We hadn't been moved in long, still a few moving boxes strewn through our little apartment waiting patiently to be unpacked. I was sitting, wasting time I'm sure, and I began to hear a little sound.
I stopped and initially thought it was part of Sam's favorite cartoon (Yo Gabba Gabba), and then I hear it. "Beaty, Beat, Beat, Beaty, Beat, CLAP! CLAP!", then I hear my boy's little 3 year old hands slap together with the tune. Time stood still for a second and I felt the tears in my eyes and a smile fill my face and I just closed my eyes for a moment and listened. I slowly got up and walked to his room, resisting the urge to run so I didn't miss it, and there he was, sitting with his favorite book in a t-shirt and a pull-up on a lazy Saturday afternoon, watching his favorite cartoon and clapping with the song.
He was not in an ABA session, there was no therapist with an outstretched hand holding a snack. There was not a furrowed brow, there were no tears, not one shred of the hard work he did to find this moment on his little face. This was simply our 3 year old little Sam enjoying being 3, imitating his favorite cartoon with the happiest little smile. I am SO incredibly proud of you my sweet boy.
Showing posts with label ABA Therapy. Show all posts
Showing posts with label ABA Therapy. Show all posts
Saturday, May 7, 2011
Monday, April 18, 2011
The ARD Meeting
Today we had Sam's ARD meeting. I have to say it went SO much better than expected. I came in with three typed pages of revisions to Sam's IEP , with a stapled copy for each person in attendance which included a picture at the very front of our sweet boy. I had my tape recorder ready and Carley from BWF with us for back-up. I haven't been this prepared since I gave birth, ha! Now I know why God made me so anal-retentive about things for all of these years. For Sam.
Everyone there was very receptive, respectful and kind. They could not promise that the only teaching method used would be applied behavior analysis with discrete trial training (which was the first thing I requested), but they did give us a list of all of the methodologies that they did use..which happened to all be ABA methods...hmm? I won't go over each revision that I requested, but I have attached a copy so that you can get a general idea of what I did. I am not going to post Sam's assessment from his school or his ARD paperwork from the school but if you have any specific questions about that, e-mail me and I would be happy to share and to help you in any way that I can.
We reached the end of Sam's ARD meeting with the decision that all of the goals discussed would be on the table still starting next fall and that additional revisions ( pending a new assessment at the start of the next school year) would be added to his final IEP prior to us signing. In my previous post I discussed how we did not feel that the school had been teaching Sam properly. This being so, we decided to pull him out of the PPCD program for the last month of the school year and start him in a smaller class with a new teacher in the fall so that Sam would have more one to one time. Also, after some major consideration between my husband and I and discussion with Tracy & Carley at BWF, we decided that Sam was not ready for group instruction. We also increased Sam's days at BWF from 3 days per week to 5 days per week.
If you are approaching the ARD process with your child I hope that my information can in some way help you. First and foremost know that you are an equal part of the ARD meeting for your child. You DO NOT have to sign your child's IEP if you do not agree with it or understand it. The school does not have to say yes to what you are asking for, but you have the right to ask and to be heard. Get a book or two on the ARD/IEP process, I would suggest
(Wrightslaw: All About IEPs ISBN: 978-1-892320-20-9) by Pete Wright, Pam Wright, and Sue O'Connor ), read about the ARD process on this website: http://wrightslaw.com/ , read the IDEA, in fact study it. Scour over each page of information that you receive from your child's school pertaining to their ARD meeting. Show-up with a smile on your face and politely wage war with the school if you need to. Don't go in the meeting with hostility, your child may have an amazing and receptive school staff, but get that artillery ready if you need it. It is your job as your child's parent to fight for them. I know that it shouldn't be so HARD for parents of children with autism...but it is. As my Mom would say, we've just got to "suck it-up!" ha! You will feel overwhelmed but one look at your child will make it all worth while. Good luck.
My revisions:
IEP Revisions, Additional Goals & comments For Sam
1. All Teaching & Instruction for Sam by his Teacher/Aides/Therapists use Applied Behavior Analysis with Discrete Trial Training Methodology. In which his Teacher/Aides/Therapists should be trained by a BCBA that practices ABA with DTT.
2. A 1:1 Aide be provided to Sam for any event outside of the classroom.
3. A Minimum of 80% Mastery on all of Sam’s 36-wk goals except goal #7, which should be 100%.
4. Add Matching goals, Sorting goals and Imitation goals
5. Toilet Training goal, using backward chaining method:
Suggestion: use picture schedule in bathroom for each step for Sam using digital photos of each step as he responds better to photos of “real” things
example:
1. go to bathroom, 2. pull down pants, 3. sit on the potty,
use the potty 5. wipe, 6. stand up, 7.pull up pants 8. flush toilet (wash hands may be added as a separate program)
Full physical prompt through all steps, working backwards to first master “step 8, flush toilet” once each step is mastered at a minimum of 80%, prompting should fade from full physical prompt to partial physical prompt then to independence.
Short Term:
take Sam to the toilet every 30 to 40 minutes using backward chaining, provide book/toy while on toilet
-suggestions for specific short term goals for toileting?
6. Specifically add PECS to goal #9. Goal #1 No verbal prompting.
short term: Full physical prompt with 5 or less prompts, moved to partial physical prompt while using picture schedule
36 week goal, independence, min. 80% mastery.
7. Goal #2 Change visual regard to eye contact goal. Suggestion: state: “Sam”, upon hearing his name Sam should respond by looking up into the teacher’s eyes.
Short term suggestion:
1.) 1-3 seconds with a distractor
2.) 3-5 seconds with a distractor
3.) 5-7 seconds with a distractor
4.) 7-10 seconds with a distractor
Offer verbal praise and tangible reinforcer (parent provided food or highly preferred book or toy)
error correction: hold reinforcer to Sam’s eye level and teacher can fade reinforcer behind their head and sustain eye contact.
8. All speech and occupational therapy services should be provided to Sam 1:1, using direct instruction only from his SLP and OT. at a minimum of 30 min. 1X per week. (1080 min. over 36- weeks for speech therapy and 1080 min. over 36 weeks for Occupational therapy)
9. Add extended year services. It is recommended by Sam’s developmental pediatrician that he receive extended year services and we have seen a regression in skills if his programs are stopped for any duration at his current therapy.
10. Goal #3 Master a min. of 80%
short term:
1.) scribble with crayon, remove “when a crayon is placed in his hand” Sam can independently pick-up a crayon and scribble, so placing it in his hand would be a step backwards for him.
scribbling for 5 or more seconds is a great goal, perhaps add scribbling on a coloring book picture.
add 2.) cutting with scissors, 3.) gluing
11. (side note)That we be notified via phone immediately of any tantrums, attempts to bite, excessive crying or any disruptive behaviors. Sam only exhibits these behaviors when he is extremely distressed (as in his previous speech & OT therapies with ECI ----
and ---- Carrollton because aba with dtt was not being used and Sam was not understanding.) Once we, as Sam’s parents, are made aware of a situation we can offer solutions and work as a team with Sam’s teacher/aides/therapists and be welcomed to observe as well in an effort to help Sam.
12. Goal #4
Must be 5 out of 5 days. allowing Sam 2 days of “non-functional” play will only set him back tremendously and cause regression at school. Toys should always be age appropriate.
short term:
1.) shape sorter
2.) String beads
3.) Mr. Potato head
Change toy every 9 wks, or once toy has been mastered at a minimum of 80%
13. Goal #5
Please list specific tasks in Sam’s IEP
at a mastery min. of 80%
14. No verbal prompting- 36 wk goal: Independent with no prompt, only use visual schedule or PECS.
-change to physical prompting using picture schedule for each step, Mrs. -----suggested using digital photos of Sam doing each step . Short term: 5 or less physical prompts, Full physical prompts faded to partial physical prompt
15. Goal #7 36 wk goal: Independent at 100% mastery with no prompts
Short term: Full physical prompt faded to partial physical prompt
16. (side note included) define appropriate responses.
short term:
1.) not really a functional life skill for Sam, perhaps change this to specifically incorporate a school activity, Mrs. --- suggested when having Sam respond to a bell when it is time to go back inside the classroom. I think that this would also be helpful to have Sam understand that playground time is over and to not get upset when he needs to leave or at least to provide the understanding for him
as this is mastered at 80%, a different task should be chosen for this.
2.) responding to his name should use the eye contact program aforementioned.
3.) List specific routines that Sam will work on in IEP
4.) remove, this only gives Sam a 50/50 chance of choosing
5.) great only use 3 objects or more, never just 2.
Everyone there was very receptive, respectful and kind. They could not promise that the only teaching method used would be applied behavior analysis with discrete trial training (which was the first thing I requested), but they did give us a list of all of the methodologies that they did use..which happened to all be ABA methods...hmm? I won't go over each revision that I requested, but I have attached a copy so that you can get a general idea of what I did. I am not going to post Sam's assessment from his school or his ARD paperwork from the school but if you have any specific questions about that, e-mail me and I would be happy to share and to help you in any way that I can.
We reached the end of Sam's ARD meeting with the decision that all of the goals discussed would be on the table still starting next fall and that additional revisions ( pending a new assessment at the start of the next school year) would be added to his final IEP prior to us signing. In my previous post I discussed how we did not feel that the school had been teaching Sam properly. This being so, we decided to pull him out of the PPCD program for the last month of the school year and start him in a smaller class with a new teacher in the fall so that Sam would have more one to one time. Also, after some major consideration between my husband and I and discussion with Tracy & Carley at BWF, we decided that Sam was not ready for group instruction. We also increased Sam's days at BWF from 3 days per week to 5 days per week.
If you are approaching the ARD process with your child I hope that my information can in some way help you. First and foremost know that you are an equal part of the ARD meeting for your child. You DO NOT have to sign your child's IEP if you do not agree with it or understand it. The school does not have to say yes to what you are asking for, but you have the right to ask and to be heard. Get a book or two on the ARD/IEP process, I would suggest
(Wrightslaw: All About IEPs ISBN: 978-1-892320-20-9) by Pete Wright, Pam Wright, and Sue O'Connor ), read about the ARD process on this website: http://wrightslaw.com/ , read the IDEA, in fact study it. Scour over each page of information that you receive from your child's school pertaining to their ARD meeting. Show-up with a smile on your face and politely wage war with the school if you need to. Don't go in the meeting with hostility, your child may have an amazing and receptive school staff, but get that artillery ready if you need it. It is your job as your child's parent to fight for them. I know that it shouldn't be so HARD for parents of children with autism...but it is. As my Mom would say, we've just got to "suck it-up!" ha! You will feel overwhelmed but one look at your child will make it all worth while. Good luck.
My revisions:
IEP Revisions, Additional Goals & comments For Sam
1. All Teaching & Instruction for Sam by his Teacher/Aides/Therapists use Applied Behavior Analysis with Discrete Trial Training Methodology. In which his Teacher/Aides/Therapists should be trained by a BCBA that practices ABA with DTT.
2. A 1:1 Aide be provided to Sam for any event outside of the classroom.
3. A Minimum of 80% Mastery on all of Sam’s 36-wk goals except goal #7, which should be 100%.
4. Add Matching goals, Sorting goals and Imitation goals
5. Toilet Training goal, using backward chaining method:
Suggestion: use picture schedule in bathroom for each step for Sam using digital photos of each step as he responds better to photos of “real” things
example:
1. go to bathroom, 2. pull down pants, 3. sit on the potty,
use the potty 5. wipe, 6. stand up, 7.pull up pants 8. flush toilet (wash hands may be added as a separate program)
Full physical prompt through all steps, working backwards to first master “step 8, flush toilet” once each step is mastered at a minimum of 80%, prompting should fade from full physical prompt to partial physical prompt then to independence.
Short Term:
take Sam to the toilet every 30 to 40 minutes using backward chaining, provide book/toy while on toilet
-suggestions for specific short term goals for toileting?
6. Specifically add PECS to goal #9. Goal #1 No verbal prompting.
short term: Full physical prompt with 5 or less prompts, moved to partial physical prompt while using picture schedule
36 week goal, independence, min. 80% mastery.
7. Goal #2 Change visual regard to eye contact goal. Suggestion: state: “Sam”, upon hearing his name Sam should respond by looking up into the teacher’s eyes.
Short term suggestion:
1.) 1-3 seconds with a distractor
2.) 3-5 seconds with a distractor
3.) 5-7 seconds with a distractor
4.) 7-10 seconds with a distractor
Offer verbal praise and tangible reinforcer (parent provided food or highly preferred book or toy)
error correction: hold reinforcer to Sam’s eye level and teacher can fade reinforcer behind their head and sustain eye contact.
8. All speech and occupational therapy services should be provided to Sam 1:1, using direct instruction only from his SLP and OT. at a minimum of 30 min. 1X per week. (1080 min. over 36- weeks for speech therapy and 1080 min. over 36 weeks for Occupational therapy)
9. Add extended year services. It is recommended by Sam’s developmental pediatrician that he receive extended year services and we have seen a regression in skills if his programs are stopped for any duration at his current therapy.
10. Goal #3 Master a min. of 80%
short term:
1.) scribble with crayon, remove “when a crayon is placed in his hand” Sam can independently pick-up a crayon and scribble, so placing it in his hand would be a step backwards for him.
scribbling for 5 or more seconds is a great goal, perhaps add scribbling on a coloring book picture.
add 2.) cutting with scissors, 3.) gluing
11. (side note)That we be notified via phone immediately of any tantrums, attempts to bite, excessive crying or any disruptive behaviors. Sam only exhibits these behaviors when he is extremely distressed (as in his previous speech & OT therapies with ECI ----
and ---- Carrollton because aba with dtt was not being used and Sam was not understanding.) Once we, as Sam’s parents, are made aware of a situation we can offer solutions and work as a team with Sam’s teacher/aides/therapists and be welcomed to observe as well in an effort to help Sam.
12. Goal #4
Must be 5 out of 5 days. allowing Sam 2 days of “non-functional” play will only set him back tremendously and cause regression at school. Toys should always be age appropriate.
short term:
1.) shape sorter
2.) String beads
3.) Mr. Potato head
Change toy every 9 wks, or once toy has been mastered at a minimum of 80%
13. Goal #5
Please list specific tasks in Sam’s IEP
at a mastery min. of 80%
14. No verbal prompting- 36 wk goal: Independent with no prompt, only use visual schedule or PECS.
-change to physical prompting using picture schedule for each step, Mrs. -----suggested using digital photos of Sam doing each step . Short term: 5 or less physical prompts, Full physical prompts faded to partial physical prompt
15. Goal #7 36 wk goal: Independent at 100% mastery with no prompts
Short term: Full physical prompt faded to partial physical prompt
16. (side note included) define appropriate responses.
short term:
1.) not really a functional life skill for Sam, perhaps change this to specifically incorporate a school activity, Mrs. --- suggested when having Sam respond to a bell when it is time to go back inside the classroom. I think that this would also be helpful to have Sam understand that playground time is over and to not get upset when he needs to leave or at least to provide the understanding for him
as this is mastered at 80%, a different task should be chosen for this.
2.) responding to his name should use the eye contact program aforementioned.
3.) List specific routines that Sam will work on in IEP
4.) remove, this only gives Sam a 50/50 chance of choosing
5.) great only use 3 objects or more, never just 2.
Sunday, November 28, 2010
Thanksgiving
On November 15, 2010 we started ABA (Applied Behavioral Analysis) therapy with The Brent Woodall Foundation. It has certainly been a journey in getting there! We want to give the biggest thank you to God in answering the prayers of our family, church family and friends and for hearing me on the day I spent praying literally on my knees. We are also beyond thankful to Masonic Children & Family Services Of Texas for taking the time to review our grant application and reading my letter (see below) not only using your eyes but also your hearts. My grandfather, who we called Papaw Buck, was a Mason and placing his name along with other members of my family that were/are Masons on our grant application definitely helped this process as well. My grandfather's initials are S.A.M and he belonged to The Sam Todd Lodge...coincidence? I think not. Thank you Papaw from the bottom of my heart, I wish that you could give Sam one of your big hugs and kisses. I know that he would absolutely ADORE you just as I always did. I miss you every day. Because of God, my Grandfather, an amazing family and MCFS Sam is finally getting the therapy that he needs.
With each day at The BWF Sam is improving. I am literally beaming with pride for him every session. On November 15th Sam imitated by patting the table, he matched with nesting bowls, he put blocks in a bucket and not only that he went home that afternoon and helped me put-away his toys. He learned this skill after one session. I began to understand that phrase that many parents of typically developing children use: "It's crazy how fast he is learning, he's like a sponge!"...this phrase use to almost hurt me inside, it's hard to describe unless you have experienced it yourself. For me it was very much a feeling coupled with guilt because I had failed to teach my child, because I had failed to find the best way to help him learn. It was NEVER a feeling towards Sam of "why can't you be like this child" NEVER. So finding Sam's window of learning has been amazing it makes me feel like I am doing my job as his Mother. If you are a parent with a child that has developmental delays or that has autism then you truly understand how important this day was for us as parents.
Each day to follow Sam has improved. He is following one-step commands such as "give me five" and "throw this away". The day after Thanksgiving I sat down with my son and we had our very first Mommy & Sam ABA session. It was such a moment of empowerment for me to have the knowledge, thanks to the BWF parent-training program, to teach my precious child. I was at my Dad's for Thanksgiving weekend and Sam's Gigi helped with one of his programs. They were working in the kitchen and watching, rest assured watching proudly, as Sam worked through the steps of his program. We got to the program to work on Sam's "Imitation" skill, which he has struggled with and I asked him to "do this" and I patted the table and he looked at me and he imitated for them all to see. Everyone clapped and yelled for him and I continued, as I have, to beam with pride.
For myself and my husband Sam's progress is like Christmas & Thanksgiving all wrapped into one. Would "proud" even be an appropriate word for how we feel about Sam's progress? As many words as I always seem to have to express my feelings...this has made me feel speechless at times...and left me in a constant state of Thanksgiving. A state of Thanksgiving to God, to my child for showing me Holland and a family that sees past the Autism and always sees our Sam.
My letter to MCFS
For myself and my husband Sam's progress is like Christmas & Thanksgiving all wrapped into one. Would "proud" even be an appropriate word for how we feel about Sam's progress? As many words as I always seem to have to express my feelings...this has made me feel speechless at times...and left me in a constant state of Thanksgiving. A state of Thanksgiving to God, to my child for showing me Holland and a family that sees past the Autism and always sees our Sam.
My letter to MCFS
October 11, 2010
Dear Masonic Children & Family Services;
My name is Tiffany Carter, I am Sam’s Mom. I know that a personal letter isn’t part of this process, but I wanted all of you to get to know Sam and our family and to know what you helping us would mean to us all, but mostly our precious little boy Sam.
The best day of our lives began the moment we knew we were having our little baby, that God had given us the gift of a precious little soul. Sam was born on 3-4-2008, completely perfect, and we felt like the luckiest 2 people on the planet. As we watched Sam grow we learned so much about our child. As a baby we learned that he was hot- natured, a heavy sleeper, a constant smiler and irresistibly cute. As Sam grew into a toddler and began walking at 15 months, we noticed that he loved Sesame St. , peanut butter sandwiches, to hear us sing, being tickled, giving the best hugs and kisses and everything to do with being outside. We also began to notice that he did not seem to know his name, didn’t show any interest in other children, never pretend played or brought things to show us and often seemed to be in his own world. While this was happening we couldn’t help but see that while other children Sam’s age were talking, Sam was barely babbling.
On November 12, 2009 all of our lives changed. Sam was diagnosed with Autism, specifically PDD-NOS (pervasive developmental disorder-Not otherwise specified). Our Sam was only 20-months old at the time and initially we were shocked. Sam was so little for such a big diagnosis. I asked God,“why Sam?”,“why does his life have to be harder when this world is already hard enough?” I questioned myself as a Mother and wondered if I had done something to cause Sam’s autism. We were devastated. I ask you to please understand though that we have never for a moment looked at our little boy’s face and felt any less than lucky and blessed to have him. We know that God gave Sam to us because he knew we were the right parents for him and that Sam was the right child for us.
Over the past 11 months we have experienced grief, denial, anger and finally acceptance. Acceptance that Sam has autism but never acceptance that the autism will define Sam and never accepting that he cannot be helped. We know that God has given us the great honor of raising such a special little boy and that we must find a way to give him the help that he deserves. During these past 11 months we have been fighting for our child. Searching for the right therapies, reading everything we can on how best to teach him, calling everyone we can for information. And also feeling helpless and heartbroken when all the best care and therapy that our child needs seems to be just out of our reach.On October 6, 2010 we brought Sam in for an assessment with the Brent Woodall Foundation for Exceptional children. Over a 3-hour period, while using Applied Behavioral Analysis (ABA) methods the therapists were able to guide Sam from a tantrum and trying to bite them to getting him to point, give them high-fives, nest bowls and put shapes in a bucket. We have had Sam in speech and occupational therapy using sensory integration methods for 11 months and have not seen the progress that we did that day. I cannot describe the wonderful feeling that we had. Perhaps hope, relief even, that we had found Sam’s window, that we had found a place that knew how to help our Sam.
At the end of the assessment however came the feeling of helplessness...and for me the feeling that I was letting down my child, that I was not doing the job God had tasked me with. That I was not helping him all because we could not afford it. That my child wasn’t getting the help he deserved because we as parents had fallen short in offering the right financial support for our son.
Sam deserves and needs this therapy and we pray that we have found a way to help him and that God will show us the work we must do to make that possible for our child. We wholeheartedly thank you for considering Sam and for taking the time to read this letter.
Sincerely The Carter Family
Jonathan,Tiffany & Sam
Subscribe to:
Posts (Atom)