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Lecka

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Lecka last won the day on November 18 2013

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About Lecka

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    Hive Mind Level 6 Worker: Scout Bee

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  1. Well part of the reason we have quit after-school therapy is he was not doing too hot with high-language-output tasks, and that is what I wanted them to be doing. Other things he would do great, but then they aren't really goals to an extent. It's not the only reason but it is a part of it. The last I heard he does do better in a school setting because the expectations are clear, and at school he prides himself a lot on doing things in a good way. A lot of the time, at least. He doesn't do it as much lately, but he has had times where he likes to tell me about so-and-so who did something they weren't supposed to do, but he didn't do it.
  2. Mamashark -- Just if it's helpful, main idea/detail graphic organizers exist, and I think they are a suggestion for working on main idea/detail. Just if it's helpful 😉 https://www.google.com/search?rlz=1C1CHBF_enUS817US817&q=main+idea+detail+graphic+organizer&tbm=isch&source=univ&sa=X&ved=2ahUKEwiH_Lv8wtjkAhWPSxUIHQQtCswQsAR6BAgGEAE&biw=1920&bih=969
  3. I have had comments before like -- they have another client who talks a lot, easily, but is frequently not on topic, and Eli they have to try and try for him to speak, but he is almost always on topic when he does. Could they meld the two kids together? They are joking and not disclosing any personal information, but I they have whiplash going between kids sometimes! And from talking to other parents sometimes, I am going "your kid talks and talks, isn't it amazing," and they are going "your child gave an on-topic response, isn't it amazing," and don't see it's difficultu either way. I hadn't thought of this. I will keep my eye out, lol. My husband is better at catching on to things like this, thank goodness! Thanks, and good to know. I think ideally language structure, comprehension, and production are all taught at the same time, but it is hard when production is hard. At this point I think it's more that he needs some solid level of comprehension to support his production!!!!!!!!!!!!!!! I am not doing this and it is hard for me to actually do. I have had good intentions to do it several times and just not quite followed through and done it. I have the student SGM, and the Book 1 autism that has the explanations, sitting in my living room with my library books, and I just haven't done much with actually doing it. I will plan to do it, and then somehow not actually do it. I know he has been taught at least generic story grammar elements at school. I know he has done related graphic organizers at school. I am having a hard time making this happen. But I also will think -- whatever I do at home is helpful, even if maybe somebody else helps him tie things together more in the future. And then too, maybe it will get easier as he gets older. That has happened with other things for sure. When I try I feel like he is really impatient with it and I am not holding his attention. Right now I can have a vibe with him for math where it's like -- I'm teaching you a lesson, you need to pay attention. I can do that for a very short lesson. Or -- we ARE going to do a math-related activity. I have not been able to do this for that long, probably a year or two, but I can do that now. Not that it goes super smoothly -- but it happens. For reading I don't have anything with him like "now I'm going to do a lesson, and you pay attention." We have that I read, and he will answer some questions here and there, and he likes to make some comments. I am just thinking of this now, but it might work if I rent him a movie he wants on a condition that we try to use SGM with it. That is the kind of thing that might go well.
  4. My goodness! What I just got.... Me: "How do you think he feels?" My son: "Cool." Me: "How else do you think he feels?" My son: "Like he's invincible." We are watching Antman and the Wasp, and the friend got to drive a purple sports car and be in a car chase. So that surprised me, I have not heard him say "invincible" before I don't think, but -- he really does do pretty well for these sentences, when he is answering a question. He is like this too, where he will say something a lot better if he is really interested or watching a movie he likes. But then -- I see recommendations to pause and discuss for movies, but he would not like it if I paused, and it's not really worth it enough for me to pause.
  5. Lecka

    Blah.

    They are the ones who are wrong, not you. You are sick and they should do their job.
  6. I don't think I have that in what I have. It does sound good! Well, is it this: https://mindwingconcepts.com/blogs/news/the-hidden-meaning-of-mindwing-s-icons
  7. I did look through the manual, I think we can have some things from Stage 4 and some things from Stage 5, and have that be fine.
  8. Realistically I cannot push past him saying "I'm done" or he will just quit. With math I can push him and he will buckle down a bit more and put in a bit more effort. But with this, I cannot. He does really well with "meaningful language" kinds of strategies, where he is telling me something he is interested in telling me (sometimes when I ask a question I pretend I don't know, or it's "I think this, what do you think?" and it's interesting to him). I don't think I can go very far outside of that at all, or he will just stop. It is already a pretty high demand for him to listen to a book, a lot of the time, depending on the book. There are books he is interested in that are very demanding for him also, and then there's not a lot of spare thought left. He does say more with easier books and I made a point recently to go back to more easy books for that reason. I had a goal for a while (a long time lol) for him to be able to listen to a book without many pictures, and be able to follow along. I am really happy with where he is on that right now (which is A-Z Mysteries). So I do think I am going back to go deeper at the prior levels now. I do not feel like I'm anywhere near doing anything beyond A-Z Mysteries right now, though. It will be a long time, I am sure. So I'm not expecting to move ahead too much, really.
  9. It's mainly if I think I would get the next CTT book. I think with him, too, that he benefits from knowing more about what is going on around him, which he gets when he is aware of more. I think that benefits him even if he is not saying as much. It goes into things like -- movies we can watch as a family. It is HUGE for us to be able to watch movies together. This used to be something where I would take him out of the house to a playground while my husband and other kids watched a movie, because he would get bored/mad if he wasn't following along with what was going on. I think it's really crucial language for self-advocacy, too. Because ------ here is what I see with self-advocacy given that he does not necessarily say a lot. He is the opposite of the kid who says a lot of things and then people wade through it and figure out how it fits together. He is just -- the opposite of that. He doesn't say too much. So ------ if he says "here's why I'm mad," that's really powerful and it's really direct that ----- he is saying there's a problem. It's not the end product, but it is a good place for self-advocacy. And I do think it would help him to do better with that by itself. And then hopefully also, to take other people's perspective more than he currently does. And that all seems like it's a step he could be working on. But at the same time, I would also like him to be able to give a clearer retell. I would like that. But it is seeming a little too hard right now, so I think we can keep working on it some but try something new, too. We would still work on it. I think I have been too hung up on it, though.
  10. Mamashark -- I saw your post, I don't have anything really helpful to say. I think for the stories she tells, using some kind of organizer (which, the Mindwings stuff is a kind of organizer) can help. For the things with her sibling, she might be stressed and that can make it harder to know what to say. Something to be aware of -- for how hard something is, it's usually harder to say something that wasn't seen, that was just talked about. Being able to see something makes it more concrete. And then the more recently something has happened, it will also be easier to remember and describe. That could be a factor with her stories, if they are about something that happened longer ago. But it's hard to say, kids are so different.
  11. I think this is so true. When he was younger, I got a lot of comments about him being good about sharing, people being impressed with his sharing, but it was pretty nasty at home for me. We also had horrible, horrible times when everyone had a cookie or something, and he ate his really fast, and my daughter would eat hers really slowly, and then he would want to have hers. Just -- ugh. My other kids too will call me out if they think I am giving in to him on something, and sometimes they are right about it.
  12. I am looking at it and I'm not sure...... I think he might be through abbreviated and into complete episode, because I think they "count" it with prompts. I think I really need to try again, more, harder with different prompts/scaffolds. What I am doing is good, but I think it's worth it to try to add more this way. But I'm not sure that for the stage, they require it to be an independent level. I'm not sure about this, because, I thought at first, this would be with an independent sample. But now I think it's with prompts. I'm not sure, I am planning to look at it more today or in the next couple of days. I think from what I was looking at yesterday..... even though they are all connected, to some extent, I have been working on reading (listening) comprehension and seeing improvement in that, but it's not just magically transferring to "production." I think it is transferring some! And I think they do "production" (saying stuff) at school, so I think he is getting that some. But I think I could try to focus more on him talking. But it's hard to do when he is not that interested in doing it with me. He is happy to listen to a book and make comments or answer a few questions or listen to me make comments. That is something that goes well.
  13. If we are reading a book, he can do this with story books and he is listening to chapter books now as hard as A-Z Mysteries. So -- pretty straightforward and simple, but it's a huge step for him to follow along with few pictures. He usually gets inferences (because at this level they are still on the obvious side!!!!! I doubt he would notice inferences in the next level up of books), and a lot of the time he gets perspective taking kinds of things, if there is some interplay between characters and they don't have the same opinion about what is happening. I think this translates a little bit into real life with seeing a sibling's perspective, but it is easier for him to see this in a book than in his own life. But I think it helps because then he can have it explained to him (most of the time) in real life. He does not have a huge range of emotions he will say for characters, but he does say "jealous" and "nervous." He might say so-and-so is mean, so-and-so is a bad guy, so-and-so is a bully. He will say "scared" as a reason for a character to do something. He will make comments for these that are very appropriate, and respond to "why" questions for these and be very appropriate. Like -- he does this great. He does *really good* single sentences. He does make comments like "he doesn't know that...." if there's something where a character doesn't know something that we know as readers or that other characters know. He can answer why questions where answering "why does he think that" would involve saying "he doesn't know that...."
  14. Most of the time he is saying things like "If you make me turn off the tv, I am never doing math again." I do think that is cute 🙂 He does a lot of "If you do this, then I am going to be mad." That's something we can talk about more. I don't remember exactly what he says, but he says some really complicated sentences when he is mad about something with his brother and asking for him to get grounded, saying it's not fair if he doesn't get grounded, etc. This will be because he wants it to be his turn on the tv. Or its not fair because his brother got a long turn earlier in the day. We previously had a lot of behavior issues around taking turns with the tv, and he used to not be able to stand it being anyone else's turn or a tv show or movie that was not his choice. We have a second tv now that the kids can use with permission, but everyone would rather be on the tv in the basement. He isn't distracted exactly, but he will say things like "I'm done" and "that's all I'm going to say." He says those to me often. He is coming across like -- "let's get back to the book, or I WILL get fidgety." Not like -- it's that conscious -- but just like -- he's going to get fidgety if I keep going with it. And then that is not productive. I think it's more not realizing how much detail to share to provide us with the information we need. Like -- theory of mind to know what to tell his audience. But I think it's also just -- getting into there being more sentences for him to say than he really says at the same time. Sometimes he does say more, too, but this is common. Like -- he might say "I'm mad because so-and-so did such-and-such." Or "mom, so-and-so did such-and-such." Which -- we are so much better off for him to come tell me this than to ---- wind himself up to the point he is going to push/grab/etc. Well -- if my husband says at this point "what was going on when that happened" he can't answer that in a way that will make sense -- he would probably just repeat the thing he already said. If I ask in a way to get more details, then he can tell us everything that happened. He is getting better on this, because he can say a little more of "what led up to it," but it won't be enough. Really he will say "what so-and-so did" without it making a lot of sense, because he doesn't really say what he was doing as well (he is usually also doing something pertinent) and then it doesn't make as much sense. Sometimes we have to get both kids and ask them a series of questions. The other kids can give a great "my side of the story" but Eli cannot, but he can say where he disagrees with what they say. And then they can say "he's not mentioning that he did/said/agreed-to such-and-such."
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