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4 yr old Pervasive Developmental Disorder (PDD)-not otherwise specified
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<blockquote data-quote="Marguerite" data-source="post: 356648" data-attributes="member: 1991"><p>About my earlier suggestion of a chart or schedule - </p><p></p><p>That's why I suggested using Compics. Again, ask the speech therapist about them. Or Google them. They are also a way of linking the name of the task with an image of the task and the written word for the task (as well as the task itself, if you present it the right way). We found with difficult child 3, that he needed to learn communication with everything all on board - instead of braking it down into little bits, as you would expect, we had to give him the lot at once - the context, the sound of the word, the look of the word and the meaning itself as acted out. For example I would write out the word "stop" in red and make it look like a stop sign. Then I showed it to difficult child 3, read it to him and said "stop". Then we were walking along with this piece of paper, I showed him the paper and said, "Stop" and we stopped. I also had the word "go" in green and underneath was a stick figure of a walking man. So after we stopped, I would say, "go" and show him the word GO and we would then begin walking. We did this over and over like a game, and he learned the whole lot. It was one of his early words that he could say.</p><p></p><p>Until difficult child 3 learned to recognise the word in this way, he didn't use it in speech. But using tis method he could learn (and remember) and use a number of new words each day.</p><p></p><p>He was slow to learn his colours. But in one day while I was at work, his child care worker (at that time she only had him, no other kids) used my "write it down" method to teach him the colours of the rainbow. When I collected him that afternoon, difficult child 3 was able to show me and name, the different coloured pencils. He had his colours written down on paper and read them to me as well.</p><p></p><p>I'm not saying this is what you should do for your daughter - only that different kids learn in different ways and sometimes ways we least expect. At the time difficult child 3 was doing this, he was assessed and basically "failed" his first IQ test. His language delay meant he simply didn't have enough understanding (despite his progress) to function in the test at an age-appropriate level. However, it is called language DELAY for a reason. It's delayed, not halted. They can catch up.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 356648, member: 1991"] About my earlier suggestion of a chart or schedule - That's why I suggested using Compics. Again, ask the speech therapist about them. Or Google them. They are also a way of linking the name of the task with an image of the task and the written word for the task (as well as the task itself, if you present it the right way). We found with difficult child 3, that he needed to learn communication with everything all on board - instead of braking it down into little bits, as you would expect, we had to give him the lot at once - the context, the sound of the word, the look of the word and the meaning itself as acted out. For example I would write out the word "stop" in red and make it look like a stop sign. Then I showed it to difficult child 3, read it to him and said "stop". Then we were walking along with this piece of paper, I showed him the paper and said, "Stop" and we stopped. I also had the word "go" in green and underneath was a stick figure of a walking man. So after we stopped, I would say, "go" and show him the word GO and we would then begin walking. We did this over and over like a game, and he learned the whole lot. It was one of his early words that he could say. Until difficult child 3 learned to recognise the word in this way, he didn't use it in speech. But using tis method he could learn (and remember) and use a number of new words each day. He was slow to learn his colours. But in one day while I was at work, his child care worker (at that time she only had him, no other kids) used my "write it down" method to teach him the colours of the rainbow. When I collected him that afternoon, difficult child 3 was able to show me and name, the different coloured pencils. He had his colours written down on paper and read them to me as well. I'm not saying this is what you should do for your daughter - only that different kids learn in different ways and sometimes ways we least expect. At the time difficult child 3 was doing this, he was assessed and basically "failed" his first IQ test. His language delay meant he simply didn't have enough understanding (despite his progress) to function in the test at an age-appropriate level. However, it is called language DELAY for a reason. It's delayed, not halted. They can catch up. Marg [/QUOTE]
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