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<blockquote data-quote="TeDo" data-source="post: 506838"><p>There is nothing to feel bad about. Little things will make all the difference. Hard hugs means he either doesn't register pressure or that he likes the deep pressure. A weighted blanket can help with the deep pressure. Since he has sensory issues, you really should find a good pediatric occupational therapist. Ours has done wonders and if they do a thorough evaluation, you might be amazed at what else you find. They can also help teach you ways to help with them. difficult child 1 has soooo many sensory issues that school IS hard for him. Just think about all the noise not to mention the demands placed on the kids. Your son definitely needs an IEP to help accommodate some of that stuff. Don't count on the school doing much with just a verbal agreement. To actually compel them to do everything and do it in a timely manner, you need to make the request in writing and have written verification that they received your request. If he gets an IEP this year at the current school, the school in CA will follow that as a working one until they can get things done for themselves. Please don't wait until you move to get an IEP. It will only help in the long run.</p><p></p><p>As for things at home....schedules are wonderful and for his age, a picture schedule works great. They need routine and help transitioning from one activity to another. I have to give difficult child 1 "countdowns" before switching activities. Things like 20 minutes until you have to get off the computer for supper and then again at 10 minutes and then 5 minutes. Too many in between irritates him so I stick to those times. That goes for ANY transitions if I want them to go smoothly. Sometimes I have to compromise. Time will be up but he is just finishing a level. When I tell him time is up and he wants to finish, I agree that he can finish but then he HAS to do the next thing.</p><p></p><p>Also, they have difficulty putting things into words. In our house, that is HUGE. We are doing speech therapy to work on expressive speech.</p><p></p><p>Another no-no in our house is using vague language such as later, not now, maybe.... Kids on the spectrum are very literal thinkers. It is a process to learn to remember that but you'll get there.</p><p></p><p>There is a lot of hope for your son. He's young enough that with interventions now he can make great strides. There is a lot of hope. You're on the right track. Keep going.</p></blockquote><p></p>
[QUOTE="TeDo, post: 506838"] There is nothing to feel bad about. Little things will make all the difference. Hard hugs means he either doesn't register pressure or that he likes the deep pressure. A weighted blanket can help with the deep pressure. Since he has sensory issues, you really should find a good pediatric occupational therapist. Ours has done wonders and if they do a thorough evaluation, you might be amazed at what else you find. They can also help teach you ways to help with them. difficult child 1 has soooo many sensory issues that school IS hard for him. Just think about all the noise not to mention the demands placed on the kids. Your son definitely needs an IEP to help accommodate some of that stuff. Don't count on the school doing much with just a verbal agreement. To actually compel them to do everything and do it in a timely manner, you need to make the request in writing and have written verification that they received your request. If he gets an IEP this year at the current school, the school in CA will follow that as a working one until they can get things done for themselves. Please don't wait until you move to get an IEP. It will only help in the long run. As for things at home....schedules are wonderful and for his age, a picture schedule works great. They need routine and help transitioning from one activity to another. I have to give difficult child 1 "countdowns" before switching activities. Things like 20 minutes until you have to get off the computer for supper and then again at 10 minutes and then 5 minutes. Too many in between irritates him so I stick to those times. That goes for ANY transitions if I want them to go smoothly. Sometimes I have to compromise. Time will be up but he is just finishing a level. When I tell him time is up and he wants to finish, I agree that he can finish but then he HAS to do the next thing. Also, they have difficulty putting things into words. In our house, that is HUGE. We are doing speech therapy to work on expressive speech. Another no-no in our house is using vague language such as later, not now, maybe.... Kids on the spectrum are very literal thinkers. It is a process to learn to remember that but you'll get there. There is a lot of hope for your son. He's young enough that with interventions now he can make great strides. There is a lot of hope. You're on the right track. Keep going. [/QUOTE]
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