Apraxia of Speech . Week 41-44

It's been nearly a month since my last weekly Apraxia of Speech post.  It's not been for a lack of time (although, I'm short on that, for blogging, often).  It's been due to, ironically enough, a lack of things to say.  Originally, Ryder was getting weekly assignments from his PCMC Speech Therapist.  Then, as we moved to the private SLP, the format of his therapy changed.  Ryder was given weekly things to work on, but we have moved away from the effort put to just one sound, or word.  This is, in part due to a different therapist, and also due to Ryder's progress beyond just learning a single sound each week.

In the past month, we continue to see Ryder progress with his speech.  He is making more attempts with putting words together in sentences.  Yet, he is becoming more and more stubborn with not changing the way he initially pronounced a word (ie, "bown" for "down").

Patrick and I attended (with Ryder) Ryder's first Parent-Teacher Conference at his Preschool.  Ryder's Teacher, S, had nothing but great things to say about Ryder.  He is doing great in her classroom, and she states she enjoys him.  Ryder had to adjust to the routine, but was able to do so quickly - his biggest hurdle was with cleaning up - something he now does without question!

The school's SLP, A, had some not-as-great information to share with us.  She believes that Ryder should not be in the Preschool.  Clearly, you're reading my point of view, so it is definitely bias - but, to us, A's wanting to move Ryder out of Preschool doesn't make sense.  The logic behind her statement is that Ryder as an immense understanding of vocabulary.  He understands single vs. plural; past, present, and future tense; etc. Ryder also uses adjectives when describing something.

THIS IS NOT NEWS TO US.

Ryder has never (NEVER!) struggled with comprehension.  At a very early age Ryder was able to follow multiple-step directions.  He could complete puzzles intended for children several years older, with no issue.  Ryder has a great memory - he is able to recall where he left something (toy/book) days, and even weeks, later.

A states that the intent of the Preschool is language.  This means the understanding of language, not the verbal expression of language.  She feels Ryder should be removed from the Preschool, and put in a "language only" program - resulting in a 20 minute session (during school hours...time off work) every week with Ryder, a SLP, and me.

WE DO NOT WANT THIS.

We have seen Ryder improve, in more than just speech, since attending the Preschool.  We attribute this to him being around other students who struggle with something - not all have verbal expression delays.  This leads to them being a little more understanding, more patient, with each other.

I'd like to preface this by saying we love Ryder's daycare (the one he attends just one day/week).  However - I have walked in to pick him up, often hearing another child tell Ryder how they don't want to play with him because he is a baby, and can't talk.  The teachers do address this when they overhear it.  We have no doubt that this isn't an all-day occurrence   BUT, IT DOES HAPPEN.  Children don't have a filter on their thoughts and feelings.  But, at the Preschool, each child is struggling with something, and tend to have a more patient attitude toward their peers.

In the end, through much discussion, we have requested testing be completed with Ryder.  A's opinion of moving him from the school is based solely on observation (and discussion of the observation).  There are no test results to review.  We have also requested that the speech test be evaluated by an additional SLP - at this point, it means A will record Ryder during the test, and have another (school district) SLP score Ryder.  We also have an AMAZING private SLP who would be more than willing to complete the testing, or to evaluate a recording.  Finally, there is a questionnaire part of the test - Ryder's teacher agreed with us, that we should have multiple forms completed, by people who spend time with Ryder on a regular basis, especially in a speech-promoted, or a peer setting.  This means us, his babysitter, the daycare, and his SLP.

The school has no timeframe for this to be completed.  It's been a week and a half since the conference, and no forms have been sent home.  While I want to follow through with the testing, I've decided to let it's timing play out, as the school sees as appropriate.  I have still requested weekly communication about his participation and cooperation in class...but, I won't be asking questions about the test until I am told it's progress.

So...right now...we wait.

Ryder, with his SLP.

As I've said before, a "good" session with Ryder includes many different activities in order to keep him engaged in participation.  The pictures above were taken over a period of less than 5 minutes.