Hi Pattim,
I posted a reply on the “Need Help Interpreting Thread” on the old board but it did not transfer over to the new board. I have some questions about your response to my request for advice on a reading pgm. for my CAPD son (demitted from SLD for language but at gr. 4 in reading comp. going into gr. 5, but with strengths that make him seem capable of handling gr. 5 in the regular stream without support in language).
In what % of cases is there comorbidity of ADD & CAPD? I did not realize a decline in processing speed scores was an indicator of ADD. (Is coding on theWISC the key indicator for processing speed?) My son’s scores have declined since the last testing in this area. (A bad cold he had during testing may account for some of this, since he really drags it when sick, but the discrepancy was too huge to just attribute to that alone I think—28 points between processing scores and nonverbal IQ.)
It is hard to id. ADD from checklists when there are no signs of hyperactivity. What do you suggest as a “next step” in checking for co-morbidity?
Interactive Metronome, which we will be doing in the summer, is touted as a non-drug treatment for ADD. Interestingly, it also has an impact on processing speed scores as well, and is based on the premise that “timing” issues underly ADD and many LDs.
Listening comprehension is excellent, receptive language on the Peabody & verbal reasoning on the Woodcock-J. Cognitive was very superior when last tested; Rapid Naming was low average last time, which concerns me (FastForWord had a positive impact here, but I still see him struggle when tired sometimes to drag up the right word.)
Do you recommend training for Visualizing and Verbalizing?
Thanks.
I am not sure about the percentages
However, I atteneded a conference where this was studied and the co-morbidity between CAPD/ADD was there. In my daughter’s case an FM device hid her ADD for about 5 years and there was a continual decline in her processing speed until she couldnt’ hold it togeether anymore. I did LMB LiPS with her along with VV one on one she was pretty good but in the classroom she was overwhlemed and too distracted. She is ADD-Inattentive with CAPD and speech and language issues…kids who have CAPD/ADD-Inattentiveness slip through the cracks as they are very good in regards to behavior it is just that some days they are on and other days they are way off and in their own little world…and the more they do this the farther behind they get and the more confused they become.
Have you asked your son when he appears to be zoning where he went in his mind? What has he told you? I have had some slow processing kids tell me they can’t control their mind, it has a will of its own and the harder they try to focus the harder it is to maintain..:? Eventually they give up as they get tired of trying.
Let me know how Interactive Metronome works. I have had friends whose kids have done something similar to that by the Drake Institute and the effects are short lived, eventually the kids go back to their old familiar habits. One son did well right after the training, stayed in college for a semester and finished but within a year he was dropping classes and struggling again..He knows what he needs to do but he just can’t get it in gear.
Get him involved and talking and discussing things with you as much as possible to keep him focused and tuned into what is going around him day to day. If he can’t get a handle on his attention he will struggle throughout high school. My two son’s who are ADD-Inattentiveness have a really hard time focusing and following through when they aren’t on meds.
processing speed
Jumping in here….
I had no idea re: processing speeds and non-verbal IQ. After reading these posts, now I understand why my OG tutor told me we have “significant processing problems” (37 pts. between visual AND audtory processing and IQ).
We DID put her on Concerta about a year ago, even though her evaluator said she was NOT significant for ADD. What a difference! Though, APD is still pretty severe (Sponge Bob, BARE pants). Does well now at school though and at following directions (though not too many at a time).
We haven’t addressed the auditory deficits. WOndering if we should? She’s 10 - I just hate to start her on something else. I can hear her asking WHAT is so WRONG with me?
I don't know if this will help but it works for my son.
I tell him there is nothing wrong with him. I tell him there is something wrong with his vision. It isn’t him it is his eyes. His eyes prevent him from learning as well as he could because he is very smart. If he had an auditory problem I would just say it is his ears.
This makes sense to him. He knows he is smart so if he has trouble he can blame his eyes. I also tell him that his balance and timing affect his eyes. He understands this concept which I guess proves the point about him being smart.
I also tell him that once we get his eyes working better things will be easier. This has definitely been the case.
I never liked the phrase learning disability because of the word disability. There is nothing disabled about this boy. He is very able.
vpd
Good answer Linda! You’re right about the LD - I tell her that b/c she’s doing so well, obviously her LD is not disabling her - she is is quite capable. It’s just those little things….
To do well in coding you need to have good processing speed *and* good symbol processing *and* be good at figuring out funky puzzles *and* be able to quickly visually jump back & forth and write quickly — it is the test most commonly totally choked on.
Processing speed issues are often simply that — processing speed issues. Sometimes ADHD can look like a processing speed problem because it’s harder to get anything done because you’re not attending to it, but on the other hand, often slower processers have better attention and focus (they’ve had to, because things take longer… and/or they are big picture thinkers who don’t do well with things at a surface level… and these are kids who don’t do well on coding either because there is no big picture for that).