This has been VERY helpful everyone. I went ahead and ordered both books today. I am going to go thru the books individually. I guess I was clinging to some miracle that there might be something I could combine! 3 children in Barton was about all I thought I could do!! I told my dh there was no way I could add anything else but then I saw these books. Executive function is an issue in all three of our kids. I just have to find the time. They have the time, it's me that has to find the time to teach another one on one. I'll find the time. I know I will but is anyone else really, I mean REALLY, tired?! Lol Thanks again for all the helpful advice! Sherri

I have read about these here on the boards and I have decided to go ahead with them. Any practical BTDT advice? Also, can I use these with 2 kids at once or is it strictly one-on-one? TIA, Sherri

Our library is rough but they have a great collection of audio books and we request more that are in the system. We use audible and we have a monthly subscrition which cuts the costs. They do use the audio function on the Kindle some but not very often.

We had a lot of success with First Language lessons. I think the key was the frequent drilling of the definitions. Honestly, with our boys I don't think anything else would have worked.

Both of our boys (11 and 9) take 20 mg of extended release. DS 11 started on 10 mg as he weighs just under 80 pounds and had some results but soon went to 20 mg. DS 9 weighs 120 pounds so they started at 20 mg extended and it was a perfect fit.

Thank you everyone for the suggestions. It's so good to know that I/we are not alone in this. I was poking around on the Let's Play Math site that Cactus Flower linked earlier in this thread. There was a suggestion on there about "math buddies" and I started that and it is working with AMAZING results. The first day we did Math Buddies 7, 8 and 15. I had my ds9 and dd7 draw pictures of the buddies and we talked about it multiple times through the past two days. Both of them now know 7+8=15, 8+7=15, 15-8=7 and 15-7=8. That is huge for us! I really think this is going to work. My goal now is to take it slow and not overwhelm him. I think we will try for two buddies a week and see how that works. I would rather go slow and build success and confidence as this has been very difficult for him. I have felt all along that he just needed something to "frame" the math facts in or to hang them on. I really hope that after all the solution really is this simple and effective :001_smile:

Please, someone give me some ideas! My ds9 with ADD and dyslexia who has an almost eidetic memory cannot memorize his math facts. He knows a Shaksperean sonnet after hearing it once or twice and has extensive discussions about nuclear fission and black holes, but he has to count on his fingers with 4+3 or 9-5. He is currently in SM 4A. For a long time I slowed him down trying to get the math facts in him. A couple of months ago, I gave up and let him move forward with concepts and I allow him to use a multiplication chart for math. I do make him fill out a new chart once a week. He uses his fingers for addition and subtraction. I feel like I have tried everything flash cards, flash master, wrap ups, RS math games and currently we are using the v/s cards from Diana Waring (with less than good results). I'm not looking for perfection here and I know that he will use a calculator at some point. I just can't wrap my head around where to go next. Does anyone have any thoughts on how I might help him? Since he was 6 he has said that he wants to be a theoretical physicist or an impact physicist. I have this vision of him in a college physics lab and he's adding up his 10 facts on hs fingers!!:eek:

I would have them start with Scratch. Alice is geared more toward middle to high school and is more advanced. That's been our experience. My kids love Scratch and will spend as much time on it as I will allow. HTH

I would be interested in a 2E board as well.

Oh!! The constant talking! I agree with everything that everyone has said! The only other thing that I have to add is to acknowledge to myself that this whole thing is hard, really hard. With that in mind, I find myself needing the grace and forgiveness that I readily give others but am reluctant to give myself. I end up having talks with my kids about being flawed and far from perfect and that I need them to forgive me just like they ask me for forgiveness. Then there is chocolate!! :grouphug:

Okay, thank you so much for your input.

So I should see an increase in the processing speed when we get memory issues (working, long and short term) to a better level? Is this something that a program like FastForword would be good with?

Any ideas on what would be an effective intervention for my ds10?

I'm happy to hear that there is light at the end of the tunnel for someone!!:D Congratulations!!

I loved this part of the lesson. "Note that the comprehension of a written word requires one to call to mind the word's auditory form. A child typically learns to understand written language by associating it with spoken language, which he or she already knows" I have read over and over that reading is an auditory skill. The above comment in addition to the description of the feedback loop was a huge lightbulb moment for me. I get it now. It was a great overview of brain anatomy. It was also helpful for me to get an understanding of the "why" the VAK triangle works. I am really enjoying this course so far.