"Had a mixed day with Ryan. Had some frustration (from both of us) and tears (from Ryan), but also a few shining moments, too. Can't believe we're finishing month 2 tomorrow. It's going by too quickly! There's so much more I want to do!"
The day started off with a minor irritation of showing up and finding Ryan's reinforcer basket had been dismantled. The student-volunteers were doing spring cleaning today, and when we arrived, Ryan's basket had been emptied, and the contents disinfected and put away. It's nice to have clean stuff, but it's a pain to rummage through cupboards and find all the things we've set aside especially for him over the past 2 months. However, the credit goes to T. who quickly rectified the situation, and even managed to find the main items from Ryan's basket for us. Thanks T.!
I can't remember the order we did things in today, so I'll give you the highlights. (Although, if you've read this blog before, you know my "highlights" can be quite lengthy!)
We did some problem-solving with the colouring program today. L. watched Ryan with the toddler markers, and saw how he wasn't taking ownership of holding them on his own. We tried a few different things, including a regular, skinny marker; we discovered that Ryan was still putting his fingers in a decent position, but we couldn't get him to hold it for long. L. thought maybe some kind of pencil grip might give him more of a target area to hold onto, while also making it harder for him to flick the marker away. After several tries, we saw that this was a bit more successful. The timing of the physical prompt/assistance was tricky, though: I had to hold the marker upright, just at the tip, and let go when Ryan got a decent grip on it. If I let go too quickly, he dropped it or lost control; if I held on too long, he wasn't doing it independently. When we got it just right, he made some good marks on the paper when I let go. But getting it just right is going to take a lot more practice for both of us!
Timing of prompts also became an issue when we started working on the imitations he mixes up, like "pat head." When we did that one today, he was only getting it right when I gave him the prompt he associates with it (block left arm). L. said we need to fade the prompt somehow, so now I'm starting with the prompt, but stopping at just the right spot. So, now I'm blocking/shadowing his left arm as I model "pat head" and give the command, and then, as soon as he starts to raise his right hand to pat his head, I have to quit the prompt. Once again, it took ME several tries to get my prompt away at the right second. Literally, a second made the difference as to whether I was fading back properly or not. It was frustrating, as I've never had the quickest reflexes. But I didn't feel too bad because L. had a couple missed attempts, too.
"Stomp feet," with the new stomp-on-the-piano prompt, continued to be unsuccessful. We got 1/5 trials correct. I even tried it at home tonight as my discrete trial homework, and got the exact same result: 1/5. I think they need to find a different prompt for the "stomp feet" imitation; nothing we've tried has worked besides the original touch-behind-the-knees.
On the other hand, we had some "shining moments" today, too. :)
The chunky puzzle program was AMAZING. He went from needing a wrist prompt to put the pieces in to suddenly taking all three pieces, independently, and putting them into their places correctly. He did this twice in a row. That's 6 perfect, independent placement of shape puzzle pieces in a row. We were all shocked. Where did that come from?! L. said if Ryan does the same thing tomorrow, we'll move on to a more complicated puzzle. That's very exciting!
We also tried yet another new pop-up toy today. T. brought one in that had been at her house, and although it isn't as exciting as the bobble-head one, it was even easier for Ryan to push the pop-ups down and push the switches, etc. to get them back up. His first time trying it he got two down independently, and two with a wrist prompt; he got 2 up with a wrist prompt, but the other two needed more help (HOH). That's pretty good for his first time with the toy.
I tried the "matching" program again today. I reduced the difficulty by going back to the original activity of matching the little elephants in the bowl, and then I introduced a glove (which I thought would be boring, so he wouldn't want to play with it). The Blue Room was quiet today, so Ryan was more focused during matching. This combination of factors led to Ryan being more successful again. He got 3/4 matches correct in both Step 1 and Step 2. I was surprised and relieved to see this improvement. L. said I did the right thing in decreasing the difficulty for a bit. When Ryan's consistently matching successfully, I can try to increase the difficulty again.
I decided to up the ante on the "push train" trials today. I still used one train, and the plastic track, but I flipped the track over to the bumpy side. He got his first trial incorrect because, I could tell, he was thrown off by the sensation of the train bumping under his fingers. After that, though, he got 5/6 more trials correct. I think that was great, considering I wasn't giving him any physical prompts, and the bumpy track was more challenging for him.
Circle time and snack were a bit difficult for Ryan today. He was pretty tired and cranky by then. He got lots of reinforcement simply for sitting nicely and participating.
After that, we went into the Rainbow Room to do some "kick ball." Ryan did fabulous! From sitting, he kicked the ball every time. L. said we'll do it from standing from now on. However, when we do it from standing, I need a second person to make sure Ryan stays in one place! He was a runner today. More than once, I had to chase him across the room and down the hall! Anyway, L. stayed behind Ryan and held him still while I rolled the ball to him to kick it. At first he kept turning and trying to play with L. because he felt her behind him, but she kept her head down and wouldn't give him attention, so he'd eventually turn back to me. Besides his attempts to play with L., he did a good job of kicking the ball from standing, too. L. mentioned how Ryan might have fun kicking a ball back and forth with his siblings soon. That made my heart happy. :)
We ended our day with something new! Now that Ryan is staying longer at S.C., we have time to work on more items in the Rainbow Room, where most of the gross motor activities take place. He showed an interest in a Cozy Coupe they had, so I helped him get in. The problem is, his legs are getting too long for it! They bend under too much, so it's awkward for him to push around with his feet. Also, with its closed design, the Coupe makes it difficult to do any physical prompting of Ryan's legs and feet. However, we let him hang out in there for a while because he enjoyed it, and was rocking the car forward and backwards a bit, which was good for his leg muscles.
Meanwhile, L. had sent a student upstairs to get down an open riding toy that might be suitable for Ryan. She came down with a Thomas the Train ride on, and I think Ryan fell in love. LOL It makes train sounds and everything. Again, Ryan's legs were a little bit long for it, but it was way better than the Coupe. Ryan tried to get on it himself, and was able to climb off it himself. L. showed Ryan how to move his feet forward to make it go, and he was able to do it with a physical prompt. The prompt is taking his one foot and moving it forward; he moves the other one, and the train moves forward. He liked it, but we decided 5 trials (5 foot moves forward) was enough because he tires easily. Coincidentally, J. is a big Thomas fan, too, and the toy was just his size, so he hopped right on and scooted around. Then he got off and went and told Ryan, "Come on and sit down. Sit down, Ryan!" It was so sweet; J. was giving Ryan a turn, and encouraging him to get on the train! It looks like this Thomas ride-on will be used as a gross motor goal for Ryan, and a reinforcer for J. We'll share. :)
So, we ended our day with a fun, new toy that will help Ryan slowly build up his muscles and skills. We won't have time to get up to riding a tricycle by the time Unity is done, but we can use these toys to start the ground-work for future skills.
Kevin: What Happens Next Year?
Yesterday I shared some concerns I had about Andrea. Today, my thoughts are on Kevin.First of all, he is getting so big! I look at him, and he looks so much older than 5 and a half years. He's getting so tall, and his face is really losing its baby features. Plus, the big excitement in our house right now is that Kevin has his first loose tooth! He showed us last night; we didn't know until then. And it's very loose! I'm sure the tooth fairy will be visiting him, for the first time, sometime this weekend. :)
But really, it was a message from Kevin's teachers that brought my concerns about him to the surface. They've been simmering on the back-burner for months now, but the question has been with me all year: What happens to Kevin when he starts Grade 1?
Anyway, the message from Kevin's teachers was just to say that they were keeping a record of Kevin's issues/behaviours: what happened, how often, what might have caused it, possible solutions, etc. They will pass this record on to Kevin's Grade 1 teacher before school starts next year, so that teacher can have some idea of what to expect. I think that's a great idea, and I really appreciate that Kevin's current teachers are doing that. However, what got me concerned is that they also said Kevin probably won't have an Educational Assistant (EA) in his classroom next year.
What?!
Okay, yes, Kevin is really on the high-functioning end of the autism spectrum. But he does have special needs in the classroom. He has not had an IPRC or IEP yet, but many schools won't do those until Grade 1 because the JK and SK curriculum is so play-based. However, I know from talking to the ECE and from parent-teacher interviews that there are frequently times Kevin needs one-on-one assistance to get through a task because he becomes overwhelmed. Sometimes, he needs help dealing with his sensory difficulties and emotional difficulties, too. In JK and SK, there are two teachers in the room: the main classroom teacher and the ECE (Early Childhood Educator). This year especially, Kevin has been receiving a lot of one-on-one assistance from his ECE. Mrs. L. is fantastic with Kevin, and he clearly has become attached to her (he talks way more about Mrs. L. than his main teacher).
In Grade 1, there won't be an ECE. There is just the one teacher trying to deal with 20-or-so students, and I know there are a number of other students in Kevin's year with learning difficulties, etc. (Last year, the teacher actually admitted that Kevin might not get as much priority in the classroom because they had so many children with a higher level of need!)
Anyway, it worries me that there won't be an extra helper there for Kevin next year. His teachers seem to believe that the more structured setting of a Grade 1 classroom will suit Kevin's learning style, and he will be more comfortable and successful there than in the JK/SK setting. However, as a mom and his advocate, I have to voice my concerns about assuring Kevin's needs are met next year. My first step, tonight, was writing a letter to his teachers asking for more information about what the plans are for Kevin next year, what resources will be available if problems arise, etc.
I am trying to think positively. I would love to believe that Kevin will blossom in Grade 1 and have a comfortable classroom experience. At the same time, I have to be proactive. This is the same kid who spent a couple days hiding under desks in the classroom because Mrs. L. was off sick, and he refused to come out. This is also the kid who wants to quit school because he claims to have learned everything already. [Actually, he has mastered all the basic SK skills and knowledge. His teacher showed me the sheet of what they are expected to know, and he really is beyond it all already. The teachers' focus for him is on emotional regulation and social skills now. For Kevin, with his autism, these are the worst things you could possibly make him do!]
My darling, bright, complicated boy . . . I just want the best school experience for him.
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