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Question and Thoughts on respidol?
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<blockquote data-quote="InsaneCdn" data-source="post: 512255" data-attributes="member: 11791"><p>Mind if I challenge your thinking a bit?</p><p>This is because of our family's direct experience.</p><p></p><p>There are disorders and conditions that are not nearly so black-and-white as "can" and "can't". Which means... the child may be able to do something under one set of cirumstances, but not in others. And so... while the child "can", perhaps in fact they "cannot" do what is asked. Confused? So were we. So were all the teachers and psychiatrists and tdocs and anyone else we approached for help.</p><p></p><p>Now that we know what we're dealing with... it makes so much more sense, but it is many years later than it "should" have been to get dxes!</p><p></p><p>So... here are just THREE examples - and there are lots more out there.</p><p>1) Motor skills issues, especially FINE motor skills issues, may not be "obvious". The child may appear to only struggle slightly more than peers - especially at this age - but what you don't see is the effort that goes in. The child may be able to write a few letters well, but a whole page becomes a mess - or they refuse to do it. In reality, they CAN'T do it - but when they push back, they get treated as (even called) lazy, bad attitude, etc. Which results in... even worse behavior!</p><p></p><p>2) Auditory issues - could be hearing, more likely if its an auditory issue would be some form of Auditory Processing Disorders (APD)... and these can be subtle. For example, problems with "auditory figure ground" mean that the person can process spoken language normally, and works well one-on-one in a quiet environment... but cannot "hear" in a classroom setting, because they can't distinguish the teacher's voice over the background noise. APDs can look like ADHD even when there is no ADHD present. (the two can also go together)</p><p></p><p>3) Sensory issues - classroom environment is loaded, can easily push a child with sensory issues into overload... and overload results in behavior problems.</p><p></p><p>School will see NONE of this. They haven't been trained to look for these things, and if they recognize anything, they aren't trained in what to do about it.</p><p></p><p>But... if you can figure out what is really going on... you can start solving the underlying problems, and the behaviors become much easier to correct.</p><p></p><p>So... how can you find out WHY she doesn't want to do the work? Asking her MIGHT give some clues - or it might not. Things like Auditory Processing Disorders (APD) are difficult for a young child to describe...</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 512255, member: 11791"] Mind if I challenge your thinking a bit? This is because of our family's direct experience. There are disorders and conditions that are not nearly so black-and-white as "can" and "can't". Which means... the child may be able to do something under one set of cirumstances, but not in others. And so... while the child "can", perhaps in fact they "cannot" do what is asked. Confused? So were we. So were all the teachers and psychiatrists and tdocs and anyone else we approached for help. Now that we know what we're dealing with... it makes so much more sense, but it is many years later than it "should" have been to get dxes! So... here are just THREE examples - and there are lots more out there. 1) Motor skills issues, especially FINE motor skills issues, may not be "obvious". The child may appear to only struggle slightly more than peers - especially at this age - but what you don't see is the effort that goes in. The child may be able to write a few letters well, but a whole page becomes a mess - or they refuse to do it. In reality, they CAN'T do it - but when they push back, they get treated as (even called) lazy, bad attitude, etc. Which results in... even worse behavior! 2) Auditory issues - could be hearing, more likely if its an auditory issue would be some form of Auditory Processing Disorders (APD)... and these can be subtle. For example, problems with "auditory figure ground" mean that the person can process spoken language normally, and works well one-on-one in a quiet environment... but cannot "hear" in a classroom setting, because they can't distinguish the teacher's voice over the background noise. APDs can look like ADHD even when there is no ADHD present. (the two can also go together) 3) Sensory issues - classroom environment is loaded, can easily push a child with sensory issues into overload... and overload results in behavior problems. School will see NONE of this. They haven't been trained to look for these things, and if they recognize anything, they aren't trained in what to do about it. But... if you can figure out what is really going on... you can start solving the underlying problems, and the behaviors become much easier to correct. So... how can you find out WHY she doesn't want to do the work? Asking her MIGHT give some clues - or it might not. Things like Auditory Processing Disorders (APD) are difficult for a young child to describe... [/QUOTE]
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