David / Math Status

Something wonderful is happening in the Algebra II / with Trig course - David is starting to get it much better than before.

As not only his teacher, but his accommodation, I have done more hand holding than ALEKS recommended. This was done deliberately - and with the knowledge that it would have to change. This year, as David is coming up on times when he will have to test independently for various things, I have been using some of the ALEKS features - mostly quizzes but also Worksheets - to get him to do the math without the "crutch" of either Grandma or the online ALEKS environment. And I told him he would have to do his Assessments all on his own - no Grandma to interrupt with comments like, "Watch the signs!" or "you remember, we did that kind of problem - here is an example" during it.

His first Assessment result was --- less than stellar. He "lost" most of the pie pieces he'd earned since the last assessment. (David tends to rush through things and either skips problems or makes careless errors.) His quizzes were a tad bit better; I also have started giving "timed" quizzes - 5-10 quick problems with a 10 minute limit. The first of those he panicked about and did not do well.

"David," I admonished, "the purpose of the timed quizzes is to get you used to doing them and NOT worrying about the time. Next time, please take the time you need to do the problems RIGHT, and don't worry if you don't finish them all. These are just there to help you learn to take the tests."

I like ALEKS but in my book it does not really "force" the kids to understand the topic - it lets them learn the "pattern" of how to do it - for those of you who have gone through calculus, think of learning how to differentiate a function mechanically without understanding what's going on - so I have been stopping the online lessons, moving to the white board, and taking the time to help him understand what's happening (at least, I hope that's what I'm doing ...).

Over the past month or so,  he has improved immensely. His last three timed quizzes (10 problems) he has gotten 90%, 100% and 90%; his last "recent knowledge" quiz he got an 88%. In the past he was averaging a "D."

But better yet - he did his last Assessment this morning. As of his prior assessment, he had 77 pie pieces. During the Assessment - I was sitting nearby - I heard him talking to the work, and occassionally saying, "No, no, no .. it's NEGATIVE" and equivalent remarks.

Right before the Assessment started, he had 97 pie pieces. After the Assessment? he had 97 pie pieces!!! When  I looked at the detail, he had "lost" one piece on a section he'd covered - and gained one piece of something we have not "had" yet!! This is the first time he hasn't lost at least 1/4 of the pieces he'd earned during the learning sessions.

Wow!

Autism and love

"Don’t push, Mikey – Grandma will fall down the stairs. Do you want Grandma to fall down the stairs?”

“Yes!” he responds.

I should not have asked the question. It put the idea of falling down the stairs into his head. I don’t think it was a desire to hurt me: It was more his insatiable curiosity about The World and wanting to know how things work. He was having Yet Another Tantrum at bath time. These started a few weeks ago, and now – curses! – they seem to be part of his “routine.” We are working on breaking the routine.

Mikey is a mystery wrapped in an enigma. He is autistic. He is *very* intelligent. He – as all children do – has learned what it behooves him to learn, at least as far as he is able. Autism is a neurological disorder. They even know some of the parts of the brain that are affected. They don’t know what causes it. They know that, if you have a child with autism, and have another child, that child is likely to be “on the spectrum.” So genetics do play a role. Mikey is one of a pair of identical twins – and his brother David is high functioning.

There is no blood or other chemical test for autism. It is diagnosed behaviorally – and that is why someone can be on the “autism spectrum.” It includes a lack of social interaction and a lack of the ability to “read” other people. Autistic people have to be taught to recognize things that neuro-typical (NT) people “pick up” – like emotions, irony, and those indirect, kind things people say that mean “bug off” or “don’t call me.”

Treatment is behavioral. That is, they use a reward and withhold-reward system, rigorously repetitive, designed to get them to the highest possible level of communication (many autistics never talk, read or write) and to get the behaviors to a more socially acceptable level. There are attempts to “teach” emotions and recognition of emotions and things of that ilk.

Does Mikey love us? I am not sure. He trusts us. He knows he is “safe” with us. If you read the blog about camp, you know that Mom and I were nearly hysterical worrying about his being in a strange new environment for the first time. Mikey was not. I think he would have stayed forever, or at least until something did not go enough his way. (His camp counselor, Spencer, told him he had to stay in bed until 7 am and he did.)

Mikey very seldom acknowledges anything you do for him. On those rare occasions when he says, “Thank you” or some equivalent, we are astounded and elated. But they are rare. While most relationships have a coinage, even if unspoken (I do this for you; you do this for me – if there were not some exchange of giving, the relationship would not exist), what we do for Mikey is done with almost no “return.” We feel for him. He does not feel for us.

What Am I?

My grandson, David, declared that I am "neutral good" most of the time; but when I am his math teacher, I am "lawful evil." Just thought you would want to know.