Creating SMART Goals for Kids with Autism

When it comes to creating goals for kids with autism, it can be overwhelming where to start. What goal do you pick? When should they meet their goal? How can everyone work on it together? blog-smart-goals-main-landscapeRest assured, creating effective goals is as simple as making sure it is a SMART goal: specific, measurable, attainable, relevant, and time-bound. Following these simple guidelines will help your child achieve the goals you set in place.

Specific

It is easy to have a general goal in mind for kids with autism, such as increasing their language or self-help skills. However, general goals are hard to work on since they do not have specific behaviors that you are looking to increase. Being as specific as possible with your goal is the most effective way to ensure your child will meet their goal.

Measurable

When we create a goal, we have to make sure we can measure a child’s success. If our goal isn’t measurable, we cannot accurately determine if the goal was met. The two most common ways to make goals measurable are frequency (e.g. 3 times per day, etc.) and accuracy (e.g. with 80% success, in 4 out of 5 opportunities, etc.).

Attainable

Before we start working on a goal, we have to make sure it is something the child can attain (i.e. a goal they can achieve). We need to look at prerequisite skills (i.e. skills the child needs in order to achieve the current goal). We also need to look at how realistic our goal is. We cannot expect a child to get dressed by themselves each morning if their underwear drawer is too high for them to reach.

Relevant

Relevant goals are goals that will make a difference in the child’s life. If the goal isn’t relevant to the child, the child will not be motivated to achieve it. If a goal is determined to not be relevant to the child or the one helping teach the goal, it will need to be adjusted to become relevant.

Time-bound

If all goals had an eternity to be achieved, there would not be a desire to teach and attain the goal in the near future. Making goals time-bound ensure that the goal is mastered in a realistic time-frame. Determining the time-frame of your goal should be dependent on the goal. The more challenging the goal, the longer the time-frame should be.

Example of a SMART Goal

Your goal is to work on your child asking you for help when you are in another room. At this time, your child does not ask you for help when you are in the same room consistently. Let’s go through each criterion to make our SMART goal.

Specific: Child will say “help me” while handing the object they need help with to the adult

Measurable: 4 out of 5 opportunities

Attainable: We will first work on when an adult is in the same room

Relevant: Your child frequently needs help when playing with new toys or opening and sealing food

Time-bound: 2 weeks

Now that you know how to write SMART goals, start making some and see your child blossom!

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Teaching Children Mindfulness

By now, there’s a good chance that you have heard of mindfulness. It seems to be everywhere these days, but what exactly is it? Mindfulness is a meditation practice that begins with paying blog-mindfulness-main-landscapeattention to breathing to focus on the here and now. It means being aware of your present moment (thoughts, feelings, and physical sensations) without judgments and without trying to change it.

Why Teach Mindfulness?

In today’s world with TV, video games, computers and busy schedules it can be hard to focus on the here and now, however, the benefits of being able to be mindful are vast. Recent scientific research has shown the positive effects it can have on positive well- being and mental health. It has been shown to improve attention, reduce stress, and increase the ability to regulate emotions and feel compassion and empathy.

3 Benefits of Being Mindful for Children:

  1. Being mindful can give you more choices and more control over behaviors. Being fully aware is important if a child is overly emotional or impulsive. It allows them the opportunity to slow down and catch themselves before they do something they might regret later.
  2. Being mindful can increase compassion and empathy for oneself and others. When kids learn to be aware while being nonjudgmental, they can turn the criticisms into observable facts.
  3. Being mindful can help with focus and make kids more productive. When kids stay focused, they can stay engaged better in activities and school work.

How to Teach Mindfulness at Home:

An excellent way to teach mindfulness at home is to model and participate in mindfulness as a parent. Setting routines to take a few moments, close your eyes, notice your breath, thoughts, emotions, physical sensations without judgment can make a great impact on the whole family. Parents can encourage their kids to take a few moments during homework time, stressful times or just any transition time to practice being mindful. Being mindful can be fun too!

Try the following exercises with your child:

  1. The seeing game can be asking your child to take a minute to notice things around the room they haven’t noticed before. Did they notice anything new or different?
  2. Going on a nature walk can be turned into a mindfulness exercise encouraging your child to use their five senses (sight, sound, smell, taste and touch) to be mindful of the world around them.
  3. The “tense and relax” exercise; in this exercise kids tense different muscles in their bodies for a few seconds and then release. This is a great way for kids to relax and be present.
  4. Breathing friends- Use a stuffed animal to help your child practice mindful breathing. Teach your child to take deep breaths and notice how their body feels as their chest and belly goes up and down. Then have the child teach the deep breathing to the stuffed animal to empower them.

References:

http://www.ncbi.nlm.nih.gov/pubmed/18365029

http://www.ncbi.nlm.nih.gov/pubmed/17940025

Rathus, J. H., & Miller, A. L. (n.d.). DBT skills manual for adolescents.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Social Work

5 Tips to Help Your Child Through Failing Grades

As a new school year has begun, your child may be facing quite a few new changes in the classroom, whether that be a new school, new teachers and peers, or even new, and challenging blog-failing-grades-main-landscapecoursework. These changes can generate some difficulties in your student in terms of following academic or social expectations. Maybe they begin getting notes sent home about their inappropriate behavior in class or you begin finding failing grades on recent assignments. Either way, these can be discouraging to parents and their student. As a parent, it is important to identify these challenges early on and follow through with keeping your child on track for their own success.

Here are a few tips on how to help your child through failing grades:

  1. Be proactive. Parents should contact the teacher as soon as they notice their child having difficulty in a class. Follow up with any notes home or call a teacher to have a conference about the recent failing grade on an assignment. Ask the teacher for extra assignments or activities that can be done at home. It’s important to develop a plan with the teacher for collaboration purposes. The teacher may also have better insight into more specific skills that need to be acquired.
  1. Create a routine. Creating an after school routine at home provides clear expectations and consistency. This routine can and should include homework completion, meal time with family, and a bedtime routine. Building a positive routine around homework completion and continued practice can not only provide a balance of work and play, but can also build strong sense of responsibility in your student. Try and remove or minimize other distractions during the homework routine and create more time dedicated to helping your child with homework.
  1. Set expectations. As a parent, provide expectations and follow through. These expectations may begin with something small such as practicing number cards for 5 minutes before bed or making sure all books are brought home for the appropriate homework every night for a week. Whatever those expectations are in the initial stages, follow through and provide the appropriate praise and reinforcement contingent on the completion. It may be helpful to set up expectations with the teacher so you can map out short and long term goals.
  1. Consistently provide encouragement and support. Failing grades may not only be disappointing to the parents, they may also be discouraging to the student. Provide praise and positive reinforcement for even the smallest of progress and the continuation of hard work in and outside of the classroom. Continue to be an advocate for support. Offer help when needed while still requiring the student to complete the work independently.
  2. Look for underlying problems. While discussing specific difficulties with the teacher, look for potential underlying problems. Can there be difficulties with environmental variables such as, not being able to see or hear the teacher, forgetting to write down homework assignments, or being distracted by other classroom students or activities? Is there possibly an underlying learning disability? Is the child having difficulty attending to tasks? Whatever it may be, it is important to identify these things to make appropriate changes necessary for success.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Creative Conversation Starters: Get Your Child to Talk to You

Having regular conversations with your child can be beneficial in many ways. You get to learn more about each other and further develop your relationship with them. Additionally, you can helblog-conversation-starters-main-landscapep
their confidence, self-esteem and their social skills.

I understand it can be difficult to find time between your busy schedule and their busy schedules, so we have to get creative! Some ideas of times you can maximize to get conversations with your child can be during a car ride to and from their activities, in a waiting room, during dinner and before bedtime as a part of their routine!

Get the Conversation Going

When I say conversation, it doesn’t have to be dry. Get creative with topics that may be fun or interesting to your child!

Here are some ideas to use as conversation starters:

  • Check in with your child daily. Ask about their day, what was something interesting that happened to them, what did they like about their day or what is something that could have been better.
  • Play 20 questions by thinking of an object, animal or person and have the child ask 20 questions to find the answers by only asking yes or no questions. Take turns!
  • Telling a story! If you or your child can’t think of one, you can go in a circle and say a word each to tell a silly story.
  • Take turns telling jokes.
  • Play would you rather with your kid. Ask age appropriate questions like would you rather not be able to go outside all day or not be able to go inside all day? Would you rather have a pool filled with chocolate chip cookies or Oreo cookies?
  • You can have a jar of questions at the dining room table. Place previously written questions in a jar and take turns going around the table answering them. The questions can be general like what is your favorite food, sport, vacation, music or movie? You can purchase one already made.
    • You can also incorporate specific questions if you are wanting to work on a particular area such as self-esteem. Then you can add questions such as: what do you like best about how you look? What do your friends say they like about you? What do you do that gives you confidence?
  • Play games that allow for open conversation. There are many out there including Chat Pack, Scruples, or Thumball are a few favorite.

Remember

Remember the point is to get the conversation going and have fun with your child! This helps further develop your relationship with them, because you are creating opportunities for them to share, problem solve and to know they can discuss anything with you. You are modeling appropriate behaviors, social skills and self-esteem. Who better to teach them this than you! Remember to really listen and respond in cool/calm way, there is no judging their response if they are being silly or answering sincerely. If you want to mold their response because you feel they could have done better you can ask: “What is another way you can answer that?” or “How would that feel if that was you?”

Resources:

http://idealistmom.com/raise-kind-kids/

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Social Work

How Multidisciplinary Treatment Helps Children with Autism

There are many benefits to providing children with Autism a collaboration of different therapies in addition to Applied Behavior Analysis services. blog-autism-main-landscape

  • Occupational therapy (OT) provides children with skills to help regulate themselves. These skills may help decrease inappropriate stims and help provide children with more socially acceptable skills for regulation.
    • OT can provide children with strategies to help with motor skills.
    • OT can have a different perspective on activities of daily living and as such can provide different and alternative interventions to increase independence on self-care activities.
    • OT improves children independent living skills, such as self-care.
  • Speech therapy can help children with functional communication skills. Speech and Language Pathologists (SLPs) can provide additional support to the children to develop communication skills.
    • SLPs may also provide education and the introduction of alternatives to vocal communication in the form of augmentative devices or picture exchange communication system (PECS).
  • Applied Behavior Analysis (ABA) develops personal one-on-one interventions for children to develop functional skills.
    • ABA focuses on helping children with social, academic, and behavioral concerns.
    • ABA will also focus on providing children with skills for functional communication.
  • Physical therapy (PT) can help provide children with additional motor function and can help with children who have low muscle town or balance issues.
    • PT can also help with coordination for children.
  • Collaboration of all therapies can help ensure that the most effective treatment is provided to the child in all settings.

Fusion of all therapies will provide children exposure to different strategies and interventions in different settings to help with day-to-day life.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Autism and Pokémon: Go?

A new mobile game is igniting some sparks in children with Autism. Pokémon Go, is a mobile based Pokémon Gogaming application which uses GPS and reality to encourage users to “Catch them all” throughout neighborhood and local areas. Many children with Autism, who already gravitate to video games and electronics, are certainly interested in the craze.

Although the game and its effects has not been thoroughly researched, below I will list some possible benefits to introducing your child to Pokémon Go:

  • Pokémon Go Encourages Preferred Play in New Environments and Combating Rigidity – Many children with Autism are already highly interested in video games. However, often times, children with video games are able to enjoy this reinforcement in insolation whether it is in their rooms or in a small corner in the living room. Pokémon Go is sending users to areas outside the home such as the local park, the neighbor’s house, and dare I say it, Home Depot. The child who never wants to go to the park is now begging to go to the park!!
  • Pokémon Go Encourages Social Interactions – The amazing phenomenon to come from Pokémon Go, is its adaptability to all types of users: typical and children with Autism. Children are linking in random places, all trying to catch a Pokémon. Very meaningful conversations can arise from these meet-ups: “How many Pokémon do you have?” and “Have you found Pikachu yet?” Unlike most video games, Pokémon Go heavily relies on the knowledge of other users who are playing the game as well to find out the most popular places to catch Pokémon and thus encourages interactions with individuals whom children with Autism may otherwise have nothing in common with. They are all simply trying to “Catch them all.”
  • Pokémon Go Encourages Parents to Learn More About Their Child’s Needs – Parents often struggle with how to speak to their children’s world. Pokémon Go encourages bonding opportunities, especially with younger children, because parents need to supervise the outings. Parents are having opportunities to see their children shriek and smile like never before. In addition, learning the pragmatics of the game can help parents to seek out other alternatives and strategies to try with their child that have the same function and may yield similar results.

Lastly, while Pokémon Go can possibly yield answers to the Autism Community on how to get our children out of the house and interacting with the outside world.

Here are some important Pokémon Go tips for parents:

  • Children should not be allowed to roam neighborhoods or public places alone.
  • Teach your children whom it is safe to speak Pokémon with and whom it may not.
  • Talk to your children about safety at Pokéstops; avoid dark and isolated places
  • Encourage Poképlay in small or large groups of friends.

Oh, and did I mention, children are learning some pretty cool Pokémon names in the process…

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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The Do’s and Don’ts of Play: A Parent’s Guide to Helping Your Child Develop Better Peer Interactions

Imagine that you go to work in the morning and spend your entire day not knowing how to navigate thePlay Skills parameters of your workplace. You’re unsure of your job description, title, and workplace culture….and no one will give you any answers. By the end of the day, you feel utterly exhausted merely as a result of attempting to navigate a world with no structure or boundaries. Now, imagine you’re a child.  This is how children with limited play skills might feel as they are expected to respond to situations for which they don’t have the skillset each time they come in contact with a peer.

Play is the single most important mechanism children utilize to learn about their universe.  Play provides a framework to explain imaginative and real events in a child’s world. It allows them to learn about independence, manners, and character, as well as build confidence and practice new skills. Yet, some children have difficulty learning how to properly navigate these interactions.

The good news? You can help.

Play at Any Age

Play skills are developed in a progression.  Although there are times in which a child may fluctuate between all levels of play, the following indicates the age-appropriate development of peer interactions.

Solitary play (ages 0-2): Child is completely captivated with play and does not seem to notice other children.

  • Learns through trial and error
  • Copies other children and adults
  • Looks at other children playing but does not join in the play
  • Likes playing with adults as well as by himself/herself

Onlooker play (2-2 ½): Child is interested in other children’s play but does not join in. He/she may ask questions.

Parallel play (2 ½- 3):   Child shares the same space with peers but doesn’t actively engage with them.

  • Begins to use symbols in his play, such as using a stick as a sword
  • Starts to show some reasoning skills… may still learn by trial and error.
  • Copies other children and adults’ behaviors and language

Associative play (3-4): Child is interested in pursuing social interactions with peers while they play.

  • Shows more reasoning skills
  • Begins to ask “why” and “how” questions
  • Plays imaginatively, for instance, dress-up

Cooperative play (4+): Children play in groups of two or more with a common goal in mind; they often adopt roles and act as a group.

  • Shows understanding and uses reason related to experience
  • Begins to understand simple rules in games
  • Plays cooperatively, taking turns

Should I Be Concerned About My Child’s Play Skills?

Typical play:

  • Spontaneous
  • Flexible: child can add onto others’ play schemas*, play story** can change throughout, child does not become distraught if a peer/parent adds their ideas
  • Creative
  • Voluntary
  • Internally Reinforcing
  • Functional
  • Age-Appropriate

Atypical or Disordered Play:

  • Ritualistic: child engages with toy in the same order/manner, every time he/she plays with toy
  • Difficulty with Generalizations: child has difficulty accepting new patterns or rules, attempts to utilize one general rule for all similar events (i.e. “I know the youngest person goes first in Sorry, so I expect that the youngest person goes first in all games.”)
  • Non-functional
  • Repetitive: child performs the same action repetitively with a toy that doesn’t suit its purpose, ie. flipping, stacking, ordering items or repeats the same phrase over & over again while engaging
  • Limited Interests: child frequently finds a way to steer play story to a few favorite interests
  • Rigid: may accept when parents and peers join his/her play schema, but only by child’s rules and with his/her interests
  • Difficulty “bouncing back” from unexpected events in play: may recoil when a peer introduces a dinosaur, for example, when child expected story to progress in a certain direction. May become upset at changes or quit altogether
  • Avoids eye contact, or eye contact may be fleeting
  • Often requires prompting for basic communication, i.e. saying hello when approached by peer
  • Often includes non-reciprocal language: response frequently does not match question
  • Difficult for child to enter into an already-developed play scheme: two peers are pretending to be firemen, third child wants to join but can only talk about/pretend to be a doctor

*Play schema: diagrammatic presentation; a structured framework or plan 

**Play story: the story that is told through the play schema

Parent How-To Guide

If your child has underdeveloped play skills, here are some ways to assist in his/her development to encourage parallel, associative, and cooperative play:

  1. Provide Opportunities
  • Allow your child time for free play with same-aged peers
    • Don’t “helicopter” parent during free play, but provide modeling if necessary
    • Provide plenty of materials to encourage imaginary play, i.e. dress-up clothes, pretend food, cash register
    • Encourage symbolic play: child engages in imaginary play with an item and calls it something else, i.e. uses a banana as a telephone
  1. Model Feelings & Behavior to Encourage Problem-Solving
  • Provide your child with words to explain feelings
    • “Jimmy, it looks like you’re sad because Sally isn’t sharing her toy with you. Let’s tell Sally how you’re feeling together.”
    • If your child is old enough, encourage him to use the words himself. “Jimmy, you can say, ‘Sally, I am sad because I want to play with that toy too.’”
    • Starting your modeling sentences with the phrase “you can say…” is a very powerful way to neutrally provide your child with the words he/she may not know how to express
  • Provide your child with options for independent problem-solving
    • “Jimmy, do you want to wait until Sally is done with the toy or ask her if she can share it with you?”
    • This allows the child to choose between 2 options and learn to find solutions independently
  1. Set Expectations. Especially if your child demonstrates rigid behavior!
  • Be sure to set expectations before engaging in task
    • “Jimmy, we are going to the playground. At the playground, I expect you to play properly with friends. That means sharing the equipment, speaking nicely, and waiting your turn.”
  1. Give Positive Reinforcement
  • Encourage proper behavior and play skills by offering both natural consequences and praise.
    • Consequence, stated before engaging in task: “Jimmy, if you don’t follow the rules we discussed at the playground, we will need to go home immediately.”
    • Praise, stated after task is completed: “Jimmy, way to go! You followed all the rules by taking your turn and speaking nicely to your new friends. I’m proud of you.”

Seek Outside Help

If your child doesn’t seem to improve with these at-home tips, seek the assistance of an occupational or developmental therapist for hands-on support for both you and your child.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

References:

  • Parten, M. (1933). Social play among preschool children. Journal of Abnormal and Social Psychology, 28, 136-147.
  • http://www.child-development-guide.com/stages-of-play-during-child-development.html
  • http://brighttots.com/teaching_playskills.html
  • http://www.erinoakkids.ca/ErinoakKids/media/EOK_Documents/Autism_Resources/Teaching-Play-Skills.pdf
  • http://childdevelopmentinfo.com/child-development/play-work-of-children/pl2/

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A Day in the Life of a BCBA – Who We Are and What We Do

Many parents often ask- What is a BCBA? And what exactly do you do every day? BCBA

Well, A Board Certified Behavior Analyst, or a BCBA, as defined by the BACB, is an individual who has received a doctoral or graduate degree, completed coursework in Behavior Analysis, and has completed countless hours of supervised practical experience, and lastly, has passed the BCBA examination.

Our job consists of creating, individualizing, maintaining, evaluating, and supervising your child’s ABA program and your team of behavior therapists. And to answer your next question; no, we do not only work with children who have Autism. We specialize in behavior management.

A BCBA spends his or her day working to maximize your child’s potential:

  • Face-to-face time: Your BCBA may arrange to come to your home or clinic visit to see your child in action. This time allows your BCBA face-to-face time with your child in order to make direct and objective treatment decisions based on observation and data in order to ensure your child’s success.
  • Supervision: Your BCBA will also observe the behavior therapist, provide constructive feedback, model programs and interventions, and answer questions. A well trained behavior therapist is quick, confident and motivated. It is the BCBA’s job to make sure that the behavior therapist remains supported.
  • Behind the Scenes: Your BCBA spends countless hours researching behavior analytic literature in order to stay up-to-date on effective programs, procedures, and practices. ABA is a science and involves many different technologies and principles.
  • Individualizing: Your child’s program is their own. The BCBA spends a lot of time working to ensure that goals and skills are tailored to how your child learns and what your child needs to grow. Whether your child needs help with communication, potty-training, etc; all programs are specific to your child.
  • Communicating: The BCBA also communicates with your child’s treatment team when applicable. We love to work together with your Speech Language Pathologist, Occupational Therapist, Pediatrician, Psychologist and YOU to ensure that we are aware of everything there is to know about your child, including progress the child is making in every area of their life and any difficulties your child may be having.
  • Parent Training: The BCBA works to help you and wants to ensure that we are providing a very thorough picture of your child’s strengths and weaknesses and how you can help your child when not in therapy. We provide parent training/parent coaching, and work to help you become and remain experts of your child’s ABA program.

When your BCBA is not with your child, do not fret; your BCBA is in constant contact with your therapy team, has access to treatment data, and team notes, and is always aware of what is happening in your child’s therapy. Your BCBA is also available to answer any clinical questions or concerns you have about your child’s ABA program via email and phone.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, and Hinsdale. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Social-Emotional and Behavioral Red Flags for Toddlers and Preschoolers

It might be hard to imagine what mental health concerns may look like for your toddler or preschooler. Red FlagsHowever, it is important to realize that children experience the same emotions as adults do. They experience happiness, sadness, anger, fear, loneliness and embarrassment, however, they do not always know how to express these feelings in appropriate ways, so it’s important to look for red flags. When their feelings get too big, children do not always have the words to use to express themselves, resulting in using challenging or unsafe behaviors to express these big feelings. These behaviors make learning, play and relationships at home, and in the classroom difficult and can be very distressing and frustrating for everyone involved.

Here is a list of common red flags that can help you to determine if your child needs support:

  • Separation Anxiety:
    • Extreme distress (crying, tantruming and clinging to you) when separating from you or knowing that they will be away from you.
    • The symptoms last for several months versus several days
    • The symptoms are excessive enough that it is impacting normal activities (school, friendships, and family relationships).
    • The continuation or re-occurrence of intense anxiety upon separation after the age of 4 and through the elementary school years.
  • Social Concerns:
    • Little interest in playing with other children.
    • Poor body awareness that impacts relationships with peers
    • Failure to initiate or to participate in activities
    • Difficulty making eye contact with others
  • Behavioral Problems:
    • Defiance: Failure to follow rules or listen to directions and is often argumentative with adults.
    • Overly Aggressive Behavior:
      • Temper tantrums that last more than 5 to 10 minutes.
      • Excessive anger through threats, hitting, biting, and scratching others, pulling hair, slamming/throwing objects, damaging property, and hurting others.
  • Difficulty with Transitions:
    • Difficulty focusing and listening during transitions
    • Extremely upset when having to transition from one activity to another. Before or during each transition, your child may cry excessively or have temper tantrums that last more than 5 to 10 minutes.
  • Excessive Clinginess or Attention Seeking with Adults
    • Excessive anxiety related to being around new and/or familiar people/situations.
    • Child freezes or moves towards you by approaching you backwards, sideways or hiding behind you. Your child behaves this way in most situations and no matter how you support them, they continue to avoid interacting with others.
  • Attention concerns:
    • Difficulty completing tasks and following directives on a daily basis.
    • Easily distracted and has difficulty concentrating or focusing on activities.
  • Daily Functioning Concerns:
    • Toileting: Difficulty potty training and refuses to use the toilet.
    • Eating issues: Refusing to eat, avoids different textures, or has power struggles over food
    • Sleeping problems: Difficulty falling asleep, refuses to go to sleep, has nightmares or wakes several times a night.

Children can exhibit concerns in the above areas off and on throughout their childhood. It is when these behaviors begin to impact peer and family relationships, cause isolation, interfere with learning and cause disruptions at home and in school that it is time to reach out for support.

Who can help?

  • Licensed Clinical Social workers (LCSW),
  • Licensed Clinical Professional Counselors (LCPC),
  • Marriage and Family Therapists (MFT)
  • Psychologists

Therapists will work with your child to help them to learn how to handle their big feelings and behavioral challenges. Therapists will use a variety of modalities during sessions including play, art, calming and self-regulation strategies, behavioral therapy, parent-child therapy, and parent education and support. They can also provide parent support and coaching to assist in diminishing the challenging behaviors at home. Often these professionals will collaborate with your child’s school and can provide additional support for your child within the school setting.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

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‘Act First, Think Never’ – Warning Signs That A Child May Have ADHD

In the United States, attention-deficit/hyperactivity disorder (ADHD) has become a very common Blog-ADHD-Red-Flags-Main-Landscapechildhood diagnosis (NIMH, 2015). Parents and teachers may often wonder if their child or student fits the criteria for this diagnosis. There are several common indicative signs and symptoms of ADHD; however, the best way to be sure is to get a proper assessment by a psychologist/neuropsychologist. There are various factors that may influence a child’s behavior, causing them to appear as though they have ADHD. Additionally, anxiety and depression are common mood disorders that resemble ADHD symptoms. Because, ADHD is more complex than inattention and restlessness, it is imperative that an assessment is conducted.

Some red flags that may warrant concern and need for an ADHD assessment are:

  1. Behaviors are frequent and negatively impact quality of life
  2. Behaviors impact school performance and everyday life
  3. Inability to regulate emotions- seeming impulsive and “over reacts”
  4. Short attention span
  5. Talkative
  6. Always moving, running, jumping, and fidgeting
  7. Forgetful- “where?” “What?” Uh?”
  8. Disorganized
  9. Curious- interested in a lot of things but has poor follow through
  10. Cannot wait turn- very impatient
  11. Often loud and struggle to play quietly
  12. Avoids tasks that require mental effort
  13. Makes careless mistakes, and does not seem to work to potential
  14. Difficulty following multiple step directions
  15. Often unaware of time and gets lost easily

It is important to distinguish what is normal childhood behavior from behaviors that are impairing developmental growth and academic performance. There are also gender differences in symptoms. Boys and girls often do not display symptoms in the same manner; boys tend to be more impulsive than girls and equally inattentive.

A standard rule of thumb is that children with ADHD display symptoms three times as much as their peers (NIMH, 2015). If you suspect that a child may have ADHD, it is best to refer for assessment from a qualified professional. Remember to be aware that the child’s behavior can be caused by a host of influential factors, i.e. neurological, psychological, and environmental. Nonetheless, if the behaviors persist and are worsening, thus essentially negatively impacting their quality of life, socially, academically, emotionally, and physically, then it is time to seek help.

References

Hasson, R. & Goldenring Fine, J. (2012). Gender differences among children with ADHD on Continuous Performance Tests A Meta-Analytic Review. Journal of Attention Disorders, 16(3), 190-198.

The National Institute of Mental Health (NIMH). (2015). Attention Deficit Hyperactivity Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

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