The mother of a four-year old with Pervasive Developmental Disorder (PDD) - about to be evaluated for autism, so he could be placed in the appropriate school setting - wrote us many letters.  Here are sections, beginning a little more than half a year into their HANDLE program.  Her child's and his father's names have been changed for confidentiality (further information is available by contacting HANDLE).

"We did have a great time at the park, even though Ed's team lost (by one run) and he hurt his hamstring.  Ryan sat with me on the bleachers and asked 'Was that an out?' and 'Was that a base hit?' and 'When's Dad gonna pitch?' and 'What's a whiff?'.   He also played on the playground equipment and met his first dachshund, took his first drink from a water fountain, and climbed his first tree (he asked)!  And no fear (although Ed was afraid).  We watched kids his age batting with a ball machine, and he wanted only to watch the machine, not try the bat (or watch the batter, which was dangerous because he was right in target zone!).  He wanted only to see the gears inside the machine.  But that's OK, right?"

One month later, she wrote:

"Yes, he is doing really great right now, better every day.  I don't know why all kids like him can't improve at the same rate (some seem not to improve at all).   I revoked my permission for the autism evaluation (oh, paperwork...).  Last night we blew bubbles together ('I'm skillfuller than  you,' he said, and he was right!) . . .(H)e is really really affectionate now, always wanting to be beside one of us, or on a lap: 'Stay here with me for a few minutes,' he says at bedtime.  He also tipped his head ALL THE WAY BACK for hair rinsing last night - something he's always been reluctant to do. 

I hope all your client stories are as encouraging!"

That same month, the mother shared:

"Yes, his teacher is very receptive and open, and she is genuinely fascinated by Ryan.  She told me a great story.  The class has 'sharing time', when the kids raise their hands to tell about something - a visit from a cousin, a new car, a present from Dad, what they had for dinner, a song they learned, whatever - and Ryan now participates in this.  But here's what he does.  He raises his hand (an amazing thing in and of itself, Judy!) and then when he's called on he stands up and says 'I'm not gonna say anything' and sits back down."

On August 2, 1997, Ryan's HANDLE program was altered to correspond to his progress.  On August 5, 1997, only 3 days into the new program, his mother again wrote:

"And Judy, in Safeway today, I couldn't believe it, a clerk asked him six or seven questions, and he answered every single one with perfect eye contact and no trepidation.   This has never happened.  I am beside myself.  And so proud.  So so proud!

And more good news, his OT session went really well today, it was a thousand times better than the previous one (during which he wouldn't cooperate with ANYTHING) ....

Lots more good language today too - even using 'well' and 'so' in talking to himself, and when I said something he said 'kay', as in a truncated 'OK', which I found amazing."

That following week, the mother shared:

"Triumphant evening...

And last night, Judy at Safeway, we were in the produce section and he said to a nearby clerk:  'Hi!'  Big smile, eye contact.  I was flabbergasted.  Then he said (to the same clerk) 'I'm buying these green peppers.'  He also allowed himself to be 'interviewed' by another clerk who thinks he's the smartest child who drew breath (I know she's silly, but I don't interrupt because, heck, nobody ever fussed over my kid before!).

Wonders galore!"

The next day, the child's father, who rarely has written as much as a letter to his own mother, wrote:

"The meaning of my life has been so enhanced by the blossoming of Ryan that I cannot describe it.  Please take some joy from what a wonder he has become for us . . . Thank you for your patience.  I love your work."

At the beginning of the new school year, not quite one year from their introduction to HANDLE, the mother writes:

"Ryan is just doing GREAT at school, Judy.  Just great.  I asked him 'Do you like any of the kids at school' and he looked at me and beamed and said 'I like ALL the kids at school!'  His teacher wrote 'His affect is way up this year.'   Apparently he is totally engaged, participating in songs/games, making lots of comments.  And seeming very VERY happy about the whole school thing.  I could not be more delighted."

And on January 27, 1998, she writes:

"Ryan is just doing UNBELIEVABLY great.  Had his IFSP meeting today and Judith, the goals are all way beyond being met, and the whole staff says they have never seen a child improve so dramatically in such a short time ...what's more, they are now fretting about an entirely different issue, namely that of appropriate placement for a gifted/brilliant kid (his teacher says she's never seen a child so advanced in so many areas).  So it's a nice change, wouldn't you say (is my life a roller coaster or what)?  I was thinking last night how startling and marvelous it is, after all the worry and uncertainty, to have ended up with this spirited and glorious and charming child, who delights us every day (even though we have no idea how to approach his education and even though his prodigy predilections are a little scary).  He is just a blast."