We were able to take the kids out trick or treating to a few houses while it was still light out and before the real cool chill set in. Ryan ate a couple of pieces of candy that evening but happily packed the rest into a brown paper bag to bring into school to donate. His school was collecting kids' Halloween candy as part of a healthy initiative and the candy was sent overseas to our troops. By the way, it had to be in a brown paper bag because that is what Mrs. Allen held up to show the kids as an example. I know this because we happened to be in the classroom the day after Halloween.
With all of the snow and power outages in the area our schools were closed on Monday, 10/31. Ryan went back to school on Tuesday, but Phil and I had another snow day. We were grateful to have the opportunity to volunteer in Ryan's classroom for their postponed Halloween party. Ryan was so excited to see us there. The kids made some crafts and enjoyed the food sent. Ryan of course wasn't able to eat the cupcakes so I sent in one of his special cupcakes. He ate this first, and also ate some of the fruit and vegetables the other kids were eating at the party. Then a mom walked in the room with cupcakes for the kids and Ryan was already finished with his. But his teacher distracted him by giving him a special job to do. He had to help count the candy corn in the jar that the kids had took guesses on. Then he got to deliver the prize to the winner. Phil and I were so happy to be able to volunteer since we will be working during the other parties this year. Here are some pictures of Ryan doing his crafts.
And speaking of crafts, Ryan also worked on his November Family Project at home that evening. We had to decorate a turkey in a disguise.
Ryan had another soccer game this weekend and was super excited to see Uncle T arrive with Amelia and Alyssa. No goals were scored by Ryan but he had fun. Later on in the afternoon the kids had fun at the playground.
You may recall from a blog post in September that when Ryan met with Dr. Cowan he was diagnosed with Systematic Pragmatic Language Disorder. This was certainly not a surprise to us, or probably anyone who has a conversation with Ryan. All of his speech and language tests score low in this area, and each of his teachers' reports over the years mention that Ryan has difficulty with the pragmatics of language. We don't believe the school supports this area of weakness but now that they have had a chance to pull out all of the kids for routine speech screaning we will be in touch with them to see what, if anything, can be done to help Ryan. We are not expecting much, and we may even need to request a meeting to update his IEP with this new diagnosis. Our next step will be to contact our insurance company to see how many sessions, if any, are covered if we hire a private speech therapist. Friends of mine who have done this for their own children have had 30 sessions per year covered. Then we'll have the difficult task of finding a good speech therapist that would be willing to meet with Ryan at his after school program or at our house to provide him with sessions. If anyone has any insight into this, please share!
Below I've provided some information gathered from the SLHA (Speech-Language-Hearing Association) website if anyone would like more details about Ryan's difficulties with the pragmatics of speech.
An individual may say words clearly and use long, complex sentences with correct grammar, but still have a communication problem - if he or she has not mastered the rules for social language known as pragmatics . Adults may also have difficulty with pragmatics, for example, as a result of a brain injury or stroke.
Pragmatics involve three major communication skills:
1. Using language for different purposes, such as
-greeting (e.g., hello, goodbye)
-informing (e.g., I'm going to get a cookie)
-demanding (e.g., Give me a cookie)
-promising (e.g., I'm going to get you a cookie)
-requesting (e.g., I would like a cookie, please)
2. Changing language according to the needs of a listener or situation, such as
-talking differently to a baby than to an adult
-giving background information to an unfamiliar listener
-speaking differently in a classroom than on a playground
3. Following rules for conversations and storytelling, such as
-taking turns in conversation
-introducing topics of conversation
-staying on topic
-rephrasing when misunderstood
-how to use verbal and nonverbal signals
-how close to stand to someone when speaking
-how to use facial expressions and eye contact
These rules may vary across cultures and within cultures. It is important to understand the rules of your communication partner.
An individual with pragmatic problems may:
-say inappropriate or unrelated things during conversations
-tell stories in a disorganized way
-have little variety in language use
It is not unusual for children to have pragmatic problems in only a few situations. However, if problems in social language use occur often and seem inappropriate considering the child's age, a pragmatic disorder may exist. Pragmatic disorders often coexist with other language problems such as vocabulary development or grammar. Pragmatic problems can lower social acceptance. Peers may avoid having conversations with an individual with a pragmatic disorder.
I will end with a link to a video called The Greater Good. It is a documentary that weaves together the stories of three families whose lives have been forever changed by vaccination. It is over an hour long but so worth watching, especially if you have young children or are planning to have children. Thanks, Jimmy, for sharing it with us!
DC
