ASD Archives

Developing Autonomy for Your Child with ADHD

August 21, 2012 Brad Hoffman Leave a Comment

In the field of parenting children with ADHD, the topic of developing children’s autonomy is too often neglected. Experts as diverse as parenting specialist Jim Fay and New York Times bestselling author and motivation expert Daniel Pink recognize the extreme importance of this trait. Effectively developing autonomy has tremendous benefits ranging from increased compliance with rules, higher self esteem and development of good decision making skills.

But how does one implement this? Given complete autonomy wouldn’t children choose to not go to school, eat cookies for every meal and stay up until 2 A.M.? Simply put, yes they would. Therefore what needs to take place is what I refer to as PICA: Parents Implementing Controlled Autonomy (Copyright, Jeffrey Kranzler, 2012).

The concept behind PICA is simple. A parent gives autonomy to their children within limits that they set. They provide a set range of options, all of which would be acceptable to them, and allow their child to choose within that range of options.

Consider the following situation: A parent demands that their child finish their chores immediately. The child delays, gets distracted, argues with the parent, and a conflict ensues. And when there is conflict, regardless of whether a parent wins, they still lose. They have expended energy and become irritated. Most often they have taken a negative tone, and either explicitly given or implied negative messages to their child.

Let’s try that situation again, this time using PICA. Here, the parent will sit down with their child and provide a range of options regarding the chores. What kind of options? That depends on what you think might be the most effective for you and your child in your particular situation. One could ask the child to choose which chores they would like to do. One could allow them to choose the time in which the chore is to be done (and having a set time when chores are to be done itself greatly increases compliance). A child could choose the reward for completing the task on time and consequences for failing to accomplish it during the appointed time. The more a child’s input is involved, the more ownership of the action they will have.

This method complements another key concept in child rearing. Children crave rules and consistency. While children may not like your rules, or at least express this sentiment, they are much more unhappy when there are no boundaries, or when boundaries and rules are unclear or frequently change. By adding the element of autonomy they not only receive the rules they crave, they internalize the rule and feel a sense of control. This combination is incredibly powerful.

Despite the power that PICA has, there is an important caveat. Unless it is implemented effectively, in concert with other cornerstones of parenting such as clear communication, positive feedback, pre-planning, consistency and organizational help, it will not be effective. PICA is but one key concept in the rubric of effective parenting for children with ADHD.

Please contact us for more information.

Jeffrey Kranzler, LCSW specializing in teaching parenting skills and treating children and adolescents with ADHD, Anxiety, Oppositional Defiant Disorder and Depression.

Reading Comprehension … It’s All about Background Knowledge

March 18, 2012 Brad Hoffman Leave a Comment

Reading comprehension doesn’t just occur overnight; a multitude of factors contribute to a student becoming an engaged and active reader; one who understands what he/she is reading. Becoming a good reader begins during infancy when a parent talks to his or her child. Strong oral language is the most basic foundational skill needed to become a reader who understands the literal as well as inferential meaning of what is read. Parents who speak to their children, use complex sentence structure and a rich vocabulary are giving them a gift of background knowledge. Background knowledge is critical to comprehension because it helps readers connect new information to something they already know thus making a self-to-text connection. Background knowledge is also built through experiences and exposure to a variety of environments and people. Historically this was done through robust oral language exposure, exposure to children’s literature, field trips and travel. Today, however the internet makes it possible for families to bring the world to their children and open a window of virtual experiences which will help extend and enrich their child’s background knowledge.

Non-fiction text is an important facet of reading comprehension instruction. Many early readers are primarily exposed to fiction as their primary reading experience, but for all early readers, non-fiction text not only provides and extends background knowledge, it also teaches the reader that there are different kinds of text that need to be read differently. A strong early reading program is built on a rich vocabulary, exposure to information in a variety of ways to build and enhance background knowledge, oral language that is varied and informative and time to practice incorporating all of the above.

Written by: Editorial Team, My Learning Springboard, Inc.

Using iPad Apps to Support Reading Instruction

March 16, 2012 Brad Hoffman Leave a Comment

To iPad, or not to iPad, that is the question: While some educators believe that these recent developments in technology act as distractions or take students further from social interaction, I disagree. Using technology is an effective way to engage students and presents another medium for learning. Isn’t the purpose of education to make sure future generations are equipped with the knowledge to be successful and thus contribute to our progression as a country? Not integrating new technologies would prove to be a disservice to them. Rather than thinking of technology as a replacement for traditional materials, I think of technology as a variety of tools that improve instruction through a blended learning approach. In the past, I’ve also had success using technology as a reward or incentive for succeeding with some of the more traditional work. Below are 3 apps that my students and I have particularly enjoyed using as part of our reading tutoring sessions.

1) Toontastic – This application allows the reader to create and narrate his/her own story while defining and modeling story arc elements, such as character, plot, and setting. It not only provides character and setting templates, but also gives the option to create your own. It also provides a unique opportunity to observe dramatic play within the confines of a text. With this app, teachers can observe students making all kinds of connections and assess the student’s knowledge of developing literary techniques, such as predictions and summarizing. Most importantly, students have a final product that can be shared online. By publishing, students get to showcase their work and build confidence. Toontastic seems best for children ages 4 and older.

2) ABCheese Lite – There are literally dozens of letter tracing applications in the iTunes store, but this is because it is such an important skill. In this app, the student follows a trail of cheese with his/her finger to create the given letter. I like this particular letter trace app for several reasons. First, the task becomes increasingly difficult to improve reading and writing fluency by presenting various obstacles. Second, it puts an important skill in the form of a game and provides an element of extrinsic motivation that many children at this age still need. Depending on the developmental rate of the child, this app would be appropriate for ages 3 and up. The paid version includes all letters and additional games.

3) Bluster! – This app was created by McGraw-Hill and includes a variety of skills that develop word knowledge and vocabulary. On the opening page, the player chooses the number of players, grade level, and skill – rhyming words, prefixes, or synonyms. The next screen consists of 3 bubbles and a list of approximately 30 words to scroll through. In total, the program has over 800 words. The player is timed and must decide which word to use as well as pick two more words that rhyme, have the same prefix, or are synonyms. I like this app because it is versatile and forces the player to think critically and strategically. Difficulty levels range from grades 2-4.

By David Dickerman, Reading Specialist

Taking Control of the Application Process from Preschoolers to Interns

October 23, 2011 Brad Hoffman Leave a Comment

During this fall season, my team and I are busy supporting students and families as they prepare for a variety of school and career transitions. Preschoolers are preparing for the kindergarten entrance process; fifth graders are preparing for the middle school transition; eighth graders are preparing for the high school transition; juniors are preparing for standardized tests as a precursor to the college application process; and seniors are finishing their essays and mailing early decision/action college applications.

As the courting ritual begins for summer internships, college students and 1^st year MBAs are another group gearing up for applications and interviews. Starting early in the fall, these students are inundated with corporate representatives on campus eager to attract the best and the brightest. In my work as a recruiter and internship specialist for Time Warner, the recruitment cycle was a full-year effort. October through April included networking with career services, campus presentations, rounds of interviews, and making offers to secure top talent. May through September was spent finalizing the program and placements, managing the program, evaluating students, making job offers, and planning for the fall recruiting season.

The part that I find most unique and gratifying about the My Learning Springboard platform is that our educational professionals are equipped to support students along this entire continuum. With students as young as three years old and students well into their careers, we have specialists at every level.

We understand where students come from and where they need to go. We understand that many of the skills students develop at young ages are, in fact, the same skills that need to be advanced and refined as they prepare for high school, college, and their careers. For example, a preschooler doesn’t need to be concerned with Skype interviews, but making eye contact, connecting with a stranger, and demonstrating curiosity are the same skills that need to be in place whether you’re three years old or 20 years old. Interviewers at every level want to see passion, curiosity, demonstrated persistence, and creativity. Obviously it’s assessed differently, but the core attributes are really very similar.

For students and families, the fall is both an exciting time and a stressful time because it’s such a competitive landscape. How does a student set himself or herself apart from the crowd? How do you make sure you’re casting a wide enough net and leaving yourself with options? How do you tune out the rumors and speculation about these processes that often overshadow the thrill we want all students to feel?

The answer to all three questions is to take control and prepare with trusted experts. We source teachers, coaches, specialists and consultants who have a track record of success. They’ve been the interviewers, the managers, the admissions specialists, and the parents and they understand what needs to be in place. Here are 3 tips for taking control of your application process:

Due diligence. Develop a list of target schools and companies. Research each one—visit if possible—and make sure you’re clear on why each particular school or company would be a good fit for you. Also get clarity on why YOU would be a good fit for THEM. What value do you bring? Be ready to discuss the salient characteristics of that school, company or position that really speak to you.
Student accountability. With the exception of preschoolers, students should really own this process. Writing essays, cover letters, and resumes is a lot of work and should only be done for schools or companies that a student really wants to attend/join. Ideally, a student should be intrinsically motivated to want to engage in this process. When one of our specialists begins working with a student, that relationship is mainly between the student and the coach. Parent consultation is highly valued and important, but accountability should lie with the student. That’s why many families choose to engage an objective third party. In my role as a corporate internship specialist, I have to admit that parent phone calls and negotiation attempts did not leave the best impression of a candidate.
Branding and Marketing. Whether you’re applying to kindergarten or Bloomberg, each candidate is presenting his or her “brand”. It sounds awfully corporate, but the application process is about marketing and branding. It should be truthful and genuine, but a lot of care should be taken to ensure that a student is making the best first impression possible. A resume is a one-page sell sheet and short answer essays, or cover letters, provide a lens into the humanity behind the applicant. Finding your voice, your style, and your spark of genius is key to engaging the admissions specialist or recruiter.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

Service Learning and Social Action

August 22, 2011

Service Learning (SL) means different things to different people, however the official definition is clear according to the National Service-Learning Clearinghouse: it “is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.” Today, many secondary and post-secondary schools include SL as a part of their graduation requirements.

Service Learning as an instructional strategy helps to create a social awareness in students that impels them to social action with documented success at every educational level—primary, secondary, and post-secondary. For SL to be skillfully integrated into a school program, the educator must engage in curriculum mapping of content and standards. It must not be just an activity, something to do. SL is a hands-on learning experience that provides benefit both to the provider and to the recipient of the service. However, the doing is just the first part. The learning comes from reflection – from evaluation. This is where critical thinking on the part of the student occurs. As a result of one or many SL experiences, a student may engage in reassessing their goals, the impact they can have on their community and/or society, and hopefully gain a greater understanding of themselves and the needs that others have.

At My Learning Springboard, we help students and schools to develop and implement Service Learning opportunities in connection with the curriculum.

Pillars of Effective Service Learning:

Meeting an authentic community need through respectful partnerships.
Careful planning by educators.
Involving students in planning and collaborating with community members.
Students having decision-making and problem-solving capabilities throughout the project to foster their sense of ownership.
Having structured time for reflection on the service goals and learning goals of the project.

Three Categories of Service:

Direct service involves face-to-face interactions between students and their community partners.
Indirect service activities do not include face-to-face interactions, but rather provide financial assistance or goods to another individual, group, or agency.
Advocacy service is intended to raise awareness of an existing need without providing financial aid, goods, or face-to-face interactions.

Please contact our office to discuss your interests in greater detail.

Last edited Apr 19, 2021 @ 11:27 pm

Developing Autonomy for Your Child with ADHD

Reading Comprehension … It’s All about Background Knowledge

Using iPad Apps to Support Reading Instruction

Taking Control of the Application Process from Preschoolers to Interns

Service Learning and Social Action

Pillars of Effective Service Learning:

Three Categories of Service:

Company Overview

School Planning

Private Tutoring

Test Preparation