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SALT advice please!

(7 Posts)
debs40 Thu 03-Sep-09 23:27:54

DS is 6. Just entered Yr 2 and has been referred to local SCD group for further ASD assessment.

We are still waiting for a SALT assessment and OT but I had a long chat with local head of OT yesterday about tackling sensory issues and low muscle tone. She gave me loads of good suggestions which I've passed on to school.

I'm seeing DS new teacher tomorrow to chat things over. They have helped him with extra support over the change of classes and are becoming more aware of his problems. However, as he's bright and copes well most of the time, this can mask things until he gets too stressed.

Anyway, I feel that one of his big issues is the social communication side of things. He is very uncomfortable in unfamiliar surroundings or with unfamiliar people (half his new class are not known to him) and with changes of routine.

He also finds it difficult to approach adults about problems. He takes things very literally soemtimes and I've come to understand that he needs new things broken down in to bite size bits if he's to understand.He can also beocme very confused about people's moods.

I just wondered if there are any SALTS (or folks with similar dcs!) out there who might have some suggestions I can make for addressing these types of issues.

SENCO is involved but I think because DS is still undergoing assessment, but seems ok most of the time, they've found it difficult to pigeon hole him. I think they're open to suggestion so any advice welcome!!

Barmymummy Fri 04-Sep-09 08:19:26

Hiya! Oh yes he started back yesterday didn't he? You were really worried how he would react going into class weren't you? How did it go?? smile

debs40 Fri 04-Sep-09 10:37:06

Thanks for asking barmy!

It was ok. I'd sent a long email updating his new teachers (he has two) but unfortunately the one who was on yesterday hadn't read it. He seemed to cope.

We went through everything in minute detail before we went to school. Getting changed, our walk, what would happen when we got there, what we would do if he got nervous and I think it all helped.

This morning was worse though as he didn't want me to go and I ended up staying in the classroom for a bit.

I'm talking to his teacher after school about it all.

moondog Fri 04-Sep-09 15:04:25

I'm asalt Debs, but it is impossible to give advice without knowing the specific child and the specific scenarious that cause problems.

The most helpful thing to do would probably be to document specific examples so that when yuo meet the salt you can talk them through with her.

Organising his timetable with routines and schedules and using a calendar/timetabel would probably help as might social stories with unfamiliar situations.

debs40 Fri 04-Sep-09 17:42:52

Thanks Moondog. Could I trouble you to give me a brief summary of the sort of thing you would deal with? DS's problems seem to be with pragmatic language, being able to talk to adults about things (like telling a teacher if he is being hit) and picking up on mood. Is this the sort of stuff a SALT would cover?

moondog Sun 06-Sep-09 11:34:47

Yes.
A list like that would be most helpful, partic if divided into three sections.

What happened before Yor son's behaviour What happened afterwards

We call these ABC charts (Antecendent/Behaviour/Consequence

So as an example

A. Asst. asked ds to put away his jigsaw as it was lunchtime. Ds said no. Asst. put it away herself.

B. Ds hit the asst.

C. Ds sent to the quiet chair.

Like this, you could pinpoint triggers so in above scenario, a policy of her coming to him 10 mins. before he needs to start clearing may help, and perhaps giving him an egg timer to show elapsing time.

Does this help? (If you all do it, then SALT will be able to help much more quickly and with definite strategies for concrete behaviours)

debs40 Sun 06-Sep-09 12:34:24

Thanks moondog, I will start making notes!

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