All, interesting. So far we know our dd has anxiety, ADD, OCD, and some kind of audio "thing". We've been fairly certain she is a high-ish functioning Aspie--she denied it vehemently until about a year ago, and now she'll joke with me by saying "mommy, some of my autismicky stuff is coming out". And what you're saying about vision...hmmm, dd has moderately poor visions but refuses to wear glasses, only for driving and in the classroom. She doesn't like contact lenses, either. She prefers to see her world all blurry and fuzzy, she says it's softer and comfier, like a watercolor painting. Now I've told you all this and re-reading it, I wonder: is there any hope, whatsoever?

Yes, she is an Aspie, though she refutes it...most of the time. Right now her biggest complaint and the source of 75% of her anxiety is being around so many people on campus. She would be better living off-campus in an apartment with a couple of other young women, but her school doesn't allow that. So dd has begun coming home and commuting, which is taking her 45 mins each way, every day. Hubby and I just finished talking about how dd isn't going to her professors and her advisor like she is supposed to be doing. We can't make her, and we don't know what to do--threaten? Co-erce? Bribe? So dd blunders along trying to figure out what the assignment is on her own. Her goals and classes are okay, she's not overwhelmed with schoolwork. She can function fine if she is alone in her bubble. And she has some wonderful roommates who she truly enjoys. But they don't understand her need for solitude and space and that's one of the reasons dd is commuting from home now. I'm calling the school now to ask about what resources, if any, they have.

I have been posting about dd, 18, now in college and having terrible difficulties with only certain areas of math. We know something is wrong with her because she sometimes can't follow directions and absorb information like a "normal" person. She has to teach herself in order to retain information. She becomes agitated and anxious if someone explains it to her and she doesn't catch on right away, she sometimes processes slowly. The key word here is "sometimes". The "sometimes" is when she is not feeling good about herself. But when she has confidence in her appearance and/or her status--no problems in other areas of her life. Her first Chem quiz in the classroom: Scientific Notation (easy!), she totally failed, after having reviewed it for a week. The second quiz was online, at her leisure over a weekend--and she forgot to take it. Then the exam, in the classroom, was a repeat of the second quiz (which she forgot to take) and it was temperature conversions, Farenheit to Celsius, and vice versa. Well, dd froze on this exam. She sat there in the classroom with the paper in front of her and left it blank. At the end of the class she began crying and turned it in to the professor. As soon as dd left the room she called me, sobbing, telling me that she knew how to do the problems. Of course she did--we (parents) had watched her do them all weekend, completing her homework prior to the exam and doing fine. She knew the material like the back of her hand! Last night she was doing her homework: balancing equations. Mind you, she's already learned how to do this in her previous college chem class, Into to Chem, where she earned an A. Easy stuff, says she--and getting 100% every time. But why, oh why, is she not doing this on the exams? She says she sits down and panics that she doesn't really know the material, that she reads too much into the problem, and second guesses herself. Then, she messes it all up. Initially we thought she had dyscalculia. Today, we're not so sure. We think this is anxiety. When dd is stressed she has a tendency to go into zombie mode. Then her brain starts into an OCD path, and she'll start looking in the mirror every 2 minutes or comparing herself to other girls, and she always comes out the loser. It's a continual cycle of self-doubt in both appearance and ability, but she always ends up focusing on her external (appearance) when the pressure is onfor something internal (intellectual). It was so bad a few years ago that she went into anorexia (which is how we ended up homeschooling). BTW, she is not taking ADD meds, they had more negatives then positives for her. Where do we go from here? DD has been in therapy on - and off- for years, but it was always the same thing: none of the therapists offered dd tools to help herself, it was all venting sessions. (sigh)

Same thing with my gal--although with verbal ability and reasoning she is quick as a whip on paper and with her mom (and occasionally, dad) she becomes easily confused in a group. Recently she has been working on group projects at school and she has been complaining that she loses track of the conversation because "everyone is talking too fast." Yet the funny thing is, she is great at foreign languages and she has no problem picking them up and speaking them with a native accent. Again, maybe that is mimicry more than comprehension? You're right, a neuropsych eval is a great idea. I know dd wants to get to the bottom of this. I hope our insurance will pay for at least part of it. :confused1:

Actually, Beth, our dd was diagnosed with ADD two years ago, but we didn't think these symptoms were ADD symptoms. Because dd does extremely well in some of her classes--the ones that are verbally based or, if they are technical, are broken down into small, simple increments with minor distractions. That's why dds love PowerPoint science classes, as they don't have a lot of extraneous fluff. Maybe if we look at the situation differently, that dd's learning style is a result of ADD, then we can attack her difficulties from that angle. BTW, how did your daughter learn math through high school and college? That is our dd's biggest problem, it is what is stopping her from pursuing a full science career.

Our dd, 18, has so many problems in a certain, specific area of her life. We know what the symptoms are, and we know how her mind processes (or doesn't process). What we don't know is what is wrong with her in terms of a diagnosis, or if there are even tests for it. Most importantly, we want to know if there is some way we/she can "fix it". 1) When she was 6 she was IQ tested (gifted) and the psychologist said dd had a problem following more than 2 verbal commands at once. He told us to practice with her, building her up to be able to follow 3 commands. I tried, but it didn't work. 2) In elementary school it was impossible for her to follow along whenever there was origami instruction. She was always in tears. 10 years later, in a college class the other night, the professor was showing the students how to weave pine needles--"really easy, mom; but I was so embarrased, I couldn't follow along!" 3) Math does not work for her unless she sits down and figures out the problems for herself, start to finish. She does best reading a book [teaching herself], and does worst with a teacher at a blackboard. However, by teaching herself she spends precious hours reinventing the wheel. 4) Now she is 18, at college, and still complaining about people talking too fast and confusing her. She says the same for me: when I start saying something like "Sweetie, can you open the front door and let the cat in and while you're there, check the mailbox and if the flag isn't up, then put it up--oh, and by the way, take this envelope out for me...no, not that one, the big brown one over on the table..." and if I don't say it reaaaallly slowly and stand still [i can't be doing 2 or 3 other things at once, like folding the laundry while watching TV] then she gets all flustered and angry. Yet the amazing thing is this child can watch someone dance ONCE and she can reproduce the dance just like the original. And she is an excellent mime (actually, she has gotten in trouble for mimicking people) so it's not that she can't pay attention to what people are doing. I did call one psychologist and he said dd needs to be IQ tested again, Weschler (the WISC adult version) and Woodcock Johnson. Does this sound right?

Same here: we're not strict Christians, per se, as we lead a liberal, ope-minded lifestyle, but dd has a deep sense of propriety, and she is highly offended by all the in-your-face attitudes she has seen on every campus thus far. The posters for free neon condoms (and boxes of free condoms blatantly available everywhere around campus); the drinking; the loud noise and parties on weekends (she's come home every weekend to get away from it) is a major turn-off. And this is at a small, well-respected LAC! If there were a private (religious) school that offered dd a more spiritual experience along with the classes in her field and a substantial scholarship package like she has now, believe me, she would be transferring there.

Oh my gosh! I cannot believe I am reading this! And when I read the Dr. Natasha Campbell blurb on Dr. Mercola's site, I had to write. Our dd, 18, has had multiple problems in her lifetime: medical AND emotional/intellectual. Since 2 months of age (ear infection) she has been on antibitotics at least 3x a year, sometimes more, even as a teen, for such things as UTIs, salmonella poisoning, infected follicles, etc. Although she is highly gifted, she also has mild Aspergers and other LDs, as well as ADD, which baffled us. We always knew something was wrong, but could never figure out exactly what, despite visits to therapists, psychologists, psychiatrists...you all know what I'm talking about. Simultaneously, dd has had acne, starting at age 11 up through this past year. Sometimes the acne would disappear for a short time, only to flare up again for seemingly no reason. Dd saw many dermatologists who prescribed scores of different meds and treatments, to no avail. She has also been on birth control pills for acne, but nothing helped, and the bcp made it worse. This summer we were overseas and dd had to start a course of antibiotics for a staph infection on her eye. The eye infection went away in 48 hours, but we noticed dd's bad acne became terrible--she looked as if she had smallpox! Something--divine intervention? a mom's instinct? told me that this was a result of the antibiotic, and dd had a yeast infection on her face! In desperation I gave dd a tube of antifungal cream (I never travel without it; she needs it for her ears) and she applied it to her face. The next morning we thought her face looked a bit better, but we weren't sure. So dd continued with the antifungal. After 3 days of this we noticed a definite improvement. The acne wasn't gone, but the tone of her complexion had changed: it looked like the matte finish to her skin had been rubbed off. She never, ever, has had one of those glowing, dewey complexions; her face has always had this powdery, elderly, ashen texture to it. Once back in the US we went to another dermatologist and told her what had happened. She said that there is new research into acne being caused by bacteria in the skin (obviously) being trapped under a layer of candida on the outer layers of the skin. She gave dd a 1-month supply--28 pills--of Diflucan to kill the candida, as well as oral antibiotics to clear up the bacteria. After 3 weeks of this treatment dd's skin was improved by about 25%. We knew we were heading in the right direction. However, the Diflucan was becoming too hard on dd's system, so she stopped taking it. Something had to fill the void, and quickly, or the candida would come back full force. I immediately began an intense ANTI-CANDIDA course of action, and took a more holistic approach. 1) First, I stopped the oral antibiotics. 2) Bought the best anti-candida treatment I could find: Candizyme and Candex. Began immediately. dd did have abdominal pain and the die-off reaction (like a flu), but she did it over Labor Day weekend (plus 2 extra days off), so it was not too bad. Though she was ticked about lying around during the holiday and feeling crummy. 3) Began a round of super-high potency probiotics, utilizing different manufacturers' products for different strains [Primal defense RAW for variety/fermented foods strains; Jarrow Femdophilus for the 2 strains that are in the vaginal area; UAS for the Lac. Acidop. DDS-1 strain that has an anti-connection; TheraLac for the Lac. Acidop LA-1 strain, etc] 4) Switched over my kefir culture from cow milk to goat milk, and insisted dd drink it (she pooh-poohed it before, but now she was amenable to anything) and she also began applying it to her face. 5) Cut as much wheat and gluten from dd's diet as possible; cut down on high-glycemic foods, upped the fatty foods and supplements (virgin coconut), animals proteins, and vegetables. Although not a GAPS diet, it is a anti-candida diet. Now, it has been 2+ weeks since Labor Day weekend, and I can report that dd's face is totally cleared except for one pimple, near her eyebrow. Not only that, the powdery cast to her skin has not returned. She is no longer suffering from cracked and leaking ears (since a child she has had athlete's foot in her ear) and she is sleeping better. Also, dd says she's not hearing the "fuzzy voices" which she has complained since a child, jumbled noises inside her head that made it hard for her to focus and concentrate on external stimuli. Since I don't see dd every day, as she is in college and a 45-minute drive from home, I don't have as much input as I would like. I do text her several times a day to remind her to take her probiotics and at night to take her anti-candida pills. I have to take this first-things-first: as a young woman, dd's complexion was her #1 concern. Now that seems to be healing, we have to move on to other concerns, which is why I came to this particular forum today (another post). Wishing you all the best; I think we are "on to" something here!

:banghead: I'm going through the same kind of thing with my daughter, 18. She keeps calling me up to vent and cry and complain and ask for advice, but not one sentence comes out of my mouth before she interrupts me with "you're wrong" or "you have no idea how it is". Even though we suggested dd stay home another semester or two and complete her AA degree, she felt it was time to move out and go to "away" school. She knew she was going to major in Anthropology at a certain LAC, and our budget and her scholarships got her there. Well, now she's there she has changed her major and is taking a whole slew of different courses and not only that, she's finding out the school doesn't have what she needs, exactly (hello! could've told you that if only you asked!) But what I am hearing the most is "I just don't have any time for ..." which really is telling me she isn't managing her time well. She grumbles about having to do her laundry, her room is always messy, cooking meals and cleaning the dishes takes sooooo much time, going to the grocery store is such a hassle, how on earth is there any time to study? Welcome to real life, sweetie!

The school is an LAC and grants only a B.A. degree. Dd has already taken Everyday Chemistry for non-science majors, as well as Intro to Chem w/lab for science majors (who will end up getting B.A. degrees). She needs Gen Chem I w/lab for her particular degree, which, in her current LAC, is a B.A., but in other schools is a B.S. So she is stuck.

1) This is a college class. Previously, dd took Intro to Chem with lab (different school) which was an entry-level science track course. She earned an A. 2) She needs only one semester of Gen Chem, BUT she needs a full lab, also. In order to get the lab credit she has to go next semester into Gen Chem II, and she doesn't want to shortchange herself by rushing through all this material at a breakneck pace, only to crash in Gen Chem II and never get any lab credit. She would much prefer to go at a slower pace and learn (and retain) more, But she's unsure if she is doing the right thing, and what is the right thing to do?

Finally making some headway on dd's Gen Chem I class, and now I know (at least, I think I know) it's not just her, it's the way the class it set up. But I would like to hear it from a "real" professional instructor and ask for your opinion on what dd should do next. The Gen Chem class is a 2 semester class with a 24 chapter, 1100+ page textbook. Dd was first doing fine, but then things fell apart a couple of weeks ago, when dd complained: 1) the class is going too fast 2) there are no labs with this course (!), the school is going to wait until next semester, Gen Ghem II, to start doing labs, and combine some of the Gen Chem I labs with Gen Chem II labs Earlier on dd said it didn't seem very effective to learn the material without the labs to reinforce the concepts learned. Then she complained (again) to me this weekend that the class was going too fast--which I thought was just her complaining because she is slow in math--but then she showed me her math, she's doing okay. It's the pace that is the issue: the class is doing 2 chapters a week, all book work, and they are going to be on Chapter 18 by Thanksgiving. For comparison, just now I checked a variety of syllabi from other universities and colleges in our state, all of which are ending class in early December. They are stopping (same book) at chapter 9 or 10. The pace is 1 chapter every 2 weeks. Agreed, at dd's school there are no labs to take up time, but dd says that rushing through the textbook with all reading and no lab work is a disservice to the students, whereas the other schools are teaching the material at half the speed and augmenting with weekly labs. Dd says if her Gen Chem I class could slow down to the pace of the other state schools, she could handle it, but the way they are going now--eeek. Not only that, she had her first exam today and the Prof announced that a 50% would be passing grade. That bothers dd a great deal, because she says she doesn't just want to pass with a 50, she wants to actually know the material. So, bottom line: dd can withdraw from the class and take Gen Chem I at a later date, another institution, and get the lab experience along with slower pace, or she can muck through it now with a "pass" and not give Gen Chem I a backward glance. Opinions?

You're right--her problems in Gen Chem I are ALL math related. Conceptually, she shines. She came home for the weekend (she can't study at college, it's too noisy--that's another post) and spent the last 48 hours studying Gen Chem. She's been brutally honest and finally admitted that her habit of doing one or two problems isn't enough to give her the experience of problem solving that she needs. She has developed the habit of only doing half of the problems, and assumed that because she can do it easily that first go round, she "knows it". The truth is, she hasn't done enough of it to shift it into long-term memory. She needs to do ALL of the problems, which will (hopefully) be enough to "make it stick". She takes her first Gen Chem exam tomorrow. She's going to see how it goes. Whatever her weak points, she's going to take those areas (concepts) over to the math lab and ask them to drill her until she know the darn stuff. Truly, some of it isn't difficult--scientific notation, measurement conversions, etc. She just never learned how to do it nor had the patience, maturity, and motivation to sit through it and learn how to do it. So over time the Math Bogeyman has become bigger and badder and too frightening to deal with, and now he's even infiltrated Gen Chem. He's everywhere! I think what she is needing now is a workbook? textbook? with lots of similar problems that a math tutor can go over with her. Like, worksheets that teacher's used to hand out in the old days, run off the mimiograph machine. Or a textbook from the 1950's? ??????

I don't think her public liberal arts college is going to give her credit for Saxon. I think they are going to want her to go with something from a major publisher such as from Pearson, or Houghton Mifflin, Holt Rhinehart, whatever...using Course Compass or MyMathLab as an online component. I am hoping to find a math program that is a bit more traditional, without all the politically correct graphics, etc. which add another couple of hundred pages to the text. Frankly, a no-frills, no-distractions type of program which is currently being used at a comm coll or university math tutoring lab.

Long story short: DD is going to need some remedial COLLEGE math work at her small LAC. She will be working in the math lab, which is staffed by a tutor, but each student supplies his/her own program. What current program of instruction would you suggest? DD already tried Lial's Introductory & Intermediate Algebra textbook while being homeschooled and it was not a good match for her. DD needs fewer topics and extraneous illustrations, more repetition--drill, baby, drill is our mantra. The 2 methods that worked the best for DD were Math U See and Singapore Math. What works best for DD is reading/learning how to solve math via a simple textbook AND through a simple computer program or video. Less is more. She needs lots of workbook/on paper repetition, to move concepts from short-term to long-term memory. Practice until full and complete mastery. The problem we have is that DD is very good at fooling the computer, the instructor, and herself that she knows the material. She quickly grasps math concepts, quickly whips through the work at 100% accuracy, quickly moves on to the next topic, and quickly forgets what she just learned.

Thank you so very much--this all makes perfect sense!

That's where dd is now (though as an undergrad). She's in a very challenging setting with high-achieving students who stimulate one another. But does dd have the opportunity to make any contacts, outside of her fellow students and the one adjunct? Not really. Opportunity for hands-on work? Not now, maybe next year. Meanwhile, our neighbor down the street--same age as dd--is going to the so-so bigger school and taking the Environmental/Ecology courses that dd is drooling over...walks through the swamps to obtain biological specimens, work in the laboratory at the estuary field station, etc. while dd is only able to sit in a classroom (albeit among a group of intellectual peers) and discus policy. It's never easy, is it?

From the OP: Our dd tested very well on the SAT, so I don't think the GRE will be an issue. She's a smart girl and tests better than she should! And although now at an LAC, our dd wants to pursue Environmental Studies , which is sorely lacking at the LAC but is offered in-depth at the "medium" state school.

For those of you with advanced degrees and/or knowledge, what is most important when applying to a grad school? 1) Undergrad GPA 2) Caliber of the undergrad school (highly selective LAC vs. a ho-hum state school) 3) Courses taken at the undergrad level which are directly applicable to the graduate program (strength of transcript) 4) References, recommendations, and "connections: made at the undergrad level DD is currently attending a very selective LAC undergrad-only institution which, unfortunately, doesn't have a great program in her intended field of study...one or two classes scattered here and there, no real department in the field, just an adjunct teaching 2 classes, though they DO call it a "major" if a student takes 8 classes in the intended field--which works out to just 2 classes a year! However, the school is reknown for turning out top scholars and always receives national accolades for its academics. DD would come out of the school with a B.A and a "concentration" in her intended field. There is another school which dd can transfer to which has the exact program she is pursuing, it has a full-time, forward-thinking department in this field, and it is recognized as one of the more progressive schools with this specialty. However, the caliber of this state university, which does gol up through the PHD level, is not the highest, and it is a fairly new school. DD would have the opportunity to take many courses, pick and choose those which best fit her needs...there are so many classes she would never have enough time to take all of them. She would have to take 2 full years--over 60 credit hours--in her major. She would come out of this school with a B.E.S. (Bach of Enviro Studies) degree and she would certainly have made far more contacts here. DD is questioning which is the better choice for her. If she were intending to pursue a field in the Humanities or Lit, her present school is, hands down, the best choice. However, hubby says that the dearth of classes in dd's intended field will not prepare her for a grad program, because grad schools want to see substantial work in the area of interest. Advice? Thank you.

Our dd, now in college, is a real out-of-the-box thinker who is highly interested in marine biology (we live on the water, have done so all her life) and she has interest in the natural flora and fauna of the world. However, her math and science skills are not the sharpest--though she is now in Gen Chem I at college and surviving. But dd doesn't have the desire to be stuck in a lab dealing with minutae day after day. She's a pretty active person and she likes to move around, observe, formulate ideas and express them, both verbally and through writing. Anyway, she has veered into the Environmental Studies (as opposed to Science) field. Her boyfriend is an Enviro Science grad, and he deals with the more technical aspects of the world: he's constantly measuring water quality, soil samples, chemical run-off, etc in his lab at work. Whereas Enviro Studies deals more with conservation and wildlife management, educating the public, how weather/climate affects the environment, government policy, ecology, and last but not least, animals. As a matter of fact, our state school with the best Enviro Studies program has a major focus on animals and/or wildlife, with classes in herpetology, ornithology, mammology, etc. In Enviro Studies there is still work in the chemistry and biochemistry fields, but there seems to be more focus on field work and outreach than lab work. Here's a link to schools offering a B.E.S. degree (as opposed to a B.A,) http://en.wikipedia.org/wiki/Bachelor_of_Environmental_Studies http://www.fgcu.edu/CAS/EnvStudies/degreq.asp and a sample of classes offered at FGCU to fulfill the Enviro Studies degree http://www.fgcu.edu/CAS/EnvStudies/degreq.asp

My nephew always appreciated my "gourmet" food shipments. These would packed in a box: "gourmet" corn chips (like blue- or red- corn chips). A "gourmet" jar of salsa, wrapped in a tee-shirt to protect it. A box of Annie's Organic easy to make mac-and-cheese. A can of good quality nuts, not just peanuts. A just-add-water and microwave for 60 seconds box of Pad Thai noodles in a cutsie to-go box. Other "gourmet" food items...light to pack, convenient, and somewhat nutritious. A plastic jar of Nutella and another of organic peanut butter. Multi-grain crackers and a plastic knife (no cleaning required). I found the majority of these in the Target grocery aisles. I would have preferred to send some fresh meats, fruits and vegetables, and multi-vitamins, but that would have been difficult.

This happened to us. DD was interested in 4 state schools and she tried--in vain--to sit in on a class in two of the four schools. One state school with an undergrad body of 1,200 and graduate body of 2000+ actually asked dd why she wanted to sit in on a class, as they had never had a potential student make such a request. The other school is a large state school 20,000+ and the admissions office said that it was not their policy for potential students to sit-in on a class. As one rep pointed out, there are more applicants than there are openings for incoming students, so during a downturn in the economy like there is now, where classroom seats are at a premium, "potential students can't afford to be picky." In other words, it is a seller's market. Needles to say, we crossed that school off the list! Good luck.

My dd was 17, dual-enrolled, and at 17 asked to graduate high school. I told her NO with a very good reason: money! If your dd graduates high school and then applies to college, many universities will consider her a transfer student, which will make her ineligible for scholarships. Our dd was a dual-enrolled student and she was begging us to "graduate" her early. At 17.5 she had already earned 18 credit hours at the comm college (online and in classroom) and another 6 credit hours through CLEP. One college fiancial aid department told me that yes, DD could apply as a transfer student, if I graduated her, but they suggested that I not graduate dd, and she continue earning college credits and remain a high-school student, simultaneously applying to college as a FTIC (First Time in College) student...essentially a Freshman with a lot of credits under her belt. This made dd eligible for many more scholarships (which she was awarded, by the way). Okay, back to your question: my dd at 17.5 was not interested in "going off" to college. She was happy at the comm coll with her classes, and her life in general. The thought of moving out of the house (a very big, comfortable house, by the way) and having to cook her own food (mom used to be a professional cook) and having to deal with roommates (older friends all had roommate nightmare stories) made "away" college a very unattractive idea. Furthermore, most of dd's friends who had gone off to college and not doing so well...drugs, drinking, casual s*x ....it was frightening. What we did was to visit college campuses "just to check them out". We made it more like a field trip, with the focus on getting to know a community, going out to eat at a local restaurant, sightseeing, and visiting the campus. The visit to campus was a part of the field trip, not the entire reason for the trip. This took the pressure off dd. Orlando is just a 90 minute drive from us, so we toured the state U there and afterwards we spent a few hours in Downtown Disney, then went out to dinner. We made an overnight trip to the Fort Lauderdale area, rode the water taxi, saw the sights, and toured a campus. On a long weekend we headed up to Jacksonville, toured a state U there, also visiting the local beaches and the historic city of St. Augustine. It took about a year (!) for the idea of going to "away" school to sink in for dd. We told her that when she was ready, she could go. We had also been advised (by a homeschooling consultant) to NOT graduate dd from high school, even if it meant that she would still be a high school student until age 19.[see Ruth in Canada, above ^]

We live in Florida and 11th and 12th grade students are allowed to take only 2 DE classes at the comm college (whether physically in the classrooom or onlline) per semester. That is, the state of Florida will pay for only 2 DE classes per semester. The reality is our daughter took more than 2 per semester, and we parents paid, out-of-pocket, for those adidtional classes. Our dd took some comm college classes in the actual classroom, while also doing online courses through another comm coll in another state (Clovis in New Mexio--regionally accredited and very, very cheap)!--while simultaneously doing correspondence courses through University of Idaho. Not only that, dd studied for and passed several CLEP courses. ALL of the above ^^--classroom, online, correspondence, self-study (CLEP)--were transferable and accepted by the colleges to which dd applied. Important: after completing high school and graduating dd could have gone in to college as a transfer student, but every college told dd to apply as a FTIC (First Time in College) student; essentially, a Freshman with lots of college credits under her belt. Going in as a Freshman made dd eligible for many more scholarships and dd earned an additional 4K per year in scholarships, just by calling herself a Freshman. However, credit-wise she will be a Junior after Christmas, and she can graduate in 2 years (in other words, she bypasses her Sophomore year).

So, is there anything you (parents) will be paying? For example, an auto payment, gas, and insurance? If so, then you do have some say about what relates to the vehicle, i.e. number of passengers in the vehicle, no other drivers allowed, etc. Correct me if I misunderstand your question, but are you saying your children will be paying all their expenses, yet you would like to tell them what the rules are in their new homes? I can't imagine that is what you you are saying. I moved out of my parents' home at 18, worked 3/4 time, attended college, lived with my boyfriend, paid all my own expenses [rent, utilities, car, gas, food]...I would never have listened to any commands dictated to me by my parents unless they had paid for some of my expenses. I was a self-supporting adult leading my own life.