Dr. Robert Melillo

(excerpts from www.drrobertmelillo.com) Dr. Robert Melillo has been helping children overcome learning disabilities for over 20 years. His areas of expertise include: autism spectrum disorders, PDD/NOS, ADD/ADHD, OCD, dyslexia, Asperger's, Tourette's, bipolar disorder, and other mental, attention, behavioral and learning disorders. He is also and expert in diet, nutrition and neuroimmune disorders in children and adults. He is a chiropractic physician who also holds a masters of science degree in neuroscience as well as a diplomat certification in functional neurology. He also lectures extensively to other doctors across the United States and Europe to include many medical neurologists (MD's).

 Available at Amazon.com

In 2004, Dr. Melillo published Neurobehavioral Disorders of Childhood: An Evolutionary Perspective, a working theory textbook on developmental disabilities. This book continues to be utilized on both a graduate and undergraduate level in Universities around the world, it has been translated into Korean and Chinese.

 Available at Amazon.com

However, it was Dr. Melillo's best-selling 2009 book, Disconnected Kids that catapulted him to national prominence. Greeted with overwhelming positive response. Dr. Melillo's leadership in the field, as well as his personal dedication to the creation of a drug-free multi-modal educational program for children with ADD/ADHD, dyslexia, Asperger's, and autism spectrum disorders, have made him one of the most sought-after speakers on the subject today, both in the U.S. and abroad. Disconnected Kids has been translated into Chinese, Korean and Hebrew and there are French and Italian versions being completed now. He just completed the second edition of Disconnected Kids, which was released in March of 2015.

   Available at Amazon.com

Dr. Melillo deserves a standing ovation! I respect and admire individuals like him who've chosen to dedicate a large part of their lives to helping us all to better understand the different causes and effects of living with a number of mental disabilities.


Reconnected Kids also Available at Amazon.com

 You'll also find insightful blogs at his website. One in particular that I found interesting was the one entitled Dr. Melillo’s Holiday Shopping List for Kids with Autism. dr-melillo-holiday-shopping-list-kids-autism
Due to sensory integration issues, children with autism and other neurobehavioral disorders of childhood have special regulatory needs. A variety of therapy toys and sensory tools have been developed to help to minimize stress, reduce the occurrence of meltdowns and help children with special needs cope with sensory challenges. In fact, these are perfect gifts for any occasion.

Currently Dr. Melillo is working on the MelilloChallenge

 

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A Zest for Spelling

By the time my son reached 5th grade, he had an extensive vocabulary. His comprehension of most words had increased as well. That year, he participated in his classroom spelling bee and won! Winning the class spelling bee guaranteed him a spot in the school wide spelling bee.

I was proud and nervous and the same time. Proud because I knew how far he had come and how hard he had worked to reach this point. I was nervous because this was his first time ever having to speak in front of a large crowd. I was worried about how the crowd would react to his speech and quirkiness. I was also nervous about my reaction if that happened and how we both would feel afterwards. I talked with my son that evening. I wanted to know how he felt and if he was ready to participate in what would be a big event to him. To my surprise, he was ecstatic! His happiness and excitement overshadowed my feelings of doubt and worry. So every evening until the big day, I helped him study and prepare. We went over the rules and what was to be expected of all participants. Finally the big day had arrived! I made sure we had a good breakfast and that he was dressed nicely. He assured me that he was ready and so was I. The audience was filled with family and friends of spelling bee participants, along with 4th and 5th grade classes, teachers, faculty and staff.

I decided to bring two of my son’s biggest cheerleaders with me, his little sister and my best friend. After saying the pledge and listening to the opening announcements, it was time for the spelling bee to begin. One by one each amazing student bravely stood in front of an audience and spelled the word they were given.

Of course, some students spelled their given word correctly and some did not. At last, it was my son’s turn. As soon as he approached the microphone I immediately heard snickering from fellow students in the crowd. This angered me! Yet, when I looked at my son on stage he seemed to be unfazed. He was given his first word and he nailed it! Round after round went by and he didn’t misspell one word. At this point, he and others were spelling words that I misspelled in my head as they were called. As a matter of fact, he was the only student that asked for a word to be used tin a sentence. My son ended up being one of the last two participants left on stage. They were both 5th graders. The final word given to my son was sombrero. Unfortunately, he misspelled it. However, he would have gotten another shot at a different word if the other participant misspelled his given word. The last student approached the microphone and was given the last and final word to spell. He spelled it correctly, thus winning the school spelling bee. That winning word was zest. Trophies were not given that year to spelling bee participants. However, I was so proud that I went out and had one made. 

Chivalry Is NOT Dead

I’ve heard doctors tell myself and other parents of autistic children that the possibility of them being able to properly express and comprehend emotion was slim to none. Boy were they wrong! I’ve had numerous stories shared with me proving the contrary and my son was no exception. This particular story was shared with me by one of his counselors at the time. I believe my son was around 9 or 10 years old when this occurred. A new student was placed in his classroom during the middle of that school year. This young lady was not only new to the school but she was also new to the state! One day, she expressed to their teacher that she felt out of place. She hadn’t made any new friends and was having a hard time adjusting. That afternoon, right before lunch, my son walked over to her desk and extended his hand! In a shy manner, he asked if he could walk with her lunch. She accepted and he escorted her.

Although he never ate the school lunch, he sat with her and escorted her back to class afterwards. From then on, she referred to him as her boyfriend.

I was so tickled and delighted. They were lunch buddies for the rest of that school year. I’m so proud my son is a person who listens and responds to an individual in need with kindness.

The Little Sibling that Could

My son was 7 yrs old by the time I had my daughter. One of my biggest concerns at the time was whether or not he would resent having a new baby sibling around. However, my concerns were quickly put to rest the day I brought her home. The minute he laid eyes on his tiny little sister, he became a very loving big brother. He was always willing to help with feedings, diaper changes and entertaining. He was an expert at making her laugh. He enjoyed holding her too. His actions showed me that he really loved his little sister.

Let’s fast-forward about two to three years later. That tiny and precious baby girl had now transformed into a playful, sassy toddler. Every chance she got to be in her brother’s face or space, she would take it. This really bothered my son. Most days she would annoy him so much that he had to do the one thing he wasn’t very good at; talk! I would hear him saying phrases like, “get on my nerves,” to “get her out,” or “make her stop.” At a time when my son barely spoke, hearing those phrases were like music to my ears. She MADE him talk! Really, she left him with no other options. She changed our lives forever.

The Power of His Voice

I had a handful of cousins growing up. Our ages ranged like stair steps, and we loved each other like brothers and sisters. One day John, a teenage cousin of ours, made an awful decision. He decided to ride along with a group of his peers in a stolen car! Needless to say, they were pulled over by the police a few short joyrides later.

At the time, my oldest brother was a deputy sheriff. This worked out in Cousin John’s favor. Along with the fact that he had no prior criminal record, he was released into the custody of my brother. My house was the closest to the scene therefore, that’s where most of us cousins gathered to have words with John. Needless to say, tempers escalated quickly. John was trying to explain his side of the story, yet none of us wanted to hear his excuses. It was borderline chaotic in the living room that evening, with what seemed to be no end in sight. Luckily, something did happen to bring an end to the uproar. Something no one, including me, ever expected to happen! My son, who may have been 6 or 7 yrs old at the time, came out of his room and into the living room. He walked to the middle of the floor and shouted, “Wait, wait maybe Cousin John has something to say!” His words brought our state of disorder to a screeching halt. For about ten seconds you could hear a pin drop. Then something amazing happened. We All Laughed! We laughed so hard we all were in tears.

All it took was the voice of the youngest individual present, who rarely spoke, to put an end to our dysfunction. To this day, if one of us says that phrase to the other, there’s instant laughter. I’ll always remember that day as the day HIS voice and HIS words were the calm to our storm.  PS Cousin John has never been in any trouble since!!

Opposition Teacher Pt 2

Needless to say, I was overwhelmed with negative emotions. Anger, frustration, confusion, you name it and I may have experienced it at that time.

To express that ANY child wanting an education was beneath receiving it was downright shameful in my opinion. I knew I had to do more than be angry to remedy this situation. I reached out to other parents and counselors who reminded me of an important fact that I was forgetting. My son’s IEP was law! As long as it was locked, or agreed upon and signed by all in attendance, it was equivalent to classroom law! What a relief it was knowing my son would still have his opportunity. Both of us were up for the challenge, which was good because it was far from easy. Weekly tests, essays, projects, and oral reports were the norm in this classroom. History and Spelling became two of his favorite subjects. The fact that historical dates and the spelling of words never changed made them easy things for him to remember. Once he had something memorized, it was with him for life! Oral reports and essays were not as easy for him to complete. As I have mentioned before, one of his problem areas was verbal communication. To help with this issue, he and I would practice his oral reports while standing in front of a mirror. This paid off tremendously! Once every word and sound was put to memory, he had no problem reciting it in class.

Unfortunately he would lose points for his handwriting as it was terrible at that time. He would also lose point during the verbal question and answer period that followed each student’s oral report. Even with the point deductions, he still received a passing score on these assignments. Along with a stellar memory, my son possessed another very important quality that seemed to be lacking in his generation. He had the ability to behave himself! My son was becoming a person who preferred order, stability and schedule over chaos. For example, if there was a substitute teacher in the class, he would usually be the only student choosing to behave.

The rest of the class would be unruly. His self-control was one way he ended up turning that teacher from a non-believer into a cheerleader! Not only was he well behaved, he came to school every day prepared and eager to learn.

He was a teacher’s dream come true. He definitely passed the 4th grade, but not before showing one opposition teacher how NOT to judge a book by its cover.

ASAN=Autistic Self Advocacy Network

Did you know that there is a nonprofit organization run by and for autistic people? Well there is, and it’s called The Autistic Self Advocacy Network or ASAN. One of their many goals is to ensure that the autistic communities have a voice in what has definitely become a national conversation about their lives. This group of brilliantly organized individuals advocates specific policy position on issues of importance to autistic people and others with disabilities. ASAN members include autistic adults and youth, cross disability advocates, non-autistic family members, professionals and friends.

May I just say how overjoyed I was when I came across this site. To know that it’s not only for but run by individuals with autism filled me with pride. Again, thinking back to the 90’s when my son was first diagnosed; advocacy groups were seldom heard of or just didn’t exist! Now there’s a plethora of amazing groups, networks and sites including the ASAN right at your fingertips. www.autisticadvocacy.org

Ari Ne’eman, co-founder of the Autistic Self Advocacy Network https://www.washingtonpost.com/lifestyle/magazine/just-asking-ari-neeman-co-founder-of-the-autistic-self-advocacy-network/2015/03/05/ccb87f44-b2e1-11e4-854b-a38d13486ba1_story.html

Opposition Teacher Pt 1

Knowing and understanding the purpose of an IEP became one of my greatest tools. It gave my son a chance to showcase his strengths instead of constantly being judged solely on first impressions. By his 4th grade year, due to patience and hard work, his silent reading and comprehension skills had improved tremendously. He was tested and proved he could read and follow directions and complete all grade level assignments with a passing score. I couldn’t have been more proud.

During the IEP meeting, I opted to have my son placed in a regular-ed class setting given a few provisions. One provision was that he would have an assistant teacher in class with him. This person would be in charge of helping with or explaining classwork or directions that he may not have fully understood upon instruction. That way, the teacher wouldn’t feel the need to stop class or slow down instruction just for him. The assistant would also work as a sort of translator for my son, as his verbal skills still needed much improvement. By the end of the meeting, we all agreed that this would be a great opportunity for him. I remember going home that evening beaming with delight. I already knew he would ace this challenge from working with him daily at home. A few days later, however, I receive a disturbing phone call. Unfortunately, someone didn’t share my belief in my son’s capabilities. They verbally stated that they assumed my son would be a burden on their time and beneath their credentials. They made it very clear that they wanted no involvement in his education. Who was this person you ask? None other than the 4th grade teacher he was being assigned to.

pic provided by www.animationfactory.com As a parent, guardian, advocate, or loved one of a student with autism, how would you have handled this?

Interacting With Autism

About 20yrs ago, it was difficult to find helpful resources and information pertaining to autism. It was fairly new to the public as a whole and entirely new to me when my so was diagnosed. However, as of today, I am proud to say that is no longer true! Gone are the days of feeling as helpless as being stuck in the middle of the creek without a paddle.

Nowadays, finding answers can be as simple as a mouse click. InteractingWithAutism.com (www.interactingwithautism.com) is a video based resource site tackling many autism related questions and issues head on. You’ll find helpful articles, links and videos on understanding, treating and living with autism.

Topics ranging from causes, diagnoses, and vaccine controversies are thoroughly discussed from many perspectives. The section Voices From The Spectrum showcases individuals with autism describing their daily lives from initial diagnosis to the present. Coping methods, evidence based treatment overviews, and behavioral-based social skills groups are also explored in this amazing website.

I especially enjoyed the section Living With Autism. There you’ll find over a dozen stories from families and individuals on the autism spectrum. These real life stories offer the reader a very personal and honest glimpse into their everyday challenges. If you or someone you know is living with autism, need help finding resources, or in need of a better understanding of autism, then visiting this website is a must! Let me know if you enjoyed this site as much as I did.

Say No To Drugs

Being a young, first time mother brought many challenges my way. I had to learn how to be the best parent I could be along with learning how to be his autism advocate as well. In the late 90’s the drug Ritalin had become a very popular treatment among children diagnosed with autism. Ritalin is a central nervous system stimulant. It affects chemicals in the brain and nerves that contribute to hyperactivity and impulse control.

Ritalin is used to treat attention deficit disorder (ADD) attention deficit hyperactivity disorder (ADHD) and narcolepsy. The downside to this drug (in my opinion) is that it’s a schedule 2 narcotic. That puts it in the same category as cocaine, morphine and amphetamines! Just knowing that scared me. Although I wanted my son to be able to focus, I didn’t want him to become addicted or dependent on ANY drug. A very difficult decision was placed in front of me and my choice would affect the rest of his life. I chose to say no to drugs.

This was an independent decision based on the individual, my son. We were finding ways to cope with his speech impediment through speech therapy. He was hardly ever a disciplinary problem at that time, and he was no danger physically to himself or others. Had that NOT been true, I may have had to make a different choice. One of my biggest jobs was making sure he felt that home was a safe haven. No matter what stress he had to face at school, he knew home was full of love and support for him. If something upset him, we would find ways to communicate about it through toys, drawings, acting, and even talking using the words that he knew and understood. I am by no means judging ANY parent/guardian or caretaker who has had to make that difficult decision of whether or not to medicate their child. Each of our circumstances and children are different. I am just 1 mom with 1 story in a world of millions of stories who decided to share this with you. Thanks for reading. Please feel free to post questions, comments and/or share your own experiences.

Headstart pt.2

In most cases, dealing with an autistic child means dealing with a very picky eater. Most times it has absolutely nothing to do with taste, smell or even allergies. It’s just a decision that is made and hardly ever wavered. My son was no exception to this. He refused to eat school lunch. No matter what it was he wouldn’t eat it. Not even a school “ta va” would change his mind. I started packing him lunches full of things he liked. I packed fruit flavored yogurts, graham crackers, fruit cups, peanut butter crackers, apple or orange juice and water. Apparently, this was not good enough for his teachers. They felt he should be eating food with substance and not the “snacks” (as they put it) that I was sending. In my opinion, this became a battle for no good reason. He wasn’t underweight and I explained to them that he always had a meal prepared for him when he got home. Still wasn’t good enough. I was so frustrated with the situation that there were times I fussed at him for not eating the school lunch. I look back knowing what I didn’t know then and I regret that too. After a few more weeks of him refusing to eat the school lunch, one of his teachers pulled me into the hallway for a one on one chat. She tells me that she thinks she has figured out why my son will not eat their lunch. Her theory was that he sees people as meat and therefore won’t eat meat because to him meat equals people……………………. I had no comment for this woman. By the end of this ordeal, my son had won. He NEVER ate school lunch and got to enjoy his “snacks” 

In The Beginning

I remember my son not talking much around age 2 like other kids his age. I’m not sure what happened but that’s when everything got complicated. Being a young mother, I had no idea what autism was or that-that was what my son was dealing with. I remember seeing the “hooked on phonics” commercials around that time thinking to myself “what a great idea”. So I made my own flashcards of letters and sounds. I worked with my son every day. It was so hard at first. I actually thought he was just being stubborn. I was hard on him at times. Looking back on it, I truly regret those hard times. I forgive myself though, because I had no clue what I was dealing with. There was a bright light at the end of this dark tunnel. My son learned how to read!! I was very excited and proud of that. However, what I didn’t know and later found out was that although he could read, there was little to no comprehension of what he had read. 

Headstart pt. 1

I put my son in a public school Headstart program. I figured since he was reading so well at home that school would be a great thing for him. I thought that being around other kids his age would make him open up more. I was so proud to see my little man with his backpack on walking in a straight line to class with the other students. However, it wasn’t long before I got a phone call from one of his teachers. She said my son wasn’t talking at all. He wouldn’t even say his name when asked. Now I knew he could read and say his name because I taught him that at home. So I said to give him some time and maybe he’s just shy. After some time, there was still no change. I decided to spend the mornings in class with him. He stuck to me like glue too! One day out of the blue, he decides he’s gonna talk in class. He started spelling then reading the names of students at his table from their place-mats. At first, it was only loud enough for me to hear so I called his teacher over. He began spelling and reading a few names for her too. She was in shock and so were his classmates! They all lined up with their place-mats in hand so that he could read them. I’m not sure what changed that day for him but I couldn’t have been more proud. 

The Great “Ta Va” Mystery

My son wasn’t very good at talking but at least he was trying. At this time, he was between 2 and 3 yrs old. We were living in an apartment with a roommate who was also my best friend. One evening my son approached us and said “ta va”. Now we were dumbfounded. We had no idea what he was trying to tell us. So we started pointing at things like the TV, his favorite video tape and his toys. None of those things happened to be “ta va”. So my friend picked him up and we walked around the apartment trying to find what he wanted. From the bedrooms to the living room, still no “ta va”. When we made our way to the kitchen, my son started to smile. We had to be close! We opened all the cabinets. He pointed to one in particular so we took him to it. “Ta Va” he shouted while pointing to a box of strawberry pop tarts! “Ta Va” was pop tarts!! Mystery Solved 

Whats the difference between an IEP and a 504 Plan?

Date Updated: 8/25/2015 IEP Defined The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services. 504 Plan Defined The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment. Subtle but Important Differences Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction, the Individuals with Disabilities Education Act (IDEA) controls the procedural requirements, and an IEP is developed. The IDEA process is more involved than that of Section 504 of the Rehabilitation Act and requires documentation of measurable growth. For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a document is created to outline their specific accessibility requirements. Students with 504 Plans do not require specialized instruction, but, like the IEP, a 504 Plan should be updated annually to ensure that the student is receiving the most effective accommodations for his/her specific circumstances. For more information visit these websites: www.washington.edu www.kidshealth.org www.greatschools.org www.ADayInOurShoes.com

Positive Male Role Model Needed

By the time my son was entering third grade, I noticed a change in him. He had more attitude and was more defiant at times. I realized that school was a bit stressful for him because he was different but it was more to it than that. My son’s father was absent from his life. A part of me will always wonder if it was because he couldn’t handle what came with raising a child with autism. I began to realize that a positive male influence was needed. There was only one male special education teacher working at the school within my son’s grade level. I arranged a meeting with him and expressed my concerns. At that time in my life, it was hard for me to open up to anyone especially a stranger. However, I knew I needed the help. Fortunately, I went to the right person. He understood exactly where I was coming from and what I was dealing with. He had taught children like mine for many years and was willing to take on one more. I Swear within a week of my son being in his classroom, I noticed a huge change. It was a positive change. I am so glad I was able to recognize what my son needed at the time and found it. I will forever be thankful to that teacher as well. It was one experience that showed me I can’t do it all, but there is nothing wrong with looking for positive reinforcements. 

Lover Not A Fighter

Public school was very difficult at times for my son. The fact that he couldn’t communicate like most children sometimes made him an easy target. There was no shortage of verbal abuse and humiliation hurled his way from some students. Some days it would even be physical. One day, I got so fed up with hearing from teachers what my son had to endure, I made a tough decision. I decided to teach him how to defend himself. That evening I made my young son stand in the middle of our living room floor. I talked to him about self-defense and how important it was for him to learn and know. His response to me was a blank stare. So I put both of my hands up and told him to throw a punch.

He shook his head no in response. I started to wonder if he understood what I was asking him to do and why. I asked him again to throw a punch and again he shook his head no in response! At that point, I had yet to understand what he was saying to me without using any words. Feeling frustrated, I began to cry. I raised my voice and repeated my speech on how important self-defense was. I even reached for his hand to show him how to make a fist. He pulled away and started to cry with me. It was then that I understood what he couldn’t verbally say at the time. He was a lover not a fighter. Although the torment he endured in school at times wasn’t enough for him to feel the need to retaliate, (yet) there was NOTHING I could do to make him hit ME. Even if it was just a lesson, he wasn’t doing it. I hugged him, kissed him, told him how much I love him and apologized repeatedly. His response was a hug, a kiss and laughter. At the end of our night right before bed, I asked him if he could make me a promise. I asked him to promise me that if ever he was in trouble and he needed me, he would holler loud enough so that I could come running. He shook his head yes. 

Potty Mouth Mom

Between the ages of 4 & 6, my son and I spent a lot to time at the beach. He loved the beach and it was good for the both of us to get away from the city. Side note: I was a young mother and my vocabulary included a few choice words. It was nothing to hear me curse in a good conversation or joke among friends.

OK,back to the beach. Although my son wasn’t a swimmer,he still enjoyed the water. His favorite thing to do was to chase the tide out to sea and run back as it came in. Well, this particular evening, he just wasn’t fast enough. The water went over his head forcing him face first into the sand! I picked him up and brushed him off. I asked him if he was OK and he shook his head yes. We sat on the beach for a little while longer before deciding to leave. On the walk back to our room, I asked him if he wanted to chase the water again, I was expecting him to shake his head no but instead I got a response I’ll never forget. “Oh Hell No,” is what he said,with a straight face! Looking into his eyes, I KNEW he understood what he was saying and I understood he was serious. 

P S He loves it when I tell this story!! :-)

Ta Va pt.2 (Don’t say that)

I remember having the first of many meetings with an evaluation team to discuss my son. An evaluation team may include the students’ parents or guardian, teacher, assistant teacher, counselor, coach and psychologist. My son’s biggest weakness was his ability to communicate so we started there. I told the “ta va” tale to the group in hopes of positive feedback. However, that’s not what I received. I was told not to encourage made up words like “ta va” because that would hinder him in life. Now of course my plan was NOT to have him use made up words for his entire life! But the fact that he was trying to communicate brought me so much joy. After listening to this group of so called experts on the subject, I remember leaving the meeting feeling like a failure. I also remember thinking to myself why it is that they can offer advice on what NOT to do, but nothing much to say as far as what TO do.

The 1st Dentist Visit

My son was about 4yrs old at this time and although he hadn’t been “labeled” I still knew he was quite different. It was a sensitive subject for me, and I’ll explain. My son, like most autistic individuals, was very sensitive to touch. That goes double for strangers. I took him to the dentist which was needed at this time. He was called to the back when it was his turn. No more than 15mins later the dentist calls me to the back. He asked me “is there something wrong with your boy?” I immediately took offense and asked him to explain. He could tell that I was getting upset so he changed his tone but his next question wasn’t any better. “What I mean is, is he slow?” Now the word “slow“ infuriates me when used to describe my son. So yes, I lost it and no I’m not proud of that. He eventually explained that because my son wouldn’t let anyone touch him or even sit still that he would have to use a method of strapping him down to get the work done. A big part of me wanted to grab my son and run as far as we could out of there, but I couldn’t. He really needed the work done. I agreed and had to watch my son strapped to a table in discomfort and I was torn. How could something as simple as a dental visit turn into this? 

No Shot for this Tot

There was one thing more sensitive than touch to my son and that was pain. Once he could walk and then run, a trip to the doctor’s office became a mini marathon up and down the hallway. One day I decided to bring my brother along. I explained to him that his nephew was scheduled for a shot so this wasn’t going to be easy. Fast forward to the three of us waiting in the room for the nurse to come in with the needle. I told my brother to hold him tight because he’s very strong when he’s afraid. My brother assured me that he had everything under control. In walks the nurse, who was already familiar with my son, so she knew she had to act fast. When she rubbed his arm with the alcohol, he started trying his best to break free. When she leaned in with the needle, somehow my son broke away from my brother. He then took the needle from the nurse, stuck my brother with it and ran out the door down the hallway!! HILARIOUS!! Of course I immediately retrieved my son and he did have to get his shot. But he definitely left us with one heck of a story to tell for years to come 