: 10 Things You Can Do To Help Families With Children Affected By Autism or Developmental Delays</span><br />
<br />
<span style="color: #073763;">The 10 things pediatricians and family practice physicians can do to help families affected by autism or other developmental delays in their in their practices:</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">1. Understand the ABCs of behavior</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">• A= Antecedent = What happened immediately before the behavior? </span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">• B= Behavior = A description of the behavior (not "he got angry") </span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">• C= Consequences = How did the parent or teacher respond.</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">According to the American Academy of Pediatrics (AAP) policy statement on discipline, parents are more likely to use aversive techniques like spanking when they are angry or irritable, depressed, fatigued, or stressed.Although I cannot speak for all the caregivers of developmentally delayed children, one of these adjectives describes me all the time. The policy statement also mentions that spanking can be a positive reinforcer for children much like my firm "stop it" or sighing were for David. The policy does not address developmentally delayed or autistic children. The AAP policy statement on the maltreatment of children with disabilities discusses the issue, but I hope most pediatricians address behavior management techniques before there is concern about maltreatment.</span><br />
<br />
<em>Ok lets face it, you know as our doctor/working with our child on the spectrum, Autism shakes us to our core! </em><br />
<em><br />
</em><br />
<em>Understanding behaviors are indeed crucial to understanding what is going on with our children. But it is not all about shaping their behaviors…we as parents want to shape our children’s minds! Not just shape their minds to behave a certain way, but to truly think with the ability of reciprocal perpective taking in their decisions. We do appreciate some techniques from Behavioral modification, as they are shown effective in various degrees with addictions for adults or for our kids just trying to get them to brush their teeth with a sticker chart, etc. They show effectiveness with some children with Autism by teaching them a skill. I knew Behavioral modification before I knew Autism. With my first child, I thought I understood how ABA would help him. It did help him, according to most of you. But for me, he knew skills, and could talk for his needs, but socially and mindfully there were huge gaps!! But I was told how great he looked. He was recovered because he got A’s on his report card. Or because he could simply talk. Yet, He did not understand friendship because he could not take on another person’s perspective. I learned a valuable lesson that day for my younger son who was also Diagnosed with Autism…and for my older son to know how to still help him and not give up thinking it was as good as it gets. I stopped looking at Autism as a behavioral issue and started looking at our children as we would any typical child? Yes that’s right, pull out the what to expect the first year-5 years books and apply that information to our children too!! Can we give them a chance for a do over in their development that they missed the first time because of the assault on their neurology? As a Mom, I wanted that for my own children!! Not to change who he or she is, but to remove those obstacles because of those basic missed milestones that is at the core of our kids emotional foundation. Believe it can happen with me and don’t just try and get our kids to act a certain way. We want them to know why and feel competent in their social world! We want that to be the first line of defense so that we build upon a strong foundation so that they can resume on their developmental pathway!</em><br />
<em><br />
</em><br />
<em>We know our kids are missing vital developmental milestones so throwing them behavioral techniques are short term compensations that do little to help them develop theory of mind. That is why over and over again I hear “he does great academically but he can’t make a friend” The reason for this is because they do not have the foundational social and perspective skills that emerge in typical children as early as 6 months old. Think of the crisis of children entering adulthood on the spectrum. They can read, they can write, they can talk, but they do not have theory of mind for perspective, for intersubjectivity. What I’m proclaiming from the rooftop is, we now know so much more then we knew before concerning Autism. We want our children to think *on their feet*, to be mindful, and those actions, is where theory of mind emerge. And yes, it is possible! Raise the bar with me. RDI follows the traditional guide apprentice role comparable to how we interact with our typical children. We do not reinforce poor behavior either but at the same time reinforce that both child and mom are both going through a thought process during any interaction. With my 2nd child Diagnosed on the spectrum, after a short time of ABA in which we were making no progress, switching to RDI not only took care of his cognitive development, his ability to attain theory of mind, but also any behaviors that he was presenting. Sometimes Behavioral Modification is necessary for short term compensations, and has its place… but stop acting like it will give our children theory of mind!</em><br />
<em><br />
</em><br />
<span style="color: #073763;">2. ASK and LISTEN. </span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Many families assume that routine check ups for a child with autism are for vaccinations and other non-mental or behavioral health issues. Many families have seen or are actively seeing a developmental pediatrician or psychiatrist. Ask if these professionals are accessible and helpful when it comes to the very practical issue of daily discipline. If concerns are not being addressed, send your patients elsewhere. Sometimes just talking helps families find focus and prioritize what they juggle everyday.</span> <em>Most of all understand that some parents will now have trust issues with you. After all, you may have been the same doctor who told them their child may need to be institutionalized or the educator that says that they don’t expect much from our child. Please recognize parents as an effective team member who has more vested in this issue, their child. They spent sleepless nights reading, on the internet, etc. Listen to what they have to say.</em><br />
<em><br />
</em><br />
<span style="color: #073763;">3. Know where to send your patients. </span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Do you know the specific schools or programs in your community that excel for children with cerebral palsy, developmental delays, or autism? Which therapies do you suggest and for what reason? </span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Not all therapists are equally skilled, which is especially true if the child is seeing a therapist via a state early intervention program. If you reflexively send special-needs patients to the triad of occupational therapy (OT), physical therapy (PT) and Speech Language therapy (SLP), without determining a child's unique needs, the family's insurance, and what your patient's Special Education Local Area Plan (SELPA) offers, you are not providing a true medical home.</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">One thing you can do is to enlist the help of parents of special-needs children in your practice. Ask if they would mind if a parent in need contacted them. We wish desperately that a primary care doctor or specialist had done that for us, especially when we first relocated.</span><br />
<br />
<em>This is important because it is easy to fall into the trap of thinking something is effective, but to talk to parents who has been down that road, and then see the outcome, is huge in bridging the gap from what is thought to be effective, to what is truly effective in the long term.</em><br />
<br />
<em>4. Send your patients to a Certified Relationship Development Intervention Consultant who has completed their training with RDI. Also note that each year, these same consultant ( <a href="http://www.rdiconnect.com/pages/Find-a-Consultant.aspx">http://www.rdiconnect.com/pages/Find-a-Consultant.aspx</a> ) must be recertified to show they are on top of the current research on developmental milestones for our children, and what is effective long term. This is the first line of defense for our children. After a RDI program under the direction of a certified consultant is in place in the home, the program can then branch out with mindful coaches as extenders for the family and in to the school if the child is school age. It may be necessary for a behaviorist to collaborate for short term compensation. But that is not always needed. RDI is clinically proven and is an evidence based emerging treatment. It is important to keep up with research on what Autism is to know how to effective help our children long term. Typical development is plan A. We need to stop doing plan B with children on the spectrum and restore their plan A! This reduces the need for always having to react to a new behavior and is a proactive approach.</em><br />
<em><br />
</em><br />
<span style="color: #073763;">5. Advocate for insurance reimbursement. </span><br />
<br />
<em>I believe in insurance reform to treat Autism as a developmental and medical condition, not a behavioral condition. I believe that treating the underlying foundational issues of Autism is far more cost effective then trying to alter their behavior from those unaddressed gaps in development. However, I believe in parental choice. If a parent chooses to use an intervention that addresses development compared to behaviors, they should have this choice. I believe it is empowering to help parents help their children. I believe that parents are the most effective therapists for their children. Since Autism is a developmental disorder, a bond of trust is crucial between parent and child. Because of Autism, this emotional trust is crucial and was thwarted because of Autism Once a regulation of this trust is strong, coaches to assist the parent can be brought in as necessary. This places parents as part of the professional team helping their children.</em><br />
<br />
<br />
<span style="color: #073763;">If you want private insurance to help, wait until the child pulls out everybody's hair and becomes a danger to himself or others. Then he can go to the ER while he waits for a bed at a an inpatient psychiatric facility. Obviously, I am not seriously advocating this course, as it is not humane -- or cost effective. Legislation in various states attempts to compel insurers to pay for autism therapies, but loopholes almost universally allow insurers to weasel out of reimbursing for ABA.</span><br />
<br />
<em>After I chuckled at this remark of course, I realized how sad it is that this is indeed what insurance does to us!! Advocate for addressing the Antecedent of why the child feels incompetent in their social world in the first place.</em><br />
<br />
<span style="color: #073763;">6. Say NO to drugs as a first line approach. </span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Say this three times out loud: "No medication should be started without an effective behavior plan. No medication should be started without an effective behavior plan. No medication should be started without an effective behavior plan.</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Although the AAP policy statement on the management of children with autism advocates for this approach, (published November 1, 2007; reaffirmed December 1, 2010) the AAP policy statement does not mention discipline strategies in any detail nor does it broach the subject of child maltreatment. It spends one paragraph on the importance of a behavior plan for an a child with "challenging behaviors," and then three and half pages on drugs, most of which are not well studied. There is a one page table that suggests specific classes of drugs for specific problems. Why isn't there a comparable table illustrating behavioral solutions or approaches to common problem behaviors? The policy statement assumes that you will be able to easily send the child to a specialist for a functional behavior analysis while you get ready to write the prescription.</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Imagine if pediatricians or family practice physicians handled asthma this way. The child would arrive at the office coughing and dyspneic [short of breath]. We would administer albuterol, oxygen and/or steroids while his mother sits next to him smoking a pack of cigarettes.</span><br />
<br />
<br />
<span style="color: #073763;">7. Help your patients' parents develop meaningful familial supports before crisis.</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Of course an effective behavior plan requires not only an experienced professional for design but a motivated caretaker to implement. Personally, I can think of a handful of occasions when I would have benefited from a therapist in my home for intense short periods -- for example, when toilet training.</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Here is one example: I write lots of prescriptions for diapers and incontinence undergarments for autistic children older than five, so that the parents can be compensated for the cost of these items. Many, if not most, children with autism can be toilet trained -- if their parents or caregivers have help from experienced professionals in this area. However, in my state, Medicaid pays for all the diapers you want but will not pay for any ABA or in-home behavior management.</span><br />
<br />
<em>This is where RDI again, looks at the why of the behavior and targets the missing milestones instead of just the behaviors. RDI targets behaviors too, which is why I agree with a behavior plans in context to the high goal of removing the obstacle through theory of mind. By addressing cognitive development, RDI addresses behaviors. Behavioral techniques that foster mindfulness are included within RDI.</em><br />
<br />
<span style="color: #073763;">8. Stop making parents the only "experts" on their child.</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">We do not diagnose a child with muscular dystrophy, brain cancer, or blindness, and then tell her parents that they are the real experts, but you will be available for consultation. We do not reassure parents of a child with these diagnoses that if things get too bad, they can go to the ER or call one of the triad: OT/PT/Speech for help. We should not use this approach for parents of children with an autism diagnosis.</span><br />
<br />
<span style="background-color: #f3f3f3; color: #073763;">How can we go from institutionalizing children with autism and blaming the disorder on their parents -- just 40 years ago -- to making parents the experts on autism treatments?</span><br />
<span style="background-color: #f3f3f3;"><br />
<span style="color: #073763;"></span></span><br />
<span style="background-color: #f3f3f3; color: #073763;">I like the idea of bridging this gap by "hospitalizing" the child and bringing the behaviorist/Coach to the house. I <span style="color: #073763;">dream big. In the meantime, YouTube has great videos of families using RDI (sample search) or ABA (sample search). Autism Speaks now has its own channel.</span></span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">It is sad that no physician has ever suggested to us -- fellow physicians -- that we could use resources such as online videos as a way for us to learn about therapies. Describing behavior therapies is like writing an essay about how to Salsa. Encourage families to find a way to observe it in action. Understanding each intervention and the purpose for that intervention helps parents make informed decisions!</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">9. Advocate for better training for folks on the front line. </span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Who are those on the front line? Social workers, early intervention educators, caseworkers from your state's developmental and /or cognitive service provider, special education teachers, and therapists -- those are the front-line folks you will meet. All need ongoing training -- in advances in remediation, and advances in what is known about education and behavior management for people with developmental delays. With social media and telemedicine there is no reason that individuals well-versed in behavior management cannot help children even in the most remote areas.</span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">I know a marvelous occupational therapist who worked full time with autistic children. She cut back her hours because of fatigue. She wants so much to help train other people, but there is no way for her to make a living that way. Sometimes schools, counties, insurance companies, and large free standing children's hospitals do not want to pay for consultation with a behavior specialist, or allow their employees to take time away from client duties to get better trained. In the big picture, it would not only save money it would save lives.</span><br />
<br />
<span style="color: #073763;">10. Stop corporal punishment in schools and in homes. </span><br />
<span style="color: #073763;"><br />
</span><br />
<span style="color: #073763;">Human Rights Watch reported that children with disabilities including those with autism were more likely to endure corporal punishment in schools than their typical peers. Nobody would ever know if I hit my son on a regular basis. Although he is verbal, he would never be able to articulate abuse to anyone. There are limited studies on what parents do in the home for discipline. Most parents understand that their children are fragile and different. However, they lead incredibly stressful lives with very limited respite options. They need techniques to combat aggressive behavior effectively and safely.</span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-30673850539757836772011-01-22T21:16:00.004-05:002011-01-23T00:01:33.661-05:00The Dawn of thinking (ASD and Theory of mind)<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Chapter 3 The Cradle of thought</span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">What can RDI do for your Family/Child?</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">In reading chapter 3, a question was in the forefront. Ok, so we know that children on the spectrum lack Theory of mind. From my 11 years of experience with Autism, both as a parent and a professional, this is undisputed. But before I continue with the question of what RDI does for the child on the spectrum, we need to think about what our own determination of theory of mind is. Do we believe that our children on the spectrum can have that intersubjectivity within their relationships? Do we think this knowledge is crucial when determining what intervention best fits our beliefs? In exploring this belief we determine the direction in which you choose to help your child with Autism. Questions like, how does this help my child with perspective, or how will my child understand inferences compared to black and white thinking?</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">I wanted to mention here, the complexity of the lack of *sharing another’s state of mind* is evident in both infantile Autism and regressive Autism. This is a core deficit of both forms with different triggers. In many children on the spectrum, regardless of either Diagnoses, a co occurring condition of sensory integration, or inflammation of the gastrointestinal track must also be simultaneously addressed alongside theory of mind. Bio medical treatment and/or brain integration help heal the assault on the brain, but the core deficits must always be addressed in addition to getting the child’s immune system working properly. </span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">This Chapter, and woven throughout the remaining chapters of the book, explains what RDI can do for a child on the spectrum…through the lens of intersubjectivity which leads to theory of mind.</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Looking at the *dawn* of thinking...and the definition of primary intersubjectivity .</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Primary- Actions and emotional state of a baby up to 9 months old</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Inter- Something happening between two people</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Subjectivity- Your unique appraisal, thoughts, perceptions, feelings memories and dreams</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">For a baby about 3-9 months of age, Intersubjectivity is about *us* Think of the games we play with them , peekaboo, etc. Very Simple actions that are centered around both people involved. On the foundational level, 9 month old’s are able to accept the initiation of peekaboo, manage their attention, respond to both attention and lack of attention. These actions are referred to as being able to emotionally regulate with the other person.</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">In the coming chapters of The Cradle of thought, we will go through all the stages of intersubjectivity. Since the foundational milestones in RDI are based in the ability to share with another’s mind ( being conscience of another’s conscienceness), most children who start RDI start here regardless of the therapies they may have received in the past. This is where families learn about the Guide Apprentice role that we intuitively do with typical children ( we are their guide, and they are our Apprentice to the world as we teach them). With the Diagnoses of Autism, we fall into the role of following them around and reversing what is done with typical children. I should mention here to reach into a child’s world with Autism, we do not have to give up the role of Guide. As we guide our children to regulate with our actions and roles, this forms the ability for joint attention which is crucial to a child as young as 3 months. Think of Peek A boo…without the child being able to share joint attention with the Mother/Father, you can visualize how that would affect the emotional connection. This primary stage is huge as these functions in development lay the groundwork for all future understanding of how we, in our relationships, depend on collaboration and shared perceptions . </span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Secondary Inter Subjectivity begins from 9 months - 15 months….which I will save for Chapter four “The Cast of thought”.</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">So let’s take a look at the very basic primary stage that a typical 9 month old has mastered . A few of the mastered milestones of this stage is –</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Managing attention</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Acceptance of initiation/invitation </span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Response to initiation failures </span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Response to initiation successes</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Coordination of emotional tone (happy, sad, etc)</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Coordination of emotional intensity (a little excited or very excited) </span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Balance of communication (verbal, non-verbal, etc)</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">As you look at the mastered milestones, you’ll notice that these milestones are very necessary to have meaningful reciprocal relationships. It is incredible to me that a 7 month old has the foundational skills to begin to understand friendships and meaningful relationships because of their emerging theory of mind, knowing that social interaction are about *us*, Their thoughts begin to move out of instrumental * me* and into the next stage where they want to share experiences.</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">What I have found as both a parent of 4, 2 diagnosed on the spectrum, who had to help both move out of instrumental mode along with professionally seeing many children who were trained for many skills but their theory of mind was never addressed…is You cannot skip this crucial stage without consequences. Over and over social skills groups try to address the lack of social understanding with our children, and while their attempts are well meaning, their methodology is just another rote way to try and build upon a weak foundation because basic milestones have never been met. A parent will say to me, if only my child could get a friend!! Or they will let me know their biggest challenge is initiating friendships with their peers. Now look back at those primary milestones…This is where the function of learning about friendship begins.</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Another common thread that I hear with parents is regression . Again, our children are just like any other child, and they need these basic milestones in place to have a strong foundation...to build upon. Yes, it must be done in a more deliberate, precise way as they did not get the milestones the first time due to their own triggers that caused Autism. But in no way can they be skipped in hopes that they can be taught how to fake it with scripts, without having the intentionality of wanting to seek out relationships from their intruistic motivation.</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">What can RDI do for your child and family? The piece of mind knowing that you are affording your child a second chance at milestones that were missed the first time, protecting him against regression, and giving him/her the foundational skills to build meaningful friendships ( just as their peers learned it) as he progresses in his treatment for Autism. These milestones are needed no matter where your child falls on the spectrum ( debunking the *rumor* that RDI is just for Aspergers or HFA) as my own 2 children were PDD and Severe Infantile Autism.</span></em><br />
<em><br />
<span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"></span></em><br />
<em><span style="background-color: #f3f3f3; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;">Kathy</span></em><br />
<a href="http://www.autismremediationforourchildren.com/"><span style="background-color: #f3f3f3; color: #073763; font-size: large;">www.autismremediationforourchildren.com</span></a><span style="background-color: #f3f3f3; color: #073763; font-size: large;"> </span><br />
<span style="background-color: #f3f3f3;"><br />
<span style="color: #073763;"></span></span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com1tag:blogger.com,1999:blog-3410817259973380367.post-6700644809136217582011-01-17T22:42:00.000-05:002011-01-17T22:42:28.343-05:00Good Morning America, well …maybe not so good!<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>As I gave out a heavy sigh upon watching Good Morning America today, I decided to interrupt my regularly scheduled Blog ( I will post Chapter 3 on Wednesday!) because of George’s incredible rudeness on national television. I mean I get that he does now agree with Andrew Wakefield ( or he was told not to agree, whichever the case may be)…but I felt like I needed to give him a scolding for being so rude ( after all I do teach my children it is rude to continuously interrupt someone when they are soeaking)</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>So here are some of my musings of the current events these past few weeks!! Last week was Anderson Cooper, this week, Good Morning America ( and its only Monday!). Of course in between were countless interviews with Doctors, parents, reporters, etc…on both sides of the issue. And that issue is- Do Vaccines cause Autism?</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Andrew Wakefield could not have been clearer, along with most people who spoke on the subject from both sides of the issue. The answer is, we don’t know. Even Doctors who claim that there is no connection admit the problem is, we simply don’t know what causes Autism! To me, well, if we don’t know, we cannot rule out anything without intense, non biased studies ( the studies where people are truly looking for the answer and not trying to disprove the other side) Intent is a huge factor within research and can have a huge impact on what is*FOUND* in research! We need studies that are not funded by the interest of the stakeholder! </em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Controversy always gets me thinking…and I tend to go back to History. I know that one of the quotes in the RDI book is from William James- “First, you know a theory is attacked; then it is admitted to be true, but obvious and insignificant; Finally it is seen to be so important that its adversaries claim that they themselves discovered it”</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>My own children who were diagnosed with Autism are now just about 14 and 10. I have been around long enough to see the tides turn within all kinds of opinions.</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>So since this is my blog, I wanted to share some of how I got to where I tend to take my mind when people are talking about something *new* something out of mainstream, and/or something controversial. I will try and keep this as short as possible, so if I miss something it is not because I did not want to talk about it. I am also in the unique position because I have two children diagnosed on the spectrum, One who was Diagnosed with Regressive Autism, and the other with Infantile Autism. Yes, there is a difference. And I also have two Neuro typical children. This is important because Autism is not triggered by one isolated incident but rather a perfect storm of genetics and/or environmental triggers. I am no doctor but I would think that being able to assess a child’s immune system, along with family history of allergies, etc could go an incredibly long way in making progress with pinpointing how to head off that trigger for each child who would be susceptible to regressive Autism. At the least it would be much more productive then trying to dismiss that Autism and Gastro immune issues co- exist in 70 percent of children with Autism as irrelevant. Remember the quote in the beginning of the blog. Keep in mind that there are doctors on both sides of the issues. A look at history tells us that Mainstream medicine focuses on understanding problems from the perspective of the stakeholders involved and then applying information and other technologies as needed. This serves us well in some cases, and in other cases it is a hindrance to, well…truth. It does this because the stakeholders have A LOT to lose</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Since we are talking about Autism, I am going to use the my experience with two interventions the same way I look at what is currently in the news with Andrew Wakefield. I do this because as a parent, I needed to be doing something for my kids. Don’t get me wrong, effective research is vital in understanding Autism, but equally important is understanding effective long term treatment for our kids. After all, they are all going to grow up to be adults so this effects our entire society, not just those of us who have children on the spectrum.</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Starting with Behaviorism we know that Dr Lovaas started his work in the early 1960’s. In 1965 there was a published article in LIFE regarding his * new treatment*</em></span><br />
<br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em><a href="http://neurodiversity.com/library_screams_1965.html">http://neurodiversity.com/library_screams_1965.html</a></em></span><br />
<br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>My purpose is not to discuss this article in detail, but to merely continue to show the progression of research. Of course one might note that this article had to have drawn some criticism! One group maybe criticizing for not putting these children away and another group criticizing the methodology. Some parents saying how could the *other * parents let this be done to their children, while those parents were grateful that through behaviorism their child’s needs and wants could be voiced.</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Backing up to see Dr Lovaas influences, In 1904 Pavlov won the Nobel prize for his work in conditioning. From the early 19th century and the early 20th Century behaviorism gained popularity among many philosophers. Dr Lovaas based some of his work on the studies of Ivan Pavlov and BF Skinner to apply conditioning/Behaviorism to help children with Autism. Before that period work was very limited for Autism/mentally handicapped children, even though behavioral techniques were being used in other fields for managing behaviors like addiction, etc. Let’s face it, after a long day we all reward ourself with a treat, etc. In these instances, we already have the social foundations of reading non verbal cues and perspective. </em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Dr Lovaas started his work in the 60’s. The article above just documented what he was working on ( 1965) yet it was not until the 70’s that he started actual research, which resulted to his first research paper published in 1987. This is an estimation of about 20 + years of research before the first study was published, and going back further before a connection was made that behaviorism could benefit mentally handicapped children. Ultimately, Dr Lovaas was the pioneer who was able to help parents by giving them the choice to not have to put their children in institutions, which was typical and recommended at the time. Looking back on History, I think it is safe to say that in the years from 1960 through 1987 there were many parents who could of taken advantage of behaviorism to help their children learn rote skills…but it was controversial. The Norm was institutionalization.</em></span><br />
<br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Keeping this in mind, take a look at the following video- Personally, while I watched this video for the 4th time, I could not help but think of the Mom. Would she of had to stand up against the Norm to keep her baby out of an institution? As parents, we know she could never forget!! It is heartbreaking to even think about!! </em></span><br />
<br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em><a href="http://www.cbsnews.com/video/watch/?id=7096537n&tag=related;photovideo">http://www.cbsnews.com/video/watch/?id=7096537n&tag=related;photovideo</a></em></span><br />
<br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>How different would the conversation be with her doctor if this happened today? Really. Would it really be all that different?? The players may be different but the story is the same.</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>It took one man( Dr Lovaas, ) over 20 years to even start to put a dent in the fact that our children could learn. No, he did not have all the answers… but he had questions. Questions that he was willing to explore that went against conventional mainstream recommendations.</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>I could not help but think how we, as a society tend to repeat our mistakes. History repeats itself if we do not learn its lessons. </em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>We know Molly’s Mom was told to put her away. Was she given any other options? Was she told about any *emerging treatments?* Was she educated on all her options? </em></span><br />
<br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Fast Forward from that study from Dr. Lovaas in 1987, a few years to the 1990’s. </em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Dr Gutstein , through his work as a clinical researcher, program developer, therapist and teacher, based his work on helping our children on the spectrum alongside those in the field, but unlike Lovaas, based his work in part with the cognitive revolution which became popular in the second half of the 20th century. As the understanding of the human mind evolved, so did philosophies. He saw the cognitive advances in Therapies and knew that again, they were not being applied to Autism. Did he know for sure that cognitive therapy would benefit children with autism when he started? No...but just as Dr. Lovaas questioned whether those with autism could learn and therefore not have to be institutionalized, Dr. Gutstein questioned whether it was possible to not only teach those with autism basic skills but to use cognitive therapy to improve their theory of mind and raise the bar. Obviously the work of Skinner and Pavlov that behaviorism is based on differs from the theory of cognitive development which is in part based on the work of Piaget and Vygotsky when it came to mindfulness and the ability to obtain theory of mind, The more we learn about the mind, the more we can adjust to what is truly helpful in the long term. Dr Gutstein had questions too …and challenges that Autism effects development and if you address theory of mind, you remediate Autism. Behaviors are merely a byproduct of the lack of intersubjectivity that our kids have. Addressing behaviors are sometimes a necessary compensation, but not a long term solution. This is evidenced by no long term studies concerning the effectiveness of ABA. I also saw it with my own son as after 4 years in ABA still had the core deficits ( Theory of mind)of Autism</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>I switched to RDI because I agreed more with a cognitive developmental approach to help my own children, ( with behaviorism my children learned instrumental functioning compared to experience sharing of intent), Again, this was a result of my own questioning. Just for the record, questioning can be uncomfortable, as we may need to adjust our thinking when all is said and done. </em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>RDI is considered clinically proven and an effective emerging treatment for Autism. Yet, there is controversy between many behaviorists and Cognitive specialists. Why? Because any new thought threatens the previous way of thinking….and we as parents have to sort through that. It is the same with Doctors who see that more studies need to be done to ensure safe vaccines, compared to those who do not want to acknowledge these needed studies.</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>As a parent, I had to get educated on what each therapy offers my child and make an informed decision. This process did take time away from my children short term. This is why I appreciated what Andrew Wakefield said on Good Morning America today. When asked what he recommends from George ( and George actually did not interrupt him) Andrew Wakefield’s reply was to read…look at both sides of the argument/options ( there are two sides), Get informed, talk to a sympathetic Pediatrician ( aka open minded)…certainly good advice no matter how you look at it.</em></span><br />
<br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>It appears to me, this has been the problem all along. We are never really encouraged to do this except from those who know the information will speak for itself. We are *told* to vaccinate and that the risk is small. I have never heard a vaccine company suggest that we become educated on both sides even though there is a risk that my child could die from a vaccine. We are just told it is a small risk. For the thousands of families last year who have lost children to vaccines, I bet they did not feel that their loss was small. Yes, losing a child to a vaccine and losing a child to an illness are equally tragic, BOTH are preventable!!</em></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>What is needed in both the case of vaccines and in the choice we should have in the treatment of autism is to realize that we don't need to be adversarial or take sides. Asking questions doesn't have to be a "bad" thing. I asked questions and am educated in both behavioral and cognitive therapy. All throughout history we can see that by continually asking questions and challenging what we know is how advances are made. When we don't continue to ask questions and raise the bar, we are only hurting ourselves....and our children.</em></span><br />
<br />
<span style="background-color: white; color: #20124d; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Can we *finally* learn something from History??</em></span><br />
<span style="font-size: large;"><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif;"><em></em></span></span><br />
<span style="background-color: white; color: #073763; font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>Kathy</em></span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com1tag:blogger.com,1999:blog-3410817259973380367.post-54111687585462260192010-11-08T00:53:00.003-05:002010-11-08T00:57:21.867-05:00The Dance of Parent and Child<span style="background-color: white; color: #351c75; font-size: large;"><strong>The Cradle of Thought- Chapter two</strong></span><br />
<br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>“First there is initiation on the parents part, then a phase of mutual orientation when the infant is neutral or bright faced in expression and as the mother shifts to smooth vocalizations. Then a greeting where the baby smiles and moves limbs and the mom becomes more animated. Next is play dialogue when the mother talks in brief bursts with pauses and then the baby vocalizes, then the mother responses with changes in facial expression or further talk etc then the infant looks away, neutral or sober the engagement has been broken until next time.” </strong></span><br />
<br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>There is nothing sweeter than a baby….it is funny to watch *grown ups* with serious faces approach a baby and all the sudden they are smiling and making goofy faces! An important thing in that interaction that I took for granted is the co regulation as described above! You don’t think about those intuitive processes if development is following a typical path! Once my 2nd son and then my 3rd son were diagnosed with Autism, I knew all too well not to take anything about development for granted!! Those co regulatory actions would bring me to tears ( as my kids on the spectrum started to *get it*)</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>The following study was done in the 70’s and is so relevant to our kids! This is the starting point to where most of our children on the spectrum fall off the typical path of development. We must start there again, in a more deliberate, step by step process. Please read about the study </strong></span><a href="http://scienceblogs.com/thoughtfulanimal/2010/10/ed_tronick_and_the_still_face.php">HERE</a><br />
<br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><span style="background-color: white; color: #351c75; font-size: large;"><strong>You can’t help but see the importance of *feedback* in an interaction. So of course it makes sense that Hobson starts at this co regulation. This skill is present in infants and is the basis of their social foundations ( like perspective taking)! Makes even more sense that any Autism treatment should start at the beginning!! Restoring a child’s trajectory path would involve actually knowing what the original path was….when you want to restore something you want to take it back to the original. I wanted my children to be defined by who they are…not by their Diagnosis! Some incredible Ah ha moments happened on the way! One important revelation was until recently ( the last 10 years) the research done with children never transferred to how to best help our children on the spectrum. It was mostly based on behavioral techniques that work in the animal kingdom and even with us ( yeah…like…. what you YOU do for a Klondike bar ?) But the difference is, WE have the social understanding and our kids on the spectrum do not. This is why behavioral techniques are simply compensations to the bigger issue at hand! Updated studies looking at development and understanding that behaviors are just a manifest of what was lacking in development. Here is one study concerning a child’s that takes a look at development…</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong><a href="http://www.nytimes.com/2010/11/02/health/02autism.html?_r=1">http://www.nytimes.com/2010/11/02/health/02autism.html?_r=1</a></strong></span><br />
<br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>If we are going to be diagnosing children earlier on the spectrum , this notion of giving them skills without understanding the cognitive function of the skills is just building on an incomplete foundation. Obviously the earlier we can Diagnose a child, the more it makes sense to look at their developmental trajectory.</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>On pages 35 and 36 of the Cradle of thought ( continuing on co Regulation)- Never is the one partner causing the other to do something. One musician does not cause the other to play a note. In the same manner neither the mother nor the infant causes the other to greet or to attend. They are mutually engaged and both participants modify their actions in accord to the feedback they receive from their partner ( intersubjectivity).</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>My own children used to think of me for an instrumental purpose. They wanted their needs met. They are hungry or thirsty. Everything is about them ( ever want to say to someone, its all about you huh!) well with Autism, their neurology really makes that statement true. ..Dont get me wrong, they were affectionate then, but they could never really share with me their thoughts…I always wanted to know what was going on in their head!! My Perspective or Emotion do not resonate with meaning for them!. The * Personal engagement* and their ability to take on my perspective as well as understand theirs, was crippled in our interactions!!</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>In Michelle Garcia Winners’ book, Thinking about you, Thinking about me, she talks about what Social skills are. “If we understand that social skills involve social adaptability and the related social interpretation of others’ thoughts and desires, we realize how essential these skills are for not only interactions, but for situations such as quietly sharing space in a classroom or when working on a job”..She continues to say that “Our students ( children with ASD) tend to believe that the interaction is taking place for their own personal enjoyment and not for the mutual enjoyment of the group….they fail to realize they are always sending some form of communication when they are in close proximity to others.”</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>She makes note in her book “ Dr Gutstein, author of Autism Aspergers Solving the Relationship Puzzle, does an excellent job recognizing the basic attributes that serve as precursors for social relationships.”</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>Kudos to Ms. Winner for being a professional who *gets* that our children’s success is more than academic knowledge. Their success depends on their ability to be effective communicators, critical thinkers, and their dynamic ability to relate to others in this social world!</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>For that dynamic ability-Think about our own relationships…our interactions are a bunch of *misalignments* that need to be repaired as we conversate. Talking over someone else…that thought process. We are trying to regulate our feelings and emotions. Our relationships are built on understanding this back and forth interaction and the *why* of it. Our children are no different. Our children with ASD don’t have this piece. What then happens as with human nature is we start to overcompensate for this social deficit. I know I did…for YEARS! Bombarding my children with questions….trying to get them to learn as many skills as possible thinking that somehow that will transfer. </strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>When my son was 8 it was apparent nothing was going to transfer and while he was *academic*smart, and could do just about any skill, he absolutely lacked the co regulation of relationships. This in turn made it difficult for him to understanding friendships, and most things about the social world.</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>So much of “The Cradle of thought” truly helped me to have a glimpse of the struggles that my children faced with that regulation repair!</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>On pages 38-39-two and three month olds were put in front of the television The screen shows the infants mother on screen looking towards the infant. The mother was facing the camera sitting in another room and she could also see the baby. Mother and baby were able to engage with each other in a very fluent manner. Then a disruption was introduced...there was a 30 second delay between events and THE two ends of the video cameras. When the baby watched the video camera she could see her mother responding to her actions 30 seconds before. This meant that the mother’s actions were not in tune with what the infant was currently expressing. This effect caused infant distress. It is not that the infant felt unattended, as the mother was attending.. but that the interactions were not intune</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>Reflecting on this, wow, lack of co regulation is huge with typical children! We, as parents do it so intuitively ( respond to our children)..so when a response is off and not in tune, like with Autism, it is a scary domino effect to the regulation.</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>Infants are highly tuned into people from the start. They have an active social life. It is unusual for people to be unengaged..even those who are shy. People who are shy are still thinking about the other person, etc</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>On pages 50 and 51, Hobson talks about the *inter* personal engagement effects…a study with different children with ASD He did his best to be relaxed and engaging to both children on the spectrum but saw through video that he was less outgoing and more hesitant with the children who did not interact. </strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>This is so true to be our human nature….if I am talking and someone appears disinterested, the thoughts in my mind are like, alrighty, they aren’t listening and don’t care! C yaaaaa…</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>He ends the chapter with explaining that we all have the basic human response to express our feelings to one another… a response that is more basic in thought. If someone lacks the basic direct access to the mental life of others, how would someone arrive at an understanding that people have minds? How would their thinking be affected? There are forms of interpersonal engagement that happens before thought…Could it be that such engagement also provides the basis for thought. I say, absolutely! Every child can reach this engagement if given the *map* of their own developmental misstep…</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>I know for our family, Once my children mastered this engagement, their social understanding was able to be built upon a solid foundation of development…which returned them to that track…and more importantly, to me!! </strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>I will never look at typical development as *simple* again!</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>How about you?</strong></span><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<br />
<strong><span style="background-color: white; color: #351c75; font-size: large;"></span></strong><br />
<span style="background-color: white; color: #351c75; font-size: large;"><strong>Kathy</strong></span><br />
<br />
<span style="background-color: white;"></span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com2tag:blogger.com,1999:blog-3410817259973380367.post-91476586082507518112010-09-27T23:11:00.002-04:002010-09-28T00:40:19.023-04:00The Cradle of Thought- Chapter One<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>In the preface of the Cradle of though, Peter Hobson asks, when we watch a baby interacting with their caregiver, are we merely watching her body, or do we see her mental state? What is she experiencing?</em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>What I enjoyed about this book was how Hobson bridges the mental life of babies with exploring the origins of thought and how this typical development is affected in our children with Autism.</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>If we look at the mental life of babies, we don’t see language. We do see communication in the form of social engagement that clearly is effective in communicating with words. This social engagement links us together, sharing one another’s perspective.</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>From page two, I quote “ Social engagement is what provides the foundations for language. Not only does it serve as a motive for language to appear in the first place, But in the structure of what is exchanged between one person and another…</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>We know all to well that children on the spectrum have a hard time communicating ( even if they are talking) So in essence, Autism shows us what happens when this Social engagement is developmentally missing. And this is the topic of the Cradle of thought.</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>I just want to say, this book was copyrighted in 2002. The founder of RDI ® took the information from this book, and others, to bridge the understanding of that breaking point that caused our children’s neurology to be affected. The *theory* was then researched for a functional solution to help our children. By making the core of the foundation of RDI about Social engagement and thinking ( not skills, or behaviors) we are in essence *remediating* the Autism itself and not just the behavior created Because of the Autism. I can mention here also that Mr Hobson is involved with numerous research studies for RDI and its effectiveness to get to the core of the deficit in Social engagement.</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>As we go through the chapters in this book, we will be exploring perspective. The ability to give our own and to share with another person. We are going to talk about Flexibility and imagination. Our *socialness* has a huge impact on cognitive development of the neurodevelopmental system. By the time our children are Dx, they have been struggling with this development! They are struggling with understanding Perspective!</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>On page 10 of Chapter one Mr. Hobson touches on mother and child. What I took from his words were the lack of meeting of hearts and mind that we, as mothers depend on. We need the back and forth communication. I remember with my own children being so excited for that first smile, that togetherness without saying a word. Waiting for that connectiveness or losing it with regressive Autism ( I have experienced both) was just crushing!! And not just once, but twice. The heartache was just unmeasurable when I think back!</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>He continues in his review, methods of clinical descriptions and touches on the ''compartimentalized brain'' theory. Where treatments have been tailored to specific regions of the brain- Not we'll work on language, now we'll work on social... They can't be separated, and as Hobson explains, it may cause more difficulty neurologically in terms of integration.</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>To restore a child’s developmental path we are not changing the child, we are restoring their developmental path. This is an important note because social engagement and thinking is a dynamic process which compliments each individual child’s personality. Restoring their pathway lets them be who they are without the additional struggle to understand the social world.</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>The connection within our own mind and how we perceive one another by thought and action is our “Social Engagement” When we look at how to help our own children, We need to grasp what typical look like within developing Social engagement to be effective in both short and long term goals.</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>Hobson ends the chapter with this quote-</em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>And so we know our ultimate aim: to understand how nature dovetails the human infant’s innate capacity for social engagement with what a caregiver provides, and thereby creates an interpersonal cradle for the growth of symbolic thinking. P. 28</em></span><br />
<br />
<em><span style="color: #20124d; font-family: Georgia;">And so here we start..Understanding what goes right and then focusing on that to know how to help our kids with Autism!</span></em><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>Kathy </em></span><br />
<br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #20124d; font-family: Georgia, "Times New Roman", serif;"><em>Upcoming- Join me for the next blog on Chapter two- Before thought.</em></span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-61014055638355635612010-07-11T01:18:00.000-04:002010-07-11T01:18:29.770-04:00The Principle of Perspective part two<span style="background-color: #f3f3f3; color: #351c75; font-size: large;">Joining me for this post is Dr Bob Sears. In addition to being a husband, father, and an incredible pediatrician, He is the Author of “The Autism Book” and the Director of TACA’s Medical Advisory Board. He is also on Facebook. :)</span><br />
<span style="background-color: #f3f3f3; color: #351c75; font-size: large;"></span><br />
<span style="font-size: large;"><br />
<span style="background-color: #f3f3f3; color: #351c75;"></span></span><br />
<span style="background-color: #f3f3f3; color: #351c75; font-size: large;">Hi Dr Bob, Thanks so much for joining me for the beginning of this series! I am very thankful for your book and how you present the Bio-medical information for our families…and for the fact that we can then take the information in the book to our own doctors! With that, I am curious on what made you decide to get more involved with *Autism* within your practice?</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: #073763; font-size: large;"><span style="color: blue;">Dr Bob- Ten years ago a parent brought her daughter into my office and asked me to help her with some treatments for her child with autism. Her ideas sounded “crazy” to me at the time, but I’m open minded and like to help. So I started investigating what she wanted to do for her child and it made sense. I trained with some open pediatricians who were already treating autism, and the rest is history.</span> </span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: #351c75; font-size: large;">KD- On page 61, you wrote “I believe that parents should not wait around for the mainstream scientific world to tell them what to do for their child. Yes Science will give them the answer someday, but that day will come too late for those reading this” I love this statement Dr Bob, because it shows how there is a bridge that needs to happen between evidence based medicine and validating what parents and physicians see with their children and patients. Can you briefly talk about Leaky Gut and Vitamin, Mineral, and nutritional deficiency?</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="font-size: large;"><span style="color: blue;">Dr Bob- Leaky gut occurs because the intestinal lining is so irritated by inflammation from allergies and bacterial/yeast overgrowth that it acts like a net with holes in it. The net is normally only supposed to let digested food into the body. Instead, larger particles of undigested food (which are more allergenic) and toxins (that normally should pass out in the stools) are absorbed into the body. Vitamin and mineral absorption is poor and the child can because deficient in various nutrients.</span> </span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="background-color: #f3f3f3; font-size: large;"><span style="color: #351c75;">KD- Great, and I know you go into detail about Leaky gut in your book. I also wanted to ask questions about the first five supplements to start as you mention in your book.</span> </span><br />
<span style="font-size: large;"><br />
<span style="background-color: #f3f3f3;"></span></span><br />
<span style="background-color: blue; font-size: large;"><span style="background-color: #eeeeee; color: blue;">Dr Bob- The five primary supplements that help replace what most kids with autism are deficient in (or that are designed to help improve the neurologic and metabolic deficits that exist in most kids with autism) are digestive enzymes (to help calm down the leaky gut), taurine (an essential amino acid needed for a variety of metabolic functions), omega-3 oils (which help with inflammation, gut function, and neurologic function), multivitamins/minerals (to replenish deficiencies), and probiotics (to help make the gut a healthier environment)<span style="background-color: #f3f3f3;">.</span></span><span style="background-color: #f3f3f3;"> </span></span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: #351c75; font-size: large;">KD- I can really relate to your recommendations. Enzymes and Probiotics made a huge difference in my younger sons body chemistry! My younger son who is now 9, was also Diagnosed with Low muscle tone like so many of our kids. Can you review some of what is in your book concerning this?</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: blue; font-size: large;">Dr Bob– Many kids with autism have low muscle tone. This is hypothesized to be due, in part, to dysfunctional mitochondria (the “batteries” in each cell that generate the energy molecules each cell needs to function). Less cellular energy results in lower muscular function. Taking various supplements that help improve mitochondrial function may help with muscle tone and coordination. Supplements include various B vitamins, Co-Q 10, and L-acetyl-Carnitine.</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: #351c75; font-size: large;">KD-I do know many families struggle with ADHD too. What are your recommendations for supplements that improve cognitive abilities and attention.</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="background-color: #eeeeee; color: blue; font-size: large;">Dr Bob – Antioxidants are the basic approach here. I like pycnogenol and quercetin, two plant-based compounds that are very potent anti-oxidants. These help improve the function of various brain chemicals that are needed for attention and focus. </span><br />
<span style="font-size: large;"><br />
<span style="background-color: #eeeeee; color: blue;"></span></span><br />
<span style="font-size: large;"><span style="background-color: #eeeeee; color: blue;">Methyl B12 (most effective when given as shots) along with glycine (an amino acid) and folinic acid (the active form of folic acid) can also help.</span> </span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: #351c75; font-size: large;">KD- Thank you again for giving us a preview of the Bio-medical information in your new book. “The Autism Book”. You have a heart of Gold when it comes to helping families! I can only hope that more mainstream doctors are able to be open minded and listen to the research…and include the parents as part of the team like you do! You strike a balance of mainstream medicine and a natural approach for all children!</span><br />
<span style="font-size: large;"><br />
<span style="color: #351c75;"></span></span><br />
<span style="color: #351c75; font-size: large;">Speaking of balance, I was also able to listen to the Autism One conference on Ustream last month. I loved the different speakers and their perspectives. One quote that I loved was from Dr Kartzinel “We don’t treat Autism, we treat the underlying medication conditions associated with Autism”</span><br />
<span style="font-size: large;"><br />
<span style="color: #351c75;"></span></span><br />
<span style="color: #351c75; font-size: large;">Here is another doctor who *gets it.* With our children, there was a tipping point in their neurology that halted development. With each child, that point is unique. </span><br />
<span style="font-size: large;"><br />
<span style="color: #351c75;"></span></span><br />
<span style="color: #351c75; font-size: large;">We cannot just address the behaviors that our kids exhibit, we need to start building the foundations of that which was halted…typical development. Like a one -two punch. Another quote from Dr Kartzinel at the Autism one conference is “Nothing is a cure all, we need to build a foundation”</span><br />
<span style="font-size: large;"><br />
<span style="color: #351c75;"></span></span><br />
<span style="color: #351c75; font-size: large;">Just as important to our children’s biochemistry is our children’s developmental function. That foundation will be talked about in detail as we continue. We, as parents, want our kids to have a foundations for theory of mind! We want our kids bodies healed, and their minds! </span><br />
<span style="font-size: large;"><br />
<span style="color: #351c75;"></span></span><br />
<span style="color: #351c75; font-size: large;">RDI is a program that restores a child’s natural development path before Autism affected their neurology. Just as Bio medical treatments are effective for the underlying medication conditions associated with Autism, RDI is effective in treating the developmental core deficits that were halted in Autism. The goal of RDI is to go back to the precise point where the child stopped developing typically and systemically allow the opportunities for a second chance at these developmental milestones. RDI uses the model of typical development with the parent or caregiver guiding the child with intruistic motivation to improve self awareness, co regulation and experience sharing so they are no longer obstacles to the child. These theory of mind functions are extremely difficult for children on the spectrum. RDI has simply taken the research on the development of typical children and applied that research to help our children revisit what they could not get the first time because of Autism.</span><br />
<span style="font-size: large;"><br />
<span style="color: #351c75;"></span></span><br />
<span style="color: #351c75; font-size: large;">I know you mention RDI in your book Dr Bob. How did you first hear about Relationship Development Intervention?</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: blue; font-size: large;">Dr Bob- I originally heard about it from other pediatricians involved in treating autism as an adjunctive therapy for children with autism to help them improve their social abilities. I have since learned that it is much more than that. </span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: #351c75; font-size: large;">KD- What do you generally tell your patients regarding RDI?</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="font-size: large;"><span style="color: blue;">Dr Bob- I have started to recommend it more and more as a primary developmental therapy (just as OT is a primary therapy) for my patients with autism.</span> </span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="color: #351c75; font-size: large;">KD- That is great! This is so important because we want our kids to understand what we understand… the very core of what makes us *care* about why we act the way we do. We want to fill in those developmental milestones which will prevent gaps and regression as our children get older. Relationship Development Intervention is the remediation program that accomplishes this goal by allowing our children with Autism to have a second chance to make those discoveries they missed the first time. This gets them back on the track of typical development, where their continued growth then flows naturally. Biomedical intervention can be needed to treat the underlying causes of the initial tipping point. Simultaneously, RDI ® follows the cognitive developmental sequence from the effects of the halted functioning, and builds a strong neurological foundation.</span><br />
<span style="font-size: large;"><br />
<span style="color: #351c75;"></span></span><br />
<span style="color: #351c75; font-size: large;">This foundation, the ability to “think” will be our first chapter in “the Cradle of though”</span><br />
<span style="color: #351c75; font-size: large;">Once again, thank you so much Dr Bob Sears. You are invaluable to all of us in the Autism Community!</span><br />
<span style="color: #351c75; font-size: large;">For all who are reading- Please feel free to ask any questions during this series as we explore *thinking.*</span><br />
<a href="mailto:KathyDarrow@autismremediationforourchildren.com"><span style="font-size: large;">KathyDarrow@autismremediationforourchildren.com</span></a>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com1tag:blogger.com,1999:blog-3410817259973380367.post-66101057272558260612010-07-02T15:36:00.000-04:002010-07-02T15:36:30.834-04:00The Principle of Perspective Part One<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em></em></span> <span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em>Thought, desire and feelings. How do they integrate? I never dreamed this would be something I would give a second thought too. My world changed after my son was Dx with Autism. Like many, I was told my children ( I have two with ASD) would never lead a normal life, and need to be placed in an institution, This was my first sense that convention wisdom when it came to Autism had a long way to go in understanding what Autism * is*. I also discovered that while mainstream medicine needed an update, there were many cutting edge developmental scientists and Doctors that were leading the way to greater understanding. I am finally at a point where I see that we are ALL trying to unravel Autism and how to effectively help children live a quality of life that they want!</em></span><br />
<br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em>This is what is leading me to concentrate the next month or so in reviewing the Book * The Cradle of thought* by Peter Hobson. I read this book a few years ago, and I found this book helped me to understand what I needed to focus on with my children, as this book is one of the dozen that Dr Steven Gutstein used to help all children on the spectrum through Relationship Development Intervention ® .</em></span><br />
<br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em>Fast forward a few years later, both my children are doing fabulous and they have effectively returned to their own developmental tracks in development. My youngest is not with his peers yet, but he will be…. And they both are able to share perspective and understand social cues ( theory of mind)</em></span><br />
<br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em>Back to thought, desire and feelings. These are the foundations to subjective perspective in infancy. In turn, this subjective perspective matures into taking on another’s perspective.</em></span><br />
<br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em></em></span><br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"><em>Taken from a book by Peter Walsh PhD- “No, and ways parents can say it”</em></span><br />
<br />
A fascinating experiment helped map this change. A group of toddlers at fourteen months and then eighteen months were presented with raw broccoli and Goldfish crackers and then asked to share. As the author Malcolm Gladwell explained in a January 10, 2000 article in The NewYorker:<br />
<br />
Some years ago, the Berkeley psychology professor Alison Gopnik and one of her students, Betty Repacholi, conducted an experiment with fourteen-month-old toddlers. Repacholi showed the babies two bowls of food, one filled with Gold¬fish crackers and one filled with raw broccoli. All the babies, naturally, preferred the crackers. Repacholi then tasted the two foods, saying "yuck" and making a disgusted face at one and saying "yum" and making a delighted face at the other. Then she pushed both bowls toward the babies, stretched out her hand, and said, "Could you give me some?"<br />
<br />
When she liked the crackers, the babies gave her crack¬ers. No surprise there. But when Repacholi liked the broccoli and hated the crackers, the babies were presented with a diffi¬cult philosophical issue—that different people may have dif¬ferent, even conflicting, desires. The fourteen-month-olds couldn't grasp that. They thought that if they liked crackers everyone liked crackers, and so they gave Repacholi the crackers, despite her expressed preferences. Four months later, the babies had, by and large, figured this principle out, and when Repacholi made a face at the crackers they knew enough to give her the broccoli.<br />
<br />
Toddlers are not doing things parents don't want them to do JUST to be contrary. They are exploring this newly discovered difference between themselves and others.<br />
<br />
<em><span style="color: #073763; font-family: Georgia, "Times New Roman", serif;">Now that we see when theory of mind starts to emerge….we can look at Autism, and that lack of emergence, and ask… What happened? What was the cause of how the brain was deprived from this typical growth of thinking?</span></em><br />
<em><br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"></span></em><br />
<em><span style="color: #073763; font-family: Georgia, "Times New Roman", serif;">We know genetics could play a role. We know that our environment and the toxins a child is exposed to could play a role. We also know that it could be a combination of both and that each child’s tipping point that lead to the brain deprivation in development is unique. We know that there is regressive Autism and Infantile Autism. We will be exploring all these possibilities, going over Peter Hobson’s “The cradle of thought” and talking about effective interventions and why they are effective. I hope that you find this series in my blog helpful.</span></em><br />
<em><br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"></span></em><br />
<em><span style="color: #073763; font-family: Georgia, "Times New Roman", serif;">Since I am not a medical Doctor, Dr. Bob Sears will join me in part two to discuss some Bio-medical information regarding Autism.</span></em><br />
<em><br />
<span style="color: #073763; font-family: Georgia, "Times New Roman", serif;"></span></em><br />
<em><span style="color: #073763; font-family: Georgia, "Times New Roman", serif;">Kathy</span></em>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com2tag:blogger.com,1999:blog-3410817259973380367.post-89380473201784919532010-05-31T14:29:00.001-04:002010-05-31T14:29:41.953-04:00Utube<a href="http://www.youtube.com/user/Autismremediation">my utube channel</a>-<br />
<span class="Apple-style-span" style="color: #4c1130;"><span class="Apple-style-span" style="font-size: x-large;">ok now that one more thing is done I can finish working on my next blog which will be featuring a special guest :) Hoping to have it up within the next few days!</span></span><br />
<span class="Apple-style-span" style="color: #4c1130;"><span class="Apple-style-span" style="font-size: x-large;"><br />
</span> </span><br />
<span class="Apple-style-span" style="color: #4c1130;"><span class="Apple-style-span" style="font-size: x-large;">Kathy</span></span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com0tag:blogger.com,1999:blog-3410817259973380367.post-75711441154850644112010-05-04T17:12:00.002-04:002010-05-04T17:15:47.219-04:00New website and idea for post<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: #351c75;">Hey Everyone! I finally made an official website <a href="http://www.autismremediationforourchildren.com/">click here</a> . I will be working on that in the coming weeks. In addition to that, I am planning to start a series of posts based on the book by Peter Hobson "The cradle of thought". Hobson and his wife are involved in research studies for RDI and his book is foundational to why Dr G knew our kids could attain theory of mind.</span></span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: #351c75;"><br />
</span></span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: #351c75;">I hope to start those in the next two weeks!</span></span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: #351c75;"><br />
</span></span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: #351c75;">Kathy</span></span>Kathyhttp://www.blogger.com/profile/03982646167594187250noreply@blogger.com1