What Does Independence Mean For Your Special Needs Child?

As you gear up to celebrate The Fourth of July, take a moment to think about the idea of independence. How far has your special needs child come thus far? How many things can he or she do independently now that seemed out of reach a while ago? No matter how small, be sure to celebrate each speck of progress. And the next. And the next. Eventually those specks can build something amazing. There was a time when everything my daughter touched would be knocked down, dropped or spilled. Today she has a good 95% success rate!

Take a moment to look to the future. What short and long term goals do you hope your child will achieve toward independence? Now may be the time to start planning for the next phase of your child’s life, the next transition. Will your child be able to live on their own? Are there group homes in your area? If they will be at home, what are the ground rules? I dread the day my daughter starts talking about dating…but not as much as her father is dreading it!

Independence can also be interpreted as freedom. What freedom has your child been able to master? It is hard for any parent to release control of their child and watch them become their own person. How much of the leash have you been able to let out? Of course it’s heartbreaking to watch your child fail or fall, but that is part of learning. Let them pick themselves up (figuratively or literally) and encourage them to try again. Sure, it would be easier and faster if I did my daughter’s chores for her, but I hope that some day she will be on her own. She may never want to do any of it, but one day – for whatever reason – I won’t be there to do it for her so she should at least know how to do it.

If you need some tips, check out my article about making fireworks more manageable for special needs kids from last year on Pediatric Safety.

What will independence mean for your child?

How Dads Keep Kids Healthy

It’s no surprise that positive parenting affects a child’s health and happiness. Countless studies have shown powerful benefits of dad’s participation in children’s development: Kids of highly involved fathers score better on cognitive tests at 6 months of age, are better problem-solvers as toddlers and have higher IQs by age 3. In school, they get more A’s and perform better on standardized tests. There’s an emotional benefit too: These children report feeling less anxious and depressed, and they’re more social and empathetic.

But did you know that kids with involved dads are physically healthier too?

Studies have shown that kids who live with active, involved fathers are:

• Less likely to suffer a physical accident
• Six times less likely to visit the emergency room
• Up to two times less likely to suffer from asthma
• More likely to be active — and four times less likely to be obese by the age of 18 — than kids with inactive, obese dads
• And there are benefits for dad too: Fathers who engage with their kids are more likely to feel more satisfied and empathetic with others, as well as less stressed.

Young kids require lots of attention and love, especially when they’re sick. So every day, both mom and dad should make 10 minutes of one-on-one time with their kids a priority. Here are a few smart ways dads can get involved in kids’ lives:

Be the chauffeur. There’s no easier time for undivided catch-up time with your kids than when you’re driving home from school or swim practice. It can become important bonding time during which kids open up about what’s going on in their lives. Just make sure to ban cell phones to create an opportunity for meaningful conversation.

Get your hands dirty. Do a little yard work together! Your kids will love mucking around in the mud, and you’ll get a helping hand digging up the flowerbeds, raking leaves or scavenging sticks for the fireplace.

Build something. Whether it’s a living room fort or a kitchen science experiment, start a project together. While having fun, you’ll also create precious memories together: According to Harvard University, the more senses you use, the more involved your brain will be in making a memory (which means your kids are likely to remember the experience).

Experiment in the kitchen. You don’t have to be a master chef to cook with your kids. For your next weekend brunch or dinner, mix up boxed pancake batter with blueberries, or concoct an everything-but-the-kitchen-sink sandwich together. (Making a mess is the fun part, anyway!)

Read to them. Reading is essential to your child’s mental development: As early as the 1960s, studies showed that kids with fathers who regularly read to them were more likely to score better in many important cognitive skill categories — especially vocab — than children whose fathers did not. So start at an early age, and do it often.

Tell stories together. Boost your kid’s creative juices by telling a story and letting your kid fill in the parts. Play off of each other and, above all, have fun! Research shows that when toddlers chat with their dads, they tend to be more inquisitive and even use a larger vocabulary than when they’re talking with moms.

Make a coloring book. If your kid’s stuck in bed or if it’s a dreary day, make it a bit brighter by sketching the outline of a person or place and asking your kids to fill in the details. If you have a younger kid, draw a full image and give her the crayons to fill your mutual masterpiece.

Share your passion. Whether it’s walking your kid through a golf swing or simply explaining why the sky is blue, make sure to discuss the things you love with your kids. They might occasionally roll their eyes (“Dad’s at it again!”), but they won’t forget those impromptu lessons.

Hug them. Kids need physical attention — and not just from mom. Snuggle, show affection, love them — especially when your little one is stuck sick in bed (and all her friends are outside playing).

Moms, encourage dads to get involved. Studies show that when moms are supportive of their spouse’s parenting, men are more likely to be involved and feel more responsible for their kids’ well-being. Plus, there’s nothing better than sitting back and watching your family grow closer together. So keep a camera and a box of Puffs tissues at hand and prepare for moving experiences.

How Your Kids Can Use Social Media to Create Future Success

Everything that we do online leaves an impression and it’s known as our Digital Footprint. Every post, every picture, even every “like”, says something about the person who’s created it. And not only about them: every friend or colleague “tagged” in that online picture or a post now has information added to their digital footprint linking them to that content as well – and all that information is now available to anyone looking to learn more about them.

So, who is looking and who should care? While I could sit here and tell you everyone should care about who’s monitoring their online presence, one group in particular should pay close attention. TEENS need to care and take every opportunity to improve their Digital Footprint. Why? Consider this: when asked why he robbed banks, notorious outlaw Willie Sutton simply explained, “Because that’s where the money is.” College admissions officers and potential employers take that same approach to finding out more about the candidates they’re considering. They go where the “gold” is – where they can learn the “real story” about who your child is, who their friends are, what they value, etc. These are the people whose decisions can seriously impact your child’s future – and they are looking at your child’s digital footprint to guide that choice. In fact, the majority of colleges and employers now look for an applicant’s footprint before making a decision on acceptance or even granting an interview. What they find can make or break your child’s chances of getting into a better school or getting their dream job.

This is especially true at the more competitive schools/companies. It’s not enough to minimize potential negative aspects. If what they’re going to find can help or hurt our kid’s chances of success, it’s up to us to make sure that it’s as helpful as possible. We need to maximize the potential positive aspects and it’s simpler than people think. Maybe not easy, but simpler.

Improving Their Digital Footprint

There are several ways that we can all improve our Digital Footprint. It goes without saying that we should all be mindful of any negative comments we say online. But how many teens actually use the Internet to improve their footprint? It’s actually pretty simple, if they follow some basic steps:

Start a blog or personal website that focuses the teen’s future. For example, writers should get to know Wattpad, which provides free hosting for their stories. Publishers and literary agents look there for new talent. There are plenty of companies that provide free website hosting. Improved services are available for a free, naturally, but even so, they’re a good place to start.

It takes time to build an online reputation and unfortunately, not that long to destroy it when something bad happens. Teens should create social media accounts to help build their brand (yes, that’s exactly what they are in this case). LinkedIn is available once they reach 16 years of age and the sooner they start, the better. This site can also let them interact with alumni from potential schools or engage with people in their future field of endeavor. They an also use it to learn more about the schools and companies that they want to associate with after high school.

Engagement is a huge part of improving their Digital Footprint. They need to comment, share, etc. to start networking. Hopefully, this will encourage others to do the same with their original content. Making well-reasoned comments on posts helps create relationships that can easily lead to great opportunities. If you want to learn more about how that works, read likeable social media, by Dave Kerpen.

Takeaways

Building a strong reputation and becoming a person of influence can take a long time. The sooner your teens get started on it, the sooner they will reap the rewards. If done well, it will eventually provide momentum that will begin to provide results with less effort on their part.

Too many people and companies give up on social media because they don’t see instantaneous results. Social media doesn’t work that way. Nothing that is worth doing works that quickly. If it did, everyone would do it. To quote Tom Hanks in A League of their Own:

“It’s supposed to be hard. If it wasn’t hard, everyone would do it. The hard is what makes it great.”

Once their Footprint is more likely to help than hurt them, it’s time to share it, especially when applying to schools and companies. They should provide the other party with links to their accounts, blogs, articles where they were interviewed, etc. It all adds up to making them the standout among a potentially large group of candidates. Many email systems include an “autograph” feature where they can include links to their content/profiles that they want included in all correspondence. They can then include links to specific content to make sure that the other person sees the most helpful parts of their Footprint.

If you want to see some examples of how a person’s footprint can affect them, search for #OnlineMeetsOffline in a search engine or on a social media platform. Some of the stories that come up will amuse you, while others may shock you to your core.

If your child takes the actions that I’ve described here, they can become a person of influence via social media that will provide significant long term benefits to them. In today’s hi-tech world, our Digital Footprint may be the most valuable thing that we own and we need to protect it!

Can Your Lovable Pup Help Your Child Grow Educationally?

Last month we talked about the value of a child with special needs having a service dog with them in the classroom at all times. We also talked about some of the pro’s and con’s for the child without disabilities. But what if there was an area that your child struggled with that maybe wasn’t severe enough to require the services of a full time, highly skilled and trained animal? Can your every-day run-of-the-mill pup still be able to help your child in educational ways? In many cases….yes!!

As adults, we all have our strengths and weaknesses, just as children do! The difference is, our weaknesses are not often exposed, all day, every day, to our peers. Imagine how difficult it would be if you worked in an office, with the same people right next to you, no cubicles or dividers between you and them, and part of your job was a task that you had to perform daily, that you really struggled with…. Yet it seemed to come so easily and naturally to all those around you. How frustrating would that be? How embarrassing? Sure, you could ask for help; but that would get old, really fast…. Especially if it was something that you just ‘didn’t get’.

I know from personal experience, having struggled with learning disabilities, especially with numbers and math, how trying this can be… and what a hit my self esteem took time and time again! (I remember being a child sitting in the classroom and they were going up and down the rows, each child taking the next math problem in the book, trying to very quickly figure out which would be mine, so I could work it out before it was my turn and avoid looking foolish. This rarely worked and, being in a panicked state, quite often I miscounted and worked on the wrong problem…. And felt like an idiot anyway!)

As an adult, I have learned to kind of make light of it (I tell my clients, “Boy, I wish my talent with the dogs transferred to other areas of my life, like Math and a sense of direction!) For me, that statement always lessens the embarrassment when writing out a receipt for a client, when I cannot do the simple math to add it up in my head…. And forget about adding on the tax! But after that statement, I can grab a calculator. Tools like that aren’t always available when you’re a kid.

And let’s face it…. School is a tough place at times! Kids can be horrible…. Especially once they see a weakness in another child…. That child can suddenly become an easy target for taunting and bullying! And in that kind of atmosphere is it any wonder the child will become more insecure and not want to ask for help?

In 1999, a group in Minnesota called Intermountain Therapy Animals (ITA) who specialized in providing animal-assisted-therapies in the areas of physical, occupational, speech, psychotherapies, as well as special education developed and launched a program called R.E.A.D. (Reading Education Assistance Dogs.) The premise and purpose behind this program was to provide a safe environment where a child can sit down and read out-loud to a dog without any fear of judgment or ridicule. The immediate successes they saw encouraged the growth and popularity of this program, and the organization quickly branched out to include visits to numerous libraries, schools, and many other venues. It has helped thousands of children to improve their reading and communication skills. Here is a link to their site, which can obviously explain everything they do a bit better than I can, and they also provide a calendar of events (click on the ‘ATTEND” box on the right hand side of the screen) where you can see if they are going to be in your area… http://www.therapyanimals.org/READ.html

On this site are also numerous ‘how to’ videos where they show you what you can do if you would like to become a ‘R.E.A.D. owner/handler volunteer team’ in your area. But I want to simplify it a bit and mention a few things you can do to see if your own personal dog can accomplish this task for your child at home.

I want to mention here that although the program itself is very familiar to me, the ins-and-outs of how it works were not, so this has been a wonderful learning experience for me as well! All of the tips and feedback I am going to give you are a culmination of my training skills and experiences, mixed with highlights from the many videos I have watched that came directly from this organization. As I mentioned before, I wanted to simplify this so that you can see if your dog is a good candidate to provide this service for your child, and if so, how to best accomplish this task.

So to begin with, Part One would be to see if your dog can possess the skills needed to help your child. (I recommend doing this when your child is not around. If it turns out your dog is not a good candidate for this, we do not want to raise your child’s hopes and then have them disappointed.) What are those skills? According to the ITA videos, the basic skills required are:

• A firm “DOWN/STAY” command
• The ability to lie still for however long you choose to hold your reading ‘sessions’ (note: If your dog is not good at staying still for an hour at a clip, do not be discouraged and think this will not work for you. Try shorter durations.) This is important because we want to set up an atmosphere of a non-judgmental space for your child. If they are embarrassed already about their reading skills, or have ever been teased because of their reading difficulties, the dog getting up and walking away may be interpreted by your sensitive child as a form of rejection.
• A good “Touch” command. This is important because it helps your child to really feel like the dog is involved in the reading when your dog periodically ‘touches’ the page with their paw or nose. This task becomes especially valuable when your child comes to a word they are having difficulty with or do not understand. You can signal the dog to touch the page, and then say something like, “Fido is having trouble understanding what that word is. How about we look it up so we can explain it to him.” Again, this is a very non-judgmental way to help your child….. Similar to when child therapists use dolls to help children speak about difficult things without it being in the ‘first person’.
• A not-so easily distracted dog. This kind of goes hand in hand with the solid DOWN/STAY. It is very important because again, the last thing you want is your child sitting down to read with the dog, someone walks by, and the dog gets up and leaves. Again, we do not want to risk your child feeling not-important or rejected by the dog in any way, which can happen if the dog suddenly gets up and leaves.

Part Two – what skills and tools do you personally need to work with the dog and your child?

• Patience
• A sense of humor
• A non-perfectionist attitude (remember, we want to encourage, not discourage! So ITA recommends it is very important that you not get ‘bogged-down’ on mistakes and be careful of the way your correct them.
• Do not be over-exuberant in introducing this concept to your child. While this may be an exciting new venture, I encourage you to first work with your dog consistently when the child is not around until you are relatively comfortable that this will succeed. Again, we do not want to raise your child’s hopes, and risk them feeling like this is their failure if the dog is not appropriate for this task.
• A PLACE set up specifically for this task. A private room or corner can work. A place where there are no distractions such as people going by, phones ringing, TV’s on in the background, etc. In this space you can set out blankets, pillows, sleeping bags, a lamp, a bookshelf with plenty of books you will take on together…..whatever you would like that does not cause distractions, but will be a comfortable place for you, your child, and your dog to work in. Make sure this place always remains the same, and is SOLELY used for this specific task. Remember that dogs and children both respond well to familiarity and routines. If this place is only used for this purpose, your dog will always automatically know what to expect and how to behave while there.
• Plenty of children’s books. Make sure they are appropriate to where your child’s skills are at. You do not want to use material that is too advanced, causing frustration for them. At the same time, you do not want to use books they may see as ‘babyish’. It will insult their intelligence and possibly make them feel that you think they are stupid. While you know your child is not stupid, if they have been previously made to feel that way by other kids, the last thing you want is for them to believe you think that way of them! Also, when choosing your books for them and your ‘place,’ pick numerous books about subjects and topics they are interested in. For example, start off with books about dogs.

So, you have now determined that you and your dog both have the skills needed to help your child, now it’s time for Part Three – very important – practice this consistently when your child is NOT around. Call the dog over to the ‘space’ you have created, get them into the DOWN/STAY, pull out a book, and start reading. The ITA also recommends adding a “LOOK” command to this. They state that it really helps your child to feel like the dog is very involved, and it is a simple task to teach!!

Before calling your dog over to the space, insert small treats into numerous pages of the book. Every time you get to a page with a treat in it, you say the command “LOOK!” and allow the dog to take the treat from the book. This essentially conditions your dog to expect something good to be on the page and to use his nose to ‘look’ for it every time you say the word “Look”. But again, this must be accomplished before your child joins you in this. You want your child to believe the dog is really involved…. Not that the dog is looking for a treat or reward!

Once you are sure you have done all the necessary foot-work needed to successfully accomplish this, invite your child to join you. You can say something like, “You know…. The other day I was reading out loud and I noticed that Fido seemed to really enjoy it!! I think it might be fun to see if this was a fluke, or if he really likes being read to!” or something along those lines. You know your child best, and what would peak their interest in being open to trying this. Keep the session relatively short in the beginning…. 10 or 15 minutes at most. Make it fun, be enthusiastic, laugh when the dog paws the page, you can even act surprised at how involved the dog is!! And always end the sessions on a positive note…. Such as, “WOW! You and Fido did amazing!!! I think he deserves some treats…. And you should be the one to give it to him!!” Make sure you use words like ‘teamwork’ (ie: “What a great team the two of you make!” This will be very encouraging to a child that was initially ostracized and made to feel separate or not a part of.)

And the last thing (which can also be the hardest part) once you have established this new and exciting journey with your child, try not to make this a ‘if you don’t do this, this will be the consequence’ type of thing. We want this to always remain an enjoyable thing for your child. I know firsthand when I do something I enjoy, once it becomes mandatory, I often quickly lose interest. So think about different ways to keep your child interested and engaged. Here are a couple you might want to consider:

• Weekly trip to the library with your child to pick out a new book she and Fido might enjoy reading together
• To keep it light and fun, make a sign out of some of the more difficult words your child figured out and/or looked up during the week’s readings, and then plan a ‘treasure hunt’ trip to locate those items and label them with the sign your child made. Be willing to be silly with them! If the word was “Mother”, go along with it and wear the sign!
• Find and set aside some “special treats” – for your pup and for your child that they get to enjoy together.
• Anything that makes this a special time your child looks forward to.

With both kids and dogs, there is no such thing as a ‘cookie-cutter’ way to learn! Each kid learns and responds differently… So if you have some additional ideas for us to try, please add them to the comments below!! We’d love to hear your ideas!

Check-Out What Movies are Sensory Friendly this Month at AMC

Since 2007, AMC Entertainment (AMC) and the Autism Society have teamed up to bring families affected by autism and other special needs “Sensory Friendly Films” every month – a wonderful opportunity to enjoy fun new films in a safe and accepting environment. This Saturday, December 10th, Strange World is Sensory Friendly at AMC.

Enjoy the magic of the movies in an environment that’s a little quieter and a little brighter. We turn the lights up, and the sound down, so you can get up, dance, walk, shout or even sing! Families will be able to bring in snacks to match their child’s dietary needs (i.e. gluten-free, casein-free, etc.), there are no advertisements or previews before the movie and AMC’s “Silence is Golden®” policy will not be enforced during movie screenings unless the safety of the audience is questioned.

Does it make a difference? Absolutely! Imagine …no need to shhhhh your child. No angry stares from other movie goers. Many parents think twice before bringing a child to a movie theater. Add to that your child’s special needs and it can easily become cause for parental panic. But on this one day a month, for this one screening, everyone is there to relax and have a good time, everyone expects to be surrounded by kids – with and without special needs – and the movie theater policy becomes “Tolerance is Golden“.

Families can view a sensory friendly screening of Strange World on Saturday December 10th. Tickets are typically discounted depending on the location. To find a theatre near you, here is a list of AMC theatres nationwide participating in this fabulous program (note: to access full list, please scroll to the bottom of the page).

COMING TO AMC SENSORY FRIENDLY IN DECEMBER:
Devotion (Wed. Dec. 14th) and Avatar: The Way of Water (Wed. Dec. 28th)

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Editor’s note: Although Strange World has been chosen by the AMC and the Autism Society as this month’s Sensory Friendly Film, we do want parents to know that it is rated PG by the Motion Picture Association of America for action/peril and some thematic elements. As always, please check the IMDB Parents Guide for a more detailed description of this film to determine if it is right for you and your family.

How Kids can Learn to Resist Temptation…and Why They Need to

The Famous Marshmallow Test and Implications for Our Kids’ Later Success

In 1960, Walter Mischel, a psychologist at Stanford University, conducted the now famous Marshmallow Test. Mischel challenged a group of four-year-olds: Did they want a marshmallow immediately, or could they wait a few minutes until a researcher returned, at which point they could have two marshmallows? Mischel’s researchers then followed up on the children upon their high school graduation and found that those who had been able to wait for those marshmallows years before at age four now were far more socially competent: they were found to be more personally effective, self-assertive, and better able to deal with the frustrations of life. The third who waited longest also had significantly higher SAT scores by an average of two hundred points of the total verbal and math scores combined than the teens who, at age four, couldn’t wait. Those results clearly revealed the importance of helping kids develop the ability to cope with behavioral impulses and learn self-control.

Mischel, who is now a professor at Columbia, and a team of researchers are still tracking those four-year olds. Hundreds of hours of observations have been conducted over the years on the participants. At first researchers figured that the children’s ability to wait just depended upon how badly they wanted the marshmallow. But it became apparent that every kid wanted the treat. Mischel now concludes that something else was helping those kids put on the brakes so they could delay their desire. The finding is a critical secret to success and here it is:

Those kids who were able to hold off and not eat the initial marshmallow had learned a crucial skill that helped them do so.

The researcher calls that waiting ability “Strategic Allocation of Attention.” Jonah Lehrer described the self-control skill in an enlightening article entitled, “Don’t!: The Secret of Self-Control” (which I strongly recommend you read).

Instead of getting obsessed with the marshmallow—the “hot stimulus”—the patient children distracted themselves by covering their eyes, pretending to play hide-and-seek underneath the desk, or singing songs from “Sesame Street.” Their desire wasn’t defeated—it was merely forgotten. “If you’re thinking about the marshmallow and how delicious it is, then you’re going to eat it,” Mischel says. “The key is to avoid thinking about it in the first place.”

That finding has enormous ramifications for our children’s social, academic and even moral success.

Why We Can – and Must – Teach Our Kids to Delay Gratification

But here’s the good news: Mischel and his colleagues believe that parents and teachers may be able to teach children skills that help them learn how to delay gratification and stretch their patience quotients. As Lehrer explains in that The New Yorker article:

When he [Mishcel] and his colleagues taught children a simple set of mental tricks—such as pretending that the candy is only a picture, surrounded by an imaginary frame—he dramatically improved their self-control. The kids who hadn’t been able to wait sixty seconds could now wait fifteen minutes.

“All I’ve done is given them some tips from their mental user manual,” Mischel says. “Once you realize that will power is just a matter of learning how to control your attention and thoughts, you can really begin to increase it.”

Meanwhile research is currently under way in classrooms in which teachers are teaching students “waiting” skills and the preliminary results are promising. The real challenge will be to see if those newly-learned waiting skills can be turned into life-long habits–especially in this N.O.W. culture in which our kids have learned to expect instant gratification and reward, ASAP.

The findings of this research are too critical to overlook. Our first step is to start looking for those countless little everyday moments we can use to help our kids learn to put on the brakes. There are dozens of opportunities. Best ideas are always simple and can be used everywhere (at the grocery store, in the car, at Grandma’s in the classroom, on the soccer field). And then once you find one that works for you, use it over and over and over until it becomes a habit. Here are a few from Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine.

1. Change the focus

Mischel found the more abstractly kids thought about the marshmallow, the longer they could delay. Teach one of these tips: “Focus on the least appealing part of the distractor.” “Don’t think about the taste but focus on its shape or color.” “Put a frame around the distractor in your head, like a real picture.” (Those kids could wait almost eighteen minutes!)

2. Use mental diversions

Temptations can rob kids’ focusing abilities and decrease attention spans. Mischel discovered that when he taught kids easy mental tricks, their focus and self-control improved substantially. The trick is not to think about how delicious that marshmallow is but learn a distraction diverter…

• Ask your child: “What will be the hardest part?” or “What’s the toughest thing to control? or “What would tempt you most?”
• Temptations could be “Playing Fortnite instead of doing homework,” “Eating cake instead of dinner” or “Shooting baskets instead of doing my chores.” (Then hide the temptation!).
• For younger kids you simply divert their attention. “Look at that bird on the tree!” “Count the number of peas on your plate!” “How many things can you find that start with a “B” in the room?

3. Stretch waiting time

Mary Budd Rowe, a noted educator, discovered that children need “wait time”—more time to think about what they hear—before speaking. So whenever you ask a question or give a request, remember to wait at least three seconds for your child to think about what she heard. The child will absorb more information, be more likely to respond, and probably give a fuller answer. That also means that during those three seconds you need to wait patiently, and continue to give your kid your full presence. Just to see how well you’re doing, the next time you ask your child a question, time yourself: How many seconds are you waiting until you get impatient for her immediate response? Stretch your waiting time.

Your child may barrel straight into every task right now, but your ultimate goal is to gradually stretch his ability to control those impulses and learn to wait at his level. Start by timing how long your child can pause before those impulses get the best of him. Take that time as his “waiting ability” -and then slowly increase it over the next weeks and months.

• “Wait just a minute, Sweetie. Mom is on the phone.”
• “I know you want a cookie, but you’ll have to wait ten minutes.”
• “Sorry. We’re going to open presents after we have our dinner.”
• “Nope. You get your allowance on Saturday. No loans until then.”

The secret is set your waiting expectations a bit longer than your child’s current waiting ability and then slowly stretch it without snapping it or giving in. (Think of a rubber band: “Stretch but don’t snap.”)

4. Play waiting games

Research shows that what a child learns to say to himself (or “self-instruction”) during the moments of temptation is a significant determiner of whether he is able to say no to impulsive urges and/or wait. Keep in mind that those kids who were able to hold off and not eat the marshmallows usually had learned a skill to help delay those urges. Here are six strategies from that help kids control impulses. Choose the one that works best for your child and then practice, practice, practice together until that new habit kicks in and he can use when he feels those impulses taking over.

• Freeze. In a calm voice say this to your child: “Freeze. Don’t move until you can get back in control.”
• Use a phrase. Have him slowly say a phrase like “One Mississippi, two Mississippi.”
• Hold your breath. Tell your kid not to breathe as long as possible and then to take a few long, deep breaths. (Just make sure he remembers to breathe!)
• Count. Join your child in slowly counting from on to twenty (or fewer with a younger kid).
• Sing. For a young child, ask him to pick his favorite tune, such as “Frere Jacques” or “Twinkle Twinkle Little Star” and hum a few bars.
• Watch. Have him look at his wristwatch and count set numbers of seconds (such as ten). Expand that number to what is appropriate to the child.

Of course, don’t stop here. There are dozens of ways to teach your child to wait. The key is to find a strategy that works for your child, and then keep rehearsing it until your child can use it without you. A couple of weeks ago I encountered a mom and her four year old utilizing a great “waiting game” strategy. It was in the woman’s restroom of the Denver Airport with one long line (not the thing any young child needing to use that the bathroom wants to see). Her mom took one look at the line, rolled her eyes and then calmly turned to her daughter. “Boy, looks like a bit of a wait, so we’ll have to stand in line. Meanwhile why don’t you sign the “Birthday Song” about three times and I bet it’ll then be your turn.” That little girl’s impatience quickly morphed into singing a tune of the song. Half the line of women joined in to accompany the tune and her mother was right. At the end of the third chorus, she was at the front of the line. Smart Mom!

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Across the nation, student mental health is plummeting, major depression rates among teens and young adults are rising faster than among the overall population, and younger children are being impacted. As a teacher, educational consultant, and parent for 40 years, Dr. Michele Borba has never been more worried than she is about this current generation of kids. In THRIVERS, Dr. Borba explains why the old markers of accomplishment (grades, test scores) are no longer reliable predictors of success in the 21st century – and offers 7 teachable traits that will safeguard our kids for the future. She offers practical, actionable ways to develop these Character Strengths (confidence, empathy, self-control, integrity, curiosity, perseverance, and optimism) in children from preschool through high school, showing how to teach kids how to cope today so they can thrive tomorrow. THRIVERS is now available at amazon.com.

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