1. “Goodness of Fit” and Coping Strategies Kevin Fenstermacher, Ph.D. The Children’s Center

2. “Goodness of Fit” The interaction between the child and the environment. The interaction between the child and the environment.

3. Understanding the “Fit” What are the characteristics of the child (temperament) What are the characteristics of the child (temperament) What are the demands of the environment What are the demands of the environment What is the “fit or lack of fit” between them What is the “fit or lack of fit” between them If the “fit” is good, the child can manage the demands If the “fit” is good, the child can manage the demands If the “fit” is poor, the child experiences distress If the “fit” is poor, the child experiences distress

4. “Fit” ChildEnvironmentTemperament Demands

5. Unbalanced “Fit” When the demands of the environment are incompatible with the child’s characteristics, stress and anxiety are created. When the demands of the environment are incompatible with the child’s characteristics, stress and anxiety are created. This stress forces a response from the child This stress forces a response from the child

6. Unbalanced “Fit” Child Environment Temperament Demands

7. Stress An optimal amount of stress is necessary to promote growth and development. Too much or too little stress inhibits new learning unless adaptive coping strategies are present. An optimal amount of stress is necessary to promote growth and development. Too much or too little stress inhibits new learning unless adaptive coping strategies are present.

8. Coping is the effort that an individual exerts in order to manage the world… Not the success or failure of those efforts. Not the success or failure of those efforts. The effectiveness of coping behaviors ranges from adaptive to maladaptive.

9. Behaviorally-based interventions typically target the child’s maladaptive coping strategies… Behaviorally-based interventions typically target the child’s maladaptive coping strategies… We punish children for their attempts to cope with stress when their “fit” with the environment is out of balance. We punish children for their attempts to cope with stress when their “fit” with the environment is out of balance. Behavior is Communication! Behavior is Communication!

10. Coping-Related Behaviors in Young Children During the first three years of life, coping behaviors can be grouped into three categories: During the first three years of life, coping behaviors can be grouped into three categories: Sensorimotor Sensorimotor Reactive Behavior Reactive Behavior Self-Initiated Behavior Self-Initiated Behavior

11. Understanding How Children with Disabilities are Coping

12. “Goodness of Fit” The interaction between the child and the the environment… The interaction between the child and the the environment… Within the context of the parent-child relationship Within the context of the parent-child relationship

15. What if temperament styles are different? PARENT Parent is exhausted and stressed Parent is exhausted and stressed Low level of energy Low level of energy Active, likes sports Active, likes sports Conflict with own father Conflict with own father CHILD Child is irritable and “high demand” Sleeping difficulties Is floppy and low muscular tone Child resembles the grandfather

16. Helping to Balance the “Fit” Parent adapts caregiving to child’s unique characteristics Parent adapts caregiving to child’s unique characteristics Parent modifies expectation Parent modifies expectation Parent alters discipline strategies Parent alters discipline strategies Child creates own environment Child creates own environment Child “disarms” parent Child “disarms” parent Child reinforces parent Child reinforces parent

17. Strategies to Facilitate Coping Between Parent and Child Activity level Activity level Find out what is normal Find out what is normal If the child is less active, respect their pace If the child is less active, respect their pace Sensitivity Sensitivity What does the child tell you about how they experience physical sensations? What does the child tell you about how they experience physical sensations? Be respectful of the sensitivities by changing the environment. Be respectful of the sensitivities by changing the environment. Dim the lights, turn down the volume, avoid crowds Dim the lights, turn down the volume, avoid crowds Prepare in advance, take “baby steps” when exposing the child to new events or environments Prepare in advance, take “baby steps” when exposing the child to new events or environments Help them feel in control by following their lead Help them feel in control by following their lead

18. For a less sensitive child, find what interests them and encourage exploration through play and humor For a less sensitive child, find what interests them and encourage exploration through play and humor Get their body moving Get their body moving Find out what type of stimulation they enjoy and expand the experience. Find out what type of stimulation they enjoy and expand the experience. Emotional Intensity (“The Big Responders”) Emotional Intensity (“The Big Responders”) Help the child feel safe and in control of their world. Follow their lead, watch their cues, and progress slowly Help the child feel safe and in control of their world. Follow their lead, watch their cues, and progress slowly Empathize with the child even if the behavior is unacceptable, and offer other ways to express themselves. Empathize with the child even if the behavior is unacceptable, and offer other ways to express themselves. Promote problem solving as the child grows. Promote problem solving as the child grows.

19. If the child needs more stimulation to respond If the child needs more stimulation to respond Find out what interests them and make a game out of it. Use humor to encourage imitation. Find out what interests them and make a game out of it. Use humor to encourage imitation. Help them make their needs known by putting into words what you think they might be thinking or feeling Help them make their needs known by putting into words what you think they might be thinking or feeling Make activities more action-oriented. Increase the amount of emotion and energy that you bring to the activity. Make activities more action-oriented. Increase the amount of emotion and energy that you bring to the activity.

20. Persistence Persistence I won’t give up, but you’ll have to help me wait I won’t give up, but you’ll have to help me wait If the child gets easily frustrated If the child gets easily frustrated Partner with them, but don’t do it for them Partner with them, but don’t do it for them Validate the frustration and support a different approach to the task Validate the frustration and support a different approach to the task Break up tasks into smaller, more manageable parts Break up tasks into smaller, more manageable parts Suggest taking breaks and incorporate nurturing activities before attempting the task again Suggest taking breaks and incorporate nurturing activities before attempting the task again Use humor and be silly! Use humor and be silly!

21. The Difficult Temperament Child The Difficult Temperament Child Provide soothing activities Provide soothing activities Recognize cues that signal intensity is rising Recognize cues that signal intensity is rising Warn about transitions Warn about transitions Make the most of quiet times Make the most of quiet times Give opportunities to be active Give opportunities to be active Recognize-Empathize-Set the Limit-Redirect Recognize-Empathize-Set the Limit-Redirect

22. The Slow-to-Warm Temperament Child The Slow-to-Warm Temperament Child Clear Routines Clear Routines plan and structure transitions plan and structure transitions Be Flexible!! Be Flexible!! Allow the child time for closure of one activity before starting another. Allow the child time for closure of one activity before starting another. Allow the child’s independence to unfold. Allow the child’s independence to unfold. Allow the child to have influence and control over their environment. Allow the child to have influence and control over their environment. Watch for coping behaviors…they can alert you to when the “fit” is out of balance. Watch for coping behaviors…they can alert you to when the “fit” is out of balance.