Vodka-infused Mother's day

The Rolling Stone's song, "You can't always get what you want", always to come to mind when I am asked what I'd like for Mother's day. "What do you want for Mother's day, mommy?" and immediately my mind goes to the impossible, a pool boy, a beach vacation alone, a villa in Tuscany, a years subscription to the Chippendale's cleaning company. I'm sure they make housecleaning a snap. Well maybe not, I'd be dropping stuff all over the house so they could pick it up while wearing that thong. Thank you. Thank you, come again.

Many of us with small kids have on our lists:  Bathroom time without an audience, not having to answer "why" questions for an afternoon, not having to change diapers, and a nap. It also would feel good to have a moment to think and remember why you walked into a room in the first place. oh yea, I did have to go potty. 

Moms of school age children would be happy with: no homework, kids that listened and put their crap away and not ask where it went after they refused to put it away. Added bonuses, would be if they kept their pants pulled up, and not having to schlep them all over town for all activities.  

As moms, we know that we unless we put subliminal messages into netflix shows and held the remote controls hostage, the messages will not be received. You really want to know what I want for Mother's Day? Here you go; The top ten things Moms really want:

1) Surprise us with niceness. It would be nice if we weren't 100%  responsible for arranging any couple time we have together outside the house. Sometimes, for me to get a sitter, I have to jump through fire and it goes unnoticed. It's like you got a free pass. It would be nice to go out without having to do all the work. 

2) A spa anything, even if it was a pass to sit in the lobby and read trashy magazines.

3) Let us leave the house, ALONE. Alone time should not equal the time it takes to get the mail.

4) I want to unplug. I don't want to find that f-ing toy that our kid has lost for the millionth time which is most likely in the same f-ing place they last put it. No aliens, no acts of war, it is still wherever the fuck they left it. I want nothing to do with it. Plain and simple.

5) I want some of my TV shows on the DVR to have a higher rating than some of the kid's shows. Can't I just have one f-ing show? Screw the bloody Bubble Guppies. Mama needs some distracting Bravo shows to remember the importance of an education. 

6) I want someone else to vacuum the van. 

7) To get in writing that all the burden associated with presents for all  school personnel, will not be my problem.  "Next year, ______(place name here,) will be fully responsible for all holiday and teacher appreciation week gifts". It is incredibly difficult to take care of all the people; the Special Education teacher, mainstream teacher, OT, Speech, aides and other professional staff that helps my kids. Especially when it is when I'm dealing with two different schools. It makes my mind explode.

8) Vodka. Cause frankly, looking at our kids, we're fucked. 

9) A clean house house I had nothing to do with and a meal that just magically appeared. I had to buy nothing, prepared nothing, and poof, it was there.

10) To have an adult conversation uninterrupted by kids, not about kids.

Although many of us will look back with nostalgia on the things our kids did that drove us nuts, at certain times, I imagine what my Mother's day will be like in 14 years after all the kids have left. I imagine myself at my future beach house, because my old self won't be able to handle the cold weather any more, and of course there will be a pool boy. You missed a spot.

Happy Mother's day to all. Vodka all around!

No matter how you twist it, it ain't funny

As parents, we are confronted with many things, be it the gross and nasty; finding assorted body fluids in places we're not used to finding them, semantically challenging; "just because I say bad words, ...", and the many crazy things that kids do;"Why is my ipod in the toaster?" They could have been upsetting at the time, but eventually we learned the lesson, drank the beer, and then found humor in it. 

However, when the principal calls and tells you that your kid has thrown chairs, pencils and hit a teacher, there is nothing funny about that, ever. In the world of Autism, bad, violent behavior is not part of the diagnosis. The behaviors most often stems from frustration. Many of us have felt this way  when we've asked a kid to complete a task they have chosen to ignore; "pick up your coat." And after several requests, the kid still hasn't done it, which causes you start screaming, "PICK UP THE COAT. I TOLD YOU A MILLION TIMES TO PICK UP THE COAT." And that is when we have to walk away and take a breath before we list our kids on Ebay. We all know what frustration feels like, but for many people with Autism who cannot voice their frustrations, and are not being understood, aggression is usually the next step.

#3 was guilty as charged for throwing a chair and hitting a teacher. But, with Autism, you just can't take actions at face value, there is usually a whole journey that they take to arrive at their actions.  As parents of children with Autism, we have to look for the triggers that caused the aggression in the first place. The scope of possible triggers is large. For some kids, it can be a humming light, for some, the pitch of someone's voice, for others, the smell of soap. On that day, I am sure #3 was overstimulated by the transition to library and then pushed over the top by a classmate. When he was disciplined for running around the library and instructed to sit in a chair, that was his breaking point. So instead of sitting and decompressing, he launched into his own version of Twisted Sister, "we're not going to take it anymore." He wasn't really capable of saying "excuse me, I need to be redirected with a little more pizazz and some sensory input."

When he was transitioning from pre-k to Kindergarten, we asked for an aide to accompany him throughout his school day. The team did an assessment on him and determined that he was too high functioning. He started Kindergarten independently and his teacher, who has an Aspy-son herself, was very in tune with him and kept data on his behavior. Throughout the year, he had bad days, good days and many great days. When his IEP meeting came up again, we voiced our concern about his attention seeking behavior and requested an aide for first grade. Once again, the team determined that there wasn't enough data to warrant it. As educators, the IEP team knew that he would benefit from having one, however,  there were many hoops to jump through to get one.  I wondered what needed to happen to make him qualify for an aide. And it made me angry to realize that he needed to fail before he would qualify to get the help he needed.

My friend Becky, a social worker and Autism sympathizer, managed to shift my paradigm on the situation. "Yes, he threw a chair, and yes, he physically abused the librarian. And if he had an aide with him, he would have been redirected long before the behavior could have manifested. You now have the data he needs to get the aid. It couldn't have happened at a better time." She was right. It's an awful feeling when you know your kid was set up for failure, and it's awful to hear that your kid did something to hurt another person. But because of that, the paperwork has been filed to provide him with an aide next year. 

As a mom dealing with so many temperamental personalities, I choose to be proactive instead of reactive. I prefer to make the necessary changes to avoid problems rather than deal with the problems after they have come. I remember a conversation I had with an assistant principal at #1's school when I was really angry about her lack of support for the special education teacher and aides, and I asked her, "This class is over-capacity. When you have too many special needs kids in a room, that is when things happen, kids escape and bad behaviors accelerate. What are you going to do here? Are you going to be proactive or are you going to be reactive? You better be prepared to take the blame for your choices." She chose to be reactive. But I guess that may be the policy in Baltimore county; "Don't fix it until I am forced to."

For many parents who have to fight this battle, it saddens us when our children are put into situations where they fail. We have adopted the ideology of not setting them up for failure, and try to encourage lessons in a positive controlled environment. But when we send them to school, we don't have a complete say. Their educational experience is a cooperative effort and sometimes they don't see the need for things we request just because they don't know our kids like we do. In many cases, over time, the team sees the validity in your comments and other times, that is when you have to go to mediation. 

Becky was right. He was allowed to fail in a controlled environment and the need for an aide was noted.  I just wish there was a better way. Vodka anyone?

Express Yourself

When you have non-verbal or verbally limited kids, any sound they make that sounds remotely like a word or an attempt of a word is celebrated. "You said "ca" and are staring at the candy. Yes, you can have some". Have the whole bowl, I am freaking elated. You get used to giving positive reinforcement when they try to use language. And have a parade when they put their first two word combination together, "bite me." Love it! Say it to Daddy! Just when I had a system down, enter into the picture, two sweet, little, crack butterfly, chatter boxes. Not only do they have a running dialogue with each other all day, they engage everyone around them. They are Verbally and socially amazing. Did I hit the jackpot or is this just the beginning of the curse that my mother put on me 20 years ago?  "I hope you have a daughter just like you." At 16, I thought that idea would be just peachy, but I'm starting to imagine little double sassy pants three feet taller in their training bras and I'm anticipating the need for Xanax. And, on top of it,  I got double. Someone is going to be telling me about the power of karma very soon, indeed.

With my boys, I am used to engaging them to extract the information I need from them. If I were to ask each boy the same question, "How was school?" #1, would try to get past me, avoid eye contact, not answer the question, drop his backpack and make a bee-line to the trampoline. It is only when I grab his face or say "hello??" that he says "great" just so he can continue with whatever his mind was intent on doing before I interrupted him.  #2 the Aspy will volunteer all types of statistics and facts and talk for hours, but if I try to ask him how his day went and he knows it wasn't perfect, he disappears faster than Flash, leaving a trail of "AHHHHHHHHHH" behind him.  He only wants to talk at you because he has so much in his brain that needs to be let out. Don't ask me questions, this isn't Oprah. #3, the PDD/NOS/ODD will look me in the eye and reply "I'm not telling you." Little shit. If he did have a perfect or almost perfect day, he will give me the chart and ask for the sticker he earned. So, I am able to get the information I'm after by assessing their reactions to my question. I guess I was used to working that hard for output.

The girls are completely opposite. They express all observations, "Mommy, why are you so cranky?" or "Our room is a mess, you need to clean it mommy. "  They tell me things I know, but really don't want to hear, "Mommy, your butt is MUCH bigger than mine." Love hearing that on a Monday morning. Just wait, cherub. You won' be tiny forever. They fight authority, "Mommy, I'm not doing that. It's unfair."Excuse me? Are you talking to me? I'll show you what unfair is when I introduce Barbie to the recyclable bin. And, they would run the place if given the chance, "Mommy you want another beer? You can't have one. Get in time-out. NOW." Yes! I get 43 minutes. Score! 

 Not only will they volunteer information like #2, they will engage more than I thought was humanly possible. And, they eat more than a pissed off, starving pack of locusts. Most of their requests are "mom, I'm so hungry, give me food." You need to envision the whining and dancing. Need to put Zoo-Keeper on my resume.

The girls introduced something that wasn't in our house before they learned to talk, girl drama. The whining, hand-waving emotional expressions have me hiding laughter many times a day. When Twin R, who is usually the lead crack butterfly joined me in the garden wailing, I had to stop weeding and ask her what was wrong. She replied, "This is the worst day ever. I didn't get to go to the gym, I didn't' get to play in the garden. I don't get to do anything." And then she started to sob. Wow. She is four and none of my kids, ages six, eight and 10 were ever able to express their emotions so easily and clearly. On one hand, I felt like jumping up for joy, because she was expressing herself and using her words appropriately, but on the other hand, it was a lesson she needed to learn. I stifled the laughter and picked her up to comfort her. I explained that she had made the choice not to listen and she missed doing things she wanted to do. Next time she had the power to make better choices.

When you don't have clear lines of communication it is harder to understand the message which can cause frustration on all fronts. With the girls, the behavior disappeared once they were able to express their issues. With the boys, it is more of a slippery slope. It is sometimes hard to distinguish the behaviors that come from communication frustrations and plain ole misbehaving.  #1 gets so upset he screams and throws himself on the floor. If the trigger for his outburst was a brother, then he will try to wrestle or push him which gets him into trouble.  #2 gets so upset that he works himself into such an angry, anxiety ridden fury, that sometimes he put his hands on people and says some very nasty things. That lands him in  time-out or bed to give him the best chance of recovering. #3, has different cries for different stressors. He has three distinctive cries: fighting with a sibling, frustration with a toy, and anger against the establishment. I am not brushing my teeth, loser.  And, sometimes he cries and we're not able to figure out the cause or how to make it better. We then have to play the guessing game or leave him alone until he is able to use his words, and that depends on him.

There are times when the girls help #1 practice spontaneous language and because of them, he is more aware and willing to engage others.  #2 and #3 are fine expressing their language in a controlled setting, such as, while they are playing video games. It is when they have to identify their feelings and cope with a situation is when they have problems.

I guess I can say that we're lucky to have such a large family that offers many different opportunities for interaction. There is always someone to engage albeit good or bad. I just hope that eventually we find some plan or method that is consistently successful for all of them.

 Yes, it is a glamorous life. Thanks Sheila E.

We're More Alike Than You May Think

As Autism Awareness Month draws to a close, and I'm taking down my blue lights, I questioned the true message of Autism Awareness month and World Autism day. What was the message? Many have coined Temple Grandin's phrase, "different, not less", as the motto for Autism awareness, but how much understanding does that get you? Facts, numbers, and statistics are sometimes too much for your average person to understand. And usually, the only way for any group to be granted an even playing field in World acceptance is to highlight the things that we share, instead of the obvious physical differences and behaviors that alienate them in the first place. The foundation to get anyone to care is by showing the similarities that link us.

So, I am going to show you how similar the "neuro-typical" population and people with Autism are. After all, we are people with the same core of needs: to be loved, respected, praised, taught, and feel joy.  Every one of us has wants, desires, dreams, fears and goals, even if we may not be able to communicate that to anyone. 

We all have these needs and characteristics but the difference is the intensity and our ability to cope with them:
  
Excessively particular: We all have things we like and dislike. We all have foods we love and abhor. True, some of us may never venture past our childhood favorites, but that happens to everyone, Autism or not.

Perseverating on something: We all have had moments we recall or talk about over and over. A fight with a boyfriend, drama with a family member, a bad haircut, a part of our body we don't like, a good book, song or movie and no matter what someone says to us, we can't get it out of our heads. We are so fixated on it, we are incapable of getting out of the vicious cycle until someone or something can transition us out of it.  My boys currently perseverate about Lego Star Wars and sports, but it's what they like, so it's fine. 

Anxiety: We all have some type of anxiety that manifests sometimes. For some, it is talking in front of large groups, for others, it is wearing a swimsuit in public, having a blind-date, meeting new people, going to a new place etc. We all have some version of it, it is just the intensity that differs.  My eight-year-old son with Asperger's has a problem with going places, especially new ones. He gets all anxiety ridden and focuses on how bad it will be, begs to stay home and works himself into quite a fit. He logically understand that 98% of the time, he winds up having a good time, but it still doesn't stop the anxiety from rearing it's ugly head. 

Transition issues: Most of us have had times that we were engrossed in a TV show, book, or movie and the phone rings, a kid needs us, or someone is at the door. We then had to stop to address the situation. Sometimes it was easy for us to switch gears, but other times, it made us angry to have to stop what we were doing.

Another example could be, that we went to a certain restaurant because they serve our favorite meal. But when we sat down, we were told they were sold out.  Some of us would get mighty pissed and complain to anyone who would listen. Others would calmly choose something else and make a mental note to call ahead next time. You know who you are.

People with Autism need an established pattern for transition, like a countdown. "Guys, we will leave when the timer goes off in five minutes", or a strategy, "after the guy dies in the next scene, we will pause the movie and you can watch it again after dinner." I think we all might benefit from planned transitions. "Attention shoppers, Macy's will be closing in 15 minutes, please bring all your purchases up to the counter..."

Hyper-Focusing: Some call it "spaced out". We have all experienced a time that we were wrapped up in a task or activity and didn't notice or hear that someone was trying to get our attention. I have been at a store and walked right past friends because I was hyper-focused on the task at hand. We've all had moments that we've tried to talk to our spouses, partners, pool boys or kids, and they didn't hear us, though some of that may just be years of conditioning.

Brain-fog: Sometimes when people ask us questions, it doesn't go in right away or we misunderstand and may need clarification. This may upset, frustrate or bore the person trying to communicate with us. For some people with Autism, this is the norm and we need to exercise patience and grant them the time they need to respond. 

Personal space: Many of us have friends that had too much to drink and get themselves into other people's personal space. At that moment, they have disregarded the little voice that keeps them socially "in-check". For our friends with Autism, such subtle nuances like "how close can I stand to someone?" is sometimes too abstract of a concept to fully understand independently. They may need to practice and be prompted and it is ok to say, "hey buddy, please take a step back." Nicely of course.

Self regulation: All of us have had moments when we "lose our shit" and tell off some poor clerk, flip off some old lady driving below the speed limit, yell at a waitress, throw an ice cream cone across a parking lot, after your kid swore they wouldn't drop it in the car and did just that. Most of us were taught how to behave in public and because we were wired a certain way, we got it, but it tends to short-circuit sometimes with the right triggers. People with Autism have a harder time identifying and expressing their feeling. And self-regulation is harder for them too. Plus, there are more possible triggers just because of their heightened sensitivity to environmental stimulus.

Sensitivity to clothes:  Most of us have had tags in our shirts, or seams in our clothing that drove us nuts to the point that we had to cut them out. Some of us have material preferences. I despise polyester, maybe it was my upbringing in the 70's, but maybe not. Some of us prefer sweat pants over jeans and long sleeve shirts over short sleeved. It's just what we prefer. But for people with Autism, it could be such an overload that it prevents them from being able to do anything until the offending irritant is removed.

Sensory input: This is the technical term for the the different types of fidgeting we do. Some of us tap our feet, twirl our hair, chew on pencils, crack our knuckles, bite our lips and flap. We all do it, but we all have preferences and some are more obvious. Some of us need to do it more than others and for many of us, it helps us center, focus, calm or energize us. We all have issues.

Not doing things because they're not comfortable: How many times have we seen a small child refuse to hug a scary looking decrepit relative. Of course they may be nice as pie, but they certainly look scary. They refuse because it is beyond their comfort level. We all do this. We refuse to talk to a relative on the phone because they suck the life out of us when we do. We have neighbors we avoid because we can't tell them we broke the chainsaw we borrowed from them two years ago. Many people view a person with Autism who refuses to comply as being difficult, can't we just say, that they are refusing to do it because it is beyond their comfort zone? The request itself is unreasonable not the response.

Not doing things that are inefficient or deemed unworthy: Many kids with Autism don't see a value in communicating with people other than to communicate their wants. For many, expressive language is difficult, painful even. If they can help themselves to what they need, why should they bother to use their words to ask? I am often asked by my 10 year old why he has to do homework. I remind him that homework is a way to practice what he learned in school and to get better. He doesn't really see the value in it, nor do I, but we plug through it and move on. We all feel this way about certain things, it is about deciding what our preferences are. 

Freaking out because we can't find something: Doesn't that piss off everyone? Some of us have better self control and coping skills than others. Some of us, just have a shit-fit and lose all sense of self-control. You know who you are. That has nothing to do with Autism and everything to do with the individual. 

Hyper-sensitive "fight or flight" instinct: Many of us have felt, at one time or another, the need to leave a room, get out of someone's space or flee a situation. For people with Autism, there can be a myriad of triggers ranging from the cologne someone is wearing, the hum of lights or electronics, the loudness of a room, the brightness of the sun or a room, the pitch or volume of music or voices, or crowds, just to name a few. To many, any one or combination of triggers can be more debilitating to them, then if someone wrapped you head to toe in duct tape. It could literally cause them to shut down.

The goal of making Autism a World issue is to increase awareness, but it needs to go further. Maybe if everyone understood the points above and could remember them the next time they jump to judging a fellow human, we might create a bridge of compassion. That is what every drive for equal rights, respect, and understanding is all about. Accept me as I am.

Forced to Take a Closer Look

When you have a child on the spectrum and that child is not very verbal, you spend more time worrying about what is going on at school than most people, just because they don't tell you anything. During the first couple years of school, you talk to the teachers and have conferences and the worrying subsides a bit. But then, they hit third and fourth grade and the curriculum changes. They become more accountable and the work gets harder. Having a verbally limited kid at this stage is difficult and you come to the conclusion that unless you very active and invested in your child's success, that it's not going to come so easily. I thought I had a good system down and then I got the wake up call that I needed to take a closer look.

In fourth grade science, they do unit packets. Over the course of a month, they work through the booklet and then they have a test that usually involves vocabulary and other key points from the unit. I got into the habit of making copies of the vocabulary when the booklet first appeared in the folder and hoped we could get the terms into his brain before the test, which would come eventually.

#1 is an auditory learner. He can memorize things if you sing them, say them in a funny voice or tell him over and over again. He also memorizes for rewards. Does it mean he fully understands all the things he memorizes? I don't think so, but we know that the majority of education is digest, regurgitate, understand later if necessary.

When we got the study guide for the test, we had a week to get the required material into his head. At random times during the day, I would ask him questions that were going to be on the test like: "What are the four phases of the moon?" "Why does earth have seasons?", "How long does it take for the earth to revolve around the sun?" He got many of them right the first time I asked him.  When he got some wrong, I told him the right answer and then asked him the question again immediately, just to make sure it went in. When asked the questions Verbally, he got all the answers right. So, I sent him off to school confident he wouldn't fail the test. However, when his test came home, it told me a different story.

According to the test, he only got five out of 11 questions correct.  He takes a modified exam, which means less questions and less choices. I read through the exam and was beside myself with the mistakes he made. I wondered how it was possible to be able to recite the correct answer but when confronted with having to sit, channel his energy to focus, read the answers and choose the correct one, it all went to hell.

So I did what every confused parent does; try to figure out what went wrong. I sat him down and asked him the questions from the test. I realized that the wording of the question is everything. When you're doing something verbally, you have the ability to rephrase if they don't understand. However with a written test, it is presented one way, and if they don't understand the phrasing, it's over. For example, I prepped #1 to answer the question, "how long does it take for the earth to revolve around the sun?" by answering , "one year." This was the question on the exam:

He got the question wrong. I asked him "how many days are in a year?" and he didn't know. So based on his knowledge, he didn't see the answer we practiced, so he guessed. Oops. I guess he didn't learn that, so I got out the calaculator and the calendar and we added up all the days to equal 365. Sometimes "common knowledge" is not as common as we assume it to be.

I also prepped him to name the four inner and four outer plants, which he could do. But the question on the test was worded as this:

Which is nothing like what we reviewed. They all add up to eight, who cares?


We all know that exams should not be the fundamental measurement of knowledge and skill acquisition, but it is.  I now have to go back and review his IEP, sit down with his teachers and figure out a fair and accurate way to measure what he is learning so he is not penalized for having autism. If we could just have a more structured attorney way of "asked and answered" verbally,  we may have more success. Now I have to sell it to the team. Wish me luck.

 Can you put any more words on this question? What? I read so many words, I am confused. What are you asking me? Is this a Foreigner song?

 Homework Happy Hour

I used to catch snippets of "Are You Smarter Than a 5th Grader" when my mom used to visit. She was addicted to GSN, the game show network. I used to think, "I have a MA in Asian Studies and have quite the extensive education, I'd kick ass on that show." But then, #1 became a fourth grader and between him and my aspy third grader, I wondered how I got through elementary school at all. Did they even teach the same crap they are teaching now, way back then? I don't think so. I remember my desk at school chock full of worksheets I never completed and somehow I managed to get away with it and graduate elementary school. I wondered, if I were going through school now, would I make it through?  I am grateful that I don't have to  answer that question. Though based on my inability to help with homework some days, I tend to think that I wouldn't.

Trying to navigate three children through homework makes you question who really invented happy hour. The witching hour is between four and six in the afternoon.  Grab the vodka and red bull and press "go".  It is the time you are trying to get dinner ready and the homework done because when the kids get out of school, the clock starts ticking down to bedtime. (Bedtime=when mommy finally gets a freaking break.) Of course, after a full day at school, they are fried and no matter how you try to package it, homework sucks no matter when you try to get it done. "Oh mommy, I love homework!", said no one ever.

 The minute you open your kid's homework folder, the general reaction is "fuck?!? Really. That will take all of my energy and time plus, I may have to Wikipedia it because I have no fucking clue what it is, what I'm supposed to do with it, or how to do it.

So between managing the meltdowns that come with making kids do homework and getting #3 to read,  (#3 is in Kindergarten and he just has to read 15 minutes a night. Sounds easy? Wrong. Some days I could promise that kid a Maserati, and the way he screams I swear he is saying "F-U" in some martian sound, that challenges the sound barrier. But last night, Hershey hugs and some left over holiday candy did the trick. Yes, I sugared up my kid to get production. It's called incentives. Got a problem with that?) I also have to deal with the twins, whose specialty at this point, is input and output. They eat all day long, and then they call me with the utmost urgency because they have to hold court on the potty. MOMMY, I HAVE TO GO PEE-PEES." And in toddler language it means, "drop everything and be my potty pal, RIGHT NOW" And the second I get up from the homework table to help the girls, the boys bolt to the far corners of the house or yard. They don't know what "independent work" is.

The challenge most days is after I have put the other four to bed and I finally get back to the table to finish the homework with #1 , I am 98% fried and twitching. Unfortunately, it is usually the time that he is most engaging. Talk about bad timing. He was reading a chapter about the first moon walk and he went into a quasi-scripted scene from Wall-E and then asked if the axiom greeted the astronauts when they landed on the moon. But the thing was, his was joking with me. His face was poised in amusement and he was just waiting for me to respond and when I tried to bring him back to task, he tried to push further and talk about Eve and if she greeted the astronauts. He was engaging in quasi-typical behavior, but I was so fried, that I laughed and begged him to get back to task before I lost my mind completely. 

 The best day of the week for me is Friday. Not because it is the end of the work week, my work week continues regardless of the day, it is because there is no homework. They come home from school and it is free time. I don't have to get three kids through homework or meltdowns. I just have to make sure the beer is cold, the Wii controllers are charged and the pizza is ordered. Now that, sound like a happy hour I could deal with every day.

 Sugaring Up The Help

Today was volunteer appreciation day at #1's school. When I originally got the email from his homeroom teacher, I thought, "I was only there a couple times, I didn't help that much. This doesn't apply to me" and thought that if I went, I might get tackled at the door for being an impostor.  But then I got the invite from his special education teacher who teaches him language arts and manages all aspects of his mainstreaming. I figured if she sent it to me, then I should go.

My friend Katie watched the girls and I went. When I walked in the door, I saw the few people I knew and greeted his teacher.  (#1's school is not our home school. It is about 15 minutes away and we don't get there as often as we are at our home school where #2 & #3 go.) I saw the food table and my head started to spin. I think I was in sensory overload.

The food table was covered with an abundance of home-made and store bought sweets that looked so good,  that my ass was begging for me to just spread them all over it. I looked at the cakes and had visions of me laying in the icing doing snow angels. Two weeks ago, I gave up processed sugar, bread and dairy. I was sick the first week, so it wasn't a big deal, I didn't want to eat anyway. But now that I was sick-free and staring at the drool table, I had to dig deep and remind myself of my goals; to dump the 18 pounds I had gained steadily since moving to MD, two and half years ago. I had stopped teaching fitness classes and became a full-time, stay at home domestic slave. After I unpacked the house, painted all the rooms, ripped up the garden with my trusty pick axe, and settled the house down, the weight slowly crept on. 

But when the smell of sugar gets into your nose, your body starts reacting to it. The evil twin starts talking about the benefits of eating the peanut butter chocolate cake and your pants are screaming "No, no more pressure here.  We can't take it, you barely got back into these. Don't stress the zipper. Just don't. You will not like yourself in 10 minutes, let alone the morning." Say my name chocolate babka, you know you want me, even though my pants don't. What, there's fruit on this table? You KNOW it just doesn't have the same appeal as coffee cake. The pants were telling "step away from the cake." So I listened.

I had already lost five pounds though I am not sure if it was from my new exercise routine or being sick. I do think it was from being sick, but I want to believe the exercise has achieved something. So, I watched everyone else eat the goodies and remained focused on the prize: fitting into all my clothes.

I then had to redirect myself and focus on talking to one of the moms that I don't see very often. It is amazing that the more tactics I learn so I can deal with my kid's issues, the more I realize they work equally well for me.  It did work and no bad food went in. Although, I still think it would be fun to lay on a huge cake and make snow angels in the chocolate icing. That will go on my bucket list.