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am I doing the right thing.....
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<blockquote data-quote="InsaneCdn" data-source="post: 436927" data-attributes="member: 11791"><p>Actually, 'better' in any kid is far from "ideal".</p><p>But I will say that, knowledge is power. The more we find out about what we are dealing with, the more we can adjust our own approach - and are in a better approach to advocate for others to change their approach. If you're dealing with a high fever, it matters whether its from menningitis, or from measles... the first needs immediate medical intervention and the second will probably run its course. Treating every fever with tylenol doesn't solve the problem - it just reduces the fever. And treating a fever in a kid with the wrong drug (asprin) can cause serious problems. So it is with behavior problems... the behaviors are like the fever - a sign that something is definitely wrong. <em>But you need to know what you're dealing with, or the approach you take to dealing with the behavior may compound the problem. (been there done that - way too often)</em></p><p><em></em></p><p>Unfortunately, there's no "magic number" when it comes to diagnosis. "One" isn't so often accurate, but may be if its broad enough (Autism Spectrum Disorders (ASD), for example, covers so much territory that it may in fact be the only cause, but you still have to find a way to define the "edges" of YOUR kid... as Marg has had to do); more often, its multiples. And the "system" (education and medical) will fight back after a few diagnosis... and say "well, what else do you expect... more labels aren't going to change anything". But it isn't about the labels... its about knowing what to do, what might work, what might explain some unusual combination. And all too often, one diagnosis works against the next diagnosis, and the two of those make it more difficult for the third diagnosis... and then you add in non-medical challenges... mixed-handedness, high sensitivity, etc. A hands-on learner with a motor-skills difficulty, mixed-handedness, and some attention or auditory issues... is in BIG trouble - take away almost any one item from that list, and the rest gets easier. </p><p></p><p>So DIG. Deep. Get to the bottom of it. The biggest value in the correct list of diagnosis is sometimes just the impact of the diagnosis list on the kid... especially if its a host of smaller stuff and not one big umbrella... because the kid is actually "normal" - except for a, g, t, v and z... (substitute whatever diagnosis you want in there!). By limiting the "damaged parts" to a defined list, the rest of the person starts making sense.</p><p></p><p>Oh - about all those books and theories out there? Read them! Some will make sense, and some won't - that's because some fit your situation, and some don't. Same goes for comments on threads like this, too - none of us has walked a mile in your moccossins, so we might guess wrong. If it fits - use it.</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 436927, member: 11791"] Actually, 'better' in any kid is far from "ideal". But I will say that, knowledge is power. The more we find out about what we are dealing with, the more we can adjust our own approach - and are in a better approach to advocate for others to change their approach. If you're dealing with a high fever, it matters whether its from menningitis, or from measles... the first needs immediate medical intervention and the second will probably run its course. Treating every fever with tylenol doesn't solve the problem - it just reduces the fever. And treating a fever in a kid with the wrong drug (asprin) can cause serious problems. So it is with behavior problems... the behaviors are like the fever - a sign that something is definitely wrong. [I]But you need to know what you're dealing with, or the approach you take to dealing with the behavior may compound the problem. (been there done that - way too often) [/I] Unfortunately, there's no "magic number" when it comes to diagnosis. "One" isn't so often accurate, but may be if its broad enough (Autism Spectrum Disorders (ASD), for example, covers so much territory that it may in fact be the only cause, but you still have to find a way to define the "edges" of YOUR kid... as Marg has had to do); more often, its multiples. And the "system" (education and medical) will fight back after a few diagnosis... and say "well, what else do you expect... more labels aren't going to change anything". But it isn't about the labels... its about knowing what to do, what might work, what might explain some unusual combination. And all too often, one diagnosis works against the next diagnosis, and the two of those make it more difficult for the third diagnosis... and then you add in non-medical challenges... mixed-handedness, high sensitivity, etc. A hands-on learner with a motor-skills difficulty, mixed-handedness, and some attention or auditory issues... is in BIG trouble - take away almost any one item from that list, and the rest gets easier. So DIG. Deep. Get to the bottom of it. The biggest value in the correct list of diagnosis is sometimes just the impact of the diagnosis list on the kid... especially if its a host of smaller stuff and not one big umbrella... because the kid is actually "normal" - except for a, g, t, v and z... (substitute whatever diagnosis you want in there!). By limiting the "damaged parts" to a defined list, the rest of the person starts making sense. Oh - about all those books and theories out there? Read them! Some will make sense, and some won't - that's because some fit your situation, and some don't. Same goes for comments on threads like this, too - none of us has walked a mile in your moccossins, so we might guess wrong. If it fits - use it. [/QUOTE]
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