15Jan/15Off

Why a Diagnosis of A.S. (Aspergers) & A.D.H.D. Doesn’t Seem Right

brain-listeningI have had a gut feeling over the last number of years that it makes no sense to me when I am contacted to take on cases with both a diagnosis of A.S. and A.D.H.D. For me it has felt like 'oil and water don’t mix.'

Over the last 6 years I have evaluated all the new students and clients of all ages spanning 5 to 75 years. I now see many strikingly clear patterns that explain my earlier feelings logically.

The first important point is that all A.D.H.D. students, regardless of age, exhibit what I see as multiplicity. This is the ability to take in information in all 4 learning styles. I wrote an article on this in 2012 when I first saw clearly why so many of the students who come to us struggle in conventional school. They simply don’t get to learn the material in enough different ways simultaneously and they get bored! It’s worth noting that we have never had a diagnosis of A.D.H.D. in any of our learning environments and that we don’t ever see the tell tale effects of A.D.H.D. behaviour. Another scary fact is that in conventional education we start to lose multiplicity from the age of 10 and in many cases it is gone completely by 15 - without intervention. We become the linear thinking people the system has created.

http://www.purplelearning.ie/news/multiplicity-do-we-lose-it-in-the-school-system/

I recorded a short video introduction to A.D.H.D. and behavioural effects we see including Diffuse Focus™ where our attention is always being dragged away to hide what we can and cannot really do.

http://www.purplelearning.ie/news/what-add-adhd-are-really-all-about-explained-by-dr-naoise-oreilly/

So, where A.D.H.D. students show multiplicity - A.S. students are slightly more linear and show a very different set of Purple Processing Scales™. These are the scales I have developed to understand how we take in information from our world and how we process the information to retain it.

There are marked differences in the visual and auditory Purple Processing Scales™ for Dyslexia Spectrum, A.D.H.D., A.S. and so on.

I have always felt that there is a 'lost in translation' element to A.S. You ask a question and get a very different answer from the one you are expecting because the question has been interpreted completed differently.

You have never met a quiet A.D.H.D. student and you seldom meet what is viewed as a disruptive A.S. one. A.D.H.D. students tend to be remarkably good at presentation and general chat, whereas A.S. students tend to be very quiet and reserved - until they find their confidence or their subject.

Auditory learners don’t just need to learn by listening - they also have to talk out the ideas and ask endless questions - hence they are often seen as chatterboxes in school.

This means that A.D.H.D. students naturally have a form of self-expression. Whereas A.S. students, with their different Auditory profile, can lack self-expression. This is why it is so important for us to help these students to write their inner thoughts and ideas. A.S. students can be seen to have such whacky ideas that their writing is not always received well in response to conventional school work and they can lack structure. Also, A.S. students, before they gain confidence, can appear to give you the answer in the shortest number of words - which matches their confidence in speech. We have developed ways to overcome these traits very quickly. Ironically, A.S. people can go on to be amazing writers - and with certain use of their Purple Processing Profile they can learn to spell much easier than people on a pure Dyslexic spectrum! Of course, there are many people coming to us that have an Auditory Processing Disorder (A.P.D.) who are wrongly diagnosed altogether. Understanding personality of course plays a vital role in all of my work. I don't think it is possible to separate out understanding of personality and understanding of processing. You have to look at both together. This is why at all of my initial sessions I am creating a profile for both, Purple Profiling™.

So, I was correct 6 years ago - there is a world of difference between an A.S. and A.D.H.D. diagnosis and they don't have the same Purple Processing Scales™ - which I have now proven! Expression is key to all of our successes.

Dr. Naoisé O'Reilly, Expression Developist™.

P.S. For the record, I don't even believe that Aspergers and A.D.H.D. exist in the ways the establishment view them. My new challenge is to start debunking these areas in 2015!

15Jul/14Off

See-Saw Learning™

See-Saw Learning
See-Saw Learning

This is why I keep our students doing a "play" program over the summer. There is no point undoing all the progress they have made in a few sort weeks of holidays!

18Nov/13Off

Using Audio Books to enhance focus, comprehension skills and vocabulary for dyslexic spectrum students

I got my first cassette player at the age of 7 - I still can clearly remember all of the books I listened to over and over. I started using my first cassette recorder at the age of 12 in secondary school to record all my lessons so I could listen back to them - I upgraded to a MP3 player/recorder by college!

Now as a dyslexic adult I insist on reading daily to keep up my skills and I'm secretly chuffed at having read 27 books this year! 

However I still listen to audio books for series that I feel are beyond my reading and I feel that I would miss out on... 

I prescribe audio books for younger students like a medical doctor. For younger students who are book-phobic it gets them into reading and liking books - they don't realize what the are missing out on! It also helps with focus and relaxing the brian. I will talk about this more in my future sleep patterns article. The biggest thing I learned at 7 was that I could memorize the story by listening - it thought me the auditory compensation skills that I still rely so heavily on - in college my fellow students were fascinated that I could remember word for word the lectures despite no notes as I wasn't able to ever take dictation. I would later correct all my class mates notes as I used them for my degree as I have had the time to take the lecture in and understand it rather than worrying about writing. So audio books teach us how to focus while just listening. 

Many dyselxic spectrum students struggle with comprehension. Again with audio books we can learn to focus on the context of writing and reading. We learn what to expect from lanuage and where it goes best together. This later helps us while we are reading - it's like we go into auto pilot working out the text from the context without even realizing what we are doing! 

Lastly a great benefit of audio books is learning words! Like many dyslexics I simply didn't have the words to say or write at an early age as I wasn't learning them from books. We all know the students who talk better because they read or are read to or they spend more time in adult conversations - they always stand out as being more "educated" to us.  Dyslexics quite often are seen as poor at communication as they speak a lot in "things" and "stuff" and other small bity words to fill the gaps of what they are trying to say. Audio books can help to fill these gaps very quickly!

As dyslexics all have huge imaginations I always recomend books that open up new worlds - or even better are like the world you live in only differently. This is why Harry Potter has got more dyslexics to read than any other series ever. 

You can download the Harry Potter Audio Books directly from http://www.pottermore.com/

The next series I love is the Dark materials or Northern Lights series as I see them by Phillp Pullman. These can be found on iTunes, Audible and the BBC http://www.bbcshop.com/audiobook-boxsets/phillip-pullman-his-dark-materials-trilogy/invt/9780563529286

For every young student I recommend Dr. Seuss - He is amazing. The app store for the iPhone and iPad has some amazing interactive audio book apps - The Star-Belly Sneetches is still my favorite.

For older students I recommend the Twilight sage, any of the Agatha Christie books or plays, Brideshead Revisited by Evelyn Waugh, Dick Francis & Felix Francis, Donna Leon books, Casual Vacancy by J.K. Rowling. Boys will probably enjoy Frederick Forsyth or John Le Carre which may be too difficult to read. For both when older any books by Dan Brown or The Cuckoo's Calling by Robert Galbraith can be good debating books on larger world issues.

Happy listening,

Dr. Naoisé O'Reilly    Expression Developist™

19Aug/13Off

Leaving Cert results 2013, A year later – the transformation of The Homework Club to Confidence Club

So it is one year on - our first state exams results since transforming The Homework Club into Confidence Club and I have been asking myself what are the real results? 

In the past I found myself dancing around the real issues with students - as parents and students alike thought they were attending some form of "grind school" we spent more time by stealth in the background getting to the real reasons behind what was going on ... it was often a case of me waiting for an opportunity in the hall to chat casually to a student or waiting for the chance when a parent collected their charge. 

Now it is all a lot more straight forward and upfront - which means less time waiting for the chance to talk about what is really happening. All too often the maths result or other challenge is just a factor in what is really happening in a young persons life. 

This means a year later I can say that we have worked with real people, real problems and in record time. Many of the students I have met have required no more help from me or my team after the initial hour and a half meeting. Their whole lives have improved not just the "maths problem" or the "english essay rows". The time my team have spent in peoples house has been less that we would have needed in the school for greater return. 

All round as what we do is not conventional in anyway it didn't make sense to continue with a conventional school model. I felt often that we had a revolving door as we got results too quickly and now we get them even quicker with a wider spectrum of people. 

Another change for me is that I have often felt that we work with students that everyone else has washed their hands of - now we work with the really outside the box stories that no one has thought of! I truly enjoy the challenge and nothing has ever shocked me. I think there is no way now we can be seen as a simple "grind school". 

I'm looking forward to what this year brings and all the amazing young people I will meet along the way. 

Dr. Naoisé

Expression Developist™

4Jan/13Off

Helping Dyslexics to write within an hour

Even if I don't want to be pigeon-holed as a dyslexic specialist I can't help but attract many dyslexic students to help! I currently work with a range of dyslexic students from the ages of 5 to 55.

It is an absolute joy to see someone effortless write their first page in an hour. I remember only too well how hard it was for me!

 

 

Point of Blog

Our motto is that "we don't do normal". Everyone who comes to The Homework Club is different and is here for a different reason. It's not important if they are dyslexic, have reduced hearing or simply don't "get-it". This Blog is about creative teaching that suits everyone, all of the time! No one needs to be "special". The work is done in groups, so students avoid stigma and don't feel only they need help!

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