Grocery Shopping in Slow Motion

June 15, 2015

Our trip to the grocery store wasn’t long. Maybe 20 minutes.

Buying Bread

Wheat Ciabata bread, I reached for in the bakery, had green mold on it.  Since there was nobody  in the bakery  I carried the bread to the Customer Service. Robert didn’t mind. He followed me waiting patiently as I was showing the clerk what was wrong. This experience sufficed to make me change decision and buy bread in the “industrial” bread section.  Robert didn’t like those breads and as I took a loaf of oatmeal bread from the shelf, he loudly protested, “No, no,no!” He was afraid I would demand that he eats that bread. I tried to calm him down by explaining that this is bread for me, not for him. He wasn’t convinced, and discharged another series of, “no, no,no.” I repeated my assurances and he calmed down letting me put this version of American Cotton Bread in the shopping card.

No Potatoes but Cheese.

Robert eats only Idaho or Russet potatoes. Because he eats skin too, I tend to buy organic Idaho, believing they are healthier.   Except the store didn’t have them. The store had  Organic Golden and Organic Red, but no Organic Russet.  Robert hesitated and then picked up a bag of non-organic Russet. I wasn’t sure if we should buy them or not.  I had only $35 cash, and wanted Robert to pay with cash and not with his debit card. So I told Robert, “We still have potatoes at home. Please, put them back.”  Robert took a bag.  I watched him from a short distance.  He went to the middle of the shelf, bent down, and put the bag in the same place he took it from just two minutes before.

As we were passing by dairy section, I reminded Robert that we needed mozzarella cheese for his poblano. He took one package, placed it in the cart. Then he picked it up again as if wanting to put it back.  He looked at me expectantly. “We need cheese for poblano”. I said. Robert mozzarella to the cart only to pick it up again and look hesitantly at me.  I repeated my previous words two more time, as I walked farther away from the dairy section. Robert followed me and returned the cheese to the cart.

Green Tea Expedition

“What else do you need?”

“Green Tea”, said Robert.

“Green Tea is where the water is kept”, I said as we reached water and juice aisle.

“You have to go by yourself.  I will wait here.”

Robert went to the end of the aisle and grab a plastic bottle of Arizona Green Tea. He was walking back toward me with a proud smile on his face, as if he were bringing golden fleece from successful expedition to Colchis. And it was then when I realized how suffocating my close presence has to be for Robert.  how much he needs and wants a little more room for growth and independence.

Money, Money, Money

Robert passed all of the groceries through the scanning machine.  Only once he hesitated what to do when he couldn’t find a bar-code on a bag of grapes. he kept turning and looking. I stopped bagging and came to point to the number code on the bag.  Robert entered it and tried to reach for his debit card.

“We are paying today with cash”, I said as I handed Robert paper bills. Robert fed the dollars to the machine which swallowed them all returning only 10c back. We finished shopping.  At least I thought so.  But not Robert.  He was used to paying with his debit card, and leaving the store without paying with a debit card seemed wrong to Robert.  He didn’t want to leave. He was standing by the scanner, and when I told him we had to go, he became upset.  He “ran” his fingers through his ears and made a few disgruntled noises. “We used cash today,  You paid with dollar bills.  You didn’t need your card” I believed that those words would calm him down.  They didn’t.  they only reminded Robert that the rules of paying had been broken, So he ran his fingers again and again through his ears – sure sign of frustration.  But I kept repeating and walking from the register.  Robert followed and calmed down.

Different Kind of Change

June 16, 2015

Over the  last five or more years, Robert had many opportunities  to count the amount of change received after purchasing something. Unfortunately, all those opportunities were reduced to math workbooks – mainly Saxon Math Grade 4. Robert practiced with pencil and paper how much he should pay and how much change he should get back. The only school program  that addressed buying in practice was The Collaborative that  Robert attended when he was 13 and 14 years old.  Every week he went with is classmates on a trip to a store.  With money and short shopping list provided by parents, Robert,under the supervision of his teachers, purchased the items , paid for them, and got the change. None of his other programs followed this approach. Sadly, I wasn’t either.

Despite easily solving math problems that required Robert to count first the total amount paid for two or three items and then the change from $10 dollars, Robert didn’t quite understand the idea of paying with money and getting change back.  How could he if he could so  conveniently paid for everything with his debit card.?  Our trips to grocery stores usually ended with Robert pulling his plastic and paying with it.

I realized that there was a problem, almost a year ago,  when Robert wanted to pay with$1 bill for his lunch which cost $10.  He had $10 dollars in his wallet but in one dollars and five dollar bills. He didn’t have any idea that he should count dollars up to 10.  For him all the bills meant the same thing in practice. He gave one bill strongly believing that it should suffice.

 

This Friday, another issue came to light.  Robert went to a bowling alley with Pam, his skill instructor. He wanted to play, but he didn’t want to give his only ten-dollar bill to pay for shoes and games.  Finally, he was persuaded to do so.  However, he didn’t want to accept $6 in change.  He tried to give it back over and over. It took Pam some convincing before Robert accepted the change and began bowling.  But he didn’t forget those six dollars.  When he finished playing he wanted to give them back to the attendant.

I am not entirely sure what Robert was thinking.  Did he try to give back  $6 believing that he would get his $10 back?  Or did he thought that $10 dollars was the amount he should pay for the right to bowl and the $6 belonged to the attendant. It is clear, however that Robert didn’t understand the process of paying and receiving change.  That process interfered with Robert extremely strong conviction that the things should stay in the place they were in the beginning. Ten dollars in Robert’s wallet.  Six dollars in the attendant’s cash register.  His efforts to return the money (and maybe even get his money back) were a result of that belief. Robert’s insistence on returning the money was also a consequence of the lack of opportunity for Robert to practice in real life situations what he learned at the table.  For Robert solving money math problems is not the same thing as paying with money at the bowling alley. One might say, Robert didn’t generalize the skill to a different settings.  He didn’t because most of his teachers, and that include me, didn’t realize that as many people with autism, Robert needed to practice the same skill across different settings.

Sadly, I realized that , but didn’t do anything to help Robert connect his academic abilities with real life needs.

 

Puzzles to Sleep On

June 12, 2015

As long as the bed sheets were all white, Robert didn’t mind replacing dirty ones with  clean ones. However, when I made a mistake and bought him a blue striped set, Robert established new rules for his bedding. The striped sheets could be taken off.  That wasn’t a problem.  Another set could be placed on Robert’s bed. That wasn’t a problem either. When, however, the blue striped sheets were washed and dried, which usually happened the same day, the other set had to return to the linen closet. Robert made sure of that.  He did laundry himself to make sure that he would sleep between blue, striped sheets.

Well, I didn’t want to argue, as long as the Robert’s bedding was clean and he took upon himself to follow the rules he established.

But, using and overusing the same set soon ended in a wearing out and tearing.  One day, Robert found out a long hole in the fitted sheet. Nonetheless, he put it on his bed trying to keep edges of the hole together.  Next morning the hole was reaching from the headboard to the other end of the bed. When Robert didn’t watch I took the sheet off and, after thinking for a second I cut both ends (through the band inside the fitted sheet.)

I placed two halves in a basket where we keep rags to be used for cleaning later. When Robert came from school, he found them and put them back on his bed and slept there. The following day, I tore the sheet into four pieces and put them back in a basket with rags. Robert came from school.  Immediately ran to his bed to check if I didn’t do anything unacceptable. His worse expectation were confirmed.  There was a white fitted sheet where blue striped one should be. So again, he went to the basket, brought four pieces back and spread them on the bed the way they should be.

Well, the following day, he found the blue, striped fitted sheet torn into 15 or 16 pieces. It took him a while, but he assembled that puzzle as well.  It was not so difficult to match all the pieces as the  stripes  ran in one  direction and they differed with the shades of blue and purple. Robert finished and lied down to check how it was feeling.  He was still in his day clothes.  He tried to lie still, but nonetheless when he got up the pieces were in disarray.  Robert picked them all and placed them in the basket with other rags.

Or Not

For the next few years, Robert used another bed sheet with a pattern.  After a while it also got worn out and began tearing. Yesterday, after it was washed, I tore it into four pieces, but left them in the clean laundry basket. As Robert was putting laundry away (his regular chore at home), he took out the pieces and carried them straight to the….. rag-basket.

Context Clues

June 9, 2015

The workbook, Using Context Clues To Help Kids Tackle Unfamiliar Words had many pages missing. That was a clue reminding me that I started using this workbook years ago, but that for some reason I stopped .  The reason, of course, could be only one – at that time, I didn’t know how to teach Robert to pay attention to those words in a sentence that might have pointed to the meaning of an unfamiliar word. Maybe those supposedly helpful  words were too difficult. Maybe the sentences were too long and the links between words were lost. As the tasks grew more difficult from page to page, I abandoned the idea of using the workbook. But learning how to derive the meaning of a new word from the clues left by other words in the sentence, is important.  Rarely, the stories Robert read offered opportunity to practice that skill when unknown words popped up in the text.  That was not enough for Robert.

Last week, Robert and I returned to the book and day after day Robert was engaged in Reading Detective Practices as the units in this workbook are called. The tasks didn’t seem too difficult although often Robert still needed support.

Today, I was surprised to see how quickly Robert chose the correct word  out of three choices. Famished – Starving; Hazardous – Dangerous;  Flawed – Imperfect;  Abhors-Hates; Bevy – Group; Terminating – Ending. He hesitated with choosing “HOME” to replace “DWELLING” He was lost with “PARCHED”. The sentence talked about quickly drinking a glass of water.  Robert has never connected the  word “DRY”  with the word “THROAT”.  Thus, the word “THROAT ” in the sentence didn’t help Robert to decipher PARCHED as DRY but confused him  instead.

I understand Robert’s difficulties with that word.  What  I don’t understand is what Robert’s ability to point to the meaning of those other words came from.  Is he able to  scan quickly the whole sentence  for clues?  Does he put all other words in the sentence to find out if they make sense?  Or does he still, in the most uncanny way, record and read those movements of my eyes, hands, or mouth that without my knowledge point Robert to the  correct answer?

Cells of Life

June 8, 2015

As I kept repeating ad nauseam, Robert and I study almost every day.  Sometimes more, sometimes less.  Robert learns, forgets, relearns, places the new information among well-known facts, gets confused, forgets, and learns again.  The process is not straight forward by any means, but there is a progress.  How useful is that progress  for his day-to-day functioning is another matter, much harder to answer.  I believe that when Robert understands more academics, his understanding of his environment also increases.  But this is only my belief and not empirically confirmed knowledge.

And yet his ability to write down what he attempts to say without being understood, is the great tool which at the same time decreases his frustration and the frustration of those who listen to Robert. Of course, there are things Robert learns outside the table where we study together.  He learns those important little things that are the cells of life.

1.This month, Robert began to eat raspberries bought in the store.  Before this month he ate raspberry only when picked by him at the raspberry farm. He turned head away any time, I tried to entice him to eat raspberry bought at the store.  even organic ones he ignored. Now, he eats them without even being encouraged to do so.

2. After visit to Horseneck Beach in Westport, Robert asked his dad to go to the Bay Restaurant. Not McDonald, Applebee’s. Outback or any other chain restaurant, but he asked for local Bay Restaurant, not far from the beach.  Maybe he was very hungry and asked for the closest restaurant, the one  he remembered from the previous visits to the beach and the restaurant.

3. Last Thursday, I waited for Robert by the stairs, inside JCC in Newton. It was the third time, he went to men’s locker room to get ready for the pool and to get dressed after his swimming lesson. I got anxious as he was not getting out of the men’s dressing room. I was afraid he could get in trouble for one reason or another.  I decided to ask a man sitting at counter for help.  As I was walking toward the man, I noticed Robert already dressed up in his jacket, turning around the parent’s waiting room and looking for me. He passed by me when I talked to his swimming teacher. He knew where to was supposed to meet me, he looked around, and he waited.

 

 

When Less is More

June 4, 2015

For the last couple months, Robert and I were rushing through units in Level F Momentum Math. Why shouldn’t we?  After all, we were ONLY reviewing what Robert already knew or what I ASSUMED he knew. So each day, we did one whole unit – nine pages of definitions, examples, and problems.  Then one day, Robert was lost when the tasks required placing fractions on number lines. Since I believed he knew how to do it, I tried to rush him through that unit as well. With every problem Robert became more and more bewildered, but I still pushed forward thinking that the next problem would clarify the whole concept. Instead of stopping and reworking the problem again so Robert could better understand the issues involved, and so I could understand the nature of Robert’s confusion, I presented the next task as if it would provide a better  opportunity to learn.  It didn’t.

It couldn’t as each problem became more complex and thus more difficult.

No wonder, Robert grew tense.

I had to rethink the strategies.

Every day, I presented Robert with one page of 4-5 easy exercises of placing halves, thirds, fourths, or fives on the number lines. 1/2,  2/3,  1/4, or 3/5.

I noticed that instead of counting segments into which one unit was divided, Robert was counting marks on number line starting with the first. The remedy was simple, Robert was asked to draw and count small arches connecting ends of the segments.

The second errors Robert kept making was not to count all the parts in one whole unit, but only up to the first letter representing a fraction (part of the unit). So we went back and I only drew one unit at a time for instance from 3 to 4 divided into a few parts.  This way, the end was clearly visible. Then I extended the number line to include next (or previous) whole number.

For the last three days, Robert and I worked on placing fractions and decimals on number lines. We went slowly, very slowly.  For every example in the book, I prepared a few similar ones. Before any example or problem in the book, we reviewed changing fractions to decimal and vice versa.

We didn’t hurry. Robert solved very few problems from this chapter, and yet he learned something.  That “something”  meant ” a lot more.

Loneliness

May 31, 2015

Robert still doesn’t have a friend. A person who would come to our house to hang out with him.  Or who would invite Robert to his/her house to do together the nicest thing possible …nothing.

It hurts.

It hurts me to see that and feel powerless.

It hurts him even more, as his loneliness is never named as such but instead it is felt with every cell of his body.

 

Making Connections with Analogies

May 29, 2015

Over the past six or seven years, Robert and I practiced analogies. At the beginning, my rationale for practicing simple analogies on the 1-3 grade level was not exactly benign. In case Robert was subjected to IQ test, I  wanted Robert not to do very bad. Well, Robert was subjected to such test in the process of qualifying for services from DDS and he did bad enough to be accepted without any doubts.

Even after the testing,  we kept returning to practicing analogies.  I found them in the series  Take It to Your Seat, in two  Steck-Vaughn Analogies  workbooks (for grades 2-3 and 4-5) and in Analogy Challenges by Mindware.

I work with Robert on analogies not to prepare Robert for SAT, which, by the way, got away with that part of the testing.  I do that because analogies offer great opportunity to work on connecting different aspects of concepts.  That might lead to a better understanding of links between words and between the items which the words represent. Of course, over the years the emphasis has changed to involve more talking on part of Robert.

Analogies offer an opportunity to practice language as not just communication device, but also as a tool for thinking and recreating the structure of the world surrounding Robert.

Today, as we practiced completing the sentences presented on pages 32 and 33 of Analogy Challenges, Robert was baffled by this one:

canoe is to paddle as sailboat is to ________________

He had to choose the answer out of four words: water, ropes, wind, oars. He immediately chose water as the thing that goes with the boats.  Except “water” didn’t complete this analogy.  So I presented the task in different way.  I wrote:

paddle moves the canoe, ______________moves the sailboat. This time, Robert chose wind.

Luckily, most of the analogies were much easier for Robert to decipher the kind of connection they presented. I asked Robert not to just complete the sentence and then read it aloud, but to also (wherever it was appropriate) to change the wording in such a way as to include the nature of relationship.

First Robert read,” sled is to ______________ as  ice skates are to ice.

Next he stated, “I use sled on the snow.  I use ice skates on the ice.

Understanding the nature of the analogy would allow Robert not to go for the first word associated in his mind with sled  (which might as well be winter) but to  look for the nature of the similarities instead.

It is not so simple for Robert to find how the concepts are connected in one pair of the words and apply that connection to next pair. Finding the correct word describing the nature of relation and saying it aloud in a long sentence is still a challenge for Robert. And that is why we kept practicing.

 

Surviving Blackout

May 28, 2015

Robert and I study almost every day although not as much as we used to. Moreover, we do tasks that I believe to be easy for Robert. Although this belief is not always confirmed by the reality, still it is mostly correct. Today, for instance, Robert with a few prompts talked about next “Situation” presented as a picture in “Meer Pictures for Problem Solving”. The drawing presented a family in the dark living room during blackout. TV doesn’t work, the book cannot be read, the father carries a candle, and almost every person in the picture seems to be concerned one way or another.

Robert has always hated when electricity went off. When that happened in the past when the whole family was home, it wasn’t so bad. We all gathered in one room drinking hot cocoa and talking.  Well, Robert mostly listened. Being close to each other was a way to make up for lack of TV or light. It was much more difficult  when  Amanda was in Oregon and dad was in California.  I wasn’t able to provide appropriate level of comfort for Robert just with a few candles and a flashlight. Robert was very upset and demanded that I restore electricity immediately. He kept pulling and pushing me toward fuse box in the garage.  Unfortunately, the problem was not there.  The half of the town was dark and the prognosis was for a few hours without light.  During the first part of those “few” hours Robert asked thousand times, “Light, light, light” He asked calmly and he asked angrily.  He used dramatic high pitch.  He screamed, “Light, light, light!!!!!”. He begged, “Light, light, light?” he wanted light, and he blamed me for not providing light for him.

I decided to take him to McDonald in the other part of town.  Robert couldn’t refuse a chance to eat fries and chicken nuggets, but he was not giving up on light. Between each two fries or two sips of coke, Robert voiced his demand loud and clear, “Light, light, light”, over and over, and over.

To calm him down and to keep him quiet I promised Robert that the light would be back when we get home.  The effect of that (white?) lie was such that Robert gobbled all his fries as quickly as possible placing three or four of them in his mouth and gulped all the soda in a second.  He was ready to go home and make sure the light was where it was supposed  to be.

But of course, it wasn’t.

“Light, light, light”, Robert asked, and screamed, and begged.  I promised that the light would come back after his bath.  So, Robert rushed to the bathroom. After a short bath in lukewarm water in the bathroom lighten by one candle held by me, just as Robert was putting on his pajama, the light returned. All the lamps were on. Robert turned them all off and went to sleep.

I am not sure what memory Robert had of any of the previous blackouts, but he was  looking at the  family in the picture with clear empathy. He clearly knew what they were going through. 

Learning to Separate 2

May 26, 2015

I packed all our clothes in one duffel bag while Robert was still sleeping. Since we were going only for a two-day long trip to New York City, one bag for the three of us was sufficient.  I thought that by doing all the preparation for hastily arranged jaunt I would avoid Robert’s interference with packing.

I was wrong. As soon as Robert’s eyes caught a glimpse of a duffel bag, his hands did quick unpacking, removing some items of garment and bringing others not always appropriate for the occasion or for the weather.  He packed everything by making one big ball of all the clothes in the bag. Since I was already tired, I got pretty upset and not in the mood to stand my ground.  Somehow, witnessing Robert’s rearrangements of the bag for the twenty-first time didn’t make me more prepared or tolerant, but to the contrary exhausted and helpless. So I withdrew to my bedroom to unwind and rethink what to do.  I was upset and I considered not going on the trip at all.  After a few minutes, however, the most obvious idea entered my mind, “Robert should pack his own clothes in his own backpack.”

Of course, Robert still protested.  He wanted the things the same way, they had been for the last couple of years. He protested, but I insisted. Knowing that I was teaching Robert another important skill brought back energy, I didn’t have before. Confronted with my regained strength, Robert gave up and  brought his backpack. He carefully separated his clothes from ours and placed them in his backpack. He was in charge of his clothes during the length of the trip, unpacking and repacking the backpack as he pleased. I didn’t mind.  I didn’t mind at all.

1. Why it took me so long to understand that Robert could and should pack his own clothes? Typical children assert their independence early on choosing the clothes they buy, wear, and pack for the all kinds of outings. Robert has been doing that for at least a year, except I didn’t notice. Instead of saying, “I don’t like that.  I liked this”, he was switching the clothes in silence. Yet, if  I didn’t “hear” the message it was not because Robert didn’t use words.  I didn’t hear, because I didn’t “listen”.  I didn’t listen, because, I didn’t expect Robert to be able to make his own choices despite the fact that he kept making them for at least a year.  Sadly, Robert’s diagnosis was a reason for my refusal to see that Robert’s need for some independence. 

2. It is much harder for me to “argue” with Robert now.  It is not because of his size. I am not afraid of him.  He is not aggressive although sometimes he demonstrates his anger by making faces and strange noises. It is harder now, because of the exhaustion I feel when I am confronting the same behaviors/issues over and over again.  It is the repetition that drains me.  Because I feel drained I don’t have the strength to analyze the possible solutions and I repeat the same approach over and over again.  Just like with the duffel bag. I packed it. Robert repacked it.  I packed everything again not without Robert’s protests.  I felt to overwhelmed to think so we continue to pack and unpack.  Last Thursday, I felt so stressed that I had to retreat to my bedroom and calm down.  removing myself from the commotion and a few minutes of peace opened my mind to the obvious solution, “Let Robert pack his own clothes in his own backpack.”