Making Sense of Children's Thinking and Behavior

She has provided services to children diagnosed with NLD and has done extensive research in the areas of NLD and Asperger's. The authors met because Dianne introduced them to each other in hopes that Leslie Holzhauser-Peters could provide Joshua with speech-language pathology and advocacy services prior to his diagnosis.

Introduction

There has to be a way to think systematically about why they do what they do. Second, we wanted to provide families and professionals with a tool that we have found to be successful, and that we hope will help improve the quality of life of those affected.

The Systematic Tool

I could finally continue in the process of developing a hypothesis with a complete picture of the details. As you think through your child's actions and scenarios, you will find that one or more of the areas can be identified in trying to determine a cause.

Abstract Language

You didn't change the sentence.” He replied: “I corrected it because I rewrote it.” In his mind he followed the directions and did what was asked of him. In a more emphatic tone I say again: “Joshua, get in the car!” He just looks at me.

Motor

When thinking about motor disabilities, you might wonder which gross or fine motor skills have a greater impact on the emotional psyche of the child and the family. Joshua's teacher sent a note home saying he was lying on the floor next to his desk doing his work.

Sensory

Once again, the child's actions can be misinterpreted if the sensory issues are not taken into account. It is the task of those who love them to determine why their behavior and consider sensuality as one of the possibilities.

Spatial Orientation

When you think of the child with neurological differences, it is terrifying to imagine maneuvering the world with a spatial orientation deficit. Difficulties with spatial orientation cause the individual great confusion, making the simplest task seem insurmountable. The spatial orientation and motor areas often combine to make children with neurological differences appear uncoordinated and clumsy.

Plans were also made at that meeting for seating in the band room to accommodate his spatial orientation issues. Spatial orientation issues make it difficult for children with neurological differences to find their bodies in space.

Control/Consistency

This event is sure to be the highlight of the summer for the boys. This should have been my first indication that the day was not going to be as wonderful as I had imagined. She quickly proceeded to inform them in an authoritative tone that they were not allowed to be there and should move.

It is important to be careful to present things as "rules" only in circumstances that have little or no change. As he pulled up in the car, Joshua started complaining about how awful this was going to be.

Thinking about Others Thinking (Theory of Mind)

Theory of mind is the most important building block that contributes the most to the development of all these areas. In the process of trying to think through Joshua's behavior, theory of mind was one of the many deficit areas we considered. As Michael enters the door, he opens it on top of Joshua's foot, hurting him.

Because Joshua could not respond to the question about Michael's intent, I decided that his theory of mental deficiency was responsible for his actions. Understanding that theory of mind played a large role in Joshua's response allowed me to consider Joshua's overall development and needs in that area.

Social Communication

Grace greeted her nonchalantly with a "Hey girlie." The expression on the teacher's face was a mixture of anger and disbelief at the audacity of this student, which went unnoticed by Grace. The boy asks, "Can you drive a tank in yours?" Joshua proudly boasts, "I've unlocked every course there is." The boy finally decides he's had enough and walks away. Joshua's playing partners weren't necessarily unhappy to lose, but reacted to the way he beat them, including comments such as: "I told you I was good at this." The total casualties were now at five—six if you count me.

What name did you call the boy?” "Percival." "Who is Percival and why did you call him that?" "It's the name of a character in an animated movie. I was just trying to be funny." "Let me talk to your teacher." The teacher said "the boy came up to me and said that Joshua called him a cunt."

Emotions

It is easy to understand how someone could come to this conclusion, but they are filled with the same emotions that every other human being has, they just lack the ability to recognize and know what to do with them. Children with neurological differences do not know what they are feeling, much less what to do about it. He returned with his favorite teddy bear, which I immediately assumed would comfort him. when we went through this trauma.

They are the few who have been able to realize that his emotions usually do not match his outward attitude or responses. It is the job of those who love these children to help them get as close to 20/20 as possible.

Mental Flexibility

Focusing on the facts is not in itself a problem, it is the inability to be mentally flexible with the facts that is the problem. Missing the big picture is a common occurrence that affects a child's understanding in so many different situations. Joshua's clip is part of the class discipline/behavior program; each child in the class is given a clip that looks like a clothespin or a snack bag, which is moved by the teacher to another level to signal to the child that their behavior is unacceptable.).

Talk to your child about what is important to know, understand or do and why. Do not expect the child to be able to apply the acquired knowledge or skills in a new situation.

Impulsivity

As a teacher, if you believe that the behavior is the choice of an unrepentant child, your frustration leads you to think that negative consequences or punishment is the best option. I can't tell you how many notes have come home saying, "Josh shows a classmate a quick answer," "Josh still has trouble raising his hand and waiting to be called on before speaking." , 'Josh wants so much If he gives all the answers, he can hardly allow anyone else to give an answer.” One teacher expressed what I think was the feeling of most when she wrote, “I feel like Josh is very aware of what is expected of him.” For years, teachers worked on this to no avail, up until the fourth grade, when we developed a card that we could give to Joshua as soon as he started blurting out comments or answers. This proved successful because it curbed his impulse by providing him with a system that described what the correct behavior looked like.

However, if they were given the chance to linger and think about the subject, they could make deeper connections. Of course, when determining the depth of connections they are capable of establishing, one must take into account their developmental level in the areas of theory of mind, emotions, mental flexibility, and social communication.

However, by the time the big day arrives, it's all about damage control, because he has none. Joshua's brothers see his inability to stop when they search as a recurring problem area. Many times a day I hear the words, "Mom, Josh won't stop..." It's easy to understand their frustration.

Again, it is often hard to believe that a child who seems old enough to have that impulse. It is not unusual for younger children to engage in this type of behavior when receiving gifts, as impulse control is developmental.

Executive Functions

In the case of Michael and Danny, there is minimal anxiety on my part to deal with their concerns. Each year Joshua has made progress in the amount of insight he can contribute to this process. We spent many late night hours deciphering the information in the planner, trying to determine what needed to be completed for the next day.

It is important to ensure that homework is in the correct folder, but this does not always guarantee that it will reach its final destination. But his difficulties become apparent when he is asked to show what he knows in the form that is required of him.

Anxiety

In the fourth grade, Joshua's anxiety peaked, representing many examples of different forms of anxiety. Every year before the first day of school, when I meet with Joshua's team of teachers, the one. In the past, the mere mention of the word would have sent Joshua into a level of anxiety that would have rendered him incapacitated, almost guaranteeing him a place in detention.

In Joshua's case, these lonely times are a necessary part of his day that I make a conscious effort to accommodate. Understanding the extent of the child's anxiety is essential if you are to really help them.

Believe

Each time this happened, Joshua's father had to remove the entire toilet and fish out the object of the day. It is important to remember that you have a better chance of achieving your desired goal by asking why and getting to the root of the problem, as opposed to punishing the result of their behavior. At the end of the book you will find a STAT that can be used for quick reference.

I was very excited one day, realizing that the ultimate goal of getting other family members to employ the STAT process had been achieved. He made it to the bus, running to the front of the line without thinking about the other kids already waiting.

Summary of the Systematic Tool to Analyze Thinking (STAT)

Ask questions that address social cues such as body language (ie, what did the person do that made you believe that? What did she do with her hands? etc.).

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The Systematic Tool to Analyze Thinking (STAT)