Waving

To be honest at times I am just so tired of looking at all of this autism information (there is so much) and webbing and wiggling through it. Callison related that, “the skill sets associated with Information Inquiry learning will seem demanding beyond the norm.” To be honest, this project has taken its toll on me, but it has been rewarding, and I am quite sure I would have spent just as much time researching and thinking about the autism and its effects on our family the past few weeks regardless of the assignment. My inquiry experience was more than just writing the paper and posting it. It was a process that required me to web and weave and wiggle. As I’ve been working on my waving project, I’ve found that information inquiry is a life-skill. And in life we experience circular patterns all the time. We research, think, draw conclusions, revisit, and often revisit again. At times in life, we have topics or issues that consume us for a time period.  I’ve felt consumed from the outset of the project because I was emotionally involved in this experience. In the past few weeks I’ve learned to research smarted, to somehow make time to relax, and I’ve made new friends.

As a  SLIS student, it’s my goal to be able to guide students and patrons through their inquiry processes. I’ll have students and patrons dealing with more pressing issues that completing a class assignment. They’ll be working their way through the “assignments” life throws at them and I want to be the librarian that guides them through the inquiry process.

My Brandon has picked up his eating of solid foods and his anxiety has seemed a bit more manageable since he has settled in to a school routine. He’s done all of this without medication.  So he’s making progress! J So my wishing that I could information to help Brandon was successful. As far is wishing is concerned. I wish I had talked to more individuals in the beginning of the inquiry process. I think that in just jumping out there into information online I lost the personal aspect or the recursive, analytical aspect of the process. I found that when I talked to professionals and friends about what was happening and what I found in my research, it helped me make sense of my research findings.

The technology requirements that I used in the process included:

 Awesome Highlighter-which allowed me take quickly highlight information as I skimmed and read online information.

Electronic Communication tools such as email and facebook to network, get questions answered, find support groups and doctors, get IMCPL library cards to get materials I wanted, etc…

Productivity Tools-Digital camera to photograph Brandon, foods he eating, and older digital files to create project.

Web-based tool – Roxio Photo Show for the waving project and which served as a place to organize some of my information as I pressed on.

I’ve attached my waving project here and I am sharing it with my husband first. I’ve compiled a list of 10 things that I want to remember about my autistic son as we face future challenges.  I hope to share it at a future autism support group meeting too.

Roxio Project Link: http://www.photoshow.com/watch/Qj6Ea2vi

It Takes a Village

My husband and I feel so blessed to have our sons in an awesome school. Our case conference last Thursday was wonderful. First of all, the school called the conference after I had talked with some of the special services staff regarding Brandon’s fear of swallowing and choking. There were 7 educators in attendance, and they were all very supportive in digging in and discussing his situation and suggesting interventions. We are working on some of the interventions. In the Stripling text the role of self-talk in the inquiry process was interesting to me because we’ve been use self talk to take Brandon through his challenges. I had never really thought about self-talk as a part of the inquiry process….this blog has provided with me with the opportunity to journal the steps I have taken in the process though.

While I am still wiggling, I am closer to weaving all of this together and feel so much better about the professional staff that my son has working for him. Even if there is no magic answer, I feel better as a mom.

The autism support group that I attended the same evening left me with several impressions too. I learned about Applied Behavioral Analysis offerings in the area and what they provide. Personally, I really wanted an opportunity to meet some people in similar situations and talk with them, but there really wasn’t an opportunity to do so at this meeting….maybe next time.

Good Night

Last night was so good at my house. My youngest is actually eating more solid-like foods and seems much less apprehensive about swallowing choking. He got his homework and went to bed on time.  It wasn’t a perfect evening though. There were a couple of meltdowns, but I feel like I am responding (or not responding) to those better. It was a nice break after what felt like an all-consuming week to me. Here is my recap of the week and ASD trials with my 8w notations:

 Explore each of the 8W's. Click on the link for each of the Ws below to read about this aspect of inquiry.

§ Watching (Exploring) asks students to explore and become observers of their environment. It asks students to become more in tune to the world around them from family needs to global concerns.

§ Wondering (Questioning) focuses on brainstorming options, discussing ideas, identifying problems, and developing questions.

§ Webbing (Searching) directs students to locate, search for, and connect ideas and information. One piece of information may lead to new questions and areas of interest. Students select those resources that are relevant and organize them into meaningful clusters.

§ Wiggling (Evaluating) is often the toughest phase for students. They're often uncertain about what they've found and where they're going with a project. Wiggling involves evaluating content, along with twisting and turning information looking for clues, ideas, and perspectives.

§ Weaving (Synthesizing) consists of organizing ideas, creating models, and formulating plans. It focuses on the application, analysis, and synthesis of information.

§ Wrapping (Creating) involves creating and packaging ideas and solutions. Why is this important? Who needs to know about this? How can I effectively convey my ideas to others? Many packages get wrapped and rewrapped before they're given away.

§ Waving (Communicating) is communicating ideas to others through presenting, publishing, and sharing. Students share their ideas, try out new approaches, and ask for feedback.

§ Wishing (Assessing) is assessing, evaluating, and reflecting on the process and product. Students begin thinking about how the project went and consider possibilities for the future.  (Annette Lamb’s 8Ws)

Monday (Labor Day)—My youngest was still not eating. I continued to scour the Internet for information regarding ASD and fears. I did search some IUPUI databases for articles regarding the issue and found a few-I’m just sad for my son. He said he does want to eat things like pizza and chicken nuggets (yes, we’ve been bribing him with the foods he loves). He also said he feels like he can’t. We resolve to take him to see the pediatrician recommended first thing Tuesday. Watching, Wondering, Webbing

Tuesday—We saw the pediatrician first thing and she recommended Prozac. My husband I were disappointed that she didn’t spend more time talking to us about other options. She said that he’ll eat when he is hungry and advised us not to talk about his choking experience again. So…as soon as I got him off to school in the morning, I took a lot of action. I was calling and emailing pediatricians, school psychologists, teachers, searching online for books at my local library and the Temple Grandin movie. Yes, I probably went overboard that day, but I wasn’t sure what else to do. She even emailed me with support group information. In turn, I emailed the support group to learn how I RSVP for the meetings. Watching, Wondering, Webbing, Wiggling, Weaving, Wrapping

Wednesday—The school psychologist, ASD specialist, and teachers informed that we would sit down to a case conference next week. I believe the agenda includes Brandon’s anxiety and his reading skills. The great thing about Wednesday was the chance opportunity to talk to an acquaintance about the situation. Humans just need to vent sometimes and it was really helpful to me. Brandon is still only eating soup, pudding, and mashed potatoes in very small portions. Wondering, Webbing, Wiggling, Weaving, Wrapping

Thursday—Brandon had his best day at school yet (he didn’t mention feeling sick to his teacher once J) despite the fact he’s still on his normal diet. I took a trip to Indianapolis Marion County Public Library for the first time), got a card, and checked out the books that I had found when I was searching on Tuesday. Watching, Wondering, Webbing, Wiggling, Wrapping

Friday—Received email regarding the support group. I plan to attend their next meeting on Sept. 16^th. Weaving, Wrapping

Saturday and Sunday—Same old diet for Brandon and I have been reading tips to try to get him to branch out and eat more solid foods. Watching, Wondering

I am beginning the process of weaving and waving as I have come to some conclusions and revisited prior conclusions in this recursive project. I feel like been wishing throughout the process as well.

Long Weekend

---I am honing in on my direction for this project after my latest episode in youngest son's life. Our long weekend had indeed been long since he has become very apprehensive about eating. His stomachaches have subsided a bit, but he is now very concerned about choking. He is so concerned that he's only eaten VERY soft foods and liquids for the past few days. He did have issues swallowing a potato chip a week or so ago, and then this fear has come on suddenly. My husband and I have been trying to convince him that he can eat and be safe. We scoured the Internet for some links. I've explored the IUPUI databases for articles and information. I've found out that psedodysphagia (fear of choking) is a condition that we may want to talk to his doctor about. My husband and I have resolved to call the behavioral pediatrician recommended to us first thing Tuesday morning and go from there.

As a mom, I just want to help my baby. I want to protect him, but I want him to know that he's okay even if I am not right there beside him all of the time. I feel like I have done lots of watching and wondering as far as he and his anxiety and this inquiry process are concerned. I have begun some webbing as well. This is a very personal topic for me, but I feel as though the timing makes in a completely authentic learning experience.

Another Day

I just realized that I should have also shared other topics that I thought about using for my personal inquiry project per Annette's weekly e-mail. So....I did actually consider Disneyworld as my family is considering making our first trip there next summer. Talking with others about planning such a trip, I've learned that we will definitely need to do our homework before we book the first reservation.

On another note, I considered an inquiry project that would take me libraries I had never visited. I'm a sucker for libraries, especially the Carnegie libraries. I thought this type of inquiry may call for several "in person" visits and I was not sure that I could commit to that this semester with 2 classes, a full-time job, and a family. It is still my goal to visit 2 new libraries a month though.

On to the topic I did chose. I caught just a few minutes of the Emmy's last night and saw Temple Grandin called out to stand up by the actress that played her in the HBO movie. I had only heard of Temple Grandin this past spring during my son's case conference. I'd really like to track down a copy of the movie and watch it. I also used Facebook to connect with an old friend whose son also has autism. 

What to do?

What to do? I have been mulling over this question for a week, and in this same week I have been working hard to get my 2nd grade son acclamated to school again. My son was diagnosed with high-functioning Autism last spring. Quite honestly, I did just a bit of research regarding Autism just prior to and following his case conference. I acted as his advocate, along with my husband, when I let his classroom teacher know that he should move on to 2nd grade with the "friends" he had made in 1st grade. Then summer break...was just that for him, a break from the school routine, and so it was a bit of break for me in facing the facts and taking the time to do more research as his number one advocate. After all, I had classes and work to tend to, and he was content.  And now....after a heart-wrenching 2 weeks of his tummy aches, tears, and trials, I feel that this is the path I need to take and want to take in my inquiry project. I want to know more about behavioral pediatrics, support groups for parents, Prozac for children (I'll explain that in an upcoming blog!), and Autism in general....and I intend to find out.