There are many conditions and disorders that present difficult or challenging behaviors as symptoms. These can include Attention Deficit/Hyperactivity Disorder, Fetal Alcohol Syndrome/Effects, Autism, Pervasive Developmental Delay, Sensory Integrative Dysfunction, Obsessive/Compulsive Disorder, Conduct Disorder, Attachment Disorder, and Oppositional/Defiant Disorder. What all of these disorders have in common is that the brain does not function normally. These organic brain differences may be due to genetic defects or injury to the brain. Although our children look perfectly normal, they have very real biological disorders which may result in disruptive behaviors. This damage to the brain results in information processing deficits such as difficulty translating information, difficulty generalizing, difficulty perceiving similarities and differences, and memory deficits. Neuropathways may be underdeveloped and logic may be impaired.

Our children’s challenging behaviors often communicate their needs or frustrations.


Our children have a hard time coping with stimulating environments. They do not have the ability to filter out noise, light, and movement. This makes a trip to the Mall or even a family birthday party very difficult for them to tolerate. Often they have sensory problems which may make them hyper-sensitive to sound (soft sounds can seem loud and visa-versa) and/or light. Their sense of touch may also be affected and they may not be able to tolerate tags or seams in clothing, yet they may play in an aggressive and rough manner. They may be viewed by others as mean, picky, lazy, or defiant. Often friends and family will give the parents advice on "how to make their child behave." However, traditional parenting techniques may not work for these children. Instead of "trying harder" we have learned to "try differently." We strive to teach our children appropriate behavior and how to be accountable for their actions.

 
  • Structure active times as much as possible.
  • Learn "warning signs" of out-of-control behavior and intervene quickly.
  • Devise a cue system to help child monitor own behavior.
  • Reduce stimulation rather than add to it.
  • Decrease stimulating times by giving quiet alone time/space.
  • Use visual information to reinforce spoken information.
  • Break information down into small pieces.
  • Have realistic expectations of the child based on developmental age, NOT chronological age.
  • Look for and make child aware of strengths s/he has and build on them. Establish routines.
  • Build transitions into routines.

Parenting children who have
emotional/behavioral problems
is very difficult -
We appreciate your
support and understanding.