Hotels and guests houses

We used closets with a chest in front of it when she was little. Don't forget to add familiar security objects. Music is a portable item to try to use. Also made boundaries by cornering off a corner of the hotel room with the bed. You can use an expandable extension rod on closet doors or duct tape up high. We also tried tents in the corner of a room to give the idea of "this is where you sleep" but she just rolled it!! Oh well, we kept trying... At my sister's house we emptied a big walk-in closet for our 2 week visit. This provided us with our first restful vacation/overnighter EVER. Use a bunje cord for short visits or turn the doorknob with lock on outside for long visits. Grandparents installed a permanent slide lock on door and closet doors. We still had to empty out the entire bedroom when we would visit. Her other grandparents, we can't stay overnight easily there except now that we have Tom's invention that's sure to give us FREEDOM! We also used the "sleep in the car seat" idea: Ren-o-lux reclinable (Century now makes similar models)car seat put in the corner of a room to prevent tipping over until she outgrew that.  Sleep is not a good issue in our house.....:)

TOM'S INVENTIONS:  Tom first invented the blue collapsible enclosure (e-mail us if you want some plans) and it worked great until Kailey figured out she could strong arm the poles next to the wall until they slipped out.  We then came upon the heavy poles with a clamp when at a t.v. studio filming a local A.S. spot.  We could re-adapt the blue enclosure to fit around the poles and Kailey would NEVER be able to get out.....we think.  The poles are expensive but if you are like us, sleep will be worth every penny!    We did try another idea first, before re-adapting the blue one. We wanted to come up with an idea for other parents that wasn't as complicated as setting up the blue idea.  Once we had found these poles the tent idea came back as an option.  We bought a tent, clipped off the inside zipper tab, cut out the inside hanging pocket (anything your angel will pull on and rip).  We felt we should probably take the tent and have the zipper of the door reinforced/double stitched.  We use plastic zip ties loosely around each pole and through a tab on the side of tent.  This still allows for movement without the tent poles popping out.  We zip tie the tent poles where they cross on top of the tent.  We secure the outside zipper tabs with a keyring.  Our experiment in a hotel with this didn't work great.  We feel it needs 4 poles total to secure it.  We just haven't had the emotional energy to order 2 more poles and try it again.  We'll let you know when we do, but we think we have hit on one here.  Especially if you begin with this when your child is young and used to it.    

Back to top

Pajamas: I won't begin to tell you the process we went through to get to this point.....Now we use diapers with an extra diaper strip/pad inside, quilted underpants on top to prevent getting into diaper when it's messy, long one piece Spandex leotard to provide deep pressure to aide in calming, then footed p.j.'s turned around backwards (2 pair in the Winter). Sew the feet on backwards or just twist around. In the summer we cut the arms and feet off the footy p.j.'s. Since we have air conditioning it's kept cool. Thin material p.j.'s didn't work as Kailey would push and pick right through them to her diaper. She never did this with the heavy ones. This solved all problems. If your child is Houdini and slips his arms out and into the p.j.'s to get to the diapers, put extra tight outer ones on. The full length Spandex helps here too. Other Ideas: Try Teresa Tetreau's Escape Proof p.j.'s, Wrestling outfit on over diapers, duct tape around diaper tabs!, Homemade extra heavy footy p.j.'s (we did this when younger because of temperature irregularity - She got extremely cold limbs). Large sized even adult sized footy p.j.'s can be found at J.C. Penney's, Target, Meijers (usually in the girls dept./have seen plain colors too), L.L. Bean catalog.

Escape-Proof Pajamas:

Teresa Tetreau’s Escape-Proof Pajamas!!

Fold right side out, pin ends even with zipper edges and stretch evenly around. Sew. You’re done!!!

Added features:

Double knees: Before sewing pieces together, cut a piece of fabric for each leg to double the thickness of the knee area. I do bottom 2/3 of leg. Stitch in place onto wrong side of fabric and then sew garment together as above.

Back tab: Cut two pieces of fabric. Sew right sides together leaving straight edge open. Turn outside and press. Make button hole turn under open edge and pin in place on back. Stitch in place and sew on a button.

Waist casing and belt; Use a regular belt or make your own with 1" webbing. Cut a straight piece of fabric ¾" wider than webbing or belt and the same length as the waist of the jumpsuit. Turn under ¼" on all edges. Stitch ends of casing to form neat edge. Top stitch in place around waist leaving ends open by zipper. To make belt, cut webbing same as child’s waist measurement. Sew a 2: piece of 1" wide elastic to one end of webbing. Sew a button to the other end. Make a button hole in the elastic. Slide webbing into casing.

Length can be added next year by cutting around jumpsuit 2" below zipper and inserting a band of fabric or adding a whole new bottom section if the knees are worn out. Whatever works.

Keep the pattern. It’s easy to keep altering it year after year.

I usually make two jumpsuits at once, assembly-line style. It’s almost as fast as making one.

Teresa Tetreau 2320 Selwyn Court, Kelowna, B.C. V1V 1N1 (604) 868-9560

***THANKS TO TERESA FOR SHARING HER IDEA J

Back to top

The Kitchen

Choice Boards/Books: Whether using real objects or pictures, have choices available so your child can request to eat. Have only pictures/objects out that you have available that day so child doesn't get frustrated.  See Communication section and Laminating Tips. 

Back to top

"The Dinner Hour" (High Stress Time for me): 1. Special Activity only for that time. For example: Fill a playpen with balls or set up child's favorite activity in highchair. Pick something that you don't have to assist in so you can tend to preparing dinner. 2. High Chair with communication device to request "more please" and a snack food given a few pieces at a time to give extra practice. I taught Kailey to use one of her vocalizations to get my/peoples attention. I'd intentionally ignore her till she "called" me or I would cue her by making the vocalizations while still ignoring her.   Later on I talk about boundaries being important.  The use of the Tripp Trapp Chair helps give calmness and control to your angels body, when they can't do it themselves.  We use this for eating and toy play.  Also a wonder for doing Kailey's hair!  We had to put rubber feet/tabs on the bottom  (Kailey now reaches the wood floors and pushes around)  Some people whose children are extremely active have used an eye hook on the back of it and attach it to a wall to prevent tipping over.  I like it because it's less bulky and more normal looking than some special needs chairs/trays.  Also, it travels very easily to less angel-proof homes.  This chair helps Kailey to maintain better focus and attention on toys or activities.  You may need to further adapt if your child needs it (pummel between legs, sitting on Dycem, seat belt.)  Kailey loves her chair and can even carry it to me when told to get her chair for dinner!  

 
Tripp Trapp Chair with Tray

Back to top

Dinner: We went through a period where Kailey was awful at the dinner table so I would just feed her ahead of time and she then played in the highchair. It seemed to help matters and gave some nice calm family mealtimes.  Maybe later I can add more about eating and O.T. issues.  I find the divided deep plates shown here work great for Kailey.  The sides give support in scooping but also in holding containers that food might be in.  We use this prayer book at dinner time.  I keep it in the center of the table and ask "Who wants to say prayer tonight?".  This way we were modeling it for Kailey and she also gets to have turns at it if she wants.  It's also good modeling for Cooper when Kailey's an active part of our family activities.  We could just exclude her from this part, but we are a family.  If you can't find this prayer book you can create your own using a one message communication device.  This book is a Say-a-Prayer book titled Bless This Food made by Publications International, Ltd., P.O. Box 8092 Marshfield, WI  54449.  They also have a Bedtime Prayer book as well as others.

  

Back to top

DYCEM: (See also: www.westons.com) Get some from your occupational therapist for that wiggly child who keeps scooting out of his highchair. Cover the seat in dycem, tuck edges UNDER the chair (he may want to play with it or chew on it). Add a pummel too if needed. Use this also under plates, toys, etc... to keep them from shifting.

At a restaurant once out of highchairs try using a Butterfly Strap to keep child seated. Ask your physical or occupational therapist for more information. We have also been using a weight-lifter's belt in restaurants.

Back to top

Backyard "Therapy": It looks like any normal backyard but we had specific objectives in mind when putting it together. Try to target specific needs your child has but also add something requiring a new/different/more difficult skill. We take for granted all the benefits of playground equipment because our other kids systems integrate all that input naturally and fully.

Low to ground trampoline: Jumpking catalog. 1. independent and safe to be left alone on. 2. Can be on "equal playing ground" with others 3. GREAT proprioceptive input to help organize her neurological system. You know what that means because you've read Jean Ayres Sensory Integration and the Young Child, right??!!!!Toys-R-Us had a low one.

Hammock: 1. Organizing to the vestibular system Again, you know vestibular because you've read Jean Ayres book!! 2. Calming to the body. As a teacher I used to purchase a VERY inexpensive hammock from the Army/Navy Store $10, rolled up and fit in your pocket. You have to be careful because of possible choking hazards as there are no spread bars. You could add one.  In the classroom it worked great or inside your house where you pull it out upon your child's request for it.  No room for hammocks in the house?  They sell bars that stretch across doorway openings that can hold the weight of an adult.  Check out the FlagHouse  Special Populations catalog.(sales@flaghouse.com)  To this you can hang chair hammocks, bolsters, swings, Johnny Jump-ups, etc... which you keep stored in a closet and pull out when your child request one.  See communication section on lots of concrete and/or abstract ways to provide for that.

Fountain: 

Back to top

Swing: Great for same reasons as hammock. Changed over to same sling seat as the school used to encourage carry-over learning. She figured it out only after being "included" this year even though we played on that same playground for 2 years prior. Coincidence or peer motivation/peer modeling?......

Tree Fort: Built something up high specifically to target stair climbing. All the physical motor programming we did during the integrating her sensory systems, especially walking daily 1 mile in rough terrain (hills, fields, woods, dirt/rutted roads, stairs and crawling) helped improve her depth perception. Added lower hand rails as she felt more secure holding lower in the beginning.

Boundaries: I watched Kailey's traffic pattern for a year and then built pathways there. I was SO frustrated that I couldn't have flowers or a vegetable garden without her trampling and ruining them every year. Kailey wasn't understanding my frustrations and my anger was causing her frustration. I had to come up with a solution that pleased us both. I wanted it to look "normal". I tried green wire "fences" but she just trashed them or didn't see them and tripped over them. By giving boundaries like the path it made it clear to her/cued her where she could walk. Boundaries were also critical during therapy session when younger. We put bolsters in a square to define her space. Other structured play times I pulled out a blanket that we sat on during it. When finished we put it away. It marked the activity with a physical object and helped her to focus better.

The Tripp Trapp Chair is a great piece of furniture to provide boundries with.  See Kitchen section. 

Backyard fence: Entirely fenced in with a lock. This year she's attempted to climb one fence so I'm using the boundaries concept and planting tons of climbing vines on the fence. I think being covered in leaves will create a wall to her and she'll stop......We'll see.  Also a good swat on the bottom!!!!

Back to top

Make a list of the activities you know will be pleasurable to do as a family. Writing things down really help.  But also take time alone with your other children, minus your angel,  to do special things. What are your AS child's strengths and where can you best use them? What are 1 or 2 things you can always do as a family and walk away feeling it went rather well? For us the jogger was an  immediate success, the bike took adapting and training runs to teach holding on and less jiggling. Now it's a favorite! Our bikes have changed over time but both these activities continue to be favorites of Kailey's.

Back to top

The Jogger: Gerry Double Rollerbaby - TRI Industries Inc. 1-800-242-6110.
See also: The Baby Jogger Company  The one shown here is a Special Needs III Jogger  They are wonderful at helping specialize it especially for your child.  It does recline back MUCH more than the regular baby jogger.  They will work with you or your therapists on any special needs.  The III version transports up to teenage size, max. weight 150#.  The II version from 6 weeks to 4 yrs. Max. weight 75#.  For many years when Cooper was a baby, we used a Gerry Double Rollerbaby jogger  (1-800-242-6110 TRI Industries Inc.).

Special Needs II Baby Jogger

Back to top

Bikes: Adams Trail-A-Bike 1-800-265-9815 These are becoming more popular. Saw it at Pace Club in Colorado for much cheaper than what we paid.

Several adaptations we made:

1. Foot pedals with straps.
2. Put an old set of upright handlebars in instead of the straight across one that it came with.
3. Added kick stand for better stability when getting her in/out.
4. Bought Linkswitch from  Adaptivation  (see catalog page) and had them put a "c" instead of "a" traction pad in with it. This we will wrap around the handle and run it to the Linkswitch box in a pouch behind my seat. It will be plugged into an adapted am/fm radio. When she holds onto the bar she'll be touching the pad. This will turn the radio on. If she lets go the music stops. This is our attempt to teach her to hold on at all times because as she gets bigger any jiggling around will only get harder for us to control the bike.

Other Bike Information: Worksman Trading Corp. 1-800-962-BIKE (2453), Trailmate 1-800-777-1034 Triad Rehab., Rifton, and Haverich.  And the  Quadracycle (219-488-2983).

After Kailey got too big for the Trail-A-Bike, I wanted to go with a side-by-side bike so that we could go long distances and Kailey could sit and relax comfortably when tired of pedaling.  Our first attempt was with the Worksman bike (below left) and it was a huge mistake.  Let me say here, an Angelman family recommended it to me and their family has loved it tremendously.  I felt it sat terribly uncomfortably, was so heavy my son and I had to get out to push it up a slight hill (has 3 speeds but you couldn't tell it), and after being promised by the company it would fit Kailey's size; it didn't.  Not too mention I had to find a company to ship it back to them totally at my cost.  We just bought the Quadracycle (below right) and absolutely love it.  It is so lightweight I single-handedly pedaled Kailey and Cooper around our block and up hills.  It has 18 speeds, sits great, seat slide all the way up to fit Kailey and back to fit me.  Tom could never drive it as his knees would hit the steering wheel but that seems to be the only drawback.  Plus the neighborhood kids LOVE it!!!  It does not pedal backwards so you Flintstone it!  Has a good turning radius, turns city blocks fine.  Just about the exact same size as our sidewalk.  Good for road and bike path!  Now we can even take a cooler on rides.  It brakes with a center brake bar.  Each pedaler has it's own speed gears.  As you can see I LOVE it!     

     

Worksman bike                      Rifton                  Quadracycle

Back to top

Swimming: Safe T. Seal from Toys-R-Us or call 1-800-581-6229. You step into it and tighten up the stretchable straps that criss-cross on the side of the torso.  Combined with arm Water Wings, Kailey can be completely independent in the water. Life jackets dunked her under water.   **I'm told this year at school Kailey doesn't use anything!!!! 

Stores also sell nice banded headbands to protect the ears if that's a problem. It's a tight spandex-like material which may be tolerated better if hypersensitive in the head area.

We just bought Kailey a wet suit. She is discovering her body and is spending all her time in the swim suit trying to take it off or move it over to explore which is a behavior I don't want to encourage in a social situation. Also scooting on her bottom at the beach puts a lot of sand in her and it drives her crazy. The wet suit idea I think will solve both these problems. We also thought this would be a great idea for those kids with temperature regulation problems. Lake Michigan is VERY cold most of the summer. Some use just a swim belt. Kailey did O.K. with this.

See also: Floating Swimwear

Info from Rita in Memphis:
For those of you interested, Abilitations 1-800-850-8602, or
www.abilitations.com
offers a pool pant diaper for big kids and adults.  The small youth is for
50-75 lbs.,
med. 75-100 lbs. ($19.95 ea.)
The small adult fits waist 24-30", Med. 30-36", Large 36-41" ($27.95).

Back to top

Roller Skates: Kailey loves the Playschool ones. I never thought she'd be able to use these but tried them on a whim. She does pretty good/basically walking in them but because the neighborhood kids are on them she can too now and she likes that!

Back to top

Discovery Zones/Chuck E. Cheese: Wonderful therapy for our kids bodies!

Back to top

Fun Runs: Do the 1/2 mile runs as a family or regional group and hand out A.S. informational fliers. You may be helping another family find a diagnoses.

Back to top

Finances: Prioritize on a list items you would like to have. Then find the resources for them ONE AT A TIME.

You can:

• Combine family gifts during child's birthday and Christmas towards one big purchase
• Approach VFW or charity type groups
• Request your anniversary and/or birthday gifts be geared toward such things as massage a months baby-sitting cost, etc.
• Area Rehabilitation Hospitals tend to have toy lending libraries to try toys, switches, etc. out on.
• Contact the Lekotek Foundation in your state (see catalog pg.) re: toy lending libraries.
• Have a list of adaptive toys/communication devices and the catalogs they can be ordered from for family members wanting to buy a birthday or Christmas gift. They can then combine with someone else if they wish.
• Hire a neighborhood 9 year old girl to play in the backyard with your child for 2 hours three times per week. Costs next to nothing, you can get something accomplished, sibling isn't acting as sitter, you're still available in emergency, and you're training a possible future sitter!! Try using this idea during high stress times like dinner preparation.
• Utilize home schooled families. Contact a local organization or state. These families like to emphasize volunteerism, training for their children by acting as mother's helpers.....My friend's child gets "paid" periodically in old jewelry for dress up, pizza night with their family, other non-monetary ways.

Back to top

Sensory Integration

It is not some secret mysterious new technique or therapy, however it's often talked about that way. Sensory Integration (S.I.) is how we all learn to learn and make sense of this world and our bodies. It is all of our sensory systems (visual, auditory, tactile, smell, vestibular, proprioceptive, etc...) working together smoothly to interpret and respond to the stimulus around us. You MUST have a basic understanding of how the body learns and the "why's" behind your child's behaviors. There are always reasons for behavior and we have to have some base knowledge so that we can more accurately interpret their behaviors. Please, please read and become knowledgeable in this area so you can better foster growth for your child's sensory needs throughout his entire day instead of depending on a 1/2 hour therapy session to do it for you. We tend to view "therapy" as an isolated event. Incorporate it in everyday life....Backyard play equipment, games you target to play, prior to or during an activity at school, outline your neighborhood and see how best to utilize it. See Book Recommendations sheet re: Jean Ayres book. Call and get on mailing lists for any workshops, training sessions, S.I. workshops,etc... through the Speech, Physical,& Occupational Therapists Groups, your local school for the Severely Multiply Impaired (SXI), your districts Special Ed. Dept. or Regional Dept., the Assoc. for Retarded Citizens (ARC), local colleges Sp. Ed. & Therapy Programs bring in speakers.

For additional information about Sensory Integration, see:

• Sensory Integration International, The Ayres Clinic
• "Sensory Integration" by Cindy Hatch-Rasmussen
• Sensory Integration Network

When reading "Dancing in the Rain" disregard the diagnoses of the kids. Know that there is a continuum of neurological impairment ranging on the mild end with kids labeled Borderline L.D./A.D.D./P.D.D, etc.. to the more extreme end with labels like Autism/Severely Brain Injured... but all these children & all in between share the same thing....Neurological impairment to varying degrees and varying areas of involvement. THE LABELS DO NOT DEFINE THAT INVOLVEMENT. You need to look at YOUR child NOT his label (A.S.) when evaluating whether Auditory Integration Therapy or what particular forms of Sensory Integration techniques or other therapies would be helpful.

I approach Kailey and all children by this concept...."Treat the brain or the body FIRST!" Once you do this, learning can occur naturally and progress in meaningful and lasting ways. You still have to address the symptoms in the interim but your goal is to treat the brain/body. There is not ONE SOLUTION or FIX. By researching many different approaches and therapies and tailoring your path according to YOUR CHILD'S needs, I feel the most progress will occur.

After therapies (horseback riding, swimming, physical therapy,.....) when your child's body is in the state you want it, USE THAT TIME AFTERWARDS to benefit your child and provide better learning, provide success and build on skills. Use it in a functional way.

Example #1 - Horseback riding is usually calming and helps child to attend better. Directly after is when you may want to attempt reading books, do rough terrain walking or a task that requires better focus/calmer body. That way the child experiences how it feels to do that activity in the correct body state and with better success.

Example #2 - Kailey would get all stretched out in P.T. as her hips and pelvis were so tight from fixating there when she walked. That's how she stabilized herself. Directly after I would do lots of walking with her so she could learn how to control her body and walk without fixating in the pelvis. Don't just stretch and leave it.......use it.

Back to top

Learn to Recognize Signs of Over-stimulation: Example - Excessive giggling can be a sign of over-stimulation, pupil dilation, excessive use of deep vibration can precipitate seizures. I allow Kailey to give herself the amount of vibration she wants and where she wants it. I don't force it on her. We had a "Bumble Ball" which she absolutely LOVED! She put it in her mouth however and I was very uncomfortable with the power and intensity of the vibration to the head. We don't use it. They do make a smaller version now that may be less powerful. Talk with YOUR therapist. Also on the trampoline I give support & pressure to the trunk and stabilize the head/neck when bouncing somewhat high. This is very calming and gives good input rather than wildly jumping, excessively hard and over-stimulating her system.

Back to top

Some random ideas:

Playroom Swing:  We hung this and can interchange it with other equipment.  Kailey NEVER naps but the swing does it for her when she's tired enough!  She loves this and it's year round movement.  She's still physically unsteady on things like bolster roll swings and being flat on her stomach swinging so we may try to interchange it with something that will help with that.  

The use of weights: weight stabilizes, calms, gives security, and helps organize a sensitive system. Try weighted vests. Kailey uses one at school. Make a cool looking vest rather than a therapeutical looking one.  Go to the magazine section and click on The Therapy Shoppe site or Tripp Trapp link.  Come to find out, this place is right in our town and I never heard of it until searching when setting up this site.  I'll be checking them out right when I return from Finland!

Heavy quilts or weighted blankets on bed. Many of our kids do this for themselves already by putting pillows/blankets over their heads.

Watch your children. Become great observers and questioners. Their bodies will crave the stimulation they need. We need to recognize it and provide them with it. You can do that by learning about Sensory Integration.

Push weighted walking toys when learning to walk or for older walking kids push heavy objects like stroller with kids in it, lawn mower (turned off!).

Play "hot dog" by rolling child up in blanket, putting on toppings, and eating him! The log rolling is good vestibular movement and helps with balance and stability. The warmth and tightness is calming just like swaddling an infant is calming to an immature neurological system.

Vibration objects such as Aquamassager, vibr. pillows, vibr. wiggle pens, vibr. toothbrushes, etc.. Chewing and Mouthing of objects: Have a specific basket filled with items child is ALLOWED to chew on. Use this at key times. Provide lots of oral stimulation to MEET HIS NEED to chew. Talk with your therapist about specifics. Get into his mouth as often as you can. Make it into games, song games, etc.. When I was in Kailey's mouth 15 times a day her sensitivity level went WAY DOWN. Of course I didn't keep it up forever and she reverted back. Allow vibration play in the mouth area. The aquamassager is drool proof and safe. Use a theraband necklace or a pacifier holder with an age appropriate sticker on it to have readily available an object they're allowed to chew. Put an age appropriate toy or object on the pacifier holder for social situations. Kailey uses the Movin's it Jr. Wedge (see your O.T.) at school to give good seating position, movement in her seat without getting up, and tactile input.

Back to top

A FEW TIPS:

1. To release a fisted hand pulling your hair.......DO NOT TRY TO PRY FINGERS APART OR PULL ARM AWAY: THE GRIP USUALLY TIGHTENS. INSTEAD: grab wrist and with thumb firmly press top of the hand down causing the wrist to flex (bend). Fingers automatically open.
2. Hair cuts: Try the hair vacuum sold on television. one family on-line uses this, distract w/ tape or vibrating toy or whatever while holding from behind. We tape Kailey's bangs to keep straight, give her a wad of tape to hold, sit on the stairs with dad holding arms and body with one arm & leg and chin/head with his chest and other hand. I also used to cut her length in the tub. She played with the running water and I'd wet and snip. Usually came out straight! Try bangs LAST as your child may be very hypersensitive and encroaching into his "space" may throw him in a fit.
3. Ball Box: Local McDonalds Manager ordered these for me after getting o.k. from main office. Described the "therapeutic" use to him. 1,000 balls (500 for $60 and no shipping. or tax). We had it in 3 days!! Play pens work great. Tents are uncomfortable with the balls. Put them in empty or full pool and full tub.
4. Jewelry: You can add breakaway latches as the clasp. Also I find at Toys-R-Us in the Party Favors Section these stick on nail decals. These attach on for earrings great and STAY THERE unlike the ones made for earrings.

            ball box

Back to top

Back Problems - YOURS!

Work with your therapists regarding your specific situation/wheelchair/back problems. But here are a few ideas.

Practice sound lifting techniques:

1. Bend at the knees
2. Lift using your legs not your back
3. Keep the object/person close to your
4. Lift upright NOT bent over
5. Don't lift and twist.

Things you can do to help:

• Stretch YOUR body regularly. A health club or YMCA with day care gives you baby-sitting and could be a great gift from someone! Strengthen stomach and back muscles.
• Raise your rear view mirror up higher so you have to sit upright with good posture in the car.
• Make a towel roll, lay flat on floor w/ roll the length of your spine, arms out to the side, legs bent 90 degrees on a chair seat, and let gravity pull your shoulders and muscles back towards the floor.
• Think through lifting situations in your life. Pick a couple to target first. We all carry our kids at times (Big or Small) even though we know we're not suppose to. I'm a parent talking here NOT a back specialist so I'll be realistic. We can't set our houses and cars up with lifting tracks but we can try to decrease the risks to our backs. It would be worse to seriously hurt your back and still have your child climbing on you.

Some common areas:

1. Getting into car seats - try a step stool kept in car. Put outside and have child independently climb into seat.
2. Shopping Carts: As child gets bigger ASK FOR HELP from anyone around! Also the grocery store main company gave us a small version cart (like in pharmacies) so Kailey can walk and still manage to push and control it.
3. In & Out of wheelchairs and strollers: Have therapists show you. I can't describe here all the ways and situations. Some it's best from the side, some from the front. Really wild bodies keep this rule in mind: FLEXION BREAKS UP EXTENSION. Keep body flexed (bent) and close to your body when transferring. When Kailey starts extending (stiffening out) and pushing back at me when sitting on the floor together, I start flexing body parts; usually the head first then the legs. I get her in an Indian sit and get back control. This prevents added strain on my back. Incorporate deep pressure to the joints during these situations to calm and control as well.
4. Beds, highchairs: Don't lift and twist here. Be very conscious in these situations and teach independence. Brainstorm and walk through a better way.
5. Down and up the stairs: Teach scooting down the stairs. Do it side by side with child. Now sometimes I'll step down a few stairs and she's learned to piggyback me. I did this sitting until she learned to keep a calm body. This may not be the best or safest form of carrying but if I'm going to carry this is less strain FOR ME. Teach crawling up. Add a lower railing for little ones to hold onto. Hold child at hips and give deep pressure down to help give stability and calmness to the body.
6. Child pulling away and dropping to the ground: This puts a lot of strain on our bodies. Try guiding child at the hips or shoulders/chest instead of always by the hand, to prevent this constant strain on you.
7. Carrying your child then them falling backwards as a "game": This can be extremely dangerous to your back so use IMMEDIATE behavior modification technique here of putting them down immediately, a firm not game playing "no" looking directly at them. When they are calm, you can carry them again. You have to mold and teach what is allowed. Be consistent.
8. Game Playing Situations: Use outside support to assist you. With very low toned children I used blow up swim rings around the child to support them. It acted as additional hands for me. Try putting them in a large tub or box and play from and with that. Sit with your back up against a wall with child between your legs. Have a mirror in front of you so you can "read" your child's communications. Use bean bags.

Back to top

A FEW THOUGHTS ON COMMUNICATION

Babies communicate without words. We all learn how to interact with them through years of experience and upbringing. We don't think about what or how we do it, it just comes "naturally". We're comfortable with that. Upon learning that our child is "handicapped" we throw our hands up and feel that we don't "know what to do" or "how to 'teach' this 'type' of child. But the concepts and stages are the same. Language is built on a foundation of nonverbal communications. We are teaching "language" when we interact non verbally with a baby. We begin at the same point with our children. There are some basic principles and ideas that you can implement that are important building blocks to good communication skills. We want communicators NOT parrots. We communicate in a variety of ways, not just with speech and words. We need to provide our children with a wide range of ways to communicate and be ready to respond to their communication.

EVERY angel should have multiple ways to communicate and EVERY angel is capable.  All the idea's shared here can be done by the "lowest" functioning angel around.  If the idea shown is on an abstract level using pictures, you just change it to a concrete level using objects.  

Communication on a movement level. Using movements as a nonverbal "vocabulary". Having "conversations" through movement: Take any movement or vocalization and turn it into a game, an interaction. ***Do a movement,WAIT, movement cycle.***

Example: Child likes to sway. You sway side to side with the child, then PAUSE. 
Pause to give child a chance to "signal" that he wants to continue the swaying. The pause may be subtle like an eye gaze to you, his body might tense up each time you pause, or he may initiate a sway himself. 
If you do not get a "signal" wait longer as child may take longer to process and respond. WAITING seems like forever but if timed you'll see adults jump the gun SO quickly we don't give kids a chance to respond. 
If you still don't get one, Provide a cue. Start the movement of an appropriate signal or give a cue like a "gasp" then pause to cue "I'm waiting, what comes next?" 
If you get a signal, acknowledge it and resume the movement. Pause. Movement. Pause. Movement.
You can do this silently with just movements between the two of you, you can do it with nursery rhymes or songs, or with vocalizations the child makes. Take what signal the child gives you. You preferably want the signal to be a part of the movement but if child cannot perform that, take any communication he gives you and you can mold it later.

Examples: Giddy Up Horse. Signal = bouncing movement. Row, Row Boat. Signal = back and forth movement. Eensey, Weensy. Signal = maybe hands together or arms up. With songs you can sing-stop-sing-stop...looking for the child to "anticipate" the next movement and offer a chance for him to "signal" that part. Keep activities simple then later more complex. More complex could be adding two songs/movements in a row then child learning, anticipating, signaling the routine. We want to create signals so the child then has a way to communicate and request that particular game/song. Then we can build on that to a higher level of communication later with objects then pictures. LOTS of ways to expand here but this is a good starting point. Teaches a "conversation", anticipation, turn taking, that they're an active participant in a conversation not passive,their communication is relevant & important, helps build mental representations/gives a visual picture to the activity. Incorporate S. I. techniques here or therapy goals.

For information on the Picture Exchange Communication System (PECS), see the Pyramid PECS Web Page

Back to top

Introducing Objects: Use objects to represent activities, events, songs, games. The object should be an integral part of the activity, something they use or wear during it. There's meaning behind having that. Examples: cup = drink, spider ring = Eensey Weensey Spider, scrub mitts = bath time, Pin Wheel = wagon ride to park where you attach pin wheel to wagon each trip. Expand this up or down. You can start by having a Location Basket which has several objects used in eating in the basket at the eating spot, toothbrush, sponge, shampoo in basket for bath. They learn that several objects can represent one activity and provide topics for conversations/dialogue with you. Talk about what you'll do first, next, last in the basket. Before transitioning to pictures pair the picture and object together for a long period of time first, then withdraw the object. The same would hold true with written words. Use Song Baskets: Have objects that represent songs in a basket to choose from. Object is used in the song. Make baskets for different reasons: a "calming basket" when child is wound up/before bed/at school between tasks the child looses interest in or become anxious at a "sensory" basket using objects like vibration, songs where you provide deep pressure to joints (Jump rope rhymes are good here), tactile objects. Make things age appropriate by using songs, jump rope rhymes, playground chants, cartoon lyrics, etc... in these interactions.....an "excitable fun" basket, etc.... Use in Music Class with songs they repeatedly do or at Calendar Time at school.

There are all sorts of sound making magnets out there that can serve as object representations.  I find mine at Meijers, K-Marts, Target stores.  Keep your eye open for them.  

 
talking magnets                                song basket

Back to top

Begin using a Calendar Box System.

A calendar box system provides a place for dialogue to occur between the teacher and your child. It teaches many things: The concepts of first, next, last, future/past; carrying on a conversation regarding events in their day, what they did, what they would rather do; gives them a time line to their day, that there's an end to an activity especially if they don't like it! Use objects first, then paired with pictures,.... Have a way to clearly indicate finished (turning baskets or pictures over, closing a lid on the basket). Try setting it up left to right OR top to bottom. Some kids do better one way or the other. Think what it would be like to spend your entire life having people grab your hand and pull you around through the day.  You don't know where you're going, if you'll be coming back to the fun activity they just dragged you away from, you have absolutely no control.  Well, almost; you can always lay down and refuse, throw a tantrum, hit, bite, run away, etc...  And these behaviors will be what our angels will do.  But you see, they are not bad behaviors, they are our angels only way to communicate if we don't provide a way for them. EVERY BEHAVIOR IS A COMMUNICATION....!   We all have our Day Planners or a calendar of events for our days in our minds.  We understand the concept of time so we know "only an hour more of this and I get to go for a bike ride".  By using calendar boxes at school you provide ways for the child to anticipate an event, gain routines but also handle changes in routine by being pre-warned, etc....  I find that this orderly system works best in the school.  It's just not a realistic version for home as there is not the routine-ness that occurs day after day.  At home you need to incorporate others ideas to meet those needs.

We used this task box idea with Kailey for work time at school. For tasks she doesn't LOVE or want to do I put those first then follow it up with a favorite one. She knows the first WILL end and to get to what she wants she first must do the first 1 or 2 activities. To begin, we started with 1 or2 fast and simple tasks and the 3rd was her favorite activity.  Then we gradually increased the length of the first 2 tasks.   By providing a system like this you can cut down on behaviors that occur due to frustrations. As my son says "Kailey's gonna do what Kailey's gonna do"  :)  :)  Except she's got to learn that that is not going to be the case in this life.....at least not all the time!

 
calendar box   task box   box data

Back to top

Use of Communication Devices: Just a few suggestions: Incorporate lots of different devices or systems. Your child may gravitate better towards one way and it may be opposite what you or your therapists would think or would like him to use. Don't assume. Utilize inexpensive options so you can afford to have several so that they can be kept at the locations where they need to use them. Having only one device limits communication opportunities, causes frustration and confusion to your child. Teach signs and gestures that "make sense" to the word and to a total stranger. I even make up my own signs if it can better be read by others. For example: Cooking sign, I use a stirring motion because that's what we usually did in cooking. Provide ways for the child to respond to situations ("awesome man" "that's fun") or initiate a communication ("How are you today?""Do you want to play?"). No one communicates just by labeling or requesting needs. Target areas of interest first when using devices. Kailey LOVES to wrestle. That button gets used a lot more than "I have to go potty" ever did!!!! Provide lots of choices. When teaching choice making you'll want to sabotage it periodically to check that he's really making a true choice. Put a picture of something he loves and something he dislikes or doesn't make sense (a shoe for a food choice). Don't do this too often as to cause frustration or confusion. I try to view every behavior as a communication FIRST. Especially important for aides/teachers to do this. We SO OFTEN claim a child is misbehaving and is "bad" when he's really trying to communicate something and WE'RE missing it. Try a Yak Bak on a wrist band as a portable lightweight device. Find the one with the lock button so the message can't be erased. Use communication systems out in the community on a regular basis. Target a local spot you can visit regularly and use it there. Be creative and practical as to what form of communication tool you would use in that situation. Child needs to have a way they can get someone's attention when they're trying to communicate something to them. Observe your child and find an appropriate way for them to do this. Kailey vocalizes a specific sound. We modeled it especially on car rides as a way to "call" me. I still cue her at times to "call" whoever. The BigMac has a loud volume so we hear it wherever we are. Her communication gets reinforced even when not seen.

communication devices

See also:

http://www.gusinc.com
http://www.sentient-sys.com
http://www.attainment-inc.com
http://intellitools.com
http://www.edmark.com
http://www.prentrom.com
http://www.zygo.com
http://www.laureatelearning.com
http://www.education.com
http://www.mayerjohnson.com
http://www.rjcooper.com

Back to top

A Few Invaluable Items: Laminator: EL-12 Ibico laminator available at Office Depot. Order 10 mil laminate from company (not available in stores) 1-800-600-0064 Arvey Paper & Office Products. I use order #58510 letter size $59.05 + $5 UPS charge. Have used legal size when making game boards for Cooper or long communication boards. Use 7 mil setting when doing photos so it won't melt print. Experiment. Make sure laminator has a 10 mil heat setting. At least able to do a 8 1/2 x 11 size too. A paper cutter and a corner cutter: Time saver and hand saver! The corners MUST be rounded when using 10 mil as it's extremely sharp & hard. The Digital Camera: Not a necessary thing especially since Color Copiers are so available now. Color Copiers should be your best friend from now on!!!

Back to top

Laminating Tips

(In Michigan we raised money and bought all families a laminator. That is how crucial I feel this piece of equipment is for EVERY Angelman child!! We bought the EL-12 Ibico laminator that has separate temperature settings for 3 mil., 5 mil., 7 mil. and 10 mil settings. I went through a distributor and they gave us a big discounted price on them and also waived the shipping fee. All the laminators came to my house and I distributed them to families at our summer picnic meeting. This was the hand-out that I gave with each laminator)

BEGIN WITH WHAT YOUR CHILD LOVES THE MOST OR AS ONE SPEAKER SAID "The to die for thing".

Back to top

Cheap Talk: Enabling Devices Kitchen or Office Minder: Allied Voice Tech. 1-516-777-7096 33 Dubon Ct. Farmingdale, NY 11735 $25 Attn: Mary Ellen. Or look for them at Office Depot, Office Max, or Target. I got them for $10 on sale. BIGMac: Able Net Inc. Taction Pads and LinkSwitch: Adaptivation Inc.

 

Back to top

The format you use when making a communication tool has to fit the exact situation you will be using it in. While I’m driving, if she wants to tell me to put in a particular tape, it wouldn’t work if I had to turn to see which one she’s pointing to. With them hanging on a ring, she flips through them and ends up holding the one she wants. I reach my hand backwards and she puts it in my hand. This way I’m still driving safely.

Back to top

School and Kailey: Different steps and ideas we went through.

(See also: http://www.inclusion.org/
http://www.kidstogether.org/
http://www.educ.gov.bc.ca/specialed/sid/contents.html
http://www.ed.gov/offices/OSERS/OSEP/IEP_Guide/

Have a three to five year plan/idea/goal to be working towards and be ready to adjust when need be:

I knew I wanted to at least attempt full inclusion down the line so I exposed Kailey early on to "normal" peer interactions such as in church classes, Mother's Day Out programs, and a church run Preschool program when she was 2 or 3. I tried to build up a pattern of normalcy and collected letters from the "teachers" and photos of Kailey in those situation, videotapes of A.S. children in the same type setting, etc. It ended up I never had to use them as our neighborhood school was very accepting of "trying" inclusion out with Kailey I still think it's a good idea to use. This holds true for whatever program path you choose for your family - have a plan of action. A couple of quotes: "That group is notorious for giving false hope." "Well, you doctors are notorious for falsely giving no hope." Beth Sturr in response to her OLD neurologist! "The opposite of hope is despair. Which do you choose?" Glenn Doman "Hope is the beginning of plans. It gives men a destination, a sense of direction for getting there, and the energy to get started. It enlarges sensitivities. It gives proper value to feelings as well as to facts." - Norman Cousins (1970) I pray that each of you finds hope somewhere. Your focus of hope may shift over the years but NEVER let go of it. It's a powerful tool.

Have an idea of what and where you want to go for your child. You don't have to have all the answers but knowledge presents confidence, respect and partnership when approaching those in "power". Even when you're scared to death inside! EDUCATE SO YOU CAN ADVOCATE.

Age 4, upon moving to a new state I informed the Special Education Director of my views on Kailey's education and that I saw the preprimary Impaired (PPI) Program as a pretty inclusive situation as the children were mostly language impaired. I did not want to send Kailey 30 minutes away to the city for the Severely Multiply Impaired (SXI) program as she learned best from children and appropriate, acceptable, and what were deemed normal behaviors could be modeled by the children themselves. Even the PPI teachers and therapists who were "specially educated" were scared and out of their comfort zone. I did a lot of reassuring, giving of information and ideas, and took pressure off of them in terms of stringent expectations. I stated things matter of factly but politely rather than asking if this would be an o.k. option. I could always come back with a different approach later if need be. Educate yourselves about options, what and why certain therapy techniques are used for, write down your families ideas of what you want for your child, first generally then more specifically as you become more knowledgeable. Know that whatever educational option you choose to follow it will never be 100 % perfect. By choosing Inclusion I KNOW Kailey is missing out on some benefits she could get in another program and Vice-Versa. But Tom and I are the only ones who have to live forever with our choices for Kailey so I make sure WE are the ones making the choices for her.....thats parenthood...."special" or not. We have a lifetime with Kailey and Kailey has a lifetime for learning. I requested a letter of support from the PPI teachers as well for when we approached the inclusion issue in the elementary building. One line she stated "she was so grateful to have listened to us even though she was unsure of it working. That the second year really paid off and Kailey showed so many skills they had thought they were wasting time on the year before." I hoped this would reassure the regular educators some.

Be professional and put down everything on paper. The written word can be referred back to whereas perceptions of the spoken word can differ drastically....as we found out.

Our district uses the M.A.P.S. (McGill Action Planning System). We prepared for the M.A.P.S. ahead of time by thinking through and answering the questions thoughtfully and fully. We also added our view of inclusion for Kailey and any concerns we had. We put positive and supportive comments down IN WRITING so they could reread it at another time and feel and remember our sincerity. In the midst of meetings it's hard to formulate your thoughts fully. We brought copies for everyone in attendance and mentioned we knew their time was valuable and that we could read over and then add to the questions then. I didn't want the meeting to drag on forever and give any impression that Kailey being included was going to take tremendous time from them every time we met. EVERY meeting thereafter we were prepared and professional. Attached is an example of a form we used. Tom would take notes and observations and, as usual, I talked! Take someone with you to each meeting. Also formulate ON PAPER questions, concerns, etc. you have, leaving room to write their responses. DOCUMENT EVERYTHING SOMEHOW and by being professional it is less likely to be interpreted as threatening. It also gives you time to reread and reassess if your intent is clearly expressed. After certain meetings I would write up a summary of the meeting to be sure we were all clear on things. I was not consistent with this at times and it always came back at me for not doing it.

Back to top

View the classroom ahead of time. Know the schedule with details.

Back to top

Miscellaneous Ideas:

Book: "Kaleidoscope of Kids" (I bought at Target) is a really nice book about differences in ALL people.

Book: "We Can Do It". I added pages about Kailey that followed the format of the book.

Book: "Signing at School" sent in for classmates and teachers to have to use. Tried to encourage learning of signs for the other children and also it had school related signs they might use to reinforce.

Book: "Honey Bear Book of Rhymes" or any nursery rhyme book. Color Xerox a key picture from the rhyme. Use it on a choice board for child to request from.

Book: "500 Words" - Great for inclusionary situation or family reading time. Big clear pictures. Big middle picture the other children can look for items in it or interact from. Example: Find something that begins with "b" and use it in a sentence. A.S. child can use a communication device that you color copied the outside pictures and they can tell the kids what to find. Or they could match the picture you point out to them. Good theme orientation, schools follow themes a lot.

Stamps: Wide range of stamps. Bingo markers, rolling stamps, Sesame Street set. Look for ones easy to grasp.

Puzzles: Color Copy the pieces and laminate to set inside space. Gives added visual cue. Works on matching then you can withdraw them when ready.

Friend and Family Puzzles: Blow up and color Xerox photos, cut into pieces, laminate. Start with 2 pieces first. Can emphasize different concepts like: "head, tummy, feet", "eyes, nose, mouth", "mommy, daddy, etc.", "Feelings using pictures of your child crying, laughing, angry, sleeping, simply playing, anticipating, recognizing, etc."

Idea Cards: Take goals or activity times during the school day and list several different ways that activity can be done. This is important when child's attention span is extremely short. Aide &/or subs have several options to run through and to keep child on task yet participating in same "lesson" as the other children.

Example: Kids in Kailey's class. While the kids work on writing, Kailey works with:

1. Her name puzzle pairing her picture with the name.
2. A sheet of paper with Kailey's photo in the center and Kailey stamps her name over and over on it with her name stamp.
3. Using a wipe off marker board the aide & or Kailey writes "Kailey" in one color, Kailey erases it, chooses another color and the aide writes it again.
4. Have laminated name cards with her name on one with a Velcro attached picture then a second name that is short and different than hers (mom) to see if she recognizes the difference in the words and whose picture goes with what word. Lots of modeling and general play with these but one day she may reach out herself and show she knows. You have to expose to ever know if she's capable of learning something.
5. Write the letter "k" and pair it with a Sesame Street song "K" s for Kailey, that's good enough for me....Oh, Kailey, Kailey, Kailey starts with "K".

Pairing with songs is a great way to teach anything. Kailey cleans up great when we cue with the Barney Cleanup song.

Anyway, you get the idea to brainstorm lots of ways to work the same goal. This also helps the aides and others see how goals are being reinforced all through the day in a multitude of ways.

Wooden Shape Sorter: We liked this one because it began with just 3 shapes and was one we could adapt for a variety of uses and stages of development. We added dividers inside so it separated the shapes once dropped in. Add handle for Kailey to carry. Rope to keep from loosing lid. Tom will be making additional lids that emphasize different concepts.

First Years Farm puzzle: Matching pictures., animal recognition, sounds to match, identify by sound only, inclusionary as others can spell the name, name it's baby, identify its color.

Bucket Shape Sorter: Although this has more shapes, by photographing the shapes you can use the pictures as a cue to "what shape goes in this spot?" Give them the picture., child finds the match and has success putting it in.

Playdough Press Toy: I love this. Kailey kept sqooshing the shapes as she tried to get the playdough out of a cookie cutter. This solves that but also teaches several things. Sequencing (can use pictures. in conjunction with this too): First we "roll" a ball of dough (Fine motor, tactile..) Next have child pick a shape from pictures or independently to turn wheel to (choice making, e recog.) Put ball in spot and push down on lever. Last, push down on button to pop up design! Pass along to peer to "bake the cookies", feed it to baby doll, etc.

In Art class and classroom activities we made glue outlines ahead of time on projects to teach Kailey to color inside the lines. Also can do her name like that for practice. Trace glue outline with finger to give tactile information on the shape of the letters or shapes.

Scissors: Try electric ones also. Sold in one of the catalogs listed. Will not cut fingers. They vibrate too!

Vibrating Doodle Pen: We use as an alternate writing/coloring tool when Kailey loses interest in an activity at school.

Mr. Potato Head: Put together Mr. Potato Head by finding the piece that matches the picture. Can do the same with the actual object. Can make it into a game with a communication device to indicate "My turn".

Barnyard Bingo: Simple physical game to help with fine motor, can teach colors, animal recognition, matching, "yes" or "no" use with communication device for "my turn" or "I got a pig!!!"

Pretend Play: Feed the Baby - Using communication device have pictures of cup, spoon, brush, etc. and messages from the baby saying various things, get silly, have fun with this. Good inclusionary activity. Beauty Shop- Have nail decals, nail polish, necklaces, etc. and pair with photos/objects with communication device for play with peers.

Gerber Baby Doll: Toys-R-Us has on/off switch and has three levels of play.

Level #1: Push body part it labels it
Level #2: Push body part it labels it and follows with an appropriate message Example: "Tummy, that tickles, giggle"
Level #3: Push three body parts in a row and it labels all three together.

Book: "Pink, Red, Blue What are you?" Use on a communication device for child to finish the rhyme and participate in reading a book. Color Xerox the pictures

Books: Where's Nicky? - Great repetition. Child can anticipate and begin looking for Nicky. Clap Hands: Good movement, acting out, practices waving and dad/mom labeling. Choose books with repetition and movement in them. Incorporate any gestures and signing with them. Look for ways to use on communication devices such as a repeated phrase like "Brown bear, brown bear what do you see?" that the child can "read" by a single switch. "Brown Bear" book also is good for color xeroxing the animals that they see. You read Brown. Bear what do you see? and turn page. Child sees the picture and chooses the correct animal picture on his device to respond back "I see a duck looking at me". Where's Puppy? Book - Good for pointing, pushing, object identification.

Magna Doodle Deluxe - Has plates that magnetic pen can sit in a groove and you trace to follow/outline shapes. It's see through so you see as you "draw" it. As I'm typing I'm thinking you could take a laminated sheet and use glue lines to outline whatever shape, name or concept you want and trace between the glue lines. It might need to be a thinner laminate like 5 mil. and just laminate the sheet without anything in it.

Objects glued to cards and used on a choice board: Each week Kailey's class did a different letter. The kids were supposed to bring in small items that began with that letter. I hot glued two to three items and Kailey would find the one the teacher asked her for. I put the words on it and highlighted the beginning letter. This way the other kids could use it or while looking on with Kailey See and practice the letter sound. I used objects that were familiar to Kailey. When I make things I try to find ways to encourage peer participation. It's really up to the teacher/aide to facilitate or follow up on it at school but at least I try to model or describe it to them.

Match Me Board Game: Get double prints of photos that are of interest to your child. Lay one copy of each out on poster board and cover with contact paper OR make it in book form with the laminator. Have a pocket holding the second copy. Find the match and Velcro it on. You could do category books like "My Family" "My Home" or Parts of a sequence like "take bath" "brush "Night-Night" etc.

With games find ways to incorporate your child's goals or take your child's goals and sit looking at all the ways the toys you have/school has can address those goals. Use switches to teach "my turn", "wait".

Try to videotape your child three times a year in the classroom. You may need to tape over a period of a couple days.

Watch your child and follow HIS lead during play. If I'm trying to "teach" a skill to Kailey that I think she should learn I almost always fail or get frustrated at least. But when I observe her and take off on something she seems to be showing an interest in, then we have success. She is interested in her body right now so I could care less what her written goals are, we are emphasizing body parts. She wasn't cooperating with me when I introduced matching. SHE created her matching game using a container. It gave a reason to match by putting it inside the clear jug. She was right.

There......I'm exhausted.......How about you?!! I hope this helps. Please contact me if I've confused you on some points. This is all to just stimulate ideas not give you the correct answer necessarily. Every child & home is different and at different stages. These ideas need to be adapted up and down for the various levels and stages your child may be at. Take the concept behind the ideas. The possibilities are endless. God's special blessing upon each of your families.

Back to top

Kailey's daily schedule on Wednesday's

Observations - Kb room - 1-22-97 20 children present

Kb Line Outside: Kailey and I didn't line up outside today as we were running late. But Kailey has learned what line is the Kb line and I can now leave her at the totem pole and she can walk to the line independently with no or few distractions. She greets kids with smiles and touches.

Back to top

School Entry: A child named Ashley, a Kindergartner in another class I believe, greeted Kailey and took hold of her hand. She said, "I'll take Kailey down to her class!" Kailey dropped her hand trying to re-grab mine thinking I was leaving. I re-held hers then extended Kailey arm by the elbow out for Ashley to re-hold it. Kailey smiled. We walked down to the room. I praised and thanked Ashley. "Kailey must really like you Ashley. You're a good/kind friend." Ashley makes attempts regularly to greet Kailey, etc.... in the hallways before and after school. This is a nice opportunity to grow. This is why we walk to school as opposed to taking a bus, opportunities like these.

Back to top

Welcome Line: Kailey extended her lunch card out to the teacher and touched it to the choice board. She didn't find her picture until given a choice. Teacher indicated they usually leave a Velcro spot open up high on the chart but hadn't this day. Kailey had to be assisted in finding a spot to put her picture down at the bottom of the chart. Coats off, etc. next. Kailey sits on chair and will take boots off after I loosen the clasp. When she got distracted I put her foot up on her other leg to redirect and get better focus. I then tapped on her boot to redirect again which she then focused on the tasks. The second boot did not require any assistance on my part. She unzips and removes jacket, a skill this year that has been refined a lot. I had her unzip her backpack and gave her the progress report envelope and told her to give it to Mrs. A. She went through the mass of kids and tables and gave her the envelope independently.

Back to top

Free Choice: I observed Kailey getting activities out appropriately and independently and taking them to the center table, pulling out a chair and sitting while she played. She did not run in a distractive way from one activity to another creating chaos unable to focus as in the past. She was very intentional. She came to the playdough table and sat in an open chair. She explored it for a bit and lost focus getting up and going to the book area. I was observing her there rather than interacting with her so when she got up I redirected her back to the table and initiated play with her and the other kids there. The skills of playdough manipulation were secondary to the opportunity of interactive play with the other students there. She sat and played the rest of free choice there. Michelle and Tony were there. We rolled out dough, Kailey picked or Michelle would pick a cut out then Kailey would push it down. I'd pull it out and say "Kailey give it to Michelle to bake our cookie." Kailey extended it out to Michelle who was waiting with a "tray" which she baked it on. We repeated a few times then Michelle saw Kailey and I rolling a ball between her hands and Michelle decided we should make doughnut holes. Tony joined in as well and I used this time with him in commenting about Kailey. He seemed to want to join in but was uncomfortable or questioning or something. Anyway we rolled balls and all put them in a basket to collect them. When the bell rang throughout the day Kailey always quieted and was still, listening to the teacher. She has learned this. I emphasized the visual action of "shhhh" as a way to reinforce what was wanted. Every opportunity to use this I did throughout the day (nap, bell, story....) so that when she doesn't quiet down appropriately we can use the visual and she'll know what it means. Also we aren't verbally drawing attention to Kailey or distracting others while "telling" her to quiet. She knows when I shake my head side to side it means "no" and by associating the 'sign' with "shhhh" she can learn that too.

Back to top

Table Time: Lori C. mentioned that this is where she usually takes Kailey to do her O.T. bag as many of the activities are not appropriate for Kailey. I took Kailey to the table activities as my first step to see what I could get out of the activities rather than rule them out first. We sat at the basket with square tile pieces and the laminated sheet with tile outlines on them to place the tiles. I thought "o.k. I start with a first step of her just reaching into the basket and handing me a tile which I would then place on/model for her" I put her hand in the basket and put my other hand out flat gesturing to give it to me. She gave me one and I put it on the paper. After 2-3 times of this I tapped the paper instead of extending my hand and she put it on the paper and when I looked she was sliding it purposefully onto a tile outline. I then had her take one out and she continued putting them on a square filling almost all the rest appropriately. She lost interest so this is where I stopped this activity but she completed one entire sheet. We went to the next chair. You were to pick up with a melon baller tiles and place them in plastic containers with the correct amount according to the number on the container. This obviously was not my goal for Kailey but I saw many goals: fine motor work on picking up tiles, the action required was similar to that of using scissors so it was a functional activity as well as a motor planning activity of the open/close motion, verbally following directions and reinforcing words such as open and shut. The pile of tiles to pick up from was kind of small making it more difficult. So, since no one was using the basket of tiles we'd just finished with, which was full and deep, we used those. When someone came I just took out a huge pile of them for Kailey and gave the basket back to them. We scooped (hand over hand) emphasizing "open" "shut" then I paused giving her the opportunity to move the tile over a container (which she did) then paused longer giving opportunity for her to open baller by herself. After the first time moving her through it she opened it. After about four to five minutes her attention changed to examining the melon baller so we did that opening and closing it, showing her how the scoop part could hold a tile in it. I then had her take the tiles and dump them into the tile basket to clean up. She initiated going over to the OT bag and getting it so this is where we went to next. Kailey unzipped it and I asked Lori to show me how they used the peanut butter and to explain the other objects. As we were doing this I mentioned this might be a good place to use a three item "calendar box" to work on several things.

1. To teach finishing a task before moving on to something else.
2. To teach "first", "next", "last" and "finished/all done"
3. To start with three quick activities and provide opportunity and a specific learning time to increase the length of the activities.
4. To work on things chosen for Kailey but intermixed with things she likes as well; then gradually moving to more specific things.

By having this Kailey knows there's an end to the activities especially if she doesn't like them and when that end is. This is a tool that can work to increase attention and decrease behavior as well as provide a communication tool for Kailey. Also decided to try peanut butter activity from behind as a way to control Kailey's hands better and I'd send in a large stand up mirror (or get one from the speech dept.) so she could see Kailey's face. Danielle came over. I said Kailey was working on learning how to open the snowflake bag. If Danielle wanted to join Kailey she could sort the snowflakes by design while Kailey opened the bag and handed them to her. This we did. Danielle still worked on her skills and Kailey worked on hers all the while building a relationship and opportunity for Kailey to communicate and interact. Danielle put them under the table in the two boxes there. Two other girls came and they helped Kailey put the snowflakes back in the bag. I asked the girls to count how many points there were on the snowflakes and we could have counted how many snowflakes we put in the bag but we didn't get to that. Kailey started fussing because she wanted the unicubes, not verbal fussing but trying to push the table out to get to them. I kept her on task with the snowflakes then got the unicubes. I asked Mrs. V. for a blue and yellow bowl and I was setting up a situation to try color sorting of two colors with Kailey. While I did this I allowed Kailey to play with a handful of unicubes. We both got what we wanted and a smooth transition occurred. The bell rang before we could do much. Kailey quieted at the sound of the bell. Alyssa was nearby as is often the case and I asked her if she could take Kailey to the rectangle area. She walked Kailey there and as they got close to the door Kailey wanted to keep going as it was open. Alyssa held on and looked to me (I was right there). I took Kailey's hand. We sat down in the corner of the rectangle. I praised and thanked Alyssa. She chose to sit down near us. Many times today Alyssa chose to sit near us and she reached out and touched or rubbed Kailey;s hand, once when Kailey started to scoot forward Alyssa said "No Kailey and reached forward to pull her back" (I assisted her in bringing her back). Same with Michelle. I would rub Kailey's hand on Michelle's leg gently periodically and soon enough Michelle was caressing Kailey hand on her own and holding her hand as we sat at circle time. I'd rub both their backs to calm. Once when Kailey was sitting calmly and Michelle was near her and they were holding hands I gently and slowly repositioned myself on my knees behind Kailey then as they continued I slowly moved back a few inches at a time providing opportunity and building on this success. Sam also stayed involved with Kailey throughout the day by hanging around close and then me initiating play with Sam and then with Sam & Kailey together (Magnifying glass, legos, blocks, magnets).

Back to top

Painting: Kailey got paint shirt out with Lori's help and direction. Kailey painted in an exploring way, very focused and very interested. I would tap on paper to redirect Kailey to paint on it as opposed to on the easel. Kailey did not put the brush in her mouth or grab the wrong end. She intentionally adjusted the brush and handle to hold it properly and not get her hands in the paint. This is another newly learned skill. She put brush back appropriately in it's container instead of just dropping it or sticking it in another color. She used all 4 colors and had a full attention span for this activity. Kailey tried to reach up and acknowledge Mrs. V. (a communication) on the other side of the easel. Because all the adults started to laugh that she had a close call in getting painted Kailey turned it into a game. I had to redirect her to painting. Noticed she was loosing interest I began to visually point out the paint on her fingers and say "yuck, lets wash that paint off". She did that fine but did not do well with drying. Solution we came up with was for me to send in a hanging towel. Had her take paint shirt to her box without me holding on to her. She dropped it half way and started to walk away. I verbally told her to pick it up and assisted by bending her from the hips so she'd grab it. She picked it up, pulled open her drawer and put it in as I tapped on the box. On her own she readjusted and took several stuffs of getting the shirt fully in the box. She shut the box and was very happy about what she had done. She gave me a big smile and I hugged her and told her how proud I was of her. I was very proud.

Back to top

Calendar and Math: Kailey sat appropriately, quietly, participated in five snowman song with my assistance. We repeated the song many times and in different ways. At the end of song I gestured her through a "cry" because the snowman would melt. After two times of doing this the next time she looked back to me anticipating the "cry" gesture. When the kids picked a snowman and stood up front, Sam chose Kailey to give his to. We went up front and when it was her time to say the line I asked the class for help. They said it but right on cue Kailey started to vocalize over and over appropriately. When the calendar person counted to 14 Kailey began to vocalize and I gave a movement with each count. I pressed down on her knee with her hand as we counted together. Every night we count our 14 stairs leading to her bedroom and I press down on her knee emphasizing the count. Was she counting here? It was appropriate participation for a nonverbal child. Throughout most this time I used deep steady pressure in hips, shoulders, wrists and elbows, pressure on hands by squeezing, rubbing her arm, repositioning her legs or my body. None of these things were distractful to others or as distractful as others were being. Graphing of mittens was done. Kailey got her mittens, held them and waited quietly until it was her turn. Again, as is throughout all the day I was incorporating calming techniques to aid in her ability to focus and stay calm/attentive. When her turn came she excitedly reached out her mittens but was attempting to give them to Mrs. A. I directed her and moved her through placing them in the graphing box and releasing them.

Back to top

Library: We went to her backpack with the others and I said "Kailey, take your book and get in line", she did so independently and she handed her book to the teacher In the library I pulled a pile of books out on the floor. She sorted through all and didn't like any/show interest. I put the stack back, she went to the paperback section box and I pulled a pile of them out to the floor. She sorted through and stopped at the Sesame Street book. I let her take that as I put the stack back. We walked to line to check out and waited. I gave deep pressure, swayed, rocked, put my arms over shoulders and down across chest and gave pressure, scratched arm.... She handed book to Mrs. V. to stamp and walked back to classroom appropriately.

Back to top

Snack Time: Lori C. indicated that this was the time they remove Kailey because she's so disruptive vocally and the other kids are picked by being quiet. So we walked Kailey to the nurses office. (the LD room was being used) On the way she stopped and greeted and hugged a teacher in the hall who gladly reciprocated. In the bathroom she pulled down pants, toileted, flushed, and pulled up pants with slight assistance from me. She became very upset that I wouldn't let her get the rubber gloves. Also the drying of hands was not great (again, a towel would work better so I'll send them in. She may be extra sensitive to the roughness of the paper). For toileting I think the bathroom across the hall from the classroom would work appropriately and prevent the rubber glove scenario. If the toilets are really high a slight boost up would be all that is needed. We reentered the room after snack and gave Kailey her cracker at her desk area. Book browse had begun so Lori read a story by Kailey with another child while Kailey ate her snack and could watch the story. Kailey attended to the story.

Back to top

Lunch: Kailey ate fine in the LD room.

Back to top

Recess: Lakes of water outside. Kailey walked around the pools. Both Alyssa's from Kb pushed Kailey on the swing on their own, Chelsea and Kevin paid attention to Kailey, all play was appropriate. When recess was over she went up and stood in line appropriately. Other children did not.

Back to top

Nap: Kailey undressed from recess with partial assistance and on her own she went over and found her towel and sat down on it waiting quietly. This is a time of expected quiet and Kailey was just that. I rubbed and scratched her back, hummed quietly, put my hand over her ear while she hummed as she likes that feel/sound. All went fine here. Put shoes on (will buy Velcro ones tonight for her to learn this skill). She carried her towel independently all the way over to Mrs. A. with me near her and she handed it to her.

Back to top

Moody Activity: Teacher and class named the pictures. Kailey listened and watched attentively. Then they listened to sounds on the record and tried to identify the matching picture. Kailey showed recognition of some sounds and I knew this by her body movements, eye gaze, she had a look of knowing the sound. When teacher showed picture of toothbrush I gestured on her brushing her teeth, when toilet picture I gestured her hand between legs to indicate potty, radio picture we swayed to the music, we enacted the scrub brush and broom sweeping. She enjoyed all this very much and these were all appropriate activities. Her goal in this situation was not to match the objects although she was experiencing this objective and given enough opportunities like this may pick it up more readily. She had names attached to pictures, sounds attached to pictures, and gestures attached to words/pictures. These are all skills needed in order for her to be able to communicate using gestures and/or pictures. The only thing that could have enhanced this learning situation for Kailey was if the teacher went to the board and isolated the picture by holding it up away from the other pictures when the class finally identified it as the sound. This would have visually clarified it as the 'pair' whereas the other kids could get it by her auditorally stating it as its pair. Kailey sat in silence the entire group time and also the timed one minute period all the class attempted at being totally silent. I emphasized the gesture "shhhhh" here as well.

Back to top

Gym Class: Learning the individual steps of jump roping. Kailey sat in her line, with me there. We picked out a jump rope and found a spot to stand. She was not disruptive once during the gym time. Many times another student disrupted the teaching and made the entire class wait before more instruction could occur and at one point tried to leave the gym. My goal shifted regularly as we went through a variety of stages. I emphasized visually a "stop" with my hands as this is something I'm sure they do a lot of in gym (Go, stop/whistle blow, etc...). We hopped on command, a skill she's proficient in! As we hopped through the activities I shifted to focusing on the one part of just hopping over the rope, not worrying whether she was doing exactly as he said (hop once forward, back to center, then back once) but moving through the activity nonetheless. Rope in a straight line and hopping zigzagged....I moved her through this focusing on "hop", "stop". Moved through the arm movements of jumping fine and we dual jumped but not worrying about jumping over the rope just getting the movement of it all. I maneuvered and repositioned a couple of times to keep her on task. She wanted to sit down and grab the rope a few times and I distracted her from that and at times just said "no". Several times she was trying to reach out to Sally so she moved farther away and then it was fine. Walked back to class appropriately.

Back to top

Music Class: She made three or four attempts to get out of sitting to get to Sally and Mrs. J.. Sally was sitting close and later moved back away from the group. Mrs. J. sat behind the partition. I readjusted her sitting as well as mine and once I allowed her a visual of Mrs. J. she refocused. I gave constant deep pressure, squeezing hands, change of position, etc. She was getting kind of tired by here I think after sitting so long. Possibly standing and "shakin' her sillies out" after P. Moody might have helped. Mrs. A. is very timely in her fillers like this and seems to know just when the kids need to get up and play "Simon Says", etc. Kailey participated by swaying, clapping during music time as she enjoys music. Kailey was not inappropriate during music, vocally or behaviorally, however another student needed one on one assistance the entire time and was horribly inappropriate and distractful to the class. He physically resisted teacher's attempts to move him back to the group. However this was handled as most teachers would handle and work through a situation like this, with continued patience, redirecting and repositioning. When Kailey is inappropriate I hope as all parents would, that this same attitude and understanding is implemented.

Recess then Home

Back to top

OTHER OBSERVATIONS MADE:

• Observed Kailey drinking independently from the drinking fountain today - a new skill learned this year.
• Kailey followed many directives today.
• Observed aggressive behaviors on the part of several class members: Boy punching girl hard and her punching back, Boy punching another boy for no known reason, boy laying down during music and interrupting lesson as teacher had to stop and discuss this with him, Boy ripping apart another boys lego building, boy screaming in frustration as other boys were teasing and bothering him while he tried to work, girl needing teacher to come over and give hands on attention to keep her in line and to prevent misbehavior, and all day long severe behavior and inappropriate behaviors in almost every activity that were distracting on the part of one particular student.

Back to top

Ideas Thought Up Today:

• Have a photo album with pictures of activities so when verbal directions are given Kailey has a picture to associate with it and can learn this. By having this in place it can prevent behaviors from occurring due to differing expectations of what's happening next between Kailey and the adults. This way she can have a way to communication her desire or a question about that activity should she wish to. Example: A picture of the rectangle area to represent calendar or anything done at that location, The hand drawn pictures used at calendar for the class to represent table time and free choice (this might help to distinguish between these two as different not both "Free Choice Time"), a photo of books for Book Browse paired with Mrs. A.'s drawing, photo's of Mr. Farrell, etc...(LD room has some of those), her lunch box for Lunch Time, a toilet for Potty. When finished Kailey can put it back into the album to indicate "finished". This idea is portable and more practical than a stationary one that Kailey has to go to each time. This picture association would be a first step to setting a more formalized structured schedule book. We can begin that on a small scale and more workable situation at the OT table as mentioned previously.
• Locate a standing mirror from Speech Dept. or OT Dept. to use for therapy activities. Last resort, parents will make and send one in.
• Send in hand towels to assist in hand drying skills.
• Send in Velcro shoes to assist in independent dressing skills.

Back to top

Kailey's Schedule on Friday Mornings

Observations Kb room 1-24-97 Full class I believe

School Entry: Fine, the kids were already in due to cold so Kailey went right to getting undressed and lining up for computer. I will not go over the minute details of toileting, dressing, etc.... today as I feel I gave a thorough description from yesterday's observations and everything went just as beautiful today.

Back to top

Computer: Kailey was very appropriate all through computer. We went through a variety of programs and interacted in different ways with each. Some the goal was basic cause and effect, at other times like with "Me and My Mom" I identified objects by name as she touched them then asked "Where's the bus?" and she touched several objects requested correctly. I emphasized the term "again/more" when she repeatedly went after a picture to activate it and dramatized the action (example: Ribbit,Ribbit = frog falling out of mailbox, SPLASH = water falling out, Peek-A-Boo = creature popping up out of the ocean......) She enjoyed this very much. I suggested having several programs available right there to be able to provide novelty and maintain interest better as a way to better promote learning and prevent inappropriate behaviors. To keep teacher/aide right there with Kailey instead of having to get up and retrieve from closet each time (which might leave an opportunity for Kailey to get up and leave her computer) I suggested having her programs in a bag that she brings down to computer with her and hanging it within reach of teacher/out of reach of Kailey (I sent in a cute small bag for this already on Monday). This also provides Kailey with a choice in programs and a way to communicate what she'd like to play. I held under Kailey's hand with one of my fingers extended on the pointer pen as a way to feel Kailey's direction of point better and to also provide some steadiness or resistance to her point. With this technique Kailey seems to better be able to control her movement and intent.

Back to top

Calendar: Story was read "Mary and the Snowman"? and Kailey listened attentively and was not inappropriate in any way. Simon Says was played and the 5 Snowmen song was song. We played these appropriately and reinforced concept previously done with these. All went great here with nothing out of the ordinary. I sat in a chair as opposed to the floor with Kailey and throughout the day I continued this. There are times where it's important to be down with Kailey on the floor (to reposition to keep on task and prevent any behavior from occurring, to facilitate a communication occurring between Kailey and another child, to facilitate a skill. ) I believe both the chair and the floor are necessary. By continually alternating the floor and the chair, strain on the back is prevented.

Back to top

Group Time: The class divided into 2 groups to do 2 different activities. At the table in the center of the room were many different manipulatives to practice making patterns. On the floor Mrs. A. worked with the P. Moody pictures used yesterday and lining them up, hiding eyes, then asking "what's missing?" K's name was called to go to Patterns table. I sat with her and we used a variety of materials to make patterns. My goal was not specifically patterns but the motor skill in manipulating the materials, following directives, finishing a task, etc.... was as well as being exposed to pattern making. I did concentrate the first activity using blue and yellow unicubes to build on these two in color recognition and follow up in Wed. use of them. I started by separating both colors apart with definite distance between them (1 foot maybe) so clear choices were being made and modeled. I hide both piles under each of my hands and popped one out that I wanted her to take. She'd take that one and then I'd pop out the other color. Each time I named the color. Then I moved up to asking "Kailey take the BLUE _'th the blue one popped out. This is a technique that I used Wed. when beginning a sort by color activity with the bowls. I am building an activity and seeing what I can get to further expand upon. Danielle came and sat next to us and we interacted about patterns and shared some of our materials with her to use. Kailey wanted to get up and get the popbeads. Since we could make patterns with these as well we got some and returned to the table. I only brought out of the jar 2 colors and put the jar on a table behind us. I had her choose the color I asked for and when unsuccessful I held the correct one out closer to her to emph. that one and cue her to take it. Again, building success and building for future learning of that particular request. When Kailey began loosing interest and seemed like restlessness might soon be next I stopped the pattern activities and moved over to the second group. Since I could find nothing in the What's Missing activity that was _ø workable I asked Mrs. A. for 3 of the pictures she wasn't using and created my own activity off to the side, pairing the picture name with a gesture then having her find the one I asked for. I was creating an activity and exploring where we could go with it or if she could do it. We did this just for a bit and was not very successful but the opportunity was given and the activity can be built on another time/another way. Later during free choice I took one of the pictures (scissors) and paired several real pairs of scissors on top of it while we did stamping and scissors cutting with Michelle. This was one way of building on or off of this activity. A different way to address one of the same concepts. We went over and did the O.T. bag activities next. Opportunities given first, take what we could from them and then move on lastly to a separate activity for Kailey _ò. indicated to me at the rectangle that she had to go to the bathroom.

We got up and went successfully. Being conscious that K's communications are very subtle I first think if something Kailey is doing is her way of trying to communicate. Today she indicated 2 times she had to potty and we caught it both times. In addition, a BIG success was her indicating a need for a BM. This we caught too but easily could have missed it. While playing next to Michelle and I at the table Kailey started to vocalize and act excitedly and left the table giggling and went to the radiator wall. M. and I commented that Kailey must be so excited about something. At that moment I looked up at Kailey thinking "yeah, that was different and what could that have meant" when I saw her leaning slightly over on the radiator. She always does a lean or stoop over when she has a BM. I got up quickly and rushed her to the bathroom __dging verbally her communication. We caught it. I did not waste any time by having her pull pants down there was a much bigger priority here!

Back to top

Snack: When snack time arrived Lori indicated this is when they usually leave the room but if I'd like to try to go ahead. When I sat at the main table she indicated that she usually feeds Kailey at her separate table. I have no problem with separate tables but I believe you must continually go back and give the chance in the most optimal situation. So I chose to sit at the main table, give the opportunity, and see what happens. We sat at the far end (for one, it's farthest away from the snack basket. This done to prevent any possibility of seeing it and getting vocal about it as they are picked by being quiet) Right away, Michelle on her own asked if she could move her chair over to sit next to Kailey I said yes and we sat quietly. Kailey made absolutely no sounds and Zak picked her for snack. We got up and got snack, ate it, cleaned up and moved on to the next one. This opportunity with success could have been missed. Also, just to note: some of the interactions with other kids may have a lot to do with them responding to me. That is o.k. and a great starting place to create an interaction with or for Kailey The more pleasant and inviting I (whoever is working with Kailey) can make it and the more special and important I can make that child feel , the more that can be accomplished. I then have the opportunity to speak for Kailey (not just explain away, ignore, or discipline a touch, grab,etc...)when she does attempt a communication, when she reaches out to touch them (which always has a communication behind it) and to teach that child (sign language, understanding, empathy, partial participation, why Kailey is doing some particular task, how to appropriately respond in a certain situation, etc.....)

Back to top

Book Browse: Michelle asked me to read her a book. I sat at the table next to her and began to read. Kailey was on the other side of the room. She came over, began pushing a chair over to sit next to us for the book. Lori saw this and assisted her in moving it as Kailey had objects in her hands. She sat while we read and she still had the freedom to move around as the other kids were. She stayed for a while. This lead right into Free Choice Time. We did some marker stamping and scissors cutting with M. and I tried some with Kailey Here was where I paired the scissors with the picture while we tried cutting. Also I went over to the blocks and began building. Kailey came near and I initiated building with her with me assisting her by handing her a block to put on top. Sam came near with a Lego helicopter and I told him he could use K's landing strip. He joined in with us with this play. It lasted for a bit.

Back to top

Rectangle Area: We were gathering to sit right before getting ready to go home. _"lle and Sam sat to K's left. As Kailey was turning around with an outstretched hand she touched Danielle's face on the chin. She looked at me and said Kailey hit her and then continued with a story about how her brother punched her. I took this opportunity to discuss with her and Sam (he joined in) how her brother punching her was meant to hurt her and was mean and that Kailey touched her face by accident and would never want to hurt her. We discussed the differences and about the two words. (Not a long winded discussion but to the point) I said "Remember how all morning Kailey has reached out and given you lovin' Danielle. She really likes you and would never want to hurt you." Something to that point and it was over. I feel this was an important thing to communicate right at that moment. *****Note: Both today and Wed. Kailey has leaned over to Danielle and "gave lovin' " to her; acknowledging her as a new person and as a greeting on Wed. and as a "friend" or _Æiar person she's taken a liking to on Fri. Each time I was there to facilitate a "safe" "non-threatening" movement on K's part and an acceptance on her part. Paired with a loving, smiling verbalization of K's communication. Danielle responded great and each time since has been more comfortable, not pulling back. Danielle has reached out and touched K several times.

Back to top

Lunch: I went in for a few minutes into the LD room before leaving this day. During one of our conversations Lori stated that next year in Kindergarten there's going to be more expected time of quiet and less movement of activities and then in first grade there is going to be even less than that...... This concerns me very much for several reasons. 1. We clearly stated in the MAPS (however the aides weren't there but should have run through that info. at some point or been told) that we can only be concerned about right now.......not 5 years, 10 years or 20 down the line. It is a day to day process and we must focus on JUST today. 2. It's not the aide's place to be worrying or making judgments about K's ability to function in the future. I can understand those thoughts running through their minds but it should be a conscious effort to ignore those thoughts for the benefit of today. 3. If they or a teacher/therapist has this belief it is certain to show up in their attitude especially when they try something and it doesn't work. It easier to more quickly say "see, it's not working now, there's no way it'll ever work down the line" 4. If they are feeling this, they are 90% likely to be sharing this judgment with others in the building, which does nothing to benefit Kailey and her acceptance next year. I cannot control what a person feels or whether they can keep a positive outlook (we all fluctuate with that) but I feel this at least needs to be pointed out so that it can be addressed in some way. This is not a _ onal criticism but an issue that I feel may need continued reminding. I try very hard on my end to protect this area as well. ******For lunch we went down to the lunchroom and got a hot lunch. I sent in a sandwich to supplement the hot lunch as Kailey usually eats the items listed on the menu. The lunchroom was not unbearable and could actually be worked through in terms of picking up a hot lunch but I told Lori I would do my best to continue sending in a cold lunch. Kailey goes down to pick out a milk and that's good enough. Also, I know now why Kailey chooses not to eat the hot lunch items even when the same items she will eat at home. So not counting crazy mornings, or no grocery items in the house days, I will try my best to provide the cold lunches to make it less of a hassle for _o and provide better eating of her lunch.

I left after this.

Back to top

Additional Observations: A HUGE success and area of amazing progress on K's part was this observed scenario. At a distance I watched Kailey go get a toy, bring it to the table, sit and play with it, clean it up by putting the beads back into the jar. As I glanced at her (so as not to distract her off task) she caught my eye and was smiling giddily. I turned my gaze away and slyly watched her. She got up and returned the toy to its rightful place on the shelf!!!!!!!! I excitedly asked about this and Lori says she does this with some specific toys and that she always takes them to the table to play with. It's expected, she's been exposed to other children naturally doing the same thing, and she's assimilated it. It was beautiful. There have been incredible successes without the aides and teachers _Äly realizing it. I tried to point them out and share the excitement and progress with them. Without being in the classroom many little progresses and several big progresses may have gone unknowingly unmentioned. I will try my best to relay changes I see at home too (and there's been many) to keep the sharing of positives flowing. ** I continued today with the calming techniques, emphasis on "hands down" and the visual of "shhhhhhh". I feel we must come to an agreement on a consistent response to "hands down" to best reinforce this skill across the board (home,classroom, therapies). Also to list some basic commonalties to work on such as "shhhhhh", words like "open", "help", "stop", "potty", certain concepts that go across many activities, etc..... so everyone is informed and consistent.

Back to top

Books/Catalogs/Magazines

Some books that I've used and that have been helpful:

• Sensory Integration and the Child by A. Jean Ayres, PhD
• Unlocking the Mysteries of Sensory Dysfunction by Anderson and Emmons
• Total Augmentative Communication in the Early Childhood Classroom by Linda J. Burkhart
• Teaching Developmentally Disabled Children by O. Ivar Lovaas (The ME Book)
• What to Do About Your Brain-Injured Child by Glenn Doman
• Doran - How A Mother's Love and A Child's Spirit Made a Medical Miracle by Linda Scotson A "Pro" Doman-Delacato Program Story
• No Time for Jello - One Family's Experiences with the Doman-Delacato Patterning Program A "Con" Doman-Delacato Program Story
• Including Students with Severe Disabilities in Schools... by Stephan Calculator
• Choosing Options and Accommodation for Children - A guide to Planning Inclusive Education (COACH) by Giangreco, Cloninger, & Iverson
• Planning for the Future - Providing a Meaningful Life for a Child with a Disability after Your Death - 4th Edition by Russell, _Õt, Joseph, & Fee.
• Seizures and Epilepsy in Childhood: A Guide for Parents by Freeman, Vining & Pillas
• The Disabled and Their Parents by Leo Buscaglia, PhD
• Spontaneous Healing by Andrew Weil, M.D.
• Vitamins and Minerals - Questions you have....Answers you need by Ellen Moyer
• The Real Vitamin & Mineral Book by Liederman & Bruning
• Dancing in the Rain - Stories of Exceptional Progress by Parents of Children with Special Needs edited by Annabel Stehli author of The Sound of a Miracle.
• The Sound of a Miracle by Annabel Stehli
• grief dancers - a journey into the depths of the soul by Susan Zimmermann
• Noah by Josh Greenfeld
• A Place for Noah by Josh Greenfeld
• From The Heart - On Being the Mother of a Child with Special Needs edited by Jayne D.B. Marsh
• Uncommon Fathers - Reflections on Raising a Child with a Disability edited by Donald J. Meyer
• Let Me Hear Your Voice - A Family's Triumph Over Autism by Catherine Maurice
• Out of Silence - A Journey into Language _b Russell Martin
• Nobody Nowhere by Donna Williams
• To A Different Drumbeat by Clarke, Kofsky, & Lauruol
• Circle of Friends by Robert Perske
• Hope for the Families by Robert Perske
• We Can Do It! by Laura Dwight I added pgs. with photos of Kailey & what she can do

Back to top

Catalogs and Magazines for People with Special Needs

Back to top

FREE CATALOGS

Back to top

SUBSCRIPTIONS

• AUGMENTATIVE COMMUNICATION NEWS PUBLISHED BI-MONTHLY YEARLY SUBSCRIPTION $48 SINGLE ISSUE $13 1-408-649-3050 JUNE, 1995 VOL. 8, NO. 3 WAS SPECIFICALLY ON ANGELMAN SYNDROME & AAC.
• EXCEPTIONAL PARENT MAGAZINE 1-800-247-8080 YEARLY $24 PUBLISHED MONTHLY

Back to top

BROCHURES

• ADAMS TRAIL-A-BIKE 1-800-265-9815 (PACE OR SAMS CLUB HAD A GREAT LOW PRICE ON THESE.)
• STOKKE TRIPP TRAPP CHAIR CAN GET THIS THROUGH THE EQUIPMENT SHOP CATALOG ABOVE
• SEATKEEPER 1-800-SEATKEEPER CURRENTLY THEY ARE IN A LEGAL BATTLE AND CAN'T SELL THESE . KEEP THIS NUMBER FOR FUTURE REFERENCE
• GERRY DOUBLE OR NGLE ROLLERBABY TRI INDUSTRIES INC. 1-800-242-6110
• NATIONAL INFORMATION CENTER FOR CHILDREN AND YOUTH WITH DISABILITIES . 1-800-695-0285 ASK FOR YOUR STATE'S INFORMATION SHEET TO BE SENT TO YOU. IT HAS #'S FOR RESOURCES IN YOUR STATE.
• SENSORY INTEGRATION INTERNATIONAL (310) 533-8338 OR WRITE 1402 CRAVENS AVE. TORRANCE, . CA 90501-2701 FOR A LISTING OF CERTIFIED S.I. THERAPISTS IN YOUR STATE. ASK WHAT OTHER SERVICES OR RESOURCES THEY OFFER ESPECIALLY NOTIFICATION OF WORKSHOPS.

Back to top

Miscellaneous Photos

I will insert these photos and information about them into the H.E.L.P. brochure when I return from speaking in Finland.