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About mamashark

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    Hive Mind Level 6 Worker: Scout Bee

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  1. He learned to decode cvc words quickly, but has thrown fits whenever I get much past 3 word sentences. So I thought we'd progress fairly quickly this year compared to his sister who has dyslexia and couldn't get the sounds firmly connected to the letters forever, and each step in the reading progress has just taken her a lot longer than typical. BUT he's not any further in reading instruction than he was in the fall simply because he will refuse to work for me past sounding out words. I was to the point of him reading to me a 3-5 word sentence with comprehension - he'd read it slowly, word by word, and then laugh when he would get to the end because of the funny sentence - or we would read these partial sentences where he would fill in "silly answers" and he would have fun with that, but now he refuses to do more than read one or two words before he just refuses and he won't even attempt sentences anymore. I realized that, the thing is, he refuses to listen to the boxcar series too, but that has an added component to it because my parents read that series to them over skype. sooo, the interpersonal stuff makes that more difficult too.
  2. So I had these artificial classifications of books in my head that put the Magic treehouse into those 'first books you read by yourself' rather than read-alouds. I pulled them off the shelf last night and allowed my son to pick one for us to read together and after the first 2 chapters I said bedtime and he begged for just one more chapter! And today he reminded me that we needed to finish the book and asked if we could go down the pile I had pulled off the shelf? So that's an amusing twist to the conversation, anyway.
  3. ok I have to think more about this one. But I see your point, and I'll start to make note of these.
  4. ok, so I don't know. That's an interesting thought process though. I do know that he's particular about the choice of words I use to describe his emotions when I mirror him in the moment. Almost like annoyed and angry and frustrated all have different definitions that apply to select situations and this situation is angry, not frustrated, but now this situation is annoyed, not angry... Yes, and I can make the choice sometimes. But now that I think about it, I probably should do more turn taking with choices. Thanks for the common sense reminder 🙂 I love the ideas given here about the grading of emotions and specific language and using the 5 point charts and tying curriculum together like that.
  5. oh ok, sorry so I misunderstood... and now I'm rethinking all those kids I worked with years ago who could decode but not understand what they were reading and realizing they needed language work... Yes, the self-advocating is new and in specific play-based situations, but I'm thrilled to see it start emerging. We've been working on things like "tell me exactly what you need me to do" when he shoves something into my hands for me to help with, lol. That and the OT has been doing TONS of work on getting him to ideate ways to play with her, and he's starting to do some really exciting things with that. Some picture books he likes: swimmy by Leo Leoni; The True Story of the Three Little Pigs by Jon Scieszka; Barn Storm by Charles Ghigna and Debra Ghigna; Little Bear by Else Holmelund Minarik; Pickles to Pittsburgh and Cloudy with a Chance of Meatballs; Salty Seagul A tale of an old salt by suzanne Tate; Big Bad Wolf is Good by Simon Puttock.
  6. He doesn't like the Boxcar Children either, but some of his rigidity comes out in the inability to realize that things can be fluid and change from one time to the next - if he experiences something one way one time, then he expects every time in that activity to be the same, regardless of how much change there might be from one experience to the next. So if one book without pictures is disliked for any reason, he refuses all books without pictures, for example. This makes sense, if you think about it, but how does that correspond to those kids who can read but struggle with comprehension? Not a show we watch...I could try to find some episodes to show him and see. In general he watches similar shows that are "preschool" age, but that are animated. So the "tension" in the plot is limited to solving problems with creativity and flexible thinking. Ok so I've seen this refrain repeated a couple times now - so apart from the early obvious signs of dyslexia, what am I watching for?? Yes, I'm using Mindwing's preschool program with him - Braidy and have made huge progress with that. I allow him to pick the books we use, typically, and then I work on which ever concept fits that book best, so it's a lot of flexibility on my part, but it gives him the practice and allows me to work with it without push-back because they are his book choices. I'm not entirely sure what you're asking here... I see this a lot. He will practice at home with siblings for weeks, sometimes months, before I'll see a new skill 'leave home' and one of the therapists will see the skill, or I'll see him use it in a different setting. I realized this recently when the OT noticed how great he was doing with ideation and self-advocating and I had been trying to tell her that he'd been working on that at home for over a month now. So he finally felt comfortable enough with the skill at home that he took it to OT and she was able to see the improvement.
  7. the more I think about this idea the more I'm excited that I figured out the issue... he plays rhyming games and is excellent at rhyming words, but he can do that without word-level comprehension. In play, he only plays the cartoons he watches. Chuggington games when playing with trains, car patrol when playing with cars, robo car poli when playing with bikes, terrific trucks when playing in the dirt in the backyard. And my 11 year old explained it to me as "we have to play those games or he refuses to play with us". So I'm thinking that he has memorized all the large chunks of language from those shows. That also explains why when doing science (interoception) that I put together, he gave me huge behaviors (I was using interoceptive feeling words but the pictures I used were body part pictures - like a color the various parts of the heart type thing, and he hated doing the activities with me). NOW I'm using the interoceptive curriculum and they use icons that SHOW the feeling words ON the body part, so it's giving a specific picture cue on the word level and all of a sudden he's not fighting it and is actually excited about which body part we will do next each week.
  8. I've never tried a nature documentary like that, what an interesting thought. I gave him the barton screening for kicks and he couldn't pass the first task. He pulled tiles down for each syllable, rather than words. but for syllables, he was 100%. For the third task, isolating sounds, he was 100%. Not even hard. Does make me wonder if he is literally having trouble with word-level language and with pictures and context understands but stripped of those supports with read-alouds (stuff like trumpet of the swan, peter rabbit, etc.) and phonics instruction, he just has trouble with understanding.
  9. I looked up my notes on how we titrated the dosage, we actually started at 3 grams and added a gram a week. We started noticing a calmer/happier kid by the end of the first week. At 5 grams I talked to his dr. about how high I could go because we were still dropping off in behavior prior to dinner. She gave me the green light to go to 8g. I stopped at 7 grams because the improvements in mood/behavior were level all day, with no significant drop off in behavior prior to the evening dose.
  10. My son takes inositol for OCD/Generalized anxiety. He started at 2g and we worked our way up to 7g. (his dr. gave us the ok to go up to 8g) For him it's huge. It's like it took this giant thing hanging over his head and toned it down to something that's more manageable. He doesn't have ADHD though and I would not try it with my daughter who has anxiety issues who also has ADHD because of the stuff I read about it aggravating ADHD symptoms. That combined with L-Theanine means we no longer need melatonin for him to sleep at night. The theanine took the edge off of the anxiety but wore off too fast. The Inositol has a much stronger impact and lasts longer. L-Theanine works great for my daughter with ADHD (we pair it with some coffee in the morning and she's much less impulsive). She tells me that it calms the anxious thoughts in her head within minutes of taking it, and will take an extra dose before certain activities that she knows will spike her anxiety (like a rambunctious social setting). I am looking into other supplements too, zinc is what we're currently working on and then Vit. D might be next. I like to do things one at a time to know what impact they make. I personally take NAC, I need to read more about that in kids. I have an appointment with a nutritionist in a couple weeks that I'm hoping will help with direction to go too.
  11. no I missed that! I'll go check it out... inositol is one of the things we're using that is helping!
  12. Yes. He does. That's true - asd is the top diagnosis and then anxiety, then toileting issues, but we've resolved those during the day with the OT work. The psych said OCD but the diagnosis is generalized anxiety because it was just so pervasive. And we've toned it down CONSIDERABLY with supplements, but it's still a big piece of the puzzle.
  13. ok so in the absence of a behaviorist to help me at the moment... here's what I've got for reading: Narrative difficulties, emotional tension within the plot, (and perhaps the difficulty realizing that just because someone else in the story feels upset, tired, angry, scared doesn't mean I have to feel that way too...) anxiety over not knowing what the words say and they MIGHT prove to be that emotional tension that he doesn't like, difficulty with word parts due to not understanding the language piece and dyslexia Any other ideas that fall into the possible issues I'm seeing? The article on inuit parents was fascinating, I am going to have to ponder it some, lots of thought provoking ideas in it.
  14. The OT identified a couple in January, but we haven't gone looking specifically for any. Those that she saw are now integrated . He's doing play therapy. But the therapist isn't good at sharing opinions on anything - she shares themes that he's working on and says it could be developmental or something he's working through, and her only suggestion for further therapy was for me to learn how to do the play therapy and she'd train me to do it. I'm not sure she's had much training with ASD either, so that could be part of the problem, but my son loves going to her. I think this is why the reading thing has me boggled right now - the other stuff I've been able to provide proper supports and the tasks are within reach and we're in a good place with those things. But I can't figure the reading thing out and it's both auditory (listening to read-alouds) and phonetic - reading instruction. I never considered dyslexia becuase of how quickly he picked up letter sounds and cvc words. My dd8 with dyslexia took 2 years to just match letter sounds to letter shapes and her progress has been slow and painfully obviously dyslexia. We've worked part of this into our routine, but I love how you spell this out and it gives me some great ideas for tweaking the reading issue, building in the supports and self-advocacy and helping support what is obviously still a difficult thing for him. Yes. This is my kid. We figured out from really really early on that we had to have his buy-in for something before we could do it with him. If not- major behaviors. BUT this is where I am struggling right now because it's not just school that has this expectation - it's society. Society expects me to get a behaviorist, to break him and teach him to comply. To do this or that or the other thing and their assumption feels much like dog training. Well that doesn't work for my kid. I love the baby-steps idea, for this. The other day I texted my husband and told him that we were having a rough morning but that my win of the day was the fact that my son sat and listened to a picture book about immigration for history. HUGE win for us even if it looks like this tiny insignificant baby step. But that's my life. I keep a binder of baby-step goals. What I'm looking for in every-day life. Then I come here to post and process things with the big picture to see where I'm going, which direction to head, what path to walk. Thanks for the article and book recs.
  15. The OT told me auditory processing, so it's not her wheel house. The SLP told me no auditory processing issue, but refused to do anything other than the CELF test. I see the connection between behaviors and language - I asked him a question yesterday and recognized his grumpy refusal to answer was related to the difficulty with verb choices that I've seen in language therapy stuff and that he simply can't come up with the right word and so he got grumpy and refused to answer. I'm doing the language myself because I can't afford the lady who would do the right stuff with him (working on possibility of a grant). I'm using 100%vocab and am considering other linguisystem products to support and reinforce weak areas I find but haven't purchased yet. Regarding the asd diagnosis - we got there, but she didn't give us a support level. She had other issues too, like, refusing to give us answers on the evals she ran for literally months until we left the practice and demanding a written report, that again took MONTHS to receive, but in the end we got the diagnosis in the mail as part of the report. I have mixed emotions on the behavior support stuff here... The other moms I've spoken to who use them are like, it's great, they push my kiddo until they break and then dial it back and teach them how to manage next time and I'm thinking, no thanks, that's not gonna work for me. I had access to ABA with a different company but it's a long wait list (6+months) and I don't know how they function because I don't know anyone who works with them, so... Anyway, I was just trying to think through what COULD be behind this, because rarely do behaviors show up in isolation for pure behavior reasons, I've found. There's always something driving it - whether anxiety, OCD issues, rigidity in thought, sensory discomfort, language, etc.
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