Tag Archives: ASD

Eyes

As you can see in the cover photo for this blog, Mikey has always tilted his head to the side to play with wheeled toys. Therapists tell me this relates to executive function, and it’s something common among kids with ASD. He continues to do this, but I’ve also noticed a ton of squinting lately.

Really, the past five months. He squints when he’s building with Lego, he squints looking at screens, he squints when he reads. He keeps passing vision tests at the pediatrician and screenings at school, but worry simmered just beneath my surface.

Just when I had decided to call an eye doctor about it, the school nurse called to tell me Mikey failed his stereo/depth perception screening. She said she administered it several times, because she’d never seen a kid fail just that and not the other aspects of the vision screening.

I decided to call a developmental optometrist whose office is about a half hour away. I’m not entirely sure what that means, to be honest, and I already know the person will suggest a vision therapy not covered by insurance. I also know that I won’t be making regular drives up to this office to receive expensive vision therapy not covered by insurance. And maybe I don’t believe in the therapy?

Basically, I’m a little worried about voodoo pseudoscience, but I also know there’s something going on with my son’s eyeballs, and I want to learn all I can and try to help him.

Thankfully, the doctor had an opening on a day my mom is in town to stay home with the other boys, so I’ll just have to pull Mikey out of school early and he and I will get a special date together as we trek up to Wexford to learn about his wonky eyeballs.

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I Guess Means Yes?

Mikey has become very aware of language lately. His literal brain insists upon categorizing everything, arranging it, making sense of the words we all say to him. This week finds him pulling on my shirt, saying, “Mom! Mom! Mom? How many is several?” or “What do you mean that smells fishy? Where is the fish?”

Once I tell him the meaning of a word or phrase (a couple means two, “I guess” means yes), he walks around repeating it until it makes sense to him. Then, when someone uses this word/phrase, he parrots back the definition.

Making cookies, he’ll ask, “How many more will we get from this dough, mom?”

“I don’t know. A couple more.”

“A couple is two. I think there’s more than 2.”

It gets maddening. It’s endless. He continues until, finally, he slips in, “Can I just eat the raw cookie dough?”

“I guess so, Mikey.”

“I guess means YES!”