| A Mother and Son's Remarkable Journey through | | | | into drills, and play times designed to change the |
| Autism | | | | negative brain patterns to create positive responses. |
| Statistics reveal that one out of every 150 children is | | | | These exercises resulted in cognitive development |
| diagnosed with autism each year. Elizabeth Scott | | | | processes to enable remembering, reasoning, |
| became aware of warning signs that something was | | | | understanding, and the use of good judgment. |
| wrong. Roman was exhibiting unusual behavioral | | | | Roman's behavioral patterns also challenged Elizabeth. |
| patterns. He didn't want anyone but his parents to hold | | | | He was often obstinate and belligerent. He was |
| him. His head was extremely sensitive to the touch. He | | | | frequently confrontational. These sudden outbursts |
| choked while nursing and could not swallow baby food. | | | | repeatedly caused "mini meltdowns." The potential of |
| At fifteen months he was constantly running in circles | | | | these occasions created a sense of apprehension and |
| around their living room. | | | | embarrassment for Elizabeth in stores, at the park, the |
| Roman's pediatrician assured Elizabeth, "all is well." She | | | | library, or in family gatherings. |
| gave simple explanations for each observation. After | | | | Through her work with therapists, doctors, and |
| more red flags appeared, Elizabeth out of desperation | | | | program directors Elizabeth quickly gained knowledge |
| sought another opinion. At seventeen months Roman | | | | and insights into sensory and autistic behavior. She |
| was diagnosed with Sensory Process Disorder, a | | | | clearly articulates and communicates this information to |
| condition of the central nervous system, which left | | | | the reader. The skills, supplies, lessons, interventions, |
| Roman with the inability to interpret sensory | | | | and new pediatric guidelines referred to in the book |
| information correctly. By age two he had exhibited 45 | | | | are included in a very useful series of appendices. |
| symptoms of autism. | | | | Elizabeth credits Roman's restoration and healing to |
| "Raindrops on Roman" is the account of Elizabeth | | | | her availability and willingness to devote her full time to |
| Scott's dedication and persistence. It is the story of | | | | working with Roman consistently while she created a |
| Roman's response to her consistent love and patient | | | | plan of drills and skills as therapy. She also attributes |
| endurance. Elizabeth, an elementary school teacher put | | | | the support of her husband, her personal faith, and the |
| her career on hold, to devote herself completely to | | | | prayers of her family and friends as key factors in the |
| Roman's recovery and healing. She has written this | | | | healing process. |
| account to give a message of hope to others as she | | | | "Raindrops on Roman" is a remarkable story of a |
| relates the steps of Roman's recovery from autism. | | | | mother's love and complete dedication to her son. It is |
| Theirs is an amazing journey of courage and fortitude. | | | | a tribute to Roman's response to her love. I highly |
| I personally appreciated the fact that Elizabeth writes in | | | | recommend this book to any family touched with |
| easy to read understandable layman's language as | | | | special needs children and to those who have chosen |
| she describes in detail the complex goals of tactile and | | | | a career in meeting the challenge of working with |
| speech therapies. She tells of confronting the challenge | | | | these families. |
| of adapting the skills learned from Roman's therapists | | | | Robert D. |