Shopping: No Guile Style

Without reading can you tell the difference?

One thing everyone in this house can agree on is no one likes shopping which leaves it to me.  We have a bunch of rules we follow mostly unconscionably about what is bought.  I noticed this the other day when I was buying shampoo and conditioner for the kids. I went to pick up the coconut because well the smell is pretty weak, but had to put it back.  The reason the shampoo and conditioner are almost the same exact color.  Shampoo must be brighter than conditioner in this house so they know which to use first.  We tried the write numbers on the bottles but they always wash off. Yes even with a sharpie.  So we found bright shampoo works.  I have been doing this for who knows how long and never really thought about what I was doing until the other day.  It all started because of the executive functioning issues Roger would get in the shower but get all confused on what to do next, so we had to find a solution rather than me standing outside the door giving directions.  Sure they could read the bottle but that would be a added step and the less steps the better. They use bar soap for body wash nothing in a bottle.

Now look. Shampoo is brighter than conditioner no reading required.

Body Wash, This is a NO NO, looks too much like a shampoo bottle and even the colors are close.

Bar soap perfect, no matter the shape or color you know what it is for.

Easy to handle laundry soap.

This got me to thinking what other rules do we follow.  Laundry soap always liquid. I hate powdered it smells and it gets everywhere.  We have recently gone to the single use pod things to help the kids be able to do laundry without using half a bottle.  Fabric softener only Snuggle, the others smell to strong.  The boys will only use axe deodorant. The swear by it.  They will not use the body wash or spray because it smells to strong.  I'm not going to fight that logic.  Mom's stuff only Tampax or Always, why because they are the only ones on the market with zero latex.

Now most teenagers want to shop at Abercrombie and Finch, Aeropostale  Gap, you know all the high end stores not mine.  He says its to noisy and smells bad in the stores.  He also hates the clothes. Says they fit strange and he doesn't like how they feel. Another thing I will not fight Target it is then.  Second hand jeans are the best someone else has already worn them in for you.







There are many others certain things are only bought at certain stores because one store brand is better than another. Some brands are bought over another because of smell, look, taste, or feel.  Seriously there is a such thing as a too cheesy cheese stick.  Even the dog has rules.  He will only eat one brand of dog food and only likes one type of treat.

http://www.migy.com/2010/04/ground-rules.html

I know we are not the only ones what are some of the rules you follow on products you buy? If you think you don't think about I bet you will be as surprised as I was when you really think about your shopping habits.

Some Videos on Executive Function

Sample IEP Goals that address Executive Functioning

I got this from Rogers neuropsychologist: (I'm not sure who the original author is to give proper credit)

General best practice principles when writing executive function IEP goals
• The purpose of the goals should be to teach the child to automatically use self -regulatory routines and scripts (or habits) that increase independent, flexible, goal-oriented problem-solving.
• Executive function goals cannot be successfully met unless they are introduced with a lot of individualized structuring, cueing, and reinforcement. Simply showing a child with executive dysfunction how to fill out an agenda book will not enable that child to do so independently on a regular basis. Intensive practice with an adult, followed by the implementation of key cues, such as a written checklist and the slow fading of direct adult support as the child becomes more independent is required.
• It is essential to establish the necessary external environmental pre-conditions that facilitate and promote the child’s developing and making automatic (if possible) self-regulatory routines and scripts.
• Because executive dysfunction affects all aspects of school performance, IEP goals should link directly to all key academic content areas (reading, writing, math, science, etc.) as well as to communication and social-emotional performance.
• Use the sample IEP goals below as starting points or models for specific IEP goals that address your child’s needs and situation.


1. Flexible Problem Solving: (1) Given training in and visual reminders of, self regulatory scripts (such as “big deal/little deal”, “choice/no choice”, (“plan A/{plan B” and “handling the unexpected”) child’s name will manage unexpected events and violations of routine without disrupting classroom activities. (2) With fading adult supports, child’s name will use a structured recipe or routine for generating new ideas, or brainstorming to respond successfully to open ended assignments. (3) When faced with changes and/or transitions in activities or environments, child’s name will initiate the new activity after only two (one, three) reminders (or within 2, 4, 5 minutes). (4) Given concrete training, visual supports and fading adult cuing, child’s name will appropriately label flexible and stuck behaviors in himself. (5) Given training and practice with the concept of compromise, and in the presence of visual supports, child’s name will accept and generate compromise solutions to conflicts when working cooperatively with others.

2. Goal Setting: (1) Child’s name will participate with teachers and therapists in setting instructional and therapy goals (e.g., "I want to be able to read this book; hit a baseball across the gym; write my name so mom can read it;” etc.) (2) Given explicit instruction, visual reminders, and fading adult support, child’s name will successfully distinguish target goals (doing well in school, making a friend, learning to read, graduating from school) from interfering goals (playing video games instead of doing homework).


3. Planning: (1) Given a routine (e.g., complete sheet of math problems, ask a friend to play a game), Child’s name will indicate what steps or items are needed and the order of the events. (2) Child’s name will learn a general self regulatory script (eg Goal-Plan-Do-Check) for carrying out any multiple step task (completing homework, writing an essay, doing a science project) and, given practice, visual cues and fading adult supports, will apply the script independently to new situations. (3) Given a selection of 3 activities for a therapy or instructional session, Child’s name will indicate their order, create a plan on paper (e.g., with photographs), and stick to the plan. (3) Given a task that he correctly identifies as difficult for him, Child’s name will create a plan for accomplishing the task. (4) Having failed to achieve a predicted grade on a test, Child’s name will create a plan for improving performance for the next test.

4. Organizing: (1) Given adult support and visual cues, Child’s name will create a system for organizing personal items in his cubby. (2) To tell an organized story, Child’s name will place photographs in order and then narrate the sequence of events. (3) Given visual cues and fading adult support, Child’s name will select and use a system to organize his assignments and other school work. (4) Given a complex task, Child’s name will organize the task on paper, including the materials needed, the steps to accomplish the task, and a time frame. (4) Using learned strategies and given fading adult support, Child’s name will prepare an organized outline before proceeding with writing projects.

5. Self-Monitoring, Self-Evaluating: (1) Given training in a self regulatory routine, such as Goal-Plan-Do-Check, and visual cues and fading adult supports, child’s name will accurately predict how effectively he will accomplish a task. For example, he will accurately predict whether or not he will be able to complete a task; predict how many (of something) he can finish; predict his grade on tests; predict how many problems he will be able to complete in a specific time period; etc. (2) Given a specific work checking routine, child’s name will identify errors in his work without teacher assistance. (3) Child’s name's rating of his performance on a 10-point scale will be within one point of the teacher's rating.

6. Self-Awareness/Self Advocacy: (1) Given a specific routine for monitoring task success, such as Goal-Plan-Do-Check, Child’s name will accurately identify tasks that are easy/difficult for him. (2) Given a difficult task, Child’s name will (verbally or nonverbally) indicate that it is difficult. (3) Child’s name will explain why some tasks are easy/difficult for him (4) Child’s name will request help when tasks are difficult. (5) Child’s name will offer help to others when he is more capable than the other child.

Cleaning Rooms

One of the fun things with Roger is cleaning his room. The place looks like a bomb hit it on a daily basis. Some of this has to do with he is a kid, I probably don't get on him as much as I should about it, and the executive functioning disorder plays a big part as well.
He has no organization at all, not at home, not with homework, and not at school. He just does not get it. One example is his room. He will walk in and not know where to start so he just doesn't do it. If it gets clean like it should I either have to do it myself or stand there and watch and give directions step by step. We have gotten to the point if I can at least see a good portion of the floor, walk through the room, not see trash, and the clothes are put away fine. (we also have 3 boys in one room so that's a lot of stuff.) On the other side Lucy is insane about where things go in her room, she can tell if you move something.
Another is homework. He will do his homework (if he doesn't leave it at school) put it in his backpack but by the time he gets to school he doesn't know where it is. Usually it is found on the bottom of his backpack all crumpled up. Folders do not help. In the past the only thing that helps is for him to type his homework or at least what he can and email it to the teacher, this works for stuff like spelling sentences and stuff but usually doesn't work for worksheets.
All of his teachers throughout the years have said he has no organization at all. He can't find pencils, paper you name it. In 1st grade a bag of blueberries got pushed to the front of his desk, they were found at the end of the year. yes gross. His stuff is in his desk on his desk under his desk. Should be interesting what his locker will look like.
No matter what we have tried we can't seem to get any organization to kick in. And him trying to organize anything stresses him out to where he is overwhelmed. We have at least gotten the leggos in a box and the books for the most part stay in one area of the room.