Jump to content

Menu

mamashark

Members
  • Posts

    659
  • Joined

  • Last visited

Everything posted by mamashark

  1. true... the words are not the issue, they take time but it's not crazy time - it's the sentences and phrases. It just takes her so long to think about the spelling, and think about letter formation and write them down and keep the rest of the words in her head all at once. We are working on other aspects of her working memory and language organization/processing speed, because all that ties into the issues too. I wonder if I had her spell them out loud, maybe as I wrote them down for her? That would give her the spelling practice anyway.
  2. well and to be honest, I'm not sure college is the right route for this particular child, so it may not be necessary in the end anyway, time will tell. I am going to add a bit of direct instruction for handwriting again, just to shore that up and make sure there's nothing I missed the first time around, and maybe drop back some on the Barton writing requirements as a compromise... Realistically the writing isn't my reason for doing Barton and it it is the part that really holds her up in the lessons right now.
  3. Does a formal diagnosis from a private psych cover this? Or do I have to go through the school system for testing to have documentation that will suffice?
  4. Her vision has been checked, and both glasses and convergence issues ruled out. Because of the severity of her Dyslexia we will likely have a full vision test yearly (as the insurance allows) for my own peace of mind.
  5. So DD8 has dysgraphia and dyslexia. She is learning to type, but in the meantime, I am focusing on letter formation and require the following writing: She is doing English writing and Grammar level 2 from Bob Jones, either 1/2 or 1 lesson per day, depending on the amount of writing. Sometimes I allow her to circle the correct group of words instead of writing them; typically she has to write 6-8 words plus 1 sentence. For science, she will copy 1 sentence per week, and write a couple one word answers 2 times a week. She also does Barton level 3 and I have been having her do all the writing required in that, but I do NOT correct for proper letter formation at this time. She LOVES typing lessons, but strongly dislikes the writing I require from her, which is not entirely surprising. She has passed OT tests for fine motor control for writing ability. How much writing should I be requiring? My goal right now is to allow her to type most of her writing by next year (spend this year becoming proficient on the keyboard) but in the meantime, I felt like she needed to at least become proficient in her handwriting... but I've not learned much about dysgraphia yet so I'm not sure what's reasonable to expect or how to remediate.
  6. Thank you! That's very helpful 🙂 We made it through about lesson 27 I think, before we quit for the summer. She did ok with part C, but that was the hardest part. She's very precise in her translations, but is very interested in the memorization part of the memoria press stuff. I think the amount of work (translations specifically) in VL was really stretching for her and she would like a year of a bit less translation, so I might look at the First and Second Form Latins and see whether it would be a better fit. I didn't think about printing samples, that's an obvious piece I missed! She likes latin, and has also asked to learn Greek, and I've obviously under estimated her work load this year.
  7. yes, that's the one. She's 11 in 6th grade this year. She asked to not do another video-based latin...likes the book layout of prima latina, but it's just way too easy after doing the video series you linked to above.
  8. Last year my daughter finished visual Latin 1, and I totally dropped the ball on how to continue this year - she begged to do latin again, and all I had in the closet was Prima Latina, so I handed it to her... only she's doing a lesson every single day and is complaining about how easy it is and asking for the next level up... So do I need to get Latina Christiana? Or should I skip ahead to First Form latin?
  9. I don't have SKILL, but I have MW Braidy... There are lots of scripted lesson ideas with specific books to use, but I find the Braidy Manual disorganized - not exactly what I prefer in an open and go format. I've spent a lot of time reading and pondering and fitting the ideas together in my head and am mixing them into the stuff I have on Social Thinking, which is also not very open and go, lol. I might be willing to splurge on SKILL if it's truly that open and go - but I can't seem to find any good samples of the materials.
  10. Don't have much more time today, with an afternoon full of appointments and commitments, so I can't pull out the slp testing and quote it for you, but off the top of my head I remember it turned up "average" narration skills (on the TNL) but poor organization within the narratives, and low sequencing. phonological processing was actually dead average for her age - I was quite impressed, so the work we've done with Barton up to this point has worked (Barton level 1 was like pulling teeth, but once she got it, it stuck). Cause and effect was an issue, and pronunciation of the letter "R". I'm sure there are other things I can't remember at the moment, but those are the big ones that I can think of. the pragmatic stuff is more for my asd son and older daughter who has severe anxiety issues. I am including this dd because it's easier, and the psych said it was a good idea to ensure that she had the social skills necessary to rule it out rather than to assume it's all language, even though she passed the pragmatic stuff ... but realistically it's mostly language for her, combined with personality because she can be shy in public. Right now I'm doing ST twice a week, Braidy once a week (with heavy emphasis on the stuff the narrative language test showed as weak areas), and doing 10-15 minutes daily of targeted language work. Barton we do 30 minutes daily unless something comes up and prevents me from getting to it. Whenever I last ran the QRI on her in the spring, her comprehension was actually better than I expected for how poor her word-attack skills were. If she's familiar with the topic, she is able to apply a good amount of knowledge to what she's reading and make sense of it. The old SLP testing was the celf, done by an slp that focused more on her low mouth tone than anything else (she was PROMPT trained and got my non-verbal son speaking), she told me to watch for dyslexia and that she scored really low on being able to list items in a category. She was 4 at the time and is 8 now.
  11. ASD is not on the table. And while I recognize some of the issues mirror asd, I also agree with the lack of an asd diagnosis. It's not a concern. She didn't get the adhd diagnosis - the psych could have diagnosed ADHD unspecified type, but she professionally disagrees with that and flat out told me she would diagnose an executive functioning disorder if that were an option, but since it's not, here are the ef skills to work on. But, I'd already identified the ef skills I needed to work on over the summer by getting my own resources to look at that and have already put in place many of the ideas she suggested for helping those. OCD and anxiety as a whole was ruled out. She has already had the language testing with an SLP. so we have all that info as well. Globally speaking, we are basically looking at dyslexia and dysgraphia if we were to go back and pay for the academic testing, but even the psych said the only benefit of those tests at this point, in her opinion, is the label, which would be only helpful if we were putting her in public school. She felt like we could meet her needs at home without paying for the labels but said we could come back to her at any point and she'd do them if we wanted. I've seen EET mentioned and I've looked at it before and I can't remember now why I decided against it. I'm weaving Braidy, Social Thinking, and Color my Conversation together right now, and working with her on Barton reading. I've got the Rothstein workbook and many of the linguisystem books to work through as well - we finished the categorizing book last school year and I attribute her scores on one of the tests that asked her to list things by category to my work with that since I knew it was an issue from language testing when she was 4.
  12. This was part of neuropsych testing due to tourettes and possible SLDs. But the psych who did it was not really used to working with parents who are teachers and who actually care - most of the recommendations were unhelpful for my purposes, especially since she got stuck on the executive function deficits (eg. take a parenting class to learn how to implement a token economy... I've got a kid with autism and you want to teach me how to implement a token economy?!?!) and didn't really break out suggestions for the stuff I found most interesting...but the testing results were very helpful. I've been processing them and going over the test results each day, thinking about how the pieces fit together and how they fit into what I'm seeing. I spent a bit of time yesterday researching my original question here and found a slew of skills that I want to focus on that can help. Thanks for providing the synonyms for me! basically the bottom line I've come up with is a whole list of language pieces that when put together help with this issue.
  13. no, it was a test that asked her to figure out the meaning of a made up word - so xyz is something you wear. xyz is something made of leather. xyz is something you wear on your feet, and the understood point was that each clue was to help her figure out more specifically what the object was. so in this case, xyz was "shoes".
  14. verbal reasoning was high, processing really low and working memory really low when asked to manipulate data - she can give basic digit spans back but when asked to manipulate the data and give it back in a different order her results bottomed out.
  15. ok working memory was really low too so that could be a possibility.
  16. Part of my dd8's testing included a subtest that had her trying to guess an object based on a series of 5 clues that got progressively more specific. For each clue my daughter guessed a novel object without considering the sum of all the clues thus far. So what skill is it that has you synthesize information and come to a conclusion? So for example: if the first clue was something you wear, the second clue was something made of leather, and the third clue was you wear it on your feet, and she guessed socks. So she's not putting the clues together to build a more accurate picture of what the object should be. Searching for "synthesis of information" is getting me no where, so what is the skill that helps to build information synthesis?
  17. I'm clearing out some curriculum that I don't need anymore to make way for new - anyone interested in buying Spell-Links to Reading and Writing from me? Selling for $250. I also have How Does Your Engine Run for $35
  18. I'm putting together a world cultures course for my elementary age kids and would like to beef it up for my middle school kid by adding quality literature for her to read that is set in each country we study... any ideas on how to search for books by setting? Good Reads seemed promising, but there's not an easy way to sort the results and the first few books I clicked on were adult themes... Or are there already curated lists of books for culture studies that I could pick off of that anyone knows about? Thanks!
  19. I suspect dyslexia, and am looking for as much information as I can get to help me help her learn and to enjoy learning. Right now she tends to be emotionally immature and has weak executive skills, and will do anything she can to get out of "hard work" whether chores or school... but school at least is just really difficult for her even after a lot of work with Barton and other interventions. We have a tourettes diagnosis and we are ruling out co-morbid stuff like ocd, adhd, and learning disabilities, mainly based on my concern about how difficult school is for her. I do not suspect adhd, that's just one that the neurologist said is common. I don't have a list of the tests, but rather a list of the 'categories' of tests - so we are getting cognitive functioning, social and emotional functioning, attention and executive functioning and behavior rating scales. The only thing we can't get through insurance is the academic functioning tests. Part of me feels like we don't need those scores because I know how she's functioning academically (aprox. K level reading and writing, 1st grade math) - and part of me feels like if we are taking the time to get it all done now, we might as well finish it now and get the most complete picture. So we only have spent out of pocket the co-pays, which all told will only cost us about $120. And to be fair, we would probably take the money from emergency rather than carry the balance, so we'd end up just having to refill the emergency fund in January. It feels a little unfair, I guess, because we had a mental health crisis for my older daughter a few weeks ago and as we are working through all of the impact of that, we spent a lot of our emergency fund on making some changes to the kids rooms, and appointments for her with various people. We were on the wait list for the testing, expecting it around January, and got called for a cancelation, so now we are looking at having to make this financial decision in the middle of all the rest of everything going on, instead of it all happening when we would have had the money in the budget anyway.
  20. ok, that's what I was thinking. I was just bemoaning the fact that I couldn't get it all done at once, but honestly, if I'm not willing to dip into the emergency fund for it, why should I carry the interest on it? I'll see if I can get that portion done later in the year, or how it would work to complete that part separately another time. Thanks for the input!
  21. So we have the first half of the neuropsych testing for my daughter this week, and we have to make the decision as to whether we want to pay the $400 out of pocket for the academic testing or just do the other tests that the insurance will cover... I'm torn - and part of it is that we won't have the extra $400 until probably January, so we'd be looking at carrying that on our credit card until January. Or we just do all the rest of the testing and don't get the academic specific stuff, since I'm sure I'll get a lot of helpful info anyway that will apply to the academics... What would you do? would you spend the money knowing you would be carrying that balance on a credit card for 6 months?
  22. if you haven't purchased it yet, I saw today that it's 40% off for a summer sale.
  23. I don't know yet, they haven't responded. This slp is very pregnant, and is working for a company that is a bit of a production farm...they are crazy busy all the time and share offices, and pump people in and out of there like crazy. It's an "everything" place with OT, PT, and Speech, and their OTs knew enough to mess my son with ASD up and had no clue how to fix it... I could go on and on about the OTs, but suffice it to say that I will never recommend OT at this place or take any of my kids there for OT ever again. They even have a therapy dog now... which is some small mutt that is very hyper and makes the kids hyper too. I don't know how much experience the SLP even has with kids because she mentioned working with adults in the past. But the thing is, she's more interested in helping me than in selling herself; she gave me resources to work on the R sound already, and gave me several names of other resources when I asked about other specific topics to work on. She's been very open and helpful, and I think working with a homeschool mom is new to her. I don't expect them to be able to service my daughter for long based on the service plan I received, so I'm going to ride this wave and get what I can and move on.
×
×
  • Create New...