Organizing clothes in a regular household can be challenging. Imagine striving to clean, organize and store clothes when it is 12 people living under one roof! This can often lead to clothing getting mixed up causing further confusion.
There are a number of steps you can take that will help to alleviate this often challenging task:
Create an inventory list for each person. This list should include a tri-annual schedule when clothing are sorted. Choose a time in the spring, fall and winter when to sort out clothing. An inventory list should also list the types of clothing and the number of items for each. Below is an example of an inventory. You will find a free template here: clothing_inventory
Spend a day with each person and go through the closet taking everything out. Sort the clothing and throw out anything that is torn or broken. People may have a favorite item they might like to wear. Look to see if it can get either fixed or replaced
Once clothing is organized, choose a day with the person and determine a laundry day. While it can be easier to try to do wash clothing for several people at a time, you risk the chance of mixing up clothing.
Always make sure if possible, the person participates as much as they can in this household task. It encourages independence and individuality at the same time.
I like to hear tips you use for clothing organizing for multiple people.
Published by: Tuscaloosa News
Written by: Ed Enoch
Researchers at the University of Alabama are preparing for a four-year study that pairs theater and peer mentoring to help improve social skills of adolescents with autism spectrum disorder.
“It is really good and healthy experience for the non-autistic peers to be a part of that,” said Susan White, principal investigator for the project at UA. “It is good on that side. It is really good for those kids who have autism to be part of something that is not just therapy.”
The heart of the theater exercise is helping adolescents with autism disorders pay attention and understand facial expressions and other nonverbal cues. Click here to read the rest of the story.
Prader Will Syndrome is a genetic disorder resulting from an abnormality of chromosome 15 such as a loss of active genes. In most cases (70%) the paternal copy is missing and in some cases (25%), will exhibit two maternal copies of Chromosome 15. The genetic disorder was initially described by John Langdon Down and was named after Drs. Andrea Prader, Heimrich Willi and Alexis Labhart in 1956 and is found in 1 in 20,000 births affecting both sexes. It is also the most common recognized genetic form of obesity.
During childhood, individuals diagnosed with Prader-Willi Syndrome tend to eat constantly leading to obesity and for some, type 2 diabetes will develop. This complex disorder affects appetite,growth, metabolism, cognitive functioning and behavior.
Signs and Symptoms
People with Prader-Willi Syndrome (PWS) tend to never feel full (hyperphagia) which leads to constant eating. Signs in infants include, problems with strength, coordination and balance. Often there are feeding problems at birth, delayed speech and gross motor development. Children may be born with almond-shaped eyes and undeveloped sexual organs. Cognitive disabilities and developmental delays may also be present.
As children began to grow, constant craving for food often leads to behavior challenges including hoarding food, eating frozen food and food left in the garbage causing controlling or manipulative behavior.
Medical concerns may include the following:
High pain tolerance
Severe stomach illness
Difficulty with vomiting reflex
Consuming unsafe items
Negative reactions to medications
Most people diagnosed with Prader Willi Syndrome fall between the moderate and mild levels of an intellectual disability meaning there may be challenges in the area of reasoning, problem-solving, planning, judgment, abstract thinking and learning. A child or student functioning at the moderate level may lag behind their peers in the area of language and pre-academic skills. Adults may function at an elementary school level and will require support in both work and daily living skills. For children and students functioning at the mild level, there may be difficulties in the area of reading, writing, math and money management. as children grow into adults, there may be a need for support in abstract thinking, executive functioning (planning, prioritizing and flexibility) as well as short-term memory and money management. Teaching strategies should focus on the following:
Anger management skills
Keep in mind that many children and adults diagnosed with Prader-Willi Syndrome may have additional challenges in learning due to medication. Some people take medication such as a growth hormone therapy which can cause fatigue. The following teaching strategies may also be useful when teaching a student diagnosed with Prader Willi Syndrome:
Use a multi-sensory approach. This involves a teaching style that includes auditory, visual, tactile, spatial, and kinesthetic (hands on activities)
Break learning into small steps. Check for understanding by asking the student to repeat back to you.
Teach a skill at least 2-3 times a day. This will help the student retain information.
Managing perseveration. Set up a rule where the student can a question no more than 3 times. After the third answer. Ask the student to repeat the response back to you.
Adult Day Program/Residential Setting
Most people with Prader Willi Syndrome due to their cognitive level, will be provided services in either a day habilitation program or live in a community providing residential services. Once a person becomes an adult, it becomes a little bit more tricky on maintaining issues especially behavioral. For instance, while living at home, a parent has the right to lock the refrigerator which is often suggested by experts. However, this becomes a violations of a person’s rights once they reach adulthood. Typically, committees meet to help make the right decisions along with family members and the adult diagnosed with Prader Willi Syndrome. Here are some suggestions.
Allow the person to have control of what is important to them. Have discussions on nutrition and staying healthy. Check to see if this may be an appropriate topic the person may want to improve by adding to their person-centered plan. Hold discussion groups in both day programs as well as in residential to discuss various topics on health and nutrition including holding classes on mindfulness and meditation.
Trips to shopping malls can be very tricky. Try to avoid mall’s eatery and plan if it is a group trip to have people bring their own lunches.
When teaching, allow time before giving additional prompts
Give praise as much as you can when it is appropriate.
Use visuals as much as you can including graphics and pictures.
Staff training on Prader-Willi Syndrome should include the following topics:
Overview of Prader-Willi Syndrome including, causes, symptoms, characteristics, nutrition, and self-regulation.
Impact on the family including the stresses families experience.
Teaching techniques including problem-solving, forward shaping and role-modeling.
Being a young person with autism you can get lost in anxiety; worrying that people are judging you, that you are not accepted, that you sound strange when you talk. Too often we end up silencing ourselves with our self-consciousness.
I was diagnosed with Pathological Demand Avoidance Syndrome (a condition on the autism spectrum) when I was seven years old. People with PDA have communication and social interaction difficulties. I found school life and academic work hard. In fact I found a lot of life hard.
For a long time I didn’t know how to be a voice and didn’t want to be a voice. So, like many autistic people my instinct was to withdraw – into silence in social situations, or simply avoid those awkward situations in the first place. Click here to read the rest of the story
Global developmental delays describes when children do not meet their developmental milestones. Generally from the age of 2 months to 5 years old. Although each child is different in their development, milestones are established in order to determine functional skills on age specific tasks.
Delays can occur in the following area:
Gross motor- Involves the use of larges muscle groups such as walking, crawling and standing. May impact children diagnosed with cerebral palsy.
Fine Motor- Small movement in the fingers used for drawing, painting, buttoning, coloring, and shoe tying.
Speech and language delay- A delay in language may be due to motor-oral problems.
Cognitive- Delays can be caused by, infections, ,metabolic, toxic, trauma, and chromosomal abnormalities (Down syndrome, Turner syndrome, etc.)
Social/Emotional Skills- Shows signs of delay in responding and interacting with other people. Common cause may be autism spectrum disorder
The following articles provide information on understanding global developmental delays: