Executive function disorder?

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zette
My child keeps getting assessments all over the map

Even the final diagnoses was inconstant
First ADHD with possible autism
to Autism with possible intellectual disability from the same doctor
"Who get" I got the feeling the expert didn't know or never saw a child like mine before.
Mild autism signs "Due to lots of DIY theropy"
Poor attention
Poor memory of academic skills "Which might be slightly exaggerated to avoid work"
Both teacher and myself think my daughter brighter than the IQ test.
Has ADHD symptoms which medicine doesn't effect but teacher thinks my child might be able to control.
Wants to socialize but finds it hard with peers
Tries to go for whatever is easiest to avoid
Full time special ed
2 grade reading at school in fourth grade reads 3 grade level at home but only if reading out loud with not artwork. When there is art work skips the words and makes assumptions about the illustrations. When reading alone skips word.
Kind giving. Can say mean things to friends if not getting attention. Has trouble not talking about what wants to.
Will be told to go to a task. Will leave to do the task and then come back with task not done.

A little late to the game here, but I work as a reading tutor and some of the things you mention about skipping words when there are pictures is done by students when they haven't quite mastered the vocabulary...both in phonics and in memorization. Usually in elementary school, there are a subset of words called "red words" (they are also known as "word wall words", because many teachers post them on walls, beginning in kindergarten). These words do not typically follow phonics rules...they are words such as "goes", "the", "was", etc. If children master many of these, reading becomes easier. If they have working memory issues (tied with executive function disorder), their knowledge of these words is limited. Thus, reading because tedious, time-consuming, and difficult. It's much faster for them to "guess" the story, based on the pictures, because reading so so taxing.

This is a nice description of working memory: http://lifehacker.com/what-your-working ... 1671349672

If doing something doesn't come easily, the child may be distracted and choose to do something else. Who wouldn't want to do something easier? There are some ways to strengthen working memory, but one has to build it up - similar in a way that one builds muscle by working out. These are also children who learn from different methodologies. Maybe your child is a kinesthetic learner or a visual learner? Kinesthetic learners love tasks where they can actively participate in remembering something by doing something physical. Perhaps a "task board" is more to her liking, where she can place velcro buttons on things she has completed?

Also, is there a possibility that your child is a perfectionist? I only ask because while my daughter is on the spectrum, my son has some anxiety issues. For him, when he realizes he can't do something perfectly, he *chooses* to not do it. I have been slowly turning him around from this (he has to do it eventually!), but it took me quite a while to figure out why he would start something and then not finish. If he wasn't "first", "the best", or able to complete something without a mistake, he would often not want to even start!

audball
That's it if something doesn't come easily even if my spectrum child new the answer four minutes ago
there will be guessing or bored and want to speed through. Though some words are harder due to learning.
I am wondering if EFD can be confused with intellectual disability. I disagree

I am glad I am reading up on executive functioning. I found out I am doing a lot of the interventions all ready, but its really helping me look ways to help My children.

I don't know what OP means by "skipping words", but I do a form of this as an adult which has nothing to do with not knowing sight-words.

My eyes miss words/skip lines. Even now, it is better for me to read with some kind of ruler or paper to hold under the lines so my eyes don't wander. It helps with speed and comprehension because I don't have to work so hard at just keeping my eyes focused on the *place* I am reading, and I can concentrate more on the words.

I have this problem with lists, too. After *years* of writing out grocery lists and going to the store and forgetting to buy something I wrote down, I had to figure out what the problem is. Now, I either use unlined paper to write lists and write my items in all different sizes, some diagonal, etc. I draw circles and arrows, etc. If I have to use lined paper, I always skip lines now. These methods assure that my eyes are drawn to each individual item and prevents them from getting lost in a sea of words.

When I write, I often skip words or mash them together. It happens even sometimes when I talk. I see it all the time in posts here on WP where people skip words in their writing. I see it among people I suspect are on the spectrum IRL. The mashed words don't show up so much because the red squiggles give away the fact we misspelled something, and we have the opportunity to fix it.

I don't know what causes this. I always felt like my brain was going faster than I could write. When I read, I think it has to do with visual clutter and not being able to take it in so fast. I do much better when there is more "white space." For example, books that have a slightly larger gap between lines of text are easier to read.

I think you are referring to Sight Words. Sight Words are high frequency words that are phonetically irregular and hard to visualize. ASD kids tend to be visual learners. ASD kids frequently learn to read by object visualization mapped to letter sequence. So a mental picture of a dog would be mapped to the letters "dog". How would you do that with "goes", "the", "was". The answer is visual sight words. http://www.4mylearn.org/Bookshelf/Phoni ... nicsK.html has visual sight word lessons and the first book in the Read-Alongs for the unit is a sight word book.

So skipping is better than snagging. Dyslexic kids snag/stop when they reach a sight word they do not know. Their confidence becomes disrupted, and reading becomes a struggle.

A little late to the game here, but I work as a reading tutor and some of the things you mention about skipping words when there are pictures is done by students when they haven't quite mastered the vocabulary...both in phonics and in memorization. Usually in elementary school, there are a subset of words called "red words" (they are also known as "word wall words", because many teachers post them on walls, beginning in kindergarten). These words do not typically follow phonics rules...they are words such as "goes", "the", "was", etc. If children master many of these, reading becomes easier. If they have working memory issues (tied with executive function disorder), their knowledge of these words is limited. Thus, reading because tedious, time-consuming, and difficult. It's much faster for them to "guess" the story, based on the pictures, because reading so so taxing.

This is a nice description of working memory: http://lifehacker.com/what-your-working ... 1671349672

If doing something doesn't come easily, the child may be distracted and choose to do something else. Who wouldn't want to do something easier? There are some ways to strengthen working memory, but one has to build it up - similar in a way that one builds muscle by working out. These are also children who learn from different methodologies. Maybe your child is a kinesthetic learner or a visual learner? Kinesthetic learners love tasks where they can actively participate in remembering something by doing something physical. Perhaps a "task board" is more to her liking, where she can place velcro buttons on things she has completed?

Also, is there a possibility that your child is a perfectionist? I only ask because while my daughter is on the spectrum, my son has some anxiety issues. For him, when he realizes he can't do something perfectly, he *chooses* to not do it. I have been slowly turning him around from this (he has to do it eventually!), but it took me quite a while to figure out why he would start something and then not finish. If he wasn't "first", "the best", or able to complete something without a mistake, he would often not want to even start!

nerdygirl

audball got the word skipping perfectly.
My child can't read fast enough so chooses subconsciously not skip words.
Yes my child wants it be perfect or rather easy and faster but since its not easy gives up.

With me my mouth also is at a different speed than my brain.
Its led to mispronunciations even though I know how to pronounce the word.

I remember tasks better when I write them done.

Have you thought of recording an audio grocery list. For getting something on your grocery list even
though its written done is very common.



audball and nerdygirl
My child's
Comprehension has improved at home since I decided to take the reins of reading comprehension.
Its partially translated to school but the school isn't yet giving my child the higher reading materiel and enjoys the reading materiel I chose better. I pick books that are more fun than school. Also reading out-loud is at home and my child hasn't mastered independently.
I would like to get my child up a half a reading level to one reading level by the end of the year.
I have worked on working memory before but never with great results but I realize with many things I can't do a broad approach I need to work on each skill and treat working memory as its own thing.
I find things go faster when I work on each skill.
Maybe exercising while playing mad libs might help working memory, or listening to a book on tape while exercising.

cakedashdash, I think you are doing an excellent job for your child. Keeping reading fun and interesting has been the key with most of the students with whom I work. Even if it seems that your child is reading below grade level, you are helping build confidence and with confidence comes competence!

nerdygirl, you are right...the words are commonly known as "sight words". I don't know why I forgot it at the term at the time I posted. cakedashdash, you can find common sight words for your child's grade level either online or by checking in at school. Making flash cards of some of these words may be helpful and daily (or at least 3x per week) practice may be good, in addition to the reading. Some of the students I work with have a 1/2 grade advantage solely based on their knowledge of sight words - they can put together sentences relatively quickly. There are also sound cards you can create based on the most common sounds found (just google "sound chart"...most start with consonants and then add vowels (starting with short sounds), working their way up to digraphs).

If you want to try practice/lesson at home, here is what I do:

1. Have a good, interesting reading selection at the level the child can read at available. Have the child do a "picture walk" if there are pictures...this could be nice for your child since pictures do seem very entertaining.

2. If there are any sight words in the reading selection, you can pull out sight word cards to reinforce the context and visual memorization.

3. Plan on reading for about 5-10 minutes out loud. I usually have the student do it, but you could read and have you child follow with finger.

4. There are some fun word games that are just based on sounds. Many of these are available for free online. I have used letter cards and spelled out both real and made-up 3-, 4- letter words to practice phonics lessons.

Obviously, this is pretty time-consuming, but I only work with students 30 minutes a day, 3x per week and we are seeing lots of improvement in a few months

audball
thank you so very much

No matter how good or bad the school is if I don't work with my child progress isn't as good as t should be.
Its best when I have a great teacher and also do work at home in tandem.

I tried to work on working memory with exercise while I read today. Later my kids can play with an etch a sketch or a doddle board.

I used to do flash cards and I think I need to go back to that or do hot dots. I used to have a box where the kids would feed the flash cards into if they got it right.

I do have reading out-loud time to me and just reading out-loud time. That's what I have been doing to pull up a reading level so far. I draw smiley faces that can be earned for prices. Also the amount of books read or the book difficulty can be given for additional prizes. Prizes are things like apps, gum, special movie time.

I am planning to buy some comprehension apps and games but I haven't liked any I have bought for the ipad so far. The age appropriate ones are so dry and boring. The fun ones are way to bellow reading level and don't serve a purpose other than a reward.
I thought of reading blaster but its such an old program.

Sounds like you are doing a fantastic job! Staying engaged and interested plays a big part in reading well. If I find any apps that can help, I'll be sure to post or PM you.

audball
thank you
I will probably find a respected but boring comprehension app and create a reward system for it.