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heart'sjoy

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    Let's talk about friends

    in The Learning Challenges Board

    Posted

    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.

    ?? SAT II, CLEP, or AP's with TOG?

    in High School and Self-Education Board

    Posted

    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 burn

    in General Education Discussion Board

    Posted

    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.

    here is my dilemma

    in The Learning Challenges Board

    Posted

    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.

    More church pressure, WWYD? Long, again...

    in General Education Discussion Board

    Posted

    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.

    Bedwetting... when the boy is 13...

    in General Education Discussion Board

    Posted

    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.

    How do you get your kid not to explode during work?

    in The Learning Challenges Board

    Posted

    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.

    How would you deal with this issue? (siblings, fighting, discipline)

    in General Education Discussion Board

    Posted

    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.

    After 40 years of taking Christianity for granted, I have some really big questions.

    in General Education Discussion Board

    Posted

    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

    Recs for wk bks covering reading comp & logic for teen? (APD)

    in High School and Self-Education Board

    Posted

    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.

     

    :)

    setting up TOG

    in High School and Self-Education Board

    Posted

    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:

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