As one would expect given my occupation, I’m often approached by teens and their parents, about feelings of depression and anxiety. It’s troubling to see a child or adolescent struggling, but it’s uplifting to know that there are practical and very effective strategies to improve the situation. Let’s review them today. 😊
First, Let's review what causes depression and bouts of anxiety. This is a complicated topic, but we can simplify it: there are two reasons – situational and genetic.
Situational: in terms of depression, there is a situation, or a series of events, that leads to a loss in a child or youth’s life and this loss contributes to feelings of depression. This could be a loss of a loved one, a relationship, or self-worth, among other things. In terms of anxiety, there are situations the person finds anxiety-provoking, which could be anything from problems that would be seen by anyone as problematic, to mundane events that, nevertheless, are anxiety-provoking.
Genetic: in this instance, depression, mood disorders, or anxiety run in the family, and the child or youth is subsequently vulnerable or predisposed to having issues with his or her mood. The depression or anxiety usually surfaces during a time of stress, which takes us back to the ‘situational’ element cited above. However, more notably, regarding a depression or anxiety that is considered genetic in nature, the condition manifests ‘out of the blue’ and often without an observable cause. Depression and generalized anxiety can persist for days, weeks, or even longer. However, acute panic attacks only last a few minutes.
Bio-Chemical: you may hear that depression or anxiety is caused by a ‘bio-chemical imbalance’. Here’s a brief overview of that theory: there is research suggesting that the manipulation of specific neurotransmitters can improve depression and anxiety, hence, anti-depressant/anti-anxiety medications. However, there is ongoing debate about which came first; an imbalance, the genetic vulnerability, or the negative situation? Also, is it really an “imbalance”, or does the person simply feel better when serotonin levels are increased? Moreover, we really don’t know what’s the optimal ‘balance’ of neurotransmitters for any given person. All we know is that, for some people, increasing the abundance of certain neurotransmitters makes them feel better.
The protocol for treating depression or anxiety targets the following:
Let’s look at each of these.
You’ve probably heard of ‘cognitive-behavioral therapy’, considered to be the clinical standard-of-care for depression and anxiety. The first word, ‘cognitive’, refers to what we think. Moreover, people who struggle with depression and anxiety tend to have depressing and anxiety-provoking thoughts; lots of ‘what-if’s’, catastrophizing, perceiving one minor set-back as generalized failure, and so-on. The remedy is to attack one’s thoughts and replace such maladaptive thinking with more accurate and healthy self-talk. We can do that in lots of ways. A therapist can help to bolster healthy-thinking and, at home, we can, for example, post notes with lists of healthy thinking on the bedroom wall to remind of the successes in the child’s or youth’s life as evidence to support the notion that “I got this!!” in terms of managing whatever problem may arise.
The second part of ‘cognitive-behavioral’, the ‘behavioral’ part, refers to what a person does or how they behave. So, with that in mind, we alter how we act. The subsequent strategies in this category are endless and could involve simply getting out bed, attending to our grooming and hygiene, hanging out with good friends, joining a club, going to church, or going for a walk. This step involves doing the exact opposite of whatever the depression or anxiety is telling us to do. The positive impact of ‘doing’ is also greatly enhanced by ‘doing’ for other people. In that respect, there is nothing more edifying than to ‘get out of our own head’ and help others. This could involve reading stories to younger kids, visiting a nursing home, volunteering at an animal shelter, or whatever floats your boat.
I suppose this aspect falls in the ‘doing’ category, but I’ll present it separately. In that regard, we’re referring to taking care of our body. If we don’t eat right, and exercise, we’re going to feel bad. Moreover, the research is abundantly clear that remaining active, and even moving into elevated aerobic pace, is a wonderful antidote to anxiety and depression.
You might be confused: why am I including ‘breathing’ on this list? Of course, breathing is fundamental to life, and tends to cause us problems as we begin to feel stressed. In fact, a primary symptom of a panic attack is disturbed breathing, or what’s sometimes called ‘hyper-ventilating’. Surprisingly and interestingly, when we control our breathing, we control how we feel. The regimen is called ‘mindful-breathing’, and here’s how it looks:
You’ll find mindful breathing to be very calming; it slows things down and it’s like rebooting a computer. Mindful breathing is very powerful and can be accompanied by closing one's eyes and imagining oneself in a peaceful and pleasant place. With practice, you can become better at mindful breathing and more quickly move into a deeper state of relaxation. Mindful breathing can be done in-the-moment of experiencing anxiety or done throughout the day to lower baseline anxiety. Give it a try!
A powerful way to help somebody struggling with strong feelings is to validate those feelings. We may believe the child or youth is overreacting but, if we want to help the person to calm down, the first thing we do is validate those strong feelings. So, instead of saying something like “why are you getting so upset, it’s not that big a deal” (which only serves to further infuriate the child or youth) instead we say “I can see that it makes you really upset (sad, angry, frustrated…) when you lose that game… a friend says something mean to you… did not get an A+ on the exam… you have to stop playing video games… “ whatever the issue may be. Find the feeling being conveyed and reflect that feeling. You may reflect 4-5 times before moving into problem-solving.
If you move on to problem-solving too soon, before the child or youth feels as though you have fully heard and understand their feelings, it will only cause frustration as a result. In that respect, it is very calming and reassuring for any of us to feel that we’ve been heard, and that the person is on-the-same-page as us. That’s as true for you as for your child.
We are, by our very nature, spiritual beings. Upwards of 90% of people around the world believes in a higher power; there are over two billion Christians, just under two billion Muslims, almost 20 million Jews, over a billion Hindus, and 84 million Buddhists. Any number of research findings and even a recent meta-analysis that included 48 longitudinal studies show that spirituality is significantly associated with positive mental health outcomes. The research is clear, those who consider their walk with God as an important aspect of their lives have far lower rates of depression, anxiety, suicide, substance abuse, and have greater self-control, self-awareness, empathy, concern for others as opposed to preoccupation with one’s-self, and an enhanced sense of comfort and calm.
Of course, this makes sense. When you have an all-knowing, all-powerful God who is by your side and in your corner, well, that’s kind of reassuring. I am a Christian, so that’s my frame-of-reference. In the Christian walk, God is more than just ‘in your corner’; you become an actual adopted child of God and His Spirit is inside you, changing you from the inside-out. As it’s written in 2nd Corinthians, “if anyone is in Christ, he is a new creation, the old has passed away; behold, all things have become new”. The ‘new’ is different from our old self and our old ways of thinking and doing; instead, we become increasingly free from sin, but also free from our fears and sadness.
Of course, it’s not that we don’t experience tough times as a Christian (we still live in the same corrupt and difficult world), but we have a different perspective and inner-power to better-manage those tough times. I wrote above about the ‘cognitive’ strategy of reminding about positives and strengths in a child’s life; this is where memorizing scripture becomes super calming and comforting, such as “The Lord is my rock, my fortress, and my deliverer, in whom I take refuge” Psalm 18:2. If you’re not sure where to start, I’d suggest a church youth group, or children’s ministry for your youth or child. It gets them involved and active in a structured and uplifting environment.
It’s clear that for more severe cases of depression and anxiety, when the strategies listed above are working but not to the extent we’d prefer; medication can be very helpful. The more severe the depression and anxiety, the greater the benefit of medication. Comparatively, for example, it was found that medication works much better than placebo and many experience notable relief in their feelings of depression and anxiety through the use of prescribed medications.
There you have a summary of the strategies to effectively treat depression and anxiety. I hope and trust you found this overview to be helpful. It’s typically best to obtain professional guidance in walking through these steps, and all of here at Community Psychiatric Centers would welcome the opportunity to provide such support. Feel free to email me at DrCarosso@aol.com or call 724-850-7200 to schedule. May God deeply bless you and your kids.
I regularly get questions from parents about how to manage their child’s behavior. We welcome such questions and look forward to working with parents to help improve the situation. I might hear something like, “my child is having lots of tantrums and is really hard to manage” or “my child won’t do anything I ask!” These are, in fact, difficult situations and worth reaching out to somebody like me for answers. I believe I can speak for all the therapists at Community Psychiatric Centers when I convey that this is our job. This is what we do, so we welcome the opportunity to help children control their impulses and parents feel more confident in managing their kids.
As the famous detective, Sherlock Holmes, often exclaimed, “you know my methods, Watson." Yes, Behavioral Therapists have methods too, and they begin similarly: gathering clues (i.e. information), which we call collecting 'data.' We can’t get enough data or clues, and the clues can’t be too specific.
So, we may drive you crazy by asking lots and lots of questions. Not to mix characters, but another famous detective, Jack Webb, was known to say “just the facts, Ma’am." We’re the same way - the more facts we have, the better we’ll be able to help. We want lots of facts, then we’ll put those pieces together to solve the case, so to speak. To the extent that if we don’t have adequate facts we are feeling our way in the dark. Therefore, we are not using the most effective strategies, wasting valuable time, and it’s a whole lot harder to ‘solve the case.’
To help develop effective strategies for your child, there are various factors or aspects, we need to consider. It all starts with these three. They are considered the cornerstone of our detective work to determine the ‘what’ of the behavior:
We need to know as much as possible about each of these aspects. They would include how often the behavior occurs, how intense is it (what it looks like), and how long it lasts. If we know those three things, we’re well on our way to knowing the ‘what’ of the behavior.
Now that we know the ‘what’ of the behavior, to gain some insight into ‘why’ the behavior is occurring, we ask:
Once we have these questions answered, we’ll have a much better understanding of why the behavior manifests. We’d learn, for example, whether there is a predictable event or person that tends to trigger the tantrum. If the tantrum occurs every time or only at certain times of the day or in specific situations? Has this been going on for years, or only the past few weeks? Does the tantrum occur 5x per day, or once per week? Does the tantrum persist for one minute or 30 minutes? Is the behavior very intense with subsequent destruction of property, or only mild emotion and sobbing? When does the tantrum not occur?
Next, we need to know the ‘how?’ We need to know what’s been tried, and what each intervention ‘looks like.’ For example, if we hear that you’re utilizing time-out, we’d need to know precisely how time-out is used. Same for loss of privilege, ignoring the misbehavior, or trying to talk to the child and problem-solve. Knowing the specifics is vital since there are, for example, dozens of ways to implement time-out.
Regarding predictability or a pattern of behavior, we often find there are two or three specific situations that are proving to be difficult, such as the morning routine, or bedtime, or specific chores. So, we’ll break down each of those situations accordingly to get these questions answered.
Once we know the answers to these questions, it’s simply “elementary” as quoted from our friend, Detective Sherlock Holmes, to fit the pieces together and determine more effective ways of intervening.
It’s important to note that entire chapters can be written about each of these facts, or clues (i.e. frequency, intensity, duration, triggers, predictability…), and the answers help to drive the planning of specific strategies. This reflects the complicated job of a detective, er, I mean a Behavioral Therapist. There is a lot of data to gather and analyze from which to determine a game plan. It takes training and experience to effectively pull it all together.
There are many famous detectives who are fun to watch as they gather evidence and solve the case (maladaptive behavior). This is dating myself, but we can recall the aforementioned Sherlock and Webb, and who can forget Columbo, Marlowe, Reacher, Perry Mason (okay, so Mason was not a detective, and Reacher wasn’t either, but they sure could solve the case).
A behavioral therapist’s job is no less fun and challenging in gathering all the information and ultimately putting the pieces of the puzzle together. However, in our situation, given that kids and situations are ever-changing, the solving of the ‘case’ is also an evolving process and does not always involve a one-time concluding event. In that respect, when working with a behavioral therapist at Community Psychiatric Centers, it's not as simple as Professor Plum using the candlestick in the library. Actually, before writing this post, I didn’t realize the abundance of detective references; we sure enjoy solving mysteries, don’t we? In any case, our Behavioral Therapists will continue to monitor the situation and modify the plan as things evolve.
Our Behavioral Therapists will recommend effective intervention strategies that may focus on the trigger (modifying the approach to the child) or the behavior (finding an effective consequence). Not to complicate the matter even further, but a child’s diagnosis also comes into play. When a child has autism, we may focus more on the triggers, and modify how we approach the child. Alternatively, we may focus more on consequences for a neuro-typical child who tends to be oppositional.
Yep. After we gather the information, we come up with some hypotheses regarding what is fueling the problematic behavior, and the best ways to intervene. Next, we experiment with some different approaches to test the hypotheses.
The same pieces of data that help us, also help you. The more aspects you’re aware of, the better you’ll be able to provide this information to a behavioral therapist and also use that information yourself to make more informed decisions on how to manage your child. Think of it this way: say you notice that your child tends to get emotional and tantrum daily. These last for approximately 5 minutes. The tantrums happen upwards of 3/5 days per week, directly after school when redirected from playing a game to doing homework, especially if there is math homework. Okay, so this is an easy one, and pretty ‘elementary’, but it makes a good point. Having this information is vital to experiment with some different approaches based on your hypothesis.
These experiments may include modifying the trigger by changing the time of homework (later in the afternoon), working with the teacher to modify the math homework (so the harder math work is completed in the classroom), helping to improve your child’s math skills so they are less math-averse, beginning homework with any subject besides math (using what’s called ‘behavioral momentum to get the math done), or talking with your child to see how they want to handle this conundrum and see if they have any good ideas. You can also deal directly with the behavior by using a sticker chart for homework completion to increase motivation, or taking away computer time if your child tantrums. So, there are lots of options, but all these options are based on the evidence you’ve gathered as a parent-detective.
I hope this post has helped to uncover the clues necessary for effective behavior management. We reviewed the importance of the following steps:
As you gain comfort and confidence in collecting these clues, you’ll find yourself becoming an increasingly effective and efficient parent-detective. You will be able to make the necessary adjustments to manage whatever behavioral problem comes your way. However, it’s always helpful to get professional assistance, from a trained and experienced behavioral therapist-detective, who can guide you along the way. Feel free to contact me in that respect at DrC@cpcwecare.com. Happy detecting!!
Sharing this post is one of my favorite traditions. This Christmas blog post was first put up the HelpForYourChild.com back in 2012. It has been helping families recognize the role Faith plays in helping families and childhood difficulties.
As a psychologist, I’m expected to talk about traditional and clinically-relevant approaches to help kids, and parents, work through difficulties. This of course would include helping people to think in more reasonable ways (cognitive therapy), behave in ways that are productive and healthy (behavioral approaches), be emphatic (Rogerian techniques), stay in the moment (Gestalt), incorporate the family (systems approach), and use praise in systematic ways (Applied Behavioral Analysis).
Well, yes there is. Help for your child is sometimes more than just a clinical approach. I’m usually not expected to discuss spirituality but, sometimes, it’s like watching somebody drown and tossing a small life preserver when I have access to a large lifeboat. Don’t get me wrong, the life-preserver is effective but, well, wouldn’t you rather be in a boat?
During Christmas, it's good to remember that God gave His Son not only to rescue us from sin, but also to rescue us from ourselves. And in the process, heal us, soothe us, and relieve us during our times of stress, burden, and strife. Think about it, in Scripture, He’s referred to as our Advocate, the Almighty, All in All, Breath of Life, Comforter, Counselor, Cornerstone, Creator, God Who Sees Me, Goodness, Guide, Hiding Place, Hope, Intercessor, Keeper, Leader, Life, Light of the World, Living Water, Loving Kindness, Maker, Mediator, Our Peace, Physician, Portion, Potter, Teacher, Refuge, Rewarder, Rock, Servant, Shade, Shield, Song, Stone, Stronghold, Strength, Strong Tower, Truth, Wisdom, and Wonderful to cite just a few of His names. Hmmm, I wonder if maybe God is trying to tell us something about turning to Him for help?
Those strategies I cited above (cognitive-behavioral…) are undoubtedly worthwhile and helpful. God gives people like me lots of ways to help and give relief (not to mention that most of those strategies have a basis in Scripture). However, there is something life-changing about tapping directly into the Source (another one of His names, by the way). Give it a try, what have you got to lose?
The holiday season often includes busy public outings with your child. These can be quite tricky and challenging! Children sometimes find the new environment, whether it be a store or a crowded holiday event, to be over-stimulating. They try to carry out the outing ‘on their terms’ rather than on yours. However, if you make a plan in advance, there are some strategies to improve the situation and make the outing more pleasant.
Just like anything else, behavior in public is a skill that is learned over time. Role-play at home (set-up a mock store or restaurant). Start with short stints, then increase exposure. Quick daily outings (in and out, but longer over time) are better than long trips at first. For example: a brief trip to a local deli, then to a restaurant…
Outline an explanation of where you are going, expectations for behavior, and the rewards (or consequences) if things go well, or not so well. Make sure your child understands what your (achievable) expectations are.
What will happen during the trip, where you’ll be going, what they will do (park, walk, go to a particular store, ride in a cart, take a snack break, meet new people…) and how long it will take? Show photos ahead of time of where you’re going, if possible. Remind them of what part you are at during the excursion, and what comes next. A picture schedule can be very helpful.
Holding an adult’s hand, staying close, etc. Frequently tell them how they’re doing and offer tons of praise and give little tokens for good behavior whenever you see good behavior, or every so often during the outing. They can trade in the tokens for desired items.
Ask questions! If shopping, your child can help find items – keep them occupied. You can even give them money to make purchases. Bring along favorite toys, food, or familiar item. Have them help plan out the day with you when you put together the outing.
Limit how often, length, and where you shop depending on your child’s tolerance level. Keep trips short, take breaks, and use a stroller. Make sure they are not tired or hungry (either of you). Be careful of your attitude and fatigue (keep upbeat, happy…). Take along a wish list. If he sees something he can’t have, add it to a wishlist. Share enthusiasm for desired items. Try to avoid tempting places, or keep in small doses.
Sometimes it can feel frustrating, especially if the outings are to somewhere with challenging distractions. Develop ‘Social Stories’ about public outings, and encourage your child’s involvement with the process. Try to prepare with a visual schedule well in advance. Go at off-hours (6-7 PM or early in the AM, or early in the week). Know the store/destination layout in advance (bathrooms, exit, food, water fountain, babysitting, fire extinguishers (that was a joke)…). If possible, have another adult with you, especially if taking multiple kiddos. In certain situations, you can ask a psychologist to prescribe accommodations at a holiday event or similar destination.
Many children find even busy stores to be stimulating, if not over-stimulating. Here are some things to think about if your child tends to get overwhelmed in some environments:
Problem behaviors can be a form of communication. Note the triggers, problem areas, and anything that makes it predictable. If you can predict it, you can prevent it! Some issues to look out for are boredom, overstimulation, hunger, and fatigue (it’s tough for those little legs to keep up).
Behavior management is the key; remain consistent and remember that what works at home, will often work in public as well. Try to be consistent with behavior management in all settings (between home, school, community). Reinforce good behavior (you get what you praise, and be specific in that praise). When misbehavior occurs, intervene and make eye contact as soon as it happens, and then redirect to replacement behavior. Use time-outs in the store, or take a break outside. Avoid losing your cool. A time out does not need to be a “punishment” but, rather a quiet moment outside the store to calm.
Here are some tricks to effectively redirect your child to what you want him/her to do, rather than what you don’t want:
Sometimes, when you are in a public place with your child, people find it necessary to put in their ‘two cents’; especially if your child has a learning or behavioral difficulty. Here are some ways to deal with that frustration:
It’s important to stay safe while having fun excursions together. It’s important to remember snacks and warm clothing, but what else?
I hope these tips prove to be helpful and keep your outings merry. Happy Holidays!!
The holidays are a wonderful time of year. There are so many fun and festive opportunities to get together to celebrate the season with your family or community. It’s no wonder it’s the favorite time of year for most children. But for parents of kiddos struggling with any number of behavioral health or developmental issues such as anxiety, ADHD, or Autism, the holidays can be an extra stressful time. Anything from gift shopping, to crowds, to the sensory overload of decorations, to changes in schedule and disruption of school routines can make an overwhelmed kiddo miserable. My classic Dr. C's Morning Minute Special below helps talk through how to prepare your child for the challenges you might face. My tips are presented in an easy-to-follow video format. You can also read more about what you can do on my blog here.
Or, you can watch it on YouTube here.
Selective mutism is a diagnosable condition that significantly interferes with a child’s ability to adapt and function in social situations. It’s defined as a failure to speak in situations where the child is expected to speak. The child perceives the situation as uncomfortable and usually with a degree of social pressure to interact. Novel situations are especially difficult; however, a child with this disorder may, for example, not speak in the classroom for an entire school year, long after they’ve had an opportunity to ‘warm-up’. A less severe variant may manifest in a child needing a few weeks before they are willing to speak and, even then, possibly not engaging in more than brief responses. However, in situations found to be more comfortable, such as at home, the child speaks freely.
Selective Mutism is considered to be rather rare; less than 1% of the population. However, it’s important to note that this disorder is considered to be an anxiety disorder and there is substantial overlap between selective mutism and social anxiety, the latter of which is found at upwards of 7% of the population. Social anxiety and selective mutism are considered to be two separate conditions. From my clinical experience, all children who have selective mutism also have social anxiety; although not all kids with social anxiety will present with selective mutism.
No, it’s not. But there can be a fine line, depending on the level of severity. Shy individuals are usually hesitant to speak or engage at times, but when they need to do so they can. Children with selective mutism find themselves literally unable to speak in those uncomfortable situations.
It’s important to note that the child is not being defiant. The child wants to talk, but the anxiety literally ‘clams them up.’ The condition is largely genetic and evidenced when anxiety runs in the family. There was a time when the culprit was believed to be a traumatic experience: we’ve all seen the movies where a person experiences trauma and thereafter presents as mute. That type of reaction is feasible but rare and, far more often, this disorder is congenital. Invariably, parents will say that their child has always been quiet and timid.
It’s important to seek professional treatment given that selective mutism can be quite debilitating to the child and is challenging to treat. The condition is addressed similarly to social anxiety in terms of bolstering the child’s coping skills (healthy self-talk), deep breathing, lots of practice and role-plays of social situations, and gradual exposure to actual anxiety-provoking situations. This entails practicing and role-playing social situations, over and over, in a fun and playful way, and gradually working your child into the real situation. A professional therapist is invaluable in that respect; call to schedule at (724)-850-7200 to be seen at any of our five offices, or virtually.
I also want to introduce you to a wonderful 11-series Podcast on Audible “Selective Mutism Help”, which does a great job in providing an overview of the disorder, and helpful tips and suggestions from parents whose kids have suffer from it. Accessibility to the podcast would entail subscribing to Audible. Disclaimer: I have no financial nor clinical stake in Audible or its products; I just found the podcast to be helpful and think you may as well.
Selective mutism is a confusing and vexing disorder. However, it is treatable with a patient, mindful, and step-by-step approach. If you have any concerns about your child, don’t hesitate to reach out at jcarosso@cpcwecare.com. God bless you and your kiddo(s). 😊
There is a formula for child discipline. If you follow the recipe, the outcome is very predictable in a positive way. Children expect parents to behave in a particular manner; when they do, they tend to respond accordingly in terms of being more manageable, respectful, calmer, and grateful. When parents don’t follow the recipe, children also tend to respond accordingly, but with belligerence, a sense of entitlement, being more confrontational, and being stronger-willed.
Your relationship with your child is the foundation to, well, just about everything you want to accomplish. In the absence of a good relationship, discipline and behavior will suffer. Once that is established, you can move toward the following step-by-step approach to improve the child's behavior.
Beyond any simple step or formula, the most important element of a well-behaved child is the relationship. It’s vital to remember that discipline is based on the word “disciple,” which is a willing and devoted follower. For instance, we want our kids to follow out of respect and a sense of camaraderie, not a fear of punishment. We accomplish that by building up the relationship with our child. How do we do this?
You can read the interactive eBook and view the many informative videos on my Substack!
For more parenting resources or to set an appointment, check out the Community Psychiatric Centers' website. Please feel free to reach out to me with any questions at DrCarosso@aol.com.
Dr. John Carosso's ebook: ABA in a Parent-Friendly Format.
Dr. John Carosso's ebook - How We Treat Series: Depression and Anxiety, Autism, ADHD, and Emotional Outbursts.
Dr. Carosso’s eBook: The Most Common Discipline Methods Don’t Work: Here’s Why and How to Make them Work
Dr. Carosso’s eBook: The ADHD Diagnosis, Severity Level, and Treatment Options
By Teresa Gretencord, Reading Specialist at the Dyslexia Diagnostic & Treatment Center
Teresa Gretencord is an experienced and Certified Reading Specialist at the Dyslexia Diagnostic & Treatment Center. She wrote this post providing simple and fun activities to help your child sound out words, which is the basis for spelling skills. Teresa offers Reading Therapy sessions online, and you can schedule a session with Teresa at DyslexiaTreaters.com.
Ahh, the dreaded spelling test! Does your child struggle to hear individual sounds and phonemes in words? This is a common problem for students who struggle with reading and especially those identified with dyslexia. Keep in mind this won’t work for every word, but it will help with those spelling patterns that many spellings tests contain. Also, once your child practices and learns the spelling pattern, there is no more just memorizing for the test. This away the need to memorize words because we have a rule and a pattern that is predictable!
Oral language is a huge piece of this puzzle. We call this phonemic awareness. Try giving your child a word like “bat.” Have your child say each sound in the word while moving their hand in a roller coaster motion saying /b/ at the bottom, /a/ at the top and bringing their arm down and saying /t/.
Have your child practice breaking words into syllables. Say words like “teacher” and have them respond with teach-er, “fantastic”= fan-tas-tic, and “vacation”= va-ca-tion.
In Orton-Gillingham, we use something called “pound and tap” when writing unknown words. Our brains are wired to be able to hear 3 or 4 sounds at a time. Every decodable word can be broken into syllables and each syllable will consist of 3 or 4 sounds. This makes spelling long words manageable.
When students do sound out the word, they pound the syllable and then tap the sounds in that syllable. For example, the word “Titanic” would be broken up into the syllables Ti-tan-ic. This enables children to hear all of the sounds in the syllables. This is also useful if your child misses middle parts or sounds in words.
What kiddo doesn’t love these poppits? They are the new craze and honestly, they are quite fun. So, let’s engage kiddos and get some learning in as well! These are great for spelling practice.
They can be used in the same way as the pound and tap hands. Have the child say a syllable of the word, pop out the sounds for that syllable, write those sounds and move on to the next syllable! Learning should always be fun!!!
So there you have it, four simple and fun ways to promote your child’s ability to sound out and spell words. At the Dyslexia Diagnostic & Treatment Center, we can also offer direct, online support at a very reasonable cost. Check us out at DyslexiaTreaters.com. Happy spelling!!
Our goal at CPC is to provide a wide array of treatment options to help children reach their fullest potential. To that end, we offer social skills groups that help children learn better ways to make and keep friends. Children with autism can present as delightful and endearing, but sometimes don’t know what to do in order to maintain a social encounter. Our social group aims to greatly improve that problem. It’s also evident that children with ADHD tend to be somewhat impulsive and, at times, may do and say things that other children find off-putting. Again, our social skills group targets and remediates those tendencies.
We offer a weekly group at our Monroeville office that currently meets every Tuesday from 5:15 to 6:45 PM both in-person and virtually. The children in the current group are between 9-12 years of age, but we will broaden the age range and offer additional days and times as more children enroll.
CPC is excited to offer a newly forming ADHD support group that will be run out of our Wilkinsburg office, in-person and virtually. If your child has been diagnosed with ADHD and occasionally struggles with friendship skills, please consider contacting our office.
At the same time as the Social Skills Group, we offer a Parent Support Group. While their child is in their group, parents can get together and support one another. They can get their questions answered, and learn from one another and the group leader (that would be me 😊). We serve refreshments.
Feel free to email me directly at jcarosso@cpcwecare.com and we’ll get the enrollment process started.
Happy socializing 😊
It’s closing in on that ‘back to school’ time of year. Yes, it is sad to see August slipping by, and it’s time to start thinking about getting back into the school schedule. It can be a difficult transition for children to get back into that routine, with some kids dreading the end of summer.
Need I mention the difference between summer and school-year routines? Sometimes gently transitioning into that schedule can help. If you start about 2-3 weeks out, it’s much easier to ship your kids into shape. Otherwise, it’s a culture shock for your child and not too pleasant for you either. Below are some tips that are especially helpful for parents of children with autism but can apply to all kiddos.
1. First, begin slowly adjusting routines for an earlier bedtime.
2. Incorporate lengthier study and quiet reading sessions throughout the day and week. This could include anything even remotely academic.
3. Visit the school playground more frequently to promote your child becoming more comfortable with being at school, and on the school grounds. This is especially important if your kiddo has any anxiety issues.
4. Arrange playdates with school friends/acquaintances not seen for most of the summer, especially those kids who will be in your child’s class or grade.
5. If you can arrange a visit to the classroom and meet the teacher, so much the better.
6. It can be helpful to color-code school supplies (notebooks, file folders…). Integrate material color with a picture schedule.
7. Purchase school clothes early, wash them a few times, cut off tags, and make sure your child is comfortable with them well in advance. Therefore, they can be a 'familiar' aspect of the school routine.
8. In Addition, pick out a “cool” outfit for the first day and get a fresh haircut (first impressions are important).
10. Prepare the school with emergency contacts and any dietary issues. Moreover, you can prepare the teacher, aide, Guidance Counselor, ‘specials’ teachers, cafeteria workers, and anybody else who will listen for what to expect and how to effectively intervene if necessary.
11. Don’t forget to say a prayer with your kids before they venture off to school; they find that comforting and reassuring.
12. It may be helpful to write an "all about me" card for the teacher. This is a simple and fun way to let the classroom teacher know about your child. For example, such a card can communicate fun tidbits about your child, their interests, and preferences. Any special needs would be more formally presented during a meeting with the teacher and documented in an IEP or 504 plan.
God bless and enjoy the rest of the summer.
