The OT's report is done (although I don't have it yet), but she called and recommended that we begin once-a-week therapy sessions. That won't start until Friday October 12 though. She'll be sending me the report in the mail this week. I'm not sure whether to go ahead and schedule the meeting with his teacher and school counselor and resource director or wait until he starts therapy. I guess I'll see how helpful the report itself is.
Ryan got a bright green card again today!! His certificate said it was because he was a calm and quiet worker today. :-) Two chips, because his daddy is out of town and unable to play Wii with him.
Monday, September 24, 2007
Saturday, September 22, 2007
Gattiland!
Ryan got not only a GREEN card yesterday, he got a BRIGHT GREEN card! (Again, that means he did something especially nice/good/helpful, etc). We had told him that when he gets bright green cards, he can either have 2 poker chips or a poker chip and a weeknight session of Wii. He came out of the school building and immediately told me "MOM! I got a bright green card today! And I know what I want! I want a poker chip and Wii!!" So he got a poker chip, which gave him enough to go to Gattiland this weekend too.
Mrs C called me on Wednesday night because he had two really bad days this week. On Wednesday he was so defiant with his music teacher, and he ended up throwing a carpet square at another student, getting her in the eye. And then he hit her in the face later in the afternoon (the girl, not the teacher). So Mrs C and I decided that it was time to separate him as much as possible. I didn't want to do this too soon, as I didn't want to make him "stand out" to the rest of the class, but I guess he's doing that to himself. So she brought in a desk for him, where he sits right next to her. It's one of those desks that you put books in from the open-ended front, rather than a lift-top. So inside the desk he now has two stress-ball type things, that he can use when he feels the need and miraculously he is using them and not *mis* using them! She thinks it's making a difference in his ability to do his work without disrupting the others. He seems to be fine on the playground. He got the "bright green" yesterday because he was able to walk, in line with his classmates, all the way down to the cafeteria and back without bumping, pushing, etc. She said that she can really see that he's making an effort! She also told him that he could have the little car prize that he'd chosen as an incentive, if he got just 3 green cards this week...and he did! She had let him keep it in his pencil box the last 2 weeks, just so he'd know it was still there. He gets to choose another incentive on Monday. I am *thrilled* that she is working with him "where he is", rather than expecting him to behave as well as the other kids are able to right now. And that she is able to see his improvement and comment on it. His academic work continues to be top-rate....and his writing is really improving.
I am back on hopeful end of things!
Mrs C called me on Wednesday night because he had two really bad days this week. On Wednesday he was so defiant with his music teacher, and he ended up throwing a carpet square at another student, getting her in the eye. And then he hit her in the face later in the afternoon (the girl, not the teacher). So Mrs C and I decided that it was time to separate him as much as possible. I didn't want to do this too soon, as I didn't want to make him "stand out" to the rest of the class, but I guess he's doing that to himself. So she brought in a desk for him, where he sits right next to her. It's one of those desks that you put books in from the open-ended front, rather than a lift-top. So inside the desk he now has two stress-ball type things, that he can use when he feels the need and miraculously he is using them and not *mis* using them! She thinks it's making a difference in his ability to do his work without disrupting the others. He seems to be fine on the playground. He got the "bright green" yesterday because he was able to walk, in line with his classmates, all the way down to the cafeteria and back without bumping, pushing, etc. She said that she can really see that he's making an effort! She also told him that he could have the little car prize that he'd chosen as an incentive, if he got just 3 green cards this week...and he did! She had let him keep it in his pencil box the last 2 weeks, just so he'd know it was still there. He gets to choose another incentive on Monday. I am *thrilled* that she is working with him "where he is", rather than expecting him to behave as well as the other kids are able to right now. And that she is able to see his improvement and comment on it. His academic work continues to be top-rate....and his writing is really improving.
I am back on hopeful end of things!
Wednesday, September 19, 2007
I don't know where to go from here.
I am soooo frustrated. Ryan had another terrible behavior day at school today. I'm actually starting to think that pulling him out of school would be less stress for me. He had many, many warnings today about personal space and still couldn't keep his hands off of other kids. He spit on someone again. He tripped another child, he poked someone in the eye with a carpet square, he slapped someone in the face, and he was blatantly disobedient. When he got home from school, he got a small dab of soap in his mouth, and was told that it would happen every time I got a report from school of him spitting. If he's going to do something disgusting with his mouth, it's going to be "cleaned out". I am NOT a fan of doing these kinds of things, but this has GOT to stop. I made him sit down and write an apology note to one classmate, and he will write another one this evening. His teacher is going to call me tonight...I can't wait.
Short days = good days
Half-day of school yesterday, so Ryan managed to come home with a green card!! One poker chip away from Gattiland. It'd sure be nice not to have to cook tonight...
I saw some real maturity from Ryan a couple of times yesterday. (Backstory: while he was at school, I took Max and Lily to the grocery store, and picked up 3 helium balloon/lollipop give-aways as we walked out. I discussed with M&L why we had to keep the balloons inside, and that they could play on the screened porch with them or in the basement. I reminded them again once we were in the house. Three minutes later the phone rang, and during my 5 minute conversation they managed to take their balloons outside and of course L let go of hers and it promptly took off for heaven.) Ryan came home from Grandma's house and saw his balloon, but once he heard about Lily's, he told her right away that she could have his. !!! He just wanted to make sure he got to keep the lollipop! He told her again later on in the evening that the balloon was hers, he didn't need it. :-) For the record, Max also kept insisting that he share his balloon with her. What great brothers she has!!
Oh, and at soccer practice, while he still had a couple of problems, he DID show some maturity. One of the other boys playfully tackled him and dragged him to the ground, but instead of getting up and trying to do the same to the other kid, Ryan just laughingly got up, brushed himself off and went back to paying attention to the coach. Yay!! On the other hand, he did keep throwing the ball *at* people...at their backs, especially, from short range. The first time I let go because it was one of the dads who kept playing around with Ryan, the second time it was the sister of one of his teammates and I didn't see it happen (she came and told me...I apologized for him); and the third time it was one of his teammates and he hurt her hands. I made him sit out for 5 minutes during his favorite game, and told him if it happened again we were going to leave. Fortunately for him, it was only 10 minutes from the end of the session, so he was able to behave!
I was reminded yesterday and today of something the OT mentioned. Kids with some of Ryan's SPD's don't do a lot of creative imaginative play, and they are often TV watchers/video game players. I've always been aware of it with Ryan, but especially so during the last 6 months or so. Max and Lily are *ALWAYS* playing pretend...pretend bakery, pretend store, pretend birthday party, pretend whatever. Ryan will join in on occasion, but he rarely initiates it. He will play pretend NASCAR races, but that is about all. Also, Ryan would watch TV all day long if we allowed it, and/or play computer games, Leapster, and video games. Max and Lily could really take it or leave it. They do like to watch a couple of short shows, but there have been mornings that I've inadvertently left the TV on and they haven't watched it at all. They enjoy computer games once in awhile, but never ask for it more than once or twice a week. It's just interesting to notice the differences!
I saw some real maturity from Ryan a couple of times yesterday. (Backstory: while he was at school, I took Max and Lily to the grocery store, and picked up 3 helium balloon/lollipop give-aways as we walked out. I discussed with M&L why we had to keep the balloons inside, and that they could play on the screened porch with them or in the basement. I reminded them again once we were in the house. Three minutes later the phone rang, and during my 5 minute conversation they managed to take their balloons outside and of course L let go of hers and it promptly took off for heaven.) Ryan came home from Grandma's house and saw his balloon, but once he heard about Lily's, he told her right away that she could have his. !!! He just wanted to make sure he got to keep the lollipop! He told her again later on in the evening that the balloon was hers, he didn't need it. :-) For the record, Max also kept insisting that he share his balloon with her. What great brothers she has!!
Oh, and at soccer practice, while he still had a couple of problems, he DID show some maturity. One of the other boys playfully tackled him and dragged him to the ground, but instead of getting up and trying to do the same to the other kid, Ryan just laughingly got up, brushed himself off and went back to paying attention to the coach. Yay!! On the other hand, he did keep throwing the ball *at* people...at their backs, especially, from short range. The first time I let go because it was one of the dads who kept playing around with Ryan, the second time it was the sister of one of his teammates and I didn't see it happen (she came and told me...I apologized for him); and the third time it was one of his teammates and he hurt her hands. I made him sit out for 5 minutes during his favorite game, and told him if it happened again we were going to leave. Fortunately for him, it was only 10 minutes from the end of the session, so he was able to behave!
I was reminded yesterday and today of something the OT mentioned. Kids with some of Ryan's SPD's don't do a lot of creative imaginative play, and they are often TV watchers/video game players. I've always been aware of it with Ryan, but especially so during the last 6 months or so. Max and Lily are *ALWAYS* playing pretend...pretend bakery, pretend store, pretend birthday party, pretend whatever. Ryan will join in on occasion, but he rarely initiates it. He will play pretend NASCAR races, but that is about all. Also, Ryan would watch TV all day long if we allowed it, and/or play computer games, Leapster, and video games. Max and Lily could really take it or leave it. They do like to watch a couple of short shows, but there have been mornings that I've inadvertently left the TV on and they haven't watched it at all. They enjoy computer games once in awhile, but never ask for it more than once or twice a week. It's just interesting to notice the differences!
Monday, September 17, 2007
Call from school
Yikes, not only am I going to have that stomach-clenching feeling everytime I pick Ryan up from school, but now it's going to be every time the phone rings while he's at school. I just got a call from the assistant principal, who has Ryan in her office this morning. He slapped the girl next to him (hard enough to leave a mark) and he stuck his foot out and tripped someone. I just don't know what will get through to him. We are trying to reward good behavior. We even went so far as to let him know that if he manages to get "bright green" cards, he will get to play Wii with his dad that very night...which is his very favorite thing to do right now, but is restricted to an hour total on the weekend. Plus all green cards get a poker chip, and 8 chips gets a trip to Gattiland. He's only 2 chips away right now, so obviously the incentive of getting those last two chips is not having any affect on him. I guess it's back to the psychologist pretty quickly. My head hurts. And my heart hurts too.
Friday, September 14, 2007
My diagnosis
Finally finished reading The Out-of-Sync child. And here is what *I* think Ryan has issues with. We'll see how close it is to the final report!
Modulating auditory sensations - we cannot take him to movies due partly to the loudness (even with ear plugs); no fireworks; Max and Lily screaming/crying makes him crazy; even as a baby, I could never use the blender, mixer, vacuum or hairdryer with him being in hearing distance.
Modulating visual sensations - again, no movies on big screens; hides from bright light, especially sunlight.
Proprioceptive Sensory Seeking - (MAJOR) - deliberately bumping and crashing into things; was a "head-banger" as a toddler; bites his nails; loves to jump from furniture to the floor (will do it over and over again)
Grading of Movement (proprioception) - uses a lot of force when writing on paper; seems unable to tell how much force he uses in touching people.
Tactile Sensory Seeking - (MAJOR) - asks for back rubs; need to touch and feel everything in sight-has "gotta touch" items that other children understand are not to be touched; always takes shoes off; "dive" into food, often cramming mouth with food; drinking water has to be ice cold/chews on ice; shows "in your face" behaviors, getting very close to others and touching them, even if unwelcome; eats almost exclusively with his hands rather than utensils.
Gravitational Insecurity (vestibular) - at times fearful of heights/falling - won't go within 2-ft of the edge of 2nd floor railing that was substantial enough and solid enough that there was no room to fall through it; becomes anxious when feel leave the ground not of his doing; will not go upside down doing gymnastics tricks.
And then, I know the OT observed issues with motor planning; upper trunk/postural weakness; and bilateral coordination, but those are things I haven't personally noticed.
There was a paragraph in the book, that had I read it a year ago, I would have said YES! This is what it is!! Here it is:
"By the time Rob was two...He required constant attention. Time-outs didn't work because I couldn't contain him. He was defiant, disobedient, disrespectful, and demanding. He was always busy, always talking (great verbal skills!), strong-willed, contrary and easily frustrated."
That is/was Ryan to a "T". But to just read that, it sounds like a behavioral/strong-willed child problem, right? There was nothing there that to me, pointed to anything other than a challenging child and a parent (me) who wasn't dealing with it effectively. If, at age 2, someone had told me that Ryan had a neurological issue, I would have said "Yeah, right. He's neurologically fine, he just doesn't want to behave." Now, to be honest, he does have behavior issues that are likely beyond this sensory processing diagnosis, but until we have this under control we'll never know if the other behaviors will cease.
Now I'm off to read The Out-of-Sync Child Has Fun". And pick up more reading materials at the library. And pray for Ryan to get another green card today....I so hate that stomach-clenching feeling when I pick him up, and his wonderful teacher motions me over to talk. Will I ever get over that??
Modulating auditory sensations - we cannot take him to movies due partly to the loudness (even with ear plugs); no fireworks; Max and Lily screaming/crying makes him crazy; even as a baby, I could never use the blender, mixer, vacuum or hairdryer with him being in hearing distance.
Modulating visual sensations - again, no movies on big screens; hides from bright light, especially sunlight.
Proprioceptive Sensory Seeking - (MAJOR) - deliberately bumping and crashing into things; was a "head-banger" as a toddler; bites his nails; loves to jump from furniture to the floor (will do it over and over again)
Grading of Movement (proprioception) - uses a lot of force when writing on paper; seems unable to tell how much force he uses in touching people.
Tactile Sensory Seeking - (MAJOR) - asks for back rubs; need to touch and feel everything in sight-has "gotta touch" items that other children understand are not to be touched; always takes shoes off; "dive" into food, often cramming mouth with food; drinking water has to be ice cold/chews on ice; shows "in your face" behaviors, getting very close to others and touching them, even if unwelcome; eats almost exclusively with his hands rather than utensils.
Gravitational Insecurity (vestibular) - at times fearful of heights/falling - won't go within 2-ft of the edge of 2nd floor railing that was substantial enough and solid enough that there was no room to fall through it; becomes anxious when feel leave the ground not of his doing; will not go upside down doing gymnastics tricks.
And then, I know the OT observed issues with motor planning; upper trunk/postural weakness; and bilateral coordination, but those are things I haven't personally noticed.
There was a paragraph in the book, that had I read it a year ago, I would have said YES! This is what it is!! Here it is:
"By the time Rob was two...He required constant attention. Time-outs didn't work because I couldn't contain him. He was defiant, disobedient, disrespectful, and demanding. He was always busy, always talking (great verbal skills!), strong-willed, contrary and easily frustrated."
That is/was Ryan to a "T". But to just read that, it sounds like a behavioral/strong-willed child problem, right? There was nothing there that to me, pointed to anything other than a challenging child and a parent (me) who wasn't dealing with it effectively. If, at age 2, someone had told me that Ryan had a neurological issue, I would have said "Yeah, right. He's neurologically fine, he just doesn't want to behave." Now, to be honest, he does have behavior issues that are likely beyond this sensory processing diagnosis, but until we have this under control we'll never know if the other behaviors will cease.
Now I'm off to read The Out-of-Sync Child Has Fun". And pick up more reading materials at the library. And pray for Ryan to get another green card today....I so hate that stomach-clenching feeling when I pick him up, and his wonderful teacher motions me over to talk. Will I ever get over that??
Thursday, September 13, 2007
Sparkle Card!!
Somehow, someway, Ryan managed to come home with a "bright green" card (some classes call them "sparkle cards") today!! That's a step ABOVE the normal good behavior green card. What it means is that Ryan did something special today and then managed to have good behavior the rest of the day. He told me that he helped his teacher sharpen pencils. I wonder if it was an old-fashioned pencil sharpener that he'd have to crank the handle...muscle work...?? He was SO proud of himself! He got a certificate too, and I may just have to frame it. :-)
I emailed the school counselor and the resource director about his diagnosis. They were both right on top of it, and both want me to schedule a meeting with them to discuss details and plans of action, and to find out what they could do to help Ryan. I don't have the full report from the OT yet, so I'll need to wait until I have it, but I felt really relieved at how quickly they responded to me and how willing they are to help. It sounds like the resource director knows her stuff too, she recommended some books for me (although I already have them...) and specific chapters to read in them.
All in all, a good day!
I emailed the school counselor and the resource director about his diagnosis. They were both right on top of it, and both want me to schedule a meeting with them to discuss details and plans of action, and to find out what they could do to help Ryan. I don't have the full report from the OT yet, so I'll need to wait until I have it, but I felt really relieved at how quickly they responded to me and how willing they are to help. It sounds like the resource director knows her stuff too, she recommended some books for me (although I already have them...) and specific chapters to read in them.
All in all, a good day!
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