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s/o midline and tracking issues


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In OhE's math thread I started an off-thread discussion and wanted to take it to it's own thread: 

Complete aside: you know it's interesting how writing something out here brings out facts that I have just glossed over when thinking about them- like DD is still struggling with 'tracking' when reading (loses places, skips lines- VT type tracking exercises have been no help) BUT she doesn't have that same issue with columnar math calculations.  So maybe it's not tracking at all?  Yet another thing to mull over :unsure:

 

DD did VT 2x with no improvement to her tracking (she did have speed improvements to reading).  

 

My son's tracking was a midline issue.  But -- I think it was obvious -- I think they would have told you at VT that it was a midline issue.  I took my son for a COVD eval and he told me the same thing, and two OTs saw it.  They all said he had a "jump" or a "skip" when he came to the middle of a page.  He also (for a while) would skip a line where a new paragraph started and it was indented.  He would just skip down to the next line that was not indented. 

 

The two OTs were both seeing this just by watching his eyes while he read.  The COVD saw it when he had some goggles attached to his face (and had seen it elsewhere too, I guess).  He said that he didn't think he would even be able to read with the goggles, he was surprised when he did read the passage and answer the comprehension questions.  This was with my son doing speech therapy and 2ish years of solid reading before going to the COVD.  When he was younger, I was told he had minor CI and then that he no longer had CI (convergence insufficiency).  At the first eye exam where it was brought up, I was told he could grow out of it or just develop the skill as he did more reading-type activities. 

 

But, it was the OT midline activities that helped his tracking.  He did straight-up tracking, too, where it was following things with his eyes.  But he was doing the usual midline stuff, too, with the physical activities that did not have anything in particular to do with his eyes. 

 

With the private OT she quietly told me to stand and watch my son's eyes while he read, she was surprised I couldn't see what she was talking about.  But I could never see it.  It seemed like some weird hippie stuff to be honest.  The first person to tell me about it was the school OT (that my son liked) who dresses in a hippie way and smells like incense.  Lots of long necklaces and jewelry.  I was skeptical about it, but then 2 other people told me they saw the same thing.

 

But overall -- it seems like they would have told you they were seeing this, if they were seeing this.   Although -- I definitely went into the private OT and said "here is the crazy thing they told me at school" and I went to the COVD asking about it, too. 

 

Edit:  Part of me wonders if they would see it at a VT screening, for a child who is not reading?  B/c it is observed during reading.  I had an impression that the COVD was already seeing it before the goggles part, but I guess I am not sure.  I think my son had some ways of compensating, too, that he could do for some things. 

 

Edit 2:  There used to be another poster (I want to say Shellers, but it could be another name) whose son was very similar with the midline thing, too, and who also had dyslexia and was using Barton.  At the time it sounded like she was being told very similar things and her son was doing OT and also had handwriting challenges (my son has handwriting challenges).  So there have been a few people at least who have been hearing about the midline/tracking thing, but then other people's kids do not have the same issues even when it is tracking. 

 

At DD's VT screening they didn't do the goggle test. They couldn't get it to work and just skipped over it.  The 2nd time we did VT, they didn't do any of that more in-depth screening. 

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You know me, totally hack, lol.  I bought Focus Moves but not the S'cool Moves book.  So yes, $10 for the Focus Moves ebook.  It said in the description it includes the posters for you to use, so I figured they'd be like pdfs you could print and actually use, right?  Nope, they sell the posters as a separate set for $50 printed and then include these small, non-clickable jpegs in the ebook.  So, since they mean for you to use them and say you can and I can't figure out how in the jolly world to make the practice in an ipad when the point is to SEE them and track and USE them, I made the file big on my screen, did screen shots, and pulled them into a Pages/Word file and printed them.  They're fuzzy but more than adequate for our purposes.  And with the pages printed in page protectors, it's easy to keep them all in a notebook and move just the ones we're working on to the front.  That to me is practical.  Pages in the Kindle app are too slow.  I have no clue what they were thinking.  If they ever read this, I wish they'd get it sorted out and make it easier for people.  

 

The OT has the $50 posters set and they're nice.  For a homeschooler, the 8 1/2X11 pages in page protectors make a lot more sense, kwim?  Well that's not true.  She pins her posters on an easel and runs tape on the floor for the midline.  It's a really nice set-up.  If you have $50 lying around, knock yourself out.  I'm just saying how I'm doing it at my pricepoint.

 

What I've been doing, and not saying I'm as good as an OT here, is picking 4-5 pages and doing them every day with him for a week.  By the end of the week some are ready to drop off.  The ebook has challenging variations for many of the posters and I usually add some myself.  Like I'll take the poster through a 2nd week having him do the same task with the addition of a metronome.  LOVE multi-tasking like that!  

 

Btw, on the S'cool Moves site they show a dots and 8s kit that you can make yourself in 10 minutes on a mac.  I assume you can on windows as well.  It's just colored circles in random patterns...  I made 4 variations and printed them and put in page protectors.  They're part of our morning warm-up now.  They work on rapid naming and I've been having him read the 2nd sheet a 2nd time with the metronome.  That gets him read 2 pages a total of three times.  The next week we rotate to the other two pages I made so he doesn't memorize them.  He's visibly getting faster.  The Focus Moves book includes some rapid naming posters, but they're REALLY hard, wow.  I'd encourage you to take the 10 minutes or whatever and make some dot pages.  We've been doing them a few weeks now (2 or 3, my mind is getting blurry) and I still don't think he's ready for the RAN pages in Focus Moves.  They're THAT hard.  Oh, I guess that's skewed by his apraxia.  The posters in Focus have you reading shapes and letters and things, and I just feel like sticking with colors is better for him for now.  You'll see things like beginning well and not being able to hold it together to the end.  

 

There's a poster Focus Moves that has basic hand motions that we add the metronome in on as he's gotten better.  He's so impulsive that I use it to target EF, yes, but also just to slow him down and get him to focus.  Sometimes moving really rapidly is masking a lack of control.  

Interestingly I found a used PACE kit at my local library sale a few years ago - and it has similar type exercises.  It has you do a lot of skipping across the page too (like on a 6 column page,  read  the 2 inside most columns, then read the middle columns, then read the 2 outside columns).    I ended up making my own version using the Power pages from DB  - and that is the one thing I've done that I feel like has actually improved DD's tracking issue.

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Here is what I was told they saw with my son:  if you watched his eyes when he read, his eyes would look straight up and then down, when he crossed the midline, and then he would find his place in his reading.  This is what they said they were seeing.  I could not see it myself. 

 

He also "drew" his letters and he "drew" them in a way that showed he was not seeing letters as a whole, that I was told was related to crossing the midline.  For example for a "plus" sign + when he copied it, he didn't draw two lines.  He drew _l (top and left side) then l (bottom half of vertical line) and then __ (right side of horizontal line).  He was drawing his lowercase "a" like a lowercase c and then he was drawing the vertical line separately, picking up his pencil to draw it (this is how hwt is taught --- but kids are not supposed to be writing it like this in 2nd grade apparently).  There was more like this from the OT eval. 

 

I also had him take a track club class (that was supposed to be fun, but was not that fun, so I didn't make him keep going) where you were supposed to raise your right arm and left knee, then left arm and right knee, and he couldn't do it, he would keep raising his right arm and right knee at the same time.  It was supposed to be to practice finishing a race with your arms and knees high. 

 

So really -- it was more than just reading, but most of the other things I never put together.  I thought he was a little uncoordinated, maybe.  He also would act goofy so it would appear like he didn't care.  But it turned out he was doing that to avoid looking bad, it appears.

 

Edit:  There was a section on PACE at the OT seminar I went to.... but I didn't pay much attention to it..... I was really there looking for sensory ideas for my younger son who has autism.  It was advertised as something where you take your child with you, and I was having a hard time with my son, he was not at his best with so much movement in an open space.  But a woman there taught me how to do brushing and joint compressions so it was worth the effort. 

 

 

 

 

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I will have to try sitting across from DD and watching while she reads.   

 

She also struggled with swimming for years - but she has been able to swim fine for the last few years, although... her kick is quite good but her arms don't do much to propel her.  For example, she beats me in a kickboard race and I kill her in a regular race.

 

 

 

 

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The left-right-left-right of the arms has to do with crossing the midline.  If you think it could be that it is hard for her to switch from left arm to right arm and back, in a fluid/smooth way, then that could be a midline thing. 

 

Once I was shown a couple of things and told "this is what it looks like" I could start to see it in other places.  But I did not put it together at all, before I was shown what to look for and what it would look like. 

 

He is still not super-coordinated, but it is so much better. 

 

Basically -- it would just be anything where you are going from left to right in a rhythmic way.  Not necessarily rhythmic -- but a lot of repetitive actions that are left-right-left-right are also supposed to be done in a kind of rhythmic, smooth way.  So -- not jerky, not difficult.  Not weaker/slower/jerkier/more difficult than you see in most other kids the same age. 

 

That is what I think it looks like, kind-of, but it is hard to explain. 

 

It did not stick out before I was looking for it, though.

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Lecka, that bit about the handwriting is interesting.  It might explain some weird things ds does.  I'm TRYING to get the correct motor planning cemented using a salt tray, etc., but he keeps reverting back to his chopped up writing (half the t then the other half, etc.).  Now I have an explanation why!  

 

Yup, we're doing to that cross marching (r elbow to left knee and reverse) for Focus Moves.  We did it all last week and now we're doing it this week.  It's rough enough, I have a feeling we're going to be at this stage a while.  He tries to go really fast to cover up that he can't slow it down and do it smoothly.

 

Laughing Cat, yes, the swim teacher is working with him to see if he can get his arms out to stroke.  And as you say, he's blazing fast.  It's just all in his feet, lol.  To get him to extend his arms is a real challenge.  He's in a super small class and she's very experienced (been teaching for 30+ years), so they're just taking their time.  She'll spend quite a while motor planning his arms and just helping him move them.  I'm planning to keep him in that class the whole year, so I'm *hoping* it will come together by then.  If not, I guess he can stay there through the summer.  Surely by next fall?  At that point he'll be turning 7 and I'll bet they'll want to move him up to the big kid classes.

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Ds doesn't get a DCD label, far as I know.  He's not particularly uncoordinated.  He just needs extra help and time to figure out some motor planning.  He's actually surprisingly coordinated in gymnastics class.  He just needs extra time on the motor planning and extra help compared to his peers.  But give him something like climbing the 30' knotted rope and ringing the bell and he's terrific, very fast, could do it the very first day.

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Ok, I bought Focus Moves that OhE recommended.  Just starting to look through it - it is way more movement (jumping around,clapping, bouncing balls) than anything I have done with DD.    I was worried from the samples that it would be too much like some things she did in VT (the eye tracking thing they show on the website we did in VT) but it actually looks very different so far.    And most of the things that have some similarity seem presented in a more 'fun' way (i.e. stomping rather than tapping one foot).  

 

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I googled DCD, and my son is not like that.  It is only noticeable when there is a high demand to be coordinated, like sports or synchronized things.  I noticed at the school choir concert last year, he was working very, very hard to keep up with the hand/body motions and sometimes pausing and then getting back.  But -- he was able to do it, too, just with a great deal of effort. 

 

Then there were other kids who were dancing and had huge smiles on their faces, or really getting into it b/c they had no need to concentrate on what they were doing.

 

But things like that do not come up very often! 

 

Part of what has happened with him, is that he has gotten less interested in some things b/c he has a harder time.  Which -- I wish I had prevented, but I didn't, oh well.  He does still like soccer.  He plays basketball at recess at school.  But after talking to my mom, I just want him to be able to participate at a social level for all the things that are likely to come up. 

 

Before he had been in OT, this stuff was a bigger deal.  Now it is not, I just still notice it here and there.  Like -- the choir concert was after he had exited OT. 

 

But I will warn you ---- be careful with archery, for a while.  There is an archery unit in PE in 2nd grade at school, and it was really difficult for him, but I didn't realize until later (when some things fit together after the OT eval).  Then he refused to go to church camp b/c it included archery, and he refused to go to a camp for children of deployed soldiers, b/c it included archery.  But -- last summer he went to a Boy Scout camp (yay!!!!!) and he was okay with it having archery. 

 

There are just some boy things (specifically -- at his elementary school, starting in 3rd grade, ALL the boys are playing a sport at recess, so he NEEDS to be able to do some sport well enough that he can participate enough to hang out -- and he is fine now for basketball.... he doesn't need to be good, just good enough that he would not be embarrassed -- he probably just dribbles and passes and shoots sometimes, but he is part of the group) that I would like him to be able to do socially, and then there is the singing stuff that is only going to be in choir and at Vacation Bible School and sometimes at church. 

 

Now it is really okay.  It is just -- I can notice it.  But -- I didn't notice a thing before the OT eval, and it was late in 2nd grade, right around the time he was turning 8. 

 

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Interesting Lecka!  Thankfully sports is not socially required for girls like it is for boys - but maybe if it was I would have been more concerned previously.   DD has done running, soccer, swimming, gymnastics - and has done poorly at all of them.  The running and soccer was mostly because she is a slow runner.  She did gymnastics for years at her requests - and only moved up 1 level.   We swim laps a couple times a month now but she took years to get there.  

 

The only 'sport' she has done consistently well at is Karate - and that is more like middle of the pack or maybe it is that it is not so easy to compare her to others - she is moving up belts at a normal speed anyway.

 

She has also struggled through playing a two handed instrument - which I attributed to poor rhythmic sense. 

 

Definitely bouncing a raquetball ball like in bal-a-vis-x  -- she will struggle with that.  And the jumping to the correct side/square for Focus Moves - I think she will struggle with that.

 

It will be interesting to see if this kind of movement will make a difference.

 

 

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Interesting discussion. VT helped my older son's midline stuff a lot--his swim teachers have remarked about how far he's come with swimming in a short time. He was doing VT for convergence and accommodation (his tracking is really good). One thing they did with him was an exercise where you read from a paper of squares, circles, and mixed symbols. Either the squares or circles were arms, and the other symbol was for legs. You started with one symbol and worked your way to the other and then the combo. Basically you had a series of symbols next to a line. They could be on the left or right of the line, and they might have arms on top one time and legs on top the next. Anyway, if the symbol for the arms was on the right, you bend your right arm up at the elbow. If the symbol for the legs was on the left, you raised your left leg (from a sitting position). You might use one limb, all limbs, or any combination. It was crazy.

 

Elizabeth, my littler guy had a lot of trouble with tracing letters they were meant to go, like the example with the plus sign. We talked about how doing it a certain way is more efficient, etc., and how if he did it the same way each time, it would get easier. That kind of discussion (over several instances) motivated him to learn the right motions. He is getting bi-lateral work at OT too.

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Laughing Cat -- a lot of demos for Balavisx are with the rubber balls, but actually a ton of kids are using bean bags (or something like bean bags).  They are easier to catch and they move more slowly. 

 

So -- you DON'T have to do rubber balls.  It is still good. 

 

And, I would never have known without just getting the OT eval.  I got it as part of an eval I requested at school, when I was just HOPING that maybe they would say dyslexia or something like that.  They declined to do the IQ testing etc. but they did an OT eval and the ADHD screening/questionnaire.  They did a speech eval (he was already/still in speech, though). 

 

 

 

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This balavix site is very interesting too.  Geez, I feel like I've been reading the board with blinders on :coolgleamA:

Yup, our OT likes balavisx.  She did some with ds and it's really neat.  I have the manual and some beanbags I had made a few years ago for a different reason.  I'm sure theirs would sink into your hands better, but whatever.  The subtlety that you don't pick up just by reading the book is the *rhythm* of it and the quietness.  You're actually supposed to do it silently and get in a rhythm.  It lets them *hear* the bean bags swishing, *feel* them in their hands as they squeeze when they catch, visually track the beanbags, etc.  It's just a lot of things all at once.  It's more subtle and honestly it's very hard for ME, lol.  Ds is getting better at it.  I don't prioritize it as highly and when something drops that's what drops.  I'm using the Focus Moves in the morning for our warm-up and the BalavisX after naps to get back in gear.  They seem to work well for that, and it gives us sort of a flow to our day.

 

There are some videos on the BalavisX website.  For me the most helpful thing was seeing the OT do it.  There are tips like how you find your distance (touch fingertips) and just seeing the rhythm.  They'll be really crunchy at first.  You have to stick with it and let it come.  Like you might do something 5-10 minutes before their brains settle down and figure it out.  But that, to me, is the beauty, that when that happens he's more ready to sit down and do our Barton.  It's nothing dramatic, but considering I didn't pay a ton for the book and already had the beanbags it's not an expensive thing to do either.  And really, that alone was enough work behind his back to get him wiping.  When he turned 6 I was still wiping him and now he does it entirely himself.  Initially with BalavisX he complained about not knowing where his hands were behind his back and it definitely works on that.  So subtle, nothing major, but useful.

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Interesting discussion. VT helped my older son's midline stuff a lot--his swim teachers have remarked about how far he's come with swimming in a short time. He was doing VT for convergence and accommodation (his tracking is really good). One thing they did with him was an exercise where you read from a paper of squares, circles, and mixed symbols. Either the squares or circles were arms, and the other symbol was for legs. You started with one symbol and worked your way to the other and then the combo. Basically you had a series of symbols next to a line. They could be on the left or right of the line, and they might have arms on top one time and legs on top the next. Anyway, if the symbol for the arms was on the right, you bend your right arm up at the elbow. If the symbol for the legs was on the left, you raised your left leg (from a sitting position). You might use one limb, all limbs, or any combination. It was crazy.

 

Elizabeth, my littler guy had a lot of trouble with tracing letters they were meant to go, like the example with the plus sign. We talked about how doing it a certain way is more efficient, etc., and how if he did it the same way each time, it would get easier. That kind of discussion (over several instances) motivated him to learn the right motions. He is getting bi-lateral work at OT too.

Maybe snap that sheet and send it my way so I can see?   :)  It sounds a lot like what we're doing in Focus Moves.  FM includes several sheets like that.  It's just taking time, sigh.  If there's something faster or better combined, I'm all for it.  My *guess* is it's pretty similar to one of the pretty advanced sheets in FM and that he's just not ready for that yet.  

 

Laughing Cat, yes agreeing with Lecka.  We're using bean bags.  Balls would be a nightmare, oy.  He asked for balls, but there are pages of activities to do with just beanbags.

 

Lecka, that's where dd, with enough motor planning issues that it causes her problems but not enough to get her a dcd label.  Me and my perpetual love affair with the DSM, snort.

 

Laughing Cat, really attend to the *details* on the jumping activities.  There are nuances like on this one hands on hips, on that one look at the line while you jump, on another look up at the poster and then back, etc.  Each one has a reason.  Doing it the way they say makes the kids slow down and really use the muscles and skills the authors intended.  Ds tends to be so impulsive and fast, it's a real challenge to reign him in and require him to do it their way, sigh.  Today I tried it with the poster clipped to an easel at the end of the line of tape for the activity, and that worked out really well.

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Laughing Cat,  I would ask what her 'sense of balance' is like?

As this is what the eyes primarily use as a guidance system.

So that when reading, it provides a sense of where the next word will be.

Along this 'balance line'.

But if their is a difficulty with balance?

When reading, the eyes have to look around for the next word on the line?

 

So that with Tracking difficulties, this is the first thing to check.

Which can simply be tested with balancing on one foot.

Though a further test, is to try balancing on one foot, while standing directly in front of a blank wall.

Which removes any visual cues to use for balance.

 

It may or may not be a problem ? But it is a simple thing to check and rule out.

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Yes, the Focus Moves activities work a LOT on balance.  They have little details (put your hands on your hips as you do this or that, etc.) to make sure they slow down and work on their balance and control.

 

My plan, after we work through all of Focus Moves, is to do some hack version of Neuronet.  Haven't figured that out yet either, but it's on my list.  With neuronet it's more functional (as the PT would say), with them in motion.  The videos I've seen have the dc with one shoe off, one shoe on, introducing instability, stepping, doing motions, chanting things.  To me that builds on what FM has them doing and doesn't come before.  FM is much more foundational and builds, one movement at a time.  The harder posters are harder in that they combine more of the earlier tasks and build up.  So it's first do you even have the muscle tone and coordination at all to do it.  Then could you do it in a sequence with some others.  Then could you do it while adding in an additional challenge.

 

But yes, balance is throughout FM.

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That is interesting. 

 

My younger son had a gross motor goal last year to stand on one foot.  It was really hard for him.  I was surprised, it seemed like he was doing harder things.  He had been riding a 2-wheel scooter for ages.  

 

With his he just started with picking up his foot, then trying to hold it just a little longer every time.  It was a goal in the ABLLS (autism checklist) to stand on one foot for x amount of time, so he did it with ABA.

 

It has been two years since I was told this, but I was told that they doubted my son would ever progress to rubber balls in Balavisx.  They didn't say definitely not, they said they thought there was a chance with him.  Of course they hoped he would do better.  The school psychologist and school OT told me that at the initial IEP meeting.  From what they said -- the school psychologist thought my son might just be slow at some things.  And -- he could get better and better with beanbags, but he might not be able to move fast enough for rubber balls.  But -- I haven't tested it or done it on my own with him, either.  He has had great results from bean bags. 

 

In our school district -- they do not care that much about rubber balls if they are working with kids who are delayed.  They do bean bags and various things like this in my son's autism resource room (the OT writes a folder and then the aide can do the folder with my son as a sensory break or as a warm-up) and they do not even have rubber balls, as far as I know.  They are all about bean bags. 

 

But I had always heard of rubber balls only before I was told that. 

 

And, his point in saying that to me, in context, was just to say -- don't worry about it if his level is bean bags, don't want to rush through bean bags just to get to rubber balls.  That is not the point of doing it.   He was not saying it to be negative or crush my hopes.  He was just like -- "yeah, your son is going to be doing bean bags." 

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Maybe snap that sheet and send it my way so I can see?   :)  It sounds a lot like what we're doing in Focus Moves.  FM includes several sheets like that.  It's just taking time, sigh.  If there's something faster or better combined, I'm all for it.  My *guess* is it's pretty similar to one of the pretty advanced sheets in FM and that he's just not ready for that yet.  

 

Laughing Cat, yes agreeing with Lecka.  We're using bean bags.  Balls would be a nightmare, oy.  He asked for balls, but there are pages of activities to do with just beanbags.

 

Lecka, that's where dd, with enough motor planning issues that it causes her problems but not enough to get her a dcd label.  Me and my perpetual love affair with the DSM, snort.

 

Laughing Cat, really attend to the *details* on the jumping activities.  There are nuances like on this one hands on hips, on that one look at the line while you jump, on another look up at the poster and then back, etc.  Each one has a reason.  Doing it the way they say makes the kids slow down and really use the muscles and skills the authors intended.  Ds tends to be so impulsive and fast, it's a real challenge to reign him in and require him to do it their way, sigh.  Today I tried it with the poster clipped to an easel at the end of the line of tape for the activity, and that worked out really well.

 

I will see whether I have it, or if it's one that went back to them. Message me if you don't see it before the weekend. This week is a doozy...we thought November was going to slow down. :-(

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Finally reading through this thread, although not the original one about dyscalculia of which this is an offshoot.

 

Gasp. I think my son is bang on DCD! No wonder years of VT haven't worked! He's 2mths shy of 12yo now, and with all the OT and gross motor work he's done, he's really quite alright now where that department is concerned. The left-right-left-right motion of swimming is finally coming along, although it doesn't look automatic still - kind of like a badly oiled L-R-L-R. But he's not clumsy anymore and can ride a bike. The problem is with vision, like he doesn't quite know what to do when fine motor skills for hand eye coordination are required. If I can make up my own label, his issues can be accurately classified under Visual Dyspraxia. I do see some progress now that he's undergoing VT again. Hmm. I need to speak to his therapist and maybe make up some exercises of my own ala OhE. 

 

BTW, my son did BAVX with the balls just several months ago. It was hard! We had to stop, but we shall revisit again. Maybe it's helping him achieve good gains for VT? He's achieved 3d vision, and this was always an on-off issue (had CI, it was resolved with VT years ago, but it keeps coming back), except that it seems very solid this time around.

 

Need to go over the threads again ...

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Finally reading through this thread, although not the original one about dyscalculia of which this is an offshoot.

 

Gasp. I think my son is bang on DCD! No wonder years of VT haven't worked! He's 2mths shy of 12yo now, and with all the OT and gross motor work he's done, he's really quite alright now where that department is concerned. The left-right-left-right motion of swimming is finally coming along, although it doesn't look automatic still - kind of like a badly oiled L-R-L-R. But he's not clumsy anymore and can ride a bike. The problem is with vision, like he doesn't quite know what to do when fine motor skills for hand eye coordination are required. If I can make up my own label, his issues can be accurately classified under Visual Dyspraxia. I do see some progress now that he's undergoing VT again. Hmm. I need to speak to his therapist and maybe make up some exercises of my own ala OhE. 

 

BTW, my son did BAVX with the balls just several months ago. It was hard! We had to stop, but we shall revisit again. Maybe it's helping him achieve good gains for VT? He's achieved 3d vision, and this was always an on-off issue (had CI, it was resolved with VT years ago, but it keeps coming back), except that it seems very solid this time around.

 

Need to go over the threads again ...

 

I wonder if the VT and OT would be willing to coordinate their efforts--maybe alternate activities or change their "scope and sequence" to support VT without overwhelming him.

 

I am glad you are starting to see gains and put pieces together.

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