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<blockquote data-quote="InsaneCdn" data-source="post: 468245" data-attributes="member: 11791"><p>I held off posting at first - needed to get a little feel of the situation before responding.</p><p></p><p>There are multiple possibilities here - and its not obvious which it might be.</p><p>Do you mind if I toss some more possibilities out there?</p><p></p><p>1) It could be ADHD plus other stuff. The list of co-morbid dxes is quite long - and most lists are incomplete. In particular, I'd be looking for motor skills issues - even subtle ones expecially on the fine motor side, can cause huge school issues... and the huge school issues can cause secondary anxiety and secondary depression. Developmental Coordination Disorder (DCD) is just starting to hit the radar in North America - more well known in some parts of Europe, and in Aus/NZ.</p><p></p><p>2) The list of red flags for ADHD mimics very closely the list of red flags for Auditory Processing Disorders. If you're really dealing with an Auditory Processing Disorders (APD), then all the things that help ADHD go out the window... EXCEPT... Auditory Processing Disorders (APD) and ADHD can be (often are) co-morbid. There are a whole range of possible issues here - not just classical Central Auditory Processing Disorder (CAPD). One of the newest on the list, is also very subtle AND very destructive, because it makes school torture: sometimes referred to as any of... auditory filtering, auditory focus, or auditory discrimination. Result: can't make sense of what the teacher is saying, because of the background noise in the classroom. And don't let anyone tell you these are quiet classrooms. If you have Auditory Processing Disorders (APD) - the noise levels are beyond coping. Most people filter out that background noise and don't "notice" it... but it IS there. One common thing that you will see with this particular issue, is that the student does much better one-on-one in a quiet, separate environment. There are accommodations that make a huge diff in-class.</p><p></p><p>She's at an age where the focus of school work is starting to change - from learning basic skills, to using them. If she's had trouble with the basics... she may be reaching the limits of her resources, and literally "screaming" for help.</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 468245, member: 11791"] I held off posting at first - needed to get a little feel of the situation before responding. There are multiple possibilities here - and its not obvious which it might be. Do you mind if I toss some more possibilities out there? 1) It could be ADHD plus other stuff. The list of co-morbid dxes is quite long - and most lists are incomplete. In particular, I'd be looking for motor skills issues - even subtle ones expecially on the fine motor side, can cause huge school issues... and the huge school issues can cause secondary anxiety and secondary depression. Developmental Coordination Disorder (DCD) is just starting to hit the radar in North America - more well known in some parts of Europe, and in Aus/NZ. 2) The list of red flags for ADHD mimics very closely the list of red flags for Auditory Processing Disorders. If you're really dealing with an Auditory Processing Disorders (APD), then all the things that help ADHD go out the window... EXCEPT... Auditory Processing Disorders (APD) and ADHD can be (often are) co-morbid. There are a whole range of possible issues here - not just classical Central Auditory Processing Disorder (CAPD). One of the newest on the list, is also very subtle AND very destructive, because it makes school torture: sometimes referred to as any of... auditory filtering, auditory focus, or auditory discrimination. Result: can't make sense of what the teacher is saying, because of the background noise in the classroom. And don't let anyone tell you these are quiet classrooms. If you have Auditory Processing Disorders (APD) - the noise levels are beyond coping. Most people filter out that background noise and don't "notice" it... but it IS there. One common thing that you will see with this particular issue, is that the student does much better one-on-one in a quiet, separate environment. There are accommodations that make a huge diff in-class. She's at an age where the focus of school work is starting to change - from learning basic skills, to using them. If she's had trouble with the basics... she may be reaching the limits of her resources, and literally "screaming" for help. [/QUOTE]
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