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About WoolC

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    Hive Mind Level 4 Worker: Builder Bee

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  1. I’m looking at Kelly Mahler’s site and I’m ready to start working on interoception with both of my kids. Do I want the curriculum or the video course? What’s the difference between the two? I can only afford to invest in one or the other at this point. Thanks!
  2. We don’t have outside therapies either (for our own complicated reasons). I totally get how overwhelming it all is. You’re getting a good head start on this at age 7. I’ve been floundering and hitting my head against a wall since my ds was 6 on narration (he’s now 10). I so wish we had these tools then. Pick one thing, one tool, and wrap your head around it, incorporate it, and go from there. You don’t have to solve it all today. Just tackle what you can, when you can. Prioritize and don’t worry about the rest for now! You’ve totally got this!
  3. Ok, I pulled out Book 2 of the Autism collection. In the back of the book it has pictures of the different products grouped by age and it has ThemeMaker listed as middle school & high school. Chapter 13 (carrying over from the first 12 chapters in book 1) Critical Thinking Triangle This section walks you through introducing the CTT in depth, flip book graphics, scripted lessons, activities with the printable graphic organizers. Lots of depth here on feelings, connecting the kick-off, extended practice activities, narrative text cubes, complete episode maps. Lots of good stuff for the CTT appropriate to the age level. Chapter 14 Perspective Taking Good background info/research on why perspective taking is so important, what our students need to know that they might not be getting naturally, and how to use the SGM to address this. Missing links in the perspective taking chain include feelings, thinking verbs, and plans (all represented visually in the CTT). Discusses Theory of Mind and Sentence Complementation, an activity for perspective taking, graphic organizers, flip charts with scripted lesson on Thinking & Saying. Example lessons, suggested children’s books for building the CTT with kids with brief outlines of each book. Children’s books to work specifically on feelings, thinking verbs, and the plan. Looking at specific life experience using the CTT and problem solving different perspectives. Chapter 15 Pragmatics The Social Use of Language General info on pragmatics, using the CTT structure to talk about body language, activity: Do an observation of a situation with graphic organizers, lesson samples, Activity: connecting pragmatics and story grammar including probe cards, flip chart graphic and scripted lesson on body language Appendix A Maps for complex sentence development, graphic organizers that are also included as downloads Appendix B Annotations on Selected Books focusing on feelings That’s it for book 2. No expository, but it’s going really in depth on the CTT which if you have that piece, I think you could transfer to expository using the Core of the Core printable that PeterPan linked. I’m using my iPad to type this up, so I apologize for my lack of formatting. Hope that helps and I’m happy to answer any other questions about the books if you have them!
  4. Not yet; I want to make sure he’s really got the descriptive narrative down cold. He will still revert to say, pointing to a picture of the character rather than verbalizing occasionally. I’m working around anxiety/mutism so just getting verbal responses is huge for us. Expository has actually been easier for him in the past, so I think it will transfer well when we get there. I wanted to add, concerning the autism books, they step by step introduce each component. I rushed through the setting with my son, thinking this was a pretty straightforward component, only to be frustrated that he couldn’t tell me typical things that happen at the beach (somewhere we go often). I went back and read all of the background info on setting in the book 1 manual to find that, yes, setting is particularly difficult for autism kids, especially knowing what’s expected in particular settings, which makes perfect sense after thinking about it. That’s where context blindness and unexpected behaviors in various settings comes in. I say that to say, the books have been helpful for me, in identifying things that are difficult for him, and they’ve given exercises to help strengthen those skills.
  5. This has been a really interesting and helpful discussion. I thought I would chime in with my experience as well. A month or so ago I posted on the main boards that narration wasn’t working for my son who has an ASD2 diagnosis. He has great vocabulary, but can’t do the back and forth dialogue or tell back a story like you’re describing above with your son. PeterPan and Kbutton recommended the Autism kit from MindWing and I went ahead and purchased, though I admit I was skeptical of trying something else because everything I had tried before got us nowhere. I’ve been working through the first of the three volumes with my son. It’s introducing each part of the SGM with scripted activities, visual charts, etc. My son loves the SGM manipulative and he has actually been able to give me descriptive narratives using the SGM tools. I’ve been using it with picture books like PeterPan described. Today, I was aiming for just the character, setting, and kick off of the three billy goats gruff, but he surprised me and gave me the goat’s feelings, plan, action sequence and resolution. He loves the stamp set for working through narratives as well. We’ll start with book 2 soon and I’m really excited that this is tackling the narrative/academic component while also addressing the theory of mind, social, autism stuff. The first time I introduced the SGM tool to my son and was explaining the icons, when I got to the kick-off he said, “Oh, like yesterday.” He had had a meltdown the day before because of a change of plans and we were able to use the SGM to walk through the whole episode and he reflected on it! I’m starting to incorporate, “Stop, think, make a plan,” when unexpected events happen in our day and it’s clicking. This tool is powerful for addressing so much that I never expected.
  6. I’m planning to alternate days with Dictation Day by Day and W&R Fable beginning next term with my son. Fable is only 14 weeks of lessons done 3 to 4 days a week. Day one is reading the fable, narration and discussion without writing, so I don’t think it would be too much to do Dictation Day by Day on those days. The teacher guide of W&R also says you can adapt the dictation portion if it’s too difficult; since you have that skill covered with the Day by Day, I wouldn’t worry about dropping that portion from W&R and focus on the writing portions of the curriculum.
  7. Is the Pyramids of Potential DVD you are referring to the $200 Foundations course on the POP website or something else? Finding a knowledgeable OT in my area is unlikely so if I can tackle it at home I’d rather.
  8. Thank you! I think I will end up taking a varied approach like this as well. I’m already throwing together like ten different things to tackle math with him, makes sense to do the same for writing.
  9. This sounds a lot like my ds. I think a more structured approach and some of these resources you’ve mentioned sound like a good fit for him. Thanks!
  10. Our daily morning time consists of our Lutheran prayer book, scripture reading from the lectionary, a hymn, and catechism. It has kind of developed into its own little liturgy over the years. We still do catechism classes at church as well. From there we move into poetry, Spanish and academics. We don’t use curricula based on whether it is from a Christian publisher or not. We just pick the best resource for our goals. We use a living books approach so we’re pretty light on actual curricula anyway.
  11. What approach did you end up taking that worked for your kids?
  12. That video was really interesting. My son does use some phrases or scripts throughout the day that he doesn’t vary at all. I almost thought of it as an OCD type ritual but it could be more of an echolalia thing. What you’re saying about spelling and transcribing being like jibberish has been very true for my son as well. Typical Copywork does nothing for him as he transcribes one letter at a time, never connecting it to the word he’s writing. Apples and Pears spelling really teaches the chunks and patterns of words and he’s making slow and steady progress with that. For now, I only have him doing, he’s still at the level of learning home row keys and space bar, so no spelling required right now. He just really dislikes learning new skills, he wants to know how to do everything perfectly on the first makes math really fun too, lol. I purchased the autism kit last night so we’ll get started as soon as I wrap my head around it and see how it goes. Thanks!
  13. Thanks for taking the time to help me sort all of this out. He doesn’t really use tech yet to help with speech. I tried giving him a picture system a few years ago to use when he doesn’t have speech but he was resistant to using them. I have him learning typing now, which he hates so far, sigh. It really is complex, but yes more explicit instruction is a step in the right direction, so I will get started with the MindWing materials. The animated stories look like something he would be into so I’ll give that a try too. We’re heading out to church now, so I’m responding in a bit of a rush. I’ll check back in this afternoon!
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