Too many choices
One of the original goals that we set forth for Tad in his IEP (individual education plan) at school, when he was first enrolled, was that he be able to communicate his desires with words. I offered the example at the time of him learning to ask for certain books, instead of just us offering him certain ones.
I think we can sort of begin to put a check mark by this particular goal.
He often tells us which book he wants, but it’s mostly because he has it in his line of sight. The better, more recent, example of how he’s learning to ask for what he wants is what he chooses to listen to at bedtime.
We let the kids listen to music at night. It’s become kind of a crutch for them now, but we made it a part of their bedtime ritual and we’re stuck with it. We do eliminate music that will keep them awake, but most of the time, we allow them to pick what they want.
A couple of nights ago, Tad was having a hard time making up his mind. “Junior?” he asked (which means Veggie Tales music to him – he has a plush Junior Asparagus doll).
“Do you want to listen to Junior?” I asked him.
“Star Wars?” he then asked.
“Oh, you want Star Wars,” I said, reaching for the CD.
“Junior?”
I paused.
“Star Wars?”
I looked directly at him. “Okay, Tad. Junior or Star Wars. Which one do you want?”
His eyes lit up. “WALL-E!”
“No.” We recently purchased the WALL-E soundtrack, which he loves, but he sits up singing and reciting lines and sounds. It’s not a good disc for him to listen to at bedtime. And there was no way he was getting it.
Tad let out a big sigh. “Star Wars,” he finally decided.
We have come a long, long way.
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