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kbutton

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  1. I would visual cues for as many of the physical tasks as possible. So, maybe have a literal picture of what you want them to do with lunch box items, and post that picture. Then your lists might be able to have fewer steps. If they need a picture plus steps, both of those things can "live" where the task is, but the overall checklist of chores can be someplace else. Some of the kids might prefer to put the pictures on their phones as well as have the picture available. We've chosen to take pictures of certain cabinet interiors where items fit kind of snugly and are difficult to get to fit just right. We have two drawers for pots, for instance, and if you put too many big pots together, they don't fit, so the pictures show which ones go in which drawer to make it all come out okay and show which ones stack on top of each other to fit when you close the drawer. My son's room organization is being simplified (again), and we're planning to use pictures of what it should look like all cleaned up as a reminder for him. If necessary, we'll print out pictures for each individual area--he can literally have a picture for what belongs on each shelf if that will help. He really tends to wander off task, but he likes that pictures and things make him more independent. Independence is motivating to him. So, why doesn't your DD14 just take a picture of her card? I assume if she can text, then it's not a problem with being allowed to access her phone at school, unless it's only at lunch (which would make sense). If she has it on her phone and lunch is her only option, at least she can reproduce her own card. We use lots of timers for this reason.
  2. Yes, I think that you do need some more data of your own like this. Especially given the following comment. I do think you should seriously consider the vision picture--it was life-changing to get VT for our kids. My kids actually looked decent on the vision testing, but when the COVD would fatigue them, their vision fell totally apart and comments came out like, "I don't know how he learned to read with vision like this--he must have been working really hard to compensate." Given the vision issues, I suggest that when you do your own data gathering, you might use methods that don't rely a great deal on vision. For instance, if you want your DD to summarize a reading, you might have her read a passage and give the summary. Then, choose another passage that you read aloud. See if there are differences in quality of her summaries or if there is a point where she can tell back something you read but reading the same level herself would be too fatiguing. But yeah, it sounds like the teacher didn't really understand why your DD was getting the help she was getting or visual development, and she was just saying whatever occurred to her. I think professionals who do that are really doing a disservice a lot of the time. If they don't know, they shouldn't guess. If they have seen someone have a bad experience, they should tell you that's where they are coming from--not everyone is going to have the same experience.
  3. If you can't and are already starting over, you might find that you can use the two skeins on alternate rows, and it might not be noticeable. Depends on how different it is. I used this strategy once to make a hat from two completely different yarns in very similar colors (same care instructions), and it looked intentional and nice.
  4. Some of it might not be that she's young--it can be where the breaks in the scoring norms are between tests. They need to leave enough ceiling on a test to be confident you're getting good results. As for sight words--you did do sight words with A Beka, but with A Beka, it's not a sight word unless it can't be sounded out. That makes for a much shorter list.
  5. At least some of these have Christian Content, but it appears the information the podcasts is stellar and widely applicable. https://www.lomah.org/
  6. Oh, I know and totally agree. But sometimes connective tissue disorders go undiagnosed. If it's mild or doesn't have bad stuff associated with it, great. But some CTDs really need to be noticed and addressed for anything from quality of life to saving a life.
  7. We used a CLR type of cleaner--I think they have a product that doesn't have a lot of fumes, but I am not positive. They definitely have more than one product. Our doors have brushed stainless metal, but I would guess that the CLR bottle will say to spot test or say whether it's safe for chrome or not. Otherwise, dish soap with lots of scrubbing has been my second best bet. I use that, along with some baking soda on a microfiber cloth, when I need to give some trouble spots a scrub, but it's not terrible. Someone on here recommended putting RainX on the doors after they are cleaned to help maintain, and it's amazing. We have to reapply when we need to give the doors a good scrub, but my DH never complains about doing it for me--I think it is quick.
  8. [But if it is, you might have a connective tissue disorder...though some kids do seem to integrate but then need it again and again...] Yeah, that would be a red flag for a not good fit or not great practitioner.
  9. Ha, I think it's the same game the Peter Pan posted--I was thrown off track by thinking it was computer-based. I didn't remember it being that way.
  10. Yes, they are. But we had to kind of use ABA principles and tweak lots of stuff. If we'd not gotten this impression AND had a diagnosis earlier, I think we'd have benefited from more ABA earlier on. There were some behaviors that straight ABA would've been the easiest and least painful way to deal with them for all involved. And I did manage to do something the looked a lot like ABA, but I had no support and wasn't really doing it the nicest way. I was just desperate and found something that worked enough to limp along. We also did some stuff that I now know was RDI-like. I just did what let me survive my child, and helped him understand the world better, lol!
  11. There are now role playing games that explicitly teach social skills and were designed as therapy in case that appeals to anyone listening in. I can't remember what it's called. I don't think it's software--I think it's cards, and it might be something you download and assemble.
  12. Once you get settled and have processed things, ask for referrals. The SLP that did the testing might have one. Call psychs and ask questions. Sometimes NP is better, sometimes a psychologist is better--it's important that you feel good when you talk to them. Getting on waiting lists while you do your research is good--you can always cancel if you don't feel good about a particular professional.
  13. The other comment belongs first, but basically, I agree that the narrative language stuff and the Social Thinking can kind of go together. Honestly, inferencing, everything seems to get better with that kind of work. Like with everything though, you can add in other things if you are sort of stuck in one spot or to get things more solid--Inference Jones from The Critical Thinking Company is great, but it's probably not time yet. It's for older kids. I agree that doing pragmatics work, especially at her age, could make getting additional diagnoses harder, and it sounds like you do need more evals. It sounds like a GREAT language evaluation though!
  14. I forgot this thing that happened with our reflex work, but it's relevant to this question. So, my younger son "couldn't do sit-ups" for a long time (now he's not supposed to, but that's a whole different track). He was like a turtle on his back--stranded. We thought it was low tone because he has low tone. One of the first things that spontaneously got fixed after VT (explicit Moro work, some work on STNR and ATNR on the side) was that he could suddenly do sit-ups, but NOTHING ELSE had changed, and the timeframe between could and couldn't didn't allow for incidental exercise to have made a difference. It's like his brain couldn't tell those muscles to work without the reflex work. It was very weird.
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