I haven't updated this blog in quite a while, and for good reason. Rather than leave readers and supporters hanging any longer, I feel that an explanation of my blogging hiatus is in order, followed by an update on all of the recent exciting news about Erika. There is bad news, and there is good news. Let's start with the bad.
I have taken the break from blogging for personal reasons. Specifically, I am getting divorced, after 18 years of marriage. I don't care to elaborate much, other than to say that the kids are doing well, and their dad and I are working together to ensure that this transition to a new normal is done with the best interest of all three of our children in mind. I was requested to stop blogging about Erika during this period, and I found it in my best interest to do so.
While I know that new challenges lie ahead, I am looking forward to this new phase in my life. I am eagerly anticipating my return to work, and the great news is that Erika has made great progress this past year, affording me the opportunity to move forward with my career.
Showing posts with label Special Education. Show all posts
Showing posts with label Special Education. Show all posts
Wednesday, January 25, 2012
Tuesday, March 29, 2011
Sorry is a feeling.
Erika had a rough morning, like she hasn't had in a while (I won't go into detail, but here is an example of what a rough morning can look like). By the time the bus came, I was holding her hand and escorting her down the driveway, while she tried repeatedly to kick me. The bus driver watched as I expertly dodged those kicks, until finally, Erika pulled away from my grip and ran away in the opposite direction of the bus.
Clearly, this was not going to be a great day. I told the bus driver that I'd be driving her to school this morning. Good call on my part, because the bus driver informed me that she could not allow her onto the bus if she was exhibiting these kinds of behaviors prior to boarding. Fair enough.
The car ride to school
I have no idea why things are so rough on the bus right now. It's tempting to drive her to school for the rest of the school year, although I currently have a 9 a.m. class twice a week, so that's not really an option until my semester's over. Let's face it, any parent knows that by her not getting on the bus and me driving her to school, it is possible that I am rewarding (and even encouraging) the unwanted behavior. But I can't really look at it like that right now…her behavior prevented them from transporting her today, so I had no choice in it this time.
Erika had no problem getting in the car to go to school. She was neither defiant nor aggressive. She was very matter-of-fact about it. Once it had been decided that the bus was not an option for today, I also took it all in stride. She had tried to kick me and hit me while waiting for the bus, but now all was calm, and I was more than ready to embrace that.
Clearly, this was not going to be a great day. I told the bus driver that I'd be driving her to school this morning. Good call on my part, because the bus driver informed me that she could not allow her onto the bus if she was exhibiting these kinds of behaviors prior to boarding. Fair enough.
The car ride to school
I have no idea why things are so rough on the bus right now. It's tempting to drive her to school for the rest of the school year, although I currently have a 9 a.m. class twice a week, so that's not really an option until my semester's over. Let's face it, any parent knows that by her not getting on the bus and me driving her to school, it is possible that I am rewarding (and even encouraging) the unwanted behavior. But I can't really look at it like that right now…her behavior prevented them from transporting her today, so I had no choice in it this time.
Erika had no problem getting in the car to go to school. She was neither defiant nor aggressive. She was very matter-of-fact about it. Once it had been decided that the bus was not an option for today, I also took it all in stride. She had tried to kick me and hit me while waiting for the bus, but now all was calm, and I was more than ready to embrace that.
Thursday, March 10, 2011
Off to school in a straight jacket
On the day before Christmas break, when most parents were scrambling to complete all of their last-minute Christmas preparations, I sat in a brainstorming session at Erika's school, working with her teaching staff and school administrators on a comprehensive plan to deal with some of her behaviors. Erika has been dealing with extreme anxiety, and the behaviors which come along with it are tough ones, ranging from unhygienic to uncooperative and, at their worst, violent. Whether you call it oppositional defiance or anxiety, we came up with about twenty different interventions to try to deal with her behaviors, and to ensure the safety of her classmates and teaching staff. Revisiting her medication, which obviously was not working for her, was put at the top of my to-do list.
Since then, we have changed her medication, completely eliminating an ADHD med which her pediatrician wanted to try her on before moving her to anything else. The medication did nothing to curb her behaviors or anxiety, and even made her sleepy during the day. Her violent outbursts at school (in which her teaching staff needed to physically restrain her) continued, but now they were followed by a forty-five minute nap. A few follow-up doctor visits later, we are seeing some nice results from Risperdal (it took a second visit to get the proper dosage). She is now taking 0.75 mg/day (a fairly low dose), 0.5 mg in the evening and 0.25 mg in the morning. On this dosage, Erika's days at school have been going well, with no violent outbursts and a very high level of compliance. An added bonus is that she no longer needs melatonin before bedtime, which she has needed since she was three years old.
Erika has had a rough time at school these past two years, and I know that she needs this kind of intervention. I regret that we didn't find out about this medication two years ago. In first grade, Erika was doing well in school and spending time every day in a classroom with her non-disabled peers. In second grade, with a new teacher and a new school, she was being put in solitary confinement on a
Since then, we have changed her medication, completely eliminating an ADHD med which her pediatrician wanted to try her on before moving her to anything else. The medication did nothing to curb her behaviors or anxiety, and even made her sleepy during the day. Her violent outbursts at school (in which her teaching staff needed to physically restrain her) continued, but now they were followed by a forty-five minute nap. A few follow-up doctor visits later, we are seeing some nice results from Risperdal (it took a second visit to get the proper dosage). She is now taking 0.75 mg/day (a fairly low dose), 0.5 mg in the evening and 0.25 mg in the morning. On this dosage, Erika's days at school have been going well, with no violent outbursts and a very high level of compliance. An added bonus is that she no longer needs melatonin before bedtime, which she has needed since she was three years old.
Erika has had a rough time at school these past two years, and I know that she needs this kind of intervention. I regret that we didn't find out about this medication two years ago. In first grade, Erika was doing well in school and spending time every day in a classroom with her non-disabled peers. In second grade, with a new teacher and a new school, she was being put in solitary confinement on a
Tuesday, February 1, 2011
Social Stories: From Clunky to Slick and Accessible
I was playing around with the Erika's World website from my iPad, and I decided to check out the pdf documents containing the lyrics to some of Erika's favorite songs (strategies that work). When I opened the document on the iPad, I noticed an option that appeared on the top-right of the screen: "Open in iBooks." What happened next literally made my day. The pdf document appeared on a bookshelf, in a library separate from the iBooks that I had purchased. This is my very own library of pdf documents!
In Erika's mom's world, the significance of this cannot be overstated. I realize that at Erika's school, there is no wifi access, so this concept of accessing these pdf documents from the classroom at a moment's notice from Erika's iPad is truly a novel idea. I immediately opened all of the lyrics, and they are now in a library on my iPad. When Erika arrives at school today, I hope the teachers take a look at her iBooks app (per my note), where they will find the lyrics to "I'll Show You The World." Erika and I sang this together this morning, as we viewed the lyrics in iBooks.
In Erika's mom's world, the significance of this cannot be overstated. I realize that at Erika's school, there is no wifi access, so this concept of accessing these pdf documents from the classroom at a moment's notice from Erika's iPad is truly a novel idea. I immediately opened all of the lyrics, and they are now in a library on my iPad. When Erika arrives at school today, I hope the teachers take a look at her iBooks app (per my note), where they will find the lyrics to "I'll Show You The World." Erika and I sang this together this morning, as we viewed the lyrics in iBooks.
Friday, December 10, 2010
Independent and Socially Acceptable
This post originally appeared on "Page Six" of Erika's World on December 10, 2011:
An Introduction to Erika's World
I had been thinking about creating Erika's World for quite some time, when I finally got the "push" that I needed: an assignment to create a multi-page web site as a final project for one of my classes. In designing the web site, I envisioned that Page Six would be a place where I could regularly update Erika's teaching staff regarding relevant events at home, including new challenges, breakthroughs, and behavioral strategies. In addition, if I am adding any new content (links, PDF documents) to other pages, I will also post it here on Page Six, to ensure that Erika's teaching staff is aware of the new content.
In the upcoming weeks, you can expect to find stories about Erika here. I may share smaller moments, as well as stories straight from the trenches (including days which we'd rather forget altogether, that have left indelible marks on our family). I will include reflections on how far we've come, the great challenges we are facing now, and the challenges we expect to face in the future. It is my hope that, if nothing else, our stories are a comfort to another family facing similar challenges. It is my greatest hope that sharing information in this manner provides knowledge and insight which will positively impact Erika's future.
Lastly, I feel more than justified in using this as a platform to express my disgust with the recent events in the Republican-controlled Michigan health policy committee, as they refused to allow the Autism Insurance Reform bill to go before the Michigan Senate for a vote, for the second consecutive year. Expect to hear much more about this as we move into 2011. Our children deserve much better, and they need change now.
Independent and Socially Acceptable
While the rest of Erika's World was ready to "go live," I found myself struggling to find just the right topic to kick off Page Six. However, having driven Erika to school this morning (a rarity this school year), I had the opportunity once again to observe the routine comings and goings in her classroom, and I also had a few precious minutes to sit down and talk to Erika's teacher. I was struck by a few things right off the bat.
Among the names and schedules and other information on the chalkboard, I read, "Two Main Goals: Independent and Socially Acceptable." In case you have never been in a classroom filled with young children with Autism, let me bring you up to speed. There are no rows of chairs and desks neatly lined up. There is a child hanging from a hammock swing, a child laying in the beanbag pit area (who did not feel well and was soon found to have a high fever and mom picked him up), a few children sitting at tables after checking their picture schedules, and my daughter was being wrapped up like a pig-in-a-blanket on the floor, getting a deep pressure massage from one of the amazing paraprofessionals. The "Two Main Goals" were not up there for these kids to read. They were a constant reminder to the staff of the guiding principles they were working with here. The goals sound simple enough, yet these teachers (and students) have their work cut out for them. For me, it was a reminder that special education teachers, therapists and paraprofessionals in the public schools are incredible people who face challenges minute-by-minute, guided by outcomes which will take our kids a long way: being independent and behaving in a way that is socially acceptable.
Seeing the classroom also serves as a bitter reminder to me: just two years ago, in first grade, Erika was spending some time every day in a regular classroom, with her nondisabled peers. She behaved in a socially acceptable manner, and she was able to contribute in that setting. She would do "calendar" with them, as well as participate during their art classes. Her special ed teacher was committed to making sure that she had these opportunities. How quickly things changed. Her second grade year (with a new teacher) was a disaster, and we ended up having to move her to the intermediate school district (ISD) program, instead of keeping her within our school district. It is an understatement to say that we were extremely disappointed that the special ed teacher assigned to Erika at the beginning of her 2nd grade year was neither trained to deal with Erika, nor capable of dealing with Erika. By removing Erika from a very disturbing situation and moving her to the ISD program, we were getting a well-trained (and experienced) teacher and staff. The tradeoff is that she is much further removed from her nondisabled peers, and she is immersed in a classroom of constant movement/ distraction/ sensory overload. Not the students' faults…welcome to Autism.
In meeting with Erika's teacher today, I am reminded how much she is dedicated to doing whatever it takes to address the idiosyncratic behavioral issues that arise. Erika is a "smeller," which is not that uncommon for kids with Autism. This can create situations from time to time, which can be described as "not socially acceptable" (at best). Being a fabulous, committed, and insightful teacher, she started using different essential oils (a few drops of each scent into separate film canisters) as a distraction. Open the canister, and "Voila! Let's smell this instead. What does this smell like? Do you like this one?" The proactive behavioral approaches such as this remind me that Erika is with a teacher and staff who really do care about the kids, and while it's easy for an outsider to say, "This is what you should be doing," there is an intensity in this classroom which guarantees that everything will change, child by child, and minute-by-minute. Wimps need not apply here.
To Erika's teacher and teaching staff: thank you for all that you do.
Sincerely,
Erika's mom (and her dad, too!)
An Introduction to Erika's World
I had been thinking about creating Erika's World for quite some time, when I finally got the "push" that I needed: an assignment to create a multi-page web site as a final project for one of my classes. In designing the web site, I envisioned that Page Six would be a place where I could regularly update Erika's teaching staff regarding relevant events at home, including new challenges, breakthroughs, and behavioral strategies. In addition, if I am adding any new content (links, PDF documents) to other pages, I will also post it here on Page Six, to ensure that Erika's teaching staff is aware of the new content.
In the upcoming weeks, you can expect to find stories about Erika here. I may share smaller moments, as well as stories straight from the trenches (including days which we'd rather forget altogether, that have left indelible marks on our family). I will include reflections on how far we've come, the great challenges we are facing now, and the challenges we expect to face in the future. It is my hope that, if nothing else, our stories are a comfort to another family facing similar challenges. It is my greatest hope that sharing information in this manner provides knowledge and insight which will positively impact Erika's future.
Lastly, I feel more than justified in using this as a platform to express my disgust with the recent events in the Republican-controlled Michigan health policy committee, as they refused to allow the Autism Insurance Reform bill to go before the Michigan Senate for a vote, for the second consecutive year. Expect to hear much more about this as we move into 2011. Our children deserve much better, and they need change now.
Independent and Socially Acceptable
While the rest of Erika's World was ready to "go live," I found myself struggling to find just the right topic to kick off Page Six. However, having driven Erika to school this morning (a rarity this school year), I had the opportunity once again to observe the routine comings and goings in her classroom, and I also had a few precious minutes to sit down and talk to Erika's teacher. I was struck by a few things right off the bat.
Among the names and schedules and other information on the chalkboard, I read, "Two Main Goals: Independent and Socially Acceptable." In case you have never been in a classroom filled with young children with Autism, let me bring you up to speed. There are no rows of chairs and desks neatly lined up. There is a child hanging from a hammock swing, a child laying in the beanbag pit area (who did not feel well and was soon found to have a high fever and mom picked him up), a few children sitting at tables after checking their picture schedules, and my daughter was being wrapped up like a pig-in-a-blanket on the floor, getting a deep pressure massage from one of the amazing paraprofessionals. The "Two Main Goals" were not up there for these kids to read. They were a constant reminder to the staff of the guiding principles they were working with here. The goals sound simple enough, yet these teachers (and students) have their work cut out for them. For me, it was a reminder that special education teachers, therapists and paraprofessionals in the public schools are incredible people who face challenges minute-by-minute, guided by outcomes which will take our kids a long way: being independent and behaving in a way that is socially acceptable.
Seeing the classroom also serves as a bitter reminder to me: just two years ago, in first grade, Erika was spending some time every day in a regular classroom, with her nondisabled peers. She behaved in a socially acceptable manner, and she was able to contribute in that setting. She would do "calendar" with them, as well as participate during their art classes. Her special ed teacher was committed to making sure that she had these opportunities. How quickly things changed. Her second grade year (with a new teacher) was a disaster, and we ended up having to move her to the intermediate school district (ISD) program, instead of keeping her within our school district. It is an understatement to say that we were extremely disappointed that the special ed teacher assigned to Erika at the beginning of her 2nd grade year was neither trained to deal with Erika, nor capable of dealing with Erika. By removing Erika from a very disturbing situation and moving her to the ISD program, we were getting a well-trained (and experienced) teacher and staff. The tradeoff is that she is much further removed from her nondisabled peers, and she is immersed in a classroom of constant movement/ distraction/ sensory overload. Not the students' faults…welcome to Autism.
In meeting with Erika's teacher today, I am reminded how much she is dedicated to doing whatever it takes to address the idiosyncratic behavioral issues that arise. Erika is a "smeller," which is not that uncommon for kids with Autism. This can create situations from time to time, which can be described as "not socially acceptable" (at best). Being a fabulous, committed, and insightful teacher, she started using different essential oils (a few drops of each scent into separate film canisters) as a distraction. Open the canister, and "Voila! Let's smell this instead. What does this smell like? Do you like this one?" The proactive behavioral approaches such as this remind me that Erika is with a teacher and staff who really do care about the kids, and while it's easy for an outsider to say, "This is what you should be doing," there is an intensity in this classroom which guarantees that everything will change, child by child, and minute-by-minute. Wimps need not apply here.
To Erika's teacher and teaching staff: thank you for all that you do.
Sincerely,
Erika's mom (and her dad, too!)
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