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Heathermomster

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About Heathermomster

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    Isilwen Meneldur of the Woodland Realm

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  • Biography
    Happily married mom of two.
  • Interests
    History, politics, theology, reading, learning to teach math, knitting, and quilting
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    Loving my family.

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  1. What part of sitting down at the table and breaking down assignments with my DS makes me not understand EF? I’ve literally sat by my child every school day for 6 years. Btw: I heard plenty of crickets at the table. Her child never made it to the table.
  2. Look at my pic and see that little girl in the wheelchair? That is my sister. I understand full well that disability is not disobedience. Read on in the thread where I clarified my comments. I cannot fathom telling my 6th grader to sit down and work on their assignments and then getting crickets. I mentioned supplying the scaffolding as well. My DS issues involved getting the completed work safely turned into the teacher inbox, not the actual completion of the assignment.
  3. Thank-you. At the beginning of the year, we talk strategy, but he’s sorting it.
  4. My 2e dyslexic/dysgraphic/ADHD child uses full academic accommodations through his uni’s DSS. He’s a leader in his frat, serves on the SGA, and maintains his gpa to keep his partial scholarship. I serve as an EF coach. My little birdie is flying. Thank-you for asking. I pray every day that he keeps trying. ETA: BTW, he lives 1.5 hours away and resides on campus.
  5. I would not recommend that. Look at more Social thinking resources for compliance.
  6. The assumption is that there is no restorative talk with discipline. That might be true depending upon the parents and their worldview; however, that does not describe DH or me. We absolutely use restorative talk. Now allow me to define our home’s punishment: no movie night, no sleepover, and/or no trip to the local water park. My child doesn’t have any social delays. It is true that the cortical thickness of the brain of an ADHD student has been measured to be thinner and thickens with age. The prefrontal cortex develops more slowly with the ADHD individual and brain matures up to 30 yo. ADHD students can be 3 years behind maturity wise and that was mentioned previously. I write the above to say that when my non spectrum 6th grader was in school, I was working in close contact with certain faulty. If there was an issue with an assignment, EF or otherwise, I told the teacher, and I didn’t do that often because DS was accommodated. DS worked with a volunteer staff member at least twice a week. That staff member happens to be a good friend of mine and I would tell her if there was issue that she could address. Anyways, I’m clarifying here. My DS is an extreme extrovert who loved being a dude. He would do just about anything to be with his friends and we harnessed that desire to motivate him. Obviously, that is one way to do things because grades were not his motivation.
  7. Did I declare myself the mouthpiece for students with ASD? Please allow me to clear the record now. I am not. ASD kiddos require entirely different therapeutic methods and they have been discussed multiple times over at the Learning Challenges Board. My DS works with a CBT and he calls the the method Achievement Motivation. I mentioned it during the pinned Teaching EF Skills discussion on the General board.
  8. Thank-you. I understand EF very well and my student is not on the spectrum. We broke the projects down together and I was present clearing off the table, providing supplies, and reviewing the assignment to clarify understanding. By denying my son the ability to attend a birthday party or playing a video game for a month provided him motivation.
  9. This thread is very odd to me. When DS was at home, he only had a few responsibilities one of which was obeying his parents and teachers and the other was doing it with a happy heart. Obviously, those goals were difficult at times, but they were always expected. My DS was never given an option to complete his school work. When DS was in 6th grade, I made every effort to communicate with his school and teachers because everyone knew that he had multiple SLDs, and we were working together as a team. The teachers held my DS to much higher standard that they held themselves. It was a private school and DS wanted to be there because he grew up with those kids. When a big assignment was assigned, the staff knew we needed the assignment early so that DS and I could break it down together. If DS chose not to complete the assignment, I considered that to be disobeying, like whether he refused point blank to take out the trash after being told to do so. Not completing homework has never been an option whether EF struggles were present or not because we gave him no excuse and he was expected to comply. So my question is this. The OP's DD completed the assignment and may likely be awarded an A. How will the OP be punishing her child at home? Because as far as I can tell, she told to DD to work on the project and the DD disobeyed her. I am much more concerned about that lesson than I am about one associated with the grade.
  10. Kbutton pointed out meds. Meds for attention deficits may be necessary alongside CBT work unless the student is on the spectrum, which requires a different therapeutic approach. The bottom line is that it is important that you understand your child’s diagnosis. The STNR and ATNR reflexes made sitting and focusing difficult for my DS which aggravated the EF situation.
  11. About the EF thread...pay special attention to what Lewelma stated in her first post. I didn’t think about it much at that time, but I over taught my son when he took external classes. DS performed well in the classroom because he is smart and I tutored him. We also experimented with schedules, timers, and study skills so that he could slowly support himself well into his senior year of high school. His fresher year at uni was a test and he did well. I still act as his periodic EF coach and remind him of ways to study. Cornell Notes have been awesome. Mothering a student with EF issues takes a ton of persistence and patience and is very difficult.
  12. OP, does your child have any diagnosis? My situation differs from Lecka and PeterPan because my DS is 2e with maths/handwriting/reading SLDs and no ASD/social thinking issues. His EF at around aged 14-16 was crazy off the chain. He still struggles with EF but has shown improvement with age. I don’t recall whether I mentioned this on the EF thread, but my son worked with a pediatric PT when he was in the 10th grade 2 x weekly for four weeks. Once the prim reflexes are integrated, the postural ones take over. He still had the ATNR and STNR refexes so completed bilateral coordination work, weight training, and balance exercises followed by postural exercises. After the exercises, son was finally able to learn how to swim and began working out with the local 8-man, homeschool football team. Exercise strengthens the connections between the left and right sides of the brain. About 60 minutes following exercise is a good time to study because focus during that time is elevated. EF is affected by more than developmental motor issues. Brain maturity, working memory, and processing speed directly affect EF and with deliberate work, EF can be improved but your child has to be motivated to buy into the program. Once my DS completed the ped PT work, I immediately set out to find a competent CBT who could help us manage son’s EF. After about 3 months of searching and working with CBTs, we settled on a CBT that helped us organize. My son started practicing 5 minutes of mindfulness breathing 5 times per week. There were other things as well. Email me offline if you have questions. it seems fairly common for kiddos diagnosed with ASD to require repeat visits to the OT/PT for reflex work. It can also be difficult to find a competent OT, and that is why I recommended seeking for a ped PT and CBT. The combo was life changing for my son.
  13. https://www.christianbook.com/history-pockets-ancient-egypt-grades-6/9781557999047/pd/99904X?en=google&event=SHOP&kw=homeschool-0-20|99904X&p=1179710&dv=c&gclid=EAIaIQobChMIprKYt7Dn5QIVMhh9Ch1gtwN7EAQYASABEgIS0PD_BwE https://www.britannica.com/list/11-egyptian-gods-and-goddesses https://www.ancient.eu/article/885/egyptian-gods---the-complete-list/ http://rickriordan.com/extra/meet-the-egyptian-gods/
  14. Okay....DS spoke with the department head at his uni last week and requested a foreign language substitution. DS discovered that to earn a BA in history at his uni, he must take two semesters of a language. To earn a BS in history, foreign language is not required; therefore, son’s foreign language hurdle is gone. It seems son’s biggest hurdle now is to do the work and complete his assignments, which will be challenging enough for a dyslexic/dysgraphic taking a humanities course load. I’ve never heard of a BS degree in history. Who knew? So the moral of the story is to speak directly with any potential university dept head. The DSS had insinuated the answer was yes but was very vague on specifics.
  15. Do they have to read books or can it be articles? My DH grew up in Northern California with a large population of Sikhs who had fled religious persecution in India. Then there were the Jewish Ethiopians airlifted to Israel during Operation Solomon. I am also thinking about Zoroastrian persecution, but you’d need to look that up.
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