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Found 22 results

  1. My 11 year old son, who is finishing 5th grade, has not had a great Math experience in life. His sister has done well using MUS from the very beginning. But when I did it with him, he just looked at me perplexed over and over again for months. He just didn't get it in kindergarten, we tried again in First grade and got through most of Alpha. But then he hit another road block. I took him out and did general things--teaching the clock, money, basic geometry, using the Math Mammoth Blue series topics. But there was too much on a page and it overwhelmed him. I tried to go back to MUS but the same thing happened. So in 3rd grade I moved him to CLE Math, but he placed in 2nd grade. He did really well, except he couldn't seem to get caught up. The volume of work for one lesson was all he could do in a day and he was behind a whole grade. Then before too long, in 4th grade (doing 3rd grade work), the volume of work completely overwhelmed him. We skipped problems, he'd fail the test. We'd give him longer to do the lesson, breaking it up into a couple days, and he'd get totally lost in what he was doing. We skipped problems (do the odds) and do it in one day. That's when the ADD symptoms seemed to really kick in. I believe in not moving on until he gets it but it was taking forever and the tears were becoming a constant, daily occurrence. We weren't making any progress. So last year, the beginning of his fifth grade year, we switched to Teaching Textbooks. He placed halfway into their 4th grade year and about three weeks ago he finished it. He still doesn't have his multiplication tables memorized, even though we reviewed them daily. We would play games online, he has one of those handheld machines. FLASHCARDS! We have our standardized testing next week and I've been doing some reviews with him, and he had no idea how to carry in a multiplication problem. What is going on? Is it Teaching Textbooks? Is he just not able to pay attention to it, like it's not sinking in? He finished every problem and gets a 100% on it. But he isn't retaining anything? Or is it him? He's been tested ADD and the psychologist didn't recommend medication because his is so slight. He didn't qualify for any services in the school system because it's not that bad, they said. He tested off the charts in visual/spatial, they recommended we point him toward engineering. How do I do that if he can't do math! To add to the conundrum, we live overseas. So the only resources we have are what we bring down with us or I can download from the internet. I have the next TT5 set. I have the complete Math Mammoth set. I have all the DVD's from MUS through Algebra. I'm willing to sit down with him and help him through it, to make sure he's getting it. Was I too lax and assumed that he was understanding it all because he completed the assignments and got good grades? I'm scared to see what the SAT is going to tell me. I do have a 4 yr. and a 1 yr. and perhaps I was too distracted to notice? I feel like perhaps I need to find out where he really is comprehension-wise and go back to that with some curriculum and plod along with him until he gets it. Any recommendations? (How do I do that?) Any advice on what resources to use and how you would do it? We are going to the States for the month of September for my parents' 50th, so we can buy something that I don't have if necessary. I'm willing to work hard with him. (By the way, I'm not the math whiz in our family, my husband can help a bit, but he's super busy. School is my thing.) Thanks in advance. ETA: I posted this on the K-8 board and they recommended I put it over here. One lady suggested perhaps a late-bloomer. Another suggested that it could be need for vision therapy. He did see a COVD optometrist last time we were in the U.S. and did well with the therapy. I'm going to have his eyes checked when we go again in September, even though he isn't complaining of the headaches or squinting like he was before.
  2. ​My 11 year old son, who is finishing 5th grade, has not had a great Math experience in life. His sister has done well using MUS from the very beginning. But when I did it with him, he just looked at me perplexed over and over again for months. He just didn't get it in kindergarten, we tried again in First grade and got through most of Alpha. But then he hit another road block. I took him out and did general things--teaching the clock, money, basic geometry, using the Math Mammoth Blue series topics. But there was too much on a page and it overwhelmed him. I tried to go back to MUS but the same thing happened. So in 3rd grade I moved him to CLE Math, but he placed in 2nd grade. He did really well, except he couldn't seem to get caught up. The volume of work for one lesson was all he could do in a day and he was behind a whole grade. Then before too long, in 4th grade (doing 3rd grade work), the volume of work completely overwhelmed him. We skipped problems, he'd fail the test. We'd give him longer to do the lesson, breaking it up into a couple days, and he'd get totally lost in what he was doing. We skipped problems (do the odds) and do it in one day. That's when the ADD symptoms seemed to really kick in. I believe in not moving on until he gets it but it was taking forever and the tears were becoming a constant, daily occurrence. We weren't making any progress. So last year, the beginning of his fifth grade year, we switched to Teaching Textbooks. He placed halfway into their 4th grade year and about three weeks ago he finished it. He still doesn't have his multiplication tables memorized, even though we reviewed them daily. We would play games online, he has one of those handheld machines. FLASHCARDS! We have our standardized testing next week and I've been doing some reviews with him, and he had no idea how to carry in a multiplication problem. What is going on? Is it Teaching Textbooks? Is he just not able to pay attention to it, like it's not sinking in? He finished every problem and gets a 100% on it. But he isn't retaining anything? Or is it him? He's been tested ADD and the psychologist didn't recommend medication because his is so slight. He didn't qualify for any services in the school system because it's not that bad, they said. He tested off the charts in visual/spatial, they recommended we point him toward engineering. How do I do that if he can't do math! To add to the conundrum, we live overseas. So the only resources we have are what we bring down with us or I can download from the internet. I have the next TT5 set. I have the complete Math Mammoth set. I have all the DVD's from MUS through Algebra. I'm willing to sit down with him and help him through it, to make sure he's getting it. Was I too lax and assumed that he was understanding it all because he completed the assignments and got good grades? I'm scared to see what the SAT is going to tell me. I do have a 4 yr. and a 1 yr. and perhaps I was too distracted to notice? I feel like perhaps I need to find out where he really is comprehension-wise and go back to that with some curriculum and plod along with him until he gets it. Any recommendations? (How do I do that?) Any advice on what resources to use and how you would do it? We are going to the States for the month of September for my parents' 50th, so we can buy something that I don't have if necessary. I'm willing to work hard with him. (By the way, I'm not the math whiz in our family, my husband can help a bit, but he's super busy. School is my thing.) Thanks in advance.
  3. Hi There, I'm so excited about this book, 50 Tips to Help Students, that I wanted to share it with you. It's not homeschool specific, but it has amazing tips that are applicable to any situation. I was able hear the Author, Marydee Sklar talk at a Meeting that was held by Decoding Dyslexia Oregon (Part of this nation wide Dyslexia Group) Anyway, it's a good read! It's insightful for adults as well as students. Also, there is a teacher's guide that you can purchase. I am sure it's worth the cost. There are Online classes to partake in, Portland, Oregon live classes if you're local.... Anyway, It's a great book, and I'd love to hear your thoughts if you read it!!!!
  4. Hi There, I'm so excited about this book, 50 Tips to Help Students, that I wanted to share it with you. It's not homeschool specific, but it has amazing tips that are applicable to any situation. I was able hear the Author, Marydee Sklar talk at a Meeting that was held by Decoding Dyslexia Oregon (Part of this nation wide Dyslexia Group) Anyway, it's a good read! It's insightful for adults as well as students. Also, there is a teacher's guide that you can purchase. I am sure it's worth the cost. There are Online classes to partake in, Portland, Oregon live classes if you're local.... Anyway, It's a great book, and I'd love to hear your thoughts if you read it!!!!
  5. for very bright 12yo boys, who dislike school, love to read, but prefers being outside? (not strictly classical...) thanks in advance....
  6. for very bright 12yo boys who love to read but prefer to be outside? thanks in advance... ( not strict classical....)
  7. DS has definite ADHD tendencies, not surprising because I do to. Problem is, dh is a very organized, linear-thinking type, and he tends to assume that if ds is being inattentive it is because he is choosing to be that way. I need some books that dh can read that will both validate the reality of ADHD and give him ideas for working with ds on issues that are bothering him (dh).
  8. I have really struggled to figure what to do about grammar for dd7. She is very bright and good with language. She likes to "play" with words. She enjoys spotting literary devices in what she reads. She reads and spells well above grade level. OTOH, she is extremely slow. She shows signs of ADD, though I haven't had her tested. Because she is so slow, she has a really hard time with worksheets. She will do them, but I have to be very judicious in how much I assign lest she break down in tears. She hates to do independent work. She gets great pleasure out of academic discussion and interactions. Because of the slowness issue, I decided not to do grammar for 1st and 2nd grade. I am still not sure whether to pick it up next year or the year after. I have been eyeing MCT, thinking that it seems right up her alley. But the reviews are so mixed, I really have my doubts. I want to be thorough in teaching grammar, but I am not sure that she will need as much repetition as other kids since she seems to just "get" language. And with her slow speed, that is a good thing, because I am not sure she would be able to do a lot of repetition. I would also really love to teach diagramming, but that is not included in MCT. What does The Hive think?
  9. When it rains, it pours. My Mom is depressed, my CFS is acting up big time, and my dd just got a diagnosis of Anxiety, ADD, and being Autism Spectrum. We have prescriptions for two new pills for her, OT and speech therapy (even though the child TALKS just fine, they think it will help her express herself better). Out has gone the diagnosis of ODD. Mama wants a giant Mojito after this no good, very bad day. Too bad I'm a teetotaler. And broke. LOL! So the advice I need is about the Autism Spectrum stuff. I've half paid attention over the past decade to all Spectrum talk, mostly so I could help emotionally support people who are dealing with it. I can vaguely remember that there has been talk of Autism Spectrum being different in girls than boys. I need to know how to adapt to meet her needs, and what the heck to do about home schooling. Are there different needs for Spectrum kids in regards to homeschooling? Books? Websites? Chain Letters?
  10. I posted on here last week or so about my 7 year old son who we think is ADD. Several of you gave great suggestions, and we have tried several. Some things are better. We started walking or riding bike before lessons, and his concentration and willingness are improved. I made myself a routine list to remind myself to have the kids pick up and help with chores, so if I remember, it's more likely to get done! Tomato staking is helping some, too. We are still at a lose on behavior. We are not sure if this is ADD typical or something else. Regardless of "what" it is, we are at a loss as to how to stop the behaviors and help him learn. Examples of what happens: 1. He throws sand and rocks - at people. Has since he was 1 or 2. It's not often, but it continues.. 2. Last week he dumped half a bottle of bubble bath in his bath to get extra clean. I explained why we shouldn't do that and had him play in the bubbles for an extra long time. Not a huge deal. Tonight, he put a WHOLE bottle of shampoo in the bath, again to get extra clean. 3. From time to time, he damages things - scratching his dresser with a bottle cap, scratching his cd player with something, taking things apart that aren't his. (He has many things he IS allowed to take apart in his own corner of the living room.) 4. He really enjoys running into things and people, mainly running into things with his bike or running into his brother. 4. Sometimes when we ask him to do something or tell him he can't do something, he sits on the floor and screams. I know he will protest, but on the floor, at 7. These things tend to happen in the afternoon and evening. Mostly, it's that he doesn't often seem to connect that he did something he shouldn't have. It's hard to explain. When we talk to him, we ask "what did you do that we shouldn't", "why don't we do that," "what should we do next time", etc. If you stop for 2 seconds, he will interject some comment on a completely different topic. He is off to something else already. He is not upset, remorseful, affected in any way. Any ideas? A book, someone to call, something to try? Thanks in advance!
  11. Our DS, 9, just had an auditory processing eval and we recently got report. One question I forgot to ask the audiologist was just so simple--does he have auditory processing issues? We did discuss the specific results, mostly normal but he didn't pass Auditory Continuous Performance Test (raising thumb for target word), or Memory for Sentences (repeating sentences w/o visual cues), or the RAN/RAS (perceiving visual symbol and retrieving name for it accurately and rapidly). Audiologist said sensory issues might well be a large part of it and also recommended ST evalu and language therapy for auditory working memory issues. Therapy to include things like visualization and chunking. Our son has sensory issues already (difficulty w/background noise esp), and does have an ADD diagnosis. Very, very bright but difficulty w focus especially in noisy or large environments like classroom. (Thus the HSing this year). If anyone can help me learn more about this, please, I'd so much appreciate it. Will definitely ask more ?s of audiologist. But I was wondering if these scores on a couple of tests constituted auditory processing issues or not. Just wondering if I'm trying to describe issues to someone new, would I mention auditory processing or not? Thank you so much for any help.... Amy
  12. Our DS is 9 and has ADD (no hyperactivity, just difficulty with focus). He also has sensory issues, and so has OT exercises to help with sensory things such as difficulty w/background noise. I saw on another post a mention of cardio exercise at the beginning of the day as being very helpful for ADD. Is this typical? We really don't know at this point what is sensory and how much is ADD; he also had an auditory processing eval and there are some differences there (difficulty with auditory memory). His ADHD-Inattentive was diagnosed just on a parent-teacher eval so far. Last year when he was still in school they also noticed up days and down days in regard to focus (we are HSing now). I was wondering how much exercise to try to incorporate into his daily routine and how much help we might expect. We aren't totally against meds but would like to explore other methods and accommodations first. (This is one reason we pulled him from school, they just weren't doing that--I guess they would have if we'd waited until he fell way behind.) Any advice/suggestions would be much welcomed. Amy
  13. Our DS is 9 and has ADD (no hyperactivity, just difficulty with focus). He also has sensory issues, and so has OT exercises to help with sensory things such as difficulty w/background noise. I saw on another post a mention of cardio exercise at the beginning of the day as being very helpful for ADD. Is this typical? We really don't know at this point what is sensory and how much is ADD; he also had an auditory processing eval and there are some differences there (difficulty with auditory memory). His ADHD-Inattentive was diagnosed just on a parent-teacher eval so far. Last year when he was still in school they also noticed up days and down days in regard to focus (we are HSing now). I was wondering how much exercise to try to incorporate into his daily routine and how much help we might expect. We aren't totally against meds but would like to explore other methods and accommodations first. (This is one reason we pulled him from school, they just weren't doing that--I guess they would have if we'd waited until he fell way behind.) Any advice/suggestions would be much welcomed. Amy
  14. Our DS, 9, just had an auditory processing eval and we recently got report. One question I forgot to ask the audiologist was just so simple--does he have auditory processing issues? We did discuss the specific results, mostly normal but he didn't pass Auditory Continuous Performance Test (raising thumb for target word), or Memory for Sentences (repeating sentences w/o visual cues), or the RAN/RAS (perceiving visual symbol and retrieving name for it accurately and rapidly). Audiologist said sensory issues might well be a large part of it and also recommended ST evalu and language therapy for auditory working memory issues. Therapy to include things like visualization and chunking. Our son has sensory issues already (difficulty w/background noise esp), and does have an ADD diagnosis. Very, very bright but difficulty w focus especially in noisy or large environments like classroom. (Thus the HSing this year). If anyone can help me learn more about this, please, I'd so much appreciate it. Will definitely ask more ?s of audiologist. But I was wondering if these scores on a couple of tests constituted auditory processing issues or not. Just wondering if I'm trying to describe issues to someone new, would I mention auditory processing or not? Thank you so much for any help.... Amy
  15. Hi everyone, this is my first post. I've been lurking around for awhile to get an idea of what these forums are like and picking up any information I can. I'm new to homeschooling. I just started homeschooling my 6yo daughter last Monday, so it's all very new to us. My issue is with narration. DD6 has a very short attention span. It takes about 20-60 seconds and she's gone. I can get her back relatively easily, but then she's daydreaming again. Are there any techniques I can use to (1) keep her interested and (2) get her to remember what I read to her? She is a visual learner and today I did try to put more emphasis on making mental pictures and also I cut down narrations to one sentence. It just seems to be very slow going. *sigh* Any ideas or suggestions are welcome! Thanks!
  16. Not sure if this is the right place for this post, but here it goes. My son is almost 6. We have had problems with his behavior, attention, and focus that lead us to Feingold program. We have seen success with this. Since starting that, his reading has improved. He is on book 10 of the first set of Bob books. He does some things that I'm not sure are due to age, being very right brained (as is my husband), or ADHD tendencies. (I like to think of him more as a dreamer.) 1. letter reversal b/d/p/q, m/w, 6/9 2. skipping small words or adding them in (He is reading with the help of the pictures. He has a great appetite for stories and likes to add to the short sentences in his Bob books.) 3. writing from the bottom up or backward 4. not remembering more than one direction or instruction 5. not responding to people who are talking to him (If you give him several minutes, he will either answer or act on what you said, so I know he hears. It's like he answers in his head.) I see that these things can indicate problems at later ages. How do I know when it is a problem? Is there something I can do now to help him?
  17. I gave him his ADHD meds a little later this morning than usual and they haven't kicked in yet. So far in the last 10 minutes of our spelling lesson, my son has dropped his pencil 6 times, picked it up with his foot twice, tried to write with his foot once. He's knocked over his chair onto his foot once. He's sent a fart into my direction once and then cackled about it. He's drawn skulls, Pacman ghosts, and lightening bolts all over the white board where he's writing the words, and written "I love..." in front of the spelling words he loves on his paper. He's turned his pencil into a rocket and had it blast towards my face, only to misjudge and poke me right on the bridge of my nose. I'm very proud of myself for not screeching like a banshee when the (sharp end of the) pencil missed my eye by mere centimeters. I oh-so wanted to start ranting about "How many times have I told you to keep away from people's faces!" If you have a kid like this, you KNOW what I mean. It's so hard not to start a barrage of "why, why, WHY are you this way?????" All this in just the past 10 minutes. I used to be against meds, and I know a lot of people are against them, but right now, I think they're saving all of our sanity. I'd almost forgotten how horrible it is to teach someone with untreated ADHD. Once the med kicks in, this all goes away. He keeps his curiosity, his humor, his quick wit, his kindness...but the impulsive, destructive behavior just...goes away.
  18. I went to a presentation by a psychiatrist in our area who is a provider of Cogmed software. She has a dh and dd with ADHD as well and became a Cogmed provider while researching how to help her family. Medication (Be forewarned: this info may concern some people. I'm just the messenger and if your kiddo is on some of the meds mentioned, don't shoot me. I'm only repeating what I heard!) She said there are basically only two kinds of meds; the rest is "packaging/marketing: 1. Methylphenidate (Dexmethylphenidate): basically Ritalin related meds: Daytrana, Concerta, Ritalin, Metadate CD, methilyn, Ritalin SR, Focalin, Focalin XR, Ritalin LA 2. Amphetamines (Dextroamphetamines) Dexedrine (the generic), Dexedrine spanules, Adderall, Aderall XR, Vyvanse. Dexedrine is the active drug in all these. Adderall and Vyvanse were repatented with additional nonactive drugs. She mentioned that the ability to get a new patent is one motivation for the reformulation and that the inactive part can be the part that causes the side-effects. She said that there have always been warnings on ampehtamines of neurotoxicity in high doses with rodents . Recently (I didn't write down the date, but she might have said this past December) the first study was done on primates, using therapeutic dosages (equivalent to presciption amounts) and that also showed neurotoxicity. She tries to avoid the use of the second class of medications with her patients. (Despite saying there were only two kinds of meds, later she mentioned Strattera as being helpful sometimes with ADD.) She presented a lot of graphs of the curves of when various meds "kick in", when they peak, and how long they are in your system. That was beyond me to follow closely, because I've never had my ds on meds, and there was a whole lot of info. What I did pick up though, was that med increases can actually cause increased "symptoms" of ADHD, and it becomes a negative cycle of "more ADD symptoms" leading to increases which aggravated symptoms, so more increases, etc. One of the issues was what she called "transitioning." She said that what meds do is give a person access to hyperfocus, which she also called "flight or fight" focus: it gives you a narrow, tunnel view and you can focus really well on what's right in front of you, but you lose some ability to "transition" (to stop what you're doing if it isn't high priority right now, or you need to move on to the next thing, etc.) and that ability to transition is like an inverse curve to dosage, so it goes down as the dose goes up. More hyperfocus (on higher dosages) makes it worse and the inability to transition can cause as many or more problems as the ability to focus. Cognitive training There was more research on Cogmed than I realized. I knew about 3 or so double-blind studies on normal folks and ADHD kids by the research team who developed the original protocal. However, here is an additional one that I didn't know about that I find impressive. A guy named Baddeley had years ago developed the model of working memory organization that had long been accepted by the scientific community and that model postulated that working memory could be trained for a specific task, but could not be improved in general. After the first studies by Klingberg came out which challenged that model, his group at the Univ. of York set out to replicate the studies and show that they were wrong. So the researchers' bias was to find that working memory couldn't be improved and to add proof for their own model. In their study, they took students in the bottom 15% of working memory at a school and did the working memory program with them. Here's what the lead researcher said: " We started out from a fairly skeptical basis but our data are very clear: you get major gains with working memory training. In fact, we've found that the majority of these kids go from the deficit range to average or above average range in working memory." (Dr. Gathercole) There are studies that have since been done or are ongoing in several major universities. There is one at Duke U. right now on using this program on kids whose working memories have been damaged by chemotherapy. Klingberg's research was duplicated at Notre Dame by Gibson who found working memory increases in children with ADHD and significantly improved scores on parent and teacher ADHD rating scales. Those are a couple I have in my notes. In her experience, she said she's seen 20-50% improvement in working memory. She says her observation is that the clients that are on the higher end of the improvement are not on meds. (50% of ADHD kids are not on meds--either because parents don't want them or the kids can't tolerate them) . Once the working memory is remediated, then a person needs to learn the skills that they haven't been able to acquire developmentally because of working memory issues: time management, planning, etc. Miscellaneous Motor control is affected by the same dopamine problem as is working memory, which is why there is a high correlation between ADHD and dysgraphia and other motor skills issues. The working memory subscale on the WISC IV and the Processing Speed subscale overlap. This is because the processing tasks utilize working memory; also because of the dopamine issue affecting motor tasks ( The coding test involved motor skills. If you are slow at writing, you'll have a depressed score.) So processing speed doesn't actually tell you how fast someone thinks--it's contaminated by working memory and motor ability. She explained why, but I didn't get it in my notes, but she recommends Fish Oil to all of her ADHD clients and recommends Nordic Naturals because of the oversight in the country in which it's made. (Eliminates the worry over mercury.) She recommends 1000-2000 mg of DHA/EPA (Combined I think) Untreated, the brain of a person with ADHD will show shrinkage. The constant stress that ADHD causes releases a kind of chronic state of adrenaline and cortisol, and the cortisol kills off brain cells over the long term. So unstress your kids with ADHD! (Medication is one way of doing that as they help the person function so much better, but there are conflicting studies, one of which shows that the longer meds are used, the more the brain shrinks. ) If you have questions and I have the answer in my notes, I'd be glad to share more.
  19. Does anyone have any experience in dealing with this? My dh is considering going on medication, and I'm having a hard time wading through the pros and cons of each type. I'm also wondering if anyone has had any luck with natural supplements, or knows of Dr. Amen, I think it is? ETA: Is there one that has been studied for a longer period of time and shown to be safe? I am paranoid about unknown serious future side effects.
  20. I have a friend who read some reviews that said it is a bad program for ADD students. I just can't figure out why, so I figured I would ask the hive and see if you all couldn't come up with a reason one way or the other. Of course I would LOVE to hear form anyone who is using it with an ADD child, or who used to. Heather
  21. Has anyone tried using caffeine vs. any meds for ADD? I did a very UNscientific experiment today and I really believe my ds focused better. I know he zoomed through his math and even seemed to remember his 11 subtraction facts SO much better than before.
  22. DD is exhausting. Everything she does is designed to irritate and annoy. She will ask me to repeat things when she heard them okay, just wants to make more work for me. She talks every 30 seconds every waking moment. I am not exagerating. I am tired. I am too exhausted to talk that often. I am so worn out it is making me angry. But most of her exhausting behaviors aren't really bad, so I don't know what to do about them. She will not sleep by herself at all. She will not go into a different room without me about half the time. She is too scared to pick up her toys or go to the bathroom herself. She will never stay in a separate room to play or read. She does things to irritate her brother just to irritate. I am so tired of fighting with her all day long. Everything ends up a fight because she argues every word I say, or has to hear it 5 times, or continues to do something when I say stop b/c she thinks it is funny when I physically restrain her. She takes more energy than any child I have ever come accross. And I do know this. I had a daycare with 13 kids ranging from Newborn to 14, (They came on different days not all at once.) I helped raise my 4 nieces and nephews, and I was a nanny for a 15 month old and his 4.5 year old sister. What can I do??
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