Sunday, June 10, 2012
I need to mark this day in history. :)
Michael said his first "why" question today!! I still have never received a response when asking him a why question, but today he asked one to me! We were watching Pingu, which is a claymation of this little penguin. They don't talk at all so it's actually really great to help him understand nonverbal language. He turned to me and said "Mama, why are they hiding?" It took me a second to process what just happened and then my heart jumped with joy! :)
Wednesday, June 6, 2012
Dear Autism,
SCREW YOU!
Screw you for breaking my heart when I see my son so frustrated
Screw you for making me want to lose my mind hearing hours of endless screaming
Screw you for the thousands of dollars I have to spend to try and make life easier for my son
Screw you for making me come to the end of my rope every single day
Screw you for making every last little thing SO.DAMN.HARD!
I'm exhausted!
I almost broke down today in a parking lot because of you, Autism. As my son sat there screaming his head off because of some ritual he was not able to complete, I looked over at the field full of children playing normally. I hate being hit in the face with you like that. I hate that my son has to be so upset over things that he shouldn't be stressing about. I just want things to be normal. I'm tired. He's tired. We're all freaking tired of it. :(
Screw you for breaking my heart when I see my son so frustrated
Screw you for making me want to lose my mind hearing hours of endless screaming
Screw you for the thousands of dollars I have to spend to try and make life easier for my son
Screw you for making me come to the end of my rope every single day
Screw you for making every last little thing SO.DAMN.HARD!
I'm exhausted!
I almost broke down today in a parking lot because of you, Autism. As my son sat there screaming his head off because of some ritual he was not able to complete, I looked over at the field full of children playing normally. I hate being hit in the face with you like that. I hate that my son has to be so upset over things that he shouldn't be stressing about. I just want things to be normal. I'm tired. He's tired. We're all freaking tired of it. :(
Sunday, May 20, 2012
Sometimes I get sad
As my baby girl, Rory, is getting bigger, she is now surpassing her brother in terms of conversation and communication. She is now 28 months old, the same age Michael was when he first called me "nana" (mama). It's amazing the difference in their speech. She can tell me full sentences, which are not echoic at all in nature. She makes up silly things all the time. I am amazed just watching her. But all of this also makes me sad. It makes me sad that I feel like I'm waiting for that to begin with Michael. He is now speaking in a lot more novel speech, but it's not the same. You don't really have full conversations with him. You have to drive 90% of what he says. It's not that I don't love him for who he is, it's that I get sad because it feels like I can't know all of who is inside him. He has things inside I can tell he wants to let out and just doesn't know how. I see him struggle with it daily, and it breaks my heart.
Sunday, April 1, 2012
Self-Injurious Behavior
Lately Michael has started to do this when he is in a meltdown. He'll usually start by slapping his leg (he's been slapping the floor/table/wall for months now) but now it is also escalating to biting his kneecap and his arm and hands. The other night he bit his arm so hard that he broke skin. So I decided to get a referral to Children's Hospital to get a full evaluation since the guy at Mary Bridge was kind of a jerk who blew off a lot of his behavioral issues. I'm also going to talk to the ST and OT about it on Wednesday and see if they have any ideas how to curb this. I don't know what I can do since I can't exactly have him voice his feelings. I could tell him all day "we go here and do this if we are mad" but I am 99.9% sure he wouldn't connect the two things and be able to actually utilize whatever I taught him. Sometimes this crap is hard.
Transitions and doors.
I've said in previous posts how Michael has issues with doors. I don't think people truly understand what I'm talking about so I decided to capture one instance on video. Each time varies slightly, obviously, but this is a pretty good idea of what we go through. He was completely fine until the transition of game to getting in the door to brush his teeth, which took an entire 12 minutes. If you want to skip to the end, you'll see how quickly he gets over it once his brain catches up with the transition. He goes from completely melting down, to perfectly fine in seconds. THIS is why when the stupid man at the pizza joint told me to go outside, that I basically told him to kick rocks.
Tuesday, March 20, 2012
I have to brag for a minute
Michael is so advanced when it comes to numbers and math. This kid can add and (nearly) subtract in his head!
Tonight our conversation went like this:
M: Kobun's crazy! I'm crazy too! Two crazies!
Me: What if mama's crazy too, how many crazies?
M: Three crazies!
Me: What if daddy's crazy too, how many crazies?
M: Four crazies!
This went on and on until we hit 12. Then I asked him
Me: What if Ruger wasn't crazy anymore, how many crazies?
M: Um...10?
So he didn't get the exact answer, but he went in the right direction and was dang close! :)
Tonight our conversation went like this:
M: Kobun's crazy! I'm crazy too! Two crazies!
Me: What if mama's crazy too, how many crazies?
M: Three crazies!
Me: What if daddy's crazy too, how many crazies?
M: Four crazies!
This went on and on until we hit 12. Then I asked him
Me: What if Ruger wasn't crazy anymore, how many crazies?
M: Um...10?
So he didn't get the exact answer, but he went in the right direction and was dang close! :)
Thursday, March 8, 2012
Progress Report
I forgot to update his progress report back in Nov. He'd only been in school a few weeks at that time so I forgot. I'll update the one from the other day now.
Functional Sensory Processing:
When given safe sensory motor experiences, sensory supports, and strategies Michael will tolerate classroom tactile materials, hands on assistance, and hand holding improving functional sensory processing from demonstrates defensive reactions (stiffening, resistance, and withdrawal) to without defensive reaction such as withdrawal or resistance on 4/5 observations as measured by bi-monthly observations and data collection by OT
03/02/12
This is the area that we have seen the most improvement and has been a primary focus. Once his sensory system is in better shape the fine motor and other skills follow. We know now that it is critical to give Michael extra processing time in order to increase his cooperation and flexibility. Many children like Michael have shown benefit from private sensory integrative therapy. I am happy to provide some resources. A referral can be made through your pediatrician. Desensitization brushing and deep pressure are important to help override the pain responses that light touch activates in his system.
Social Emotional/Behavioral:
When given opportunity to participate in classroom activities Michael will follow classroom rules and routines improving ability to participate in large and small group activities from not able to, to 80% of the time on 3/4 data days as measured by monthly teacher/classroom observational data and checklists.
03/05/2012
Michael sits for the duration of circle. He participates at least 75% of the time. He tends to need some "processing" time when asked to participate in a direct learning activity, usually protesting first, then coming to the table and completing the activity with minimal adult assistance.
Social Emotional/Behavioral:
When given a verbal prompt Michael will transition to next activity (clean-up/stop/move, etc) improving his ability to transition from one activity to another from not able to, to 80% of the time 3/4 times on data days as measured by monthly teacher/classroom data and classroom checklists.
03/05/2012
Michael knows and follows our classroom routines. He transitions independently about 70% of the time after he has a moment to process the request. He will say, "No" most of the time, but when he sees his classmates cleaning up/lining up/etc he will transition on his own.
Adaptive/Self Help:
When given the direction "time to go potty" Michael will go to the bathroom, pull down pants and sit on toilet and empty bowels/bladder improving toileting skills from emerging (sitting on toilet a few times) to independently going to bathroom and following procedure to use toilet 90% of time as measured by monthly teacher data and classroom checklist.
03/05/2012
Michael will go into the bathroom, but will not attempt to pull down his pants - he continues to be resistive.
Adaptive/Self Help:
When given unfamiliar or undesired food (fruit/veggies) Michael will accept a small piece of food improving tolerance for undesired/non-familiar food from gagging/refusing to attempting a lick/smell/or a tiny "no thank-you bite" 90% of time on 3/4 data days as measured by monthly teacher data and classroom checklists.
03/05/2012
He requests all of our food items. He will allow them to be on his place mat and will take a "no thank-you" (tiny bit) depending on the food. He always requests water and has been drinking several sips from the paper cup!
Functional Fine Motor & Sensory Processing Skills:
When given scissors and cutting project with simple 1/8" bordered shapes Michael will position scissors correctly and cut out independently improving fine motor and sensory processing skills from uses two hands/lacks correct positioning & snips only to with 75% on line accuracy on 3/4 observations as measured by monthly observation and data collection by OT.
03/02/2012
Michael has made much process in his following of the routine, management of the sensory environment, and cooperation. Although his tendency is to greet each direction with "no" when given a little extra processing time he is now complying with the majority of requests and tasks. I have been treating his severe tactile defensiveness with desensitization brushing technique. He truly enjoys it and it has made a significant difference in his ability to tolerate washing his hands, using tools, playing with sensory materials, etc. I would be happy to teach his parents the technique on any Tuesday or Friday afternoon. It is delightful to see Michael smiling and laughing. He is so bright. His fine motor is slowly improving as he is now able to tolerate the tools. His cutting is still at the snipping stage thus he has not made much progress towards cutting out shapes. But truly he is progressing nicely and once his sensory system is in better shape the fine motor will quickly respond. He adores puzzles.
Functional Fine Motor & Sensory Processing Skills:
When given writing/drawing implement Michael will use a tripod grasp and dominant hand to hold and draw beginning pre-writing shapes (i.e. circle, cross, square) improving functional fine motor and sensory processing skills from uses pronated fisted grasp, lacks hand dominance, and beginning copy skills to on 4/5 times as measured by bi-monthly observation and data collection by OT.
03/02/2012
Michael is showing more willingness to use pencils and crayons. He continues to switch hands and does not yet have a mature grasp. He knows his letters and numbers and can imitate a circle and a square, but not yet a cross.
Speech/Language-Expressive:
When given an appropriate classroom setting Michael will produce novel (non-echoic) responses improving expressive language from 50% of responses to 80% of responses as measured by classroom data and language logs.
02/27/2012
Michael continues to bloom in preschool. A recent inventory of his language indicates that 72% of his comments are non-echoic. This is wonderful progress and indicates that he is becoming more independent in his verbal output.
Speech/Language-Receptive:
When given a classroom instruction or direction Michael will follow the direction or instructions improving receptive language from 10% accuracy (compliance) to 60% accuracy (compliance) as measured by classroom data.
Michael is very compliant with classroom directions and instructions. He requires minimal support and reminders to comply with classroom-based directions.
Speech/Language-Social:
When given an opportunity to interact with a same-aged peer Michael will engage in a reciprocal conversation improving social language from 0 turns per conversation to 2 turns per conversation as measured by classroom data.
02/27/2012
He was observed taking two conversational turns with a peer approximately two weeks ago. When engaged in a high interest activity (building with Legos), he was able to take two conversational turns with a supportive adult (me) on multiple occasions. He is becoming more willing to engage with others, but this interest is typically seen when the activity is highly motivating for Michael and the conversational partner is dedicated to keeping Michael engaged.
Functional Sensory Processing:
When given safe sensory motor experiences, sensory supports, and strategies Michael will tolerate classroom tactile materials, hands on assistance, and hand holding improving functional sensory processing from demonstrates defensive reactions (stiffening, resistance, and withdrawal) to without defensive reaction such as withdrawal or resistance on 4/5 observations as measured by bi-monthly observations and data collection by OT
03/02/12
This is the area that we have seen the most improvement and has been a primary focus. Once his sensory system is in better shape the fine motor and other skills follow. We know now that it is critical to give Michael extra processing time in order to increase his cooperation and flexibility. Many children like Michael have shown benefit from private sensory integrative therapy. I am happy to provide some resources. A referral can be made through your pediatrician. Desensitization brushing and deep pressure are important to help override the pain responses that light touch activates in his system.
Social Emotional/Behavioral:
When given opportunity to participate in classroom activities Michael will follow classroom rules and routines improving ability to participate in large and small group activities from not able to, to 80% of the time on 3/4 data days as measured by monthly teacher/classroom observational data and checklists.
03/05/2012
Michael sits for the duration of circle. He participates at least 75% of the time. He tends to need some "processing" time when asked to participate in a direct learning activity, usually protesting first, then coming to the table and completing the activity with minimal adult assistance.
Social Emotional/Behavioral:
When given a verbal prompt Michael will transition to next activity (clean-up/stop/move, etc) improving his ability to transition from one activity to another from not able to, to 80% of the time 3/4 times on data days as measured by monthly teacher/classroom data and classroom checklists.
03/05/2012
Michael knows and follows our classroom routines. He transitions independently about 70% of the time after he has a moment to process the request. He will say, "No" most of the time, but when he sees his classmates cleaning up/lining up/etc he will transition on his own.
Adaptive/Self Help:
When given the direction "time to go potty" Michael will go to the bathroom, pull down pants and sit on toilet and empty bowels/bladder improving toileting skills from emerging (sitting on toilet a few times) to independently going to bathroom and following procedure to use toilet 90% of time as measured by monthly teacher data and classroom checklist.
03/05/2012
Michael will go into the bathroom, but will not attempt to pull down his pants - he continues to be resistive.
Adaptive/Self Help:
When given unfamiliar or undesired food (fruit/veggies) Michael will accept a small piece of food improving tolerance for undesired/non-familiar food from gagging/refusing to attempting a lick/smell/or a tiny "no thank-you bite" 90% of time on 3/4 data days as measured by monthly teacher data and classroom checklists.
03/05/2012
He requests all of our food items. He will allow them to be on his place mat and will take a "no thank-you" (tiny bit) depending on the food. He always requests water and has been drinking several sips from the paper cup!
Functional Fine Motor & Sensory Processing Skills:
When given scissors and cutting project with simple 1/8" bordered shapes Michael will position scissors correctly and cut out independently improving fine motor and sensory processing skills from uses two hands/lacks correct positioning & snips only to with 75% on line accuracy on 3/4 observations as measured by monthly observation and data collection by OT.
03/02/2012
Michael has made much process in his following of the routine, management of the sensory environment, and cooperation. Although his tendency is to greet each direction with "no" when given a little extra processing time he is now complying with the majority of requests and tasks. I have been treating his severe tactile defensiveness with desensitization brushing technique. He truly enjoys it and it has made a significant difference in his ability to tolerate washing his hands, using tools, playing with sensory materials, etc. I would be happy to teach his parents the technique on any Tuesday or Friday afternoon. It is delightful to see Michael smiling and laughing. He is so bright. His fine motor is slowly improving as he is now able to tolerate the tools. His cutting is still at the snipping stage thus he has not made much progress towards cutting out shapes. But truly he is progressing nicely and once his sensory system is in better shape the fine motor will quickly respond. He adores puzzles.
Functional Fine Motor & Sensory Processing Skills:
When given writing/drawing implement Michael will use a tripod grasp and dominant hand to hold and draw beginning pre-writing shapes (i.e. circle, cross, square) improving functional fine motor and sensory processing skills from uses pronated fisted grasp, lacks hand dominance, and beginning copy skills to on 4/5 times as measured by bi-monthly observation and data collection by OT.
03/02/2012
Michael is showing more willingness to use pencils and crayons. He continues to switch hands and does not yet have a mature grasp. He knows his letters and numbers and can imitate a circle and a square, but not yet a cross.
Speech/Language-Expressive:
When given an appropriate classroom setting Michael will produce novel (non-echoic) responses improving expressive language from 50% of responses to 80% of responses as measured by classroom data and language logs.
02/27/2012
Michael continues to bloom in preschool. A recent inventory of his language indicates that 72% of his comments are non-echoic. This is wonderful progress and indicates that he is becoming more independent in his verbal output.
Speech/Language-Receptive:
When given a classroom instruction or direction Michael will follow the direction or instructions improving receptive language from 10% accuracy (compliance) to 60% accuracy (compliance) as measured by classroom data.
Michael is very compliant with classroom directions and instructions. He requires minimal support and reminders to comply with classroom-based directions.
Speech/Language-Social:
When given an opportunity to interact with a same-aged peer Michael will engage in a reciprocal conversation improving social language from 0 turns per conversation to 2 turns per conversation as measured by classroom data.
02/27/2012
He was observed taking two conversational turns with a peer approximately two weeks ago. When engaged in a high interest activity (building with Legos), he was able to take two conversational turns with a supportive adult (me) on multiple occasions. He is becoming more willing to engage with others, but this interest is typically seen when the activity is highly motivating for Michael and the conversational partner is dedicated to keeping Michael engaged.
Wednesday, March 7, 2012
Talked to the ST today
I told her about the conference with Michael's school and the suggestion for OT. She said that she doesn't think he should completely stop ST, but she thinks it might be good for him to put a hold on it for 6-8 weeks while he does some intensive SI. She gave me a card to an OT she recommends. So I'll be calling them and see where we can go from here.
Tuesday, March 6, 2012
First Parent Conference
Today was the first time since Michael started school that I've been able to attend a parent conference. It went pretty well. I really feel like his teacher, ST, and OT know Michael really well. The things they struggle with at school sound like the exact things we struggle with at home (no surprise!). Most the conference was the OT going over Michael's sensory needs. She actually told me that he is the most severely tactile defensive child she has ever worked with. She suggested we get him into sensory integration therapy. We then talked about how I was toying with the idea of dropping speech to pick up OT because I can't really afford both therapies. They didn't really recommend I do that as they also feel he still needs speech. So I'm not sure. They said there are low cost/no cost options out there for SI but they don't really recommend them for children like Michael because he needs a very experienced OT to work with. So right now I'm not sure what we will do. I might talk to the ST on Wed about what she thinks. I know she said a comment about seeing speech ending in the foreseeable future. Maybe I should put ourselves on a wait list now just in case.
They also talked about how most kids gain skills at a gradual pace, but Michael seems to plateau and then just JUMP to the next level. I noticed that as well. It's like one day something will click and he will just take off in that one skill, but then he will be stuck there for a while. They did however comment on how he is very smart and has great cognitive abilities. :)
Overall, he has grown leaps and bounds since starting school! I can't wait to see how far we are by the end of this year. And then we have 1 more year. I hope next year he has the same teacher and team of professionals because these guys are great.
Then at the end of the conference, the OT showed me how to do the wilbarger brushing protocol and joint compressions. It was a bit awkward when she had me do them on her, especially when she lifted up her outer shirt and I had to brush her under shirt, HA! According to her though, I am a natural. ;)
They also talked about how most kids gain skills at a gradual pace, but Michael seems to plateau and then just JUMP to the next level. I noticed that as well. It's like one day something will click and he will just take off in that one skill, but then he will be stuck there for a while. They did however comment on how he is very smart and has great cognitive abilities. :)
Overall, he has grown leaps and bounds since starting school! I can't wait to see how far we are by the end of this year. And then we have 1 more year. I hope next year he has the same teacher and team of professionals because these guys are great.
Then at the end of the conference, the OT showed me how to do the wilbarger brushing protocol and joint compressions. It was a bit awkward when she had me do them on her, especially when she lifted up her outer shirt and I had to brush her under shirt, HA! According to her though, I am a natural. ;)
Meltdown over diapers
This is a fairly long video and I don't really expect everyone to watch it all the way through, but it's a pretty great example of Michael getting frustrated to the point of meltdown. This is actually pretty tame, too.
I left to the store the other day and James was home with the kids. He asked Michael to get a diaper with a number 5 on it, so he could change Rory. The diapers were stuck in that stupid plastic wrapping and he couldn't get it out. He had however, already decided in his head how it was supposed to play out, and since it was not doing so in that order, the world came to an end.
I don't know any other child that would freak out so horribly over not being able to get a diaper out. Most children would whine and tantrum to not even help! He was happy to help, but so frustrated with the situation from there on out, that he melted down. When it gets like this, we struggle with just doing it for him and dealing with an all out scream fest for 5 minutes, or dealing with 20 minutes of screaming and frustration so he can learn to do it himself. This happens with EVERYTHING. From getting cups, to opening doors (HUGE one there!!!), to getting his jacket on and off, to taking his shoes off... you get the idea.
If he would just let us show him how or help that would be amazing. But no, the whole thing has already played out in his head of him doing it ALONE, so he will not accept help. He has a hard time understanding verbal help as well so that is not really helpful. It just stresses him out more, because he has a hard time still with receptive language, especially when he is so focused on another task.
If you have the time to watch the whole thing, I recommend it.
Wednesday, February 29, 2012
Those are words I haven't heard yet.
Today speech therapy went awesome! It went so awesome the speech therapist said a few times "who is this child you brought today?" I wasn't sure myself! Then she said something I have not heard yet. She said, "If we have many more days like this, we might just say he doesn't need therapy anymore!" WHAT?! WOW! I never thought I'd hear the day when they would say those words. I know this is just ONE day out of many, but it's a start! I have noticed he has done really well the past couple of weeks. I only hope it continues on this path. :)
Friday, February 24, 2012
Just wanted to add this.
My husband wrote a blog about our experience yesterday as well. I really liked what he wrote about our general struggles with autism. I liked it so much I'm posting it here too.
"As a three-year old who has social and communicative delays, my son cannot always articulate his needs, and many times, he cannot get past something being done in the proper order, according to his 3-year old mind. As his father, I have learned to deal with his autistic behavior and roll with his meltdowns and rituals. Once he has something figured out in his head, nothing may deviate from it. Otherwise, he experiences what my wife and I call a boxing match in his head. Until he can work through the problem in that insanely wired head of his, the world as he knows it comes to an abrupt end. I don’t expect anyone without an autistic child to understand. A good example of our daily meltdowns would be going through doors. He must open the door himself. If it is too heavy to open, he freaks out. If you try to help him, he freaks out. If you try to open the door and walk through first, he freaks out. Oftentimes, it is a meltdown waiting to happen. The irony is that the only way to get him over it is to get him out doing it as much as possible. You don’t lock a socially deficient child away; you get them out amongst people. Even if they melt down, it is something you have to deal with in order to socialize them. The same goes with doors, drink cups, forks, knives, getting into and out of a car seat, taking him to the park, eating dinner, going to sleep, waking up, brushing teeth, reading a story, changing a diaper, and on and on. Everything is a ritual, and everything must be narrated ad nauseam or you risk a meltdown. It is difficult. It is especially difficult in a dynamic environment, where things are happening around you that you have no control over. Interacting with other people, going to restaurants, and even walking through a parking lot brings around a lot of variables that we, as parents of autistic children, just cannot account for. We are especially in tune with our children, but we aren’t perfect. You surely aren’t perfect, so you can’t expect us to be… except we are more aware of our child’s surroundings than 90% of parents with “normal” children are. Still, we cannot always be on guard 100% of the time."
"As a three-year old who has social and communicative delays, my son cannot always articulate his needs, and many times, he cannot get past something being done in the proper order, according to his 3-year old mind. As his father, I have learned to deal with his autistic behavior and roll with his meltdowns and rituals. Once he has something figured out in his head, nothing may deviate from it. Otherwise, he experiences what my wife and I call a boxing match in his head. Until he can work through the problem in that insanely wired head of his, the world as he knows it comes to an abrupt end. I don’t expect anyone without an autistic child to understand. A good example of our daily meltdowns would be going through doors. He must open the door himself. If it is too heavy to open, he freaks out. If you try to help him, he freaks out. If you try to open the door and walk through first, he freaks out. Oftentimes, it is a meltdown waiting to happen. The irony is that the only way to get him over it is to get him out doing it as much as possible. You don’t lock a socially deficient child away; you get them out amongst people. Even if they melt down, it is something you have to deal with in order to socialize them. The same goes with doors, drink cups, forks, knives, getting into and out of a car seat, taking him to the park, eating dinner, going to sleep, waking up, brushing teeth, reading a story, changing a diaper, and on and on. Everything is a ritual, and everything must be narrated ad nauseam or you risk a meltdown. It is difficult. It is especially difficult in a dynamic environment, where things are happening around you that you have no control over. Interacting with other people, going to restaurants, and even walking through a parking lot brings around a lot of variables that we, as parents of autistic children, just cannot account for. We are especially in tune with our children, but we aren’t perfect. You surely aren’t perfect, so you can’t expect us to be… except we are more aware of our child’s surroundings than 90% of parents with “normal” children are. Still, we cannot always be on guard 100% of the time."
Thursday, February 23, 2012
It finally happened.
Tonight we went to a surprise birthday party for a friend of ours at Alfy's pizza. Michael was in a pretty good mood and actually managed to make it through the door without completely freaking out. Once we got inside, he sat down on the waiting area bench and made himself comfortable. He didn't really want to move from there so when we started toward the party room in the back, we thought it might excite him if he could pick his drink and carry it back to the room. This worked for all of 3.5 seconds. He picked his drink and then was carrying it around, spilling it everywhere. Not only was the spilling itself making him upset, but also us trying to help him stop spilling was making it worse. This led to an all out meltdown. I had Rory and 100 other baby items such as blankets, sippy cups, and treat cups in my hands so I took them back to the party room while James tried to deal with Michael. He ended up taking him outside twice. A few minutes later he came back in with him and got all the way to the party room before he was startled by a person welcoming him into the room. He flipped out and screamed all the way back to the door. I followed him out and picked him up. He was screaming loud enough at this point that probably everyone there could hear him a mile away. I went to the furthest table of the restaurant, away from as many people as possible and tried to hug him tightly. This is when the fun began.
There was an older guy, probably in his 60's that was sitting a few tables down. I saw him motioning me to take Michael outside, which I wasn't about ready to do. Michael FLIPS out when we deal with doors. It would be pointless because it would all start up again dealing with getting in the doors. So I just ignored the guy. A few seconds later, he came up to me and told me I needed to take him outside. I said I wasn't going to do that and that my son could not help his screaming. He kept badgering me telling me it was "disrespectful" for me to bring my son out in public if he was going to scream like that. He told me that he belonged in the pit they had there for children (mind you this pit was closer to his table than I was currently sitting!) I wasn't about ready to bring my already overwhelmed son into a pit full of chaos and children. That would not help him calm down one bit. He told me then that if I didn't take my son outside, or to the bathrooms, or as far away from him as I possibly could, that he was going to complain to the management and tell them to make me leave. I looked him straight into the eye and said "DO IT!"
One of the friends from our party asked if he was asking me to leave and I told her that he was and that he went to complain to management. They went back and told James what was going on and that's when he came out to meet the guy. By that time, the guy was talking to the manager or whoever it was that was in charge at the moment. The guy again told us that we were being disrespectful for bringing our child out to a place where he was trying to have a "quiet" evening. He said that "children need to be trained to not cry in public". We told him my son has Autism and he can't control it. He said "I don't even know what that is! You can't use that as an excuse for him to bother me during my dinner!" James said "Well if you don't know what Autism is, you really have no place to be telling me anything on the matter now do you?!" He was probably 2 inches from the guy's face at this point, but surprisingly restraining himself.
I have to hand it to the guy that worked at Alfy's. He was completely understanding and basically told the guy we have every right to be there just as he does. Then another parent from the child pit came up to me and said "Just so you know, none of us mind your child screaming at all". Basically everyone in the establishment was on our side against this one A-hole. I was so riled up and upset by the end of this that I was shaking. Especially because he freaked Michael out so bad that he had cowered into a corner under a candy machine. Who does that to a 3 year old? Even if Michael didn't have Autism, he had no right to treat us that way!
There was an older guy, probably in his 60's that was sitting a few tables down. I saw him motioning me to take Michael outside, which I wasn't about ready to do. Michael FLIPS out when we deal with doors. It would be pointless because it would all start up again dealing with getting in the doors. So I just ignored the guy. A few seconds later, he came up to me and told me I needed to take him outside. I said I wasn't going to do that and that my son could not help his screaming. He kept badgering me telling me it was "disrespectful" for me to bring my son out in public if he was going to scream like that. He told me that he belonged in the pit they had there for children (mind you this pit was closer to his table than I was currently sitting!) I wasn't about ready to bring my already overwhelmed son into a pit full of chaos and children. That would not help him calm down one bit. He told me then that if I didn't take my son outside, or to the bathrooms, or as far away from him as I possibly could, that he was going to complain to the management and tell them to make me leave. I looked him straight into the eye and said "DO IT!"
One of the friends from our party asked if he was asking me to leave and I told her that he was and that he went to complain to management. They went back and told James what was going on and that's when he came out to meet the guy. By that time, the guy was talking to the manager or whoever it was that was in charge at the moment. The guy again told us that we were being disrespectful for bringing our child out to a place where he was trying to have a "quiet" evening. He said that "children need to be trained to not cry in public". We told him my son has Autism and he can't control it. He said "I don't even know what that is! You can't use that as an excuse for him to bother me during my dinner!" James said "Well if you don't know what Autism is, you really have no place to be telling me anything on the matter now do you?!" He was probably 2 inches from the guy's face at this point, but surprisingly restraining himself.
I have to hand it to the guy that worked at Alfy's. He was completely understanding and basically told the guy we have every right to be there just as he does. Then another parent from the child pit came up to me and said "Just so you know, none of us mind your child screaming at all". Basically everyone in the establishment was on our side against this one A-hole. I was so riled up and upset by the end of this that I was shaking. Especially because he freaked Michael out so bad that he had cowered into a corner under a candy machine. Who does that to a 3 year old? Even if Michael didn't have Autism, he had no right to treat us that way!
Saturday, February 4, 2012
Cute
Tonight as I was rocking Michael before bed I asked him how old he was. He told me "I'm 3!" then I asked how old Rory was and he said "She's 2!". He sat there quiet for a second or two then said "What's your number mama?" I was shocked! :) Then he said "What's daddy's number?" That was awesome!
Friday, February 3, 2012
More in depth
Michael has been doing amazing at telling me about his day. Last night I was seeing if he could take it further, and he really blew me away! :) I was getting some extreme detail about his day. I had to work it out of him, but he was doing it! He told me about some story they read in class about kids and a bear. He told me the kids in the story went outside to play and were sad because they fell down. A big bear came and gave them hugs. I have no idea how accurate that was of the actual story, but I still thought it was awesome!
Oh and I have a pic I took a couple weeks ago I meant to post on here. He lined up all the play food, labels out. He lines things up less often, but he will still surprise me here and there with it!
Oh and I have a pic I took a couple weeks ago I meant to post on here. He lined up all the play food, labels out. He lines things up less often, but he will still surprise me here and there with it!
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