CHRISTOPHER'S PAGE

Christopher was born in November, 1990, a welcome first addition to our twosome. We lived in a small apartment when he was born, and enjoyed his babyhood in our humble home with joy. We did not know until Christopher was 4 that he had autism, and he arrived at his baby milestones on time. He was a cute chunky baby, breastfed until 14 months, and fed solids according to pediatric schedule starting at 6 months. He was fun, adaptable, cute, and a pleasant, "easy" baby. Christopher kept me up at night only for about 6 weeks, at which time he settled into just waking up at 4 a.m., and then when I returned to work he magically began to sleep through the early morning as well, awakening about 7 a.m. when he would nurse right before my leaving with him for "Mama's" house, who would care for him while I worked for the next 3 years with the help of her husband ("Papa") and "Grandma Mary."

Christopher took his first steps on Daddy's birthday in January, following his crawling and sitting up beautifully on time! Christopher loved his "binky," but after one year of age we made it only for "night-night." He also napped very well, taking two naps until about 16 months, and 1 nap until age 3.

He went to church with me continuously - to choir practice; to services until he went in nursery, where I also often worked; and to Bible studies, both at church and at home!

At age 2, Chris spoke 50 words. He also had said perhaps 3 sentences, but I was concerned that he wasn't talking enough. He was (is!) so smart, though - he could match his letter pieces to outline drawings of the same letters, and could say colors and match them! He also sang songs. I did ask the doctor about his speech, but was told that he should grow out of the speech delay, to be patient and read to him a lot. I did that, but at age 2 3/4 (September, of 1993, ironically the same month I became pregnant with my daughter), Christopher stopped talking.

We could not figure out what was wrong. Christopher was also very unhappy. He began throwing things and seeming very upset. Coincidentally he had spent his first evening at a babysitter's without us that evening before he ceased speaking, and we were told that another child had hit him, upsetting him. We still wonder about that to this day.

At his 3 year old dr. visit in November we began the battery of tests that I've since learned all autistic children undergo. First is a detailed hearing/speech evaluation, and then as the child usually is unable to take this kind of test he/she has a hearing test with the wires attached to his scalp with a type of soft adhesive - no pain, just irritating to the child and upsetting to the parents when the sedative given does not work, but makes them hyper, as did happen to us! However, Christopher eventually (after 2-3 tries at the test) passed the hearing test. He had several other tests which I've forgotten each after the years gone by -- Fragile X, nasal passages, eeg, etc.

Christopher started a preschool that had typical/special needs mix in the same room, and attended for 2 1/2 years. He adjusted well and actually did regain in that first year about 50 words. He did not use them often but they were there. When he was 3 1/2 and my daughter was born, he said "I love you" to us in the hospital room. That same week he said "sister." It was precious.

In 1996 Christopher changed schools to attend an MRDD school, which I believe stands for Mentally Retarded Development Disabilities but am not sure. He began to attend all day at that point, at age 5. He turned 6 in November, though. He did fine, attending 9 - 2:30, I believe. That was his last year of preschool, and he continued to attend this school for two more years of primary. The faculty here was loving and caring, as they were at the other preschool. As time went by different individuals began to try new ways, and the Miller method was chosen as therapy for the autistic students at the school. My mother-in-law began to volunteer and eventually became an employee there, first working with Chris on the Miller method and then with other students. They also began to incorporate the Teacch method.

At this school Christopher accomplished learning to work with others better, paying more attention, and also became potty trained!

Through this accomplishment, Christopher was ready to begin attending a regular public school this year in a MH (multi-handicapped) class.

TO BE CONTINUED