Category: Psychology and Education

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A Teacher’s Guide to the Concrete Operational Stage

A phase in which kids develop logical reasoning skills and the capacity to comprehend conversations and can use these skills effectively in contexts and situations familiar to them.

The concrete operational stage is the third stage in the theory of cognitive development. This stage spans the time of middle childhood—it starts around age 7 and continues until age 11—and involves the development of logical thought. Thinking is concrete, and kids become much more logical in their cognition during this stage of development.

This is an essential stage,  but it also serves as an essential transition between earlier stages of development and the upcoming stage where kids should learn how to think more abstractly.

Kids at this age are more logical about concrete things, but they still struggle with abstract ideas and thinking.

Logic

Jean Piaget theorized that kids in the concrete operational stage were good at using inductive logic. Inductive logic involves going from a certain experience to a broad principle.

Inductive logic would be noticing that when you are around a cat, you have itchy eyes and a scratchy throat. You may then reason from that experience that you are allergic to these animals.

Kids at this age have issues using deductive logic, which involves using a broad principle to decide the outcome of an event. For instance, a kid may learn that A=B, and B=C, but may still struggle to comprehend that A=C.

Reversibility

The most essential development in this stage is a comprehension of reversibility or the understanding that actions can be reversed.

A reversibility example is that a kid may be able to recognize that his or her dog is a Golden Retriever, that a Golden Retriever is a dog, and that a dog is an animal.

More Key Characteristics

One vital development at this stage is the understanding that when an object changes in appearance or shape it is essentially the same, a concept known as conservation. Children at this stage understand that if you separate a candy bar up into smaller pieces it is still the identical amount as when the candy bar was whole.

Imagine that you possess two candy bars of the same size.  Break one candy bar up into two identically sized pieces and the other candy bar up into four smaller but proportionately sized sections. Kids who are in the concrete operational stage should comprehend that each candy bar is still the same amount, whereas a younger kid should believe that the candy bar that has more pieces is bigger than the one with two pieces.

Egocentrism Decreases

Piaget’s concrete operational stage is also evidenced by decreases in egocentrism.  Kids in the preceding stage of development (the preoperational stage) struggle to take into account the viewpoint of others, but kids in the concrete stage can imagine things the way that others see them.

During  Piaget’s Three-Mountain Task, for instance, kids in the concrete operational stage can illustrate how a mountain scene would be perceived by an observer seated across from them.

Kids are not only able to begin thinking about how other people see and experience the world, but they also even begin to use this kind of information when making decisions.

Observations

One of the many key features of the concrete-operational stage is the capacity to concentrate on multiple parts of a problem. Kids in the preoperational stage of development  concentrate on  one facet of a problem, but kids  in the concrete operational stage can  engage in what is known as “decentration.” Kids in this stage can concentrate on many facets of a situation concurrently, which plays a vital role in the comprehension of conservation.

Piaget’s stage of cognitive development also serves as an essential transition between the preoperational and formal operational stages. The concept of reversibility is an essential step toward additional cognition, although at this stage it only applies to concrete situations.

Kids at the intial stages of development are egocentric, and those in the concrete operational stage become more socio-centric. They are able to comprehend that other people have their own thoughts. Children at this point are aware that other people have distinctive perspectives, but they may not yet be able to guess how or what that other person is experiencing.

This growing capacity to mentally manipulate info andunderstand the thoughts of others plays a vital role in the formal operational stage of development when logic and abstract thought become vital.

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Healing Through Co-Regulation

Over the past few years, topics like self-regulation, trauma, attachment have been widely discussed in schools, counseling centers, and families. Moreover, people are starting to acknowledge the pain, trauma, anxiety, and other personal struggles of students.

We live in strange times, and it has been affecting young people. Some have been struggling to meet deadlines, focus on class, and have a healthy sense of self-worth. These behaviors and attitudes are manifestations of bigger issues—sometimes bigger than the students are aware of.

A Revolution in Schools

Education systems around the world are starting to wake up to the fact that students’ stress levels are at an all-time high. Schools are taking initiatives to provide mental health services for those who need them. Parents and teachers often talk about child development and suggest strategies to help students cope with stress: meditation, exercise, journaling, and art.

Schools are starting to do away with the lecture-type teaching sessions, are working toward a relationship-based learning environment. Teachers develop activities that can engage students and meet their needs. Do not be mistaken; this is not spoon-feeding! Academic standards remain the same, but different methodologies are explored.

Co-Regulation in the School

Self-regulation teaches us to monitor our behaviors, attitudes, emotions, and thoughts. Those who can self-regulate are seen to have good relationships with others and a good overall disposition. The “self” in self-regulation implies that the work should be done by the person who is struggling. In the context of schools, we assume that struggling students need to do the work by themselves. However, members of the school community, specifically the teachers and school counselors, can help facilitate this process.

How about co-regulation instead of self-regulation?

Co-regulation is the act of actively taking part in the healing of a child or student. In the process of teaching students some skills to self-regulate, the teacher or the school counselor is also doing the same. Here are some examples:

1.      Holding the hand of a distressed child to help them calm down

2.      Doing breathing exercises with a student who is having a panic attack.

When doing this with a child, it is not only the child that calms down—the teacher or counselor that does the exercise with them can calm down as well.

Facing Our Traumas

Teachers often talk about struggling students as if they are the only ones facing struggles. “They” are struggling, “they” are having a difficult time, “they” need help. When teachers and counselors talk about students in this way, there is a risk of “othering.”

Just because teachers are adults and are considered to be functioning members of society doesn’t mean that they don’t have their struggles. As adults, teachers and school counselors should actively do healing work by themselves or with professionals. In this way, they are better equipped and are in a better disposition to help students. Heal your trauma so that you do not pass it on to others.

Healing Takes Time and the Help of Others

Teachers have an important role in co-regulation. Children spend so much time at school, so it’s not wrong to assume that the environment the school creates and the teacher’s help can facilitate the student’s healing. 

Trauma and healing work are usually attributed to counselors, therapists. However, teachers have an impact on the healing of a child. Teachers and school counselors have to acknowledge their role in the child’s life within the school. Therefore, they need to constantly work on their well-being so that they can create a safe and healing environment for the students.

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A Guide to Externalizing Disorders

Externalizing is a psychiatric term associated with a problem with self-control. People with externalizing disorders have difficulty controlling emotions, impulses.

Whereas internalizing manifests in directing emotions inwardly, externalizing manifests in “acting out”–in antisocial and aggressive behaviors that may violate the boundary and safety of others. To ordinary people, they may come across as aggressive, confrontational, and/or oppositional.

The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) cites a group of disorders that show externalizing.

Related Psychiatric Disorders

Some examples of psychiatric disorders associated with externalizing disorders are the Disruptive, Conduct, and Impulse-control Disorders in the DSM-5.

Examples:

  • Antisocial Personality Disorder – is described as a personality disorder where a person aged 18 years or older exhibits a behavioral pattern of violations and disregard for the rights of others. The onset of symptoms can be seen in persons whose antisocial acts began before 15 years of age.
  • Oppositional Defiant Disorder – symptoms of this disorder include vindictiveness, argumentative and defiant behavior, and irritability. They argue with authority figures and refuse to comply with rules. They may deliberately annoy and make mistakes and blame others for the consequences.
  • Conduct Disorder – the manifestation of any or a combination of the following symptoms are the criteria for diagnosis: lying, theft, destruction of property, and aggressive behavior towards people and animals.
  • Kleptomania – more commonly known as stealing, kleptomania is a disorder associated with being unable to resist taking seemingly random objects without permission. These objects are not needed for personal use or their monetary value. Compared to an ordinary act of theft (where people steal things because they need them), people with this disorder feel a sense of gratification, pleasure, and relief during the act of theft.

Final Thoughts

Other psychiatric disorders associated with externalizing are pyromania (fire-setting) and intermittent explosive disorder. These externalizing disorders are dangerous because of the harm they can cause the individual and to others around them. However, these disorders can be managed with the right combination of medication and therapy. If you or know of anyone who has symptoms related to the disorders listed above, it is best to consult a psychiatrist to get a proper diagnosis and treatment. The criteria listed above are just an overview of symptoms. Psychiatrists will do the detailed work of assessing, diagnosing, and treatment planning.

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A Guide to Expressive Language Disorder

Expressive language is a child’s way to communicate their thoughts and feelings through the use of words, sentences, and phrases. It is a significant indicator of child development. Parents and teachers sometimes use expressive language as the basis to determine whether a child needs accommodations and special assistance.

Elements of Expressive Language

Expressive language has three elements: semantics, syntax, and morphology. Semantics has to do with the correct word use. Syntax has to do with the correct use of grammar and using sentences to communicate. Morphology has to do with the correct use of grammatical items (i.e., -ing, -ed).

Developmental Milestones

·          12 to 15 months old – at this stage, children babble, use facial expressions and sounds to communicate. By the end of this stage, a child should be able to utter his or her first words. Do not worry if there is a slight delay with saying the first word at this stage/

·          18 to 24 months old – children at this stage are said to have about 100 vocabulary words in their arsenal. They are usually able to construct 2 to 3-word sentences when communicating.

·          24 to 30 months old – children can use morphemes (tenses, -ing). In conversations, they longer sentences.

·          3 years old – at this stage, children should be able to form 4-word sentences. When talking, they can communicate creative ideas.

·          4 to 5 years old – children can express themselves with the correct use of tenses. In most cases, children may be able to talk about how their day went and how they felt about certain situations.

·          5 to 7 years old – children will be able to tell simple stories with the correct sequence of events and possibly communicate their thoughts and opinions.

How to Develop Expressive Language: The Building Blocks

1.      Pre-language skills – before children learn to speak, they communicate through gestures and facial expressions. Adults and caregivers should work towards establishing a connection or relationship with kids through these modes of communication.

2.      Play skills – play skills have to do with allowing the child to play by themselves or with peers. These play sessions should be self-motivated.

3.      Concentration – to be able to achieve milestones, children should be able to sustain enough energy and focus on mastering the skills. Adults should help the child focus and block off distractions until their tasks are complete.

4.      Language Comprehension – check for the child’s ability to understand any communication that is directed towards him or her. While it is important to help children express themselves through language, they should be able to process and comprehend the messages that people tell them.

5.      Pragmatics and motivation – pragmatics teach children to participate in or initiate conversations. Ideally, your child’s interactions with other people are self-motivated.

Activities to Try

·          Constant communication – as a parent, caregiver, or teacher, the best way to build and establish expressive communication skills is to constantly talk to the child. When talking to the child, make sure to use correct and appropriate language and grammar. Correct them by clarifying what they mean.

·          Imitation – this is particularly important for parents who are talking to their toddlers. If they say “milk” to express hunger, you can correct them by saying, “Milk, please.”

·          Books – read stories to your child. Explain the story, describe the characters, and ask your child questions to help them comprehend the story. To help them improve their speaking skills, you can ask them to read to you. 

·          Puzzles – this is one of the best ways to help children build concentration skills because the goal of building a puzzle is simple: to complete a bigger picture.

Final Thoughts Expressive language in child development has to do with being able to communicate effectively. Children will pick up on the language that is used by the people around them. As adults (whether parents or teachers), we should be aware of the developmental milestones and guide them so that they can achieve them

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Motivate Your Class Through Group Contingency

Group contingency is a set of techniques based on Applied Behavior Analysis (ABA), which can be used for groups of children and adults. In ABA, these are used for individuals, but professionals and educators have found ways to adapt this to groups.

Group contingency aims to reinforce target behavior in a group setting. The goal is to change or modify behavior. It can be highly effective if used correctly. Group contingency can be used where there are groups of children or adults, be it in a classroom setting, work, or social groups.

What Types of Behavior can be Changed?

Group contingency can be used for behaviors that occur regularly.

Types of Group Contingency

Choose the type of group contingency based factors such as the number of individuals in your group, the severity of the behavior, group dynamics, and your goal. Below are the three types of group contingency.

  1. Dependent Group Contingency

In this group contingency, the behavior of an individual child or a small group of children will be targeted. The entire group will earn reinforcement if the individual child or small group can meet the criteria.

An example would be a child that constantly stands up and transfers to a different seat during class. The criteria would be to make that child stay in his or her seat for the duration of an entire class for one week. The student may be reinforced with extra 10-minute playtime at the end of the school week to encourage them to stay in their seat. If the child or small group can accomplish this, the entire class will have extra 10-minute playtime; otherwise, no one will have extra playtime.

This is a good strategy for targeting specific behaviors and teaching students accountability. However, this has to be carefully planned because this will put one child or a small group under the spotlight. If the child cannot meet the criteria, they may face anger and frustration from their peers.

2.                  Independent Group Contingency

In the independent group contingency, all members of the group have to meet the same criteria and will work toward earning the same reinforcer. The group will only access the reinforcer once everyone in the group has met the criteria. This can be useful if you want to change a specific behavior of the entire class. For example, handwashing after recess. The criteria can be washing hands for 20 seconds after recess for an entire week with a reinforcement of storytime on Friday before going home. Each student will be assessed. Those who can do this will be given credit, while those who don’t have to keep doing it until they meet the criteria.

Once all students can wash their hands thoroughly after recess, they can have storytime with the teacher on Friday before going home.

One advantage of this is that students will learn to look out for each other. If they want that storytime, they will make sure to remind their classmate about handwashing after recess. One disadvantage would be that it can be labor-intensive for the teacher. The teacher has to devise a way to monitor each students’ handwashing. This might be difficult with classes that have a lot of students.

3.                  Interdependent Group Contingencies

In this group contingency, all members of the group have to meet the same criteria. All children will earn or not earn the reinforcement. It’s an all-or-nothing arrangement. Interdependent group contingencies might work for a class that has strong teamwork. Since the students will work toward a common goal, they might motivate each other to do well. On the flip side, it might backfire if it cultivates a culture of peer pressure. This might not work for groups that have students with special needs.

Establishing Group Contingency in the Classroom

  1. Identify 2-3 concerns that you wish to address (attendance, proper hygiene, homework completion, etc.)
  2. Choose which one you wish to work with first.
  3. Determine what alternative behavior you wish to reinforce.
  4. Choose a reinforcer
  5. Choose the type of group contingency to use
  6. Collect data
  7. Gather the group. Teach the contingency and reinforcers. If it’s appropriate, have the group vote on which reinforcer they want. 
  8. Collect data and track the group’s progress

Final Thoughts

You can use different types of contingencies based on the needs you identify and the goals you wish to achieve. Keep in mind that each type of group contingency has its pros and cons. Make sure to target one behavior at a time. Always be mindful of the skills and aptitude of the group you are working with. Document the process well to assess whether your plan was successful.

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Dealing with Problem Behaviors in a Positive Way

Handling children that exhibit problem behaviors is a common concern for parents and teachers. There are different ways to correct these behaviors. Some factors to consider are severity, frequency, and end goal.

It’s tempting to punish behaviors like tantrums and aggression, but it is not always the best solution. Choosing punishment might stop the behavior, but you lose the opportunity to teach appropriate behavior. Likewise, punishment draws more attention to the problem behavior. If, for example, a child throws a tantrum because the child wants attention from the grown-ups, being punished in front of everyone might reinforce his tantrums. The child will still get the attention he or she craves, albeit the negative kind of attention. 

Replacement behavior is a technique used to correct problem behaviors while replacing them with acceptable behavior. Replacement behavior can be useful for problem behaviors that are reinforced by drawing attention to it (as in the case of tantrums). Instead of focusing on the tantrum, replacing it with something appropriate (i.e. acceptable behavior) can be more effective in the long run.  

A Few Key Terms

Terminologies can be confusing, so keep these in mind: 

·                      Problem behavior aka target behavior – the behavior that needs to be changed

·                      Replacement behavior – the behavior that you wish to replace the problem behavior with

·                      Reinforcement – a reward or action that strengthens the replacement behavior

Finding the Appropriate Replacement Behavior

To effectively carry out replacement behavior, it is important to remember that you are not simply trying to stop the problem behavior. That problem behavior needs to be replaced with something appropriate. 

How to Replace Behaviors

To explain the concept of replacement behavior, I will use the example of a first-grader who keeps standing up in class, therefore disrupting the class. 

1.                  Identify one behavior that needs to be changed – standing up in class

2.                  Determine why the problem behavior is exhibited – ask a few key questions like “why does my student keep standing up from his seat while we’re in the middle of class?” “When does he do this?” “How often does he stand?”

3.                  Determine the replacement behavior – If the student keeps standing up because he needs to go to the toilet frequently, a replacement behavior could be to have him raise his hand to signal his teacher that he needs to go to the toilet. If he keeps standing up because he feels restless, an appropriate replacement behavior would be to keep his feet under his desk.

4.                  Reinforce the replacement behavior – if the student can stay seated throughout the entire class, they can be rewarded by being given stamps. These stamps can be collected throughout an entire week, which can then be redeemed to get a bigger reward.

Summary There are different ways to deal with problem behaviors. Popular “solutions” are punishment and extinction (ignoring behavior). While these are effective, they do not encourage student success. When replacing behaviors, it is important to remember that you have to focus on the desired positive outcomes instead of focusing on the target behavior (as what happens with punishment).

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Naturalistic Intervention: Changing Behaviors in the Learner’s Regular Setting

Naturalistic intervention (NI) is a set of practices, techniques, and strategies designed to bring out a target behavior. This is done in the learner’s normal environment while following their daily routines, hence the term “naturalistic.” It is based on the principles of Applied Behavior Analysis (ABA).

Naturalistic Intervention for Learners with Communication and Socialization Concerns

NI is useful for learners with communication and socialization concerns. Communication and socialization skills are acquired as the learner interacts with people in their day-to-day lives. Practices include environmental arrangement, interaction techniques, and strategies. 

If the target behavior is to increase social interaction, teachers can implement a buddy system during playtime. The teacher can assign a partner for each student so that each one has someone to play with. Pairings can be changed every day so that each child can get to know everyone in the class. 

The intervention plan is designed to address specific target behaviors based on the learner’s interests. The learners build more complex skills that are naturally reinforcing and appropriate to the interaction. In the case of the child needing more social interaction, initially assigning partners, and prompting them to interact with each other, if done regularly, can encourage the child to initiate conversations with other kids in the class.

Interventions are useful for learners who are in the pre-linguistic stage. These are the learners that have not yet learned how to talk or use formal language to communicate. Children diagnosed with autism spectrum disorder (ASD) might also benefit from naturalistic intervention.

Because intervention strategies are implemented throughout a learner’s usual daily schedule and routine, the techniques are easily applied and adapted. Skills taught can be easily generalized because this intervention strategy can be used anytime throughout the day.  

How Does it Work?

Intervention strategies are implemented throughout the learner’s regular schedule, and not just in the classroom or clinical setting. Learners are taught techniques as they go about their daily routines. Teachers, school staff, and primary caregivers are trained to implement the intervention for the child. They reinforce the target behavior as they see the learner exhibit it.

Some Challenges

Implementation might be challenging because the learner’s immediate circle—teachers, parents, therapist, and other school staff—need to be oriented about the intervention strategy. They need to go through a brief training process, which can take some time. It might even be difficult to set a schedule for a training session!

The team has to document the learner’s behavior at all times. Various documentation methods can be utilized, such as distributing multiple copies of data collection sheets to teachers, school staff, and other concerned individuals. 

You don’t have to collect data every time you’re with the learner. Weekly documentation throughout the intervention period might be enough to track the child’s progress.

Conclusion

Keep in mind that the intervention is for one target behavior—you are not looking to change the child’s overall behavior. When the target behavior is observed, you can proceed with other types of behavior (if needed).  The strategies to be deployed are meant to address one behavior, and if it’s done well, it can be generalized.

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Intrinsic Motivation: The Drive from Within

Intrinsic motivation is defined as the act of performing behaviors without the need for external rewards or validation. To put it simply, it’s doing something regardless of a reward or punishment. You do something because you want to.

Intrinsic Motivation vs. Extrinsic Motivation

If you find yourself doing yoga (or some form of exercise) and you keep doing it because you want to learn more about it, then you are doing yoga based on intrinsic motivation. You are extrinsically motivated if you do yoga intending to execute a difficult pose like a handstand.

Intrinsically motivated actions and behaviors are motivated by internal reward— it could be that feeling of satisfaction once you turn in an assignment or that feeling of accomplishment once you’ve managed to do yoga every day for a week. By keeping up with this habit, you may end up reaping the benefits of establishing a healthy routine. On the flip side, you might find yourself doing yoga regularly only until you build enough strength to do a handstand. However, once you achieve this goal that you set for yourself, you might lose interest in the practice.

The Reward: Internal Satisfaction

People who pursue goals and behaviors simply because they want to are said to be highly internally motivated. Of course, accomplishing things despite the motivation (internal or external) has its rewards. The difference is that activities pursued based on internal motivation have internal rewards, which give more meaning to the accomplishment. 

Cultivating Intrinsic Motivation in Schools

Teachers and administrators are always looking forward to cultivating an intrinsically motivating environment for both the students, teachers, and school staff. Although grades are important, the school should not just be about getting high grades. An intrinsically motivating school environment is one that makes students want to come to school.

Some factors that increase intrinsic motivation in schools are (1) challenge because it gives meaning to the tasks that students have to endure and overcome. In the process, they learn to set goals for themselves. (2) Cooperation and competition increase intrinsic motivation by allowing the students to share their skills and knowledge with others while benchmarking their skills with their peers. Internal motivation is increased by (3) curiosity. When something piques a person’s interest, they become drawn to it and therefore want to know more. People’s desire for (4) control will drive them to control themselves and their environment to pursue their goals. It is but human to want (5) recognition for their achievements. People become more internally motivated to accomplish what they set out to do.  

Concluding Thoughts

It is so important to build that intrinsic motivation for students because they might carry that mentality with them throughout adulthood. Students who study purely to get good grades to get into a college might end up becoming workaholic adults who are too focused on earning money that they forget to cultivate personal relationships and enjoy the little things. Working hard is in itself not a bad thing. However, it is important to remind ourselves to enjoy what we do.

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A Guide to Writing Observation Reports

An observation report is a piece of document that contains comprehensive information about a child. This document can be used as the basis to assess a child’s overall development.  

How to Get Started

The process involves observing a child, making notes, and putting everything together in a report. In preparation for the observation, you have to determine the setting and the schedule of the planned observation.

Identify what type of data you want to gather. If you want to observe a child’s socialization skills, schedule the observation while the child is at a playdate with friends. If you want to observe a child in the school setting, schedule the observation on a weekday when the child is in class.

Be mindful of the time and date of your observation. If a child is particularly slow to warm up, do not be surprised if the child does not immediately engage with his or her peers upon arrival at school. 

What Information to Include

Include as much information as you can during the time of observation. If you are observing a child in a classroom setting, don’t just focus on the child’s behavior; take note of the classroom, the environment, and the type of activity that they were doing that day. Any incidents that occur during the observation should be noted as well. It is highly likely that the behaviors exhibited by the child will be influenced by the events and environment on the day of the observation.

Tip: if you are worried that you might not take enough notes or write fast enough, you can use a voice recorder. Secure the permission of the people in the setting before you do this.

Create the Report

Compile all observation notes, organize them, and analyze the data. When reporting on a child’s behavior (e.g., a tantrum), make sure to provide information about events that happened before, during, and after the behavior took place

A tip about note-taking: Keep your observation notes factual. Avoid making commentaries or making assumptions about how the child or others felt unless it was said explicitly.

Find the ideal format to present the information because the sheer amount of it can be overwhelming. Start with factual information like the date, time, and place of the observation. Proceed to write down all observations that you made. Keep these observations straightforward and clear. Make sure that it is organized and easy to understand. Put your analysis and recommendations towards the end of the report.   

Concluding Thoughts

Observation notes provide a wealth of information about a child. Observation notes can be used to assess a child’s behavior and development, which is why it’s important to create a report that is comprehensive and easy to understand. 

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Adaptive Behavior Skills for Kids with Special Needs

Adaptive behavior is defined as the set of skills that individuals should be able to perform at a certain age. Examples include social skills, cleaning, and personal grooming. Professionals call this life skills social competence, or adaptive behavioral functioning.

Children with special needs might be delayed in these areas. Part of the assessment for children with special needs is their ability to perform behaviors like those listed above.

As children mature, they can display more complex adaptive behaviors. Preschool-aged children learn to get dressed on their own and tie shoelaces. Third graders can order for themselves at a restaurant. Sixth graders can do certain chores and manage their allowance. Teenagers become more independent by taking public transport on their own, drive and perhaps even do grocery shopping. 

Assessment for Adaptive Behavior

The examples cited above are examples of age-appropriate behaviors for each age group. There are behavioral milestones to be achieved, and the inability to do so can be a cause for concern to parents. Achieving behavioral milestones is the standard that serves as a guide when observing a child’s development.

To help determine whether a child has learning delays and or disabilities, they are assessed using adaptive behavior assessments.

Parents, teachers, and other primary caregivers of the child are asked to accomplish a questionnaire. This is done in conjunction with other tests administered by professionals in a controlled setting. The questionnaire will hopefully help the professionals get a better picture of the child’s behavior outside of the testing site.

No Disability or Delay, But Not Adapting: What is Wrong?

Not all children who are not adapting have special needs. Some children can be unable to perform adaptive behaviors despite not having learning disabilities and delays.

I was once asked about an 8-year-old child who could not dress herself and put on her socks. During the interview, the parent confessed that she dressed her daughter every morning before they both head out—she to the office, her daughter to school. She did this because it was the fastest way to get ready and leave in the morning. The mother thought that she was being efficient every morning, but it unknowingly prevented the mastery of adaptive behavior.

Mastering Adaptive Behaviors Take Time

Children with special needs need to be assessed so that they can be taught adaptive behaviors. Those that do not have special needs need to have the opportunity to master these adaptive behaviors. Parents should give them the time and space to make mistakes to figure out the solution for themselves. Soon enough, they will be ready to take on bigger responsibilities.

Final Thoughts

Kids these days live in an era of convenience and smartphones. They hardly have to stand up to get things done. Parents should still give their children age-appropriate tasks like assigning household chores. Through these tasks, the child can master adaptive behaviors, which will prepare them for adulthood.