Jordan
His Progress While In A
Growing Minds Autism Program
Jordan
began his program at age three, shortly after being diagnosed with high-functioning
autism.
His Background
His Program
His Development
in the following areas:
Social
Language
Academic & Cognitive
Statement From Jordan's Mother
Jordan began the Growing Minds program at age three, shortly after being diagnosed with high-functioning autism, or possibly Asperger's Syndrome.
Jordan did not seem to have delays in fine and gross motor development. He had begun speaking shortly before his third birthday, but he did not speak often and much of his speech was composed of memorized phrases (such as those he heard on television), which he used repetitively and out of context. He rarely composed his own sentences, he had difficulty answering questions and he seldom engaged in conversation. He did not seem to understand sentences of more than three words and did not follow verbal directions.
With some skills, Jordan appeared to be highly intelligent and to have cognitive or academic abilities that were ahead of his age group. At age 30 months, Jordan's parents discovered that he could read, although he had not been taught to do so. At age three, he could read a story and repeat it in detail, but he could not answer questions such as "What would you like to do tomorrow?" Jordan seemed to use language primarily for self-stimulation, rather than for communication. He preferred books, television and the computer to interacting with people. His eye contact, cooperation and attention to people were very low.
Jordan cried frequently and he often appeared distressed and agitated, especially in public places such as the grocery store. He experienced agitation due to auditory or visual disturbances, such as loud noises, the sound of a plane overhead, flashing lights, etc. He had difficulty soothing himself and would cry for extended periods before going to sleep. He was not toilet trained.
Jordan's Growing Minds Program
Jordan's parents and grandmother attended a five-day Growing Minds program in Florida. Based on intensive observation of Jordan, social, behavioral and educational goals were established. A curriculum plan was developed that utilized both play-based and behavioral methods. Family members were trained to implement these methods and to recruit and train others to work with Jordan. Following their return from Florida, the family began a full-time home program (30 hours, five days per week) with continued phone and Internet support from the Growing Minds team. At our recommendation, they incorporated Sensory Integration methods and also placed Jordan on a biomedical program under the direction of Dr. Ed Danczak (www.autismmanagement.com).
After fifteen months of this program, Jordan (at age 4 ½) and his family returned for a second five-day program in Florida. Jordan had progressed significantly and had begun to attend school in the mornings. This program focused on strategies to help Jordan with the transition from home program to school and it addressed such issues as learning to play with peers, being comfortable and cooperative with transitions and in public places.
Now, eighteen moths after Jordan's program began, he attends full-time mainstream school with support. Jordan also continues in his home-based Growing Minds program after school hours. His program has been adapted to include more informal teaching and play outside the playroom, more supervised play dates with other children, clubs and outings.
After twelve months of the Growing Minds program, Jordan developed in the following new ways:
Jordan now presents as a highly social, talkative and curious little boy. During individual interaction with adults or children, he seldom shows behaviors or other signs that would identify him as autistic. He displays some vestiges of autistic behavior in environments with high sensory stimulation (such as shopping malls) or in situations where he is bored or not engaged (certain school activities).
There is no evidence that Jordan has difficulty relating to adults or children. His social behavior is appropriate for his age of 4 1/2 years.
His emotional responses are age-appropriate and situation-appropriate, as evidenced by facial expression, posture and manner. Jordan verbalizes his feelings in an appropriate manner.
Jordan's crying and signs of distress have decreased substantially and are now consistent with typical four-year-old behavior.
Jordan goes to sleep without tantruming and sleeps through the night.
He usually cooperates in public places (walks holding his mother's hand, responds to requests, asks permission to walk alone, etc.).
He handles most transitions cooperatively, even when they are not preferred (for instance, leaving the playground).
Jordan comments verbally on changes in routine, but he accepts these changes without undue distress.
Jordan can correctly guess the emotions associated with events. Example: When asked to complete this statement: "When the girl opened her present, a puppy crawled out. She felt____", Jordan answered " So lucky, surprised and loving. Puppies need a lot of care and attention. You have to feed them and walk them. I could do that!"
Jordan can explain the reasons for his emotions and he can describe how to help himself feel better. He also attempts to help others feel better with situation-appropriate actions.
Jordan's eye contact is substantially improved. He uses eye contact to begin, end and punctuate his speech. He makes eye contact in response to his name when playing and when called from a distance.
He frequently initiates play and conversation with children and adults. He generally prefers interaction with people to solitary play.
His play includes a willingness and enjoyment for participating in unfamiliar activities or activities chosen by others.
He participates in circle times and plays interactive games. He cooperates in games.
Jordan has age-appropriate use of and interest in toys and other objects.
He is popular with his classmates. In play with peers, he is gentle and well behaved, and he negotiates well for his wants. During play, he shares toys and takes turns.
He expresses caring, concern and compliments for his playmates (for instance, expresses concern and tries to help when a playmate falls down).
Jordan plays comfortably and cooperatively in small groups of children.
He does not become distressed by unusual or loud sounds and he is not distracted by sounds such as planes overhead.
He has a sense of humor. He likes to make up jokes and to make people laugh.
He knows when he has been naughty and apologizes verbally.
He understands that different people have different expectations of him. For instance, he knows that Granny is more lenient than Mom is and he can describe these differences verbally.
He has adjusted well to the birth of his baby sister. He is gentle and affectionate toward the baby.
He understands and obeys rules and codes of conduct for different situations (such as being quiet in the library). He pays attention to people in authority and accepts clear limits.
He understands when some one is lying or joking, especially if the lie or joke is obvious.
He cooperates with bathing and bedtime routines. He dresses himself and brushes his teeth.
He is toilet trained for bladder and bowel.
Jordan's verbal communication is age and situation appropriate.
He has greatly increased spontaneous language and conversation. He routinely initiates conversations with adults and children. He describes his opinions, actions and experiences spontaneously and on request.
He has substantially increased the number of words he uses.
He typically speaks in correct, complex sentences. .
He responds to 90% of what, where, who and why questions that are asked of him with appropriate answers. He also asks what, where, who and why questions frequently.
He uses pronouns to refer to himself (I, me, and mine). He uses plural and possessive nouns.
He expresses his feelings in words (angry, scared, happy, and excited). He uses over twenty words to describe different emotions. He distinguishes different levels of emotions (for instance, "a little nervous" or "very happy").
He offers verbal expressions of sympathy, agreement and compliments.
Jordan changes vocal tone or volume to emphasize certain words. He speaks with variation in pitch, stress and rhythm. He modulates his speech so that it does not have a monotone or flat quality.
Jordan's diction is good and his accent is similar to local children.
He understands simple figures of speech (such as, "You're pulling my leg.")
Academic and Cognitive Development
Jordan's academic skills are at or above the level of his peers.
Jordan reads at the skill level of an 8 -11 year old child.
He writes and spells simple words.
He counts over 20 objects.
He counts by rote to 200.
Jordan sits cooperatively in a chair during instructional sessions.
He follows the rules of classroom behavior.
He consistently imitates sequences of gross motor movements, actions with objects, fine motor movements and oral motor movements on request.
Jordan imitates sequences of words, songs and rhymes on request.
Jordan imitates the play of others.
Jordan identifies the name, category and function of body parts, object, pictures, colors, shapes and environmental sounds. He identifies the object that is missing from a group.
He identifies items that are different and the same.
Jordan identifies attributes, such as bight, small, long, short, heavy, light.
He matches identical objects, pictures, objects to pictures, colors, shapes, letters and numbers.
He matches number to quantity and objects to written words.
He gives his full name on request.
Jordan distinguishes left from right.
He identifies his own gender and that of others.
He dramatizes and engages in pretend play. He dramatizes what he has read or seen on video.
He labels the function of community helpers (such as firefighter, nurse, police officer, etc.).
Jordan predicts logical outcomes.
Jordan can take the perspective of another person and explain what they may think, feel or do.
Statement from Jordan's mother, Angela Casstles
When we were faced with Jordan's diagnosis of autism, we were given a lot of useless and conflicting advice. Steven Wertz was the first professional who admitted that he didn't have a book on Jordan and he didn't know all of the answers. We were convinced by his gentle, confident manner on that first phone call that he really did have the answers and that he would help us cure Jordan of his autism. In a split second, I made up my mind to trust this man 4,000 miles away in Florida, with something much more precious than just our hard-earned cash: my child's future.
I ended that first phone call feeling great, uplifted. I instinctively knew it was the best day's work I had ever done. And I was proved right.
Steven, Kaitryn and Stefanie spent an intensive week, coaching, mediating and cajoling us into becoming therapists for Jordan. They armed us with the skills necessary to turn a bunch of motley relatives into a dynamic, energetic, enthusiastic team.
After we returned home, the continuing distance program was as essential as the intensive week in keeping us focused and on track. In the early days, we longed to hear their voices on the other end of the telephone. An hour spent talking to one of them elevated our spirits. We still look forward to those calls and continue to get a lot out of them. Whether we discuss a change in program or finding a new therapist, advice from Growing Minds is always invaluable.
The whole journey with Growing Minds beside us had been nothing short of miraculous and we would not be so close to the end of the tunnel now without them. Jordan's changes have been extraordinary. Just to highlight a few…
Before our Growing Minds program, Jordan (then age three) was unable to link two concepts together. This made it impossible for him to understand even simple instructions. He was unable to tell us what he wanted and he spent a lot of time frustrated. He tantrumed and cried frequently throughout each day. His eye contact was very low and he did not point. He avoided contact and interaction with others. Although he had started to talk just before he was three years old, he could not hold a conversation, and he would not talk very often.
Now, fourteen month later, Jordan is very articulate, with an extensive vocabulary. He has an above average IQ, and his reading age is approximately 8-9 years. He is highly sociable and has lots of friends at school and the clubs he attends. He is the first person to make friends. He takes direction well, and never stops asking questions - Why? Why? Why? He is very loving and outwardly affectionate, and is just great fun to be with. He tells the worst-ever jokes, which he makes up himself!
We used to dread going to the supermarket, where people would comment on what an awful, badly behaved child we had. Now it's impossible to go out without someone telling me what a wonderful son I have. I get comments about how clever, funny and polite he is. What an amazing journey, what an amazing child, and how lucky and proud I feel to be his Mum.
We have made this journey with Jordan hand in hand with Growing Minds. Thank you seems so inadequate when I contemplate what they have helped and inspired us to achieve.
If I had to do the whole thing again tomorrow, I would still have their
number on direct dial!
15096 115th Avenue North, Jupiter, Florida 33478
Phone: 561-748-9697 Fax: 561-748-6543
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1999
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