displace
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Posts posted by displace
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A great book to work through together: https://www.amazon.com/What-When-You-Worry-Much/dp/1591473144/ref=pd_aw_sim_14_2?_encoding=UTF8&psc=1&refRID=X8CEJ7M8G6MKTQ1Z0WK8
There are others in the series that may or may not apply. Sometimes, people have anxiety. The best thing to do is learn skills to help them when they are anxious. Meditation or yoga or mindfulness may be helpful (as a general life skill to reduce anxiety), not for necessarily in the moment.
Consider reading what therapists use to counsel kids with anxiety. Our psych uses this - https://www.amazon.com/gp/aw/d/1888805226?psc=1&ref=yo_pop_mb_pd_title
ETA - your title mentions confidence builders. Does he have any passions yet, or desires to do something you can help him achieve? Having a good outlet can also make us generally feel better.
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I would think stacking a few sheets and just tracing a line with a pencil and a ruler would do it. If you press hard, then turn the paper over, it will be slightly raised. Or a butter knife edge would work. The commercial bought paper isn’t super tactile like a glue line. Though for younger kids that might be better.
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Thanks for mentioning delayed release. That may help us!
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(Hugs). I agree that if the school has a lot of IEP or 504 students, they are probably better equipped with the right staff to actually give proper services vs a local school. The teachers are more likely to be knowledgeable and not forget that everyone is different and expect things that aren’t developmentally appropriate. The admin is less likely to pressure the teachers to meet neuro typical standards.
I don’t know your student’s age but I would say to him that he’s going back to school not because of him but instead the school benefits or strengths. If there is a clear need that he’s aware of (math, writing, social skills, etc), and they have experts in those subjects, express that. I may be an expert in X, but I’m not in Y or Z. The teacher may have years of helping Y students. They may have ideas on how to help him all the time. If they have therapists at all for daily or weekly visits, that would be a huge plus. It may mean time for extracurriculars instead of therapy appointments (if you currently go to therapy), or possibly faster progression to make things easier for him if you don’t already go. At an older age and with maturity, I’ve seen my DS become more self-directed. He wants to do therapy to help him because it makes his life easier.
As for school itself, idk if you can volunteer in the class but I’d try. I’d be all over the email or text communication as much as possible. I’d peruse curriculum or syllabus.
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In case you’re still interested in DIY, on U haul’s website is an add on “rental movers”. So you drive the truck but can contract out movers to load/unload from truck. Some will be people who live where you live now (load truck), and some will be where you get to (unload truck). It doesn’t negate the driving need, but can be a good option, especially if you have trouble moving furniture.
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11 hours ago, Tanaqui said:
That is the law, but many school districts will go to extremes to evade their responsibility, especially for this diagnosis. We ran into this with our own kid, and our experience is not uncommon.
Quoting for truth.
I am 100% sure my county could be class action sued by families of kids with special needs like others in the news. But, who has time for that? We have a lot of military families and turnover of students is so high that most of them probably just count the days to get reassigned to another state.
As far as ADHD, there’s a great podcast by ADDitude magazine with lots of great episodes about tons of topics. If you feel the diagnosis is accurate, self-education could be helpful in ways you may not yet know. DS was diagnosed with dyslexia, but phonologically never had a problem. It’s more of a visual processing aspect, but I’m also sure his lack of ability to concentrate for extended and short times is detrimental to his reading, executive functioning problems hurts the process, and need to physically move causes strain while reading. While helping him try to be independent and me getting frustrated about the lack thereof, I heard a great concept from the first podcast: expect the kids with ADHD to be about 30% less than their chronological age when thinking about: executive function skills, emotion control, ability to control the body, independence, and need for scaffolding, etc.
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They weren’t good for us to help with extended sitting. We use a big bouncy “peanut” for active listening for active kids who need to move. Like an exercise ball but peanut shell shaped. The peanut isn’t good for writing activities, though. Sometimes swivel chairs are ok for writing and sometimes not. It depends on the child and the adult’s goal if a wobble seat would be useful. I wouldn’t advise those seats for most neuro typical kids. Usually sensory kids, ADHD, or others with higher physical needs than most may benefit. Or they might not benefit either.
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Having initial paperwork for parents to review before a meeting would have been helpful. Being presented with services (or lack thereof) at the meeting and blindsiding parents is par for the course here. It’s very frustrating for the parents I’ve spoken with to learn of lack of services or discontinuing services at a meeting and need to fight for them on the spot. I bet around here it’s a tactical, intentional decision. But if you can do it differently, I would.
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Each book has about 90 pages of work. I think 2 pp per day is reasonable for kids, and a book could be finished in a shortish amount of time.
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Sorry I didn’t see your other topic. I’m having trouble with the new search (insert excuse here).
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JIC anyone hasn’t perused the HWT website recently, they now have a new series to help develop writing skills from K-5th grade. It is super scaffolded from what I can tell. I was looking for more print material practice I didn’t have to do myself, and saw these. The lower grades is more copywork, large double lines, lots of help, and some intro independent writing, with older grades having smaller lines, some prompts, and more self-directed writing. I do wish they had better teacher guides, but they do have free pdf guides atm with some tips.
As a better, even more awesome product, they now have Can-Do print. It’s a fifth grade and up handwriting book (they stop HWT and switch to cursive in third grade). The lines are super tiny, so I suspect kids with spacing or dysgraphia concerns will have some difficulty. But the Building writers print book has slowly decreasing line sizes so I’ll build up to Can-Do print. Like the can-do cursive book, it’s more mature and less kiddie, for those needing that too. I wish they had continued incremental handwriting practice beyond 2nd grade for kids who need years of extra practice. Or a reversal book, etc. Since the whole program was developed by an OT for kids with SN, I would think they’d continue development along that line also. But who am I to complain? ?. I’m grateful for enough new writing practice to last another year +.
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For us, idk if a social skills group is accessible, d/t scheduling conflicts. I guess it would have been a nice bonus over the summer, but... summer is mostly over here ?
Thanks for the welcome. Since the forum switch I’ve only been browsing because logging on was (and still is) an issue, as well as responding. But hopefully not insurmountable.
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I found this website: everydayspeech.com
It’s basically kids in short videos demonstrating different social skills. I haven’t signed up yet, but the sample videos looked good. They’re acted out but I thought the insights of the narrator were good and the expressions of the kids weren’t too over the top. I thought some in the community might be able to use it, if your child has ASD, or NVLD, or others with kids who have some social skill immaturity or needs. Compared with the costs to see a therapist, some simpler fixes might be able to be addressed at home? I don’t know the effectiveness, but I do think having someone besides Mom ask to (insert whatever social expectations working on) could be insightful. Sometimes reading about social skills and seeing videos is a lot different.
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I'm looking for an alternative to Reflex math. For those who don't use it, I would like -
- math fact review
- computer or app based (this is a must)
- adaptive (doesn't keep quizzing on random facts but on less known facts
- is fast (5-10 min)
- has some speed component but not totally based on it
Reflex math has become cumbersome for DS. It was helpful for a while but our biggest problems are: it takes too long (20 min + most days); it seems to focus so much on speed that even when DS knows the facts and adapting the program he never seems to be fast enough.
Does IXL do this? I've looked at a lot of math apps but can't tell if they're adaptive. I may have to give up that idol and just go for random math fact review products.
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Hi! I'm finally back after the board change because I'm wanting some perspective after a couple of play dates ? . DS (9), has a new friend, a girl, who I assume is a similar age. She lives in the same neighborhood and we see her often going to school. They bonded after learning they both love a TV show, and cats. She has been here twice for play dates and I'm a little confused on what to expect as far as normal kid behavior because she acts a lot differently than other kids who've been over here to play. Things I felt were different: helping herself to food and drinks without asking (after being asked to please ask permission first), eating food/drinks in areas other than where she was told is allowed in our house, putting half-eaten food back into a food package, lots of screaming at the top of the lungs, talking bad about me when I'm not in the room (though being pleasant enough to me when I'm present), her trying to convince DS to go into her house when he wasn't allowed, half-truths about DS being allowed to go over there, locking doors after being asked not to, etc.
All of it is very minor stuff, probably just how we live differently than others. I have specific rules (like no screaming or eating outside the dining area), because of family needs to prevent a certain level of mess and chaos, as well as medical conditions in a couple family members. Friends we've had over usually yell but not super scream, have snacks when offered (or ask if they can have something), stop X when asked, etc. I'm wondering if we have super polite and respectful friends or if this new friend is a bit atypical. What say the hive?
P.S. - I've missed you all! Displace
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I started the Wahls Protocol after being diagnosed with MS. I can't say if it's helping with MS, but I did lose about 45 pounds so far, no calorie counting at all. The main component is eating 9 cups of veggies/fruit a day: 3 cups of greens, 3 cups of colors and 3 cups of sulfur. I get close to that but rarely get a full 9 cups in. I also don't eat gluten, dairy, eggs, soy and very minimal amounts of processed foods. Aside from the weight loss I do have more energy. I would say that the diet works very well to reduce inflammation in the body. I also have Hashimoto's, and I have felt better in that regard.
Derailing to mention I heard a BBC news report yesterday regarding excellent prognosis for MS after stem cell transplants.
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The Beck Diet Solution is cognitive behavioral therapy based. It hyper focuses on rethinking about how you eat, mindless eating, motivation to lose weight, changing habits, making time and effort. I’m still working through it, and some of the knowledge I “know†already, but I don’t always think of it in the moment when it’s important.
It works with any diet.
Disclosure: I’m still working on it, I’m only about halfway through, so it’s not a “success†for me yet, but there are plenty of success stories on amazon reviews for it. She has lost 15 lbs per her book, so doesn’t have an obese (or formerly obese) perspective on weight. She made one comment so far, about watching people eat and saying “they couldn’t possibly still be hungryâ€, or some such. Well, that’s how obesity can work, but I see her point that maybe they weren’t hungry but they were still eating. And she states she’s counseled many patients (which I have no reason to doubt). So I do trust her enough to continue reading and trying, just like any doctor can help even if she hasn’t been through it herself.
Things included in her plan are realistic and known to be helpful, just things I never did with such frequency before: daily reminders (or more), of your personal motivation reasons, sitting down to eat, finding a helpful coach for when things are hard, understanding that hunger isn’t an emergency, getting back on track even after the first bite or food, making time to diet and exercise, planning meals to prevent overeating, etc.
It’s stuff you may “know†you have to do, but probably don’t do and may need to do to be successful.
One thing about the thyroid. Is it possible your thyroid is causing a stronger hunger cue?
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This isn’t a diet, per se, but the beck diet solution by Judith Beckman, PhD. It focuses on why your diets might be failing from a thought perspective. For instance, why give up for the day after eating one candy, instead of getting back on tract after eating something you didn’t plan? Gotta run but I hope to come back later.
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That sounds annoying. I hope it all works out soon.
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I was also raised by my parents rent free to live at home as an adult. But, I paid by working and contributing to bills, being a student full time, etc. I usually only lived with them a few months at a time a handful of times.
To me, rent isn’t necessary if parents are helping their kids establish themselves. But, it’s usually conditional on the kids doing X towards establishing themselves, not a trust fund situation where they aren’t expected to ever support themselves. If your DS doesn’t meet disability requirements and can financially support himself, he should do that. Putting the money aside is your choice, but living in a home should meet 1/x living expenses so he can prepare realistically to live on his own. Or going to school to get a career prepared for himself. Or investing for retirement, or anything. I understand with ASD his situation is different, but the reality is he still needs to be in a place, financially and maturity-wise, where he can take care of himself. Unless you anticipate him always needing in home support. In which case he should meet disability requirements. Or, if he can work, put the money into insurance for eventual in home help or investment for the same goal.
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Lots of crock pot soups?
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Numbers look ok, so it depends on the patient’s symptoms.
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Praying for everyone
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I’m sorry the disease has done that. It sounds difficult to have. Praying for you.
writing paper with raised lines
in The Learning Challenges Board
Posted
Maybe you can reduce scaffolding a bit on the capitals. It depends on the feedback. If you are pointing out each capital letter, or circling it, then she fixes it... you could be more obscure to help her find them. I see (X) capital letters where they should not be. Can you find them? Then move on to gentle hints... what things do we capitalize in a sentence, are those things in this work? Can you think why I’m asking about capital letters? If you already do that, maybe have her have a checkbox for her sentences/work. We use the COPS acronym (Capitalization Orientation/organization Punctuation Spelling). She can look at that and do self-editing.
Does she have trouble recognizing capitals in other work? Maybe an editing workbook with incorrect capitalization that she finds and corrects?