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Help with Food-5 yo will not try any foods
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<blockquote data-quote="Marguerite" data-source="post: 200359" data-attributes="member: 1991"><p>Getting junk food out of the house is important. I do get the impression, though, that a lot of the "you will eat what is available or go hungry" has already been tried to no avail.</p><p></p><p>The thing with Pervasive Developmental Disorder (PDD) - it really is very different. A lot of the usual guidelines and techniques just don't work. Of course you have to try, but if it doesn't work you don't have to despair. There ARE other options and over time, you DO see improvement.</p><p></p><p>I'd forgotten about the eating off the floor. What used to horrify me was the eating off the ground in public, especially in the city. We had to be quick to grab it from him and even then it would trigger a rage. </p><p></p><p>At 5, his ability to not rage is going to be very limited. Also, any reward needs to be immediate. Reward also shouldn't be food-based or money-based. That can set up very bad habits later on.</p><p></p><p>A good reward can be playing a computer game with him, or a board game, or you sharing with him some other game or activity that he really enjoys.</p><p></p><p>Social stories are a way of writing a story for him, about him, that help him learn needed skills. For example, when difficult child 3 was starting school and needed to understand the routine, we wrote a social story for him to describe what his day would be like. I took photos to help reinforce it.</p><p>When difficult child 3 needed to learn the basic information about himself (name, age, phone number, address) I wrote it as a social story, with photos. "My name is difficult child 3. I'm a boy. I like to climb trees. I live at ... My phone number is... Mummy's mobile phone number is ... I have two sisters and a brother..." and so on. He was capable of memorising large chunks of text including long strings of numbers and syllables but at that time had little understanding. However, by writing this out for him and rehearsing him, it meant that if he went astray, someone could question him and find out how to contact us. We had to program him like a computer, or a budgie you're teaching to talk.</p><p></p><p>He's very different now!</p><p></p><p>Don't be too disparaging about medications - we reluctantly put difficult child 3 on medications when he was 3. We copped a lot of criticism for it. But within a week this boy was talking in full sentences, with understanding. What a difference!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 200359, member: 1991"] Getting junk food out of the house is important. I do get the impression, though, that a lot of the "you will eat what is available or go hungry" has already been tried to no avail. The thing with Pervasive Developmental Disorder (PDD) - it really is very different. A lot of the usual guidelines and techniques just don't work. Of course you have to try, but if it doesn't work you don't have to despair. There ARE other options and over time, you DO see improvement. I'd forgotten about the eating off the floor. What used to horrify me was the eating off the ground in public, especially in the city. We had to be quick to grab it from him and even then it would trigger a rage. At 5, his ability to not rage is going to be very limited. Also, any reward needs to be immediate. Reward also shouldn't be food-based or money-based. That can set up very bad habits later on. A good reward can be playing a computer game with him, or a board game, or you sharing with him some other game or activity that he really enjoys. Social stories are a way of writing a story for him, about him, that help him learn needed skills. For example, when difficult child 3 was starting school and needed to understand the routine, we wrote a social story for him to describe what his day would be like. I took photos to help reinforce it. When difficult child 3 needed to learn the basic information about himself (name, age, phone number, address) I wrote it as a social story, with photos. "My name is difficult child 3. I'm a boy. I like to climb trees. I live at ... My phone number is... Mummy's mobile phone number is ... I have two sisters and a brother..." and so on. He was capable of memorising large chunks of text including long strings of numbers and syllables but at that time had little understanding. However, by writing this out for him and rehearsing him, it meant that if he went astray, someone could question him and find out how to contact us. We had to program him like a computer, or a budgie you're teaching to talk. He's very different now! Don't be too disparaging about medications - we reluctantly put difficult child 3 on medications when he was 3. We copped a lot of criticism for it. But within a week this boy was talking in full sentences, with understanding. What a difference! Marg [/QUOTE]
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