Re: Speech Threapy- very long

[Guest guest]

Trina,Thanks for sharing this! You are so right with regard to many persons association of speech and oral language-it is all about finding a way to communicate!LesliUtUSent via BlackBerry from T-MobileDate: Mon, 20 Oct 2008 20:42:57 -0500To: <Texas-Autism-Advocacy >Subject: Re: Re: Speech Threapy- very long Often when speech does not come you have to look beyond behavior beyond child centric engagement and look to the brain for answers. No amount of pairing no amount of ABA is enough or will ever be enough for some children to attain expressive language. I know many children and teens who have some language of one word responses that is barely intelligible to anyone but their primary caregiver despite years of ABA ,VB and every other new technique that has come around in the past 10 years or so. No one wants to hear that their child may never speak in sentences or speak expressively. But the word speak is a misnomer. If to speak you mean verbal speech than yes that may not come. But if you release yourself to the idea that the speech, the thoughts are what counts, and finding the way in which to express yourself successfully so that anyone can understand you is the key, then you are on the right track. My example is an interesting case. My son is quite verbal but cannot tell me a story unless given a letterboard. He can verbally tell me he wants something, he's sad or happy who took him to class ate with him at lunch etc but cannot ask me a question for something like " Who is that? " or " What is that? " . He can read out loud a new story but answers questions on a letterboard about the story. Before I realized that at least for him (and now I realize MANY others) the exercise of answering questions on a letterboard may just be the EXERCISE his brain needs on that speech pathway to actually get him to speak. But, if that does not come I have a letterboard, he can type and his Autism is not forcing him to be silent. I encourage you, all of you really to look into RPM. Because contrary to what I thought it is not just for non verbal kids and using the letterboard has not stopped my son from speaking in fact it may actually be helping him be more verbal. I'll let you know....his life and his journey is making a heck of a book! Keep working. Trina > you are describing to me is very similar to what I call (maybe > erroneously) Verbal Behavior. I try to capitalize on something of > interest to and use it as a teaching opportunity to demonstrate > that using language (spoken or via a device) is valuable. For example > is very rigid about closing doors and turning off lights. I > purposely open a cabinet door so he can ask me to close it whether > using his Dynavox and making an attempt of saying or signing " close " . > the reward is actually closing the cabinet and he is satisfied. > Also, the " becoming a toy " expression is also used in the ABA world > as " pairing " with the reinforcer, so I am not sure I understand the > difference. > > However, his expressive language is stuck, there is no amount of > reinforcement,motivation, or praise has been successfully shaping his > words. He is stuck on one-syllable sounds, and can not pronounce the > majority of the consonants sounds. > > What I was asking is how is Son-rise different in teaching toilet > training for example. What you described is still considered a reward > system which is similar to ABA principles. > > How do you shape the language? or teach a new skill? Do you use > errorless learning? Do you use prompting/fading...etc? Do you > assume the child will imitate you? > > I am just not clear .... > > Thanks, > > > > * Re: Re: Speech Threapy- very long > > It's the whole process. The first step you have to establish is > the connection. You have to become your child's favorite toy in > the room. When we were up at Son-Rise, because they put aside > assumptions on why would do this or that, they try > different things to see if they get a response. They noticed, if > I can recall, was only 3 at the time and this was almost > 10 years ago, that he was touching a certain area of his tummy, > they would encourage him to go into the bathroom. He did and was > successful several times. I never picked up on that. > > The reward for kids in the Son-Rise program is praise. They begin > to love just praise. People at Conroe ISD were amazed that food > was not a motivator for , but was. Now, of course, > likes to be rewarded with a minute of Winnie the Pooh, but > when he and I are together, praise still works most of the time. > > He also liked to lick pages of his book and flip the book pages > rapidly, so it appeared like a movie. They sat there and did the > same thing. They also did the same moaning he did. What we > discovered was many things about these behaviors: He loved the > color red. When he made the moaning sounds, your tongue actually > vibrated and perhaps he was trying to create sensation there (and > later we found out that cerebral palsy low motor tone was > affecting his tongue muscles, so I think their observation was > dead-on right). At this point, of course, we are just trying to > get eye contact from because that was how involved he > was. So at the group meeting at the end of the week, we all > brainstormed about how we could use the color " red " as a motivator > for language and eye contact. Well, we could use red paint or > lipstick under our eyes so that his eyes would be drawn up to our > eyes. We could use red lipstick on our mouth so that he might be > able to focus on our mouths better. We could suck on a red ice > pop or a red candy or anything that made our tongue red so he > could see the movement of the tongue. So by engaging in the > behaviors and not making judgments about them as being appropriate > or inappropriate, we were able to make observations about what was > going on in ourselves when we did the behavior and in him (like > them noticing he stopped turning the pages of the book when he saw > the red color). > > For the little boy who attended that the BBC documentary was made > about, while there, the child's language increased dramatically, > his tantruming stopped, and he made a huge leap in creative play > because during an opportunity of him playing with a toy, his > mother saw an opportunity to teach. > > With , we heard him speak for the very first time up > there. We heard him say I love you (more like I of oo). We > heard him say " rr " " rrr " " rrr " when we were playing a game where > he was laying down on the ground and I was singing " Row Your > Boat. " I stopped singing, waiting for a sound from him, and not > only did he say the " rr " sound, but he tapped in rhythm. I didn't > catch it while I was in the room, but I definitely saw it on the > videotape playback when it was pointed out to me. We played > another game where he loved to lay down on this blanket that was > springy (it was crocheted or knit). He was only 3 remember, and > we somehow just started scooping him up in it and then spinning > him around in circles. And I'd tell him a story about how I was > the stork and we were flying around in the sky to deliver him. I > would stop, unfold him and tell him, " Say spin. " And I would wait > and be patient. The second he made ANY sound at all, even if it > wasn't close for " spin " , I would spin him around. What I was > teaching him was that if he gave me language, it would get him > what he wanted. Eventually within the same session, it emerged as > " nn " or " in. " It was something to work into. Sometimes, the > language was delayed. We had moved on to a different activity and > then 30 seconds later he would say something, and I realized he > had said " eeyore. " So I would stop and say, " You said, " Eeyore, " > and Praise him and go grab " Eeyore " because he had said it, and I > got him " Eeyore " -- regardless of what we were doing at the > moment. He at that point was directing where we went. > > Does that help any? > > Hilda > > In a message dated 10/17/2008 6:55:04 A.M. Central Daylight Time, > ginaamsbcglobal (DOT) net writes: > > Would you give me an example how would this lead into teaching > a specific skill? > > Thanks, > > > > > > > ---------------------------------------------------------- > New *MapQuest Local* shows what's happening at your destination. > Dining, Movies, Events, News & more. Try it out! > <http://pr.atwola.com/promoclk/100000075x1211031713x1200669822/aol?redir=http://local.mapquest.com/?ncid=emlcntnew00000002> > >

[Guest guest]

Trina,

We have seen Soma several times last year. We finally decided not to go as

I could not replicate Soma's work on my own, and I homeschool my son. I

have taught him everything myself. He has never been to school. I tried

and tried doing RPM alone but was not successful. I am waiting on the

manual and RPM-certified therapists to come my way.

* Re: Re: Speech Threapy- very long

>>

>> It's the whole process. The first step you have to establish is

>> the connection. You have to become your child's favorite toy in

>> the room. When we were up at Son-Rise, because they put aside

>> assumptions on why would do this or that, they try

>> different things to see if they get a response. They noticed, if

>> I can recall, was only 3 at the time and this was almost

>> 10 years ago, that he was touching a certain area of his tummy,

>> they would encourage him to go into the bathroom. He did and was

>> successful several times. I never picked up on that.

>>

>> The reward for kids in the Son-Rise program is praise. They begin

>> to love just praise. People at Conroe ISD were amazed that food

>> was not a motivator for , but was. Now, of course,

>> likes to be rewarded with a minute of Winnie the Pooh, but

>> when he and I are together, praise still works most of the time.

>>

>> He also liked to lick pages of his book and flip the book pages

>> rapidly, so it appeared like a movie. They sat there and did the

>> same thing. They also did the same moaning he did. What we

>> discovered was many things about these behaviors: He loved the

>> color red. When he made the moaning sounds, your tongue actually

>> vibrated and perhaps he was trying to create sensation there (and

>> later we found out that cerebral palsy low motor tone was

>> affecting his tongue muscles, so I think their observation was

>> dead-on right). At this point, of course, we are just trying to

>> get eye contact from because that was how involved he

>> was. So at the group meeting at the end of the week, we all

>> brainstormed about how we could use the color " red " as a motivator

>> for language and eye contact. Well, we could use red paint or

>> lipstick under our eyes so that his eyes would be drawn up to our

>> eyes. We could use red lipstick on our mouth so that he might be

>> able to focus on our mouths better. We could suck on a red ice

>> pop or a red candy or anything that made our tongue red so he

>> could see the movement of the tongue. So by engaging in the

>> behaviors and not making judgments about them as being appropriate

>> or inappropriate, we were able to make observations about what was

>> going on in ourselves when we did the behavior and in him (like

>> them noticing he stopped turning the pages of the book when he saw

>> the red color).

>>

>> For the little boy who attended that the BBC documentary was made

>> about, while there, the child's language increased dramatically,

>> his tantruming stopped, and he made a huge leap in creative play

>> because during an opportunity of him playing with a toy, his

>> mother saw an opportunity to teach.

>>

>> With , we heard him speak for the very first time up

>> there. We heard him say I love you (more like I of oo). We

>> heard him say " rr " " rrr " " rrr " when we were playing a game where

>> he was laying down on the ground and I was singing " Row Your

>> Boat. " I stopped singing, waiting for a sound from him, and not

>> only did he say the " rr " sound, but he tapped in rhythm. I didn't

>> catch it while I was in the room, but I definitely saw it on the

>> videotape playback when it was pointed out to me. We played

>> another game where he loved to lay down on this blanket that was

>> springy (it was crocheted or knit). He was only 3 remember, and

>> we somehow just started scooping him up in it and then spinning

>> him around in circles. And I'd tell him a story about how I was

>> the stork and we were flying around in the sky to deliver him. I

>> would stop, unfold him and tell him, " Say spin. " And I would wait

>> and be patient. The second he made ANY sound at all, even if it

>> wasn't close for " spin " , I would spin him around. What I was

>> teaching him was that if he gave me language, it would get him

>> what he wanted. Eventually within the same session, it emerged as

>> " nn " or " in. " It was something to work into. Sometimes, the

>> language was delayed. We had moved on to a different activity and

>> then 30 seconds later he would say something, and I realized he

>> had said " eeyore. " So I would stop and say, " You said, " Eeyore, "

>> and Praise him and go grab " Eeyore " because he had said it, and I

>> got him " Eeyore " -- regardless of what we were doing at the

>> moment. He at that point was directing where we went.

>>

>> Does that help any?

>>

>> Hilda

>>

>> In a message dated 10/17/2008 6:55:04 A.M. Central Daylight Time,

>> ginaam@... writes:

>>

>> Would you give me an example how would this lead into teaching

>> a specific skill?

>>

>> Thanks,

>>

>>

>>

>>

>>

>>

>> ------------------------------------------------------------------------

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>

>

>

> ------------------------------------

>

> Texas Autism Advocacy

> www.TexasAutismAdvocacy.org

>

> Texas Disability Network

> Calendar of Events

> www.TexasAutismAdvocacy.org

[Guest guest]

The manual is coming in the next few weeks and should be very helpful.

Did you know you can also do phone consults with Soma or and send

in video of yourself? You could also try hiring a therapist and sending

them to training. I have 2 students from UT that are learning RPM and I

fill in and teach. You should be able to do choices with your son even

if you are struggling with the letterboard. There is a process to RPM

and it takes lots of practice often I have to tweak something ever so

slightly and try not to rush into open ended communication too soon. The

HALO forum is also helpful when you are struggling. Again the manual

will go into lots of detail and I expect be a roadmap of sorts. Did you

attend level one training? Many people are coming to the trainings and

hopefully more therapists will be trained and I know HALO is looking for

more interns. I know Soma wants every parent to be successful first and

foremost. a and Soma are going to Wisconsin this week to train 15

teachers paid for by the school district. Cornell University is doing

research on RPM and hopefully with that scientific data more schools

will start using RPM and more and more people will be trained.

Trina

Mouser wrote:

>

> Trina,

>

> We have seen Soma several times last year. We finally decided not to

> go as

> I could not replicate Soma's work on my own, and I homeschool my son. I

> have taught him everything myself. He has never been to school. I tried

> and tried doing RPM alone but was not successful. I am waiting on the

> manual and RPM-certified therapists to come my way.

>

>

> * Re: Re: Speech Threapy- very long

> >>

> >> It's the whole process. The first step you have to establish is

> >> the connection. You have to become your child's favorite toy in

> >> the room. When we were up at Son-Rise, because they put aside

> >> assumptions on why would do this or that, they try

> >> different things to see if they get a response. They noticed, if

> >> I can recall, was only 3 at the time and this was almost

> >> 10 years ago, that he was touching a certain area of his tummy,

> >> they would encourage him to go into the bathroom. He did and was

> >> successful several times. I never picked up on that.

> >>

> >> The reward for kids in the Son-Rise program is praise. They begin

> >> to love just praise. People at Conroe ISD were amazed that food

> >> was not a motivator for , but was. Now, of course,

> >> likes to be rewarded with a minute of Winnie the Pooh, but

> >> when he and I are together, praise still works most of the time.

> >>

> >> He also liked to lick pages of his book and flip the book pages

> >> rapidly, so it appeared like a movie. They sat there and did the

> >> same thing. They also did the same moaning he did. What we

> >> discovered was many things about these behaviors: He loved the

> >> color red. When he made the moaning sounds, your tongue actually

> >> vibrated and perhaps he was trying to create sensation there (and

> >> later we found out that cerebral palsy low motor tone was

> >> affecting his tongue muscles, so I think their observation was

> >> dead-on right). At this point, of course, we are just trying to

> >> get eye contact from because that was how involved he

> >> was. So at the group meeting at the end of the week, we all

> >> brainstormed about how we could use the color " red " as a motivator

> >> for language and eye contact. Well, we could use red paint or

> >> lipstick under our eyes so that his eyes would be drawn up to our

> >> eyes. We could use red lipstick on our mouth so that he might be

> >> able to focus on our mouths better. We could suck on a red ice

> >> pop or a red candy or anything that made our tongue red so he

> >> could see the movement of the tongue. So by engaging in the

> >> behaviors and not making judgments about them as being appropriate

> >> or inappropriate, we were able to make observations about what was

> >> going on in ourselves when we did the behavior and in him (like

> >> them noticing he stopped turning the pages of the book when he saw

> >> the red color).

> >>

> >> For the little boy who attended that the BBC documentary was made

> >> about, while there, the child's language increased dramatically,

> >> his tantruming stopped, and he made a huge leap in creative play

> >> because during an opportunity of him playing with a toy, his

> >> mother saw an opportunity to teach.

> >>

> >> With , we heard him speak for the very first time up

> >> there. We heard him say I love you (more like I of oo). We

> >> heard him say " rr " " rrr " " rrr " when we were playing a game where

> >> he was laying down on the ground and I was singing " Row Your

> >> Boat. " I stopped singing, waiting for a sound from him, and not

> >> only did he say the " rr " sound, but he tapped in rhythm. I didn't

> >> catch it while I was in the room, but I definitely saw it on the

> >> videotape playback when it was pointed out to me. We played

> >> another game where he loved to lay down on this blanket that was

> >> springy (it was crocheted or knit). He was only 3 remember, and

> >> we somehow just started scooping him up in it and then spinning

> >> him around in circles. And I'd tell him a story about how I was

> >> the stork and we were flying around in the sky to deliver him. I

> >> would stop, unfold him and tell him, " Say spin. " And I would wait

> >> and be patient. The second he made ANY sound at all, even if it

> >> wasn't close for " spin " , I would spin him around. What I was

> >> teaching him was that if he gave me language, it would get him

> >> what he wanted. Eventually within the same session, it emerged as

> >> " nn " or " in. " It was something to work into. Sometimes, the

> >> language was delayed. We had moved on to a different activity and

> >> then 30 seconds later he would say something, and I realized he

> >> had said " eeyore. " So I would stop and say, " You said, " Eeyore, "

> >> and Praise him and go grab " Eeyore " because he had said it, and I

> >> got him " Eeyore " -- regardless of what we were doing at the

> >> moment. He at that point was directing where we went.

> >>

> >> Does that help any?

> >>

> >> Hilda

> >>

> >> In a message dated 10/17/2008 6:55:04 A.M. Central Daylight Time,

> >> ginaam@... <mailto:ginaam%40sbcglobal.net> writes:

> >>

> >> Would you give me an example how would this lead into teaching

> >> a specific skill?

> >>

> >> Thanks,

> >>

> >>

> >>

> >>

> >>

> >>

> >> ----------------------------------------------------------

> >> New *MapQuest Local* shows what's happening at your destination.

> >> Dining, Movies, Events, News & more. Try it out!

> >>

> >>

>

<http://pr.atwola.com/promoclk/100000075x1211031713x1200669822/aol?redir=http://\

local.mapquest.com/?ncid=emlcntnew00000002

>

<http://pr.atwola.com/promoclk/100000075x1211031713x1200669822/aol?redir=http://\

local.mapquest.com/?ncid=emlcntnew00000002>>

> >>

> >>

> >

> >

> >

> > ------------------------------------

> >

> > Texas Autism Advocacy

> > www.TexasAutismAdvocacy.org

> >

> > Texas Disability Network

> > Calendar of Events

> > www.TexasAutismAdvocacy.org

[Guest guest]

No.. I have not attended the training because I honestly am hoping that

someone would work with my son first (not just Soma once/month) and then I

can pick it up as I am running out of brain cells.

I am looking forward to the manual though. Houston is not very

RPM-oriented, and I have yet to find someone here who is trained by Soma.

Do you know anyone?

* Re: Re: Speech Threapy- very long

>> >>

>> >> It's the whole process. The first step you have to establish is

>> >> the connection. You have to become your child's favorite toy in

>> >> the room. When we were up at Son-Rise, because they put aside

>> >> assumptions on why would do this or that, they try

>> >> different things to see if they get a response. They noticed, if

>> >> I can recall, was only 3 at the time and this was almost

>> >> 10 years ago, that he was touching a certain area of his tummy,

>> >> they would encourage him to go into the bathroom. He did and was

>> >> successful several times. I never picked up on that.

>> >>

>> >> The reward for kids in the Son-Rise program is praise. They begin

>> >> to love just praise. People at Conroe ISD were amazed that food

>> >> was not a motivator for , but was. Now, of course,

>> >> likes to be rewarded with a minute of Winnie the Pooh, but

>> >> when he and I are together, praise still works most of the time.

>> >>

>> >> He also liked to lick pages of his book and flip the book pages

>> >> rapidly, so it appeared like a movie. They sat there and did the

>> >> same thing. They also did the same moaning he did. What we

>> >> discovered was many things about these behaviors: He loved the

>> >> color red. When he made the moaning sounds, your tongue actually

>> >> vibrated and perhaps he was trying to create sensation there (and

>> >> later we found out that cerebral palsy low motor tone was

>> >> affecting his tongue muscles, so I think their observation was

>> >> dead-on right). At this point, of course, we are just trying to

>> >> get eye contact from because that was how involved he

>> >> was. So at the group meeting at the end of the week, we all

>> >> brainstormed about how we could use the color " red " as a motivator

>> >> for language and eye contact. Well, we could use red paint or

>> >> lipstick under our eyes so that his eyes would be drawn up to our

>> >> eyes. We could use red lipstick on our mouth so that he might be

>> >> able to focus on our mouths better. We could suck on a red ice

>> >> pop or a red candy or anything that made our tongue red so he

>> >> could see the movement of the tongue. So by engaging in the

>> >> behaviors and not making judgments about them as being appropriate

>> >> or inappropriate, we were able to make observations about what was

>> >> going on in ourselves when we did the behavior and in him (like

>> >> them noticing he stopped turning the pages of the book when he saw

>> >> the red color).

>> >>

>> >> For the little boy who attended that the BBC documentary was made

>> >> about, while there, the child's language increased dramatically,

>> >> his tantruming stopped, and he made a huge leap in creative play

>> >> because during an opportunity of him playing with a toy, his

>> >> mother saw an opportunity to teach.

>> >>

>> >> With , we heard him speak for the very first time up

>> >> there. We heard him say I love you (more like I of oo). We

>> >> heard him say " rr " " rrr " " rrr " when we were playing a game where

>> >> he was laying down on the ground and I was singing " Row Your

>> >> Boat. " I stopped singing, waiting for a sound from him, and not

>> >> only did he say the " rr " sound, but he tapped in rhythm. I didn't

>> >> catch it while I was in the room, but I definitely saw it on the

>> >> videotape playback when it was pointed out to me. We played

>> >> another game where he loved to lay down on this blanket that was

>> >> springy (it was crocheted or knit). He was only 3 remember, and

>> >> we somehow just started scooping him up in it and then spinning

>> >> him around in circles. And I'd tell him a story about how I was

>> >> the stork and we were flying around in the sky to deliver him. I

>> >> would stop, unfold him and tell him, " Say spin. " And I would wait

>> >> and be patient. The second he made ANY sound at all, even if it

>> >> wasn't close for " spin " , I would spin him around. What I was

>> >> teaching him was that if he gave me language, it would get him

>> >> what he wanted. Eventually within the same session, it emerged as

>> >> " nn " or " in. " It was something to work into. Sometimes, the

>> >> language was delayed. We had moved on to a different activity and

>> >> then 30 seconds later he would say something, and I realized he

>> >> had said " eeyore. " So I would stop and say, " You said, " Eeyore, "

>> >> and Praise him and go grab " Eeyore " because he had said it, and I

>> >> got him " Eeyore " -- regardless of what we were doing at the

>> >> moment. He at that point was directing where we went.

>> >>

>> >> Does that help any?

>> >>

>> >> Hilda

>> >>

>> >> In a message dated 10/17/2008 6:55:04 A.M. Central Daylight Time,

>> >> ginaam@... <mailto:ginaam%40sbcglobal.net> writes:

>> >>

>> >> Would you give me an example how would this lead into teaching

>> >> a specific skill?

>> >>

>> >> Thanks,

>> >>

>> >>

>> >>

>> >>

>> >>

>> >>

>> >> ----------------------------------------------------------

>> >> New *MapQuest Local* shows what's happening at your destination.

>> >> Dining, Movies, Events, News & more. Try it out!

>> >>

>> >>

>>

<http://pr.atwola.com/promoclk/100000075x1211031713x1200669822/aol?redir=http://\

local.mapquest.com/?ncid=emlcntnew00000002

>>

<http://pr.atwola.com/promoclk/100000075x1211031713x1200669822/aol?redir=http://\

local.mapquest.com/?ncid=emlcntnew00000002>>

>> >>

>> >>

>> >

>> >

>> >

>> > ------------------------------------

>> >

>> > Texas Autism Advocacy

>> > www.TexasAutismAdvocacy.org

>> >

>> > Texas Disability Network

>> > Calendar of Events

>> > www.TexasAutismAdvocacy.org

[Guest guest]

I totally understand the brain cell issue. I have 2 other children and

in order for Matt to get his work done I need someone who can be here

mentally and physically every day and who is not distracted by Dyslexic

daughter and ADD son! Grin. Off the top of my head I do not know of a

specific person in Houston but HALO keeps a data base of who has had

level one certification. I recommend you call them today or wait till

Monday since the team will be in Wisconsin for training. You might also

post to the forum and see if there are other parents in Houston that you

can possibly team up with. I know we have some parents from Houston who

come regularly.

Trina

Mouser wrote:

>

> No.. I have not attended the training because I honestly am hoping that

> someone would work with my son first (not just Soma once/month) and

> then I

> can pick it up as I am running out of brain cells.

> I am looking forward to the manual though. Houston is not very

> RPM-oriented, and I have yet to find someone here who is trained by Soma.

> Do you know anyone?

>

>

>

> * Re: Re: Speech Threapy- very long

> >> >>

> >> >> It's the whole process. The first step you have to establish is

> >> >> the connection. You have to become your child's favorite toy in

> >> >> the room. When we were up at Son-Rise, because they put aside

> >> >> assumptions on why would do this or that, they try

> >> >> different things to see if they get a response. They noticed, if

> >> >> I can recall, was only 3 at the time and this was almost

> >> >> 10 years ago, that he was touching a certain area of his tummy,

> >> >> they would encourage him to go into the bathroom. He did and was

> >> >> successful several times. I never picked up on that.

> >> >>

> >> >> The reward for kids in the Son-Rise program is praise. They begin

> >> >> to love just praise. People at Conroe ISD were amazed that food

> >> >> was not a motivator for , but was. Now, of course,

> >> >> likes to be rewarded with a minute of Winnie the Pooh, but

> >> >> when he and I are together, praise still works most of the time.

> >> >>

> >> >> He also liked to lick pages of his book and flip the book pages

> >> >> rapidly, so it appeared like a movie. They sat there and did the

> >> >> same thing. They also did the same moaning he did. What we

> >> >> discovered was many things about these behaviors: He loved the

> >> >> color red. When he made the moaning sounds, your tongue actually

> >> >> vibrated and perhaps he was trying to create sensation there (and

> >> >> later we found out that cerebral palsy low motor tone was

> >> >> affecting his tongue muscles, so I think their observation was

> >> >> dead-on right). At this point, of course, we are just trying to

> >> >> get eye contact from because that was how involved he

> >> >> was. So at the group meeting at the end of the week, we all

> >> >> brainstormed about how we could use the color " red " as a motivator

> >> >> for language and eye contact. Well, we could use red paint or

> >> >> lipstick under our eyes so that his eyes would be drawn up to our

> >> >> eyes. We could use red lipstick on our mouth so that he might be

> >> >> able to focus on our mouths better. We could suck on a red ice

> >> >> pop or a red candy or anything that made our tongue red so he

> >> >> could see the movement of the tongue. So by engaging in the

> >> >> behaviors and not making judgments about them as being appropriate

> >> >> or inappropriate, we were able to make observations about what was

> >> >> going on in ourselves when we did the behavior and in him (like

> >> >> them noticing he stopped turning the pages of the book when he saw

> >> >> the red color).

> >> >>

> >> >> For the little boy who attended that the BBC documentary was made

> >> >> about, while there, the child's language increased dramatically,

> >> >> his tantruming stopped, and he made a huge leap in creative play

> >> >> because during an opportunity of him playing with a toy, his

> >> >> mother saw an opportunity to teach.

> >> >>

> >> >> With , we heard him speak for the very first time up

> >> >> there. We heard him say I love you (more like I of oo). We

> >> >> heard him say " rr " " rrr " " rrr " when we were playing a game where

> >> >> he was laying down on the ground and I was singing " Row Your

> >> >> Boat. " I stopped singing, waiting for a sound from him, and not

> >> >> only did he say the " rr " sound, but he tapped in rhythm. I didn't

> >> >> catch it while I was in the room, but I definitely saw it on the

> >> >> videotape playback when it was pointed out to me. We played

> >> >> another game where he loved to lay down on this blanket that was

> >> >> springy (it was crocheted or knit). He was only 3 remember, and

> >> >> we somehow just started scooping him up in it and then spinning

> >> >> him around in circles. And I'd tell him a story about how I was

> >> >> the stork and we were flying around in the sky to deliver him. I

> >> >> would stop, unfold him and tell him, " Say spin. " And I would wait

> >> >> and be patient. The second he made ANY sound at all, even if it

> >> >> wasn't close for " spin " , I would spin him around. What I was

> >> >> teaching him was that if he gave me language, it would get him

> >> >> what he wanted. Eventually within the same session, it emerged as

> >> >> " nn " or " in. " It was something to work into. Sometimes, the

> >> >> language was delayed. We had moved on to a different activity and

> >> >> then 30 seconds later he would say something, and I realized he

> >> >> had said " eeyore. " So I would stop and say, " You said, " Eeyore, "

> >> >> and Praise him and go grab " Eeyore " because he had said it, and I

> >> >> got him " Eeyore " -- regardless of what we were doing at the

> >> >> moment. He at that point was directing where we went.

> >> >>

> >> >> Does that help any?

> >> >>

> >> >> Hilda

> >> >>

> >> >> In a message dated 10/17/2008 6:55:04 A.M. Central Daylight Time,

> >> >> ginaam@... <mailto:ginaam%40sbcglobal.net>

> <mailto:ginaam%40sbcglobal.net> writes:

> >> >>

> >> >> Would you give me an example how would this lead into teaching

> >> >> a specific skill?

> >> >>

> >> >> Thanks,

> >> >>

> >> >>

> >> >>

> >> >>

> >> >>

> >> >>

> >> >> ----------------------------------------------------------

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> >> >>

> >>

>

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> >> >>

> >> >>

> >> >

> >> >

> >> >

> >> > ------------------------------------

> >> >

> >> > Texas Autism Advocacy

> >> > www.TexasAutismAdvocacy.org

> >> >

> >> > Texas Disability Network

> >> > Calendar of Events

> >> > www.TexasAutismAdvocacy.org