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sensory integration dysfunction v. bipolar v. adhd
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<blockquote data-quote="Marguerite" data-source="post: 289416" data-attributes="member: 1991"><p>Charting sounds like a good idea, even if he doesn't have bipolar as well. We aqlways recommend keeping a good (and long-term) diary on our kids.</p><p></p><p>ON the subject of "hearing voices" - that same thing actually happened to Wendy Lawson, an Australian social worker and author on the topic of autism and Asperger's. In her book "life Behind Glass" she described how when she was in her late teens and her parents were so worried about her, a psychiatrist asked her, "Do you hear voices?" and she answered, "Of course I do. Doesn't everyone?"</p><p>On the basis of that response, she was committed to a locked psychiatric ward for a number of years. And of course, it was as MWM described - all she was saying was, "You HEAR voices, of course. You don't SEE them!"</p><p></p><p>Kids with Pervasive Developmental Disorder (PDD) are so literal-minded and you have to be so careful how you question them.</p><p>That is also importantwhen you're trying to find out what happened - if your quesiton prompts the answer the child is likely to give you the asnwer they think you want to hear.</p><p>For example, difficult child 3 after an incident with another kid at school. The other kid goes to the teacher and says, "difficult child 3 just ran up to me in the playground and hit me, no provocation."</p><p>The teacher then turns to difficult child 3 and asks, "Did you hit Johnny?"</p><p>difficult child 3 replies, "Yes, I did."</p><p>difficult child 3 may not tell the teacher, unless he asks, that Johnny actually had been taunting difficult child 3 for an hour beforehand and had finally begun poking difficult child 3 with a stick, then began punching difficult child 3 in the stomach, before difficult child 3 finally hit him back. difficult child 3, who knows it's wrong to hit, knows he did the wrong thiing to hit back and so is expecting to be punished. He doesn't think about the fact that he was provoked or that the other kid also deserves to be punished.</p><p>A better way to question the boys (both of them, separately) would be - "Tell me what happened. Now what happened after that? And next?" until you get the whole story, unprompted and untainted.</p><p></p><p>difficult child 3 often told me of an incident at school (backed up by a witness) but when I reported it to the teacher, difficult child 3 would come home the next day saying, "I really did think Johnny had deliberately tripped me up, I could have sworn I saw his foot come out as I was running past and he had a grin on his face. But Mr X said that because I'm autistic I often don't see things right and I misunderstand; he told me that it didn't really happen tat way because Johnny said I just fell over my own feet. So it must be true, because Mr X told me so."</p><p></p><p>Kids with autism can misinterpret a situation but their analytical, impartial report is rarely wrong. They certainly won't see something that isn't there.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 289416, member: 1991"] Charting sounds like a good idea, even if he doesn't have bipolar as well. We aqlways recommend keeping a good (and long-term) diary on our kids. ON the subject of "hearing voices" - that same thing actually happened to Wendy Lawson, an Australian social worker and author on the topic of autism and Asperger's. In her book "life Behind Glass" she described how when she was in her late teens and her parents were so worried about her, a psychiatrist asked her, "Do you hear voices?" and she answered, "Of course I do. Doesn't everyone?" On the basis of that response, she was committed to a locked psychiatric ward for a number of years. And of course, it was as MWM described - all she was saying was, "You HEAR voices, of course. You don't SEE them!" Kids with Pervasive Developmental Disorder (PDD) are so literal-minded and you have to be so careful how you question them. That is also importantwhen you're trying to find out what happened - if your quesiton prompts the answer the child is likely to give you the asnwer they think you want to hear. For example, difficult child 3 after an incident with another kid at school. The other kid goes to the teacher and says, "difficult child 3 just ran up to me in the playground and hit me, no provocation." The teacher then turns to difficult child 3 and asks, "Did you hit Johnny?" difficult child 3 replies, "Yes, I did." difficult child 3 may not tell the teacher, unless he asks, that Johnny actually had been taunting difficult child 3 for an hour beforehand and had finally begun poking difficult child 3 with a stick, then began punching difficult child 3 in the stomach, before difficult child 3 finally hit him back. difficult child 3, who knows it's wrong to hit, knows he did the wrong thiing to hit back and so is expecting to be punished. He doesn't think about the fact that he was provoked or that the other kid also deserves to be punished. A better way to question the boys (both of them, separately) would be - "Tell me what happened. Now what happened after that? And next?" until you get the whole story, unprompted and untainted. difficult child 3 often told me of an incident at school (backed up by a witness) but when I reported it to the teacher, difficult child 3 would come home the next day saying, "I really did think Johnny had deliberately tripped me up, I could have sworn I saw his foot come out as I was running past and he had a grin on his face. But Mr X said that because I'm autistic I often don't see things right and I misunderstand; he told me that it didn't really happen tat way because Johnny said I just fell over my own feet. So it must be true, because Mr X told me so." Kids with autism can misinterpret a situation but their analytical, impartial report is rarely wrong. They certainly won't see something that isn't there. Marg [/QUOTE]
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