Innovation, Entrepreneurship and Summer Institute

Innovation + Inclusion Welcome

For our final week of Summer Institute, our guest lecturers were Meenu and Sarina from the University of Maryland. Meenu and Sarina work together at the Academy of Innovation and Entrepreneurship and teach students how to think outside of the box and bring new, interesting ideas to life!

After the “getting to know you” portion of the group, Meenu began to talk to us about the introduction experience. She had mentioned she was at a conference with a lot of new people, and noticed that all she was given, was a simple name tag to introduce herself. Yes, a name tag can be helpful…people will instantly know your name without having to ask. But that’s all they will know about you.

Your name.

Sarina mentioned how a conversation can open up if prompted in the right way. For example: Your doctor asks you how many times a week you go to the gym. You can easily and quickly respond by saying “3-4 times a week”. However, your doctor can get a much better answer with more detail, if he asks you to tell him about your last visit to the gym!  

Meenu then asked the students to pair up, and tell each other a few of their own introduction experiences, mostly the awkward ones! We had a small group of 4 students that day, so pairing was easy. Here are a few of their stories:

[Ben chose to ask Ian a prewritten question: Tell me about a time you had a ‘meeting new people’ horror story.]

Ian: Once I found I had all my strength in my arm. This is scary for both others and me.

Ben: I’ve been there as well my friend. Once I met someone who talked at me like I was a dog, and also got in my face like they wanted to give me a scratch

Ian: So humiliating. So rude. That is so hard for many of us to face time and time again.  

[Tom asked Emma the following question]:

Tom: Tell me about a time someone changed your opinion.

Emma: I think our discussion of autism with Tribe and UVA changed my opinion of NT’s acceptance of us.

Tom: The opinions that I have come from my personal experiences. I believe that there is no excuse for violence in protest. I have never participated in a rally where I have had to face off with haters in person. I saw the events in Charlottesville and I respect the restraint the peaceful protestors showed to not throw punches.

 

After hearing from each other, the group was then told to come up with two different products, services or experience ideas to help their partners have a better introduction experience. Meenu and Sarina also reminded us that with these ideas, the sky’s the limit! Go crazy! Get creative!

Challenge accepted.

Here’s what everyone came up with:

Tom’s ideas for Emma: Noise cancelling headphones that allow people to hear Emma’s true words even when she needs to scream. Technology that soothes Emma’s body like a blanket that Emma can upload  a playlist to. She can share her favorite songs. Music is a great conversation starter.

Emma’s ideas for Tom: First, I would create a window that would allow someone to see who you are inside so they see the real Tom. Then I think would create an empathy hat that lets the wearer feel what it is like to have body brain disconnect.

Ben’s ideas for Ian: The first idea I have for Ian is an automated pair of sunglasses that can sense when someone is attempting to engage Ian in conversation, that can read levels of skepticism as well as trust and comfort and/or fear in an individual. This next idea to help Ian is a little out there- What about a service that coaches people how to handle awkward introductions.

Ian’s ideas for Ben: Have a room for him to lay down in or relax before introducing himself to others. Regulation is key in high stress situations. This is true for neurotypicals too. Send in the techs for my next idea. How about a grand screen to show words as he pokes to letterboard. This is easy to do but helpful.

1DA9CA47-1D83-4CCD-8E1A-89404F905633

Wow! We loved every single idea that these guys came up with, and definitely teared up only a little…

Then, with little time left in the group, Meenu and Sarina administered a quick test to students and communication partners!

We didn’t know much about this quiz, except that it felt like a personality test. All we knew was that we had to answer to the best of our ability. Meenu and Sarina did a quick calculation, and by the end of it, we were told to wear a specific color to Summer Institute the next day. Hmmmm, we wondered…

Tom had to wear yellow. Ben had to wear white. Emma had to wear green. Ian had to wear yellow. Janine had to wear yellow. EV, myself, Liz, and Roxy had to wear green.

We later found out that those colors represented what HATS we wore when thinking creatively in a group!

 

  • Green = Creativity, possibility, new ideas, seeking alternatives/concepts
  • Yellow = Brightness, optimism, values, benefits, feasibility
  • White = Information, facts, what’s known, objective, context

 

 

We all agreed with our hat colors!

 

The next day, we talked about a few different inventions made for several different reasons; The comfortable potato peeler, incubators for newborn babies in Nepal, surgical tools, a bowl that could be held several different ways, the waking up experience. We learned that when people hear the word innovation, they think Eureka! Or the moment when lightning strikes, but innovation is not a one time event. It’s a process to find creative solutions to various problems. The design thinking process is a methodical way to creatively solve problems!

 

Here is an example of the activity:

When babies are born with a low birth weight, they’re kept in an incubator. In Nepal, a team made easier, low maintenance incubators. When the team visited hospitals where incubators were being used, they found that the incubators in the hospitals were totally empty. But tt wasn’t that there weren’t any low weight babies… and the clinics had sufficient electricity. What was the problem?

The team interviewed the parents and learned that babies were usually born at home, NOT at clinics. The need wasn’t for cheaper, easier incubators, but the need was to keep babies warm. They also had insight that most mothers in labor didn’t have the means to make it to the clinic. So, the team created blue sleeping bags that were easy to clean and kept their babies warm ( we also learned that white in their culture is associated with death!). EMBRACE is now it’s own company! What does this tell you about the process?

 

Emma:  Had to create the right solution for the right problem

Ian: Seeing the direct problem and understanding the culture

DDK: I think there is an element of compassion to solve a completely new problem.

Tom: The process involves being educated about the community it’s supposed to serve.

Ben: Sensing the problem.

Nailed it!

The last day of Summer Institute, the group went to the University of Maryland to put all of our great ideas to the test! We all broke out into small groups, 1-2 students and a communication partner, to create a prototype for the inventions they created earlier in the week. We shared out the ideas afterward, and discussed how to give feedback using the phrase “I like…I wish…I wonder”.

For example, “I like the colors you used in your painting. I wish to see more of your personality in it. I wonder if people will understand what you are trying to say.”

 

This has been especially important to this group – learning how to give feedback!

 

Take a look at the pictures of our adventure at UMD and the Academy for Innovation and Entrepreneurship below!

IMG_2910

Tom hanging out in the “workshop”!

IMG_2929

Ben and Janine creating the prototype for his sunglasses.

IMG_2937

Ian and Roxy creating the prototype for his “grand screen” letterboard.

IMG_2936

Emma and Meghann creating the prototype for the “Empathy Hat”.

What an incredible experience for all who took part and an amazing way to wrap up our Summer Institute!

Until next time,

~Meghann and The Tribe

Advertisements

Art as Social Protest: Let Us Show You The Wei!

GKTC Summer Institute kicked off the summer exploring multimedia journalism: photography, videography, television, and radio. The past two weeks in Summer Institute was all about media in a different context… A R T!

Liz Michaels, GKTC’s longterm intern, is also an art instructor and led us in a discussion about types of art: fine art and conceptual art. We learned that in fine art, more value is placed on the aesthetic aspect of the final work while in conceptual art, the thoughtful idea or concept behind the work takes precedence. One particular type of conceptual art we focused on was social practice art. For those who don’t know what social practice art is, Tribe member Ian explains, “We are focusing on social practice art which is a type of art that is interactive, engages the audience, and conveys a message.”

We looked at examples of social practice art that inspired collaboration and interaction in environments outside the usual gallery or museum walls. Check out this short documentary about a work by Thomas Hirschhorn entitled Gramsci Monument.

Feeling inspired, Tribe tossed around ideas for their own social practice art piece. After some collaborative brainstorming, Tribe decided that they wanted to use their conceptual art piece to convey that “We are more alike than different,” an idea that Ian came up with. They wanted their final message to include:

Matthew: “We all have the same basic needs like love and acceptance.”

Anna: “We all have loved ones.”

Huan: “We are all our own person and have choices to make.”

Ian: “We are human beings with feelings.”

Tom: “We all have high expectations for ourselves.”

Another artist’s work we delved into was Ai Weiwei. His work prompted a mix of reactions. One in particular, entitled Dropping a Han Dynastry Urn, features Weiwei dropping and smashing a 2000-year old urn. The urn was valuable not only financially, but also symbolically and culturally.

rmbpxgz8wdhpras020tn.jpg

Source: https://www.royalacademy.org.uk/article/ai-weiwei-beginners-guide

Huan:  “Holy moly, I can’t believe he did that in the name of art. If you wanted a reaction that was a way to get a big one.”

Matthew:  “I think it was badass but intense.”

Ian:  “I think it’s a shame to destroy history for the sake of attention.”

While there’s some debate in Tribe over what should and shouldn’t be considered art, everyone agrees that art is about pushing boundaries.

To end the unit, we took a trip to Smithsonian’s Hirsshorn Museum to see Ai Weiwei’s work up close.

IMG_1849.JPG

FullSizeRender 3.jpg

A trip to Washington, D.C. isn’t complete unless you take some tourist-y pictures with the Capitol and the Washington Monument!

IMG_2684.JPG.jpeg

Waiting for the museum to open. Laura S. DeThorne, an SLP from the University of Illinois-Urbana, and her colleague, Henry, joined the outing!

The first part of the Ai Weiwei exhibit showcased a wallpaper installation entitled The Plain Version of the Animal That Looks Like a Llama but Is Really an Alpaca. After a closer inspection of the wallpaper, the Tribe found images of “technology” (Ian), “Twitter bird” (Huan), and “handcuffs” (Ben). Emma and Tom offered up their interpretations of the piece: “It says something about corruption” (Emma) and “The golden age of policing” (Tom).

The exhibit also featured the debut of Trace, an installation of Lego portraits. From the Hirshhorn website: The portraits are of free speech advocates and activists who “have been detained, exiled, or have sought political asylum because of their actions, beliefs, or affiliations.” In Emma’s words, “They were all revolutionaries.”

IMG_2707.JPG.jpeg

Checking out Trace. Navigating past the wall art and the floor installation took a lot of motor control! Huan reflects on the experience: “It took a lot to be aware of everything. The hardest part was not to touch the walls.”

IMG_2709.JPG.jpeg

Reading about the revolutionaries featured in Trace.

When asked how the portraits were a form of social protest, Huan shared: “It is recognizing their sacrifices.” Ian also shared, “Well plastering their infamous images on the floor calls attention to their names.”

IMG_1871.JPG

IMG_1924.JPG

Posing like Ai Weiwei!

IMG_2713.JPG.jpeg

Sharing their final reflections on Ai Weiwei’s work:

Ian: “The openness of the space makes such a difference. I get what Liz was saying about the space being part of the experience.” “It was powerful to see protest in art while browsing through each level of the Hirshhorn. The Ai Weiwei exhibit with the Legos was by far my favorite. It featured images of revolutionaries accused and charged as terrorists in Legos on the floor. It’s so crazy to think of being punished for standing up against evil.”

Tom: “I think it was a good way to call attention to those persecuted for social advocacy.” “It was so intense. I got every piece and I felt the oppression the artist wanted me to. I felt empowered to share my own oppressions.”

Huan: “The trip to the Hirshhorn was powerful I was terribly impressed with the art and how it can communicate the artist’s message. I thought the Ai Weiwei exhibit was incredible. The pictures of individuals who have lost their freedom for standing up for their beliefs was so amazing. I can’t believe that he was able to do this in Legos!

IMG_1890.JPG

Until next time, D.C.!

~Janine Caguicla and The Tribe

Letterboards, not just life changing.. life saving

I am so excited to introduce Diane Belnavis and Brent Sullivan as guest bloggers!  We formed an instant friendship when I met Brent, Diane and Dylan at the TASH Conference in Portland Oregon in November 2015. They have one of the most beautiful stories I have ever heard and it keeps getting better and better with time.  I am so grateful to Brent and Diane for their willingness to share their story.  Be sure to meet Brent at the Nonspeaking CommUnity Consortium’s Motormorphosis Conference July 21-23, 2017!

Diane’s story:
In the spring of 1984, six years before my son Dylan was born, Brent joined our family. He is a non-speaker with autism and is now 48 years old.

Dylan (left) and Brent (right)

While in graduate school in Oregon in the early 80’s, I worked as the night manager of a group home for children with disabilities (yes, children. really). Brent moved into the home with four other children in 1982. He was thirteen years old. When I finished my degree a few years later and left my job at the group home, Brent came with me. By that time, we were close friends and I knew that there was no way I could leave him behind.

My son Dylan was born six years later. They grew up as brothers and have always been close, even though there is a 20 year age difference. When Dylan was in elementary school, he wrote an amazing story titled ‘My very own Rain Man’. It is the story of his childhood with Brent. They have created their own holiday family traditions together, and Brent has been there with Dylan through every one of life’s milestones.

Dylan was living in Portland, Oregon when Brent began using the letterboard three years ago. Of course I kept him up to date on the progress Brent was making, but until he saw Brent do it for himself, the reality of Spelling to Communicate didn’t really sink in. He met Elizabeth and the GKTC tribe in 2015 when they presented in Portland at the TASH conference, and months later decided to move back to Pennsylvania to learn letterboard with Brent.

Brent and Dylan – brothers in every meaning of the word.

Dylan became Brent’s official staff person last year and they now work on letterboard a few times a week (in between farm chores and planting sunflowers!). Last fall, Brent spelled to Dylan ‘Stop I am in need of medical attention’. Since then, for the last six months, Brent has been guiding us with spelling… through medical appointments, surgery, ultrasounds, cat scans, blood work and XRays. We have practiced scenarios, watched YouTube videos to prepare, and Brent has instructed us, by letterboard, what to say to the doctor in order to lessen his anxiety and keep his body calm through exams. I go into each test and appointment first, and explain to the doctor or technician the requests Brent has made and the trigger words to avoid.

Dylan was dedicated to learning to use the letterboards with Brent.

He has been unbelievable. He has been completely successful in completing everything asked of him. He has guided Dylan and me through each day as far as how he wishes to change his diet and his daily routine to improve his overall health. He has spelled ‘Do not offer me any sugar’, ‘Take me to the Y for exercise’, and even ‘No, I don’t want ice cream, I want a fruit smoothie for dessert’!

In March, he spelled to Elizabeth ‘Letterboard has saved my life’.

“THE SAD REALITY IS THAT MANY HAVE GIVEN UP ON ADULTS. OUR LIVES MATTER.”

Brent’s story:
MY DESIRE IS TO ADVOCATE FOR COMMUNICATION SUPPORTS AND HOUSING FOR ADULT AUTISTICS. LIFE IS WORTH LIVING NOW THAT I HAVE COMMUNICATION. ELIZABETH, COMMUNICATION JUST SAVED MY LIFE. I FEEL GRATEFUL BECAUSE I TOLD MY DOCTORS WHAT WAS HAPPENING. I AM WORRIED BUT BELIEVE IN THE DOCTORS AND MEDICAL INTERVENTION.

ELIZABETH, I AM THE MOST LUCKY MAN EVER. BUT THE ONES IN SILENCE ARE NOT SO LUCKY. THEY MIGHT NOT EVER BE ABLE TO TELL SOMEONE THEY ARE SICK. THEY MAY NEVER SAY I LOVE YOU. THEY NEED TO LEARN HOW TO SPELL ON THE STENCIL BOARDS AND LETTERBOARD TOO. TEACH THEM LIKE YOU TAUGHT ME.

ELIZABETH, I WAS THINKING ABOUT MY LIFE. I NEED TO MAKE SOMETHING OF MY TIME ON EARTH. THE WORST THING IS TO BE A VISITOR TO LIFE INSTEAD OF A PARTICIPANT. I WANT TO ADVOCATE FOR OTHER INDIVIDUALS WHO ARE TRAPPED IN THEIR OWN BODIES. THEY MUST FEEL THE SAME LONELINESS I DID. TIME TO JOIN THE CONVERSATION INSTEAD OF BEING THE CONVERSATION.

THE SAD REALITY IS THAT MANY HAVE GIVEN UP ON ADULTS. OUR LIVES MATTER. ELIZABETH, THIS IS MY MISSION NOW. THE ADULTS HAVE GONE SILENT TOO LONG. MY QUALITY OF LIFE HAS CHANGED DRAMATICALLY SINCE I STARTED SPELLING WITH DIANE AND ELIZABETH AND DYLAN.

ELIZABETH, NOT WITHOUT SPELLING WOULD I HAVE BEEN ABLE TO GET THE MEDICAL HELP I NEEDED. JUST HOW MANY HAVE DIED OR SUFFERED JUST BECAUSE THEIR OWN BROKEN BODIES CONDEMN THEM TO SILENCE?

ELIZABETH, THERE IS MUCH WE NEED TO DO. LET’S REACH OUT TO SILENT ADULTS AND TEACH THEM TO SPELL ON THE LETTERBOARDS. TEACH PARENTS, CAREGIVERS AND THOSE WHO WORK WITH MENTAL EDUCATION THAT ONE IS NEVER TOO OLD TO LEARN.

 

Elizabeth and Brent hamming it up!

Thank you to Brent and Diane for sharing their beautiful story, dreams and hopes with us. I am truly grateful to have you all in my life!  ~Elizabeth

Unintentional Harm: Understanding the Out of Control Body

Recently, one of our parents asked what to do when her son become grabby and pinchy at home or school.  She recognizes that her son has motor control issues and knows that he is not trying to intentionally hurt her but is having trouble reconciling the difference between his intentions and actions. All of our clients have motor control difficulties, formally known as apraxia, but informally described as a “body-brain disconnect.” We have also written about it here and here. Since we believe the real experts we decided to pass this mom’s question along to “The Tribe”, our group of nonspeaking young adults who communicate through spelling.

Here’s some of the Tribe – Ben, Huan, Emma, Lisa, Ryan and Paul.

Huan: Explain that when something like that happens he does not wish to hurt anyone. He is most likely over stimulated and had no other outlet in that moment. It’s a really terrible feeling to experience and that’s the only way I can explain it. Just trust that he really doesn’t want to hurt anyone.

Emma: I definitely feel your pain. I am one of those who can’t control their body. I know it is not ok for me to shriek but I can’t stop myself even when it is affecting my friends. Try to be patient and know it is not his intention to hurt you.

Ben: It’s hard when teachers don’t understand you and some kids unknowingly provoke you and your body is vibrating and feels as if you might explode and you actually do and someone gets hurt. Your heart breaks, but now you’re in trouble and you can’t remember how you lost the control you worked so hard to maintain. If teachers can’t understand this impulse, how are we supposed to stop? How are we to progress? It’s like, not hard.

And some more of our Tribe – Tom, Ian and Ryan

Ian: Tell the teachers there are things going on in the environment that neurotypicals will never pick up on, and when they try to control your son they are getting in the way of his self-regulation process and he strikes.

Paul: Tell them he doesn’t want to do it. It’s his brain body disconnect. And he is intensely dysregulated.

Davis: One of the hardest things to explain is doing something horrible to someone you love. It is the last thing that you want to do and it makes you sick to accept that you did this. I wish I could give you a better answer. It is anxiety and constant dysregulation not your sweet child’s intentions at fault.
Another of our clients, Jordyn, has more to share on how he struggles when his unintentional actions hurt others. Thanks to the Tribe for your insight on this complicated and emotional issue.
~Elizabeth and The Tribe

We have a dream… celebrating MLK weekend in Atlanta

In celebration of Martin Luther King Day, we are reposting this blog from MLK weekend in Atlanta 2 years ago!  Wow!  It is amazing to see how far along these fantastic spellers and self advocates have come since then! The fight for communication rights is stronger than ever! ~Elizabeth

I returned from my second workshop in Atlanta on Martin Luther King Day, January 19, 2015. What a great workshop – 9 funny, smart, hard-working and thoughtful kids, great parents eager to use…

Source: We have a dream… celebrating MLK weekend in Atlanta

Inclusion ~ Evan, Shine Your Light!

I wanted to finish off 2016 with one of our favorite moments of the year. Prepare for some guaranteed happiness as you witness what happened when one of our clients was given the opportunity to conduct his school choir. Evan is one feisty, adorable guy who never fails to make me laugh during our sessions together. His communication through spelling is strong – but Evan has a way of getting his point across with or without the letterboards! Evan’s video of his conducting debut went viral but when his mother told me the entire story,  I knew you all needed to hear it too!  Evan’s mom, Elizabeth Zielinski, agreed to share Evan’s story with us as today’s guest blogger.  Enjoy and kick off the New Year by sharing this story of joy!!  ~Elizabeth, Elizabeth & Evan 

My son, Evan, is 11 years old, autistic, and unreliably verbal. He is in fifth grade in public school, placed in a self-contained classroom, with various opportunities throughout the day where he is included with his neurotypical peers in the general education setting.

Some of Evan’s behaviors prevent him from being fully mainstreamed into general education classes for safety reasons. But with our insistence and with our school’s cooperation, he is included in many experiential learning opportunities and also in extracurricular events. One of those events was the recent fifth grade winter chorus.

His dad and I were told he would be included last Fall, and we hesitated to give permission because we didn’t know how well he would do with the sensory stimulation. But we had a lot of faith in our school’s remarkable music teacher, Mr. Charlie Ring, and trusted that he would ensure Evan’s experience was a good one.

Leading up to the event Evan grew excited and told us that he was going to be a guest conductor of one song. He showed us his plan for approaching the front and leading the chorus.  We were naturally entertained and thrilled to expect this.

When the afternoon school assembly performance arrived, I waited expectantly to see Evan’s debut as conductor. To my disappointment, it didn’t happen. I approached Mr. Ring to ask why, only to learn that it was never part of the program, but a way that Mr. Ring was helping Evan to participate in rehearsals. Evan didn’t seem to realize that it wasn’t going to happen for the actual performance, or if he did, his unreliable speech meant we didn’t know what he expected or hoped to have happen.

And that’s when the magic started. After I asked my question of Mr. Ring and we realized the misunderstanding, Mr. Ring only asked if I thought Evan would be able to do it without a formal rehearsal. I said I thought he would. Right then and there, Mr. Ring starting planning the changes to include Evan as guest conductor in the evening performance for the community.

Prior to the second and last performance, Mr. Ring explained to the rest of the fifth graders what the change to the evening program would include:

Missing from that video was the round of applause Evan got from his classmates before the announcement that he would be conducting, proving that acceptance comes naturally to kids when given the opportunity.

Evan waited patiently backstage, but you can see the anticipation on his face.

screen-shot-2016-12-20-at-11-01-51-am

And then, show time. It was the second performance of the day, he had been wearing his uncomfortable show clothes for hours, and he had to stand on risers and pay attention; even though singing along was not an option for him. Anyone who knows him would tell you, all of that alone was a lot to ask. But toward the end of the show, this happened:

No one had seen him do this before, but he showed us that it was worth the wait. As of this writing, the video has been viewed over 50,000 times on Facebook and another 1,300 times on YouTube; and has been shared hundreds of times worldwide. Based on the comments I’ve received; it has touched a lot of people.

What I love about this is not just that my son had a moment of joy and celebration. It’s also that everyone else shared in that with him. It wasn’t just the joy on his face in the video that touches me, it was the appreciation of his fellow fifth graders and the audience when they watched him have his starring moment. There are some chuckles, but not at Evan’s expense.  They are just seeing him have an entertaining experience.

The most important thing we have learned about inclusion through this experience is that it doesn’t mean building events around Evan’s needs, oversimplifying his experience, or putting him into a fully neurotypical environment and seeing how long he can last before extracting him. What it does mean is being open to and creative about those moments that allow him to learn and grow like any student wants to do. That requires seeing him with the best of expectations about what he can do, and trusting that no matter what happens, everyone will grow from it.

Finally, the awesome Mr. Ring sent Evan a celebratory gift after the fact: he now owns the conductor’s baton he used that evening as a reminder of his starring moment.

img_7185

 

Creating Social and Communication Opportunities

We are often inspired by the creative strategies our families find to make education and communication on the letter boards interesting and meaningful. During a Skype consult, Jasmin explained how she created social and communication opportunities between her son, who spells to communicate, and her nephew. Jasmin graciously agreed to share her fantastic strategies as today’s guest blogger!

Guest blogger bio: Jasmin Dutton is one of our GKTC moms from Quebec, Canada. She has been an avid homeschooler to both her sons for the past 7 years. After months of attempting to teach her son to point on her own, Jasmin and Wyatt took off on the boards after observing a GKTC workshop in March 2016. Jasmin enjoys gardening, and the outdoors in all seasons. She likes to emphasize a love of nature, curiosity and social contribution in her teachings.

Beyond the Boards

What has always attracted me most to Growing Kids Therapy Center is the emphasis Elizabeth and her team places on community building and collaboration amongst their students. This is something I’ve always wanted for my son but due to so many challenges, have struggled to create.

This past summer I have been determined to make it happen. So I took everything I have learned from coaching my son on the boards and put it into helping him connect socially.

Tolerance – for socializing: not outside the house, zero with strangers, tricky with same aged peers, and requiring structure and support. So it would have to be at home, someone older and familiar and well planned. There was also no way Wyatt would tolerate being left alone with anyone. This was not going to be respite. I would have to be present and directing the engagement.  Luckily, my 17 year old nephew lives nearby so I got in touch with him and made arrangements for him to come by for an hour a week to “hang out” with Wyatt and me.

Skill Goal – the challenge here was socializing so it would be over the top to work simultaneously on learning new physical skills. We’ve stuck to familiar activities that Wyatt excels at, such as cooking and swimming and have participated in them as a team, with me coaching both guys in the activity and creating opportunity for them to work together.  I was able to model for my nephew how to interact with Wyatt

Cognitive Goal – having always homeschooled my son, conversation can get pretty stale around here. I wanted my nephew to bring in conversation that would expose Wyatt to what teens are up to; the music, hobbies, and interests. Conversations were started around where my nephew was going to college in the fall, what his course load looked like and what he had to accomplish to be accepted into his program.

Response Level – well, response level wasn’t something I had thought too much of in the beginning, hoping really, that Wyatt would just stick around, but it was something that developed organically over time.  During one occasion, I came up with an activity Wyatt and his cousin could do together.  I would ask his cousin questions regarding his interests, he would then write his answer in invisible ink and Wyatt would use a developer pen to reveal the answer (we have linked two cool options if you want to try this at home!). Wyatt was pretty enthusiastic about the activity and I asked if he wanted me to ask him questions as well, and he agreed. So I quickly ran to get his board and took turns asking the guys each a personal interest question, trying my darndest not to cry at what I was witnessing.

This has been such a huge success for Wyatt that I have recently hired another teen (still familiar but less so) to come by during the week, and am using the same goals with her as I do with my nephew. I still need to remain present and help guide the interactions but my son now has the opportunity to collaborate. This fall, I will definitely be planning out more ways to use the boards during their times together. The experience has given me a burst of confidence and motivation to look closely at the opportunities I want for my son, envision what that could look like for him and make it happen.

photo

Jasmin, thank you for sharing your fantastic ideas for developing new relationships for your son! For many of our kids, building in opportunities for peer communication requires creativity, I know so many families will benefit from these great strategies!

~Elizabeth and Jasmin