handling reports from professionals...when you are a professional yourself

I should count the number of reports and evaluations we have had completed for Hunter.  When you add re-evaluations, school conferences, ARD meetings, ABA daily updates, and specialist reports, you not only have a large file of papers, but you really get to know your son through others' eyes.

So the first report to digest came from the medical side: the pediatric dermatologist.  The line that was upsetting (in reference to the Vitiligo) was, "Condition getting bigger.  Last new area developed."  Darn auto-immune disorders!  The doctor reiterated that his fair skin color hid the vitiligo, and as long as his skin didn't tan, we didn't need to start topical steriods. 



The second report came from Hunter's IOP (Intensive Outpatient Program).  They had to do an initial eval, using the VB-MAPP (behavioral/ language assessment), and observe a parent/child play session.  This is embarrassing to admit, but you have to remember I am a speech-language pathologist...she tallied the ratio of my utterances to his...I had 184 spontaneous utterances and Hunter had 19.  Ridiculous!  Even though I met all the goals they were looking for/future targets, they indicated that I need to concentrate on not speaking for Hunter.  They want me to pull back on so many of the supports that we have put in place to make Hunter successful.  One of the therapists who reviewed the eval with me told me to handle each situation as if I was dealing with Paige.  If Paige doesn't need a countdown to putting her shoes on, don't do one for Hunter.  If I expect Paige to answer a question, don't answer for Hunter when he is asked.  I even remember one of my supervisors in grad school told me I didn't need to fill every moment of silence...which I feel like I need to do so often!



 We also received updated ARD goals, which contain personal information, so I didn't want to scan those.  He is making great progress on all of his school goals and his teachers had encouraging comments about his gains.  His teacher, who was teacher of the year last year, told us at pick-up last week that Hunter and his friends (he's in a integrated classroom- a few regular ed kiddos and a few special-ed kiddos like Hunter) were telling knock-knock jokes at the lunch table.  SO exciting to hear that!  He tells jokes with our family constantly, but I wasn't sure if he had the courage or drive to converse with his friends in the same manner.

The final report for these last few days came from Hunter's amazing private preschool teacher.  She used so many of his "flaws" as strengths, which is something I often forget to do.  Instead of thinking negatively about his OCD tendencies, I need to remember that order and routine are important qualities to have to be a productive person.  He knew almost all of his letters and sounds and counted to 27; Paige counted to 29 her first 9 weeks of kindergarten.  His teacher listed "sweet, helpful" as some of his commendable qualities.  It's a wonderful thing to hear that your child has a good heart.  Even if they have struggles, even if they throw their paper on the ground six times before starting a task, even if they meltdown during a class party, they still can be one of the first to ask a friend who is hurt, "Are you ok?"

Report writing and report reviewing have been a large part of my career as a therapist.  I used to enjoy doing both, especially reviewing my evaluations with new parents.  I still appreciate both aspects involved with reports, but I am on the other side of the table now.  Instead of reviewing goals and comforting parents, I am the one receiving the feedback and the recommendations.  As a professional in the field, it is often difficult to take criticism and unfortunate news when I feel like I should have the situation under control.  However, I have slowly learned through this process that I am not the only one who has a handle on this situation. 

Continue to believe and live the faith.  We don't have to do this on our own.