The School and the Parents...

Recently, a parent called and scheduled a meeting with the school and therapists working with the child. I was really happy- wow! she is really putting her child first this time.
You can imagine my surprise when the meeting turned out to NOT to be a meeting but a written down dictation on what she expects her son to be doing now.

"I want him placed in basic three instead of two."
"No more practical work for him. Move totally to abstract."
"Stop all one-on-one therapy time. He should do full time like his mates."
"No more cutting of his work load. Give him the full load like his mates."

This is a boy who has almost succeeded in coming out of the spectrum but is still having challenges with abstract teachings; he also had a penchant for giving up on a task easily (still working on that) and his mum is too busy to hear any progress report.

I asked her why the sudden meeting and dictates and she replied
“his mates are in basic 4 now” he is taking too long ah!"
I gently reminded her that when we started she had told us that if only he could just communicate his needs and write that she would be okay, now she was dictating the pace. She replied,

 "....eeeehn…I thank God ..but he should do fast and join  his mates."

I told her of the challenges we were facing, the teacher also told her about the IEP we had already drawn up; also that if she would patiently go through it with us, she would see that it suited him well.
She vehemently refused stating that this was what she wanted, that her hubby and a friend discussed it yesterday and they had already come to a decision.

Unfortunately, this is the trend in schools; some parents dictate what is to be taught, styles of teaching  and punitive measures or if possible, no punitive measures whether it conforms to the school style or not and then giving the school an ultimatum..."do it my way or I withdraw my child” and you see schools doing their bidding to avoid losing their students.

All this dancing to the whims of parents and not focusing on enhancing the child's abilities.

The resultant effect?
Lack of disciplinary measures
The schools lose their integrity.



Image courtesy: www.dalmain.lewisham.sch.uk, www.bbc.co.uk, www.inquisitr.com,           www.telegraph.co.uk, blog.losingcontrolfindingserenity.com

What's in a swing?

Aaaahhh......swinging.....an essential part of childhood.

Movement is essential for typical development to occur in all children. Most of us have no problem combining all our senses.
For autistic children and other disorder however, it's a mighty challenging task. Processing stimuli from the senses of sight, smell, sound, touch, taste, balance and body is overwhelming. Those suffering from autism will often withdraw to avoid over stimulation, or try to sort out the input from their senses with self-developed soothing mechanisms and repetitive behaviors.
A significant amount of occupational therapy for special needs focuses on sensory integration through specially designed programs. Some of the greatest tools for sensory integration therapy for autism, cerebral palsy and other type disorders are various types of swings.

Swinging can have powerful impact the brain's ability to process and use sensory information. Whether the child is linear swinging on a strap swing, cuddled up in a net swing for proprioceptive input or spinning in a rotating movement, all of these movements can act as a powerful activator on the body's systems.
People with various autism spectrum disorders such as Autism, PDD, ADHD, Asperger's, proprioceptive dysfunction and tactile defensiveness will benefit from using swings as part of their therapy.
Children, who find the smooth, swaying motion soothing, will relax and unwind while using it. However, children who have a vestibular dysfunction will feel uneasy while in the hammock and might initially protest its use.

For them, hammock therapy is more about regaining equilibrium and learning to tolerate vestibular stimuli. The motion of swinging restores balance to the vestibular system provides proprioceptive input (deep pressure) and generally children feel more "in balance".



The soothing motion of swinging soothes, relaxes and increases concentration. Children who have trouble focusing on tasks such as reading or math, might find it easier to concentrate sitting in a hammock chair, their bodies engaged in a soothing motion.

Therapists, parents and teachers can use swings effectively to reinforce any therapy objectives for children and provide sensory diets for special needs children. In addition, swings can act as a strong motivator. Since all kids like to swing (special needs or not), swinging can be used as a reward for positive behavior.

 




When choosing a swing and swing apparatus it is critical to consider safety at all times.


• Adult supervision is always required at all times.
• Be aware of floor wall and head protection
• Make sure the swings are able to support the user(s).
• Children who are seizure prone may require additional precautions.
• Make sure the child has the ability to stop on their own at a moment's notice.
• The child must want to swing on their own. Never force a child to participate

Happy Swinging!


Image courtesy: makemesomethingspecial.co.uk, how-to-make-tips.com, www.novanatural.com,                                  www.dailymail.co.uk, Geoff Robinson, kidsdreamgym.com

The Sensory Brush

Sensory brush also called the Wilbarger or mushroom brush, is designed to provide deep pressure sensory input for the calming and integrating influence to the brain, putting the child in that calm alert stage for learning to take place. It is usually used for kids with sensory issues especially tactile defensiveness. Although it may be used alone, it is best with a sensory "diet" of input designed to help the child cope with their day. When done correctly, the brushing/joint compression should take 2-3 minutes and can be done in almost any location.

• Brushing: This gives deep pressure to all of the sensory areas of the arms, trunk and legs. It is calming, organizing and tends to normalize sensory reception. It feels good immediately to most people and starts to feel good to the rest after a few repetitions. To be most effective, the brushing should be done approximately every 1 ½ - 2 hrs from the time the child gets up in the morning until 1 ½ hrs before he normally goes to bed. (realistically, you ask the teachers to perform at least 3-4 times during the school day) The sensory input given like this, lasts 90-120 minutes. You may or may not notice any immediate change in the child since positive results may take two or more weeks of consistent performance to be evident. 

• How to do the calm brushing technique

• Use oval, soft surgical brush provided by therapist (OT).
• Hold the brush in one hand with the hard  side up. Cup hand over brush so that fingertips do not drag.
• Hold Child's forearm with palm of his hand up.
• Place brush firmly on palm. Using slow, FIRM, single stroke move brush from palm up forearm to just below the elbow. 
• Turn Child's arm so that palm faces down. Do not move brush. Maintain pressure.
• Brush downwards on the back of the forearm stopping on the back of the hand.
• In one, long stroke, brush up from the back of the hand to the shoulder. Stop.

• Place hand not holding the brush firmly on Child's shoulder. Lift brush and place at back of shoulder.
• With a single stroke, brush from back of shoulder to waist on one side of the back.
• Brush from waist up to the base of the skull.
• Brush down from the base of the skull to the waist on the other side of the back.
• Brush up from the waist to the other shoulder.

• Place hand not holding the brush firmly on Child's shoulder. Lift brush and place at front of shoulder.
• With a single stroke, brush from shoulder down to back of hand.
• Brush from back of hand to forearm just below inside of elbow, turning arm so that palm is up.
• Brush from elbow down to palm.

• While holding palm, lift brush, stoop down and place brush on back of calf just below inside of knee.
• Brush downwards on an angle to the outside of the ankle.
• Brush upwards on an angle to the front of the knee.
• Brush downwards, across the ankle to the top of the foot.
• Repeat with other leg.
• Follow with joint compressions.

• Joint compressions: This gives input to joints and muscles and will help Child have a better sense of where his body is in space. It is also deep pressure that tends to be calming and help the brain to organize itself to perform task. May be used alone or in combination with brushing technique.

Technique: NOTE  this feels good and should never hurt. Stop if it does and check technique.

• Grasp Child's right hand with your right hand as if you were going to shake hands.
• Use your left hand to hold Child's right forearm. Keep your fingers straight, do not pinch.
• With quick, firm movements, push Child's right hand towards his wrist. Repeat rapidly 7-10 times. Some call this "thunks".
• Now move your left hand to cup Child's right elbow and your right hand to hold his forearm. It is easier if elbow is bent.
• With quick, firm movements, push Child's forearm into his elbow. Repeat rapidly 7-10 times.
• Now keep your left hand cupping Child's left elbow and move your right hand to rest on the top of his right shoulder.
• With quick, firm movements, push Child's arm up towards his shoulders. If you're doing it correctly the shoulder will move upwards slightly.
• Repeat with Child's left arm. You may or may not need to change hands.
• Have Child sit down. Cup your hand around front of his left knee.
• With quick firm movements, push knee towards hip rapidly 7-10 times.
• Place hand over top of knee. Be sure foot is on the floor under the knee.
• With quick firm movements, push downwards towards floor 7-10 times.

IT IS IMPORTANT TO NOTE

The face, chest, and stomach area are never brushed because these are very sensitive areas. Brushing these areas may cause adverse reactions including vomiting.

  Do NOT brush over open sores or bony prominences

  Do NOT allow your fingers or edge of brush to drag or dig into the skin

  Do NOT hurry, but move at a steady pace (whatever pace you need to use to keep pressure even)

  It is OK to brush over clothing or shoes.

  DO keep brush flat, brushing with brush held sideways so that width is used

  DO be positive about brushing, make it fun, or at least not negative for child

  DO follow brushing with joint compressions (you may substitute hand hugs or deep rubs if child responds negatively to joint compression)

  Although many children will hold out their hands for the brushing t after having it done once or twice, some may take longer to feel the benefit.

  IF a child reacts negatively, stop. Try again in 15-60 minutes, checking your technique.

References: develomental-delay.com, nationalautismresources.com

Image courtesy: tamrynj.wordpress.com, pennyspeeps.blogspot.com, izaiahsscroll.blogspot.com, peoplesonline.blogspot.com, www.sensitreatment.com

Autism.

What Is Autism?

Autism is a complex neurobehavioral disorder that includes impairments in social interaction and developmental language and communication skills and rigid, repetitive behaviors. The disorder covers a large spectrum of symptoms, skills, and levels of impairment. It ranges in severity from a handicap that limits an otherwise normal life to a devastating disability that may require institutional care. Some of the different types of autism spectrum disorders include:

• Autistic disorder. This is what most people think of when they hear the word "autism." It refers to problems with social interactions, communication, and imaginative play in children younger than 3 years.
• Asperger's syndrome. These children don't have a problem with language -- in fact, they tend to score in the average or above-average range on intelligence tests. But they have the same social problems and limited scope of interests as children with autistic disorder.
• Pervasive developmental disorder or PDD -- also known as atypical autism. This is a kind of catch-all category for children who have some autistic behaviors but who don't fit into other categories.
• Rett syndrome. Known to occur mainly in girls, children with Rett syndrome start developing normally but begin to lose their communication and social skills. Beginning at the age of 1 to 4 years, repetitive hand movements replace purposeful use of the hands.
• Childhood disintegrative disorder: These children develop normally for at least two years and then lose some or most of their communication and social skills. This is an extremely rare disorder and its existence as a separate condition is a matter of debate among many mental health professionals.

What are some of the symptoms of ASD?

There is no single symptom that would lead to a diagnosis of autism. But someone who shows a number of the following characteristics and behaviours would likely be diagnosed with an ASD:

Children with autism generally have problems in three crucial areas of development — social interaction, language and behavior. But because autism symptoms and severity vary greatly, two children with the same diagnosis may act quite differently and have strikingly different skills. In most cases, though, children with severe autism have marked impairments or a complete inability to communicate or interact with other people.

Some children show signs of autism in early infancy. Other children may develop normally for the first few months or years of life, but then suddenly become withdrawn or aggressive or lose language skills they've already acquired.

Though each child with autism is likely to have a unique pattern of behavior, these are some common autism symptoms:

Social skills

 Fails to respond to his or her name

 Has poor eye contact

    Appears not to hear you at times

    Resists cuddling and holding

    Appears unaware of others' feelings                        

    Seems to prefer playing alone — retreats into his or her own world

    Doesn't ask for help or request things              

Language

Doesn't speak or has delayed speech

Loses previously acquired ability to say words or sentences

Doesn't make eye contact when making requests

Speaks with an abnormal tone or rhythm — may use a singsong voice or robot-like speech

Can't start a conversation or keep one going

May repeat words or phrases verbatim, but doesn't understand how to use them

Doesn't appear to understand simple questions or directions

Behavior

Performs repetitive movements, such as rocking, spinning or hand-flapping

    Develops specific routines or rituals and becomes disturbed at the slightest change

    Moves constantly or extremely passive

    May be fascinated by details of an object, such as the spinning wheels of a toy car, but doesn't understand the "big picture" of the subject

    May be unusually sensitive to light, sound and touch, and yet oblivious to pain

    Does not engage in imitative or make-believe play

    May have odd food preferences, such as eating only a few foods, or craving items that are not food, such as chalk or dirt

    May perform activities that could cause self-harm, such as headbanging

Young children with autism also have a hard time sharing experiences with others. When read to, for example, they're unlikely to point at pictures in the book. This early-developing social skill is crucial to later language and social development.

As they mature, some children with autism become more engaged with others and show fewer disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have difficulty with language or social skills, and the teen years can bring worse behavioral problems.

Most children with autism are slow to gain new knowledge or skills, and some have signs of lower than normal intelligence. Other children with autism have normal to high intelligence. These children learn quickly, yet have trouble communicating, applying what they know in everyday life and adjusting in social situations. A small number of children with autism are savants — they have exceptional skills in a specific area, such as art, math or music

When to see a doctor/Healthcare Practitioner (medical Therapists).

Babies develop at their own pace, and many don't follow exact timelines found in some parenting books. But children with autism usually show some signs of delayed development within the first year. If you suspect that your child may have autism, discuss your concerns with your doctor. The symptoms associated with autism can also be associated with other developmental disorders.The earlier that treatment begins, the more effective it will be.

Your doctor may recommend more developmental tests if your child:

 Doesn't respond with a smile or happy expression by 6 months

    Doesn't mimic sounds or facial expressions by 9 months

    Doesn't babble or coo by 12 months

    Doesn't gesture — such as point or wave — by 12 months

    Doesn't say single words by 16 months

    Doesn't say two-word phrases by 24 months

    Loses previously acquired language or social skills at any age

          How is ASD diagnosed?

There is no single test that will confirm that someone has an ASD. A diagnosis is based on the number and pattern of typical characteristics and on the observation of specific behaviours and disabilities.

Someone with a mild case could go undiagnosed for years, and it might only be detected when the person goes through a crisis that brings contact with professionals who are able to recognize the disorder.

What causes ASD?

Nobody's certain. It's generally accepted that autism is a neurological disorder. Research is focusing on genetics, differences in brain function, environmental factors, viral infections and immune responses and deficiencies and still ongoing.

How is autism treated?

There are different treatment options for Autism.It may include combining one or more treatment approaches.Some of the treatment approaches includes

Dieting:Depends on child.But from experience and parents testimonies,most hyperactive kids really benefit from being placed on Casein and gluten free diet.

Sensory Integration-which tends to treat the root cause of Sensory Processing Disorder,the main foundational effect of Autism of which other symptoms results from. This important treatment approach will later be expantiated on later.

Applied Behavioural Analysis (ABA) and Intensive Behavioural Intervention (IBI), Sonrise programs are designed to actively engage children with communication, socialization, learning and behavioural problems.

I shall be taking treatment approaches one by one on this blog.

I really would love for parents to network on this blog, share ideas and opinions concerning therapies, therapists, diet recipes and other issues concerning kids with special needs.

Your feedback would be really appreciated.

To read more: Autismspeaks.org,  ont-autism.uoguelph.ca, nlm.nih.gov/medlineplus/autism

Images courtesy of  askepupdate.blogspot.com, childswork.com, effectivehealthcare.ahrq.gov,  autism.am,  specialeducationadvisor.com, bbc.co.uk