Jump to content

Menu

geodob

Members
  • Posts

    1,628
  • Joined

  • Last visited

Everything posted by geodob

  1. Paige, the question is whether the anxiety is the cause or the symptom? Specifically a symptom of Perfectionism as a Disorder? For example, when she erased the whole page of perfect answers, did she do this because she thought the answers might not be perfect? Where she then becomes anxious about them not being perfect. So that while the meds might reduce her anxiety. Will she still erase the perfect answers, just in case one is wrong? On the other hand, if she reduced the expectations on herself, and accepted that getting some answers wrong is okay? Would she then feel anxious? Where the meds might just reduce it from a fear of doing something wrong, to thinking she will do something wrong? I found an article that discusses this: http://www.adavic.org.au/PG-articles-perfectionism-anxiety-.aspx
  2. Though a crucial factor with mental math, is with how we hold numbers in our mind, as we carry out the calculation? Where they can be held as a visual image or as words? 56 as an image, as opposed to fifty six as words. It also involves using a visual mental page. So that taking your example of subtracting the tens and then moving onto the units? With 56-32. The 20 is held as an image on the left side of the mental page. Where its location on the mental page will define it as 'tens', so that 20 only needs to use 2 as a mental image. But on the other hand, you might consider doing 56-32 purely verbally? 'Fifty six minus thirty two. Fifty minus thirty leaves twenty. Six minus two leaves four.' Where it is easy to become confused?
  3. At the age of 14, perhaps you might consider the world that he will live in as an adult? Where Dysgraphia will be talked about, as a problem that people had, when they used to write by hand? When people used to draw words on paper? Back when people used to have to remember how to draw each word? But if they couldn't remember how to draw them, then they were called Dyslexic? Also people used to do math in their heads? If they couldn't do this, then they were called Dyscalculic? But these are 'Disabilities' with the pen and paper methods of recording and transmitting information. Of doing math. Where the 'Disability' was with the 'Method' ? Yet this comes from a century, when in the earliest part, being Blind was defined as causing a reading disability? Which was then recognized as a disability with a certain method of reading. That was resolved when provided with a method that suits them. Just as the method of Sign Language, unlocked communication for the Deaf community. Though the Digital age has unlocked a whole range of new Methods, that have resolved so many 'Learning Disabilities'. Where it is absurd that a student with Dysgraphia is forced to write anything by hand? Or even forced to use a keyboard, when speech to text software can be used? Or that a student with Dyslexia isn't allowed to always use spell check and grammar correction software? Though if a student with Dyscalculia is always allowed to use a calculator as a method of doing basic math? They would never know math as a difficulty, let alone a disability? Where it would simply be their method of doing math. So that a neuropsych evaluation might rather be used to define the most effective Methods to learn?
  4. As this seems to be your first evaluation, I would suggest that you ask if a neuropsych has a focus on any particular LD? Where this tends to cloud their evaluations, and can influence their conclusions? So that for an initial evaluation, it would be better to use a neuropsych that doesn't have a strong bias to any LD? But in terms of specific questions? You might consider what types of information you would hope to get from an evaluation? So that you can ask them if they will be able to provide you with this information in their report? Which you could later provide them with in writing. Though it would also be worthwhile asking about their opinion on homeschooling, as this is important to know.
  5. You wrote: 'So it must be something to do with choosing ideas and organizing them, I think.' Where I would suggest that you have identified her difficulty? Where you might consider the impact on verbal and written expression, if you had a difficulty with organizing ideas/ points in your mind? But most expression isn't simply covering one point and then moving onto the next point? But rather, the next point connects to previous points. So that what is written in a paragraph, will have connections to the previous paragraphs, which it builds on. Though something that could be very helpful, is making use of 'graphical organizer', to visually organize topics/ points and work out how they fit together? Their are number of different graphical organizer programs, where you could have a look at one called Kidspiration, which you can download and try out for free for a month. Which has good tutorials, to show how to use a graphical organizer. http://www.inspiration.com/Kidspiration
  6. Crawling plays a critical role in the developmental process. Where we begin the fact that motor control of the left side of the body and head are controlled by the right side of the brain, and vice versa. At birth these sides are independent, so that a baby begins by developing motor control of each side separately. Where it also develops an internal and external conception of space for each side. So that it has a sense of where its arms and legs are in space, and also the space around them. Such as how far away an object is. But initially their is no connection between both sides, so that the left and right hands have no sense of where each other are? So that as this control and conception is formed on each side. Then a connection between them can be developed, so that the left hand can concieve of where the right hand is. Also importantly, to be able to concieve of this without 'looking' and using vision. But a crucial issue, is that at this stage, it is just a 2 point left/right connection. Where the next stage, is to develop and expand this into multi-point connection? Which is where Crawling plays a critical role. Where perhaps you might consider trying to Crawl with just a 2 point/ 2 side connection? So that Crawling involves moving your whole right side forward, and then your left side? Which would be extremely difficult to do? But alternative is 'Scooting', which still uses the 2 point connection? So that the 2 arms extended, followed by dragging the legs forward. Then as a baby practices walking? Being limited to a 2 point connection, they will typically walk by swinging one side of body around, followed by the other side. So that their left arm doesn't swing 'back', as the left leg swings 'forward'. But another vital element of Crawling, is the position of the head? As the head is generally tilted back, so that the arms and legs are out of sight while crawling. Where up until then, most movements that a baby makes, are done in its 'field of vision'. So that it can use vision to guide its movements. But with the head tilted back, and the arms and legs out sight? Then they are forced to spatially concieve of where their arms and legs are? As 4 different points, and then coordinate their movement. Though Crawling can be returned at any age, and used to effectively further develop a greater coordination.
  7. It is very possible that their is a local Autism support group in her town or city, which are a very helpful ongoing resource.
  8. Another lost post. Though what I talked about was a small part of the brain called the Amygdala. Where this is what triggers our instant 'Fight or Flight' response. But something that can occur with the Amygdala, is called Amygdala Hijack? Where this Fight or Flight response becomes wrongly associated with some things? So that with her frequent tantrums and having to carry her out of the house kicking and screaming? It rather raises the question this is her 'fight or flight' response taking over, with wrong associations? Yet this 'fight flight' response is also associated with 'hyper-focus'. As all attention is devoted to response. So that with her 'getting so focused on something, that she has a hard time letting go'? This could be related? While the Amygdala reacts within milli-seconds. It can be over ridden by our Neo-Cortex. That can cancel the response. Where I'm familiar with this, having recently nearly stepped on a snake? Which caused me to jump a few feet into the air? But now I find that I have to inhibit this response, to any stick lying on the ground. Though therapy for a Hijacked Amygdala, basically involves separating ourselves from this Amygdala response? So that when you wrote: "She does not want to do it but can not stop it'? Perhaps it could be explained to her, so that she understands her tantrums as a fight or flight reflex action? Much like you had just tossed a Spider at her? So that she can her response to the spider, or being told that she is going to see your husbands grandmother? As 'reflexes', that she can take control of. So that she can restate her: '..make her brain stop from going crazy'? To understanding it as just one bit of her brain tricking her ? Which she can take control over. But the other side of this, is the ability to 'hyper-focus' that this also causes? Where this is what rather defines the worlds leading specialists. So that deserves cultivation given the potential that it offers? So that basically what I'm suggesting, is that the solution is for her to understand and take control of her thinking. Which puts her Amygdala under her control. http://en.wikipedia.org/wiki/Amygdala_hijack
  9. Though it might be more helpful to understand the 'rocking'? Where holding the head still, involves opposing muscles maintaining a precise level of tension. Where one muscle group control the back/ forward motion of the head. While another muscle group controls side to side. But a problem occurs when opposing muscles can't be held in state of related tension? Where this balanced control, could be understand in terms of a See-saw, being held in state of balance, between opposing sides. But when a state of balance can't be maintained? Then this is resolved by rocking back and forth. Though the 'banging', against something, could be looked at as a reference point to rock back from? In the same way as when your feet touch the ground, when you're on a see-saw? But it was also interesting that 'now his head banging limited, but still occurs when he's falling asleep'? Where the distinction could be that he has developed a degree of conscious control of the associated muscles. To cope with not having automatic control. But notably as we are falling asleep, we lose conscious control of our muscles. So that this transition of control as he falls asleep, could be why it emerges again,at this stage?
  10. Though a major difference between arithmetic and algebra? Is that algebra uses sequential thinking. Where perhaps the major impact of NLD, is its effect on sequential thinking? Sequential thinking uses 'reversability' in thinking. Perhaps you might consider how you identify a sequence? Where it can't be identified in a step by step process, from beginning to end? Rather it involves thinking back and forth, to recognize the sequence. Though sequential thinking is also termed as Pattern thinking. Where the ability to recognize and then repeat a Pattern? Is a good test of sequential thinking.
  11. In regard to his 'head banging', I might ask how he actually did this? For instance whether he would hit his head with something, or swing his head to hit something? Where the problem is that their are some bony protrusions on the inside of the skull. So that when the head is swung to hit something? If their are any bony protrusions in that part of the skull? Then the brain is pressed against it, causing damage to the brain. But this is very relevant to the cerebellum, where their is a significant spiky protrusion at the back of the skull. Which is why it is so dangerous to fall back and hit the back of the head on the ground. Where the damage that this bony spike causes to cerebellum, can result in degrees of paralysis, or even fatal, as the ability to breathe can be lost. So of particular concern, would be if his 'head banging', involved the back of his head?
  12. Having to commit for 3 years is a concern? Though I'm suspicious of any program that requires making a long term commitment ? Where if a program is really effective, then clients will continue to use it. On the other hand, if you find that it isn't effective, then you might have to pay out a 3 year contract?
  13. Amo, please forgive me, though I would like to come back to your son's lowered cerebellar tonsil? As the complexity of consequences that can flow from this, needs to explored? Where a slight problem with neuro-science, is that it entirely focused on the brain. Which excludes any consideration of the 'bony structure' that contains the brain? So that they know little more than that the brain is contained within the skull. Where for example, few neurologists are aware of how 'brain inflammation' can cause a dislocation of the skull's plates? With consequences? So that when we come to the critical juncture between the brain and the spinal column? We have a very precise 'bone structure', that contains the neural wiring that connects the brain to the spinal column. Where this might be viewed as point, where many streams converge to form a river, But a river full of canals for each stream. Though these 'canals' are contained within a very precise 'bone structure' that direct the flow of the streams from different brain regions. But different malformations of the 'bone structure', will have various downstream effects? So that who do we attribute 'blame' to ? Where the problem is that a neuro-psychologist has no understanding of the effects of 'bone structure' on flow of communications? Which confuses cognitive thinking, with the ability to demonstrate it? Where the real issue, is the distinction between cognitive thinking, and the ability to demonstrate it?
  14. Behind Non-Verbal and Verbal Learning, is the fact that we have 3 distinct cognitive thinking processes. Auditory, Visual and Spacial. Where thinking uses various combinations of them. Where Auditory, Visual and Spacial, each use their own regions of the brain, and go through their own unique developmental process. Along with the development of their integration with each other. Though developmental delays can occur with any of these 3 thinking process? But what I would like to highlight, is that grouping these 3 distinct cognitive processes into Verbal and Non-Verbal? Causes great confusion. Where Non-Verbal actually refers to the combined use of Visual and Spacial thinking. Which is equal to a combined test of Auditory and Visual thinking? That just diagnoses an Auditory-Visual Disorder. That doesn't clarify whether it is an Auditory or Visual Disorder? Could be Deaf or Blind? But the Reading Test could only diagnose an Auditory/ Visual Disorder? So that my concern is that the current Non-Verbal or Perceptual Reasoning tests. Need to separately test Visual and Spacial cognition. Which in turn, identifies at which stage a development in delay may have occurred?
  15. You wrote that he 'is basically uncoordinated'. Where you might look at what sort of information he loses? Whether it is the type of information that requires a coordinated recall? As in recalling a series or step by step process? As opposed to rote recall of verbal script?
  16. Though the brain learns to process visual information, to suit what it recieves from each eye. Where the eye is just the lens to the world. But if you change how one of the eyes work? The brain has to unlearn this old way of seeing, which has become automatic? To learn a new way of seeing? But it tends to hang onto the old automatic way? So that the best solution, is to disrupt its old way of seeing? Which forces it to look for a new way? So this could be the intention?
  17. You wrote that he has a 'low IQ'. But IQ has 2 sides to it? Firstly the ability to process information. Secondly to demonstrate an understanding of it. Reception and expression. Where for instance, you noted his non verbal testing as very low. Yet in another post, you noted that he does well in math. Which relies on non-verbal processing. So that we have a contradiction here? But I would suggest that he tested low on his ability to demonstrate his non-verbal processing? Which comes back to his 'low lying cerebellar tonsils', which are in the gateway between processing and demonstration. Where the crucial distinction that needs to be made? Is that while cerebellar tonsils disrupt the communication between the Cerebellum and the nerves that extend from the spinal column. Their is no reason to conclude that their is any issue within the Cerebellum? Where I am currently looking into what is termed as Angelman's Syndrome. Where a deformation of the lower rear skull, compresses the Cerebellum, with consequences. That effects both cognitive function, as well as expression. But varies, in relation to the specific malformation. But the real issue with his 'low IQ' and neuropsych testing? Is that it wont separate his cognitive ability, from his ability to demonstrate it? Where I strongly suspect that he fully functioning cognitive abilties, across the the auditory, visual and spatial processing realms? Where perhaps you could picture the top of your spinal column, as the gateway between your brain and every organ and muscle in your body and head? With a bundle of neural wiring passing through this gateway. Where any malformation of the bone within this area, that reduces the space? Will effect the development of the neural wiring? Where in terms of a language disorder, the neural wiring that connects to oro-facial muscles used in speech. Extend from the top of the spinal column at C1. So that his (still unnamed) language disorder? Quite likely resides in a delayed or disrupted development of the neural wiring from his C1 ? Where a starting point, is to define whether any lesions occurred, resulting in specific non-functioning muscles? Then to the development of control over their flexion/extension. Followed by coordinated muscle control/ motor planning. But my crucial point, is that his IQ needs to be looked at from 2 sides? His ability to process and understand information? Then his ability to demonstrate it?
  18. Perhaps you could try doing a simple activity with her regularlyfor a while? Which simply involves you standing behind her, as she stands in front of you Then from a standing position, she leans back, and then you catch her. Where you begin from catching her very close, and then gradually move further away. So that she falls further before you catch her. One major effect of neglect and abuse? Is a lack of trust in other people? Where this simple exercise develops a sense of trust. A trust that she can know and rely on. So that when she faces her 'challenges'? She can rely on you being out of sight, but still there ready to catch her if she falls.
  19. Visual discrimination is actually a test of the ability to use 'visual capture and retention of an image', Where the test basically involves looking at an image, and then holding the image in our mind. As we look for the same image a midst similar ones. But if we can't retain the image, then we will score low with visual discrimination. Though this isn't a skill that we are born with, but rather a skill that we acquire from practice. Where it is the foundation of the development of visual working memory. Where it extends to recall of images from memory. So that it basically involves practicing using it. But a critical element off the tests, is that they 'abstract' images, which can't be named? For example, a test that used a triangle, a square and a circle? Wouldn't require retaining the image, as I just need to verbally recall that I'm looking for a square. Equally if letters and numbers were used. Or if images of different objects were used, that can be named. So for therapy, you could simply draw random shapes on an A3 piece of paper, and then make a copy of it. Then cut the first sheet up and use the shapes of flash cards. Which briefly sees and then has to practice retaining the image, as she looks for it on the other sheet. Though an extension of this, is to begin with immediately looking across to the other sheet? Where an image disappears from memory after about 5 milli-seconds, unless we retain it. So that she could begin with immediately looking across to the sheet. To gradually introducing a delay, that might start with half a second? Then slowly extending it up to perhaps 5 or 10 seconds? Where it is then retrieved from short term memory. But a further extension, is to use 2 images rather 1.
  20. While it could be looked at in terms of OCD and sugar becoming a random obsession? Sugar, or rather glucose plays a critical role in the function of muscles and the brain. Where the Pancreas maintains a very precise control of levels, using insulin. But their is something called Hypoglycemia, which is an over production of insulin. Which causes the blood sugar levels to be too low. Where people need to keep some sugar on hand, to keep their levels adequate. So that it raises the question about whether he might be self-medicating? But in choosing his own dosage, is taking too much? Yet if this not the case, then this over consumption of sugar/ glucose, could result in Diabetes? But on the other side, if he is just using it for what is termed as a 'sugar hit'? I have seen studies that have shown this practice in early childhood, as a predictor of later alcohol, tobacco and drug usage. So that it is a rather serious issue, that needs to be clarified early.
  21. Though at 7 and given that she is working with an OG SLP. She is very likely reading 'word by word' ? As she decodes each word. Where perhaps you could take a paragraph, and read it word by word? Where your eyes move from one word to the next, as you read. I'm quite sure that you'll find it exhausting, just to read a single paragraph word by word? Let alone a number of pages? With fluent reading, the eyes move in blocks of words. But this relies on automatic recognition of all of the words within the blocks. But when their isn't an automatic recognition of the words ? Then it becomes an exhausting process.
  22. Though a major concern with vaccines, is that often doctors don't first do a test for an adverse immune response to vaccines? Where this needs to be compulsory, not just recommended. So that a parent can be confident that their wont be an adverse reaction.
  23. You wrote that; Everything has to be debated and discussed to death. Where rather than seeing this as an argument? Perhaps you could use this debate and discussion to help him to arrive at a conclusion, where he talks himself into it?
  24. Though handwriting needs to be seen in the context of our current digital age, where it is a redundant skill and of little actual necessity? Where we need to make a distinction between cognitive abilities, and the way that we demonstrate it? The way that one demonstrates their cognitive abilities is arbitrary? Where the only concern is with effective communication. It is absurd to limit the way that one demonstrates their cognitive abilities, to one particular method? Which rather reminds me of the development of sign language for the Deaf community about a 100 years ago. Where up until then, being Deaf was viewed as 'mental retardation' ? Which was simply based on the fact that they were unable to demonstrate their cognitive abilities. So that Dysgraphia needs to be recognized as a difficulty with a particular model of communication. Where the focus need to be shifted to a model of communication that is most effective for an individual. So that limiting the model of communication, doesn't needlessly interfere with their learning. Which allows them to realize their potential.
  25. The Rapid Naming score is notable, where this could be the issue? Which is essentially a test of the fluency of the connection between our auditory and visual cortexes. So that as you read this, the sound of the words as you read them, are recalled almost instantly. But when their isn't an instant connection? Perhaps you might consider the situation? Where you recognize the word visually, and know the sound of it. But their is difficulty between connecting them together? Which occurs with both reading and writing. Where given his other scores, he doesn't appear to have any difficulty with auditory and visual processing. But rather the connection between them?
×
×
  • Create New...