Editor’s note: Last month InTheFray featured a visual essay entitled A good day for Grant,” which illuminated how seven-year-old Grant Lanham copes with Attention Deficit Hyperactivity Disorder (ADHD). Since Sun-A Kim photographed Lanham and interviewed his parents and teachers, another chapter has been added to his story. Recently diagnosed with Asperger’s Disorder (Educational Autism), Grant, his parents, teachers, and classmates can now better explain his behavior, which often couldn’t be easily explained in terms of ADHD symptoms or alleviated with ADHD medication.
For instance, one photo in Kim’s essay (above) shows Grant putting his fingers in his ears to block out noise in the classroom. Before, Grant’s sensitivity to noise seemed to be a byproduct of his ADHD. But now the people in his life know better: Loud noises, which so frequently set Grant off at school and home, frequently stir up or scare people with Asperger’s Disorder. Equipped with this knowledge — and Grant’s new medical label — Grant’s parents and teachers are learning how to better control his environment to minimize the discomfort Grant experiences.
Geoff Lanham, Grant’s father and the coordinator for Project LIFE, shares his story, which was originally published in The GUIDE newsletter (Project LIFE, Columbia, Missouri, Autumn 2004).
The diagnosis didn’t match the behavior.
For a long time, I knew in my head and in my heart that there was something different about my youngest son, Grant. While the symptoms of ADHD were present, there were other behaviors that often alarmed me.
Grant began reading at the age of three. He was fascinated with dinosaurs and could tell you all about the diplodocus and triceratops. Grant often asked me for definitions of words that I had to look up in the dictionary. He was able to compute math problems that most six-year-old children couldn’t touch. Grant’s teachers always complimented him on his intelligence.
His conduct at home wasn’t really worrisome. Grant never got into much trouble. Although he always needed prompting to eat or to bathe, or do common household chores, he wasn’t much different than my other children.
Then why was there a problem?
At first I thought it was the divorce and new home — changes that would account for any six-year-old child’s behavioral problems. We also changed Grant’s ADHD medication — that itself was a living hell. When the dust settled from the divorce and the move, however, he was still acting out at school. On occasion, Grant had trouble with adults, but most of the aggression was directed toward his classmates. This behavior was unacceptable — to me and to his teachers.
When Grant was suspended from school for a lunchroom incident, I had the opportunity to discuss his problems with the vice-principal. After a long talk, we agreed that he needed further psychological testing. She recommended referral to the public school autism specialist.
Once again, we faced the arduous task of filling out paperwork. Both his mother and I answered questionnaires. For over two hours, we were questioned by the autism specialist. His teachers were questioned. No stone was left unturned.
Finally the day arrived. We found out why Grant behaved the way he did: He was diagnosed with Asperger’s Disorder (Educational Autism).
Having read about this disorder when my nephew was diagnosed with autism, I recognized many of the characteristics in my son. Back then, I hated to put another label on Grant, and discarded the notion that he might have autism.
Now I know better.
New labels, new solutions
Although Grant has another label attached to his resume, this one has been a relief. With insight into Asperger’s Disorder, we can help my son by anticipating problematic situations. Grant’s troubles seemed to happen in very noisy circumstances — in the gym or during recess — places where the decibel level makes the hardest of hearing plug their ears. The lunchroom was always difficult. Not only was noise bothersome, but certain smells also set him off. Grant would push or shove or throw things at fellow students. When I asked him why he did these things, Grant just said, “I don’t know Dad; I really don’t know.”
Now I know, and it’s getting easier to adapt his environment or to anticipate a challenge. For instance, children with Asperger’s Disorder are very sensitive to sound. Grant will cover his ears and get in the fetal position if a fire engine is within a couple of blocks — even when I can barely hear the fire engine. I cannot run the vacuum cleaner when Grant is in the house because he acts as if someone is running fingers on a chalkboard, and he screams as if in pain.
Certain smells set Grant off as well. Garlic, for instance.
Grant eats only particular foods. Try as I might to introduce new food, he always prefers the same old standby — hot dogs, yogurt, and chocolate milk. For a while, all he would eat for breakfast was chocolate chipped muffins. So I made them every morning. I’ve learned to choose my battles, and as long as Grant is eating, it’s better than fixing a meal that will sit on the dinner table, get cold, and end up in the garbage.
My son has discovered the wonderful world of Nintendo Gameboy. While it provides countless hours of entertainment (and a respite for me), I am weaning him from the toy. Grant loves to read, and we try to read whenever possible.
I play a game with him called “Let’s see who can stare the other down the longest.” Children with Asperger’s have a difficult time maintaining eye contact; their eyes wander back and forth. With a lot of effort — the “stare down” game — we are making progress.
Children with Asperger’s often take things literally. If you say it is “raining cats and dogs,” don’t be surprised if a child looks at you in a puzzled manner. To him, it is just raining; there are no cats and dogs falling from the sky!
At school, we’ve adapted Grant’s routine. For instance, he has lunch in the assistant principal’s office. He has one recess instead of two. He is given advance warning of a fire drill. These simple steps improve Grant’s ability to get along with his peers.
As parents, we need to follow our instincts. We know what makes our children tick. I know that my son will struggle in the classroom. I know that he will shine as well. Grant has been fortunate. His teachers perceived his strengths and always encouraged him to be the best student possible. They knew in their hearts and minds that something was different about him. Together, we finally figured it out.
To quote Brenda Smith Miles, “Life is my son’s classroom and there is no summer break.”
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Learn more about Asperger’s Disorder
URL: http://www.aspergers.comURL: http://www.baltimorepsych.com/aspergers.htm
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