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strollers and difficult child's
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<blockquote data-quote="Marguerite" data-source="post: 444558" data-attributes="member: 1991"><p>About getting out of the stroller restraints - easy child 2/difficult child 2 was a terror for this. We could not confine her. We had more stroller straps than a straitjacket, but she could bend and twist out of them. We now know - hyper-mobile joints. Double-jointed.</p><p></p><p>Part of the high-functioning Pervasive Developmental Disorder (PDD) (whatever it is) means that the non-verbal problem-solving skills in all our kids have been very high indeed. And they used it to great effectiveness to get wherever they wanted. </p><p></p><p>As a baby difficult child 3 would climb to ceiling height to find a key (even if we had hidden the keys thoroughly - he would sniff them out) so he could get into the locked coin-chase money box to get money out, then re-assemble the money box so he could post the money back in. Over and over. difficult child 3 would also wander, but did not respond to his own name (did not seem to know he HAD a name) and we had to put in an unclimbable front fence with gates held closed by octopus straps, to keep him on the property.</p><p></p><p>We also had to stop trying to prevent what could not be prevented. Instead, we had to teach appropriate use. For example, when difficult child 3 began to try to bypass our password protection on our main computer when he was under two years old (I am not kidding - he would deliberately crash the computer then shut off the password protection on restart, before it had a chance to kick in) we found an old computer in the rubbish which we let him use exclusively. That way he left our main computer alone except when supervised, because he had another outlet. I also learned to back up files remotely and bury my files deep inside multiple folders. When he first began raiding the computer he would click on a text file, let it open, select all the text, type at random, quit the file and then when it asked if he wanted to save changes, he would click the default "yes" and I would lose pages or work to a few lines of gobbledegook. AARGH!</p><p></p><p>So we had to teach him how to use it appropriately, because his drive to do what he wanted to do was stronger than our ability to stop it.</p><p></p><p>We applied that principle to everything and have found we cope a lot better. And of course he is now looking at a career path n computing!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 444558, member: 1991"] About getting out of the stroller restraints - easy child 2/difficult child 2 was a terror for this. We could not confine her. We had more stroller straps than a straitjacket, but she could bend and twist out of them. We now know - hyper-mobile joints. Double-jointed. Part of the high-functioning Pervasive Developmental Disorder (PDD) (whatever it is) means that the non-verbal problem-solving skills in all our kids have been very high indeed. And they used it to great effectiveness to get wherever they wanted. As a baby difficult child 3 would climb to ceiling height to find a key (even if we had hidden the keys thoroughly - he would sniff them out) so he could get into the locked coin-chase money box to get money out, then re-assemble the money box so he could post the money back in. Over and over. difficult child 3 would also wander, but did not respond to his own name (did not seem to know he HAD a name) and we had to put in an unclimbable front fence with gates held closed by octopus straps, to keep him on the property. We also had to stop trying to prevent what could not be prevented. Instead, we had to teach appropriate use. For example, when difficult child 3 began to try to bypass our password protection on our main computer when he was under two years old (I am not kidding - he would deliberately crash the computer then shut off the password protection on restart, before it had a chance to kick in) we found an old computer in the rubbish which we let him use exclusively. That way he left our main computer alone except when supervised, because he had another outlet. I also learned to back up files remotely and bury my files deep inside multiple folders. When he first began raiding the computer he would click on a text file, let it open, select all the text, type at random, quit the file and then when it asked if he wanted to save changes, he would click the default "yes" and I would lose pages or work to a few lines of gobbledegook. AARGH! So we had to teach him how to use it appropriately, because his drive to do what he wanted to do was stronger than our ability to stop it. We applied that principle to everything and have found we cope a lot better. And of course he is now looking at a career path n computing! Marg [/QUOTE]
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