Into the Penetrable Walls of Miggy

04 March 2012

Panagbenga 2012 Photography Workshop/Contest

Hi, readers!

This is the second time Miggy joined the photo workshop here in Baguio City but the big twist is: it's not only a basic photo workshop, it's a photo contest!

Around 25 special children participated in the event. Their works will be exhibited this month (March 2012) at the SM Baguio.

Luckily, Miggy was mentored by two of Baguio Photographers Club's best, namely Miss Eliza Consul and Mr. Lino Tabangin.

The following are just a few of his shots.

13 February 2012

Living a Normal Life

Just like any other nine-year-old, Miggy joins the sack race, surfs the net, plays online games, reads and exchanges text messages, does homeworks, builds roads and bridges, loves stickers, paints and colors, and smiles and poses for a picture. Witnessing all these, sometimes I forget that he has autism.

27 January 2012

Miggy and his priest friend, Father Chigo.

Instantly, they became friends.

"Where's the priest?" Miggy said, his eyes roaming, searching for a man in ankle-length white clothing. Seeing no one fitting his mind's description of a priest, he approached a saintly-looking man with the warmest smile and the most soulful eyes, and said, "Bless," and reached for the man's hand.

"God bless you," Father Chigo blessed his new friend.

24 January 2012

"Oh no! It's an accident!"

01 January 2012

A Letter to Santa

My first born, now 17-year-old Clarisse, yearly every December would write a letter to Santa asking for gifts on Christmas Day. How I wish Miggy could do that too.
Here's what I did. I fabricated some kids' Santa letters, printed them out with fanciful borders for a more come-on effect, made him read each one to give him an idea. He took out a toy catalogue from his drawer and searched for things he wanted to have. Voila! His first letter to Santa!

Shown above is Miggy's letter to Santa.

....And here below is my letter to Santa:

Dear Santa,

I couldn't think of anything else to ask you this Christmas because you have given me too much already and I couldn't ask for more. I just want to thank you for not giving up on Miggy. Thank you ever so much for ceaselessly ringing your bells that he could now hear them. May your bells continue to chime and be heard and believed in like they did for me when I was a child.

Believingly Yours,

Miggy's Mom

23 December 2011

Three Basic Needs Homework

Shown in these photos is Miggy doing his homework: The 3 Basic Needs of Humans.

15 December 2011

His LEGO Van

Here's one of his Lego creations.

05 December 2011

Miggy - Already too big for his tent, yet he finds solace there.

17 November 2011

Communication Strategy through Cellphone

Miggy at 9yrs/1month:

Two months ago, I tried another communication strategy with Miggy. I bought him a cheap cellphone with a qwerty keypad. No games, no camera but equipped with FM radio which I haven't taught him how to use yet... not yet. (Why not yet? Because he's not fond of music and he doesn't like the feel of earphones or anything that touches his ears.) I was thinking, why not teach him how to text and send messages? This will further improve his spelling and communication skills.

Here are a few samples of his text messages:

Message for his aunt:

"tita beth buy cereals fruit whirls and choco balls" Then he pressed SEND, then searched for TITA BETH in the phonebook, then he pressed SEND.

Jokingly, his Tita Beth replied: Do you like dogfood?

Miggy read the message and he told me: " I don't like dogfood!"

And I said: If you don't like dogfood, tell your Tita Beth.

Miggy texted back: "I dont like dogfood tita beth"

Then he pressed SEND.

Message for Teacher Valeree:

"teacher valeree see you on monday"

Message for Daddy:

"daddy buy pizza"

*Mostly, his text messages are buy-mes.

01 November 2011

His Very First Lollipop

Miggy at nine years old, enjoying his very first lollipop.

I s there a link between sugar and hyperactivity in children?

Hyperactivity refers to increased movement, impulsiveness, distractibility, and decreased attention span. A popular but controversial belief is that children are more likely to be hyperactive if they eat sugar, artificial sweeteners, or certain food colorings.

Some people claim that sugar (such as sucrose), aspartame (NutraSweet), and artificial flavors and colors cause hyperactivity and other behavior problems in children. Some people argue that children should follow special diets that limit the amount of sugar, flavorings, or colors they eat.

It is important to remember that activity levels in children vary with their age. A 2 year old is usually more active, and has a shorter attention span, than a 10 year old. A child's attention level also will vary depending on his or her interest in an activity. The tolerance level of the supervising adult also plays a role -- parents may be able to tolerate a highly active child at a playground in the morning, for example, better than they can at home late at night.

However, if a special diet of foods without artificial flavors or colors works for a child, it may be because that family has begun to interact with each other differently when they are following the special diet. These behavioral changes, not the diet itself, may improve the child's own behavior and activity level.

Refined (processed) sugars may have some effect on children's activity. Because refined sugars and carbohydrates enter the bloodstream quickly, they produce rapid fluctuations in blood glucose levels. This might trigger adrenaline and make a child more active. Sometimes, falling adrenaline levels bring on a period of decreased activity.

A number of studies have shown a relationship between artificial colorings and hyperactivity. On the other hand, some studies do not show any effect of colorings on children's behavior. At least for now, the effect of food colorings remains another controversial issue.

Source: www.nlm.nih.gov

15 October 2011

Framed Photos by Miggy

Miggy created these framed pictures. First, he selected a frame, then he picked a photo from an album, inserted and adjusted it into the frame. Last, he downloaded it. Voila!

20 September 2011

Counting in his Sleep

Just now, I checked on him:

"One, two, three, four, five, six, seven....." up to seventeen, he counted.

It's okay, you're not in the classroom. Go back to sleep, I whispered.

Lego Fortress

10 September 2011

Forgive

In today's Responsorial Psalm, Miggy reads:

"Lord, forgive not seven but seventy-seven times."

23 August 2011

Mainstreaming

Miggy in grade 2, mainstreaming in Ridgeview Academy of Baguio:

This is proof that children with autism could be mainstreamed in a regular classroom. Just like their regular classmates, they could perform academically. They could likewise maintain their attention and regulate their behaviors and emotions in a regular classroom setting.

Image 1 and Image 5 show "accommodations for the child's difficulties". This is what the developmental pediatrician means when he/she recommends a small population classroom setting (small pupil-teacher ratio) that accommodates the special needs of the child.

In this case, some test instructions and words were modified to a language that could be understood by the "special" child.

18 August 2011

Miggy and his bestfriend, Blessy.

16 July 2011

Hi, readers! My book will be out hopefully before the year ends. This will feature real heartbreaking stories on Autism, ADHD, Asperger Syndrome, Cerebral Palsy, Down Syndrome, Hearing Impairment, Traumatic Brain Injury, Mental Retardation, Hearing Impairment, Global Development Delay, and Arthrogryposis.

This book is not just about filling words into every page so as to come up with a thick book. This is about fitting the exact words to describe one’s anguish, letting out emotions, venting out frustrations, surviving in the most trying of times, marveling at even the littlest of victories, and believing in miracles.

Witness how these individuals attempt to penetrate what seems to be impenetrable. See how they reach the unreachable and make possible the impossible.

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.