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Autism Spectrum Disorders (ASD) grandson?
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<blockquote data-quote="Marguerite" data-source="post: 637261" data-attributes="member: 1991"><p>Hi Janet. I've been very busy lately, and difficult child 3 has been a lot more capable of seeing what I post. So I lurk more than I post.</p><p></p><p>BG3 is the third grandchild, the first in his family though. However, both parents not only show some mild Aspie traits, but also are experienced with it. BG3 is encouraged to do things for himself but he is watched fairly closely. He's been a handful in some ways. easy child 2/difficult child 2 is a capable mother and trained early childcare worker but has found BG3's sleep problems (he seems insomniac) to be an ordeal for her. They spent a few days in a special observation centre for babies with feeding or sleeping problems and seem to have improved things.</p><p></p><p>easy child 2/difficult child 2 is doing all the right things, praising attempts at various things. "Good waving!" and so on. She sees his intense focus on dropping objects, balls etc as simply a sign of intelligence. Because it is what SHE would have done; she understands her boy and his interest in these things. She had her own oddities which at the time I ascribed to her being a very bright child. Some years later at school these things became more and more of a problem, as teachers failed to understand, for example, why she had to have her ear pressed to the floorboards of the school hall during dance class.</p><p></p><p>it's not so much not talking well. It's not having any meaningful speech at all. Nada. And no increase in recognition of people by name despite regular exposure to this/practice. He doesn't seem to comprehend "no" or "ta" which I thought he should have by now. </p><p></p><p>I agree that there are no hard and fast rules about what to expect and when, but there are general understandings of what falls into the "90% of people do this" and what seems to be outside the norm. If a kid is learning multiple languages, for example, speech may be slower (because they're trying to process twice as much). BG3's hearing seems fine, he can respond to a chocolate wrapper from the next room. He does respond to his own name to some extent, but not as much as the other two grandchildren. I'm hoping to talk to the speech path tomorrow, our schedules permitting.</p><p></p><p>We may have a chance on Sunday to compare the kids more directly. easy child 1 and family will be passing through, hopefully at the same time as easy child 2/difficult child 2 and family arrive home. The two youngest are within six weeks of age of each other. I'm looking forward to spending a bit more time with BG1 and BG2 in the short time we will see them. It might help me get a perspective, if this is merely over-anxious gran seeing autism under every rock.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 637261, member: 1991"] Hi Janet. I've been very busy lately, and difficult child 3 has been a lot more capable of seeing what I post. So I lurk more than I post. BG3 is the third grandchild, the first in his family though. However, both parents not only show some mild Aspie traits, but also are experienced with it. BG3 is encouraged to do things for himself but he is watched fairly closely. He's been a handful in some ways. easy child 2/difficult child 2 is a capable mother and trained early childcare worker but has found BG3's sleep problems (he seems insomniac) to be an ordeal for her. They spent a few days in a special observation centre for babies with feeding or sleeping problems and seem to have improved things. easy child 2/difficult child 2 is doing all the right things, praising attempts at various things. "Good waving!" and so on. She sees his intense focus on dropping objects, balls etc as simply a sign of intelligence. Because it is what SHE would have done; she understands her boy and his interest in these things. She had her own oddities which at the time I ascribed to her being a very bright child. Some years later at school these things became more and more of a problem, as teachers failed to understand, for example, why she had to have her ear pressed to the floorboards of the school hall during dance class. it's not so much not talking well. It's not having any meaningful speech at all. Nada. And no increase in recognition of people by name despite regular exposure to this/practice. He doesn't seem to comprehend "no" or "ta" which I thought he should have by now. I agree that there are no hard and fast rules about what to expect and when, but there are general understandings of what falls into the "90% of people do this" and what seems to be outside the norm. If a kid is learning multiple languages, for example, speech may be slower (because they're trying to process twice as much). BG3's hearing seems fine, he can respond to a chocolate wrapper from the next room. He does respond to his own name to some extent, but not as much as the other two grandchildren. I'm hoping to talk to the speech path tomorrow, our schedules permitting. We may have a chance on Sunday to compare the kids more directly. easy child 1 and family will be passing through, hopefully at the same time as easy child 2/difficult child 2 and family arrive home. The two youngest are within six weeks of age of each other. I'm looking forward to spending a bit more time with BG1 and BG2 in the short time we will see them. It might help me get a perspective, if this is merely over-anxious gran seeing autism under every rock. Marg [/QUOTE]
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