#3B - What to do While You Wait... COGNITION (THINKING SKILLS) with < My Thoughts > by Sara Luker.
Try working on these SKILLS with your child:
Preceded by:
#1 What to do While You Wait... Red Flags &
Parental Concerns CHECKLIST
#2 What to do While You Wait... Diagnosis &
Denial & Doctors WHAT TO DO NEXT…
FOLLOWING DIAGNOSIS
< My Thoughts > "While You Wait..."
Parents often must wait days, weeks, and even months for assessments or doctor appointments. During this stressful time, it's good to feel that you are actively helping your child. This can become an important time of clarifying what bothers you the most about your child's behavior, development, or other concerns. Video tape what you are seeing and how your child acts throughout the day/night. 'Seeing is believing' for someone new to your child.
Prioritize your child's 'needs' and your 'wants'. Try new things... like teaching your child age appropriate 'developmental skills' that are non-invasive. See what works and what doesn't. Eventually, you will have to choose from available programs, therapies, and services that will be offered. Some are quite expensive, so understand your child well enough to figure out what will probably work and what absolutely won't. You can only know this by trying some things on your own. In this 'page' I give you some ideas on where to start to discover who your child is 'behind' the autism.
HOW TO FIND THE INTERVENTION OUTCOME YOU ARE LOOKING FOR…
Before looking for a program… Prioritize your child’s
‘needs’… Prioritize your ‘wants’
In other words…
What is the most frightening or destructive thing that is going on right now in your child’s world?
Recent studies show the following things worry parents the most…
Lack of…
Try working on these SKILLS with your child:
Preceded by:
#1 What to do While You Wait... Red Flags &
Parental Concerns CHECKLIST
#2 What to do While You Wait... Diagnosis &
Denial & Doctors WHAT TO DO NEXT…
FOLLOWING DIAGNOSIS
< My Thoughts > "While You Wait..."
Parents often must wait days, weeks, and even months for assessments or doctor appointments. During this stressful time, it's good to feel that you are actively helping your child. This can become an important time of clarifying what bothers you the most about your child's behavior, development, or other concerns. Video tape what you are seeing and how your child acts throughout the day/night. 'Seeing is believing' for someone new to your child.
Prioritize your child's 'needs' and your 'wants'. Try new things... like teaching your child age appropriate 'developmental skills' that are non-invasive. See what works and what doesn't. Eventually, you will have to choose from available programs, therapies, and services that will be offered. Some are quite expensive, so understand your child well enough to figure out what will probably work and what absolutely won't. You can only know this by trying some things on your own. In this 'page' I give you some ideas on where to start to discover who your child is 'behind' the autism.
HOW TO FIND THE INTERVENTION OUTCOME YOU ARE LOOKING FOR…
Before looking for a program… Prioritize your child’s
‘needs’… Prioritize your ‘wants’
In other words…
What is the most frightening or destructive thing that is going on right now in your child’s world?
Recent studies show the following things worry parents the most…
Lack of…
- gross motor skills
- speech/language communication
- cognition
- social/personal awareness
- daily living skills
COGNITION -
Cognition requires knowledge & understanding of what one is experiencing in their environment. Shows ability to use working memory, make judgments, reason, problem solve & make decisions.
Cognition requires knowledge & understanding of what one is experiencing in their environment. Shows ability to use working memory, make judgments, reason, problem solve & make decisions.
This POST is about COGNITION… #3B Continued…
#3B What to do While You Wait... Work on these SKILLS... COGNITION...
a series of suggestions with < My Thoughts > by Sara Luker.
COGNITION –
In the ordinary world, ‘cognition’ or the ability of the child to make sense of their world by asking and answering questions, appropriately. By participating in a back-and-forth conversation, appropriately and by learning through active listening and paying attention. Another way to show ‘cognition’ is by showing ability to use short-term and long-term memory; as well as being able to understand the world from someone else’s perspective.
Most studies show that with early identification and intervention, children with autism, both verbal and non-verbal, have made cognitive gains with help. These gains can be made by helping the child expand and explore experiences in their natural setting (at home and community).
< My Thoughts > ...While you're waiting...
for the world of doctor’s appointments, consultations, and program possibilities to open up for you... you might try some of these suggestions... Smiles.
The CDC Milestone Tracker suggests some of the following activities to do with your child:
2 – months:
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Note: Next in the What to do While You Wait is - #3C Social/Personal Awareness & Daily Living Skills
////
#3B What to do While You Wait... Work on these SKILLS... COGNITION...
a series of suggestions with < My Thoughts > by Sara Luker.
COGNITION –
In the ordinary world, ‘cognition’ or the ability of the child to make sense of their world by asking and answering questions, appropriately. By participating in a back-and-forth conversation, appropriately and by learning through active listening and paying attention. Another way to show ‘cognition’ is by showing ability to use short-term and long-term memory; as well as being able to understand the world from someone else’s perspective.
Most studies show that with early identification and intervention, children with autism, both verbal and non-verbal, have made cognitive gains with help. These gains can be made by helping the child expand and explore experiences in their natural setting (at home and community).
< My Thoughts > ...While you're waiting...
for the world of doctor’s appointments, consultations, and program possibilities to open up for you... you might try some of these suggestions... Smiles.
The CDC Milestone Tracker suggests some of the following activities to do with your child:
2 – months:
- Talk, read, sing to your baby
- Encourage your child to play peek-a-boo
- Hold a toy or rattle so baby can reach for it
- Place toys near your child so s/he can reach or kick them
- Provide opportunities for your child to safely explore his/her surroundings
- When your baby looks at something, point to it and talk about it.
- When s/he drops something, pick it up and give back. Teaches cause/effect
- Teach more cause/effect by rolling a ball back & forth saying “My turn” … “Your turn”
- Say what you think your baby’s feeling… “Are you hungry?” “Are you sleepy?”
- Try to stick to an established daily & nightly routine
- Help your child follow simple directions “Pick up toy”
- Show your child how to point to what s/he wants, using pointer finger
- Build on what your child is trying to say… “Yes, that’s a big blue truck.”
- Help your child know what ordinary things are… spoon, cup, toy…
- Help your child point to body parts
- Help your child follow simple commands
- Help your child learn & complete rhymes
- Teach your child to build a tower with more than 2 blocks
- Help your child sort by colors & numbers
- Give your child the opportunity to work toys with buttons, levers, & moving parts
- Give your child the opportunity to work 2 – 4 piece puzzles
- Give your child the opportunity to copy shapes with a pencil or crayon
- Give your child the opportunity to say first & last name & phone number
- Give your child the opportunity to sing songs from memory
- Give your child the opportunity to tell stories
- Give your child the opportunity to learn name, parent’s name, address & phone number
- Give your child the opportunity to have a ‘play’ date
- Give your child the opportunity to explore his or her interests
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Note: Next in the What to do While You Wait is - #3C Social/Personal Awareness & Daily Living Skills
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NOTE about: “Programs, Therapies, & Interventions”
Information about INTERVENTIONS, THERAPIES, PROGRAMS, and/or TREATMENTS is presented without intent or suggestion of status or effectiveness; or even with the title of an autism ‘intervention’. Most places in the literature and even in some laws, the word ‘intervention’ is used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence with ‘autism’ may imply ‘cure’ or ‘long-term’ effect. That is NOT the intention here.
Autism ‘intervention’ as with the phrase, “Early Detection / Early Intervention” may simply mean an ‘action’, or an attempt to ‘change a course’ or trajectory of autism. Also, the expectation for success is that all ‘interventions/therapies/programs will have the cooperation of the participant, the parent, and/or the assigned therapist.
There are many different types of treatment programs, interventions, and services being tried by parents and schools. Also, your child’s challenges may require having several non-competing therapies at once. Therefore, carefully consider the cost and time involved for your child and your family. Be very careful to fully understand your obligations. To some, AUTISM is a business. So, remember that gym/spa membership you paid for every month for three years, even though you only went there a few times? You could find yourself in the same type of situation here.
Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before us. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.
Recently, I have added “What to Do While You Wait” to the website. This collection of information is for educational purposes only; to begin your investigation and search for knowledge. My hope is that you will not feel alone when dealing with the mysteries of Autism Spectrum Disorder.
Regards,
Sara Luker
Information about INTERVENTIONS, THERAPIES, PROGRAMS, and/or TREATMENTS is presented without intent or suggestion of status or effectiveness; or even with the title of an autism ‘intervention’. Most places in the literature and even in some laws, the word ‘intervention’ is used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence with ‘autism’ may imply ‘cure’ or ‘long-term’ effect. That is NOT the intention here.
Autism ‘intervention’ as with the phrase, “Early Detection / Early Intervention” may simply mean an ‘action’, or an attempt to ‘change a course’ or trajectory of autism. Also, the expectation for success is that all ‘interventions/therapies/programs will have the cooperation of the participant, the parent, and/or the assigned therapist.
There are many different types of treatment programs, interventions, and services being tried by parents and schools. Also, your child’s challenges may require having several non-competing therapies at once. Therefore, carefully consider the cost and time involved for your child and your family. Be very careful to fully understand your obligations. To some, AUTISM is a business. So, remember that gym/spa membership you paid for every month for three years, even though you only went there a few times? You could find yourself in the same type of situation here.
Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before us. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.
Recently, I have added “What to Do While You Wait” to the website. This collection of information is for educational purposes only; to begin your investigation and search for knowledge. My hope is that you will not feel alone when dealing with the mysteries of Autism Spectrum Disorder.
Regards,
Sara Luker