I have just switched to Math Mammoth, after having been sold on Math U See and using that for three years, then dabbling in Miquon. I am now a big fan of Math Mammoth and wanted to share more about it. The first part of this was from a comment I submitted to the Math Mammoth website.
After watching the demo DVD, I had been completely sold on Math U See. Both of my children did very well with their Primer (kindergarten) level, and I still really like much of that presentation, such as how they teach place value along with teaching counting, and very clearly identify that you never count higher than nine in each "type" of number (units, tens, hundreds, etc). I also liked how they presented addition and subtraction in such a clear way. The problem I discovered (and I've only used through Beta) is that while they present things in a very clear understandable way, they only seem to present things in one way, using the blocks, then drill it. My children were bored and frustrated with the curriculum starting with Alpha, because it was nearly all drilling of the addition facts. Now, some drill is necessary, but my children were totally bored, and the couple of easy and obvious word problems in each lesson didn't alleviate the unrelenting sameness of each day. Moreover, they didn't want to use the blocks on a regular basis and seemed to find them distracting rather than helpful. The curriculum seemed to help to help kids understand, but it didn't seem to encourage creative mathematical thinking. We switched to Miquon and a more investigational and discovery oriented approach. Our problem was that this was not structured enough for us, moreover the student sheets don't really have directions and so I had to look up and explain each page in the book. We again ran into the problem that the boys didn't want to use the manipulatives all the time, and also found they prefer to have more guidance than Miquon was designed to give. They don't like things to be so open ended.
I really think that Math Mammoth is a nice, balanced curriculum. I love that the instructions and teaching are contained within the student workbook, so that I don't have to do anything to prepare other than read over the instructions with the child and explain them as necessary. It tends to use clear visual examples, when we need hands on examples I pull out the base 10 blocks or cuisenaire rods (which are far less expensive than the MUS blocks). While it contains plenty of practice for each concept, each lesson isn't filled with the exact same kind of problem, and the same concept is approached in several different ways, instead of only one way, like Math U See seemed to do. Each book also contains website and game suggestions, if your child needs extra help or just more fun.
Math Mammoth is also flexible. You can purchase grade level complete curricula for first grade through sixth, the Light Blue series, or you can purchase workbooks arranged around individual topics, the Blue series. There are also collections of worksheets available that aren't designed to teach concepts, but simply practice these. All of these are available as affordable eBooks that can be downloaded and printed as many times as you like, or you can purchase printed copies from Lulu.com. There is a large sample package available for download for free if you'd like to get a look at the curriculum.
So what are the negatives? First, it is only available in color as an ebook. The printed versions available from Lulu.com are in black and white. While I've heard that this is typically fine, I do feel that the color adds to the instruction. Moreover, in purchasing a bound rather than an electronic copy, you lose the benefit of being able to use it over multiple years for multiple children. I printed off all the pages for the first workbook for each grade (there are two workbooks to cover one year) and three hole punched them and put them in a portfolio with prongs. This isn't the best format, but it would have been quite expensive to have the books printed and bound at Office Max, for instance. If you're fine just printing a few pages at a time you could do that, but I wanted the books ready to go. I'm drooling over a home binding system, but this would negate much of the cost savings. I'm undecided about whether I'll purchase the bound black and white copies or the ebooks in the future.
Also, some of the pages seem a bit crowded or cluttered. I think that it would be more developmentally appropriate to have fewer problems on each page with more white space, particularly in the first grade book.
Saturday, September 11, 2010
Friday, September 10, 2010
Three Weeks Into the New School Year
I think that we're finally getting into a groove. I had decided that I needed to be more structured, and that I needed more help planning, so we decided to go with the Mother of Divine Grace plans for this year. I will say that I haven't followed them nearly as closely as I had originally thought I would. I substituted a few subjects, and I'm wondering for future grades how much of the plans I'd need to follow for it to be worth it to purchase the syllabi. I am following much of their methodology, though. Here's what I think so far about what we're using:
Math Mammoth -- this is new for us this year, it is what we are using for both boys, and I'm very happy to have found it. It is a lot more varied than Math-U-See, and is very good at presenting from different angles. It seems to hold the boys' attention better and I think it requires a lot more creative mathematical thinking than MUS. We are using Cuisenaire rods and base 10 blocks as manipulatives, as needed. It is also inexpensive compared to many other math curricula.
Religion -- we are using the Faith and Life series from Ignatius Press instead of the Baltimore Catechism. I went back and forth on having the kids memorize the questions and answers, and finally decided not to do so. I agree with MODG that memorization is good, but I disagree that memorization needs to take place in every subject area at this level.
Phonics, Spelling, Reading & Handwriting -- we are using the book The Writing Road to Reading. This book has given me fits. It is a very intensive phonics approach that begins with having the kids memorize phonograms, or letters and combinations of letters which work together to make specific sounds. Then it uses these phonograms to teach spelling and reading, and the spelling includes marking the words in specific ways to indicate the sounds being used. I'm not totally sold on such a rigid approach -- I feel like there may be too many exceptions in English to make such a rules based system worthwhile, and I also feel that teaching onsets and rimes (also known as word families) might be a better approach. Moreover, this book isn't straight forward, I disagree with some of the sounds taught (it seems to be based on how things were pronounced in New England 50 years ago), and I found the guide book suggested by MODG to be more annoying than helpful. I ditched the guide and simply reread the book itself a few times, looked at a couple other programs for ideas, changed some of the phonograms, decided to use a different marking system, and we're going to try to make it work. I still feel a bit like chucking it and ordering some spelling workbooks. I will say that no matter how the phonics and spelling book works this year, using this for the past three weeks has been totally worth it because of the improvement in the boys' handwriting. We have used Handwriting Without Tears for three or four years, since Pauly was in K or just before, but it never actually translated into good handwriting outside of the workbook. WRTR teaches handwriting, with very specific verbal directions to form each lower case letter, while the phonograms are introduced. We followed those instructions fairly closely and I am very pleased to see how much improvement there has been in their handwriting. I think part of the success of the WRTR is that the child is not taught to copy the letter and often doesn't even have an example in front of him at all, but is expected to memorize the movements.
Language Arts -- First Language Lessons, the Hillside Education edition. I like this just fine, although some of the language seems old fashioned. It is a reprint and update of a book from the early 1900s. We are using this for Pauly, both the boys are also doing poetry memorization.
Latin & Greek roots -- we're using English From the Roots Up and just memorizing roots. Pauly was looking forward to "learning Latin" and I was afraid he'd be disappointed, but he seems to enjoy learning the roots and talking about the words derived from them. He wants to move ahead faster than the syllabus, which is fine with me. I'd like to come up with some ways to make this more interesting.
History -- one of the reason I wanted to go with MODG long term was their history plans, which are have scheduled literature around the reading of a history text for a spine. Pauly like the books alright, and actually read many of them this summer, since he couldn't resist a shelf full of new books. I would love to be able to sit down and read the books with him, but that hasn't really happened. He has been reading them and then we discuss them, if I can. I have been thinking of reading the literature books aloud to everyone when they're schedule, but still have Pauly read them himself, as well. Pauly also has a map skills book.
Science -- we aren't following the lesson plans for Pauly's science, but are using Catholic Heritage Curricula's Behold and See 3. So far, so good. I think he already knows all of it from reading on his own.
Roger's favorite activity is listening to then retelling Aesop's Fables. I write his retelling down, he illustrates it, then we put it in a folder to make a book. He has been asking to do one every day. I figure when he finishes the fables I'll find something else to use for the same purpose.
Math Mammoth -- this is new for us this year, it is what we are using for both boys, and I'm very happy to have found it. It is a lot more varied than Math-U-See, and is very good at presenting from different angles. It seems to hold the boys' attention better and I think it requires a lot more creative mathematical thinking than MUS. We are using Cuisenaire rods and base 10 blocks as manipulatives, as needed. It is also inexpensive compared to many other math curricula.
Religion -- we are using the Faith and Life series from Ignatius Press instead of the Baltimore Catechism. I went back and forth on having the kids memorize the questions and answers, and finally decided not to do so. I agree with MODG that memorization is good, but I disagree that memorization needs to take place in every subject area at this level.
Phonics, Spelling, Reading & Handwriting -- we are using the book The Writing Road to Reading. This book has given me fits. It is a very intensive phonics approach that begins with having the kids memorize phonograms, or letters and combinations of letters which work together to make specific sounds. Then it uses these phonograms to teach spelling and reading, and the spelling includes marking the words in specific ways to indicate the sounds being used. I'm not totally sold on such a rigid approach -- I feel like there may be too many exceptions in English to make such a rules based system worthwhile, and I also feel that teaching onsets and rimes (also known as word families) might be a better approach. Moreover, this book isn't straight forward, I disagree with some of the sounds taught (it seems to be based on how things were pronounced in New England 50 years ago), and I found the guide book suggested by MODG to be more annoying than helpful. I ditched the guide and simply reread the book itself a few times, looked at a couple other programs for ideas, changed some of the phonograms, decided to use a different marking system, and we're going to try to make it work. I still feel a bit like chucking it and ordering some spelling workbooks. I will say that no matter how the phonics and spelling book works this year, using this for the past three weeks has been totally worth it because of the improvement in the boys' handwriting. We have used Handwriting Without Tears for three or four years, since Pauly was in K or just before, but it never actually translated into good handwriting outside of the workbook. WRTR teaches handwriting, with very specific verbal directions to form each lower case letter, while the phonograms are introduced. We followed those instructions fairly closely and I am very pleased to see how much improvement there has been in their handwriting. I think part of the success of the WRTR is that the child is not taught to copy the letter and often doesn't even have an example in front of him at all, but is expected to memorize the movements.
Language Arts -- First Language Lessons, the Hillside Education edition. I like this just fine, although some of the language seems old fashioned. It is a reprint and update of a book from the early 1900s. We are using this for Pauly, both the boys are also doing poetry memorization.
Latin & Greek roots -- we're using English From the Roots Up and just memorizing roots. Pauly was looking forward to "learning Latin" and I was afraid he'd be disappointed, but he seems to enjoy learning the roots and talking about the words derived from them. He wants to move ahead faster than the syllabus, which is fine with me. I'd like to come up with some ways to make this more interesting.
History -- one of the reason I wanted to go with MODG long term was their history plans, which are have scheduled literature around the reading of a history text for a spine. Pauly like the books alright, and actually read many of them this summer, since he couldn't resist a shelf full of new books. I would love to be able to sit down and read the books with him, but that hasn't really happened. He has been reading them and then we discuss them, if I can. I have been thinking of reading the literature books aloud to everyone when they're schedule, but still have Pauly read them himself, as well. Pauly also has a map skills book.
Science -- we aren't following the lesson plans for Pauly's science, but are using Catholic Heritage Curricula's Behold and See 3. So far, so good. I think he already knows all of it from reading on his own.
Roger's favorite activity is listening to then retelling Aesop's Fables. I write his retelling down, he illustrates it, then we put it in a folder to make a book. He has been asking to do one every day. I figure when he finishes the fables I'll find something else to use for the same purpose.
Saturday, August 28, 2010
ADHD
I've had a couple people ask me about my new ADHD diagnosis, so I thought I'd share a bit more about ADHD. The following is based on my understanding of talking to my doctors and my reading, but I'm not going to cite any sources. If you have anything to add or correct just chime in in the comments.
Currently, the official diagnosis is ADHD, which stands for Attention Deficit Hyperactive Disorder, whether or not you are hyperactive. ADHD is a bit of a misnomer. It is not that you have a deficit of attention but that you have reduced control over your attention. Everyone is constantly bombarded with varying stimuli -- sights, sounds, smells, thoughts -- all day long. In a normal brain, the frontal lobes perform a series of functions called executive functions which control and regulate the other actions of your brain. They help to determine which stimuli are important to attend and respond to, and also are involved in being able to monitor your behavior, and being able to make and execute plans, among many other things. In a brain with ADHD, the executive functions are impaired to one degree or another. This results in the classic ADHD "attention deficit." The individual can't easily screen out extraneous stimuli and so tend to get distracted. However, they can also become "hyperfocused" and become so focused on one stimulus, such as the computer or a video game, that they can't easily switch their attention to other stimuli in the environment that they do need to attend to, such as the toddler over there dumping out the contents of the pantry.
One of my doctor's described the executive functions as the conductor of the orchestra of the brain, they coordinate all of the other brain functions so that things work smoothly. Without an effective conductor, the other elements of the orchestra don't come together to function as a whole, and the result is chaos. Stimulant medications work for ADHD because they "wake up" the conductor, and the individual then becomes better to direct their attention, to plan (short and long term), to control impulsivity, and much more.
In my case, I really hadn't expected to find out I had ADHD. I had recurring bouts of depression, and once I had children that become bouts of depression and struggles with anger management. My therapist initially though that perhaps I was bipolar, but we did extensive testing and the results were quite clear that I had ADHD, inattentive type. I started medication for this, and the change has been drastic. Before the medication, I spent much of the day flustered, frustrated and overwhelmed. Once I was so flustered, the smallest thing, such as simple noises from the children or the pets, could set me off and I would explode. Housework was usually undone, and instead of working on it, I'd look at what needed to be done, feel completely overwhelmed, and go read a book or surf the 'net. On the medication, I get overwhelmed and flustered much less often. I can look at a busy, overwhelming or difficult situation and figure out how to handle it, instead of getting emotional. I am better able to switch my attention away from things I'm engaged in, even absorbing things like the computer, to take care of other things, without getting angry or frustrated. I can interrupt a task and then remember to come back to it. The difference the medication has made has be phenomenal. I still have done a lot of work in building good habits of thought and behavior, and I still have plenty of more work to do, but I feel like I'm able to do it now.
Currently, the official diagnosis is ADHD, which stands for Attention Deficit Hyperactive Disorder, whether or not you are hyperactive. ADHD is a bit of a misnomer. It is not that you have a deficit of attention but that you have reduced control over your attention. Everyone is constantly bombarded with varying stimuli -- sights, sounds, smells, thoughts -- all day long. In a normal brain, the frontal lobes perform a series of functions called executive functions which control and regulate the other actions of your brain. They help to determine which stimuli are important to attend and respond to, and also are involved in being able to monitor your behavior, and being able to make and execute plans, among many other things. In a brain with ADHD, the executive functions are impaired to one degree or another. This results in the classic ADHD "attention deficit." The individual can't easily screen out extraneous stimuli and so tend to get distracted. However, they can also become "hyperfocused" and become so focused on one stimulus, such as the computer or a video game, that they can't easily switch their attention to other stimuli in the environment that they do need to attend to, such as the toddler over there dumping out the contents of the pantry.
One of my doctor's described the executive functions as the conductor of the orchestra of the brain, they coordinate all of the other brain functions so that things work smoothly. Without an effective conductor, the other elements of the orchestra don't come together to function as a whole, and the result is chaos. Stimulant medications work for ADHD because they "wake up" the conductor, and the individual then becomes better to direct their attention, to plan (short and long term), to control impulsivity, and much more.
In my case, I really hadn't expected to find out I had ADHD. I had recurring bouts of depression, and once I had children that become bouts of depression and struggles with anger management. My therapist initially though that perhaps I was bipolar, but we did extensive testing and the results were quite clear that I had ADHD, inattentive type. I started medication for this, and the change has been drastic. Before the medication, I spent much of the day flustered, frustrated and overwhelmed. Once I was so flustered, the smallest thing, such as simple noises from the children or the pets, could set me off and I would explode. Housework was usually undone, and instead of working on it, I'd look at what needed to be done, feel completely overwhelmed, and go read a book or surf the 'net. On the medication, I get overwhelmed and flustered much less often. I can look at a busy, overwhelming or difficult situation and figure out how to handle it, instead of getting emotional. I am better able to switch my attention away from things I'm engaged in, even absorbing things like the computer, to take care of other things, without getting angry or frustrated. I can interrupt a task and then remember to come back to it. The difference the medication has made has be phenomenal. I still have done a lot of work in building good habits of thought and behavior, and I still have plenty of more work to do, but I feel like I'm able to do it now.
Wednesday, August 25, 2010
Pizza Joes
I made these for the first time last night, and they were a big hit with the family and were super easy. The recipe is originally from the Saving Dinner Summer Frugal e-book, but I made some changes.
INGREDIENTS:
1 pound lean ground beef
1/2 cup finely chopped onion
2 cloves garlic, pressed
Salt and pepper to taste
1 (6-oz.) can tomato paste
1 (8-oz.) can tomato sauce
1 teaspoon oregano
1/4 teaspoon crushed red pepper flakes (the recipe called for 1/2 teaspoon)
6 whole wheat hamburger buns
12 slices Mozzarella cheese
In a large skillet or Dutch oven, brown ground beef, onion and garlic. Drain off any excess
fat. Season with salt and pepper to taste and add tomato paste, tomato sauce, oregano, and crushed red pepper flakes. Stir, then simmer for about 6 or 7 minutes. While meat is simmering split burger buns in half and place open side up on large cooking sheet or baking tray. Place under hot broiler for just a moment, just until the buns are barely toasted. Spoon some of the pizza filling onto buns-bottoms and tops. Put a slice of Mozzarella cheese immediately on each bun half. We had some extra sliced olives from our salad that we put on top of the cheese for a few of the halves at this step. Don't sandwich bun tops and bottoms back together. Briefly broil sandwiches, just until cheese is thoroughly melted (and slightly browned, if you like that).
A serving is two halves. Not many veggies here, so we served it with a big salad and some carrot sticks. Everyone actually ate dinner! That's a success in my book.
INGREDIENTS:
1 pound lean ground beef
1/2 cup finely chopped onion
2 cloves garlic, pressed
Salt and pepper to taste
1 (6-oz.) can tomato paste
1 (8-oz.) can tomato sauce
1 teaspoon oregano
1/4 teaspoon crushed red pepper flakes (the recipe called for 1/2 teaspoon)
6 whole wheat hamburger buns
12 slices Mozzarella cheese
In a large skillet or Dutch oven, brown ground beef, onion and garlic. Drain off any excess
fat. Season with salt and pepper to taste and add tomato paste, tomato sauce, oregano, and crushed red pepper flakes. Stir, then simmer for about 6 or 7 minutes. While meat is simmering split burger buns in half and place open side up on large cooking sheet or baking tray. Place under hot broiler for just a moment, just until the buns are barely toasted. Spoon some of the pizza filling onto buns-bottoms and tops. Put a slice of Mozzarella cheese immediately on each bun half. We had some extra sliced olives from our salad that we put on top of the cheese for a few of the halves at this step. Don't sandwich bun tops and bottoms back together. Briefly broil sandwiches, just until cheese is thoroughly melted (and slightly browned, if you like that).
A serving is two halves. Not many veggies here, so we served it with a big salad and some carrot sticks. Everyone actually ate dinner! That's a success in my book.
Friday, August 13, 2010
A Good Friend
One of my good friends from high school, Jill Caputo, was killed in a motor vehicle accident earlier this week. That hurts even just to type it out. I want to post a proper memorial, and see if I can find some pictures from high school to scan and post, but I wanted to post some thoughts now since I don't want to forget them. I spoke to my therapist this morning, and he asked me about Jill, and these are some of the things that I remembered.
She was one of the strongest people I have ever known. She had to work hard for everything -- things that we simply take for granted could be an ordeal for her. Her disability, which resulted in partial paralysis and decreased mobility, affected much of her life, but she worked through everything. Those who went to high school with her might consider how much effort she had to put into simply going up the stairs at the school! She was not willing to let her disability hold her back from anything. She found a way to make things work.
She gave me so much. I tend to be shy, and left to myself I just spent time at home. Jill was the driving force behind most of my social activities my junior and senior year of high school, and I think that was a very good thing. She pulled our little group - which also included Ray, Laura and Shawn - together and was the one who made plans and made things happened. She helped to pull me out of the shell that I tended to retreat into. I really needed that at that time, sometimes I still need it.
There is so much more I could post, but I'm getting scatter brained. Jill, thank you. Thank you for your friendship, and for introducing me to so many other friends. Thank you for pushing me out of my comfort zone, and sometimes getting me to push back. Thank you for keeping me going, caring about me, and giving me a great example of strength, courage and indomitable spirit.
She was one of the strongest people I have ever known. She had to work hard for everything -- things that we simply take for granted could be an ordeal for her. Her disability, which resulted in partial paralysis and decreased mobility, affected much of her life, but she worked through everything. Those who went to high school with her might consider how much effort she had to put into simply going up the stairs at the school! She was not willing to let her disability hold her back from anything. She found a way to make things work.
She gave me so much. I tend to be shy, and left to myself I just spent time at home. Jill was the driving force behind most of my social activities my junior and senior year of high school, and I think that was a very good thing. She pulled our little group - which also included Ray, Laura and Shawn - together and was the one who made plans and made things happened. She helped to pull me out of the shell that I tended to retreat into. I really needed that at that time, sometimes I still need it.
There is so much more I could post, but I'm getting scatter brained. Jill, thank you. Thank you for your friendship, and for introducing me to so many other friends. Thank you for pushing me out of my comfort zone, and sometimes getting me to push back. Thank you for keeping me going, caring about me, and giving me a great example of strength, courage and indomitable spirit.
I heard a loud voice from the throne saying, "Behold, God's dwelling is with the human race. He will dwell with them and they will be his people and God himself will always be with them (as their God). He will wipe every tear from their eyes, and there shall be no more death or mourning, wailing or pain, (for) the old order has passed away." The one who sat on the throne said, "Behold, I make all things new."
-Revelation 21:3-5
Monday, August 09, 2010
What I Did on my Summer Vacation
We actually did something this year! We just got back from a two week vacation. I had been dreading the trip, actually, as I thought that traveling with four kids would be torturous, and that we'd all be dying to be back home long before we were. As a matter of fact, we really enjoyed the trip even with a few traffic jams along the way, we had some good visits with family and friends and we saw a lot of the country that we'd never seen before. We visited/drove through/walked into fifteen states besides Kansas. PLUS when we got back home, our house was still standing and our pets were alive! (Thanks Mom, Dad and Stephen!)
The family standing on the New York/Massachusetts border
Bash Bish Falls
On the Way Home
Sunday, July 11, 2010
Diagnosis
After years of on again, off again depression, problems with anger management and lots of frustration, I underwent a thorough psychological evaluation this spring and was diagnosed with ADHD, inattentive type, and apparently I have a fairly severe case. This actually came as a surprise to me; I knew that I had issues with forgetfulness and organization but tended to think that these were simply because I was busy, or were character flaws. If I tried harder to organize my home and get cleaning done, then I could do it, right? The evidence from the evaluation was pretty clear, though, so I began taking ADHD medication. I was at a point where I knew that I needed to do *something* in order to continue functioning as a stay-at-home homeschooling mom. I couldn't keep doing what we'd been doing.
I have been on a starter dose of Vyvanse for a little over two weeks, and I've been surprised at the difference that it has made. It is far from perfect and my dose isn't quite right, the medication is wearing off in the early afternoon instead of working through the evening, but it has made some significant differences in my day to day functioning at home with my kids. I am spending far, far less time feeling flustered and overwhelmed. I am better able to respond to my kids in a positive manner, even when they interrupt me when I'm in the middle of doing something. When I do get interrupted, it is much easier for me to get back on task. I haven't been spending as much time getting sucked into the computer, mostly because it is now easier for me to think "I need to stop this and get something done" and then actually stop and do that thing. My house is cleaner than it has been, ever. Let's see if I can keep it up.
In the past I've tended to think something along the lines of "ADHD is just a brain difference, and most people with ADHD would be able to function just fine if schools and workplaces could better accommodate those differences. Medicating isn't usually the answer." I don't think that any longer. I wasn't obviously impaired by the ADHD problems, but after taking the medication and finding out what "normal" is, I definitely feel impaired when the medication wears off. I wondered why everything seemed more difficult for me then it looked like it was for other people, and the reason was because it WAS more difficult. There are still many bad habits that I need to be rid of and healthy habits that I need to practice in order to be functioning really well, but I think the medication will allow me to work on those and make real progress.
I have been on a starter dose of Vyvanse for a little over two weeks, and I've been surprised at the difference that it has made. It is far from perfect and my dose isn't quite right, the medication is wearing off in the early afternoon instead of working through the evening, but it has made some significant differences in my day to day functioning at home with my kids. I am spending far, far less time feeling flustered and overwhelmed. I am better able to respond to my kids in a positive manner, even when they interrupt me when I'm in the middle of doing something. When I do get interrupted, it is much easier for me to get back on task. I haven't been spending as much time getting sucked into the computer, mostly because it is now easier for me to think "I need to stop this and get something done" and then actually stop and do that thing. My house is cleaner than it has been, ever. Let's see if I can keep it up.
In the past I've tended to think something along the lines of "ADHD is just a brain difference, and most people with ADHD would be able to function just fine if schools and workplaces could better accommodate those differences. Medicating isn't usually the answer." I don't think that any longer. I wasn't obviously impaired by the ADHD problems, but after taking the medication and finding out what "normal" is, I definitely feel impaired when the medication wears off. I wondered why everything seemed more difficult for me then it looked like it was for other people, and the reason was because it WAS more difficult. There are still many bad habits that I need to be rid of and healthy habits that I need to practice in order to be functioning really well, but I think the medication will allow me to work on those and make real progress.
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