UNDERSTANDING MY CHILD November 12, 2015 PRISCILLA ARMSTRONG, PsyD., ABPdN Pediatric Neuropsychologist

PRESENTING PROBLEMS  Poor eye contact  Social/peer difficulties  Sensory issues  Immature/age inappropriate behaviors  Moods- Sad/withdrawn, anxious, mood swings  Disruptive behaviors/Oppositional behaviors  Poor focus/attention, poor multistep commands, fidgetiness  Low grades/poor academic achievement

DISORDERS OFTEN DIAGNOSED IN CHILDHOOD  Autism  ADHD  Tics  Learning Disabilities  Concussion/Brain injury  Oppositional Defiance Disorder  Anxiety  Depression  Disorders due to a medical condition

DISORDER MISCONCEPTIONS  Autism- Spectrum, severities  ADHD- Types  Tics- Demonstration  Learning Disabilities- Types  Concussion/brain injury- severity and recovery  Oppositional Defiance Disorder- Issues/prognosis  Anxiety- Presentation in childhood  Depression- Presentation in childhood  Disorders due to a medical condition- Medical conditions with cognitive effects

TIPS TO IMPROVE FOCUS/ATTENTION  Sit near the front of the classroom.  Peer aid to assist with keeping on track with class work, making sure teacher’s directions/classroom instructions were heard.  Provide both visual and verbal information to improve understanding.  Information should be provided in small chunks with repetition.  Have child repeat back important instructions/directions.  Provide extra time to complete class work, exams, quizzes, as well as a distraction-free setting.  Short stretch breaks in between long assignments.  Set a timer to complete homework.  Break up subjects during homework.  Use wipe off boards for to-do lists and expectations  Use reward system for good behavior/completion of tasks

TIPS TO IMPROVE FOCUS/ATTENTION  Give feedback/consequences consistently.  Praise appropriate behaviors and ignore mild inappropriate behaviors.  Use appropriate clear commands (clear, specific, manageable) and private reprimands.  Establish target behaviors and ensure child knows behaviors and goals (e.g., list on index card taped to desk or posted at home).  Be specific in exactly what you want them to do.  Directly assist in beginning activity (e.g., point out where to start with on page).  Check part-way through activity to ensure they have not forgotten what to do or have not lost the instructional set.  Avoid asking too many questions.

TIPS TO AIDE WITH ORGANIZATION  Utilize color-coded folders  Use an agenda  Use an accordion  Place bins by the front door  Use a wipe off board for daily chores/expectations  Keep the same routine as much as possible  Communicate with your child’s teacher as often as possible

TIPS FOR STUDY SKILLS  Do not wait until the last minute!  Self study combined with parent studying.  Make outlines and steps/to-do lists for longer projects.  Study in small chunks over the course of the evening.  Study in short increments over several days.  Use mnemonics for memorization.  Anchor fact memorization with a past event.

WHEN TO SEEK PROFESSIONAL HELP?  Are the symptoms impacting learning, interpersonal, and social functioning?  Do the symptoms appear persistent?  Do you feel overwhelmed as a parent or caregiver?  Is your child making comments about their behaviors?  Are others commenting on their behaviors?  You simply feel like you have tried everything!

QUESTIONS???? Fullerton Neuropsychological Services Priscilla Armstrong, PsyD, ABPdN Pediatric Neuropsychologist 385 Imperial Hwy., Fullerton, CA CLINICAL PSYCHOLOGY & NEUROPSYCHOLOGY