On this Thanksgiving, we are most thankful for all of the wonderful families that we are able to work with. We have been able to build up a great network throughout several different states, and we hope that we can continue to grow and be able to help the Autism Community. From our Pryor Consulting family to yours, we want to wish you a Happy Thanksgiving! We hope you are all enjoying your holiday today!
Thursday, November 27, 2014
Tuesday, November 25, 2014
November Newsletter
DO YOU RECEIVE OUR MONTHLY NEWSLETTER? During the last week of every
month, we send out a monthly newsletter that has some great information
about RDI and how it can help your family. Here is an article from our November edition:
November and December are times of giving, filled with wonderful and unique events. During this time of year we tend to focus on giving thanks, gifts, time and attention to those around us. This year we encourage you to give something a little different to your children, something with lasting value and unlimited potential. This year we encourage you to give your children OPPORTUNITY.
Opportunity allows children to not only experience joy during the holidays, it allows them to experience growth and a feeling of accomplishment. Often we work tirelessly in an attempt to create the Perfect Holiday Experience. Our drive for holiday perfection is often based on wanting our children to have cherished memories. However, when we think about our own cherished memories, they are rarely tied to perfection! We are much more likely to cherish the memory of the figgy pudding catching on fire than the dozens of times it turned out perfectly. By overcoming our desire for creating perfection, our minds are freed up to allow our children to take on a greater role during the holidays.
By giving our children the opportunity to experience something new, or take on a greater role in important family traditions, we allow them to build memories and develop skills that cannot be created in any other way. In my extensive research I have yet to find any definitive declaration regarding the requirements for official turkey carver, or Christmas light stringer, or tree coordinator, or present wrapper. Consider the many festive assignments you will be taking on over the next several weeks. Are there any tasks that your children can adopt a greater role in? Children love the holiday season. Allow them to grow and develop this year by giving OPPORTUNITY.
Opportunities
November and December are times of giving, filled with wonderful and unique events. During this time of year we tend to focus on giving thanks, gifts, time and attention to those around us. This year we encourage you to give something a little different to your children, something with lasting value and unlimited potential. This year we encourage you to give your children OPPORTUNITY.
Opportunity allows children to not only experience joy during the holidays, it allows them to experience growth and a feeling of accomplishment. Often we work tirelessly in an attempt to create the Perfect Holiday Experience. Our drive for holiday perfection is often based on wanting our children to have cherished memories. However, when we think about our own cherished memories, they are rarely tied to perfection! We are much more likely to cherish the memory of the figgy pudding catching on fire than the dozens of times it turned out perfectly. By overcoming our desire for creating perfection, our minds are freed up to allow our children to take on a greater role during the holidays.
By giving our children the opportunity to experience something new, or take on a greater role in important family traditions, we allow them to build memories and develop skills that cannot be created in any other way. In my extensive research I have yet to find any definitive declaration regarding the requirements for official turkey carver, or Christmas light stringer, or tree coordinator, or present wrapper. Consider the many festive assignments you will be taking on over the next several weeks. Are there any tasks that your children can adopt a greater role in? Children love the holiday season. Allow them to grow and develop this year by giving OPPORTUNITY.
If you are interested in receiving our monthly newsletter, email eric@pryorconsulting.net
Monday, November 24, 2014
Charter School Openings
Are you happy with your child's school? As a company, we have the opportunity to work with many public, private, and charter schools. We have met many amazing teachers and school staffs throughout the years.
Early Light Academy, a public charter school that we have worked with, is expanding from 750 students K-9 to 1000 students for this upcoming 2015-2016 school year. We have had many positive encounters with this school and they have been very workable with parents and the needs of their children on the Autism Spectrum. If you are looking for a new school for your child, this is a great opportunity to become accepted at a wonderful public charter school. Early Light Academy is usually a difficult school get into due to the many applicants and competitive lottery, but this may be a great opportunity to become accepted. The first enrollment period is from Monday, January 5th - Friday, January 30th.
Early Light Academy, a public charter school that we have worked with, is expanding from 750 students K-9 to 1000 students for this upcoming 2015-2016 school year. We have had many positive encounters with this school and they have been very workable with parents and the needs of their children on the Autism Spectrum. If you are looking for a new school for your child, this is a great opportunity to become accepted at a wonderful public charter school. Early Light Academy is usually a difficult school get into due to the many applicants and competitive lottery, but this may be a great opportunity to become accepted. The first enrollment period is from Monday, January 5th - Friday, January 30th.
Early Light Academy
11709 S. Vadania Drive
South Jordan, UT 84095
South Jordan, UT 84095
For more information about Early Light Academy and how to enroll, check out their website below:
Thursday, November 20, 2014
Memory: Part 4
This excerpt is from RDI Consultant Linda Murphy in her 4-part series on Episodic Memory, taken from RDI Connect:
"As children form relationships with their peers, they use their episodic memory to create stories of developing friendships as well as narratives of themselves as desirable play partners. This is a process that unfolds over time as children have repeated opportunities to play with others in increasingly dynamic situations. Early on in peer interactions, all children are concerned with the immediate gratification that comes from events such as going first, playing what they want to play, winning a game and using a toy when they want to use it. However, as children get practice in the realm of peer dynamics, they come to observe unwritten rules and subtle yet ever present patterns:
* Sometimes I win, sometimes my friend wins.
* Sometimes I go first, but sometimes my friend does.
* Sometimes we play what I want to play, but sometimes we play what my friend wants to play.
* I can use a toy that I want to use, but it is also important to take turns and share.
Parents and teachers help to teach these lessons both directly and indirectly and over time, children come to trust that even though they did not get to go first this time, they will probably get to go first another time. Or even though their game was not chosen this time, it will most likely be chosen in the near future."
"As children form relationships with their peers, they use their episodic memory to create stories of developing friendships as well as narratives of themselves as desirable play partners. This is a process that unfolds over time as children have repeated opportunities to play with others in increasingly dynamic situations. Early on in peer interactions, all children are concerned with the immediate gratification that comes from events such as going first, playing what they want to play, winning a game and using a toy when they want to use it. However, as children get practice in the realm of peer dynamics, they come to observe unwritten rules and subtle yet ever present patterns:
* Sometimes I win, sometimes my friend wins.
* Sometimes I go first, but sometimes my friend does.
* Sometimes we play what I want to play, but sometimes we play what my friend wants to play.
* I can use a toy that I want to use, but it is also important to take turns and share.
Parents and teachers help to teach these lessons both directly and indirectly and over time, children come to trust that even though they did not get to go first this time, they will probably get to go first another time. Or even though their game was not chosen this time, it will most likely be chosen in the near future."
How does your child do with this? Click here to read the entire article.
Tuesday, November 18, 2014
Thanksgiving Preparations
Have you figured out your Thanksgiving plans for next week yet? As you finalize your plans of what you are cooking for dinner, who you are gathering together with, and where your celebrations will take place, we encourage you to remember the importance of this holiday, family.
Holidays often become a stressful time as there are many things to figure out and prepare for our family gatherings. This year, we encourage you to find a way to include your children in these preparations, and also to lower your own stress.
4 WAYS TO HELP AVOID STRESS
WHEN INVOLVING YOUR CHILDREN:
Holidays often become a stressful time as there are many things to figure out and prepare for our family gatherings. This year, we encourage you to find a way to include your children in these preparations, and also to lower your own stress.
4 WAYS TO HELP AVOID STRESS
WHEN INVOLVING YOUR CHILDREN:
1. Start early - Involving your children almost always takes longer than if you were to do the task alone. Adding extra helpers can definitely make your job harder, so make sure to start early to allow for extra time without adding the stress.
2. Plan out each family member's role in the activity - Before involving your child, make sure that you plan out the "job" that he/she will have. Make it specific so that your child will understand what their role in the activity is, and what your role is. Also, make sure that he/she will feel valued and feel like they are contributing to the activity.
3. Have no expectations - When choosing an activity for your child to help with, make sure that it is something that can't easily be messed up. If he/she is helping you cook, make sure that they aren't in a situation where the recipe has to be followed exactly to "work." It is always helpful to add room for error, so that if it does occur, it doesn't add stress.
4. Enjoy your time - As you are spending time with your child, make sure that you are in a good mindset. What do we mean by this? If you feel rushed or stress, your child will be able to tell and it might rattle them as well. Do your very best to make sure that you are enjoying spending time with your child. Remember, your job is to create an environment where memories can be made!
So now the most important thing to figure out is how you are going to get your child involved!
Could your child...
- help you carry in the groceries from the car?
- help you set the table?
- make place cards and set them around the table?
- help with any food preparation?
- help clear the table after dinner?
- help with the dishes?
- help you come up with an activity to play after dinner?
HOW ARE YOU PLANNING ON GETTING YOUR CHILD INVOLVED?
Thursday, November 13, 2014
Memory: Part 3
"Any time we are faced with a difficult situation, or if something keeps
us from doing what we are planning to do, we come to a crossroads. We
think: What should I do next? What are my choices? How does one option
compare to another? This can include big problems, such as what to do
after losing a job, but it also comes into play in the small decisions
we make day-to-day. For example, when driving to work, what route do we
take? If there is a traffic jam, do we take a different route? How do we
decide? Or, if an item breaks, how do we decide whether to fix it or
throw it away? If we decide to fix it, how do we do it? New batteries?
Scotch tape? Glue? There are so many decisions we make moment to moment
based on what we know about possible outcomes."
How does your child think? To read the rest of the article and how it applies to Autism, please click here to read the rest on RDI Connect.
Have you enjoyed reading this four-part series on Memory written by Linda Murphy? Please let us know if you have any additional questions about how to help your child build his/her Episodic Memory. This is a huge part in building Dynamic Intelligence.
Tuesday, November 11, 2014
Plain Cheeseburgers: A Personal Story
One of our Pryor Consulting families shared a PERSONAL EXPERIENCE about giving her son more responsibility and what she learned from it. As Angela stated, "Life is not perfect, so why would I make it perfect for him? It is MUCH easier to avoid meltdown and simplify things for him, but it things were always easy, he would never learn and grow."
Plain Cheeseburgers
by: Angela
Jace loves cheeseburgers! He would eat one every day if he
could, but I figure a burger once a week won’t kill him. At a recent meeting
with Scott, he suggested that Jace should have more responsibility, and should order
his own food.
The first time I tried this out, we went through a
drive-thru. As I usually do, I asked my kids what they wanted. As usual, Jace
said that he wanted a cheeseburger, fries, a toy, and a coke. After we got the
food, I handed Jace his bag. He unwrapped his cheeseburger and took a bite and
yelled out, “A PICKLE!?” To his surprise, his cheeseburger was not plain as it
usually is, it had everything he didn’t like and he was not happy about it at
all! He began to have a mini-meltdown and told me to get him a new one. I
explained to him that he asked for a cheeseburger, and that is the way
cheeseburgers are made at the restaurant; the workers don’t know that he likes
plain burgers. He yelled at me to wipe everything off, but I knew he was
capable of doing it, so I told him that he could it he didn’t want the rest on
there. He wiped it off and then ate the burger. (Food ended up all over the seats
of my car, but shhhh, don’t tell my husband that part!)
The next time we went to that same restaurant, he made sure
to order a plain cheeseburger. However, when we went to a different restaurant,
he ordered “a cheeseburger” and once again, he had to learn the hard way. After
this experience, he understood that when he goes out to eat, he needs to specify
the things he doesn’t like. I’m happy to report that he hasn’t had a burger
with “everything” on it since! WIN!
This experience has helped me to realize that my son is
capable of learning from his mistakes. If I allow him to fail, it gives him the
chance to make changes and adjustments the next time. Life is not perfect, so why would I make a perfect life for him? It is MUCH easier to
avoid a meltdown and simplify things for him, but if things were always
easy, he would never learn and grow. Now that I know he can learn from ordering
cheeseburgers, this same concept can be applied to many other scenarios.
Life is a journey, as is my son’s progress; there is no
“finish line.” Up until this point, I have always questioned and wondered when
he would “get there,” but I have accepted that there will always be a new goal,
a new “finish line.” If you’ve ever run a race or exercised, you know that
progress can be slow, but it’s still progress, and after you run that first
race, or after hit a PR (personal record) on the amount of weight you bench
press or squat, you want to push yourself and run further or lift heavier. If
we are truly invested in something, the journey never ends. Though at times it
is tough, I am going to embrace the “now” and everything that Jace has
accomplished thus far. We will still work hard to make progress and set new
goals. Without growth, things will wither away. So I will be here, cheering my
son on through this crazy, amazing journey called life.
Thursday, November 6, 2014
Memory: Part 2
Did you enjoy the article on episodic memories from last Thursday? Last week we started talking about episodic memory and how it may effect your child. This week, we are focusing on how you can help teach your child to remember the important details about each experience they encounter throughout life. Memory is one of the five foundational principles of RDI, and is important to help your child with.
The following article is wonderful example shared by RDI Consultant Linda Murphy on RDI Connect about how to teach episodic memories:
"One of the biggest shifts that social partners need to make in order to support a child with ASD to develop and access episodic memories is in their own communication. Often times when we are trying to help children access memories, we ask a lot of questions or use imperative statements: “Who did you play with at school today?” “What did you have for snack?” “Tell Daddy what movie we saw.” It goes on and on. We try so hard to get information from kids with ASD. Sometimes we get it, sometimes we don’t, and even when we do get an answer to our question, we are not getting at what we truly want to know. Don’t we instead want to know how the child felt throughout the day? What made the child smile or laugh? About connections the child shared with their friends? We want more than a one word answer, but don’t know how to get it. One thing is clear though: imperative questions and statements do not get at the heart of what we all use memories to do: share who we are!
Because we don’t always know what a child with ASD is remembering about an event – he may remember the ceiling fan that he watched or the numbers he noticed on the outside of a house – we have to mindfully spend time helping socially meaningful memories go in. We can do this using declarative language to observe, reflect and share subjective appraisals alongside the child. We can do this by becoming generous with information. This means we are sharing and not expecting anything in return. We are moving from getting to giving so that the child can truly learn to give back.
Once we have done this – once we are sure we have spent time giving – we can engage children in specific activities that support them to share what they remember. Here is one such activity:
Share memories in partnership with the child. This means, you are collaborators in the task of weaving a story. It is important to do this within a context where you were present so that you can truly support the child to succeed. Let’s go back to our trip to Boston to illustrate this idea. As you are on that trip, offer information along the way that not only recaps what you are doing, but communicates a subjective appraisal: “Wow! I can tell you really liked riding on the T. I think Park St. is your favorite stop.” … “Oh look! There’s a line for the Swan Boats, but it isn’t that long. Let’s wait because I think it will move quickly” … “You really like pizza! We should go to the North End because that’s where the best pizza in Boston is.” While on this trip, you could also easily take snapshots with your phone or PDA, capturing moments of the child in action, moments that are socially meaningful. Once your trip is complete, you remember and recap as a team. Maybe you look at the pictures together while riding home on the T, or do it as a bedtime activity. You continue to share what you remember using components that make storytelling more interesting and fun for everyone: animated facial expressions, rich intonation, gestures and dramatic pauses. Here and there, give space for the child to chime in, or even to just communicate that they remember too. This is how sharing of memories begins.
As a team, you could later tell a family member or friend about your day. You share some memories, and pause to see if your child wants to add a related memory. Your memories are triggering the child’s, and they may add a thought when you invite them to do so. You may even scaffold an idea for the child: “We went on the T and stopped at your faaaaaavorite stop ….” Or maybe you say, “We decided to eat in the North End because….” and your child chimes in: “I love pizza!”
These kinds of memories are so much more meaningful than simply stating the details. By sharing in this way, we are teaching children to share what each detail means to them on a very personal level. We are teaching them to share who they are."
The following article is wonderful example shared by RDI Consultant Linda Murphy on RDI Connect about how to teach episodic memories:
"One of the biggest shifts that social partners need to make in order to support a child with ASD to develop and access episodic memories is in their own communication. Often times when we are trying to help children access memories, we ask a lot of questions or use imperative statements: “Who did you play with at school today?” “What did you have for snack?” “Tell Daddy what movie we saw.” It goes on and on. We try so hard to get information from kids with ASD. Sometimes we get it, sometimes we don’t, and even when we do get an answer to our question, we are not getting at what we truly want to know. Don’t we instead want to know how the child felt throughout the day? What made the child smile or laugh? About connections the child shared with their friends? We want more than a one word answer, but don’t know how to get it. One thing is clear though: imperative questions and statements do not get at the heart of what we all use memories to do: share who we are!
Because we don’t always know what a child with ASD is remembering about an event – he may remember the ceiling fan that he watched or the numbers he noticed on the outside of a house – we have to mindfully spend time helping socially meaningful memories go in. We can do this using declarative language to observe, reflect and share subjective appraisals alongside the child. We can do this by becoming generous with information. This means we are sharing and not expecting anything in return. We are moving from getting to giving so that the child can truly learn to give back.
Once we have done this – once we are sure we have spent time giving – we can engage children in specific activities that support them to share what they remember. Here is one such activity:
Share memories in partnership with the child. This means, you are collaborators in the task of weaving a story. It is important to do this within a context where you were present so that you can truly support the child to succeed. Let’s go back to our trip to Boston to illustrate this idea. As you are on that trip, offer information along the way that not only recaps what you are doing, but communicates a subjective appraisal: “Wow! I can tell you really liked riding on the T. I think Park St. is your favorite stop.” … “Oh look! There’s a line for the Swan Boats, but it isn’t that long. Let’s wait because I think it will move quickly” … “You really like pizza! We should go to the North End because that’s where the best pizza in Boston is.” While on this trip, you could also easily take snapshots with your phone or PDA, capturing moments of the child in action, moments that are socially meaningful. Once your trip is complete, you remember and recap as a team. Maybe you look at the pictures together while riding home on the T, or do it as a bedtime activity. You continue to share what you remember using components that make storytelling more interesting and fun for everyone: animated facial expressions, rich intonation, gestures and dramatic pauses. Here and there, give space for the child to chime in, or even to just communicate that they remember too. This is how sharing of memories begins.
As a team, you could later tell a family member or friend about your day. You share some memories, and pause to see if your child wants to add a related memory. Your memories are triggering the child’s, and they may add a thought when you invite them to do so. You may even scaffold an idea for the child: “We went on the T and stopped at your faaaaaavorite stop ….” Or maybe you say, “We decided to eat in the North End because….” and your child chimes in: “I love pizza!”
These kinds of memories are so much more meaningful than simply stating the details. By sharing in this way, we are teaching children to share what each detail means to them on a very personal level. We are teaching them to share who they are."
If you are interested in more information about episodic memories and how to tell if your child uses them, please feel free to contact us with any questions. Feel free to ask your RDI Consultant or email
nicole@pryorconsulting.net for any questions.
To read the entire article written by Linda Murphy on RDI Connect click here.
Tuesday, November 4, 2014
Neighborhood Scavenger Hunt
With winter approaching quickly, bundle up and get outside to enjoy this beautiful, chilly weather! A neighborhood scavenger hunt is the perfect family activity.
Use this list to work together with your child to find these items as you take a walk around your neighborhood. Make sure to take a bag so you can collect all of the interesting things that you find.
How can you make sure this is RDI? Add in some changes and variations! Could you add in something interesting that you find along the way that is not on your list or go out of order in finding the items on your list? These small changes will keep your child thinking. Remember, make sure that your child feels valuable during the activity and that they are doing just as much as you are to contribute.
If this list is a little tricky for your child, feel free to alter the list to your child's abilities. Make sure to make it so they will be successful, but not too easy that it takes away the challenge and thinking.
Neighborhood Scavenger Hunt List
something fuzzy
something soft
something prickly
something straight
something round
something you can recycle
4 pieces of litter
5 different types of leaves
something crunchy to step on
something colorful
something with sharp edges
Use this list to work together with your child to find these items as you take a walk around your neighborhood. Make sure to take a bag so you can collect all of the interesting things that you find.
How can you make sure this is RDI? Add in some changes and variations! Could you add in something interesting that you find along the way that is not on your list or go out of order in finding the items on your list? These small changes will keep your child thinking. Remember, make sure that your child feels valuable during the activity and that they are doing just as much as you are to contribute.
If this list is a little tricky for your child, feel free to alter the list to your child's abilities. Make sure to make it so they will be successful, but not too easy that it takes away the challenge and thinking.
Enjoy!
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