iwillholdon

Yes, have had similar problems. We tried various varieties of "paracetamol" medicine -- you can get different flavours not just the synthetic strawberry of the best known brand. also you can get it as "fast-tabs" which they suck and my son liked this much better, also easier to carry round and dont need to drink with it. Could try other methods to get temperature down such as cool damp sponge. It's not really vital to take pain/fever medication if they really dont want to . Antibiotics, though, are another matter. Its a shame the NHS Direct nurse was so unhelpful -- I know they have to stick to scripted advice. Best of luck

My son found playtimes very difficult from year1 -- he was always in trouble, crying, "fighting", etc because he just didnt know what to do in the unstructured situation. Fortunatley the SENCO recognised the problems that a number of children were having, and the school introduced lunchtime activities. So now the children can choose either to go outside, play football, or free play as they choose, OR they can do something inside such as watch a video, colouring, origami, knitting, board games, computer, or just read in the library. These activities vary day to day but on a timetable, and are supervised by a TA. He has found this really helpful as the activities arent stressful or pressured but recognise that not all children are comfortable running round outside. Sometimes he does choose to go out. There are also a lot of "quiet areas" outside where he sometimes persuades a group to go and look through pokemon cards or dinosaur pictures. They also have playground buddies - children that are trained to organise group games and include other children. I know its a case of resources and staff being willing to do it, but maybe you could suggest something similar, as I'm sure its not just ASD children who can benefit

I told my son about your son's concern about missing his pond and asked him what he thought. He thinks you should get several washing up bowls and put "pond stuff" in them so he can investigate and examine them inside the house. He says washing up bowls will be much better than a fish tank as they have a larger surface area, more like a real pond. Also he says you need green or brown bowls not pink ones!! Put the bowls next to each other to make a whole pond area (hope you have plenty of room for this!!) Don't know what you think of these insights but they did amuse me. And I do agree with Mumble that some pond time outdoors could be better than none, Though I suppose all the pond life will be buried deep in the mud rather than actively swimming around. Maybe spring will come early with global warming!

AS well as dealing with difficulties in forming words etc, SALTs can look at communication in a wider sense. Some areas have an ASD specialist. So they may be able to assess your child to see what communication difficultied they have in social groups at school, relating one to one etc. My son was observed throught a school day by a SALT and she gave a bvery detailed report about his interaction in different lessons, at break time. It was before his diagnosis but I think the information was used in helping reach the diagnosis

Sorry it seems that link wont work for me now -- but go to www.teachernet.gov.uk/wholeschool/sen/asds and follow the link "strategies for accesssing the curriculum" and it will then take you to a page where there are reccomendations for all the different subjects including PE. I thought it was useful info

I have found this document from the NAS -- hope its some help http://www.teachernet.gov.uk/_doc/6703/Phy...20Education.pdf I don't think its at all surprising that our kids find school PE difficult to cope with. Hope you find some understanding within the school.

The sandtimers look great! Although he's 10 he doesnt have any concept of time, so I think that could be really helpful as its so visual. Thanks, will give it a try

This week been having terrible problems getting T to school. We have been in quite a good morning routine and I did a visual timetable of the things he has to do to be ready (dress, eat breakfast, clean teeth etc), and it seemd to be working pretty well. But he's now started all kinds of delaying tactics -- "I've just got to finish this drawing / read this page / finish my game etc". I already try to enforce no tv or screen-based games in the morning as I know that's fatal for him. Tried to talk to him about school and doesnt seem to be any worse than usual. Maybe the christmas preparations are unsettling him a bit? I just find if I try to hurry him he gets more upset and then starts repeating his routines. End up late for school but he isnt bothered. I just hate the way he shouts at me and says its all my fault he is upset and late. He seems to hate leaving anything unfinished when its a case of stopping it to go to school, but doesnt have the same problem when its leaving homework unfinished or half-made lego lying round the house.! Wonder why!? The school has reacted kindly to me and dont seem to tell him off for being late

As the link says, this is a rating scale to help in diagnosing ADHD. I had to fill one of these in for my son, and also his class teacher did the "teachers version". I was very interested to see her comments as on some things she gave a very different answer. I'm never too sure how useful these things are as I think they are so subjective and depending on my own mood I might well give different answers. But I suppose they are an indication along with everything else to help get a diagnosis. It is up to the camhs staff to score it and work out what all the numbers mean Anyway I guess by now you have handed yours in, so hope you get some feedback soon.

You do sound so distressed - what other support do you have? Do you have any family or friends to call on? Did your Gp put you on any medication whiole you wait for the cbt. I dont know whether you have already dicounted this but it may be that you need something to see you through and help you gain enough equilibrium to get the best from the cbt when it comes through. Maybe you r Gp isnt aware of how " on the edge" you feel. Do hope you find some help today

Thanks for all your encouragemant. Just to say the meeting today with the outreach workers went well and I think they will be a good resource for help. They are continuing to observe my son inschool for the moment and then will arrange a feedback when they decide what is the best help for him

Thanks Cat, that reassures me a bit. So the main things to discuss seem to be homework, anxiety related to going to school, and how the school are managing him. I also wonder about statements. The school say he's not "bad enough" to need one; however, if he continues to be so anxious, threateneing to kill himself, would it be appropriate in any way. would this autism outreach person advise me on that? Hopefully after all this the school and myself will get some kind of advice, action plan. The SENCO does say that they want more help in how to manage him and cant decide whether his behaviour is attention seeking or part of the AS.

Has anyone come across one of these and what is your experience? Since being diagnosed AS in July my son 10 was referered to an Autism Outreach team run by the local Education dept. This term he has been observed 6 times in school by a lady. The school havent had any feedback as such, just copies of her observation notes which I havent seen. Then tomorrow 2 of the team are coming to see me at home in the day time. I must say I feel abit nervous about this wondering what to expect -- will they be critical or helpful. I presume since they work for education their main focus is on his learning at school, so I need to tell them about the stress he feels in going to school, dofficulties getting there, and also the homework problems. The school thinks he is worse on the days he is being observed and that he acts up beacuse of her. I'm not sure, although he did have some stressful days on the days she happened to be there. One issue for him is that he has sensibly sussed out that she is there to watch him.... not hard as he says she follows him everywhere he goes with a clipboard in her hand. He feel the teachers are"lying" when they have told him she is watching the whole class -- true really! On one occasion when she was there he had a major meltdown and was threatening to jump out of the 1st floor window, so I'm sure there are lots of notes about that. I suppose I'll just have to see this visit as a positive answer to my request for more help in dealing with his difficulties but I cant help feeling a bit threatened.

I'd like opinions about how to help my son (AS age 10) cope with the group games that you come across in kids clubs, cubs etc. He attends a club attached to our church and really wants to go and to join in, but gets so upset and frustrated by some of the games. He tends to feel other kids are laughing at him if he is in the "losing" team, gets confused by shouting of instructions, gets into fights, and often ends up in tears or being told off by a leader. Then he gets really upset. It seems he can cope better if its a quiet game such as when one person has to creep up on someone blindfolded. It does make sense why he finds it hard, but as he wants to be there and enjoys some of the other activities they do, I wonder whether to persevere or should I ask for "special treatment" such as being allowed to sit out a game if he wants. Another child in the group also has ASD but seems to fit in more easily and conform better. The leaders are aware of his diagnosis but think he should be treated the same as other children to a large extent, though they do make some allowances. Its quite a new diagnosis for us so we are still unsure how to respond in lots of areas. Its so sad as I would love him to be able to have fun with other kids without all these worries.