blessed2fosteradopt
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Posts posted by blessed2fosteradopt
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My situation was similar to yours except I only had one mass and they got me in much quicker. Turned out to be a fibroadenoma. My doctor did tell me that's what he expected but I don't think it's out of the range of normal for most not to want to say one way or the other. Like another poster said, smooth and oval is good. I wish you could get in earlier to get an answer. Most of the time it turns out benign and I hope that is the case for you.
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My lump turned out to be a fibroadenoma. I had a biopsy and it was not bad at all. Wishing you all the best.
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You've had lots of good feedback on the report and therapy ideas - I have a thought about the day to day depression and lack of interest in school/learning. We have gone through this with my ds (mixed receptive/expressive language disorder and processing issues). What helps him if we take a "break" by making school a totally success oriented experience for a window of time (2-6 weeks). Math that is review, but fun (games or a different book for a few week). Reading and writing about subjects of interest. Due to his language issues, videos are helpful. Once we found a little cartoon about the founder of legos, which led to research and the writing of a three paragraph report about the man. Maybe if wrestling is a passion for your ds, there is a way to let that fuel the reading and writing for a bit. For our ds, having a breather where everything doesn't seem so hard and where he gets to choose some of the work has helped to reduce despression and anxiety.
My daughter has been anxious lately and I agree with this. She likes to write her own version of graphic novels and I let her do that most of the day. She also loves owls so we researched them today. We watched a video on weather. We are just taking it easy for now. She is still learning but it doesn't seem like a chore at the moment and we are both getting a bit of a break.
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:grouphug: :grouphug: :grouphug: . I don't have anything to add except to say that the ladies here have been an invaluable source of support for me and I always feel better after sharing. I wish the best for you and your son.
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Thank you for the links and encouragement. My lack of computer savviness is showing.
I also appreciate the encouragement. CAPD is so frustrating and comes with so many challenges. It breaks my heart to see her struggle so, so much so that I broke out the Easy Bake Oven. :)
I am going to order the Dyscalculia Tool Kit today and just work in it for now. She will enjoy the games.
Thank you again,
Lisa
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Grrr! We are not an Apple family and from what I can see my only option for the recommended book is via IBooks. Is this correct? I was/am ready to jump right in with her. Today was really rough.
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So, can she do number bonds with 0-10 (pairing up numbers that make ten) without counting on her fingers? If she can do this, I would consider working on some games where she counts with c-rods (and ten flats). (1s, 10s, 100s). Math-U-See Primer has a lot of work with what they call decimal street. Each "house" on decimal street can hold 1-9 of something--units, tens, or hundreds (it's drawn onto a poster paper, and the counters you use fit exactly--you can draw your own to fit whatever counters you have). When you get ten of something, you must collect all of those, and exchange them for 1 of the next biggest item. So, if you get ten units, you put a zero in units house to show that you have no more units, and you trade the ten units in for one ten. The zero is always a placeholder. I would count from 1-10 with this method until it's solid. Then start with numbers like 4 (instead of zero) and have her count up. Then make sure she's solid on teens (MUS actually counts differently to show that -ty means ten), and you can do that too if you want. I think they have a video about this, but they make it parallel to twenty-one, thirty-one, etc.) Anyway. the whole idea is that you want them to realize that all tens are made of groups of ten units. All hundreds are made from groups of ten tens, and so on. You will need to make sure that as she counts, she also uses number cards to represent each decimal place (units/ones, tens, hundreds). She should also eventually be able to verbalize that 12 is one ten and two units, or 59 is five tens and nine units. If she understands her number bonds through ten, then she can understand that to get rom 59 to 60, she needs just one more unit so that she has 6 tens and zero units. You just keep building from there, including finding other ways to represent those numbers, like 12= 10 + 2, 59=50+9 (that's called writing it in expanded form). If she cannot write any number you give her in expanded form, she really can't do any written math that involves regrouping (with understanding), though she might be able to regroup with rods and not connect it to the written steps yet.
Really, getting from 38 to 50 is something that you do a number of ways, and you can break it into multiple steps, then combine those steps to find multiple ways to get there. The problem is that you can't really do it multiple ways if you don't understand the reason the multiple ways work. You need to find out which parts and pieces she understands and doesn't understand to figure out how far back to go.
If she cannot understand this, I think you need Ronit Bird. If she does understand this, she might still need Ronit Bird, but I think this is one way to start figuring out what pieces she gets and doesn't get. If she cannot get exchanging as she counts and changing the number labels for units, tens, and hundreds as she counts, then she's not going to get any kind of mental math, and paper math will just be steps and memorization to her. If she gets it with rods, but flubs up when you switch to counters that say 1, 10, or 100 on them, then she's still missing something. (That's the next counting step after rods that actually show quantity.)
I am back! Sorry for the long delay in responding to such valuable information. With regard to my daughter, she was not diagnosed with dyscalculia in her initial diagnosis (CAPD, dyslexia) but when I read the definition it seems to fit her. She struggles terribly with time, money and measurement, word problems (CAPD) and counting backwards. In addition, today's lesson was doubling numbers and it reduced her to tears. With ones, she is fine but throw in a number like 47 and it gets her. The text instructs to add the 10's column which would be 80 and the ones 14 and then combine. She just cannot seem to master it. She is getting it right some of the time but without certainty and understanding. It's the tens that are tripping her up.
So with this information, would you recommend the Ronit Bird resources with the c-rods or MUS Primer? I have decided to just park for a bit and work on getting this solid with her. We have worked with an abacus in the past and I am going to break it out in the interim.
Thank you so much for your help,
Lisa
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I just wanted to pop in for a quick moment to say thank you for the replies so far. My oldest is turning 18 tomorrow and has prom this weekend :w00t: so I am a bit crazed. I look forward to reading all of the advice thoroughly when I can breath. As always, thank you so much for your generosity.
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Hi all:
I have previously written about my daughter's issues with all things language as a result of CAPD and most likely dyslexia. I have received great recommendations and now I could use some help with math.
She is using CLE and doing very well with it overall. She can add/subtract/multiply/divide but does struggle with word problems as is to be expected. Here is where I am finding she has some major issue. Although she can skip count, she gets tripped up when using anything but a round number. For instance, she just did geography review and got 38 out of 50 states correct. She could not tell me the amount that she got incorrect. I tried to have her count to the next 10 (48) and then figure out to add 2 more. No go. She had to count from 38 to 50 on her fingers. She has this issue transitioning to hundreds also.(ex: 96 to 106). After 106 she went to 206. She also cannot grasp time. I have worked with her tirelessly. She is at the point that she can tell time but does still not understand that 1:30 is half past one, 1:15 is a quarter after, etc. If I go a week without reviewing, she will not remember that each number represents 5 minutes. I have worked with manipulatives, clocks, etc. I have the same issues with measurements.
Is there a specific resource or recommendation that would address these issues? I feel like we need to park for awhile. She is a rising 5th grader and we are just starting CLE 4.
As always, thank you!
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Your son sounds very much like my daughter. She has the SLD with impairment in reading diagnosis but it was never explained to me to be dyslexia. She also has CAPD with expressive language being her main issue. She makes constant spelling errors in spite of knowing the rules and after going over them dozens of times. She spelled min for mine tonight. She has made progress with graphic novels and really enjoys them. She struggles greatly with reading comprehension, time, before and after, and word problems. We are currently working on sentence formation and sequencing.
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Sorry I am just replying. I was out delivering GS cookies. 'Tis the season! I truly appreciate all the hand holding. I just put the suggested book on hold and am slowly trying to digest all the information. It is very overwhelming to say the least and I am thankful for the encouragement. I am going to sit down and read over everything carefully and I am certain I will be back with more questions. Thank you all for being so gracious!
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Regarding the therapist, the last few sessions she has been working out of a basic spelling workbook with her. Nothing special. Something ala Barnes and Noble. She told me to work on having her write sentences using her spelling words. I just don't see anything special being done. A few weeks ago it was contractions. I just don't see the rhyme or reason. There is no sequencing work being done.
I am looking for the sheets you referenced above but am having a hard time finding or knowing exactly what I am looking for. This is exhausting. :(
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Thank you so much for all your help and information. I agree regarding the SLP.I really don't think what she is getting from her is worth the time and effort either. Off to google and see if I can make more sense of all of this.
The VSL link provided by Wapiti made my heart race as well. So much of it fits my daughter. I certainly need to take a more hands on approach with her which is not my forte.
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My guess is the GAI cannot be calculated (by rule) due to the discrepancy between verbal and perceptual. But yes, that jumped out at me, along with the other scores. In my world, this would still be 2e.
Thank you for the link.
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They do not have a CAPD tag. I will look at her test some more and see what I can find.
Looking at these numbers, it is apparent that you are clearly much more able to interpret them than I am. With regard to the perceptual reasoning, is there a method I should be using to tap into that obvious strength and to develop it further? Also, what professional could I utilize to help me help her? I really feel ill equipped.
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Oh wow. See, this is what galls me about SLPs and the whole therapy gig. And you know, I'm right with you. I drive 2 hours each way. I used to drive 2 1/2. ;) And that's awful, because there's nothing she's doing that you couldn't do. Oh she might do it smarter, but I'm not so sure. But seriously, you drive 45 minutes each way and get 30 min of therapy? I drive 2 hours each way and get 2 hours of therapy.
I'll tell you, my ds can't do intense language work for 2 hours. Like with him, I do things for chunks, like 10-15 minutes and the MOST. But we work really intensely, kwim?
I guess you know your preference. You've got gas costs. You could do things at home. If the SLP will get off their "god" complex, you could work together. There's more than enough work to go around, my lands.
With every session, I think the same thing. I could and do most of the same things that she does in therapy. It has been explained to me that 30 minutes is about all she can take because of brain fatigue.
Do you have any specific recommendations for me with regard to materials from Super Duper? I am off to look now.
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FWIW, if it wasn't already mentioned, you have a 2e situation, potentially a VSL. You might find The Dyslexic Advantage to be an interesting read.
Nope. Never mentioned. And forgive my ignorance but what is VSL? I will definitely check out the book.
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And yes, she is working with an SLP for a year now. I drive 90 minutes twice a week for 2 30 minute sessions. The fatigue is apparent with her as well. I have looked at Super Duper often but get overwhelmed. I have made so many expensive mistakes.
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Her FSIQ on the WISC IV was 112 high average. 73%
Verbal Comp 47%
Perceptual Reasoning 99.5%
Working Memory 42%
Processing Speed 34%
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SLD Reading *is* dyslexia. The ps is using SLD Reading as a label more broadly, but yes it's dyslexia. In fact, there's a LOT of battling going on right now with dyslexia advocates over this very problem. The kid goes, gets diagnosed SLD Reading by the ps, but the parent never connects that to the common word to enable them to advocate more effectively!
So yes, she already has the SLD Reading diagnosis. What do you need to make happen? Are you having overall issues with reading? With my ds, that noticing the bits is partly EF (executive function). I have him going through speech therapy materials that force him to notice the bits. But that's showing up in his speech, etc., not only in the reading.
You might look through the report and see what language testing they did. There might be a CELF or CASL or something with subtests to let you see what you need to work on. If it's only occurring in reading, that's one thing. If it's appearing in more contexts, you'll need to address that more completely.
Has she had an OT eval? Any OT symptoms? My ds is just about ambidextrous, and that mixed dominance and indeterminate dominance is linked to language issues. Sometimes OT work on dominance, etc. can improve language, odd as it sounds.
Our struggles are with language overall. Written, comprehension, poor vocabulary and spelling. Math computation is fine. She struggles with word problems especially those relating to elapsed time, measuring and money. She cannot narrate. WWE1 is very difficult for her. Her handwriting and cursive is beautiful and she draws very well.
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315.00 is the diagnosis my sons have, and they are both officially dyslexic. That is what the school calls it. What test were done? hopefully the CTOPP, as that one is the clearest in pointing to dyslexia.
Can she say stop without the /s/? (Top)
She was not administered the CTOPP. She was administered the CELF4, WISC-IV and the WIAT-III. She can say stop without the s.
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She was administered the CELF4 and from what I can see the only area it said she was borderline was working memory. The therapist did point out to me that she had a significant discrepancy with regard to the receptive-expressive language index. Here are some of her scores if it will help you help me make sense of this.
Concepts and Following Directions 63
Word Structure 37
Recalling Sentences 37
Formulated Sentences 9
Word Classes 2 Receptive 75
Word Classes 2 Expressive 25
Word Classes Total 50
Sentence Structure 84
Expressive Vocabulary 50
Understanding Spoken Paragraphs 37
Number Repetition Forward 25
Backward 9
Number Repetition Total 9
Familiar Sequences 25
I am lost as how to really interpret all of this. CAPD has been the only diagnosis that has ever been relayed to me. I want to make sure I am not missing the whole picture. Is the CTOPP a test specific to dyslexia?
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My 9.5 yr. old daughter was diagnosed with CAPD last year. She has been working with an SLP for about a year now. She still struggles with comprehension, spelling, vocabulary....basically anything with language but she has been slowly improving. I am now questioning whether she may have dyslexia in addition to this diagnosis. I asked her therapist about this a few months ago and she said that she would have to refer her out for testing but thought we should give it a bit more time. Here are the reasons I am thinking she may have dyslexia as well.
Her reading is very choppy. Just like the recent poster, my daughter skips words often and switches words, ex; the for and, is for to, of for for. She also constantly leaves suffixes off the ends of words jump for jumping, nice for nicer, etc. She also adds r's to words often, strick for stick, strand for stand and will read words like except as expect. Also, she always writes 7x6=24 even though she knows it is 24. Consequently, she solves 6x4 as 42. She still reverses her b's and d's. When she reads I use my finger to track the words for her but she still skips and reads small words incorrectly often.
Does this sound like it could be dyslexia on top of CAPD? Who would I seek out for testing? She received her diagnosis from University of Tennessee's Psychology Department and it reads:
315.32 Language Disorder
315.00 Specific Learning Disorder with Impairment in Reading
I was not told that she had dyslexia at the time but she was further diagnosed by an audiologist as having CAPD.
Sorry I am all over the place. This is tough stuff to navigate and I am thoroughly confused. Thoughts??
Thank you as always,
Lisa
Snake People...If you were a Ball Python, where would you hide? UPDATE
in The Chat Board
Posted
Our ball python escaped once. He was gone for 6 weeks and showed up in the same room that he disappeared in. My dogs had him backed in a corner. I hope you find yours.