My student was wonderful today. He wasn't in the classroom the majority of the time. I thing these two things may be causal. He does very well if things are put forth clearly, and in a non-classroom environment that is much easier to do. (it sometimes feels impossible in the classroom).
He followed directions well, enjoyed himself, was happy throughout the day as opposed to off and on, and his aggressions were exceedingly rare. It just makes sense though.
The reason he was out of the classroom was for a bit of testing. It wasn't for analysis. What they were doing (they being two people from the district) was introducing him to a new communication system (just feeling it out). It went' well. I don't think the communication system would stick, but his behaviour and reactions during the testing were brilliant.
I was very proud of him. His mother was also there during this (as was my consultant) She expressed surprise about some of the things I was doing, in a good way that is. for instance, in order to lead him places, and to give him a good amount of tactile input, my hands are on his shoulders a whole lot. She was under the impression that he didn't like that. It's just one of those problems that comes up when you assume every whim and need. She doesn't require him to clearly show what he wants, and so he doesn't feel the need to. If all things he wants are just given to him, why should he be insistent about it.
I'm proud of him, and I think that perhaps a switch in his mothers brain is being triggered. Maybe she'll realise the harm (and disrespect for that mater) she does him by enabling him.
She is very dedicated to her son. That is certifiable, it's simply her refusal of advice from people who know what's going on. It's a common problem, and if she realises that is what's wrong, she will take advice, because she wants what's best for her son.
other than that my day has been relatively uneventful. I may have more things of interest later, but who really knows.