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Daughter Diagnosed With PDD-NOS
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I just received the report with the results from my 12yo daughter’s testing. It looks like they are classifying it as pervasive developmental disorder – not otherwise specified. I read on another thread about autism that Sonya used brain gym exercises. I was wondering if that is similar to Diane Craft’s book. I would be grateful for any ideas for adaptations for building horizontal bridges that has worked for a child with these difficulties. Language and perceptual motor skills are the main problems as far as school, as well as math and dyslexia. There are suggestions for intervention in the report and we are going for another feedback session November 6th, but I want to make adaptations now, if possible. Any help would be appreciated.
I don’t know the answer to your question, but I can give you some curriculum ideas to research.
Once you are sure of her learning style, you choose a better fit with curriculum. First off, if there is something that you are using now that is working, then stick with it.
Difflearn . com has some resources for autism. Conversations with Character is another favorite.
Sensory needs are usually an issue, so learn about fidgit toys, and find recommendations from Occupational Therapists for that.
For reading, All About Reading is one choice.
For math, I have been all over the board. Try to figure out if she does better with mastery or spiral.
I am trying Math on the Level, with some CLE math soon.
Math U See worked well for some of my children (the ones who prefer mastery and are ok at math).
Hope this helps, and don’t worry because there are many resources out there as well as moms who have been there.
retrofam – Thanks for the input. My daughter is definitely hands-on, and the report recommends life skills and real life components. How do I do that for history? She can’t make sense of maps and timelines, so I just pretty much read to her. Science is a little easier to incorporate hands-on. But, because of her language issues, how much should we focus on history and science? I feel like I don’t spend enough time on what probably matters the most.
We are currently using MOTL. We tried MUS, but it didn’t work. But, she definitely is mastery. I just need to work on concepts that I feel are the most beneficial for her at this time.
We are no longer using a reading program. I just have her practice her reading, as she has very good phonemic awareness, but just makes silly mistakes because of the dyslexia and when she rushes. Also, another result is that she can repeat back what is read to her, but she doesn’t ‘get’ what was read, or in math, she can memorize, but doesn’t ‘get’ the concept. Learning a lot of rules was frustrating for her. I will mention rules as she reads and does copywork. For spelling, which is very poor, we are using Spelling You See (chunking and copywork). That seems to be working well right now.
Yes, sensory needs are an issue.
Conversations With Character sounds interesting. I will definitely check that out. Thanks again.To answer your question related to Dianne Craft materials, yes, some of the exercises are the same as Brain Gym exercises. It’s been a while since I read the Brain Gym exercises though so I don’t remember the differences, if any. Dianne Craft does explain more which exercises are supposted to help certain areas of processing.
Something else that you may want to consider is possibly retained primitive infant reflexes and also some of the rythmic movement training (RMT) exercises are also supposed to be very helpful for autism, retained reflexes, sensory processing, and other areas as well.
If you are not using a reading program, there should be plenty of time for history and science. It’s up to you whether you want to do both daily or not. Read alouds can be history or science also.
For history I wouldn’t worry about how much she is deeply understanding. As she grows she will understand more and be exposed to these time periods again. Working on her narration skills and exposing her to a pictorial time line is good, even if she doesn’t seem to get the time line concept. She will still learn that time has a sequence and the pictures remind us of the events. Maybe if she studies her history and makes a timeline of events in her life it will make more sense. The same goes for maps-a map of her bedroom, house, neighborhood, may help.
Other hands on history can be coloring a map, building the scene with blocks, or drawing a picture from the history story. There are many more possibilitys. My dd used to copy and read aloud the short background reports in the Diana Waring younger kids activity books. Her older siblings would write reports, while she copied hers and practiced reading it aloud. On report day she read it to us. She is 11 now and does the notebooking/narrations that go with our curriculum(A Living History of our World).
For science she enjoys AIG.
For life skills you may want to put it on the schedule as life skills or health, safety, and manners. This was our most important subject for a few years, and scheduling it made sure it got done at our house.
Bookworm4-Thanks for the information. I will address the RMT at our feedback session.
retrofam – Thanks for the ideas. I need to re-evaluate things…..again! It has been very difficult to find just the right fit for my daughter. Knowing this now may change some things again, but hopefully not too much, this year at least. We are working on some state history now, but when we finish that, I was going to begin Mystery of History I, beginning at Creation and use timeline figures from Bible Story Printables. The pictures are more realistic and they match up with MOH. There are timeline pictures up to the resurrection. I will basically just read what is in the MOH guide. I am also going to use David Cook’s Journey Through the Bible with it. You mentioned A Living History of Our World. Queens used to sell that, didn’t they? It looks like they no longer carry it. I saw there is one on the Middle Ages, but the US history ones look good. You mentioned Diana Waring. Did you use her history? I got her cds for the ancients, but when I decided on MOH, I thought I may not use the cds. So many decisions.
Queen’s no longer carries ALHOOW, but the author published it now. Jellybeanjar .org is her website. Master Books is going to publish them soon.
<span style=”line-height: 1.5;”>I have used Diana Waring history. It is my 2nd choice. The cds are great and can be used as a supplement to MOH.</span>
I know all about switching curriculum, trying to find the best fit. I am trying to switch less, but not doing so well.
We had our other feedback session Nov. 6th. I need to go back over the notes from that, but included in the changes I need to make, the psychologist said that I should be focusing on three things for math. 1) Time/Sequence 2) Use of calculators 3) Checkbook math/Money. I guess because of her age, he wants me to focus on the things she will need to function in the real world. He said to use calculators because he doesn’t expect that she will get the connections between decimals/fractions/percents/, things like that. So, I need to focus on the basic operations and then she will learn to use a calculator in other areas. We are using Math On the Level, which will help. Any thoughts?
Basically what I was told is that she does well telling back information she is given, but is not really making connections in the information given. I think she has gained a little ground in some areas, but I need to make some adaptations to how I am teaching her. This is going to be a challenge for me, but I know it needs to be done. If anyone has suggestions, feel free to share them.
The psychologist did give me suggestion for reading history to her. She needs to understand the process. So, before I read history to her, I am supposed to let her first skim pages (pictures), then look at big bold headings, then look at the paragraphs, then finally read it to her. How do I incorporate that into audio? I have MOH audio for her to listen. We haven’t started yet, but we are starting with the ancients. I decided to use audio because she has dyslexia and I have to read almost everything to her, so this was to give us both a break from me reading. Either way there would be no pictures. I let her choose, and she liked the voice on the audio (a sensory thing), so she chose to listen to her. I think the variety is good. But, how can I make connections with audio? I need something visual to go with it. I am using some picture timeline cards which will help, but I feel I need something more. There are also some pictures in David Cook’s Journey Through the Bible which I will be using along with MOH. My other thought was the internet. It is hard to find books in the library for the early time period, other than Egypt. Any thoughts on this or the math would be appreciated.
You could get the MOH book so you have the pictures.
The CM way of real books and narration should help a lot with being able to remember and understand stories from history. A lot of us have a hard time remembering history when it is only presented in textbook format. I wouldn’t worry about getting through huge chunks of history at this point. If she really understands a handful of history stories, that is success.
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