The latest thing Mr L's evaluator wanted from me was a list of all modifications I do for Mr L around the house and associated with school. I ended up writing down a whole lot of things because I realized I don't know what is a modification and what is the kind of thing most parents do for a 10-year-old boy! My understanding of children is rather skewed as I've got 4 who are "not typical."
Here is the list I sent her:
Therapies / Activities / Modifications do we do with Mr L on a regular basis
Nov. 2011
Around the House:
Fine Motor
• Permit a certain amount of eating with his hands (otherwise he wouldn’t be able to eat much!)
• Pour things for him (if spilling would be really not good).
• Avoid clothing with snaps or buttons.
• Offer to open bags, etc. if scissors aren’t handy.
• Open the minivan door for him (or I wait for him to succeed.)
Sensory
• I’ve removed excess toys.
• I help him find things, like pencils, shoes, erasers (I’ve tried to establish places, but either he ignores that or he chooses his own –in-the-way – places.)
• Don’t tickle him.
• Never draw / mark on his body.
• Never buy him shirts with collars.
• If he rejects a piece of clothing, I don’t try to make him wear it anyway (even if it was an expensive coat.) He won’t wear it.
• Notice when he needs new shoes because he won’t say so.
• If at all possible, let him bounce if he is in a bouncing mood.
• Don’t try to wean him off the night-light. (At least I switched him to a yellow bulb a few years ago.)
• I put up with a messy room (drawers open, etc.).
Other
• I try to never change an activity w/o warning. e.g. he can’t watch TV w/ dad tonight, when we get home he can’t start homework because he’s going to get a haircut (I don’t know when it started, but I give info on “things will be different” before he gets out of the car. If I haven’t done so I feel a sense of urgency as I pull into the driveway!)
• I try to respect his “order of events”, once we realize there is one and that interfering with it causes problems. This isn’t often but it was quite an issue with his homework this year as he insists he has to do homework first (after snack and before his NR therapy.) Attempting to change this schedule is just not worth it. (He does science and math homework first, but that is partly because they are his favorite subjects and partly because math is the last class of the day and is often still in his head.)
• I give him one instruction at a time. (“Bring me your laundry” … [wait ‘til it is done] … “Please clear your stuff off the dining room table” …)
• I tell him what to do if he hasn’t done it before or may not remember (e.g. he needs to sign-in at office when he is late – he is never late.) He doesn’t learn from visual observation. He has started to learn behaviors from books; not always a good thing …
• I spell out rules (“It is rude to read at the table when others are eating w/ you.”) I make allowances in discipline if he’s never been actually told not to do something (even if he was there when his brother was told not to, as he can believe the instructions were just for his brother.)
• If he is bothered by a noise, his little brother, etc., Mr L won’t say something or move until it is too much, so I try to keep an ear open for if he is too distracted and if so, I suggest he move.
• I try to always say “why” before “what” when I am preparing him to do an action he might not like. “Mr P will need to do his therapy in here soon, so please be prepared to turn off the TV.”
• I removed most media distractions (TV, movies, video games, computer) so he is less tempted to abandon homework in order to play.
• I try to be aware of when he is in a rough-housing situation w/ his brother so I can warn him of the need to protect himself.
• I tell the maid to not touch the things on his floor except when I give her the OK. I don’t move things around on his desk or shelves or floor if they look at all like they are part of a scenario.
• I pick up his dirty clothes from the floor w/ minimal complaints (except for socks. I’ve been trying to increase his awareness of his socks scattered throughout the house for about a year now.)
• He has only one must-do chore (laundry basket to laundry room on Sundays) (This is party a motor issue and partly a height issue. He doesn’t take out the trash because he can’t ever figure out how to get the trash can open while holding onto a trash bag; he can’t reach the shelves above the counter so he can’t put away dishes or set the table; he hasn’t a clue where to put most of the food I buy so he doesn’t help put groceries away; he never sees his own stuff cluttering the house so he would have to be told piece by piece what needed to be picked up and where to put it.)
• If he was supposed to do something for 5 minutes and it has been a while and he is still doing it, I tell him that it has been over 5 minutes and he can stop.
• If he asks a question, I stop expecting to finish answering when he goes off on a tangent. (I haven’t succeeded in this one. I keep trying … I know to wait until he has exhausted the new subject, and I think he’s learned to pretend to listen.)
• I know that erasers that you put on the ends of pencils are for having faces drawn on them and not to be used to erase anything. (He isn’t really that strict; I’m allowed to have my own supply.)
• I never ask him if I can throw or give something away (a broken toy, for example) as he will say “no”. I never let him see or know that I have gotten rid of something.
• My husband tries to always be available to Mr L if Mr L is upset in any way. Mr L won’t talk to me about things that upset him. This can really cut into My husband’s work time. (He does much of his work at home.)
• My husband also makes time to (patiently) listen when Mr L has yet another story / scenario he needs to talk about. (Otherwise he’ll have a harder time concentrating on other things as he has a story inside him that needs to get out.)
• He can’t participate in group swim lessons (distractibility + lack of visual learning.) Se we need to set aside time each summer for one-on-one instruction.
School Work:
Note: These are largely limited by my own (lack of) imagination. Every modification I’ve thought of so far has been approved by his teachers.
• I follow up with him if I think he’ll need help. (He is very unlikely to ask for help.)
• I created a proper-environment workplace, but I let him do work elsewhere if he wants to and if it is at all possible.
• I re-focus him if I hear him playing when he should be doing homework. Sometimes many times.
• I communicate w/ teachers at least weekly, especially when I think he has mis-understood an assignment (so far I’ve been right 90% of the time.)
• I investigate books (when there is a choice) for him to read, check w/ his teacher to be sure they meet her requirements, get his approval and either acquire them myself or give him instructions on how to get it.
• For long-term projects, I create time-lines for what to do when and how long it will take. (He has asked does he have to be there while I do it?)
• I nag constantly about continued progress on long-term assignments (and tell him I hate nagging him … but when I don’t nag, he does not make progress!)
• I review as many written assignments as I can get my hands on. (I focus mostly on spelling and capitalization.)
• I return his schoolwork to his desk if he has left it in an unusual place.
• I remind him to pack up his backpack (although he is getting better at this.)
• On Thursday or Friday I remind him to give me the packet of papers-to-parents that goes home on Wednesdays. (I almost never get that packet on Wednesdays.)
• Last year we made him learn how to type, so he types nearly all written assignments that he does at home.
• I turn on the light if he is trying to read in the dark.
• We read entire books to him. We let him “read” by listening to a book-on-tape. If he is having problems “getting into” a book, we read the start of the book to help him get past character-development or other non-action parts.
• If there are fine-motor tasks on a physical project, I help with those. (e.g. taping things down or together.)
• Per his request, we try to not ask him to do anything else until his homework is finished.
Neurological Reorganization:
• Combined 30 minutes of hands-and-knees “creeping” and belly crawling.
• Vestibular – 15 seconds, (move head rapidly through space and then stop), 8?Times a day. Min 5 minutes between each one.
• Sensory – light touch, 15 seconds, 10 times / day. Min. 5 minutes between each one. Focusing on 1 or 2 body areas (legs, arms, head, etc.) brush / rub something (non-painful) on him. Cloth, rubber, sensory brush, plastic, metal, smooth, knobby, knit, etc.)
• Patterns (lie on tummy on a mat, parents help him move his arms and legs in a particular way, 60 or 30 repetitions.)
• “knead” hand putty (Theraputty) 5 minutes every evening.
What I don’t accommodate for
• Whining and groaning as a way to ask for help.
• Forgetting to turn off his room or nightlight. (He complies quite quickly when I tell him it is on.)