Modifications
When I first began to research sensory processing disorder in June, I was scanning for practical tips. Things to help with sleep, food issues, schoolwork, travel...It was a relief to know that help was available, that progress could me made, and that medication would not play a role in treatment. However, as the books I ordered arrived, I found myself still scanning, searching for clear, step by step advice.
Although I'm a fairly empathetic parent, there have been times over the years when I have looked around and seen ninety-nine other kids able to do ____________ (fill in the blank--go to sleep at night, eat what is put in front of them, write legibly, sit still in church...) and gotten frustrated because I figured that either Anna just wasn't trying hard enough or that we were doing something wrong.
So, as I read, I was looking both for understanding of why she couldn't do all these things, and how to (as quickly as possible) get her to be like those ninety-nine other children.
The book Raising a Sensory Smart Child threw me for a loop right away. There was a section listing potential problem situations and giving suggestions for dealing with them. I flipped to it right away, again looking for something like "How to help your child with sensory processing disorder go to sleep in three steps." Or "Do this and your child will be able to stand in long lines at airports." What I found was very different. There were good suggestions, often long lists of possible suggestions; but it was also clear that this was not simply about helping the child to adapt, but modifying situations to adapt to the child. And sometimes even completely avoiding situations for a while that a child may not be able to handle.
Then, in September, I had a phone conference with our occupational therapist to get information to pass on to Anna's teachers. I was to tell them that, for now, Anna should write as little as possible. This completely threw me. I had been thinking that we would ask teachers to tweak certain things, and then work to get Anna to catch up and be capable of being like the other kids in her class as quickly as possible.
So, I think I finally get it, at least ninety-nine percent of the time. Instead of completely freaking out when Anna lost it standing in line at the airport Monday, I was able to understand why she was freaking out. Instead of thinking, "Why is my kid being bratty when all the other kids are fine", I was in problem solving mode, "Why is this situation causing Anna to fall apart?" There wasn't much I could do, but I didn't fall apart.
Since I can't modify standing in lines at airports, I'm wondering if having some kind of ball or toy that she can squeeze on trips would help. And the line was not pleasant for anyone, it wasn't even worthy of being called a line, more like a mass of people all pushing ahead. I guess if we are paying EasyJet prices, real lines aren't included.
We have had stunning days here in Paris and look forward to a couple more days with dear friends before heading back to Nice.
Although I'm a fairly empathetic parent, there have been times over the years when I have looked around and seen ninety-nine other kids able to do ____________ (fill in the blank--go to sleep at night, eat what is put in front of them, write legibly, sit still in church...) and gotten frustrated because I figured that either Anna just wasn't trying hard enough or that we were doing something wrong.
So, as I read, I was looking both for understanding of why she couldn't do all these things, and how to (as quickly as possible) get her to be like those ninety-nine other children.
The book Raising a Sensory Smart Child threw me for a loop right away. There was a section listing potential problem situations and giving suggestions for dealing with them. I flipped to it right away, again looking for something like "How to help your child with sensory processing disorder go to sleep in three steps." Or "Do this and your child will be able to stand in long lines at airports." What I found was very different. There were good suggestions, often long lists of possible suggestions; but it was also clear that this was not simply about helping the child to adapt, but modifying situations to adapt to the child. And sometimes even completely avoiding situations for a while that a child may not be able to handle.
Then, in September, I had a phone conference with our occupational therapist to get information to pass on to Anna's teachers. I was to tell them that, for now, Anna should write as little as possible. This completely threw me. I had been thinking that we would ask teachers to tweak certain things, and then work to get Anna to catch up and be capable of being like the other kids in her class as quickly as possible.
So, I think I finally get it, at least ninety-nine percent of the time. Instead of completely freaking out when Anna lost it standing in line at the airport Monday, I was able to understand why she was freaking out. Instead of thinking, "Why is my kid being bratty when all the other kids are fine", I was in problem solving mode, "Why is this situation causing Anna to fall apart?" There wasn't much I could do, but I didn't fall apart.
Since I can't modify standing in lines at airports, I'm wondering if having some kind of ball or toy that she can squeeze on trips would help. And the line was not pleasant for anyone, it wasn't even worthy of being called a line, more like a mass of people all pushing ahead. I guess if we are paying EasyJet prices, real lines aren't included.
We have had stunning days here in Paris and look forward to a couple more days with dear friends before heading back to Nice.