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Everything posted by mamashark

  1. Edited- lot of rambling for the long story. The short story is that the OT was great on some things and not great on others, and I have to decide whether her focus is where I want to focus, because her attention to some things feels really scattered and causes more work for me as I have to take those things she starts and create usable ways to integrate them into our lives at home without the original resource to begin with. What I want is to know what resources I can utilize for Theory of the Mind so that I can integrate the color my conversation pieces into it. Something designed to g
  2. I've been enjoying the back and forth and just wanted to pop in for a second to say that while I do think that the author of materials mean for them to be used "properly", I think that there's exceptional value modifying materials to suit your student's needs. It's helpful to do so with both eyes open, to be sure you're not missing something important, but at the same time, modification is what makes homeschooling (or afterschooling, whatever) so effective, in my opinion.
  3. Our church is small but we do have a good number of kids...like I think the kids outnumber adults many Sundays (and having 4 kids per family is the average at our church). BUT I think that is not an important feature of the church for attendance, more a better guage for church health (kids are a sign of a healthy church if you listen to those who "know" about these things). Our church is very community focused and I think that's the biggest thing for us (other than solid Bible teaching). Everyone has partnered with us to help our son, so having other kids with autism in the church isn't even n
  4. we used EI for 2 of my kids - the first it was helpful in teaching me how to help with her as she played to work on normal developmental speech sounds (and in convincing my in-laws to stop buying her toys with batteries that made sounds for her!)...so yes it was helpful to a point, but I shouldn't have trusted them when we discharged at age 4. (This delayed me getting her more help because I was misled about her abilities at that point, and her language issues were bigger than 'articulation' and in the end she has dyslexia ). My other, it was a useless waste of tax dollars as they tried to get
  5. I do have base-10 blocks but I haven't pulled them out in a while, I should do that and see how that works for her. We've done all of these games, and they are taxing for her. I thought they were brilliant, but the last time I tried playing race to 100 she began crying after the second dice roll because she was convinced she wouldn't win the race and hated playing all games and never wanted to play another game in her life; which was ironic when I found her playing kids monopoly with her sister later...
  6. I haven't done psych evals yet because we've been rather focused on our son over the last year, with the exception of her reading issues. I'll take a look at the ebooks, double down on the ronit bird stuff and see how we progress over the next few weeks and see if we can get over this hump. after looking through the samples available of beast, there's no way I can expect her to go into that without an ability to work with 2-digit numbers, so I may just ditch that idea for next year altogether. But my first priority is to at least move forward where we are now and then I can make a
  7. That's great to know, thanks, I had talked myself out of right start last night again and this helps me know I made the right decision.
  8. I could be short changing her abilities by focusing too much on her weaknesses... I just gave her the Beast Academy level 2 placement test and I was impressed at her ability to reason out how to solve the word problems, and by using a number line that she drew herself got only 1 question incorrect (and they allow up to 4 incorrect to place into the book). I only read the questions for her. She was quite motivated since I allowed her to do that instead of her afternoon chore, but maybe I stay the course for this year, keep working with Ronit bird and the other suggestions here and allow he
  9. She can add and subtract past 10 using a number line.
  10. And yet the more I research, the more I wonder if Right start wouldn't be better, takes the potential of videos out of the equation and people seem to really like it for those younger grades where we are...even if it is more teacher intensive.
  11. My dd7 (nearly 8 )is severely dyslexic and not tested for math disabilities, but I've always assumed that her math was impacted by her dyslexia (I'm starting to wonder if she's got a specific learning disability in math too). We are using Ronit Bird and she's currently able to add and subtract within 10 with confidence, and can bridge to 10 but not through 10 to larger numbers without lots of prompts. She understands how to do exploding dots to add bigger numbers, but has not been able to move past that with any confidence and since bridging through 10 is still prompt bound. She has a heck o
  12. And to be honest, we have this experience in our history with our eldest daughter. We had issues with her not eating, and with a dr. not listening to our concerns and about having to change . dosages and finally ditching the meds entirely because of anxiety and the dr. basically telling us that if we wanted her to calm down and be able to focus, the anxiety was just what we had to deal with. Bum deal. So we said no thanks and we do other stuff now that works *enough* for homeschooling. She could do public school if we needed to with minimal supports, it would just take a lot out of her.
  13. But the side effect list is scarier than what we live with!!! I have a dr. appointment already set up for him in 2 weeks. I'll try to make a decision by then. I am also am concerned about the stories of kids who just can't come off of them. (Well, I guess that's adults too) .
  14. That connection - sensory sensitivity and anxiety - is the basis for what the OT is doing with him. I am just really conflicted about the meds. We are currently using L-Theanine (per the dr. as a tier 1 medical intervention for anxiety) 3 times a day and from my perspective, it "takes the edge off". So I'm reading and thinking and researching a next possible step when the L-Theanine we have runs out. One option I've considered is increasing the dosage. One option I've considered is Prozac (feel really unsettled about this, this is the "tier-2" option from the dr.). One option I may consi
  15. Ok this - this is highly possible. He is very much anxious in most settings when I am not with him. He will not even go back with the OT without me walking him back, still. He is highly anxious about separating from me in other settings. I'm so sick of well-meaning adults telling me to just leave him and he'll adjust. I finally have the teachers he works with regularly to a point where they have stopped suggesting that. And yes, It is HIGHLY possible I am providing supports for him that I do second nature, while he is in the session. The OT wants me to join and participate and I wonder if the
  16. Thanks for this and OMG what a brilliant idea to learn meditation by watching Jedi use it in Star Wars! He's TOTALLY too young for Star Wars, we can't even get through a single episode of veggie tales...but I might have to see if I could find something similar in usefulness. We are a hair's breathe away from his pediatrician prescribing meds for the anxiety, and believe me we've tried a variety of supplements. I'm currently grappling with a variety of options, both mainstream and not, because to a big degree the anxiety is getting in the way of the other developmental stuff.
  17. Yes, his primary issue is definitely anxiety. And when I have tried to use a visual schedule at home it has been helpful, but limiting in that the pictures I had printed were never the right thing, or the specific transition I needed scheduled was just not fitting, or some other related reason...thus I am hopeful that an app will give me more flexibility there. But I think that maybe you're right, what is ON the schedule needs to be a big part of the fix. I went back in the OT eval and goals and see that the underlying assumption of his anxiety is "impaired tactile processing". Which I could s
  18. Lecka, thanks for your thoughts, I have been pondering the OT stuff since it happened, because this is the second difficult transition after OT (two sessions in a row). One thing the OT told me the last time was that when I am able to get babysitting and thus join the session, he's more anxious than when I'm in the waiting room with the siblings. Which is kind of funny because she is NOT happy with the fact that I can't get babysitting for my other 3 kids more often (dude, I'm a homeschool mom to 4 kids, it's not like I can just dump all the kids at school and do whatever I want!).
  19. He's 6 and he's very verbal when he wants to be. The SLP won't even work with him because she refused to do more than the CELF-5 with him and he's able to pass that well above age level. I just haven't had the energy to find one who is willing to look deeper for me. I'll look into the Explosive Child and see what I can glean from that, thanks!
  20. We're having an uptick in behaviors around transitions, and while we are in the process getting some things to implement some suggestions from the OT, I wanted to see what you guys use that work for your kids who struggle with this. We used to, in the fall, have difficulty getting him out of the house. We've since developed a daily routine that involves leaving the house almost every day for "regular" things that never or almost never change (weather last week really screwed us up) so that routine has helped a lot. Anything outside of that routine is hit or miss, though. And now it's tran
  21. So I emailed the SLP who loaned me the books with my question on perspective as well, and I can't figure out if I just disagree fundamentally with her or if I'm missing something in what she's saying. she said "I am of the belief that dissecting skills for children with ASD does not help them develop those skills and that every child despite his diagnosis has different innate skills." Am I missing something here? Because I'm of the opinion that if you have missing skills/holes in development, you need to fill those in. Or am I mis-reading what she said? She also said in response to m
  22. I honestly didn't look through the Ready-To-Use Social Skills Lessons & Activities for grades 4-6 book from the Social Skills Curriculum Activities Library. We're struggling to use grade level social activities and he's 5. So it wasn't really worth my time. Flipping through it it looks like a worksheet driven resource that gives steps for how to do something (eg. reacting to change) with a story base, specific steps to take, then a worksheet for them to apply the skills to a new scenario. It does look like ideas are given for a variety of teaching methods including role play and discussion
  23. Next book: The Language of Perspective taking, by Marilyn Toomey and Circuit Publications This is a 5 part book, starting with taking another perspective based on physical conditions. 2 pages per topic: page 1 includes a half-page picture and a short story. Page 2 includes a list of questions to think through the picture and story and asks questions that have the child try to think about the people's perspective in the picture. Part 2 is associating a causal event with an emotion or feeling. It includes several pages of expressions with definitions of each emotion. then a single pa
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