Re: 3-5 pills Nordic Naturals

[Guest guest]

Hi, My five year old has global dyspraxia, as per Dr. Agin. We just recently

went to another neurologistt and mentally retarded came up because le

has an 80 IQ. This saddens me so. Who the heck tdo you believe? Anyhow, I went

and took her to a chiropractor who I love and trust. He thinks le will be

fine, and suggested to up Nordic Naturals to 5 pills a day! We uped her from

2 to 3 and maybe once 4. Her speech seemed to be exposive. It is wonderful!

Because she is talking so much, some think she is debatable and questions things

and has an opinion. I think it is amzing, and I say good, because she is not

non-verbal and agreeing with everything. Anyhow, my question is, is 3-5

tablets harmful? My Chiropractor says no. Not at this amount. Any information

would be great. Also haas anyone used the Listening Therapy and what is it?

l's OT does not use it. Also, le's tongue is extremely limited. I

need

to give her oral strengthing exercises. Any suggestions? Thank you so much. I

am so lucky to have found this website. D.

PS If anyone wants to they can Email me privately

[Guest guest]

I know others will respond on what tests came up with an 80 IQ.

We do Therapeutic Listening and have been pls. w/ it. If you need

more info let me know, I am pressed for time.

denise

> Hi, My five year old has global dyspraxia, as per Dr. Agin. We just

recently

> went to another neurologistt and mentally retarded came up because

le

> has an 80 IQ. This saddens me so. Who the heck tdo you believe?

Anyhow, I went

> and took her to a chiropractor who I love and trust. He thinks

le will be

> fine, and suggested to up Nordic Naturals to 5 pills a day! We uped

her from

> 2 to 3 and maybe once 4. Her speech seemed to be exposive. It is

wonderful!

> Because she is talking so much, some think she is debatable and

questions things

> and has an opinion. I think it is amzing, and I say good, because

she is not

> non-verbal and agreeing with everything. Anyhow, my question is, is

3-5

> tablets harmful? My Chiropractor says no. Not at this amount. Any

information

> would be great. Also haas anyone used the Listening Therapy and

what is it?

> l's OT does not use it. Also, le's tongue is extremely

limited. I need

> to give her oral strengthing exercises. Any suggestions? Thank you

so much. I

> am so lucky to have found this website. D.

> PS If anyone wants to they can Email me privately

>

>

>

[Guest guest]

Hi ,

I have Tanner on 3 ProEFA and 2 ProEPA a day -and Dakota on a

slightly higher EPA formula -we found which worked best for each.

Dr. Agin knows the dosage I'm now using which I don't post often

here because I don't think new parents should start there. I

believe it's best to start slow and work up. If you read the dosage

on the bottle of Efalex or any other EFA that has been researched

however -the dosages are much higher than what we use with the

ProEFA in many cases. The only bottles that are allowed to have

high dosages on them are those that have been used in research.

About the diagnosis -mentally retarded is a diagnosis that can mean

many things/nothing. First of all...what testing was used to come to the

conclusion le is MR and what does the school say?

http://www.cherab.org/news/verbaldisabledtest.html

I'm really busy the next few weeks for those I've promised to call -

but I'd love to speak to you and know I can help. Email me your

number at lisa@... if you want to talk.

And either way -I'd trust the diagnosis of Dr. Agin ...and

just like you I still go for second and even third opinions. Even

though I warn parents about seeing MDs that are not knowledgeable -

it still shatter most when they see those that are clueless. Please

don't let this upset you. If I gave you an IQ test in Russian and

you couldn't speak Russian you would test as MR. le is

globally apraxic! Here is a great message on how to test children

who are globally apraxic from Sherry's child's doctor - " Dr. Bob " Perhaps send

a copy to the MD that diagnosed le MR!

" Summary of assessment procedures

Children with significant language and motor skills delays

E. Friedle, Ph.D.

Clinical/Neuropsychologist

Formalized assessment of children with low incidence disablitities

does not

often provide accurate or practical information about their cognitive

functioning skills. Such assessmenet does provide evidence that

these

children often have not learned how to respond in direct one-to-one

reciprocal testing situations, or that they are unable to respond in

those

situations due to the nature of their disabilities. The lack of

response

should not be considered then, necessarily, as a global and fixed

delay in

cognitive/intellectual potential. Developmental theorists and

practitioners

have long known that cognitive growth is not only enhanced, but also

dependent upon opportunities to experience a wide variety of sensory

stimuli

in an interactive relationship. Problem solving skills, analytical

reasoning, and decision-making are all formalized, cognitively, when

integration of information is ongoing. Language and motor skill

limitations

often prevent the integration and experiences and thus certain

cognitive

growth waits until such experiences may be provided. Children may

have

learned to problem-solve and reason in ways that are not assessed by

formalized evaluations and are only recognizable when the child is

allowed

to experience sensory information in a manner most productive to

them. It

is often then necessary for the examiner to assess what

opportunities and

experiences the child may have had already, how an assessment may

prompt the

child to show what they can do with various stimuli and how problem

solving,

analytical, and decision making skills can be exhibited by a child

in a

non-formalized approach.

The purpose of an assessment request has to be relevant to the child

and to

their experiences, i.e. the child needs to see some purpose for

providing a

response. A very simple example of this premise is: asking them to

name an

object may result in no response, but asking them to get the object

may show

a knowledgeable response.

Children with language and motor deficits often play within the

restrictions

that their limitations have presented and this " changed " pattern of

play,

from what is seen with non-disabled children, can be a direct

reflection of

their ability to problem solve and reason in play. An example for

this may

be when a child finds that laying things down and flat makes it

easier to

manipulate, or that moving things closer or out of the way

facilitates motor

planning and play. Often the child may see no purpose to expand

experiences, or have not figured out independently how to change

their play

patterns.

Restrictions in movement or language limit the experiences a child

has had

with objects and stimuli. The need to practice simple movements, to

hear

the words that go along with those movements, and then to ask a

child to

duplicate the movements and/or the words can greatly facilitate

cognitive

growth. If a child can readily make such duplicated responses then

the

potential for cognitive growth at that point presents no

limitations. An

examiner can lead the play situation in these types of activities

and note

the ability of the child to engage in the " play " at a different

level. The

purpose is then presented clearly for the child, both for the

language and

for the movement, and thus becomes an active part of their

developmental

growth and understanding. Sometimes showing them or asking them to

change

their approach results in a larger perspective of possibilities in

play.

The examiner is an active participant in the assessment approach,

engaged

with the child in the semi-directed play type of assessment. The

examiner

notes closely when a child shows a lack of understanding of the

language

presented or an inability to make the movements requested. At all

times the

examiner is assessing how well the child appears to follow the

purpose of

the activity or the change in direction of an activity. "

=====

[Guest guest]

I don't know about the amount of oil you are giving your daughter, but as to

the oral exercises, you can look into the Beckman Oral exercises developed by

Debra Beckman. My son has had significant improvement in his tongue movement

using these exercises. If you need more information, I can provide you with

some of the exercises we are specifically using. Good luck.

Heidi