My pediatrician said, 'I don't know why people say 2 is terrible, I think 4 is horrible!". It did really resolve as she moved into 5-6 years of age. Good luck!

Just curious about who the 5 are?

The way it was explained to me is that he may be 'twice exceptional', that is gifted and on the spectrum in a mild sense. Just trying to find what skills or therapies could be beneficial to him in the long run. The longer he's out of school, the less we see issues and I can really start questioning the PDD-NOS aspect. Then there are some days.............

Thanks for your experience everyone-

I'm not concerned about where he is at at home. He's working where he is working. I'm trying to evaluate how far outside of normal he is, that could be causing some of the other issues we're working through. Just trying to wade through the gray areas:001_smile:

Thanks everyone! I was thinking along the same lines, but was unsure. DS is having an eval for poss. spectrum issues, but these issues would look more expected if he his EG or more. He's had the WIAT done and hit ceiling in all math areas. IQ missed Davidson requirements by 2 points and in the lull of waiting 4 more months for the eval, I was considering putting together a portfolio. I think I don't like waiting and am just trying to find answers on my own!! :tongue_smilie:

My DS is having an evaluation and the question has risen of how many years accelerated is he in math. It seems to depend on the curriculum, right? He is at 5B in SM which is one and a half years from actual 'grade level' but he tested to start 8/7 Saxon and algebra for TT. How would you answer that? :confused:

http://www.singaporemath.com/Handbook_for_Primary_Mathematics_Teachers_p/hbpm.htm-I believe this has a chapter on the rod model http://www.singaporemath.com/The_Singapore_Model_Method_for_Learning_Mathematic_p/smmlm.htm This is a complete book on the rod model I'll have to see if I can get this conquered without purchasing!

We're doing the regular workbook with the standards edition. I was up early this morning and was re- reading the TM and noticed that it said this particular section was going to be the hardest section yet and that it was optional. Now that DS figured out 3/4 of those, I don't feel as crazy! :lol: I posted on the Singapore forum and it was recommended 'buy this book', so thanks for the yahoo group recommendation. I actually really like math but, I can't see the point of this level of questions for level 5!:001_huh:

I'm REALLY struggling with the word problems in 5A and therefore so is DS. This stinks! I can't even look at the answer and try to work backwords to figure out how they got the answer. The first problems in the workbook are okay but the last one or two in a set lose us. HELP!

I don't have experienced with with ODD specifically, but I do have very intense children that when there is stress in the family, cannot be managed with traditional tools. It can get BAD sometimes. The first thing I do is check myself, they can READ my stress level and it escalates them. The next set of tools I pull out is Transforming the difficult child : the nurtured heart approach / Howard Glasser and Jennifer Easley. I have never had to do the entire program, but I've done a scaled down program that really helps. The next tool for me sometimes is time. When I took my kiddo out of school, it was very stressful and sometimes just unstructured summer is stressful for him. These are things that worked for me. Good luck :001_smile:

I'm going to be following your thread for the same reason. I have Ruth Culham's 6 + 1 Writing Traits on hold at the library now and I picked up a Scholastic guide for grades 3-5. It had examples of grading the traits and some ideas for implementing. We plan to use MCTLA as well, but since it's early in the summer, I haven't gotten to the actual planning stage yet. I'm also think we're going to try Writeshop Apprentice, since DS is a reluctant writer. I feel like I'm trying to kill one bird with multiple stones.:lol:

:ohmy:Oh My! I just went back and looked at what I was doing. Forgive me, I've only been doing this a few months! So, I was looking at the intensive practice problems and only giving him the ones that I thought he needed to work on. Which meant I was always throwing him into the end of the topic section. Not much of a warm up there!! Everybody is learning new things here!! :lol: I'll re work it and see if that helps. Thanks everyone-

I took DS(9) out of third grade gifted program a few months ago. We're having to sift through 'highly gifted' or 'PDD-NOS'. I might need to post on other board, but thought I would start here. He is a 'all things numbers' kind of kid. DS says he likes SM and doesn't want to change, but I keep seeing this wall go up. He quickly picks up the textbook teaching, usually faster than I can get it out of my mouth and flies through the WB. HATES the IP, stalls and whines. He is finishing up 5A currently. I think it's perfectionism and a low tolerance for challenge. Any suggestions for working around this? or through?

I began with just one page a day and then after a month went to two. We were just getting started homeschooling at the time and my DS9 is a bit older. The TM contains ideas for correction. 'If your child is doing this, do this'. It was helpful for positioning, pressure, loops that are off etc. My TM had 2 years in one book. I didn't use it a whole lot but then again I picked it up for $3, so it was worth it to me. Also, it had word suggestions for mastery areas, which you could come up with on your own, but sometimes it was nice to have it done for you. Good luck!

My DS9, PDD kiddo with possible dysgraphia, VS learner, (sounding familiar?)that hates writing, does HWOT and is coming along quite nicely. He does a couple of pages a day without difficulty and I'm thrilled that it is legible. He feels good about it as well, which is a plus.

I find that he can be coached fairly well for small groups by prepping him. I guess I've been doing that for awhile now. The differences where just so glaring in the large group. Do you continue to coach them or do you just try and limit things to small groups? And yes, he's getting to the age of conformity. Yucky. Our small homeschooling boys group, 6 of them, doesn't seem to doing the conforming thing, yet even though at 9, he's the youngest. They are their own little group :grouphug:

Thank you for the for the information! I find it somewhat difficult to get his take on what's going on, because he doesn't always know or he feels so awkward that he gets defensive. We haven't really gotten to the point where we are working with any professionals yet, so we're kind of winging it at this point. Not only am I learning about Asperger's, but I'm trying to figure out how to teach reading, writing and arithmetic:tongue_smilie:.

Look at me! Finally stopped scanning posts multiple times a day and am actually participating! I started homeschooling DS in March after multiple bad years in public school. Diagnosed with PDD-NOS based on teacher eval and is now WAITING(6-9 months) for eval at autism center at local U. I can't put my thumb on whether he has a diagnosis or not. I've been watching him closely and he does so well in one on one situations or in small groups that I was wondering if we needed the eval. Then yesterday he was in a large group activity (like school) and it was SO obvious. Woops. Some of his difficulties are also sensory and gifted related. Does anyone have any ideas on whether PDD can only show up in large groups? I'm so glad to be here! :001_smile: