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HELP - defining odd speech patterns
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<blockquote data-quote="weatheringthestorm" data-source="post: 112817" data-attributes="member: 4424"><p>This is an interesting thread. I'm sorry I don't have any real wisdom to share. Sounds like many of us could use it! </p><p></p><p>I've had students in past years with similar problems. They've had Language processing problems (this can show up in things that don't seem to be related to language) and / or cognitive problems. When it came to speaking (and often, many other things) these kids seemed to have trouble thinking. Often they would go back to the beginning because that was the only way they could get "unstuck". As someone mentioned, when they get stuck you can repeat it back for them and often that will help. These kids they received speech services in school that would help them work on it. Could you request the school test the kids for any language (or other) processing problems? </p><p></p><p>This is the one area that will predictably cause my easy child to have meltdowns. He simply must say what he feels he needs to say. If you don't let him you can actually see the frustration rise to the boiling point. Then you get tears and he's screaming whatever it is he wanted to say. It gets said anyway. </p><p></p><p>As he's gotten older this has improved. We really only see it now when he's "pleading his case" or feels he's received unjust treatment. An example would be we want him to do something that for whatever reason he's decided that his brother should have to do it. He'll offer his reason as to why this is, we listen but don't agree and tell him he has to do it. He'll continue to pleas his case, we'll get sick of hearing it as we want HIM to do it and tell him that's enough, no more discussion, etc. He will melt down. Unlike difficult child his meltdown won't last very long and he'll run off to his room to cry and pout. When he's done he'll still tell us whatever he had to say and then accept that he didn't get his way. </p><p></p><p>Much of the time now we can just let him get out what he has to say, repeat what his point of view is, reiterate our stance, listen to him again, tell him we're doing it our way and he'll be mad, maybe even a few tears that he'll try to hide, but do what we've asked. This has come up in school too. Luckily he seldom gets into trouble, but if he does he must have his say. This usually happens with his sp. ed. resource teacher and she knows she has to let him say it and then move on (he had her last year in elem. school and she moved to the jr high where he got her again - she is a true blessing).</p><p></p><p>This is much less severe that the original problem posted. Also, it's getting better with maturity. I figure it goes along with his tendency to obsess on things - also improving, slowly. However, I can sympathize with the annoyance of it all. What should have taken a few seconds turns into a 30 min ordeal. He used to talk non stop too. We'd try to play the quiet game and he'd talk about being quiet!</p><p></p><p>easy child does have some learning disabilities that interfered with his ability to play the piano - we had to quit lessons. He has some visual sequencial problems. He couldn't tell the b's from the d's and would get the order of the notes mixed up. Unfotrunately he remembers that as a failure and now that he's greatly improved these areas (it's been 5 years) he won't go back to the piano. </p><p></p><p>Best of luck to everyone!</p></blockquote><p></p>
[QUOTE="weatheringthestorm, post: 112817, member: 4424"] This is an interesting thread. I'm sorry I don't have any real wisdom to share. Sounds like many of us could use it! I've had students in past years with similar problems. They've had Language processing problems (this can show up in things that don't seem to be related to language) and / or cognitive problems. When it came to speaking (and often, many other things) these kids seemed to have trouble thinking. Often they would go back to the beginning because that was the only way they could get "unstuck". As someone mentioned, when they get stuck you can repeat it back for them and often that will help. These kids they received speech services in school that would help them work on it. Could you request the school test the kids for any language (or other) processing problems? This is the one area that will predictably cause my easy child to have meltdowns. He simply must say what he feels he needs to say. If you don't let him you can actually see the frustration rise to the boiling point. Then you get tears and he's screaming whatever it is he wanted to say. It gets said anyway. As he's gotten older this has improved. We really only see it now when he's "pleading his case" or feels he's received unjust treatment. An example would be we want him to do something that for whatever reason he's decided that his brother should have to do it. He'll offer his reason as to why this is, we listen but don't agree and tell him he has to do it. He'll continue to pleas his case, we'll get sick of hearing it as we want HIM to do it and tell him that's enough, no more discussion, etc. He will melt down. Unlike difficult child his meltdown won't last very long and he'll run off to his room to cry and pout. When he's done he'll still tell us whatever he had to say and then accept that he didn't get his way. Much of the time now we can just let him get out what he has to say, repeat what his point of view is, reiterate our stance, listen to him again, tell him we're doing it our way and he'll be mad, maybe even a few tears that he'll try to hide, but do what we've asked. This has come up in school too. Luckily he seldom gets into trouble, but if he does he must have his say. This usually happens with his sp. ed. resource teacher and she knows she has to let him say it and then move on (he had her last year in elem. school and she moved to the jr high where he got her again - she is a true blessing). This is much less severe that the original problem posted. Also, it's getting better with maturity. I figure it goes along with his tendency to obsess on things - also improving, slowly. However, I can sympathize with the annoyance of it all. What should have taken a few seconds turns into a 30 min ordeal. He used to talk non stop too. We'd try to play the quiet game and he'd talk about being quiet! easy child does have some learning disabilities that interfered with his ability to play the piano - we had to quit lessons. He has some visual sequencial problems. He couldn't tell the b's from the d's and would get the order of the notes mixed up. Unfotrunately he remembers that as a failure and now that he's greatly improved these areas (it's been 5 years) he won't go back to the piano. Best of luck to everyone! [/QUOTE]
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