Celebrating with a Giveaway! (closed)

A heartfelt WELCOME to our 100th subscriber following Adapting Creatively! Thank you, thank you! The support  of all our readers means so much.

And in celebration of this milestone, I'm giving away one copy of the brand new program donated by Judy Lynn Software -- "Turn Taking!" You can read all about it here at the Judy Lynn site and even download a free trial copy (10 plays) at the bottom of the page.

A screen shot of a puzzle I made in just a couple minutes
using a photo of last spring's kid goats 

This is a motivating program for kids to learn to wait their turn, to work cooperatively, and to practice accessing the computer through any number of input devices. As with other excellent Judy Lynn programs, the screen and graphics are clean, the challenge level is highly customizable, and the results collected in useful data reports.

You can use Turn Taking right "out of the box" with the many pre-made puzzles or make it even more fun for your students by importing personal pictures and videos. What kid wouldn't love to reveal a picture of a favorite singer and watch a clip of that star's pop hit? Or uncover their own photo followed by a short video taken when they crossed the finish line at a track event?

How can you win your own copy of Judy Lynn's Turn Taking? Simply...
      1) Leave a comment below by midnight (Pacific Time) on July 4th, 2012
      2) Be sure to include your email in "disguised" format to keep spyders from stealing it (ie: spell out @ as "at" or put the word "dot" in place of the little period) so I have a way to let you know that YOU are the winner
      3) If you are so inclined, let me know what topics you would like to see covered here at Adapting Creatively. I'd love to hear!

I'll notify the winner on July 5th and delete the comments once the prize is awarded so your carefully-disguised email is removed.

Thanks so much to Judy Lynn software for this generous donation!!!

And thanks to the faithful followers of Adapting Creatively who inspire and question and suggest ideas and make blogging worthwhile--thank YOU! You guys are the best!

Congratulations to Pennie! She's our lucky winner of the Judy Lynn software, Turn Taking. Enjoy!!

Pennie, I'll email you for your mailing address and get the disk in the mail pronto. Thanks so much for your question on adapting materials for access for those early learners who don't use switches yet. Great topic; I'll get on that!

Life at the Speed of Mercer

True, it’s been quiet here at Adapting Creatively. But there is so much going on behind the scenes, there simply hasn’t been time to make much blog noise.

Two and half weeks ago, my daughter’s longtime dream of having her own service dog came rollicking into her life, tongue lolling, with oversized German Shepherd puppy ears and floppy feet and a little pink puppy belly. She named him “Mercer” (very fitting, as the Mercer family was instrumental in founding mearby Seattle) and he is already a blessing to her.

For being only four months old and having a LONG way to go in his training, Mercer’s basic personality is very calm and gentle. When he is exercising self-control, he is amazing. He is learning his manners quickly and is very, very well-behaved at the store.

He is far from perfect, though. He has fantasies of chasing the cat in the house, which meanie-mom and meanie-dad continuously interrupt. He is right in the heat of teething, with so much painful activity in his gums that everything—literally, everything—gets sampled as a potential soothing chew for that sore mouth.

Mercer’s favorite person is our daughter, A. He hangs out under her wheelchair or plays ever-so-gently with his toys in her lap. He helps deliver and collect her from the bus each day. A feeds him and gives him treats and helps reinforce his obedience training with her mid-tech voice output device (an ancient Cheap Talk 8 with levels...which she has to operate hand-over-hand).
 
The therapeutic effect on A from having her own dog has been nothing short of a miracle. She had been unable to coordinate her steps when walking, but her motivation to show him off to Grandma on Mother’s Day prompted her to walk with only assistance for balance for about 100 feet from the car into Grandma’s house! A had also pretty much given up on balancing when tailor sitting on the floor, as her severe myoclonus jolts her backwards. But if there is a possibility Mercer might come lay his head in her lap, she manages now to tailor sit for up to 30 minutes at a go. It has been about a year since we have seen this level of control. What a joy!

To top it off, Mercer was able to interrupt a myoclonic episode a few days ago with nose nudges and “kisses.” We praised him wildly for this wonderful feat and hope to shape it into a dependable service to our daughter.

It will be several years before Mercer is fully trained to do all the service tasks we’d like him to do to increase our daughter’s independence at home and in the community. At times it is hard to envision him performing these tasks, but it is critical that we start shaping these behaviors even now. It takes so much vision! Thank goodness we have wonderful service dog trainers working with our family to make this happen.
And, of course, it all takes time. Please understand if I'm a bit pre-occupied during these puppy days. They are a bit intense, but the pay off at the end promises to be enormous!




You're invited to Kelly's autism Bible Study (free eBook, too!)

Kelly Langston is a remarkable mom who also happens to have an amazing son with autism. She has just launched an online Bible study growing out of her book Autism's Hidden Blessings and YOU are invited! Her publisher is also offering Autism's Hidden Blessings free of charge for just a few days here, so don't wait to pick it up.

I haven't read the whole book...but eagerly and tearfully devoured the first section. Kelly is a committed Christian whose message to other Christians is one of hope and promise. If you are in need of God's encouragement as you raise a child with special needs, this might be just the book for you.

Her message isn't limited just to families having kids on the autism spectrum. No, it meets Christian families who face disabilities of all kinds.

If you are interested, please check out Kelly's blog to learn more about the online Bible study. Enrollment for the study is only open until Friday, May 4th, so you'll want to sign up speedy-quick. Kelly will be offering a light weekly homework assignment and open it up for discussion in an online study area. I sure would love to meet some of you there!

If you don't have time for the study itself, hopefully you will still download and benefit from Kelly's book. If the rest of it hits as close to home as the beginning section, I can tell it's going to be hugely encouraging and strengthening in my faith.

* * * * * * * * * * * * *

5-6-12

Kelly had to close this session of her Bible study on autism and other special needs, but there is great news if you missed the sign in time! You can ask to be added to a waiting list for a future session. Click here for the link to Kelly's waiting list. She'll let you know when that next session is scheduled.

I encourage you to sign up. This first session is so encouraging so far! There are 400 parents supporting and cheering each other on as we claim the biblical promises God has made us and our children.

Four Myths about Autism You can Safely Forget

Autism is getting a lot of press this month, what with April being Autism Awareness month and all. What of this information is fact? What of it is myth?


Ellen of the awesome blog, "Love that Max," has posted an interview with Dr. Gil Tippy on truths and myths about autism that you won't want to miss. In case you haven't heard of Dr. Tippy before (as I had not), he is the clinical director of New York City's Rebecca School for children with autism. He also co-authored a book with Dr. Stanley Greenspan (a name you probably have heard many times) called Respecting Autism. After reading this interveiw, I'm eager to get my mitts on the book!


Go ahead and read it; Dr. Tippy's interview will open in another window and you can come right back here to discuss it together.


Ah, you're back. Great! Wasn't that an interesting interview? Did you agree with his point of view? Did it clash with what you've thought about kids with autism?


Just to sum up, here are the four myths his interview addresses:

     1) Autism is a disorder of memory;
     2) Kids with ASDs are not interested in communicating;
     3) Kid’s with ASDs must be taught differently, by giving them a reward to get them what we want them to do; and
     4) Kids with ASDs tend to be intellectually disabled.


Now, I've always admired Dr. Greenspan and his approach to working with children having autism. It just seems so, well...respectful. He would have us honor children's efforts to communicate and interact and learn and then draw out a little bit more. It's a "whole child" approach, and that is something that has always resonated well with me. It's pretty much a structured variation to the natural, "whole life" teaching style we used with our daughter. She has Rett syndrome, a disorder in the Autism Spectrum that brings with it a number of severe physical disabilities as well.


I particularly appreciate Dr. Tippy's comments on behavior as communication. Kids with Autism Spectrum Disorders do try to communicate with us; they just lack our conventions and and we don't know how to interpret their uniquely expressed messages sometimes. That doesn't mean they have nothing to say. It means we need to figure out what they intend and help them find appropriate conventions to share that.


Let me illustrate with the story of a wonderful 9-year-old boy we'll call Marcos (not his real name) who was severely impacted by autism. One spring I took a long-term substitute position in Marcos' special ed classroom. For the first few days, Marcos screamed in his corner doing his discrete trial tasks while the other students met with me at the table for math. His paraprofessional did all she had been taught to try to extinguish his shrieking and clawing. Both Marcos and Mrs. S. were miserable and mentally bruised (ok...Mrs. S might have had some black and blue battle scars, too).


When I looked over at Marcos, I noticed his gaze steadily fixed on the other students, as if longing to be with them. When the paraprofessional would block his view with her body to help direct his focus to the task at his desk, his screaming and hitting would intensify. Between his gaze and his frustrated outbursts at having his gaze blocked, there was a clear message.


Much to the horror of the aides that had been working in the classroom all year, the following Monday I brought him to the table at math time. They must have feared terribly for the safety of the other kids. But he was telling us something important with his lashing out...


I gave Marcos communication cards to which he could point so he had a way to communicate with the group. He shocked us all with the amount of knowledge he had gained by eavesdropping on the group lessons. Even more, Marcos amazed everyone in the room with his quiet and well-behaved demeanor at the table. He didn't hit or bite, he waited while others took their turns, he answered questions at his turn (correctly, I might add). While he still needed Mrs. S. to cue him, this child's behavior was absolutely appropriate while at the table.


It seems Marcos' message had been clear; he only needed a way to express it appropriately. I gave him a "group time" symbol card so he now could request to join the others. His violent behavior nearly disappeared for the rest of the school year.

This story also underscores the deep-seated reservations about ABA (Applied Behavior Analysis) I've had since my earliest days of Special Education teacher training. Something just didn't add up for me. It seemed artificial and, in its purest form, suggested to me a lack of respect for the uniqueness of the person sitting at the other end of our cup of M&Ms or sticker chart or stack of tokens. It was VERY afirming to me to read Dr. Tippy's take on ABA. Seems I'm not alone in my hesitations.

After all, how does ABA support that child who lacks the physical ability to perform as directed? Or the child too distracted by some sensory confusion to perform? Or the child who gets the bigger picture and who wants to move on to rich and meaningful experiences instead of sticking to isolated performance tasks? What happens to a child's initiative when they come to us trying to express something they feel is important, and we stifle that for the sake of performance?

Do you see the common thread of performance running through those questions? This bothers me terribly.

Children are children, not circus monkeys. I don't want my kids to perform. I want them to feel valued, to love learning, to see connections with both the detailed eye and the grander view.


I'm not saying kids can't learn through ABA. They can and they do. I've met some pretty amazing kids that have learned heaps through ABA. There are some truly awesome ABA providers in this world who do believe the best of the children in their care. But, but, but...


But...do the children learn richness and beauty and feel appreciated for the unique and wonderful things they bring to the table? Do they thirst to learn more? Do they learn "how the world works?" I daresay that generalizing a skill should not merely be learning to perform it in a new environment, but rather understanding how that skill fits into the fabric of life.


Can kids having autism or other related disabilities learn through methods outside ABA? Absolutely! My own daughter is a testament to this. Her yearning for knowledge all through elementary and middle school is something she could only have gained through being encouraged to explore and discover and reason. Her imagination is rich for all the creative play and extensive reading of fiction. Mind you, the bulk of this was something we had to physically create and lead her through, but it can be done with kids having some pretty severe impairments (if you want some ideas for this, take a look at the incredible blog, Adaptions4Kidz).


"Marcos" is another testament. The discrete trial task he was protesting was one-to-one correspondance of objects to the correct numeral. Yet when brought to the table, he demonstrated that he had not only perfectly mastered this skill, but could count up correct change using real coins. This knowledge was something he had picked up through observing lessons directed at other students from a distance. He understood a much bigger application of the small skill that was being drilled and wanted a way to apply it meaningfully in a social context. 


I know Dr. Tippy's point of view--and mine--isn't going to sit pretty with some members of the ASD world. There are also some Rett parents who are staunch supporters of ABA who disagree. And that's okay. The important thing is that every child is given a method to learn that fits them. My guess is that there are a lot of children who could thrive on teaching methods that are naturalistic and respectful. We owe it to them to learn about these methods and provide whatever fits best.


So I'll jump off my soapbox...what kind of reaction has this discussion stirred in you?

Speed up bathroom time with the "grocery.bag.trick"

Ah, toileting. It's a mixed blessing for those families whose kids are semi-continent and wearing pull-on style undergarments. 

There is the obvious good, which is very, VERY good! It's definitely worth the hassle. Success promotes independence and self-confidence. And it's beyond wonderful to kids and caregivers not to have to deal with, er, unpleasant clean-ups. Enough said.

Then there is the incovenience during those times we need to change out wet pull-on, especially if  foot orthotics are part of the mix. It can become a rather involved to remove the shoes and orthotics in order to take pants off so clean pull-ons can go on. Because then everything after the pull-ons must be replaced in a very lengthy ordeal: pants, orthotics, shoes. For anyone who does this multiple times a day, you know how much time it adds to toileting.


Aha! "grocery.bag.trick!" to the rescue! By sliding the child's foot (orthotics, shoes, and all) into a plastic grocery bag, you now have a delightfully slippery package that easily slides through the pant leg, provided the the hem is wide enough or the fabric has enough stretch.

Sock, AFO, and shoe are all wrapped inside this plastic bag.
Nothing has been removed from the foot.

You can do this one leg at a time if you like. Off comes one pant leg, on goes one leg of the pull-on, back on goes the leg of the pant. Move the bag to the second foot and repeat: pants off, pull-on on, pants on. The child does need to stay seated through this, because the bag is slippery and could cause a fall if she tries to walk with it covering her shoe. Do not allow the child to walk with a bag over the shoe!

Pants, even denim jeans or most knit leggings,
slide off and on over the slippery plastic bag.


If a single bag is confusing, try using a separate bag for each foot, removing the entire pair of pants, put the pull-on over both feet, then put on both legs of the pants. Remove both bags before standing.


This technique has saved us countless hours over the years and reduces the chance for bunching socks inside hurriedly-applied orthotics. When our daughter was small enough to fit into pull-on style underpants with Velcro side closures, life was much simpler. Why such garments are not available (at least at a cost Medicaid is willing to cover) for teenagers or adults, I do not know. But it allows us to exercise our creativity...



And so, the grocery.bag.trick was born. Use it in good health!

Five Tips for Successful Teaching at Home

Parents can make great teachers. We have some luxuries that teachers at school don’t always have...access to our kids when they are at their best and in a wider variety of environments. We don’t have to hurry. We don’t have to start the relationship from scratch every fall. We already know what motivates and delights our kids.

We can use these advantages for boosting our kids’ learning. Whether we support learning that is already happening at school or branch off with our own set of skills to learn, our kids can learn a lot at home. Here are five essential mindsets to make the most of the time we spend helping our kids learn.

1) Expect the best. Children tend to live up to the expectations of those people they value. Believe—honestly believe!—in your child. He’ll pick up on your attitude. Just as important, tell him you have confidence in what he can do. Be his most supportive cheerleader. Brag up your child’s accomplishments to others in her hearing, always ending with, “But then, it’s no surprise. We knew she could do it.”

2) Make learning interesting. Tie it in to your child’s passions. By relating the topic/activity to something child loves, you’ll keep her interest much better.

If she is crazy for penguins, let her practice her reading on books about penguins. Import images of penguins from the Internet into Powerpoint and let her write facts as captions to make a book. It can be as simple as her writing in the missing word in a repeating frame sentence on each page:  “Penguins _____ ....” She’ll remember—and read—“can” after this activity much better than if she copied the word five times on a worksheet!

Shark Toob toys
Work on ordering sizes using her penguin collection, letting her set them in a line from smallest to largest. Use penguin manipulatives to practice adding and subtracting facts to ten (check out all the types of “toob” sets available through Amazon.com using their search feature; Michael’s Crafts also carries them. They come in every theme you can imagine!).

Bring in music. Maybe I’m dating myself, but I still remember grammar rules from “SchoolHouse Rock” songs played during intermissions between cartoons. Oh, and facts about the solar system from an astronomy operetta we learned in 6th grade. Check out SongsForTeaching.com to preview some fun song-fact CDs you could sing together in the car to make good use of that time driving back and forth to therapy. Or type a search into YouTube for “(your topic) songs.”

Make drill work into a game. There are many more ways to practice drill than on worksheets or flashcards! More-than/less-than is pretty ho-hum as a worksheet exercise, but everybody loves a rousing game of War (the new politically correct name is “Top It.” Parents have no idea what that is. It’s just the same good old game of War we grew up loving).  

Touch your head it the number is even, touch your toes if it is odd. Or convert true/false into a Simon Says game; if the fact is true, do the motion. If the fact is false, don’t change to the motion.

There are way too many sources on the Web to list for free online games to practice skills. Just type “free online (your skill) games” into your browser and check out the pages of results! You’ll need to preview them first, because some may require responses that are beyond your child’s capability (i.e.: a child with motor issues might get frustrated with a timed game).

Switch out modes if possible, so that kids get practice at the material in lots of ways. It’s more interesting and it will help them generalize the information later. Sometimes we read a book, sometimes we read the captions on the bottom of a movie (by the way, it’s a great idea to leave the closed captioning ON on your television if you have budding readers at your house and especially if your kids are working on developing rate/fluency!), sometimes we read the words on road signs or cereal boxes.

3) Make learning meaningful. Give it a purpose, a function. Transferring walnuts from one bowl to another is (y-a-w-n) BORing fine motor work. Transferring wrapped candies into goodie bags to pass out to trick-or-treaters gives fun purpose to the same task.

4) Keep practice short but make it often. Do you know what an amazing opportunity sits in front of you if your child needs supervision during toileting? My daughter has memorized so many things during toilet time—sight words, spelling rules, math facts, the order of the planets, anatomy of a fish, you name it! We keep flashcards for memory work on a shelf above the toilet. Working through them 5 minutes at a time, 5 – 6 times a day makes for a great schedule!

If toilet time isn’t an option at your house, try to find some other daily ritual that lends itself to short bursts of practice...often. How about 5 minutes of practice at the end of meals? Waiting for the school bus? In the therapy waiting room?

5) Relax and have fun! Learning isn’t a race. What your child doesn’t learn today, he can learn tomorrow. Take a deep breath—it’s really okay. If something just isn’t sinking in, come back another day, another month and give it a fresh go. Parents have a lot more leeway in this area than the school does so at home, especially, relax. Learning should happen for a lifetime, and so if it something doesn’t click today, you have all that lifetime to keep working on it.  



Learning at home can be very rewarding and lots of fun to boot! Here's a challenge for you...think about what might you help your child learn at home. Did you find any ideas here that might make it successful? Is there something I missed that other parents would benefit knowing about? Be sure to let us know what you are doing!
Also, take a look at Barbara’s blog carnival at TherExtras. She’s asked parents to share what they taught their children...you might get some really terrific ideas there!

Thanks so much for stopping by!


How Far do Encouraging Words Go?

We parents are vulnerable when it comes to our precious kids. It’s hard for us to imagine how other people can overlook their courage and beauty. So when folks say insensitive things, even if they are meant with the kindest of intentions, we rant about their words.

In fact, we special needs parents have a rather unflattering habit of complaining about the thoughtless things people say regarding our kids. There. I said it. And I’ve done my fair share of griping.

I owe the world an apology. I’m sorry for my reckless rants over words that weren’t the most sensitive.

I’d like to shift the discussion onto the ENCOURAGING things people say.

Sure, those gems may come along less often than the thoughtless remarks. But if we look at why they encourage us, perhaps we can become better encouragers ourselves.

My most vulnerable days were when we received the news of our daughter’s diagnosis. Family and friends honestly didn’t know how to respond. But then, I had no idea what they could have said that would have made me feel better.

At the time, everything said to us was intended to encourage, and some of the comments were helpful. Others were less so, but I tried very hard to look past these abrasive comments to the intent behind them. Some days it was easier than others to do this.

But one neighbor gave me the gift of a most excellent response. Over fourteen years later, her healing words still encourage me. I think back to that winter afternoon and it makes me warm all over again.

I had been tidying up picture books from the living room after my daughter had strewn them all over the floor. Quiet tears slid down my cheeks because the new explanation of her odd behavior tied it to issues we couldn’t control. Her need to toss all things vertical into a horizontal position stemmed from sensory issues related to her diagnosis of Rett syndrome. Not that every child with RTT is intolerate of horizontal lines, but they drove her nuts back then. On that afternoon, it felt like our whole world was vertical and we were trying to figure out how to adapt it for Little Miss Horizontal.

There came a gentle knock at the door and I straightened myself up as best I could before opening the door. On the porch stood our neighbor. Our baby girls were a few months apart in age; we were both older professional women who had chosen to stay home to raise these babies. We got together for play dates a few times, but conversation became awkward over time as her little one raced ahead in her development and my daughter’s skills took a backward tumble.

From my tear-stained face, it was obvious something was upsetting me. Our neighbor asked what was wrong and I told her that our daughter had just been diagnosed with Rett syndrome. Her reaction was selfless and genuine and more perfect than she could know.

“I’m sorry,” she said. “I’ve never heard of that. Does it make her hurt?”

The focus, completely on my daughter and her level of comfort, was a fresh perspective that rechanneled my own frightened thinking.

*It wasn’t about me. It was about my little girl.

I had an easy enough time feeling sorry for myself, for my grief and lost dreams and the overwhelming thought of caregiving for the rest of my life. Having someone step in and remind me who the diagnosis was about was a very good and gentle correction.

*It wasn’t about the future, but about here and now.

I was so wrapped up in how we were going to handle the big picture that I lost sight of today.

So many people jumped right to questions about our daughter’s future...her physical and mental potential, her living situation, and, dare I say, her lifespan. Families, especially, tend to think this way, perhaps because they are involved in our lives for the long haul.
It’s kind of overwhelming to think about such a huge picture as a new parent.  To be asked these questions is to be reminded of how of just how overwhelmed we are.

*It didn’t pretend to understand the unknown.

My husband and I had never heard of Rett syndrome before our little girl came along; I’d wager than the VAST majority of the population hasn’t either. When this neighbor honestly admitted she didn’t know about it, I felt less alone in my ignorance.

It doesn’t help parents to pretend we know about something we have little knowledge of. Somehow, faking knowledge trivializes the conversation. It adds an element of insincerity. And believe me, parents at this vulnerable stage need sincerity...desperately.

*It was about my child’s comfort.

The fact that this lady expressed concern for my daughter’s pain level was probably the single most comforting thing she could have said.

As a mother, I want my children to live free from pain. My neighbor’s concern identified with that universal, deep-seated anguish parents have when our children hurt.

After all, there is a reason that hunger relief agencies show not just the haunting faces of starving children in their funding advertisements. They are sure to include the face of one or two mothers agonizing over the pain their beloved children must endure. We may not be able to identify with severe starvation, but we most certainly identify with the desperation of these mothers.

That one little question drew my neighbor alongside me in this new and terrifying role, and I suddenly felt less alone.

Yet she didn’t ask it for my benefit. She was genuinely concerned for my daughter. And that shifted my perspective around so I was free to focus on my daughter as well.

You know, my answer was that no, Rett syndrome itself doesn’t cause pain. And that was a HUGE positive that I had overlooked (mind you, there are a number of resulting conditions that can cause tremendous pain, but we weren’t dealing with these yet). Right then, I felt immensely blessed to be able to give that answer.

Admittedly, it’s difficult to know the right words to say when we learn that a friend’s child has been diagnosed with a disability or been seriously injured. But focusing our encouragement on the child and the child’s comfort can go a long, long way in bringing comfort to the parents.

This kind neighbor will never know how great an impact those few words made. Time and time again they have brought me support and new focus. They have helped me consider what I might say...or not, in the event a child is obviously in great pain...and I hope that those words have been soothing to other families as well.

What encouragements have people offered you that you found helpful? What can we learn from these statements? Please let us know, so we can become better encouragers ourselves.