Difference between revisions of "Josh"
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* random vocalizations (we encourage this one over the others, as it is more communicative in nature) | * random vocalizations (we encourage this one over the others, as it is more communicative in nature) | ||
There are a variety of methods Josh could use to indicate what he needs without having to use verbalizations (e.g. pointing, or taking someone by the shoulder and leading them); he seems unable to do any of them, though perhaps training could help with this. At school and other places, he often is given picture-cards as a way of informing him of the day's schedule; I don't know if anyone has made a serious effort to get Josh to indicate choices using similar cards. | There are a variety of methods Josh could use to indicate what he needs without having to use verbalizations (e.g. pointing, or taking someone by the shoulder and leading them); he seems unable to do any of them, though perhaps training could help with this. At school and other places, he often is given picture-cards as a way of informing him of the day's schedule; I don't know if anyone has made a serious effort to get Josh to indicate choices using similar cards. ('''2006-06-25 Update''': Yes. Read [[2000-05-26 note about Josh|this]].) | ||
Completing his toilet-training would also be very helpful. All that remains to be taught is wiping, which (unfortunately) is a fairly complicated process and requires some communication in order to be taught successfully. | Completing his toilet-training would also be very helpful. All that remains to be taught is wiping, which (unfortunately) is a fairly complicated process and requires some communication in order to be taught successfully. | ||
Revision as of 14:34, 25 June 2006
Josh (born 1992-12-12) is the oldest of Sandy's children still living at home. He is autistic, and currently does not use verbal communication (except apparently at school, where he is able to write and speak more or less rote responses on request).
Josh is unusually interactive for an autistic person; he smiles, gives eye contact, laughs, and plays possum sometimes when he knows he has to do something but doesn't want to; his main issue seems to be with communication. On a good day, he will hover outside the office door if he wants something; on a bad day, he will whack Benjy so Benjy will start crying and alert us that something needs attention (at which point we notice that Josh is out of juice, hasn't been fed, or whatever it may be). (We are, of course, trying to discourage this pattern.)
- Josh category with a few things in it
- Josh information for care providers (sitters)
- Josh and The System: the ongoing story of our attempts to get supportive services for Josh
Notes
Needs
The most important life-skill Josh could use at this point would be some way to indicate what he wants. His current methods of indicating that he wants something include:
- "hovering" around the office (to get our attention)
- whacking one or both of his brothers (so someone will get up and notice that his juice is empty)
- random vocalizations (we encourage this one over the others, as it is more communicative in nature)
There are a variety of methods Josh could use to indicate what he needs without having to use verbalizations (e.g. pointing, or taking someone by the shoulder and leading them); he seems unable to do any of them, though perhaps training could help with this. At school and other places, he often is given picture-cards as a way of informing him of the day's schedule; I don't know if anyone has made a serious effort to get Josh to indicate choices using similar cards. (2006-06-25 Update: Yes. Read this.)
Completing his toilet-training would also be very helpful. All that remains to be taught is wiping, which (unfortunately) is a fairly complicated process and requires some communication in order to be taught successfully.