(unknown)

[Guest guest]

thank you stacey

(unknown)

> Risa,

> Pat yourself on the back, Zach's head is looking good. You've done an

> excellent job repoing him. Please let us know what you decide.

>

>

> > i just put some new shots in zachary s folder. i was supposed to go

> and resee dr stelnicki on friday, but have to reschedule it because i

> have to work that day. some days i think we are really going in the

> right direction with repo, and see improvements, and some days i look

> and get very depressed. his whole head is lumps and bumps now, he

> still has a minimal flat spot at the top, but the bottom is starting

> to come up and out, does that make sence??? i am just getting scared

> that i might miss an opportunity to do more while i have the chance,

> or if i might actually be one of those repo miracles...he is almost

> never on his back, he is starting to crawl, and almost always on the

> belly, and he is sleeping on his tummy, any advice or suggestions

> would be greatly advised-risa

>

>

>

> For more plagio info

[Guest guest]

Sure... you will get some of your life back that is almost guaranteed, I am spms my bro. is ppms and we both have lots to be thankful for. I used to run everywhere too one guy who saw me at work one day said to me "You must be the only one who works there as I have never seen you walk anywhere!Anyway I was in a powered wheel chair all last summer and the situation was looking grim, attends were the next thing I didn't want to approach either. However now I can walk and walk right on past the washroom for up to three hours or more.

Now this brings me to ask a very(to me anyway) important question, Since the ldn. has stopped my progression, and there is no other drug in the arsenal that can do this,I just read that on the M.S. watch news. that when you have a progressive type of ms there is no known way to stop the progression, and I just laughed, cause i know better now.Anyway here is the question

If the M.S. is now "stalled" for lack of a better word, then we are not any longer people with progressive ms while taking the ldn. are we? We still have it and by forgetting to take just one pill we remember I can attest to that, but shouldn't we have a new nomenclature (is that right?) for our m.s. now? Like P.W.S.M.S. peolple with stalled multiple sclerosis? There has to be thousands of us by now. Boy I really have too much time on my hands! Reg.

-------Original Message-------

From: low dose naltrexone

Date: 02/18/04 11:37:53

low dose naltrexone

Subject: [low dose naltrexone] (unknown)

Hi Everyone,For those with secondary progressive MS - How has LDN helped you? I hope to start in a couple of weeks. I just sent my paperwork to Dr. Scoot and am waiting for my telephone consultation. My neuro and PCP woud not presfcribe it. I was diagnosed with MS in '91. I have been on Avonex, Betaseron and now Novantrone. It seems that things have gotten worse since the Novantrone(increased stifness, increased balance problems,decreased eyesight). I have had 3 doses. Before the Novantrone, you couldn't stop me. My kids joked that I was always on the run. Now my son has to drive me everywhere because of ,my eyesight and balance problems. I am not looking for a miracle, just a little of my life back.

____________________________________________________ IncrediMail - Email has finally evolved - Click Here

[Guest guest]

I take 3.0mgs or 4.5 every night at 9:00 or 9:30 I can never make up my mind as to which amount to settle on but the time is followed religiously, my bro. is always given his at 10:30 and always 3.0mgs. Good luck and keep well! Reg.

-------Original Message-------

From: low dose naltrexone

Date: 02/19/04 06:43:58

low dose naltrexone

Subject: Re: [low dose naltrexone] (unknown)

Reg,

Thanks for the inspiration. It is good to know that I can have some of my life back. I can't wait to get started. What dosage are you on and what time of the evening do you take it.

Dierdre

____________________________________________________ IncrediMail - Email has finally evolved - Click Here

[Guest guest]

Hmmm....although I think Atikins' dietatry advice is fraught with dangers, I

don't know that this portrayal of his demise is particularly informative.

Much is almost hearsay and close to libel. Just because it finds its way to

print doesn't mean it is factual. Also, just how Atkins died and his own

health issues, whatever they were really due to, may have little bearing on

the health value of the properly applied principles of his dietary method.

>From: " old542000 " <apater@...> Reply-

> Subject: [ ] (unknown)

>Date: Mon, 29 Mar 2004 03:38:54 -0000

>

>Hi All,

>

>I thought that you might enjoy:

>

>Date: Sun, 28 Mar 2004 08:31:04 +0100 From: " De backer "

><roger.debacker@...> Add to Address Book Subject: [CR] The Atkins

>post mortem crsociety@...

>

>Hi all, There was an interesting article in a German newspaper (Süddeutsche

>Zeitung) about the causes of death of Dr. Atkins, that to my knowledge, has

>not been reported in this group with this kind of detail.

[Guest guest]

This was EXTREMELY old news. ... has little info value and only one

apparent purpose... slander. Additionally, this is a repost & taken

from another list.

As someone who has a significant wheat allergy, I appreciate the growing

options for soy flour & the like. I do not practice very low-carb but

the Atkins & similar varieties such as South Beach have served me well.

I encourage those who would promote such articles, to be aware of some

benefits for OTHERS, and perhaps review their own glass houses.

old542000 wrote:

>Hi All,

>

>I thought that you might enjoy:

>

>Date: Sun, 28 Mar 2004 08:31:04 +0100

>From: " De backer " <roger.debacker@...> Add to Address

>Book

>Subject: [CR] The Atkins post mortem

>crsociety@...

>

>

>

>

[Guest guest]

i am glad the casting is over, I hope you share some pics of Trey in his

band.

Angie and jenna (STAR grad)

(unknown)

> Hey guys Just got back from the casting appointment. My gosh was

> that ever hard to watch I had to hold down Trey's arms while hubby

> held down his hips, and Trey just sobbed until he was actually

> shaking. It only took around 8-9 minutes though which was good, and

> the second he was able to move his arms again he was giggling. I

> don't think it hurt him or scared him at all, he just really really

> hates having his arms held down.

>

> I'm really glad we're deciding to go through with this. The woman

> who is working with Trey now declared something that I was curious

> about for a bit and confirmed my thoughts. Trey has moderate plagio,

> he has two kind of coneish lumps in the back of his head and one

> major flat spot, but also his head looks really big.. and the

> reason? She said he also has pretty good brachycephaly as well,

> which he didn't about 2 months ago. She said it seemed we were doing

> really well with being aggressive with repositioning as he's bald in

> the areas he should be now and has no hair loss in the problem areas,

> so we were doing everything right, but the head didn't seem to be

> correcting itself correctly, but rather pushing out in the wrong

> areas, so it's good we got him banded because further repositioning

> for the plagio would have caused worse brachy.

>

> The pede' who made the prescription for the casting kept telling me

> that repo' was working really well and it'd be nicely rounded before

> I knew it, and I kept telling him that it seemed repositioning was

> pushing the side of his head out instead and he just said " No that's

> what the rounding looks like! " I'm glad I didn't listen and I'm glad

> I pushed for the DOCband.

>

> I'm really very happy now though that it's all on its way now, Trey

> has the fitting for his band in 2 weeks. We want to decorate it with

> one big Hulk picture On our way to a round lil noggin'd baby!

>

>

>

>

> For more plagio info

[Guest guest]

I've had both mono at age 12 and Epstein-Barr at age 35.

Arlene

[Guest guest]

i had mono in 8th grade

jon sayers now 49 SPMS

----- Original Message -----

From: Helping Hands Chiropractic

low dose naltrexone

Sent: Sunday, July 25, 2004 1:33 PM

Subject: [low dose naltrexone] (unknown)

Lets do A poll. Who here has had mononucleosis? Ihave.Chuck PPMS=====Dr. Chuck Roessler DirectorHelping Hands Chiropractic of Northern Illinois, S.C.4855 E. State St. Ste 16-BRockford, IL 61108815-399-3132 fax 815-316-8247

[Guest guest]

Me too.

JT

----- Original Message -----

From: Helping Hands Chiropractic

low dose naltrexone

Sent: Sunday, July 25, 2004 10:33 AM

Subject: [low dose naltrexone] (unknown)

Lets do A poll. Who here has had mononucleosis? Ihave.Chuck PPMS=====Dr. Chuck Roessler DirectorHelping Hands Chiropractic of Northern Illinois, S.C.4855 E. State St. Ste 16-BRockford, IL 61108815-399-3132 fax 815-316-8247

[Guest guest]

I had mono as a junior in high school; now have rrms.

----- Original Message -----

From: " Helping Hands Chiropractic " <fullspine1@...>

<low dose naltrexone >

Sent: Sunday, July 25, 2004 12:33 PM

Subject: [low dose naltrexone] (unknown)

> Lets do A poll. Who here has had mononucleosis? I

> have.

>

> Chuck PPMS

>

>

> =====

> Dr. Chuck Roessler

> Director

> Helping Hands Chiropractic

> of Northern Illinois, S.C.

> 4855 E. State St. Ste 16-B

> Rockford, IL 61108

> 815-399-3132 fax 815-316-8247

>

>

>

>

>

[Guest guest]

My brother ,who is in considerably worse condition than myself, had it about three years before the first M.S. symptoms showed up.

I (as far as I know) have never had mono. but I did have a bad case of shingles when I was about fourteen.

Reg. Now 49 and SPMS

-------Original Message-------

From: low dose naltrexone

Date: 07/25/04 11:34:25

low dose naltrexone

Subject: [low dose naltrexone] (unknown)

Lets do A poll. Who here has had mononucleosis? Ihave.Chuck PPMS=====Dr. Chuck Roessler DirectorHelping Hands Chiropractic of Northern Illinois, S.C.4855 E. State St. Ste 16-BRockford, IL 61108815-399-3132 fax 815-316-8247

____________________________________________________ IncrediMail - Email has finally evolved - Click Here

[Guest guest]

breathing exercises, some people say to drink water...

--- kbvanrw <KBvanRW@...> wrote:

> Hi.

> I am new to this group and am in the middle of an

> attack.

> Is there anything I can do to relieve the pain?

> Thanks,

> Kat

>

>

>

>

>

__________________________________________________

[Guest guest]

> > I am new to this group and am in the middle of an

> > attack.

> > Is there anything I can do to relieve the pain?

> > Thanks,

> > Kat

Castor oil pack!!! Works great for me! Search on www.curezone.com

[Guest guest]

Apples or applejuice help mine, but the best is to start the parasite killing

herbs and do the liver flush in two weeks-

kbvanrw <KBvanRW@...> wrote:Hi.

I am new to this group and am in the middle of an attack.

Is there anything I can do to relieve the pain?

Thanks,

Kat

Learn more from our experience, over 7.000 liver flush stories:

http://curezone.com/forums/fd50.asp?f=4

http://curezone.com/forums/fd50.asp?f=80

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http://curezone.com/forums/fd50.asp?f=112

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---------------------------------

[Guest guest]

hi hilary its frances.. how are things???? whats new???

frances, mom to jakub.. almost 3 wks in doc band. <hilaryf01@...> wrote:

I would also suggest placing a rolled up towel under his chest (across nipples) to give him a little leverage. My son hated tummy time too, but this really helped him adjust to it.

Other than that, I promise that things will get better with time.

All the best,

(mom to Jake, 5 1/2 mos, brachy)

SportsRekindle the Rivalries. Sign up for Fantasy Football For more plagio info

[Guest guest]

Hi ,

My name is Jeannie Reid, and I just became connected with your group via Barrie Galvin. I have an extremely similar situation, except my son, Carson, is four and a half and is in the Geauga county 4 y.o. preschool program. When he was in early intervention, he got speech, but when they did the MFE at 3 y.o. he no longer qualified, due to the rudimentary nature of the test. My understanding is that something about how the test is done doesn't really pick up the isssues of reciprocal language and social communication. However we had been supplementing with private speech therapy due to quality and quantity issues anyway, so we have continued to rely on that more than the public services. It's been somewhat challenging financially, because insurance only picks up 20 visits per year, but it has been extremely worthwhile, so we keep doing it. We are doing the same thing with O.T., although he has a great one at school, it just adds another level by doing the private. We are currently seeing Gerami in Beechwood for speech, and la for sessions and Barrie Galvin for consultation for O.T.

Carson does not have a diagnosis yet, but our pediatric neurologist, Dr. Klein at Rainbow, informed us recently that PDD-NOS is the one she will do if we want one. We are hoping to do that diagnosis, and send him to Billiart school, and apply for the autism scholarship fund. I can tell already that his needs will be better met there, because that's what they do is work with kids with special education needs (including speech therapy). He has extremely major sensory issues too, and they have a very gentle environment there.

I often hear that one way better services come about in public systems is by parents getting very assertive about it, but that's just not the route for me personally. I had a little taste of that last year with some teacher issues, and I found that I was spending all my time and energy on the conflict, that I didn't have enough left to give Carson what he needed. In the end we got the changes I wanted (which was just for the teacher to individualize her approach with him a little bit, because he can be so extremely reactive and OCD), but I think part of it was just due to the luck of being able to slyly enlist the help of the early intervention teacher from the year before. She was a "wise elder" type of person, and I think our younger, newer teacher was willing to listen to her. So I guess in that situation, the subtle diplomatic approach worked better, and trying to form an alliance with the teacher, worked better than being confrontational.

Hope this was a little bit helpful.

Jeannie

----- Original Message ----

From: Biehl

Sent: Wednesday, January 04, 2006 1:37 PM

Subject: [ ] (unknown)

Hi Everyone,

I hope everyone had a nice holiday season. I know I am sad to see it end.

I have a question for anyone who can help. I have a 5 year son diagnosed PDD-NOS. He is very high functioning. He talks and has a large vocabulary, but sometimes has a hard time with his communication skills. He does receive speech therapy through school but I have a feeling that will stop next year. We are already hearing from the school "If the principal walked in here he would wonder why he was getting speech". I was wondering if anyone else has had a similar situation where there child is considered high functioning that the school does not want to give services. Does anyone know who sets the standards that the services are required. He had a Auditory Processing Test this past fall and scored a 75 when the average per the speech therapist is 100-110. I thought speech therapy helps with auditory processing, Am I wrong? If anyone can help I would appreciate any input anyone has.

Thanks,

PhotosRing in the New Year with Photo Calendars. Add photos, events, holidays, whatever.

[Guest guest]

,

Unfortunately, I have two friends that are going

through similar situations. They are in different

school districts. One has threatened a lawyer and

that has seemed to help. When I inquired about this

situation to Barb Rutt at the Ohio Coalition, she said

that if there is a diagnosis from a doctor of Autism,

and if the " powers that be " at the school want to put

in writing that your child is cured of autism, then

they can take away services. I guarantee you that no

school professional

would be willing to do this. If you live near

Lyndhurst, we are having her come to speak in early

February. She really knows a lot about advocacy. I

can get you the details if you or anyone else is

interested. By the way----the stress of the regular

classroom proved to be too much for one of the above

mentioned families and he has regressed.

Laurie

--- Biehl <angelabiehl@...> wrote:

> Hi Everyone,

> I hope everyone had a nice holiday season. I know

> I am sad to see it end.

> I have a question for anyone who can help. I have

> a 5 year son diagnosed PDD-NOS. He is very high

> functioning. He talks and has a large vocabulary,

> but sometimes has a hard time with his communication

> skills. He does receive speech therapy through

> school but I have a feeling that will stop next

> year. We are already hearing from the school " If the

> principal walked in here he would wonder why he was

> getting speech " . I was wondering if anyone else has

> had a similar situation where there child is

> considered high functioning that the school does not

> want to give services. Does anyone know who sets the

> standards that the services are required. He had a

> Auditory Processing Test this past fall and scored a

> 75 when the average per the speech therapist is

> 100-110. I thought speech therapy helps with

> auditory processing, Am I wrong? If anyone can help

> I would appreciate any input anyone has.

> Thanks,

>

>

>

> ---------------------------------

> Photos

> Ring in the New Year with Photo Calendars. Add

> photos, events, holidays, whatever.

[Guest guest]

- This past semester, I took a educational psychology class at a local college, and as part of that class, I visited an Asperger's/High Functioning class at a local high school. These students had speech therapy. And let me tell you, though I don't doubt that your son is very intelligent, I don't think your 5 year old's vocabulary is as vast as those high school student's. Somehow, those students qualified for speech therapy. One's need for speech therapy is not directly proportional to the extent of one's vocabulary. And if my son's principal were to ask why Bobby was getting ST, I would pull out a copy of his MFE and IEP and explain that my son's ST was pragmatic in nature, and that the ST would help him learn to get along with others & to learn to read social cues and ultimately get and keep a job. I would then invite the principal to the next IEP meeting - but our principal is a very sweet man, I like him, and all the children love him! It would be a pleasure to have him at an IEP meeting. My only thought is that your school doesn't know what to do with a child with HFA. The place to start is to do a thorough MFE. Then based on the results of the MFE, the IEP goals can be crafted to meet your son's unique needs. For example, if an pragmatic speech instrument showed that your son didn't know what to say when meeting a new person, then you could write an IEP goal "Bobby will say his name when the teacher introduces a person to him 8 out of 10 times" or some such thing. Here are some examples of pragmatic speech instruments: TOPL (Test of Pragmatic Language) and the TOPS-R (Test of Problem Solving-R). If an auditory discrimination instrument showed that your son couldn't distinguish between Gs and Bs, then that could be written in his IEP. It shouldn't be a fight. If the MFE is sufficient, then the school cannot deny services to your son. If the MFE is not sufficient, if some tests are missing or if the school did an inadequate job, it is your right - no, your son's right - to request more diagnostic tests, performed either by the school or by an independent evaluator. Under no circumstance should you let the school remove ST from your son's IEP. Have tests done that show where your son needs help if they haven't been done yet Are any of your son's IEP goals based on the Auditory Processing Test results? If so, is your son progressing toward those goals? Before the school stops services that work toward those goals, they would have to have kept records that your son met those goals. I have heard of other parents getting, as part of their child's IEP, teachers and aides training. Federal Law allows for this, but I don't think it's mandatory, and it can be difficult to get the school to agree to this. The impression I get from your email is that it would be beneficial for your son, though. Here is a website that lists all kinds of IEP goals. It thoroughly covers Speech goals - pragmatic, semantic, etc.www.bend.k12.or.us/tsc/cordc/esis/training_documents/sped/trainingmaterials/RedmondGoalBank073003.pdf (this is an awesome list of IEP goals that at the moment I can't open. Hopefully, I can't because I'm not that computer literate. It's 103 pages of just IEP goals.) Marotta A couple of other interesting sites.http://www.cesa7.k12.wi.us/sped/issues-IEPissues/writingiep/GoalsMeasurable.htmlhttp://www.hyperlexia.org/iep_roadmap.html (I like this one, because, although the website is not an Ohio one, it quotes a booklet published by the ODE.)----- Original Message ----- From: Biehl Sent: Wednesday, January 04, 2006 1:37 PMSubject: [ ] (unknown)Hi Everyone,I hope everyone had a nice holiday season. I know I am sad to see it end. I have a question for anyone who can help. I have a 5 year son diagnosed PDD-NOS. He is very high functioning. He talks and has a large vocabulary, but sometimes has a hard time with his communication skills. He does receive speech therapy through school but I have a feeling that will stop next year. We are already hearing from the school "If the principal walked in here he would wonder why he was getting speech". I was wondering if anyone else has had a similar situation where there child is considered high functioning that the school does not want to give services. Does anyone know who sets the standards that the services are required. He had a Auditory Processing Test this past fall and scored a 75 when the average per the speech therapist is 100-110. I thought speech therapy helps with auditory processing, Am I wrong? If anyone can help I would appreciate any input anyone has. Thanks,

[Guest guest]

In a message dated 1/4/2006 1:38:11 PM Eastern Standard Time, angelabiehl@... writes:

He does receive speech therapy through school but I have a feeling that will stop next year. We are already hearing from the school "If the principal walked in here he would wonder why he was getting speech".

In this case, I would reply with a request that the principal get more information about ASD. Or alternately, you can start your own campaign to educate people by finding short articles and handing them out to various people who should know or need to know more about autism.

Also, I would wonder if the teacher or ST who said this to begin with really understands ASD and the needs that these kids can have. It isn't just about pronouncing words correctly or knowing enough words. There is also the issue of pragmatic speech, conversations, comprehension, and there are tests out there designed to test for these things. So don't settle for a simple "name this item" kind of ST evaluation.

<< I was wondering if anyone else has had a similar situation where there child is considered high functioning that the school does not want to give services.>>

Oh yes, I have two boys with HFA. THere have been times when I have had to push for services that were not smacking anyone else in the face obvious.

<<Does anyone know who sets the standards that the services are required. He had a Auditory Processing Test this past fall and scored a 75 when the average per the speech therapist is 100-110. I thought speech therapy helps with auditory processing, Am I wrong? If anyone can help I would appreciate any input anyone has. >>

Yes, the ST can work on auditory processing issues. So can an audiologist. And with a score like that, it would be obvious that they need to be doing that. Anytime the school says they are done providing services, ask for this in writing. Second, request an outside independent evaluation at school expense if you disagree with their reasons for stopping therapy. A good outside evaluation can really help "settle" things and let you know what you should be focusing on to help your child.

Roxanna ô¿ôDon't take life too seriously; No one gets out alive.

[Guest guest]

Thank you to everyone who responded. thanks for the websites I will check them out. I am afraid that because Dylan is higher functioning that he is being over looked. Dylan did have the Functional Behavioral Assessment and we got mixed feelings on how he did on that. The part that I had to fill out shows he's at risk significantly in different areas but the portion of the school test shows he is doing well, only a few slight risks for trouble. When we met with the school we heard things like," I could not tell him apart from his peers, and that other children in the class without a diagnosis are having more trouble than Dylan. He did have trouble when he thought another child was not doing what he/she should be doing. But that was really the only thing they saw that concerned them and even that they were not really that concerned. The fact that he yells is ok because he is using the proper words like please and "just might be the way he is. He just might

be the type of kid that yells and to happy that he communicates." My argument is that I would not accept that of any child. They say they just correct him and all is well. We have in his IEP that he be able to choose a sensory item to help him if he needs it but according to his intervention specialist (who sees him about 10 min a week) he does not ask and when they ask him he does not want them. I told them that he comes home off the wall and maybe he not be given a choice that he must do something sensory and the response was,"you don't want him to stand out. I don't think he wants to stand out" It is also in the IEP that he get his back rubbed as part of his choosing but he only gets that if he asks. The thing that concerns me the most is we have in the IEP that he write his name correctly and I have written in his daily notebook that he needs work on this as well but they are still allowing him to write it DYlAn. Not sure of what else to do to get them to help

him with this. I have asked to observe and have met with so much resistance. I have been told that I would disrupt him and he will act different when I there, that they have to ask the principal, that I won't see anything wrong that he acts no different then any other child. Last year I observed he could care less I was there he had good and bad days regardless and they still meet me with resistance. Not sure where I will go from here school is half over and he is already behind. Well thank you and if anyone has anymore info that could help I am all ears. The Marotta Family <marottafamily@...> wrote: - This past semester, I took a

educational psychology class at a local college, and as part of that class, I visited an Asperger's/High Functioning class at a local high school. These students had speech therapy. And let me tell you, though I don't doubt that your son is very intelligent, I don't think your 5 year old's vocabulary is as vast as those high school student's. Somehow, those students qualified for speech therapy. One's need for speech therapy is not directly proportional to the extent of one's vocabulary. And if my son's principal were to ask why Bobby was getting ST, I would pull out a copy of his MFE and IEP and explain that my son's ST was pragmatic in nature, and that the ST would help him learn to get along with others & to learn to read social cues and ultimately get and keep a job. I would then invite the principal to the next IEP meeting - but our principal is a very sweet man, I like him, and

all the children love him! It would be a pleasure to have him at an IEP meeting. My only thought is that your school doesn't know what to do with a child with HFA. The place to start is to do a thorough MFE. Then based on the results of the MFE, the IEP goals can be crafted to meet your son's unique needs. For example, if an pragmatic speech instrument showed that your son didn't know what to say when meeting a new person, then you could write an IEP goal "Bobby will say his name when the teacher introduces a person to him 8 out of 10 times" or some such thing. Here are some examples of pragmatic speech instruments: TOPL (Test of Pragmatic Language) and the TOPS-R (Test of Problem Solving-R). If an auditory discrimination instrument showed that your son couldn't distinguish between Gs and Bs, then that could be written in his IEP. It shouldn't be a fight. If the MFE is

sufficient, then the school cannot deny services to your son. If the MFE is not sufficient, if some tests are missing or if the school did an inadequate job, it is your right - no, your son's right - to request more diagnostic tests, performed either by the school or by an independent evaluator. Under no circumstance should you let the school remove ST from your son's IEP. Have tests done that show where your son needs help if they haven't been done yet Are any of your son's IEP goals based on the Auditory Processing Test results? If so, is your son progressing toward those goals? Before the school stops services that work toward those goals, they would have to have kept records that your son met those goals. I have heard of other parents getting, as part of their child's IEP, teachers and aides training. Federal Law allows for this, but I don't think it's

mandatory, and it can be difficult to get the school to agree to this. The impression I get from your email is that it would be beneficial for your son, though. Here is a website that lists all kinds of IEP goals. It thoroughly covers Speech goals - pragmatic, semantic, etc. www.bend.k12.or.us/tsc/cordc/esis/training_documents/sped/trainingmaterials/RedmondGoalBank073003.pdf (this is an awesome list of IEP goals that at the moment I can't open. Hopefully, I can't because I'm not that computer literate. It's 103 pages of just IEP goals.) Marotta A couple of other interesting sites. http://www.cesa7.k12.wi.us/sped/issues-IEPissues/writingiep/GoalsMeasurable.htmlhttp://www.hyperlexia.org/iep_roadmap.html (I

like this one, because, although the website is not an Ohio one, it quotes a booklet published by the ODE.) ----- Original Message ----- From: Biehl Sent: Wednesday, January 04, 2006 1:37 PM Subject: [ ] (unknown) Hi Everyone, I hope everyone had a nice holiday season. I know I

am sad to see it end. I have a question for anyone who can help. I have a 5 year son diagnosed PDD-NOS. He is very high functioning. He talks and has a large vocabulary, but sometimes has a hard time with his communication skills. He does receive speech therapy through school but I have a feeling that will stop next year. We are already hearing from the school "If the principal walked in here he would wonder why he was getting speech". I was wondering if anyone else has had a similar situation where there child is considered high functioning that the school does not want to give services. Does anyone know who sets the standards that the services are required. He had a Auditory Processing Test this past fall and scored a 75 when the average per the speech therapist is 100-110. I thought speech therapy helps with auditory processing, Am I wrong? If anyone can help I would appreciate any input anyone has. Thanks,

Photos Ring in the New Year with Photo Calendars. Add photos, events, holidays, whatever.

[Guest guest]

Hi , In regards to visiting the classroom, you are part of the IEP team and you have the right to observe your son. You should write a letter to the principal requesting a visit and he must respond to you. Also, my son also talks loudly and this is something that I want to address on his IEP. I think it should be part of speech therapy/socialization. I'm afraid if he doesn't learn to control the tone, he will have problems making relationships in the future. Biehl <angelabiehl@...> wrote: Thank you to everyone who responded. thanks for the websites I will check them out. I am afraid that because Dylan is higher functioning that he is being over looked. Dylan did have the Functional Behavioral Assessment and we got mixed feelings

on how he did on that. The part that I had to fill out shows he's at risk significantly in different areas but the portion of the school test shows he is doing well, only a few slight risks for trouble. When we met with the school we heard things like," I could not tell him apart from his peers, and that other children in the class without a diagnosis are having more trouble than Dylan. He did have trouble when he thought another child was not doing what he/she should be doing. But that was really the only thing they saw that concerned them and even that they were not really that concerned. The fact that he yells is ok because he is using the proper words like please and "just might be the way he is. He just might be the type of kid that yells and to happy that he communicates." My argument is that I would not accept that of any child. They say they just correct him and all is well. We have in his IEP that he be able to choose a sensory item to help him if he needs it

but according to his intervention specialist (who sees him about 10 min a week) he does not ask and when they ask him he does not want them. I told them that he comes home off the wall and maybe he not be given a choice that he must do something sensory and the response was,"you don't want him to stand out. I don't think he wants to stand out" It is also in the IEP that he get his back rubbed as part of his choosing but he only gets that if he asks. The thing that concerns me the most is we have in the IEP that he write his name correctly and I have written in his daily notebook that he needs work on this as well but they are still allowing him to write it DYlAn. Not sure of what else to do to get them to help him with this. I have asked to observe and have met with so much resistance. I have been told that I would disrupt him and he will act different when I there, that they have to ask the principal, that I won't see anything wrong that he acts no different then any other

child. Last year I observed he could care less I was there he had good and bad days regardless and they still meet me with resistance. Not sure where I will go from here school is half over and he is already behind. Well thank you and if anyone has anymore info that could help I am all ears. The Marotta Family <marottafamily@...> wrote: - This past semester, I took a educational psychology class at a local college, and as part of that class, I visited an Asperger's/High Functioning class at a local high school. These students had speech therapy. And let me tell you, though I don't doubt that your son is very

intelligent, I don't think your 5 year old's vocabulary is as vast as those high school student's. Somehow, those students qualified for speech therapy. One's need for speech therapy is not directly proportional to the extent of one's vocabulary. And if my son's principal were to ask why Bobby was getting ST, I would pull out a copy of his MFE and IEP and explain that my son's ST was pragmatic in nature, and that the ST would help him learn to get along with others & to learn to read social cues and ultimately get and keep a job. I would then invite the principal to the next IEP meeting - but our principal is a very sweet man, I like him, and all the children love him! It would be a pleasure to have him at an IEP meeting. My only thought is that your school doesn't know what to do with a child with HFA. The place to start is to do a thorough MFE. Then based

on the results of the MFE, the IEP goals can be crafted to meet your son's unique needs. For example, if an pragmatic speech instrument showed that your son didn't know what to say when meeting a new person, then you could write an IEP goal "Bobby will say his name when the teacher introduces a person to him 8 out of 10 times" or some such thing. Here are some examples of pragmatic speech instruments: TOPL (Test of Pragmatic Language) and the TOPS-R (Test of Problem Solving-R). If an auditory discrimination instrument showed that your son couldn't distinguish between Gs and Bs, then that could be written in his IEP. It shouldn't be a fight. If the MFE is sufficient, then the school cannot deny services to your son. If the MFE is not sufficient, if some tests are missing or if the school did an inadequate job, it is your right - no, your son's right - to request more diagnostic tests, performed either by the

school or by an independent evaluator. Under no circumstance should you let the school remove ST from your son's IEP. Have tests done that show where your son needs help if they haven't been done yet Are any of your son's IEP goals based on the Auditory Processing Test results? If so, is your son progressing toward those goals? Before the school stops services that work toward those goals, they would have to have kept records that your son met those goals. I have heard of other parents getting, as part of their child's IEP, teachers and aides training. Federal Law allows for this, but I don't think it's mandatory, and it can be difficult to get the school to agree to this. The impression I get from your email is that it would be beneficial for your son, though. Here is a website that lists all kinds of IEP goals. It thoroughly

covers Speech goals - pragmatic, semantic, etc. www.bend.k12.or.us/tsc/cordc/esis/training_documents/sped/trainingmaterials/RedmondGoalBank073003.pdf (this is an awesome list of IEP goals that at the moment I can't open. Hopefully, I can't because I'm not that computer literate. It's 103 pages of just IEP goals.) Marotta A couple of other interesting sites. http://www.cesa7.k12.wi.us/sped/issues-IEPissues/writingiep/GoalsMeasurable.htmlhttp://www.hyperlexia.org/iep_roadmap.html (I like this one, because, although the website is not an Ohio one, it quotes a booklet published by the ODE.) ----- Original Message ----- From: Biehl Sent: Wednesday, January 04, 2006 1:37 PM Subject: [ ] (unknown) Hi Everyone, I hope everyone had a nice holiday season. I know I am sad to see it end. I have a question for anyone who can help. I have a 5 year son diagnosed PDD-NOS. He is very high functioning. He talks and has a large vocabulary, but sometimes has a hard time with his communication skills. He does receive speech therapy through school but I have a feeling that will stop next year.

We are already hearing from the school "If the principal walked in here he would wonder why he was getting speech". I was wondering if anyone else has had a similar situation where there child is considered high functioning that the school does not want to give services. Does anyone know who sets the standards that the services are required. He had a Auditory Processing Test this past fall and scored a 75 when the average per the speech therapist is 100-110. I thought speech therapy helps with auditory processing, Am I wrong? If anyone can help I would appreciate any input anyone has. Thanks, PhotosRing in the New Year with Photo Calendars. Add photos, events, holidays, whatever.

[Guest guest]

I can't agree with you more. I am going to write a letter and see what the response is. In the past the principal has stayed out of our meetings and has sent the Vice Principal instead. I had our principal in grade school and think he is a fair man, hopefully I won't meet with resistance. It is just to important to just let him continue to talk in this fashion he will never keep a job if that is how he responses to others. Thanks for everyones input. PS Welcome Debbie!!Debbie Ranallo <Corkwood@...> wrote: Hi , In regards to visiting the classroom, you are part of the IEP team and you have the right to observe your son. You should write a letter to the principal requesting a visit and he must respond to you. Also, my son also talks

loudly and this is something that I want to address on his IEP. I think it should be part of speech therapy/socialization. I'm afraid if he doesn't learn to control the tone, he will have problems making relationships in the future. Biehl <angelabiehl@...> wrote: Thank you to everyone who responded. thanks for the websites I will check them out. I am afraid that because Dylan is higher functioning that he is being over looked. Dylan did have the Functional Behavioral Assessment and we got mixed feelings on how he did on that. The part that I had to fill out shows he's at risk significantly in different areas but the portion of the school test shows he is doing well, only a few slight risks for trouble. When we met with the school we heard things like," I could not tell him apart from his

peers, and that other children in the class without a diagnosis are having more trouble than Dylan. He did have trouble when he thought another child was not doing what he/she should be doing. But that was really the only thing they saw that concerned them and even that they were not really that concerned. The fact that he yells is ok because he is using the proper words like please and "just might be the way he is. He just might be the type of kid that yells and to happy that he communicates." My argument is that I would not accept that of any child. They say they just correct him and all is well. We have in his IEP that he be able to choose a sensory item to help him if he needs it but according to his intervention specialist (who sees him about 10 min a week) he does not ask and when they ask him he does not want them. I told them that he comes home off the wall and maybe he not be given a choice that he must do something sensory and the response was,"you don't

want him to stand out. I don't think he wants to stand out" It is also in the IEP that he get his back rubbed as part of his choosing but he only gets that if he asks. The thing that concerns me the most is we have in the IEP that he write his name correctly and I have written in his daily notebook that he needs work on this as well but they are still allowing him to write it DYlAn. Not sure of what else to do to get them to help him with this. I have asked to observe and have met with so much resistance. I have been told that I would disrupt him and he will act different when I there, that they have to ask the principal, that I won't see anything wrong that he acts no different then any other child. Last year I observed he could care less I was there he had good and bad days regardless and they still meet me with resistance. Not sure where I will go from here school is half over and he is already behind. Well thank you and if anyone has anymore info that could help I

am all ears. The Marotta Family <marottafamily@...> wrote: - This past semester, I took a educational psychology class at a local college, and as part of that class, I visited an Asperger's/High Functioning class at a local high school. These students had speech therapy. And let me tell you, though I don't doubt that your son is very intelligent, I don't think your 5 year old's vocabulary is as vast as those high school student's. Somehow, those students qualified for speech therapy. One's need for speech therapy is not directly proportional to the extent of one's vocabulary. And if my son's principal were to ask why Bobby was getting ST, I would pull out a copy of his MFE and IEP and explain that my son's ST was pragmatic in nature, and that the ST would help him learn to get along with others & to learn to read social cues and ultimately get and keep a job. I would then invite the principal to the next IEP meeting - but our principal is a very sweet man, I like him, and all the children love him! It would be a pleasure to have him at an IEP meeting. My only thought is that your school doesn't know what to do with a child with HFA. The place to start is to do a thorough MFE. Then based on the results of the MFE, the IEP goals can be crafted to meet your son's unique needs. For example, if an pragmatic speech instrument showed that your son didn't know what to say when meeting a new person, then you could write an IEP goal "Bobby will say his name when the

teacher introduces a person to him 8 out of 10 times" or some such thing. Here are some examples of pragmatic speech instruments: TOPL (Test of Pragmatic Language) and the TOPS-R (Test of Problem Solving-R). If an auditory discrimination instrument showed that your son couldn't distinguish between Gs and Bs, then that could be written in his IEP. It shouldn't be a fight. If the MFE is sufficient, then the school cannot deny services to your son. If the MFE is not sufficient, if some tests are missing or if the school did an inadequate job, it is your right - no, your son's right - to request more diagnostic tests, performed either by the school or by an independent evaluator. Under no circumstance should you let the school remove ST from your son's IEP. Have tests done that show where your son needs help if they haven't been done yet Are any of your son's IEP goals based on

the Auditory Processing Test results? If so, is your son progressing toward those goals? Before the school stops services that work toward those goals, they would have to have kept records that your son met those goals. I have heard of other parents getting, as part of their child's IEP, teachers and aides training. Federal Law allows for this, but I don't think it's mandatory, and it can be difficult to get the school to agree to this. The impression I get from your email is that it would be beneficial for your son, though. Here is a website that lists all kinds of IEP goals. It thoroughly covers Speech goals - pragmatic, semantic, etc. www.bend.k12.or.us/tsc/cordc/esis/training_documents/sped/trainingmaterials/RedmondGoalBank073003.pdf (this is an awesome list of IEP goals that at the moment I can't open. Hopefully, I can't because I'm not that computer literate. It's 103 pages of just IEP goals.)

Marotta A couple of other interesting sites. http://www.cesa7.k12.wi.us/sped/issues-IEPissues/writingiep/GoalsMeasurable.htmlhttp://www.hyperlexia.org/iep_roadmap.html (I like this one, because, although the website is not an Ohio one, it quotes a booklet published by the ODE.) ----- Original Message ----- From: Biehl Sent: Wednesday, January 04, 2006 1:37 PM Subject: [ ] (unknown) Hi Everyone, I hope everyone had a nice holiday season. I know I am sad to see it end. I have a question for anyone who can help. I have a 5 year son diagnosed PDD-NOS. He is very high functioning. He talks and has a large vocabulary, but sometimes has a hard time with his communication skills. He does receive speech therapy through school but I have a feeling that will stop next year. We are already hearing from the school "If the principal walked in here he would wonder why he was getting speech". I was wondering if anyone else has had a similar situation where there child is considered high functioning that the school does not want to give

services. Does anyone know who sets the standards that the services are required. He had a Auditory Processing Test this past fall and scored a 75 when the average per the speech therapist is 100-110. I thought speech therapy helps with auditory processing, Am I wrong? If anyone can help I would appreciate any input anyone has. Thanks, PhotosRing in the New Year with Photo Calendars. Add photos, events, holidays, whatever.

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[Guest guest]

THANK YOU!! CAROL

(unknown)

> Hi. I checked your membership and you are already set to receive no

> emails so they should stop. If not, go to " edit membership " right

> under the advertisement at the top of the page and you can change

> your settings there. If you really want to leave the group, there is

> an option there to do that. The " no email " setting should help if you

> want to stay in the group and just check in from time to time to see

> if your experiences can help anyone else.

>

> Take Care....

>

> Becky

> , repo grad

> Pittsburgh, PA

>

>

>>

>> Hi everyone,

>> My son has been done with the DOC band in December. I first want

> to thank everyone for their support. This is a great site and I wish

> everyone lots of luck with their own children. I wanted to ask the

> moderators how to get off the site, I didnt see a way of stop getting

> the emails. If someone can let me know how....and again.....lots of

> luck to everyone out there! Carol ( son to Dylan, DOC band graduate

> on 12/16/05)

>>

>

>

>

>

>

>

> For more plagio info

[Guest guest]

THANK YOU!! CAROL

(unknown)

> Hi. I checked your membership and you are already set to receive no

> emails so they should stop. If not, go to " edit membership " right

> under the advertisement at the top of the page and you can change

> your settings there. If you really want to leave the group, there is

> an option there to do that. The " no email " setting should help if you

> want to stay in the group and just check in from time to time to see

> if your experiences can help anyone else.

>

> Take Care....

>

> Becky

> , repo grad

> Pittsburgh, PA

>

>

>>

>> Hi everyone,

>> My son has been done with the DOC band in December. I first want

> to thank everyone for their support. This is a great site and I wish

> everyone lots of luck with their own children. I wanted to ask the

> moderators how to get off the site, I didnt see a way of stop getting

> the emails. If someone can let me know how....and again.....lots of

> luck to everyone out there! Carol ( son to Dylan, DOC band graduate

> on 12/16/05)

>>

>

>

>

>

>

>

> For more plagio info

[Guest guest]

What do you need help with???

From: "melski0062" <melski0062@...>Reply-Plagiocephaly To: Plagiocephaly Subject: (unknown)Date: Mon, 24 Jul 2006 02:00:17 -0000

how do i get people to respond to me???