When we had our meeting to go over our plan for Cameron, his intervention teacher informed me that on her first visit with him, she would do some sort of timed-play thing with him involving a doll house and accessories for observation/evaluation purposes. When she showed up 2 weeks ago for the appointment, she had forgotten the house. I thought it was a little odd that you would forget something that was seemingly the purpose of the visit but I let it go.
Our second appointment was scheduled for yesterday at 8:30am. We did this so that Owen might still be sleeping and it would be easier to work with Cameron without also having to entertain Owen. I deliberately kept Owen up later the night before so that he would surely sleep in the following morning. At 8:35am my phone rang.
"Sarah? This is Cathryn. I'm running late."
I wasn't really sure how someone gets behind schedule so early in the day but I said, "Ok."
"I just didn't know if you were waiting for me so I just wanted to call and tell you that I'm leaving the office now and will be there soon."
She didn't know if I was waiting for her? Um, hello? Why wouldn't I be waiting on someone who was supposed to be at my house at a scheduled time? I mean, really, what the hell kind of question was that? Of course I was waiting on her! I had stayed up late the night before cleaning my house. I woke up extra early and actually put on something other than my normal knit pants and sloppy shirt. I even brushed my teeth and put on make-up. I
prepared for her because SHE WAS SUPPOSED TO BE THERE!
She showed up 15 minutes later (I believe her office is about 2 miles away from our house so I'm not really sure why it took 15 minutes if she was
leaving right then.) with her dollhouse and accessories in tow. She brought them in and plopped them all out on the coffee table. Cameron took one look at them and took off for his own toys. Shocking that a 17-month-old boy wanted absolutely nothing to do with a wooden doll house, isn't it? She then moved them to the floor where she and I started playing with them and Cameron came over with a look of
slight interest in his eyes.
She then tells me that she wants me to play with him while she times him and records things. Cameron and I start playing and I tried to get him interested in the bathtub that looked nothing like his bathtub, the bed that looked nothing like his bed, and so on and so forth. My point there is that why would he want to put the girl in the bathtub when he doesn't even know that's a bathtub? He jibber-jabbered the whole time and Cathy mentioned that she couldn't even keep up with her tallies of all of his "talking" he was doing, which was a great thing. But he never really "played" with the dollhouse and I'm still not really sure that that was the point of the whole exercise. He didn't make it the whole 6 minutes either.
We chatted a bit afterward about things he's doing/saying and things I should be doing with him but I have to say that after 2 visits, I'm really not all that impressed. I don't feel that she vocalized well enough to me exactly what she was measuring with the timed test. If it's to see if he can play make-believe...well, what 17-month-old
boy really knows how to play make-believe with a dollhouse? Hell, I don't even think Owen would like to do that. And how can you really evaluate him playing with something that he's never even seen before? I think for the most part she was just trying to see what kinds of words or sounds he would use while interacting with someone else but I still think there
has to be a better way to do that.
I'm going to give her another shot in a couple of weeks but if she forgets something or she's late I think I'm going to have to call and request a new teacher. I know she is a good person and I like her but I just feel like if you can't make my son a priority (and forgetting things and showing up late makes it seem to me that he's not) then I'm going to find someone who
does make him a priority.
In the meantime, Cameron is still plugging along and has added the following words to his repertoire:
splash
cookie
chugga, chugga
bye bye
Of course, like all of the things he does and says, he only says these when he wants to and rarely when
you want him to. But the important thing is that he is
using these words in the context in which they should be used. If only I could teach him the word "watch" so that he might suggest one for his teacher...