Ben
His Progress While In A
Growing Minds Autism Program
Ben began the Growing Minds program at age four, with a diagnosis of Autism Spectrum Disorder.
His Background
His Program
His Development in the following areas:
Social
Language
Academic & Cognitive
Motor
Statement From Ben's Mother
Ben's development was typical until the age of twelve months. Following an adverse reaction to a routine vaccination, Ben stopped vocalizing and began to withdraw from physical and social contact. At age two, he had no eye contact and no recognizable speech. He was withdrawn and would not allow cuddling or kissing from his parents. His days were spent in repetitive activities, such as spinning himself and objects, slamming doors and placing objects in lines.
In early 2000, Ben's parents and grandfather attended training (workshops) in a play-based method. They began a play-based home program, which they ran for the next ten months. They also placed Ben on a gluten- and casein-free diet. Ben's progress was substantial. His eye contact increased, he became more social and affectionate and he began speaking. At the end of this ten-month period, Ben's speech therapist assessed his language development as 2-3 years (he was then age 4 ½). Ben also had gains in self-help and fine motor skills.
Ben's parents approached Growing Minds because they felt that Ben's home program was no longer challenging him and that he was under-stimulated. They felt the need for more structured curriculum with continuing direction and support. They believed that Ben was capable of developing more quickly and they wanted clear goals and methods to teach him. They were also concerned about growing behavioral problems, including severe tantrums when his wants were not met and physical aggression towards his little sister. Ben could not go outside or to public places without adverse incidents, such as running away, tantruming, being unaware of dangers, etc. Although the family recognized the need to challenge Ben more, his severe tantrums whenever he was challenged left them unclear as to how to proceed. Ben had low attention and cooperation, and demonstrated continuing self-stimulating behavior.
Ben's family decided to participate in the Growing Minds Distance Program. Under our direction, they created a thorough written and video documentation of Ben's abilities and behavior. This became the basis for creating educational goals and an individualized curriculum plan for Ben, as well as for designing strategies to address Ben's behavioral issues. Growing Minds training was provided by phone and Internet over a twelve-month period. At our recommendation, Ben simultaneously began a biomedical program under the direction of Dr. Ed Danczak (www.autismmanagement.com). Also at our suggestion, Ben underwent Auditory Integration Training and was treated by a Behavioral Optometrist for visual tracking difficulties.
After ten months, Ben (now age five) began to attend school for half-days in a regular classroom with a one-to one aide. He continued in his home program during the afternoons. The family participated in a five-day Growing Minds program in Florida in early 2002 (after one year of the distance program). The purpose of this program was to prepare Ben for the transition to full-time school, in a regular classroom, at age six.
After twelve months with Growing Minds program, Ben developed in the following new ways:
Ben's tantrums have decreased substantially. He verbalizes his feelings more frequently and he remains calm when his wants are not met.
He cooperates with most direct requests, and completes most of the tasks given to him, in and out of formal sessions.
Instead of tantruming to get his wants met, he is willing to "trade" work on some task for an activity he wants (for example, he will perform an academic activity in order to earn TV time instead of just tantruming until the TV is turned on).
He follows two-step instructions when the steps are unrelated. He is beginning to understand 3-step instructions.
He verbally requests assistance when needed.
When walking outside, Ben walks cooperatively, holding his mother's hand. He can be taken into varied situations, including crowded public places, without adverse incidents.
His eye contact has increased and he makes good eye contact most of the time. He often sustains eye contact for several seconds.
Ben allows more touch with family members and he has become more physically affectionate.
He understands dangers when they are pointed out to him and he acts appropriately.
His self-stimulating or exclusive behaviors have decreased considerably. He no longer lines up objects (in the past, this was his primary self-stimulating behavior).
Ben is less aggressive towards his sister and he now plays cooperatively with her for longer periods.
He is interested in other children. He plays next to other children without becoming aggressive towards them. He takes turns and shares toys.
Ben has begun to attend school four mornings per week. He attends a mainstream kindergarten class with children 1-2 years younger than he is. He has made a good adjustment, demonstrating cooperation with classroom behavior. He is developing friendships with other children.
When it is necessary to ask Ben to stop a particular action, he usually responds positively to a single request.
He asks for people he knows and he misses people he hasn't seen for a while
Ben helps to undress, dress, wash and dry himself.
He assists adults with simple tasks on request (for example, cleaning up spills, passing food or drink, taking dirty dishes to the designated place).
He laughs at the appropriate times.
Ben's use of language and vocabulary have continued to increase. His language has been assessed as age-appropriate by a speech therapist (independent of Growing Minds).
He is more able to understand speech and responds more consistently.
Ben expresses his wants in sentences.
Ben makes and responds to verbal greetings, such as hello, good-bye, good morning, good night, please and thank you.
He states yes and no to indicate his preference.
He asks and answers "where" and "what" questions.
He spontaneously uses 4-6 words in a sentence.
He expresses his feelings in words (angry, scared, happy, excited) instead of tantruming.
Academic and Cognitive Development
Ben reads at the skill level of a seven-year-old (he is five)
His math abilities are considerably ahead of other children his age. He adds, subtracts, multiplies and divides.
He writes and spells simple words.
Ben's attention to instructional activity is greatly increased.
Ben makes eye contact when asked to "look". He sustains eye contact and has increased spontaneous eye contact. He responds to his name with eye contact during instructional sessions.
Ben sits cooperatively at the table for up to 20 minutes during instructional sessions.
He imitates gross motor movements, actions and words on request. He imitates actions paired with sounds.
He imitates sequences of up to five words or phrases clearly.
He imitates simple drawings.
He retrieves objects that are out of view when requested to do so.
Ben now joins in pretend play and displays imagination.
Ben identifies body parts, objects, pictures, familiar people, colors, shapes, letters, numbers and environmental sounds.
He matches identical objects, pictures, pictures to objects, colors, shapes, letters and numbers.
He matches objects by category and function.
He matches numbers to quantity and objects to written words.
He counts up to 20 items and specifies quantities of items.
He matches coins and identifies coins correctly (penny, dime etc.).
He names letter sounds.
He uses verbs to describe actions when looking at a picture book.
He tells the story when looking at a book that has been read many times.
He fills in a word when he is read a story when the word is missing.
He identifies in/out, up/down, top/bottom, under/over and loud/soft, on request.
He identifies his own gender and that of others.
Motor Development
Ben marches in time to music and claps to the beat of familiar songs or rhythms.
He moves his body in time to music and improvises movements to follow tempo/ rhythm.
Ben has established consistent right-handedness.
Ben holds a pen correctly, with a three-finger grip and his hand resting on the paper.
He colors within the lines of a circle and within outlined shapes.
Statement from Ben's mother, Sandi Collins:
I am the proud mother of two beautiful children, Ben (aged 5) and Jordan (aged 3).
Ben was diagnosed with autism when he was two and a half and we began a Son-Rise program for him a year later. Although Ben started to speak and interact more with everyone, we felt frustrated at times, because we did not know what to teach him next. He was also starting to show severe behavioral problems. We realized that, unless we found some direction, Ben would never understand how to interact fully in the outside world.
We began our long distance program with Growing Minds six months ago. Believe me, we have never looked back. The support and advice we receive twice a month has been paramount in the recovery of our child from autism. No longer do we feel stalemated or that we are losing our way. Any problems are quickly dealt with during a consultation or dialogue session with Steven or Kaitryn. Constructive advice is given, which works every time we put it into practice.
Ben has learned so much in the last six months. He no longer displays the behaviors he had when we began. He can take direction and actually enjoys it. He thrives on the different tasks we set him on a daily basis. At the same time, we still have all our enthusiasm and the non- judgmental attitude that we used before.
Our program goes from strength to strength. Even though we are the ones who play/work with Ben, I know that without Growing Minds I would not have the knowledge, support and understanding about autism that keeps our program strong.
Thanks to Growing Minds, our son has gone from the speech of a two-year-old to that of a five-year-old in only twelve months. To mention all the ways Ben has improved would take forever. His speech is improving daily, his imagination is blossoming, he plays with his little sister for longer periods of time and he is enjoying school. We are looking forward to continuing with Growing Minds. We will be forever grateful to Steven, Kaitryn and Stefanie for all that they do.
15096 115th Avenue North, Jupiter, Florida 33478
Phone: 561-748-9697 Fax: 561-748-6543
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1999
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