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Pervasive Developmental Disorder (PDD)-not otherwise specified and English homework
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<blockquote data-quote="Marguerite" data-source="post: 90213" data-attributes="member: 1991"><p>How did he feel when he 'got it'? Did you high-five him? I find if I reinforce positively like that, difficult child 3 feels really good and it increases his confidence. it's very hard for our kids to trust their gut instinct because in difficult child 3's case, he kept getting told at school that he didn't understand because of his autism, that he would always get it wrong, and so on. He was told this in relation to his complaints to the teacher about bullying, the teacher would question the gang who attacked him and they would all make the same false statement. The teacher would then tell difficult child 3 that because of his autism, he didn't understand that he hadn't really been attacked, he had just fallen over his own feet.</p><p>(Independent witness initially agreed with difficult child 3, then after a day or two, refused to talk at all - he later admitted he'd been threatened into silence).</p><p></p><p>Giving our kids the confidence to trust their own increasing knowledge is so important.</p><p></p><p>You did good to break it down like that - another question you could have asked is, "Why do you think y hit x with a rock?"</p><p>If you're having trouble, go back to "who, what, where" questions and ease back on the "how" and "why". Lead up to them. These were the last ones difficult child 3 understood - he didn't have a clue when he first started school, he could barely manage "who" and "what".</p><p></p><p>Your difficult child is within a couple of months of my difficult child 3. When we were away in June, difficult child 3 had to do his English schoolwork while we were on holidays. For most kids, this would be half a day's work. We saved up the English for a day when we could work intensively - we were actually on the TraNZalpine, the train trip across NZ's South Island. It was a full day trip to go both ways, as we did. We almost had the carriage to ourselves and difficult child 3 was working at one of those small tables they have on these long-distance trains. I could sit with him and talk him through the work. When it comes to spelling and punctuation, difficult child 3 will make a good editor one day. he corrects the teacher. Assonance, alliteration - no worries, once he understood exactly what it means. Haiku - he wrote a beauty, because it involves putting words together to make sense, while counting syllables (difficult child 3 CAN multitask). But when it comes to analysing the story elements, he needs the same sort of help you describe above. But once he 'gets it', he needs less help. For THAT story.</p><p></p><p>He finished the exercises by mid-afternoon. He had three breaks on the trip - we twice stopped at the highest point (Arthur's Pass) which was covered in snow and ice, and on the west coast town of Greymouth where we had about an hour to find some lunch. The breaks were still quiet and restful, he had a chance to explore a bit and experience some new things, but nothing too stimulating (other than that marvellous scenery). The environment on the train - it was noisy, but a constant noise (like white noise) which I think made it easier for him to concentrate. I would sit with him and watch him work on the stuff he COULD do - comprehension exercises are really easy sometimes, if it's concrete - you 'word search' and use the text around the word you found, to answer the question - and then I'm there to help if he gets stuck. he gets really panicky with the harder stuff, he hates asking for help because he feels it's cheating, but I keep getting his teacher to reassure him that it's OK.</p><p>And, of course, the reward when he's finished - a high five, knowing it's complete and sometimes a treat.</p><p></p><p>With the exercise you did with your son, unless what he 'got' was the answer to be written down, I would have written it on a piece of paper for him, to remind him he did get to that answer. Because he WILL forget, it's fairly likely. But each time he will get to it quicker.</p><p></p><p>It's really intensive, hard work. Take time to reward yourself, too. Often a reward for difficult child 3 is the same reward for me, we live in each other's pockets. He loves coffee (we only give him decaf) and so I have a cappuccino and he has a flat white (hates anything with a creamy texture), as a reward. But the hard work is worth it when you see his skills and confidence slowly building.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 90213, member: 1991"] How did he feel when he 'got it'? Did you high-five him? I find if I reinforce positively like that, difficult child 3 feels really good and it increases his confidence. it's very hard for our kids to trust their gut instinct because in difficult child 3's case, he kept getting told at school that he didn't understand because of his autism, that he would always get it wrong, and so on. He was told this in relation to his complaints to the teacher about bullying, the teacher would question the gang who attacked him and they would all make the same false statement. The teacher would then tell difficult child 3 that because of his autism, he didn't understand that he hadn't really been attacked, he had just fallen over his own feet. (Independent witness initially agreed with difficult child 3, then after a day or two, refused to talk at all - he later admitted he'd been threatened into silence). Giving our kids the confidence to trust their own increasing knowledge is so important. You did good to break it down like that - another question you could have asked is, "Why do you think y hit x with a rock?" If you're having trouble, go back to "who, what, where" questions and ease back on the "how" and "why". Lead up to them. These were the last ones difficult child 3 understood - he didn't have a clue when he first started school, he could barely manage "who" and "what". Your difficult child is within a couple of months of my difficult child 3. When we were away in June, difficult child 3 had to do his English schoolwork while we were on holidays. For most kids, this would be half a day's work. We saved up the English for a day when we could work intensively - we were actually on the TraNZalpine, the train trip across NZ's South Island. It was a full day trip to go both ways, as we did. We almost had the carriage to ourselves and difficult child 3 was working at one of those small tables they have on these long-distance trains. I could sit with him and talk him through the work. When it comes to spelling and punctuation, difficult child 3 will make a good editor one day. he corrects the teacher. Assonance, alliteration - no worries, once he understood exactly what it means. Haiku - he wrote a beauty, because it involves putting words together to make sense, while counting syllables (difficult child 3 CAN multitask). But when it comes to analysing the story elements, he needs the same sort of help you describe above. But once he 'gets it', he needs less help. For THAT story. He finished the exercises by mid-afternoon. He had three breaks on the trip - we twice stopped at the highest point (Arthur's Pass) which was covered in snow and ice, and on the west coast town of Greymouth where we had about an hour to find some lunch. The breaks were still quiet and restful, he had a chance to explore a bit and experience some new things, but nothing too stimulating (other than that marvellous scenery). The environment on the train - it was noisy, but a constant noise (like white noise) which I think made it easier for him to concentrate. I would sit with him and watch him work on the stuff he COULD do - comprehension exercises are really easy sometimes, if it's concrete - you 'word search' and use the text around the word you found, to answer the question - and then I'm there to help if he gets stuck. he gets really panicky with the harder stuff, he hates asking for help because he feels it's cheating, but I keep getting his teacher to reassure him that it's OK. And, of course, the reward when he's finished - a high five, knowing it's complete and sometimes a treat. With the exercise you did with your son, unless what he 'got' was the answer to be written down, I would have written it on a piece of paper for him, to remind him he did get to that answer. Because he WILL forget, it's fairly likely. But each time he will get to it quicker. It's really intensive, hard work. Take time to reward yourself, too. Often a reward for difficult child 3 is the same reward for me, we live in each other's pockets. He loves coffee (we only give him decaf) and so I have a cappuccino and he has a flat white (hates anything with a creamy texture), as a reward. But the hard work is worth it when you see his skills and confidence slowly building. Marg [/QUOTE]
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