Guest guest Posted May 30, 2010 Report Share Posted May 30, 2010 If u don't have a recent video of him, I would recommend doing one. Warmest wishes, Barbara A , M.S., CCC-SLP,Executive Director, Help Me Speak, LLC 410-442-9791 www.helpmespeak.com [ ] started Josh on NV Hi All - Well, the NV arrived on Friday and yesterday I started Josh on a really low dose to make sure there were no allergy effects. I also started a blog - http://budsnvblog.blogspot.com - when I figure out how to post pics, I will. When I'm sure there are no allergy effects, I'll work up to the appropriate dose. Wish us luck! Sherry and Josh Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 30, 2010 Report Share Posted May 30, 2010 I do, thanks. I thought of doing another one - the ones I have are from him having a difficult time getting off the bus one day, and then I have another one of him having one of the non-epileptic seizures. The latter one also has some great stuff of Josh goofing around at Gramma's house and talking quite a bit. Then I thought, maybe these would be a good base to see what, if anything, happens with the NV. Thanks for the recommendation, though! Sherry and Josh From: Barbara <helpmespeak@...> Subject: Re: [ ] started Josh on NV Date: Sunday, May 30, 2010, 10:14 AM If u don't have a recent video of him, I would recommend doing one. Warmest wishes, Barbara A , M.S., CCC-SLP,Executive Director, Help Me Speak, LLC 410-442-9791 www.helpmespeak.com [ ] started Josh on NV Hi All - Well, the NV arrived on Friday and yesterday I started Josh on a really low dose to make sure there were no allergy effects. I also started a blog - http://budsnvblog.blogspot.com - when I figure out how to post pics, I will. When I'm sure there are no allergy effects, I'll work up to the appropriate dose. Wish us luck! Sherry and Josh Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 30, 2010 Report Share Posted May 30, 2010 Wow Sherry I knew you have gone through so much -but never realized the extent of what you and Josh have gone through! You are so strong! And also while I knew about his Dr. Bob...someone so awesome- didn't know that you also had Dr. " Evils " in his life- that like my boys he too was given such a poor prognosis, and yet you too like me refused to accept and fought hard to provide him the ability to succeed which he is doing! How many of us are there in the world? How many in our group alone? But back to the positive of Dr. Bob who wrote that awesome article for us on how to appropriately test (attached below) are you still in touch with him? I was speaking with Robin Ketchum about and told her that it's important that she takes back to at least some of the bigger name doctors who's diagnosis and prognosis provided little to no hope for 's future. In addition to those that gave up hope -those that didn't. What will they say when they see her now? I know at least one of the doctors that gave no hope for Mel is considered to be world renowned in autism -unfortunately for Mel there were few professionals that didn't give up on Mel according to Robin. Robin is planning on taking back to some of the previous professionals from over the years. Right now in addition to her local doctors she is working with Dr. Tom who is one of the MDs behind nutriiveda http://pursuitofresearch.org/advisors.html Sherry not sure if you are working with Dr. Tom as well for Josh, but I've met him and he has brilliant ideas about why this may be helping. Even though some of the work has been done in two different states (testing, talking etc) Robin and family are planning on taking Mel to see Dr. Tom at his practice in California this June I think it was. When these dates happen Robin will add it to Mel's blog- our " real life Little Mermaid " . http://littlemermaidmelanie.wordpress.com Sherry I love the name of your blog too -Reawakenings, how profound! My friend Jolie is really good at working on blogs so if others can't help you in figuring out how to add video and photos let me know and I can put the two of you in touch! Of course we all wish you the best of luck, but even better than luck -I wish you never to run out of the " magic powder " !! (remember how I used to call fish oils " magic fish oils " haha that was because of Dakota who said " Mommy I think they add magic sprinkles to the fish oils that make Tanner talk. I think it's magic fish oil " Out of the mouths of babes!) Can't wait to read future updates as I know what nutriiveda has done already for so many!! Have a great holiday weekend! PS- here is info from Josh's wonderful Dr. Bob for those that never read it (I've shared this many times over the years!!) " Summary of assessment procedures Children with significant language and motor skills delays E. Friedle, Ph.D. Clinical/Neuropsychologist Formalized assessment of children with low incidence disablitities does not often provide accurate or practical information about their cognitive functioning skills. Such assessmenet does provide evidence that these children often have not learned how to respond in direct one-to-one reciprocal testing situations, or that they are unable to respond in those situations due to the nature of their disabilities. The lack of response should not be considered then, necessarily, as a global and fixed delay in cognitive/intellectual potential. Developmental theorists and practitioners have long known that cognitive growth is not only enhanced, but also dependent upon opportunities to experience a wide variety of sensory stimuli in an interactive relationship. Problem solving skills, analytical reasoning, and decision-making are all formalized, cognitively, when integration of information is ongoing. Language and motor skill limitations often prevent the integration and experiences and thus certain cognitive growth waits until such experiences may be provided. Children may have learned to problem-solve and reason in ways that are not assessed by formalized evaluations and are only recognizable when the child is allowed to experience sensory information in a manner most productive to them. It is often then necessary for the examiner to assess what opportunities and experiences the child may have had already, how an assessment may prompt the child to show what they can do with various stimuli and how problem solving, analytical, and decision making skills can be exhibited by a child in a non-formalized approach. The purpose of an assessment request has to be relevant to the child and to their experiences, i.e. the child needs to see some purpose for providing a response. A very simple example of this premise is: asking them to name an object may result in no response, but asking them to get the object may show a knowledgeable response. Children with language and motor deficits often play within the restrictions that their limitations have presented and this " changed " pattern of play, from what is seen with non-disabled children, can be a direct reflection of their ability to problem solve and reason in play. An example for this may be when a child finds that laying things down and flat makes it easier to manipulate, or that moving things closer or out of the way facilitates motor planning and play. Often the child may see no purpose to expand experiences, or have not figured out independently how to change their play patterns. Restrictions in movement or language limit the experiences a child has had with objects and stimuli. The need to practice simple movements, to hear the words that go along with those movements, and then to ask a child to duplicate the movements and/or the words can greatly facilitate cognitive growth. If a child can readily make such duplicated responses then the potential for cognitive growth at that point presents no limitations. An examiner can lead the play situation in these types of activities and note the ability of the child to engage in the " play " at a different level. The purpose is then presented clearly for the child, both for the language and for the movement, and thus becomes an active part of their developmental growth and understanding. Sometimes showing them or asking them to change their approach results in a larger perspective of possibilities in play. The examiner is an active participant in the assessment approach, engaged with the child in the semi-directed play type of assessment. The examiner notes closely when a child shows a lack of understanding of the language presented or an inability to make the movements requested. At all times the examiner is assessing how well the child appears to follow the purpose of the activity or the change in direction of an activity. " ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 31, 2010 Report Share Posted May 31, 2010 Hi -  First, let me say thanks - for the last 8 years of support, encouragement, and advice. I thnk if it hadn't been for coming to this email line and starting Josh on the " magic fish " (like you, I always referred to it as the " magic " fish for Josh) - if it hadn't been for that, I don't know where Josh's speech would be today. And now, once again, thank you for the " magic powder! "  The only negative reaction I have seen this weekend is that Josh has had more hiccups than usual - doozie bouts that eventually go away but that start within about an hour of drinking the NV (I mixed up a batch in milk and Josh loves it! anything chocolate!! ;-) Don't know if it's connected since he doesn't have them now, about an hour after drinking the NV this a.m.  On the positive side, WOW! Even with the very minimal dose (which I will increase today to 1 scoop per serving - had only done 1/2 scoop Sat and Sun), there have been changes that, if they weren't seen by other people (Gramma and Boompah), I'm sure people would have thought me crazy! Josh isn't (wasn't?) big on taking out his own toys to play on his own - I would have to suggest toys and then get them out to play with him. Sat. night, we went up to his bedroom to play before bedtime (I sneak in therapy at that time - anything OT, speech, PT, whatever!), I took out some stuff to play and we started. He stopped and said, " I get trains out. "  Never, never before has he taken out his train sets - for a kid who ADORES trains, he never, ever played with his toy train sets (he prefers the real thing!). So, he took out one set, got it all out of the box and started trying to put the track together. We wound up playing with trains on his floor for about an hour. As we were playing, he saw one of his stuffed bears (he's got a gazillion of them - seems every hospital visit we were given stuffed animals!) under his bed. He tried crawling under the bed to get it and couldn't reach it. I handed him his Pirates of the Caribean sword - something he never, ever played with - and he used it to get the animal out, then we actually had a sword fight with me using another little sword.  Then, yesterday, with Gramma and Boompah here, there were about three or four other things that, as my mother said, were " unusual " and " new. "  1) Josh plays with two large baskets - putting in toys, shredding newspaper (my recycling guy!), whatever - yesterday he said they were " too full " and he got up and dumped them outside in the garbage can in the garage - he would normally have asked me to get a garbage bag to empty the basket out and then I would wind up taking it to the garbage. 2) We have a beautiful sun porch that looks out on the garden - when we moved into the house, Josh would go out and we'd eat out there, whatever. This season, though, Josh has not gone out there even though I've gone out, his kidsitter has gone out, the cats are out there all the time. (I think not going out has been connected to being fearful of falling after breaking his leg last Fall) Yesterday, he walked out, sat down, we spent almost the entire day out there and ate lunch and dinner out there. 3) Josh has been dealing with a lot of emotional issues for lots of different reasons. As a result of the issues, he's had regression in peeing and we've had to resort to Depends quite a lot. Yesterday, he was taking himself to the bathroom and going if I asked him if he needed to (previously would have said, " NO! " and laid down on the floor - and pee!). And, he stayed dry during the night (as my ex would say, Josh peed like a racehorse this a.m.!).  And 4) Josh is not a night owl - he would normally be asleep by 7:15 (and he's usually up by 5:30a.m.). Yesterday, he was up almost until 9:00 when he did finally fall asleep on the couch. I woke him to get him upstairs to bed, and he fell right back to sleep.  So, as minute as those things may seem to other people, they are huge for Josh! Thank you, , for introducing us to NV and for being so encouraging about using it. We'll see what the next few days bring with the increased dose, and then up to the appropriate dose. And, I can guarantee, future purchases will be through this group! ;-)  As for Dr. Bob, no, I have not kept up with him personally. However, we keep in touch with the teacher Josh had when Dr. Bob did his eval and she lets Dr. Bob know how Josh is doing. I will, though, try to meet up with him when school goes back into session next Fall - if this keeps up with the NV, I think he will be amazed!  As for the evil doc - I can't tell you how many times I've wanted to send him the videos of Josh in Special Olympic events, and receiving a special divisional plaque last June for sportsmanship, effort, and accomplishments, and " walking across the bridge " when he graduated into junior high school! I just can't stand anyone, especially docs, who don't have faith in our kids. I have always, ALWAYS felt that Josh was so much more capable than people give him credit for and I just hate (strong word I don't use often) those people who tell me " he won't.... "  No one tells me that about my kid! The two worst phrases in the English language - " I can't " and " He won't "  Those phrases just don't exist for me and Josh.  As for working with Dr. Tom, Josh's neurodoc, who is incredibly good in all other ways, does not believe in a connection between nutrition and medical conditions. Unbelievable! I sat and talked with him at length twice now and he just doesn't believe it even though, as a diabetic, I reminded him that my nutritional intake has a huge effect on my medical condition and I can actually control my diabetes by the number of carbs I take in a given day. If it works for diabetes, why wouldn't there be a connection with other conditions. His response was that " digestive issues " (for lack of a better phrase) differ from neurological conditions. I respectfully disagreed with him. I showed him the info on NV and asked, since he thought it would not have a positive effect on Josh, was there anything that could " harm " him. He looked it over and said no. I said, fine, I will be starting him on it - we go back to see him in Sept or Oct so we'll see then whether there's been any effect and what the Keppra levels are - and whether he still believes what he said. I asked the psychologist Josh is seeing if he felt nutrition had any effect on emotional issues or might affect Josh's non-epileptic seizures - unbelievably, his response was it may but all the stories are " just anecdotal, there's no scientific evidence of a connection. "  Well, that may be true, but here's our chance to get that connection. We go to a new primary care physician on 6/7 and I'll talk to him about it as well. If at least one of these docs see differences/changes/ whatevers, perhaps they will be in touch with Dr. Tom.  Have a wonderful Memorial Day - I'm actually hoping for a little rain to cool things off here!  Sherry and Josh From: kiddietalk <kiddietalk@...> Subject: [ ] Re: started Josh on NV Date: Sunday, May 30, 2010, 4:44 PM  Wow Sherry I knew you have gone through so much -but never realized the extent of what you and Josh have gone through! You are so strong! And also while I knew about his Dr. Bob...someone so awesome- didn't know that you also had Dr. " Evils " in his life- that like my boys he too was given such a poor prognosis, and yet you too like me refused to accept and fought hard to provide him the ability to succeed which he is doing! How many of us are there in the world? How many in our group alone? But back to the positive of Dr. Bob who wrote that awesome article for us on how to appropriately test (attached below) are you still in touch with him? I was speaking with Robin Ketchum about and told her that it's important that she takes back to at least some of the bigger name doctors who's diagnosis and prognosis provided little to no hope for 's future. In addition to those that gave up hope -those that didn't. What will they say when they see her now? I know at least one of the doctors that gave no hope for Mel is considered to be world renowned in autism -unfortunately for Mel there were few professionals that didn't give up on Mel according to Robin. Robin is planning on taking back to some of the previous professionals from over the years. Right now in addition to her local doctors she is working with Dr. Tom who is one of the MDs behind nutriiveda http://pursuitofresearch.org/advisors.html Sherry not sure if you are working with Dr. Tom as well for Josh, but I've met him and he has brilliant ideas about why this may be helping. Even though some of the work has been done in two different states (testing, talking etc) Robin and family are planning on taking Mel to see Dr. Tom at his practice in California this June I think it was. When these dates happen Robin will add it to Mel's blog- our " real life Little Mermaid " . http://littlemermaidmelanie.wordpress.com Sherry I love the name of your blog too -Reawakenings, how profound! My friend Jolie is really good at working on blogs so if others can't help you in figuring out how to add video and photos let me know and I can put the two of you in touch! Of course we all wish you the best of luck, but even better than luck -I wish you never to run out of the " magic powder " !! (remember how I used to call fish oils " magic fish oils " haha that was because of Dakota who said " Mommy I think they add magic sprinkles to the fish oils that make Tanner talk. I think it's magic fish oil " Out of the mouths of babes!) Can't wait to read future updates as I know what nutriiveda has done already for so many!! Have a great holiday weekend! PS- here is info from Josh's wonderful Dr. Bob for those that never read it (I've shared this many times over the years!!) " Summary of assessment procedures Children with significant language and motor skills delays E. Friedle, Ph.D. Clinical/Neuropsychologist Formalized assessment of children with low incidence disablitities does not often provide accurate or practical information about their cognitive functioning skills. Such assessmenet does provide evidence that these children often have not learned how to respond in direct one-to-one reciprocal testing situations, or that they are unable to respond in those situations due to the nature of their disabilities. The lack of response should not be considered then, necessarily, as a global and fixed delay in cognitive/intellectual potential. Developmental theorists and practitioners have long known that cognitive growth is not only enhanced, but also dependent upon opportunities to experience a wide variety of sensory stimuli in an interactive relationship. Problem solving skills, analytical reasoning, and decision-making are all formalized, cognitively, when integration of information is ongoing. Language and motor skill limitations often prevent the integration and experiences and thus certain cognitive growth waits until such experiences may be provided. Children may have learned to problem-solve and reason in ways that are not assessed by formalized evaluations and are only recognizable when the child is allowed to experience sensory information in a manner most productive to them. It is often then necessary for the examiner to assess what opportunities and experiences the child may have had already, how an assessment may prompt the child to show what they can do with various stimuli and how problem solving, analytical, and decision making skills can be exhibited by a child in a non-formalized approach. The purpose of an assessment request has to be relevant to the child and to their experiences, i.e. the child needs to see some purpose for providing a response. A very simple example of this premise is: asking them to name an object may result in no response, but asking them to get the object may show a knowledgeable response. Children with language and motor deficits often play within the restrictions that their limitations have presented and this " changed " pattern of play, from what is seen with non-disabled children, can be a direct reflection of their ability to problem solve and reason in play. An example for this may be when a child finds that laying things down and flat makes it easier to manipulate, or that moving things closer or out of the way facilitates motor planning and play. Often the child may see no purpose to expand experiences, or have not figured out independently how to change their play patterns. Restrictions in movement or language limit the experiences a child has had with objects and stimuli. The need to practice simple movements, to hear the words that go along with those movements, and then to ask a child to duplicate the movements and/or the words can greatly facilitate cognitive growth. If a child can readily make such duplicated responses then the potential for cognitive growth at that point presents no limitations. An examiner can lead the play situation in these types of activities and note the ability of the child to engage in the " play " at a different level. The purpose is then presented clearly for the child, both for the language and for the movement, and thus becomes an active part of their developmental growth and understanding. Sometimes showing them or asking them to change their approach results in a larger perspective of possibilities in play. The examiner is an active participant in the assessment approach, engaged with the child in the semi-directed play type of assessment. The examiner notes closely when a child shows a lack of understanding of the language presented or an inability to make the movements requested. At all times the examiner is assessing how well the child appears to follow the purpose of the activity or the change in direction of an activity. " ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 31, 2010 Report Share Posted May 31, 2010 I just read your blog too, all this in 3 days on nutriveda wow! How long did fish oils take to work for him? Thank you for sharing and congratulations! Kate > > > From: kiddietalk <kiddietalk@...> > Subject: [ ] Re: started Josh on NV > > Date: Sunday, May 30, 2010, 4:44 PM > > > Â > > > > Wow Sherry I knew you have gone through so much -but never realized the extent of what you and Josh have gone through! You are so strong! And also while I knew about his Dr. Bob...someone so awesome- didn't know that you also had Dr. " Evils " in his life- that like my boys he too was given such a poor prognosis, and yet you too like me refused to accept and fought hard to provide him the ability to succeed which he is doing! How many of us are there in the world? How many in our group alone? > > But back to the positive of Dr. Bob who wrote that awesome article for us on how to appropriately test (attached below) are you still in touch with him? > > I was speaking with Robin Ketchum about and told her that it's important that she takes back to at least some of the bigger name doctors who's diagnosis and prognosis provided little to no hope for 's future. In addition to those that gave up hope -those that didn't. What will they say when they see her now? I know at least one of the doctors that gave no hope for Mel is considered to be world renowned in autism -unfortunately for Mel there were few professionals that didn't give up on Mel according to Robin. Robin is planning on taking back to some of the previous professionals from over the years. Right now in addition to her local doctors she is working with Dr. Tom who is one of the MDs behind nutriiveda http://pursuitofresearch.org/advisors.html Sherry not sure if you are working with Dr. Tom as well for Josh, but I've met him and he has brilliant ideas about why this may be helping. Even though some of the work has > been done in two different states (testing, talking etc) Robin and family are planning on taking Mel to see Dr. Tom at his practice in California this June I think it was. When these dates happen Robin will add it to Mel's blog- our " real life Little Mermaid " . http://littlemermaidmelanie.wordpress.com > > Sherry I love the name of your blog too -Reawakenings, how profound! > > My friend Jolie is really good at working on blogs so if others can't help you in figuring out how to add video and photos let me know and I can put the two of you in touch! Of course we all wish you the best of luck, but even better than luck -I wish you never to run out of the " magic powder " !! (remember how I used to call fish oils " magic fish oils " haha that was because of Dakota who said " Mommy I think they add magic sprinkles to the fish oils that make Tanner talk. I think it's magic fish oil " Out of the mouths of babes!) Can't wait to read future updates as I know what nutriiveda has done already for so many!! > > Have a great holiday weekend! > > PS- here is info from Josh's wonderful Dr. Bob for those that never read it (I've shared this many times over the years!!) > > " Summary of assessment procedures > Children with significant language and motor skills delays > E. Friedle, Ph.D. > Clinical/Neuropsychologist > > Formalized assessment of children with low incidence disablitities > does not > often provide accurate or practical information about their cognitive > functioning skills. Such assessmenet does provide evidence that > these > children often have not learned how to respond in direct one-to-one > reciprocal testing situations, or that they are unable to respond in > those > situations due to the nature of their disabilities. The lack of > response > should not be considered then, necessarily, as a global and fixed > delay in > cognitive/intellectual potential. Developmental theorists and > practitioners > have long known that cognitive growth is not only enhanced, but also > dependent upon opportunities to experience a wide variety of sensory > stimuli > in an interactive relationship. Problem solving skills, analytical > reasoning, and decision-making are all formalized, cognitively, when > integration of information is ongoing. Language and motor skill > limitations > often prevent the integration and experiences and thus certain > cognitive > growth waits until such experiences may be provided. Children may > have > learned to problem-solve and reason in ways that are not assessed by > formalized evaluations and are only recognizable when the child is > allowed > to experience sensory information in a manner most productive to > them. It > is often then necessary for the examiner to assess what > opportunities and > experiences the child may have had already, how an assessment may > prompt the > child to show what they can do with various stimuli and how problem > solving, > analytical, and decision making skills can be exhibited by a child > in a > non-formalized approach. > > The purpose of an assessment request has to be relevant to the child > and to > their experiences, i.e. the child needs to see some purpose for > providing a > response. A very simple example of this premise is: asking them to > name an > object may result in no response, but asking them to get the object > may show > a knowledgeable response. > > Children with language and motor deficits often play within the > restrictions > that their limitations have presented and this " changed " pattern of > play, > from what is seen with non-disabled children, can be a direct > reflection of > their ability to problem solve and reason in play. An example for > this may > be when a child finds that laying things down and flat makes it > easier to > manipulate, or that moving things closer or out of the way > facilitates motor > planning and play. Often the child may see no purpose to expand > experiences, or have not figured out independently how to change > their play > patterns. > > Restrictions in movement or language limit the experiences a child > has had > with objects and stimuli. The need to practice simple movements, to > hear > the words that go along with those movements, and then to ask a > child to > duplicate the movements and/or the words can greatly facilitate > cognitive > growth. If a child can readily make such duplicated responses then > the > potential for cognitive growth at that point presents no > limitations. An > examiner can lead the play situation in these types of activities > and note > the ability of the child to engage in the " play " at a different > level. The > purpose is then presented clearly for the child, both for the > language and > for the movement, and thus becomes an active part of their > developmental > growth and understanding. Sometimes showing them or asking them to > change > their approach results in a larger perspective of possibilities in > play. > The examiner is an active participant in the assessment approach, > engaged > with the child in the semi-directed play type of assessment. The > examiner > notes closely when a child shows a lack of understanding of the > language > presented or an inability to make the movements requested. At all > times the > examiner is assessing how well the child appears to follow the > purpose of > the activity or the change in direction of an activity. " > > ===== > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 31, 2010 Report Share Posted May 31, 2010 Hi Kate -  We saw results from the fish oils in three weeks!  Sherry and Josh From: mykitkate <mykitkate@...> Subject: [ ] Re: started Josh on NV Date: Monday, May 31, 2010, 1:24 PM  I just read your blog too, all this in 3 days on nutriveda wow! How long did fish oils take to work for him? Thank you for sharing and congratulations! Kate > > > From: kiddietalk <kiddietalk@...> > Subject: [ ] Re: started Josh on NV > > Date: Sunday, May 30, 2010, 4:44 PM > > >  > > > > Wow Sherry I knew you have gone through so much -but never realized the extent of what you and Josh have gone through! You are so strong! And also while I knew about his Dr. Bob...someone so awesome- didn't know that you also had Dr. " Evils " in his life- that like my boys he too was given such a poor prognosis, and yet you too like me refused to accept and fought hard to provide him the ability to succeed which he is doing! How many of us are there in the world? How many in our group alone? > > But back to the positive of Dr. Bob who wrote that awesome article for us on how to appropriately test (attached below) are you still in touch with him? > > I was speaking with Robin Ketchum about and told her that it's important that she takes back to at least some of the bigger name doctors who's diagnosis and prognosis provided little to no hope for 's future. In addition to those that gave up hope -those that didn't. What will they say when they see her now? I know at least one of the doctors that gave no hope for Mel is considered to be world renowned in autism -unfortunately for Mel there were few professionals that didn't give up on Mel according to Robin. Robin is planning on taking back to some of the previous professionals from over the years. Right now in addition to her local doctors she is working with Dr. Tom who is one of the MDs behind nutriiveda http://pursuitofresearch.org/advisors.html Sherry not sure if you are working with Dr. Tom as well for Josh, but I've met him and he has brilliant ideas about why this may be helping. Even though some of the work has > been done in two different states (testing, talking etc) Robin and family are planning on taking Mel to see Dr. Tom at his practice in California this June I think it was. When these dates happen Robin will add it to Mel's blog- our " real life Little Mermaid " . http://littlemermaidmelanie.wordpress.com > > Sherry I love the name of your blog too -Reawakenings, how profound! > > My friend Jolie is really good at working on blogs so if others can't help you in figuring out how to add video and photos let me know and I can put the two of you in touch! Of course we all wish you the best of luck, but even better than luck -I wish you never to run out of the " magic powder " !! (remember how I used to call fish oils " magic fish oils " haha that was because of Dakota who said " Mommy I think they add magic sprinkles to the fish oils that make Tanner talk. I think it's magic fish oil " Out of the mouths of babes!) Can't wait to read future updates as I know what nutriiveda has done already for so many!! > > Have a great holiday weekend! > > PS- here is info from Josh's wonderful Dr. Bob for those that never read it (I've shared this many times over the years!!) > > " Summary of assessment procedures > Children with significant language and motor skills delays > E. Friedle, Ph.D. > Clinical/Neuropsychologist > > Formalized assessment of children with low incidence disablitities > does not > often provide accurate or practical information about their cognitive > functioning skills. Such assessmenet does provide evidence that > these > children often have not learned how to respond in direct one-to-one > reciprocal testing situations, or that they are unable to respond in > those > situations due to the nature of their disabilities. The lack of > response > should not be considered then, necessarily, as a global and fixed > delay in > cognitive/intellectual potential. Developmental theorists and > practitioners > have long known that cognitive growth is not only enhanced, but also > dependent upon opportunities to experience a wide variety of sensory > stimuli > in an interactive relationship. Problem solving skills, analytical > reasoning, and decision-making are all formalized, cognitively, when > integration of information is ongoing. Language and motor skill > limitations > often prevent the integration and experiences and thus certain > cognitive > growth waits until such experiences may be provided. Children may > have > learned to problem-solve and reason in ways that are not assessed by > formalized evaluations and are only recognizable when the child is > allowed > to experience sensory information in a manner most productive to > them. It > is often then necessary for the examiner to assess what > opportunities and > experiences the child may have had already, how an assessment may > prompt the > child to show what they can do with various stimuli and how problem > solving, > analytical, and decision making skills can be exhibited by a child > in a > non-formalized approach. > > The purpose of an assessment request has to be relevant to the child > and to > their experiences, i.e. the child needs to see some purpose for > providing a > response. A very simple example of this premise is: asking them to > name an > object may result in no response, but asking them to get the object > may show > a knowledgeable response. > > Children with language and motor deficits often play within the > restrictions > that their limitations have presented and this " changed " pattern of > play, > from what is seen with non-disabled children, can be a direct > reflection of > their ability to problem solve and reason in play. An example for > this may > be when a child finds that laying things down and flat makes it > easier to > manipulate, or that moving things closer or out of the way > facilitates motor > planning and play. Often the child may see no purpose to expand > experiences, or have not figured out independently how to change > their play > patterns. > > Restrictions in movement or language limit the experiences a child > has had > with objects and stimuli. The need to practice simple movements, to > hear > the words that go along with those movements, and then to ask a > child to > duplicate the movements and/or the words can greatly facilitate > cognitive > growth. If a child can readily make such duplicated responses then > the > potential for cognitive growth at that point presents no > limitations. An > examiner can lead the play situation in these types of activities > and note > the ability of the child to engage in the " play " at a different > level. The > purpose is then presented clearly for the child, both for the > language and > for the movement, and thus becomes an active part of their > developmental > growth and understanding. Sometimes showing them or asking them to > change > their approach results in a larger perspective of possibilities in > play. > The examiner is an active participant in the assessment approach, > engaged > with the child in the semi-directed play type of assessment. The > examiner > notes closely when a child shows a lack of understanding of the > language > presented or an inability to make the movements requested. At all > times the > examiner is assessing how well the child appears to follow the > purpose of > the activity or the change in direction of an activity. " > > ===== > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 31, 2010 Report Share Posted May 31, 2010 What great news Congratulations Sherry and Josh! > > > From: kiddietalk <kiddietalk@...> > Subject: [ ] Re: started Josh on NV > > Date: Sunday, May 30, 2010, 4:44 PM > > > Â > > > > Wow Sherry I knew you have gone through so much -but never realized the extent of what you and Josh have gone through! You are so strong! And also while I knew about his Dr. Bob...someone so awesome- didn't know that you also had Dr. " Evils " in his life- that like my boys he too was given such a poor prognosis, and yet you too like me refused to accept and fought hard to provide him the ability to succeed which he is doing! How many of us are there in the world? How many in our group alone? > > But back to the positive of Dr. Bob who wrote that awesome article for us on how to appropriately test (attached below) are you still in touch with him? > > I was speaking with Robin Ketchum about and told her that it's important that she takes back to at least some of the bigger name doctors who's diagnosis and prognosis provided little to no hope for 's future. In addition to those that gave up hope -those that didn't. What will they say when they see her now? I know at least one of the doctors that gave no hope for Mel is considered to be world renowned in autism -unfortunately for Mel there were few professionals that didn't give up on Mel according to Robin. Robin is planning on taking back to some of the previous professionals from over the years. Right now in addition to her local doctors she is working with Dr. Tom who is one of the MDs behind nutriiveda http://pursuitofresearch.org/advisors.html Sherry not sure if you are working with Dr. Tom as well for Josh, but I've met him and he has brilliant ideas about why this may be helping. Even though some of the work has > been done in two different states (testing, talking etc) Robin and family are planning on taking Mel to see Dr. Tom at his practice in California this June I think it was. When these dates happen Robin will add it to Mel's blog- our " real life Little Mermaid " . http://littlemermaidmelanie.wordpress.com > > Sherry I love the name of your blog too -Reawakenings, how profound! > > My friend Jolie is really good at working on blogs so if others can't help you in figuring out how to add video and photos let me know and I can put the two of you in touch! Of course we all wish you the best of luck, but even better than luck -I wish you never to run out of the " magic powder " !! (remember how I used to call fish oils " magic fish oils " haha that was because of Dakota who said " Mommy I think they add magic sprinkles to the fish oils that make Tanner talk. I think it's magic fish oil " Out of the mouths of babes!) Can't wait to read future updates as I know what nutriiveda has done already for so many!! > > Have a great holiday weekend! > > PS- here is info from Josh's wonderful Dr. Bob for those that never read it (I've shared this many times over the years!!) > > " Summary of assessment procedures > Children with significant language and motor skills delays > E. Friedle, Ph.D. > Clinical/Neuropsychologist > > Formalized assessment of children with low incidence disablitities > does not > often provide accurate or practical information about their cognitive > functioning skills. Such assessmenet does provide evidence that > these > children often have not learned how to respond in direct one-to-one > reciprocal testing situations, or that they are unable to respond in > those > situations due to the nature of their disabilities. The lack of > response > should not be considered then, necessarily, as a global and fixed > delay in > cognitive/intellectual potential. Developmental theorists and > practitioners > have long known that cognitive growth is not only enhanced, but also > dependent upon opportunities to experience a wide variety of sensory > stimuli > in an interactive relationship. Problem solving skills, analytical > reasoning, and decision-making are all formalized, cognitively, when > integration of information is ongoing. Language and motor skill > limitations > often prevent the integration and experiences and thus certain > cognitive > growth waits until such experiences may be provided. Children may > have > learned to problem-solve and reason in ways that are not assessed by > formalized evaluations and are only recognizable when the child is > allowed > to experience sensory information in a manner most productive to > them. It > is often then necessary for the examiner to assess what > opportunities and > experiences the child may have had already, how an assessment may > prompt the > child to show what they can do with various stimuli and how problem > solving, > analytical, and decision making skills can be exhibited by a child > in a > non-formalized approach. > > The purpose of an assessment request has to be relevant to the child > and to > their experiences, i.e. the child needs to see some purpose for > providing a > response. A very simple example of this premise is: asking them to > name an > object may result in no response, but asking them to get the object > may show > a knowledgeable response. > > Children with language and motor deficits often play within the > restrictions > that their limitations have presented and this " changed " pattern of > play, > from what is seen with non-disabled children, can be a direct > reflection of > their ability to problem solve and reason in play. An example for > this may > be when a child finds that laying things down and flat makes it > easier to > manipulate, or that moving things closer or out of the way > facilitates motor > planning and play. Often the child may see no purpose to expand > experiences, or have not figured out independently how to change > their play > patterns. > > Restrictions in movement or language limit the experiences a child > has had > with objects and stimuli. The need to practice simple movements, to > hear > the words that go along with those movements, and then to ask a > child to > duplicate the movements and/or the words can greatly facilitate > cognitive > growth. If a child can readily make such duplicated responses then > the > potential for cognitive growth at that point presents no > limitations. An > examiner can lead the play situation in these types of activities > and note > the ability of the child to engage in the " play " at a different > level. The > purpose is then presented clearly for the child, both for the > language and > for the movement, and thus becomes an active part of their > developmental > growth and understanding. Sometimes showing them or asking them to > change > their approach results in a larger perspective of possibilities in > play. > The examiner is an active participant in the assessment approach, > engaged > with the child in the semi-directed play type of assessment. The > examiner > notes closely when a child shows a lack of understanding of the > language > presented or an inability to make the movements requested. At all > times the > examiner is assessing how well the child appears to follow the > purpose of > the activity or the change in direction of an activity. " > > ===== > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 31, 2010 Report Share Posted May 31, 2010 OMG SHERRY!!! I just knew it was going to work for Josh -I mean what are the odds it wouldn't work for anyone's kid from our group at this point?! But this much, this soon, and still not at full dosage yet!!! I have to laugh at you trying to keep up with all the surges in a blog http://budsnvblog.blogspot.com because as you are already seeing it's not just speech, it's not just speech and motor planning -it's areas you don't even think of...like jumping over bushes! Some I don't even mention here http://pursuitofresearch.org/pursuit.html like the growth spurt, elimination...and I still didn't add sensory because for Tanner that change took a bit longer. I have another sensory update from today (can't believe I'm still seeing things after so many months!) we went to the beach and Tanner with a bunch of boys including his brother Dakota- so splashing in sideways as they were all tackling each other into the water etc. So tonight he said to me " Mommy my ear hurts " For just about all of you that may mean nothing as you all know how well his speech is doing now and...OK it's a simple 4 word sentence...but Tanner has never ever once told me he's had an ear ache before -EVER -even when he had an ear infection that the doctor saw- he would say it didn't hurt. So nutriiveda appears to be giving him his normal sense of pain -FINALLY! I can't thank this powder enough -my belief in it is through the roof and I'm sure yours is getting there. Sherry you and Josh so deserve this, and all that you will see to come! (which I can't wait to hear about too!!) ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 2, 2010 Report Share Posted June 2, 2010 Congratulations > > Wow Sherry I knew you have gone through so much -but never realized the extent of what you and Josh have gone through! You are so strong! And also while I knew about his Dr. Bob...someone so awesome- didn't know that you also had Dr. " Evils " in his life- that like my boys he too was given such a poor prognosis, and yet you too like me refused to accept and fought hard to provide him the ability to succeed which he is doing! How many of us are there in the world? How many in our group alone? > > But back to the positive of Dr. Bob who wrote that awesome article for us on how to appropriately test (attached below) are you still in touch with him? > > I was speaking with Robin Ketchum about and told her that it's important that she takes back to at least some of the bigger name doctors who's diagnosis and prognosis provided little to no hope for 's future. In addition to those that gave up hope -those that didn't. What will they say when they see her now? I know at least one of the doctors that gave no hope for Mel is considered to be world renowned in autism -unfortunately for Mel there were few professionals that didn't give up on Mel according to Robin. Robin is planning on taking back to some of the previous professionals from over the years. Right now in addition to her local doctors she is working with Dr. Tom who is one of the MDs behind nutriiveda http://pursuitofresearch.org/advisors.html Sherry not sure if you are working with Dr. Tom as well for Josh, but I've met him and he has brilliant ideas about why this may be helping. Even though some of the work has been done in two different states (testing, talking etc) Robin and family are planning on taking Mel to see Dr. Tom at his practice in California this June I think it was. When these dates happen Robin will add it to Mel's blog- our " real life Little Mermaid " . http://littlemermaidmelanie.wordpress.com > > Sherry I love the name of your blog too -Reawakenings, how profound! > > My friend Jolie is really good at working on blogs so if others can't help you in figuring out how to add video and photos let me know and I can put the two of you in touch! Of course we all wish you the best of luck, but even better than luck -I wish you never to run out of the " magic powder " !! (remember how I used to call fish oils " magic fish oils " haha that was because of Dakota who said " Mommy I think they add magic sprinkles to the fish oils that make Tanner talk. I think it's magic fish oil " Out of the mouths of babes!) Can't wait to read future updates as I know what nutriiveda has done already for so many!! > > Have a great holiday weekend! > > PS- here is info from Josh's wonderful Dr. Bob for those that never read it (I've shared this many times over the years!!) > > " Summary of assessment procedures > Children with significant language and motor skills delays > E. Friedle, Ph.D. > Clinical/Neuropsychologist > > Formalized assessment of children with low incidence disablitities > does not > often provide accurate or practical information about their cognitive > functioning skills. Such assessmenet does provide evidence that > these > children often have not learned how to respond in direct one-to-one > reciprocal testing situations, or that they are unable to respond in > those > situations due to the nature of their disabilities. The lack of > response > should not be considered then, necessarily, as a global and fixed > delay in > cognitive/intellectual potential. Developmental theorists and > practitioners > have long known that cognitive growth is not only enhanced, but also > dependent upon opportunities to experience a wide variety of sensory > stimuli > in an interactive relationship. Problem solving skills, analytical > reasoning, and decision-making are all formalized, cognitively, when > integration of information is ongoing. Language and motor skill > limitations > often prevent the integration and experiences and thus certain > cognitive > growth waits until such experiences may be provided. Children may > have > learned to problem-solve and reason in ways that are not assessed by > formalized evaluations and are only recognizable when the child is > allowed > to experience sensory information in a manner most productive to > them. It > is often then necessary for the examiner to assess what > opportunities and > experiences the child may have had already, how an assessment may > prompt the > child to show what they can do with various stimuli and how problem > solving, > analytical, and decision making skills can be exhibited by a child > in a > non-formalized approach. > > The purpose of an assessment request has to be relevant to the child > and to > their experiences, i.e. the child needs to see some purpose for > providing a > response. A very simple example of this premise is: asking them to > name an > object may result in no response, but asking them to get the object > may show > a knowledgeable response. > > Children with language and motor deficits often play within the > restrictions > that their limitations have presented and this " changed " pattern of > play, > from what is seen with non-disabled children, can be a direct > reflection of > their ability to problem solve and reason in play. An example for > this may > be when a child finds that laying things down and flat makes it > easier to > manipulate, or that moving things closer or out of the way > facilitates motor > planning and play. Often the child may see no purpose to expand > experiences, or have not figured out independently how to change > their play > patterns. > > Restrictions in movement or language limit the experiences a child > has had > with objects and stimuli. The need to practice simple movements, to > hear > the words that go along with those movements, and then to ask a > child to > duplicate the movements and/or the words can greatly facilitate > cognitive > growth. If a child can readily make such duplicated responses then > the > potential for cognitive growth at that point presents no > limitations. An > examiner can lead the play situation in these types of activities > and note > the ability of the child to engage in the " play " at a different > level. The > purpose is then presented clearly for the child, both for the > language and > for the movement, and thus becomes an active part of their > developmental > growth and understanding. Sometimes showing them or asking them to > change > their approach results in a larger perspective of possibilities in > play. > The examiner is an active participant in the assessment approach, > engaged > with the child in the semi-directed play type of assessment. The > examiner > notes closely when a child shows a lack of understanding of the > language > presented or an inability to make the movements requested. At all > times the > examiner is assessing how well the child appears to follow the > purpose of > the activity or the change in direction of an activity. " > > ===== > Quote Link to comment Share on other sites More sharing options...
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