Teaching a Child Self-Advocacy

Teaching a Child Self-Advocacy
- Guest Blogger, Karen Lauffer

As an educator, I believe that one of the most important skills we can teach our children, and, specifically, children with autism, is the ability to advocate for their needs. It is a sad irony that our kids with the most needs, often have the greatest difficulty asking for help. I always tell my kids that if they ask for help in a nice way, almost all adults will be willing to help them get what they need.

Teaching self-advocacy is something that I am very passionate about. It is a broad topic that we could talk about for days. When thinking about school-age children, I would break this process down into three simple steps:

  1. Identify the function of the behavior.
  2. Determine a solution that works for everyone involved.
  3. Teach the student to ask for help in a nice way.

So, the first step, identify the problem. When a child is having difficulty, he is communicating a need. All behaviors serve a purpose. We must determine whether the child needs something, is avoiding a task or if the behavior is sensory-driven. After we determine the function of the behavior, we must find a way for the child to get what he needs in a socially appropriate, more efficient way. Finally, we must work with everyone involved to find a way for the child to ask for what he needs and, ultimately, be able to advocate for himself.

For example, let’s say that we have a student who loves music class but seems to always fall apart on the days that the teacher lets everyone play an instrument. He seems to want to participate but he ends up getting more and more agitated and out of control. He has even gotten so excited that he has hit a student with his instrument accidentally. On these days, he ends up being wildly inappropriate and can even escalate to full meltdown mode. The student’s IEP team has determined that this student is becoming over-stimulated and needs to be removed from the situation. He has an “office” area in his resource room that he has created. Typically, the next step is to develop a crisis plan so that he can be directed to his office or escorted to his office if/when he is in meltdown mode.

How much better would it be to talk with this student, help him to recognize why he is getting upset, decide on a solution and then help him to know how to ask for what he needs in a socially appropriate way? Teaching kids how to ask for a break is a life skill. As adults, we give ourselves breaks all day long. When we become fatigued or stressed, we can walk away from the situation. We might get a cup of coffee or step over to a colleague’s office and chat for a second. We learned this skill in incremental steps as we were growing up and functioning in society. Our student with autism might not learn this skill incidentally. We may have to directly teach him how to take ownership of recognizing and obtaining what he needs.

A “Take 5” card is a great strategy that I love to use with my students. In the heat of the moment, the child might not be able to articulate that he would like to be excused to go to his office for a break. Rather than just leave the classroom without permission, or, worse, go into meltdown mode, the child can have a card in his pocket with a large number 5 written on it. We will have worked it out in advance with all of his teachers so that they know when he hands them this card, he is asking for permission to leave to take a break. It’s a win-win, because the child can feel good about himself for being responsible and asking for what he needs in a nice way. The teacher is happy because the student has asked to leave her room before being getting upset. In addition, the learning environment has not been disrupted.

All children need to be able to ask for what they need. Teaching self-advocacy is often difficult since there are so many moving parts to be considered. However, as parents and educators, we must try. When we are successful, our children, indeed, all of society benefits greatly.

 

Warning: Common Core Standards & Your ADHD Child

What the new state mandates mean

While the Common Core Standards mean big upcoming changes, you can be ahead of the curve. We’ll have a special webinar shortly and we’re also giving away a FREE Samsung Galaxy Tablet with Play Attention. The tablet is loaded with Core Standard apps to help your child perform at his best. Specifics for the tablet and webinar are at the end of this post or just register at http://www.playattention.com/free-galaxy-tablet.

The state governments have yet another program in place to better our education system. It’s called the Common Core Standards (remember No Child Left Behind?). According to www.corestandards.org, the standards were established “To ensure all students are ready for success after high school, the Common Core State Standards establish clear, consistent guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade.”

Forty three states have adopted the Core Standards that, “The new standards also provide a way for teachers to measure student progress throughout the school year and ensure that students are on the pathway to success in their academic careers.”

How these are implemented depends on your state. It is likely that your state has a website devoted to addressing the Core Standards. Find it and then review what this means to your ADHD child, his/her individualized education plan (“IEP”), and accommodations.

Register Now to attend our special 30 minute webinar on March 23rd at 11:00 AM EST. Learn how our educational specialists will help you select apps for your Galaxy Tablet that will enhance your Play Attention experience! We even have apps selected that will address the common core standards!

You can register at: http://www.playattention.com/free-galaxy-tablet.

Your ADHD experts are at www.playattention.com, 800.788.6786 or hburns@playattention.net

What Motivates You?

What Motivates You?

- How to encourage higher levels of achievement through rewards.

Play Attention’s Reward System

The Play Attention program is a success-based program. In simple terms, if the student is focused and paying attention, they are rewarded by the screen character moving in the right direction. When not focused, the program reminds the student to pay attention. So, through their own ability to pay attention, they are rewarded with their own success.

Just as with any training program, students need goals. Play Attention’s goals are set automatically and established as achievable goals. For example, a student may have played for three minutes in Attention Stamina. The program will establish a new goal that the student plays for three minutes and 10 seconds during the next session, thus pushing the student to stay focused for 10 seconds longer. If the goal is achieved, a point is awarded.

Once points are awarded, a bank is established where the student can accumulate an unlimited amount of points. This allows students to build points in their bank to purchase certain rewards. The coach establishes these rewards. Just as we save money to buy something, students can save points to purchase a reward.

While there are sample rewards set up, your support advisor will encourage you to set up rewards that will inspire your particular student. Caution is needed when establishing rewards. Play Attention is a long-term program, so the rewards must be something that can be sustained throughout training. If you establish a reward of $20 each time a student reaches a goal, it could get very expensive. Here are some reward ideas that many students like and cost little to no money:

  • Trip to the park (purchase price – 10 points)
  • Thirty minutes longer for bedtime on Friday night (purchase price – 15 points)
  • A two-hour play date on a Saturday (purchase price – 25 points)
  • One hour of video game time on the weekend (purchase price – 60 points)

The intent of the reward program is to give your student incentive for working towards achieving their goals.  This is a fantastic motivational tool.   When your student has accumulated enough points for their desired reward, they cash in the points. The program even prints a certificate congratulating them on their achievement!

Play Attention also encourages you to set short term and long term goals.  A short term goal may be a movie rental at Red Box for 6 points.  This is something they can probably purchase at the end of a session.  A long term goal may be a Trip to the Water Park for 75 points.  Your student will need to work towards saving those 75 points to get the larger reward!  This is teaching delayed gratification. Delaying gratification is a hard skill for both children and adults with ADHD.  However, we can teach this skill through the reward program.  To review the importance of delayed gratification can be reviewed here.

Remember rewards work equally as well for both children and adults!  Make certain if you are an adult you reward yourself for a job well done!

To learn more about Play Attention’s reward system, register to attend a FREE webinar with ADHD expert, Peter Freer.

 

 

What You Can Learn From a Marshmallow

What you can learn from a marshmallow.

- It will change your life!

It’s an age old dilemma; we stare at a plate of chocolate chip cookies after eating just one. We know well that’s all we should eat, but the impulse kicks in and we have another. And another.  Science tells us how this lack of control will affect us long-term, and it’s not just about your waistline.

Impulsive behaviors are often associated with children and adults with autism or ADHD. At times, they lack self-control. Impulsiveness is simply acting without forethought. There is no cause-and-effect rationale with impulsivity; in most instances, this population does not understand the consequences of their impulsive behaviors. The importance of developing self-control or self-regulation has been studied for more than 50 years.

In the late 1960s, psychologist Walter Mischel from Stanford University did an experiment on delayed gratification – the ability to fend off the impulse to eat another cookie. In his study, the Marshmallow Experiment, Mischel offered preschool children one marshmallow that they could eat immediately. However, he also instructed them if they waited for a little while, he would give them a second marshmallow. This video shows the agony some of these preschoolers went through as they sat alone in a room when having to decide to eat the one marshmallow staring them in the face or wait to reap the rewards of a second marshmallow.

The children used different strategies; some imagined the marshmallow was only a cloud; others distracted themselves by covering their eyes or turning away. They delayed gratification for 15 minutes and earned their second marshmallow.

The preschoolers were followed for many years thereafter. Researchers found that those who were able delay gratification had far better long-term outcomes compared with peers who immediately devoured the marshmallow in less than a minute:

  • They were significantly less likely to have problems with behavior.
  • Far less likely to develop drug addiction.
  • Far less likely to develop obesity by the time they were in high school.
  • The gratification-delayers also scored an average of 210 points higher on the SAT.

While these outcomes are significant, delayed gratification, in essence, planning for longer-term goals also has practical value. We would like to teach our children to save money for college, save for a new car, or insurance for that car.

Socially, we also want them to make good decisions with careful consideration. This involves everything from what they eat, who they date, and what they try when alone with their friends.

So, it’s incredibly important to teach this skill for every child, but how can we help a child or adult with ADHD or autism learn how to delay gratification?

Modeling the behavior you desire from your child is an important first step. If you tend act impulsively around your child, they are likely to see that behavior as acceptable and not attempt to control it. If you practice a calmer, more planned approach to life, you’ll set a great example.

Because most impulsive people are not aware that they are doing anything wrong, the first step is to create awareness. Strategies can be implemented once awareness has been developed.

The behavior-shaping component in the Play Attention program brings concrete awareness to people who want to understand how to control these impulsive behaviors. We specialize in teaching this behavior and welcome you to attend a webinar to see how this clinically proven method works to teach self-regulation.

More (and somewhat comical) videos of the Marshmallow Experiment:

Mature Marshmallow Experiment

Your attention experts are at www.playattention.com. 800.788.6786.

 

 

 

Behavior Shaping

Behavior shaping can be defined as encouraging a behavior that is wanted, like the ability to sit still in a classroom. It can also be defined as extinguishing certain behaviors, such as fidgeting or talking out of turn. In either case, we are changing behaviors to assist the person in becoming more successful.

Most people with ADHD, children and adults alike, often do not realize that they exhibit behaviors that affect their ability to pay attention. The first step in extinguishing behaviors not conducive to good attention is to actually show the person how certain behaviors affect their attention.

Since attention is an abstract concept, we need to begin by making attention concrete. Using the Bodywave armband, which reads brainwave activity, Play Attention makes attention concrete and controllable.  The user moves characters on a computer screen with their attention alone. In real time, they can see when they are paying attention and when they are not.

Behavior shaping is integrated into the Play Attention program to teach students how to extinguish distracting or disruptive behaviors. When an adult or child is using Play Attention, they are able to understand which behaviors affect their attention. For example, if the user taps his feet as a form of self-stimulation, the screen character will act adversely, giving them immediate feedback that they have lost focus.  The student now has a one to one correlation on how certain behaviors affects his attention.

By monitoring these behaviors and setting small goals to extinguish them, users are able to learn how to control these self-distracting behaviors. Over time the Play Attention learns how to better self-regulate and self-monitor.  The student can now recognize the unwanted behavior and control it at will.

Mike Smith, a Play Attention educational support advisor for over ten years, knows first-hand the benefits of behavior shaping when integrated into a cognitive attention-training program. “Families and adults that I work with are amazed at the impact that Play Attention has on helping with behavior shaping.” He goes on the say that many clients voice that they “never had a way to show how fidgeting or tapping affected attention. Finally, with Play Attention it was no longer me just telling him to stop. Now it’s right there on the screen! He can see how this behavior affects him in real time.  More importantly he knows he can control it!”

Smith, along with his team of educational support advisors, is very proud of his clients’ accomplishments. Thousands of children and adults have successfully graduated from Play Attention, and they continue to benefit from the cognitive training and behavior-shaping exercises integrated into the program.  Click here to see a demonstration of the behavior shaping program.

Autism is a Spectrum of Disorders

To read Dr. Gina M. Carucci‘s bio please visit: http://www.playattention.com/dr-gina-m-carucci/

Autism is a spectrum of disorders that some 30 years ago was unheard of.  In the mid 1980’s autism was diagnosed at a rate of 1 – 10,000.  Today we see the rate of diagnosis at 1 in 50 with boys still more likely than girls to be diagnosed.  What has happened for this rise in diagnosed cases?  Theories abound:  vaccines, toxic food and environment, over use of antibiotics, genetics etc.  The reality is that a combination of these variables is responsible in most cases.  As parents, healthcare providers, teachers and coaches we all play a different role in the lives of these children.  As a healthcare provider myself, my approach is from the side of “function.”  Is the child’s body and brain getting what  it needs to function optimally and is something getting into this child’s body and brain which is interfering with its ability to function optimally.

As a chiropractor first and a functional medicine doctor second I always look to the spine first.  Aligning the spine for optimal neural communication and expression is primary.  There are a variety of chiropractic techniques which can achieve this goal.   In fact, from a functional neurological perspective, I often recommend parents to consult with a chiropractic neurologist to optimize the brain’s connections with the  body.  As you know,  these kids are often “qwirky” – hypersensitive to touch, sound, taste, smell,  textures.  Often there are amplification of signals reaching the brain that can be dampened by a functional neurological examination and treatment.  Google “chiropractic neurologist” to find a doctor of chiropractic specializing in this discipline in your area.

As a functional medicine doctor I then consider the nutritional side of the child.  This involves a thorough history from the parents and caregivers regarding the pregnancy, birth, post-natal period and life from infancy to present.  This includes medications the mom was exposed to including vaccinations, vitamins, exercise and traumas during pregnancy.  The nutrition of the child is very important and often includes a food diary to include breast feeding history, formula feeding, when the first solid food was introduced and what it was.   Additionally the food diary should include what the child eats and what his/her most favorite food and most desired foods are.  A list of the child’s vitamins and supplements and medications are important.  Food sensitivities, leaky gut, dysbiosis (imbalanced gastrointestinal bacteria), inflammation of the gut and brain, poor detoxification abilities, mitochondrial dysfunction (genetic) and immune imbalances including auto-immunity are all considerations for these children.

Various laboratory tests will help to identify the above issues to determine if the child is getting the nutrients the body and brain needs as well as to determine if there is a toxic overload in the brain or body.  Example:  leaky gut will allow improperly digested materials to exit the digestive system too early – often these items will enter the brain and act as irritants.  Gluten and casein are quite often two of the most common culprits.  Having the child remove these from his or her diet for 3 months will give an indication if these items are part of the problem.  These foods as well as soy will often cause sensory issues, silliness, poor eye contact, inattention, stimming activity, head-banging and other self-injury behavior.   Seeking the consultation of a functional medicine doctor can help unlock the mystery around your child’s behavior, health, sleep patterns, potty habits and social ability.  For chiropractors specializing in functional medicine go to  “councildid.com” select “Find a Doctor” on the left hand side.

Dr. Gina M. Carucci is a chiropractor with a specialty in Clinical Chiropractic Pediatrics and a second specialty in Internal Disorders.  She can be reached at:  gina@ drcarucci.com, www.drcarucci.com.

Does Diet Affect ADHD and Autism?

Does Diet Affect ADHD and Autism?

Some medical doctors disputed the notion that diet, food additives, and refined sugar had any effect on autism for years. In 2008, the American Academy of Pediatrics admitted they might have been wrong. In Alison Schonwald’s article, “ADHD and Food Additives Revisited,” she looks at a randomized study conducted in the UK that addresses the effects of food additives on children’s behavior. In the fine print of that study, the editor states, “…the overall findings of the study are clear and require that even we skeptics, who have long doubted parental claims of the effects of various foods on the behavior of their children, admit we might have been wrong.”

Now many experts are stating that diet may contribute to certain unwanted behaviors in children with autism or ADHD. However, they are cautious to admit that diet can play such an important role. Many state that more studies need to be done to quantify the theory, even though most of the studies already done show a connection.

Many parents and adults have adopted gluten-free and casein-free (often referred to as the GF/CF diet) diets. Casein is the main protein present in milk and cheese. It is often present in processed foods, paints, and adhesives. Gluten is primarily found in breads and cereals. Early studies show that eliminating gluten and casein from the diet improved behavior, social skills, and learning.fa

Refined sugar poses its own set of complications. In a study done at the University of South Carolina, researchers concluded, “that the more sugar hyperactive children consumed, the more destructive and restless they became.” Additional studies conducted at Yale University are coming to the same conclusion, “…high-sugar diets may increase inattention in some ADHD kids.”

GF/CF and diets that do not contain sugar (refined or otherwise) tend to be very lean. This contradicts statements made by The American Society of Nutritional Sciences that “Fat, especially in infancy and early childhood, is essential for neurological development and brain function.” The ASNS goes on to state, “…children and adults need fat in their diets. It supplies essential fatty acids (EFA) and aids in the absorption of fat-soluble vitamins A, D, E and K.”

Kid’s Health reports, “…some experts think the low-fat/no-fat revolution may have gone too far, overlooking the complex nature of fats and how they work in the body.” Rather than a low-fat diet, they suggest a diet that includes unsaturated fats, which are found in foods such as avocados, olive oil, tuna fish, and salmon. Nutritionist Kerry Torren believes there is a tradeoff with low-fat/no-fat foods. She states, “ … the typical low-fat product tended to be high in carbs, might contain trans-fats, and had a very similar calorie count to the original product.”

When it comes to modifying your child’s diet, it’s important that you consult with your medical doctor and a nutritionist who specializes in autism and ADHD. Certified nutritionist Julie Matthews has devoted her website NourishingHope to providing information about food and nutrition for ADHD, autism and healthy children.

For more information on the effects of diet on autism and ADHD click here.
To watch a recorded webinar hosted by Play Attention on nutrition, click here.

 

 

 

ADHD – Implications in Adulthood

ADHD – Implications in Adulthood

Steve Henry has been struggling with ADHD since an early age. To help others learn through his experiences, he writes his own blog, The ADHD Adventures of a Wayward Brain. Steve’s humorous and “life’s-too-short” approach to his challenges offers his personal advice on symptoms, relationships, and just simply coping.

When we explore the implications of having ADHD as an adult, we often look at the negative side. Whether it’s the inability to keep a job, meet deadlines, or have long-lasting relationships. ADHD can certainly poses its own set of obstacles in adulthood.

The good news is that every negative can be turned into a positive. With the right amount of encouragement, strength, and tenacity, adults with ADHD can become very successful and lead gratifying lives. Successful ADDers like comedian Jim Carrey, Kinkos’ founder Paul Orfalea, Major League Baseball star Pete Rose, and political consultant James Carville are among those who have worked to their strengths.

Adults with attention issues may need to do things differently in order to be successful. It takes a lot of structure and discipline to overcome some of these stumbling blocks. Here are some easy tips for making these hurdles a little less daunting.

Make Lists

Don’t make your list three pages long. Make lists with achievable goals. At first, the shorter the list is the better. A sense of accomplishment goes a long way.

Keep an Appointment Book

Whether it be an electronic version on your smartphone, or a Daytimer-type planner, an appointment book is a great tool to keep you on track.

Pick the Right Profession

Sitting at a desk riffling through papers all day is sheer torture for someone with ADHD. Picking a profession that utilizes the energy and high intelligence of someone with ADHD makes life more interesting. If we look at the examples of the successful people we mentioned earlier, none of them have typical desk jobs. All of their career choices were unconventional but played to their strengths. If you asked Pete Rose to sit at a desk all day, his success would have been less likely. But put a bat in his hand, stick him at first base, and he is in his glory. He utilized the disorder to his advantage by choosing a profession where he could hone a natural skill that didn’t force him to focus for long periods of time.

Don’t Hide. Build a Network

The days of hiding ADHD are slowly dissipating. People are much more empathetic today due to the fact that a friend may have a child who has been diagnosed, or a spouse, or even themselves. Many of us work with colleagues who have been diagnosed with ADHD. When you find a coworker with similar challenges, network with them. They may have developed some coping skills that can help you. As a team, we are more likely to be successful if we know our strengths and weaknesses.

Accept Who You Are

Just as we are born with green eyes or brown hair, we are limited in what we can change about ourselves. When it comes to ADHD, it is certainly more productive to accept it and learn to cope with it than it is to ignore that it even exists. Most adults with ADHD are creative, intelligent, and energetic. They also tend to take a humorous, laid-back approach to life with an admirable ability to laugh at their own shortcomings.

Get Help if You Need it

Countless support groups are available to help. If it’s help with finding a job, holding on to a relationship, or coping with the emotional rollercoaster of ADHD, don’t hesitate to seek the help that you need. Organizations like CHADD can offer suggestions for group support, as well as a listing of therapists in your area. ADHD expert Peter Freer offers his spin on coping with adult ADHD in a FREE webinar. He not only answers your questions about the implications of adult ADHD, but offers solutions with cognitive attention training through Play Attention.

 

 

 

 

 

ADHD Myths

ADHD Myths

There are many myths about people who struggle with ADHD or autism. In her article written for Johns Hopkins School of Education, Barbara Doyle does an extraordinary job at addressing some of these myths by counteracting them with facts.

Myth 1, Cannot Lead Normal, Healthy Lives:
She dispels the myth that people with ASD (Autism Spectrum Disorder) cannot lead normal healthy lives, by pointing out that if the person is provided with the appropriate services during their childhood, they are very likely to become successful contributing members of society in adulthood.

Myth 2, Autism Caused by Vaccines
Diana Rodriguez, writer for Every Day Health, looks at six common myths about autism including the one that autism is caused by vaccines. She rebuts this by stating, “There’s been much discussion about autism and vaccines, with many new parents refusing to vaccinate their children for fear that the vaccine will cause autism. But an August 2011 report from the Institute of Medicine concludes the following: There is no correlation between autism and vaccines. In fact, the exhaustive report (which looked at more than 1,000 studies), found that vaccines are generally safe for kids.”

Myth 3, They Will Outgrow It:
When The American Academy of Pediatrics explored the untruths about ADHD, they provided strong facts about the myth that children with ADHD outgrow the disorder. The compelling truth is that “recent studies have shown that some aspects of ADHD can persist well into adult life for as many as 85% of these children.”

Myth 4, If They Can Play Video Games, Then They Don’t Have ADHD:
They also combat the misnomer that children who can focus on video games don’t have ADHD. AAP’s negation states, “For the most part, ADHD poses problems with tasks that require focused attention over long periods, not so much for activities that are highly engaging or stimulating. School can be especially challenging for a person with ADHD because the typical classroom lecture, compared with a video game, can be relatively unstimulating in terms of visuals, sound, and physical activity.”

This is the reason the games within Play Attention are kept engaging but low stimuli.  This will insure that your child or student will be able to learn how to pay attention to low stimuli at will.

Myth 5, They Are Just Lazy:
In an article for Psychology Today, Dr. Thomas Brown explores what psychologists and neuroscientists have learned over the past 15 years. He debunks some of the myths, including that people who have ADHD are lazy, by pointing out that it is not that simple. ADHD patients can focus on things that they are interested in, but there are measureable differences in the brain development and functioning of those with ADHD compared to others of their age. He also goes on to say that symptoms of ADHD do not go away in adulthood and sometimes get worse.

Myth 6, You Must Be Diagnosed:
In his book, Attention Deficit Disorder: The Unfocused Mind in Children and Adults, Dr. Brown squashes the myth that unless you are diagnosed as a child you can’t have ADHD as an adult. He states, “Many adults struggle all their lives with unrecognized ADD/ADHD impairments. They haven’t received help because they assumed that their chronic difficulties, like depression or anxiety, were caused by other impairments that did not respond to usual treatment.”

In the end, if you are someone who is struggling, or the parent of a child recently diagnosed with ADHD, it’s important to get the facts. Just as someone with any other disability, people with ADHD and autism go on to lead fulfilling, productive lives.

To learn more about ADHD and how Play Attention can help teach cognitive skills and change behaviors, register for an upcoming webinar.

ADHD, Asperger’s, and Autism – Similarities and Differences

ADHD, Asperger’s, and Autism – Similarities and Differences

When we look at the textbook definitions of ADHD, Asperger’s syndrome, and autism, it’s quite evident that there are characteristics that overlap from one to the other. We can also see that there are a few distinctions for each that are quite unique.

By definition, ADHD is a chronic condition including attention difficulty, hyperactivity, and impulsiveness. Asperger’s syndrome is a developmental disorder related to autism and characterized by higher-than-average intellectual ability, coupled with impaired social skills and restrictive and repetitive patterns of interest and activities. Lastly, autism is a variable developmental disorder that appears by age three, and is characterized by the inability to form normal social relationships due to the impairment of the ability to communicate with others and by stereotyped behavior patterns.

The following chart shows that social isolation, inappropriate emotions and sensory difficulties are characteristics of all three. While the rest are scattered and may not be the foremost characteristic, it’s safe to say that the majority of these crisscross the lines.

ADHD

Aspergers

Autism

Social Isolation

x

x

x

Inappropriate Emotions

x

x

x

Lack of Safety

x

x

Attached to Objects

x

x

Hyperactive or Passive

x

x

Speech or Nonverbal Delays

 x

x

x

Struggle with Change

x

x

Sensory Difficulties

x

x

x

Trouble Relating to Others

x

x

Peculiar Toy Habits

x

Delay in Motor Skills

x

Lack of Imagination

x

Obsessive-compulsive disorder

x

x

Difficulty Paying Attention

x

Easily Distracted

x

The good news is that since 1902 when Sir George Frederic Still, known as the father of British pediatrics, started talking about abnormal psychical conditions in children, we’ve come a long way in the quest to better understand and treat these disorders. There is a lot of open discussion on, and the verdict is still out on what the best course of action is when dealing with any of the three A’s. However, recent studies done by the prestigious Tufts School of Medicine proved that cognitive training is an important part of the skill development process. Play Attention can provide a cognitive learning environment that addresses and teaches skills needed to cope in real life.
Organizations like Autism Speaks and CHADD offer a wealth of information and support for families and adults on the autistic spectrum or struggling with ADHD.