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So I briefly talked with the SLP as she was on her way in to observe Ivy at preschool. I let her know that her days were not always consistently bad, but varied. I let her know some of the issues we were dealing with at home regarding her communication. For instance, my 9 yo asks her if she wants to play. She says "Yes." My 9 yo asks her, "What do you want to play?" She says, "Yes." My 9 yo repeats, "<i><b>What</b></i> do you want to play?" and Ivy keeps saying "Yes!" getting more and more frustrated. Both girls getting upset as it keeps going in this mindless loop until I step in.<br><br>
So both the SLP and the OT observed her without me there for a little over an hour. When I went to pick her up, the teacher talked to me about how it went. She said that they wrote in their notebooks a lot. <img alt="" class="inlineimg" src="http://www.mothering.com/discussions/images/smilies/lol.gif" style="border:0px solid;" title="lol"> She said that she made sure that she made opportunities that she thought would show them how Ivy typically reacts. For instance, they made her line leader today so she had to lead the class to the bathroom, water fountain, cubbies, etc.. All things that she does every day. And yet, because she was first in line and not following someone else she needed a lot of direction and help. The teacher also made sure she did not shadow Ivy as usual today. Ivy came over and said, "Me play." and she helped her sit down with the other girls and went through a few rounds of Candyland. No matter how many turns though she had to be prompted, its your turn. Take a card. Now look at the card. What does it look like? Match the picture. Move your piece. Etc. And after a little while, the teacher got up and walked away. She did it on purpose so they could see what happens when she's cut loose and has to figure it out on her own. So they watched her struggle, try to take cues from the other kids, visibly get confused, and then just get up and walk away like she was never playing to begin with.<br><br>
Every time the teacher left, Ivy was quickly looking for her. She gravitates to her in a big way, and looks to her for assistance in functioning basically. They were able to see her inability to build with things. The other kids were using those blocks that are like waffles you stick together. Ivy couldn't figure them out at all.<br><br>
They watched her take a really long time cutting and painting. She was able to do it, but it was a painstakingly slow process. They watched her not be able to sit still during circle and during calender time.<br><br>
There was also something else they were able to witness that I guess was really good. The teacher said what she sees a lot is that Ivy does very well socially, as long as the other child is willing to pick up the slack in communication. There is another little girl there that is very nice and very patient, and does great with Ivy. So their interactions are positive. However they were able to witness what happens when Ivy interacts with someone that cannot or refuses to pick up the slack for her inability to communicate effectively. She was shunned, and the other child was angry and upset at her and she had no idea that there was even anything wrong.<br><br>
The OT gave the teacher another paper to fill out that had some questions about fine motor skills, gross motor skills, attention, colors/letters etc kind of thing, auditory issues, etc. She filled it out while I was there. There were a few that Ivy didn't have issues with at school that she does at home and other places, and quite a few that just couldn't really even be counted like, "Does the child have difficulty with stairs?" well they don't have any there so thats a N/A. Does the child crash into furniture or hide in small places? They have no crashable furniture like couches and no small places. Both of those things she does at home and elsewhere, but just not at school. For the most part though she filled it in how I would have.<br><br>
The SLP told me that the psychologist should be calling me soon, he was supposed to already but hasn't. Basically, her teacher thought the day was not wasted. She thought they were at least able to see quite a few concerning things, and they asked if it were a typical day and the teacher told them "No, this is a fairly good day for Ivy. She has days that are worse." On the scale at the bottom the teacher wrote "Moderately concerned with child." which is one step from "Extremely concerned."<br><br>
I'm not sure when I'll hear back from anyone, but thats how our day went! Whew!<br><br>
In a few weeks I'll be holding a new baby, and any day now we're moving into a new place! *insert going bonkers smilie because the server is too busy*
So both the SLP and the OT observed her without me there for a little over an hour. When I went to pick her up, the teacher talked to me about how it went. She said that they wrote in their notebooks a lot. <img alt="" class="inlineimg" src="http://www.mothering.com/discussions/images/smilies/lol.gif" style="border:0px solid;" title="lol"> She said that she made sure that she made opportunities that she thought would show them how Ivy typically reacts. For instance, they made her line leader today so she had to lead the class to the bathroom, water fountain, cubbies, etc.. All things that she does every day. And yet, because she was first in line and not following someone else she needed a lot of direction and help. The teacher also made sure she did not shadow Ivy as usual today. Ivy came over and said, "Me play." and she helped her sit down with the other girls and went through a few rounds of Candyland. No matter how many turns though she had to be prompted, its your turn. Take a card. Now look at the card. What does it look like? Match the picture. Move your piece. Etc. And after a little while, the teacher got up and walked away. She did it on purpose so they could see what happens when she's cut loose and has to figure it out on her own. So they watched her struggle, try to take cues from the other kids, visibly get confused, and then just get up and walk away like she was never playing to begin with.<br><br>
Every time the teacher left, Ivy was quickly looking for her. She gravitates to her in a big way, and looks to her for assistance in functioning basically. They were able to see her inability to build with things. The other kids were using those blocks that are like waffles you stick together. Ivy couldn't figure them out at all.<br><br>
They watched her take a really long time cutting and painting. She was able to do it, but it was a painstakingly slow process. They watched her not be able to sit still during circle and during calender time.<br><br>
There was also something else they were able to witness that I guess was really good. The teacher said what she sees a lot is that Ivy does very well socially, as long as the other child is willing to pick up the slack in communication. There is another little girl there that is very nice and very patient, and does great with Ivy. So their interactions are positive. However they were able to witness what happens when Ivy interacts with someone that cannot or refuses to pick up the slack for her inability to communicate effectively. She was shunned, and the other child was angry and upset at her and she had no idea that there was even anything wrong.<br><br>
The OT gave the teacher another paper to fill out that had some questions about fine motor skills, gross motor skills, attention, colors/letters etc kind of thing, auditory issues, etc. She filled it out while I was there. There were a few that Ivy didn't have issues with at school that she does at home and other places, and quite a few that just couldn't really even be counted like, "Does the child have difficulty with stairs?" well they don't have any there so thats a N/A. Does the child crash into furniture or hide in small places? They have no crashable furniture like couches and no small places. Both of those things she does at home and elsewhere, but just not at school. For the most part though she filled it in how I would have.<br><br>
The SLP told me that the psychologist should be calling me soon, he was supposed to already but hasn't. Basically, her teacher thought the day was not wasted. She thought they were at least able to see quite a few concerning things, and they asked if it were a typical day and the teacher told them "No, this is a fairly good day for Ivy. She has days that are worse." On the scale at the bottom the teacher wrote "Moderately concerned with child." which is one step from "Extremely concerned."<br><br>
I'm not sure when I'll hear back from anyone, but thats how our day went! Whew!<br><br>
In a few weeks I'll be holding a new baby, and any day now we're moving into a new place! *insert going bonkers smilie because the server is too busy*
