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The most pig-headed person in the world
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<blockquote data-quote="soapbox" data-source="post: 492245" data-attributes="member: 13003"><p>Here's some things you may want to think about - because it sounds to me like there is more going on.</p><p></p><p>Some of the red flags are:</p><p>- Sleep - yes, quantity is an issue... both ways. She "needs" 10 hours. Why? OR... maybe she is getting quantity but not quality of sleep, which would also be a problem. Don't rule out other sleep problems yet.</p><p>- Writing problems = huge school issues.</p><p>- Not really a "reader"... </p><p>- Daydreaming in class.</p><p></p><p>The fact that she doesn't like writing, isn't really reading, and had trouble with letter formation... sounds like it could be one of several things... or ALL of them. She needs multiple evaluations.</p><p>1) Dyslexia - affects both reading and writing</p><p>2) Dysgraphia - reading isn't a problem, but can't really do written (or typed) output</p><p>3) Developmental Coordination Disorder (DCD) - developmental coordination disorder, affecting fine motor skills - this has to do with the physical/neuro-motor aspects of writing. People with this disorder may be able to write just fine - except if they have to think and write at the same time, or listen and write - because it takes so much brain power just to recall and form each letter that the flow gets lost, plus mental fatigue sets in quickly. Others, just can't master the whole mechanics of writing. Either way, accommodations help: scribe, note-taker, access to computer for written work...</p><p>Any of these are going to feed anxiety. And the approach teachers usually take, just makes it worse. ("You can if you want to - you just aren't trying")</p><p></p><p>Daydreaming in class, falling asleep in class, general fatigue... these can be any number of things. If something like Developmental Coordination Disorder (DCD) is in the equation, that alone can generate significant fatigue. Also, it leads to subtle bullying... by both teachers and peers. But, it could also be Central Auditory Processing Disorder (CAPD) or Auditory Processing Disorders (APD) - an auditory processing disorder. Central Auditory Processing Disorder (CAPD) is less likely, but not impossible... it isn't bad enough for her language capability to be markedly behind, or it would be noticable. There are other APDs, though. One is "auditory figure ground": difficulty following the "primary" or "important" sounds, in the presence of background noise. Classrooms are notoriously noisy (teachers say they aren't!). Even a mild Auditory Processing Disorders (APD) can make it difficult to focus on the teacher's voice, get the right instructions. After a while, you just tune out - its too much effort. And yes, it adds to mental fatigue. This would begin with an Speech Language Pathologist (SLP) evaluation - but specifically push for "auditory figure ground" testing.</p><p></p><p>The other possibility, which would be a subject for discussion with the therapist, is Obsessive Compulsive Disorder (OCD) - obsessive compulsive disorder. One of the forms of this is "perfectionism". Taken to excess, it can be paralyzing. If this exists in conjunction with other writing-related issues, it can compound quickly. </p><p></p><p>Its possible that none of these apply to your daughter. Just wanted to toss them out in case they might fit. Because if the do... getting the right accommodations and interventions can make a world of difference.</p></blockquote><p></p>
[QUOTE="soapbox, post: 492245, member: 13003"] Here's some things you may want to think about - because it sounds to me like there is more going on. Some of the red flags are: - Sleep - yes, quantity is an issue... both ways. She "needs" 10 hours. Why? OR... maybe she is getting quantity but not quality of sleep, which would also be a problem. Don't rule out other sleep problems yet. - Writing problems = huge school issues. - Not really a "reader"... - Daydreaming in class. The fact that she doesn't like writing, isn't really reading, and had trouble with letter formation... sounds like it could be one of several things... or ALL of them. She needs multiple evaluations. 1) Dyslexia - affects both reading and writing 2) Dysgraphia - reading isn't a problem, but can't really do written (or typed) output 3) Developmental Coordination Disorder (DCD) - developmental coordination disorder, affecting fine motor skills - this has to do with the physical/neuro-motor aspects of writing. People with this disorder may be able to write just fine - except if they have to think and write at the same time, or listen and write - because it takes so much brain power just to recall and form each letter that the flow gets lost, plus mental fatigue sets in quickly. Others, just can't master the whole mechanics of writing. Either way, accommodations help: scribe, note-taker, access to computer for written work... Any of these are going to feed anxiety. And the approach teachers usually take, just makes it worse. ("You can if you want to - you just aren't trying") Daydreaming in class, falling asleep in class, general fatigue... these can be any number of things. If something like Developmental Coordination Disorder (DCD) is in the equation, that alone can generate significant fatigue. Also, it leads to subtle bullying... by both teachers and peers. But, it could also be Central Auditory Processing Disorder (CAPD) or Auditory Processing Disorders (APD) - an auditory processing disorder. Central Auditory Processing Disorder (CAPD) is less likely, but not impossible... it isn't bad enough for her language capability to be markedly behind, or it would be noticable. There are other APDs, though. One is "auditory figure ground": difficulty following the "primary" or "important" sounds, in the presence of background noise. Classrooms are notoriously noisy (teachers say they aren't!). Even a mild Auditory Processing Disorders (APD) can make it difficult to focus on the teacher's voice, get the right instructions. After a while, you just tune out - its too much effort. And yes, it adds to mental fatigue. This would begin with an Speech Language Pathologist (SLP) evaluation - but specifically push for "auditory figure ground" testing. The other possibility, which would be a subject for discussion with the therapist, is Obsessive Compulsive Disorder (OCD) - obsessive compulsive disorder. One of the forms of this is "perfectionism". Taken to excess, it can be paralyzing. If this exists in conjunction with other writing-related issues, it can compound quickly. Its possible that none of these apply to your daughter. Just wanted to toss them out in case they might fit. Because if the do... getting the right accommodations and interventions can make a world of difference. [/QUOTE]
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