Re: AMAZING! The CONVERSATION!

[Guest guest]

My grandson just turned 8. He was a non-verbal low functioning autistic child for 5 1/2 years. These videos are my favorite of the over 220 videos documenting 's journey. I can not believe that I am actually holding a CONVERSATION with my grandson . "When a door closes, God opens a window"

's Window-- A Grandmother's Documentary of Reversing Autism Naturally

www.brandonswindow.com

Part 1 of 2

Part 2 of 2

We Are Reversing the Symptoms of Autism Using Natural Treatments.

God Bless,

Lynne Marie

's Window

brandonswindow@...

Thank you for your reply.Yes, I just needed some stimulus ideas, really.I made some mistakes when I first met the family - they didn't tell me he was autistic - and although I've worked there 18 months i am only just beginning to understand his problems. I wish I hadn't tried to impose things on him, or to win battles (I didn't know any better at the time) and I think it got the relationship off to a bad start, and it is hard now for him to trust me. He's a lovely boy, he's just been allowed by the family to be manipulative, and I didn't know how to treat him in the teacher-pupil relationship. Of course, none of the usual stuff worked!I seem to have had a bit of a breakthrough just this week, actually - he is responding to a reward system i set up. But I have no idea whether he will still be responding to it after the weekend break!I've managed somehow to get him to eat vegetables and not to sneak

too much food before dinner, so I must be getting somewhere!Anyway, what I really need to know, I guess, is if he threatens a meldown or uses manipulative behaviour to sabotage a lesson because he's feeling too lazy to do it, should I give in and let him go? Does anyone know any distracting ways to get him to re-focus? Often if he's made up his mind not to do something, there's no moving him. I try to make lessons fun by feeding into his obsessioons (flight and maps) and by using the computer, but often if I ask him if he wants to play a game or do something nice he says no! Somtimes I'm at a complete loss.................Yours trulyHazel

Autism and Aspergers Treatment From: socalval@...Date: Wed, 16 Feb 2011 22:54:23 -0800Subject: Re:

Hi Hazel, sorry it looks like no one has responded yet. Was your letter intended for someone specific or to the group for any advice?

I will say that my opinion is the very best thing a person can do for the child is to learn all you can to understand the disorder. Which it sounds like you do, having experience with family members. It's true that if this child is lower on the Autistic spectrum than High Functioning Aspergers that there will be differences - maybe the behaviors will be more challenging etc. But remember that it's why they explain it as a spectrum - everyone represents so differently. My son likes to be very outgoing and tries to be social but a friend of ours with Aspergers is the opposite and very withdrawn. But there are many common traits that can be found.

The motto which I live by now for my son when dealing with behavior and when I need to give a quick piece of advice is: Firm but flexible. Or consistant but flexible. It's the art of being firm and consistent so that they know what to expect but knowing or recognizing immediately when to be flexible. Picking your battles so to speak. I could give you examples of what works for me but I don't know enough about your situation to know if it would apply the same. Also I try not to engage in power struggles - you will never win! You probably know that.

If you can find out what sub type he is it might be helpful to decide what actions to take. For example my son is "Logic boy" a sub type of aspergers. He needs to understand an order or a rule and it needs to make sense to him, then he is more likely to be more compliant. I cannot ever use the " because I told you so" I always have to offer an explantion. Other sub type may be "rule boy" He needs rules to keep his world in order. Rules make him feel secure. If the rules are written down he is more compliant about following them because it is written as a rule. Like "brush teeth at 8pm" you can point to the board and say "see it is a rule, we must follow it".

I'm not sure I helped at all, you sound very knowledgeable about the disorder, just that you could use support.

Please write more and perhaps others will add more suggestions.

Sincerely,

Dear madamI work in Moscow as private tutor to a Russian family. English is their second language but the children all go to an English-speaking school and are reasonably fluent.There is an 11-year-old in the family who was diagnosed at 4 years old as being on the autistic spectrum. Recently he has also been diagnosed in the UK as ASD/Aspergers (high function). I have no particular training in special needs although I have many years experience as a teacher and also have experience of Asperger's in my immediate family (father, brother and nephew). I know from this experience that the yougster I teach is not at the very high functioning end of the spectrum, as he displays some of the more 'classic' syptoms of autism and presents quite challenging behaviour. In this country there is little or no support, so the family, although having done an amazing job, have managed without behaviour

management support and thus, basically, he is used to having his own way. Therfore, I am struggling with lessons, and would like to try some behaviour reward and modification methods.I was wondering if you could provide any help with ideas, resources, or tried-and tested methods to try to begin reforming his difficult and repetitive behaviour.Your hopefullyHazel

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