Wee difficult child has always processed things differently. For example, colors. He was much older than "normal" before he could tell you, on command, what color something was. However, at about 3, he could tell you what color ANYTHING was if the desire to do so came from HIM. (and he wasn't being onery and just not doing it, I'm sure). We aren't sure how long he was doing this before we figured it out, but we realized it one day when we pulled into a gas station and he announced "that car is yellow!", then we asked him what color the car was and he said "blue" which was his default answer to any color question. But we realized at that point that he could identify colors, but it was only on his terms. He was also able to relate the color of 2 objects long before he was able to identify colors. You could ask him to pick a crayon the color of the grass and he could do that LONG before he could tell you it was green. Some of his docs said this was significant in that relational skills normally come much later. Anyway, I noticed a couple more things this weekend. Wee difficult child loves numbers. In the car, he spends a lot of time playing with the calculator, making himself math problems and figuring them out, etc. He decided to count backwards. And almost instantly, he rambled off "2,1,4,3,6,5,8,7,10,9". I guess independently, that doesn't mean much, but combined with other stuff, it seems significant, somehow, but I'm not sure why. He also rambled off several times a "doubled" number backwards. Like 8+8, he said was 61. I asked him to write "61" for me and he wrote 16. But if you show him a written 61, he can't tell you that its "sixty one".. He can halve or double anything up to 8 instantly, but he doesn't know the meaning of halve or double. I wish I had more examples of what I'm trying to say, but while he has to sit and think about most addition, if he's ramblin numbers, he rambles in halves or doubles instantly. He also can look at a small group of objects (probably up to 8 or so), on his terms, again, and know how many are there without actually counting (he's done this a for quite a while, as well). But when you ask him to do an addition problem, even if its on paper or with pictures, he will have to count them, even tho when he's doing it on his own elsewhere, he could just look at the group of items and "see" how many are there without counting them. Does that make any sense? Does anyone else see any significance with this? Cause I'm not sure why I do, it just feels like it matters somehow.