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Odd speech patterns - some answers?
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<blockquote data-quote="Marguerite" data-source="post: 114060" data-attributes="member: 1991"><p>This is a feature we observed in difficult child 3. It was a phase he went through as he was getting over his echolalia and learning better communication. It is not uncommon in autism, for a child to go through this stage.</p><p></p><p>Part of this comes from the initial difficulty an autistic child has in working out the different ways we say "you", "I", etc. It comes out of the mimicry that they use A LOT as they are trying to learn.</p><p></p><p>For example, the baby game difficult child 3 could never play, teaches babies while they're still at the babbling stage, ""where is baby's nose? No, where is Mummy's nose? Where is baby's mouth? Where is mummy's mouth?"</p><p>In this way, the baby is learning the difference between "baby" and "mummy". But you notice - we still talk to baby in the third person. It's easier for a baby to follow. First/second person is much harder to follow and we tend to use that a little later in a baby's development. What we do is almost instinctive - have you noticed?</p><p></p><p>But in difficult child 3's case (as an example of an autistic child) he would even at age 5, get reversal wrong. He would talk about himself in the third person, as in "difficult child 3 likes bananas." </p><p>If I said, "you are going to the playground," he would be confused and think I meant that I was going to the playground.</p><p>It was about this stage that I noticed also the word reversal. Because he was confusing a number of word sets, a few more seemed to fall into the mix. And of course, this just added to the raging. I might ask, "Would you like juice or lemonade?" and when he answered, "Lemonade" and that is what I got him, he would rage because he had MEANT juice and in his mind, I was privy to every thought in his head and should have KNOWN what he meant.</p><p></p><p>Remember, he is amazingly fluent now, to such an extent that a website he posts on regularly draws comments like, "How old are you REALLY? Stop pretending you're only 13." Of course, he doesn't understand why seeming older on a teen website could be a problem for other people!</p><p></p><p>As I say, difficult child 3 moved through this stage. Your daughter seems stuck in it. I will definitely look into it as best as I can, see what I can find. My understanding of dyslexia is that it is complex with a number of factors and causes (in terms of how the brain functions). My previous therapy suggestion of rolling an "eye" ball across from left to right then transferring it back to the left hand under the table, and repeating - it really is only valid where the eyes are not programmed into tracking left to right as you should when you read a line of text. Someone with a tracking problem will have eyes flitting over the whole page, so the text that reaches the brain is hopelessly out of order. Often someone like this has a prior problem of not recognising letter reversal - they will confuse lower case "b" and "d" about half the time. if they get it wrong ALL the time, then they clearly can see the difference, they just have identified them wrongly and need to re-learn.</p><p></p><p>Is what your daughter is doing, a red flag for dyslexia? Maybe, if it is connected to incomplete brain dominance or something similar. She's getting confused by opposites. But I don't think so. It might be a good idea to get her seen by a speech pathologist to get more detail on exactly why she is doing this and what you can do.</p><p></p><p>What I would do in the meantime - as long as it doesn't cause meltdowns (Ross Greene methods again), I would check and rehearse each time, help her rehearse the right way to say it. Do it gently. You may need to negotiate doing this with her ahead of time, so she is cooperative and doesn't see this as you being overcritical.</p><p>By rehearsing the correct statement, she may hopefully learn new habits (the right ones). Tell her it's like practising lines for a school play, give her lots of encouragement and praise.</p><p></p><p>Thinking cap is now on.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 114060, member: 1991"] This is a feature we observed in difficult child 3. It was a phase he went through as he was getting over his echolalia and learning better communication. It is not uncommon in autism, for a child to go through this stage. Part of this comes from the initial difficulty an autistic child has in working out the different ways we say "you", "I", etc. It comes out of the mimicry that they use A LOT as they are trying to learn. For example, the baby game difficult child 3 could never play, teaches babies while they're still at the babbling stage, ""where is baby's nose? No, where is Mummy's nose? Where is baby's mouth? Where is mummy's mouth?" In this way, the baby is learning the difference between "baby" and "mummy". But you notice - we still talk to baby in the third person. It's easier for a baby to follow. First/second person is much harder to follow and we tend to use that a little later in a baby's development. What we do is almost instinctive - have you noticed? But in difficult child 3's case (as an example of an autistic child) he would even at age 5, get reversal wrong. He would talk about himself in the third person, as in "difficult child 3 likes bananas." If I said, "you are going to the playground," he would be confused and think I meant that I was going to the playground. It was about this stage that I noticed also the word reversal. Because he was confusing a number of word sets, a few more seemed to fall into the mix. And of course, this just added to the raging. I might ask, "Would you like juice or lemonade?" and when he answered, "Lemonade" and that is what I got him, he would rage because he had MEANT juice and in his mind, I was privy to every thought in his head and should have KNOWN what he meant. Remember, he is amazingly fluent now, to such an extent that a website he posts on regularly draws comments like, "How old are you REALLY? Stop pretending you're only 13." Of course, he doesn't understand why seeming older on a teen website could be a problem for other people! As I say, difficult child 3 moved through this stage. Your daughter seems stuck in it. I will definitely look into it as best as I can, see what I can find. My understanding of dyslexia is that it is complex with a number of factors and causes (in terms of how the brain functions). My previous therapy suggestion of rolling an "eye" ball across from left to right then transferring it back to the left hand under the table, and repeating - it really is only valid where the eyes are not programmed into tracking left to right as you should when you read a line of text. Someone with a tracking problem will have eyes flitting over the whole page, so the text that reaches the brain is hopelessly out of order. Often someone like this has a prior problem of not recognising letter reversal - they will confuse lower case "b" and "d" about half the time. if they get it wrong ALL the time, then they clearly can see the difference, they just have identified them wrongly and need to re-learn. Is what your daughter is doing, a red flag for dyslexia? Maybe, if it is connected to incomplete brain dominance or something similar. She's getting confused by opposites. But I don't think so. It might be a good idea to get her seen by a speech pathologist to get more detail on exactly why she is doing this and what you can do. What I would do in the meantime - as long as it doesn't cause meltdowns (Ross Greene methods again), I would check and rehearse each time, help her rehearse the right way to say it. Do it gently. You may need to negotiate doing this with her ahead of time, so she is cooperative and doesn't see this as you being overcritical. By rehearsing the correct statement, she may hopefully learn new habits (the right ones). Tell her it's like practising lines for a school play, give her lots of encouragement and praise. Thinking cap is now on. Marg [/QUOTE]
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