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Suggestion on Homework and Cleaning up... please
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<blockquote data-quote="hearts and roses" data-source="post: 549232" data-attributes="member: 2211"><p><span style="color: #8b4513">I think that you will find that most of us have tried various ways to help our kids move through these necessary tasks and what works for some may not work for other. Also, something that works now, may not work next week or month.</span></p><p><span style="color: #8b4513"></span></p><p><span style="color: #8b4513">I also had checklists for my girls. When they got home from school, they could have a snack, chill for about 20-30 minutes and then get started on homework and usually one or two small chores. I stressed the importance of being a team...that we are ALL responsible for the daily and weekly upkeep of our home. If we want to play, we have do these things so friends and family can come and go and the responsibility it not up to only one person. By example, H and I showed them how we divvied up our chores, cleaned up after ourselves, etc. </span></p><p><span style="color: #8b4513"></span></p><p><span style="color: #8b4513">For the most part, this really did help a lot, but like every other method, it wasn't fail proof and we would often have to tweak things...and there was never a guarantee that difficult child would not throw a meltdown and ruin an entire weekend. </span></p><p><span style="color: #8b4513"></span></p><p><span style="color: #8b4513">One thing that I felt was important to stress to both girls was that if we do a little chore each day, come Saturday our workload and housecleaning wouldn't be so monumental. They seemed to understand that. At first, each daughter would get her own list, based on what she was good at or typically didn't mind doing, like dusting or emptying the garbage, sorting laundry - whatever. Eventually, there was only ONE list and they got to decide who did which chore. During the elementary years the sports schedules really interfered with our home schedule, but with some planning and focus, we managed. Again, this is not to say it was failproof at all.</span></p><p><span style="color: #8b4513"></span></p><p><span style="color: #8b4513">What we eventually learned was the importance of having a routine and schedule for sleeping and eating. This turned out to be VERY important for difficult child's mental state and cooperation. </span></p><p><span style="color: #8b4513"></span></p><p><span style="color: #8b4513">In terms of battling over HW, we did it for a couple of years until difficult child was picked up for a 504 and then later SpEd - once she had access to the resource room, it was agreed in a PPT with the school that we would not battle over HW anymore. difficult child would try to complete her HW during that resource room time. For long term projects, they were broken into chunks so each piece was managable. Again, not failproof, but helpful. </span></p><p><span style="color: #8b4513"></span></p><p><span style="color: #8b4513">I do not believe that my difficult child's issue was primarily that she was simply being oppositional but we had a few teachers who made this suggestion. We tried to educate them repeatedly about difficult child's issues, but finally just gave up and kept with the plan laid out in the PPTs and according to the IEP we created. I have had to really go to battle to get difficult child some of her services and, likewise, I've fight off some of their lame suggestions. You know your child best - the diagnosis, in my opinion, is just a diagnosis. I prefer to look at the specific behaviors and focus on those in terms of helping a child rather than the label. My difficult child had/has Tourette, but although her tics were bad when she was little, the Tourette's Syndrome manifested itself by way of more Obsessive Compulsive Disorder (OCD) and anxiety-like behaviors. So that is what I was able to have the team focus on more than the typical suggestions for kids with Tourette's Syndrome. Know what I mean?? </span></p><p><span style="color: #8b4513"></span></p><p><span style="color: #8b4513">Best of luck. You will figure out methods that work for you child, but be willing to change things up when they don't work anymore. </span></p></blockquote><p></p>
[QUOTE="hearts and roses, post: 549232, member: 2211"] [COLOR=#8b4513]I think that you will find that most of us have tried various ways to help our kids move through these necessary tasks and what works for some may not work for other. Also, something that works now, may not work next week or month. I also had checklists for my girls. When they got home from school, they could have a snack, chill for about 20-30 minutes and then get started on homework and usually one or two small chores. I stressed the importance of being a team...that we are ALL responsible for the daily and weekly upkeep of our home. If we want to play, we have do these things so friends and family can come and go and the responsibility it not up to only one person. By example, H and I showed them how we divvied up our chores, cleaned up after ourselves, etc. For the most part, this really did help a lot, but like every other method, it wasn't fail proof and we would often have to tweak things...and there was never a guarantee that difficult child would not throw a meltdown and ruin an entire weekend. One thing that I felt was important to stress to both girls was that if we do a little chore each day, come Saturday our workload and housecleaning wouldn't be so monumental. They seemed to understand that. At first, each daughter would get her own list, based on what she was good at or typically didn't mind doing, like dusting or emptying the garbage, sorting laundry - whatever. Eventually, there was only ONE list and they got to decide who did which chore. During the elementary years the sports schedules really interfered with our home schedule, but with some planning and focus, we managed. Again, this is not to say it was failproof at all. What we eventually learned was the importance of having a routine and schedule for sleeping and eating. This turned out to be VERY important for difficult child's mental state and cooperation. In terms of battling over HW, we did it for a couple of years until difficult child was picked up for a 504 and then later SpEd - once she had access to the resource room, it was agreed in a PPT with the school that we would not battle over HW anymore. difficult child would try to complete her HW during that resource room time. For long term projects, they were broken into chunks so each piece was managable. Again, not failproof, but helpful. I do not believe that my difficult child's issue was primarily that she was simply being oppositional but we had a few teachers who made this suggestion. We tried to educate them repeatedly about difficult child's issues, but finally just gave up and kept with the plan laid out in the PPTs and according to the IEP we created. I have had to really go to battle to get difficult child some of her services and, likewise, I've fight off some of their lame suggestions. You know your child best - the diagnosis, in my opinion, is just a diagnosis. I prefer to look at the specific behaviors and focus on those in terms of helping a child rather than the label. My difficult child had/has Tourette, but although her tics were bad when she was little, the Tourette's Syndrome manifested itself by way of more Obsessive Compulsive Disorder (OCD) and anxiety-like behaviors. So that is what I was able to have the team focus on more than the typical suggestions for kids with Tourette's Syndrome. Know what I mean?? Best of luck. You will figure out methods that work for you child, but be willing to change things up when they don't work anymore. [/COLOR] [/QUOTE]
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