How to prepare your child with ASD for mainstream kindergarten

When children with autism grow up, parents may consider sending them to mainstream kindergarten. However, parents may worry about whether their child can adapt to school life, what difficulties they may encounter, and whether they will exhibit problematic behaviours such as crying or throwing tantrums. Alternatively, if the child is already attending kindergarten, parents may frequently receive negative feedback from teachers, despite their efforts to teach their child at home. All of these issues can cause great distress for parents.

Therefore, it is important to ask whether children have the ability to enter mainstream kindergarten when they reach school age. What essential skills do they need to live and learn smoothly in mainstream kindergarten? We will answer these questions one by one.

1. Self-care skills

 The ability to eat, use the restroom, change clothes, pack up belongings and backpack independently is an important skill for entering mainstream kindergarten. Because the teacher-student ratio is limited in mainstream kindergarten, teachers may not be able to attend to every child’s needs simultaneously. Therefore, having good self-care skills is one of the important skills for entering mainstream kindergarten.

2. Communication and expression

The kindergarten environment helps children learn through exploration and inspiration. Children need to understand others' speech in various distracting situations, learn to communicate with others and express themselves proactively when they have needs or encounter difficulties. Therefore, there is a higher demand for language comprehension and expression.

 3. Self-regulation

There will be a lot of free activities in the classroom, such as nap time and break time. In this relaxed environment, children need to have the ability to play independently and regulate themselves, especially for children with special education needs, otherwise, they may exhibit repetitive or sustained self-stimulating behaviour.

 4. Social skills

Children who can actively pay attention to peers, imitate peers, make requests on peers, communicate with peers, and adjust their behaviour based on peers' expressions and reactions, have positive and proactive interactions with peers while playing or participating in activities. These skills are significant challenges for children with autism or other special needs. If children frequently exhibit problematic behaviour, such as fighting, crying, or damaging things, it is usually a sign that they have difficulty developing relationships with others.

5. Ability to learn in group settings

In addition to basic language skills, good concentration, following group instructions, and continuous observation and imitation in class are the keys for children to learn new skills in a group environment.

6. Adaptability to environmental changes

 Mainstream kindergarten is filled with novice unforeseeable events, such as changes in the course or activity schedule, changes in the location of items, fire drills or substitute teachers. Children need to accept and adapt to these temporary changes. Many children with autism have difficulty accepting changes in daily life, which can lead to insecurity and anxiety. Therefore, targeted behaviour training can improve their thinking flexibility, patience, and emotional regulation.

7. Gross Motor Skills

 Good gross motor coordination, balance, and muscle strength control will enable children to participate in various activities, such as playing sports, gymnastics, using amusement facilities, and playing games with peers. Undeveloped gross motor skills will significantly affect the child's development in self-care, language, social, and attention-related areas.

 8. Fine Motor Skills

Fine motor skills refer to the movement of small muscles or small muscle groups of the hands and fingers, such as grasping, holding, pinching, pressing wrist rotation, and hand-eye coordination-related movements. This is essential for children to learn self-care skills (such as using utensils, using the restroom, changing clothes, etc.) and academic-related skills (such as writing, drawing, cutting, etc.).

 The above are the eight essential skills that children need to master when entering mainstream kindergarten, including self-care skills, communication and expression, self-regulation, social skills, group learning ability, adaptability to environmental changes, gross motor skills, and fine motor skills.

 As such, when children have yet to develop these abilities to enter mainstream kindergarten when they reach school age, they need support and training to prepare them to learn in mainstream kindergarten and grow up with their peers together.

Sprout in Motion is proud to offer school readiness program designed and supervised by BCBA. Call now at +852 2563 4800 or WeChat ID: sprouthk for a free school readiness assessment and free trial lesson.

Our Journey with PCIT

How Parent-Child Interaction Therapy (PCIT) Helped Me Regain Confidence in Managing My Child's Behavior

When I became a mother to my beautiful son, Shawn, I couldn't have been happier. However, as he grew, I noticed that his behavior was becoming increasingly challenging. At four years old, Shawn was often uncooperative, defiant, and seemed to struggle with self-control. As a young mother, I felt unsure of how to handle these issues and began to lose confidence in my ability to manage Shawn's behavior effectively.

That's when I discovered Parent-Child Interaction Therapy (PCIT) - a treatment program designed specifically for parents and their children with behavioral problems. PCIT turned out to be the game-changer we needed. It not only equipped me with the skills and strategies to manage my child's aggressive behavior, but it also helped me regain my confidence as a mother. In this article, I will share my journey with PCIT and how it has transformed our lives.

What is Parent-Child Interaction Therapy (PCIT)?

PCIT is an evidence-based treatment program designed for children aged two to seven who exhibit behavioral problems such as defiance, aggression, and tantrums. The therapy focuses on improving the parent-child relationship by empowering parents with skills to manage their child's behavior effectively.

PCIT is divided into two stages:

1. Child-Directed Interaction (CDI): In this stage, parents are taught to follow their child's lead in play, which helps to create a positive and nurturing environment. Parents learn to provide specific praise, reflect their child's language, and imitate their play, all of which help to strengthen the emotional bond between parent and child.

2. Parent-Directed Interaction (PDI): The second stage of PCIT involves teaching parents how to issue clear, direct commands and to consistently enforce consequences for non-compliance. This stage helps parents establish authority and set appropriate limits for their child's behavior.

Our Journey with PCIT

My journey with PCIT began with an initial assessment, during which a trained therapist observed my interactions with Shawn and identified areas in need of improvement. With guidance from the therapist, I started implementing the skills I learned during CDI and PDI in our daily lives.

During CDI, I was able to connect with Shawn on a deeper level by engaging in his world and learning to appreciate his interests. This helped to create a more positive and secure attachment between us. As our bond strengthened, I noticed that Shawn became more receptive to my guidance and began to display fewer problem behaviors.

The PDI stage was particularly challenging, as it required me to enforce consequences for non-compliance consistently. However, with practice and support from my therapist, I became more confident in setting limits and managing Shawn's behavior effectively.

The Transformation

Since beginning PCIT, I have seen a significant improvement in Shawn's behavior. He is now more cooperative, demonstrates better self-control, and our relationship has never been stronger. Most importantly, I have regained my confidence as a mother, knowing that I have the skills and strategies to manage my child's behavior effectively.

PCIT has not only changed Shawn's behavior but has also made me a more confident and capable parent. I encourage any parent struggling with their child's behavior to consider PCIT as a potential solution. It's never too late to seek help and transform your relationship with your child.

 Virtual Coaching

I was coached by my therapist virtually and I was wary about this as I was hardly able to manage Shawn’s behaviors in person. Yet,  research studies have shown that PCIT can be delivered effectively through telehealth or virtual platforms, including videoconferencing. A 2020 meta-analysis of 21 studies found that telehealth-delivered PCIT was associated with improvements in child behavior, parent-child interaction, and parental stress, with outcomes similar to those of in-person PCIT.

However, it is important to note that virtual PCIT may not be suitable for all families. Some families may face challenges with technology access or may have difficulty engaging in therapy through a virtual platform. Some aspects of PCIT, such as coaching parents to interact with their child in real-time, may be more challenging to deliver virtually to some parents but in my case, Shawn didn’t even know that I had my therapist back me up!

Overall, while there are challenges to delivering PCIT virtually, research suggests that it can be an effective intervention when delivered by trained therapists who are able to adapt to the virtual setting and when families are willing and able to engage in therapy through this format.

What is twice exceptional?

Twice exceptional, also known as 2e, refers to individuals who are both gifted and have a learning or developmental disability. These individuals have exceptional abilities or talents in one or more areas, such as academics, creativity, or leadership, but also have a disability, such as ADHD, dyslexia, or autism, that can hinder their ability to learn and function in certain areas.

Twice exceptional individuals often face unique challenges in the educational system, as their strengths and disabilities can sometimes be overlooked or misunderstood. For example, a gifted student with ADHD may struggle with executive function skills like organization and time management, even though they are capable of high-level academic work.

It is important to identify and support twice exceptional individuals, as they have the potential to make significant contributions to society if given the appropriate support and opportunities. This may involve accommodations and specialized instruction tailored to their individual needs, as well as a focus on developing their strengths and interests.

Overall, twice exceptional individuals are a diverse and valuable part of our society, and it is important to recognize and support their unique abilities and challenges.

There are several common misconceptions about twice exceptional individuals, including:

They are lazy or unmotivated: This misconception assumes that twice exceptional individuals are not achieving at their potential due to a lack of effort or motivation. However, this is often not the case. Twice exceptional individuals may struggle with their disability, which can impact their ability to learn and perform in certain areas, even if they are highly motivated and capable in other areas.

They don't need support: Another common misconception is that twice exceptional individuals are "smart enough" to figure things out on their own and don't need support. However, twice exceptional individuals often require specialized support and accommodations tailored to their unique needs in order to be successful.

They are not really gifted: Some people may assume that a learning or developmental disability means that an individual cannot also be gifted. However, these two traits are not mutually exclusive, and many twice exceptional individuals have exceptional gifts and talents in one or more areas.

They are too complicated to understand: Another misconception is that twice exceptional individuals are too complicated or difficult to understand, and that it is easier to focus on one aspect of their identity (e.g. their disability) rather than their strengths and potential. However, understanding and supporting the whole person - including their strengths, challenges, and unique needs - is essential to helping twice exceptional individuals achieve their full potential.

 Twice exceptional individuals may face a variety of social and emotional challenges related to their disability and giftedness, including:

1. Difficulty fitting in: Twice exceptional individuals may struggle to fit in with their peers, particularly if they do not have many opportunities to connect with others who share their interests and experiences.

2. Feelings of isolation: Due to their unique combination of strengths and challenges, twice exceptional individuals may feel isolated or misunderstood, particularly if their disability is not well understood or recognized.

3. Perfectionism: Gifted individuals may be particularly susceptible to perfectionism, which can lead to anxiety and self-doubt. This can be compounded by the fact that they may not always be able to achieve at the level they desire due to their disability.

4. Emotional intensity: Gifted individuals may experience strong emotions, such as intense joy, anger, or sadness, which can be overwhelming and difficult to manage.

5. Executive function difficulties: Twice exceptional individuals may struggle with executive function skills, such as organization, planning, and time management, which can impact their ability to manage their daily lives and achieve their goals.

6. Anxiety and depression: Twice exceptional individuals may be at higher risk for anxiety and depression, due to the challenges they face and the pressure they may feel to succeed.

Supporting twice exceptional individuals can involve a variety of strategies and approaches, depending on their individual strengths, challenges, and needs. Here are some effective ways to support twice exceptional individuals:

1. Provide accommodations: Twice exceptional individuals may require specific accommodations tailored to their unique needs, such as assistive technology, extra time for assignments or tests, or a quiet workspace. These accommodations can help them overcome barriers to learning and perform at their potential.

2. Focus on strengths: It is important to recognize and nurture the strengths and talents of twice exceptional individuals, as these can be a source of motivation and achievement. Providing opportunities for them to pursue their interests and passions can help them develop their talents and build their self-esteem.

3. Build executive function skills: Many twice exceptional individuals struggle with executive function skills, such as organization, time management, and planning. Providing targeted support and instruction to help them build these skills can help them become more independent and successful.

4. Provide social and emotional support: Twice exceptional individuals may face social and emotional challenges related to their disabilities or their giftedness. Providing opportunities for them to connect with peers who share their interests and experiences, as well as access to counseling or therapy if needed, can help them develop healthy social and emotional skills.

5. Advocate for their needs: It is important to advocate for the needs of twice exceptional individuals within the educational system, to ensure that they receive appropriate support and accommodations. This may involve working with teachers, administrators, and other professionals to develop individualized education plans that address their unique needs.

The Needs and Goals for A Good Shadow Teacher

Shadow teachers are paraprofessionals who work with students in the classroom to provide support and assistance for academic and social tasks. The goal of a shadow teacher is to help students succeed in school by providing personalized attention and support.

Here are some ways a shadow teacher can help your child succeed in school:

1. Personalized attention: A shadow teacher can provide one-on-one attention and support for your child in the classroom. This is particularly beneficial for those who struggle with attention or have learning difficulties.

2. Adaptations and modifications: A shadow teacher can work with your child's teacher to identify adaptations and modifications to help your child succeed in the classroom. These may include extra time for tests or assignments, modified assignments, or priority seating.

3. Social skills support: For those who struggle with social skills, a shadow teacher can provide support and guidance in the classroom to help them navigate social situations.

4. Communication with teachers and parents: A shadow teacher can serve as a liaison between you and your child's teacher, providing regular updates on your child's progress and discussing strategies for addressing any challenges.

5. Goal-setting and progress monitoring: A shadow teacher can work with your child to set goals and track progress towards achieving those goals. This can help your child build confidence and maintain motivation.

Common challenges a shadow teacher can help children overcome

1.     A shadow teacher can help children overcome a variety of challenges they may face in the classroom. Here are some common challenges a shadow teacher may be able to help your child address:

2.     Attention and focus: A shadow teacher can help children who struggle with attention and focus to stay on task and complete assignments.

3.     Executive functioning skills: A shadow teacher can assist children who have difficulty with planning, organization, and time management, among other executive functioning skills.

4.     Social skills: A shadow teacher can work with children to improve their social skills and help them navigate social situations in the classroom.

5.     Emotional regulation: A shadow teacher can help children who struggle with emotional regulation to identify and effectively manage their emotions.

6.     Communication and language skills: A shadow teacher can assist children who have difficulty understanding instructions, expressing themselves, or following conversations, among other communication and language skills.

7.     Academic support: A shadow teacher can provide extra academic support for children who have difficulty with specific subjects or concepts.

8.     Sensory needs: A shadow teacher can help children with sensory needs, such as visual, auditory, or tactile needs, to obtain appropriate support and assistive technologies to ensure they have a positive learning experience in the classroom.

A Good Shadow Teacher

1. A good shadow teacher possesses a range of skills, qualities, and experiences that enable them to provide effective support to children in the classroom. Some qualities that make a shadow teacher excellent include:

2. Patience and empathy: A good shadow teacher should have patience and empathy towards the child they are working with. They should be able to understand and care about the challenges that the child faces and provide support accordingly.

3. Flexibility and adaptability: A good shadow teacher should possess flexibility and adaptability to meet the ever-changing needs of the child. They should be able to adjust their methods based on the child's progress and feedback from teachers and parents.

4. Strong communication skills: A good shadow teacher should have excellent communication skills and be able to communicate effectively with teachers, parents, and other professionals involved in the child's education.

5. Knowledge and professional skills: A good shadow teacher should have knowledge and professional skills in the area they are supporting the child, such as academic subjects, social skills, or emotional regulation.

6. Creativity and problem-solving skills: A good shadow teacher should be able to think creatively, find innovative solutions, and help the child overcome challenges.

7. Professionalism and confidentiality: A good shadow teacher should maintain a high level of professionalism and respect confidentiality agreements with the child and their family.

The Ultimate Goal of a Shadow Teacher

1.     The ultimate goal of a shadow teacher is to support the student in becoming more independent and confident. This means that the shadow teacher's goal should be to gradually decrease support for the student. Here are some important reasons why:

2.     Developing Independence: The primary goal of education is to develop students into independent and self-sufficient adults. By gradually reducing the level of support provided, the shadow teacher can help the student develop the skills and confidence needed to survive independently in the classroom.

3.     Developing Resilience: By gradually reducing support, students are encouraged to take on more challenges and learn to overcome difficulties on their own. This helps to develop resilience and self-efficacy, which are essential for long-term success.

4.     Facilitating Social Integration: Students who require a shadow teacher may feel isolated or stigmatized in the classroom. By gradually decreasing support, the student can better integrate into the classroom community and build positive relationships with peers.

5.     Avoiding Dependence: If the level of support provided by the shadow teacher is not gradually reduced, the student may become overly dependent on the teacher and unable to learn effectively without support. Gradually reducing support can avoid this dependence.

Overall, the goal of a shadow teacher is to support the student in a way that gradually reduces support and helps them become more independent and successful in the classroom and beyond. In general, a shadow teacher can become a valuable resource for children who need extra support in the classroom. Through close collaboration with teachers and parents, shadow teachers can help children overcome various challenges and achieve success in school.

How Anxiety Affects Teenagers

Anxious teens are different from anxious children. When they’re younger, kids worry more about things like the dark, monsters, or something bad happening to their parents. But teenagers are more likely to be worried about themselves.

Often this looks like perfectionism. Teens might fear not doing well in school or sports. Or they may be very worried about what other people think about them. It’s also common for kids to be worried about their bodies. Going through puberty before or after their friends is a big trigger.

Some anxious teens have been struggling for a long time, but it’s gotten worse. Other times, kids who weren’t anxious before will suddenly start being anxious as teens. Social anxiety and panic attacks are two kinds of anxiety that often start in the teenage years.

It can be hard to notice anxiety because teens are good at hiding their feelings. Symptoms also vary from kid to kid. Some teens tend to avoid things. Others are more irritable or lash out at people around them. They might start refusing to go to school or complain a lot about stomachaches and headaches.

Anxious teens may get into the habit of using marijuana or alcohol to feel less anxious. It works in the short term. But their anxiety doesn’t actually go away, and eventually kids can become dependent on the substance.

Anxiety often leads to depression, too. A life full of avoidance or worry undermines wellbeing. As anxious kids start doing less and less, their depression grows.

The best treatment for teens with anxiety is cognitive behavioral therapy (CBT). CBT teaches kids how to face their anxiety instead of avoiding it. Then they learn that their anxiety actually gets smaller over time. Sometimes CBT is also combined with an antidepressant medication for kids who are too anxious to do CBT alone.

Bullying in school

Bullying in school is a serious issue that affects many children around the world. It can have a negative impact on a child's mental health, academic performance, and social skills. As a parent, it is important to understand the signs of bullying and know how to support your child if they are a victim of bullying. In this article, we will explore the different types of bullying, its effects on children, and how parents can help their children cope with bullying.

Types of Bullying

Bullying can take many forms, including physical, verbal, and social bullying. Physical bullying involves hitting, kicking, or pushing another person. Verbal bullying includes teasing, name-calling, and making hurtful comments. Social bullying involves excluding someone from social activities, spreading rumors, or manipulating friendships to isolate someone.

Effects of Bullying on Children

Bullying can have serious negative effects on a child's mental health. Children who are bullied may experience depression, anxiety, low self-esteem, and isolation. They may also have trouble sleeping, experience changes in eating habits, and be reluctant to attend school. In extreme cases, bullying can lead to self-harm or suicide.

Additionally, bullying can affect a child's academic performance. Children who are bullied may have difficulty concentrating on their studies, leading to poor grades and decreased academic performance. They may also miss school due to fear or anxiety related to bullying.

How Parents Can Help

As a parent, it is important to be aware of the signs of bullying and to take action if you suspect your child is being bullied. The following are some ways parents can help their child cope with bullying:

Listen to Your Child

One of the most important things a parent can do is to listen to their child's concerns about bullying. Encourage your child to talk about their experiences and validate their feelings. Let your child know that you are there to support them and that they are not alone.

Take Action

If you suspect your child is being bullied, take action. Contact the school and speak with your child's teacher or principal. Work with the school to develop a plan to address the bullying and ensure your child's safety.

Teach Coping Strategies

Teach your child coping strategies to deal with bullying. Encourage them to ignore the bully and walk away, or to use humor to defuse the situation. Help your child build self-confidence by focusing on their strengths and accomplishments.

Create a Safe and Supportive Home Environment

Create a safe and supportive home environment for your child. Encourage open communication and provide emotional support. Spend time with your child doing activities they enjoy and help them build positive relationships with peers outside of school.

Seek Professional Help

If your child is experiencing severe emotional distress or is exhibiting signs of depression or anxiety, seek professional help. A mental health professional can help your child develop coping strategies and provide additional support.

Bullying in school is a serious issue that affects many children. As a parent, it is important to recognize the signs of bullying and take action to support your child. By listening to your child, taking action, teaching coping strategies, creating a safe and supportive home environment, and seeking professional help if necessary, you can help your child cope with bullying and build the resilience to overcome it. Together, we can create a safe and welcoming learning environment for all children.

Technology’s help and impact on children’s social and emotional development

In today's digital age, technology plays an increasingly important role in children's lives. While technology can provide many benefits, it can also have a negative impact on children’s social and emotional development. Here, we explore how technology can both help and impact children’s social and emotional development. 

Technology can provide children with a range of resources to help them learn and grow. For example, educational apps, videos, and games can help children develop new skills and knowledge. Additionally, technology can help children stay connected to family and friends, especially during times of social distancing.

Here’s how technology can help with social and emotional development:

Connect with others:

Technology can help children stay connected to family and friends who are far away from them, especially during times of social distancing.

Get information and resources:

Technology can provide children with access to information and resources, such as educational videos, games and apps.

Express creativity:

Technology can provide opportunities for children to express their creativity, for example through digital art or writing stories.

However, excessive screen use can have a negative impact on children's social and emotional development.

Excessive screen use may lead to reduced opportunities for face-to-face communication and social interaction, thereby affecting the development of social skills. Additionally, exposure to inappropriate or harmful content through technology can impact children’s emotional and psychological development.

Here are some helpful tips for managing your children’s screen time:

1. Establish clear limits: Set clear rules and boundaries around screen time. For example, limit your child's screen time each day and designate certain periods of time for use.

2. Encourage other activities: Encourage your child to participate in a variety of other activities, such as outdoor play, reading, arts and crafts, and physical exercise. Make sure you provide them with age-appropriate and stimulating toys, games and activities.

3. Choose educational content: When your children use screens, choose educational content that is appropriate for their age and interests. Find educational apps, games, and videos designed to teach new skills and concepts.

4. Monitor usage: Track your child’s screen time and review their screen time habits regularly to make sure they are adhering to set rules and boundaries.​

5. Set a good example: Model healthy screen habits. Children learn by watching their parents, so make sure you limit screen time and engage in other activities yourself, too.

6. Use parental controls: Many devices and apps come with parental controls that allow you to restrict access to certain content or set screen time limits. Take advantage of these features to help manage your kids' screen time.

While technology can provide valuable learning and social opportunities, it’s also important to promote healthy technology habits and balance screen time with other activities.

14 tips for kids with ADHD to easily make friends

For ADHD children, making friends is not an innate ability, but parents can use the following 14 ways to help their children fulfill their desire to make friends.

1. Give clear instructions: Children with ADHD don’t always know how to interact with other children. Expressing how they behave in specific and positive terms is more effective than using phrases like "nice" or "don't be stingy." Instead, tell your child clearly that "share, discuss, compliment others, and learn to take turns." And when you notice your child doing one of these things, let your child know that you're glad he did it.

2. Explain to children what a group is: The way for children to make friends is by joining a group of children who are playing or chatting; parents can teach their children how to join a group life through guidance. First, let your children know that if they want to join someone else's conversation, they should first stand quietly and listen carefully. If your child is interested in what others are chatting about, they can stay, and if they are not, they can leave. So if your child is still listening to other people chatting, tell your child to pay attention to whether he attracts the interest of the person he is chatting with, and if so, then they will invite your child to join their chat or even They are playing games together; if not, it means they don't want to be disturbed at the moment, so they can just leave.

3. Role -playing: rehearse social and dialogue skills with children, and instruct children how to perform in game dating; from maintaining eye communication, intervening, and saying some harsh words. Refer to the scenes that children will see in the game, and then teach the child how to speak. For example, "This is boring." You can teach the child to say "Can we play something else for a while?" instead of "This game is stupid." Or you can teach the child to say "Can we play something else for a while?" Teach your children to say, "How about we play UNO instead?"

4. Find the right playmates: Many children with ADHD lag behind their peers in social skills, and they are often more immature than those without ADHD; therefore, children with ADHD may feel uncomfortable with younger children. It's more comfortable to play together; therefore, your child will have plenty of opportunities to practice their friendship skills without being teased. Because a young child is likely to look up to his old friends, providing your child with a reward that builds self-esteem while also encouraging interaction with friends who are good at social skills is also helpful for children with ADHD.

5. Host activities: Invite three or four friends to your home to do something your child likes and is good at, such as eating pizza or playing video games. Or, plan activities for some special holidays, such as Halloween and Christmas. Before the activity day, remind your children of the concept that visitors are guests and help them understand that they are not always in charge of everything. "The visitor is a guest" can neutralize "bossy" or if there is a quarrel, it is also better able to resolve the dispute. Then, parents can find another excuse to hang around the child's room, and guide the child at the appropriate time according to the situation. Parents should also give the child opportunities as the child grows older, so that he can face different social situations, but the child If there are difficulties, parents can maintain an open chat attitude; they should also work hard to instill loyalty in their children's friendships. If another friend of your child calls and wants to hang out with your child, ask your child to reply to the other party, "I am very happy now." I’m busy, I’ll see you later.”

6. Behavior report card: List the social skills that have been fully practiced and successfully acquired. This method successfully lets children know to do the right thing at the right time! Such a social identity ultimately benefits the child. Often, behavior report cards help children accumulate points that they can trade with their parents for rewards they deserve. Often, the best rewards are activities such as staying up late, taking a bath, or playing video games instead of giving money or rewards. Expensive toys etc.

7. "No interruption" training: Children with ADHD often do not realize that they interrupt others or that their behavior will cause trouble to their friends. Simply telling them that they should not interrupt others is not very helpful. Even though they know it's wrong to interrupt others, however, ADHD children's impulsivity overrides their self-control. Parents can help their children conduct "uninterrupted" training. Arrange a task that can attract the child's attention, such as a parent on the phone, and then take a break every few minutes and review the situation with your child. If the child did not interrupt you during the phone task just now, praise him!

8. Ask the teacher for help: Ask the teacher if they can help divide the children into groups so that the children can do homework with others without making the children feel excluded or forgotten. In addition, working together with classmates can encourage children to practice social skills. In addition, teachers can also allow children to use after-school time to encourage the whole class to practice social skills, because when children are in a more relaxed state during games, they forget the differences between themselves and others.

9. Tease children: Good social skills can help children protect themselves from being bullied at school, and the most effective technique to face being bullied is humor. Practicing humor skills can help children recover from being bullied. For example: Pretend to cry (pretend to rub one eye with a clenched fist), say nonchalantly "So what?", "I heard it as early as kindergarten", "Wait until you get to the funny part. Let me know", "What is your focus?", etc. Once you have equipped your child with socially acceptable methods, you can role-play for your child to practice; use different scenarios, write different scripts, and even record yourself practicing with your child, and then review them together. The content of the video is to reinforce appropriate social behavior and also asks parents to help their children understand that it is normal to be annoyed by ridicule and teasing and not to cause trouble.

10. Set a good example: Demonstrate social skills to your children and be a role model for your children. Make friends with other parents, have relatives over for dinner, and teach your child simple social skills through parent-teacher conferences or church. Showing your child how you make friends may give him some ideas of what to do. Also, tell other parents about your child's social interaction problems and let them help your child too, as they may encourage other children to participate in activities with your child.

11. Take an interpersonal and social interaction skills class: Sometimes a straightforward approach works best. Parents can help their children sign up for social interaction courses, and use group courses to improve their children's social skills, interaction abilities, problem-solving abilities, etc. to cultivate their children's self-confidence and empathy.

12. Stay positive: Children's progress is often gradual, so when your child makes a little progress, please encourage and praise your child. When your child is learning new social skills, please don't punish him if he makes a small mistake. Be patient and give him advice when he needs your help. If your child complains that no one likes her or that she doesn't have any friends, be a good listener and let your child know, "It's true that children with ADD sometimes have difficulty getting along with friends, but there are ways to do this. Do you want to hear it? Your child will be fully focused on you at this time.”

13. Create special moments at home: 15 minutes of family time with your children several times a week. Two people do fun things together without orders or criticism. For example, if you are watching an MLB baseball game, you can talk to your child about his favorite player or which team has the best chance of winning the World Series. Building relationships with children in terms of friendships can lead to improvements in children, and some studies have shown that when parents build relationships with their children at home, parents immediately see better behavior in their children interacting with peers.

14. Accept and embrace your children’s differences: Children don’t have to be like everyone else! Not every child with ADHD will become a social adept. Research shows that just having one close friend is enough to develop self-confidence. Most socially disconnected children will eventually learn how to deal with their behavior and form their own friendships. Once puberty begins, children tend to behave in a socially appropriate way, and even if it takes a while, they eventually make friends.

Nine ways artificial intelligence can help hyperactive ADHD

1. AI chatbot

Chatbots have become increasingly popular in recent years. These chatbots provide resources, advice and emotional support to help patients manage their symptoms and better understand their condition.

benefit:

• Help patients manage their symptoms and better understand their condition.

• Feel more connected and supported by other people with ADHD.

• Patients can gain a sense of control over their disease through personalized advice tailored to their individual needs.

• Particularly helpful for children, who may feel more comfortable talking to an AI robot than seeking help from a medical professional.

2. Artificial Intelligence is Improving Accessibility for ADHD Patients

One of the biggest challenges faced by people with ADHD is obtaining appropriate treatment options due to high cost and limited accessibility. AI technologies such as virtual assistants can connect patients with medical professionals or provide personalized advice based on individual needs, making treatment options more accessible. ​

benefit:

• Easier access to treatment options.

• Connect patients with medical professionals

• Patients feel more empowered to take control of their health and well-being.

• Treatment can be done in the comfort of home

• No need to travel long distances or pay the high costs associated with traditional treatments.

3. AI writing tool could help people with ADHD

People with ADHD often have difficulties with organizational skills and attention deficits, which make it difficult for them to complete tasks on time, such as writing an article or completing a project.

AI-powered writing tools can take the guesswork out of writing and provide structure and guidance when organizing your thinking.

benefit:

• Help ADHD patients focus on writing tasks.

• Automatically detect patterns in text and alert them when they go off topic.

• Improves confidence and productivity in people with ADHD.

• The sense of accomplishment of completing a complex task or report.

• Helps them stay organized and on track when completing tasks related to long study or work projects.

An AI writing tool becomes a writing coach for people with ADHD, providing feedback on written work. Includes suggestions on how to improve the clarity and readability of your work, which is useful for people with ADHD who may need extra help with organization and clarity.

4. Artificial intelligence could connect ADHD patients with support groups

Many people find it beneficial to join support groups when managing ADHD symptoms, but some people may have difficulty finding these groups locally or joining online forums due to privacy concerns or lack of information.

benefit:

• Easily connect with people who have similar experiences.

• Get resources and support from people who understand.

• Feeling less isolated and more connected to peers.

• Receive emotional support in a safe and secure environment.

• AI technology can help connect people with relevant support groups based on their location and specific needs, making it easier for them to find help when they need it most.

5. Artificial intelligence helps identify ADHD symptoms

By using artificial intelligence algorithms, medical professionals can better identify potential ADHD symptoms in patients. AI algorithms can analyze data from questionnaires, scans and other sources to detect subtle changes in behavior that may indicate mental health issues. This can help medical professionals diagnose patients more quickly, allowing them to start treatment as quickly as possible. ​

benefit:

• Artificial intelligence can help identify potential symptoms of ADHD quickly and accurately.

• Remote healthcare professionals can diagnose their patients.

• Patients can get the treatment they need faster and more effectively.

• Parents can feel at ease knowing their child is receiving accurate diagnosis and treatment.

• Artificial intelligence-assisted diagnosis can help people get accurate diagnosis and appropriate treatment faster.

6. How Behavior Recognition Software Can Help Track Progress

Using artificial intelligence algorithms to track and analyze patient behavior can provide insights into how patients respond to different treatments. This can help doctors determine which treatments work best for each person and make adjustments accordingly.

benefit:

• Doctors can track patient behavior in real time.

• Help determine the most effective treatment for each person.

• Make patients and their families more confident during the treatment process.

• Family members or caregivers can monitor progress over time and adjust treatment if necessary.

7. Artificial intelligence technology cooperates with drug management

Artificial intelligence technology can help remind patients of their medication schedules and ensure they take their medications on time. By providing a reminder system, artificial intelligence can help ensure ADHD patients take the right dose at the right time. Not only will this reduce the risk of side effects from unsupervised over-medication, but it will also ensure that individuals continue to receive necessary treatment. AI technology can also be used to track the impact of medications on individual symptoms, providing healthcare providers with valuable insights into how medications impact patients’ health. ​

benefit:

• Improved medication compliance and dosing accuracy.

• Increased visibility of drug effects.

• Reduce the stress caused by worrying about forgetting to take your medication.

• You will feel more at peace knowing your health is being monitored.

• This can help doctors adjust drug doses and make other adjustments to improve outcomes and reduce potential side effects.

8. Using virtual reality for ADHD treatment

Virtual Reality VR has achieved great results in treating ADHD. It can be used to simulate real-world situations, allowing people with ADHD to practice handling difficulties and learn to manage their reactions. VR can also be used to introduce exposure therapy, where patients are gradually introduced to the source of their fears and learn how to better deal with anxiety and other emotions. In addition to being used in therapy, artificial intelligence can be used to create teaching tools to help ADHD patients better understand their condition and how to manage it.

benefit:

• Provide a safe and controlled environment to practice emotion management.

• Help people with ADHD better manage their reactions.

• Allow for gradual exposure to the source of fear or anxiety.

• Build confidence in managing emotions and responding appropriately.

• Provide the information needed to manage symptoms by providing education on the proper use of medications and behavioral strategies.

9. New ways to enhance ADHD treatment

The potential of artificial intelligence to revolutionize ADHD treatment is only beginning to be explored. Researchers are already studying how artificial intelligence can be used to identify patterns in behavior and emotional states, helping medical professionals better understand the complexity of ADHD and how different treatments can affect individuals differently. By exploring new possibilities using artificial intelligence, medical professionals will be able to provide better, more personalized care to ADHD patients, improving treatment outcomes and accessibility. ​

benefit:

• The ability to recognize patterns in behavior and emotional states.

• Provide more personalized care for ADHD patients.

Getting Help for Self-Harm

Self-harm is a concerning behavior that is more common among teenagers than many parents might realize. In fact, according to the American Psychological Association, approximately 15 percent of adolescents engage in self-harm behaviors, with rates even higher among certain subgroups such as those who identify as LGBTQ+ or have experienced trauma.

Self-harm can take many forms, including cutting, burning, hitting oneself, or other acts of self-injury. It is important to recognize that self-harm is not a suicide attempt, but rather a coping mechanism for dealing with difficult emotions or experiences.

If parents suspect their child is engaging in self-harm, it is important to approach the situation with both professionalism and compassion. It can be helpful to start the conversation by expressing concern for the child's well-being and asking how they are feeling. It's important to create a safe and supportive environment where the child feels comfortable sharing their experiences and emotions.

It is also important to seek professional help. A mental health professional, such as a therapist or counselor, can work with the child to identify triggers for self-harm and develop healthy coping strategies. In some cases, medication may also be necessary to address underlying mental health conditions.

Parents should also prioritize their own self-care and seek support from a mental health professional or support group. Seeing their child engage in self-harm can be incredibly distressing, and it's important for parents to take care of their own mental health in order to support their child effectively.

Remember, self-harm is a common behavior among teenagers, and it's important for parents to approach the situation with professionalism and compassion. Seeking professional help from our mental health team and creating a safe and supportive environment for the child are key steps in addressing self-harm and helping the child develop healthy coping strategies.

Don’t Freak Out! Rules for Navigating Teen Behavior Challenges

Too strict. Or, too wishy-washy. Lecturing constantly. Or hardly communicating. Inconsistent parenting strategies can exacerbate unwanted behaviors, especially among teens with ADHD. How to create the right pattern at home.

Parenting teenagers with ADHD is no easy task. What’s more, parents often rely on strategies that actually fuel behavior problems among teens with attention deficit disorder (ADHD or ADD):

All talk, no action. Parents yell, scream, argue, and threaten, but do not follow through with consequences.

Letting teens set the tone. If the teen is calm and respectful, so is the parent. But if we’re talking about a disrespectful teenager, the parent follows suit.

Adopting a 「whatever」 attitude. If a parent is tired of getting into snarls, she disengages. Born from letting teens set the tone, this is a poor way to deal with important issues.

Using inconsistent discipline. Parents use harsh or extreme disciplinary measures erratically, mainly when they’ve had enough.

Effective Parenting Strategies

These simple, effective principles will help you control your emotions when parenting a teen with ADHD.

Test different discipline approaches. Walk the line between being too strict and too lenient. Use problem-solving and negotiation to give your teen input and responsibility. Try a strategy, evaluate, and redesign as needed.

Don’t talk too much. Let emotions calm down before speaking with your teen. Always listen more than you speak. Be brief and be gone.

Communicate with your partner. Both parents should be on the same discipline page, and each should support the other. This stops the teen from manipulation and from pitting parents against each other.

 Plan ahead. Know which issues matter most and are non-negotiable. Discuss them and your expectations — and have preset consequences.

「I’ll think about it.」 These four little words move the discussion from the 「have to have an answer right away」 mode.

Ignore minor issues. Homes become combat zones when parents complain to the teen about everything.

Don’t beat a dead horse. If your teen has already paid for his misdeed or screw-up (lost his new digital camera, say) or has been disciplined by a teacher or the police, ask yourself, 「Is another consequence needed, or am I ticked off and out for vengeance?」

Don’t take arguments personally. Ignore your teen’s 「you don’t trust me」 protests. Monitoring is a parent’s job. Expect flak — and don’t take it to heart.

Network. To know what’s going on in your teen’s world, step into it. Go to school events and talk with other parents.

Show your love. When your teen walks through the door, do you bark or smile? Let your eyes fill with light, and make your words loving. Put problems on the back burner.

Does ADHD look different in girls?

ADHD affects girls and boys about the same amount. But in many girls, ADHD symptoms are harder to spot. This means girls with ADHD are less likely to be diagnosed — and less likely to get the help they need. 

Girls with ADHD often have a type called ADHD-inattentive (ADHD-I). That means they have a hard time paying attention, staying organized, and managing their time. But they are not hyper.  They don’t fit into the picture most people have of ADHD: A young boy who can’t sit still and is bouncing off the walls. 

Even girls who are more hyperactive and impulsive tend to be seen as pushy and overemotional. Their behavior might be seen as a personality problem instead of signs of a disorder. 

But even if their ADHD symptoms are less obvious, the problems girls with ADHD have are the same. A boy with ADHD might be disrupting the class or wandering around the room. A girl might be fidgeting and daydreaming. Both miss hearing the homework assignment, but the boy is likely to be called back by the teacher, while the girl leaves unnoticed.  

ADHD can lead to problems not only at school but at home and with friends. And girls are more likely to blame themselves: It’s my fault. I’m a screw-up. I’m not smart. She hates me. Girls with ADHD often have lower self-esteem and feel more anxious and depressed than their peers.  

Getting diagnosed can help. Understanding why she is struggling and getting the treatment and support she needs to succeed can make a big difference. 

Characteristics of learning disabilities that can hide in plain sight

Teachers are often the first to notice that a child has a learning disorder. Sometimes the signs are easy to spot, like a student who’s way behind in reading. Or a child who’s working hard but just keeps failing tests. But sometimes the signs are harder to see. And that can mean kids who need help don’t get it.

Kids with LDs often have a big gap between what it seems like they should be able to do and what they’re actually able do. For example, a student who writes awesome essays but can barely do basic math assignments. Or a kid who gives great answers class but can’t get their ideas down on paper. These gaps often cause kids with learning disorders to be labeled as lazy or told to just try harder, which can take a toll on their self-esteem. Knowing what to look for can help teachers and parents get kids the help they need.

Students who need constant reminders of what to do next might be struggling with a skill called working memory. That’s the task of remembering and processing new information, a common issue for kids with LDs. They also may struggle with time management. They may have trouble with transitions or seem disorganized.

Other common signs of learning differences include difficulty following directions, trouble concentrating, and not getting homework done on time — or at all. Failing tests, especially ones you know they’ve studied for, is also a sign.

If a student seems shy — not talking in class or sitting in the back row — they may be trying to hide a learning issue. Other kids might do the opposite, acting out to draw attention away from difficulties or pretending not to care about school. Kids may even cut class, skip school, or be 「sick」 more often than is usual.

Helping students with learning disabilities get the help they need can make a big difference both in school and out — and for years to come. 

What are executive functions? What impact does the strength of executive function have on children?

Executive function refers to the high-level cognitive skills that the brain needs to use when dealing with daily tasks. "Harvard University compares it to the air traffic control system at the airport. Only with a good system can different aircraft be in order." The earth will rise and fall, otherwise it will cause great chaos." We often hear parents say: "My child is very smart, but why is he so undisciplined?" "My child obviously reacts very quickly, but always lags behind others in doing things. What is the problem?" Many children with good qualifications, but because of Lack of executive functions and always performing less than expected. The level of executive function is not only affected by congenital conditions. For example, some children with symptoms of attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD) will have relatively low executive function and are also affected by The influence of acquired environmental factors includes whether parents can lead by example and provide sufficient guidance and assistance.

Children with weak executive functions often encounter varying degrees of difficulties in classroom learning.

For example:

(1) Classroom behavior

• Often unable to sit still and walking around in class

• Talkative, harassing others or interrupting others' conversations

• Difficulty following classroom/school rules, game/activity rules

• Blunt words in class and fail to raise hands before answering questions

(2) Classroom learning

• Forget teacher's instructions more often

• Often make careless mistakes when doing homework, silent reading, tests, and exams

• When reading and comprehending, it is difficult to organize the information in the article and answer questions simultaneously and in an organized manner.

• When writing, it is difficult to organize one's ideas and express answers in words in a clear context.

• When carrying out work that requires a long period of time, such as project study, it is often impossible to arrange working hours and plan the work in advance

• When preparing for tests and exams, it is difficult to allocate enough time for revision. Failure to submit assignments on time.

(3) Self-management aspects

• Loses temper easily and is not good at asking for help or trying different methods to solve problems

• Often lost items

• Easy to forget to take textbooks and reply slips home or bring them to school from home

Fortunately, executive function is different from IQ, and executive function can be improved through acquired training. Through games and prompting strategies, children’s executive functions can be trained, including working memory, response inhibition and flexibility. Contact our therapists immediately to arrange a 15-minute free consultation to help children achieve better results in learning and life. Performance! Here's how to help you manage your child's executive function problems: One element of managing your child's executive function problems is understanding what the problem is and what causes it. Unfortunately, scientists are currently unable to fully understand why some children develop these problems and others do not. But there appears to be a genetic component, especially if your child has attention deficit hyperactivity disorder, dyslexia, or other learning disabilities. The risk of developing executive function problems is higher. If your child has executive function problems, you can train him more in situations outside of school to ensure that he can perform well in school as well. The more you train at home, the better you will understand his problems and help you communicate with the teacher about your child's problems. You can help your child by:

1. Break the task down into a list of steps

Kids with executive functioning problems often have trouble starting new tasks, so breaking it down into a series of steps can make things more manageable. And kids can be easily distracted, so having a checklist will make it easier for your child to get back on track as quickly as possible after a distraction.

2. Set time limits for activities

If your child has difficulty completing tasks on time in time-limited activities, you can train your child by setting time limits for specific activities at home, and use the time limits to match the list mentioned earlier.

3. Use a planner to record things

For younger children, a large written planner can better organize things; for older children, using software on smartphones or time management programs on computers will help. better.

4. Explain the context of things clearly

If your child has difficulty accepting criticism or understanding the purpose or benefits of handling things in certain ways, you will need to explain the rationale behind them more clearly. Explain to your child why this event is important and the long-term benefits he or she will gain. When your child understands the reason behind doing something, it will increase his motivation to perform it.

5. Ask your child to explain his or her behavior

When your child has executive function problems, he may behave in unusual ways that leave you confused. But rather than unilaterally telling your child what to do, give him a moment to explain why he did what he did. You might be surprised to learn that maybe his way of handling it is the best.

If your child has a learning disability, it is best for you to learn more about his situation and the problems he encounters, and then take different measures to help him and let his teacher be familiar with his situation so that he can better assist him. Please be patient as your child learns and grows - you may encounter frustrating moments at times, but with perseverance you can make changes!

Tips to help get your child organised!

Tips to help get your child organised!

Developing Executive Functions

Executive functioning (EF) skills are the abilities in our brain that help us complete everyday tasks. These skills include planning, organization, time management, meta-cognition, working memory, self-control, attention, flexibility, and perseverance. Sometimes, it’s helpful to think of executive functions like an air traffic controller in our brains. The EF center is assigning tasks to each of the different skills. For example, it tells us to focus and really listen while someone is talking (attention), while reminding us to get started when we have an assignment due at the end of class (task initiation). All of these skills work together to make sure we are working efficiently and effectively while completing daily tasks.

All children need help and support to develop excellent executive functions. Some children lag behind and may need a more personal approach than most schools offer. They aren’t just labeled by the general public as lazy and unmotivated.

Here are some of the signs to look for that your child might have executive functioning issues:

• He has trouble making effective arguments. Example: He wants you to bend on a certain rule but can’t give you a good reason why. He gets a poor grade on an assignment for not using enough detail or for repeating things.

• He waits to do things until the last minute. Example: He tends to turn assignments in late or doesn’t complete the entire assignment.

• He seems to be out of sync with other kids his age. Example: He has trouble working with other kids on group assignments. He overstays his welcome when he stays at a friend’s house but doesn’t realize it.

• He runs out of time to do things. Example: He has trouble finishing timed tests. He says he will do something but always seems to be in the middle of something when the time comes.

• He has trouble keeping track of details and remembering things. Example: He frequently misplaces things, even the things he uses every day.
  

Tips for managing your child 's executive functioning issues：

Part of helping your child to manage his executive functioning issues involves understanding what those issues are and where they come from. Unfortunately, scientists still haven’t completely determined why some children develop these problems and others do not. There does seem to be a genetic component and if your child has ADHD, dyslexia, or other learning disabilities his risk for developing executive functioning issues may be higher.

If your child has executive functioning issues, you’ll need to work with him outside of school to ensure that he is able to perform well in school. The more you work with your child at home, the more you will come to understand his issues as well which will help you to explain them to his teacher. To help your child at home, here are some things you can do:

1. Divide tasks into a list of steps.

Children with executive functioning issues often have trouble getting started on new tasks, so breaking it down into a list of steps might make things easier. These children are also easily distracted, so having a list will help your child get back on track after being distracted.

2. Set a time limit for activities.

If your child has trouble finishing tasks in the allotted time, you can practice at home by setting a time limit for certain activities. Pair this with the previous tip by including a time budget on your checklist.

3. Use a planner to keep track of things.
For younger children, a large paper planner works well for organizing tasks but, for older children, you can try a smartphone app or time-management software on the computer.

4. Explain things clearly.
If your child has trouble taking criticism or he isn’t often able to see the merit of doing something a certain way, it may help to be clear in your explanation of things. Spell out for your child why the task is important and how it will benefit him in the long run. If your child knows why he is doing something, it may help him to do it.

5. Let your child explain things himself.
When your child has executive functioning issues, he may do things differently and you might not always understand why. Instead of just telling your child how he should do something, take a moment to let him explain himself and his reasoning. You may be surprised to find that your child’s own way of doing things is actually the best way.

If your child has learning challenges, the best thing you can do is learn as much as you can about whatever issues he is having and then take steps to help him and to make sure that his teacher understands his problems and helps him as well. As your child learns and grows, be patient with him – it may be frustrating for both of you at times but with persistence, you can make a change!

School Mornings Without the Stress

Author:Beth Arky

Getting everyone out the door in the morning is a challenge for lots of families. For kids with mental health or learning difficulties, it can be even harder. Kids with ADHD or behavior issues may have trouble following instructions or focusing on what needs to get done. Kids with anxiety or depression may have a hard time getting out of bed or managing their worries about school. And for children on the autism spectrum, small changes in routine can lead to conflict.

But whether or not your child has a mental health diagnosis, there are ways to make mornings easier and avoid conflict. First, plan ahead. Anything that you can do the night before will save time in the morning — packing lunches, taking showers, choosing clothes. For younger kids, it’s helpful to break tasks down into small steps and praise them when they do them successfully. Older kids can use checklists. And visual prompts like posted schedules can help kids, especially those with ADHD or autism. Over time, all kids can build routines that they can complete with less help.

It also helps to focus on just the essential tasks, like getting dressed and brushing teeth. For example, you might want your child to make their bed in the morning, but they can still have a good day at school if that doesn’t happen. Once kids have mastered the basics, you can try adding more tasks to the routine. Small rewards, like a special cereal for breakfast, can motivate them to stick to the plan.

Finally, it helps a lot for parents to stay calm. Arguing wastes time and stresses kids out, making mornings even harder. And if your child consistently has trouble even getting out of bed or throws a tantrum every morning, getting professional support can help.

Autism and Picky Eating

Author：Juliann Garey
childmind.org/article/autism-and-picky-eating

It’s common for kids on the autism spectrum to have problems with eating. This can make it hard to get them to eat a healthy range of foods. And it can cause a lot of conflict at mealtime. 

To work on picky eating, the first step is having a doctor rule out stomach issues that might be causing it.

Kids with autism may experience a number of different issues with food. They may prefer foods that feel a certain way in their mouth, like crunchy foods or soft foods. Kids who only eat soft foods may have weak jaw muscles that make eating chewier food unpleasant. Sitting still and behaving safely at mealtimes can also be a challenge for them.

To help a child with autism be less picky about eating, start by choosing one goal. Is it increasing the number of foods your child will eat? The amount they eat? Sitting at the table longer? Everyone in the child’s home and school needs to know what the goal is.

Then, take baby steps and give your child lots of praise. When trying new foods, start with a tiny amount. Then praise your child a lot for taking a bite. If the goal is to sit at the table for 10 minutes, praise them for that. Don’t push for another 10. Be patient and keep trying. This will get better even if progress is slow.

Change is hard for kids on the spectrum, so they might throw tantrums when their eating routines change. Ignoring these tantrums usually helps reduce them. Take action only when the child’s behavior is dangerous.