| In aiding children with developmental
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| | as possible with typical peers. They may
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| challenges, we must first realize that
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| | need additional support and
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| this requires a team effort and a
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| | accomodations, but how will they begin to
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| strengths based approach. It is necessary
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| | learn important skills unless they have
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| to not focus on what the child cannot do
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| | frequent and continuous exposure to the
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| but look at what the child can accomplish
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| | world around them. I have developed the
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| and build upon this. Parents can enlist
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| | use of what I term 'real life
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| the support of professionals but must
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| | rehearsals', where we may set up a
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| realize that it is they who are the most
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| | particular social scenario for a child.
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| important persons in the child's life and
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| | It may be such a thing as being able to
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| that furthering the development of their
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| | make a purchase at the grocery store. The
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| child is not just the work of
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| | therapist and parents guide and coach the
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| professionals but is a collaborative
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| | child ahead of time in how to go about
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| effort from everyone involved with the
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| | such an activity and then have them
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| child. It is neccessary that for any
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| | actually demonstrate it. Social stories
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| interventions to truly be effective and
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| | and comic strip conversations are very
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| helpful, that they must be consistent and
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| | useful in conveying information as these
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| constant. The interventions must be the
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| | children tend to be visual learners.
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| same throughout all domains that the
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| | Social stories can be simply made
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| child is present in.It is crucial for us
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| | booklets that the child helps to create
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| to understand the environmental responses
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| | where a particular task or scenario is
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| that children have, whether they have
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| | outlined with what behaviors are
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| developmental concerns or even if they do
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| | expected. The comic strip conversation is
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| not. If a teacher, parent, or other
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| | helpful in building empathic skills as
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| person has a hostile tone, a poor
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| | well as reflective thinking as we ask the
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| demeanor, a loud voice, etc. All of these
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| | child to develop captions for what
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| things can be overwhelming to the child
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| | different individuals may state and think
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| and can provoke a behavioral response.
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| | in various situations.Lastly, I think it
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| All behavior is purposeful and should be
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| | is crucial, though it may appear
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| looked upon as so, even negative
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| | controversial to some, to state that
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| behaviors. Behaviors are a way of the
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| | children with developmental concerns can
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| child speaking to us about a distressing
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| | and will be benefitted from a
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| situation or an apparent need or desire
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| | psycho-social and relationship based
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| when they may not be able to convey this
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| | approach alone. Some have decided to
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| to us verbally. Light, sound, and other
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| | resort to medications, and I am placing
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| sensory stimuli can also produce distress
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| | no blame or condemnation on those who
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| for a child. We need to create awareness
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| | have made this decision, however making a
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| of what in the environment may serve as
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| | suggestion that there are alternatives
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| triggers to distress and seek to modify
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| | and informing of these alternatives as
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| the environment to make it a more
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| | well as the hazards of psycotropic
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| comfortable and safe place for the child.
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| | medication usage. First, I will not argue
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| We must also be cautious in how we view
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| | that medications can 'work' in the sense
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| children. If we look at a child
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| | of subduing behavior. However, strapping
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| displaying negative behavior as a
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| | a child to a chair would also work in
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| 'monster' or feel that because a child
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| | regards to subduing behavior. This would
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| may be rambunctious at times that we must
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| | be aversive and quite possible illegal. I
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| automatically resort to medicating them,
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| | see little difference between such an
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| then we have taken a negativistic
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| | approach and that of using psychiatric
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| attitude that will surely be passed on to
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| | medication. The difference is that one is
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| the child. Children are keenly aware,
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| | a physical restraint, the other a
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| even those with communication struggles,
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| | chemical restraint. When we say that
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| of adult's perceptions of them. We should
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| | something 'works', often we are not
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| look at our children through the eyes of
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| | looking at the mechanism by which it
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| delight and address behavioral
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| | works. Dr. Peter R. Breggin, MD compared
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| difficulties not in terms of how we can
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| | the use of antipsychotic medications in
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| subdue, but rather how we can meet needs
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| | children to 'chemical lobotomy' as it
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| and resolve conflict and remove
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| | blunts the functions of the frontal
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| distress.The floor time model is of
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| | lobes. Thr risk of tardive dyskinesia, a
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| particular usefulness in working with
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| | permanent disfiguring neurological
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| children with communication and social
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| | impairment exists with these drugs. In
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| struggles. For those children who are
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| | addition, such drugs as Risperdal are
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| non-verbal, we can begin to introduce
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| | prescribed off label and are not
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| hand signals, moving to use of pictures,
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| | indicated for anyone below the age of 18
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| and then gradually encouraging the child
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| | but continue to be prescribed.It may
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| to make use of words or phrases to
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| | require more diligence, effort, and
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| indicate desires. It is not important
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| | patience, but I remain convinced after
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| initially whether the verbalizations are
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| | working with over 40 children with
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| correct but rather that a verbal attempt
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| | developmental challenges, that
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| was made. When a child displays such a
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| | relationship based approaches, rather
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| behavior as spinning objects, in the
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| | than chemical restraint, prove to be a
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| floor time model, we would not be
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| | true means to teach our children skills,
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| aversive, but rather gently introduce a
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| | to focus on their strengths, to build on
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| new toy or object and seek to divert the
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| | their development, and to help address
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| child to a more productive activity. In
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| | challenging behaviors and to address the
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| situations of echolalia, we can say such
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| | real source of conflict and distress
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| things as 'that's TV talk', and provide
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| | rather than just blunting it.Dan L.
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| means to divert this to a different means
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| | Edmunds is a doctoral candidate (abd) in
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| of conversing. It is important to provide
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| | Pastoral Community Counseling. He is
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| the child with understandable signals and
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| | Board Certified in Sexual Abuse Issues
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| meaningful statements and phrases when we
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| | via the American Academy of Experts in
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| are desiring them to behave in a
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| | Traumatic Stress. He has served as a
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| different way.In order for children with
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| | therapist with a diverse population of
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| developmental concerns to be able to
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| | children and adolescents including many
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| integrate more into the social sphere, it
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| | with developmental challenges. Edmunds
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| is necessary that they not be isolated
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| | serves as the county autism specialist
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| into situations where they are labeled
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| | for a private agency in Northeastern
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| and shuffled away from typical peers.
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| | Pennsylvania.
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| Rather, they should be included as much
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