|
All children have problems. They communicate their troubles and needs with words, with behavior, at play, in schoolwork, with family or peers. Not all problems require special help, but when EVEN ONE PROBLEM interferes with a child's progress, special DTT help may be needed. Here are frequent indicators:
- Talks or behaves like a much younger child
- Frequently unhappy, overly sensitive, sad, irritable
- Physical complaints, tired
- Very short attention span, restless, hyperactive
- Listening difficulties
- Repetitive or unusual motions
- Impertinent, defiant, resentful, negative
- Withdrawn from peers
- Hurtful or destructive to self or others
- Avoids adults
- Unusual language
- Uncontrollable rages
Children behave in ways that are attempts to relieve hidden concerns or to satisfy longings. Frequently these indicators are cover-ups that are difficult for adults to recognize or deal with. As you watch a child struggling unsuccessfully in school and failing in social, emotional, or behavioral expectations, consider whether or not special intervention is needed. A child who takes personal responsibility for actions may be able to resolve problems independently. At other times you may need to intervene.
DTT can help! It is designed and field-tested to assist educators and parents in providing the needed intervention with positive outcomes.
Your school district may have a DTT program already in place. Talk with the Director of Special Education, who will know about local DTT resources for toddlers, young children, those in school, and teens.
If there is not a DTT program near you, look at what is available in our DTT Training section and in the DTT Resource Directory. We have a comprehensive textbook, new software, early childhood lesson plans, online developmental assessment tools, and a distance learning course. Click on the DTT Training tab for details. For international resources, go to www.developmentaltherapyinstitute.org
|
