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<blockquote data-quote="SRL" data-source="post: 241222" data-attributes="member: 701"><p>What you'll want to tune into is the difference between "being social" and "being socially appropriate". By age 5 children should naturally be picking up on appropriate behavior for the setting. Not that they will get it 100&#37; of the time but they should be able to understand the direction and be making forward progress towards the goal. </p><p> </p><p>One other thought to toss out to you is that sometimes kids with very good speech/language skills can compensate for weaknesses they might have. For instance a child's speech might be equal to their peers but they might be struggling in a classroom setting due to various auditory/speech/langauge processing problems. These might look like:</p><p>1) Not being able to block out background noises so does fine at home but can't discriminate the teacher's voice. </p><p>2) Auditory memory or language processing problems where they can't keep track of multistep instructions.</p><p>3) Not understanding cause-effect statements (ie If you do X behavior, then you will sit in time out)</p><p>4) Not understanding how to handle W-H questions. For instance, when you ask how...or why... answering inappropriately or with "I don't know".</p><p> </p><p>These problems are subtle in kids who are bright and good compensators but eventually they hit a point where they cause problems for them. It's a lot easier to label them strong willed, behavioral problems than to dig deep and get to the root of the issues.</p><p> </p><p>Again, I don't know what's up with your daughter but hopefully something here will ring a bell.</p></blockquote><p></p>
[QUOTE="SRL, post: 241222, member: 701"] What you'll want to tune into is the difference between "being social" and "being socially appropriate". By age 5 children should naturally be picking up on appropriate behavior for the setting. Not that they will get it 100% of the time but they should be able to understand the direction and be making forward progress towards the goal. One other thought to toss out to you is that sometimes kids with very good speech/language skills can compensate for weaknesses they might have. For instance a child's speech might be equal to their peers but they might be struggling in a classroom setting due to various auditory/speech/langauge processing problems. These might look like: 1) Not being able to block out background noises so does fine at home but can't discriminate the teacher's voice. 2) Auditory memory or language processing problems where they can't keep track of multistep instructions. 3) Not understanding cause-effect statements (ie If you do X behavior, then you will sit in time out) 4) Not understanding how to handle W-H questions. For instance, when you ask how...or why... answering inappropriately or with "I don't know". These problems are subtle in kids who are bright and good compensators but eventually they hit a point where they cause problems for them. It's a lot easier to label them strong willed, behavioral problems than to dig deep and get to the root of the issues. Again, I don't know what's up with your daughter but hopefully something here will ring a bell. [/QUOTE]
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