The Weekly Review: Week 32

Blog Post with an Outstanding Description

This week Amalah wrote about a situation at her son's school where several parents of children with special needs felt they needed to advocate for their children. This post contains an outstanding description of the variety of personalities and responses that make up that population of parents and how they all ended up in the same place anyway.

Weekly Blog Post that Made Me Want to Cook:

Weelicious.com featured a crockpot vegetable lasagna recipe a while ago. I liked the idea so much I decided to try it. It was so easy and turned out really well. And, all four members of the family liked it. That's a major success around here.

Weekly Entertaining OT Activity:

This week our OT arrived with three things. She brought powdered sugar, peanut butter, and honey. We didn't measure anything, so I can't give you an exact recipe. We put several tablespoons of peanut butter in a large bowl (for each child) and let them taste the peanut butter with their fingers for a while. Yummy and good sensory experience rolled into one. Then we put some honey (a tablespoon or two?) in another spot on the bottom of the bowl and tasted that with our fingers too. We talked about how the peanut butter and the honey tasted and felt different from each other. Finally we sprinkled powdered sugar (lots) on top of both and let the children taste that too. Then we encouraged them to pat the sugar down into the honey and peanut butter using their hands. Patting turned into pushing. Pushing turned into stirring with a finger. Stirring with one finger turned into mixing enthusiastically with both hands (tasting frequently all the while). Eventually, with much stirring and adding lots of powdered sugar the mixture reached a play-doh like consistency. We made peanut butter play-doh. Lots of fun, yummy, and a great sensory experience. The end.

The Weekly Michael

Michael's continued theme is exploring destruction. Please tell me this is a phase. This week he deliberately pulled up his floor vent and stuffed random objects inside (multiple times). He popped Ava's balloon - with his teeth. He pulled a well attached canvas wall print off his wall and then pulled the 3M wall hangers off both the wall and the picture as well. He attempted to cut a hole in the side of a bottle of glue with his scissors (right in front of me). I have actually told him that he needs to stop and think about whether his actions will destroy or harm something before doing it and decide to stop if the answer is yes. The next time he destroyed something he just informed me that he had forgotten to think.

Ava this Week:

Baby Kitty has been replaced. At the store the other day Ava passed by a bin of $4 baby dolls. She found a pink one with a kitty embroidered on its bib and a pacifier in its mouth. She cradled that doll in her arms for at least half an hour before we left and asked so nicely if she could take it home. I couldn't resist. Certainly not for four dollars. Mama Kitty and Baby Kitty are still in bed with her, but Bitty Baby (as we call her because she's small) takes the place of honor tucked in Ava's arm as she falls asleep.

Salt Art

These turned out beautifully.

1. First you take watercolor paper and let the children drizzle glue all over the paper.
   
   
   
   
2. Then you have them sprinkle salt over the glue until the glue is completely covered with salt.
   
   
3. Count to 20 or sing the ABC song to let the glue set a bit and then shake off excess salt.
4. We let ours dry for a couple of days but I've read that you can just go ahead and move to the next step immediately if you like.
5. Put liquid watercolors in an ice cube tray. We have red, yellow, and blue. We used those to also make orange, green, and purple. (You could also use water colored with food coloring.) Put one eyedropper in each spot.
   
   
6. Let the children drop the watercolors onto the salt trails using the eyedroppers. The salt trails will wick away the paint. They loved this and it really encourages fine motor control because it works best if they only dispense one drop at a time.
   
   
7. Admire end result and place somewhere to dry.
   
   
8. [Optional]When children want to continue using eyedroppers and watercolors provide additional paper and show them how they can use the eyedroppers as tools to make lines from the drops of paint.
   
   

Speech Therapy Progress - So Slow

I realized that I haven't done a speech therapy progress update in almost 5 months. I can't believe that much time has passed. I've been doing fewer progress updates because there is less progress to report.

Last time I wrote a progress update I said that we were working on final consonants and that she was using /p/ and /t/ spontaneously about 30% of the time and we had pretty much no other final consonants. Now Ava is using final /p/ and /t/ spontaneously at least 60% of the time in phrases and sentences. She's also using or approximating most of the other early emerging consonants spontaneously at least 30-50% of the time. She can imitate final /s/ and /sh/ as well, but is not using those spontaneously.

We still don't have /k/ reliably. I'd say I've seen relatively little movement on this phoneme in 5 months time. Even in direct imitation with multiple cues she will substitute /t/ for /k/ at least 3/5 times. I am frustrated with the complete lack of progress on learning a velar sound.

Right now I feel like I understand Ava at least 90% of the time in context and at least 50% of the time if I have no context. I think she is significantly less intelligible to strangers. She is speaking regularly in 3-7 word sentences, but most of those are word approximations.

She has /p, b, t, d, m, n, h, f, j, w, s, sh, ng, and vocalic /r/ in her phonemic inventory.

I feel like her language growth has been phenomenal over the past few months. Sentence length and complexity, expressive vocabulary, and morpheme use has all improved significantly (as you would expect for a child of her age).

Speech progress has slowed and is becoming difficult to track. We have shifted out of the stage where we see rapid progress from beginning therapy. Now I am beginning to see that the remaining errors are significantly more stubborn and progress will be measured in small increments rather than leaps. It is disappointing, but not unexpected.

I know slow progress is much more typical of apraxia and motor planning problems than fast or even steady progress. It's just that when things moved so quickly at first I got my hopes up. I was hoping that she would be the exception rather than the rule. Why is there always another reality check just around the corner?