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<blockquote data-quote="Liahona" data-source="post: 601362"><p>Yes, it can be a process to get a diagnosis. The school can't diagnosis. They test for what effects his education and while the testing they do can be helpful it is not comprehensive. Someone like a neuropsychologist, developmental pediatrician, psychiatrist can diagnosis. And the first two are better than the psychiatrist. The testing takes hours or days to get done. </p><p></p><p>Now to your question; it depends on the kid. My first tactic is to ignore the back talking. Sometimes (especially difficult child 1) they will be telling me no while they are completing the task given them. Second is to ask them "what did I say?" This is to try to get their brains to process through what they are stuck on. Because they are stuck. Third, if I can't take it anymore or they are getting to a meltdown point I send them to their rooms. As I said which step I use depends on the kid and situation. While I try to do the steps in order there are many times I jump to step two or three. </p><p></p><p>I have been doing this for years. My routines have routines and subroutines. I think it helps them to process through the change of direction in thinking to use the same words; to get very regimented so they know what is coming next. </p><p></p><p>If I were starting this while difficult child 1 is a teenager I think I would get his therapist on board and come up with a behavior/ crisis plan. The if you do .... Then I will .... Written down on paper. With pictures would be best. Autism Spectrum Disorders (ASD) kids are very visual. </p><p></p><p>Note, this might work for Autism Spectrum Disorders (ASD). Bipolar, Reactive Attachment Disorder (RAD), Sensory Integration Disorder (SID) you might want to take someone else's advice.</p></blockquote><p></p>
[QUOTE="Liahona, post: 601362"] Yes, it can be a process to get a diagnosis. The school can't diagnosis. They test for what effects his education and while the testing they do can be helpful it is not comprehensive. Someone like a neuropsychologist, developmental pediatrician, psychiatrist can diagnosis. And the first two are better than the psychiatrist. The testing takes hours or days to get done. Now to your question; it depends on the kid. My first tactic is to ignore the back talking. Sometimes (especially difficult child 1) they will be telling me no while they are completing the task given them. Second is to ask them "what did I say?" This is to try to get their brains to process through what they are stuck on. Because they are stuck. Third, if I can't take it anymore or they are getting to a meltdown point I send them to their rooms. As I said which step I use depends on the kid and situation. While I try to do the steps in order there are many times I jump to step two or three. I have been doing this for years. My routines have routines and subroutines. I think it helps them to process through the change of direction in thinking to use the same words; to get very regimented so they know what is coming next. If I were starting this while difficult child 1 is a teenager I think I would get his therapist on board and come up with a behavior/ crisis plan. The if you do .... Then I will .... Written down on paper. With pictures would be best. Autism Spectrum Disorders (ASD) kids are very visual. Note, this might work for Autism Spectrum Disorders (ASD). Bipolar, Reactive Attachment Disorder (RAD), Sensory Integration Disorder (SID) you might want to take someone else's advice. [/QUOTE]
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