Showing posts with label Early Intervention. Show all posts
Showing posts with label Early Intervention. Show all posts

The Emergency Button

In case I haven’t said it recently, I just love Matthew. Everything about him – his keen sense of humor, his fascination with tools, his unique ability to create an utter mess, and even his dedicated desire to rub my face, cheeks, nose and ears constantly. I even love the fact that I can count on him to hit every emergency button that he comes near.

Today being no exception.

But before we get into today’s emergency button hitting moment, why in godsgreenearth do people insist on putting emergency alarm buttons just 3.5 feet off the ground? And why, OH WHY, do they have to be big shiny red ones? I mean, don’t they just scream “PUSH ME”?  I rest my case.

Matthew started swimming lessons today. His first ever.

No, not just his first swimming lesson ever, but his first lesson of any kind ever.

But with three solid months of preschool under his belt, where I get notes sent home in his backpack that say things like, “Followed directions”, “Cleaned up”, “Transitioned well” and don’t pass out when I say this one, “Cooperative”, you would think that he could handle a 30 minute swimming lesson with only two other children.

Yet, he still finds a way to make it an adventure.

Tips For Newly Diagnosed Families With SPD

This is my Checklist for Families Newly Diagnosed with SPD (or still flailing about!). It is the basis of my therapy for Gabriel and what I rely on day to day to live. It makes me feel like I am empowered to manage his Sensory Processing Disorder instead of feeling like I am at its mercy all the time.

1. Find a qualified, trained, experienced Occupational Therapist.

You may think you already have this step down, especially since your child was probably diagnosed by an OT. But, and this is a HUGE but, you truly need to find an Occupational Therapist that has not only been trained in Sensory techniques, but one that is currently treating patients with SPD successfully.

There are many things that OTs continue to learn, and having an OT that is focused on sensory integration is key to your child’s ability to get the most out of OT now and in the future.

Did that scare you? That you might go back to OT? A great OT is there for you and your child as your child grows up (shocking to think your preschooler or Kindergartner will ever “grow up” but as it turns out, they will). You may find you go back to OT for many reasons; maybe you need a little help with something specific—like handwriting or social issues. A great OT that knows your child and family will be priceless for the rest of your child’s SPD journey.

We have been back and forth to the same amazing Occupational Therapist for over 4 years now. She has been my son’s OT, my personal therapist, my son’s social coach, his school advocate and now I consider her a personal friend.

2. Establish a Routine immediately if not sooner.

Routine is going to be your new BFF. I say all the time that routine is my dearest friend and is the one I miss the most when I don’t see her for too long. Making things predictable at home for you and your kid will reduce meltdowns. Plain and simple: Less Meltdowns = More Calm. More Calm = Happier people. That’s the way it works, I don’t make the rules, I just follow them.

Routine means you need do the same thing, every day, at the same time. Don’t freak out. You can do this. It sounds like you are sacrificing a lot, and you are sacrificing the by-the-seat-of-your-pants style of living and parenting you may be used to. But it is time to be more organized – no running to the grocery store after you pick your kiddo up from school. No staying out late at a friend’s house when you KNOW your kid can’t handle it. This is about creating a schedule within the limits of your family. Those limits will get wider as your child gets older, but until then, let’s take your child’s world from being THIS BIG and bring it down to a more manageable this big.

Now, whatever you choose to do for your base routine each day (you need before school, after school and bedtime routines at a minimum in my experience) support your routine with visuals for your kiddo. This is especially important for young kids that cannot read, but valuable for all kids. Post routine schedules for everyone to see – including your spouse! My hubby wasn’t exactly thrilled with my new routine and schedule based living, but when he realized that I felt calmer (knowing there would be less meltdowns reduces my anxiety) and our kiddos felt calmer, he got aboard the Train. Chugga Chugga Woo Woo!

3. Establish your Sensory Diet immediately if not sooner.

Your Occupational Therapist will be your best resource for this to begin with. He/she knows your child’s sensory needs the best and can give you the right tools to use at the right time (we aren’t talking wrenches here, but info, ideas and activities).

This sounds daunting, I realize that. But, when your routine is in place, you will notice patterns of behavior: Every time my kid comes home from school he is overwhelmed and needs quiet chill out time, so I give him alone play time or TV with a heavy blanket (the proprioception helps my kid from getting *too* low); however, when he was in Kindergarten he came home WIRED and high high high, so we put him in a weighted compression vest for 20 minutes every hour until bed. Did wonders. Each kid is different—but they all have patterns.

Once you identify the patterns (journaling their behavior is an easy way to figure it out), share this with your OT and ask for ways to control your child's "engine". Once you establish the basics, you will be able to mix up what to do with your child and his/her "Sensory Diet" vocabulary will expand. You will also learn to be creative; a true Master of the Sensory Diet.

For ideas on what you can do at home that your kiddo will truly LOVE read this post and for ideas on toys to have at home to aide you in helping your child get some input, check out this one.

4. Eliminate Food Dyes and HFCS.

This is just a fact for most kids I know: Fake dye, High Fructose Corn Syrup and all those chemical additives in food are just plain awful. I limit sugar intake as well, but I would rather see Gabriel eat a dozen homemade cookies then even one Oreo. And don't get me started on the birthday cakes from the grocery store! Who needs a two inch tower of red icing? Gross.

All kidding aside, we really are pumping our kids full of all of these chemicals, and in my opinion, our kids who are already "sensitive" can't handle it. Why stimulate their brain more? Check labels for hidden HFCS. I was shocked to find out that Graham crackers and Yogurt have HFCS. Ridiculous.

Yes, on some level this means I have to be the Food Nazi, but you know what, I am willing to do it. At this point in Gabriel's life, it doesn't surprise him when I walk over to him during a birthday party to scrape the frosting off his piece of cake, or insist that he only have a middle piece with no decoration. That is a treat--store bought cake. Did you know they put HFCS in that stuff?

I really believe that making the effort to eat healthier--more whole foods and lots of protein -- makes a noticable difference in my kid. And, who knows, you might just lose some weight while your at it. : )

5. Find a Support Group.

Finding other parents that get what you are going through is necessary; note I didn’t say “optional” or “a good idea”.

This is crucial to your emotional health as a parent. Being the parent of a special needs child (Yes, SPD counts as “special needs”) means you are going to have a few extra bumps in the road. Establishing a support group early on is essential. And it isn’t just for you to vent, cry or otherwise find emotional support (although you will do those), it is also so that you have resources for tips on everything from school to travel to eating. The members of your group will become your best asset!

Here are some great places to start:

www.sensoryplanet.com – This is an amazing asset for all people, parents and caregivers of sensational children. A true social network of people dedicated to Sensory Processing Disorder. A must for any parent with an SPD kiddo. Don’t forget to make “friends” with the founder Carrie Fannin while you’re there!

www.spdfoundation.net – They have a great national program of Parent Connection hosts that provide in person support in major cities (and some minor ones too!) all over the US. Nothing beats in person support. Nothing.

http://health.groups.yahoo.com/group/sid_dsi/ This is an international group where you will find people from all over the globe.

http://health.groups.yahoo.com/group/SensoryStreet/ This group, originally based out of the Bay Area in CA, has hundreds of families supporting each other. A great find!

6. Take care of yourself/Find Respite.

This is an over-used cliche: Take time for yourself. One would think that finding respite should be intuitive--right? We all get that we need some time alone, time away and time to be an adult with other adults. But, as the parent of a special needs kid, there seems to be an endless number of things we have to do for someone else, namely our kid(s), and we leave ourselves last.

I encourage you to find friends, neighbors, family or a plain old babysitter (try the special needs section of http://www.care.com/, we have had luck there) that can watch your kid(s) and let them do it. If you don't have the extra money for a babysitter, ask others for help. If that is hard for you, read this post I wrote on the challenge of asking for help and why we have to anyway!

Having time to recharge is something that many women think is a luxury--not a right. You cannot take care of someone else until you take care of yourself. As I tell my children, this is NOT a point of opinion but rather a point of fact. No need to argue facts, just accept them (they argue anyway).

Once you accept that you do need respite and you deserve respite you are nearly there! To start with, respite can be just allowing yourself a shower, preferably alone, every day. Or maybe it means you spend the extra hour after the kids are asleep doing your nails instead of doing the laundry.

Finding time for yourself really does make you a "whole" person. You deserve that, and so does your sensational kid.

7. Strengthen Your Marriage.

If you would’ve asked me if my marriage was strong four years ago, I would’ve said yes. Why? Because I really thought that since my husband and I both were “aware” of how hard our life was and since I was sure that both of us understood that there was limited time (having three sons in 40 months is no easy task!) that it meant we were OK. Truth was, it didn't.

No matter how much you understand intellectually about the difficulties of raising a special needs kid, you can't rationalize away the problems that come with it emotionally--for both of you.

The rate of divorce for parents with a child with Autism is like 83% and I can't imagine SPD parents are too far behind that stat. Our children need us--and arguably need stable parents more so than the average child.

Take the time for your marriage. This means talk to your husband, go to counseling BEFORE there are major issues, have dates, talk to each other about each other (and not just the kids for pete's sake!) and spend time being a couple.

Please don't tell me you don't have time for those things or that you don't need them. Strengthening your marriage is NEVER a bad thing--it isn't like people say "Damn, my marriage so so strong I totally wasted my time and energy working on it!" Am I right or am I right?

When you have those things in place life will seem much easier. Not simple, not spur-of-the-moment-wine-tastings-with-friends-fun, but manageable. : )

If you have anything to add, by all means please post your tips in the comments below.

Enjoy the pic--the sand says "Mazatlan 2010" and the boys are yelling "Mexico!" In retrospect, they probably shouldn't be saying a word that ended in "O".
H

Blog With 7 Senses

As most of you know, I have been working diligently on a children's picture book, This is Gabriel Making Sense of School (due out Spring 2010) that focuses on children with Sensory Processing Disorder succeeding at school.

This subject is very near and dear to my heart.

Not only does Gabriel have SPD, but he still struggles at school needing movement breaks, heavy work and generally keeping his body regulated.

The first step in this process, as everyone out there with a SPD kiddo knows, is educating the school on SPD.

Although I keep reading good things from the SPD Foundation about the chances of getting SPD acknowledged in the DSM (the diagnostic manual that doctors, insurance companies and school districts base benefits off of), my kid is struggling today, and I can't put off getting him help until the medical world gets on board.

The first thing I struggle with when teaching anyone about Sensory Processing Disorder is the simple fact that there are SEVEN SENSORY SYSTEMS.

Not. Five. Nope. There are 7. SE-VEN.

Let's recap:

Sight -- Your eyes help you see

Hearing -- Your ears help you hear sound

Touch -- Your skin and fingers help you feel things around you

Taste -- Your tongue and mouth help you determine taste and texture

Smell -- Your nose helps you smell which is closely connected to your taste system

Vestibular -- located in your inner ear, it is the basis for balance and understanding where your body is in relation to its surroundings

Proprioception -- located in the muscles and joints and controls how much pressures is used (pushing and pulling)

I am guessing many of you knew this--but shockingly most teachers don't! I have pushed this so hard with Gabriel, that every year he starts up the debate with his teacher to prove that there are seven. That's my boy already starting to advocate for himself!

So I am starting a crusade to educate the entire WORLD that we have 7 senses.

Will you help me? Com' on -- Who's with me?

Grab the button I created up there on the left hand side of my blog and put it on your blog. Then encourage your readers to do the same.

Soon we will have dominance throughout the blogging community and will succeed in changing the face of the world.

OK, I'm getting a little carried away...

But, I sure can hope that spreading the word that there are 7 senses will help with the basics. Right? Like when you walk into your child's teacher the first day, you can skip the part where you have to explain, repeatedly, that there are seven senses....

Don't worry, you're not going to have to educate the masses empty handed for long. When my book comes out it will help you educate your child's teachers, peers and others not only about what is going on with your child, but also how they can help; including the fact that there are 7 senses.

So grab the button now!

When you take the button--leave a comment that you are doing so. It will encourage others to do the same, and then I can come to your blog and visit it. :) Like my little babies leaving the nest.

Now chant with me:

Se-ven Sen-ses, Se-ven Sen-ses, Se-ven Sen-ses!
H

INSTRUCTIONS in case you don't already know...for Blogger only...

1. See the code under the button? Click in that box and select all, you can do this by simply pressing Ctrl A. Then copy it by using Ctrl C (or you can use the right click on your mouse to do both operations).

2. Go to your blog dashboard and click "Layout".

3. Under Layout, click on "Add a Gadget"

4. Select HTML/Java Code

5. Paste the code from my blog, into that window with the right mouse function or Ctrl V

6. Give it a title like, "Hey there are seven senses!"

7. Click save

8. Click "View Blog"

9. Da Da! There it is!

A Day In My Life

Monday, October 26th, 2009

6:00 AM Wake up, roll over go back to sleep.

6:55 Hear TV show playing downstairs; Nick’s up.

7:07 Gabe arrives in my room; send him back to bed; it’s a little too early for him to already be awake and that means that he will be over-tired before bed, which is just a nice way of saying he will meltdown more than normal this evening if he doesn’t get more sleep.

7:15 Gabe is back in my room, this time getting himself dressed because Grandma gave him a new “Lions” shirt from her vacation; I allow him to go downstairs and mentally begin preparing for an afternoon full of meltdowns.

7:23 Matt is in my bed. I love waking to that small child. We cuddle, and talk about our dreams. He is sweet and happy. He is still my baby.

7:44 Get up; go to the bathroom to find the toilet is clogged. I decide that I am too tired to unclog it now (because apparently I must think I will have more energy later?), I can hold the pee for now, I let the dogs outside; tell Nick to turn off the TV and get on routine (starting with getting dressed); ask Gabe to get on routine too.

8:00 Monitor Gabe’s progress on routine, pack lunch, check backpack, pack teacher’s snack donation for the Teacher Appreciation Snack Bar in honor of conference week (otherwise known as the hellishly-long-early-release week) and the part of Gabe's book report that is a pumpkin made to look like Curious George; load everything into Gabe’s backpack for heavy work before we get on the bus.

8:12 Nick comes downstairs in shorts and a T-shirt; send him back upstairs for weather-appropriate clothing (preferably that matches, but not pushing my luck) and socks (which he hates, but wears).

8:22 Gabe needs to wait while I get Nick ready; go upstairs (for the upteenth time), Nick is still in shorts. Dress him myself while telling him how frustrating it is that I have to dress him like he is 3 (this doesn’t go as anticipated, and since I was hoping for a little “proof” of him being older, I am annoyed when he just lets me dress him).

8:25 I go downstairs, problem-solve the breakfast fight; Gabe eats the last bar that Nick wanted to pack for his lunch; I dig through the van for a plastic bag of snacks that I know has another bar in it. Victory! Disaster avoided.

8:30 I pound the stairs again to get Gabe’s medicine.

8:35 I get their coats on; they run to the bus and make it on time (in the pouring rain).

8:40 Matt watches the Mickey Mouse Clubhouse "Choo Choo Express" movie for the first time today; I check email.

8:48 I email all of the photos from last week's Sensory Showtime to Carrie Fannin.

9:00 I realize that I didn’t send the written portion of Gabe’s book report to school with him. I call his teacher.

9:05 I am overwhelmed, so I deiced to repost my Sensory Friendly Halloween Guide instead of writing something new; I tweet my new posting and then eat breakfast (7 “fun size” Kit Kat bars and a Diet Pepsi).

9:10 I realize that I forgot to tell Gabe’s teacher that I cannot volunteer anymore (Matt is not in school because we are waiting for the Early Intervention assessment) and that Gabriel will ride the bus home on Tuesday; I email her.

9:13 And then I email Nick’s teacher the same thing.

9:15 I go over the new book layout for my Children's Book, This is Gabriel Making Sense of School, and then email the Illustrator my critique and a reminder of how excited I am to see the 5th illustration this week!

9:41 I respond to a friend’s email request to start our Halloween celebration EARLY. Sorry, but that’s a no.

9:50 Attempt to arrange a play date for Nick on Wednesday so that he doesn’t drive Gabe crazy all week.

10:00 Call my hubby who is out of state on business; he is too busy to talk but will call back.

10:01 Matt’s movie is over, time for PB Sandwich and some fort building; a new found fave (the fort, not the PB sandwich).

11:01 Hubby forwards me a grant application from Real Foundation, I forward it to FEAT of WA

11:15 Watch Handy Manny and play Halloween colored playdoh with Matt.

12:00 Clean up the kitchen; empty recycling, pick up toys, get a snack for Matthew, sweep the floors.

12:32 Decide I am getting a shower; bolt all outside doors, lock office, put another show on for Matt, rush upstairs.

12:33 In shower. Ahhhhhh, warm water my friend, how I've missed you.

12:38 Phone rings; out of the shower.

12:40 Talk with Children’s Autism Center; reschedule Gabe’s apt with Psychiatrist to January; insurance issue.

12:48 Second call coming in, they tried twice, I have to answer in case it is the school, thankfully it is not, it's my mom.

12:55 Call mom back, in my underwear still, realize the boys are going to be off the bus in 5 minutes; tell her I need to call her back.

1:05 Dress quickly; rush to greet boys at bus stop.

1:10 Boys in the house, on afternoon routine (backpacks up, hands washed, shoes away, snack).

1:12 Gabriel is upset it is a half day; can’t choose something to do, says he isn’t hungry.

1:15 Jeff calls me back, finally, ask him if I can call him later. : (

1:25 Still asking Gabriel to find something to do; dogs are running laps through the house after being outside in the rain.

1:27 Give Gabriel to the count of 10 to chose one of my three ideas; Matt helps me count much to Gabe’s displeasure.

1:27:30 Matt grabs M&Ms and begins to have a meltdown that he can’t eat them. And Gabriel is lying on the ground crying that he has to choose something to do. I let him push himself around on his back with his feet to help regulate, and then I help him up; he is yelling, throwing things and my all time fave; grunting.

1:30 Gabriel decides on coloring, but is upset there are no markers; Nick and Matt are watching Jungle Junction.

1:31 Begin dishes, load, get snack for Nick, and keep verbal reminders with Gabriel.

1:40 Gabe finishes coloring, not completing our “30 minute” activity requirement; I get him a snack and set the timer over for 30 minutes. He must stay on a single task for 30 minutes (helps with transition home if I can get him to do it).

1:45 Done with his snack/TV watching choice, after only 5 minutes and decides to go upstairs to play flashlight games, prompting the other two to need new batteries in their flashlights.

1:50 Find batteries and realize that the problem lies in the fact that two of the three NEW flashlights, less than 24 hours old, have lost the spring required to make them work. Great.

1:55 Gabriel is finally calming down, finding an activity, plays flashlights/cars/planes and other make believe things with Nick. Crossing my fingers.

2:16 Receive email from FEAT of WA saying it is a “go” on submitting an application for the Real Network’s grant offering; I am helping to edit in order to make the deadline; Nov. 1st.

2:20 Gabriel asks that I print off Halloween Coloring pages, but the printer is out of ink; I hand draw a Haunted House for him to color. Then get lunch for myself based on the fact that I haven’t eaten anything that I would personally consider food up until now; water and tuna w/crackers, and more PB for Nick and Matt.

2:45 Gabe is done with the picture and he decides it should be for his teachers; he writes their names and his on the back of the paper; only flipping out and falling to the ground once over the final letter. We pack his Book Report and Curious George book in is backpack for tomorrow.

2:50 Gabriel sits on my lap. He smells like he didn’t wipe. I force a “clean butt check” and a re-wipe. He is angry and it forces a meltdown. But his butt is clean now. He heads upstairs with the “I don’t want this shirt” and “I don’t care” about everything I say. Door slamming ensues.

3:00 Nick finds the new chapter books on the counter; he reads quietly to himself from the thickest one. Gabe and I do some pushing, pulling to get his body up a little.

3:28 Ding Dong! A package arrives via UPS; Matt’s birthday supplies; Gabe carries the box for heavy work. Dogs come inside after getting wet again; more laps.

3:34 Matt comes downstairs naked from the waist down, with a new tube of toothpaste in his hand, mumbling about brushing his teeth—fine, but he needs to wipe his butt too. Making me 2 for 3 on the day for wiping my boys’ butts.

3:37 While cleaning the strawberry toothpaste from the counter and dressing Matt, he says, “Ewww. I stepped in pee and slipped,” after he falls to the floor. “I think that was toothpaste.” “No, it was pee.” He says. “I don’t see any pee.” “There it is.” He says pointing on top of the step stool, which is obviously covered in pee. “Who did that?” “It was me, Matthew.” He says proudly tapping both hands to his chest. “No, Matt! You can’t pee on the stool, where are you supposed to pee?” I say. “In the backyard or in the toilet,” he says. “ONLY in the toilet,” I remind: Probably a waste of breath.

3:41 Downstairs where Nick and Gabe are climbing behind the couch (squishing and crawling all good sensory activity) and shooting each other with what Matthew refers to as a “Buer”, cause that’s the sound it makes “Bue, Bue, Bue”. :) It quickly goes bad.

3:45 Agree on watching a movie, The Little Vampire (old kid’s movie, PG), in my room w/popcorn. MUST USE HEAVY BLANKET.

3:57 Matt watches Choo Choo Express for the second time with popcorn, after a good toe nail clip (we do this daily; it is a sensory thing for him)

4:00 Research Children’s Book Awards that my new book, This is Gabriel Making Sense of School will qualify for, and determine if I can nominate myself! (Tentative release date of 2/1/10)

4:50 Gabriel bursts in my office to share, in unintelligible monologue, the movie up to this point, ending in “And they opened the barn and the cows fly!” Matthew and I leave the office and head to the family room to cuddle on the couch giving lots of kisses and a great deal of input.

5:22 Movie is done, meaning calm time is over. Gotta get dinner now. Nick goes upstairs to find something to do while Gabe flips out because he can’t think of anything to do. Another transition induced meltdown.

5:25 Send him to his room to regroup.

5:25 Follow him upstairs so I can stop him from eating paper and destroying his room. Recognize that he is low; have him come downstairs for heavy work/movement, he refuses.

5:30 Go upstairs and get him, ask him to help me help him (my fancy way of saying ‘cooperate’). Yelling, mean words, take him to the bathroom, turn on the shower, ask him to get undressed so he can use the shower to calm down. He says he wants to be IN HIS CLOTHES in the shower. I agree thinking “who am I to tell him that feels awful?”. Turns out he didn’t mean it and is upset his new shirt is wet. Terrific. Meltdown gets worse, take his wet clothes off, he storms to his room telling me he hates me and that I should leave the house. I tell him to stay in his room, without ruining anything more and try to relax; I need to regroup and relax myself so I can think of my next move

5:40 Gabe begins yelling “Kill Buster” to the dog. It’s going to be a long night. Especially without my husband home.

5:45 I head back upstairs to see if I can solve the problem. He is surprisingly lucid given the chaos that has just ensued. We talk about how words can hurt (especially me) and we agree that he will get jammas on and take a break upstairs with his flashlight. We hug, and I remind him of what an amazing kid he is, how good-hearted and sweet. I get a big kiss.

5:50 What was I making for dinner? As I head to the garage, I hear Gabriel upstairs crying. He can’t find his flashlight, and can’t get his mind to shift to another activity. Nick lets me know that Matt “scraped” him with his teeth. Where was I? Oh yeah, meatballs from the garage.

6:05 Get meatballs in oven, pasta sauce on the stove, Gabe comes down and asks when dinner is. I tell him 13 minutes, get a great big hug from a smiley boy, and he decides to jump on the trampoline while he watches Franklin’s Halloween show with Matt and Nick.

6:25 Time to eat—signaling the end of the day for me. Cross your fingers it goes smoothly.

6:30 As we eat dinner, and do our “High Lows” Daddy calls and participates with us on speaker phone. Fun and nuts at the same time with everyone talking over each other.

6:35 The dinner conversation turns to talking about kids being mean to Gabriel at school. He says that there is a boy that we know from last year’s class that won’t stop saying, “Open the gate, who do you hate” every time Gabe walks up. I get the feeling the kid is insinuating that he hates Gabriel, but Gabriel thinks that the kid is trying to get Gabriel to name someone that Gabriel hates. Gabe doesn't get that he is the joke in that scenario. Makes me sad. Nick has TONS OF IDEAS on how to solve this social dilemma. My favorite? Teach him “The Sign” that means, “Stop that but we’re still friends” (demonstrated in the photo above) and if that doesn’t work, use the good old standby of “Do it back to him.” Ah to be a neurotypical-know-it-all 5 year old. School is just so much easier for him.

6:47 Dinner is over and the boys are given 20 minutes warning before it is time to get in the bath. But as soon as they are gone, I hear water running.

7:00 Gabe comes back down showered, hair washed and in his underpants. He needs his back scratched. Nick finishes round two of dinner, since he can’t seem to stay at the table, and Matthew is sucking down a juice box; the 5th of the day. I realize I haven’t bought dog food, so the dogs have cut up frozen apples (that our garage fridge accidentally froze), old hot dog buns and some shredded cheese. Hoping I don’t pay for this in doggy diarrhea later.

7:30 Bath time craziness. Get everyone cleaned up (only washing “stinky parts” and skipping hair), and in pajamas.

8:00 Read Shel Silverstein’s Where The Sidewalk Ends, which is referred to as the “Poem Book” at our house. Hungry Mungry, Peanut Butter Sandwich, Lazy Jane, and various other ones before bed. Matt reads Little People open the flap book before he joins us and insists on re-reading the PB Sandwich poem and sleeping with the book by his side.

8:10 Brush teeth; last pee, and into bed.

8:30 Rock Matthew, giving proprioceptive input through tight squeezes, hugs, and pressure against him in my lap. We sing. Sing. Sing. He asks for me to “not squeeze; hug!” and tells me that he just wants to “run, run, run” which is a great indication that he realizes his body is out of sync; we use it as a teaching moment and remind him that the feeling of “run run run” means he needs some tight squeezes. I hold him close on my lap while we sing. I am proud of how much he communicates to me about his body, and inside I smile because I am proud of Gabriel for all he has learned allowing Matthew to have a mommy that understands him.

8:35 Gabe yells, “I can’t sleep,” I yell back, “Yes you can; stop talking!”

8:45 I put Matthew in bed, but no one is asleep. Matthew refuses to stay in bed, and when I lay with him, he is won’t settle down; instead he just chats me up about Handy Manny and his Lightning McQueen birthday party. I am getting more and more frustrated.

9:00 I have hit my breaking point and I am yelling (not my proudest parenting moment). Matt wants me to lay with him, which I don’t want to do (I am tired as hell), and is being ridiculously bossy about how I should sit, not lay, upright in his bed. I leave to regroup in my room alone.

9:05 Matt comes running into my room telling me that Nicholas needs his “Candy Cane” (a small stuffed dog that he hasn’t slept with for MONTHS). I assure Matt that Nick is fine. When I am putting Matt back in bed, I say to Nick, “Tell Matt that you don’t need Candy Cane!” Nick bursts into tears insisting that he DOES need Candy Cane. Really? Can’t someone help me out here?

9:10 I end my search for Candy Cane. Tears from everyone. But that doesn’t change the fact that I can’t find the damn stuffed dog.

9:15 I give in and sit in Matt’s bed, following his instructions to a T. “Sit up Mommy!” “Like this?” “No Mommy! Not like that, lower.” “Like this?” “Perfect.” And in less than 10 minutes he is asleep.

9:30 I call my husband to let him know how resentful I am at him for being out of town. For getting to relax in a hotel room and for taking the night off from parenting and the bed time routine. I am really jealous. Not my proudest wife moment. I tell him that I should get off the phone and just go to bed, because I am tired. He agrees. I can’t stop thinking about the fact that he is gone for 3 nights this week, 3 nights next week, 3 nights the first of December and 3 nights the first of January. It makes my head spin, so I click So You Think You Can Dance off and go to sleep. I have to start all over again tomorrow and I still haven't unclogged the toilet. *sigh*

Good Night,
H

Right-Brained Math and Writing Standards

Homework seems to be getting harder and harder for Gabriel.

I was originally just stoked on the fact that his homework was primarily math, but even that seems to be a challenge for him these days.

It isn’t exactly the “math” portion, it is the right brained explanation that is required that gets him every time.

Example:

We had done three of four math problems—all story problems about coins. I do the writing for him, time saver and with handwriting issues it provides frustration relief. OK, so we had agreed on using “hash marks” to log our numbers.

15 whatevers plus 16 whatevers gives us 31 whatevers when we count up the hash marks. Easy.
For both of us.

Then we move to the last problem, it says that Dave had 22 apples, but used 7 of them to bake a pie. How many left?

I say, “Should we use hash marks again?”

Gabriel says, “No.”

“No?” I say confused, as this is the established format.

“We should count.”

“Sure, but how are we going to write that?”

He looks confused.

“We need to use the hash marks so we can tell how many we have. Right?”

“No, we just need to count.”

“Should we draw apples?”

“No. Count.”

“Ok, Gabriel, I get that we can count the answer in our head, but the work requires us to write down how we got to the answer.”

“I don’t understand.”

“Whatever we do, we have to write it here (as I place my hand on the paper). Whatever we do to solve the problem, must be written down.”

He is visibly frustrated.

Gritting his teeth at me.

Tearing up.

“Fine.” He grabs the paper and begins to write on it.

I look at it, it says “C” and “o”…

“What are you writing?” I ask, clearly this wasn’t hash marks or apples.

“ I am writing ‘counting’.” He responds.

“You can’t just write the word.” I tell him, although I completely understand why he thinks that is a good solution.

“I just don’t get it!!” He yells and storms out of the room.

*sigh*

How do I explain to my little black and white thinker that math has to be so right brained?

I know that we all have to learn the “process” of math so that we can build on each skill, but in some ways I call BS on that.

When I was a kid, I saw the answers in my head too. I got that 7 came out of 22 easily—but I had to show my work too. And that drove me nuts.

My mother was the same way. She could do my math problems virtually through calculus—in her head—no equation.

At some point, for my kid, I think knowing the answers trumps knowing exactly how he got there. But that’s just me.

Our other homework issue is obviously all of the writing.

There is no way we can write as much as is requested of us.

We have been struggling on a book report for two weeks.

Yesterday I broke down and wrote all of it for him (his words, my writing).

I know that is a solution, but I sure wish he had some kind of endurance.

Gabriel has an amazing amount of things to say—like most kids his age he is always thinking of something new and wants to share it.

Having him tell me his monologues verbally is OK (kind of grates your nerves some days) but if he could write it down that would be even better.

I got contacted by Handwriting Without Tears yesterday—a program Gabriel has been using since Kindergarten (over 3 years now) and that our school district adopted as curriculum last year.

This is a program I am very familiar with, but that isn't what they wrote about.

What they shared is that Handwriting Without Tears has created a new website (www.handwritingstandards.com) that is aimed at getting the educational community together to support implementing a Writing Standard for each grade level Kindergarten through 4th grade in each state.

My initial reaction was, “Oh great, another thing my kid can’t do.”

But after reading more about it, I am leaning the other direction.

Gabriel’s handwriting has been “behind” but “legible” (which is all that is required to deny him services--"legible") by school standards for his whole life (up until now maybe...lol).

During our IEP meeting this year, the school OT brought out a writing sample that was only 1 year old of Gabriel’s and it was obvious how far he had regressed—which is only ironic since last year’s sample was “on track” because he had been held back a year, so he didn’t receive additional writing help--didn't qualify for small motor skill writing support by law.

I put him in private OT all summer (and still this year in addition to school) to keep his handwriting moving forward, or at least not slipping further backwards.

The HWT Company aims to help this problem by outlining specific and measurable goals for kids’ handwriting by grade level.

An example that would’ve gotten Gabriel more help earlier in his life, and is PRETTY DAMN BASIC for kids in the 1st or 2nd grade would be, “Writing all of the letters of their first name correctly, without reversals or omissions”.

Hmmmmm.

If we had specific guidelines, attainable goals to work toward in Kindergarten, Gabriel would’ve qualified for help. He would've qualified in first grade too. And first grade the second time as well. : )

He would’ve had an IEP sooner.

And potentially had goals that could’ve really helped his writing.

That said, I should reiterate here that I have been more than impressed with Gabriel’s IEP “Team” at his school. They have always given more than was required. Always.

But not all schools work like this.

What about all of the other kids I hear about with SPD or PDD or a combo of other diagnosis’s that aren’t getting services they need because of this or that?

I am not sure exactly what my "official" stand is on this new Handwriting Standards, but I know that more help for my son is rarely a bad idea.

There are tons of arguments about whether or not kids should be forced to write. And I have to say when it comes to cursive, I think it should be an optional program—like an elective—in my opinion. I think cursive is a thing of the past—a dead art for many.

But printing is different. At some point, our kids have to write something. And they want to write. Gabriel WANTS to write what he is thinking down--but it frustrates him and makes him feel stupid when he can't.

Getting your ideas out on paper is self expression—it is showing the world you have something to say.

I am teaching Gabriel to type. That is good too, but that isn’t a permanent solution for him today.

And he will go to college. I hope.

So that means writing an essay for his SATs.

Basic printing would be a good skill by then.

And luckily, I think we are on track to be able to print legibly by about 2018—just in time for his junior year.

Until then, it is back to the homework grind for me. And Gabriel.

Maybe Nick will be able to scribe for Gabe soon?

My hand gets too tired. ; )

If you have any comments on the Handwriting Standards, I'd love to hear your feedback.

Hope school work isn’t getting the best of you,
H

You Know You're Teaching an SPD Kiddo When...

I still get comments on the "You Know When..." lists of mine, so I thought I would put together a new one for the teachers out there--

All of those men and women who have spent the last few weeks getting to know our darling kiddos as students in their class.

You Know You're Teaching an SPD Kiddo When...
(a list for teachers and all of us who watch our kids struggle in school)

1. He chews his pencil, both the eraser and the lead, all day long

2. He can’t seem to stay seated for over 30 seconds

3. He constantly wants to get a “drink” but really he is just playing in the sink

4. During circle time he sits virtually on top of the kid next to him

5. You have to remind him that he cannot touch the hair of the girl next to him—no matter how cool it looks

6. You implement Handwriting Without Tears program—because you can’t read anything he writes

7. He wears the same pair of “soft” sweatpants every single day to school

8. He gets out of his chair to ask you a thousand questions all day long

9. He talks through story time no matter how many times you tell him to just listen

10. At recess he climbs on the very TIP TOP of the jungle gym, where he is NOT allow

11. He hides under his table during the fire drills, crying with his ears covered

12. He lit up when he saw the ball pit in the resource room

13. He refuses to eat in the cafeteria on “Sloppy Joe Day” because it smells awful

14. The collar, the sleeves, and a strange place directly in the center of his shirt are all dripping with spit from being chewed on all day

15. He got kicked off the bus within the first 3 weeks of school because he was being “mean” to another student who was “in his spot”

16. He covers his ears when you raise your voice to get the children’s attention

17. He complained that the tag in his shirt was bothering him, but when you offered to cut it out you realized there is only a tiny fragment of the tag left from the previous attempt at removal

18. During art, he spent most of his time trying to glue his hands together instead of completing the project

19. He is very proud of being the first kid in the entire school to do the monkey bars backwards

20. He complains that it is too loud for him to concentrate, when you don’t hear a thing

21. He simply cannot stop himself from using the “off limits” stapler on the teacher’s desk

22. The first week of school he spends asking you a thousand questions about each thing you have hanging on the classroom walls

23. He cringes when you touch him—and if he is upset—touching him just makes it worse

24. He can’t keep his hands to himself when standing in line; he is pushing or bumping the entire time

25. He spends his entire recess spinning in circles

26. He is a little TOO enthusiastic banging the drum during music class

27. He always wants to be the “door opener” or “lunch wagon puller” EVERY DAY

28. He can repeat conversations you had with another teacher in the hallway

29. You find things in his desk that don’t belong there; teacher scissors, bingo markers, beads, crayons and other assorted small fun things

30. The bus ride to school seems to wind him UP UP UP— (and so does the bus ride home)

:)

If you have any more for the list, leave them in the comments below. I already have new ones spinning around in my head for a second list!

H

Free Sensory Tools

Just a friendly remider to enter to win the Sensory Assault Pack.

Here is what the SAP contains:

Sensory Assault Pack Specs: 1 Light Show Stick™, 1 Fishsticks©, 1 Smart Smencil©, 1 Relax Therapy Tangle©, 1 Find It Game©, 1 Chewy Tube®, 1 Package Balloon Bags©, 1 Mini Duckie Massager™, 1 Nature Guy CD©, 1 Propaganda Pad.

Entering is simple. : )

Read the interview below, and then submit your comment in response to the question at the end.

As Nick would say, "Easy Peasy, Lemon Squeezy." (I know, that is cute, huh?)

Now get to it--
H