Spent about an hour with Ms Vasugi, Bimal and Dylan's teacher Yen. Very glad of school's open attitude. Realised that Yen is already quite good in her communication style, not repeating herself and she does wait. She's also effective at limit-setting - I'm quite impressed that she's firm and able to make Dylan understand he has to remain on the "ready" chair when he throw things around/ is generally not ready. Wow! My boy is able to accept this kind of limit without being physically restrained! Bimal helped in getting a balanced view on how school's objectives even though essentially instructional, can be achieved through simply slowing down, and through indirect prompts. I also shared Dylan's RDI objectives on resumption & turn-taking, and Yen suggested to let Dylan stay longer in school at least once a week where in the afternoon, they have started with playing board games.
After dinner, I tried quite a number of sequential activities working on Dylan's turn-taking objective. I find that he's still either so impatient with my slowing down the process of putting toy coins into the slot (sequential parallel) and wants to take over all of it, or he runs off now & then when we played with fitting pegs when we took turns with the sender-receiver roles. Thankfully, he does come back shortly even at times when I don't run after him. When I'm the receiver, he doesn't seem to get it that he's to pass the peg to me rather than press it into the foam board, so at this point, I have to obstruct his attempts to take over my role or to grab a bunch of coins/pegs at one go. He did seem to like looking at my placements which was in coloured rows. Being receiver, he's quite happy to experiment with placing pegs single layer, and the second time stacking them really tall & he finally decided to climb on the table and stack all 25 in a tall tower.
I let him do 7 sit-ups (pull himself up with me holding his hands) as well as wheelbarrow a little in the living room.
It was tiring but we had fun!
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I think it is great that the teacher is so supportive. That is so wonderful for Dylan to be in such a caring educational environment.
It is good that the teacher is so keen to help with Dylan's objective. I would be hesitant about using board games though. What we are looking for with the turn taking objective is more than a behavioural enactment which can be rote at times. We want Dylan to have the intention and motivation to want to take on his role so as to participate in the interaction with us. When you look at the objective, you will notice that it is working on experience sharing. My concern is that board games tend to be more focus on the game and the behaviour, when what we are after is the emotional component. Instead of boad games, I would suggest using motor activity based type games (e.g. jumping, action songs, etc). By slowing down the movement in these types of activities, we will give Dylan the opportunity to choose to take his turn/role to participate in the interaction with us.
Hope this helps.
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