Re: Putter Social Stories Template: Before School Version

[Guest guest]

My kids talk to me I just can't understand them.

I really don't know which is worse. I remember when Cheyenne didn't make

any effort to talk....

Georga

Re: Putter Social Stories Template: Before

School Version

> Good job, Salli! And way to go Putter! Maybe I'll try that with

> in the morning.

>

> Maggie

>

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[Guest guest]

> My kids talk to me I just can't understand them.

You know, Putter talks tons and some of it is to me. But he is hard to

understand; his intonations are odd and wrong and he does not look at the

person he is talking to at all so it is even harder to catch what he says.

Many many times he says what sounds like a full sentence but I cannot catch

it. It may be delayed echolalia or it may be something more.

When I ask him to repeat it, he never does.

Salli

[Guest guest]

Yes, this sounds familar.

One day I looked at Cheyenne and in total frustration said " Speek clearly. "

She looked at me like I was totaly insane and said in her version of the

langage " I am speeking clearly " . Sigh.

May 16 we get her tested where she can go into ST.

Should have done this long ago. I know I should have. But since she was

late talking we though that her speech would progress properly and it

hasn't.

Georga

Re: Putter Social Stories Template: Before

School Version

>

>

> > My kids talk to me I just can't understand them.

>

> You know, Putter talks tons and some of it is to me. But he is hard to

> understand; his intonations are odd and wrong and he does not look at the

> person he is talking to at all so it is even harder to catch what he says.

> Many many times he says what sounds like a full sentence but I cannot

catch

> it. It may be delayed echolalia or it may be something more.

>

> When I ask him to repeat it, he never does.

>

> Salli

>

>

>

>

>

>

>

>

[Guest guest]

How wodnerful!

Jac quie H

Putter Social Stories Template: Before School

Version

It is working GREAT!

So far, anyway.

I put them in a nice big font size and quadruple space the lines so that I can

add different things for whatever happens. But the stuff that always happens is

written down.

Here is the morning one for today. In parentheses are my handwritten

additions for the day:

Putter wakes up.

Putter sits on the couch.

(Putter watches Dexter's Laboratory)

Putter gets dressed. He puts on his shirt, his pants, and his socks and

shoes. (and his TIE!)

(Putter plays on the computer.

Putter eats breakfast before he goes to school.

What does Putter eat? Today he chose

(waffles)

The bus comes. Putter gets on the bus.

Mama gives Putter a kiss.

Putter says, " Good-bye Mama. "

That's all. We read the part up to and including the breakfast while he is

eating his breakfast. I try to get Putter to read it himself, but if he is not

cooperative, then I read it for him.

As we are leaving the house, we read " The bus comes. Putter gets on the bus. "

Now, instead of fussing and refusing to come, Putter is RUNNING to the bus.

And yesterday he refused to put on his shoes, but when he read that he put on

his shoes, he became quite willing to do so.

Then I get on the bus with Putter and put on his seatbelt. I read, " Mama

gives Putter a kiss. " and I give him a kiss. And I read, " Putter says, " and

point to the last words. Putter reads, " Good-bye, Mama! "

He used to say whatever I said, and then he started saying " Mama " alone as he

apparently could not retrieve the " Good-bye part. "

Salli