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mamashark

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Everything posted by mamashark

  1. Time Left: 13 days and 9 hours

    • FOR SALE
    • USED

    Leader's guide to the Alert Program for Self-Regulation. Excellent used condition.

    $25.00

  2. 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
  3. 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.
  4. ok I have to think more about this one. But I see your point, and I'll start to make note of these.
  5. 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
  6. 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 th
  7. 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 comprehen
  8. 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 t
  9. 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
  10. 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.
  11. 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 fa
  12. no I missed that! I'll go check it out... inositol is one of the things we're using that is helping!
  13. 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.
  14. 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
  15. 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
  16. 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 possibi
  17. I am trying to figure out what might be underneath my 6 yo son's dislike of listening to me read aloud anything other than picture books, because I feel like it's bleeding into reading instruction too. The professionals I've discussed with with tell me that the intense dislike (often leading to panic attacks) of watching movies (anything with a "bad guy" or tension - veggie tales, animated hero classics, even peter pan's opening scene with peter trying to get his shadow back...) has to do with what they say is a hyper-awareness of emotions in others, but that his dislike of books would be audi
  18. I was reading through some old threads and Lecka said this: "Asking a question and responding to another person's language (reciprocal questions) are both things that would be considered their own language function. And it's a different language function from "telling about something." So iow -- being able to "tell about something" doesn't automatically transfer into being able to ask a question or respond to another person's language, even if all the same words would be used. " I really wish the SLP who first tested my son understood this! Her exact words were "he's got all the languag
  19. when you mention the mindwings charts, are you referring to the chart that shows the narrative levels? That type of sale would be awesome! I'll not hold my breath for that much of a discount but any amount off would be helpful! I've already told my husband that I'll need at least $100 in the education fund for April. He rolled his eyes a little but said ok 😉
  20. Wouldn't this fall under the concept of narration? I'm still working this through in my own head and how it applies to life, but the ability to explain character (yourself), setting (where you were) and actions (what you saw and why it was important). So narration focused products could help.
  21. I have front-loaded a bit and had him play with the concepts with his siblings. He can do a lot more in the privacy of our living room with just our family than he can in practice in social settings. It's one of the benefits of having 4 kids. Might make me juggle more, but it gives me a built in social group. The thing I like about MW is the visuals. I find the manual (Braidy anyway) to be more complicated than it should be to implement, and takes a good bit of planning on my part, but I can't see anything showing me what SKILL looks like, so I'm having trouble knowing if i
  22. oh I'll also mention that I am always looking at stuff with dual purpose - my dd with dyslexia needs the language work, my DD 11 needs the social skill work. DD11 may be asd if we really pushed for a diagnosis, or maybe just gifted with social skill deficits, but she really needs the explicit stuff that my son needs, too. Things like, making smart guesses, she really struggles with. So that could be part of why you think I'm moving too fast, If something works on foundational skills for him, and hits goals for my other kids, it's more likely to catch my attention.
  23. Is it too spliced to get just the 6-second stories book from the MW set (which addresses one of the specific issues he has with language) and maybe It's All About the Story so I can have more resources to work with basic narration (I am about out of resources with Braidy on the stage 1 and 2 narrations) but not use Making connections? I like Practical Theory of he mind better than what I see of that on the website, and by piecing together what I want it would cost less...
  24. I'm sort of rushing but only in thought, not in practice. I know I need to take things slow in application, but knowing where I'm going, so that I can add things in as they fit, is what I'm trying to figure out. And the OT side-steps EVERY stinking question I ask her about order of skills, even concrete ones that should be in her territory. I have the interoception stuff and we're going through it SLOWLY. He needs it to be slow, to digest it and process it and apply it across situations. He was telling me how his feet felt today at the store as he paced while we waited in line. That's exactly
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