TROETELS, and The Magic of Motivation

What on earth are Troetels? Click on the link and find out.

They are these tiny little fuzzy animals that you get when you go shopping at a certain store here in the Netherlands. For some reason Ezra totally loves them. They have done amazing things for our family. One of Ezra’s biggest challenges with autism is of course that he doesn’t want to interact with others, and thanks to his ADHD if he does interact it’s for a  very limited time. His attention span is maybe 5 minutes (typical is 5 min per year of child, so he should be able to concentrate for 25-30 minutes). I still remember the time where he held toys for less than a second, before moving on to the next thing. Since the Troetels came along however, he has developed the ability to sit down and just play with them in various ways. True, for the most part he just lines them up. There is this new game however that he loves to play. I sit somewhere in either his bedroom, playroom or living room, and chuck/hide the Troetel somewhere while he closes his eyes. After I hide it he opens his eyes and asks me where it is, and I give him clues as to where to find them. He will play with me for as long as I am willing to play. This is just the most amazing development. My autistic boy is wearing me out, wanting to interact with me all the time, to the point where I have to say: you know what, I need a break! It’s just incredible, how motivated he is by these little creatures.

The risk here is of course that one can get tired of playing these repetitious games with him. I however see those Troetels as the greatest key to Ezra’s learning: MOTIVATION. And more than that it is a doorway into his world. If a child has fun doing something, if he/she is motivated, then it isn’t work at all. Learning becomes easy, and interacting becomes fun.

Here are just a couple of ideas of how I’ve built in things I want to teach Ezra with this one game of hiding troetels.

Variation 1

Goal: following complex directions. I give him hints in varying degrees of difficulty.

  • Easy: It’s next to the red ball
  • Medium: It’s next to something red and plastic
  • Hard: It’s lying next to something that is plastic
  • Harder: It’s on a flat surface between something round and something made of concrete
  • Harder still: It’s next to something that I could use to knock over bowling pins

Variation 2

Goal: Taking turns

Taking turns is still a challenge for him. I try to have him throw the Troetels so I can go find them, but he usually runs to them himself. In this variation we can teach how to wait.

Variation 3

Goal: Asking simple questions/Answering simple questions

Ezra has only just learned how to ask questions. In this variation we would play like a 20 questions game, where the person hiding them gets to answer yes or no, and he, who is looking for the hidden troetels could ask simple questions like

  • Is it on the bed?
  • Is it on something red?
  • Is it next to the window?
  • Is it behind the curtain? etc…

This is a huge challenge for Ezra and with this game alone we would really make a huge leap in development.

Variation 4

Goal: whatever you want. For example, right now I’m working on teaching Ezra how to greet others and say goodbye. It’s not as easy as it sounds. It has to be said loud enough for them to hear, we have to figure out if it’s hello or goodbye, hi or see you later, etc. Handshakes need to be firm, we have to look the person in the eye, but from an appropriate distance, and not get freaked out by someone else touching our hand etc.

So, I play the game exactly the way he wants to play it, to keep his motivation up, and then before I do what he really wants me to do (which is hide the Troetel), I ask him to do a greeting, shake my hand and look into my eyes.

Variation 5

Goal: Peer play, turn taking

Simple. I just add Micah, and have them take turns.

Variation 6

Goal: Translate what you hear into spacial awareness

Version one: Play hot and cold game. Say warm when he approaches the troetel, and cold when he moves away from it.
Version two: Have him listen closely when he closes his eyes, so he can locate the Troetel just by hearing where it has been thrown.

Those were just a few variations on what I do with the Troetels in that one hiding game he likes to play. Of course there are so many other games I can play, using this motivation. Just a couple of examples:

  1. Use the Troetels as figurines in typical board games. GOAL: Turn taking, playing a board game
  2. Make several cards with formations on them. Take turns lining up troetels under time pressure. GOAL: Lengthen interactive attention span, reproducing a visual cue, turn taking. Motivation: lining up troetels, seeing a timer count down.
  3. Troetel basketball. Throw troetels in a basket from varying distances. Goal: physical participation, hand-eye coordination, turn taking, interactive attention span
  4. Troetel Math lesson: Have the troetels be the math objects, or pretend play math lesson
  5. Troetel pretend play. Create stories using the troetels.
  6. Imaginative play: if you want to play pilot, or zoo keeper, or tourist, whatever, just incorporate the troetels.

I could go on and on. Perhaps you’re wondering, but shouldn’t he be able to play with other toys too? Shouldn’t we encourage him to branch out? Surely such fixation isn’t healthy. The answer is of course: Yes, he should be able to, and yes we can encourage him, but the point is, he is autistic and isn’t able to do a lot of things that other kids can. And of course we encourage him, but we use whatever he is motivated by to include ourselves into his repetitious games. Our ultimate goal, and the goal of the Son-Rise program is to teach him: humans are fun to play with. WE are the most interesting toys! It feels good to be a part of this world.  When an autistic child learns to want to interact, not because he has to, not because we expect or want him to, not because he is less human if he doesn’t or he’ll be judged, but simply because it’s fun and it feels good, then he is on the way to recovery. And that is what we have been seeing more and more, thanks to these little troetels.

Best Day EVER

There can be miracles, when you believe. That’s one of Micah’s favorite songs. It would be my theme-song for the day, even though it probably would be on the cheesy side.

Today was the first day EVER, since we had Ezra in the playroom all day from 9am – 5 pm. The difference was just incredible. Let me rephrase:

THIS DAY WAS SO INCREDIBLY AWESOME!!!!!!!!!!!!!!!!!!!!!!!!!!

When Ezra was in the Son-Rise intensive in the playroom from 8-6 all day, we saw a different child. The shackles of his handicap started to fall away, and for the first time we got a glimpse of who Ezra really is. And his soul is so beautiful. I found this image online and I think it sort of shows what I mean.

He would talk with us, was calm, affectionate, sweet, never screamed, yelled or barked. When we returned to Europe he immediately went back to screaming, jumping around, contorting himself in strange positions, and 80% of the time I wondered if I had given birth to a 50 lbs yapping poodle, because he pretends to be a dog. Micah, his little brother, does what little brother’s do best, which is love their bigger brother to tears, by annoying Ezra until he screams/cries/yells/punches. Ezra was constantly overloaded with Micah’s teasing that it was pretty much nothing but screaming in our home. For you who are curious if I’m making this up or exaggerating, here is an audio feed taken with my iPod at 6:30 am some other day. He wakes up every morning at 5 and starts screaming until we all wake up. And then arguing begins.

So how was today different?
In one word: peaceful. There was no screaming, tantrum, or fights. A peaceful lunch for him in the playroom with Kelly, while mommy and Micah ate in the dining room. No fighting to get my attentions after lunch, instead, he was in the playroom being loved, and inspired to interact. And as a bonus, Micah for once was not left being spectator to the parade of lovely people passing through our house, all coming to play with Ezra, not with him, but had my full attention. After all the sessions were over, Ezra was so exhausted, that his handicap again seemed to fall away. He was calm, clear, reacted to what I said, looked me in the eyes when he asked for more food, and even asked me for hugs twice during dinner, which never happens. His brain burned so many calories making new connections, that he ate more than I’ve ever seen him eat before. And I can’t say enough, how amazing it was to see him eat. This is the child whom I couldn’t serve anything but potatoes, pasta, and rice to, without him having a screaming tantrum, who would skip meals for as long as it would take until I gave him his potatoes. I remember the times when he would throw food across the table, and cry for an hour if I just put a piece of chicken near his plate, not to mention something of the color green. I dreaded mealtimes more than any other time of day, because of the fight I knew would ensue. Tonight he ate everything: fruit, cranberry sauce, potatoes, chicken, and even the salad!!! (For my exact dinner strategy to get picky eater to eat, read here).

What does eating have to do with the playroom? He was mentally so exhausted from making connections, that his brain was finally at rest. He spoke so clearly, explained what he wanted and didn’t want, and when I spoke to him he responded immediately. It was truly incredible.

What made the difference? Four letters: L., K., J., and S. (I abbreviated their names, because I haven’t spoken to them about permission to publish their names). They went into the playroom with Ezra and loved, and encouraged him. The results showed! These women are part of our Team Ezra, and today wasn’t a single effort. It was a cumulative effect of everyone who ever passed through our playroom. Every time someone goes into the room with him we see the repercussions, and I can’t help but hope that many more volunteers sign up, so we can see results like this every day. I have no doubt that if we did that he would be able to attend school full time end of this year, as an equal, not as a handicapped boy.

These four women today,  have busy lives, and their own fair share of hardships and setbacks. L. is a mother of five, with an incredibly tight schedule and autistic son of her own. Still she made time for Ezra. K. showed up limping with two crutches and an indomitable spirit, despite being in incredible pain because of a sport injury. J. left her adorable one year old girl at home with daddy to show up in full face paint, and spent half an hour drawing rainbows and planets on Ezra’s arm, and S. came despite a difficult personal setback, and came out of her session radiant. They together with our other team members represent the best of the world to Ezra, right there in his playroom. They show him how even despite personal challenges, we can chose to be happy, we can chose how we want to feel, and we can be there for others. They not only inspire Ezra, they inspire me, to want to be a better person. I feel so blessed to have them in mine and Ezra’s life, for however long they stay.

This post is dedicated to you, volunteers. You are amazing. You’re blessing our lives so much. Thank you!

Our Miracle Moment

What you have to understand about this video is that to us this is nothing short of a miracle. Most people think of miracles as things they have no explanation for, amazing feats that don’t seem possible for humans to accomplish, something that defies their logic, or in my opinion, defies their knowledge of laws and principles they have yet to discover. My four year old walks up to a computer at the airport and touches the screen to make it move, and is surprised to see that it’s not touch screen. 30 years ago touch screens and small devices with which to communicate with someone far away were the stuff of crazy writer’s imagination. Our kids take for granted that we can just get on an airplane to fly across the northern Hemisphere to visit family 8000 miles away, all within the same 24 hours. I even take flying for granted. I’m quite certain that if someone who lived even only 500 years ago could see this, he would consider it a miracle, an impossible feat. As long as we can explain it doesn’t seem all that miraculous, like flying for example: after all we understand the laws of aerodynamics, and we know how to manipulate the elements to manufacture parts with which to make an airplane. Perhaps one day we will understand the workings of the mind better than we do now, and the following video will seem just the result of hard work and good treatment rather than the miracle it is to us.

10 months ago Ezra spoke only in one – two word sentences. He made no eye contact. He couldn’t answer a question. He wouldn’t interact with us really. He couldn’t sit still long enough to do anything, let alone read a book. All he would do is flip through the pages. If you touched his book he would scream and recoil. He didn’t answer questions, and he certainly couldn’t ask any. Then when he became more aware of his surroundings, he started being violent towards Micah: pinch, bite, push, kick, hit, shove, annoy in any way possible, just to get him to scream and cry, only to then run away and laugh, and come back for more, all day, every day!

So with this in mind, would you not also call this a miracle? And how do we explain this miracle? The Son-Rise program, and what it stands for: love, and acceptance. Love is the only power that grows by sharing it with others. If anything or anyone is to change for good, it is through love, and a belief that people can change.

Interact versus entertain

In the last couple of training sessions I have noticed a theme that has come up amongst our volunteers, and that is the thought that they feel responsible for entertaining Ezra. Often times this concern comes after a session where the volunteer expressed not having a very good time.
Autistic children are in fact masters at entertaining themselves. That’s exactly the problem! They are totally content in their own world. We might think it mind-numbing to bark like a dog for an hour, jump around in patterns, flip through pages of a book just to read the numbers over and over, draw planets for months, but they are happy, completely and utterly absorbed in their activities to the exclusion of the entire world.
I can see how the issue might be confusing. When Ezra is ready to interact with us, and we get green lights from him, we absolutely attempt to lengthen his interaction with us by being as entertaining as possible. Being entertaining and entertaining are two different things though. When we go into the playroom expecting to entertain Ezra we really pressure him to be entertained. We judge whether or not we are entertaining by his reaction. If he looks bored, we interpret that as we’re boring. If he doesn’t want to play the game we brought, it’s because it was boring, and so we judge ourselves, because Ezra isn’t responding. In my experience whatever we accuse others of, we probably don’t like about ourselves. When I hear someone say, he wasn’t entertained, or I can’t come up with enough to entertain him, I suspect one of two beliefs at the heart of the problem:

a) I don’t think I’m entertaining or fun, or

b) I think Ezra’s games are boring, and I’m not entertained.

It could be either one of those. So essentially when we go in with the attitude: I have to entertain him, you’re really saying: Ezra has to stop acting autistic, interact with me, and play my game, for me to feel good about myself and my game.
If we however go in with the intention to BE entertaining and have fun no matter what Ezra does, and if we adopt the belief -I am so much fun that eventually he won’t be able to resist me-, we free up all the pressure we create for ourselves and Ezra, because we have already decided that we are going to have a good time. We no longer need to prove something, or have to “make” something happen or “get” him to talk to us. It is true simply because we believe it. Those are the sessions when I see volunteers come out with excitement glowing in their eyes and the question has-it-been-two-hours-already?

What we want is for Ezra to want to interact. The key in teaching him how to want to interact, is by giving him control. Leave it up to him, and then when he gives us green lights that he’s ready for interaction, we are there: ultra user-friendly, fun, pressure free, accepting, loving, silly, hilarious, you name it. The most entertaining game we can show him is how much fun human beings are, and how much fun it is to play with one of them, versus focusing on their names, birth dates, and license plate numbers.

Brain Scan

I wish I had another $3000 lying around to get one myself. It is very fascinating to see how the brain works. Typically when people go for a treatment they get two scans, one before treatment and then one after implementing some strategies. With Ezra this wasn’t really possible, because he had to be sedated and because he is so very young.

One of the reasons we had to fly to California is because Ezra could never hold still for 2 minutes, let alone 15 minutes of absolute stillness necessary for the scan. The California clinic is one of the few clinics that administers anesthesia. While talking to the doctor she explained that very few people do this kind of anesthesia, because it is very difficult to get them to sleep while still maintaining the brain function necessary to yield results for this specific scan. Thankfully all went well.

Ezra was injected with a radio isotope before the scan which travels through the blood stream into his brain and imprints on the brain showing the areas of activity. It was a bit funny, because they wanted to do a concentration test with him to see how the brain looks like when concentrating. The test consisted of him looking at the computer and hitting the space bar every time he saw a letter, except when the letter X popped up. He was really freaked out by the whole doctor’s office and people trying to put needles into him, so he couldn’t do the test at all. The only way I got him to calm down is by giving him my iPod and letting him listen to Wicked. It was slightly hilarious to me that we couldn’t explain the simple test to him, but that he knew how to scroll through the iPod interface and find the songs he wanted, which has at least five more steps in directions then just hitting the space bar.

Always so precious when asleep. I was very impressed by the clinic itself. This is Ezra in the wake up room. It had a comfortable couch, muted colors, a nice painting, and basically looked like a tidy home office in someone’s home. The staff explained that Dr.Amen wants his patients to be comfortable, and not frightened by a sterile, mechanical environment. The waiting room for kids too had a big bean bag, a TV with videos, games, and toys. I thought they did remarkably well.

The doctor gave us a picture of a typically developing 4-6 year old brain, and then showed us Ezra’s scan to compare. In the scan the brain functions have three colors: blue for medium activity, red for high activity, and white for extremely high activity. A typical brain is mostly blue throughout with a red part in the rear of the brain (cerebellum) that looks sort of like a bat seen from the top. Ezra however had several red centers throughout his brain, and some big white spots for extremely high activity. You might think that extremely high activity means he’s extra smart, or a high activity is good. It isn’t. It means the brain is overworking, which explains for example his repetitious behaviors, compulsions, and accounts for his ADHD. It also explains why he can’t sleep through the night and wakes up every day at 4 am. He can’t figure out how to rest. In the front part of his brain the ACG is lit up like an oval red disk the size of the thumb. If his ACG wasn’t so overactive he would be able to easily switch focus, and wouldn’t fixate on counting numbers and asking the same questions over and over. Another part that was overactive were his temporal lobes, which explains his temper tantrums, and anger outburst. The scan also showed that his cerebellum has problems analyzing sensory data which explains why he makes loud noises, jumps up and down etc. And finally there was some brain trauma evident probably from birth. The strategies he gave us to help all of these areas were:

1. Continue Son-Rise program. He was very impressed with how well Ezra was doing. Just looking at the scan he was surprised to see how functional he really was. He hadn’t expected that.
2. Continue with Gluten Casein Free Diet, find out the other food in-tolerances, and implement a higher protein, high vegetable diet.
3. 30 minutes a day of high aerobic exercise to boost blood flow in the brain
4. Take various supplements to help calm overactive areas
5. Do an interactive metronome therapy to help synchronize the brain halves (we can’t do that here in the Netherlands)
6. Get sensory integration therapy to help his brain learn how to process sensory information

Am I glad we got the scan? Yes, very much. I highly recommend it to anyone considering it. As of now we have not seen huge changes, but that is because its’ rather difficult to get an autistic child to eat what he doesn’t want to eat, and Ezra is a self-declared vegetarian who shuns all form of meat, and insists on potatoes, rice, pasta, and fruit. We also haven’t figured out how to get Ezra exercising aerobically, unless we get a dog, in which case he’s very motivated to run after doggy in the forest, but that means more work for me. We’re working on the sensory integration therapy, but haven’t yet found a therapist in the Netherlands who has time for us. The Son-Rise program is coming along now that we have some volunteers. I wish I could implement everything all at once, but I have to learn patience.

Decisions, Decisions

We just got word today that the government is not going to give us the special PGB allowance for handicapped children, with which we were hoping to be able to pay people to “volunteer” for Ezras program. Ezra has to stay home because there is no school for him here that he can attend in English. The international school said: “We don’t want a child with problems”. The school in The Hague would take him for 18,000 Euros tuition a year, which we of course do not have. When I talked to the person responsible in the CIZ she said, he should be going to school even if he is handicapped. That he doesn’t speak Dutch is not their problem. Fact is however, there is no Dutch school that will take him either, because in order to go to a special needs school you have to have 6 months reports from speech therapists and other therapists, which he never got, because…they speak Dutch. Essentially the CIZ has a set of rules and just apply them without exception, even when the case doesn’t fit their descriptions like Ezra. Honestly I’m so tired of hitting walls in this country. And lets stop beating around the bush. I hate Dutch bureaucracy. OK, sure, if I was in the States, I would be fighting insurance companies, possibly with outsourced Indian customer service employees. However, there would be help school wise. Clearly the people working at CIZ simply don’t understand what it is like to have an autistic child. It’s a little bit like trying to explain to someone who doesn’t have children what it is like to have a child. There are certain experiences that words simply can’t adequately describe for any other person to truly know what it’s like to have a special needs child. My In-Laws moved to the Netherlands a year ago to help us with the Son-Rise program. They have come over to work with Ezra in the playroom, they’ve spent countless hours taking care of the kids, even a whole week with both kids together while we were in training. And even after all that they still don’t fully understand what it is like. And perhaps one doesn’t need to understand, but I think if the people who work in these organizations did, it would be a very different experience.

Wrap up from the Intensive

The intensive is now two weeks behind us. With it being Christmas season right now, I have been too busy to work out all the video footage we have. Eventually (sooner hopefully than later), I want to make a little documentary about our time there. How much I wish we were back in that simple apartment free of distractions with an entire staff to support our journey with Ezra. The bottom line is that Ezra was amazing during that time. Having him in the playroom for eight hours a day not only showed us how many challenges he really has, but how much he is capable of, and how valuable the Son-Rise program is in assisting him in his recovery. We learned so much from watching the staff play with him. Coming to the intensive was really necessary for us. Honestly I’m not sure how you can run an effective program without going. They helped us really assess where Ezra is, gave us a clear plan of how to proceed, and what to work on, but most importantly they helped us with our own challenges as a couple, as individuals, and as parents. The option process which is sort of the heart of the Son-Rise program is useful not only for playroom application but for every day life. We really worked through several of our difficulties. Rather than writing all my insights up again, I’ll refer you to my other blog in which I discuss what helped us most. I hope it is helpful to you in some way.

Discussing Divorce
Why we fear divorce
The real problem and the solution
What almost wrecked it for us
How your marriage affects your kids

Third and Fourth Day at the Intensive

I can’t believe we have only one day left. I just want to move here to be in proximity of such great teachers. In the last two days we’ve gotten opportunities to go into the playroom with Ezra and receive feedback on our techniques. I for one feel like I learn best through observing others. During the Start-Up and the New Frontiers we would talk about and watch videos of the techniques applied with children. That was certainly helpful, but even more effective was to see those techniques applied by professional staff with Ezra. Autism is a spectrum and the repetitious exclusive behaviors (referred to as “isms”) manifest in as many different ways in children as do their idiosyncratic facial features. It wasn’t easy to translate the principles of joining to Ezra’s isms as his are actually quite different from most autistic children. One thing that was challenging for us was that he is so flighty with an attention span of 2 seconds. He will go from one activity to another within seconds. For example he’ll be reading a book, then get up and pull down a bear from the shelf, walk over to the toy school bus, drop the bear, push the bus back and forth, and then move on to climb on the little play structure. And all of this in 30 seconds all the while narrating the mental image reel that plays in his head. This can go on all day. When he gives us a green light (an action implying that he’s ready for interaction) then we move in and build on that activity. Through observing the staff we learned a wonderful technique of weaving his interests back into one main theme. For example, if we come in trying to teach him how to play baseball (our props being a bat and a ball) and he would be talking about “naughty uncle scar from Lion King” and he was looking at us directly, we would say something like: yes, uncle scar made some bad choices, but you know what he was really great at? Swinging a baseball bat! And this is how you do it…etc. Here’s an example of a format of working with Ezra:

  1. Enter room with prepared theme
  2. Explain the theme
  3. If he is isming join, if he is into it: go for it
  4. Wait for green light (longer looks, verbal or physical cues)
  5. Celebrate the green light
  6. Assign him a role with a physical action to help him participate in your game
  7. Become the show, celebrate every action
  8. He wonders off goes to isming after maybe 3 seconds. Starts talking about mommy and daddy, or uncle Dave
  9. Wait for green light
  10. celebrate the green light when you get it
  11. Build using his last motivation i.e. mommy and daddy and weave the theme back into it: you know mommy and daddy can hit a ball  blind folded

We have found that to be tremendously helpful with Ezra, as it is simply impossible to get a good build when you have no direction and purpose. We learned how to do feedback properly, got verbal and video feedback on our sessions with Ezra, learned how to fill out the forms, and had a practical Q&A about our situation in the Netherlands and the volunteers.

I have to admit I had some reservations about the Son-Rise program. I thought that the whole joining thing made sense, but I didn’t truly understand it’s purpose. Part of me was also thinking: isn’t there a faster more effective way, and I know I can get to interact with me, why should I wait until he chooses to? This week I understood that what Ezra and autistic children have the most challenge with is wanting to connect with others. Through joining him with love, and enthusiasm in his world in whatever his chosen activity is, for however long he decides to do it, and refraining from trying to get him to interact, we allow him to exercise what he has the most challenge with, which is to decide for himself to want to interact. If we don’t truly join, and keep on going after the interaction, or prompting him, then we are not giving him the opportunity to chose. By refraining from prompting through questions we know he can answer, or constantly interrupting him in his activity we help him commit to really want to play with us, or not, and all the while learning that if he wants to play he needs to do to be clear. When wanting to interact with a peer, he usually walks up to them and either stands too close or too far away and shyly mumbles “want play” while his whole body and face are turned away from the peer, with only his butt pointing towards the peer. And almost every time I had to step in and speak up for him, give clear body language, clear communication. By joining him and waiting for strong green lights we help him understand what is necessary to engage a peer.

We have seen such amazing progress with Ezra during this week. It really makes a difference to have him in the playroom from 8:45 am to 6 pm. I can easily see how working with motivated people could end in his full recovery. The challenge that we’re facing is of course that we simply don’t have the man power as of yet. We have three fabulous volunteers helping us, but we really need about 6 or 8 for the maximal benefit to Ezra. We agreed in our Q&A that for the moment we really need to prioritize finding volunteers in our agenda.

Soul Searching Second Day

Today we dove right into playing with Ezra. We spent 25 minutes each with him in the playroom and were observed by Becky who then gave us detailed feedback. I always wondered how we were supposed to give 30 minutes feedback on just 15 minutes of watching someone in the playroom. Now I know! I got to really work on my attitude and beliefs that have been limiting me and the program. After feedback we had lunch and then more time in the playroom followed by another 2 hours of feedback, and then watching a session with the amazing Kim while Amanda commentated on her work. Seeing the Son-Rise principles applied so beautifully was inspiring. I realized that many of my doubts that I had about the program were the result of not seeing it done properly, and my fear of wasting my time with this. Essentially I’m very result driven, which kind of kills the effectiveness of the program. It’s not about results, it’s about loving and accepting Ezra and myself and thereby inspiring his growth.

Joining has been an issue for me and the volunteers we have. Most of the time we interrupt Ezra in his isms, try to get interaction out of him, prompt his interaction with questions, cues, etc. Becky explained today that what he has challenges with is deciding to want to interact. By truly joining him, we strengthen his “decision muscle”. Yes, he will give us little green lights, little cues that he’s ready, but they are not clear, they’re not committed. Becky pointed out that with such unclear signals to peers he would have a hard time engaging him. I have definitely seen that in application where he would go up to a peer and sort of mumble his desire to play, usually with no eye contact, and the body turned fully away from the person. So by joining him and really only engaging with him when he gives us clear signals we help him with his biggest challenge: the desire to want to interact with others, and the way to communicate it. When he does show us that he wants to interact or glances the way we help him gain confidence is by acknowledging and celebrating his efforts in looking at us.

Another technique that we learned today is how to use a theme, and keep on tying his motivations back into the game we are trying to play. We haven’t heard about that before, but it was really inspiring to watch Kim prepare a game, and keep his interaction going.

I’m excited for tomorrow.

First day at the Intensive

We are staying in a special unit here at the Autism Treatment Center. There is a large bedroom with two beds for Aaron and I, a fully functional kitchen with a stocked fridge, a living room with couches from 1980, a bedroom for Ezra with two beds, a bathroom, and best of all a special playroom for Ezra complete with toys, and observation room. There are no visual distractions anywhere, no generic hotel paintings, or decorative pillows. There are childproof locks on all the doors. This is the way to vacation with an autistic child. Except that we are of course not really on vacation. We are here to work, to be taught, to grow, and to learn how to run an effective Son-Rise program.

Our day started with an orientation meeting. Ezra got to go into the playroom immediately with the trained staff while we gave them a history of Ezra up until today. We talked about challenges we have in the program, and what we want to accomplish this week. We did a bit of option process dialogging, which is a special way of talking about things to determine the beliefs that hold us back in the program, and frankly in our lives. The most important thing about a successful son-rise program is the program administrator, so ME. If I have reservations than the program doesn’t really work. Son-Rise is not just a way to teach your child how to want to interact with others, it is a way of life, a commitment to refrain from judging others, and most importantly from judging yourself. It’s not about choosing to be happy all the time, although with an awareness of your beliefs you’re more likely to feel happiness, it’s about owning what you feel, and not judging yourself for it. So while the staff is going to be working with Ezra our main work will be to unearth our beliefs, work on ourselves, and do an in depth exploration of who we are, what we want and what is holding us back.

In the afternoon we got to go into the playroom with Ezra, while being observed by Susan. She the gave us feedback on our techniques, and then we got to watch 2 hours of Ezra in the playroom with Amanda, while Brandi commentated for us. After that another hour with Ezra in the playroom and we were all done by 6 pm, exhausted, and ready for bed.

I learned today how many more techniques there are to get him to look at us. I’m excited to share that with our volunteers when I get home.