Sugar Alcohol is Evil

So I thought gum was the ultimate solution for Beth at first. It satisfied her need to self-regulate by mouthing, tasting, and chewing. We went with sugar-free so her teeth wouldn’t rot out of her head. Sometimes she went through a lot of gum at the table while doing school work or in a stressful social situation. I would just take the old gum and give her a new piece and didn’t think much of it because the gum was working miracles (she was able to sit for long periods of time and not have outbursts). I thought it was doing her no harm, and made sure to check what was in the gum and check how much sugar alcohol (a sugar substitute) it contained. The relatively little amount of sugar alcohol she would swallow didn’t seem to be a problem according to articles I read. She would have to chew like 3-4 packs of the gum to even be concerned. Or so I thought.

Simultaneous to using gum over the past 2 years or so, I thought I had just about solved an issue with kiddo’s gut. I surmised she was lactose intolerant and being strict about the lactose in her diet helped. She still had some loose stools and a lot of sitting on the potty at night, but it was better than frank diarrhea when she had lactose in her diet. Also, simultaneous to using gum, Beth had an increase in sound sensitivity and she covered her ears more and had a spike up in her fear of noises. Little did I know all of this was related to the damn sugar alcohol.

Two clues happened that led me down the right path: 1. Beth started holding her ears when I knew she was in pain (like bumping her leg … so general pain equaled holding ears and sound sensitivity…aha!) and 2. Beth started asking for a lot of gum and her intestinal distress (gas, diarrhea at night) went way up. Finally I put it all together and decided the gum and sugar alcohol could have a profound affect on her behavior and physical well-being. Back to Google for more research and it turns out ONLY A LITTLE SUGAR ALCOHOL CAN CAUSE STOMACH UPSET IN CHILDREN (see this article for example, http://www.diabetes.org/food-and-fitness/food/what-can-i-eat/understanding-carbohydrates/sugar-alcohols.html?referrer=https://www.google.com/).  In addition, if you just happen to have a sensitive stomach to begin with, ANY AMOUNT OF SUGAR ALCOHOL CAN UPSET SOME PEOPLE’S STOMACHS (http://blogs.webmd.com/healthy-recipe-doctor/2010/03/the-dirty-little-secret-of-sugar-free-products.html).

Only now, after I took her off the gum completely, do I understand the vicious cycle we were in: 1. Beth gets nervous and wants to mouth, 2. I give her a piece of gum, 3. The flavor wears out and she asks for more, 4. At a certain level of sugar alcohol Beth gets gas and other discomfort, 5. Because mouthing is her go-to comfort she asks for more gum to soothe her stomach distress, 6. Then she asks for so many pieces of gum she ends up ingesting a fairly high level of sugar alcohol and ends up with loose stools by the end of the day.

It was not easy to take her off the gum, but it has been life changing. Sound sensitivity immediately went away and she can eat milk products again (I guess the sugar alcohol was irritating her stomach and making the milk hard to tolerate).  She has had less stomach distress and less time sitting on the potty. After we went through 2 months of telling her “no gum” she finally accepted it and is overall calmer and can go through entire classes and activities without any oral aids.

So spread the word on intestinal issues, gum, and sugar alcohols. Our kids often can’t tell us what is going on with them internally, so this is definitely a serious issue in the autism and special needs communities.

The other day my friend told me that her son’s teachers were going to try gum with him to keep him quiet and regulated in class. My advice: DON’T DO IT.

 

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Coin Identification and Sorting

Beth and I have been working on coin identification all year. We have tried everything and we are very close to mastery, so I thought I would share all that we have tried in hopes that some of these things will work for other struggling learners out there. The first step for Beth (and for any kid) was to find out an association that she could make to each coin (1). For Beth, pennies are brown, dimes are small, quarters are big, and nickels have a smooth thick edge works for her (smooth and thick are concepts we covered at length in Montessori). But still the expressive language for coin names does not automatically pop out of her mouth even though she understands their characteristics, so she needed lots of practice and exposure to coins (and their variations which is maddening in the U.S. -nickles have two different heads, pennies have all sorts of backs). Ideally, the activities would be something she can do mostly or all on her own to minimize frustration. Of course we also work on “give me a penny” and “what is this?” But it is so much better if Beth can practice on her own with the types of activities shown below.

Coin Sorting Mats

The first thing we tried was coin collection mats. Unfortunately to Beth a circle is a circle and she thought throwing a penny in a nickel or quarter circle was a match. So this did not work very well for her.

 

Coin Sorting on Mats

Coin Sorting on Mats

Coin Sorting Using Coin Collection Folders and Tubes

My next attempt was to change the mats into something with recessions so that she understood we were sorting by size, not just shape. I bought some used Whitman coin collecting folders (https://www.whitman.com/store/Inventory/Browse/Whitman-Folders) on ebay, cut out one panel for each coin, blocked out the writing with a black marker, and wrote the coin name on top. I was a little disappointed that the coins did not easily slip into the recessions, even after I pounded in several coins with a hammer!  But Beth did not seem to mind…she just set them in the recesses and did not obsess about pressing them in (I can see this really bothering some children though). These worked okay, but trying to get her to say the coin name for each coin was hard because she had to keep reading the name at the top and her focus was on the array of coins and not on the overall category.

IMG_4245

Coin Folder Sorting

 

Close up of two coin folders

Close up of two coin folders

Beth Hard at Work

Beth Hard at Work

We also tried coin tubes (http://www.air-tites.com/coin_tubes.htm#.VWhFxflVhHw), which I bought on ebay. I carved out a holder for each tube in a foam board. This worked better than the folders because there was no array of coins to steal her attention and the focus was on the coin name. But it was a little hard to judge the size of the clear tube relative to the coin size for say the dime versus the penny. Of course I still had to prompt her many times to carefully look at the coin in her hand and say the coin name before she became more independent. At first it worked better to just use two tubes at a time, so I had to remove and block the names of the other tubes.

Coin Tube Sorting

Coin Tube Sorting

Coin Sorting with Boxes

In order to keep the focus on the coin name and not the array, and because the tubes and folders still did not give the ideal prompt for size, I started experimenting with boxes. First I tried just throwing the coins in a box with a card label on top. Of course this was not errorless and she made many errors with this approach.

IMG_8405

Box/Card Coin Sorting

 

 

Beth, Hard at Work Yet Again

Beth Hard at Work (Yet Again)

Finally, I got to the semi-errorless, size-based, focus-on-coin-name approach that worked best for Beth! I bought stiff cardboard craft boxes from a craft store and put my X-acto knife to work (just make the slit a little smaller than the coin, then force the coin through and move it around in the opening to enlarge it to the exact size of each coin). Then I pasted cards on top. These worked the best because the coin name is right near the slot and you can’t fit the quarter in anything but the quarter box and the nickel and penny are partially errorless. Because the coin name was right in front, it prompted her to say the name better than all the other arrangements above.

Coin Sorting Boxes

Coin Sorting Boxes

Close-up of 2 Coin Sorting Boxes

Close-up of 2 Coin Sorting Boxes

Other Coin Identification Ideas

This cash register says the name of each coin when you put them in the slot on the left. It was helpful to get us part way to receptive identification (http://www.amazon.com/Learning-Resources-Pretend-Teaching-Register/dp/B0006N8X3M/ref=sr_1_3?ie=UTF8&qid=1432898380&sr=8-3&keywords=cash+register).

Learning Resources Pretend & Play Teaching Cash Register

Learning Resources Pretend & Play Teaching Cash Register

These types of search and find worksheets are all over the web. I like this site for easy worksheets:

http://www.math-salamanders.com/kindergarten-money-worksheets.html

free-math-money-worksheets-find-the-nickels-1

There are other tools out there I am sure, but we are sticking with the boxes, the cash register, and worksheets for our final stretch of coin identification. Good luck and I hope the above helps someone out there!

___________________

(1) Try to find an association that makes the most sense for each child. I suggest a lot of observation…sometimes kids associate more with the back or certain characteristics of coins rather than size. For us, size seems to work fairly well so far.

 

 

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.

IMG_4615[1]

IMG_4627[1]

IMG_4637[1]

 

IMG_4640[1]

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.

IMG_4647[1]

IMG_4648[1]

IMG_4651[1]

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

 

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:

_________________

(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

 

Beginning Math Adventures on the Spectrum

I remember a little over 2 years ago when I started homeschooling Beth, I couldn’t wait to jump in and start working on math. She liked numbers. She even liked counting. I loved math. I even had experience in my college days, where I worked as a math tutor for adults who had learning disabilities. How hard could it be?

Boy was I in for a surprise. Teaching Beth math was harder than teaching Beth to read (see my previous post on reading here: http://wp.me/p2OomI-1jf) due to motor planning and visual scanning challenges and a puzzling prosody issue that sabotaged counting.

Rather than rehash the millions of things that failed, I am going to focus on what I finally figured out after endless hours of trial and error. This is not all-inclusive or it would be a very long post, but shown below are some of the methods and materials I used to help Beth achieve early math goals.

Counting and Number Recognition

I used a pocket chart for beginning counting because the numbers are bigger and easier to point to and are organized neatly in rows and the information is presented near eye level and vertically, which reduces the motor planning and visual scanning demand. After hours and hours of lightly touching her hand so that she would move over to the next number and coordinate counting with pointing and endlessly prompting her to find the beginning of the next row, this is where we are:

I would say the above is an exceptionally good clip. She usually makes the occasional coordination error moving from one number to the next or moving down to the next row, but for the most part she’s got it. So that means she knows her numbers 1-40, right?

Wrong. A few months ago I isolated the numbers using flashcards and realized she had a huge problem. She could not recognize numbers past 10 reliably. She tended to look at part of the number (e.g., would say “2” if she saw “12”) or had trouble visual scanning and reading a number from left to right (e.g., would say “21” if she saw “12”). In addition, we had some expressive language problems (or rigid stuck thinking problems?) with the teens, because she so wanted 11 and 12 to be “one-teen” and “two-teen.” Finally we had the problem if I worked on teens only or 20-29 only, for example, she would get stuck on what we just worked on and make a lot of expressive language errors. It was a mess. So while it looked as if she knew how to read numbers 1-40, she actually memorized the pattern on the pocket chart and was probably just looking at the last digit while she was reading off the numbers.

To address these issues, we used tactile cards (like sand paper cards, but softer texture http://www.amazon.com/Carson-Dellosa-Education-Textured-Touch/dp/B00D5T3EFQ/ref=sr_1_5?ie=UTF8&qid=1412284331&sr=8-5&keywords=1+to+30+tactile+cards) and I had her trace the numbers and say the names out loud. Also we practiced with flash cards or by reading random numbers from the pocket chart, and I had her drag her finger from left to right, much as we do with reading, to help her visually scan the numbers from left to right. For Beth, it is best to work on many numbers at once (at the very least 1-30) to prevent stuck expressive language and to review often (we do at least a weekly review). We have made a lot of progress, but as you can see from this video she still gets tripped up sometimes:

 

Counting to a Specified Number

The kid just would not stop counting! I would say, “count to 4” and she would blow by 4 and continue on. I tried everything…holding stop signs, hand signals to stop, putting my finger on her lips, having her say “stop” or “shhhhh” after she reached the last number. Nothing worked…for YEARS. Then one day about a month ago I was so frustrated I started jumping up and down like a mad woman and being obnoxious about the way I counted. And…she stopped on the right number. It was miraculous. But why?

It turns out my kid has a prosody problem…she says all her numbers with the same tone and emphasis usually. Now try doing that yourself right now (no really reader, do this)…count to any number and try to keep your voice exactly the same even on the number you are supposed to stop at. It is hard to stop, isn’t it?  I think it is simply Beth cannot do naturally what most of us can do…inflect her voice on the number where she is supposed to stop counting. Here is a good example where I am holding up cards with numbers on it:

Now we are moving towards counting with counters and stopping. For years I thought she just wanted to fill out ten frames due to some sort of compulsion, but now we are making progress if we work on emphasizing the last number. Here is a video with a magnetic ten frame set  (http://www.amazon.com/Learning-Resources-Giant-Magnetic-Ten-Frame/dp/B00AQURHDW/ref=sr_1_1?ie=UTF8&qid=1412289533&sr=8-1&keywords=magnetic+ten+frame) and although you cannot see it in the video, there were 10 counters on the table and she stopped counting on her own:

 

Number Ordering

We tried number ordering exercises with the pocket chart, but even that was too much visual scanning and motor planning for Beth. My friend introduced me to these Lakeshore Learning puzzles for sequencing numbers and letters (http://www.lakeshorelearning.com/product/productDet.jsp?productItemID=1%2C689%2C949%2C371%2C917%2C742&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1412289161487 , http://www.lakeshorelearning.com/product/productDet.jsp?productItemID=1%2C689%2C949%2C371%2C928%2C517&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1412290502035,  http://www.lakeshorelearning.com/product/productDet.jsp?productItemID=1%2C689%2C949%2C371%2C920%2C724&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1412289197133 , http://www.lakeshorelearning.com/product/productDet.jsp?productItemID=1%2C689%2C949%2C371%2C920%2C723&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1412289211002). I was skeptical Beth would be able to do it, but because the motor plan is so easy (all work is 2D, just slide the pieces into place), it was a success. It was nice to know that she can order numbers after all with the right accommodation. In case you are wondering if she is just making the picture…no she isn’t. She doesn’t even look at the picture until the end so it is more like a reward. Referring to a picture while putting pieces of a puzzle together is still very hard for her, even after doing puzzles with her for endless hours.

 

Patterning

I am not familiar with the research supporting the need for it, but completing patterns is a common goal on IEPs. I guess it is some indicator of logic ability. Beth failed the patterning portion of the IQ testing for K, because the tester wanted Beth to pattern on a blank piece of paper (she needs at least boxes drawn in for placement), Beth wasn’t interested in the materials, and expressive language issues got in the way.

I have found that she absolutely must have boxes on paper or containers for placement and using very familiar favorite items that she has heard receptively in videos many times is helpful. It is crucial for her to say the items out load and to point to keep her focus and to keep track of where she is. It also helps Beth focus if she is guided to build the initial pattern. It is still hard for her, but it is possible with these accommodations. With more effort, I have been able to get her to pattern non-preferred things like colors and shapes, but getting that expressive language out is a lot harder for her. This Lakeshore Learning Patterning Tray works great (http://www.lakeshorelearning.com/product/productDet.jsp?productItemID=1%2C689%2C949%2C371%2C897%2C952&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1412287383169) for patterning manipulatives. I put her patterning tray on her slant board, which helps ease the visual scanning demand and helps with visual attention. In the videos below I used party confetti with her favorite Sesame Street characters and Halloween erasers from the dollar stores (she has a favorite Halloween video with ghost, bat, witch, pumpkin, etc so those words are easy for her). The erasers are great because they are thick and easier to pick up.  These videos show us working through AB patterning, ABC patterning, and missing items within a pattern:

 

Worksheets (Finally!)

This past summer we moved away from manipulatives and tried the first chapter of Go Math. Go Math is an example of curriculum that has a very nice layout for kids like Beth…not a lot on a page, clear boundaries between sections, and ten frame boxes for counting.  Accommodations would still need to be made if this program was used due to Beth’s language and motor planning/visual scanning challenges. For example, the word problems are too hard for her due to language issues, she would need magnetic counters because she uses a slant board and the counters were sliding everywhere, she would need to circle things rather than fill in or draw squares, she would need to use plain counter blocks instead of snap together blocks, sometimes I have to block off certain sections of the worksheets to help her focus, and I often use a sweeping motion over choices to help her visually scan. Counting with her finger by pointing and then picking up the pencil to write in numbers was a motor planning nightmare. So I prompted her to not put down the pencil and circle items to count them instead. When she writes numbers I try to give her a pass on writing…if it is legible at all I accept it because she tends to get frustrated with handwriting corrections. Here is a clip of a Go Math page:

 

 

 

 

 

 

 

 

Reading Adventures on the Spectrum

It was a rocky road to reading, but last night Beth was all smiles while reading sight word books with me. I wanted to pinch myself. She is reading and she likes it! Wooooohoooooo! How did we get here?  Glad you asked. Here is my video blog on our reading adventures (and misadventures):

What Made Beth Stumble While Reading

-Not having appropriate set-up while reading (needs book upright, appropriate seating or lying down while I hold the book up for her, see this post for details http://wp.me/p2OomI-14s)

-Fancy font (like “a” and “g” instead of plain font that looks like a hand written letters)

-Small font

-Words too close together

-Using just her eyes to guide her reading (she needs her finger to help guide her eyes)

-Multiple lines of text

-Long sessions (visual scanning is hard work and short sessions are a must)

-Working on the same books over and over (leads to guessing and stuck expressive language)

Products That Worked for Beth

-Sight word readers that addressed all the above stumbling blocks.  The best books for her were the Lakeshore Learning non-fiction readers because they had engaging pictures and little pictures for the harder words, which reduces frustration (Lakeshore sight word books, level 1, non-fiction , Lakeshore sight word books, level 2, non-fiction ).  These other sets are also good: Scholastic sight word readers and Harcourt Trophies K readers .

-Weekly Flashcard reviews. We used these: Sight word flash cards

Samples of Beth Reading: