Independence Day[s]

I’m gonna decorate my hat with Margaritas coz they are being white.  You’re gonna wear Mexican Hats coz they are being red and we need a blue flower too.

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Very close

My children like many other people’s children, rarely, if ever, volunteer information about how their day went -  it’s like pulling teeth, but every once in a while they go all verbal on me.

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Droplets

about how few people wear beards in the United States, or our part of the United States, very locally and quite recently, and whether or not this might differ from our old home, at a much older time, or not.  Our findings are inconclusive.

After parking on the drive my daughter tells me that on my next birthday, she will be buying me a lifetime’s supply of earplugs, minus my current fifty years.

Which is when I hear the boys:-

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Polishing our Enunciation

I notice a great deal of friction coming from behind me as the car vibrates, and commuter traffic fills every inch of the road in all directions.

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You can lead a horse to water

need to arrive at 11 and it’s a 38-minute drive – allow an hour in case of stops, emergencies, getting lost time and Saturday traffic. 5 to 60 minutes for breakfast and clear up. 30 to 90 minutes for dressing to include, socks, shoes and teeth cleaning. 10 to 25 minutes toileting, jackets and entering car with seat belts buckled. Equals 3 hours and 55 minutes

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Sensual olfactory assault

It’s a recurring theme. I’m oblivious early in the morning, still dressed in my robe, as we are, just for a change, behind schedule.

Wednesday’s the half way mark of the week, and therefore attractive to some, because it’s also a half day. The weather forecast predicts coldness and some of us, even thin-blooded Californians, are more susceptible than many.

My son looks through the window to see movement of trees and quivers with wide eyes. His pale, exposed, little, shell-like ears seem to shrivel as his palms cup them for protection from the buffeting wind.

What a pity his new jacket lacks a hood.

As he leaves to go and curl up on the third stair I wonder how on earth we’ll be able to transport him from house to bus, a distance of fifteen yards with several metres of 40 kph blustering winds?

It’s not an easy calculation.

I remember the hat from England, a Plymouth Argyle Football Club supporters’ knit cap. It’s green – the wrong color, but it does sport an icon of a soccer ball and a cat in mid leap. Since felines of all descriptions find favor lately, I decide to give it a go.

I grab a Sharpie in the kitchen and write his name inside. Within seconds I’m through the kitchen, past the dining room, round the sitting room, the hall and two steps up to entice him. I can’t hear the bus engine through the closed window, yet, but it’s on the way, very shortly. I play teasing temptress as I lean over him before ramming it on his head, with my hands pressing the fabric against his ears, capturing the warmth.

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Most commonly mis-spelled word, Friend

Spelling is one skill that’s often overlooked, especially if a child can read and understand the meaning of the words that he reads. Spelling that word correctly is quite another matter and may be complicated by poor writing skills, memory retention and the ability to do more than one thing at a time e.g. remember the word, the order of the letters, aural processing and the many steps of writing.

Overall, spelling can be a painful trial, a weekly dreaded nightmare where doom and failure are guaranteed. However, if you happen to have a visual learner, quite often you can take the list of words and fiddle with it until it’s a better match to the child.

Sometimes simply adding color can help patterns pop that weren’t immediately obvious.

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The most useful PEC of all time

Picture Exchange Cards, flash cards and social stories – I tend to use these terms interchangeably – the format isn’t important, it’s the underlying message, without the need for words which is key.

Time is an abstract concept for youngsters. It may take a while to master it completely. Meanwhile, the practical day to day, passage of time, may prove problematical. As adults, we often forget that time passes very, very, very slowly for children.

Hence, if you are designing a social story for your child to encompass a new event, outing or pursuit, it’s as well to prepare in advance and include quite a few ‘time’ PEC’s to help our children manage the unexpected.

The unexpected may come in many forms –

- waiting while everyone gets out of the car if you’re in a group
- any preparatory activity by the parent such as locking the car, gathering belongings, setting up a push chair, fumbling for change to pay the meter
- a ‘delay’ while you pay the entrance fee

It’s basically anything that isn’t the ‘on task’ activity which means there is/are delay

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Science Camp and Social Stories

I’m told it’s a fifth grade rite of passage, but I can think of many other descriptions. Last year I remember “reading” about it and thinking, never in a month of Sundays.. and now it’s nearly here.

Now it’s nearly here, although we’ve been preparing for over a month, the levels of anxiety are palpable.

To list the deficits would be demeaning and fail to encompass the magnitude of the challenge.

There are lots of parents with young autistic children who are struggling to learn basic skills: dressing, toileting, feeding, talking. They’re not thinking about Science Camp – why would they? I certainly never did. I was a miserable skeptic before they arrived – it’s genetic. Such things as science camp seemed completely unobtainable, barely struggling through the average 24 hour day. We had more social stories, step by step guides and numbered sequences than I can count, some tailor made, others from the school, all designed to address the dreadful deficits.

They cover the practical -

How to tie your shoes,

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Multiplying factors

I need a deep breath before starting the other three double digit multiplication sums. I estimate that if it’s taken us one hour to complete six questions, it will probably take another five and a half life times, squared, to finish the last three.

My daughter peeks out at me from a curtain of hair, ear-buds firmly in place, so she yells in a friendly manner,

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Are are you feeling today?

4 CommentsRo:
May 3rd, 2010 at 12:20 am

Love that soso/50:50 visual, my son just looked and said he pictures something similar when he’s asked that question by people he knows (strangers asking just throw him off balance).

Here’s a link to an Autism doco filmed over 4 years here in Oz about adults on the Spectrum

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Drug side effects

I park the walking wounded on the sofa and hand her a tablet because the icy-hot has failed to relieve her stiff neck as she lies on the sofa with a mircro-waved heat pad draped around her shoulders. I return to supper preparations for the starving millions and homework help for the tardy one.

Her younger brother, the only free agent, is always sympathetic to those with physical impairments, so he pipes up.

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Achieving Self-control with Autism

Self-discipline is a skill that most autistic children have trouble acquiring. This includes not only inappropriate outbursts, but also habits that can be potentially dangerous, such as being aggressive towards others or causing harm to themselves, such as banging their heads off walls. To prevent these and other behaviors, one technique parents and educators can use to control autistic tendencies is self-management. Giving the child power over him- or herself is often the key to keeping control over violent situations and may be a positive step towards learning other behaviors as well.

Self-management works because the child is no longer fully controlled by others. By teaching self-management during specific times of day, such as while the child is at school or therapy, the child will be more likely to continue to practicing self-control during all times of the day. The key is to implement a program in which he or she monitors his or her own behavior and activities. Begin with short amounts of time, and continue to monitor the child from a more passive standpoint. Every ten to fifteen minutes remind the child that he or she is in control and needs to monitor and be aware of good and bad behavior.

This monitoring is a form of self-evaluation. When a child is in control, he or she may think more closely about behavior in the past and present. Set clear goals with the child-for example, an afternoon with no aggression towards others or a day at school with no self-injury. Every fifteen minutes ask the child how he or she is doing. Is the goal being met? If the answer is no, perhaps the child is not ready for self-management, or perhaps the goals are too unattainable. You want to make sure that the goals are easy to reach at first, and then move the child towards more difficult goals in the future. When a child is successful at self-monitoring, he or she will have a more positive attitude towards the experience.

Of course, an important part of self-management is a rewards system. Have the child come up with his or her own reward, depending on interest. Reinforcement will make these good behavior goals more clearly marked in the child's mind, and by choosing and rewarding him- or herself, the child will feel completely in control of the self-management system. Choose simple rewards to start, such as smiley faces for every goal met and sad faces for every goal not met, and work up to a larger goal, such as a special activity or new toy when a certain amount of smiley faces has been attained.

These types of programs do not develop overnight, so it is important that you and the child have enough time to devote to a self-management experience. By reinforcing good behavior with rewards, as determined by the child instead of by an adult, he or she will be more likely to carry this on even when not participating in the program. If your autistic child is mature enough, this could be a good treatment program to try.

A Gift of Sight: Visual Perception Treatment for Autistic Children

Autism effects every child differently, so it is difficult to find the exact treatments your child needs to cope with his or her symptoms. One thing that effects some autistic children (though, not all) is problems with visual perception. By using some standardized methods to help improve visual perception, you can give your child the ability to see the world more clearly, making learning and comprehension easier and possibly curbing some behavior problems as well.

Autistic children mainly have problems with sensory overload and distortion. These are some of the same problems many people not suffering from the disorder develop, and so many treatment options have become available. Individuals with autism often find, however, that the sensory overload of the world due to light, colors, contrast, shapes, and patterns, is too much to handle, causing them to act out or shut down in general. This is sometimes a genetic condition that is simply enhanced by the autism, so if the child's parents have trouble with reading or have been otherwise treated for visual perceptive problems, there is a good chance that the child needs help as well.

The Irene Method is one effective way to treat visual perception disorders. This method uses color to create a more harmonized world. You may have heard of these methods if anyone has ever suggested using a color filter over the page when reading to be able to read better and more quickly. This method is proven to work, and if your autistic child is at the maturity level of reading, you may want to try these color filters to see if there is a difference in speed and comprehension. However, it is more likely that your autistic child will benefit from color filters during the entire day, not just when reading. Special glasses have been made using colored lenses to conquer this problem. Not every child responds the same way to every color, so it is a process of trial and error to find out which color is the one blocking the harmful light. You can also choose to use colored light bulbs in your home to help autistic individuals with their visual perception problems.



This method mainly helps children in 4 areas: depth perception, social interaction, learning, and physical well being. The colors help the child determine how far he or she is from an object, and the world becomes more three-dimensional, helping depth perception. Social interaction also improves because the child feels as though he or she is in a calmer world and can more clearly see and interpret facial expressions. The colors make it possible to learn, especially when reading, and overall, the child will feel better, because it helps reduce headaches and dizziness. By testing this technique and others to help visual perception problems, you can help your child better cope with the world and his or her autism.

Documentary about Asperger's Syndrome