Throwing Rocks in the Stream

There was a time when I doubted myself. Sure Beth loves to throw rocks in the stream, but, I thought, what good is this stimmy obsession? It was disconcerting to let her go so deep within herself at the stream when she was younger. Should I discontinue stream outings? She couldn’t really answer questions because she was so absorbed in throwing rocks. I wondered if I should worry about the flapping after each throw. Another problem was she kept taking swipes of water from the stream (she put her hand in the stream and then licked the water off) and there were health concerns. When the swiping became uncontrollable, we had to take a break from streaming until I figured out that chewing gum prevented her from sampling the filthy water. But we continued going after the gum discovery because it made her so happy.

I am no longer worried about our stream outings. Beth can answer questions even while throwing rocks now. She can point to things and is aware of her environment. She can absorb new information between the times she is doing her rock-throwing thing. She will pause to say cheese for pictures and I can work some other activities into the rock-throwing (e.g., feeding the ducks). Streaming relaxes her and makes her happy, and that is what the flapping is probably about.

We went to the stream yet again today, and I realized how much she is really learning now, and how far I have come as her parent and guide. What does she learn on a stream outing? Plenty…

I believe she is experimenting with sound when she throws the rocks. Listen.

I highlight language for Beth, such as prepositions, nouns, comparisons, actions. We work on following directions. I said these things today on our stream outing, and her concentration on my words was obvious: I threw a rock on the wall, your rock went in front of the wall, let’s go up on the wall, and now let’s throw rocks down off the wall. The big rocks make a low sound and the little rocks make a high sound. The ducks were eating by putting their heads under the water and look the duck is flying now. I have a thin rock that I skipping on top of the water (on the surface of the water). The big birds up there look like eagles. Let’s go on the wall, let’s go to the shore (where the land is, where the dirt is), and let’s go that way. The rock went far, oh that one didn’t go far it fell near us, that is a small rock, that is a big rock, get the clean rocks, and not those rocks because they are dirty. Stop and come back this way. Do you see the school bus? I hear the plane…where is the plane? Look a dump truck! Where is the duck? What color is the bird in the sky? Look at the stick behind you (she picks it up, laughs out loud, throws it). All the while, she is having a blast.

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Throwing rocks at the stream is also great for physical development. There was a time not too long ago she couldn’t crouch down, couldn’t hold something over her head, was unstable when walking on the rocks in the water, wouldn’t crouch and twist to get a rock. Now I see she can do so much more than she used to and it is amazing what playing in the stream has done for her.

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Yes. It is okay to play in the stream, throwing rocks over and over, and flapping after each throw. It is more than okay. It is exactly what she needs.

 

 

Adventures with Montessori and Autism: The Pink Tower, Brown Stair, and Red Rods

The Pink Tower

The pink tower is classic Montessori. It looks easy…just arrange the solid wooden blocks from big to small and make a tower. The goals are to improve fine motor control, develop visual discrimination and scanning of volumes, and gain an understanding of big versus small. There are many tall tower cardboard nesting block sets in stores and we had a set of those when Beth was younger. The problem was that Beth would only nest them and she absolutely refused to build a tower. This is one example of Beth’s “motor planning holes.” Maybe Beth’s rigidity caused her eventual motor planning limitations, or an underlying motor limitation plus the rigidity led to a further motor development issue. Even today I am not clear on what happened. But the good news (from a new motor planning perspective) is that the pink tower blocks are solid, and Beth’s only choice it to build a tower with them instead of nesting them.

The traditional approach for building a pink tower is described in the book I am using (1) and shown in this video:

The first step in the process is understanding the tower through taking it apart. Then the blocks are supposed to be placed in random fashion on the mat, so the child can use visual scanning to find the biggest, next biggest, and so on. To not randomize the blocks misses a key developmental step. But Beth insisted that she must order the blocks in a line when she placed them on the table, and telling her to “mix them up” or “just put them anywhere” didn’t help her randomize the placement. This is not Beth being stubborn…it is her inherent autistic tendency. Many kids on the spectrum are driven to line things up and order by size. One approach I used was to mix the blocks up after the fact, as shown in this video (this is an exceptionally “perfect” effort by Beth, she makes the occasional error):

After Beth had taken apart the tower many times and understood it, I used a basket storage approach that allowed Beth total independence. I put a mat on top of the blocks in the basket…this was a prompt to place the mat first before beginning the work. The mat size, slightly larger than the largest square, gave Beth a visual cue to help remind her she was to build a tower instead of line up the blocks. Beth still tended to order the blocks when she put them back in the basket, but I just randomized them at the end of the morning work so they were ready for the next session. Here is a picture of the basket/mat and a video of Beth working using the basket system independently:

Pink Tower in Basket

Pink Tower Blocks in Basket

The Brown Stair

The brown stair is used to make a horizontal step pattern, and later used to teach the concept of thick versus thin. I used the same basket approach with the brown stair as I did with the pink tower. Since Beth is driven to line things up, building the brown stair was very natural and easy for her. Here is a picture of the stair blocks in the basket and a video of Beth building the brown stair:

Brown Stair in Basket

Brown Stair Blocks in Basket

The Red Rods

The red rods are used to teach long versus short, and later alternating red/blue pattern rods that are the same sizes as the red rods are used for introductory counting. The red rods are too big to be placed in a basket, so I bought a stand on eBay which worked well. Surprisingly she tends to put them back randomly into the stand. Beth was good at finding the “next longest” or “next tallest” rod, and only makes the occasional error, but placing the first rod on the mat in the right position (upper left corner) proved to be very difficult. For now I am placing the first rod for her and reinforcing the lining up on the left side, which is also hard for her. Any time Beth has to work to create a boundary in empty space it is a challenge due to working memory problems, focusing on a part instead of a whole, and general motor planning issues. Here is a video of her completing the red rod pattern and a picture of the finished red rod pattern:

Red Rods

Red Rods

 

When to Move On…

Deciding when to move on is tougher for me than figuring out accommodations. The goal with these Montessori activities is to teach the concepts while refining motor control. But Beth’s movement is much different from a child without special needs, so getting every detail right (doing everything quietly, perfectly flowing movements) is not my biggest concern. I think I need to strike a right balance…expose her to motor plans she may have missed, allow the occasional mistake, and accept imperfection so we can move onto the language lessons she desperately needs to understand the world and communicate better with others. I am calling the pink tower, brown stair, and red rod building good enough to start the language lessons, and we are working on big/little and large/small with the pink tower, thick/thin with the brown stair, long/short and tall/short with the red rods. It is unfortunate that “large” and “little” begin with the same letter and are total opposites, because this tends to confuse Beth as she relies heavily on initial sounds to figure out words. It is the same with long and little…both start with l and are the opposite ideas (which one is the longest? Not the littlest, the longest). It will take us awhile to sort through this language issue, but the pink tower, brown stair, and red rods are exceptional teaching materials for these concepts.

________________________________________

(1) This will be a quick and poorly edited series because things are happening fast and I just want to write it all down. My daughter is almost 7 years old and we are starting the Montessori program from the beginning using this book, you tube videos, and common sense alterations. We homeschool and do other standard K activities. Montessori is an attempt to fill in developmental gaps and increase independence. See this fellow blogger’s post on the division of the work into periods as outlined in David Gettman’s book: http://thehometeacher.org/2009/03/sequencing-your-activities-more-on-montessori.html. We are starting with period 1 activities (taken from the book), with adjustments of course:

Period One

  1. Practical Activities – pouring beans between two jugs, opening and closing containers; buttoning; buckling; other simple dressing frames; carrying and laying out floor and table mats; saying please and thank you; carrying a tray; lifting, carrying, and putting down a chair, sitting down and getting up from a chair at a table; climbing up and down stairs; walking on the line; folding, hanging clothes on a hook;  brushing hair; dusting
  2. Sensorial – Cylinder blocks; pink tower; box 1 of the color tablets; presentation tray of the geometric cabinet; sensitizing the fingers; touch boards; presentation of Geometric solids; stereognostic bags presentation
  3. Language – Classified pictures exercises; speech stages – I Spy; book corner and library
  4. Math – none
  5. Culture – land and water presentation

Period Two

  1. Practical- pouring water from a jug, medium difficulty dressing frames, simple braiding, setting table, polishing surfaces, washing hands, washing cloths, scrubbing a table top, sweeping sawdust, brushing clothes, folding clothes, hanging clothes on a hanger, handling a book, scissors exchange, greeting people, kindness to visitors, being silent
  2. Sensorial- advanced cylinder blocks exercises, brown stair, red rods, boxes 2 and 3 of color tablets, geometric cabinet exercises 1-4, binomial cube, blindfold, tactile tablets, stereognostic bags exercises, sorting grains, sound boxes, preliminary presentation of bells, three stage lessons and the names of Sensorial qualities
  3. Language- classified picture exercises 3 and 4, stage 4 of I Spy, exercise 1 of single letter sandpaper letters, metal insets, frequent speech questioning
  4. Math- none
  5. Culture- Land and water exercises, first maps, places classified pictures, preliminary work for classification by leaf.

montessori book

 

Going Out to Eat

Beth and I go out to eat a lot. True it is important social skills training, but I also hate to cook, so let’s just say kiddo has had a lot of practice. When we go out for a meal now, as Katy Perry so eloquently puts it, “it’s no big deal.” No tantrums, no meltdowns, we can eat a fair number of places, and she is pretty good at waiting. But in truth it is a big deal that we can just go out to eat at a quiet restaurant or a busy one (I still avoid the really loud places). It is a big deal I brought her to breakfast with me and she occupied herself long enough to let me talk to other autism moms. It is a big deal that on a whim I decided to have Chinese food for dinner last night while hubby is traveling for work and that we just walked in, were seated next to an older couple (the only people in the restaurant), and we all enjoyed our meal without huge incident. It is BIG.

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Well, How Did I Get Here?

Yes, that was a total steal from Talking Heads Once in a Lifetime, but I really was thinking of that line while sitting at dinner with her last night. How did we get here? How is it so much easier now? Gone are the days where I am dragging a screaming, overwhelmed, frustrated kid out of a restaurant. Then I thought, what does it look like to the couple sitting next to me?  Answer: I am still working very hard and they can see that. Everything is set up for success, I am constantly anticipating and heading off things before they become issues, and throughout the meal I am talking to her to guide her through and to orient her to what is happening. Is it an accident that we went to restaurant that is dead quiet during the week, we are sitting next to an entertaining fish tank, there are white Christmas lights everywhere, and they have something on the menu I know she will eat? No. Every single accommodation and strategy I use was born out of a hell of a lot of experimentation, failure, and small steps forward. I don’t wait for problems to happen, I head them off. BUT, I don’t think this would be possible at all if we didn’t have these four things going for us:

1. Now she is generally quiet by nature and tends to withdraw instead of freak out when she begins to get overwhelmed. In short, I got lucky here. Although it makes it hard to read her signs when she withdraws as she starts to get overwhelmed, I am getting better at it. I know when she is reaching her limit with some subtle indications she gives before she just yells “go to the car!” But I’ll take “difficult to read” signs any day over what some others have to deal with. During our meals out, I always think of others I know who have great difficulty taking their kids out to restaurants. Yes, I fully appreciate how lucky I am here. Damn lucky.

2. Beth has enough language to tell me what she wants. A little language leads to negotiation, which helps waiting. No we can’t go to the car yet, we are going to get the fortune cookie and pay first. She gets that now. A little language goes a very long way to defusing outbursts and meltdowns.

2. Developmental pica is saving the day! It is not often that I thank her pica (eating non-food items like lip gloss, sand, soaps, and straight chili pepper from the pantry-yikes!), but lately her pica has been calming a bit and changing to a love of different foods and drinks. Also, thanks to the sensory reasons surrounding her pica, any warm, cold, or bubbly drink helps occupy her, as does munching on ice, so I use those all the time to help her wait while we are out to eat. For example, recently she pounded two cups of decaf coffee at a breakfast with autism moms (and they were highly amused!). She ate lots of ice last night at dinner. Diet caffeine free soda or seltzer water is a God send at places. Thank God for pica!

3. I discovered a coat helps in a restaurant. As you can see Beth is sporting a black rain coat in the picture above. Coats calm her flapping and help her sit- a discovery I finally pieced together with all our restaurant outings over various seasons. The rain coat material is the best because it is stiffer and provides some resistance when she raises her hands, so she just prefers not to flap then for competing sensory reasons (I think).

The Work is Worth It

As I was sitting with Beth last night at dinner…occasionally telling her to sit on her bottom, try munching on ice to occupy herself, telling her the food was coming soon, telling her to look at the lights and fish because it will help her wait, I eventually asked her what her favorite fish was and asked her what she was looking at. It is a wonderful thing she is starting to answer those questions and tell me what is going on in her head. I completely appreciate how far we have come.

Then a mom and her daughter come in, and the girl is a year or so younger than Beth. They sit near us and the conversation the mom has with her daughter blows me away. The language is so back and forth and so rapid. Of course I get a tinge of sadness, as always when I observe moms and daughters conversing, but now it sort of passes through. Then I launch into observation mode and take mental notes. She let her child order…my kid can order her friend rice next time. Her kid can’t keep off her knees…okay, so that part was Beth being developmentally appropriate so I will back off on that instruction. They go into more depth talking about the fish and I get some ideas about what else we can talk about. See…the work never ends. But in the end, the work is worth it.

 

Adventures with Montessori and Autism: Land and Water

When I got to the geography section and saw “land and water” I was pretty sure this lesson would be a hit. Beth loves water. I mean REALLY loves water. I would describe it both as an obsession and a useful interest. It is an obsession when we go to the park (all she wants to do is water play in streams to the exclusion of everything else and it dominates her entire attention) or anywhere we encounter fountains/ponds, etc..  But water is also an interest and a strength. Beth basically taught herself how to swim (a sort of breast stroke, see here…http://wp.me/p2OomI-111) and she is more social with other kids during swimming and some types of water play.

An Overview of Traditional Montessori Land/Water Lessons (My Interpretation)

The book I am following (1) said to just introduce this sand globe in period one and have the child explore the globe independently. Also, high-level geography terminology is introduced in period 1, such as earth (“we live on earth”), land (“land is something that is dry we can stand on”) and water (“water is something fish swim in and boats float on, etc.”).

Sand Globe

Sand Globe

 

And according to the book in period two (1), something called land water trays come after the globe presentation, where the children pour water in trays and learn where the water settles in various land/water presentations.  Many people online also use land/water sand cards to connect the sand globe to a flat surface presentation (a bridge to flat maps).

 

Land/Water Trays

Land/Water Trays

 

Land/Water Sand Cards

Land/Water Sand Cards

Eventually the children go on to name the bodies of water and land formations they explored in the trays and sand cards so they can identify features on a globe (for example, they learn isthmus, straight, gulf, island, peninsula). Also, they eventually do tons of map work, starting from continents, then countries within continents, and finally a map of the states within the U.S. (there is more, but I will stop there for now).

Sample of Land/Water Language Cards (Head over the Montessori Print shop for traditional cards and extensions).

Sample of Land/Water Language Cards (Head over the Montessoriprintshop.com for traditional cards and extensions)

With Beth’s love of water, her direct interest in and experience with certain every day bodies of water (for example, river, stream, ocean, pond, and lake), and because I felt she needed a more concrete approach to relating what she knows to the globe, I customized the lesson. So I am mixing period 1 and period 2 and modifying the land/water forms and terminology in a way that make sense for Beth.  Also, I changed the presentation order, and we explored DIY custom trays and land/water sand cards before exploring the globe (I even changed the globe to be more meaningful to Beth and to tie in better with the custom land/water cards). Why go through all this effort? Because this lesson directly relates to terminology I have been trying to teach Beth for a very long time. I want her to understand all these things she loves….ponds versus lakes versus oceans, rivers versus streams. The sensory approach and the Montessori approach are perfect for teaching her these concepts.

Our Version of Intro to Land/Water with Montessori

1. Sticking with what Beth knows and absolutely needs to know in the real world, what she needs to understand to bridge from direct experience to the globe, and thinking forward to flat map work, I settled on these target terms for land/water:

  • Continent
  • Island
  • Ocean
  • Lake
  • Pond
  • River
  • Stream

2. Custom Land/Water Trays: Many people have done the land/water trays in a DIY way to reduce cost so this was easy, because it is just clay + cheap aluminum or plastic trays + colored water. I used Crayola terra-cotta colored clay and it was messy, but she seemed to get that it was dirt/land. I combined trays to reduce the clay need. For example, we started by making a lake, poured the water off and added more clay, then made a pond. After we were finished, I poured the water off and stored the containers so we could re-use the clay. This was by far the best part of the lesson. Beth absolutely loved it!

Making a Lake

Making a Lake

 

From left to right: Ocean, Island, River

From left to right: Ocean, Island, River

Land/Water Sand Cards: There are many do it yourself options out there, such as gluing sand paper to blue paper. I had some blue paper and adhesive foam board and sand, so I opted for pressing the blue paper onto the sticky foam board for the water and then rubbing the remaining sticky foam board in sand for the land. It worked surprisingly well (sand did not come off much when Beth rubbed it), but I suggest buying a stickier brand of adhesive foam board (Try Just Stick It, because I was not happy with Elmers and there are lots of complaints online about it http://www.amazon.com/s/ref=nb_sb_noss_1?url=search-alias%3Daps&field-keywords=adhesive%20foam%20board&sprefix=adhesive+foam+boar%2Caps).

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On left pond/lake/ocean, middle river/stream, right island/continent

On left pond/lake/ocean, middle river/stream, right island/continent

Sand Globe: Beth has grandparents on Lake Michigan and she loves long car rides, where I point out every river we drive across. Unfortunately the sand globe (bought on ebay for a reasonable price) does not have the great lakes or a river in the Unites States, so I did my best to add those features with some blue paint:

Our Sand Globe

Our Sand Globe

Land/Water Language Cards (for later use, have not introduced yet): While I was at it I made the matching language cards. Basically printed out some blue background squares in Word, and got creative with sand-colored construction paper and contact paper:

Three Part Language Cards

Three Part Language Cards

Basically I just let Beth do the sand trays and stated the terminology while she was doing the exercise. I had the sand cards next to the trays and later she rubbed the sand cards. When she becomes independent with the trays and sand cards, I will move to the globe,the language cards, highlighting language in natural environments, and real pictures online to supplement.

_______________

(1) This will be a quick and poorly edited series because things are happening fast and I just want to write it all down. My daughter is almost 7 years old and we are starting the Montessori program from the beginning using this book, you tube videos, and common sense alterations. We homeschool and do other standard K activities. Montessori is an attempt to fill in developmental gaps and increase independence. See this fellow blogger’s post on the division of the work into periods as outlined in David Gettman’s book: http://thehometeacher.org/2009/03/sequencing-your-activities-more-on-montessori.html. We are starting with period 1 activities (taken from the book), with adjustments of course:

Period One

  1. Practical Activities – pouring beans between two jugs, opening and closing containers; buttoning; buckling; other simple dressing frames; carrying and laying out floor and table mats; saying please and thank you; carrying a tray; lifting, carrying, and putting down a chair, sitting down and getting up from a chair at a table; climbing up and down stairs; walking on the line; folding, hanging clothes on a hook;  brushing hair; dusting
  2. Sensorial – Cylinder blocks; pink tower; box 1 of the color tablets; presentation tray of the geometric cabinet; sensitizing the fingers; touch boards; presentation of Geometric solids; stereognostic bags presentation
  3. Language – Classified pictures exercises; speech stages – I Spy; book corner and library
  4. Math – none
  5. Culture – land and water presentation

Period Two

  1. Practical- pouring water from a jug, medium difficulty dressing frames, simple braiding, setting table, polishing surfaces, washing hands, washing cloths, scrubbing a table top, sweeping sawdust, brushing clothes, folding clothes, hanging clothes on a hanger, handling a book, scissors exchange, greeting people, kindness to visitors, being silent
  2. Sensorial- advanced cylinder blocks exercises, brown stair, red rods, boxes 2 and 3 of color tablets, geometric cabinet exercises 1-4, binomial cube, blindfold, tactile tablets, stereognostic bags exercises, sorting grains, sound boxes, preliminary presentation of bells, three stage lessons and the names of Sensorial qualities
  3. Language- classified picture exercises 3 and 4, stage 4 of I Spy, exercise 1 of single letter sandpaper letters, metal insets, frequent speech questioning
  4. Math- none
  5. Culture- Land and water exercises, first maps, places classified pictures, preliminary work for classification by leaf.

montessori book

 

Adventures with Montessori and Autism: Shapes and Solids

In the first level of Montessori (1), the children explore shapes and solids (naming and categorization occurs in later levels). The Montessori program has a geometric solids set, a flat shape set (geometric cabinet), and a metal inserts shape set for pre-writing. They all tie together nicely, but Beth doesn’t really needs to know all the geometric shapes at this point. Learning new language receptively is hard, learning new expressively language is even harder, so I am not going to torture her with learning the difference between an ellipsoid and ovoid (a point which confused even me and my husband, both engineers with a fair amount of math under our belt) and the various types of triangles in preparation for geometry. So I cut some things out of the program, and tried to preserve any shape/solids teaching that might be helpful to Beth in real life.

Geometric Solids

I bought the geometric solids set from ebay for a reasonable price. This is a fantastic video on geometric solids that explains the whole process. Remember, at level 1, the children only explore the solids as in the beginning of this video.

As you can see from the video, Montessori takes a sensory approach and later teaches language concepts that are abstract on paper worksheets for kids like Beth. These language terms can be demonstrated with the shapes: roll, stack, flat surface, curved surfaces, pointy, blunt, you get the idea. These are the solids that relate most to the real world and therefore are the ones I am teaching Beth: sphere, cube, egg-shaped (called ovoid in the Montessori system, but I am going with egg-shaped), cylinder, cone (street cones being an obvious direct application), and the pyramid (we are using the square based pyramid, like the ones in Egypt, since I keep running into pyramids with Beth for some odd reason, usually in relation to camels).

Our subset of geometric solids. The circle, square, and triangle are bases used later in the program

Our subset of geometric solids. The circle, square, and triangle are bases used later in the program

 

Beth, me, a camel, and a pyramid, 2014 (Florida)

Beth, me, a camel, and a pyramid, 2014 (Florida)

Geometric Cabinet

What I love about the geometric cabinet: the process of feeling the edge of the shape to get a true sense of the shapes and the sequencing work with cards. What I don’t like about the geometric cabinet: Too many shapes with complex names and with the control cards, cabinet, and demonstration tray it is freaking expensive $$$$$$. I decided it was just best to use the metal insets to explore flat shapes (see below). It is not strict Montessori, but I think it is the best decision for Beth. So, we are skipping the geometric cabinet.

Geometric Cabinet

Geometric Cabinet

 

Demonstration Tray

Demonstration Tray

 

Geometric Cabinet Control Chart

Geometric Cabinet Control Chart

Metal Insets

In lieu of the geometric cabinet we are using a the metal insets for learning flat shapes and I will have Beth touch the outside of the blue inset and work left to right with the insets on the stand for the level 1 sensory flat shape experience (which Beth needs because she keeps confusing square with rectangle and the names of the shapes occasionally trip her up). Officially, the metal insets are for pre-writing (they are similar to a stencil) and in the book I am following it says they are not used until level 2 (1). Still, the metal inset set has more shapes than I feel Beth needs to know at this time, and some of the names are overly complicated for a kid with language delays. So I took about half the shapes and we will do level 1 with them instead of the geometric cabinet (touching the outside of the shapes).

Here is the full metal insert set…refer to control chart in section above for true Montessori names:

Metal Insets

Metal Insets

This is the set I decided Beth should work on for flat shapes in lieu of the geometric cabinet:

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Set we are using for level 1 sensory experience of shapes. We are calling them circle, oval, square, rectangle, and triangle. I am not getting into the whole that is not an oval, it is an ellipse thing-that again confused the engineers of the house. It is an oval to us, so an oval it is!

Again I found these metal insets on ebay for a reasonable price, but they are still one of the more expensive items we have bought thus far. You can go with a cheaper plastic version sold on Amazon if the cost of the metal inserts is too high, but I felt we needed the heavier version for the pre-writing work.

________________

(1) This will be a quick and poorly edited series because things are happening fast and I just want to write it all down. My daughter is almost 7 years old and we are starting the Montessori program from the beginning using this book, you tube videos, and common sense alterations. We homeschool and do other standard K activities. Montessori is an attempt to fill in developmental gaps and increase independence. See this fellow blogger’s post on the division of the work into periods as outlined in David Gettman’s book: http://thehometeacher.org/2009/03/sequencing-your-activities-more-on-montessori.html. We are starting with period 1 activities (taken from the book), with adjustments of course:

Period One

  1. Practical Activities – pouring beans between two jugs, opening and closing containers; buttoning; buckling; other simple dressing frames; carrying and laying out floor and table mats; saying please and thank you; carrying a tray; lifting, carrying, and putting down a chair, sitting down and getting up from a chair at a table; climbing up and down stairs; walking on the line; folding, hanging clothes on a hook;  brushing hair; dusting

  2. Sensorial – Cylinder blocks; pink tower; box 1 of the color tablets; presentation tray of the geometric cabinet; sensitizing the fingers; touch boards; presentation of Geometric solids; stereognostic bags presentation

  3. Language – Classified pictures exercises; speech stages – I Spy; book corner and library

  4. Math – none

  5. Culture – land and water presentation

montessori book

 

Adventures with Montessori and Autism: Stereognostic Bag

The stereognostic bag is a fancy name for : A bag, blocks, don’t look and just feel the blocks, group like blocks. It is also called a mystery bag. In my mind, the idea is to refine the sense of touch and show the child how touch can be a benefit when identifying things, and to make them slow down and examine every part of an item. After sorting simple blocks, the book I am following (1) suggests putting coins or other objects in the bag and doing a guessing game.

There are a few ways to go about using the sereognostic bag with blocks. The book (1) said to use a blindfold. Ha ha ha ha ha!  That was a disaster. Beth accepted it one time for a short while and totally hated the blindfold after that. So now what?  I found this video online that said the children can try to find the two matching blocks and palm both, then draw the hand from the bag to reveal the match. https://www.youtube.com/watch?v=vraftY2taNc That approach was a no go as well. It was just too difficult and even I had trouble doing it, so I shouldn’t expect Beth to do that.

I settled on a partially aided approach. I bought this bag (cheaper on ebay, http://www.amazon.com/FAC-Montessori-Stereognostic-Bag/dp/B00793NVRU/ref=sr_1_1?ie=UTF8&qid=1425655388&sr=8-1&keywords=stereognostic+bag) and lined up one set, and had Beth find the other set by feel. I taught her she must keep her eyes on the set on the table, and try to use only feel to identify a pair.

This is an example of the teaching session:

This is Beth doing the activity alone.

I got smiles, I got independence, I got an understanding of how to use touch to identify objects, I got some increased focus. Score! I feel this can be a future fun “identify the object” game for us. But as for identifying coins, it has not worked out thus far. The method taught her to try to feel for the rough and smooth edges of coins and we attempted to use the size/roughness to connect to the coin name, etc, but she simply could not consistently identify the coin matches just by feel. In fact she has a terrible time sorting coins even with vision! So I am currently devising an “errorless” activity for sorting coins and I will write a quick post if that turns out to be of value. Moving on…

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(1) This will be a quick and poorly edited series because things are happening fast and I just want to write it all down. My daughter is almost 7 years old and we are starting the Montessori program from the beginning using this book, you tube videos, and common sense alterations. We homeschool and do other standard K activities. Montessori is an attempt to fill in developmental gaps and increase independence. See this fellow blogger’s post on the division of the work into periods as outlined in David Gettman’s book: http://thehometeacher.org/2009/03/sequencing-your-activities-more-on-montessori.html. We are starting with period 1 activities (taken from the book), with adjustments of course:

Period One

  1. Practical Activities – pouring beans between two jugs, opening and closing containers; buttoning; buckling; other simple dressing frames; carrying and laying out floor and table mats; saying please and thank you; carrying a tray; lifting, carrying, and putting down a chair, sitting down and getting up from a chair at a table; climbing up and down stairs; walking on the line; folding, hanging clothes on a hook;  brushing hair; dusting

  2. Sensorial – Cylinder blocks; pink tower; box 1 of the color tablets; presentation tray of the geometric cabinet; sensitizing the fingers; touch boards; presentation of Geometric solids; stereognostic bags presentation

  3. Language – Classified pictures exercises; speech stages – I Spy; book corner and library

  4. Math – none

  5. Culture – land and water presentation

montessori book

 

Adventures with Montessori and Autism: Pouring Beans

Beginning Our Montessori Journey

Clearly this will not be the typical jaunt through Montessoriland (See end note below [1] for info on Montessori and the book we are following). Beth has autism with very significant stims, attention issues, motor planning core deficits, language impairment, and she is almost 7 years old (Montessori is usually started at age 2 or 3).  In Montessori, natural motivation is key, as is independence, but I am sure I will be doing more guiding than typical in Montessori. Maybe even some, gasp!, correction of errors. It is simply not possible to just demonstrate something a few times and have kiddo catch on and sometimes I have to directly instruct her to get around stims and other hurdles. Adjustments will be made, but not too much, because I want her to improve her non-verbal observation and processing skills and gain independence. It is a delicate balancing act. The beauty of Montessori as it relates to Beth’s autism is its focus on the senses and working on senses in isolation, visual scanning practice, practical work, and simple distraction-free materials. It is a good fit for Beth, but perhaps something she was not ready for when she was younger. I read somewhere that special needs kids often start the process later and it is “not easy.” Ha! We are all about doing things that are not easy. Bring it on!

Bean Pouring

We tried several Montessori activities over the past month and pouring beans is the most motivating thus far. When we first started I thought…easy peasy…this will be quick. Wrong. The crossing of midline, cocking of the wrist, maintaining eyes on work, scanning and picking up the beans. It is not simple at all for Beth.

But she has made great gains. Yes, I did have to directly tell her to cross midline and turn that jug on her left side (and not just non-verbally model as is typically done in Montessori). Beth has gone through years of not crossing midline very much and is in a firm habit of not using her hands in certain ways. Also, she has grown to rely on verbal cuing, so I used the minimal amount I could and chalked it up to reasonable accommodation. We skipped the typical small tray but we should have used it…it would have made placement more obvious. No this is not as perfect, as smooth, and focused as a typical kid doing Montessori. But she crossed midline 4o times a day for weeks, she moved from insisting on standing to working at the table, she learned to tilt her head to see what she was doing, she learned she must look and use her hands at the same time for the best outcome. I am calling this good enough, and time to move on. But I will leave the bean pouring jugs out as an activity because she loves it so. The klink of the beans on the ceramic and the pouring sound…there is just something about it.

Video I found helpful:

Beth pouring beans:

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(1) This will be a quick and poorly edited series because things are happening fast and I just want to write it all down. My daughter is almost 7 years old and we are starting the Montessori program from the beginning using this book, you tube videos, and common sense alterations. We homeschool and do other standard K activities. Montessori is an attempt to fill in developmental gaps and increase independence. See this fellow blogger’s post on the division of the work into periods as outlined in David Gettman’s book: http://thehometeacher.org/2009/03/sequencing-your-activities-more-on-montessori.html. We are starting with period 1 activities (taken from the book), with adjustments of course:

Period One

  1. Practical Activities – pouring beans between two jugs, opening and closing containers; buttoning; buckling; other simple dressing frames; carrying and laying out floor and table mats; saying please and thank you; carrying a tray; lifting, carrying, and putting down a chair, sitting down and getting up from a chair at a table; climbing up and down stairs; walking on the line; folding, hanging clothes on a hook;  brushing hair; dusting

  2. Sensorial – Cylinder blocks; pink tower; box 1 of the color tablets; presentation tray of the geometric cabinet; sensitizing the fingers; touch boards; presentation of Geometric solids; stereognostic bags presentation

  3. Language – Classified pictures exercises; speech stages – I Spy; book corner and library

  4. Math – none

  5. Culture – land and water presentation

montessori book