pulling the therapists out a bit...

Since school has started, we have had our ABA therapists attending the entire day with Hunter, 9-2, Monday through Friday.  The first couple of weeks were rough; he would go to his "safe place" in the courtyard due to hitting, etc.  He would flee the class if it became a little loud.  He would not comply with directions from his teachers.  The notes over the past few weeks have become less and less problematic.  I have been seeing 100% compliance in several areas, a cue that we need to cut back.  I had asked the therapists to step back and we had a real test this past Tuesday. Hunter's therapist was sick, and the company did not have anyone to cover for her.  I tried to contact the director to clear his solo attendance with her, but didn't make contact...so we met with the teacher that morning and she wanted to give it a try.  I stopped to talk to the director and she said she would check in on his teacher, and also asked if we could schedule a meeting to get everyone on the same page.  She felt with all of our therapists (ABA, speech, OT,etc) and their individual goals, she wanted to make it more uniform and perhaps have some school goals as well.

Can I just say again how much I love this director??? She has taken full ownership of Hunter and they are invested in his education.  She always approaches me with a little observation,  a compliment, or a concern; I just love the open relationship. 

So he spent the entire day at school, one month in, with NO therapist assistance.

And he did amazing.  He only had one slight behavior- he hit his teacher's arm when another adult told him to go a different way on his bike (he still has a very hard time taking directions from adults- he feels like he is being reprimanded).  His teacher was ecstatic with his participation and his all-day compliance.

So Thursday we met with all the service providers, his main teacher, and the director and assistant director.  I felt like it was an IEP meeting- but it was something they wanted to do- not had to do.

In summary, the directors had decided that they would like to try Tuesdays and Thursdays without our therapist there. The class ratio is smaller on those days, and with two teachers in the room and his recent compliance, they are confident that they can handle the situation.  Their main concern is his "escape."  He will leave the classroom when overwhelmed.  The director had a great idea of using a sand timer for him to take a mental break at the table- it is something he can visually see and can calm himself before heading back to join the class.  Our therapists agreed with the change, as this past week they had been staying out of the class the majority of the day, observing on the benches outside the room. 

The classroom teacher told us that she saw a different child without the therapists there.  He did occasionally look for someone to fall back on, but it seemed like she thought it was more of a crutch to have someone there.  He didn't have his little pictures to color on Tuesday (after compliance, he would color a picture to earn ipad minutes after school), but he demonstrated a skill that we targeted throughout the eight months in the intensive outpatient program: intrinsic motivation.  He lifted up his painting to show her and he was truly happy he had completed it- "Look!  I did it!!"  He didn't need a McQueen picture to color- he was rewarded by how happy his heart felt.  Eight months of targeting intrinsic motivators...and every day was worth it.

One thing that really hit home with me was after the director had asked me to explain more of his diagnosis.  Since it was just PANDAS awareness day, I explained a bit more about PANDAS and a brief snapshot of his health history.  The director told us all that she didn't see Autism.  She said she saw an intelligent, sweet little boy that has some behavioral challenges.  She sees him interacting with peers, answering teachers' questions (even responded to the science teacher this week, without the therapist there!), and taking part in most classroom activities.  Just hearing her say that, of course it made me cry...but the tears were of relief and validation...

we are truly recovering our son.

It can be done.  He may flap his arms, and he may talk about Lightning McQueen more than you would care to know, but he can be educated.  He can be a friend.  He can feel the sense of completion.

And he can succeed. 

Here's a peek of our lives last week...

self-portrait- he got the hair right!

"orange dinner"

these little buddies became inseparable the weekend daddy and paige were gone

they don't look alike at all

sweet and sassy party

weekend reading time

mommy school- little pumpkin lesson while peyton napped

hunter's attention span has been so short lately- so I chose auditory direction activities, which he actually did well on..
did need multiple cues to pay attention

goof balls

 The fire station had their annual open house...

sweet buddies!

sirens...but just for clarification...I saw hunter put his hands over his ears; Peyton looked directly at him and did the same;
there is A LOT to be said for learned behavior.

guess which one actually turned the key and started the loud beep that we quickly walked away from

 

 All the kids were able to "put out the fire" on a wooden house with drop down fire windows