Into the Penetrable Walls of Miggy: Intervention at 6yrs/5mos to 7yrs/1month

03 October 2009

Intervention at 6yrs/5mos to 7yrs/1month

January 2009 to September 2009 :

Occupational therapy one-on-one, 1 hour once a month at Play and Say Therapy Center:

(up to March 2009 only)

Monthly evaluation: assessment of behavior; abstract skills; basic cause and effect; functioning skills; senses; comprehension; gross and fine motor skills

Speech Therapy one-on-one, 1 hour, 2 x a week at Play and Say Therapy Center

Activities:

Sequence 3-step events (first, next, last); Understanding “each” –ex. Point to each _____.; Naming items described; Repeating 4-6 word sentences; Listening comprehension; Sequencing 4-step events; Naming body parts described; Naming animals described; Passive voice sentences – What picture does the sentence describe?, ex. The cat was chased by the dog. Versus The dog ran after the cat.

Following 2-step commands – ex. Pack away flash cards and get piggy bank.

Auditory memory – recalling details in a story; Repeating sentences; Naming food items

described; Formulating sentences – What do you say to your friend if you broke his toy?, What do you say to mommy to ask for help to tidy the room?;

Sequencing 5-step events; Analogies; Naming vehicles, animals & people described (given 30 pictures to choose from);

Using adjectives in phrases/sentences - ex. The big elephant is talking to the little mouse.

Using adjectives in phrases (big/small, under/on top, long/short);

er endings – changing verbs to nouns, ex. Someone who drives is a driver., Someone who swims is a swimmer., teacher, dancer, writer…; Using adjectives in sentences – big, small, happy, sad, sick, old, wet, dry…, The + adjective + subject + verb + direct object. Ex. The small mouse is eating cheese.

Prepositional phrases (under/top, back/front) – ex. frog is on the log, horse is at back of tree; Analogies (review) – ex. Apple is a fruit, carrot is a vegetable., Earring is to ear, bracelet is to wrist., Stripes are to zebra, spots are to giraffe., Leaf is to tree, petal is to flower., 7 is a number, R is a letter.

What’s missing?; Sentence structure; Following instructions – ex. Get 2 puzzle pieces from under the chair. ; Identification of objects that don’t belong;

Answering why questions: Why do you need an umbrella?, Why do you take a bath?, Why do you go to sleep?, Why do birds have wings?;

Following Instructions (2-step related commands) – ex. Get 2 blue coins and put in small blue cup., Get 1 red coin & 1 white coin and put in big yellow cup., Get 2 white coins & 1 red coin and put in small yellow cup.; Sentence structure (using adjectives and prepositions in sentences); Identification of same versus different;

Answering why questions about a story read aloud by therapist; Inferring patterns (predicting what comes next given a pattern); Answering Wh-questions (who, what, where, why); Defining words in complete sentences – ex. What is a key? “A key is something used to lock a door.”; Segmenting words – ex. Word: dollhouse. If you take away the word doll, what word is left? “house”.; Articulation /th/; Noun with possessive – ex. ‘my pants’, “my shirt”; Inferencing (given a particular situation): What is this? Who might live here? What can you make?.

Mainstream Education, 2 hours, 3 x a week at Ridge View Academy (regular schooling with 10 typical peers) – started June 2009 (Miggy is ready for Grade 1 but since the school does not have Grade 1 classes yet, Miggy is given both Kinder 1 and Kinder 2 lessons and exams. Luckily, Ridge View Academy will be opening Grade 1 classes next school year.)

Activities:

Social interaction with regular kids; Sharing and Taking turns; and Praying.

MATH : Colors; Shapes; Sizes – big/small,

Bigger/smaller, biggest/smallest; Length – long/short, longer/shorter, longest/shortest; Positions – high/low, higher/lower, highest/lowest; Picture patterns; Sets – empty/not empty, as many as, many/few, more/less, most/least, equal/not equal, equivalent/not equivalent/more than/less than; Numbers 0-20; Supplying missing numbers – before/between/after; Comparing numbers - >/<; Arranging numbers – least to greatest, greatest to least; Ordinal numbers – first, second, third, and so on.

WRITING : Lines – vertical, horizontal, slanting, curved, circular lines;

Letters – big and small.

READING : Noting similarities & differences in letter forms and in words; Beginning letters; Letter Aa & CVC-a words; Letter Ee & CVC-e words; Letter Ii & CVC-I words; Letter Oo & CVC-I words; Letter Uu & CVC-u words; Identifying consonant sounds; Forming new words; Long/short vowel sounds.

SCIENCE : Body parts and functions; Sense organs (eyes, ears, nose, tongue, skin and their functions; Body needs (food, water, air, shelter, clothes, exercise, sleep, rest, love & care); Proper care of the body, Keeping oneself safe (safety in everyday activities); Animals at home, in the far, in the zoo; Body parts of animals and their functions; Body coverings of animals; Movement of animals; How animals get their food; Animals & their babies; Needs of animals, Uses of animals, Care & concern for animals; Living and non-living things.

Tutorial Classes, one-on-one, 1hour 2x a week,

at Tot's Thoughts Tutorial and Resource Center

Activities :

Reading comprehension (answering What, Who, Where questions); Matching words to correct pictures; Learning new words; Matching sentence with the correct picture; Answering yes/no questions; Sequential order (What comes first, second and third), (What comes first? What comes next? What comes last?); Beginning letters; Decoding (sk, st, sw sounds); Consonant blends (reading words beginning with sk, sw, st, bl, ch, sh); Beginning blends & final blends; Reading a story; Numbers (counting, What number comes next?); How to use five senses; Following instructions; Comprehension (Reading a story, then answering who, what, where questions); Medial letters; Reading CVC – a,e,I,o,u words; Spelling (identifying if words are spelt correctly); Yes and No; Matching pictures with the correct word; Reading words ending with –ck, -ss, -ng, - nk, -mp, -nd, -nt, -st, -ft, -lk, -lp, -lt ; Choosing the correct word to complete a sentence; Understanding adjectives (big/small, tall/short, long/short, high/low, left/right, top/bottom, before/after/between).

Mom Sessions : 24/7 redirecting, modeling, prompting & copying what the occupational and speech therapists did;

Sensory integration when needed (massage/deep pressure).

Watching videos with Miggy (Educational videos and children's movies).

Expressing needs/wants – “I want” instead of “Miggy wants”.

Fine motor skills – Cutting paper with scissors, following the shape of the drawing; Writing; Coloring.

Always prompting Miggy to talk.

Workbooks (I made it more interesting by letting him use colorful metallic gel pens instead of the usual pencil and it worked. He would always ask for more and say: “Mommy, I want some more assignment”.

Puzzles; Telling the time;

Using the calendar –ex: What day is December 25?, “Friday”

Creative play – Lego building, constructing roads, bridges and houses; arranging furnitures in his playhouse.

Potty training – June 23, 2009, one and a half months before he turned 7yrs old, we finally succeeded! It took 2hrs/35mins, with Mommy accompanying him in the toilet.

Computer Sessions, 1-2hrs at least once a week:

Typing in Microsoft Word: his name, name of favorite cartoon characters, numbers 1-50, different colors with matching font color.

Playing educational games, like Caillou Colors and Shapes, Lion King Activity Center, Blue’s Clues Preschool, Disney coloring, What’s Different?, Arranging furnitures in different parts of the house, What’s missing?.

Family Sessions : Regularly going to church - able to complete the whole 1hour mass; patiently waited for the mass to end to be able to kiss the priest’s hand).

Playing games with older sister (non-violent play station games like Rugrats, 101 Dalmations, Pooh and friends, Elmo’s World).

Bedtime prayers (He memorized all our prayers including Prayer to the Guardian Angel, the “Bless” part, plus prayers for the souls of our departed loved ones, for his health and sister’s too, plus “Please help Kuya Kyle and Miggy recover from autism” and lastly, “I love you, Jesus. Thank you”. And after that, he would ask for my blessing, “Bless” and would kiss me goodnight.

Still no diet, except for a little limitation on sugar intake, especially from 4 pm onwards,

as this will cause hyperactivity.

1 comment:

Justine PalouOctober 8, 2009 at 7:34 AM
Dear Mrs. Cuevas,

What Miggy is today is a testament to you and your family's struggles, sacrifices and most of all achivements. You've come a long way, and you should be proud. Miggy is continually progressing at a steady rate, thanks to you. He is one of the few so greatly blessed with a family who loves him dearly and gives their utmost effort to help him cope with the demands of daily life. With all our combined effort, we will reach our goals. =)
ReplyDelete
Replies

Add comment

Subscribe to: Post Comments (Atom)

May this documentation of my son's journey through autism inspire all of you. Here, you will see not only my struggles to enter his world, but you will also witness his greatest efforts to fit into mine.

Be inspired with my prayers, hopes, perseverance and endurance in trying to recover my child.
How about you? Do you have stories to tell? You are free to leave your comments and suggestions here. I would love to hear from you.
Be my friend and join me as I break down the not-so-impenetrable-walls of my very special Miggy.

Surprising Autism Information You Need to Know

By Lisa Jo Rudy, About.com Guide

What Do You Really Know About Autism?:

There are plenty of myths about autism spectrum disorders out there. Some folks still believe, for example, that people with autism are all geniuses or mentally challenged. Others believe that people with autism are the result of poor parenting choices. These myths have been soundly debunked, both here and in many other places. But even those of us who are well-grounded in autism basics may be surprised by some of these facts, which are emerging from recent research.

Autism Is a Plural Noun:

Autism is not a single disorder. In fact, mainstream researchers agree that the autism spectrum is probably a collection of multiple disorders with multiple causes, prognoses, and appropriate treatments. Quite a bit of recent research has uncovered a number of distinct genetic differences (some inherited, some spontaneously mutated) that seem to be associated with various types of autism.

We Know What Causes Autism (Sometimes):

We do know what causes autism -- but only in about 20% of cases. Causes include genetic mutations, heredity, pre- and post-natal trauma or exposures to alcohol or drugs, and, in some cases, injury. In addition, some research suggests older parents, environmental pollution, and even pesticides.

Some Kids "Outgrow" Their Autism Diagnoses:

Quite a few children who are diagnosed with autism at a very young age are no longer diagnosable with autism by the time they’re school-aged. The reasons for this are controversial, and range from the possibility of misdiagnosis to ordinary maturation to claims of a cure through behavioral, developmental and/or biomedical interventions. Whatever the reasons, many children who are diagnosed with autism as toddlers will not be diagnosable by the time they're in fifth grade.

There's No Window of Opportunity for Treating Autism:

Early intervention (diagnosis and treatment prior to age three) is very helpful indeed, but there is no “window of opportunity” that slams shut at a certain age. Thus, even children who are diagnosed later or receive less early intervention may do quite well in the long run. The "now or never" approach to autism treatment is a result of media hype -- not research findings. Early intervention does, however, provide a now-or-never opportunity to allow non-verbal children to develop some kind of useful tool for communication (picture cards, signs, or even spelling boards).

Even a Cure May Not Be a Cure:

There is no official “cure” for autism. In fact, researchers like Dr. Susan Levy at Children’s Hospital of Philadelphia argue that even when a young child is no longer diagnosable on the autism spectrum, he is probably still autistic. Issues that may not be of significance for a preschooler (e.g., executive functioning, picking up on complex social cues, etc.) may loom quite large as a child moves through the grades.

Late Talking is Not the End of the World:

Late talking is not an indication of a poor prognosis. Even if a child is not yet verbal at age three or four, she may still do very well in the long run.

Kids with Autism Aren't Always Visual Thinkers:

Children with autism may or may not be visual thinkers. Thus, school programs designed with visual thinking in mind may or may not be appropriate for any individual child with autism.

No One Knows Which Treatments Work for Which Kids:

After many years of research, we still don’t know which treatments are most effective for which children -- or whether one treatment is more effective than another. Behavioral interventions are the best-researched treatments for autism, but even top scientists acknowledge that developmental interventions may or may not be equally useful for any given child. Meanwhile, only two drugs -- Risperdal and Abilify -- have been approved for use with children on the autism spectrum, and neither addresses “core” issues of autism (social/communication deficits).

What Are the Different Names for Autism Spectrum Disorders?

By Lisa Jo Rudy, About.com Guide

Autism is a "spectrum disorder," meaning you can be a little autistic or very autistic. But the diagnoses within the autism spectrum aren't clearly named, nor are the symptoms always the same even within the same diagnosis. What's worse, terms like "severe autism," "mild autism" and "high functioning autism" aren't true diagnoses at all - they're just descriptive terms to help parents and teachers better understand a child's status on the autism spectrum.

What Is the Autism Spectrum?

The "autism spectrum" describes a set of developmental delays and disorders which affects social and communication skills and, to a greater or lesser degree, motor and language skills. It is such a broad diagnosis that it can include people with high IQ's and mental retardation - and people with autism can be chatty or silent, affectionate or cold, methodical or disorganized. "Autism Spectrum" is also another, less formal term to describe the Pervasive Developmental Disorders.

Official diagnoses within the autism spectrum are autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), Asperger syndrome, Childhood Disintegrative Disorder and Rett Syndrome.

What Are Pervasive Developmental Disorders?

"Pervasive Developmental Disorder" is a formal term that means exactly the same thing as the less formal "autism spectrum disorder." As with the autism spectrum, the group of disorders described as pervasive developmental disorders includes autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), Asperger syndrome, Childhood Disintegrative Disorder and Rett Syndrome.

What Is Asperger Syndrome?

Asperger syndrome describes individuals at the highest-functioning end of the autism spectrum. Unlike other autism spectrum disorders, Asperger syndrome is often diagnosed in teens and adults. People with Asperger syndrome generally develop spoken language in the same way as typically developing children, but have a tough time with social communication. These difficulties that become more obvious as they get older and social expectations rise. Because people with Asperger syndrome are often very intelligent - but "quirky" - the disorder is sometimes nicknamed "geek syndrome" or "little professor syndrome."

What Is Mild Autism?

The term "mild autism" is not an official diagnosis. It's simply a more descriptive term than "Asperger syndrome" or "autism." Generally speaking, when people use the term mild autism they are referring to individuals whose symptoms fit an autism spectrum diagnosis, but who has strong verbal skills and few behavioral issues. Those individuals may, however, have significant problems with social communication. They may also have problems coping with too much sensory input (loud noise, bright lights, etc.).

What Is High Functioning Autism?

Like "mild" autism, high functioning autism (sometimes shortened to HFA) is a made-up term that's become more and more commonly used. HFA is a tricky term, because it can be hard to distinguish a person with HFA from a person with Asperger syndrome. The official distinction is that people with HFA had or have speech delays, while people with Asperger Syndrome have normal speech development. But there may also be very real differences in terms of social awareness, personality characteristics, and other traits. The jury is still debating the fine distinctions.

What Is PDD-NOS?

"Pervasive Developmental Disorder Not Otherwise Specified" is a mouthful of words that are often applied to people on the autism spectrum. It describes individuals who don't fully fit the criteria for other specific diagnoses, but are nevertheless autistic. Unfortunately, there is no easy way to define the symptoms of PDD-NOS, which may range from very mild to very severe. As a result, the term is rarely used outside of practioners' offices. Most parents, therapists and teachers prefer to use more descriptive (though less official) terms to describe their children, students and patients with PDD-NOS.

What Is Severe Autism (Autistic Disorder)?

Severe autism is officially termed autistic disorder. It goes by many other names, though, including profound autism, low functioning autism, or classic autism. People with autistic disorder are often non-verbal and intellectually disabled, and may have very challenging behaviors.

What Is Rett Syndrome?

Rett syndrome is a genetic disorder that affects only girls. It is the only one of the autism spectrum disorders that can be diagnosed medically (so far). Girls with Rett syndrome develop severe symptoms including the hallmark social communication challenges of autism. In addition, Rett syndrome can profoundly impair girls' ability to use their hands usefully.

Top 10 Treatments for Autism

By Lisa Jo Rudy, About.com Guide

As you start to dig deeply into the literature on autism treatments, you'll find dozens of available options. Which are the "best" treatments? As the professionals will tell you over and over again, every child's needs are different. The treatments described in this article are among the best known, best researched, and most likely to produce positive results.

1. Applied Behavioral Analysis (ABA)

Applied Behavioral Analysis (ABA)is the oldest and most fully researched treatment specifically developed for autism. ABA is a very intensive system of reward-based training which focuses on teaching particular skills. If any autism-specific therapy is offered by your school and/or covered by your insurance, this will probably be the one.

2. Speech Therapy

Almost all people with autism have issues with speech and language. Sometimes these issues are obvious; many people with autism are non-verbal or use speech very poorly. Sometimes the issues relate not to articulation or grammar but to "speech pragmatics" (the use of speech to build social relationships). Across the board, though, speech and language therapy is likely to be helpful for people with autism.

3. Occupational Therapy

Occupational therapy focuses on building daily living skills. Since many people with autism have delays in fine motor skills, occupational therapy can be very important. Occupational therapists may also have training in sensory integration therapy - a technique which may help autistic people manage hypersensitivity to sound, light, and touch.

4. Social Skills Therapy

One of autism's "core deficits" is a lack of social and communication skills. Many children with autism need help in building the skills they need to hold a conversation, connect with a new friend, or even navigate the playground. Social skills therapists can help out setting up and facilitating peer-based social interaction.

5. Physical Therapy

Autism is a "pervasive developmental delay." Many autistic people have gross motor delays, and some have low muscle tone (they're unusually weak). Physical therapy can build up strength, coordination, and basic sports skills.

6. Play Therapy

Strange as it may sound, children with autism need help learning to play. And play can also serve as a tool for building speech, communication, and social skills. Play therapists may have training in particular therapeutic techniques such as Floortime or The Play Project - or they may incorporate play therapy into speech, occupational or physical therapy.

7. Behavior Therapy

Children with autism are often frustrated. They are misunderstood, have a tough time communicating their needs, suffer from hypersensitivities to sound, light and touch ... no wonder they sometimes act out! Behavior therapists are trained to figure out just what lies behind negative behaviors, and to recommend changes to the environment and routines to improve behavior.

8. Developmental Therapies

Floortime, Son-rise, and Relationship Development Intervention (RDI) are all considered to be "developmental treatments." This means that they build from a child's own interests, strengths and developmental level to increase emotional, social and intellectual abilities. Developmental therapies are often contrasted to behavioral therapies, which are best used to teach specific skills such as shoe tying, tooth brushing, etc.

9. Visually-Based Therapies

Many people with autism are visual thinkers. Some do very well with picture-based communication systems such as PECS (Picture Exchange Communication). Video modeling, video games and electronic communication systems also tap into autistic people's visual strength to build skills and communication.

10. Biomedical Therapies

Biomedical treatments may include pharmaceuticals, but most often biomedical treatments for autism are based on the Defeat Autism Now! (DAN!) approach to autism therapy. Doctors trained in the DAN! "protocol" prescribe special diets, supplements, and alternative treatments. None of these treatments have been approved by the FDA or CDC, but there are many anecdotal stories of positive outcomes.

03 October 2009

Intervention at 6yrs/5mos to 7yrs/1month

1 comment:

Autistic Trait: Very good at puzzles

Ridgeview Moms

Special Daddies and Special Children