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Wild Mood Swings?
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<blockquote data-quote="keista" data-source="post: 433296" data-attributes="member: 11965"><p>While I do see it Terry's way - they can be explained through Asperger's, to me they seemed like you said "different". If these "different" ones have always been around, then you've got even more detective work on your hands. It could easily be a "different" presentation of the same diagnosis - exactly as Terry viewed it. It could also be another diagnosis.</p><p></p><p>Try keeping a journal of daily symptoms, explosions, meltdowns, "different" episodes, etc. You don't really need to detail things like in a diary, but enough so you can try to find a pattern and have decent notes when explaining to doctors. I've come up with my own codes and a legend in case I have to pass a copy on to someone at the spur of the moment. This helps with identifying possible patterns, and also helps you become more observant as to what may be going on inside his head. Also, try asking him if he can tell the difference between the "different" and 'regular' episodes. Try to find out if he knows what his "motivation" is for any kind of episode. My son was very self aware at an early age and although he didn't/doesn't always know what's going on in his own head, he does very often give great clues that I then piece together to figure out what's happening.</p><p></p><p>I believe that if we show an Autistic child/person that we are trying to understand their world, they may "come out" and try to understand ours. I saw this first hand when my son was placed in Special Education for pre-k. He had no diagnosis at the time, and I had no concerns. His language was a bit lacking, but also advanced in many ways. I thought the kid was a genius (still do). So when I saw the class he was placed in, due to their concerns over language delays, I shook my head thinking this is not going to work - there were visibly autistic kids in the class, with verbal stims, and I told them if language is what they are going to help them with, they will fail because he will pick up the "language" of the other kids. Needless to say, a month into school, I got a note home saying that son was <u><strong>mocking</strong></u> the other kids. I saw <strong><span style="color: red">RED! </span></strong><span style="color: red"><span style="color: black">"I told you this would happen!"</span></span>He was not mocking in any way shape or form, he was picking up their "language". Well, teacher was a first year, fresh out of school herself, and said we had to get him to stop because it was "upsetting" the other kids. So, I went in to observe. Then I asked teacher to set aside her own adult views and just OBSERVE. What we saw was my son "talking" to this other child, and in turn, this other child started to 'interact' with my son. It wasn't huge, it wasn't obvious, and 'interact' is in the quotes because it was 4yo side by side play, but this other child hadn't done that in the past. Teacher dropped the whole "mocking" thing.</p><p></p><p>Point is, kids with ASDs see and experience things differently. If we can understand how they see things, or show that we are at least trying to, in my opinion they will be more wiling to try things our way.</p></blockquote><p></p>
[QUOTE="keista, post: 433296, member: 11965"] While I do see it Terry's way - they can be explained through Asperger's, to me they seemed like you said "different". If these "different" ones have always been around, then you've got even more detective work on your hands. It could easily be a "different" presentation of the same diagnosis - exactly as Terry viewed it. It could also be another diagnosis. Try keeping a journal of daily symptoms, explosions, meltdowns, "different" episodes, etc. You don't really need to detail things like in a diary, but enough so you can try to find a pattern and have decent notes when explaining to doctors. I've come up with my own codes and a legend in case I have to pass a copy on to someone at the spur of the moment. This helps with identifying possible patterns, and also helps you become more observant as to what may be going on inside his head. Also, try asking him if he can tell the difference between the "different" and 'regular' episodes. Try to find out if he knows what his "motivation" is for any kind of episode. My son was very self aware at an early age and although he didn't/doesn't always know what's going on in his own head, he does very often give great clues that I then piece together to figure out what's happening. I believe that if we show an Autistic child/person that we are trying to understand their world, they may "come out" and try to understand ours. I saw this first hand when my son was placed in Special Education for pre-k. He had no diagnosis at the time, and I had no concerns. His language was a bit lacking, but also advanced in many ways. I thought the kid was a genius (still do). So when I saw the class he was placed in, due to their concerns over language delays, I shook my head thinking this is not going to work - there were visibly autistic kids in the class, with verbal stims, and I told them if language is what they are going to help them with, they will fail because he will pick up the "language" of the other kids. Needless to say, a month into school, I got a note home saying that son was [U][B]mocking[/B][/U] the other kids. I saw [B][COLOR=red]RED! [/COLOR][/B][COLOR=red][COLOR=black]"I told you this would happen!"[/COLOR][/COLOR]He was not mocking in any way shape or form, he was picking up their "language". Well, teacher was a first year, fresh out of school herself, and said we had to get him to stop because it was "upsetting" the other kids. So, I went in to observe. Then I asked teacher to set aside her own adult views and just OBSERVE. What we saw was my son "talking" to this other child, and in turn, this other child started to 'interact' with my son. It wasn't huge, it wasn't obvious, and 'interact' is in the quotes because it was 4yo side by side play, but this other child hadn't done that in the past. Teacher dropped the whole "mocking" thing. Point is, kids with ASDs see and experience things differently. If we can understand how they see things, or show that we are at least trying to, in my opinion they will be more wiling to try things our way. [/QUOTE]
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