Excerpted from TARGETING AUTISM: What We Know, Don't Know, and Can Do toHelp Young Children with Autism and Related Disorders, [From page 104:]by Shirley Cohen, University of California Press, 1998. Shirley Cohen isProfessor of Special Education at Hunter College of the City Universityof New York. TEACCH, which stands for Treatment and Education of Autistic and RelatedCommunication- Handicapped Children, is a statewide comprehensiveintervention system that provides a variety of services to autisticindividuals and their families across all age periods. Since 1972 thesystem has operated out of the department of psychiatry of theUniversity of North Carolina, Chapel Hill, with state funding. It has anextensive training program for professionals and is also in use in otherareas of the country as well as other parts of the world. Furthermore,Eric Schopler, the long-term (recently retired) director of the TEACCHsystem, has been a very influential figure in the autism field for manyyears.The primary educational goal of TEACCH is to increase the student'slevel of skill. Recovery is not a term used in this system. While theLovaas program is based on the premise that the child must overcome hisautistic characteristics so as to adapt to the world around him, inTEACCH the child is provided with an environment designed to accommodatethe characteristics of autistic children.A TEACCH classroom makes use of many visual organizers or cues becausevisual processing is a strength of so many autistic children. Areas forspecial activities have clear boundaries. There are picture orpicture-word schedules for individual children and for the class.Individual work systems are organized to maximize independentfunctioning and capitalize on the child's affinity for routines.Spontaneous functional communication is the language goal of TEACCH, andalternative modes of communication such as pictures, manual signs, andwritten words are used when speech is particularly difficult for thechild. Such strategies neutralize or de-emphasize deficits common inchildren with autism and minimize behavioral problems. While the TEACCHmodel uses individual instruction for some new skills, group instructionis a major format.So, parents may ask, what's the bottom line? How effective is a TEACCHapproach? This is not an easy question to answer. Unlike the LovaasYoung Autism Project, which served a small and select group of autisticchildren, TEACCH is open to all autistic children in the state of NorthCarolina and also serves students with communication problems who arenot autistic.In addition, the TEACCH model is implemented in different settings suchas mainstream classrooms and special classes. Over the years TEACCH hasused a variety of measures to evaluate its effectiveness, includingparent reports and rate of institutionalization. This latter measure wasappropriate in the 1970s when the TEACCH model began; today, in the faceof over fifteen years of de-institutionalization, it is no longer arelevant outcome variable.Another outcome measure is parent satisfaction. A survey conducted byTEACCH in the late 1970's found that most parents were very satisfiedwith the services provided to their children and families. But theoutcome measures that parents want to know about today are indices ofchildren's performance.Given the long number of years that TEACCH has been in operation, theinfluence that this model has had in the area of treatment, and themajor role that Eric Schopler played as a critic of the outcome datapresented by Lovaas, it is surprising that TEACCH has not pursuedcomprehensive studies of child performance outcomes.The data that are available on children served by TEACCH come largelyfrom studies focused on stability of IQ (e.g., Lord and Schopler 1989a,1989b) rather than on the effects of treatment per se. Based on thesestudies, Lord and Schopler report that substantial increases in IQ arecommon among children first evaluated at ages three or four, with thelargest change found among children who were nonverbal and had IQ scoresin the 30-50 range. These three-year-olds gained a mean of 22-24 pointsby age seven, while the four-year-olds gained an average of 15-19 pointsby age nine.However, most of these children still had IQ's in the range consideredto indicate mental retardation (Lord and Schopler 1994, 102), and theincreases found in IQ between earlier and later test results may reflectdifferences the tests themselves as well as changes in the children(1989a). Moreover, while a substantial l number of children hadincreases of 20 points or more in IQ, decreases of this magnitude werefound with equal or greater frequency among children first assessedafter age 3.When asked, at the 1995 conference of the Autism Society of America, howmany autistic children treated in TEACCH recovered, Eric Schopler, itslong-term director, replied: "We have had some children who have becomedissociated with the label of autism and others who have gone on tocollege." This was not quite the kind of answer parents were lookingfor.One major difference in overall strategy separating Lovaas-type programsand TEACCH is the different values assigned by these approaches toaccommodating the child's autistic characteristics or waging an all-outwar against them. This is not a one-time decision. Decision points onthis issue continue to present themselves throughout the child'seducational treatment. [And from page 117:]A funny thing seems to be happening out there in the world ofeducational/therapeutic treatment of autistic children. Common elementsare appearing in approaches that were considered very different, evenantagonistic, as programs learn and borrow from each other. People seemmore willing to acknowledge that maybe they haven't had all the rightanswers. The director of a school that describes its goal as recoveryand its approach as applied behavioral analysis told me: Maybe it's timeto think of a TEACCH model for some children who show few signs ofmovement toward recovery after a year or two.The more gentle and loving hand long espoused by programs based on adevelopmental approach seems to be creeping into programs derived fromthe Lovaas framework; and the principal theorist of developmentalintervention, Stanley Greenspan, is talking about combining behavioraland developmental approaches to better fit the needs of some children.What Lovaas does better than anyone else is document outcomes, bothshort-term and long-term. (He should soon have data from his replicationsites.) Very few other programs carefully collect outcome data. Whilethere are many justifications for this lack - it's time consuming andexpensive to measure outcomes and follow-up on children, for example -this is information that parents feel they need in making decisions thatmay significantly affect their children's futures. It's one of the majorreasons why parents are flocking to programs using Lovaas-basedapproaches. Parents who have options are no longer willing to take theword of a high-status professional that his or her approach works. Norare they satisfied with research that only provides narrowly basedshort-term data. They are saying, "Show me. My child's whole future isat stake, and it's too precious to entrust to some professional'ssay-so. What data do you have to support your claim of effectiveness?

By Donna Cohen

1. Be sure to have a life other than one of autism. Everybody in your family should have some interests and other friends, totally unrelated to your child's diagnosis.

2. Find two or more babysitters who you can trust, train them to work with your child, especially around communication, safety issues and routines, then be sure you get out of the house once in a while to do grownup things!

3. Trust yourself first, then trust the professionals. You know your child best. Internet lists such as the CT FEAT Parent's Only Listserv are a great place to get all sorts of opinions, and to benefit from other people's experiences. Before you know it, you'll find yourself answering somebody's question and the circle of information and friendship builds from there.

4. Educate yourself, not just about autism intervention but also about special education law. The sooner you do this, the sooner you will know how to advocate effectively for your child in order to be sure he or she receives an appropriate and quality program. Other parents of children with autism are invaluable for this type of help.

5. Do NOT try every "cure" you hear about. Before you put your child through anything, decide if it's worth the risk, if your family can handle it, if it makes sense, if you can handle the financial demands without other family members suffering, etc. Avoid unethical people, whose main interest is to make a buck off of our situation.

6. Get out in the community and teach your child the skills he or she needs to manage some family outings. For example, to begin teaching acceptable restaurant behavior, start by going to informal family places, off peak hours. That way if there is a problem, you will be more comfortable working through it. The earlier you do this with your child, the better chance of a "normal" family life.

7. Teach him or her a new skill that you know will be difficult, when BOTH of you are ready. If toilet training is an issue, be sure you will have the stamina to be totally consistent, otherwise you will frustrate your child and set him or her up for failure. My child did not go to sleep by herself until she was 8 years old, because I did not have the energy to do the training. Once I was ready to take it on, it took very little time; I was able to ride out the tantrums because I was ready to make this a top priority.

8. Take vacations. A change of scenery is a good thing. The key is figuring out how to make it work so that it's not MORE work than staying home. Bring along an extra adult, rent a house instead of a small cottage, buy a little TV/ VCR that you can lug around. Your family should not be cheated out of family vacations!

9. Stay in touch with friends and family members who do not have children with special needs. Talk about your children, just as most parents do when the topic comes up. Be sure to ask about their children and listen with an open heart. Recognize that this might be difficult for you at first; this is normal. Be patient when others offer unsolicited advice even when it seems wrong or insensitive. Just ignore it. They mean well, and it's fairly easy to change the subject when conversations are heading into uncomfortable topics.

10. Enjoy your child for who he or she is. It seems obvious to me now, but early on I was caught up in the autism and the ABA programs, and all of the research and reading, doctor visits, etc. I almost lost appreciation for the simple essence of who my child is. Now I focus on her strengths while I continue to work toward helping her reach her full potential.

After having skipped a few sessions, we could really see WH's true colours again. Dina expected that to happen because of the long break from lessons. He wasn't taking instructions well, despite his father was around.

When I took out his `snow house', his desires for it was very strong. We had to fight to take control of the situation. He just refused to co-operate. He must have the `snow house'.

Nevertheless, I managed to introduce to him my `2D map'. We initiated him to put up the animals one by one and made him name them too. He could name the animals but of course the pronunciation is still fairly poor.

I quite like it as it allows a different mode of interaction. He was required to sit on the chair before he could get a picture to put up the board. At least it's something different. After a while, he kind of got bored with it and also the fact that he had to sit on the chair.

Enclosed are a few pictures of the 2D Map with the animals. Instead of using glue to stick pictures of the animals, I laminated them so that I can re-use the pictures for some other activities later on.

At last we are finally back to `home sweet home' after spending 4 days up north - Penang. As mentioned earlier in my post, this is the first time that we traveled outstation `so far' as in approximately 5 hours on the road.The trip up was fast. Perhaps most of us slept in the car as we took off very early in the morning around 5am. We reached there before noon.

Most of the time we spent visiting `temples'. Mm.no..I did not go into the temples but well since my mother in law was with us, ...just followed along with the group.On our way down we stopped by Taiping, a small town near Ipoh. The main purpose is to see the night safari at the zoo. Nothing spectacular. I think the children didn't really know what was happening, except that it was dark and all we could see were tree branches, some lights, sillouhette of the animals and lots of bugs.

Nevertheless it's a lot better than the National zoo .(You can check out my photo blog - http://www.piggiespot.blogspot.com/ for pictures of my trip to Penang).

WH was very well behaved; at least better than expected. We spent most of the time in the car looking for places and most of the time we were either lost or caught in the traffic jam. The only time he became mischievous and up to his no good tricks were when he was bored or either restless just wanting to be the `wild stallion'.He is beginning to learn to communicate using words (still single words) but the way he is speaking now is beginning to sound more natural. Just that he lacks the ability to pronounce the words clearly but what counts most is his willingness to speak out even though it sounded funny.He surprised us on several occasions with his spontaneous `communication'.

We walked past a drain and he saw some rats. He said `mouse'. Wow! That's good...it doesn't matter if he didn't say `rat' but the fact that he could recognize and called it `mouse' it's a good sign.He is learning more to handle people with care. We noted his awareness as he took Baby V's hand and walked with him. He didn't push or hit him like he usually does (still does!!!!). We asked him to look and hold Baby V's hand and take him over to us and he did it and quite gently too. ~Smile..so sweet.

He even on several occasions asked Baby V and another friend's son to `sit' with him. He said `sit'. But of course poor thing, non of them responded. They were too young (only 1.5 years old).He still lacks the patience and also the maturity to grasp the fact that whenever he said something (instruct) he may not necessary get the respond he thinks he would. For example, when he said `sit', he insists that the person must actually sit and wouldn't take no for an answer. He will push either one of us down to the floor to sit with him. He has yet come to the realization that people also have the choice to choose not to respond to him and he just has to accept that.

He has definitely graduated from toilet training. With diapers or without diapers, he is able to tell us when he needs to do the `big one' or even the `small one'. He either drags our hands and say `poo poo' and we will take him to the toilet, or will look for a diaper in the bag and asks us to put it on for him either to pee or to poop.

He is more aware of his emotions these days. He is beginning to understand us better which really helps in the `communication' side. Both parties are a lot happier these days. Especially us!!! Thank God! ~Phew~. I can't imagine having to go through `hell' for the rest of my life yelling at him all day through.

He is a little bit more obedient now too. He is learning to apply words appropriately and has more confident now to even use them whenever he wish to say it. However he still lacks the ability to apply more than one word at a time or even apply the word appropriately. ~Sigh~

I received a call from the speech school and he will be starting his intensive speech therapy session next week i.e. once a week session. Haha! I always thought that when one says `intensive' it would only mean everyday. Well, beggars can't be choosers. After all we just pay a small token and WH will be the student's guinea pig. Let it be. It's better than nothing. I wonder if it's any good or ???? are they all the same?

After spending almost 4 hours trying to fix my blog, I finally found a way to get it back on track without blooger support's help. Now you will note that there is a new face lift to the blog (blame my ignorance in fixing htmls...). Wish me luck that this blog will continue to sustain without problmes!!

I am not sure what's wrong but I have been having problems publishing my thoughts at blogspot for the past 2 days. I seem to get an error message in regards to html.index. Beats me what it means..I can only guess it has something to do with the page?? or could it be my `space' is up? After all from my records, there are more than 300+ positings since June till now.

Other than that, nothing much has happened except that we will be heading up North to Penang tomorrow. So I will be out for the next few days.

I took out the lego set for WH to play. I think he still needs time to learn to appreciate construction. He still lacks the patience and even the `imagination' to grasp the idea.

Despite that it's Christmas Eve (by the way Merry Christmas & Happy New Year to those who are celebrating Christmas, hope next year will be a good year for all of you!), we went out to the shopping mall. I needed to get a new ink cartridge and at the same time send the video camera for servicing.

So we walked from one mall to another, at the same time also `J' walked across the road. Both the kids were tired after the event. Surprisingly WH was very well behaved. Of course there were the occasions when he would wriggle away and I let him do so when we approached the `toy section'.

After a while being there, we managed to persuade him to leave without having to drag him out or even fight with him like we used to whenever we took him out shopping. It's great and a BIG change for both of us. It's only recently that this has happened. Probably the fact that I always take him to the toy shop and he's kind of fed up of the same toys, so that helps in getting him away from there these days.The fact that he knows that I would let him go and run to see what he wanted also helped.

I would always reason with him and also compromise and kept to my promises whenever I tried to persuade him to move on. If it was leaving the particular place and having a car ride, I will fulfill my word and I think he is aware of that. Say what you mean and keep to it. Don't try to lie to the kids too much as they will loose heart in believing you next time or even listen to you. Of course there are times when you need to do what you need to do without compromise, then do it but firmly. Just as long as you are the `boss' and able to keep things under control.

Both my husband and I felt kind of relieved to see that change in WH. We felt that he has matured a lot especially when he learned to communicate using certain words. I think he is a much happier boy in that sense that his needs and desires are met without having us ignoring or even shouting at him.

I can see that he is trying very hard to communicate with us especially when he wanted something badly. I took out a snow house which I bought a few weeks ago. It's a musical plastic box and in it you can see a windmill (which rotates the tiny foam balls to form `snow') and a small cottage. He was especially fond of it, seeing the tiny foam balls falling like snow. When we kept it away (as he started to get rough and having too much control over it), he looked everywhere for the snow house. He kept on saying `what'.`what', imitating me when I looked at him and said `what??'. He didn't know the correct word to use ie. `toy'. I suspected he wanted the snow house and said to him `toy'. I wanted to teach him to apply the correct word, even though it's still by imitation. I hope by repeating myself he is able to grasp the meaning and apply it accordingly. I think he can as he has done so for the word `eat' and `play'.He is more willing to say the words clearly (but too loud! Shouting with too much excitement) He attempted to say more than 1 syllable word e.g. `potato'.

The pronunciation of the words are clearer too. Less `ba ba ba'.We have also decided to keep the open ended questions simple for him. All he had to do was to either say `yes' or `no'. Sometimes we needed to prompt him by saying the word `no/yes'. But we realized that we cannot put both words together as in WH `yes or no' . He will say the last word and not use it appropriately.He definitely hates scary things. We walked past a shop which sold those stuff and he refused to walk by it and complained. So we had to carry him.

He also dislikes the word `school' and `chili'. He will always say `no , no' when we sometimes threaten him. I try not to use the word `school' too much as it won't be good to make him feel that way towards school especially it's going to be an ongoing event for him. The chili is to just threaten him if he misbehaved himself especially with his obsession biting and chewing things. We really cannot stand his this behaviour as it's kind of `out of control'. Sometimes I admit I feel like pulling out all his teeth so that he is unable to chew on anything. It's just so irritating. I have yet to find a way to solve this problem. He seems to have this need to chew.

He has this obsession to take off his pants or even t-shirt if they are dirty or wet. I do hope it's just a phase and that we are able to correct the behaviour as it can lead to a problem later and I hope not what we call OCD - Obsession Compulsive Disorder. God, please grant me mercy and peace. No more problems. I am about up to my neck trying my very best to help him. NO more please God!

We did a couple of interesting things today. At least from my observation, WH these days is curious of the contents in Dina's bag and would boldly dig into it to see what's in store or interest him. It's so obvious especially today when he played with the toys and then later dug into her bag to see what else was in store for him. When it came to study materials he started to put up a fuss and moved here and there. I wonder why? Is it that boring or he seems `allergic' to study!

Anyway without much fuss, we managed to get him to complete the materials within a short frame of time.

After noting that there wasn't anything else interesting in Dina's bag, WH walked towards the door and said `out' and then `bye bye' and opened the door and walked out! Both Dina and I were amazed and dumb founded. He actually said the words appropriately and even bold enough to walk out `politely'. Haha!

I noticed this sudden change of behaviour when he started to apply using words to communicate. And when he realised that the word he used is `powerful' he seems bolder and more confident in revealing his true colours and inner feelings. It all fits in to be more `natural' and acceptable.

It's a nice feeling actually after all these years of `torture' communicating with him to see him respond this way. We still have our `nightmares' with him and have problems communicating with him but with his recent development in speech, we noted that he is a happier boy now being able to apply words to commlunicate with us. He still lacks the ability to articulate the words clearly which makes it really hard for us to understand him or even for him to express himself. He only uses single words like eat, play, feed...but appropriately. This can be quite discouraring for him and sometimes I don't blame him for not wanting to speak. It's just so hard to say the words, so why bother.

I also noted that with his recent speech development, he has started to open up and even respond in a more appropriate way. Unlike previously when he was non verbal, he merely shouted and screamed and vice versa to get what he wanted. It was like a mad house and a great torture having him in our lives! It was living hell! His non verbal `qs' even led him to be seen like `living in his own world', speaking his own alien language (gibberish/baby talk). His hyperactive behaviour even added to our nerves and driving us crazy daily!

I still remembered having to get so stressed up (still do sometimes but lesser these days) and yelled almost 3 times a day. He was so stubborn and refused to obey our instructions. Nowadays he still resist but after having me reasoning with him and compromising with him on certain issues, he was more willing to follow and obey. Which makes life a lot more tolerable and easier in that sense. At least I hear less yelling from myself to him and I seemed less burdened and tired of taking care of him. I must say, I feel happy having him in a `better condition'.

He may not be perfect or the ideal child we wish to have like other parents, but I can't ask for more than what has been given to us. Yes the tiring times seemed so burdensome and I admit I disliked every minute of that. But looking back of what we have all gone through the past few years and the recent development, I must thank God for all the goodness that has happened. His breakthrough in communication has really changed our perspective of him and I can sense a better relationship and bonding with WH and us.

With a slight ability to communicate, I found that WH is more encouraged to speak up voluntarily. I don't even need to `bribe' him or even use any `reinforcers' to get him to say something. I think he knows that by saying a word (whether it's approrpriately used or not) he will get some positive response from us. And I can sense and see that he is trying very hard. That's very encouraging.

Well, this is just the beginning like I said before. I hope he will continue to progress the rate he is going and not fall backwards. I will definitely be disheartened if that's to happen. I keep my fingers and toes crossed.

WH is my inspiration in life. I say this because as I reflect back, I realized that he has opened my eyes to see life in a very different perspective. I never realized that I have taken things for granted. The very breathe I take and every move I make, all I have taken for granted as the natural existence of life. Until WH came into my life, he opened my eyes to see things and situations in a differently. He has become my teacher and inspiration.

Simple things like eating, talking, learning etc were just taken for granted as an everyday task. A natural co-existence skill which we are all born with and have the normal mental capacity to achive.

It just comes so naturally to most us but for people like WH is different. I never knew how complex language can be until I have to study it bit by bit myself, breaking it to parts from the very essence of letters to the formation of words and now the application of it. I never knew it's so hard and even frustrating for a non verbal person when it comes to communication. Just imagine if you were in their shoes. Assuming they have the intellectual level of a normal person. What he lacks is the ability to speak. How frustrating it is to convey his feelings and thoughts to you! Without proper application of words or even the means to communicate, one can never have a `normal' life in the world. How? Just imagine the frustrations. I don't blame them for shutting themselves away from society or even refuse to talk. What makes it even worse is when the brain lacks the ability to process the words. Total communication breakdown.

I only realized the step by step of play when I started to teach WH how to play appropriately. I used to dread the moment of playing with him as it was always not productive and almost an impossible task to play with him appropriately. All he wanted to do was to sit on his toys and throw them all about. Until we started to teach him what he could do with his toys and how interesting it can be, than he started to enjoy play and even started to have his own imagination and now able to create with some guidance. It's because of WH I realized how complex `play' can be for a person who is unable to play in the natural way. One of the skills we take for granted. Who can't play..it's so easy. But it isn't so for someone who cannot comprehend or imagine.

The every bit of life , be it even breath, sight, smell or touch has become so detailed to me. I have learnt to scrutinize and even start to analyse them in details, which I wouldn't have bothered if WH was `normal' like other kids. To tell you the truth, I would have just gone back to work, sent him to a kindergarten and let the teachers do all the teaching. I wouldn't have even bothered to do what I am doing now for him to this degree. Perhaps buy him a few toys, which would have just been cars, or whatever he desired.

So, with WH, he has changed me tremendously. Likewise I can see the changes in him also. I have become a `slightly' better person in that sense. At least I can emphatise with those parents who have special kids.

Some of you might think that I am too passionate over WH and even perhaps speak so `highly' about him. I don't. I merely speak my truthful feelings about him. I may even portray an image of WH having done remarkable things but in actual fact in the layman's eyes it's nothing but just `so so/ok' kind of progress.

In my eyes, whatever development WH shows is a miracle in itself. That's why I get so delighted seeing all the progress he makes and speaks so `passionately' about it. I only speak so desirably about it because it has been my heart's desire to see that from him and when it finally happens ..... I am just so over joyed and lost for words.

What keeps me going and the fire burning? My dearest White Horse. He has now become my reason and purpose to live.

I still remembered the first time when I heard about ABA programme and its demands, I was scared stiff about it. I admit and even openly confess I dread the thought of going through the session and even tried to get out of it by throwing the responsibility to my maid to teach WH. No doubt she spends a lot of time with him but I am glad I didn't make that decision but instead took full charge of being TOTALLY involved and responsible. I didn't even bother letting her attend any of the therapy sessions. Come to think about it, there isn't a real need for her to attend either since I am not working and I spend most of my time with the kids.

I am glad I finally pulled through the past few months being actively involved in his therapy sessions. The knowledge gained is something one just have to learn through experience and what counts most is having a passion and desire to see it through. Just doing the programme for the sake of doing it will eventually become a chore. And what makes it worst is not being involved and leaving it to others to do the `dirty job' for you. It may work out for a while but what will happen if you come to a `what if' situation when the caregivers can no longer teach your child? Ultimately you still need to refresh the new caregivers on the curriculum and in the end why not you do the job yourself? What I am trying to say here is we need to know what is happening and we cannot escape from being the main role model for our kids. Yes we still need our caregivers to help our kids and I would advice strongly too to instill the same discipline and teaching with them for our kids. What I am saying is be equipped in the event if circumstances doesn't go your way, at least you are not left stranded and lost. You can still move on. Even the therapists we go to can never 100% be with our kids forever. Ultimately we still need to know how to guide them to prevent occasions of relapse/regression. That's my two cents worth of thoughts

Am I proud of my dear WH? Yes.yes..yes! He has progressed remarkably in such a short period of time. Today Dina concentrated on establishing social skills with him. I think he enjoyed today's lesson much more as it didn't involve any table work, merely play.

We played `police and thief' game with him. Normally a 5 year old would be suitable for the game but we decided to introduce it to him. We handcuffed him and vice versa. He still lacks the understanding but anyway.. At least he learnt to use the gun appropriately and shot the so called bullet (which is just a long stick with a suction point) on the white board.

Than we moved to balloon playing. He likes balloon for the sake of blowing it. He especially loved it when he lets the air out of the balloon and it wheezes off in the air....
Dina blew a few balloons and burst it in front of him. I think it was the first time he ever experienced on the spot bursting. As for me I am paranoid over balloons so I was more concerned of the balloon busting on my face than really enjoy seeing it burst. `Bang!' ..I think WH was shocked. As Dina tried to burst another balloon and even initiated him to do so, he totally refused to burst it. Me too...I hate balloons. I don't blame him.....!!!

Than the next role play was water balloon splash! We threw the water balloon up and let it fall down..`Splash'. That he really enjoyed as he tried to lift up the balloon and most of the time it slipped off his fingers! Good for fine motor skills.

He doesn't like playing with ball. We have tried doing so with him a couple of times but he just simply threw the ball instead of passing it back to us.

We also made little snowflakes out of foam and poured it out on to his head. He liked it. Than later we asked him to clean up the mess! Yes, mean..but we need to teach him to tidy up too!

Why do I say I am proud of WH? I say that because I mean it from my heart. He indeed deserve a gold medal for his progress especially in terms of speech. He may not be at par level with his other peers. Probably has a language level of a 1.5 year old but to me it's a fantastic progress especially if we are talking about a boy who couldn't say a decent word about a month ago. He still lacks the ability to speak spontaneously but he is trying. The words may just be a handful but they are like precious diamonds to me.

At least now when we ask him a question he would give us a reply by saying either Yes or No. In most times he would say NO..No..No...and sometimes not appropriately. That's fine. The molding comes along the way. Slow and steady. I don't expect him to be able to grasp the language and apply it overnight.

Most of the family members also noticed a change in him after able to `communicate' his needs in a simple way. I also noticed he is happier and less throwing of tantrums. I think he found the power of using words to get his way around and I noticed he really tries very hard. He lacks the ability to articulate the words clearly which makes it hard for both of us to understand what he wants. He can say words like `play' which makes it easy for us to understand when he wanted to play and we would usually accede to his request. Eat is easy and so is the word NO. If he didn't like doing something or didn't want to go, he would immediately say NO..NO. At least from there we are able to understand him instead of scolding or even pulling him when he refuses to move or comply.

I am proud of WH. My sixth sense says that he has the potential to grasp and apply the words appropriately but it sure going to take a long time and lots of HARD work! Language is something that doesn't come overnight but through practice and proper application.

Tonight I tried to draw a few pictures. The objective of the task is to cut the pictures out, paint them and stick use thm on my creative 2D`Town' scene. This time the `map' would be a 2D image standing upright instead of the usual lying on the floor (something like what you see on Barney's series). Nothing spectacular just 2D images of things from a lousy artist like me! I say so especially after asking my husband's opinion of my art piece, he just simply grinned which only meant.`Oh My!'. Anyway....it doesn't matter. I am not entering an art competition or even sitting for an Art exam. So be it.

I drew a picture of a car ..wow! Me drawing that? I remembered the last time I tried to draw a car, it almost looked like nothing on earth! To my greatest surprise, WH walked by and pointed at the picture and said car! Another `Wow'! So, I guess my drawing isn't that bad after all if WH can tell that it's a shape of a car! Then I tried to draw a bus. Similar to the car but with a longer body. WH pointed at the picture and said `bus'. Another double `Wow'! It sure didn't really look like a bus especially both the vehicles didn't even have any sort of exterior outline other than the shape! I am amazed that he was able to recognize the vehicles by just looking at the shape. Which only means that there is a potential in stirring an artist out of him!

I am quite excited with my new 2D project. My plan is to create a simple scene e.g town or even zoo and let him paste the respective pictures on the board. It will also help him to imagine better and apply what he sees in real life situations.

I forgot to mention the other day when we were at the Audiology/Speech School, I had to make my way back to the car park. I have to confess that my sense of direction is quite bad. We were at another block of the campus and had to make our way back to the other side of the block. So I decided to take the outer route which eventually would lead us back to the car park.

Along the way WH suddenly stopped and went towards a door. It's the same door which we took to walk to the other block for the assessment and he remembered it! Amazing and I myself didn't even realize it until I opened the door and noticed it was the entrance! I can now confirm clearly that he has either a good memory or even a possibility of a photographic memory!

WH's beginning to grasp the idea that he is able to communicate using appropriate words. For example, since after the PD trip, he has started to say single words spontaneously. Of course there are occasions when he didn't apply the word appropriately. That is excusable since he still lacks the understanding of the language.

He is beginning to learn to use the word `NO' and seemed to enjoy using it too. Like I said before we have asked him if he wanted us to cut his head `botak' (bald) and he immediately responded and said `NO'.

This evening my father took him to the barber. When they reached the barber shop, he refused to get in and kept on saying `No , No'. While previously he would scream and yell. Even at the OT session this morning, he straight away said `No' when his OT took out some shape matching cards. He even pushed the box away and said `NO'. His OT was taken a back by his action and both of us `sniggered' at his response and said that he is getting smart and now is able to even tell you `NO' and expressed his desires outwardly.

I am proud of WH. He has this fancy over me lately and seemed to want me to do everything for him, from feeding, dressing , bathing, sleeping and even playing and teaching him. Wow! He would approach me and pull my hand and say, `feed' or even `play'. It's really nice for a change to hear him express himself and saying words to communicate his wants, instead of pulling my hands (almost ripping them!) and than starts to yell and scream when his needs were not met.

I think he realizes that too and is trying hard to communicate the best he can. The problem now lies in his ability to grasp the language and understand and apply the words appropriately. But one good sign is he is willing to learn voluntarily. Of course there are occasions when we need to `scold or even threaten' him but overall the interest and desire is there. Phew, thank God. At last we finally can penetrate and start teaching him without having to cry for mercy! In short my favaroute phrase - Vommit Blood.

I have waited almost more than 4 months to get him assessed by the Auditory/Speech Clinic. Today was his first `screening' assessment. The lady, Mariam conducted the session. Nothing spectacular that I haven't seen or learnt with the previous ST lessons. Just having to repeat myself of WH's history and his progress.

Mariam was taken a back by WH's response and progress. I did mention that I have put him under ABA programme (not 100%!!). I realized one thing that once I mentioned the word `Autistic' it's automatically registered to the third party mind that he is one! Please, I just said that he was a possible ASD. Anyway..WH was able to say out loud (but with extremely poor articulation of the word!) the names of the various animals. He still lacked the attention and moved around but one thing positive about him is, he's able to respond to what we asked him to say or do.

To cut the story short, she suggested to put him under an intensive speech session where he's required to come in once a week and assessed by the students. Yes, he will be one of the guinea pigs for their study.

But the chances of him being allocated a slot this January is quite slim. And the next allocation is only in July next year! Gee, it's almost like waiting to see the King! Anyway, if it's God's Will, it will come to pass. Otherwise it's fine with me, since this is just an additional therapy session for him. But I do hope he's able to get in as soon as possible since he is showing signs of interest and progress. So why not `push' him a little bit.

I have fixed him for an auditory assessment too. I think I need to get it off my chest the fact that there is any possibility of auditory problems which might affect his speech.

Yes, having WH and his condition, I have started to `remold' my skills. Considering introducing drawing to him, I have no other choice but to learn to draw myself! Me, drawing....mmm..I think I will make you all laugh if you ever see me draw! I can't even draw a face or even sketch a pencil! I did mention I am even hopeless in drawing match stick pictures!

But because I am WH's role model and also part time teacher to him, I have no other choice but to force myself to learn to draw. Go ahead and laugh at me....I give you full permission. Grinning..... So here I am, starting from scratch, learning to hold a pencil properly and be creative. If you are lucky and I am in the good mood, I might post up a few first attempts of drawings for you to be tickled!

I was advised by a mutual friend who is good in drawing the following. I asked, how does one draw? The answer given - drawing is matter of using shapes. From circles, squares, triangles, etc. It's matter of adjusting the shapes. Come to think of it, I never knew that! It took me nearly 30+ years to realize this! Than I started to observe things around me, even humans, yes that friend of mine is right. We and the things around us all comprise of various shapes. Our head is round, body is almost a rectangle. The roof of the house is like a triangle and even the car is a rectangle and a square.

I went to the bookshop today and bought a simple book on drawing daily commodities. It's extremely basic and it teaches from scratch e.g. drawing a simple cloud. The first stroke and the outline. I scrutinized the picture. Yes, it comprises of semi circles and its of an inverted wave strokes. I never knew that or perhaps just took things for granted without even observing. So it just shows how much of an artist I am or have interest in art!

WH's OT suggested to me to consider applying `art' on WH while teaching him the strokes of writing. She noticed that he is a visual type of person and perhaps by incorporating drawing, that would capture his attention better. From a simple cloud with raindrops, WH can attempt to draw straight lines resembling rain. The sun rays is equivalent to drawing slanting lines. I could also draw a pond with fishes in it and have ripples around it. Or even a sea with waves. That's amazing and I think this will be another method/approach where I can teach WH how to draw in a creative way and at the same time get him to learn writing.

When their daughter Audrey was just a few months old, Jim and Marilyn Simons noticed that she wasn't making eye contact. It wasn't until thegirl was 6 years old that she was diagnosed with autism. Ms. Simonsscoured records from her pregnancy. Had something gone wrong? Whatcaused her condition?[James Simons]In their quest for answers, the Simonses aren't justanother family seeking comfort. Audrey's father, world-classmathematician James H. Simons, runs Renaissance Technologies Corp., oneof the world's most successful hedge funds. With little notice, thefamily's charitable foundation has in the past two years committed $38million to find the causes of autism. The money manager says he and hiswife will spend $100 million more in what is rapidly becoming thelargest private investment in the field.The Simonses' philanthropy is stirring up the small community of autismresearchers and advocates. Using his scientific background, Mr. Simons,67, personally reviews grant applications. When the MassachusettsInstitute of Technology asked him for money for brain research, hedemanded that the project focus on autism and include scientists heliked. He has provided his family's DNA for study, pitched in to helpsolve research problems and is pushing scientists to probe a geneticallybased explanation for the disease.[Marilyn Simons]Mr. Simons is picking star researchers from otherspecialties -- "Nobel Prize winners and future Nobel Prize winners," hesays -- often passing over established autism groups or those withdiffering theories. Last month he lured a top Columbia Universityneurobiologist, Gerald Fischbach, to work part-time leading thefoundation's scientific strategy.In science, as with certain types of financial data, "past performanceis the best predictor of success," Mr. Simons says.For most in the autism field, the money manager remains a question mark,an idiosyncratic billionaire rarely seen or heard from, whose impact onthe field is still unclear. Like many other wealthy donors these days,Mr. Simons is acting more like a venture capitalist, exertingextraordinary control over where and how his money is spent. Many arecheering this influx of cash, hoping Mr. Simons's riches can buy abreakthrough. Others complain that Mr. Simons isn't working withexisting autism groups and that his focus on finding a geneticexplanation could miss the disease's true cause.Autism is a developmental disorder that exhibits a range of perplexingsymptoms, including failure to develop language skills and lack ofempathy for others. According to the federal government's Centers forDisease Control and Prevention, between one and three of every 500children are afflicted with some form of the disease.It's an apparent epidemic for which experts have few explanations. Inthe highly charged atmosphere surrounding the subject, some parentsinsist childhood vaccines or mercury poisoning is to blame. They cite astartling rise in the number of children being diagnosed, up tenfoldover the past decade. Many experts say this phenomenon is explained bythe expanding use of the autism label by doctors and schools.Another challenge: What doctors call autism is likely to be severalrelated disorders. Some autistic children can't speak and throw violenttantrums, while others have relatively high IQ's. Some say thatunderstanding the disease could be as difficult as understanding thebrain itself.Autism researchers lack a "good solid clue," says Thomas Insel, head ofthe mental-health institute at the government's National Institutes ofHealth. The doctor adds: "We have no lesion. We don't know what systemsin the brain are involved. So we are at the very early stages. It's likecancer or diabetes research 25 years ago."Mr. Simons thinks there's no compelling evidence for some parents'contention that autism is caused by vaccines or some other environmentalfactor. "People want an answer and people want a villain, the evil drugcompanies or whatever," says Mr. Simons. He says the only thing hebelieves for sure is that genes play a big role.It's a propitious moment to step into the field, observers say.Scientists have already mapped the complete human genome, the threebillion units of DNA that define humans as a species. Combined with newhigh-tech tools, this makes gene searches easier and faster to perform,even for complex mental illnesses. Moreover, government funding forresearch into autism, while growing, still trails that for less-commondiseases such as juvenile diabetes and pediatric AIDS. Dr. Inselpredicts that genetic clues will begin spilling out quickly, givingscientists a beachhead from which they can begin thinking about tests ordrugs.Mr. Simons is well-known in mathematics circles for co-authoring ahigh-level piece of geometry known as Chern-Simons. It has since becomeimportant in string theory, the advanced branch of physics that posits a"theory of everything." He started young and earned a doctorate inmathematics at 23. He also proved to be a precocious investor. While incollege, Mr. Simons persuaded his parents to mortgage their home so hecould invest along with some college friends in a pipe-and-tile companyin South America. Mr. Simons says the venture was "nicely successful."Astronomical ReturnsBy the mid-1970s, Mr. Simons moved from academia to Wall Street, withspectacular results. His hedge fund employs more than 60 top scientificspecialists, including astronomers, physicists and mathematicians, whoscour market data to uncover statistical relationships that couldpredict the price movements of commodities, currencies and stocks. His$5 billion Medallion Fund has averaged 35% annual returns, after fees,since 1989. That beats even hedge-fund legends George Soros and PaulTudor Jones, according to the U.S. Offshore Funds Directory.Mr. Simons earned $670 million last year, according to InstitutionalInvestor's Alpha magazine. He declines to confirm the figure, whichwould rank him second among hedge-fund managers, behind Edward Lampertof ESL Investments, according to the Alpha survey. The Simonses live ina sprawling apartment on New York's Fifth Avenue filled with art bypainters such as Milton Avery and Fairfield Porter.Renaissance is now launching a fund designed to handle up to $100billion, which, if successful, could become the industry's largest. Likethe $100 million he says he'll spend on autism, it's an eye-poppingfigure. "I like big round numbers. The papers call me the $100 billionguy," says Mr. Simons, between puffs of a Parliament cigarette.[Audrey Simons]As the Simons family's wealth grew, their daughter'scondition became more widely known. Audrey, who is now 19, has a mildform of autism. She started college classes in Manhattan this year butit isn't easy for her, her parents say. She has difficulty learning andmisses social cues.One hallmark of autism is having restricted or obsessive interests.Audrey's are attending synagogue and the rights of minorities and women."When she writes an essay for school, I usually just tell her to writeone version all about Judaism and women to get it out of her system,"Ms. Simons, her mother, says.In an email, Audrey says of her autism that she does "not have as manyproblems because of it as some other people do." She says she wants tobe a novelist and a painter as well as someone who can contribute to theJewish world and work on behalf of Nepalese women and children.After Ms. Simons gave a donation to a New York school for autisticchildren, "people began asking us for money" to pay for research, shesays. With the help of a consultant, the Simonses hosted an autismworkshop at New York's Plaza Hotel in June 2003, lining up a guest listof renowned academic figures.Mr. Simons says his "take-away" from the meeting was that scientists hadonly one solid lead, and that was from studies on identical twins thatbegan 20 years ago. Doctors have found that if one twin has autism, theother has a 90% chance of having some symptoms. For non-twin siblings,the chance falls to between 5% and 10%. That suggests genes play a keyrole, although not necessarily a simple one. Scientists believe dozensof different genes may be involved.During a dinner party the same year, James Watson, the Nobel laureatewho co-discovered the structure of DNA, told Mr. Simons about a recentfinding made by French scientists that suggested a possible genetic linkto autism. Mr. Simons recalls Dr. Watson calling it the first "reallygood" result in autism research. Dr. Watson, who also has a son with anautism-like mental disorder, couldn't be reached for comment."So it's genetic, plus people are beginning to find genes," Mr. Simonssays. "As a scientist, I understand what it means for something to beready. There is data."At the suggestion of NIH's Dr. Insel, Mr. Simons met with the chiefexecutive of deCODE genetics<http://online.wsj.com/quotes/main.html?type=djn&symbol=DCGN> Inc.DeCODE is an Icelandic company that's mining health and genealogicaldata stretching back to the ninth century looking for genetic clues todiseases. After reviewing deCODE's proposal, Mr. Simons gave $2.8million to the University of Michigan, which in turn passed the money todeCODE to fund a new search for autism genes. (A private foundationcan't easily make grants directly to a profit-making institution.)Scientists began to buzz about Mr. Simons. "He's had an electrifyingimpact on the thinking of researchers, knowing that kind of money isavailable," says Clarence Schutt, a Princeton University chemist whoseson is autistic. "Everyone wants to talk to Jim."Not everyone has been able to. Robert Hendren, executive director of theM.I.N.D. Institute, a center at the University of California, Davis,says his effort to get major funding from Mr. Simons has beenunsuccessful. "They're not yet willing to hear our proposal," says Dr.Hendren.Last spring, Dr. Hendren went to New York to visit severalphilanthropists, including Ms. Simons, who is president of the SimonsFoundation, the family's charity. He says he's concerned that big-timeprivate funding could overlook innovative approaches. He's alsoskeptical that genes alone will provide the answer. "If you are on theinside, you could get a lot of money...If you aren't, then you'd be leftout."John Shestack, a Hollywood producer who founded Cure Autism Now, one ofthe first advocacy groups to fund research, also hasn't talked to Simonsabout autism funding. He got a call a couple of years ago from theconsultant employed by Mr. Simons, who at the time said only that he wasworking for a "reclusive billionaire." Mr. Shestack says he sent theconsultant 15 pages of information, but "then I never heard from himagain."Small GiftsGroups such as Cure Autism Now have specialized in handing out smallgifts and grants to get people interested in the field, funds that oftenaren't enough to pay for big-time research involving colonies of miceand costly equipment. Mr. Shestack's group, for example, gave a "geniusgrant" of $100,000 to Huda Zoghbi of Houston's Baylor College ofMedicine after she found the gene for Rett's Syndrome, a disordersimilar to autism that affects girls.[Deep Pockets]In the end, it was $2,246,817 from Mr. Simons thatactually prompted Dr. Zoghbi's foray into autism research. "Without thefunding from the Simons Foundation, we would never have embarked on thisimpactful project," wrote Dr. Zoghbi in a report to her patrons.Mr. Shestack says Mr. Simons's approach is "smart" but also says themoney manager is "very idiosyncratic" in how he spends his money. Mr.Simons, for example, hasn't given much money to parent's groups orscientists already working on autism.Andy Shih, chief science officer for the National Alliance for AutismResearch, in Princeton, N.J., says the 12-year-old nonprofit group hasits own plans for a genetic screen but needs $7 million. He doesn't knowif Mr. Simons will fund the project and hasn't asked. He wants autismresearchers to share results and says his experiment is a"collaborative" project involving the work of nearly 150 scientists."Hedge funds always want better performance than the Wall Streetaverage," Dr. Shih says.Many in the autism world welcome Mr. Simons's financial interventionregardless of where it's heading. Edwin Cook, a longtime autismresearcher at the University of Illinois in Chicago, says he's happy themoney manager is recruiting top scientists, even if that doesn't yetinclude him."Is that a view that puts my own research career in jeopardy? Wellmaybe, but the questions are too important not to bring everything tobear on it," says Dr. Cook.This summer, Mr. Simons agreed to give $7.5 million to MIT, on whoseboard of trustees he sits. The school's original proposal said it wantedfunds for basic research on the brain. "It was too general," Mr. Simonssays. He and his wife asked for revisions, including a 200-page proposalshowing how the research would specifically relate to autism. He alsoinsisted that specific researchers who had impressed him be included.The couple's demands were "very unusual," says Mriganka Sur, chairman ofMIT's department of brain and cognitive sciences. "They had pretty clearviews."Mr. Simons says he's comfortable judging scientists, since he alreadyruns a "giant research project" studying financial markets. Says HenryLaufer, a Renaissance partner and its chief scientist: "In our non-moneymoments, we think of ourselves as doing science."That impressed Nat Heintz, a star professor of genetics and braindevelopment at Rockefeller University in New York. Dr. Heintz accepted afew million dollars from Mr. Simons after concluding that the hedge-fundmanager "was someone you could deal with on an intellectual plane."He also credits Mr. Simons with sparking his interest in autism, adisease to which he hadn't given much previous thought. Dr. Heintz nowsays autism is "fascinating." He's breeding mice that may help show howthe disorder affects nerves in the brain.Even with some of the world's most talented researchers involved,progress is likely to be slow. "In medical research, there are no peoplelike Warren Buffett or Jim Simons," says Steven Moldin, a senior managerat the NIH's mental-health institute. "There is not some guy who can hithome runs every time and make it go suddenly faster."Mr. Simons is betting otherwise. So far, the Simonses have handed out 15grants to researchers, including two Nobel Prize winners. His largestgift so far -- $13.8 million -- has gone to biologist Michael Wigler atCold Spring Harbor Laboratory on Long Island. Dr. Wigler, a brilliantand reclusive scientist who played computer games during a recentinterview, has come up with a new way to scan chromosomes in search ofgenetic errors. It's expensive, costing more than $1,500 for everyperson's DNA examined.Dr. Wigler and Jonathan Sebat, a colleague, say they've scanned the DNAof about 300 people with autism, plus some of their parents andsiblings. The lab has turned up a possible problem on the male Y sexchromosome.Dr. Wigler and Mr. Simons have become friendly. They vacationed togetheron a boat off Greenland and correspond via email about the research.Once they worked through some statistical problems on a blackboard inMr. Simons's office.The research center gets most of its DNA from anonymous blood banks. ButCold Spring Harbor staff also arranged special paperwork to initiallyhandle the DNA of just three people -- Mr. Simons, his wife and hisdaughter.It's an unusual arrangement. Most people who give blood for researchnever get to know the results. Mr. Simons hopes to learn something thatcould help Audrey. "Our daughter has a long life ahead of her, sofinding something for her would be the greatest thing for us," he says.

Fidgeting in class, talking out of turn, ignoring a parent or teacher'sinstructions. Parents might wonder if their child's behavior is simply aphase or if it could be the result of a medical disorder, known by theeasily remembered acronym ADHD, or Attention Deficit Hyperactivity Disorder.It's been around for centuries, but research is finally helping peopleaffected with it to understand the symptoms and how to manage them. ADHD affects anywhere from 3 to 7 percent of the U.S population. Males arediagnosed two to three more times than females, though the reason for thisis unknown, said Dr. Ted Williams, pediatrician at Southeastern Pediatrics. Williams said the disorder is treatable and many children have beensuccessful in school because they understand what they need to do and alsobecause their parents and teachers have learned how to approach the disorder"The diagnosis is not meant to stigmatize a child," Williams said. "It'smeant to improve their education. We can approach it; we can't cure it, butwe can make it better." The disorder is mostly diagnosed in childhood but can continue intoadulthood. Many people will experience attention problems in adulthood, buthyperactive symptoms usually subside with age. Taking medication helps control symptoms, according to Richard Dismukes, alicensed professional counselor with Child and Family Services in Dothan,which offers therapy, testing and support groups. The medicines work by stimulating parts of the brain that help increasefocus and the ability to control one's behavior. The two most popularprescribed drugs are Ritalin and Adderall. Dismukes said ADHD research has shown that people with the disorder havereduced glucose metabolism in the prefrontal cortex of the brain, which isthe part of the brain that deals with concentration, organization andsequencing. "It's like the conductor of the brain," he said. "It communicates with otherbrain centers." Deficiencies in two brain chemicals - dopamine and norepinephrine - are alsothought to be associated with ADHD, Williams said. He said ADHD medicineshelp keep dopamine and norepinephrine in the nerve endings so the brain willhave a bigger supply of the chemicals. The disorder isn't something to be ashamed of and can be positive forsociety, Dismukes said. He said people with the disorder are creative,bright and imaginative and have lots of ideas. Some theories suggest thatLeonardo DA Vinci and Albert Einstein displayed characteristics of thedisorder. People with ADHD can learn to control their symptoms through medicine,counseling, behavioral therapy and practicing attention skills, especiallyin the classroom setting. Dismukes said using a comprehensive system oftreatment works better than by relying on medicine alone. Debbie Patterson, school nurse with Dothan City Schools, also agrees thatmedicine is not the only answer for treating the disorder. She said it takesmany people working together - the child, parents and teachers. Every day she sees how ADHD students struggle in a school environment. "They're easily distracted," Patterson said. "Because the school environmentis an interactive place, it makes it worse." She said she enjoys hearing the success stories from children who are takingtheir medicine properly and are making better grades. She said some childrenmay feel they can't do things other kids can do and their self-esteem maydrop. But she said it's important to remember that they have IQs likeeveryone else. There is no definitive answer as to what causes ADHD, but research points toa strong genetic component. Dismukes said the genetic component issignificant because if one parent has the disorder, there is a 40 to 50percent chance the child will have it. If heredity does not seem to be a factor, other possible causes couldinclude: difficulties during pregnancy, prenatal exposure to alcohol andtobacco, premature delivery, significantly low birth weight, excessivelyhigh body lead levels and postnatal injury to the prefrontal regions of thebrain, according to the National Resource Center on ADHD. The myth that candy or junk food can cause ADHD is false. Candy and chocolate can contribute to hyperactivity, but sugary foods are not the culprits. Eating a healthy diet, exercising and getting adequate rest are all practices that should be followed for people with ADHD.

We took the kids to Genting Highlands today. Yes another day's expedition for the purpose of family bonding. It was mainly for WH to enjoy and he did with the car and carousel rides. There were lots of people too there due to the school holidays.

The journey up was pleasant. But I realised that I am not tolerant to winding roads, as I felt like * during the trip back. So did Baby V. Other than that, the day went by pretty well. Just that it's hard to keep WH waiting in queue, so we took turns to queue in line for the respective entertainments.

Next week will be another trip up to Penang. The trip is to visit WH's great grandmother who is not feeling well. Old age I guess and other medical reasons. I am thinking twice whether to take both the kids there since the journey will take approximately 5 hours. I will try to persuade hubby to stop in between and perhaps visit the night safari zoo at Taiping...but I really doubt that will materialise. We will see about that!

I am glad to note that WH has started to respond spontaneously in his speech. So far it's just on a one word attempt. He has managed to communicate his needs to me by telling me his wants in applying the appropriate word e.g when he wanted to play, he said `play', if he wanted to eat more, he said `more'. It's a relief actually to know that and finally to even witness that from him after all these years. He has a long way to go but if all goes well and at the rate he is progressing, I feel very confident that he can pick up the language. He has learnt to say the word `no' and says it quite confidently too.

We tested him in a way and asked if he wanted his hair cut `bald' like Baby V and he immediately said `NO'. Than my husband will say `yes' and he also said yes. So in a way we sometimes wonder if he really knows how to apply the word appropriately. Or if he is just saying it for the sake of saying it. But when I started to think about it, I believe it's quite common for children around his age (in his case he is a late bloomer) to use words inappropriately. Sometimes they will even come and tell you `funny stories' like out of their own imagination or even mumble something you don't even understand. Right now it is not that important to stress on the importance of the usage of the word but rather encourage him to speak out and help him along the way. The aim is to build confidence in him to speak out and realise the power of using words to communicate his needs.

There are definitely a few adjustments to make with WH's habits too. For example, when he wanted to pee, he would pull down his pants right to the bottom showing off his bum bum and errrrrrrr.......I think it's about time to teach him some social protocol. Yes he is more or less less potty trained, so we can now concerntrate in teaching him the dos and don'ts in terms with society norms.

At PD , the beach, he played with the sand and his shorts and shirt were filled with sand. He felt uncomfortable and started to pull down his pants. There were other people there including children and the pastor's daughter who's around his age saw WH pulling down his shorts and said `eee yeah' (ewwwwww). I had to quickly struggle and force him to wear his shorts again, feeling embarassed.

That's the difference between him and other kids. Other kids his age would have realised that it's wrong to show your private parts in public. But for him, he doesn't even realise that it's wrong or even know it's wrong. He just doesn't even care. As long as he feels uncomfortable be it some part of his attire is wet or dirty, he must remove it from his body. Mmm...another job for me to tackle. Who says it's almost ending...it's just the beginning. Sigh............

This evening I received a call from the gym, telling me that my request to cancel my membership was declined. I had to cancel the membership as I could no longer afford the time to go to the gym, since I am home tutoring WH. So it would be ridiculous to pay monthly subscription fees and not using their facility. However in this case I had a problem. I am bonded in a 2 years contract with them and they are holding me on that account!

I felt very disappointed that they are so rigid with the agreement. After all I am giving them a legitimate and acceptable reason for the aforesaid cancellation. It's on medical grounds. I felt extremely disappointed that I have to get so worked up and upset for a simple decision as to terminate the agreement. The reasons given were as follows ....oh....I have to check with my higher management, let me have your son's medical report, the boss is not around, you are bonded on the two year agreement...yeah rite..who doesn't know that! What I am asking is for an exemption in this case. I just felt disgusted that I have to end up so frustrated and angry over such a thing like that!

I made a copy of the so called `medical report' (like I am going for some kind of job interview or even applying for a bank loan! It's just a gym......please give me a break! I don't need to tell you any of my personal stuff other than giving you my IC number...why do I have to even tell you how many pimples I have on my face?..just being sarcastic!) and personally delivered the letter to them. I even insisted in speaking to the manager in charged of the gym. He appears to be `missing in action'. Supposedly to be in but when asked where is he, Oh......gone out, not in ..but in actual fact my husband even spoke to him! It's like I am the one who borrowing money and have to be kept waiting..hey...they need me....not I need them! Whose paying who? (yes venting out!)

What I am trying to say here is that this is a classic example of society not being compassionate. Sometimes it's not matter of complying with rules and regulations. It's matter of circumstances. After all such situations are uncalled for. Who wants to be put in such a situation. What more having to fight for it and still being given the `nose high up in the sky' attitude. Fine with me......they just made a enemy out of me and many more after reading this. Bad publicity. Again....I did not mention names! (call me personally for full details instead! ~wicked grin)

Never expect to get the public to understand your situation. It's sad. I asked the manager, do you know what is Autism? He replied, Yes I know. Do you know it's for life? That he still gives me the same answer as in ...err......maybe at my level I can suspend (suspend for what? Didn't I tell you it's for LIFE?) your membership but if you want termination, then I will have to submit your request to higher management. Pooi! Phht! Piss..........poot! If I could on do that in front of him! Please give me a break! You see my fumes...I was almost blowing like a boiled kettle!

I can't figure out why they can't make a simple decision and why do they need to delay with the so called hierarchy protocol? Is that necessary? What is there to review? Isn't it clearly stated in B&W that my child needs full time attention? This is what I can't understand or figure out what's in their mind! Damn! (cursing all the way.....)

At the outing he met a few autistic kids. One of which is Dina's student, Hans (not real name) who is 4 years old. He is almost like WH, just of course not a replica as each child has his own unique characteristics. He seemed to be more `passive' and not that `active' like WH.

The other kid, Samuel, is 12 years old from the church. He is really an amazing kid. He reminded me a lot of the kid in the Running Boy series. Maybe because I don't get to see many `grown up' kids (teenagers) and the ones I get connected with are those around my son's age. It's an eye opener for me. To let me realise that my son `might' become like him when he finally grows up to be a teenager.

I feel very happy that Samuel's mother came over to talk to me. He seemed very calm and even able to talk. But `in a repetitive manner'. He repeats after people. One particular trait which I observed was, both he and WH were able to connect with each other. Kindred spirit. Or at least I think Samuel was `attached' to him. His mother kept on telling me that he was asking for WH in the morning. And when he sees WH he wanted to be friends with him. Of course being Autistic, he had difficulty in socializing and WH was almost the same. He kept on trying to make WH laugh by saying `laugh' and WH would actually giggle. I really doubt WH knew the meaning of the word `laugh' but was most probably amused by the facial expression of Samuel!

As for Hans, I noticed both WH and Hans liked playing with sand. Both of them kept on throwing sand to themselves. Hans on the other hand had an interesting character. He liked to `shout out loud' and even made funny noises while marching around the table tennis table when the rest of the church members were playing the game. I tried to distract him by imitating the same but he seemed couldn't careless of my existence. Interesting observation.

I am deeply inspired by Samuel and his progress. His mother said that his son was almost like WH when he was young. He liked to scream a lot until the cashier one day told his mother that she couldn't take it and felt as though she was going to get a heart attack! I can imagine that! I am sure a lot of people felt like that when WH started to scream and it's not just a scream it's of a very high and distinct pitch!.

I am encouraged by her deep faith in God helping his son to get better. She would all the time take her son to the alter when there was an alter call. Her son is able to sit with her throughout the church service without any interruption. I think that's a miracle in itself and that it's definitely a spiritual intervention. Especially getting an Autistic child to sit still and behave, mm.. almost an impossible task. But she managed all these years. By the way her son is under the Israeli method of teaching children. He has never gone to any school. I am not sure how many years the government allows the child to defer from entering mainstream but I was told by Dina that she came across a case where the parents managed to get a 7 years deferment of school for their Autistic child.

Both WH and I were out on our own for 3 days. Yes to a church retreat at the beach, organized by Dina's church. The objective of the outing is for WH to mingle around with other kids. Dina wanted to observe him outside the `study environment' and suggested that I take WH to the beach.

MMm....honestly speaking I wasn't keen at all on the idea as I would be single handedly taking care of WH and I didn't think I was able to cope with it. But because of him, I took the chance and willing to `tolerate' the situation. So, I took a deep breath and dived to the deepest of the ocean and let God take control of the rest.

Overall, the 3 days trip was good expect for the times when he became restless and decided to run here and there. Under normal circumstances I usually had someone to help me, either we take turn to run after him and usually his `kakak' will do most of the running.

It's indeed a trying period for me having to fully take control of his daily needs, plus also be his playmate. I had to bath, change, wipe, feed and even entertain him all day through. Whether I liked it or not, whether I was dead tired, I had to do it, simply because I couldn't ask anybody else to help because WH was my child and the rest had their own family to take care.

The church members knew his `condition' and more or less expected his `strange' behaviour ie. running around. Just that I didn't feel at all happy chasing him around and I mean the entire day from mid afternoon (when his battery is fully charged up!) and the worse time is during dinner time when he didn't have his afternoon nap and extremely `on the go'. I felt almost like a complete fool having to follow him everywhere and the worse part is when he decided to be mischievous and starts playing the cat and mouse chase game with me at the buffet table. What fumed me was when he started to collect all the fork and spoons and would run away from me when I wanted to take them away from him. So I just let him play with 2 sets to satisfy him and avoid creating a scene of me being the cat walloping the mouse! My patience and tolerance was indeed tested to it's maximum. Thank God it was only 3 days. I think if I had to cope with him another day, I will definitely become a monster and the church might have to pray over mef for deliverance, thinking that I am possessed, screaming my lungs out of the blue!

At least now I will think twice before considering migration or even taking him anywhere alone with me. Other than him being hyperactive, I must give him full credit for being a great boy! Especially during the night he slept pretty well. Both of us snuggled up and it really felt nice to be sleeping with him again after such a long time! He listened and obeyed me most of the time except when he was in his extreme `hyperactive' moods.

I mentioned earlier on in my posting that he is a a fussy eater. He is still but a little bit adventurous. I feel that if a person is hungry enough, he will eventually learn to adapt and try whatever is available in front of him. Just that at home WH is spoilt. He becomes a fussy eater in that sense that he will refuse to eat something he doesn't like and most times he will spit out his food and make a mess of the floor.

This round, the past 2 nights the food was not entirely suitable for him. Too bad. No two minute noodles as alternative and just too bad he will have to go hungry. I think he knew that and somehow was willing to take some rice with whatever soup that was served - chicken and vegetable soup.

Under normal circumstances he would only drink pure chicken soup and nothing else. Well my theory was proven right and he ate whatever that was available. He even drank my 100 plus (energy replacement drink) which he never ever even tried or will drink. Because he was so thirsty and didn't want to drink his own water (distilled water) he drank it nevertheless. Phew! Home at last! It's really nice able to sit down and write my thoughts down again.

FATTY acid intake during and after pregnancy benefits bothmother and child, writes MEERA MURUGESAN"IF you have insufficient building blocks, you cannot build anice house," says Professor Gerard Hornstra. A simple analogy,but one that best describes the importance of maternal nutritionto ensure the birth of a healthy child.Hornstra, a world-renowned nutrition expert and consultant inpregnancy and early child development, was in Kuala Lumpurrecently to present a talk entitled Give Your Child A Head Startin Life - Optimal Brain And Eye Development Begins with MaternalNutrition. "While most expectant mothers are familiar with theimportance of taking folic acid, few realise that Long ChainPolyunsaturated Fatty Acids (LCPs)can be also beneficial,"explains the Dutch scientist who has been researching this areafor years."Studies have shown that LCPs, which are found primarily infatty fish like salmon, sardines and tuna, play a role ininfluencing the mental health of babies," says Hornstra. "We have seen that the more LCPs are available during earlylife, the better the development of the child," says Hornstra."So it pays for mothers to increase their intake of LCPs duringpregnancy. Their children end up with better movement control,better vision, and they are generally better behaved." An unborn baby receives these important substances from itsmother and they are built into its developing brain. "Women who are planning to conceive should, therefore, increasetheir intake of LCPs. More so since our diet nowadays is so lowin LCPs," adds Hornstra. This decreased intake of LCP is aworldwide phenomenon, he adds. People may be eating more fishbut they are likely consuming lean fish, and not fatty fishwhich helps to increase LCPs. "But if our diet doesn't providesufficient LCPs, we can be happy that there are supplements tocater for this need," he says. "Just like vitamins, our bodyneeds essential fatty acids for good health, but the body cannotmake them itself," says Hornstra.Besides the benefits for unborn children, LCPs also help toprevent the risk of heart disease and the development of Type 2Diabetes, and they reduce memory impairment in the elderly. "In a study in Norway," he explains, "mothers were given LCPsduring the last 20 weeks or so of their pregnancies, and whentheir children were four years old they were found to have ahigher IQ than the children born to mothers who did not receivethem." Expectant mothers who increase their intake of LCPs mayalso lower their chances of having children with behaviouralproblems like Attention Deficit Hyperactivity Disorder (ADHD). "This doesn't mean that LCPs will prevent such problems,"cautions Hornstra. "Research in this area is still very young.But generally, from what is known, mothers can hope to have amentally healthier child if they increase their LCP status. "Start on a healthy diet before you conceive, and maintain itthroughout your pregnancy and beyond, to gain the best benefitsfor yourself and your baby." Hornstra was in Malaysia at the invitation of Bio-LifeMarketing, a company that sells a range of nutritionalsupplements and herbal remedies.

RESEARCHERS have scanned the brains of patients, hoping to findpatterns. But so far, it has not yielded reliable ways todiagnose or treat disorders, writes BENEDICT CAREY.THEY seem almost alive: snapshots of the living human brain. Notlong ago, scientists predicted that these images, produced bysophisticated brain-scanning techniques, would help cut throughthe mystery of mental illness, revealing clear brainabnormalities and allowing doctors to better diagnose and treata wide variety of disorders.And nearly every week, it seems, imaging researchers announceanother finding, a potential key to understanding depression,attention deficit disorder, anxiety.Yet for a variety of reasons, the hopes and claims for brainimaging in psychiatry have far outpaced the science, expertssay. After almost 30 years, researchers have not developed anystandardised tool for diagnosing or treating psychiatricdisorders based on imaging studies. Several promising lines ofresearch are under way. But imaging technology has not lived upto the hopes invested in it in the 1990s - labelled the "Decadeof the Brain" by the American Psychiatric Association - whenmany scientists believed that brain scans would turn on thelights in what had been a locked black box.Now, with imaging studies being published at a rate of more than500 a year, and commercial imaging clinics opening in some partsof the country, some experts say that the technology has beenoversold as a psychiatric tool. Other researchers remainoptimistic, but they wonder what the data add up to, and whetherit is time for the field to rethink its approach and itsexpectations."I have been waiting for my work in the lab to affect my job onthe weekend, when I practice as a child psychiatrist," said DrJay Giedd, chief of brain imaging in the child psychiatry branchat the National Institute of Mental Health, who has done MRIscans in children Monday through Friday for 14 years. "It hasn'thappened. In this field, every year you hear, 'Oh, it's morecomplicated than we thought.' Well, you hear that for 10 years,and you start to see a pattern." Psychiatrists still consider imaging technologies like MRI, formagnetic resonance imaging, and PET, for positron emissiontopography, to be crucial research tools.Moreover, the experts point out, progress in psychiatry is byitsnature painstakingly slow, and decades of groundwork typicallyprecede any real advances. But there is a growing sense thatbrain scan research is still years away from providingpsychiatry with anything like the kind of clear tests for mentalillness that were hoped for."I think that, with some notable exceptions, the community ofscientists was excessively optimistic about how quickly imagingwould have an impact on psychiatry," said Dr Steven Hyman, aprofessor of neurobiology at Harvard and the former director ofthe National Institute of Mental Health. "In their enthusiasm,people forgot that the human brain is the most complex object inthe history of human inquiry, and it's not at all easy to seewhat's going wrong."For one thing, brains are as variable as personalities. In arange of studies, researchers have found that people withschizophrenia suffer a progressive loss of their brain cells: a20-year-old who develops the disorder, for example, might losefive per cent to 10 per cent of overall brain volume over thenext decade, studies suggest.Ten per cent is a lot, and losses of volume in the frontal lobesare associated with measurable impairment in schizophrenia,psychiatrists have found. But brain volume varies by at least 10per cent from person to person, so volume scans of patients bythemselves cannot tell who is sick, the experts say.Studies using brain scans to measure levels of brain activityoften suffer from the same problem: what looks like a "hot spot"of activity change in one person's brain may be a normal changein someone else's."The differences observed are not in and of themselves outsidethe range of variation seen in the normal population," said DrJeffrey Lieberman, chairman of the psychiatry department atColumbia University Medical Center and director of the New YorkState Psychiatric Institute. To make matters even morecomplicated, many findings are disputed. In people with severedepression, for instance, researchers have found apparentshrinkage of a part of the temporal lobe called the hippocampus,which is critical for memory. But other investigators have notbeen able to replicate this finding, and people with injuries tothe hippocampus typically suffer amnesia, not depression,psychiatrists say.Most fundamentally, imaging research has not answered theunderlying question that the technology itself has raised: whichcomes first, the disease or the apparent difference in brainstructure or function that is being observed?For a definitive answer, researchers would need to followthousands of people from childhood through adulthood, takingbrain scans regularly, and matching them with scans from peerswho did not develop a disorder, experts say. Given the expenseand difficulty, such a study may never be done, Dr Hyman said.Many people would rather not wait for the science of imaging tomature, however. At clinics in California, Washington, Illinois,Texas and elsewhere, doctors offer brain scans to people with avariety of conditions, from attention-deficit hyperactivitydisorder, often called ADHD, to depression and aggressivebehaviour.Dr Daniel Amen, an adult and child psychiatrist based in NewportBeach, California, said he performed 28,000 scans on adults andchildren over the past 14 years, using a technique called Spect,or single photon emission computed tomography.In an interview, Dr Amen said that it was unconscionable thattheprofession of psychiatry was not making more use of brain scans."Here we are, giving five or six different medications tochildren without even looking at the organ we're changing." hesaid. And as always, the technology itself is improving: a newgeneration of M.R.I. scanners, with double the resolution powerof the current machines, is becoming more widely available, DrLieberman said."With increased resolution, we'll be able to do more sensitiveand more precise work, and I would not be surprised if anatomyalone based on volume will be a diagnostic feature," he said. But for now, neither he nor anyone else can say when that willhappen.- NYT

BETTER brain function, motor co-ordination, visual performanceand immunity for a child are dependent on a sufficient intake ofessential polyunsaturated fatty acids by the expectant mother.Dr Gerard Hornstra explains why it is so to EU HOOI KHAW.IT has become a fact that essential fatty acids (EFAs) help thebrain to perform well. They build the brain during foetal life,maintain it during adult life and prevent deterioration in laterlife, "What happens during foetal life can have a lifelongeffect," said Dr Gerard Hornstra, professor emeritus ofexperimental nutrition in Maastricht University, and aconsultant for Nutri-Search Healthy Lipids Research andConsultancy, Gronsveld, both in the Netherlands ."If a couple is planning to have a baby, the mother should starttaking extra folic acid to prevent spina bifida, as well asdietary essential polyunsaturated fatty acids (EPUFA)."These essential fatty acids and their active derivatives (LCPs)cannot be synthesised by humans and hence need to be consumed inthe diet. A lack of them has been linked with various acute andchronic illnesses as well as mental disorders.Dr Hornstra was in Kuala Lumpur to speak at a health seminarorganised by Bio-Life titled "Give Your Child a Head Start inLife - Optimal Brain and Eye Development Begins with MaternalNutrition". "Nutrition is not as important as genes butnutrition makes it possible for genes to express themselves inan optimal manner, resulting in the lowering or increasing ofthe risk of certain diseases. You cannot guarantee things butyou can change the possibilities." Essential polyunsaturated acids are the building blocks of allmembranes in the body. All cells have membranes whichcommunicate with other cells, so the more EPUFAs you take, thebetter. "During foetal development you need a lot of them," he said, asduring the last stage of pregnancy the baby's brain developsrapidly, and this growth continues a year or so after birth.These fatty acids are derived mainly from consumption of fishoil from fatty fish. "Meat contains a bit of it but not as muchas that from salmon, mackerel, sardines and tuna." You wouldneed to have 500g of fish a day to get the required amount offatty acids needed. "In my country the consumption of fish isvery low. We measure the amount of EPUFAs in the Dutch diet byasking the people to put all the fish they eat in a bucket andwe analysed them. We found it amounted to only 150mg of EPUFAs,which is one-third of what it should be." "In one way or anotheryou need to get the extra amount if you are facing thepossibility of a shortage not in favour of the baby. We haveshown that the higher the amount of fatty acids before birthyields better results in later years, for instance, bettervision, behaviour and motor coordination at seven years."During pregnancy, these essential fatty acids also decrease inthe mother, which means she should increase her intake. If not,there are dire consequences - postpartum depression.The most famous person to suffer severely from this after thebirth of her daughter is actress Brooke Shields, who wrote thebook Down Came the Rain: My Journey Through PostpartumDepression.) Dr Hornstra had a student who committed suicideafter becoming very depressed on the birth of her child."Another student in my university suffered dramatically frompostpartum depression as well. Our studies suggest that there isa relationship between low EPUFAs and high depression." And thisincludes manic depression and bipolar disorder.Other brain problems associated with lower amounts of EPAs orEicospentaenoic Acid and DHA or Docosahexaenoic Acid in theOmega-3 (alpha-linolenic acid) family of EPUFAs are stress andaggression, Attention Deficit/Hyperactivity Disorder (ADHD),dyslexia, dyspraxia (an innate clumsiness), schizophrenia andautistic spectrum disorders. The other EPUFA "family" is theOmega-6 (linoleic acid), with Arachidonic Acid or AA.AA and DHA are considered the most important long chainpolyunsaturated fatty acids or LCPs. AA is involved in growth,metabolic control, gene expression, immunity and thrombosis. DHA is important for brain function, movement control, visualperformance, gene expression and AA modulation. Fish oil doesnot contain 100 per cent of these fatty acids, according to DrHornstra, and in a supplement needs incorporation of GammaLinolenic Acid (GLA) to set things right.GLA is present in evening primrose oil and borage oil. "GLA hasbeen shown to be effective in scaly and inflamed skin, such asin eczema." Essential fatty acids were discovered in 1929 in animals, "whenthey started feeding rats with a diet with no fat at all. Theydeveloped scaly skin and infertility. It appeared that certainbuilding blocks of fats were causing this."As for breast feeding, mother's milk contains quite a lot ofEFAs, said Dr Hornstra. "But if nursing mums continue to giveEFAs to the child, she will have a low EFA status. This willcompromise her memory and she may become depressed. It is verygood for nursing mums to increase her intake of them."Dr Hornstra spoke about how eating habits have changed and foodbecome more processed and less natural, with less of these fattyacids in them. So nutritional help is needed to createopportunities for the gene expression. "If you have bad genes,nutrition can help them express in a better way."Dr Hornstra has been doing nutritional research on EFAs for 43years. He started with researching the role of essential andother fatty acids in cardiovascular disease and later inpregnancy and early human development. He holds a PhD inmedicine from Maastricht University on a thesis entitled DietaryFats and Arterial Thrombosis'. He is now studying the development of children, following thedevelopment of them from pregnancy, to see the differencebetweenmaternal nutrition and their progress. "The oldest ones are now15 years old, the youngest, nine. The associations have beenpromising so far. The better the intake of EPUFAs, the betterthe later development. It makes me believe it's good to tellpregnant women to increase their intake. Besides being good forthe brain these essential fatty acids are also good for theheart and lower the risk for coronary disease." The good doctorbelieves in eating a variety of food, and not over-eating."I'm not a nutritional freak at all. I still like butter andtake eggs now and then. I don't like fish at all but havelearned to eat it. My wife, who is a teacher, is very consciousabout nutrition." * euhooikhaw@nst.com.my

BETTER brain function, motor co-ordination, visual performanceand immunity for a child are dependent on a sufficient intake ofessential polyunsaturated fatty acids by the expectant mother.Dr Gerard Hornstra explains why it is so to EU HOOI KHAW.IT has become a fact that essential fatty acids (EFAs) help thebrain to perform well. They build the brain during foetal life,maintain it during adult life and prevent deterioration in laterlife, "What happens during foetal life can have a lifelongeffect," said Dr Gerard Hornstra, professor emeritus ofexperimental nutrition in Maastricht University, and aconsultant for Nutri-Search Healthy Lipids Research andConsultancy, Gronsveld, both in the Netherlands ."If a couple is planning to have a baby, the mother should starttaking extra folic acid to prevent spina bifida, as well asdietary essential polyunsaturated fatty acids (EPUFA)."These essential fatty acids and their active derivatives (LCPs)cannot be synthesised by humans and hence need to be consumed inthe diet. A lack of them has been linked with various acute andchronic illnesses as well as mental disorders.Dr Hornstra was in Kuala Lumpur to speak at a health seminarorganised by Bio-Life titled "Give Your Child a Head Start inLife - Optimal Brain and Eye Development Begins with MaternalNutrition". "Nutrition is not as important as genes butnutrition makes it possible for genes to express themselves inan optimal manner, resulting in the lowering or increasing ofthe risk of certain diseases. You cannot guarantee things butyou can change the possibilities." Essential polyunsaturated acids are the building blocks of allmembranes in the body. All cells have membranes whichcommunicate with other cells, so the more EPUFAs you take, thebetter. "During foetal development you need a lot of them," he said, asduring the last stage of pregnancy the baby's brain developsrapidly, and this growth continues a year or so after birth.These fatty acids are derived mainly from consumption of fishoil from fatty fish. "Meat contains a bit of it but not as muchas that from salmon, mackerel, sardines and tuna." You wouldneed to have 500g of fish a day to get the required amount offatty acids needed. "In my country the consumption of fish isvery low. We measure the amount of EPUFAs in the Dutch diet byasking the people to put all the fish they eat in a bucket andwe analysed them. We found it amounted to only 150mg of EPUFAs,which is one-third of what it should be." "In one way or anotheryou need to get the extra amount if you are facing thepossibility of a shortage not in favour of the baby. We haveshown that the higher the amount of fatty acids before birthyields better results in later years, for instance, bettervision, behaviour and motor coordination at seven years."During pregnancy, these essential fatty acids also decrease inthe mother, which means she should increase her intake. If not,there are dire consequences - postpartum depression.The most famous person to suffer severely from this after thebirth of her daughter is actress Brooke Shields, who wrote thebook Down Came the Rain: My Journey Through PostpartumDepression.) Dr Hornstra had a student who committed suicideafter becoming very depressed on the birth of her child."Another student in my university suffered dramatically frompostpartum depression as well. Our studies suggest that there isa relationship between low EPUFAs and high depression." And thisincludes manic depression and bipolar disorder.Other brain problems associated with lower amounts of EPAs orEicospentaenoic Acid and DHA or Docosahexaenoic Acid in theOmega-3 (alpha-linolenic acid) family of EPUFAs are stress andaggression, Attention Deficit/Hyperactivity Disorder (ADHD),dyslexia, dyspraxia (an innate clumsiness), schizophrenia andautistic spectrum disorders. The other EPUFA "family" is theOmega-6 (linoleic acid), with Arachidonic Acid or AA.AA and DHA are considered the most important long chainpolyunsaturated fatty acids or LCPs. AA is involved in growth,metabolic control, gene expression, immunity and thrombosis. DHA is important for brain function, movement control, visualperformance, gene expression and AA modulation. Fish oil doesnot contain 100 per cent of these fatty acids, according to DrHornstra, and in a supplement needs incorporation of GammaLinolenic Acid (GLA) to set things right.GLA is present in evening primrose oil and borage oil. "GLA hasbeen shown to be effective in scaly and inflamed skin, such asin eczema." Essential fatty acids were discovered in 1929 in animals, "whenthey started feeding rats with a diet with no fat at all. Theydeveloped scaly skin and infertility. It appeared that certainbuilding blocks of fats were causing this."As for breast feeding, mother's milk contains quite a lot ofEFAs, said Dr Hornstra. "But if nursing mums continue to giveEFAs to the child, she will have a low EFA status. This willcompromise her memory and she may become depressed. It is verygood for nursing mums to increase her intake of them."Dr Hornstra spoke about how eating habits have changed and foodbecome more processed and less natural, with less of these fattyacids in them. So nutritional help is needed to createopportunities for the gene expression. "If you have bad genes,nutrition can help them express in a better way."Dr Hornstra has been doing nutritional research on EFAs for 43years. He started with researching the role of essential andother fatty acids in cardiovascular disease and later inpregnancy and early human development. He holds a PhD inmedicine from Maastricht University on a thesis entitled DietaryFats and Arterial Thrombosis'. He is now studying the development of children, following thedevelopment of them from pregnancy, to see the differencebetweenmaternal nutrition and their progress. "The oldest ones are now15 years old, the youngest, nine. The associations have beenpromising so far. The better the intake of EPUFAs, the betterthe later development. It makes me believe it's good to tellpregnant women to increase their intake. Besides being good forthe brain these essential fatty acids are also good for theheart and lower the risk for coronary disease." The good doctorbelieves in eating a variety of food, and not over-eating."I'm not a nutritional freak at all. I still like butter andtake eggs now and then. I don't like fish at all but havelearned to eat it. My wife, who is a teacher, is very consciousabout nutrition." * euhooikhaw@nst.com.my

THERE are many myths and fallacies surrounding ADHD. Here is thetruth behind several of the most common ones.Myth: There is no such medical condition as ADHD.Fact: ADHD is a medical disorder, not a condition of the child'swill. A child with ADHD does not choose to misbehave.Myth: ADHD is caused by bad parenting. All the child needs isgood discipline.Fact: ADHD is not caused by bad parenting, however, parentingtechniques can often improve or worsen some symptoms.Myth: ADHD is a life sentence.Fact: Although ADHD symptoms usually continue into adulthood,the person learns ways to cope with the symptoms. People withADHD have plenty of energy, are creative, and can oftenaccomplish more than people who do not have the condition.Myth: Having ADHD means the person is lazy or dumb.Fact: ADHD has nothing to do with a person's intellectualability. Some highly intelligent people have ADHD.Myth: The diagnosis of ADHD is confirmed if certain medications(psychostimulants) have a positive effect on what seem to besymptoms of ADHD.Fact: Children without ADHD respond to psychostimulantssimilarly to children with ADHD. A trial of medication is notused to diagnose the condition.Myth: Medication for ADHD will make a person seem drugged.Fact: Properly adjusted medication for ADHD sharpens a person'sfocus and increases his or her ability to control behaviour. Myth: Psychostimulants are no longer useful after puberty.Fact: Teens and adults with ADHD continue to benefit frommedication treatment.Myth: Children with ADHD are learning to use the condition as anexcuse for their behaviour.Fact: ADHD is a disability. Children with ADHD have to learnways to deal with their symptoms (inattention, impulsivity, andhyperactivity)that cause them to have difficulties in life.Myth: Children outgrow ADHD.Fact: About 70 per cent to 80 per cent of children with ADHDcontinue to have symptoms during their teen years, and about 50per cent have symptoms into adulthood. Myth: If a child has ADHD, he or she can always be diagnosed inthe health professional's office.Fact: A child may not always show symptoms of ADHD, especiallyin an unfamiliar setting. Evaluating a child from one officeobservation may result in failure to recognise or diagnosesymptoms.

The biggest challenge for parents when they discover their child is autisticis how to manage the child's behaviour. To do so, they need to equipthemselves with knowledge and resources because autism is a neurologicaldisorder that seems to defy the "normal" processes to communicate and learn.Affected children usually start showing signs of autism by the age of two orthree. In addition to the lack of language and social skills, a child withautism may have other issues affecting his senses and physical health.Some are adverse to certain sounds which is why they cover their ears infright when a particular noise is emitted. Others are extremely sensitive tolighting and to the texture of clothing. Hyperactivity and attention deficitare not uncommon. Food allergies as well as poor sleeping and eating habitsare also on the list. Scientists in the West attribute them to an immunesystem gone haywire thereby impacting the brain's functions.Parents need to find strategies to manage a multitude of behavioural issues,but where do they start? When parents begin to suspect that their child isautistic, they go on an emotional roller-coaster. They experience anxiety,confusion and disappointment. In spite of this, many parents strive to helptheir child even though they may not be equipped with the information theyneed.Stress and worry often wear the parents down. They are at a loss becausethey do not know who they should see to get a diagnosis. They feel all aloneand many view their child's condition as a problem they have to solve bythemselves.In most developed countries, screening for developmental anomalies begins at18 months of age. Early intervention is crucial. The sooner the child getshelp, the better for the child and his parents. Knowing what to do reducesstress and tension at home.Based on a 2001 study conducted by clinical psychologist Dr Vera BernardOptiz who was then attached to the Autism Research Centre at the NationalUniversity of Singapore, parental awareness of autism is high. Almost 60% ofthe children surveyed were diagnosed at three years of age or younger, byexperts and thereafter, received early intervention. After coming to termswith the fact that their child is autistic, the next headache for parents inMalaysia is, where can their child go to receive intervention and specialeducation?At present, there is no legal provision in the national education system tocater to autistic preschoolers. There are also no specific classes ingovernment schools to provide one-on-one therapy for autistic children ofschool-going age.In any case, services at national schools remain sporadic. Families withspecial needs children face considerable financial constraints because theyhave to pay for the therapy and all too often, one of the parents has toquit her job to care for the child.Managing their child's behaviour remains the biggest challenge for parentsas their patience is constantly tested. Although no two autistic persons arealike, some display temper tantrums, self-injurious behaviour and aggressionwhich discourage parents from taking them for an outing.Given the emotional and financial burdens they have to carry, all theparents I interviewed call for more counselling service centres to be madeavailable, and for an organisation to be established at district level toprovide support and guidance to families with special needs children. Expertadvice is just as critical.Information on educational services for the special needs community must bemade widely available. Parents feel that as the primary caregivers, theyshould be educated first on how to teach and manage their child. Towardsthis end, the Government should look into ways on how this can be done.Providing resources - in terms of money and experts - and setting up centresnationwide will go a long way to help these children and their families. Fornow, efforts to help parents make informed decisions are driven bynon-governmental organisations which rely on public generosity to fund theirprojects.Studies have shown that when parents are empowered, that is, given theproper information and support, the better the chances for the child toimprove. When families with special needs have the necessary back-up, it iseasier to keep the peace at home. In the long run, it can save theGovernment the cost that comes with depression and family breakdowns.One Voice is a monthly column which serves as a platform for professionals,parents and careproviders of children with learning difficulties. Feedbackcan be sent to dignity@tm.net. my. For enquiries of services and supportgroups, call Malaysian Care (03 90582102) or Dignity & Services(03-7725-5569).Where to get helpAt present, parents can seek diagnosis for their children at certaingovernment hospitals. The waiting list can be long. There are a few clinicalpsychologists in private practice who can provide assessments and writtenreports for a fee.Non-governmental organisations like Malaysian Care offers early interventionservices through its partnership with other NGOs. There are also resourcecentres as well as support groups for parents to obtain information.Malaysian Care Toy Library & Parents Resource Centre, KL(03-41498381/90584169. Website: www.mcare.org.my)National Autistic Society of Malaysia, KL (03-40223744 / e-mail:nasom@tm.net.my)Parents Resource for Autism (www.pr4a.org)The Kiwanis Disability Information and Support Centre, PJ (03-78770096 /www.DisabilityMalaysia.com)ACS First Step Intervention Centre, Penang (04-6585396 /www.asiacommunityservice.org)Association of the Network for the Needs of Children with Disabilities,Perak (05-5451878/e-mail: needs@pd.jaring.my)Speech Therapy & Audiology Clinic, Hospital USM, Kota Baru, Kelantan(09-7664327/360/323)Persatuan C.H.I.L.D., Tanjung Aru, Sabah (088-237761 /www.sabah.org.my/child)Sarawak Autistic Association, Kuching, Sarawak (082-255759 / www.saa.org.my)

It started with blinking and shrugging. Then it developed into kicking andgrunting.For the past two years, 10-year-old Katie Beh* has been exhibiting thisbehaviour in episodes that occur up to 20 times a day.Earlier this year, she started producing a high-pitch, shrill sound that,according to her mother, is similar to the screeching made by tires in a carpark.In addition, she started nodding her head so hard that it gave her aheadache after each episode.Naughty or unwellWhile this is certainly not behaviour typical of a young child, it is stillquite easy to misconceive it as some form of attention-seeking behaviour, oras just plain naughtiness.Manchester United goalkeeper Howard has made his life a success storydespite suffering from Tourette's Syndrome.It is even easier to make this misconception if you do not really know theYear Four pupil from Penang, and only meet her when she is having one of herepisodes.Her mother Denise Ch'ng said: "She worries about people looking at her, andshe is afraid that she may annoy other people. She even goes to the extentof trying to hide behind me (when she has an episode in public)."Katie has Tourette's Syndrome - a rare condition that occurs in one out ofevery 2,000 people. (Refer to sidebar for more information).However, "rare" though the condition may be, several famous personalities,including Manchester United goalkeeper Tim Howard and actor Dan Akyroyd,have suffered from it and not let it get in the way of realising theirdreams.When Katie was five, she started exhibiting involuntary motor tics, that is,eye blinking and shoulder shrugging.However, these symptoms were not very obvious, and would come and go.It was certainly not disruptive enough to stop her attending kindergartenwhere her mother, a teacher, said she did well.Her tics became more apparent when she entered primary school."Her friends would ask her to stop it. And her teacher would try to bribeher to stop it," Ch'ng said.But the tics, according to Katie, are "like hiccups". Although she knowswhen they are coming and can suppress them for a short time, she cannotfully control them.Her symptoms became more frequent and evident as time went by.Matters came to a head in Oct 2003 when she developed leg kicking and vocaltics that sounded like coughing or grunting.Her parents took her to various medical specialists, who eventuallydiagnosed her with Tourette's Syndrome.P. Devan*, 14, was luckier. Coming from a wealthy family and a mother whowas a full-time housewife, he had the undivided love and attention of hismother who noticed that he suffered from tics and twitches, especially whenhe was under stress."Initially, it was tough," said his mother N. Mira."My husband didn't believe me when I told him I thought there was somethingwrong with Devan. He said the twitches were just bad habits and that Ishould stop thinking 'unhealthy' thoughts."Then when he was about 11, Devan started making these strange grunts andnoises, and they almost drove me out of my mind. I went into a depression."Devan visited my sister in the United States during the school holidays andattended a summer camp. There was a trained psychologist there who noticedDevan's behaviour, and she contacted us. It was through her that we werefinally put in touch with people who knew about Tourette's Syndrome."Feeling isolatedThere is no known cure for Tourette's Syndrome. Medication can help controlsome of the symptoms, but not all. Stress of any kind exacerbates theepisodes, and social, as well as, emotional problems are common in those whohave the condition.Because of her uncontrollable tics, Katie changed from an outgoing, friendlygirl to one who is shy and sensitive."She used to be the first to put up her hand when her teacher asked forvolunteers but now, she doesn't put up her hand at all," Ch'ng said.The situation became worse when she developed head-nodding and shrill vocaltics, which got worse earlier this year."Her vocal tics can be so loud that even those in the next class can hearher. Teachers who don't know her condition would pass comments."This made her feel that her friends and teachers did not understand or loveher. She would feel rejected and shy away," Ch'ng explained.Consequently, Katie often refused to go to school."Even if she went, she usually wanted to come home by recess time," Ch'ngsaid.Her parents decided not to force her, and allowed her to stay home andtutored her instead. Eventually, Katie herself requested to go back toschool."Probably because she's bored at home," her mother said.Although she still doesn't stay the whole session, her parents are hopingthat she will slowly regain her confidence and spend more time in school.From the other sideBefore Katie was diagnosed, the expression of her tics did not leave afavourable impression on her teachers.Headmistress Datin Norsiah Mohd Yusoff recalls: "Initially, everyone thoughther actions were deliberate. At certain times, she would make her noises andmovements, and give the impression that she was playing the fool, or justdisturbing her friends."Norsiah only became aware of the actual situation after Katie's parents camein and explained the whole story to her.Following that, she informed all her teachers during a staff meeting to makesure that they were aware of Katie's condition.Norsiah said: "Her friends are very understanding. More so than the teachersbecause teachers move from one class to another and don't get to know thechildren as well (as their classmates)."Katie's class teacher Nurulhuda Abidin said: "I did make an announcement tothe class about Katie's condition, and explained it to them. I requestedtheir cooperation not to ignore or isolate her."I feel responsible for her, and want to learn more about the disease," sheadded.The school tries to be as accommodating as possible, for example, byproviding a separate room for Katie to take her school exams and allowingher grandfather to wait outside the room for her, at her mother's request.However, Katie herself asked to join her friends after a couple of days."I asked her if she could control herself if she felt the attack coming on,and she said, 'I'll try, teacher'. I could see that she was determined totry and that she really wanted to be with her friends."It is not necessary to isolate her. I don't think her condition is thatbad," Norsiah said.Meanwhile, Devan's condition has improved too."At least, he is on medication now," said his mother."And my husband accepts the situation and is very supportive. I feel likethere is some light at the end of the tunnel."Most individuals who have Tourette's Syndrome experience an improvement intheir condition in their late teens or early 20s.Some may actually become symptom-free, and most experience a significantdecrease in the frequency of their tics.Although the condition is lifelong, it is by no means a hindrance to livinga full life.Denise Ch'ng would like to form a support group for parents who havechildren with Tourette's Syndrome. Please call her at 012-499 5239 ore-mail: denise_cil@yahoo.comIf you would like to share your experiences with us, please e-mail:educate@thestar.com.my or write to: StarEducation, Menara Star, 15 Jalan16/11, Section 16, 46350 Petaling Jaya.Names have been changed to protect their privacy.

Odd way to start a letter, but it was for us. I have a degree in Psychology. Graduate studies almost completed. I worked for the state and was well recognized for my accomplishments. I was climbing the corporate ladder. I made the same amount of money as my husband. We had it all, or so we thought. When our first son was born, we had all the usual dreams for him. At the age of one, our dreams began to fall apart around us. From the age of one, our oldest son never came home with a positive note. Children laughed at him and called him many things. We prayed over the situation but often it felt that this only made it worse. At the age of five, he looked at me and asked a question that broke down walls. "Mommy! Why do you love me?" With a quick response I added, "If I told you every reason why I love you, I would never stop talking." But yet, with a tear in his eye he stated, "How can you love me when I am so bad.." and he walked off. At that point, career, money, etc. Nothing mattered. Just my son. What on earth had I allowed to happen. We moved him that day to another private school in hopes that a different atmosphere would help. We received the same treatment. Next was public school. Then more of the same. By this time, both my son and I suffered from depression and stress. My son was placed on every medication known to man to help him to stay focused and in control. He was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). I watch as his weight dropped and his smile disappeared. HE began crying uncontrollably for hours at night. All I could do was hold him. We went to counseling, neurologists, etc. Each one with a new medication and new ideas but the results were the same. More depression and more weight loss. Finally this year, I reached the breaking point. It was either my career or my children. Guess what won.....The first months of home schooling were difficult. My son continuously challenged my authority. He would lose control of his anger and lash out. He would not try to read or write. HE would yell out that he was stupid and that no one liked him. Yet, we did take him off all of the medication that he was on. He was free at last. Now, I have sat and watched God perform miracle after miracle with my son. His attention is better. He is excelling in social studies and science. He attempts to write without prompts. He tries to help teach his two younger siblings. We have joined a support group were he is accepted and feels great about himself. He is learning more about himself that he would have ever learned in public school. That is why I said, Home schooling - the last option. For me it was a last option but the best option for our family. How great our God is. Without this option, I know that our son would have been lost to worldly influences and a poor self image. Now he has a fighting chance in this world. So many people are afraid to home school. Afraid of not having the ability to teach. I ask the question. Who is teaching who? My children may be learning a lot by staying at home, but I am learning about my children and relearning history, etc....-K.P.-

HomeSchool FreeStuff.com

CAN the Government urgently consider having special classes to help children with autism, attention deficiency hypersensitivity disorder (ADHD), dyslexia, etc? Alternatively, to help such children, the Government could place them in classes in normal schools with specially trained teachers. Or maybe have centres that cater specifically to each group. The only private dyslexia association is situated in Titiwangsa, Kuala Lumpur. This poses a problem for working mothers in sending their children for the special classes. There is also a centre in Petaling Jaya for such children which caters to children with autism, ADHD, dyslexia, etc. However, I believe that there should be centres specifically for each group, as this would be more effective in teaching the children. The private centre where my eight-year-old child studies does not follow the school curriculum and its fees are also not cheap. And as much as full attention by parents will be helpful for these children, some of us cannot afford to quit our jobs. Furthermore, being with them without the right methods to guide them does not help. It is also heartbreaking to know that some teachers mistake our children as "problem" kids and punish them. Because of such attitude of teachers and others, our children have low self-esteem. Many of us are now aware of these disorders through papers, talks, forums and the Internet. We have spent much on specialist assessments, treatment by psychiatrists, medications and private tuition just to help them keep up with schoolwork. These children are normal and some even have an above-average IQ.

Most kids would identify the train to Thomas and friends. My parents and I, we took both of the kids to the hotel to see the trains in the hotel. There were a few types of trains and they are the big ones, unlike the tiny battery operated ones you get from the toy shops. It's quite fascinating to see the train move from one corner to another and some would even enter the tunnel. It's almost a `live' replica of the animated movie `Stuart Little'. There were even miniature houses, figurines and the houses were even litted up.

As we approached the train, I mentioned `Stuart Little' to WH. I think he knew what I meant, since he just finished watching both the series of Stuart Little a few days ago. As expected, he moved from one corner to another and then later started to speed up in his walking to running round the trains. Yes, overwhelmed by the event. In all I am sure he enjoyed himself.

This morning I took both the kids to Lake Garden. I took them to the other side of the playground where the `castle' was located. My intention was to take them to see the ducks and the geese. The weather was almost perfect, except that there were some tell tale signs of possibility of rain with a few dark clouds hanging up the sky. My sixth sense told me that it's unlikely that the ducks or the geese would be at the other side of the garden since the birds were all flying south, while we were heading towards the north side of the lake (please .I am no weatherman..just playing a guessing game!).

Anyway along the way we passed by a few interesting spots e.g. a big, and a very tall fountain. Right in the middle of the lake were the ducks resting in there. Ah.at last I found their hide out!

It's really amazing sometimes come to think of it the way I sometimes have to appear `excited' while walking with them. Having to express myself extensively. Perhaps I don't really need to do all the comical scenes, but I felt that at least I could `entertain' them and even attract WH's attention.

I think as long as the weather permits, I will take them to the garden. WH seems quite co-operative too, surprisingly. I thought he would just run and not follow me when I walked away from the playground. But he actually followed me and didn't even protest! Amazing how he has suddenly changed to be slightly more obedient. And I didn't even have to administer any sort of medication on him either!

Yes this posting will be an `uncensored version'. So words like `underwear' will be mentioned all round simply because the topic evolves of a boy in his underwear.

Sometime last year I noticed a boy who used to play at the same playground as WH. Just that this boy is a little perculiar. He would hang around the playground in just his underwear with his maid supervising him. Mmm......initially I thought he was a little bit of a `mental case' as normal children would at least clad in shorts..not just underwear especially he should have been around 6-7 years old. If he was 3-4 years old, perhaps it's more acceptable.

It was only just a few days ago when I heard from Dina that the boy was the same boy I saw at the playground. She was surprised to hear that he just wears his underwear running around in public area. Apparently there have been complaints about the boy being indecently clad with underwear (Beats me! I don't even know!!). Apparently this particular boy is also Autistic. He has been asked and trained in school to wear a uniform. It's just that his parents and maid allows him to wear the underwear. Previously he didn't even wear anything! ##&&%

Perhaps I am not in the position to really understand or even judge. It's like the pot calling the kettle black. I am sure others would do the same, pointing their fingers at me for not disciplining my child from chewing, but in actual fact we have almost given up with that problem. So I think I can roughly get the idea of the frustration teaching a child to do something he hates doing or finds it hard to adapt.

Sometimes I wished I have a magic wand or even a crystal ball. One wish other than to make WH `normal' is to have MORE time. Indeed you may think that I should have enough time in hand since I don't work but....you may not realize that sometimes things just doesn't work out the way you wish it would be especially if you have little ones to take care and they need your almost 100% attention.

I find it hard to sneak away especially when WH or Baby V are both feeling `bored' and the minute I walk up the stairs, they would be walking behind me. So there goes my `private time' trying to work out something for the evening or even tidying up the study area. I have materials which are stored away and sometimes I don't even remember having them because they are hidden somewhere in between other things.

So there goes my `spare time' having to juggle and work around whenever I can. After nite nite time for the kids, the remaining few hours are just for ME and solely ME alone. Yes that's when I start to write the blog or even surf around. Otherwise with WH going to school, I get a few hours to breathe and sometimes I would do my errands or even take a short cat nap (depending if Baby V keeps me up the night!) or prepare WH's study materials.

I have almost completed his puppet theater. Yee pi~ At last my final 3D project is about to complete. Now is touching up the bits and pieces. Initially I planned to make it nice but decided it takes too much of my time. So I will just keep it simple and plain. No glitters or frills..just too bad. Anyway it's just to add extra excitement to WH's play and it's not meant to be commercial or for any sort of competition. Na.it will never end this creation.it just goes on and on ...

Yes I tried a new thing on him last night. I introduced a new concept in language to him. I wanted him to understand the words `big' and `small'. I didn't expect anything out of it as this would be the first time he learns to grasp the understanding of `big' and `small'. Fortunately I have a good set of flash cards which allows this and all he had to do was to point at the correct picture indicating the mentioned word.

One of last night's activity was to get him to say some action words. This is a little bit impossible since he can only say one syllable words. It would be quite difficult to even get him to pronounce the word. But my plan was changed when he decided to imiate the actions instead. I didn't mind this at all as it's equally important skill that he learns to copy and imitate what I say or what he sees on the card. So from the action walking, crawling, climbing, cycling, eating, drinking he copied me every bit. I don't expect him to say the words and do the same as it would be quite difficult to multi task at this point of time. The willingness to copy (even twice!) is a good sign of self initiation. I didn't even need to ask him to do it!

He was at his grandparent's (husband's parents) home last night. I took them upstairs as SIL's son was down with rashes. WH was bored as usual. Looked around the room for something to meddle with and found a card. Then he started to be creative. He looked at me and said `Tee Tee' which mean Touch n Go. Than he used the chair as his Toll Booth. I took a cover to make pretend to be the toll counter and used the flag stick as his toll gate. Than there goes the episode of having to `tee tee' and pulling up the gate to let the vehicles go. Later he decided to become a vehicle himself and used the card to open the gate and he crawled out in between the legs of the chair!

Sometimes if you play with your kids often enough you can actually learn a few things from them. In fact by observing them you get to understand them better and even find some creative and unique techniques of teaching.

The other day he took the foamed shaped alphabets and let them stand on it's own. We have always taught him to use it 2D way where he was supposed to put it back to the respective space. But he decided to place them standing up on the table 3D! There you go.another creative way to learn A, B, C.

We have had this `singing Christmas tree' for almost 5 years now. Initially when he was much little we took it out and he didn't seem to know how to enjoy `playing' with it. Yesterday I put in some batteries and it started to sing. He kept on insisting that he must have the tree sing and was very mad when we kept it higher up the shelf where he couldn't reach to destroy it! He resorted to his ingÃ(c)nues act of climbing using his small bicycle. And of course it wasn't steady with wheels on it and it glided as he stood on the seat! Nowadays these china products are really creative. I also bought a 3D Christmas tree made of paper. It's supposed to be a greeting card but it was just too nice to be sent away.

He has mastered the `skill' of every child on earth's natural instinct. Being manipulative. Nowadays he chooses who he wants to feed him and now even who he wants to teach him. I am so surprised. Normally he would accept either his father or mother to teach him but last night he insisted on me to only teach him. Each time his father wanted to teach him he would refuse to co-operate and kept on insisting that I taught him instead. His father must be the happiest man on earth to be relieved from this role! However we need to still mold and teach him to accept a variation. I think he is at this stage of being `manipulative' and testing us. Trying to tell us `who is in control'. But it's just funny to see how he has changed recently from a `couldn't be bothered' attitude towards the awareness state.

He took out one of his hard cover books and wanted to read. He yelled out to me to wake up and took my finger and pointed at the picture. He wanted me to tell him the names of the animals. Than he pointed to the picture of an egg and said `egg', followed to a picture of a chick and said `chick'. He seemed to like to look at pictures in the book.

Today is a tough day for all of us. WH practically behaved like a `monster'. One of the full moon event when he turned to a warewolf! He threw lots of tantrums, refused to co-operate and what made it worse he refused to nap and became a monster! He laughed by himself for no reason at all. He saw or did something and started to laugh! (apparently this is one of the traits of Autistic children according to the psychiatrist! Some can look at a sofa and just find amusement laughing at it. Sounds scary).

I must admit I almost took out the dagger and stabbed myself. My blood pressure definitely shot up and before I realise I turned into a screaming monster myself. Replica of a Gozilla. He really tested out patience and even Dina was tested.

Today's lesson was a little bit boring. The idea is to let him know that he shouldn't expect that each lesson must come with lots of toys to play (as reinforcers). Before he went up for his lesson he already inspected the bag and found nothing interesting. That's why he refused to co-operate in the entire study session. Even tonight the lesson was less interesting. Because I didn't take out any exciting toys for him to play. Well, he just needs to learn to adjust to situations. The minute I took in a few reinforcers like the sticky ball (when you throw to a surface like the wall it sticks there) he wanted it immediately. But when I told him that he could only have it after completing his task he again whined and threw a tantrum. My nose was also runny (runny nose, coming down with a cold!) and so was my blood pressure. I thought I have learnt to control my feelings and tolerance level, but I guess I am just a human being and somehow no matter how much I wish to be a good example, I also flared out like a monster. I can imagine what the neighbour thought of us (me???) always yelling in the house. Haha!

The other day his best friend's mother (my back neighbour) called and said that she heard me screaming at him, which meant that I was at home! Yes, I have been missing from home most of the time especially in the evenings taking them out either for a spin, window shopping or to the park. But yesterday was raining cats and dogs and we stayed at home. It's not that I don't like to stay at home, I just can't figure out how to entertain him all the time and with his constant boredom and mischieves (not to forget Baby V is following WH too), he really drives me up the wall. So by taking him out, it kills a bit of time and gives me some space to breathe.

My wild stallion. When will he turn over a new leaf and be nice to me for once? When will he just be like any other kids? Yes I admit no matter how zealous I get in helping him to become better, I feel sometimes very disheartened when I see him like this. I believe I musn't only concerntrate on his speech but also his attention and `hyperactive' behaviour. Otherwise he will definitely drive everybody nuts be it us as a family unit or even outsiders and especially his future teachers! It's sad but it's a fact that we have to realise and accept whether we like it or not.

If only there was a micro chip we could install and reprogramme these children's mind, it would be the perfect miracle drug for us parents and caregivers! God Bless me and otherse of feel the same. Grant me patience, tolerance and strength.

So more digging up of information in regards on ADHD and CHEWING. I really can't stand him chewing non stop and he is really driving me up the wall with that! I am more concerned in `fixing' his problems than labelling him anything at present. I am trying hard to look for information on how to deal with the problem e.g his chewing behaviour - how I can help to reduce it if not eliminate the behaviour. His hyperactive and attention deficit problem and how to deal with kids whose span of attention is little. I am finding ways (with God's help and wisdom) on how to use available resources to make him more focused. If the existing materials is unable to help me, all I ask is for God's wisdom to provide me the creativity to `invent' a method to reach out to him. I don't mind being the vessel.

I feel quite lost as though being dumped in the middle of the sea and having to find my way around to shore without a map. Now I have to chart my own map and walk this through the hard way. I hope there will be some answers coming by soon.

His speech pronounciation is getting slightly better each day. I think he is beginning to get the hang and confidence to speak out. For instance he saw that I held a small helicopter on my hands. I didn't even realise he was observing what I was carrying until he reached out to take it from me. Of course I didn't let him have it. He looked at me and immediately said `play'. Interesting. Previously he would whined and then pulled his body. I am not sure if he actually memorised the word or has the ability to associate the word `play' to it's actual meaning. I give him the benefit of the doubt and won't get into details.

I took out one of my projects. Yes I did another interesting project, we name it the `glowing box' (thanks to Dina's idea). I bought a box of `glow in the dark' insects and place it at the black bacground of the box. The idea is to get him to see the insects glowing in the dark..but a disaster. We ended up fighting with him switching on and off the lights. He insisted that the lights must be on no matter what....so there went the so called glow in the dark experience.

I thought that playing with the box as 3D set up should interest him. He kept on `killing' the dinasours which I placed upright in the box. He will topple them down and then..you know! Yes......all the rumbling and tumbling with the dinasours. Now I have to figure out how to play with him my double storey house!

Yes I have started ABA with my son for the past 2 months of so. But I must confess and admit that I do not follow 100% of the programme. Simply because I am not that dedicated as some parents in terms of spending 40 hours a week with their child. I find it very stressful and let me say it again, extremely stressful to spend 5-6 hours a day teaching him. I think I will eventually go bonkers or even have cancer later for all the accumulated stress tolerating his bad behaviour and lack concentration.

I admit other than his three times a week two hourly session, I only do about an hour play and teaching with him on my own. Other than that is taking him to the park or `elsewhere' to kill time and keep him occupied. In fact I have even cut down on the teaching and concentrate more on play as I found that I could connect well with him, as he has recently learnt to build his own blocks or tracks (with guidance of course!). Who says we can't teach through play. Of course we can. Just need to be structured and grap the opportunity. I would recommend you to read Julia Moore's book on play therapy. I think she is right in a way.

I am a strong believer of play therapy. After all he is only 3+ and turning to 4 next year. Why deprive him of the joy of play. I have no high expectations of him performing academically. My heart's desire is to just get him to talk and the rest we will just work about it as it comes. I found that I am able to also teach him through play. And it lightens the burden of being too rigid and following by the book while applying ABA on him when it comes to molding his behaviour and teaching him.

That also goes for other programmes like RDI or even Son-Rise or ABV or PECs. I don't see any reason why we can't apply a bit of everything for our child depending on his needs. After all our son is as human as us and not a robot.

Fore most I must stress that this is not a rat race. Our child runs his own race and we should not compare him/her with another child either. That applies also for other special need children. We are the coach and we need to constantly remind ourselves that we must not push him/her too much, in view of our expectations and desire to see him/her being the `best' or better put `somebody outstanding' amongst the special children.

Not everybody is born a genius, In fact only 10% out of Autistic people are geniuses. We can only hope and pray that our child could be gifted in certain areas. It's our job to observe and stir that talent. Most Autistic people are gifted in certain areas (as what I read in Dr Grandin Temple's autobiography book.I think...getting old and forgetful) like Science, Art, Maths or even Music. Try to introduce your child to the various tasks and see his potential in grasping the task. If you see there is an interest, help to stir that talent and mold him towards that direction.

Forget about him being a Doctor or even a lawyer. I thought that WH could be a potential scientist since he likes to observe the function of motorized objects, but I reckon he will need a lab of his own for his constant lack of concentration, he might be known as an `explosive scientist'. I have yet spotted any potential gifting. I believe each of us are talented in something.

It's matter of discovering and doing something about it to make it come true. Some of us may have the gift of the gap which makes good advisers, while others could be gifted in Maths or even Music. I believe most of us suffer or tend to adopt Garfield's motto - `The spirit is willing but the flesh is weak'. Well at least I can testify to that.

WH behaved quite well today. In fact I had a Parents and Teachers Meeting this afternoon with his existing kindergarten. As expected, his work is mostly of scribbles and I doubt he really learnt much there. When I mentioned that I had a hard time `taming' his tantrums, his teacher looked amazed. Then I asked if she had a hard time teaching him and she said no..mm..quite unbelievable especially most of the task is based on books, writing and all on the table. I believe he must have been left to `wonder' around without force. And I don't expect them to do what we do with him at home in terms of `forcing ‘ him to comply. After all they have a group of students to attend, so if a kid is not interested, let him be.do what he wants. The term ends this week. He will go to a new school next year with new set of friends and teachers.

Today's lesson with Dina is acceptable. He has still the `controlling' behaviour when it comes to new toys. When we kept the new train set, he was very upset and threw a tantrum. Just that this time it's milder and shorter. So it's working in a way, he being molded to be a better person.

I am slowly moving to building `Lego' blocks with him. I took out his old locally made blocks (which wouldn't stick! Coz it's cheap, unlike the original legos!). He seems to still have this obsession of having all the animals placed in a confined area. We built a little arch and behind it is a square liked cage. He kept on insisting that the animals must remain inside the arch. So in order to slowly move him away from this obsession, I inverted the stool and converted it to a big swimming pool and slowly directed the animals to the pool. That distracted him for a while but later he put back the animals behind the arch. Both Dina and I we reckon this is some sort of comforting zone for him. But we have to slowly mold him to `let go' of this obsession for confined, closed up area.

I noticed that the tracks which comes with the train set are constructed in a circular shape. I don't quite approve of the circular shape when it comes to play with Autistic children. After all one of the main characteristics of Autistic child is their `obsession' for looking or even moving objects on a circular movement or lining them in a in straight line. I am trying to introduce a variation of tracks to him so that he doesn't get into the habit of thinking that railway tracks are in circular shape or even stuck with this `bad habit' of wanting to see `rounded' movements. The idea is to get Autistic child out of it and not to encourage the problem. But I doubt he has this `obsession' It doesn't show. But I just wanted to share my thoughts and pointed it our to Dina who also teaches other Autistic children. She quite agree with me on that.

I have this sudden craze of constructing 3D scenes out of boxes and cardboards. The ideas just keeps on pouring out and just as well I had lots of cardboards and boxes to spare. They were kind of getting in the way and making room for rats to breed. So might as well do something useful from it before I finally decide to discard of it.

I have constructed a double storey house, a garden a floor map of my neighbourhood scene comprising with others like a small circus and probably a small playground. I have already some existing miniature objects like the playground and animals to use with the scenes. I believe WH will be one of the happiest boy on earth once I take them down one by one. Would be ideal to let him see the entire scene but I fear he will get too excited and wreck the entire project. This is one of the biggest project I have constructed in my entire life and will most probably be the last one. I even painted the roof top of the house to make it a little bit more exciting and also the walls. Make sure no wet hands touches it! Otherwise there will definitely be smudges all over! I will take a picture of it once I complete my last project ie. a puppet theater. Na.nothing complicated as you might imagine. I am just lucky that the boxes that were available were shaped perfectly as I thought about what to do with them. I hope I can finally make good use of the existing finger puppets I have with this theater. Now is to draw a suitable backdrop for it. Ah......I am also wondering how I am going to make the puppets walk on stage...it's so small that it's portable. Good enough to entertain him.

I have successfully extracted out the sounds from the CD. All credit given to my husband who helped me to find a suitable software to do it. Sure took me hours but worth the while. I am looking forward to use it on him once I get the original duplicated. Finally one mission accomplished

I read in the support group forum recently (A Malaysian mother who is residing in the States). She has started a book project writing about her son. It's a pre-requisite in that sense that parents are to write about their child and provide this information for their therapist to analyze or read. She is intending to publish the book in both languages i.e English and Malay. In fact she is the first local parent that I have come across who will be publishing a book and I look forward reading it. Bravo!

I am a strong believer and I fully support her views that parents are the best people to give a true live version to the professionals. After all who knows better having to live with an Autistic child. What we go through or experience is something professionals cannot grasp or understand with all the theories available. They still need live testimonies/scenarios to provide future `cure' for Autism. Other source would be Autist themselves who can write about their lives to share with others so that people can understand what Autism is all about. Not merely in theory or medical terms but a real life situations.

I feel very inspired reading autobiographies of Autistic people. It really allows that connection and new dimension to their private world and that allows me to understand more about Autism.

Reading testimonies or stories written by parents are very inspiring as it also allows close connection. At least for me is a form of consolation and encouragement to know that I am not alone and that there are people out there who are in the same boat as me.

Sample Reference: An interesting book to read...and I hope to get a copy of it soon.

His kakak has been playing with him cars and used one of his toy cards as a `Touch and Go' card for the Toll Booth. He is able to relate to the scene as he has witnessed the actual situation when we take him somewhere and need to use the Toll Booth to pay for the usage of the highway/express link. He has been observing us using the `Touch and Go' card; by placing it on a square box and a sound `Tee Tee' can be heard as it deducts the credit from the card.

The same was done with a card with out own imaginary Toll Booth creation. A box, lined at the top is a long slip of cardboard (suppose to be the roof of the Toll Booth). He took all his cars and moved them through the Toll Booth and used the card. As each car passed by the booth, we made the sound `Tee Tee' and he would zoom pass the gate (yes we also have a gate - using a pencil...hehehe...). I am pleased and even amazed that he is so easily pleased. I am glad that he is able to relate the actual real life scene and imitate the same by himself in play. Which means that he is able to apply on both scenarios. Bravo WH! You have finally graduated from the stage of `learning how to play'.

We spent about 2 hours with WH tonight. Wow! Before that he was observing my art and craft work. Yes, I am in the midst of constructing him another `cardboard scene'. In fact I have a few - an outdoor scene with my awful painting of trees at the background and the other is a double storey house...hehehe..yup, trying to imitate the version which you see in the toy shop.

It's just that mine is homemade and made of cardboard. What to do! Mummy and daddy is getting broke buying WH toys! I will take a picture of the said project once it's finished. However I will only introduce a scene at a time to him considering the fact that he is unable to handle too many items at one go. Later I will combine the scenes together and `stretch' his imagination a little bit more. I think mine is well stretched since my mind is forever processing new ideas non stop.

As for tonight, I didn't plan to let him play much and the materials selected were almost all using flash cards. We did body parts with him, which he was quite reluctant to follow or even take instructions. I think he wanted to play and also wanted the `double storey' house which I constructed earlier on when I took it upstairs to keep. He was quite upset, hoping that he could have a chance to play with it tonight.

After completing the relevant task reluctantly, I let him play with the combat/army set which I dug out this afternoon from the box. At least it's quite fun playing with him now that he doesn't mess up the arranged figurines and blocks. He in fact has learnt to develop his own imagination. I left him to move the objects around and it looked quite nice after the second arrangement. I further encouraged him by taking out the blocks and put it together with the soldiers and army trucks.

He even managed to construct his own road scene with the blocks and very creative. He is able to pair up the same colours and arrange them in a line. He has learnt the concept of pairing and copying which Dina has been teaching him for the past few weeks. What's amazing is he is able to grasp the concept pretty fast and has learnt to create in his own way. Of course towards the end he still ended up his `old self' and took all the army set and chuck them in between the cardboard and the blocks. Funny but I think this is something I will just have to accept from him for the moment.

Dina wanted me to compile a few pictures of the family and our activities together e.g eating, bathing, brushing teeth. I think it's a brilliant idea to take pictures of ourselves and use it as receptive labels which resembles something familiar to WH, rather than the usual flash cards available off the shelf.

It's not always easy to coordinate teaching speech to a non verbal child. Reason being that even though he may have the ability to understand but we don't really know how much he understands in terms of the language. I am beginning to understand better now why he is not responsive or appear `deaf'. Even then sometimes we might have a conflict in getting a message through and find ourselves having to `yell' on top of our voice or even loose our cool.

Language in itself is complex. It's not as simple as saying a sentence and the other person is able to fully understand what you mean. It can be misinterpreted or even understood in a different manner.

I am in the midst of trying to get him to understand the vocabulary taught to him. Right now he just mimics and repeats exactly what we say because he thinks it's the way it should be to get something. It's good for the start but it's time to move to another level ie. to make him understand the word.

For example when we ask him to say `bear'..we want him to say it voluntarily and also have some kind of meaning attached to it. As in `You want the bear? Or even This is a big bear'. Not just saying `bear' for the sake of saying it. Than the word on its own has no meaning. It's just a sound. So how do you get a non verbal child to grasp this concept? Patience and constant repeating are the keywords. This can only be administered if the child is able and willing to say something.

The other method used is applying picture and gesture movements to prompt the child to speak. Direct the child to a picture showing the sign of the gesture e.g. eating with the hands moving towards the mouth. First the child has to gesture his needs to the picture and then when he wants something to eat he has to say it. How? When he gestures you for the food, you are to look at him and not ask him to say `eat' but wait and at the same time show the sign of eating and hoping by doing so he is able to relate the sign to the word `eat'. The sign language will be dropped once the child is able to say the word on his own. Mmm..sound so simple but believe when you start administering it, it's tough and challenging. Imagine teaching a non verbal child to speak, when all the while he has his needs have been met without having to open his mouth! So why must he say something now when he has always had his own way. Tell that to a child. It's different with an adult.

It's less stressful these days taking WH out shopping. Before it would be a struggle and frustration each time we took him out. He seemed to understand better and more willing to leave and hardly put up a struggle. Of course there were times when he would prefered to go his own way.

We took him to Petaling Street (Chinatown). It was in the afternoon so it was hot and humid. The kids initially enjoyed it but WH later complained and wanted to be carried. Perhaps it was crowded and hot. But it was something different other than going to the shopping mall.

I was the main teacher for tonight's lesson as my husband was busy trying to figure out how to extract the sounds from the CD. I thought it would be a dreaded moment. But surprisingly WH was willing to take my instructions quite well, considering the fact that I was solely in charge without the maid around and also had Baby V in the way. There were of course some occasions when he would just move away and do his own stuff but after some persuasion and help, he came over to complete the task.

I did a few tasks with him - fixing of simple puzzles, dominoes, reading flashcards and block matching game. I didn't want to prolong the lesson as my objective was to get him to participate willingly and not completing the task. He did that without making much fuss. I am impressed that he is able and willing to read the flashcards as I showed him the picture. We have been having trouble and almost an impossible task to even get him to look at a card without having to struggle with him for the card.

Previously he would always snatch the pack of cards from us and refuse to cooperate. So for WH to suddenly become cooperative it's really a big change and I foremost feel very encourage and happy to teach him. Whereas last time it was a torture really and a big discouragement to see him so unfocused. He could even say some words without me prompting and the pronunciation is getting better each day. I am so happy. If you can see, feel my thoughts and feelings, it's just overwhelming.

I admit with all the constant coaching and even talking to him over and over again like a parrot, I almost gave up on him. Yes, people say, be patient, he will one day talk. Seriously I must confess. Despite even pushing myself to help him everyday and even repeating myself over and over again till my voice almost became like monotonous tone, I never thought WH would say a word. I was even trying hard to brain wash myself to accept that and worrying myself to death of how on earth I am going to take care of him for the rest of my life. Yes I may be negative but I am also being practical and have to start accepting the worse case scenario.

It's sad to think about it but the thought is something quite inevitable. Yes you can say think positive and you must carry on. But it's hard, really hard especially if you have tried so hard and yet see no results.

I thank God that WH has suddenly decided to `open up'. I can't possibly expressive my feelings in words but in short, I am the happiest mother on earth. Yes it maybe just a word but it's the most meaningful word and occasion for me. Because it's my heart's desire for him to speak and he did. It's going to be a long journey ahead but I am determined to see it through. Of course with other people's help and foremost the Almighty's mercy and strength. I have to acknowledge God in this as it's a miracle and no man can perform this miracle. Even the best Drs cannot give an answer or cure for this.

I mentioned in my previous post that I bought a CD comprising of various sounds. The objective of the task is to get him to listen to the sound played and identify the sound to the picture. I have yet tried it out on him as I need to extract out the relevant sounds in the CD as it also includes voice which is in mandarin.

My husband managed to find a software which enables the extraction. We did a sample piece and the result is good. I have yet decide to include my own version of voice in the series. Maybe it's best left out as I can play the sound for him to listen and tell him the name of the sound. It's a cumbersome job but in all I guess it has to be done.

Lately I have been into photo editing, compiling a set of pictures comprising of Our Family Album. The picture quality considering it's under the jpeg format turned out quite impressive on TV. Yes I made a VCD out of the compiled pictures. Now it looks like I need to fiddle about learning to extract Audio files from the CD. It's quite interesting especially if you are able to see the result. All I can say is `it's cool...man.'.

Yup, from a kindergarten principal cum teacher, an art and craft teacher, photo mania and now having to deal with audio editing. I found this quite interesting as I plan to do some `live' recording of WH and us while teaching him. Yes there will definitely be `censored' moments when we start to fume while asking him to do some tasks. That would be interesting. Yes another new item to learn i.e. video & audio editing (now I need some `sifu' to teach me.any volunteers?).Hahaha! I wonder if there is someone out there who would hire me at a small fee to practice this new skill. But it's really fun actually to learn something while `teaching' WH. It ends up quite profitable and enjoyable. At least for me, since it's my interest. Yes call me a `man gadget' lady.

It has always been a challenge for all of us when we teach WH. Dina especially is amazed at his progress and finding it hard to `catch up' with him. She has to review her programme now that some of the mentioned tasks are kind of inapplicable.

We are stretching his brains a little more now. We have started introducing numbers to him. Also some simple words for him to look at and hopefully capture in his mind. Considering and assuming that he has a photographic memory, we only hope by doing so he will register the words in his brain (cross my fingers!).

He has started to say one of two words voluntarily. For example tonight I took out Mr Potato (yes, he is an expert in fixing the facial parts!!!) as a reinforcer. He fixed the facial parts confidently. Except for the part when he needed some help to place the back portion of the body back, he took it to me (without me even noticing it) and said `fix'. Ah.that's a surprise to both my husband and I. I really don't mind if he was able to express his needs by using a singular word. It needn't be in a sentence yet.

We made him recite the letters one by one by showing him the flash cards. He said them quite well (except for a few words). Than we showed him a few letters on a random basis. We wanted to gauge if he was able to identify the letters individually and not reciting them by sequence. Bravo! He is able to recognize the letters. Nothing much to say for numbers. He still can't say them correctly when prompted with the flash cards. But the fact that we can now use flash cards on him is a miracle itself. Imagine having bought and kept those cards for so many years, almost in the verge of giving up, it finally has some use now!.

He seems to be enjoying his study sessions more these days. There are still tantrums especially doing table task and things that is not related to play. But we can't be always using toys as reinforcers to get his attention. So there will be times when there will be less toys used in the session and he just needs to learn to adjust accordingly.

We sang some songs today. I decided to apply what I observed from the video clip from the RDI session. All of us, including the maid and Baby V sat on a row and our hands were `hooked' to each other. WH was especially tickled as we sang London Bridge is Falling down, Baba Black Sheep.etc I think he didn't expect this and it was funny to see the entire family participating which really made him very happy. He has always wanted us to be together as a group. Than I also tried the `row row your boat' play with him. He sat in between two of us facing each other. So as I sang the song I pulled his hands. Baby V and his father did the same. Usually it would be quite impossible to get him to do it but tonight he was willing to participate.

I have lots of ideas but don't really have the time to make or even use them. It would appear that by the time I finish doing the task for him, he would have actually passed the stage already...yes.. that fast. I have almost given up hope in making things for him. It's not worth the time spent since he gets so bored after a while doing them.