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Found 3 results

  1. Help. We have a bright kid, who has previously tested into gifted pull-out program in school. He may have inattentive ADHD, or possibly processing speed or executive function issues. But he needs time, considerably more time, to complete his work. Like sometimes 2-3 or even 4X. He just moves slow, even on non school tasks. I already help with organization, and cut back on number of problems assigned. But what now? We've reached a point where this may not be enough. I truly hit a flipping point this morning, it's very hard to also put so much of my own time in and it's stressful to constantly keep trying to be on schedule. Do we change curricula? Do we try to redesign specifically to fit his needs? We are way behind where we should be. We have completed full neuro testing and currently waiting for feedback appt next month. But what if the main recommendation is extended time, how do I talk about it not being enough? How do you know when an academic load is reasonable? We are only in middle school now, and I am truly worried about moving ahead.
  2. (ETA: as in low enough to be worried. He is my failure to thrive kid. I had also gotten polite complains from outside teachers over the years) Just got back the WISC-IV extended norms results. Wandering how "bad" the score is for my 9yr 2mth son. PSI composite score 100 percentile 50 Coding 09 (scaled score) Symbol search 11 (scaled score) My 10yr 2mth son Coding 11 (scaled score) Does that mean both have bad coding score? (ETA: both boys nearly had OT evaluations, hit motor skills milestones late). GAI was computed for both as well as FSIQ. Extended norms were use as both hit ceilings for some of the subtests.
  3. Hi all, My ds, 13, just finished 8 weeks of Interactive Metronome. I know many are considering it, so thought I'd give a quick account of how it went for us. For background, ds is (was -- Barton saved him) severely dyslexic and dysgraphic, with low processing speed and working memory. According to the neuropsych, he is not ADD, but certainly struggles with time management. He is also very bright. We did IM with an OT who is a certified IM provider in a COVD optometrist's office -- they evaluate and treat together. We pursued this therapy because my ds is a very slow processor, and homework was taking forever in the evenings. I homeschooled him for three years, and he is now in 7th grade at a rigorous private school. He has also struggled with word retrieval, etc. Anyhow, I am delighted to report that we have seen some changes in processing speed and working memory! Ds is definitely able to complete his schoolwork quicker. I did not tell his teachers we were doing the therapy, but near the end asked them if they had noticed any changes in him. His math/science teacher said he was no longer the last child to complete his practice problems on his whiteboard (3 or 4 were now slower), and he was no longer the last child to complete his tests. He was required to outline chapters in history, which was extremely difficult for him. He was now able to actually outline faster than the teacher's lecture. At home, he went from spending 2-4 hours on homework, to an average of 1 hour. He is quite level-headed and aware of the placebo affect, but still felt he was benefiting. He felt that before the IM, his processing speed was a 3 on a scale of 1 to 10. Upon completion, he rated it a 7+. The IM provider did her own before and after tests, which showed the following: Visual modality - went from 16% to 37% Auditory Modality - 21% to 34% Delayed Recall - 37% to 75% Word fluency - 16% to 70% Now, being the skeptic that I am, I decided to have a neuropsych administer just the working memory and processing speed sections of the WISC IV to see if there was more "objective proof" that his speed had improved. Even though I believed it had, I was curious if those numbers would go up as a result of the therapy. And since ds has had 3 evals over the years, I had lots of previous numbers to compare to. :) So, from his latest testing in June 2011, his working memory was 86, and his processing speed was 80. Last week, on the same test, his working memory was 91, and his processing speed was 94. That increase from 80 to 94 in his processing speed is significant, as it's almost a standard deviation. Anyhow, I was pleased with those results and felt that having an objective 3rd party test him was further proof that it actually helped. The OT said IM has a cumulative effect, and that she would expect improvements to continue over the course of the next year. I may just test him again in a year out of curiousity. She did say that ds was an extremely hard worker at IM, and that she felt she really maxed him out as much as possible in the program. While she thinks some kids can benefit from a "tune-up" in another 6 months, she felt that ds would not need that as she had made the program as difficult as possible for him. So, I hope that by sharing our experience, it may help someone else. Obviously each child is very different, but I know that I appreciate hearing others' experiences. Hope this is helpful.
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