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<blockquote data-quote="SRL" data-source="post: 115827" data-attributes="member: 701"><p>We've already mentioned The Explosive Child which has probably been the singlemost helpful overal strategy for parents here.</p><p></p><p>For the transition problems, try making him a schedule (written if he's reading well, supplemented by pictures if he needs it). You'll need to play around with this to see what works best. We used a calander identical to ours at eye level for difficult child and wrote in the basics. Some kids really like day planners. I'd suggest PDA's for some but schools often aren't letting those in so best not get a little one started on those. </p><p></p><p>Some parents find carrying a small white board around is helpful so you can jot down "Leave library in 5 minutes", etc. Having it along with you so the child can see you writing it down helps more than the calendar/routine left back at home. </p><p></p><p>You may want to keep a journal to see if there's any commonality triggering the transition problems. I found my kiddo needed lots of downtime at home to promote stability (I'm an at home mom). He couldn't handle preschool with a bunch of errands afterwards. If we were doing errands, two stops maximum, etc. </p><p></p><p>Sometimes something absurdly simple can make a transition easier. We're going to leave in a minute--here's a Tic Tac to have on the way out. </p><p></p><p>An area you'll want to explore is the area of language processing, and auditory processing (Central Auditory Processing Disorder (CAPD)) as it does often go along with the sorts of issues you are describing. Some kids have trouble with instructions from a stranger because they have processing problems that the parent has been accomodating. When I really tuned in I discovered that I was doing a great deal of "translating" in conversations between my son and those sorts of people you described. As long as I was translating, he'd do fine, but when he was left on his own, he wasn't able to make the connection between what the person was saying and what he was expected to do. Often in a classroom or extracurricular setting will be taking in cues from all directions, especially watching other kids to see what they are doing and then following. These issues are frequently overlooked by doctors, etc. but make huge differences in the daily life skills of a child!</p></blockquote><p></p>
[QUOTE="SRL, post: 115827, member: 701"] We've already mentioned The Explosive Child which has probably been the singlemost helpful overal strategy for parents here. For the transition problems, try making him a schedule (written if he's reading well, supplemented by pictures if he needs it). You'll need to play around with this to see what works best. We used a calander identical to ours at eye level for difficult child and wrote in the basics. Some kids really like day planners. I'd suggest PDA's for some but schools often aren't letting those in so best not get a little one started on those. Some parents find carrying a small white board around is helpful so you can jot down "Leave library in 5 minutes", etc. Having it along with you so the child can see you writing it down helps more than the calendar/routine left back at home. You may want to keep a journal to see if there's any commonality triggering the transition problems. I found my kiddo needed lots of downtime at home to promote stability (I'm an at home mom). He couldn't handle preschool with a bunch of errands afterwards. If we were doing errands, two stops maximum, etc. Sometimes something absurdly simple can make a transition easier. We're going to leave in a minute--here's a Tic Tac to have on the way out. An area you'll want to explore is the area of language processing, and auditory processing (Central Auditory Processing Disorder (CAPD)) as it does often go along with the sorts of issues you are describing. Some kids have trouble with instructions from a stranger because they have processing problems that the parent has been accomodating. When I really tuned in I discovered that I was doing a great deal of "translating" in conversations between my son and those sorts of people you described. As long as I was translating, he'd do fine, but when he was left on his own, he wasn't able to make the connection between what the person was saying and what he was expected to do. Often in a classroom or extracurricular setting will be taking in cues from all directions, especially watching other kids to see what they are doing and then following. These issues are frequently overlooked by doctors, etc. but make huge differences in the daily life skills of a child! [/QUOTE]
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