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What do you do when your child is raging?
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<blockquote data-quote="Marguerite" data-source="post: 345677" data-attributes="member: 1991"><p>Even if he's not good at reading, using a variation on Compics is one option - draw little pictures. It's a trick we picked up while watching a TV show for adult literacy (difficult child 3 was hooked on tis kind of TV show). They showed (drama-style) various people who were illiterate for all sorts of different reasons - a bloke who as a kid never coped with school and whose parents kept pulling him out; a woman who was never permitted to learn to read by her very restrictive parents; a migrant whose original language had a very complex written language and now has to adapt to English. None of these people were stupid; in fact, the Aussie bloke who couldn't read had developed some interesting strategies to fool people into reading for him. The program showed these tricks and also showed where they do NOT work, and at times why it is so vital to be able to read. But one of the coping skills was to do with a list of instructions, or a shopping list. With shopping, he would write down the name of what he just used, copying it from the empty container. Or he would draw pictures to help him (a drawing of a loaf of bread, or a carton of eggs). Drawing those pictures with the words next to them, can help with learning the association.</p><p></p><p>And my suggestion re puzzles etc - they're never too young, there is always a puzzle that a child of any ability can do. We started difficult child 3 on puzzles on the computer, for example, before he was a year old. We had a very primitive program that did simple mazes, he just had to move the mouse (no click and drag involved). Or you can make a "shoelace box" which not only can keep a kid occupied, it can also teach them how to tie their laces. Mind you, even a shoelace box didn't speed up our boys learning to tie their laces! We ended up using velcro until they were in their teens!</p><p></p><p>Some good puzzles you can get from newspapers or magazines - Sudoku; crosswords; find-a-word; there are lots of them and most of them are simple. You can often find extra-easy ones in the children's pages of women's magazines and weekend newspapers. The Internet is a good source too. Of course, he may not be interested - don't try and force an interest. But as you go through these possibilities, you might find something he enjoys. My nephew used to play with balls of string, it was all he ever wanted. He would say that with string, he could make anything he wanted anyway, so a ball of string was all he ever asked Santa for.</p><p></p><p>He became a car mechanic.</p><p></p><p>If he can read, comic books are great because they give social context in their images. Things have swung round from comics being banned when I was at school, to comics now being recommended. ODD kids especially do benefit form reading comics. I found difficult child 3 began wanting to really study comics, to analyse the nature of humour. He will still come to me to read out (or act out) a scene from a comic, and then ask me to explain to him what it means, or why it is (allegedly) funny. Whatever I'm doing, I stop and explain it to him, because difficult child 3 is trying to learn all the time. So I figure it's my job to answer his questions (or direct him to do his own research if I'm busy). His latest research question involves the origin of various slang terms for a bloke who fancies children, and not in a nice way. difficult child 3 used the word last night, husband had stopped to speak to a girl nearby (who from behind looked like someone we know - we realised it wasn't and husband was a bit embarrassed). So we had to explain to difficult child 3 why that word is not to be used in public especially in that situation. By this stage we were in the car driving away, we spent the next ten minutes talking about the social implications of using that word, and also discussed other slang terms, which led into "Where did that term come from?"</p><p></p><p>We encouraged ALL our kids to follow up any query, usually when they're younger we would get them to watch while we did the research. Etymology is something very useful for a Pervasive Developmental Disorder (PDD) child especially one with any history of language delay - it helps them see connections between words, which can help compensate for the fewer brain connections they have naturally, due to the language delay.</p><p></p><p>What you do is find what he is fascinated with, and provide him with more of it. You can also try to encourage a related but diverging interest in something, if it takes his interests in a direction you are happier with. We basically do what we can.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 345677, member: 1991"] Even if he's not good at reading, using a variation on Compics is one option - draw little pictures. It's a trick we picked up while watching a TV show for adult literacy (difficult child 3 was hooked on tis kind of TV show). They showed (drama-style) various people who were illiterate for all sorts of different reasons - a bloke who as a kid never coped with school and whose parents kept pulling him out; a woman who was never permitted to learn to read by her very restrictive parents; a migrant whose original language had a very complex written language and now has to adapt to English. None of these people were stupid; in fact, the Aussie bloke who couldn't read had developed some interesting strategies to fool people into reading for him. The program showed these tricks and also showed where they do NOT work, and at times why it is so vital to be able to read. But one of the coping skills was to do with a list of instructions, or a shopping list. With shopping, he would write down the name of what he just used, copying it from the empty container. Or he would draw pictures to help him (a drawing of a loaf of bread, or a carton of eggs). Drawing those pictures with the words next to them, can help with learning the association. And my suggestion re puzzles etc - they're never too young, there is always a puzzle that a child of any ability can do. We started difficult child 3 on puzzles on the computer, for example, before he was a year old. We had a very primitive program that did simple mazes, he just had to move the mouse (no click and drag involved). Or you can make a "shoelace box" which not only can keep a kid occupied, it can also teach them how to tie their laces. Mind you, even a shoelace box didn't speed up our boys learning to tie their laces! We ended up using velcro until they were in their teens! Some good puzzles you can get from newspapers or magazines - Sudoku; crosswords; find-a-word; there are lots of them and most of them are simple. You can often find extra-easy ones in the children's pages of women's magazines and weekend newspapers. The Internet is a good source too. Of course, he may not be interested - don't try and force an interest. But as you go through these possibilities, you might find something he enjoys. My nephew used to play with balls of string, it was all he ever wanted. He would say that with string, he could make anything he wanted anyway, so a ball of string was all he ever asked Santa for. He became a car mechanic. If he can read, comic books are great because they give social context in their images. Things have swung round from comics being banned when I was at school, to comics now being recommended. ODD kids especially do benefit form reading comics. I found difficult child 3 began wanting to really study comics, to analyse the nature of humour. He will still come to me to read out (or act out) a scene from a comic, and then ask me to explain to him what it means, or why it is (allegedly) funny. Whatever I'm doing, I stop and explain it to him, because difficult child 3 is trying to learn all the time. So I figure it's my job to answer his questions (or direct him to do his own research if I'm busy). His latest research question involves the origin of various slang terms for a bloke who fancies children, and not in a nice way. difficult child 3 used the word last night, husband had stopped to speak to a girl nearby (who from behind looked like someone we know - we realised it wasn't and husband was a bit embarrassed). So we had to explain to difficult child 3 why that word is not to be used in public especially in that situation. By this stage we were in the car driving away, we spent the next ten minutes talking about the social implications of using that word, and also discussed other slang terms, which led into "Where did that term come from?" We encouraged ALL our kids to follow up any query, usually when they're younger we would get them to watch while we did the research. Etymology is something very useful for a Pervasive Developmental Disorder (PDD) child especially one with any history of language delay - it helps them see connections between words, which can help compensate for the fewer brain connections they have naturally, due to the language delay. What you do is find what he is fascinated with, and provide him with more of it. You can also try to encourage a related but diverging interest in something, if it takes his interests in a direction you are happier with. We basically do what we can. Marg [/QUOTE]
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