<p>aw Hmom, you and the other P’s here are my safety valve where I can blow off steam.</p>
<p>S’s assessment arrived.
One test showed him in the 99.9 percentile in almost everything except those things that help in organizing thoughts into written language. Verbal Comprehension, perceptual organization, working memory all in the very superior range - then processing speed: 27th percentile </p>
<p>Other various tests backed up these. </p>
<p>No testing was done for anything else like Aspergers. I asked after I got these results and she said she could do more testing but did not notice anything about him to suggest it (this is good) </p>
<p>and I would have liked something that spoke to executive function, but there was nothng - may talk to her about that. Unfortunately we went to her with the sole complaint of his being unable to write, and I had not mentioned other concerns, so they were not addressed. I guess I just assumed she would look for other reasons why he can’t organize thoughts to write them down.</p>
<p>So the official diagnosis is “Disorder of Written Expression”
I have to laugh because I could have told anyone that</p>
<p>This is what my research shows and it lists the tests he took:</p>
<p>Disorder of written expression, formerly called developmental expressive writing disorder, is a learning disability in which a person’s ability to communicate in writing is substantially below the level normally expected based on the individual’s age, intelligence, life experiences, educational background, or physical impairments. This disability affects both the physical reproduction of letters and words and the organization of thoughts and ideas in written compositions. </p>
<p>Description
Disorder of written expression is one of the more poorly understood learning disabilities. Learning disabilities that manifest themselves only in written work were first described in the late 1960s. These early studies described three main types of written disorders: </p>
<p>inability to form letters and numbers correctly, also called dysgraphia
inability to write words spontaneously or from dictation
inability to organize words into meaningful thoughts </p>
<p>There are several difficulties in studying disorder of written expression and in implementing a remedial program. Disorder of written expression usually appears in conjunction with other reading or language disabilities, making it hard to separate manifestations of the disability related only to written expression. Delays in attention, visual-motor integration, visual processing, and expressive language may also contribute to writing disorders. Also, there are no standard tests specifically designed to evaluate disorder of written expression. </p>
<p>Causes
The causes of disorder of written expression are unknown. Different manifestations of the disorder may have different causes. For example, people who cannot form letters correctly on the page (dysgraphia) may have delays in hand-eye coordination and difficulties concentrating. People who are unable to write words from memory or dictation appear to have deficits in their visual memory. They cannot remember what the words look like. People who produce legible script but cannot organize their thoughts on paper may be suffering from cognitive processing problems. Because disorder of written expression is a little-studied disorder, specific causes have not yet been determined. </p>
<p>Symptoms
Symptoms that suggest disorder of written expression include: </p>
<p>poor or illegible handwriting
poorly formed letters or numbers
excessive spelling errors
excessive punctuation errors
excessive grammar errors
sentences that lack logical cohesion
paragraphs and stories that are missing elements and that do not make sense or lack logical transitions
deficient writing skills that significantly impact academic achievement or daily life.
These symptoms must be evaluated in light of the person’s age, intelligence, educational experience, and cultural or life experience. Written expression must be substantially below the level of samples produced by others of the same age, intelligence, and background. Normally, several of the symptoms are present simultaneously. </p>
<p>Demographics
Several studies have estimated that between 3% and 5% of students have disorder of written expression. However, it is difficult to separate this disorder from other learning disorders . Deficits in written work may be attributed to a reading, language, or attention disorders, limited educational background, or lack of fluency in the language of instruction. Disorder of written expression unassociated with any other learning disability is rare. </p>
<p>Diagnosis
There are no specific tests to diagnose disorder of written expression. This disorder is not normally diagnosed before age eight because of the variability with which children acquire writing skills. It is most commonly diagnosed in the fourth or fifth grade. Requests for testing usually originate with a teacher or parent who notes multiple symptoms of the disorder in a child’s writing. </p>
<p>Several standardized tests accurately reflect spelling abilities, but do not assess other writing skills with the same reliability. Tests that might be helpful in diagnosing disorder of written expression include the Diagnostic Evaluation of Writing Skills (DEWS), the Test of Early Written Language (TEWL) and the Test of Adolescent Language. However, assessment using standardized tests is not enough to make a diagnosis of disorder of written expression. In addition, a qualified evaluator should compare multiple samples of the student’s written work with the written work normally expected from students of comparable backgrounds. The person being evaluated may also be asked to perform tasks such as writing from dictation or copying written material as part of diagnostic testing. The American Psychiatric Association places disorder of written expression in the miscellaneous category of learning disorders not otherwise specified. It is likely to remain a poorly understood and diagnosed disability until more research findings are available. </p>
<p>Treatments
Little is known about how to treat disorder of written expression. Intense writing remediation may help, but no specific method or approach to remediation has proved particularly successful. Since disorder of written expression usually occurs in conjunction with other learning disabilities, treatment is often directed at those better-understood learning problems. </p>
<p>Prognosis
Little is known about the long-term outcome for people with disorder of written expression. However, it appears that those who have this disorder may develop low self-esteem and social problems related to their lack of academic achievement. Later in life they may be more likely to drop out of school and find employment opportunities that require writing skills closed to them. </p>
<p>Prevention
There are no known ways to prevent disorder of written expression.</p>
<p>Treatments/Prognosis/Prevention
especially cheering.</p>
<p>no this has been a sucky day on many levels</p>
<h1>theorymom - It’s must be very hard for your son. He certainly needs a lot of love and cheering. Best wishes!</h1>
<p>You are right Coolweather. He does, but we are hardpressed to have him accept it. I am fighting the feeling of being sucked into a vortex</p>
<p>The whining about the study hall has already started on our end. I thought this was interesting- kids were told that they could have their computers and iPods but could not have their cell phones- they are collected at the door. That was a rude awakening to S but a much needed one, I think. Yesterday he reported that he was headed directly from class to study hall for his “two hours of h*ll”. I suggested that it might be more palatable and manageable to take a break after class and then return to study hall. He wanted to “get it over with”. Oh boy. </p>
<p>Later that evening he sent me a text and said he was going back to study hall. He had gone for an hour and then decided he would take my advice and break it up a bit. So there’s hope, I think. </p>
<p>That vortex feeling is a scary one. I wonder what it is about sons that make them so unwilling to acknowledge they need love and support.</p>
<p>
</p>
<p>It probably has something to do with the same reasons men refuse to stop and ask for directions!</p>
<h1>TM- in the report, did they offer any ideas for accommodations that would/might prove helpful? I think the disparity between his ability and the product he turns out would be at the root of his frustrations. My brother has dysgraphia and knows he can’t write, which is almost completely negated by computers these days as I understand it. What I don’t like about your research is that it doesn’t really offer much in the way of strategies and while there is no “cure” or preventable measures, there has to be something that would allow a kid in the 99th percentile in other respects to find success. Seems Shawbridge might have some good ideas.</h1>
<p>Executive Function has to do with memory recall and ability to sustain effort. If they tested for ADHD, than they looked. What I would question is whether or not they looked for things that were likely to be in conjunction with their dx since the research suggests it is an additional issue with certain other disorders.</p>
<p>Long story short… there has to be something tangible to work with vs just trying harder, doesn’t there?</p>
<h1>tm, I assume your S hasn’t had a chance to read the assessment yet. It may lift his self-esteem to have a label for his difficulties combined with off the charts high scores in other areas. The unfortunate thing, as you pointed out, is that there seems to be no clear guidance about how to treat or acccommodate this disability. I’m sure you want him to learn habits that allow him to write, even if it is never easy or automatic, rather than just take the path of total avoidance. I wonder if the school’s disability office will have any ideas to offer up after they read the assessment. I know you feel down right now, but the assessment sounds like an important first step. (Cross posted with modadunn.)</h1>
<p>sabaray, S2 had mandatory 2-hour study hall per week last fall. All engineering majors had to do that their first semester at his college. He didn’t like it either, telling us that he preferred to study in his room. I feel sorry for the administrators who try their best to come up with ways to help kids be successful but find few students taking full advantage of what they offer. Maybe colleges need to form a student advisory group to decide how to provide support in ways that students will more happily use.</p>
<h1>theorymom, are you tempted to send the assessment to #theoryson’s English teacher from last year?</h1>
<p>But you know, #theorymom, of all of our sons who had a less than stellar term, it seems that your son’s issues were the ones most likley caused by a crazy-difficult course load. Maybe he knows that given reasonable (easier) course, he CAN turn it around.</p>
<h1>theorymom and others–We’ll be here with a helping hand to keep you out of the vortex.</h1>
<p>Really not much to add here. I will mention that I wandered over to the health/fitness/whatever thread. I probably won’t return to it. As I am more like several of you that post on that thread, uncoordinated, non-athletic, always the last one picked in PE classes, etc. there is too much of a “mean girls” vibe on some of those posts for my taste. I’m sure the posters mean well, but it’s not for me.</p>
<p>We love you here, rrah. No judgment from me if you never work out, drink soy milk or eat your vegetables. (But in Barcelona we’ll all be fit from drinking fine wine, eating delicious Mediterranean food and walking miles a day soaking up the city.)</p>
<p>I’m a little discouraged by the trend the wellness thread has taken, rrah. It’s meant to be an encouraging place and it’s not going that direction. Oh well. I might PM some of the folks who want to lose weight first and foremost and see if we can support each other individually.</p>
<p>re wellness thread: I find no inspiration from “perpetually skinny people”</p>
<p>Soy Milk… not a fan. But has no judgments</p>
<p>Sorry to hear that sabaray…I must admit I haven’t been there having a less-than-stellar start to my fitness program. I keep plugging away though.
Well, D has gotten over her separation anxiety, loves working out with the team and is thinking of rushing next week. Yikes!! This is SO out of her comfort zone but I think the older girls on the team are convincing her to give it a try. Once again, who is this child???
It looks like she’ll be on the JV team - OK with her and she still gets to race every weekend.
Another bit of devloping maturity on my part: she’s staying at apts. of upper classmen, a couple of days here, a couple there… I think I’m handling it pretty well although I did ask for the cellphone # of a host JUST SO I HAD SOMETHING IN THE EVENT OF A CATASTROPHE!! Well, maybe I have to work on a few things…</p>
<p>The thing about the wellness thread is that some people just adore physical activity - my own 14 year old D is one of them (where she got that we’ll NEVER know). If she could, she’d drop out of 8th grade and play basketball, volleyball, run, tumble, rock climb, dance and jump all day every day. People like her have it so easy fitness-wise, because when they are physically active, they are doing what they love best. If the Surgeon General came out with a new recommondation that everyone should spend at least two hours a day reading a good book, boy I’d be right on it…then I could chide all the non-readers to just find a book they loved.</p>
<p>Yeah, I’m not a perpetually skinny person. I have to work hard to even keep the pounds from creeping on. I can’t afford stevia/agave/soy milk/all organic foods. Heck, I can’t afford to lose weight because I’d have to replace my wardrobe! I’m a plugger like you, woody. In it for the long haul. </p>
<p>D has to make a nametag for rush. I have no idea what is involved in rush nametags. Anyone have any suggestions?</p>
<p>
</p>
<p>That’s actually why I need to lose 6 lbs…I’m dangerously close to skin-tight in my slacks and skirts. With a lawyer wardrobe in the balance, it will save me so much money to just lose the pounds.</p>
<p>
</p>
<p>Oh please please please start a separate thread on the subject. I really want to read the posts from all the sorority moms! In college I was prejudiced against the sorority girls -as an adult I know that’s ridiculous. I have quite a few friends who were in a sorority back in the day, but I’d love to read posts about it and see if they still rub me the wrong way. I promise to only lurk.</p>
<p>“In college I was prejudiced against the sorority girls” That was exactly D’s attitude up until afew days ago. Interesting, no?</p>