Seasonal Sensory Shenanigans..

While Potatey does not have Sensory Processing Disorder in the sense that his sensory issues are debilitating and are interfering with his daily functioning, he DOES have sensory issues.

And every spring and fall, he and I go through the same thing. Every spring it's a battle to get him to switch from long pants, socks and long sleeved shirts/sweaters to shorts, T-shirts and sandals. And every fall is a battle to get him to switch from shorts and T-shirts and sandals, to long pants, socks and long sleeved shirts/sweaters. And for about 3 to 4 weeks, he will fight me with all he's got to NOT make the clothing transition (and then after that period, his sensory systems have become desensitized to the clothing changes and it's smooth sailing again).

While all of this may appear as a battle of wills, I know it is not (going through this in much more extreme fashion with Salamander has taught me that much). It truly is that his system needs to get "reprogrammed" to the tactile sensations of additional clothing or lack of additional clothing on his skin.

I started the transition in to fall clothes this week, as it is rapidly getting *nippier* here. So far, we've had lots of tears and tantrums in the morning (as opposed to his usual "running to his clothing drawers, picking something out and throwing the clothes on" deal). I know it'll be like that for another 2 -3 weeks or so, and then we'll be OK again.

[hmm, as this is happening every spring and fall, I am wondering if there is an allergy and/or Vit D deficiency component to this..]

This morning was a particularly exhausting battle (as he needed to wear BOTH long pants and a sweater; so a double sensory whammy) and yes, I admit it, I DID get frustrated. Especially as this is not the only battle I am fighting at the moment (see my post from last nite).

Two big things I am tackling today: I am taking Salamander to a Lindamood-Bell learning center tomorrow for additional educational diagnostic testing. He's in 5th grade now, but his basic spelling and math skills are no where near grade level (school doesn't quite see it that way..). And despite all the instruction he's had over the past 3 years in the Pragmatic Learning Center (so smaller group setting, lower pace), the skills are NOT coming on line and the gaps are getting larger. And he's getting very frustrated. So I need to figure out where the issues are (as obviously the current method of teaching him spelling and math facts are NOT doing the job - the information may stick for a day, and then "poof" it's gone again. Of course ifts easy to say that that is because of Salamander's ADHD (aka if only he "paid attention.."). My stance is; "No, we are asking Salamander's neurological wiring to do learn in a way that it cannot learn effectively, we need to find a method that DOES work with his wiring, so he CAN learn these things." Case in point - I KNOW he can learn, I know he can remember facts. I know he can RETRIEVE facts from his memory. Yesterday, he could tell me all about the wind speeds of the various storm categories, from Tropical Depression up to Stage 5 Hurricane. But the same kiddo cannot tell me what 12 - 8 is without getting utterly distressed as he doesn't have 12 fingers to be able to figure this out. So we need to find other props and then very laboriously, he can figure out basic math operations.. And that is just not how it should be.. NOT in 5th grade... Not when you are doing multiple digit additions/subtractions, multiple digit multiplications/divisions, and now exponents. You NEED your basic math facts to do these types of things (and no, giving him a calculator is not a solution. The output of a calculator is only as good as the input, and if you have no "numbers sense", how do you know what the calculator spits back at you "makes sense"?). So I just wrote a letter to school notifying them of the fact that I am going to do this educational diagnostic testing, and that my goal is to have the results available for discussion at Salamander's upcoming annual IEP review meeting.

The other big thing I need to tackle today is the events that took place yesterday in the Pragmatic Learning Center. While I completely understand that kids with challenges like Salamander melt down and that the melt downs can be intense and difficult to redirect (heck, I've lived THAT life for many years now), what happened (and I can't go into the details here) terrified Salamander. And I need to make sure he is safe and feels safe (as he cannot learn if he does NOT feel safe. Fright/flight will kick in and then HE will become the one having the meltdowns).

And then of course there's the usual paying work, grocery shopping, cooking, laundry and other house stuff that needs to get done.

So on that note, time for me to go compose a letter regarding the Pragmatic Learning Center issues.


Oh, I am going to try like heck to listen to AutismOne Radio's broadcast of the meeting called by Rep. Maloney to discuss vaccine-autism concerns. The broadcast starts at 1.50 pm EST. I HAVE heard that the broadcast will be archived for later access...