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<blockquote data-quote="SiriusHertz" data-source="post: 593779" data-attributes="member: 16270"><p>Lol OK, I was trying to summarize a little bit - I'm on a keyboard/computer right now which doesn't like me, so there's a lot more typo's than I like. I'll try to answer these questions, and give a more detailed history. Let me copy in from the Parent Report we've all been working on.</p><p></p><p><strong>Introduction</strong></p><p><strong></strong>difficult child 1 has a very, very strong mathematical ability. He is working a full year above his grade level with apparent ease, and can often add multiple-digit numbers mentally. He can also be very eager to please, and enjoys one-on-one adult attention. </p><p>He is very inventive, designing and building his own toys, disassembling broken electronics, and playing with electrical components and circuit boards. He comes up with plausible, if inaccurate or fanciful, explanations for the things he builds from the pieces of the devices he disassembles.</p><p>difficult child 1 has a very strong grasp of spatial relationships in two and three dimensions; his ability to complete puzzles in two and three dimensions is very advanced. He can complete advanced jigsaw and construction puzzles easily, and enjoys this type of play. He often does 100-300 piece jigsaws in an hour or less without any outside help. difficult child 1 also enjoys drawing, and can free-hand a drawing from another image with great accuracy. He enjoys building with Legos and blocks, and sculpting with clay.</p><p>difficult child 1, along with two of his sisters, is active in Maker Scouts through the online website diy.org. In this program, children complete projects which are uploaded and reviewed by staff members. After verification of three related projects, the participants earn a skill badge. difficult child 1 is also active in Cub Scouts, recently attaining the rank of Wolf Scout.</p><p></p><p><strong>Family Background</strong> </p><p>difficult child 1 lives in a split family. Both parents live in the same town, and have been divorced since early 2008 (separated in 2007). The divorce was amicable, and both parents remain an ongoing part of difficult child 1s life. Parents share custody, with difficult child 1 and his sister spending 3 days in each household per week, and alternating Saturdays. The separated co-parents communicate about the needs of their children often at least 2-3 times per week, more often as the situation requires it. </p><p>Unusually for a split family, all 4 adults are able to cooperatively and effectively co-parent. All adults are active in and concerned with the day-to-day life of their children, both biological and step. They will attend meetings together, pro-actively share information, and independently meet together as required (and as schedules permit) to discuss problems, issues, and change parenting styles and plans as required.</p><p></p><p></p><p><strong>Family Mental/Emotional History</strong> </p><p>Father was diagnosed with mild Seasonal Depression / Seasonal Affective Disorder in high school and college, but is not taking medication for it since moving to the southwest. Sun exposure seems to effectively control the condition. In college, one of father's professors noted inattention to detail and a tendency to rush and requested an evaluation for attention deficit disorder. The evaluation was completed through the university mental health center, and did not reveal any problem.</p><p>Step-mother suffers from depression and anxiety, and is taking Welbutrin and Xanex.</p><p>Step-sister difficult child 2 was diagnosed with anorexia nervosa and pre-morbid obsessive-compulsive disorder in October 2012, and spent 3 months in residental treatment (Dec 2012 Feb 2013). Step-mother stayed in Denver during treatment. The separation put a lot of stress on the family. difficult child 2 is currently in treatment locally. Medications: Transitioning away from Zyprexa to Latuda (both atypical anti-psychotics), and Zoloft.</p><p>Paternal grandfather is diagnosed with severe bipolar disorder, and is on and off various medications for it. He has previously been hospitalized for this condition. He is also using insulin to control his type-II diabetes. Also suspect ODD or some varient.</p><p>Paternal grandmother is diagnosed with and taking medication for severe seasonal affective disorder and depression, although her condition is also lessened by a sunny environment. She also suffered from and was hospitalized for severe post-natal psychosis after the births of both her children, as did her mother.</p><p>Maternal grandmother, deceased, was diabetic and morbidly obese before death, with a family history of obesity. She also had problems with depression.</p><p></p><p><strong>Individual Medical History</strong> </p><p>Pregnancy and delivery were normal; a possible abnormal heart calcification was noted in the second-trimester ultrasound. difficult child 1 was 22 long and weighed 7 lbs 9 oz at birth. A minor hypospadia was corrected surgically at a few days old.</p><p>Early development was normal until the age of 12-14 months, when a lack of language development was noticed. At age 18 months, pediatrician referred to ENT specialist and a mild-to-moderate hearing loss was diagnosed. Hearing was re-screened at 24 months preparatory to fitting hearing aids, and found his hearing had begun to improve. Within a few months his hearing was normal. Cause of hearing loss remains unknown.</p><p>Immunizations followed the state-mandated schedule until age 4. difficult child 1 received his kindergarten immunizations shortly after his 4[SUP]th[/SUP] birthday, so that he could return to developmentally-delayed preschool. There were no unusual reactions to any immunizations.</p><p></p><p><strong>Developmental Delays</strong></p><p><em>Developmentally Delayed Skills</em></p><p>Poor sense of time</p><p>Difficulty considering the likely outcomes or consequences of actions. Impulsive.</p><p>Difficulty considering a range of solutions to a problem. Acts of the first potential solution which comes to mind, without considering the possible negative outcomes.</p><p>Difficulty expressing concerns, needs, or thoughts in words this is improving</p><p>Difficulty managing emotional response to frustration. Difficulty overcoming his emotional response in order to think rationally.</p><p>Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., Everyones out to get me, Nobody likes me, You always blame me, Its not fair, Im stupid). These are often coupled with a strong illusion of central position.</p><p>Difficulty attending to or accurately interpreting social cues/poor perception of social nuances</p><p>Difficulty starting conversations, entering groups, connecting with people/lacking other basic social skills</p><p>Difficulty seeking attention in appropriate ways</p><p>Difficulty appreciating how his behavior is affecting other people</p><p>Difficulty empathizing with others, appreciating another persons perspective or point of view</p><p>Difficulty appreciating how he is coming across or being perceived by others</p><p><em>Difficult Situations for difficult child 1</em></p><p>Waking up and getting out of bed in the morning. This is slowly improving.</p><p>Starting and completing classwork and homework, especially assignments which involve lots of writing. His handwriting is improving, but his teachers have expressed concern over it in the past. Hes very self-conscious both of neatness and of how slowly he writes. He tends to wiggle and fidget when confronted with an assignment he does not want to do. He will complete homework with constant supervision, but if the supervising adult leaves his side even for a very short time to get a drink of water difficult child 1 is off-task immediately. He also often comes up with inventive ways to avoid writing in his class- and homework, such as drawing lines from the answer list to the blank entry for each question to avoid re-writing the right answer on the line.</p><p>Leaving or diverting attention from the television. Often, the television has to be turned off to get him to even acknowledge that theres another person in the room</p><p>Keeping bedroom clean, and completing other household chores. difficult child 1 will clean his room when asked, but left alone to do so he often reverts to playing with his toys rather than putting them away. Likewise, he is able to complete short-duration tasks easily, like taking out the trash or emptying the dishwasher, but anything which is complex or takes a long time he remains unable to complete without nearly-constant supervision.</p><p>Getting ready for bed at night. This is also improving recently.</p><p>difficult child 1 does not cope with boredom well. He tends to wander away, fidget, or make inappropriate choices (like acting out just to break the monotony) when confronted with even a few minutes of unoccupied time.</p><p></p><p>Interacting with peers in an unstructured format, such as recess at school or free play at home. difficult child 1 tends to change the rules of games to suit himself, without necessarily letting his peers know about the change, and then to become irritated when they dont know about the change in rules, or when they object because the new rules give difficult child 1 an unfair advantage. difficult child 1 becomes very angry and often acts out by hitting, throwing things, or other forms of physical violence against others or himself in these situations.</p><p>Often, the difficulty with these situations takes the form of simple non-compliance: difficult child 1 does not get upset about what hes being asked to do; he simply does not do it, and does not seem to understand why he should do it. Getting him to accept the idea that he needs to do what is asked of him, even when he does not want to, is extremely difficult. Repeated or escalating requests for compliance often frustrate him.</p></blockquote><p></p>
[QUOTE="SiriusHertz, post: 593779, member: 16270"] Lol OK, I was trying to summarize a little bit - I'm on a keyboard/computer right now which doesn't like me, so there's a lot more typo's than I like. I'll try to answer these questions, and give a more detailed history. Let me copy in from the Parent Report we've all been working on. [B]Introduction [/B]difficult child 1 has a very, very strong mathematical ability. He is working a full year above his grade level with apparent ease, and can often add multiple-digit numbers mentally. He can also be very eager to please, and enjoys one-on-one adult attention. He is very inventive, designing and building his own toys, disassembling broken electronics, and playing with electrical components and circuit boards. He comes up with plausible, if inaccurate or fanciful, explanations for the things he builds from the pieces of the devices he disassembles. difficult child 1 has a very strong grasp of spatial relationships in two and three dimensions; his ability to complete puzzles in two and three dimensions is very advanced. He can complete advanced jigsaw and construction puzzles easily, and enjoys this type of play. He often does 100-300 piece jigsaws in an hour or less without any outside help. difficult child 1 also enjoys drawing, and can free-hand a drawing from another image with great accuracy. He enjoys building with Legos and blocks, and sculpting with clay. difficult child 1, along with two of his sisters, is active in Maker Scouts through the online website diy.org. In this program, children complete projects which are uploaded and reviewed by staff members. After verification of three related projects, the participants earn a skill badge. difficult child 1 is also active in Cub Scouts, recently attaining the rank of Wolf Scout. [B]Family Background[/B] difficult child 1 lives in a split family. Both parents live in the same town, and have been divorced since early 2008 (separated in 2007). The divorce was amicable, and both parents remain an ongoing part of difficult child 1s life. Parents share custody, with difficult child 1 and his sister spending 3 days in each household per week, and alternating Saturdays. The separated co-parents communicate about the needs of their children often at least 2-3 times per week, more often as the situation requires it. Unusually for a split family, all 4 adults are able to cooperatively and effectively co-parent. All adults are active in and concerned with the day-to-day life of their children, both biological and step. They will attend meetings together, pro-actively share information, and independently meet together as required (and as schedules permit) to discuss problems, issues, and change parenting styles and plans as required. [B]Family Mental/Emotional History[/B] Father was diagnosed with mild Seasonal Depression / Seasonal Affective Disorder in high school and college, but is not taking medication for it since moving to the southwest. Sun exposure seems to effectively control the condition. In college, one of father's professors noted inattention to detail and a tendency to rush and requested an evaluation for attention deficit disorder. The evaluation was completed through the university mental health center, and did not reveal any problem. Step-mother suffers from depression and anxiety, and is taking Welbutrin and Xanex. Step-sister difficult child 2 was diagnosed with anorexia nervosa and pre-morbid obsessive-compulsive disorder in October 2012, and spent 3 months in residental treatment (Dec 2012 Feb 2013). Step-mother stayed in Denver during treatment. The separation put a lot of stress on the family. difficult child 2 is currently in treatment locally. Medications: Transitioning away from Zyprexa to Latuda (both atypical anti-psychotics), and Zoloft. Paternal grandfather is diagnosed with severe bipolar disorder, and is on and off various medications for it. He has previously been hospitalized for this condition. He is also using insulin to control his type-II diabetes. Also suspect ODD or some varient. Paternal grandmother is diagnosed with and taking medication for severe seasonal affective disorder and depression, although her condition is also lessened by a sunny environment. She also suffered from and was hospitalized for severe post-natal psychosis after the births of both her children, as did her mother. Maternal grandmother, deceased, was diabetic and morbidly obese before death, with a family history of obesity. She also had problems with depression. [B]Individual Medical History[/B] Pregnancy and delivery were normal; a possible abnormal heart calcification was noted in the second-trimester ultrasound. difficult child 1 was 22 long and weighed 7 lbs 9 oz at birth. A minor hypospadia was corrected surgically at a few days old. Early development was normal until the age of 12-14 months, when a lack of language development was noticed. At age 18 months, pediatrician referred to ENT specialist and a mild-to-moderate hearing loss was diagnosed. Hearing was re-screened at 24 months preparatory to fitting hearing aids, and found his hearing had begun to improve. Within a few months his hearing was normal. Cause of hearing loss remains unknown. Immunizations followed the state-mandated schedule until age 4. difficult child 1 received his kindergarten immunizations shortly after his 4[SUP]th[/SUP] birthday, so that he could return to developmentally-delayed preschool. There were no unusual reactions to any immunizations. [B]Developmental Delays[/B] [I]Developmentally Delayed Skills[/I] Poor sense of time Difficulty considering the likely outcomes or consequences of actions. Impulsive. Difficulty considering a range of solutions to a problem. Acts of the first potential solution which comes to mind, without considering the possible negative outcomes. Difficulty expressing concerns, needs, or thoughts in words this is improving Difficulty managing emotional response to frustration. Difficulty overcoming his emotional response in order to think rationally. Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., Everyones out to get me, Nobody likes me, You always blame me, Its not fair, Im stupid). These are often coupled with a strong illusion of central position. Difficulty attending to or accurately interpreting social cues/poor perception of social nuances Difficulty starting conversations, entering groups, connecting with people/lacking other basic social skills Difficulty seeking attention in appropriate ways Difficulty appreciating how his behavior is affecting other people Difficulty empathizing with others, appreciating another persons perspective or point of view Difficulty appreciating how he is coming across or being perceived by others [I]Difficult Situations for difficult child 1[/I] Waking up and getting out of bed in the morning. This is slowly improving. Starting and completing classwork and homework, especially assignments which involve lots of writing. His handwriting is improving, but his teachers have expressed concern over it in the past. Hes very self-conscious both of neatness and of how slowly he writes. He tends to wiggle and fidget when confronted with an assignment he does not want to do. He will complete homework with constant supervision, but if the supervising adult leaves his side even for a very short time to get a drink of water difficult child 1 is off-task immediately. He also often comes up with inventive ways to avoid writing in his class- and homework, such as drawing lines from the answer list to the blank entry for each question to avoid re-writing the right answer on the line. Leaving or diverting attention from the television. Often, the television has to be turned off to get him to even acknowledge that theres another person in the room Keeping bedroom clean, and completing other household chores. difficult child 1 will clean his room when asked, but left alone to do so he often reverts to playing with his toys rather than putting them away. Likewise, he is able to complete short-duration tasks easily, like taking out the trash or emptying the dishwasher, but anything which is complex or takes a long time he remains unable to complete without nearly-constant supervision. Getting ready for bed at night. This is also improving recently. difficult child 1 does not cope with boredom well. He tends to wander away, fidget, or make inappropriate choices (like acting out just to break the monotony) when confronted with even a few minutes of unoccupied time. Interacting with peers in an unstructured format, such as recess at school or free play at home. difficult child 1 tends to change the rules of games to suit himself, without necessarily letting his peers know about the change, and then to become irritated when they dont know about the change in rules, or when they object because the new rules give difficult child 1 an unfair advantage. difficult child 1 becomes very angry and often acts out by hitting, throwing things, or other forms of physical violence against others or himself in these situations. Often, the difficulty with these situations takes the form of simple non-compliance: difficult child 1 does not get upset about what hes being asked to do; he simply does not do it, and does not seem to understand why he should do it. Getting him to accept the idea that he needs to do what is asked of him, even when he does not want to, is extremely difficult. Repeated or escalating requests for compliance often frustrate him. [/QUOTE]
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