Posts Tagged ‘non verbal’

Balancing “Can” and “Cannot”

Wednesday, January 18th, 2012 by by

This little boy, I think, is always going to keep us guessing.

The first question may be – what on earth?

John and I have spent a few years, now, trying to figure out just how to parent this child…and many days, I feel like I’m still at a loss. It’s hard to know when to challenge what we know are his abilities and when to cater to what we know are his inabilities. It would be easier, by far, just to write off some things and let the status quo stand, but that’s not what we want for him. Stagnating and not pushing themselves isn’t what we want for any of our children. That being said, we know that Danny, in some areas, is more of a 2 year old than a 3 year old…but the trick is, many of those areas are disappearing. Rapidly. And then you have the areas where he’s more of a 4 year old, or older. (The other day, he read the first 2 sentences of the snowman poem that was sent home for Eric to read as homework. Um, what? “This is snowman happy,” the paper said, so Danny cheerily looked at it and announced, “Ih ish oh-am AH-ee!” And I assure you, it translated much better aloud than in writing.)

I try to meet him at his level, but sometimes that’s so hard to find! (more…)


Picture Exchange

Monday, May 30th, 2011 by by

I’ve been making some references to PECS (Picture Exchange Communication System) lately, and I figured I’d give a good look at that! This website gives a fairly good look at the system, as well as a success story of the child using it. 1000 words? WOW. I can only hope!

What a PECS is is a collection of pictures, readily available to the child, that they can use to exchange for what they want. It’s used as an alternative communication method for non-verbal kids who don’t show a lot of aptitude for sign (like, say, Danny refusing to sign at all). The child can choose a picture out of the book and hand it to someone (a parent, a caregiver, a teacher), and after modeling the correct words for the item and giving a moment of wait time for the child to (hopefully) mimic, they get the goods. If Danny comes to me wielding his ‘milk’ card, he places it in my hand, I show it to him and say “milk!” and wait. Sometimes he echos “ilk!” and sometimes he doesn’t. Either way, I nod. “All right, milk!” And I get him some milk.

About…oh, not quite a week ago, we received our little binder from school. It’s a duplicate of what he uses in class, with a few different cards in it to mirror things he likes at home versus things he uses at school. It skips stuff like “fish toy” (since we don’t have one of those) but includes local favorites such as “iPod,” “Pop Tart,” and “Hex Bugs.” The beginning stages of using a PECS is to offer only one or two choices, so the child isn’t overwhelmed. Slowly, you build the field, and then (more…)

Danny and the iPod – Learning Through Play

Monday, May 23rd, 2011 by by

Since the day Danny got his hands on my iPod (aka, the day I finally gave in), Danny has adored the thing. Now, this is not overly strange in any way… Both of my kids are very technologically inclined, and honestly, they both love to play on it. The thing that makes it worth noting with Danny, though, is that it’s almost like a security blanket to him.

At first, it was like my dirty little secret. I mean, when it comes to parenting most kids, as far as I’m concerned, things like the computer, ipod, etc, should be limited. It certainly should be embraced – it’s a part of the technology that defines our society these days – but it shouldn’t be an hours and hours on end kind of thing. Eric self-limits himself even further than we limit him a lot of the time; he is allowed a certain amount of time each evening on the computer, and often he shuts it off halfway through. Danny… Well, Danny would go all day long, probably, if we let him.

The thing about it is, though, is that he’s actually getting something out of it. He carries the iPod around sometimes with the clock running, and instead of doing other sensory seeking stuff like tearing his ears off and rolling around on the floor, he just looks at it now and then. The numbers scrolling by give him whatever it is he needs, and he goes back to playing or whatever else it was he was doing. He won’t be actively engaged with the iPod, but (more…)