Re: CST meeting

[Guest guest]

>>>>What do you guys think? I have an appt at the T-21 clinic with Dr. Pipan

the day before our next IEP meeting and I'll be very interested in what she

says.<<<<

He's 4 and can use a GoTalk20? He's matching and sequencing and imitating the

other kids? He's using pecs and sign? And he's also affectionate? Shoot.... Why

don't you just move him up to middle school? Kidding of course but he is just so

far ahead of where my child was at 10 even. At 4 she was a whirling dervish

maniac.

Feeling frustrated with teaching a 21 yo her frigging ABCs. Again.

Sherry

Hi,

I had a very busy morning!!! We had a meeting about my 6-year-old (the one with

Asperger's) and his recent testing. Then we had a meeting about , where

we got a little summary of how he's doing and signed the paperwork allowing them

to do his evaluation (he'll be 5 in April so this is the school-age evaluation).

His teacher says he's doing well. He imitates and follows the other kids in the

class much of the time, except in circle time where they all sit in a row...she

has sit next to her and across from the other kids sometimes, which

helps.

She told us that they've ordered a GoTalk! for , with 20 words. If he

does well with it (which they're thinking he will), they'll do a full assistive

tech eval. He's using PECS and sign and following sign and spoken commands. He

and his aide have an incredible rapport and she truly LOVES him (and he LOVES

her!). She does his DT with him and his sensory diet stuff.

Academically, is matching well, and sequencing letters for his name.

They're working on sequencing patterns, too, as a preliminary to sequencing

other words.

OT-wise, he's learning well and is a willing participant. He's cutting nicely

with self-closing scissors, he's able to dress and undress (if the shirt is

loose). They're working on drinking from a cup.

PT is using derotation straps with his Sure Steps. He's getting stronger with

them and not in-toeing as much. He's much more stable and he's got much better

stamina.

So they're going to assess him using a test that's mostly interviews and stuff,

rather than having him do tasks. He's not likely to be very cooperative.

For next year, they do want to advance him to kindergarten. I'm thinking, he's

doing so well where he's at, why not keep him there another year, but they think

he's ready to move on. We'll talk more about that at the next meeting after his

testing. They would like to put him in the autism class, rather than the MD

class, because of several things, really. DT/ABA for one, and the behavior plan

will work more like the current class. He'll also have the sensory diet built

into the day (which is something they do in the autism class but not the MD

class). The CST manager said that for now, the autism class is the right place

for him, but later on when the MD class moves to more life skills\vocational

teaching, he will probably move there. Like middle school-age, not any time

soon.

I'm great with keeping him in the autism room and do feel that the teachers

there are better equipped to help him...they'll be more likely to promote

communication, will incorporate the sensory diet and activity, etc. But I'm not

so happy about promoting him o kindy. The case manager said that everyone on

the team says he's ready, but academically, he doesn't seem ready to me. I just

dunno. Am I ready for homework? SIGH.

What do you guys think? I have an appt at the T-21 clinic with Dr. Pipan the

day before our next IEP meeting and I'll be very interested in what she says.

[Guest guest]

Sherry,

DJ could do these things & more.

BUT.

Not only are his psych scores STILL the same (or minimally diff)it took about 12

years for him to actually enter a restraunt or another house (that would

currently only be 2 houses) other than his own amongst some oh so lovely other

things.

He just had a new psych eval (he is 14). Sometimes I wonder how he is able to

breathe on his own based on the scores I see. Seriously.

Curious. Why ABC's? Out of the box-old hippie ways me is just wondering.

I just realized that I may have been causing school staff severe brain pain all

these years. Especially last year. Ya know?

Teaching shoe tying-again?? Velcro/tie less shoes are such a good

inventions-lets teach something else-cause in the grand scheme of things I could

care less if DJ can tie his shoes. I know I made his 8th grade teacher's head

explode when I said no you will not be teaching DJ how to brush his teeth,wash

his hands, put deoderant on or shave.

Of course in hindsight I should have suggested hinney wiping as something to

teach...

Darn.

Kris

>

> >>>>What do you guys think? I have an appt at the T-21 clinic with Dr. Pipan

the day before our next IEP meeting and I'll be very interested in what she

says.<<<<

>

> He's 4 and can use a GoTalk20? He's matching and sequencing and imitating the

other kids? He's using pecs and sign? And he's also affectionate? Shoot.... Why

don't you just move him up to middle school? Kidding of course but he is just so

far ahead of where my child was at 10 even. At 4 she was a whirling dervish

maniac.

>

> Feeling frustrated with teaching a 21 yo her frigging ABCs. Again.

> Sherry

>

>

>

>

>

>

>

>

>

>

>

[Guest guest]

He uses PECS and sign _sometimes_. Like, he signs " cake " (for vanilla

cakesters), " more " , " water " and " hurt " .

Affectionate: on his own terms, yes. His teacher described how she was working

with another child one day and came over, took the pen out of her hands

and put the pen down, pushed her back in her chair, and lay down on her. When

she tried to rub his back, he took her hands and pushed them away, however, he

let her play with his hair. Then he got up and walked away. He hugs his aide

and he freaks out if they try to make him get on the bus line without first

saying goodbye to his speech teacher. At naptime, if he wakes up before the

others, he'll " visit " someone who's asleep (usually uses them as a pillow). He

does brighten and look pleased when someone he knows comes to the class, if he's

paying attention. And he loves to wrestle.

He imitates peers (he's always imitated his brothers, remembering every nuance

of how they did something) but not adults at all.

We don't know if he can use the GoTalk. His teacher and speech therapist think

so because he uses PECS (he'll request activities and foods with PECS). We'll

find out...I'm sure they are anticipating a learning process.

also regularly races out into the hallway and has been known to create a

diversion first (racing out while his aide is picking up CDs or whatever). He

still communicates " wanna play " by throwing toys at people. He loves to open

and re-close doors and runs outside with no caution and no fear. He runs into

the street. He climbs EVERYTHING.

He's a character!

In the meeting, they focused on the good stuff, mostly...

Sent from my iPhone

>>>>What do you guys think? I have an appt at the T-21 clinic with Dr. Pipan the

day before our next IEP meeting and I'll be very interested in what she

says.<<<<

He's 4 and can use a GoTalk20? He's matching and sequencing and imitating the

other kids? He's using pecs and sign? And he's also affectionate? Shoot.... Why

don't you just move him up to middle school? Kidding of course but he is just so

far ahead of where my child was at 10 even. At 4 she was a whirling dervish

maniac.

Feeling frustrated with teaching a 21 yo her frigging ABCs. Again.

Sherry

Hi,

I had a very busy morning!!! We had a meeting about my 6-year-old (the one with

Asperger's) and his recent testing. Then we had a meeting about , where we

got a little summary of how he's doing and signed the paperwork allowing them to

do his evaluation (he'll be 5 in April so this is the school-age evaluation).

His teacher says he's doing well. He imitates and follows the other kids in the

class much of the time, except in circle time where they all sit in a row...she

has sit next to her and across from the other kids sometimes, which

helps.

She told us that they've ordered a GoTalk! for , with 20 words. If he

does well with it (which they're thinking he will), they'll do a full assistive

tech eval. He's using PECS and sign and following sign and spoken commands. He

and his aide have an incredible rapport and she truly LOVES him (and he LOVES

her!). She does his DT with him and his sensory diet stuff.

Academically, is matching well, and sequencing letters for his name.

They're working on sequencing patterns, too, as a preliminary to sequencing

other words.

OT-wise, he's learning well and is a willing participant. He's cutting nicely

with self-closing scissors, he's able to dress and undress (if the shirt is

loose). They're working on drinking from a cup.

PT is using derotation straps with his Sure Steps. He's getting stronger with

them and not in-toeing as much. He's much more stable and he's got much better

stamina.

So they're going to assess him using a test that's mostly interviews and stuff,

rather than having him do tasks. He's not likely to be very cooperative.

For next year, they do want to advance him to kindergarten. I'm thinking, he's

doing so well where he's at, why not keep him there another year, but they think

he's ready to move on. We'll talk more about that at the next meeting after his

testing. They would like to put him in the autism class, rather than the MD

class, because of several things, really. DT/ABA for one, and the behavior plan

will work more like the current class. He'll also have the sensory diet built

into the day (which is something they do in the autism class but not the MD

class). The CST manager said that for now, the autism class is the right place

for him, but later on when the MD class moves to more life skills\vocational

teaching, he will probably move there. Like middle school-age, not any time

soon.

I'm great with keeping him in the autism room and do feel that the teachers

there are better equipped to help him...they'll be more likely to promote

communication, will incorporate the sensory diet and activity, etc. But I'm not

so happy about promoting him o kindy. The case manager said that everyone on the

team says he's ready, but academically, he doesn't seem ready to me. I just

dunno. Am I ready for homework? SIGH.

What do you guys think? I have an appt at the T-21 clinic with Dr. Pipan the day

before our next IEP meeting and I'll be very interested in what she says.

[Guest guest]

He uses PECS and sign _sometimes_. Like, he signs " cake " (for vanilla

cakesters), " more " , " water " and " hurt " .

Affectionate: on his own terms, yes. His teacher described how she was working

with another child one day and came over, took the pen out of her hands

and put the pen down, pushed her back in her chair, and lay down on her. When

she tried to rub his back, he took her hands and pushed them away, however, he

let her play with his hair. Then he got up and walked away. He hugs his aide

and he freaks out if they try to make him get on the bus line without first

saying goodbye to his speech teacher. At naptime, if he wakes up before the

others, he'll " visit " someone who's asleep (usually uses them as a pillow). He

does brighten and look pleased when someone he knows comes to the class, if he's

paying attention. And he loves to wrestle.

He imitates peers (he's always imitated his brothers, remembering every nuance

of how they did something) but not adults at all.

We don't know if he can use the GoTalk. His teacher and speech therapist think

so because he uses PECS (he'll request activities and foods with PECS). We'll

find out...I'm sure they are anticipating a learning process.

also regularly races out into the hallway and has been known to create a

diversion first (racing out while his aide is picking up CDs or whatever). He

still communicates " wanna play " by throwing toys at people. He loves to open

and re-close doors and runs outside with no caution and no fear. He runs into

the street. He climbs EVERYTHING.

He's a character!

In the meeting, they focused on the good stuff, mostly...

[Guest guest]

AW ...he sounds so cute!!

One thing I remember Cyndi mentioning was that had a hard time with the

GOTalk because he had got used to pecs so he was trying to pull the pictures out

of the GoTalk to hand them to someone.LOL...Hope gets the hang of it.

couldn't have worked pictures that small at his age, nor did she have the

strength to push the buttons. It took us quite awhile to get her from BIG pecs

to the little ones and to be able to select out of a bigger field. She was

really weak for a long time waitning for a second heart surgery at 8 and then

having a huge regression after that.

And what's wrong with throwing a toy at you to get you to play...very inventive

I think (this coming from the mom of a child who didn't throw)

Sherry

He uses PECS and sign _sometimes_. Like, he signs " cake " (for vanilla

cakesters), " more " , " water " and " hurt " .

Affectionate: on his own terms, yes. His teacher described how she was working

with another child one day and came over, took the pen out of her hands

and put the pen down, pushed her back in her chair, and lay down on her. When

she tried to rub his back, he took her hands and pushed them away, however, he

let her play with his hair. Then he got up and walked away. He hugs his aide

and he freaks out if they try to make him get on the bus line without first

saying goodbye to his speech teacher. At naptime, if he wakes up before the

others, he'll " visit " someone who's asleep (usually uses them as a pillow). He

does brighten and look pleased when someone he knows comes to the class, if he's

paying attention. And he loves to wrestle.

He imitates peers (he's always imitated his brothers, remembering every nuance

of how they did something) but not adults at all.

We don't know if he can use the GoTalk. His teacher and speech therapist think

so because he uses PECS (he'll request activities and foods with PECS). We'll

find out...I'm sure they are anticipating a learning process.

also regularly races out into the hallway and has been known to create a

diversion first (racing out while his aide is picking up CDs or whatever). He

still communicates " wanna play " by throwing toys at people. He loves to open

and re-close doors and runs outside with no caution and no fear. He runs into

the street. He climbs EVERYTHING.

He's a character!

In the meeting, they focused on the good stuff, mostly...

[Guest guest]

>>

AW ...he sounds so cute!!

One thing I remember Cyndi mentioning was that had a hard time with the

GOTalk because he had got used to pecs so he was trying to pull the pictures out

of the GoTalk to hand them to someone.LOL...Hope gets the hang of it.<<

His teacher and ST are really wonderful with him. His teacher is good at

figuring out why something isn't working and then teaching the prereq's...one

reason I'm in no hurry to have him leave her class!

>>

couldn't have worked pictures that small at his age, nor did she have the

strength to push the buttons. It took us quite awhile to get her from BIG pecs

to the little ones and to be able to select out of a bigger field. She was

really weak for a long time waitning for a second heart surgery at 8 and then

having a huge regression after that.<<

We have another 6 mos to a year before we meet with the cardiologist again to

see how 's ASD is doing...last time, he told us the hole had closed to

where he could have catheter surgery, as soon as his veins are big enough. But

there was still a chance it would continue to get smaller, so he told us to come

back when was 5.5-6.

And what's wrong with throwing a toy at you to get you to play...very inventive

I think (this coming from the mom of a child who didn't throw)

Oy! When the toy is a large wooden block aimed at the head from close range, or

a Leapster...the reason he does it is he thinks it's so funny when they start

screaming! He usually chooses kids who are sensitive/reactive. Then he either

pretends that he had nothing to do with it, or he runs away laughing hard!

We're working on it...

MARKETPLACE

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[Guest guest]

,

When you mentioned PECS with your son initiating, is this phase II still being

worked on?

This is such a huge step which is nice to read.

Irma,21,DS/ASD