K&L Solutions

Behavior for no apparent reason?

I had a conversation with a mother expressing that her son displays behaviors that do not seem to have an antecedent tied to them. Really? A Functional Behavioral Analysis has been completed by the school system with no conclusive causation. The mother did report that her son did give warning signs prior to the onset of the behavioral tirade. He was humming, singing, and saying “no”. Her child covers his ears when he hears loud noises. He is unable to eat in the cafeteria with his classmates due to the noise level.

Auditory sensitivities are very common with individuals on the autism spectrum. As a matter of fact, 70% have this issue in varying degrees. AIT is a service we offer.

Tis’ the season

With the holiday season fast approaching, it is important for teachers as well as parents to remember the “survival strategies” that WORK for their students and children. It seems obvious, but it often is lost during this busy time. Keep things simple, consistent, and predictable. It is okay to say NO. It is inconceivable to accept every invitation to “celebrate” with your school, your neighborhood, your church or synagogue, and last but not least your family. Not only does it put extra stress on the family, it causes an inordinate amount of “over-stimulation” for the child. Ignore what you “think” may be an enjoyable, festive experience for your student or child, and trust what you know works.

Lazy Days of Summer? Not!

Spring break has come and gone. It is time to finalize those summer plans. If your child struggles with social skills, check out our summer camp. K&L Solutions is teaming up with Eaton Academy offering two camp sessions for children in need of social skills training. This unique camp incorporates skills training through games, drama, and even exercise. Check us out! The most fun your child will have all summer.

Motivation Problem or Hidden Disability?

Many children as well as adults who appear to have “motivational problems” have undiagnosed special needs. A few of the hidden disabilities that can make children and/or adults seem like they lack in motivation are auditory processing problems, ADHD/inattentive type, executive function problems, and dysgraphia.

Auditory processing problems won’t be evident on standard hearing tests (screenings), since the problem is not the ability to hear sounds, but the ability to process the information heard. Individuals with auditory processing problems may understand spoken information easily in one-to-one situations with no background noise and a clear view of the speaker, but have trouble in a crowded classroom, gym, cafeteria, or playground. They often seem like they aren’t paying attention because they misunderstand questions and have trouble following multi-step instructions. Children and adults with auditory processing difficulties benefit from receiving information visually as well as auditorily. Auditory Integration Training may help remediate specific auditory deficits. Explore the use of commercially available computer programs (Earobics, FastForward, etc.) designed to develop the student’s attention to phonological aspects of speech. These should be recommended by a professional who can determine their applicability to the individual’s needs.

ADHD/inattentive type often goes undiagnosed because the symptoms are subtle. As with the individual with auditory processing problems, the child with ADHD often misunderstands questions and has trouble following multi-step instructions, only in this case it is because the child has difficulty sustaining attention. It is very important to understand that the lack of attention is not due to lack of willpower, rudeness, boring instruction, or willful disobedience. Children and adults with ADHD/inattentive type need to have instruction and direction presented in writing. Often a coach is utilized as a support for the individual to develop strategies that are effective to organize as well as sustain attention needed.

Children with ADHD, non-verbal learning disability, and some other special needs, have problems with “executive function” - the ability to plan and organize. These are individuals who are always losing their homework, whose desks are a disaster area, and who may not be able to write a coherent, well-planned paragraph. They need help learning to be more organized. Often they are expected to take responsibility for being organized before they are able to find the organizational methods that will be most beneficial for them. Here a coach would be utilized as a support for the individual to develop organizational strategies and planning methods for successful completion of tasks.

Individuals with dsygraphia (written language disabilities) may have trouble with the mechanics of writing. They are often able to write letters when copying slowly, but struggle with the automaticity necessary to write fluently while thinking about content. They appear to be stubbornly refusing to write when it is difficult for them. For children and adults with dysgraphia, it is important to separate the mechanics from the generation of content. Allow them to dictate their thoughts, and then progress to keyboarding. Again, coaching and support from assistant technology is a common support when sorting out the best accommodations for accessing the knowledge an individual has to share. These are a few of the more common causes of apparent motivation problems. Thus, it is important to rule out learning differences and challenges before concluding that a child’s school problems are due to a lack of motivation.

From theAssociation for the Education of Gifted Underachieving Students