It's been about 8 months since Bryson was diagnosed with Asperger's Syndrome. Some days I can totally forget that there's anything different about him, and think we were hasty in seeking a diagnosis. Other days, I'm so grateful to finally have an explanation and some tools to help us be able to help him through this adventure we call life.
After waiting forever for the doctor to send referrals and get appointments set up for us with therapists, we finally bypassed him and with the help of his nurse, we started some therapy. Bryson went to his first Occupational Therapy appointment in August, the week I was gone to girls camp. Steve took him in and they started the assessment process. His therapist is a cute and sweet girl (probably in her late 20's) named Tonja. It is so fun to watch how she interacts with him. At their first appointment, she told Bryson that she loved his name and when she has a little boy, she wants to name him that. (Her last name is Brown, too.) Bryson beamed. Through the evaluation, we learned that there were some things that she can help us with, mostly related to gross motor skills and building the large muscle groups. She gave us some tips to deal with homework time and some information about Sensory Diet and how to help him with his sensory needs. There is so much to learn. First, we let him go outside and jump on the neighbor's trampoline for about a half hour. She taught us that since he's spent so much time at school trying to focus, he's probably really burned out and needs to use his large muscles to kick his mind back into gear. Through the sensory information, we also discovered some music that he loves to listen to with a steady quick rhythm to keep him going at a reasonable pace.
The miracle occurred after the first week of school, and now homework time isn't nearly the nightmare it was last year. It still requires preparation and focus on my part, but we've made significant strides. I'm not sure if it's the maturity I've seen developing in him, the new desk arrangement for homework time, the "homework helpers" (small reward treats), the beat of his new favorite music, or the exercise prior to homework time, but something (maybe a combination of all of it) has clicked, and he works hard until the chore is done. He works so much more independently and sticks to it until we can sign it all off. I can tell that he's really trying and I tell him almost every day how much I appreciate his hard work and amazing focus.
About 5 weeks ago, we went back to visit the psychologist to talk about some therapy that the pediatrician recommended to help with stress management and relaxation techniques. He refereed us to Renee and we started seeing her, too. She assessed the needs based on his original diagnosis report, and the things I shared with her, and by observing and talking to Bryson. She's already taught him some breathing and relaxation techniques (using sensory reminders) that will help him be more "grounded" and focused for homework time. We haven't had to use them yet, but she taught them to me, too, so we could do them together. She spends time with me (or Steve) alone, or with Bryson, to discuss issues that come up and offer ideas and insight to help us better deal with the hard situations.
At our last session, she taught me the importance of focusing on praising his effort, rather than the whole. We had a situation during that week where I was correcting some of his spelling and the "criticism" was just too much. He shut down. When I got him back and talking to me, he told me that he felt stupid and hated that he makes mistakes. I realized at that moment how damaging my "help" was to him, but was worried also because I don't want him to get his homework back with everything marked wrong. I can see how damaging that could be, too. So, I asked Renee how to help and correct him without criticizing. She told me that in our society we focus on the end result as being "good" or "bad", "right" or "wrong" and that for kids like Bryson, he needs to know that each step of the way is a battle he is winning. She suggested that I praise his straight lines, nice handwriting, or the creative sentence and then ask him if he can see something that's not correct in the sentence (or problem). I tried it the next day, and realized how turning it into a game, and having him find the mistakes himself was a much better way to help him learn. I also realized in our discussion that his very literal mind hadn't completely grasped the "rules" or concepts in the assignment. The assignment was to "choose 7 spelling words and write 7 sentences." To you and I, that also includes application of the understood rules of proper grammar, spelling, capitalizaiton, and punctuation in those 7 sentences. Yet, every sentence he wrote started with a lower case letter and had misspelled words (including his chosen spelling words). It's amazing what you can learn when you step outside of the moment and look at things from an AS mind. We approached that and a couple of other issues with his teacher in his IEP meeting.
We had the IEP (Individual Education Plan) meeting a week or so ago. We feel so blessed that he is able to attend The Academy, where the environment of the school already addresses much of what Bryson needs. We brought up the thought of giving speific guidelines to each assignment and the teacher agreed that it would probaly help all of her students to have that reminder. We talked about having short-term assignments written out for him to better pace himself with the long-term assignments. His special ed teacher suggested that homework shouldn't take as long as it does, so we also made accommodations for his math homework (when appropriate) to be written out for him, so he can focus on working the problems rather than the transfer of information. He also gets to do his "mad minutes" math facts with flash cards instead of on the paper for the same reasons. We also talked about how note taking is so tedious for him with this stuggle between transfer and processing information and asked that a copy of the teacher's notes be provided so I can help him at home to make sure he has all the right informaiton on his study guides and worksheets. He will also be receiving OT at school once a week to reinforce the activity goals that Tonya has begun.
I'm so excited about the progress we've made, the special alone moments and talks I've had with him driving to and from therapy, and the much-needed help we're getting for him and us. I feel like things are moving at a nice even roll now, and that we have many more tools and resources to help us work through the bumps. He's such a special kid with so much to offer and I love him and his special little self sooo much!