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<blockquote data-quote="SRL" data-source="post: 100260" data-attributes="member: 701"><p>I think that given what you are describing here even if he is high functioning in some environments and situations, it would be worth exploring options for lower functioning children for those environments or situations where he is low or nonfunctioning (which is what you have described above).</p><p></p><p>When you've hit a brick road, I'm a firm believer in checking out all the camps to see what they have to offer because there just might be something there to make a the breakthough. If neurological issues preventing a child from understanding what is being said to him, then widening the mode of presentation and communication is critical. Maybe this would be a good time to broaden your thinking and start looking at effective methods for training and communicating with populations of children with various disorders that cause communications and training challenges--deaf, speech apraxia, mentally handicapped, Down's, moderately Autistic, etc. Just because your child doesn't have the label doesn't mean you can't look there for tools and methodologies. </p><p></p><p>You also might want to research the effects of medications on language processing. Some, such as SSRI's, can be effective with some children.</p></blockquote><p></p>
[QUOTE="SRL, post: 100260, member: 701"] I think that given what you are describing here even if he is high functioning in some environments and situations, it would be worth exploring options for lower functioning children for those environments or situations where he is low or nonfunctioning (which is what you have described above). When you've hit a brick road, I'm a firm believer in checking out all the camps to see what they have to offer because there just might be something there to make a the breakthough. If neurological issues preventing a child from understanding what is being said to him, then widening the mode of presentation and communication is critical. Maybe this would be a good time to broaden your thinking and start looking at effective methods for training and communicating with populations of children with various disorders that cause communications and training challenges--deaf, speech apraxia, mentally handicapped, Down's, moderately Autistic, etc. Just because your child doesn't have the label doesn't mean you can't look there for tools and methodologies. You also might want to research the effects of medications on language processing. Some, such as SSRI's, can be effective with some children. [/QUOTE]
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