Ok, I'm going to go back to RPM. I found the book very inspiring. I think it's very different to do things *yourself* vs. having someone else do it. I identified with the idea of communication by any means. I'm a kind of b&w, simple person, and that's what spoke to me from it. There was a stage with my ds, not now but years ago, where that was really where it was at. And I, as the parent, could be confident of what we were doing. It wasn't like paying someone else. I totally get how that would be a question.
But that's what it was for me and what resonated with *me* from the book, this idea of breaking down barriers of communication. And some of it was useful to me when things were fatiguing. Like I remember a stage where he was maybe 4-5, and we were working on sounds, phonemic awareness. To do so many things at one time (make the sounds, learn things, discriminate, etc.) was really complex. It was a pile up of disabilities for him, because he does have a lot of disabilities all at once! So in that context, reducing barriers to communication, saying ok right now our goal is phonological processing and maybe we're going to take down the difficulty on the verbal to let him funnel that brain energy to it, that really made sense, kwim?
So that's something we did and it was a tool I had in my toolbox. But I'm not sure I ever see anything like anyone else, lol. And to me, I interpreted your question differently. I interpreted it as you saying you wanted to go gung ho with RPM. I've met someone who did that in her homeschool setting, doing it herself, as in SHE had the ability to discriminate and know what was going on in veracity and truth. Gifted IQ, totally, totally non-verbal dc. She did RPM with him with brilliant results. We had someone come on the board saying they had done something of their own variant too. And me, I just think that's brilliant, kwim? I don't have an issue with that.
But we want speech. We WANT SPEECH. And if the kid is getting his speech and it's non-intelligible, I'm going to be back at hammering the speech therapy. Because when push comes to shove and that kid is 12 you're going to want him to have speech. We took a break and we're back at it again. Those 2+ hour drives are killer! Like totally killer. But at this point my ds has so much speech (and capability) that not finishing is a disability. I want him to have that and to finish. I don't want that to stand in the way.
But, you know, find your mix. We all live with consequences. I did speech really well. Like I seriously did! I was in there working with him every single day, carrying over skills to life. We worked hard! Now he has pretty good speech. But behavior? Did I nail behavior like some people do by 5 or 6? Nope. Like let's be honest, I didn't. And I can tell you that things that are foundational that you don't nail WILL come back to bite you in the butt. Will american history gaps come back to bite you in the butt? Nope. But behavior and language will.
Edited by OhElizabeth, 05 May 2017 - 09:25 PM.