What do you know about constructive apraxia?
454698
http://neuro.psyc.memphis.edu/NeuroPsyc/np-l2-pref.htm\nhas some stuff on it
384778
If your daughter is delayed with her eye-hand coordination, did not qualify for special education services, but her handwriting and coordination interfere with her ability to perform well in class, then she DOES qualify for a Section 504. This is under the Americans with Disabilities Act, in which accomodations must be made to allow a child (or adult worker) accessibility to the work area, materials, etc. so that he/she can effectively do his/her work (for the child, the work is learning).\n\nSchools tend to want to avoid 504 plans, as they cost money without bringing in any extra funding. However, if they don't provide her with one, they are out of compliance and can lose what funding they already have. Get your private Visual or Occupational Therapist's diagnostic information and reports on impact for your daughter's performance in school, march on down to the principal, and say the magic words, "I have documentation for my child's ADA SECTION 504 needs. So, when can the committee meet during this upcomming month?" Under 504, assignments can be modified, specialized pencil grips or keyboarding can be provided, etc. \n\nI would also recommend contact your state's or local parent advocacy group. This is made up of parents with kids with special needs who have "been there and done that" already. They can help you with your particular state's processes, making sure meetings happen and in a timely manner, etc.\n\nhttp://www.wrightslaw.com/info/sec504.index.htm\nhttp://www.children-special-needs.org/vision_therapy/optometric_vision_therapy.html\nhttp://www.visiontherapystories.org/eye_tracking_disorders.html
778527
i'm not sure but try this link: http://www.ninds.nih.gov/disorders/alternatinghemiplegia/alternatinghemiplegia.htm
959990
Well, I'm writing from many years of experience with similar problems. It is possible to have other problems along with a specific learning disability involving math; "applied problems" sounds like it could be math related, but also extend beyond just the numbers. Have you ever found yourself in a situation where you are perfectly able to explain a process or a problem in a classroom lecture, but when you go to put it down on paper or use it in a totally different context, it just isn't there, or it gets jumbled and doesn't come out right? I found this happening to me not only in school, but on the job, and it has been significantly troublesome. This is an "application problem", i.e., where you know the information and can spit it back in a school-type situation, but cannot actually APPLY it to other, unrelated situations when appropriate. Did this psychologist make any mention of attention problems, executive function deficit, or information processing issues? Just curious...specific LD in math can exist as a separate entity or it can be part of a wider pattern of cognitive problems involving things like visual perception, motor skills, and the like.\n\nLuckily for people like us, 95% of life is NOT math related.  There's a ton of information out there about these kinds of LDs and the troubles they can cause.
1118540
Handwriting Without Tears is an incredible program, that meets students' needs at all levels of ability:\nhttp://www.hwtears.com/\n\nIf you want D'Nealian style, look at these sites:\nhttp://www.abcteach.com/directory/basics/handwriting/dnealian/\nhttp://www.dnealian.com/\n\nOther styles:\nhttp://www.writeease.com/\nhttp://www.dyslexia.com/bookstore/learning.htm
253796
Get a neuropsychological evaluation where you can find out your strengths and weaknesses and beyond a doubt know what the delay is caused by.
306652
my 5-year-old has this.  He is perfectly fine otherwise, no impairment in learning or hearing.  He was diagnosed at 26 months.  Everyone said he would "just start talking one day". Not true, he has been in intense speech therapy since he was 3-1/2 and is doing much better.  He is enrolled in preschool and loves it, will be in kindergarten next fall.  His speech pathologist is working with him out of a book on dyspraxia, which is very close to what he seems to have and he is doing better, but will probably need speech well into his grade-school years.  Dyspraxia is a neurological disorder that can be helped with proper help, it does not mean that your child has any other type of delay.  Make sure that your child does not get "labeled" as having some sort of learning disorder if that is not the case, it is very easy for them to place them in classes with children who need more special kind of help and that will not benefit your child.  Also make sure he gets proper speech development help, sounds like you are on the right track by seeing it so young!  Good luck to you.
1175082
try to writing with both of your hands. it's true, my doctor said that. writing with right hand exercise our left brain, while writing with left hand exercise our right brain. i start my teraphy since highscool.
428979
Yes. My Doctor and mentor uses a form of applied kinesology. Depending on the skill of the practitioner it can be used in place of invasive test as a diagnostic tool. It can also determine the effectiveness of a treatment on your personal constitution including the use of herbs, homeopathics, and acupuncture points. \n\nMy doctor uses a system that includes a metal rod attached to a metal plate with holes in it. Glass vials are placed on the plate, while your dominate hand holds the rod. Your free hand is used to make the "OK" sign. If your OK sign can be pried apart it gives an indication that you are reacting to what ever is in the glass vial. The process is repeated for herbs. Acupuncture points are used minus the rod and plate.\n\nHope that was helpful.
455380
Hard repetitive work does the trick. \n\nWhen programs teaching patients how to sew, paint or some other repetitive activity was introduced in psychiatric hospitals, psychiatrists noticed an increased improvement among their patients.
304745
Yes, and its good to be able to give constructive help to younger people, as we can recall on our past experiences and knowledge.\n This works to our advantage if it assists someone else to tread an easier path in life or helps solve a personal hang up.
621379
i had a friend with dyslexia, dysgraphia and dyspraxia... the only thing that worked for him to learn was repeated hands on teaching, he also had to be very very interested in what he was learning, because then he would try his hardest to actually comprehend the information given to him. this is a very difficult situation because most children at the age of 10-15 do not enjoy 90% of what is being taught to them.  My recommendation is to have a teacher that he/she  likes.  Someone who is willing to sit down and teach them 1 on 1 and have a lot of patience.  This person also should be very creative with the way he or she teaches due to the backwards mindset of these disorders. The ADD will make it harder to concentrate, but it shouldn't be as much of an issue if the teacher is animated as well.  I know what you are thinking... where can I find someone like that, and as for that i don't know. The one teacher's attention divided among 23 students, i think will not work
587412
I got it, email me ryliepsmomma@yahoo.com\nMy daughter is apraxic so I have to refer to it everyday.\n\nnever mind you don't have to email here it is.\n\nhttp://www.aslpro.com/cgi-bin/aslpro/aslpro\n\nit shows live feed of someone doing the sign, just click on the word and watch.
738835
I don't know if i would be much help to you but i am a psychologist for intellectually delayed children and the general steps is obviously to first find the cause of the delay as you probably know there are numerous - then using the IPA; the symbols are divided into three categories: letters, diacritics, and suprasegmentals (symbols that indicate such things as the tone and inflection of a spoken utterance). These categories are then divided into smaller sections. For example, letters are divided into vowels and consonants, and diacritics and suprasegmentals are divided according to whether they indicate articulation, phonation, tone, intonation, or stress.\nSo starting from the cause and working with the child slowly until they grasp every step of the IPA is usually the best way
76900
If you're looking for a more intellectual topic than constructive, try laughter.  Research what causes it, what chemicals are involved, its physical and emotional effects, and other things.  Here are a couple of links to laughter-related topics.  I hope that this helps!  This is what I'm doing for my biology project, so you asked this question at the right time!
692863
Well... :-)\n\nUnfortunately, we don't really know, we're just getting to the  first stages of understanding. I'm personally very interested in possible dysfunctions of mirror neurons in autism, especailly in high-functioning autism. Mirror neurons are incredible neurons, newly discovered. It is thought that they are the primary basis not only for the development of language, but of social cognition/social skills. \n\nFor an introduction, read wikipedia's page, it's pretty accessible http://en.wikipedia.org/wiki/Mirror_neurons\nand also this article by one of the main researchers in the field http://www.edge.org/3rd_culture/ramachandran/ramachandran_p1.html\n\nI'll start you out though: basically, there are neurons in the brain (mainly the frontal lobe, in the motor area) that fire both when you perform and action and when you see someone else do that same action. Big deal, you may say, but it is hypothesised that the actions of these neurons contribute to how we understand others' actions: by mapping their actions onto our own actions. \n\nNow, it is further hypothesised that in autism, there is a problem with these mirror neurons, we're not quite sure what yet, but it is likely a lack of connectivity or reactivity. Thus, autists may not be equipted with the ability (in the same way as non-autists) to understand others' actions and minds, and cannot predict others' intentions as well. Thee mirror neurons are heavily involved in 'theory of mind' or mentalising, terms which I'm sure you have come across: I'm guessing when you were first being diagnosed that you took some-sort of sally-anne/smarties test where you were asked to predict how someone else would react to an action that you knew about but that they did not. Interestingly, many high-functioning autists pass these tests, but it is shown that they do so slower, possibly they have worked out other ways of understanding others' minds. \n\nHere's a very recent article about dysfunctional mirror neurons in autists:\n\nNeural mechanisms of imitation and 'mirror neuron' functioning in autistic spectrum disorder.\n\nWilliams JH, Waiter GD, Gilchrist A, Perrett DI, Murray AD, Whiten A.\n\nNeuropsychologia. 2006;44(4):610-21. Epub 2005 Sep 2.\n\nAn association between autistic spectrum disorder and imitative impairment might result from dysfunction in mirror neurons (MNs) that serve to relate observed actions to motor codings. To explore this hypothesis, we employed a functional magnetic resonance imaging (fMRI) protocol previously used to identify the neural substrate of imitation, and human MN function, to compare 16 adolescent males of normal intelligence with autistic spectrum disorder (ASD) and age, sex and IQ matched controls. In the control group, in accord with previous findings, we identified activity attributable to MNs in areas of the right parietal lobe. Activity in this area was less extensive in the ASD group and was absent during non-imitative action execution. Broca's area was minimally active during imitation in controls. Differential patterns of activity during imitation and action observation in ASD and controls were most evident in an area at the right temporo-parietal junction also associated with a 'theory of mind' (ToM) function. ASD participants also failed to show modulation of left amygdala activity during imitation that was evident in the controls. This may have implications for understanding the imitation of emotional stimuli in ASD. Overall, we suggest that ASD is associated with altered patterns of brain activity during imitation, which could stem from poor integration between areas serving visual, motor, proprioceptive and emotional functions. Such poor integration is likely to adversely affect the development of ToM through imitation as well as other aspects of social cognitive function in ASD.\n\n\n\nOkay, so there is one aspect. Another, which I won't go into
1080618
have a look at this link - http://en.wikipedia.org/wiki/Didacticism