Gifted Issues Discussion homepage Forums Twice Exceptional Gifted with Slow Processing Speed Help

I would think that most kids could benefit from extra time to reach their full potential. I see students getting cut short all the time. We live in a very fast paced world these days, and the fast fish often gets the worm. The 97th percentile for processing speed is extremely high, even among the gifted.

Unless you see signs of something like a seizure disorder (not entirely uncommon among people with autism), or a specialist professional recommended this, I don't think it would be useful.

Who diagnosed your child? Do you have a full neuropsychological workup, or are you moving ahead based on information from school professionals? One advantage to the complete battery of tests is that you should get a report that suggests what the school should accommodate, as well as what kinds of therapy they recommend. Our testers gave us tons of information and a good push toward treatment professionals we are still using today.

The full testing workup typically does not include any kind of brain scan-- there would be an IQ test, achievement testing, behavior rating scales filled out by parents and teachers, direct observation of the child, language testing, and sometimes hearing/vision screening. Other tests can be added depending on what they find.

Convincing your husband: this is hard. Some parents hate the thought that anything could be "wrong" with their child, even though denial means the child won't get the help he needs. The OASIS Guide to Asperger Syndrome is a helpful beginner's book, if he's willing to read it and consider it. If not, try to get your husband into situations where your son is with other, NT kids his age. Events like cub scout meetings always throw the oddities of an AS child into fairly sharp focus, for better or for worse.

Hope that helps--
DeeDee

DD tests as having a high processing speed but she has dyslexia and dysgraphia. She really needs the extra time for her writing and especially editing her spelling. Her brain works quickly but her output does not match what's going on inside her head. I just mentioned it to point out that an "extra time" accommodation is not ruled out by high processing speed. Sorry if I wasn't clear in my earlier post.

To be clear: I don't think the original poster's child's main issue is slow processing speed: the behavioral problems sound to me typical of Asperger's.

We are told by our neuropsych that standardized test scores tend to become more coherent and slightly higher as serious behavioral issues of the kind the OP describes are remediated. I'd focus on remediating behavior first in this case.

DeeDee

I agree. Hands-on observation with agemates has been very helpful to DH. Putting him 'in charge' if possible, so he will really focus on the whole group. Often when the children get diagnosed with a 2E issue, especially ADHD and AS, one (or both) of the parents have an A-Ha moment as well. If not themselves, then a close family member who they always wish they could have helped but couldn't.

If you can ask DH's family members what he and his sibs were like as a child, it might give you helpful 'factoids' to 'connect the dots' with DH. As in: "That it dreadful when DS did X yesterday, wasn't it?...sure reminds me of that story your mom tells about when Y did Z."
DH: "No that was totally different because A,B and C"
You: "Oh, I see."
But even if DH responds 'negativly', it gets the wheels turning, which is the babystep you need.

Love and More Love,
Grinity

What worked best for my child was for me help him develop his 'inner wealth' which is what the 'Nurtured Heart Approach' folks call that ability to not be thrown into the hurricaine by what goes on around one. Like the poem 'If' http://www.poetryfoundation.org/poem/175772
which still makes me cry - what a vision for a Mom to have of raising a son like that!

So I guess step one is to printout the poem and post it where you can see it - or a different poem that captures for you what the 'end product' you want is.

Then I used the Nurtured Heart Approach - I think the best teaching book is called "Transforming the Difficult Child" by Lisa Bravo.

Before that I had used 'special time' extensively, and I think that was also very important. Special time is a protected 'date' with the child where the child gets to choose the activity and the parent devotes themselves to 'taking the follow.' (instead of taking the lead - LOL!)
Here's a link where a mom talks about special time:
http://www.handinhandparenting.org/news/17/64/How-Special-Time-Works-with-Teens
Lots of good resources to read at that website. I did use that general approach.

So when I added the Nurtured Heart Approach, "No Crying" wasn't a rule for our family, because I really bought into the idea that crying and laughing are outward signs of important inner emotional work.

"No Yelling, No Breaking, No Badgering, No Kicking, No Hitting, No Arguing" all were rules though.

And of course - Self Nurture was a giant key to the whole process. I put a priority on getting tons of support for myself in general, and more during the difficult times.

But yeah, I do still get a chill in the pit of my stomach when the home phone rings around 6pm. That seems to be when schools and camps choose to call with negative reports. But it's rare for that to actually happen nowadays, and the chill is milder. Much milder!

I hope that helps.
Grinity