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<blockquote data-quote="SRL" data-source="post: 51208" data-attributes="member: 701"><p>Executive Function Disorder/Frontal Lobe Disinhibition Syndrome</p><p></p><p>Characteristics & General Principles of Intervention</p><p></p><p>1)Limited ability to see situations from another persons point of view or to empathize, or to modify behavior to please someone else; egocentric personality long term.</p><p>-More likely to cooperate if able to see a personal advantage, ie earning a reward, break time, preferred activity time</p><p>-*May* be able to learn a different viewpoint using social stories to train social perceptions and provide rule-based alternative behavioral choices; parallel strategies used for individuals with autism, but usually less invested in doing the right thing</p><p>-Avoid lectures; they foster angry, argumentative, defiant responses</p><p></p><p>2)Impulsive, disinhibited, with potentially quick mood changes, either in silliness or in anger. </p><p>-Will exert more control if motivated by reward-based deals or contracts first; once again, knowing whats in it for them</p><p>-Need *rotating* reward menu to choose from, since what is rewarding at any given time may change on a whim or mood</p><p>-Will *not* usually exert control to avoid a negative consequence; may actually become more out of control in anger at unfair treatment instead</p><p>-Needs a place to calm down in order t return to opportunity to ear reward(s); not a time out as a punishment</p><p></p><p>3)Does not recognize differences in authority based on age or social role; frequently joins conversations or gives or resists directives in an adult-like manner.</p><p>-Limit commands/directive by setting expectations bases on routines which are followed by preferred experiences, ie homework is always done before Nintendo time, bath comes before favorite TV program</p><p>-Prompt for successful rewards/opportunites; dont emphasize who is boss of whos rightan argument you will never win </p><p>-Limit the use of the words no..you cant youre wrong Instead say Thats a good idea; well have to add it to your reward menu, maybe for next week </p><p></p><p>This is not a comprehensive list. Given that individuals with NLD commonly have Executive Function Disorders affecting social functioning in addition to their specific learning problems, consider the following resources:</p><p>Nonverbal Learning Disabilities, PB Tanguay</p><p>The Source For Nonverbal Learning Disorders, S. Thompson</p><p>Bridging the Gap; Raising the Child with Nonverbal Learning Disorder, RV Whitney</p></blockquote><p></p>
[QUOTE="SRL, post: 51208, member: 701"] Executive Function Disorder/Frontal Lobe Disinhibition Syndrome Characteristics & General Principles of Intervention 1)Limited ability to see situations from another persons point of view or to empathize, or to modify behavior to please someone else; egocentric personality long term. -More likely to cooperate if able to see a personal advantage, ie earning a reward, break time, preferred activity time -*May* be able to learn a different viewpoint using social stories to train social perceptions and provide rule-based alternative behavioral choices; parallel strategies used for individuals with autism, but usually less invested in doing the right thing -Avoid lectures; they foster angry, argumentative, defiant responses 2)Impulsive, disinhibited, with potentially quick mood changes, either in silliness or in anger. -Will exert more control if motivated by reward-based deals or contracts first; once again, knowing whats in it for them -Need *rotating* reward menu to choose from, since what is rewarding at any given time may change on a whim or mood -Will *not* usually exert control to avoid a negative consequence; may actually become more out of control in anger at unfair treatment instead -Needs a place to calm down in order t return to opportunity to ear reward(s); not a time out as a punishment 3)Does not recognize differences in authority based on age or social role; frequently joins conversations or gives or resists directives in an adult-like manner. -Limit commands/directive by setting expectations bases on routines which are followed by preferred experiences, ie homework is always done before Nintendo time, bath comes before favorite TV program -Prompt for successful rewards/opportunites; dont emphasize who is boss of whos rightan argument you will never win -Limit the use of the words no..you cant youre wrong Instead say Thats a good idea; well have to add it to your reward menu, maybe for next week This is not a comprehensive list. Given that individuals with NLD commonly have Executive Function Disorders affecting social functioning in addition to their specific learning problems, consider the following resources: Nonverbal Learning Disabilities, PB Tanguay The Source For Nonverbal Learning Disorders, S. Thompson Bridging the Gap; Raising the Child with Nonverbal Learning Disorder, RV Whitney [/QUOTE]
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