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Post by flutterby on Oct 15, 2019 10:46:27 GMT
My daughter has massive problems with maths. She cannot understand the concept of before - after, struggles with bigger - smaller.
I sometimes wonder if this is not trauma-related. She seems able in so many ways and it is curious how this trips her up time and again. We are now seeing an OT, but I wonder if there are some trauma-specific interventions which would specifically benefit adopted kids.
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Post by serrakunda on Oct 15, 2019 12:24:12 GMT
sorry no bright ideas - hope the OT can come up with something
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Post by moo on Oct 15, 2019 15:29:34 GMT
Aawww...
No sorry not encountered this one.... right brain left brain again tho.... girls often struggle with maths I do know xx
Sorry no advice, not heard of any asf funding for this sort of thing... O.T may have some ideas tho I agree....
Good Luck xx
Xx moo xx
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Post by chotimonkey on Oct 15, 2019 21:11:50 GMT
Have you looked into dyscalculia at all.... squirrel able in many other areas has it... affects maths... directions, time telling, sequencing etc
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Post by sooz on Oct 17, 2019 8:11:15 GMT
Hi flutterby
snooz has has pretty much the same, he’s just finished 24 sessions with OT. Maths is a problem, any abstract thinking really, but it’s improving. Visual stuff helps.
with sequencing, he gets yesterday/last week/last year etc all totally confused, but again it’s improving. OT has tasked us with getting him to plan a trip out (very simple to start with), what time we need to leave if the journey is 10 minutes and we need to be there by X. We can build up from there to more complex planning. McDonald’s have these touch screen ordering things, it’s his job to put our order in, so he has to remember what we want and key it all in, he struggled with that to start with but ok now. You can get cards with pictures on, which need to be placed in the correct order ( get out of bed/use toilet/breakfast/brush teeth/get dressed/shoes on) or you can make your own.
Senco gave us the idea of getting a long strip of card, marking the hours on it, colouring in light blue for daytime, dark for night, sun up, sun down, meal times etc... then you stick the long ends together to make a circle.
Xx
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Post by flutterby on Oct 18, 2019 7:37:58 GMT
Thanks, Sooz. I'll try cards and other stuff you've mentioned. Really useful.
Just out of interest, have you been given any indication, why Snooz struggles with this? I wonder, whether it's one of those typical conditions for children who have suffered trauma, genetic or something else?
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Post by gilreth on Oct 18, 2019 8:12:28 GMT
Some interesting stuff here as Sqk struggles to a level with sequencing - he gets some of it but he still cannot tell the time accurately. At the moment, we are concentrating on tables given he is in the first group to do this annoying timetables test the government has decided to bring in (I would use stronger language but...). Bless him he is working a year behind in most areas (reading, ICT and RE are notable exceptions) but we expected this given we moved at start of last year. As OH said this morning it is only what we were being told this time 2 years ago - and he went and passed 3 SATs six months later having made leaps and bounds in his progress after Christmas.
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Post by leo on Oct 23, 2019 21:05:38 GMT
Sorry I am late to this - but yes, Tsunami has similar difficulties.
We (therapist and I) think it is partly due to pre-verbal trauma - so not being able to sequence or fully recall those memories in any logical/coherent way has caused a confusion generally in time/space for him. Also, according to our therapists, this happens when children dissociate a lot - they are effectively coming in and out of reality and therefore miss chunks of time and all the linking stuff that happened while they were dissociated so they really truly do not have any sense of sequence or time.
There has been some improvement but it has been very slow. For years we had a visual timetable that was split into 3 parts - firstly an overview of the week ahead with one key activity shown for each day, then 3 separate sheets with 'Yesterday, Today, Tomorrow' as headings and each with 'morning/afternoon/evening' labelled. On this went a smaller picture to denote a key part of each of those times of the day. We then also had a daily planner which detailed everything for the actual day it was. Tsunami used to help me put the pictures up at the start of the week and then I used to help him each day to physically move across the symbols on the yesterday/today/tomorrow part. Somehow the physical moving of the symbols really helped him to see that some things had been and gone and some were still yet to happen.
We also from this did a reverse calendar. This meant an annual calendar but instead of being filled in in advance, we used to fill it in at the end of each week with anything significant that had happened that week - so we could refer back to it at times and say, 'Remember, this … happened before that...'
Tsunami also struggles with other elements of Maths (not numbers and calculations themselves - that's Hurricane's department) but the stuff most other children find easier - the shape, space and measure stuff. He does also find word problems hugely difficult; not for the sum that is actually required but he has no idea how to work out what they are actually asking.
Something else that has helped is cutting up pictures of favourite stories and putting them back in order; the struggles with this were huge no matter how well he actually knew the story - it used to blow my mind.
Hurricane has major issues with Maths partly due to poor memory but also poor sequencing. We have used his love of cooking to help - following recipes that are in a set order and explaining why it has to be done in that way has helped him. He now sometimes writes things out in a list for himself to help with his memory and sequencing what he needs to do.
Hope some of that is useful...
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Post by flutterby on Oct 24, 2019 12:41:17 GMT
Thank you Leo, this is really useful. Will try and put your strategies into place. We are also seeing an OT, so hopefully she will be a le to give us some pointers too.
I am never quite sure how much of her problems is trauma and/or whether there is some physical brain damage too. But I guess all we can do is try and help deal with her anxieties to see if this in itself will make,e things easier for her. Such a minefield.
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