Have you
been told that your child is bright but that s/he just isn’t performing
up to their full potential? Often, these children are thought to be lazy,
lack discipline, have poor study and work habits or are just outright oppositional.
While the latter may be the case in some instances, the underlying problem
may actually be a mild “developmental output” learning disorder.
This is often a constellation of mild problems, which by themselves would
be inconsequential. However, when bundled together, they create a problem.
There are a range of skills and abilities involved, yet each child presents
with their own unique combination of issues or patterns of difficulty. These
can include poor handwriting, spelling, fine motor skills, organization,
work completion, verbal or written expression, and expression of feelings
are some of the more common components. A comprehensive neuropsychological
evaluation (including personality/behavioral/emotional components) would
provide a complete and analysis of each child’s unique pattern of
strengths and weaknesses. Specific treatment recommendations generally include
several dimensions including optimizing external or environmental supports,
cognitive remediation or tutoring, and QEEG brain mapping and EEG biofeedback.
Understanding Asperger’s Syndrome, Nonverbal Learning Disability and other Socio-emotional Dysfunctions
Often the “neglected”
learning disability as most typical learning disorders involve some form
of poor language functioning which being more obvious, are identified earlier
and more easily. This group of disorders is typically identified somewhat
later, around the 4th to 5th grades when the requirements for independent
functioning, understanding and self organizational skills come into play.
Most of these children have good or at least adequate verbal skills and
as such, were not seen as having any academic problems earlier on when the
focus was more on the mechanics and basic skills of reading, language and
verbal expression. More importantly, these children are also typified by
poor social-emotional functioning, primarily in the receptive and processing
domains (e..g., perceiving and making sense of tone of voice, body gestures,
facial cues, give and take of social interaction, humor). In more extreme
cases, significant emotional problems may include anxiety, depression and
other forms of internalized psychopathology.
Traumatic Brain Injury: A Parent’s Guide
Children suffering
some form of traumatic brain injury (TBI) are often at risk for increased
attention, organizational, and memory problems along with decreased stamina,
being easily fatigued and stressed by external pressures. More severe injuries
may also impact emotional functioning, including the ability to regulate
emotions and mood as well as impulsivity and irritability. TBI may occur
as the result of closed head injury from a motor vehicle or other accident,
multiple head bangs from sports, whiplash type injury, and even diffuse
axonal injury from riding roller coasters. Important factors include time
since injury, education of
teachers and school personal if they are unfamiliar with the effects of
TBI, and general time course of recovery. Proper assessment and follow-up
treatment are important in maximizing recovery.
Executive Functions: Dimensions and Manifestations
The major phase in
the development of “executive functions” generally begins between
nine and twelve years old and continues until the early to mid-twenties.
As such, children with some form of executive function disorder may not
evidence any difficulty until middle school or beyond. Difficulties of executive
functioning may include the ability to inhibit or control one’s behavior,
to be flexible in one’s thinking (e.g., perspective taking), working
memory, planning ahead or forethought, deductive reasoning (or the ability
to make sense of things and experiences), and decision making skills. Such
problems can be quite debilitating as the child progresses through school
and are not assessed in a typical assessment of intellectual and/or academic
skills.
Attachment Disorders and Adoption Issues
Children who have suffered
early periods of neglect, abandonment, and/or maltreatment are at risk for
the development of attachment issues and poor emotional processing. It seems
that lack of sufficient nurturing early on leads to improper “wiring”
or the lack thereof in the brain resulting in poor emotional regulation,
problems perceiving and/or processing emotions, decision making, and difficulty
connecting emotionally or bonding with others. In more extreme cases, there
may be a lack of empathy and even conscience in some children. Assessment
and treatment options for such children are discussed.
QEEG and Neurofeedback: Rewiring the Brain/Mind
QEEG brain mapping
provides an overall picture of an individual’s brain wave status and
a starting point in identifying individualized neurofeedback (i.e., EEG
biofeedback) treatment protocol. The latter can be useful in normalizing
brain wave functioning, resulting in changes in emotional and cognitive
functioning. An brief overview of current research and several case examples
are reviewed.
Peak Performance: Optimal Functioning Made Easy
Performers,
athletes and executives sometimes experience difficulty reaching the next
level of their game and achieving optimal performance despite all their
practice and preparation. They stumble in the sense that they may lack focus,
experience increased anxiety or stage fright, or are troubled by an inability
to stop thinking and let things flow naturally. Optimal functioning can
be achieved through a variety of techniques including neurofeedback, mental
imagery, and meditation. Learn about the application of these techniques
and how they may help you and/or your child in achieving peak performance.
© 1998-2005 John W. DeLuca All Rights Reserved
