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ADHD Symptoms
Attention-Deficit/Hyperactivity Disorder, or ADHD, is one of the most common and possibly over diagnosed childhood disorders today. It affects boys more than girls at a 4:1 or higher ratio.
ADHD typically develops before a child is seven with symptoms often becoming less severe with age. Often, a child with ADHD has been exposed to abuse or neglect, been through multiple placements or disruptions early in life, been exposed to toxins either through the environment or while in utero, or had a severe infection.
You may be interested in a book of strategies for working with ADHD. It can be found @ Working With AD/HD: A How To Manual.
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Pretty Good Place to Live
Healthy, Happy families tend to think their home is a pretty good place to live. Family members talk well of each other and do not put each other down in front of other family members or friends. Members come to the defense of each other when someone from the outside says bad things. Yet, how many times have you been to a gathering and heard women sitting together or men sitting together putting down their own family members? To be a Healthy, Happy Family, this is one practice a family member has to stop!
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Encouragement Instead of Praise
Remember when praising a child to be careful! Praise can damage just as easily as it can help. A child may think they are worthy only when they do what you want and are praised - self worth then ties in with ability to conform. You may want to try "encouragement" rather than praise such as saying, "I trust you to do this " "I knew you were capable of doing it, can you believe you thought you could not cut?" Look at you now!"
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Give Wait Time
Some children, particularly those with behavioral disorders (ADHD, Pervasive Developmental Disorder, Oppositional Defiance Disorder), may take longer to process information than other children. Therefore, when you give a direction to a child that habitually does not respond, wait a few seconds before repeating the direction or scolding the child. I once worked with a child that took 9 seconds to process a direction and respond!
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Child WIll Not Stay in Time-Out
If your child will not stay in time-out, stay with him/her. Remind the child that time out does not start until s/he is calm and quiet. Say nothing else and keep your body language nutrual. Let the child scream, cry, and carry on for as long as s/he wants to, reminding the child every now and then that they are missing something important (e.g., favorite TV show, time with friends) and time-out cannot start until they are done crying. Although most children struggle at first, eventually the struggle shortens and disappears all together. Visit TimeOut for an article on how, when, and why to use time out.
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Arguing and Time Out
Children often like to engage in an argument when you put them in time out. The goal of this type of behavior is usually to bring you down with them. If they have to suffer, then they would just as soon have you suffer with them. Arguing can also be a form of getting attention (even bad attention is better than no attention) or of delaying the inevitable -- being placed in time out. When putting a child in time out, remember these simple rules:
1. Tell the child in a calm voice why they are going to time-out in simple words ("Time-Out for hitting.") 2. Do not engage in argument. Say nothing else except to repeat what you just said. 3. If the child screams, yells, or argues, try to ignore as much of the misbehavior as you can. Unfortunately, for many children, this will only escalate the misbehavior. In that case, continue to not speak or show emotion, just keep putting the child back into time out and holding him or her there if necessary. Occassionally, say something like, "I will not talk to you until you are calm. Let me know when you are calm". Then, do not talk with them until they are in control and sitting quietly. To find out more about techniques other than time-out that you can use, you may be interested in a course I offer called When Time-Out & Stickers Donīt Work
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Symptoms of Oppositional Defiance Disorder
Symptoms of Oppositional Defiance Disorder (ODD)include: - excessive anger - temper tantrums - defiance - arguing with adults - easily frustrated - spitefulness/vindictiveness - deliberately bothering others - blaming others for own actions - poor academic performance
For a comprehensive online course on working with children with ODD, please visit: Behavior Management: Winning the Battle!
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Praise and the Child with ODD
A child diagnosed with Oppositional Defiance Disorder (ODD) often does not like to be praised or rewarded. In fact, praising this child may actually cause the child to misbehave. This is because a child with ODD has such a strong urge to do exactly the opposite of what you want. By telling the child with ODD that you like what they are doing, they just might sabotage your reward by doing the exact opposite. Instead, give subtle praises, such as a wink, or a whispered "Great tower you built!" in passing without even slowing down long enough to make eye contact. This takes the challenge out of the situation will still letting the child know that what s/he did was right. For a description of ODD, visit ODD.
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Extinction
Extinction is a conditioned response fading over time. For example, you might reward a child with a sticker each time s/he displays the appropriate behavior being targeted. After time, you might only reward him with a sticker every fifth time the appropriate behavior is seen. He then continues to show the appropriate behavior even though it is no longer being reinforced with a sticker.
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Catch Them Being Good
Children do not always know what is good behavior or bad behavior. They need to be taught (Really!!). When your child shows appropriate behavior, tell him/her. Catching them as often as you can will bring about more change in a behavior than if you yell, scream, or holler. Every child has something they do well. Find out what it is and exploit it. Use it. Encourage it. Re-enforce it. Boast it. For a good book on behavior management, click this link:
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Touch Me Please!
Body contact and touch is a wonderful behavior management tool. Touching conveys positive messages to the child instead of negative. Moving closer to a child or having the child close to you at certain "problem" times is easier than having to stop what you are doing to get the childīs behavior in control. Sometimes, simply using a hand to reach out and touch a child when interrupting or misbehaving is enough to bring their behavior back in line. To find out more ways you can effectively intervene with problem behavior using a positive approach, you may want to read Positive Pointers for Preventing Problem Behavior in Children.
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2 Many Toys
Some childrenīs behavior may actually be escalated by too many choices, flashing colors and pictures, or loud noisy toys. It is important to be aware of how sensitive your child is to sights, sounds, and other stimuli. Eliminating these factors can improve behavior in and of themselves. To find out more positive ways to control childrenīs behavior, you may want to read this book:
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Single Parent Roles
A parent of either gender has much to offer children by way of role modeling. Therefore, if you are a single parent, you will want your child to have routine contact with members of the opposite sex. This person can be an aunt/uncle, grandparent, significant other, or friend.
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Behavior Intervention and Autism
There are many differing behavioral treatments for Autism. For example, Lovassī Behavioral Intervention uses īDiscreet Trialī methodology to teach a child appropriate behavior, Gentle Teaching and TEACCH focus correcting a childīs behavior by following the childīs agenda and building on positive behaviors that are already there.
No one behavioral intervention is superior to another, they simply all take a different approach. It is important, then, to research the various interventions before deciding on any given one.
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Early Indicators of Autism for Children Ages 12-24 Months
Autism can be identified in very young children and the sooner it is identified, diagnosed, and treated, the better the prognosis for the child. Here are some sensory-motor indicators of Autism for children ages 12-24 months:
Child shows loss of previously acquired skills, is hyper- or hyposensitive to sight, sound, textures, tastes, seeks repetitive stimulation and/or shows repetitive mannerisms (e.g., hand flapping, whirling).
Online Course
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Early Speech-Language Indicators of Autism for Children Ages 12-24 Months
Autism can be identified in very young children and the sooner it is identified, diagnosed, and treated, the better the prognosis for the child. Here are some speech-language indicators of Autism for children ages 12-24 months:
Child has no speech, only occasional words, or stops talking, does not use gestures, repeats sounds noncommunicatively, and/or uses words inconsistently and not related to needs.
Working With Autism: A "How To" Manual
Online Class - CEU Credit!
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Early Indicators of Autism
There are many early indicators of Autism in children under the age of three, but up until recently, we have lacked the knowledge and know-how of how to identify these children. Here are some indicators of concern:
Child does not babble (bababa, mamama) or gesture (point, wave) by 12 months of age. Child does not say single words by 16 months of age, and does not utter 2-word spontaneous phrases by 24 months. Also of concern is if the child loses language after having used it.
Working With Autism: A How To Manual Treating Autism
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Stopping Aggression
Look for signs of stress building up in the child before the child blows a fuse and becomes aggressive or acts out. Then, teach the child to recognize his/her own signs. Last, teach the child coping skills to overcome the stress (e.g., going to another area, getting help from an adult, or using a calming strategy such as putting on head phones or listening to music).
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ADD/ADHD in the Classroom
To help a child with ADD/ADHD learn to control impulsive and/or hyperactive behavior, provide consistency, structure, and routine (keeping your schedule pretty much the same from day to day even on weekends). Providing a structured environment actually helps the child develop cognitive structures that will help control behavior.
You may be interested in a book that includes strategies for working with children with ADHD. It can be found @ Working with AD/HD: A How to Booklet.
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Ignoring Misbehavior
Ignoring misbehavior is a highly effective tool -- but not in all cases. Remember, it is 1 tool from a toolbox of many tools. Ignoring is good for decreasing unwanted behaviors such as whining, swearing, and arguing. By not giving the misbehaving child attention for his or her behavior, often will make it go away. Ignoring does not work, however, if: 1) Your attention is not what the child is after. 2) The childīs misbehavior is destructive or dangerous. 3) The child is in a group of children and the group is likely to imitate the behavior, such as swearing.
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Mood Swings
Some women going through menopause experience a change in emotional health. They may experience mood swings, depression, crying spells, or irritability. These symptoms are often the result of a drop in the hormone estrogen. If you are experiencing these symptoms, you may want to contact your doctor as most symptoms of menopause are treatable.
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Positive Instead of Negative
Healthy, happy families tend to be more positive than negative, even in families that experience extreme conditions of stress. Healthy, happy families use positive discipline more than negative, and tend to see good in events and people more than they see bad. In other words, they do not punish their children as much as they praise what their children are doing right. Positive reinforcement has been proven time and time again to be more effective in improving a childīs behavior than negative reinforcement.
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Oppositional Defiance Disorder
Children with Oppositional Defiance Disorder (ODD) tend to follow a negative pattern of behavior that is hostile and defiant but without serious aggression. ODD is often associated with poor learning and communication skills and frequently is associated with disruption in the early years, inconsistent or absence of a parent, and adverse living conditions.
For an online course of working with children with difficult behavior, please visit: Behavior Management: Winning the Battle!
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The Element of Surprise
An effective strategy for rewarding a child for good behavior is to use theelement of surprise. Do not let the child know what the reward is. Keep a concealed container full of small items, or a sealed lunch bag the child can select from. The prize may be two Freetos and a gumdrop, but I guarantee you, the child will be delighted! For an online course on behavior management, click here.
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Helping the Child with ADD/ADHD
Sometimes children with ADD/ADHD cannot help being impulsive and/or hyperactive because they are too stimulated by the sights, sounds, smells, and textures of our environment. To help, provide a quiet, "time-away" space so the child can "escape" when needed. Teach the child to go to the quiet place when becoming over-stimulated and before misbehavior esculates. Visit ADHD for a list of articles on ADHD. You can also find a "How To" e-book on working with ADHD by clicking here.
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Indicators of Autism in Children Ages 0-6 Months
Autism can be identified and diagnosed in children as young as under the age of six months. Here are some of early sensory-motor indicators:
The child persistently rocks back and forth with body or head, or the child inconsistently responds to stimuli, such as sights, sounds, or having his/her name called.
For a book of strategies for working with children with Autism or PDD, please visit: Working With Autism: A "How To" Manual.
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Early Indicators of Autism in Children Ages 36-60 Months
Autism can be identified, diagnosed, and treated in even very young children. Some early sensory-motor indicators of Autism in children ages 36-60 months are include the child displaying repetitive behaviors that suddenly decrease or stop, or, the child does not play make believe with toys.
For a book of strategies for working with children with Autism or PDD, please visit: Working With Autism: A How To Manual
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ADD/ADHD and Recess
One of the most common mistakes school personnel make when dealing with children with ADD/ADHD is to take away the childīs free time play or recess. Children with ADD/ADHD need to vent anxiety, hyperactivity, anger, or frustration in appropriate ways (e.g., kicking a ball, running, jumping, and yelling). Taking away these activities may actually increase the hyperactive behavior, therefore, taking away an active period the child physically needs should not be used as a behavior management option. To learn more about behavior management through an online course, visit Behavior Management
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The Autism Spectrum
People are often confused about Autism and whether or not it is the same thing as Pervasive Developmental Disorder (PDD) and/or Aspergerīs Disorder. But Autism is actually a subcategory under an umbrella term called Pervasive Developmental Disorder (PDD).
Other disorders under the PDD umbrella include: Rhettīs Disorder (which is specific to girls), Childhood Disintegrative Disorder, Aspergerīs Disorder, PDD-NOS (Not Otherwise Specified), and Autism. For a wonderful book on working with children with Autism successfully, read:The Child With Special Needs :...
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Family Generations
Healthy, happy families tend to be connected across generations. Grandparents, aunts, uncles, cousins, and others stay connected through family get-togethers and rituals, like celebrated holidays, birthdays, or special events. Families that are connected through the generations tend to be stronger and more resilient to stress and every day life problems that sometimes "break" other families. To read more on family development, see New Passages.
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Autism to Degrees
Although Autism is defined by a certain set of behaviors, children can have any combination of behaviors, and to varying degrees. That is why even though two children may both be diagnosed with Autism, they may act and look differently.
You might be interested in a book of strategies for working with chidlren with Autism or PDD. It can be found @ Autism: A "How To" Manual.
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Early Social Indicators of Autism in Children Ages 0-6 Months
Autism can be identified and diagnosed in children as young as under the age of six months. Here are some of early social indicators of Autism:
The child does not respond when mother enters the room, does not quiet or comfort when held, has poor or absent eye contact, or and/or fails to respond to motherīs attention or toys.
For a book of strategies for working with children with Autism or PDD, please visit: Working With Autism: A How To Manual.
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Parent Beware
Twelve percent of parents of children who were later identified as having Autism indicated they noticed some sort of developmental delay or "slow" development in their child during the first few months of life. Seventeen percent of the parents said their child showed disturbances of movement that were detected as early as 4-6 months.
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Using Language
Language is often the key to controlling anger. Because language is centered in the frontal cortex of the brain and emotions are centered in the middle part of the brain, called the limibic system, language helps move us from the emotion part of our brain to the thinking part of our brain. The old saying of "When angry, remember to count to 10 first before acting" actually has merit. Young children do this naturally if you watch them at play. They talk out loud to themselves often as they work through frustrating and difficult situations.
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Early Speech-Language Indicators of Autism in Children Ages 0-6 Months
Autism can be identified and diagnosed in children as young as under the age of six months. Here are some early speech-language indicators:
The child has no vocalization, cries are not related to needs, and/or does not react differentially to adult voices.
For a book of strategies for working with children with Autism or PDD, please visit: Working With Autism: A "How To" Manual.
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Pavlov
Pavlov was one of the founding gurus of behavioral theory (remember the salivating dog?) His theory of classical conditioning taught us that antecedents play a crucial role in learned behavior. If you remember, Pavlov fed his dogs while ringing a bell at the same time. over time, the dogs saliva juices started flowing at the sound of a bell without the meat. Need more help on theory? You may be interested in this online class.
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#1 Issue Couples Fight About
The number 1 issue couples fight about is... money! Actually, it isnīt really just the money that is causing the issue. Itīs a difference in beliefs and practices regarding money. Things like how we were brought up, whether we are male or female, and the type of social setting we are in, all contribute to the issue.
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Alternative Treatments for Autism
Although there is no known cause or cure for Autism, some alternative treatments have shown some success. These include: Cranialsacral Treatment, Brushing, Rhythms Entrainment, Aroma Therapy, and Music or Art Therapy.
Before chosing any alternative treatment for Autism, it is important to research them in detail.
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Some women going through menopause experience a change in emotional health. They may experience mood swings, depression, crying spells, or irritability. These symptoms are often the result of a drop in the hormone estrogen. If you are experiencing these symptoms, you may want to contact your doctor as most symptoms of menopause are treatable.
