I'm making a quizlet.com set for Friendly Chemistry PM me with your email if you want an invite to this class. It's not searchable and not tagged with Friendly Chemistry. I'm guessing that would get fuzzy with copyright issues. Quizlet.com is just free flashcard practice. We're in lesson three this week but will probably move slowly and complete by July 31.

PM me with your email if you want an invite to this class. It's not searchable and not tagged with Friendly Chemistry. I'm guessing that would get fuzzy with copyright issues. Quizlet.com is just free flashcard practice.

brainstorming here. Landry Academy has Lab Intensives. Free if you're take the job as state rep. Georgia Public Broadcasting has free video lab for highschool Chem and Physics We used the physics with Hewitt's highschool Conceptual Physics with 10 and 12 year old. WE used about 2/3 of the worksheets.

Skills or areas of control from infant moving older. monitoring nonverbal faces monitoring voice tone monitoring movement and recurring patterns in your environment and forming expectations monitoring your own feelings monitoring your own communication and nonverbals monitoring progress toward a group goal monitoring friends perceptions of success and enjoyment There is a time when one -one healthy play is a skill they are ready developmentally to work on, and it might be worth it to cut one activity or even academic skill to make time for this employability skill. Although the long term goal would be participating, planning, and even leading in a group, it would not be worth the time if there are missing foundational skills causing exhaustion and meltdowns. This is a tiny snippet of RDI's developmental milestones. There would be 4-5 pages per year of milestones. Yes, I think there would be research to support play time to reach developmental goals with a big IF: -if the child has reached the other foundational milestones -if their are concrete mearsureable goals to evaluate the playtime effectiveness My child was at this level and we adjusted some academic content to make time for an afternoon a week for friend play. I had written goals and monitored for these. We've made some progress and can now work on some higher level group goals. Hope this helps to see where play might fit in social development goals. :grouphug: And please know we're not a BTDT family, we've made some progress and still have a long way to go too. It's just that seeing my child's skills on a developmental timeline really helped to gain a perspective on what to reasonably expect from my child and how to get goals we could actually work on.

I'm also wondering if Am History and World History CLEP might be more doable since they are each in two parts. I'm also assuming any credit by exam we do would include some test prep along the way.

Looks like Am Hx credit by exam SAT II, CLEP, or APUSH would be doable. I've also been looking at degree requirements and Am History is in many degree plans. It looks like the next most widely accepted for credit would be the generic freshman English, which would be AP Engl. composition. I like the looks of Debra Bell's course for this. Anyone tried AP art history after 4 years of TOG art?

My goal is first to have some outside verification of Mom grades and second to gain college credit in history at LAC's. Anyone used these tests with TOG? When would they fit and how much extra prep work would be needed?

http://forums.welltrainedmind.com/showthread.php?t=401796&highlight=employability&page=2 This helped me to focus on the social vs academic questions. I picked some priorities for now and am using RDI therapy at home to work that way.

Duoderm is one thick spongy absorbing dressing I've used on a 2nd degree burn on my foot from scalding water. A sealed wound allows all the necessary cleanup and rebuilding components to migrate where they can set up shop. And totally aggreeing with pp's only you can decide when to go seek further evaluation.

This was my thoughts exactly. My child was older and the symptoms milder, but I went with RDI to work at the fundamental deficits. We exercised the connections center in the middle of the brain sometimes called executive functioning/ flexibility. I dropped some academics and all but one outside activity. We're still working but now only about 2-3 years behind instead of 4-5 on those universal connecting deficits in ASD.

http://www.youtube.com/view_play_list?p=095393D5B42B2266 One Amazon rater on Muller's book, The Instant Physicist, recommended this set of videos that follows the book Physics and Technology for Future Presidents.

Lifetime Guarantee http://www.christianbook.com/lifetime-guarantee-bill-gillham/9781565070752/pd/7396 The reviews are especially helpful. This is a book I have scanned. A family member used this with similar hurts in key relationships that left them without a foundation for healthy relationships. The book gave them a foundation to build on.

Thin 1/4 inch elastic for sewing. Cut a strip about double length of the book and add 3 inches. Tie an over hand knot about 1/2 inch shorter than the length. These work especially well in chapter books and lay flat. They're also big enough the kids don't lose them.

Hugs we are in a church of 30-40 too with the same age dynamics. Only 2 young families and most others over 70.The pressure has been ok and overall healthy for our family. It would be very difficult to leave. You've been given some great ideas. It does take a willingness of both parties to look at the isssue. State the fact: We are being asked multiple times____ to participate. State the problem: We are choosing to participate at a level that keeps our family healthy. Give room for opinions and options: What do you suggest? :grouphug::grouphug: DH and I have had to do this one time. The other person was willing. It was handled well. But the relationship did end because an agreement could not be reached. It was valueable because the issues were clarified even if they couldn't be resolved.

We used MALEM bought used off ebay. We followed the instructions: Waking the child when the alarm goes off and walking with them to the bathroom. The idea is hang with them until they are awake enough to change themselves and the bed if old enough. This took about 5 nights. Then my child could wake themselves and get to the bathroom for 5 nights. At this point we switched the alarm to silent. Child still made it to the bathroom. Every week there was a little less urine on the bed and a little more made it to the toilet. About 6 weeks with 2 more weeks for weaning off the alarm got the job done. The instructions were veryc lear what to do if there was a relapse and how long to allow the brain the retrain at each phase.

We've used some of these. Don't miss the free worksheets. http://www.gpb.org/chemistry-physics/students/physics

More sleep: by covering windows with blankets. This sounds crazy, but dc was losing sleep from long daylight. Solving nightime wetness with a Malem alarm over 6 weeks. Quiet relaxing eveining at supper and quiet activities at home. No evening activities on a regular basis. Collaborative Problem Solving: http://www.directionservice.org/cadre/section5.cfm We painfully and slowly switched to this method of solving discipline issues. It was harder for me to retrain myself and be willing to invest an hour on something I wanted done in 5 minutes. 2 years later most problems are solved in 5-10 minutes. I don't mean my child has the new habit that takes 3 months or more. But 99% of problems are addressed with a plan that's agreeable to both without either of us losing it. The bottom line. My child is not in high anxiety mode when there is a discipline issue and actually believes I will support him in the process. Another option that we were using was RDI therapy at home. This greatly changed the inflexibility. RDI can be used without a diagnosis if you use private pay. It allows you to work on the inflexibility deficits directly regardless of the diagnosis. Two of the parent tools that paid the biggest dividends were: 1. Dyanmic or declarative communication vs. static/ or imperative communication http://www.pathwaystreatmentcenter.org/papers/staticVsDynamic.html http://www.pathwaystreatmentcenter.org/papers/declarative.html 2. pausing or counting to 20 before I expected a response. To summarize: We altered our entire lifestyle: activites, pace and speed, communication, and problem solving, beside some therapy with RDI. The payoff: 95% of this happened within the four walls of our own house and with minimal hoop jumping. The child is functioning; the family as a whole is functioning. :grouphug:Feel free to PM me. I'm spent some days weeping in the bathroom too.

A bit different, I warned baiter since time outs and doing other siblings chores wasn't working that if there were continued complaints, IN this case it was variations of tongue sticking out, I would circle the next six days on the calendar in blue. Blue circled days means I can at any time ask the baiter to come be with me. Baiter had to sit on my bed while I brushed my teeth morning routine while the other kids got to wait outside and play with the kittens for our morning exercise. Baiter missed 2 days of VBS to be next to me in the craft room. That infamous hour before supper, baiter was usually with me and not free to play where he chose. It got old really quick and baiting lost it's fun. I see it creeping back in some only now it's more sophisticated forms of baiting. I'm sure it will take 3-4 more times of blue circles. And totally agreeing it takes 2. The victim is usually expected to get help before reacting or both get punished.

training in work ethics. Our kids are 12,10,8.

Just looking for advice and or experiences anyone would want to share. We might look at 3 hours a week cleaning a building as a family.

I don't have all the answers by a long shot. But I think you've been given some great advice by a previous poster who suggested a way to study the Bible, with prayer, reading a verse in the context of the paragraph and topic it's set in, reading in context of the culture and audience each book is addressed too, and reading opinions that have stood for a long time. These questions are totally worth going to the source for. OP: I have some really big questions. The subject line grabs me because I hear a cry for someone big enough to answer them. And ultimately I think the foundation to all of the questions asked is: Is God Big enough? How far reaching is God's authority over my free will? These are the same questions I hear from young children who are excruciatingly honest. More honest than me, it was a long time before I was even able to ask the hard questions. It would be interesting to read the whole Bible starting in Genesis and highlight in blue everything that points to God's "bigness", highlight everything in green that points to God's extent of authority over man, and highlight everything in yellow everything that points to man's free will/ choice. :grouphug: Melody

All things are HIS. :grouphug:

I've used the units on electricity in physics. It required pretty simple Algebra. I've scanned some of the units in chemistry, and it still looks like mostly Algebra. Bumping for someone with more experience.

http://www.criticalthinking.com/series/015/index_c.jsp You may have seen these already. By clicking on the title, then look inside you can access one lesson of each. The grades 3–4 (Beginning) and grades 6–12+ remedial (RX) levels are organized into single-skills units with a concluding mixed-skills unit. The grades 5–6 (A1) and 7–8 (B1) levels include mixed-skills throughout. All levels provide an introductory lesson for each skill. I've only used Beg and A1. There is a pretest at the beginning of the two books I've used. If you used B1 and noticed a particular skill was troublesome, it looks like you could use RX to hone that one skill. My understanding is that Rx does not go any higher in reading comprehension skill than B1. It is a different arrangement and stories geared toward teens but at a 6th grade reading level. I see two options: -B1 with back up help from Rx -Rx and then looking for ways to apply critical thinking in content areas you're already studying. :)

I would bet the coop teachers for writing and/or history may have some requirements. A full 36 weeks can get really heavy especially with D and R writing, revising, researching etc. I think I remember on TOG board some folks had their kids keep nine weeks at a time in their working binder. Another thing to consider. Are there going to be comprehensive unit, semester or end of year tests? Usually the last 3 weeks, weeks 34, 35, and 36, are spend reviewing the first 3 units and sumarizing.:grouphug: