Guest guest Posted July 22, 2002 Report Share Posted July 22, 2002 What you are describing sounds like a working memory issue. Working memory is the ability to hold one thought in your mind while also thinking about something else. To match by color and shape you have to cue in on one trait and then also keeping that in mind and search for something that also has the 2nd trait. For sequencing you have to think about what you just did and at the same time figure out what is the next logical step given what you just did. Spelling requires you to thnk about the letter you are writing while also sounding the word out so you can write the following letter. These types of issues also show up w. following a multistep direction - " go to your room, get the truck, and turn off the lights. " One stratgy that helps improve working memory is 'self talk'. We all do this when some one gives us a novel phone # to remember and we have nothing to write it down on so we quickly repeat it over and over. So, when matching shapes and color he might be coached like this: " what is that? " he says square. " What color square? " he says blue. " Right, blue square. Say blue square " He repeats and you get him to repeat it over and over as he is visually searching for the blue square. On multi step directions, as above, get him to repeat over and over " get book, light off " . It may take a while but these self talk strategies really do work. It might be interesting to do something like a Kaufman-ABC and look at the subtests. THe subtests fall into simultaneous and sequential processing. The various subtests could really tell you where the deficits are - knowing the neuropscyhological profile of your child might help you better address the learning issues. Ronnie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 22, 2002 Report Share Posted July 22, 2002 Thanks Deborah I do tend to run before I can walk. I know he is bright but have never had his intelligence tested have you had your son tested? I need to slow down that's a great lesson thanks! In @y..., " beaniesmum2001 " <MONXYMOO@a...> wrote: > Hi , > The only thing I can suggest is a little obvious so please forgive me > if I have missed a larger point .... > Charlie is the same in that we simply have to have one thing > firmlyestablished before we can move on to the next . This is not an > intelligence thing as Charlie has slightly higher than normal > intelligence - it is just the way he has to learn . I can't tell you > what part of his apraxia or autism makes him need to learn like this > but it does . Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 22, 2002 Report Share Posted July 22, 2002 Thanks he does like duplo now so that will be a good start. In @y..., " boosis.geo " <mamapudd@s...> wrote: > Place a color and same shape and another color, repeat the > pattern and then talk him through it. For example if you get a red > rectangle and a yellow rectangle, you would say " red, yellow, red, > yellow, red... what comes next? " Start small and build. You can > build into shapes. You can do this with letters to make words too. > It's a fun way to start low and gives you some flexibility. I think > when you use a toy it's much less like work and more like play. > > just some thoughts, hope it helps. > Lynn Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 22, 2002 Report Share Posted July 22, 2002 Thanks that's a great idea he does know his colours on there own and the shapes on their own but combine them and he gets confused. I will try this and make sure he has mastered it before moving on. Michele - In @y..., " marina3029 " <philipmary@z...> wrote: > Anyway, I was going to say to go back to basics - I would guess that > he doens't have mastery of the shapes/color thing yet - not mastery > the way HE needs to have it. (it may not be the same way YOU needed > to master it, and is therefore hard to see or understand). > > I'd start with matching - match color then match shape. Make > flashcards with all the shapes in all the colors (purple square, > purple circle, purple heart, etc.). Have him sort by color (pick 2 > shapes of each that he knows) THEN have him put the colors in order > in the pile or line (so that each heart is on top). Then do it in > 3s. Then try having him take all the top cards off (thereby sorting > by shape...) > > I hope this makes sense. Also CREATING is a good way to gain > mastery. If the child is too young or not dexterous enough to draw, > get pieces of felt (square ones) and have him make shapes by folding > it - in half for a rectangle, in half diagonally for a triangle, > etc. Or put paper cut outs over the felt so you can " make " a > circle. Then let him play with it. As many ways as you can get him > to work it, that many inputs he's getting, the more likely he is to > master it. > > I said it once before - I figured out that it wasn't because HE > wasn't getting it, it was because *I* hadn't figured out HOW to teach > it to him!! > > Good luck!! > Marina Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 22, 2002 Report Share Posted July 22, 2002 Thanks Ronnie, that is really good. All the replies ate things I should know in my job and do in fact know but when it comes to I really push him and don't want him to be behind while at work I tell parents little goals little steps and they will reach the big goal at the end. Practice what I preach right!? In @y..., " Schleiss " <dschleiss@a...> wrote: > What you are describing sounds like a working memory issue. Working memory > is the ability to hold one thought in your mind while also thinking about > something else. > > To match by color and shape you have to cue in on one trait and then also > keeping that in mind and search for something that also has the 2nd trait. > For sequencing you have to think about what you just did and at the same > time figure out what is the next logical step given what you just did. > Spelling requires you to thnk about the letter you are writing while also > sounding the word out so you can write the following letter. These types of > issues also show up w. following a multistep direction - " go to your room, > get the truck, and turn off the lights. " > > One stratgy that helps improve working memory is 'self talk'. We all do > this when some one gives us a novel phone # to remember and we have nothing > to write it down on so we quickly repeat it over and over. So, when matching > shapes and color he might be coached like this: " what is that? " he says > square. " What color square? " he says blue. " Right, blue square. Say blue > square " He repeats and you get him to repeat it over and over as he is > visually searching for the blue square. On multi step directions, as above, > get him to repeat over and over " get book, light off " . It may take a while > but these self talk strategies really do work. > > It might be interesting to do something like a Kaufman-ABC and look at the > subtests. THe subtests fall into simultaneous and sequential processing. The > various subtests could really tell you where the deficits are - knowing the > neuropscyhological profile of your child might help you better address the > learning issues. > > Ronnie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 24, 2009 Report Share Posted October 24, 2009 What is the age of the child? From: charles_w_2000@... Date: Sat, 24 Oct 2009 09:39:19 +0000 Subject: Sequencing What do you know about a child who has an unusual difficulty with sequencing and tends to have an extremely short (natural) attention span of say about 14 seconds? Experiences? _________________________________________________________________ Windows 7: I wanted more reliable, now it's more reliable. Wow! http://microsoft.com/windows/windows-7/default-ga.aspx?h=myidea?ocid=PID24727::T\ :WLMTAGL:ON:WL:en-US:WWL_WIN_myidea:102009 Quote Link to comment Share on other sites More sharing options...
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