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A couple of weeks ago, I talked about how supporting a child while they learn and perfect their executive function skills is a lot like using training wheels when you teach them to ride a bike. If you missed the post or podcast please take a minute to check them out.
So, what are we to do when our child is humming along with their new routine and we need to make a change? First, you need to make sure that you draw attention to the change. Too many times, when dealing with a "difficult" child, the decision is made to not tell them about the change because of the ensuing tantrum that might occur. In reality, NOT telling a child and springing a change on them, historically, creates more of a behavioral response than if they are adequately prepared for a change. Next, you need to start early by talking about the change often: "Susie, on Friday you will be riding the bus home with Karleigh. I will pick you up an hour after you get to her house." Lastly, you can provide additional support for your child to help them manage the change. Using the "Susie" example above, you might provide additional support by making sure that both the classroom teacher and the bus driver know about the change and encourage them to remind Susie about it in the days leading up to the change. The key to helping a child shift gears is planning {our October monthly theme}. Yes, it may seem like extra work in the beginning, but in the long run you will deal with fewer tantrums and less intense emotional responses. You will also have assisted your child in learning valuable life skills that will help them navigate future changes including those that will occur without time to prepare. What have you found helps your child shift gears? I'd love for you to comment and share. Until next time, keep growing and blooming. Jen
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A BIG thank you to this week's sponsor FunBites. FunBites makes food fun without going over the top-perfect for our picky/selective eaters. If you listen to the podcast, you'll hear the discount code for 20% off your entire order. Making sure that you make the proper introductions with new foods, for the selective eater can make or break future progress. It's important to remember that even if the food isn't accepted immediately after the introduction, it is NOT a failed introduction. Learn even more about the proper introductions here. Take 15 minutes and listen to Jennifer's weekly podcast to learn the ins and outs of how to introduce new foods to a selective eater, without going over the top. Have you tried this strategy previously? What worked? Did it help alleviate some of YOUR anxiety as the parent/feeder? I'd love to hear, please leave a comment.
Until next time...keep growing and blooming. Jen If you're a regular reader, then you know what I mean by "fun food." If you're new to the blog..WELCOME and take a read here, so you can catch up to the rest of us. Did you realize that there is a right way and a wrong way to introduce new foods to your picky/selective eater? There definitely is! Take two minutes and watch my video tip to learn more...only, please excuse my "allergy voice" it's a little raspy today with the cold, dry air and allergy meds. ;) {yes, SLPs are really OCD about how they sound}. Have you used this method to introduce new foods to your picky/selective eater? What have you found that works for YOU and your child? I'd love for you to comment.
Until, next time...keep growing and blooming. Jen If you're a regular reader, then you know that I love fall and the holiday time that follows. This time of comforting foods and social times with family and friends makes me happy. As a feeding therapist however, I don't love all of the over the top "fun food" that comes with it. No, I'm not a stick in the mud and I am absolutely on board with fun food for typical eaters {if there even is such a thing} and some of the fun food ideas that are out there. While fun food has it's place...it absolutely must be used sparingly with our picky/selective eaters. I've done posts before that talk about why. Find one here. Research shows that selective and picky eaters will be LESS likely to try a food if it looks like something other than food. Some of our picky/selective eaters already have difficulty telling food from non food items-if we add in food that is designed to look like something other than food, we inadvertently add to the problem. The key is to keep things simple. Make sure the food still looks like food. We have some great examples on our Pinterest boards. 
Click on picture to find original website/idea from Under Construction Blog.
One of the keys with fun food and the picky eater is to do the activity with your child so they can see the food transform. You'll also want to serve some of the foods in their natural, non-fun food, states right along with the dolled up foods. Don't be surprised if your child simply wants to watch-it counts as an exposure. Always, always, always remember not to pressure in any way to try or take a bite. Simply enjoy the process of being together in the kitchen and creating something fun.
Do you have simple, fun food ideas that you use this time of year? I'd love to hear about them or see pictures {post in comments or on our FB page}. Until next time...keep growing and blooming. Jen It's, video tip Wednesday! Today's tip involves me being completely transparent with you. You see, I'm not just educating you on the topic of supporting kids with Executive Functioning deficits, I'm living it. Take a minute to watch the video tip and you'll know what I mean. Don't be afraid to put those training wheels back on-it's NOT failure if you have to. Sometimes, changes in routine or stress level can throw kids off a bit and they simply need to get back on track. Help them.
Until next time....keep growing and blooming. Jen 
Image: Creative Commons
Yes. I'm going to get more mileage out of this training wheels analogy. If you're new to the blog or didn't listen to the podcast from last week, check it out so you can get up to speed.
I'm curious, what do you think? Should both training wheels be on the ground evenly to support the child fully while they learn to balance/ride or should one wheel be lower than the other to provide support when they can't yet balance/ride on their own? Insert Jeopardy theme music here... The answer is BOTH. You want to initially provide as much support as possible but begin to fade that support {adjusting the training wheels so one is higher than the other} shortly after you notice your child managing better or gaining confidence. So, let's put this analogy to the test with a real, live, common problem with kiddos that have Executive Functioning Difficulties...remembering their materials for school/backpack.
The above example is equivalent to having both training wheels equally on the ground. When you see that your child is beating you to the things you've been working on {you see them packing their backpack themselves} or they begin to remind you about your "time" if you're a few minutes late with your nightly check in, you know they're beginning to own the task and it's time to adjust the training wheels. When you see this budding independence, you can encourage them to pack their backpack themselves and bring it to you for checking. After you check it, then they can independently place it at the door. Perhaps, you continue to walk through all of the steps with them and allow them to do the last step, independently, of taking it to the door. It will vary for each child. Notice that I didn't say "once you notice your child taking on some independence- you are all set and take the training wheels off!" No! Don't take those training wheels off too soon. Just keep adjusting them { in case they teeter or totter} until they can balance on their own for quite some time. Until next time, keep growing and blooming... Jen Hi all! I had to take a little "blog vacation" this week but wanted to for sure get you this great podcast from Thursday's BlogTalk Radio show because it is FULL of great tips and tricks to help your child, student or staff with how to teach and support Executive Function skills. I hope you'll take 15 minutes to listen and let me know your thoughts. Until next time...keep growing and blooming and please don't forget those training wheels!
Jen ** This original analogy of teaching executive skills and teaching a child to ride a bike using training wheels was from Peg Dawson and Richard Guare's Smart but Scattered. Jennifer expanded on their idea in this podcast* For those who don't know...I'm a Disney fan. I've been blessed to be able to frequent the park since I was a child. My kids and husband share the "magic" feeling as well. When I sat down to think about this week's video post {and the video I would include} the song Be Our Guest came immediately to mind...because that is exactly what I want my clients and future clients to feel...like you are my guest and I am here to help you. So, now that I've shared my ear worm song with you for the day...we can get on to the video. How can I help you? You are my guest. I won't wear a tiara {well, scratch that...I can't make any guarantees on that one as I do love a good tiara} but I WILL make you feel like my guest and work with you, and your child, to design a program that meets your needs.
Get in touch. Are you not quite ready or personal services but still need help? Check out our Online Learning Academy with downloadable resources. Until next time...keep growing and blooming. Jen 
Hey everyone...I'm a day late with my post this week {hopefully not a dollar short for it either}. Sorry!
This is going to be short and sweet BUT certainly not short on a helpful tip for those of you struggling with a memory challenge yourself or who have/work with a child who just can't seem to remember what they are supposed to remember. Stick with me here. It's worth it...I promise. How can we help ourselves, and our kids, remember what we need to remember? Set an intention! Research shows that once we set an intention that we are going to remember something, we are more motivated to remember it. This means that we are more motivated to use tools that help us remember as well. How do we set an intention? We say "I'm going to remember my backpack in the morning", "I'm going to remember to take my libarary book back tomorrow" or "I will remember to get gas in the morning before work." Modeling this for your kiddos is KEY. Say it aloud when YOU set an intention so they can see how it's done. When WE set an intention {as demonstrated above} vs when someone else does it for us "don't forget your back pack in the morning," we are more engaged in the process and more likely to meet with success. Some of us set intentions without even realizing it! Do you? I'd love to hear your thoughts... Until next time...keep growing and blooming. Jen |
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