Leo's Standardized Testing Scores from 4th Grade

The test scores came in the mail! They are not GREAT, but Leo is still in goal range for everything except math being advanced. Like last year he was behind his school's average. The good news is that he dramatically improved from last year! He learned something after all during his mediocre year.

It is so interesting as they track each year on a big spreadsheet eventually totaling 6 years of student performance. My huge fear is that he is going to drop out of "goal" eventually in writing because he is on the low end. Maybe in reading at one point too. Although I believe the standardized testing has huge flaws, it is basically my only barometer for how he is doing compared to the regular world. And my only glimpse into any future issues as we approach middle and high school. Well, another round of testing at Yale would do it, but who'd want to go through that again?

It is validating we chose the new school we did because they have the best reading/writing program in the area. I can already see how much harder he has to work in writing - making reading connections EVERY DAY in his reading log and answer questions. Just what the doctor ordered, going deeper. Why do characters behave the way they do? What are their intentions, motives, desires? Becoming the character....relating. Theory Of Mind, our old friend. This will never be a strong area, so I'm happy Leo likes his teacher and seems more content doing the work. Hopefully we can give him as much practice as possible in finding the things he needs to look for. Here are the scores:

Reading: Leo 263 /School Avg. 282 for the category.

Specific area that was below: Making reader/text connections: 3 out of a range of 6-8.

Writing: Leo 243/School Avg. 270 for the category.

Specific area below: Composing/Revising: 10 out of a range of 12-16.

Math: Leo 297/School Avg. 286.

Specific area that was below: Geometry; approximating measures: 3 out of a range of 4-6.

None of the weak areas are a surprise! It's great to know what we need to continue to work on at that there are no surprises (yet) anyway.

Living With Choices

This is my first post since our move. My family and I moved out of Lymeland across the country to the beautiful Pacific North West. No matter how you slice it, moving is hard even when things go as planned don't you think? My husband lost his job over the winter, so we decided it was a good time to look for jobs out of Lymeland. Fortunately, we were able to do it, and got out.

We are still adjusting to our radically different lifestyle - from living on 3 acres in the middle of the woods in a small town to a city apartment up 2 flights of stairs. I am having college flashbacks that's for sure! We hope to sell our house back east soon, and then we'll see where we stand. It gives me perspective to live like so many people do all of their lives with kids and dogs, in a much smaller living space. We really had it good living in a house where I could just open the door to let the dogs outside, the kids could come and go as they please. Now I abide by the poop schedule along with the school schedule.

As we drove away from our house for the last time it felt right. Not that I wasn't crying a bit, we all were, but it was grief just as grief is, nothing else like regret, uncertainty.

Although our lives are all harder for the time being, I am relieved that my kids are out of a Lyme endemic area. I had to face the music - my kids are SICK. My kids have weak immune systems, and will probably be this way for the rest of their lives. I have a hard time accepting this fact, something I work on each day.

A practical decision. Getting Sydney better is one thing, but then once she is "better", keeping her in the same place like a sitting duck was just too much for me. And for Leo too - he has shown positive results to some of the Lyme coinfections, but is basically asymptomatic at this point. He had the facial tics, but they are gone for the time being, and maintain him through Rifing, homeopathy, and an anti-Lyme herbal regiment. While I am ecstatic to get to the root of the tics, I have to keep up with the program to keep him healthy. A delicate balancing act - us moms all seem to have one.

Both kids continue to have naturally low Ig levels which is part of the issue with them keeping bacteria under control - strep, lyme, the coinfections like Mycoplasma, Babesia, and Bartonella. They are high with strep every time we test! The facial tics seem to be my barometer to illness for them. I'd prefer something else, but at least I finally know and the guessing game begins.

Some good news - Sydney had a major jump in improvement over the summer, counter to what I predicted happening with the toll and stress of moving. We continue to have her on 4 antibiotics along with homeopathy for support. We are SO RELIEVED.

As the ILADS doctors say (they are the DAN of Lyme docs), "There is no cure of these diseases. Antibiotics work to cut the population down to a point where the immune system can take over. This is where herbs and homeopathy come in for support." So that is what happened - we did a trial on herbs and that appears to take the credit for some of her chronic pain disappearing. For instance, her sore throat that she had for 10 months is now gone, courtesy of a modified Cowden protocol.

The kids are adjusting nicely to their new school. It is hard though, especially for Leo as a 5th grader. All these kids that have known each other forever. His new friend Kevin that he met over the summer hasn't played with him yet at recess. He is nice to him and says hi, but that's it for now. I know it hurts Leo, but he doesn't admit it. He keeps reaching out, playing with different kids in the "jock" group so far this week. For Sydney, it's so much easier as anyone with a girl knows. And she is younger, in 3rd grade.

I am hoping that what we'd done with Leo will not crumble putting him in a completely new setting on all levels. A temporary home, a new school, all new people. It was really the only truly hard thing to leave behind - knowing our old team was just minutes away if we needed them for an intervention or for tutoring . We had to weigh in on the cost/benefits - we now had to make a decision that had Sydney more in mind than Leo.

It's been heartbreaking seeing him miss his old BFF. They are very cute on the phone and on video chat. Validating on how deep of a friendship he can have. He was SO sad, and still is. I am sure it just takes time. I felt bad for his BFF too, his parents tell me he is having a hard time. A little displaced at recess, just walks around alone sometimes, not sure what to do. They were inseparable for 2 years. It's been great talking to Leo about friendships, and to teach him about long distance ones, and how you need to adjust for phone conversations. It's been a learning experience for us all. He wrote a lot of letters and emails, which seemed to inspire him and make him feel good.

Who knows where we'll end up or how the school year will end. My hope is that Leo will have a couple good friends to go to middle school with next year. I am anxiously awaiting his standardized testing scores from the spring - hopefully they'll be validating or be telling on what we need to work on. As his old clinical supervisor says "The testing is like a test for ASD. All it does is test for inferences." I know this isn't his strong suit, but hope he tests in the normal range like he did last year.

The husband is tolling away, his new job is great but overwhelming and beyond busy. It will be like this until next year. We also have one car, so public transportation is beginning to take a toll too.

For me, I am still doing the settling in errands and chores. On major medical duty - getting doctors set up, etc. I am a bit isolated in the apt, not in a neighborhood street yet making friends. But, I've met some really nice parents so far, just don't have that consistency yet. Time will tell.

'The eyes have it' — autism research yields surprising results

'The eyes have it' — autism research yields surprising results
PA51/07 — March 26 2007

Autistic children are able to interpret the mental state of others by looking at their eyes, contrary to previous research, a new University of Nottingham study has found.

In findings that contradict previous studies, psychologists found that autistic children can 'read' a stranger's mental state based on that person's eyes. Autistic children have long been thought to be poor at interpreting people's mental states based on facial expressions, especially expressions around the eyes.

Some researchers believe that this lack of ability could be central to the social problems experienced by autistic children and adults.

But the latest findings cast doubt on this hypothesis. A study at The University of Nottingham found that autistic children were able to interpret mental states when looking at animated facial expressions. The findings also suggest that the use of moving images, rather than conventional still pictures, gives a much more accurate measure of the abilities of autistic children.

Researchers hope that by increasing understanding of autism, their findings may ultimately help in the teaching and treatment of people with the condition.

Published in the latest issue of the journal Child Development, the study was led by Dr Elisa Back. Her co-researchers were Professor Peter Mitchell and Dr Danielle Ropar of the School of Psychology at The University of Nottingham.

Dr Back said: “Previous findings show that children and adolescents with autism may have difficulty reading mental states from facial expressions but our results suggest that this is not due to an inability to interpret information from the eyes.

“Surprisingly, autistic children seemed particularly reliant on the eyes and also the mouth when making mentalistic inferences.

“The conclusions of previous research are largely based on methods that present static photographs to participants. Our study indicates that a more accurate measure of the abilities of those with autism can be obtained through the use of sophisticated digital imaging techniques with animated facial expressions.”

The study compared two groups of autistic children, one group aged 10–14 and one aged 11–15, with two control groups of non-autistic children. They underwent a series of tests to see whether they could gauge the mental state of a stranger by looking at different parts of the face.

Researchers conducted two experiments in which the participants looked at a series of facial expressions on a laptop screen. In the facial images used, the eyes and mouth were either 'freeze-framed' in a neutral expression, or animated and expressive. By showing a sequence of different combinations, they were able to gauge which aspects of the face were used by the autistic children to 'read' someone's mental state — and how successful they were.

In the second experiment, the 18 autistic children involved were as successful as non-autistic children in interpreting mental states, whether they saw the eyes in isolation or in the context of the whole face. This indicates that autistic children do, in fact, make use of information from the eyes — a finding that contradicts prior studies.

An estimated 588,000 people have autism in the UK, according to the National Autistic Society. A mental health survey by the Office for National Statistics found the prevalence of children and young people anywhere on the autistic spectrum is 0.9 per cent — almost one in every 100.

Notes to editors: The University of Nottingham is Britain's University of the Year (The Times Higher Awards 2006). It undertakes world-changing research, provides innovative teaching and a student experience of the highest quality. Ranked by Newsweek in the world's Top 75 universities, its academics have won two Nobel Prizes since 2003. The University is an international institution with campuses in the United Kingdom, Malaysia and China.

More information is available from Media Relations Manager Tim Utton in the University's Media and Public Relations Office on +44 (0)115 846 8092, tim.utton@nottingham.ac.uk

This is very exciting news! Indeed the language of the eyes is extremely important, one component of where us humans (and other animals) obtain social information. Hopefully research like this can assist therapists and evaluators into pinpointing the root of social deficits. For some, it may not be info from the eyes. It may be other parts of the face, body language, tone, or just trouble putting the pieces together as a whole.

Ami Klin (Yale) also used live video rather than stills in his research. He also demonstrated how many ASD adults look at the mouth when people talk. Makes sense.

I was talking to a friend recently about her son and eye contact. His eye contact is now excellent. However, her son misses other social cues/information because he focuses too much on the eyes. He has actually been overtrained (for lack of a better word) to look at the eyes.

Growing Up

Check Out Those Supplements...an ASD Kitchen


I had a VERY interesting day yesterday. Leo had his 1st grade "archnemisis" over for a play date! Could it be? Charlie (the bus taunter/teaser?) from my 1/27/06 entry on http://www.hiddenrecovery.com/summaryoutlineleo.html

Natch, I barely slept the night before because I was consumed by the fact that the boy that gave my son so much grief will be over! And I was nervous about handling him. The one time he was over, I failed miserably at managing him (in my defense the parents didn't give me a heads up, can we say PID??) He broke some toys, crashed Leo's bike into a tree after riding over my pumpkin vines, dumped every toy bin over, and scared Sydney on purpose among other things. How much can happen in one play date? A LOT.

Let me just say it. IT WENT WELL. SUCCESS AND NO STRESS. Woohoo! I don't know if it's going to happen often, but they do like each other and had some fun.

And now for some background on this duo...This boy Charlie and Leo were on "different teams" and "not friends" practically all last year, after their friendship quickly fizzled. Leo was quickly turned off by his very active behavior and that he got into "trouble" so much at school. Later on in the year Charlie and a mid-year transfer student Harrison became fast friends. Of course, because life is complicated, Charlie and Harrison ride the same bus and live on the same road.

So recently, Harrison didn't ride the bus for a couple of days. Charlie and Leo sat together, and I gather they "discovered" each other. They are not in the same 2nd grade class this year, although Harrison and Leo are. They both began asking for playdates, which terrified me. I knew from last year that Charlie was on different medication and doing well with listening and controlling unacceptable behavior. I'm guessing he's ADHD. So because I'd seen able to observe him, AND I really wanted success, especially with a neighbor, I wanted to make this work (like I have anything to do with it).

They didn't quite know what to do with each other for the first 20 minutes. I thought "Oh God!!!". Charlie kept walking around and around and around while Leo was patiently following him asking him if he'd like to do X, Y, or Z. Finally, with some suggestions from me, they began playing outside. Natch, Charlie found the only dangerous thing out there, a fallen tree that hadn't quite fallen completely (yes, danger danger)and decided to hang from it, and in 5 minutes, convince Sydney to climb it. Images of dead or trapped kids danced in my head. Yes, the part about keeping my eye on him the entire time...I should've kept my plan intact. But other than that, they jumped on the tramp and ran around finding stuff.

I was pretty proud of Charlie - he has learned to listen and had some self-control. He also considered Leo's feelings and preferences. Not much eye contact, actually less than last year. Towards the end, I let them play X-Box (whatever that is). It involves the T.V. is all I know.

I couldn't believe it - I had prepared myself for anything - I had all my chores done including dinner. I had prepped Sydney that I'd have no time with her as I'd be occupied with the boys' safety. And it all turned out well. His mom came to pick up, and I told her what a wonderful kid he is, and that they had to refamiliarize themselves, but after that warmup period, they got along. Clearly they don't have too much in common, but both had fun. I was so proud of Leo - he didn't mention football, soccer, or any other sports games to do since he knew Charlie wouldn't be interested.

His mom has never mentioned Charlie's differences, nor have I mentioned anything about Charlie's history with Leo. I threw out several openings, but she didn't bite. Clearly she doesn't want to share with me, which is understandable. She has no idea what people say about her son, and I know he doesn't get invited to many birthday parties, etc, because he's a behavior problem. The mom doesn't stay at parties to facilitate, which makes it even harder for other parents to learn about Charlie and keep him from becoming even more unpopular.

So that's that story.

Harrison, the other little boy that is Charlie's best pal, is a good friend of Leo's too. We even went trick-or-treating with him and his family. Anyway, Leo and Harrison got into an argument, so for about a week "they weren't friends". Again, it began as a bus issue. Every day, Harrison and Leo would race to the bus, hoping to be first in line. Many times Harrison would get there first, but if Leo did, Harrison would elbow his way ahead of Leo, pushing him out of the way so Leo would be second. Leo told Harrison every day to stop it, that he didn't like it. But Harrison ignored him and remained 1st in line.

So at the end of the week, Leo told me about it, and that he was really frustrated because Harrison wouldn't listen. I said that friends don't treat each other like that. That friendship is about respecting each other, etc. With Leo always in control, I asked him what he thought he could do to solve the problem. Talking to Harrison wasn't working. What could he do now?

He didn't have any ideas, and so I suggested that he "ignore" Harrison, or tell him that he's not being a friend, and until he knocks it off with the bus line, he's not going to treat him as a friend either. That he doesn't deserve Leo's friendship. Let me clarify, I was totally winging it! I knew I should keep Leo in control always, but that's all I knew to do.

The next day, Leo came home and said he "tried to ignore him, but it was just too hard mom." I can't blame the kid, he's in his class, 2 desks down. The next day after that, he managed to ignore him enough for Harrison to get the idea. And as how things work, Harrison decided to ignore Leo too. This went on for a few days, and then they finally "forgave" eachother, and are now "friends again."

That night, I asked Leo if they watched T.V. AGAIN at school. This drives me crazy. Whenever the weather is bad or something is going on in the gym, out comes the VCR. Of course, the kids love it. I asked Leo what they watched, and he said lately it's been "Reading Rainbow". I had no recollection. Leo said we had watched it at home a few times. Still didn't ring a bell - I normally only record PBS type shows, and when he was into it, Power Rangers. Leo said, "Let me sing the song for you." And he begins to sing in a lovely little boy voice, so sweet and innocent. No embarrassment. I enjoyed every second of it, also relishing how creative he was in trying to jog my memory. "NOW do you remember Mom?" And I did.

Everyday Life in 2nd Grade

So Leo, Sydney, and I are in the car driving home from Sydney's Bioset appointment. She decides to call Dad on the cell phone. She crosses her legs, and dials very professionally and gets him live on the phone. She's gabbing away about her day (she's 5 1/2), talking very "grown up". Leo says, "Sydney loves to act like a big girl doesn't she Mom? She cracks me up. She has her 'big girl' voice on." And I nod and smile in agreement (I am driving after all). Leo shakes his head and chuckles "I certainly know my sister".

Love that Theory Of Mind working!

In the car on the way to school (late again), I overhear Leo and Sydney talking about Gary in class, how he gets mad all the time. Apparently Gary (yes, he has an IEP)screams out loud at classmates on occasion, for different things. I say that I like Gary a lot, and that he's your friend, and so what if he has things to work on? (talk about reverse discrimination). That we ALL have stuff - Leo's talking out of turn, I have my temper, Sydney her her whining, etc. Leo says "I know Mom, I like him too, he's my friend. Jeremy tells me not to like Gary, but I do. He's my Secret Friend." I respond by saying all the right things - how no one else is the boss of who you like, and how you need to stand up for your friends. Leo says" I know Mom, I didn't do what Jeremy said. Jeremy knows that Gary is my friend. I just don't talk about it."

Love that social judgement working!

Leo has never told me or his Dad about any girls he may have crushes on at school. Not in Kindergarten or in 1st Grade either. He always gets very defensive and says he doesn't want to talk about it, that it's private. Recently I asked (I can't help myself!), saying, "well, if you HAD to choose a girl to like, who would it be? I promise I won't talk about it or tease you, nor tell anyone else." He held firm. I said, "Well, have you told anyone?" Leo told his best friend, and said his friend will never tell.

Love that he keeps secrets and has a best friend! More social judgement, enriching relationships