It's been really brought home to me the last few days how much Kitty struggles academically. Ponito got Hubby's hand-me-down phone, so he gave Kitty his old iPod. Kitty is LOVING it and we're going to have to set quite a few new rules to balance her new obsession. She's also been a lot more manic lately, and I'm assuming they're related.
Kitty says she's just happier because she's able to communicate with her friends and bio family, but admits she's got low level anxiety too. I'm worried about the communication with bio family. Her grandmother can be a negative person and she is giving Kitty too much info about biomom again. This stresses Kitty out a LOT. What worries me the most is that even with the relatively low stress of the Summer, she is still struggling.
It is interesting to watch her use the thera-tappers in therapy. She goes from bouncing off the walls and from topic to topic to relatively calm the second the tappers start (last week she literally sagged and practically fell asleep). Today she bounced back much more quickly as soon as the tappers were turned off, but was still hypo-manic. Something else to mention to the psychiatrist in a few weeks.
One big thing I've noticed since she started texting is how bad her spelling issues really are. She's 17 and a junior in high school. The school has assured me she's mostly on grade level (although this year she failed the Language Arts portion of the TAKS - state standardized testing).
A few words she's asked me to spell (and spelled really wrong when I asked her to try herself first):
She asks me to spell a LOT of words. I guess it's not all bad that she's texting; it's more practice spelling than she'd normally get, although it doesn't really seem to stick.
Couple other things she's asked me recently that have me worried:
K: How long is this movie?
Me: How many minutes does it say?
K: 116 minutes
Me: How many minutes are in an hour?
Me: So how many hours is it?
K: Wait, let me get my calculator.
With a little bit of help she was able to get the right answer (1 hour and 56 minutes), but wasn't able to figure out that this was almost 2 hours.
She found out the local grocery store was without power from 6pm to 12:30am. She wanted to know how many hours that was. Even using her calculator and helping her work out that 30 minutes was 1/2 of an hour and therefore was .5... I still had to tell her to subtract 6 from 12.5 (she was going to add it)... and she still used the calculator.
She can't read a clock unless it's digital, but I have to admit, Bob says she can't either (but I'm pretty sure Bob is just being lazy).
She leaves out most of the descriptive words when she asks a question, and gets upset when we ask for more information.
"I want to see the movie with that guy."
"When are we going to that place?"
These questions and comments are rarely in context. They pop out randomly. She doesn't even see that there is no way I could understand what she's talking about. Every now and then I am able to make the intuitive leap and get what she's talking about, but I still have to ask her to fill in the blanks so just maybe she'll "get it."
The good news is she's starting to recognize and reword with only one or two prompts when she is making "command statements."
"We're not going back there, ever."
"You're taking me to ____________."
"I need ___________. You're getting it for me." (with prompts she changes it to "I want ___________." Someday we hope to get it changed to, "Someday I would like to have ___________.")