Yesterday's SPED School Visit

When I mentioned in my yesterday's blog post that people should do their research about autism, it was because I guess most people have no idea about the different classifications of autism. I'd also like to point out that not all people living with the spectrum are learning disabled.

There are people diagnosed with ASD but belong to the higher spectrum, and there are those that belong to the lower end of the spectrum. Those that belong to the higher spectrum are the functional ones, they even have higher IQ's the rest of the normal people, while those at the lower end of the spectrum, have difficulty in learning  or have a lower IQ than the normal.

I will not delve much about the different classifications of autism because, number 1, I am not a doctor, and number 2, there is google! It's where you can check other medical websites that can give you a better understanding of what autism is all about. Number 3, I am just a mom who is learning as much as I can about my son's condition so I can help him get through with this life.

Back to my story about yesterday. Eli and I went to drop by Teacher Neki's class at a San Fernando Elementary. She was the friend from sped school that I was talking about who would like to help me with Eli's Occupational Therapy. Since she still has a class, I got the chance to observe two of her students that are also living with the spectrum.

She introduced them to me, as I was able to observe the world of autism was interesting and amazing. Both of the students are non-verbal. I think they are both at around the age of 3 or 4 years olds. One of them is with a higher IQ, he can calculate numbers mentally in his head without calculating them on paper or with the aid of a calculator, like I would since I'm very bad at math. The other one is of a lower IQ, but is a good little independent boy.

I knew because as I was observing, Eli was roaming around her classroom and perhaps he is thirsty, so he found his way to the dish rack opened it and took a cup, and helped his way to the water dispenser. In the world of normal, this is a big no, no, one has to ask and wait for a permission, or wait for his turn... but teacher Neki, I guess she just let it go since it's Eli's first time and he's still learning the ropes of having a routine, I am too he he.

After the two boys ate their recess snacks, the boy with the lower IQ went to take the plates away to the sink, and started washing the dishes. right in the middle of it, he went to look around and walked towards the cup that Eli used that he left on top of the table. He

waiting for his turn with Teacher Neki

also went to soap them and washed to rinse. Then after that both boys were assisted towards the clothes rack where their polo shirts were hanging, they changed into them and put on their shoes, waved their goodbyes and left for home.

I thought wow! Its amazing to me that these special kids are better than the normal kids who just waits around for their moms to do things for them and clean up after them.

As for Eli, he was able to have a 30 minute table top activity with teacher Neki before we went home. I will be transferring Eli to her class starting next week where he will be able to continue his Occupational Therapy.

Pointers for Eli Part I

Last week Eli had his initial evaluation at the Center for his Occupational Therapy. It was pretty interesting. The occupational therapist assigned to him we can call as Teacher Chola, interviewed me first about my observations with Eli.

At first while she was interviewing me, Eli can't keep himself on his seat. He would stand up, go out of the cubicle and would join in on other student's activities. Later on, he was made to play. The first few activities were fine but the last 15 minutes, he was crying and screaming all because of a crayon. Since he doesn't talk or communicate, the way he would express himself is through a meltdown which can be mistaken as tantrum fits. 

Yesterdays session was a crying fit because of one little cookie he brought to his one on one class. and today, well, it was because he just simple doesn't want to do the activity his teacher is assigning him. 

So far, even in just a short span of time I can see some improvements on Eli. I guess it's more of me learning how to handle my son, and learning how to help him manage his behavior and compliance.

Here are some of the things I learned and been taking as pointers for Eli:

1. Know the reason behind the tantrum fits or the meltdown. The usual reason for Eli to cry is because he was not able to get what he wants or he might be having a hard time. For a child living with the spectrum, some tantrums are attention seeking. Let the child cry it out whatever it is. Just be on the lookout that he doesn't hurt himself. 

DO NOT CALL HIS NAME OR MAKE ANY SOUNDS THAT WOULD GIVE HIM ANY IDEA THAT YOU ARE CONSIDERING HIM BEING AROUND AND CRYING. He will eventually stop when he gets tired. Note: May take a few minutes, or a few hours and some painful to the ear scream. Good thing about Eli is he doesn't cry too long.

2. Obedience. Eli doesn't know how to obey commands. at least not yet. A child like Eli needs to be guided every step of the way. You simply do not talk to him and just point at things, he will not follow what you say, and doesn't know what or how to do what you just told him. 

INSTEAD, If you give him a task to follow, and he is not doing anything about it. Go to him and take his hand and guide him. COMPLETE YOUR INSTRUCTION. Example: If I want him to pack away his toys, and he's not following. I would go right behind him, take both his arms and guide it to a toy to pick up and put in the box, one by one until he will be able to store them all in, then, I will have him push the box near the wall where is is placed to park. There should be a clapping after for a job well done.

3. Compliance. Eli is easily distracted. He doesn't try to finish a task that he is doing if there are other things that comes up unexpectedly, he'll give the new distraction his attention. 

With this, a RE-ENFORCEMENT is needed. This could be in a form of a reward, Example: Since Eli likes to brush his teeth, (for some reason that he only knows, he asks for a toothbrush and a toothpaste even before meals, after and in between) I have to make him finish doing a certain task first before giving in to his toothbrush request, and that would be "finish eating your meal first then we brush your teeth." In this case brushing teeth is the re-enforcement / reward.

4. Prepare Eli if there are any changes to his routine / planned to do list. People living with the spectrum get anxious for any unplanned changes that occurs from their plans/routine. I made a mistake yesterday by not informing him that when we get to the center, he will be with somebody else except me the whole one hour schedule of his session. I guess part of his crying was because I was not in sight and he was dealing with a stranger who makes him do all sorts of activities.

5. Re-enforcement doesn't always have to be food. Children living with the spectrum are not dogs or cats or other animals, that you have to feed him a treat every after they obey whatever it is you want them to do. Their reward can come in a form of hug, a tickle or a praise, and sometimes it's their favorite thing. In Eli's case his favorite thing is either Baby TV viewing or toothbrush with a toothpaste... and chocolate milk.

This is what I learned so far and there will be many more things to come in the future. Good luck with me and my husband in all of this.