Behavior can often be misunderstood and punished because the parent or caregiver doesn’t recognize its function for the child. Caregivers must look behind the behavior to learn what they’re trying to communicate.
Several strategies can help in guiding a successful transition. If the student is going back to the same school with the same teaching staff, the transition process is easier and requires less support. When the student changes schools, neighborhoods, or programs, additional support is required.
Behavior management continues to be of tremendous importance to parents and professionals. Understanding the etiology of behavior in people with FXS is critical when creating proactive strategies to successfully manage that behavior. Knowing the triggers and manipulating »
Toilet training continues to be an important issue for families who have children with Fragile X syndrome. Several articles on the topic have appeared in previous publications. They mostly focused on introducing toilet training activities to younger children. It has been assumed that children of all ages would benefit from the same strategies, and if they were not initially successful with them, they may never make progress in toilet training. Experience has shown these assumptions to be inaccurate. There is hope for older children (from about age eight and up), but they require a different approach to toilet training. This article addresses strategies found to be most successful in this population.
I’m often hear, “Is he just defiant, or is there something else going on? He refuses to comply, and he seems to want to manipulate me.” Children with and without Fragile X syndrome learn to maneuver in their environments in order to survive and thrive. In order to discern whether a behavior is oppositional, or merely a reaction to anxiety, pay attention to your reaction.
How do we prepare children and adolescents to access their communities,without running the risk of their being exploited, or showing affection in inappropriate ways, using sexual language that may be misconstrued, or touching body parts that could bring legal action, or at the very least a disgruntled public?
A client asks: “Why does my child cry when people sing ‘Happy Birthday’ to her?” Many years ago when I first heard this from a parent of a girl with a full mutation, I thought »
During a recent school consultation, I was reminded of how the behavior of students with Fragile X syndrome is often misunderstood in the classroom. Watching a student with FXS struggle is difficult when his behavior is affected by those characteristics that make up the Fragile X phenotype. (See chart below.) The fact that sensory input is difficult for him to interpret or that his speech production is cluttered and hard to understand or that his learning style is counter to the way teaching is traditionally conveyed may be the very reasons he is acting out or refusing to participate.
I have consulted on several cases related to students with FXS being suspended from school because their behavior was believed to be threatening or dangerous to others. The students were suspended until a “manifestation hearing” »
The emphasis to include students with FXS in general education classrooms has been noted throughout the literature. Perhaps the impetus for this movement comes from the fact that children with FXS have a considerable interest in people—one of the hallmarks of this population is a strong desire to interact socially. This often makes inclusion more viable and increases the success rate.