Autism Spectrum Disorders

Hi! Welcome to the board!

There are a few things in your post that could be autistic-like behavior, but it could also be one of several other things, including a child that just isn't interesting in interaction yet. (I know that sounds really simplistic, but some kids just are behind others -- a lot of kids just have their own time table, and the 'norm' is stressed too often as what kids have to do rather than just being an average.)

Have you had hearing tests done?

What does your pediatrician say? That's awful you have to wait 6 months to be seen by the neuro, but seems to be more common lately since there's not a ton of ped neuros out there. Have you considered calling your school district or seeing if there's a state regional center or similar program available? The school district can't diagnose, but they can give an educational diagnosis and provide some services to help, even if the child's just at-risk in certain areas.

I am sorry that I'm not of more help, but I do hope you're able to get some relief and answers soon! I hope it's not autism, but come back and let us know how it goes?

Lily

Hi lily,

Thank you for your reply..yes, he has his hearing and vision tested...all clear there.

I had him evaluated by our state program, he did not qualify for speech, but did qualify for OT, but the therapist feels that we are dealing with sensory issues only. We have been receiving OT for the last 4-5 months and I have not seen any significant improvement in sensory issues. I do understand that those issue will not just go away.

On the other hand his pediatrician is convinced that he is somewhere on the spectrum, and that is why he referred me to the neuro. His social issues are significant enough that his pediatrician feels that it is more than just a delay.

Hi dp :)

It sounds as if your son will respond to things that he really likes i.e. the cookies, which is understandable. Things that aren't quite as reinforcing for him will take longer for him to learn. One way to assist him with his requesting things from you is to use a method called incidental teaching (not to be mistaken for teaching incidentally).

Incidental teaching is really useful in helping children with learning difficulties make the connections between things in their environment in a functional way. It requires that you alter the environment though. If I were teaching your son to request things from you I would place all of the items he likes out of his reach. Thus if he wants it he will need your help to get. I will give you an example with the toy animals (assuming he likes playing with them).

Place the toy animals in his sight but out of his reach (you can draw his attention to them if you need to) When he tries to get them or reaches for them, you can prompt him to say "give me the animals" (or whatever is withing his repertoire). If he attempts the request immediately give him the animals and tell him how fabulous he is. If he doesn't attempt the request, prompt him again with the same prompt. If he requests then give him the animals immediately. If he still does not attempt the request after the 3rd prompt then give him the animals anyway - (it can take some time for children to respond - so keep on trying).

You can use this method for teaching the names of objects, requesting and it's a great way to get more functional language going.

I hope it helps.

If you son is not making regular requests from you, it may be a little too soon to expect him to make choices between things i.e the apple or banana. When I teach children to make a choice I will usually do so using an item I know that they like (cookies) and one that they don't really care about - this way I know before hand which item he wants (this alleviates the problem of your son just requesting both items and you being unsure what he actually wants). How I would do this is:

I would hold the cookie in one hand and the (non preferred item in the other -lets say its a potatoe)

I would ask your son, "Do you want cookie or potato?" Then I would immediately prompt him to say "cookie" (by saying cookie).

I would expect he would repeat the last thing I said so he would say "cookie" and I would give him the cookie. I would do this a number of times and then I would delay the prompt (i.e I wouldn't say 'cookie' straight after I gave him the choice - I would wait a few seconds before giving the prompt) Eventually he should start to say cookie on his own or at least attempt to say cookie.

Once he is saying cookie (or other items that he wants) without any prompts I would switch it to saying "do you want potato or cookie? If he still says cookie then give him the cookie, but if he says "potato" or "potato cookie" Then offer him the potato - (which he doesn't want) then repeat the question and prompt him to say cookie again.

These kind of connections can take a while to establish - perseverance pay off though.

I have heaps of ideas that I am happy to share with you if you find these helpful of you have any questions just let me know.

some of what you have posted is familiar with my 18 month old (I just put a post out there).  Some are very different.  Our little guy is in EI and the therapist doesn't think its autism, she feels it is a sensory issue. Of course there is a lot of overlap in behavior that I'm sure it makes it difficult to make that distinction, but that may be an area to look at.

The 6 month wait is frustrating, we had a 9 -18 month wait for a developmental pediatrician.  We found one who didn't take insurance however and were able to get in in 3 weeks, though we had to pay for the whole thing.

Good luck...if you have any more questions on what I've said, just let me know.