Aw shucks thanks!

<red faced OT>


Beth T. the OT

-----Original Message-----
From: St. John's University Cerebral Palsy List
[mailto:[log in to unmask]]On Behalf Of Barber, Kenneth L.
Sent: Tuesday, April 09, 2002 7:04 AM
To: [log in to unmask]
Subject: Re: Living On Own


she sure is.

-----Original Message-----
From: Pam [mailto:[log in to unmask]]
Sent: Monday, April 08, 2002 9:15 PM
To: [log in to unmask]
Subject: Re: Living On Own


Wow Beth, you're good!
Pam



> Make them define inconsistent for you.  Especially, if they use the term
> "behavior".  They should be giving you more specifics (again, it's the
law).
> How long can he sit to use a switch, what size switch, how is he
positioned?
> How do you have him positioned at home during switch use?  Take a pix to
> show them.  Are they making him sit when everyone else is up and playing?
> Are they getting switch use embedded during normal activities, such as
"Hey,
> I want to eat?" Are the switches tailored to circle time?  Is he in his
> chair all day or is he in a MOVE or similar program for sitting at eye
level
> with his peers?  Does he have a switch on his chair that says something
like
> "BEEp, beep, I"m coming through!!!"  You know just like they other kids
his
> age would say?  Are they using a male or even better a young boys voice on
> his switches?  Is everyone else still working on colors or are they
working
> on animals?  If they put two switches in front of him  connected to two
toys
> can he pick one?  Will he pick one you ask him too?  Are his toys at
school
> adapted for him to play with?  Can he carry a tray from the lunch line to
> the table with his peers?  Can he tell someone he needs to use the toilet?
> Is the room engineered to have switches he can use such as at the
different
> centers?  How much are projects adapted for him?  Is he allowed to get
messy
> with the other kids?
>
> You don't need to answer that but, that should give you an idea.  Also,
ask
> for a preschool curriculum.  That should give you an idea of what they
need
> to adapt for him.
>
> Hope that helps.
>
> Beth T. the OT
>
> -----Original Message-----
> From: St. John's University Cerebral Palsy List
> [mailto:[log in to unmask]]On Behalf Of Kimberlee Ames
> Sent: Monday, April 08, 2002 5:05 PM
> To: [log in to unmask]
> Subject: Re: Living On Own
>
>
> I agree completely, Pam.  I don't know, however, what they should be worki
ng
> on that they are not.  I know that I work with him at home with flash
cards
> with letters, words, animals, sounds, etc., but I do not "test" him.  He
> loves this kind of stuff, as well as books.  Part of the problem at school
> is
> getting over the communication problems.  He's mostly using switches at
> school, and some eye gaze, but because they think he's "inconsistent" in
his
> responses, they haven't really moved forward.  I think that their problems
> with inconsistency say more about them than about him.  I don't have that
> problem at home.  I know when to quit a session (when he's tired or can't
> focus), and when he's really ready to roll.  My biggest fear is that he
will
> get so frustrated that he will lose his motivation.  I want him to want to
> do
> as much as possible (mentally and physically).
>
> Kimberlee, mom to Stefan (4) and Alex (9)
>