D1 is doing well, speech-wise.
With his therapist he is working on language goals– particularly answering “WHY” questions, STILL. He is dealing with a little stammering still, although having him “Slow down, take a breath, now say it” helps. His speech therapist thinks he began stammering as a way for his brain to catch up with what his mouth is trying to say.
We think he begins to speak when a thought comes to him, even if it is an incomplete thought, and then he has to reboot, so to speak, to get it all out. Hence, the stammering. Apraxia and dyspraxia coupled with a developmental delay does make it more complicated for him. (Update: He was diagnosed with Autism in 2o10. THAT explains a lot!)
He is still drooling, although not as much.
If I notice it, I just say, “Close your mouth and swallow.” He knows what I am talking about, and why. He still does not notice food or anything else on his face, hands or feet. When he eats he still uses everything he’s got… such as his chin, cheeks, nose, hands, fingers, arms.
We are still trying to work on the Alert Program, “How Fast Does Your Engine Run?” He knows that when he starts to slow down he needs to get himself up & running again, usually by jumping for a few minutes on the exercise trampoline we have. When he’s going too fast, he does push-ups, crab walks, rearranges the dining room chairs, etc. Whatever I can have him do that will give some heavy input to his goofy sensory system.
I know he probably qualifies for a diagnosis of Sensory Processing Disorder or Sensory Integration Disorder.
I don’t see how pursuing that end will get him more help. They are already telling me he cannot receive ANY sensory-related OT at the school, as they do not work on those types of issues there. They would be smart to begin offering OT for sensory processing because they would see those kids doing MUCH better in class if they did!! D1 does FANTASTIC after a good OT session.
I think the sensory issues will be with us much longer than the language ones.