There are some things I thought I should share so that they don't seem left in the void.
We recovered the money that Xavier took from his Papa and he returned it with a written apology.
Xavier went out on Saturday and worked hard for two hours to clean up all the glass from the broken windows. He was really well behaved about the whole thing. He worked out payment arrangements. His total for the damage was $80 and he will pay when he gets his first check of the month. He has agreed to write an apology.
We have been working hard to clean out all the non-Feingold approved foods. We were surprised at all the artificial ingredients in our food. Despite that, we didn't end up with empty cupboards. Most of what we buy is ingredients for recipes not complete products - like canned beans instead of canned soup. So there wasn't that much. We're offering the food to family members first because not everything can be donated and then we will donate what we can or find friends who can use them.
Xavier had no problem going to church on Sunday but did have to leave early because he didn't have the right stuff to participate (he needed a laptop and we didn't know). He was very good at keeping himself in check and recognizing when he needed a break. The Sacrament can be boring and he sat for as long as he could and then told me he needed to go out in the hall because he needed to be fidgety. I think this is an amazing improvement now if only we can get him to speak up with his teachers and get them on board with giving him fidget time. High School will be such a big change.
We went to the library and checked out about 5 books on children and anxiety. There is some really good information but the more I read the less I think anxiety is a problem for Xavier. I know he has this paralyzing fear of needles which we will work on desensiting but I don't see where the anxiety is really a problem. Xavier is very much a go with the flow kind of guy so that is way cool. I had to tell him how much I appreciated that quality this weekend because it's not a common trait for children with Autism or PDD.
He's still having some temper tantrums and lost his bathroom door for a couple of days because he locks himself in the bathroom to get away from us. This usually happens when we need to go somewhere he doesn't want to go or when he has to do a chore. I wanted him to lose his door as a consequence because I wanted him to see that 1. I was serious and 2. he needs a better coping mechanism.
Xavier has discovered he likes his room empty. He emptied everything out of his closet but his clothes and is working on building a nest. I am quite supportive of this little hide away so long as his shirts remain hanging. When he goes to his room, he's in his closet reading.
He doesn't seem too interested in getting his stuff back so we're going to give it a little more time and then have him decide if he really needs it all back. It would be nice to get rid of more clutter. We have no expectation of him giving up everything but he has never really been a toy playing kind of child. He loves his Legos and his books. The rest of the stuff just becomes a sort of mess that he likes to create.
School is almost out so we're in for a big change. We're working on limiting technology time so that he does other things. He's picked out a garden plot in the back of our complex and has been discussing what type of plants he wants to grow. He wanted to do an entire plot of watermelon but watermelon doesn't grow well in Eastern Washington. He's looking at strawberries and some herbs. We started some tomatoes, pumpkins and cucumbers in the house (possibly some others that I have forgotten). Last year our garden was such a flop between bad soil and worse weather. This year we have all new raised beds with new soil so that we can have a better foundation for the garden. I am trying to talk Xavier into some blueberries and rhubarb but I may just have to do that in my own plot.
Showing posts with label Anxiety. Show all posts
Showing posts with label Anxiety. Show all posts
Tuesday, May 31, 2011
Thursday, May 26, 2011
Definitions
As I started this blog and the enormous amount of research into Autism therapy, I realized that I don't really understand my son's diagnosis. How am I supposed to come up with a treatment plan when I don't fully know what needs treatment? I can talk basics but the truth is I just didn't know what the dr's have determined what was wrong with him. Personally, I don't think there is anything wrong with Xavier - I used to tell people he had a social disease, he just doesn't fit into society. As he gets older that becomes something that is more apparent. As a toddler, I had a really difficult time explaining to the drs that something was going on with him.
So the things I know about Xavier are:
1. He has a terrible time sleeping.
2. He gets anxious and overly emotional about things that aren't really relevant (for example, he'll refuse to go into the store with us because he saw a cat that looked like our cat that died two years ago and he is far too sad to go shopping, he might even cry. or he goes to the dr's office and someone in the next room is getting a shot which sends Xavier into an absolute panic because he might need a shot even though he's there for the flu. These are made up examples but not far from the truth.)
3. He has a very difficult time staying focused.
4. He has a need to constantly move. When he was 4-5 I used to use his tv watching as an example. He would watch tv, absolutely focused mentally (I know I just said he lacks focus but tv is mesmerizing) on the show but his body would be up in the middle of the floor dancing even though the show doesn't have music. Now that he's older he can spend some time holding still but not much. He spins in chairs or taps fingers/feet when he is supposed to be focusing.
5. He has a hard time relating to his peers. He is well loved by the little kids in our neighborhood. Even though he's 14, the 9-10 year old boys are always coming to see if he can play. We have to have lots of discussions about appropriate touch and behaviors because he is so much older now. They even want him to spend the night which we don't allow. He, also, seems to do okay relating to adults. All his teachers tell us that he loves to engage them in conversation but won't really talk to his classmates.
6. He's incredibly smart but is nearly failing all his classes. This boy has a high IQ (I don't know what it is because the therapist did not release that information to us) but is barely squeaking by with D's. He's in remedial classes and will probably have to take the same math class for the 3rd year in a row. We don't know why he can't keep up in a classroom.
7. He doesn't understand social cues nor appropriate touching. When talking about appropriate touching, I'm not saying he's molesting the neighborhood children. I'm talking about not hitting or pinching or pushing. He likes to tackle people as a sign of affection but we're struggling with letting him know that it's not appropriate - it hurts people. He'll pull on someone's arm or clothing to get their attention instead of talking to them. He's very tactile, meaning he likes to experience the world through touch, but he's 5'9" and 180 pounds which makes for a very large and sometimes painful tactile experience for the person receiving his touch.
8. He still puts inappropriate items in his mouth, such as pennies he finds on the ground or the wire from a pen. He'll take things apart so he can chew on them.
As a small child these behaviors are normal but I knew right away that they weren't but I couldn't find the words to explain.
Now that he's 14, it's become obvious to the rest of the world and now somehow I am supposed to do something about this. I'm a little frustrated because I don't know how to do it. So I thought the first thing to do is understand it. Xavier was diagnosed with Pervasive Developmental Disorder, Attention Deficit Hyperactivity Disorder with Anxiety. I had always believed that PDD was in the Autism spectrum, looking at the NIH definition I realized I had it all wrong, Autism is under PDD which doesn't really help me with anything but I can begin to realize that I was looking at this all wrong.
Here are the definitions and websites for those definitions to his diagnosis. I had a difficult time getting a real definition of anxiety but included the information for Generalized Anxiety Disorder.
The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before 3 years of age. Symptoms may include problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns. Autism (a developmental brain disorder characterized by impaired social interaction and communication skills, and a limited range of activities and interests) is the most characteristic and best studied PDD. Other types of PDD include Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Syndrome. Children with PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common.
http://www.ninds.nih.gov/disorders/pdd/pdd.htm
Autism (sometimes called “classical autism”) is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs).
Autism is characterized by three distinctive behaviors. Autistic children have difficulties with social interaction, display problems with verbal and nonverbal communication, and exhibit repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling. Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when more debilitating handicaps mask it. Scientists aren’t certain what causes autism, but it’s likely that both genetics and environment play a role.
http://www.ninds.nih.gov/disorders/autism/autism.htm
Attention deficit-hyperactivity disorder (ADHD) is a neurobehavioral disorder that affects 3-5 percent of all American children. It interferes with a person's ability to stay on a task and to exercise age-appropriate inhibition (cognitive alone or both cognitive and behavioral). Some of the warning signs of ADHD include failure to listen to instructions, inability to organize oneself and school work, fidgeting with hands and feet, talking too much, leaving projects, chores and homework unfinished, and having trouble paying attention to and responding to details. There are several types of ADHD: a predominantly inattentive subtype, a predominantly hyperactive-impulsive subtype, and a combined subtype. ADHD is usually diagnosed in childhood, although the condition can continue into the adult years.
http://www.ninds.nih.gov/disorders/adhd/adhd.htm
What is Generalized Anxiety Disorder?
Generalized Anxiety Disorder, GAD, is an anxiety disorder characterized by chronic anxiety, exaggerated worry and tension, even when there is little or nothing to provoke it.
Signs & Symptoms
People with generalized anxiety disorder can't seem to shake their concerns. Their worries are accompanied by physical symptoms, especially fatigue, headaches, muscle tension, muscle aches, difficulty swallowing, trembling, twitching, irritability, sweating, and hot flashes.
http://www.nimh.nih.gov/health/topics/generalized-anxiety-disorder-gad/index.shtml
So the things I know about Xavier are:
1. He has a terrible time sleeping.
2. He gets anxious and overly emotional about things that aren't really relevant (for example, he'll refuse to go into the store with us because he saw a cat that looked like our cat that died two years ago and he is far too sad to go shopping, he might even cry. or he goes to the dr's office and someone in the next room is getting a shot which sends Xavier into an absolute panic because he might need a shot even though he's there for the flu. These are made up examples but not far from the truth.)
3. He has a very difficult time staying focused.
4. He has a need to constantly move. When he was 4-5 I used to use his tv watching as an example. He would watch tv, absolutely focused mentally (I know I just said he lacks focus but tv is mesmerizing) on the show but his body would be up in the middle of the floor dancing even though the show doesn't have music. Now that he's older he can spend some time holding still but not much. He spins in chairs or taps fingers/feet when he is supposed to be focusing.
5. He has a hard time relating to his peers. He is well loved by the little kids in our neighborhood. Even though he's 14, the 9-10 year old boys are always coming to see if he can play. We have to have lots of discussions about appropriate touch and behaviors because he is so much older now. They even want him to spend the night which we don't allow. He, also, seems to do okay relating to adults. All his teachers tell us that he loves to engage them in conversation but won't really talk to his classmates.
6. He's incredibly smart but is nearly failing all his classes. This boy has a high IQ (I don't know what it is because the therapist did not release that information to us) but is barely squeaking by with D's. He's in remedial classes and will probably have to take the same math class for the 3rd year in a row. We don't know why he can't keep up in a classroom.
7. He doesn't understand social cues nor appropriate touching. When talking about appropriate touching, I'm not saying he's molesting the neighborhood children. I'm talking about not hitting or pinching or pushing. He likes to tackle people as a sign of affection but we're struggling with letting him know that it's not appropriate - it hurts people. He'll pull on someone's arm or clothing to get their attention instead of talking to them. He's very tactile, meaning he likes to experience the world through touch, but he's 5'9" and 180 pounds which makes for a very large and sometimes painful tactile experience for the person receiving his touch.
8. He still puts inappropriate items in his mouth, such as pennies he finds on the ground or the wire from a pen. He'll take things apart so he can chew on them.
As a small child these behaviors are normal but I knew right away that they weren't but I couldn't find the words to explain.
Now that he's 14, it's become obvious to the rest of the world and now somehow I am supposed to do something about this. I'm a little frustrated because I don't know how to do it. So I thought the first thing to do is understand it. Xavier was diagnosed with Pervasive Developmental Disorder, Attention Deficit Hyperactivity Disorder with Anxiety. I had always believed that PDD was in the Autism spectrum, looking at the NIH definition I realized I had it all wrong, Autism is under PDD which doesn't really help me with anything but I can begin to realize that I was looking at this all wrong.
Here are the definitions and websites for those definitions to his diagnosis. I had a difficult time getting a real definition of anxiety but included the information for Generalized Anxiety Disorder.
The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before 3 years of age. Symptoms may include problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns. Autism (a developmental brain disorder characterized by impaired social interaction and communication skills, and a limited range of activities and interests) is the most characteristic and best studied PDD. Other types of PDD include Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Syndrome. Children with PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common.
http://www.ninds.nih.gov/disorders/pdd/pdd.htm
Autism (sometimes called “classical autism”) is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs).
Autism is characterized by three distinctive behaviors. Autistic children have difficulties with social interaction, display problems with verbal and nonverbal communication, and exhibit repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling. Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when more debilitating handicaps mask it. Scientists aren’t certain what causes autism, but it’s likely that both genetics and environment play a role.
http://www.ninds.nih.gov/disorders/autism/autism.htm
Attention deficit-hyperactivity disorder (ADHD) is a neurobehavioral disorder that affects 3-5 percent of all American children. It interferes with a person's ability to stay on a task and to exercise age-appropriate inhibition (cognitive alone or both cognitive and behavioral). Some of the warning signs of ADHD include failure to listen to instructions, inability to organize oneself and school work, fidgeting with hands and feet, talking too much, leaving projects, chores and homework unfinished, and having trouble paying attention to and responding to details. There are several types of ADHD: a predominantly inattentive subtype, a predominantly hyperactive-impulsive subtype, and a combined subtype. ADHD is usually diagnosed in childhood, although the condition can continue into the adult years.
http://www.ninds.nih.gov/disorders/adhd/adhd.htm
What is Generalized Anxiety Disorder?
Generalized Anxiety Disorder, GAD, is an anxiety disorder characterized by chronic anxiety, exaggerated worry and tension, even when there is little or nothing to provoke it.
Signs & Symptoms
People with generalized anxiety disorder can't seem to shake their concerns. Their worries are accompanied by physical symptoms, especially fatigue, headaches, muscle tension, muscle aches, difficulty swallowing, trembling, twitching, irritability, sweating, and hot flashes.
http://www.nimh.nih.gov/health/topics/generalized-anxiety-disorder-gad/index.shtml
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