Does this describe you or your child?
Learning
- Discrepancies between core subjects (e.g., maths skills are much stronger than literacy)
- Difficulty remembering letter sounds and/or high frequency words.
- Reads a word correctly on one page but not on the next.
- Reading takes a long time and a lot of effort
- Tries to avoid reading
- Good verbal comprehension or hands on work but doesn’t seem to remember what s/he reads
- Good at reading technical material for job but struggle with novels
- Seems to forget things previously learned
- Difficulty remembering how to write letters correctly or letter reversals
- Poor spelling, difficulty remembering spelling words
- Spelling mistakes in emails, workmates; supervisors comment on written work
- Has difficulty getting thoughts out on paper for writing tasks
- Difficulty planning for writing and/or organising thoughts
- Difficulty keeping up with paper work
- Slow to copy from whiteboard or to take notes
- Difficulty understanding what to do in the classroom
- Teachers report the student has difficulty following instructions
- Struggles with new tasks but okay when has learned the task
- Gets emotional when learning new tasks
- Avoids homework
- Doesn’t have quick recall of addition and subtraction and times table facts
- Gets lost in multi-step maths tasks
- Doesn’t have a good method for maths algorithms
- Prefers to do maths in head
The above described me or my child. I want to:
To book an assessment or consultation for you or your child, please call Sherry on 07 55261516 for more information.
Please call Sherry on 07 55261516 for more information and to make a booking If you have questions about a previous assessment that didn’t give you what you were looking for, or have a questions about a current treatment (e.g., medications, psychotherapy).
To learn more about literacy and learning problems, we suggest you read the Dyslexia section on the resources page. Register your interest in our courses about learning difficulties
For resources to help teach your child to read/spell we suggest you register your interest for our Dyslexia and Dysgraphia courses.
Social
- Can be inflexible, says “no” to unfamiliar events, food, places etc; likes warning of changes
- Difficulty making and/or keeping friends
- Difficulty reading social cues (e.g., how someone feels when the individual talks too loudly or stands too close).
- Has interests that are stronger and more detailed than most
- Talks “at you” rather than with you.
- Seems to lack a filter; says socially inappropriate/awkward things
- Had friends in early Primary school but struggled by years 5-6.
- Likes to be part of a group but likes to control the group
- Doesn’t understand that is controlling peers and why they don’t like it
- Has a tendency to police rules
- Perceives that s/he is being bullied without recognition of either exactly what the bullying entails and the perspective of peers
- Tries to be part of a peer group that is not accepting of them
- Social contact is effortful and often leaves him/her feeling tired
- Not knowing what to say or feeling as if never says the right thing in a social setting
- No good at chit chat
The above described me or my child. I want to:
To book an assessment or consultation for you or your child, please call Sherry on 07 55261516 for more information.
Emotional Regulation & Behaviour
- Appears more immature than peers
- Makes negative comments about self
- Elicits sympathy from others via self-critical statements
- Doesn’t immediately follow commands; argues
- Is strongly drawn to screens; spends excessive time on screens; thinks about screens even when not on them
- Chucks a tanty when told to get off a screen
- Gets caught up in how they feel about an event or how someone has made them feel rather than focusing on the problem
- Has a hard time finding solutions to social problems; focuses on how they feel
- Tries to avoid tasks they perceive as unpleasant
- Lashes out when unhappy but is then remorseful
- Gets angry or upset quickly; goes from 0-100 quickly or seems to “run hot” most of the time
The above described me or my child. I want to:
To book an assessment or consultation for you or your child, please call Sherry on 07 55261516 for more information.
Please call Sherry on 07 55261516 for more information and to make a booking If you have questions about a previous assessment that didn’t give you what you were looking for, or have a questions about a current treatment (e.g., medications, psychotherapy).
I don’t just want information. I want to be told how to change myself and/or help my child change his/her emotional regulation but don’t have time or the money to attend the clinic. Consider the No-Nonsense Parenting course; which includes a section on anxiety and emotional regulation.
You or your child might also have executive functioning difficulties (see below). Our Executive Functions course may also be for you.
Executive Functions
- Is inconsistent. Seems to do really well at tasks they favour and poorly at those they do not.
- Seems impulsive
- Tries to avoid tasks that require sustained mental effort
- Seems smart but doesn’t always act smart
- People say about them: if they would only stop and think
- Can be inflexible. They want what they want and they want it now.
- They often have a hard time coming up with another solution to a problem after their initial strategy has failed and/or with considering another angle to a problem or someone else’s perspective.
- Easily frustrated; often complains of being bored or uses strongly emotive words like “hate” to describe mundane events/activities
- Needs too much prompting or supervision to do even familiar tasks they don’t want to do.
- Has difficulty managing complex tasks
- Has difficulty identifying the end goal of a task; might be okay in a task that is obvious or for which they possess skill (e.g., the goal of soccer is to get the ball into the net). However, tasks with more nuance and which requires more declarative knowledge (e.g., coach younger students on how player movement on a field allows movement of the ball towards the net) are more difficult.
- Because they have difficulty identify the end goal, they have difficulty identifying what actions need to be taken to get there and in what sequence. Therefore, they often have difficulty starting a task (called initiation). They don’t start because they don’t know what to do or can’t identify the starting point.
- Doesn’t like team sports and has difficulty with competition
- Holds it together during school but is more difficult to deal with after school
- Might be able to tell the time but has a poor sense of time. hence, they find it difficult to judge how long something will take
- Spends more time arguing about doing a task than the task will actually take
- Has a hard time recalling past behaviour (even when asked what they did at school or work that day)
- Makes repetitive errors
- Difficulty with planning for the future; acts in the now.
- Is easily distracted by things not important to the task at hand and/or wastes time with details that won’t help the overall task
- Has difficulty deciding what is “good enough”; spends too much time on detail that will not result in much profit.
- Almost finishes tasks but has a hard time adding the final polish
- Gets excited by new, shiny tasks but they turn “brassy” quite quickly.
- Has difficulty identifying the end goal of a task; might be okay in a task that is obvious or for which they possess skill (e.g., the goal of soccer is to get the ball into the net). However, tasks with more nuance and which require more declarative knowledge (e.g., coach younger students on how player movement on a field allows movement of the ball towards the net) are more difficult.
- Because they have difficulty identifying the end goal, they have difficulty identifying what actions need to be taken to get there and in what sequence. Therefore, they often have difficulty starting a task (called initiation). They don’t start because they don’t know what to do or can’t identify the starting point.
- Might be able to tell the time but has a poor sense of time. Hence, they find it difficult to judge how long something will take
The above described me or my child. I want to:
To book an assessment or consultation for you or your child, please call Sherry on 07 55261516 for more information.
Please call Sherry on 07 55261516 for more information and to make a booking If you have questions about a previous assessment that didn’t give you what you were looking for, or have a questions about a current treatment (e.g., medications, psychotherapy).
To learn more about attention and executive functions, we suggest you read the ADHD/Executive Functions section on the resources page.
I don’t just want information. I want to be told how to change myself and/or help my child change his/her executive functioning.
Register your interest in our courses about attention and executive functioning difficulties.
Register your interest in our No-Nonsense Parenting course.
Mental Health
- Sleep problems
- Problems within relationships
- Nagging anxiety that doesn’t have an identifiable cause
- Depression; sadness
- Phobias
The above described me or my child. I want to:
To book an assessment or consultation for you or your child, please call Sherry on 07 55261516 for more information.