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Executive Functions are higher level thinking skills that allow us to use our cognitive skills to plan and carry out behaviors. Whether we are planning out our day, getting chores done, or making sure we are on time for a meeting we are using executive function skills to plan, organize, and appropriately carry out tasks.

These skills develop and grow throughout our lives, and are required more as we get older and the expectations of life become greater. Babies are initially reliant on caregivers for regulation and executive functioning, but as children grow and learn from the adults around them they begin to develop their own executive functioning skills. When executive functioning skills are well developed, children are better able to function well at home, school, and all other environments. However, when children struggle with any number of these skills life can be difficult.

Children with diagnoses such as ADHD, autism, learning disabilities, brain injury, sensory processing disorder, and related conditions tend to have difficulties in one or more areas of executive functioning. These often get misinterpreted as "behavior problems", when in reality the child is lacking important cognitive skills for managing the things they need to do. Many of the clients that we work with here at Horizons struggle with one or more of these skills, which makes their day-to-day life a challenge.
What are the executive function skills and what can be done to improve them?
The executive functions include planning, organizing, time management, task initiation, working memory, metacognition, self-control, attention, perseverance, and flexibility. In this article we'll start with the first three, as they are the most common challenges kids face (and that make parents and teachers frustrated!). Here are some tips and strategies for improving the skills of planning, organizing and time management:

Planning is the ability to think ahead about how to reach your goals. This is a very crucial executive functioning skill, and one of the biggest areas of difficulty for our clients. If your goal is to achieve a passing grade on your social studies test, what steps do you need to take to reach that goal? If your goal is to get to bed by 9:00 every night, what needs to be done to accomplish that? There are thousands of examples of short- and long-term goals that we face each day, but when we struggle with planning it can be very difficult to achieve them. Some people are able to make a basic plan, such as "I need to study the night before", but the plan doesn't go any further which results in failure.

Here are some specific strategies to improve planning skills:

If-Then strategy - Make a specific list of action steps needed to reach the goal, and when you will do them. For example: "If I want to pass my social studies test, then I need to study each night from 7-8 PM for a week leading up to the test." The plan also needs to include what needs to be studied (chapters, notes, etc.).

Visualize - Teach your child how to make a mental picture of what all of the steps in the process will look like. What will I look like when I am taking the test, what will it look like to study, and what materials do I see myself using? For example: I see myself sitting at my desk in the social studies classroom. I have a pencil in my hand and a packet of papers in front of me. I am reading the questions on the test paper, thinking about what I know, and writing down the answers.

Write It Out - Make a visual plan by writing it down or drawing it out in pictures. Kristen Jacobson and Sarah Ward of 360 Thinking Cognitive Connections use the Get Ready, Do, Done strategy to help students make a visual plan. Begin at the end to picture what will it look like when I am done (this is the visualization example from above). The next step involves the list of what exactly the child needs to do to study, which might include re-reading chapters in the text, reviewing notes, having discussions, making up rhymes, etc. Finally, the child writes/draws what will be needed for studying. Be sure they include any tools that are needed such as pens, paper, sticky notes, books, study guide, etc.

Organization is the system we use to keep our materials and plans in order. Let's face it - we aren't all neat and tidy people, but we can develop strategies for being organized! Even if our shoes are not lined up in neat straight rows in our closet or on the shoe rack, we can at least be organized by having a place to keep them. Joking aside, it can be very frustrating to spend 30 minutes searching for your shoes every day before heading off to school because you left one by the back door and one under your bed. Does this sound familiar (maybe it's not shoes, but homework, toys, car keys, etc.)? If so, these tips might be helpful in establishing some organization:

Make it Visual and Tangible - If your child struggles with organizing plans, try using a visual calendar where you can write dates, times, and assignments. Put it in a place where you and your child can see it multiple times a day. To do lists can also be helpful organizational tools when you need to accomplish multiple tasks in a given time frame. Sticky notes, labels, and colored folders can also be good organizational tools for school, work, or home. Bins, boxes and containers are great ways to organize around the home and assist everyone in knowing where things belong. Of course, none of these tools are effective if your child doesn't know how to use them so some teaching and supervision will be needed at first.

This is a big one, so take it slow and tackle one thing at a time. Trying to organize everything at once will be too overwhelming and failure will be inevitable. This may also require trying different organizational systems before you find the one that words the best for your child. What works for you may not work for him or her, so be flexible.

Time Management involves knowing how long tasks with take and how to use time effectively to accomplish tasks. Kids with time management difficulties are often late, have unfinished work, or are constantly frustrated because they run out of time. Here are some strategies that teach kids the cognitive skills needed to manage their time:

Routines - Routines are great for helping with time management. Sometimes just seeing a routine written down and posted on the wall is enough to keep the child moving in a more efficient manner. Some people get lost in their thoughts and then just forget what they are supposed to be doing. This ends up wasting time and causing frustration. The visual cue of a list can help kids get back on track when they find themselves lost in thought or distracted. Set up routines for tasks that occur on a regular basis, but be careful that the routine doesn't become so rigid that you create a new problem with inflexibility.

Create an awareness of time - Start by timing your child while he is doing a routine task such as brushing teeth. After establishing how much time it actually takes to do routine tasks you can better help your child plan how much time they need to accomplish them. The more you bring awareness to how long certain tasks take, the better your child will become at estimating time. Once your child has a sense of how long things will take you can use this information to plan the day. For example, if it takes your child 45 minutes to complete his morning routine on school days you can then help your child determine what time he will need to get up in the morning in order to be ready for school.

Visual Timers - These are great tools for helping your child see how much time has passed and how much time she has remaining to complete tasks. You can use a timer that shows time passing for single tasks, or you can utilize timers with changing colors indicating when time is almost up or when it's time to change to a new task. Some children benefit from using a color-coded system on the face of an analog clock to help them move from one task to another. This can be done simply with a large clear-faced analog clock and a dry erase marker to write on it. Don't be afraid to experiment with different options to determine why type of visual clock your child will benefit from using. If one timer doesn't work, don't give up try something different.

Planners - The purpose of a planner is to map out the day's activities. I like to use one page at a time with the day broken down into 15-minute segments, but this may be too overwhelming for your child. You may have to try a few different styles to see what works best for her. Using a day planner will also be more effective after your child has a sense of time as mentioned above. First, create a list of everything that needs to be accomplished that day. Then have your child use the daily planning sheet to determine when she will do each of the tasks, making sure to leave enough time to finish them. This is best done in pencil so things can be moved around as needed to ensure there is enough time to complete tasks. Some children don't need the whole day planned out, but need to use this type of system for planning how to complete homework or other household tasks.

When someone is unable to plan, organize, or time manage for future events they often find themselves in the 'last minute' loop. This results in failure after failure, which can lead to giving up and poor self-esteem. This is why teaching executive function skills is so critical! As we work on these skills kids become better able to project into the future to determine how to plan, organize, and time manage for upcoming events, which stops the failure cycle. No one plans to fail, it is a deficit in not knowing how to plan!

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Executive Function Challenges and Strategies to Improve Them - Part 1 | Horizons Developmental Resource Center

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Executive Functions are higher level thinking skills that allow us to use our cognitive skills to plan and carry out behaviors. Whether we are planning out our day, getting chores done, or making sure we are on time for a meeting we are using executive function skills to plan, organize, and appropriately carry out tasks.

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As we discussed in Part 1 of this series, executive functions are higher level thinking skills that allow us to appropriately manage our thoughts and behaviors. There are ten executive function skills that are directly related to our ability to self-regulate. In the previous article I covered the functions of planning, organizing, and time management.If you struggle with planning, organizing, and managing your time it will be very difficult to accomplish many of life's day-to-day tasks efficiently and effectively. But what if you are unable to get started (initiate), can't remember the steps of the task, or are unable to think about what you are doing in the moment? Difficulty with any one of these things can also lead to major frustration and feelings of failure.

Here are some tips and strategies to improve the executive functions of task initiation, working memory and metacognition:

Task Initiation is the ability to start a task independently. This is the power to begin something, even when you don't want to. Who wants to clean up after you were having so much fun defeating the bad guys, or stop watching the best movie ever to go do homework? "I have so much homework, I don't even know where to start, I think I'll just go watch tv." Does this sound familiar? If so, your child might have difficulties with task initiation. There can be many different reasons why someone is not able to initiate tasks, but often it involves feeling overwhelmed, confused, tired, bored, anxious, or unsure. Some of these tips may help get your child started:

Working Memory allows us to hold information in our mind while we are using it. Examples include: remembering a phone number while you are dialing the phone without having to look at the number/ making it upstairs, getting shoes and socks, and making it back downstairs with both items; reading a comprehension question and remembering it while reading a page of text to find the answer.These are all situations that require the use of working memory. We have all experienced times when we forget things, and know how frustrating it can be. How many of us have walked into a room only to forget why you are there?! Difficulties in this area can lead to a lot of frustration and inefficiencies for kids (and adults).Here are some strategies to support working memory:

Repeat it back - We often tell our children to do something and expect that it will get done without checking to make sure our direction was heard and understood. Have your child repeat back the direction to ensure he has heard and understood what you said. This also provides your child with another opportunity to put the direction into memory. You can also teach your child to repeat the direction over and over to himself until he has completed the task.For example, if you have asked your child to get his shoes and socks from his bedroom, you can teach your child to repeat, "shoes and socks, shoes and socks" as he goes to retrieve those items.

Write it down - For some children the simple act of writing information down is enough to support and build working memory. Your child might rely on the actual written information for a period of time, but eventually she will not need to carry the actual written direction with her in order to accomplish the task. When I am in the middle of a busy day and need to remember something for later I write myself a note. I may not ever look at the note again, but the simple act of writing it down helps me to hold the information in my working memory until I am able to accomplish that task.This works for children as well.

Metacognition is a big word that basically means "thinking about thinking". It refers to having an understanding of how you learn and monitoring your learning. Some of us learn better by hearing information, while others do better with visual information. Do you work better in a quiet environment or with some background noise? Is it easier to learn when you are standing versus sitting? Do you need to just listen or do you need to take notes? All of these types of questions help us to recognize how we learn best. After determining our learning style, we then need to be able to monitor our learning as it is happening. Is taking notes while I am listening to this lecture working for me? Am I having a hard time understanding this material because of the hard chair I am sitting on? Is the teacher talking too fast or is the noise of the fan too loud? Do I find myself rereading the same passage multiple times, and then realize that something about my process isn't working for me? This is definitely a higher-level skill and will require some support from you to help your child determine learning style and then monitor his learning. Here are some tips for supporting this advanced skill:

When children struggle with task initiation, working memory, and metacognition they can feel defeated before they even begin. Not knowing where to start a task, forgetting what you are supposed to be doing, or not understanding why you can't focus can feel so overwhelming. With your support and consistent implementation of some of these tips, children can improving their executive function skills and find learning and life success.

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Executive Function Challenges and Strategies to Improve Them - Part 2 | Horizons Developmental Resource Center

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As we discussed in Part 1 of this series, executive functions are higher level thinking skills that allow us to appropriately manage our thoughts and behaviors. There are ten executive function skills that are directly related to our ability to self-regulate.

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The ability to regulate (or control) our thoughts and actions is a critical part of our higher-level thinking or executive function skills. When someone struggles with one or more of these skills then self-regulation is more difficult. In prior articles we covered the skills of planning, organizing, time management, task initiation, working memory, and metacognition. In this article we will explore self-control, attention, perseverance, and flexibility.

Difficulty with controlling impulses, staying focused, sticking with a task, and/or adapting to change can make day-to-day activities seem frustrating and unmanageable. This can look like behavior problems at home and school, when in reality it is a deficit in these underlying executive function skills. Let's look at how we can address these difficulties to make life a little easier.

Self-Control is the ability to regulate our own thoughts, actions, and emotions. Children who are impulsive, introverted, act-out, or struggle with obsessive thoughts or worry have difficulty with various elements of self-control. Constant thoughts about video games or worry about the weather, for example, make it difficult to be present in the moment and learn. Children who over or under-react to everything have difficulty engaging with their world and learning new things.Regulating thoughts, actions and feelings has a huge impact on readiness and willingness to learn. There are many different strategies for supporting self-regulation, and here are a few good starting points:

Attention refers to a person's ability to focus on a task for a set period of time, as well as being able to shift attention when needed. This is probably the executive function skill that is most familiar to people. The ability to keep your mind from wandering is difficult, especially when you find the task boring or unappealing. Have you ever found yourself at the end of a page of text and realized you have no idea what you just read? Have you walked into the room where your daughter is watching her favorite tv show and she doesn't even know you are there? If so, you have experienced the kinds of attention difficulties that we all experience sometimes. If your child is struggling with staying engaged or shifting his focus, then these tips can be helpful:

Perseverance is the ability to stick with a task and not give up, even when it is difficult. We have all heard expressions like "Don't give up!", "You've got this!", or "Try try again". These expressions remind us that sometimes things are hard and we have to keep going - even when we feel like giving up. Isn't is an awesome feeling when you have been struggling through something and you finally accomplish it?! Some of our children really struggle to stick with or even start difficult tasks because they perceive that the task it too difficult or because they are afraid of failing. Teaching children how to persevere takes time, but these tips can help:

Watch and Read - There are several great children's and young adult books, as well as TV episodes and short films that demonstrate perseverance. A few of my favorites include The Most Magnificent Thing by Ashley Spires and the short film Ormie the Pig. Both the book and film are great examples of what it means to stick with something even when your first attempt does not work. As you read or watch, talk with your child about what the character is doing and feeling. After you are finished discuss the ending and talk about the different ways the character kept trying. If possible, compare the story to a time when you or your child kept trying until you accomplished the task.

Flexibility refers to the ability to comfortably deal with changes and adjust to new situations. It's a fact that change can be hard sometimes, but it is a large part of our everyday lives. Having the ability to adapt to change can make many situations easier to manage. If your child struggles with inflexible (rigid) thinking then you know how difficult it can be to move throughout your day. Here are some ways to help kids become more flexible thinkers:

Model - Children learn to regulate their emotions by first regulating with the adults in their environment. The term for this is co-regulation. If the milk spills and the adult jumps up screaming and running around, the child will begin to model these behaviors when small things happen. This tends to lead to even bigger reactions to more significant events. When adults regulate their own emotions and reactions it helps children learn to do the same. This can be a challenge, but remember that your child is always watching you to learn from your response! Try a little self-check now and then to see if your child is actually just reacting in ways you have modeled for him.

Self-control, attention, perseverance, and flexibility are all necessary skills that allow us to be more efficient, effective, and comfortable in our day-to-day lives. Without the ability to regulate, focus, stick with it, and adapt kids struggle to accomplish tasks. This leads to even greater levels of frustration for them and us. Improving executive functioning can seem challenging, but implementing these strategies consistently and practicing them over time does lead to improvements and greater success.

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Executive Function Challenges and Strategies to Improve Them - Part 3 | Horizons Developmental Resource Center

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The ability to regulate (or control) our thoughts and actions is a critical part of our higher-level thinking or executive function skills. When someone struggles with one or more of these skills then self-regulation is more difficult. In prior articles we covered the skills of planning, organizing, time management, task initiation, working memory, and metacognition.

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In of our series on growth mindset we learned the difference between fixed and growth mindset, and why this is important to address for children with developmental and mental health challenges such as ADHD, anxiety, autism, and related issues. One of the biggest problems for kids with a fixed mindset is making mistakes. This can be the fear of making mistakes or the inability to manage mistakes that occur. The fear can be so overwhelming that they cannot find the courage to even begin, or don't stick with the task over the long term. If this describes you or your child, read on to learn some strategies for addressing the next 3 important areas for fostering a growth mindset - courage, persistence and dedication.

Courage involves doing things that scare you. Life can be scary, especially when you have experienced several failures. It is easy to lose courage when you perceive that all you ever do is make mistakes. Finding the courage to try even when there is a possibility of failure takes great strength and a growth mindset. Fear is one of the biggest factors in rigid thinking, which plagues many children with diagnoses of autism, ADHD, anxiety, and many other disorders. Helping your child break free of fear and find their courage can have a huge impact on his learning and path to success.

Even the smallest thing - Sometimes we have to start so small that it may feel like we'll never see the end goal. Trust me, I have been there many times, but with persistence and patience you can get there with even the most rigid and anxious child! Start where your child is competent and take a baby step from there. For example, if your child is afraid to run for fear of falling and getting hurt, then start with walking. Walk to the end of the driveway and back, then walk just a little faster. Increase the speed just a little each time until eventually you are running. This may take days or weeks, but you will get there. Make it fun by turning it into a game. Almost all tasks can be broken down into baby steps, it just takes some thought. The more you do this the easier it becomes and you won't have to break every task down. As your child gets experience with being successful, he will find his courage to try things without breaking them down into such small pieces.

Find your courage - Show your child how to be brave by doing something that is scary for you. Talk to your child about how things make you scared and then show them how you are going to work on that fear.I hate heights and anything that resembles a roller coaster, but when I took my daughter to Disney World she really wanted me to ride on the Dumbo ride with her. She knows that these rides scare me, but I want her to see that we can concur our fears and be brave, so I went with her. Not only did we ride on Dumbo, but we rode on Aladdin's magic carpets as well.Do I want to do this all the time, "no," but will I do it again for my daughter, "yes." When this happened, we talked about how this was scary for me, but I did it. I want her to see that sometimes this are scary, but we can try them and be there to support each other.

Persistence - Sticking with something even when it is difficult or obstacles arise is a crucial life skill. It can be so hard to stay with something that is really hard to do or when you hit a road block. We've all had times when when just wanted to give up on a task because it wasn't turning out the way we planned or things just kept going wrong. Giving up is easier than sticking with it, and doesn't require as much effort. Teaching our children to have a persistent attitude will serve them well throughout life. This does not mean that it isn't a good idea to take a break from a really tough task and come back to it later. It also doesn't mean that we should never ask for help. Sometimes being persistent can mean doing both of these things.

Preview and Review difficult tasks with your child. When you know a task is going to present some challenges for your child it is helpful to talk about the job ahead of time. Spend time brainstorming ideas for accomplishing the task. Think through which ideas might work the best and then gather the materials needed. While the task may still be challenging, your child will likely persist through the task because he had a plan before beginning. After the job is done, take a few minutes to review. Talk about what went well, what was still difficult and what he might change next time. Be sure to provide feedback on how persistent your child was!

Family Projects can encourage persistence. I recently had a family that redid an attic space in their house. It was a whole family project from start to finish and lasted over several weeks. One particular job they did as a family was to paint the space. It was a large space and required two coats of primer before the actual paint could be applied.t took 3 days to paint the entire room, but the family worked together and persisted through the task even though it was difficult at times. This was a great way for the parents to demonstrate and encourage persistence in their children. Your project may be smaller in scope, but still provide some challenges that need to be worked through. Anytime your child is able to observe and practice persistence in a supportive environment the better he will become at persisting on his own.

Dedication requires the ability to stay with something over a period of time. Seeing a task through to completion and remaining committed to it shows dedication. Volunteering in your child's classroom and showing up every week at your assigned time shows dedication. When your child practices her piano lesson every evening in preparation for the next lesson she is showing dedication. Sometimes dedication is difficult, especially when things are hard or last over the course of several weeks or months. Try these ideas for helping your child build their dedication muscle:

Set Achievable Goals - It can be very difficult to stick with a task that seems too big and overwhelming. By breaking tasks down into smaller steps, it can make the job seem less overwhelming and encourage dedication. For example, if your child has a big project for social studies due in two weeks and she is struggling with knowing where to start and feeling defeated, take a few minutes to map out the project in smaller parts. Determine a time line for when she will work on each step. You may need to help your child get started and then check in throughout the project to ensure she is completing each piece along the way. If she is still struggling you may need to adjust the timeline. Celebrate her dedication as she completes the little steps and when the whole project is complete.

Learn a New Skill - Maybe you have always wanted to learn how to play a musical instrument, but just never had the opportunity or maybe you have always wanted to learn to knit; now is the chance to do that and also demonstrate dedication. It takes dedication to learn something new, as regular practice is generally required. By making the commitment to practicing on a regular basis you are showing your child what it means to be dedicated. This is a great opportunity to talk about your dedication and what you are hoping to achieve. You can provide other examples and discuss ways that your child shows dedication or explore opportunities for your child to be dedicated. Better yet - learn to do something new together!

When you are able to help children find the courage to face their fears, a world of possibilities begins to open up. When they stay stuck in their "safe" but rigid worlds, they lose out on so many new experiences. Helping your child to take just one small step at a time can teach him how to have courage, dedication, and persistence.

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Growth Mindset for Children with ADHD, Anxiety, Autism, and Other Challenges- Part 2 | Horizons Developmental Resource Center

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In part 1 of our series on growth mindset we learned the difference between fixed and growth mindset, and why this is important to address for children with developmental and mental health challenges such as ADHD, anxiety, autism, and related issues. One of the biggest problems for kids with a fixed mindset is making mistakes.

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In this series of articles on growth mindset we are exploring ways to help children with developmental and mental health challenges have a healthy view of themselves and their abilities. As we covered in and of this series, feelings of failure and difficulty seeing more than one solution lead to rigid thinking and behavior. Getting stuck in a "fear of failure" cycle reduces ability to grow and learn. It stifles our creativity and reduces our child's chance of success, both of which are needed to establish a growth mindset. In this final article in the series we will discuss ways to encourage creativity and success in your child.

Creativity is the ability to generate new ideas, and then use those ideas in a productive way. People often think of creativity in relation to artistic work, but creativity goes beyond that. Any time a person is able to develop a new way of thinking about something or a novel way to solve a problem he is using creativity. Children who struggle with creativity have a difficult time seeing beyond one way of thinking about or doing something, and often become stuck and frustrated. Working on flexibility and problem solving can have a big impact on improving creativity.

Create a problem that your child can help you solve. One of my favorite ways to work on this with kids is to do a simple cooking project. For example, we make a peanut butter and jelly sandwich but all of the knives are dirty. I have the kids help me think of what we can use instead of a knife. With a little nudge they can come up with some really great ideas. One of my personal favorites was a coffee stir stick (not the most efficient, but it worked). Setting up simple problems like this, or pretending you are incompetent and need help can go a long way in helping kids to start thinking creatively.

Be flexible in routines or activities. Start by making very small changes to some of your routines or common activities. An example is brushing teeth before putting on pjs instead of the other way around, or reading bedtime books in the rocking chair instead of in bed. You could also make changes to activities, such as walking backward up the driveway when you return from you nightly walk or going in a different entrance at the store. By changing up routines and activities in small ways you are helping your child to feel more comfortable with changes, with the goal of him being able to suggest or make some of those changes on his own. These changes may not be overly creative initially, but can evolve over time.

Success comes from accomplishing goals. Most people would agree that it feels good to be successful, and it doesn't feel good to fail. Kids with fixed mindsets are so afraid they will fail that they don't even try, which prevents them from experiencing success. The great news is that by working on the other aspects of a growth mindset, success is inevitable! When we feel that we are meeting our goals, we begin to feel successful, which leads to establishing and working toward more goals. The first step is to determine the goal and get started.

Set small goals - Set your child up for success by setting small goals for her to accomplish. If she struggles to get started with cleaning up her toys, set a small goal of picking up just 5 things or just the dolls. When she is successful with this goal, you can make the goal bigger. Sometimes tasks seem so overwhelming a child feels doomed to fail, by setting a smaller goal she feels more willing to try.

Celebrate your child's success. For some children the celebration might include clapping and cheering, while others might prefer the celebration to be more subtle. Whether your child likes a party or a simple high five, celebrating success is important for encouraging future efforts. If your child has a goal of carrying his plate to the sink after meals and he is successful with this you could celebrate by giving a high five or saying, "You did a great job taking your plate to the sink."

Recently I was having a discussion with one of my clients about creativity, and he said that he thought his brother was creative because he was able to come up with many different ways to pick on his siblings! While this may not be the type of creativity we want to foster, it does prove the point that we can all be creative in some way. Pointing out ways that your child is creative can lead not only to more creativity, but also to feelings of success. Highlight those moments of creativity and success, no matter how small. The more successful you feel the more motivated you are to keep trying and the more you try the more you move away from a fixed mindset into one of growth!

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Growth Mindset for Children with ADHD, Anxiety, Autism, and Other Challenges- Part 3 | Horizons Developmental Resource Center

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In this series of articles on growth mindset we are exploring ways to help children with developmental and mental health challenges have a healthy view of themselves and their abilities. As we covered in part 1 and part 2 of this series, feelings of failure and difficulty seeing more than one solution lead to rigid ...

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With so many parents being thrown into the role of teacher in the last week, we have been receiving many questions about how to teach certain areas of curriculum.One of those areas is reading comprehension.Let me start by encouraging you to take a deep breath - it doesn't have to be that hard, and you certainly don't need to have a degree in teaching to boost your child's reading comprehension skills.There are several easy ways to work on comprehension that don't require any special materials or apps.

Here are 5 easy ways to work on comprehension:

Follow a Recipe - Cooking together is a great way to work on reading comprehension with a real-world application.Reading the recipe is a great way for your child to build comprehension skills.We all know what can happen if you misread a recipe.Taking your time and thinking about each step allows your child to build comprehension and vocabulary skills.Cooking is also a great way to incorporate math skills.The best part about cooking together is eating what you make.

Play a Game - You can choose a game that requires reading.This is a great way to work on comprehension in a fun way.Some of my favorites are Beat the Parents, Slapzi, and Trivial Pursuit.You could also choose a game that your child is not very familiar with, ask him/her to read the directions and explain how to play.One of the best ways to build comprehension is to read something and then summarize it for someone else.

20 Questions - Play a few rounds of 20 questions.One person thinks of a person, place, or thing and the other players get 20 questions to guess the item.This is a great game for working on comprehension, as well as working memory.Your child will have to put all of the information together to formulate a whole picture.Building mental images is an essential part of comprehension. Kids love this game and it can be done anywhere.

Tell a Story - Build a story round-robin style.Dinner is a great time for this one.One person starts the story and each person around the table adds to the story.Make the story as fun and silly as possible.See how long you can keep the story going.Just like 20 questions, kids need to be able to make mental images and comprehend what others are contributing in order to add to the story in a meaningful way.

Grab a Book - Choose a book to read together.You can read the story to your child or you can take turns reading.Pause at times to talk about what is happening, make a connection to your own life, or just to share a giggle.Don't fall into the question trap - just have a conversation.Talk to your child about things you notice or are thinking about.Invite your child to share their thoughts as well.When you finish the story talk about the things you liked/didn't like about the book.Just sharing a book and talking about it in a casual fun way builds comprehension.

You don't have to be a teacher to build comprehension skills! Simple everyday activities go a long way in supporting the development of comprehension.Have fun and enjoy the activities you choose.

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How Parents Can Teach Reading Comprehension | Horizons Developmental Resource Center

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With so many parents being thrown into the role of teacher in the last week, we have been receiving many questions about how to teach certain areas of curriculum. One of those areas is reading comprehension. Let me start by encouraging you to take a deep breath - it doesn't have to be that hard, ...

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Everyone is still at home trying to juggle work, the kids, and everything else, and some parents are feeling stress about keeping up with academic skills. There are so many ways to support learning and academic skill development beyond worksheets and apps! In this article I'm going to give you some ways you can work on spelling and writing with your children.Just like comprehension, it doesn't have to be hard!Follow along to discover a few simple ways to 'teach' spelling and writing that might even be fun.

Here are 6 easy ways to work on spelling and writing:

Play a Game - Games like Scrabble, Bananagrams, Appleletters, and Boggle can be really fun ways to work on spelling without pulling out a spelling list.You can even take the pressure out of the games by reducing the time limit or playing together to see how many words you can make as a family.Games are a lot of fun, and while they work on many skills they don't feel like 'work.'

Do a Crossword, Word Search, or Mad Lib - Crosswords, word searches, and mad libs are great ways to work on spelling, vocabulary, and even comprehension.You can find lots of ready-made crosswords, word searches, and mad libs online, or you can even make your own.Everyone in the family can get involved in making crosswords, word searches, or mad libs for each other.Try to stump your family members with your clues or make your mad libs as silly as possible!

Write a Blog or Journal - One great way to work on writing without pressure is to just blog or journal about your day.It doesn't have to be long!You can do a collaborative journal where each person in the family adds a sentence or two about what they did that day.While this is a very difficult time for everyone, we may appreciate looking back on how we overcame these unique circumstances in the years to come.

Make a Comic Strip - Brainstorm some ideas for characters, setting, and adventure and write your own family comic strip.Each person can take on a role to create a fun story with illustrations.One person could draw the pictures, and others can add in the dialog for each of the characters.You could also make it really silly and have each person in your family draw one scene of the story and then put them all together to create a full comic strip.

Write a Story - I use a lot of story starters with the clients I work with to help them get the ball rolling with their writing.One of my favorite ways to do this is to take turns adding to the story.Sometimes we write the stories and sometimes we just tell them out loud.I have even done this while passing a ball back and forth - when you catch the ball it is your turn to add to the story.Sometimes I use a story starter from a list or sometimes we use a picture or photograph and tell a story about what we see.Whether you write the story down, record it, or just tell it out loud, you are working on the elements of writing and grammar.Taking turns adding to the story makes it fun and you never know where your adventure will take you.The story doesn't have to be long, and it can be as silly or serious as you want it to be.

Write a letter or e-mail - We are all missing our friends and family right now.Sending a letter, card, or e-mail to those we are away from is a great way to connect while working on those spelling and writing skills.The great thing about this activity is that it will make someone else's day and your child might get a response in return.

Spelling and writing can be done in so many fun and creative ways, you don't have to be a teacher or make a lesson plan to improve spelling and writing.Even engaging in everyday activities like making lists or schedules can improve your child's writing and spelling.Try to mix it up and keep it fun and low stress for everyone!

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How Parents Can Teach Spelling and Writing | Horizons Developmental Resource Center

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Everyone is still at home trying to juggle work, the kids, and everything else, and some parents are feeling stress about keeping up with academic skills. There are so many ways to support learning and academic skill development beyond worksheets and apps! In this article I'm going to give you some ways you can work ...

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Picture this: You are sitting in an airport waiting for your family member, when you see a young woman emerge from the gateway. She stops, looks around uncertainly, and then a huge smile spreads across her face as she begins running toward a small group of people waiting a short distance away. She embraces each of the people, and they head toward baggage claim talking excitedly. We don't know what the actual story is; but we can assume, based one behavior, that this group of people has not seen the young woman in a while and are happy to be together again.
Behavior can say so much. In the scenario above, I didn't need to tell you what was being said in order for you to envision what was happening or understand the emotional undertone. Often times we get caught up in the words that are being said or the context of what is happening, and we miss the true meaning of what is being communicated through behavior. I work with lots of parents on behavior, helping them to understand what their child's actions are really saying.

It is difficult to take a step back and think about what a behavior is communicating when your child is kicking, hitting, screaming, crying, or any number of other behaviors. If the adults can learn to take that step back, it can make a big difference in how the situation gets resolved. When parents realize that their child is behaving a certain way because s/he is feeling overwhelmed or has misunderstood, is in pain or tired, it is much easier to remain calm and react in a helpful manner. I am also aware that there are times when kids are exhibiting behavior because they are mad or upset, and this needs to be dealt with as well.

If a child is acting out because of reasons other than being mad, it is important to try and determine the cause of the behavior. Once you have determined what the behavior is saying, you can then take steps to improve the situation. Often times, children need time to return to a calm state before they are ready to have help with solving the initial problem. The way in which your child returns to calm can be different, but one important factor is that parents learn to stay as calm as possible in these situations. When parents are calm, the child is able to reach a level of calm more quickly. Most children do well when they are given time, space, and quiet. Other children need an adult to hold them or be near them. Finding what works for your child can take some experimentation, but being quiet is key whether your child needs you near or a little distance away.

When the child is calm, it is time to work on correcting the problem. There are times when adults realize that the problem lies with them. They have used too many words, given too many steps to follow, failed to provide enough time to process, or have not gained the child's attention before communicating. At other times the child may be hurting, tired, hungry, or has some other physical need. The behavior may also stem from other needs unique to your child. If the behavior was a result of something you did, then wait until your child is calm and try again in another way to communicate what needs to happen. When a behavior is the result of a need, do your best to meet that need and then move on to the next thing in your day. Don't spend time discussing your child's behavior; s/he knows that the behavior is not preferred, but in the moment it is the only way s/he has to communicate.

As you practice staying calm, viewing the behavior in a new way and solving the problem together, your child's behavior will also change. More specific intervention may be necessary, but this is a good starting point. If you have a child that is struggling with this type of behavior and you find yourself struggling with how to manage, seeking outside support may be helpful. We see children and families with these types of challenges on a daily basis. Behavior is a challenge, but it can be overcome when you know how to "listen." For more information or help in this area, visit our website at www.Horizonsdrc.com.

Written by: Erin Roon, MA CCC-SLP

#HorizonsDRC #BehaviorIssues #Behaviors #ChildTherapyGrandRapids #BehavioralTherapyGrandRapids

Horizons Development Resource Center serves the following areas in and around Grand Rapids, Wyoming, Caledonia, Kentwood, Middleville, Lowell, Forest Hills, Hudsonville, Walker, Holland, Zeeland, Rockford, Byron Center, Allendale, Grandville, East Grand Rapids, Wayland, Jenison, Ada, Ionia, Newaygo, Grant, Sparta, Cedar Springs, Kent City, Hamilton, Hastings in the state of Michigan and all surrounding areas. If you are not located in or around these cities, we still may be able to help you, please contact us here http://www.horizonsdrc.com/contact-us with your specific need.

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What is Your Behavior Saying? | Horizons Developmental Resource Center

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Picture this: You are sitting in an airport waiting for your family member, when you see a young woman emerge from the gateway. She stops, looks around uncertainly, and then a huge smile spreads across her face as she begins running toward a small group of people waiting a short distance away.

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Take a Break When You Have Reached Your Limit

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Take a Break When You Have Reached Your Limit

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60 seconds in a minute, 60 minutes in an hour, and 24 hours in a day- not too confusing, right? Well, this is a concept that at times seems foreign to many of the clients I work with. Grasping the idea of time, what it is and how it works, can be exhausting. Much like my last blog post about money, time is also something that has to be practiced over and over again. The best way to practice this is to use it in REAL time.

Worksheets and flashcards are great for working on reading an analog clock- many clients I work with can do that. The real problem arises when I say, "Come back in 5 minutes," or "You have 10 minutes left for lunch, so please comeback in the room at 1:00." They know what 1:00 looks like, and that 10 minutes is when the big hand moves two numbers. What they don't understand is how long ten minutes really is, or what ten minutes feels like when you're bored compared to when you are doing something you enjoy. With this in mind, here are few simple ways I implement time work on a daily basis with my clients. Feel free to adapt these ideas to work with your schedule at home or at school.

Wearing a watch and using it- Take your child to the store, and let them pick out a watch that they can wear every day. Getting them in the habit of wearing a watch and looking at the time is a great start to understanding the concept of time.

Mapping out what is done in a 24 hour span- Make a chart or pie chart, and map out what your child does in a 24- hour span. This will help them see what they do in a day, and also show them what activities take up the most time. This also brings awareness of their daily life style, and might encourage change if you are finding too much time is being spent on electronics, for example.

Using a very simple and helpful time log- Make a chart with some simple chores, dinner time, and shower time for your child to use. Have them write down what time they start, the time they finish, and the total amount of time it took. If your kids are younger, you can help them out with reading the clock and figuring out total time; but just saying phrases like, "Wow, it took you 5 minutes to put the silverware away" will help them understand just how long 5 minutes is. Using these charts will also help out with executive functioning skills that are often very hard to grasp. Practicing these skills will give children an idea of how long certain things take, and how much time should be set aside for them.

Estimating time- For your older kids, feel free to add a column where they can estimate how long they think a job might take. This is a great way for them to start understanding how long jobs actually take compared to what they thought.

Just like money it is important for us to make sure our kids are grasping the concept of time. In order for them to become independent and responsible, we need to make sure they are understanding the simple things that we often take for granted. Unfortunately, life revolves around time and money; and if our children don't understand those concepts, how can we expect them to succeed in everyday living?
Written by: Salina Bisson, LLMSW
#HorizonsDRC #TellingTime #ChildTherapyGrandRapids #Education

Horizons Development Resource Center serves the following areas in and around Grand Rapids, Wyoming, Caledonia, Kentwood, Middleville, Lowell, Forest Hills, Hudsonville, Walker, Holland, Zeeland, Rockford, Byron Center, Allendale, Grandville, East Grand Rapids, Wayland, Jenison, Ada, Ionia, Newaygo, Grant, Sparta, Cedar Springs, Kent City, Hamilton, Hastings in the state of Michigan and all surrounding areas. If you are not located in or around these cities, we still may be able to help you, please contact us here http://www.horizonsdrc.com/contact-us with your specific need.

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Back to the Basics Part II: Time | Horizons Developmental Resource Center

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60 seconds in a minute, 60 minutes in an hour, and 24 hours in a day- not too confusing, right? Well, this is a concept that at times seems foreign to many of the clients I work with. Grasping the idea of time, what it is and how it works, can be exhausting.

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Selective Mutism Strategy- Sticker Charts

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Selective Mutism Strategy- Sticker Charts

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Sticker charts are something that many children love to see and use. I remember being in school and seeing my chart hanging on the wall with those of other students. I can recall the feeling of great success when I was able to put a sticker on the chart, and the sense of accomplishment when I was able to fill up a whole row- let alone the whole chart! When working with children who have selective mutism, something as simple as a sticker chart can be helpful in many ways.

First, have your child or student choose a piece of construction paper. Next, have them write their name on it however they please. The size or design of the name doesn't matter, because this will be used as their personal sticker chart that they will carry around. After that, allow the child to choose a few sheets of stickers to put in a bag that they can carry along with their chart. Choosing a favorite character sticker can help boost their motivation. These stickers will be used whenever the child makes some type of verbal communication, whether that is mouthing a word, whispering, talking to their buddy or the teacher. When your student makes any kind of verbal communication, praise them and allow them to pick out a sticker to put on their paper. Continual praise is an important step in this process. Using short phrases such as, "You said you wanted blue, thanks for letting me know!" will help reinforce the communication.

At the end of the day, have your child count up their stickers and report their number back to you. At this point, you can choose to have your child pick a small prize and make another goal for tomorrow; or have them wait to choose a prize at the end of the week when they "cash in" their charts. Using sticker charts is a simple way to help motivate a child to use verbal communication. As the weeks go on and you notice your child increasing their communication, you can start to phase back from the stickers and charts. Eventually you may realize that the stickers do not matter to the child anymore, and they are ready for the next steps.
Written by: Salina Bisson, LLMSW
#HorizonsDRC #SelectiveMutism #StickerCharts #ChildMotivation #VerbalCommunication

Looking for a speech and language therapy center?

Horizons Development Resource Center is a a speech and language therapy center that serves the following areas in and around Grand Rapids, Wyoming, Caledonia, Kentwood, Middleville, Lowell, Forest Hills, Hudsonville, Walker, Holland, Zeeland, Rockford, Byron Center, Allendale, Grandville, East Grand Rapids, Wayland, Jenison, Ada, Ionia, Newaygo, Grant, Sparta, Cedar Springs, Kent City, Hamilton, Hastings in the state of Michigan and all surrounding areas. If you are not located in or around these cities, we still may be able to help you, please contact us here http://www.horizonsdrc.com/contact-us with your specific need.

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Selective Mutism Strategy- Sticker Charts | Horizons Developmental Resource Center

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Sticker charts are something that many children love to see and use. I remember being in school and seeing my chart hanging on the wall with those of other students. I can recall the feeling of great success when I was able to put a sticker on the chart, and the sense of accomplishment when ...

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What to Do When Kids Ask “Do I Have To?”

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What to Do When Kids Ask “Do I Have To?”

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I am sure we have all thought, heard, or said these four little words many times in our lives. They can be said in many different tones of voice, but essentially boil down to, "I don't want to do what I need to do right now." The reasons behind not wanting to do something can be varied.

The most common reasons I observe for not wanting to do something include feeling incompetent, thinking the task is unfair, the time involved, a feeling of overwhelm, prior negative experience, feeling weak or tired, or lack of interest. I am sure the list could go on. Stopping to think about why the question is being asked can go a long way in reducing frustration for everyone involved. Knowing the reason for not wanting to do something can often lead to a solution.

I know that when I am feeling incompetent or ill equipped to do a task, I find myself thinking, "Do I have to?" I see this played out over and over again with clients I work with and my own daughter. It makes perfect sense when you stop to think about it. Why would we want to engage in an activity that we feel we are destined to fail at? When I am feeling less than competent, I try to think of possible solutions such as asking for help, reading directions, or looking for ideas online. When I am working with a client or my daughter, and I see a lack of competence, I will try to determine the best way to support that person to build confidence. I can picture the look on some of my client's faces when I ask them to climb to the top of the slide platform for the first time. The look says, "Do I have to?" But what it really means is, "I feel incompetent to climb up there." Once we establish that I will help them with feet and hand placement, many of them give it a try. Often times they learn it is really fun, and then want to return to the slide over and over again. Taking the step back and thinking about why someone might not want to do something can make a huge impact on whether they have new and varied life experiences to build on.

When my daughter is feeling overwhelmed or that the task will be never-ending she will often say to me, "Do I have to?" My answer is always, " Yes, but I can help you." One good example is when we have a particularly creative day with toys and activities all over the house, and clean up time has arrived. This can quickly lead to a sense of overwhelm for both of us. When I am able to designate a place to begin and a plan for the clean up things go a lot smoother; and I don't hear the "Do I have to?"

Sometimes we don't want to do something just because we are not interested, but we know we need to do it. When this happens to me, I know it is best to just get started. The sooner I get going, the faster I can get on to something I am interested in. I tell families all the time that there are just certain things in life that we may not like doing, but they have to be done - so it is always easier to just get them out of the way. This can be a really hard lesson; but when it is finally learned, the rewards can be powerful.

"Do I have to?" Sometimes the answer is "No," but more often the answer is yes. Strive to find the meaning behind the question, and everyone will be happier.
Written by: Erin Roon, MA CCC-SLP
#HorizonsDRC #ChildDevelopment #ParentTraining #GrandRapidsTherapy #ChildTherapyGrandRapids #adhdtreatmentforchildren

Looking for adhd treatment for children?

Horizons Development Resource Center specializes in many things including adhd treatment for children. We serve the following areas in and around Grand Rapids, Wyoming, Caledonia, Kentwood, Middleville, Lowell, Forest Hills, Hudsonville, Walker, Holland, Zeeland, Rockford, Byron Center, Allendale, Grandville, East Grand Rapids, Wayland, Jenison, Ada, Ionia, Newaygo, Grant, Sparta, Cedar Springs, Kent City, Hamilton, Hastings in the state of Michigan and all surrounding areas. If you are not located in or around these cities, we still may be able to help you, please contact us here http://www.horizonsdrc.com/contact-us with your specific need.

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What to Do When Kids Ask "Do I Have To?" | Horizons Developmental Resource Center

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I am sure we have all thought, heard, or said these four little words many times in our lives. They can be said in many different tones of voice, but essentially boil down to, "I don't want to do what I need to do right now."

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Is Your Child Having Difficulty Talking? When is it time to seek professional advice?

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Is Your Child Having Difficulty Talking? When is it time to seek professional advice?

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Does your child have trouble finding the right words to say? Does your child talk, but not make sense? Does your child have difficulty with the social rules of talking? These questions are related to your child's expressive language abilities.

Children that have difficulty expressing themselves can become frustrated, which results in withdrawing or acting out behavior. The ability to verbally communicate is uniquely human, and without that ability a person can feel very isolated. Children that struggle to make their thoughts known are experiencing an expressive language delay.

Expressive language is made up of three components. Difficulty with any one or more of these components can make effective communication a struggle. If your child is experiencing difficulty in any of these areas, it may be time to look for professional support.

The three components of expressive communication are:

Semantics refers to the words in our language and what they mean. Children who have difficulty coming up with the right word to use, or who use an incorrect word, may be having difficulty with semantics. For example: A child might say, "that round bouncy thing" when referring to a ball; or "I want an orange," when it is clear s/he is looking at an apple.

Syntax refers to the grammar and structure of language. Children that struggle to use complete sentences, use the wrong verb tense, or who do not use pronouns are experiencing deficits in syntax. For example: the child might say, "He runned fast" or "Me like doggy."

Pragmatics is the social aspect of language. Children that struggle to use the social rules of language such as not interrupting, knowing what questions are okay to ask, staying on the topic, or responding appropriately to others comments are experiencing difficulties with pragmatics. An example may be: when the adult comments, "Wow, the sky is so blue today," and the child responds, "I like to eat popcorn."

Language develops in a sequence, and some of the difficulties mentioned above are common in younger children and not viewed as errors. As children begin to enter into the preschool and school age years, these developmental errors should generally be resolved. If your preschool or older child is continuing to struggle with any of the three areas of language, an evaluation by a speech/language pathologist may be necessary. It is important to seek professional help for children that are showing signs of frustration or anxiety with communication. Reducing frustration and anxiety should be a priority for children that are showing signs of withdrawal or acting out.
To schedule a free 15-minute phone consultation to discuss your child's expressive language difficulties, call (616) 698-0306 or email office@horizonsdrc.com.
Written by: Erin Roon, MA CCC-SLP

#HorizonsDRC #SpeechTherapyGrandRapids #ChildTherapyGrandRapids #ChildDevelopment

Looking for a speech and language therapy center?

Horizons Developmental Resource Center is among other things, a speech and language therapy center that serves the following areas in and around Grand Rapids, Wyoming, Caledonia, Kentwood, Middleville, Lowell, Forest Hills, Hudsonville, Walker, Holland, Zeeland, Rockford, Byron Center, Allendale, Grandville, East Grand Rapids, Wayland, Jenison, Ada, Ionia, Newaygo, Grant, Sparta, Cedar Springs, Kent City, Hamilton, Hastings in the state of Michigan and all surrounding areas. If you are not located in or around these cities, we still may be able to help you, please contact us here http://www.horizonsdrc.com/contact-us with your specific need.

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Is Your Child Having Difficulty Talking? When is it time to seek professional advice? | Horizons Developmental Resource Center

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Does your child have trouble finding the right words to say? Does your child talk, but not make sense? Does your child have difficulty with the social rules of talking? These questions are related to your child's expressive language abilities. Children that have difficulty expressing themselves can become frustrated, which results in withdrawing or acting ...

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Top 10 Spring Break Activities That The Whole Family Can Enjoy Year Round

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Top 10 Spring Break Activities That The Whole Family Can Enjoy Year Round

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Spring break is coming up for many schools here in Michigan as well as across the country. Are you already worrying at night about what you will do to keep your children busy and content over the summer? If so, then you need not worry any longer. Below you will find the top 10 spring break activities that many families have shared with me over the years. They are low or no cost, and will help keep you and your children engaged and enjoying each other's company over the longer summer break from school.

Treasure Hunt-Go on a treasure hunt with your children. Hide a special snack or prize for your children to find, and then given them clues where to find it. You can also go treasure hunting by geocaching. Simply download the geocaching app, and then you and your family can use it to find treasures in your own neighborhood.

Picnic-Pack a picnic meal with your children, and set off to find a picnic spot that everyone can enjoy. School playgrounds and parks are great options. If the weather is not cooperating, then make flowers out of construction paper and put them up in your living room. Turn on some nature sounds and have a picnic right in your home.

Home Town Tourist-Many of us have lived in cities that we never really explored. Take time over spring break to learn about the heritage of your town by going a park, monument, library, or museum that you have never visited. It can be a lot of fun for you and your children to learn more about the town where you reside.

Volunteer-Most communities offer a wide variety of volunteer opportunities throughout the year. Work together with your children to give back to your community by helping out at the local library, or volunteering your time at the local soup kitchen. Volunteering is a great way to model for your children how to support your community in a positive way.

Cultural Exploration-Choose a country that you and your family would like to visit some day. Go to the library or use a computer to learn about the culture, places to see, and food you may experience while you are there. Find a recipe with your children of a food item that you may try while on vacation, and make it at home.

Camping-Whether it be in your backyard, at a campground or in your living room, taking your children on a camping trip can be so much fun! You can all camp out in sleeping bags, sing songs, tell stories, and even make a smore or two.

Family Theme Song-Have you ever thought about creating a family theme song? This can be a fun activity for the whole family to enjoy. You can write your own lyrics and even make your own instruments to accompany the song.

Build A Fort-This is by far one of my children's favorite activities. Collect all of the couch cushions, kitchen table chairs, blankets, and other materials you may have around the house to help build a fort. Design the fort together as a family, and then build it. Once your fort is complete, climb in and pretend with your children that you are camping in the wilderness or working in a colonial fort in the 1800's. Let your imagination take over, and have fun!

Formal Night-Planning a formal dinner night can be fun for the whole family. You and your children can decide what meal you are going to have. You can decorate your house accordingly, and then dress up in your Sunday best. You don't always have to go out to eat in order to have a fancy evening.

Scrapbook-Creating a scrapbook can be a great way for you and your children to reminisce about previous experiences, and create a keepsake for years to come. Print out old pictures, and then paste them onto paper. Let your children add their own drawings or comments to the pictures, too.

I hope that these spring break activities are helpful and ease some of the stress associated with keeping your children content over school breaks. Be sure to have some fun together, and enjoy one another's company!
Written by: Courtney Kowalczyk MS LLP
#HorizonsDRC #SpringBreakActivities #DrNicoleBeurkens #ChildTherapyGrandRapids

Horizons Developmental Resource Center, specializing in adhd treatment, speech and language therapy for children, serves the following areas in and around Grand Rapids, Wyoming, Caledonia, Kentwood, Middleville, Lowell, Forest Hills, Hudsonville, Walker, Holland, Zeeland, Rockford, Byron Center, Allendale, Grandville, East Grand Rapids, Wayland, Jenison, Ada, Ionia, Newaygo, Grant, Sparta, Cedar Springs, Kent City, Hamilton, Hastings in the state of Michigan and all surrounding areas. If you are not located in or around these cities, we still may be able to help you, please contact us here http://www.horizonsdrc.com/contact-us with your specific need.

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Top 10 Spring Break Activities That The Whole Family Can Enjoy Year Round | Horizons Developmental Resource Center

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Spring break is coming up for many schools here in Michigan as well as across the country. Are you already worrying at night about what you will do to keep your children busy and content over the summer? If so, then you need not worry any longer.

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Family counseling aims to promote understanding and collaboration among family members in order to solve the problems of one or more individuals. Read the latest blog posts from Horizons Developmental Resource Center on child and family counseling.

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For your convenience, here are some of the most frequently asked questions about our clinic and the services we offer:
Do you only work with patients of a certain age?

We work with patients of all ages, from infancy through adulthood. It is not unusual for a family to come to us initially because of a child with challenges, and then discover that we can assist parents with a variety of symptoms as well. Our team includes clinicians with expertise in young children, older children, teens, and adults. We also have clinicians able to address the needs of older adults with a variety of neurological and physical challenges.

Does my child have to be a certain age to benefit from developmental treatment?

The human brain changes throughout the lifespan, so there is no reason to expect that older children and teenagers can't benefit from treatment. We work with many older children and teens who did not receive intervention when they were younger and are progressing very well in treatment. We tailor treatment to be age and developmentally appropriate for each patient, and have seen tremendous changes in teens and adults as well as very young children.

What if my child doesn't want to attend therapy or participate?

This can often be the case, especially with older children and teenagers. From the first moment we meet patients our team of clinicians focuses on building rapport and making them feel comfortable. We specialize in providing activities that are engaging and motivating for patients, and provide an atmosphere that challenges them in a supportive way. Another important thing to note is that much of our work is done with parents directly, especially in the initial stages of treatment. In unique cases where the child is not available for direct treatment, or where there is too much resistance involved, we can begin to make significant changes by working with the parents on strategies to begin implementing at home.

Does a patient need to have a certain diagnosis to participate in treatment?

We do not require a diagnosis in order to access treatment. We take the time to carefully investigate an individual's history and symptoms, whether or not a diagnosis has been given. Our team can provide clinical evaluation and diagnostic services if needed, but the most important thing is to understand what is creating obstacles - not just looking at labels.

We don't live near your clinic so can we still access services?

Distance is generally not a problem, as we work with individuals and families from all over the world. Through the use of technology we are able to consult with patients who are not local to our clinic. Depending on the nature of services required, patients and families may make periodic trips to see us in person, but it is possible to receive consultative services at a distance without ever making an in-person visit.

Our family has tried everything that has come across our path to help our child, and we are still struggling. How can you help us?

This is common, and usually the reason is that the root issues of the child's challenges have not been identified and addressed. Working on higher-level skills without building a solid developmental foundation isn't effective, and many professionals don't go deep enough to correct the core issues that are impacting brain and body development. Our goal is to get to the root of the problems & build solid foundations for development so higher level skills can develop in meaningful ways.

I feel like I have tried everything to address my symptoms, and I am still struggling. Can you help me?

We understand how frustrating it can be to spend years seeing professionals without feeling like your symptoms are improving. Too often we see patients who have been told by other practitioners that they just need to "learn to live" with chronic issues like pain, depression, anxiety, headaches, and more. Our goal is to help patients get to the root of the issues that are causing problems so that treatment can be more effective. While we certainly don't have a magic wand to immediately make symptoms go away, we specialize in walking alongside patients with chronic symptoms to help find answers and solutions. Our thorough evaluation process and innovative treatments may be able to provide relief where others have not.

Do you take insurance?

Our clinic is credentialed with all major insurance companies as an Out-of-Network provider for most services. We are an In-Network Provider for Speech Therapy and Feeding Therapy for Blue Cross Blue Shield Traditional and PPO plans. For patients who wish to use their out-of-network insurance coverage we are happy to provide a coded bill that can be submitted to the insurance company for reimbursement. We bill BCBS directly for speech and feeding therapy that is considered in-network. We have an insurance assistance packet to assist patients and families with the process of receiving reimbursements for out-of-network payments.

Can we use our Flex Spending Account or HSA for your services?

Yes, our services are eligible for Flex spending accounts as well as health savings accounts. We provide patients with coded statements to use when paying with funds from these types of accounts. There are often significant tax savings benefits for patients and families who use these accounts, so we encourage all patients to look into their available options.

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For your convenience, here are some of the most frequently asked questions about our clinic and the services we offer: We work with patients of all ages, from infancy through adulthood. It is not unusual for a family to come to us initially because of a child with challenges, and then discover that we can assist parents with a variety of symptoms as well.

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Regardless of diagnosis, every child has their own unique combination of personality, biology,preferences, strengths, and challenges. To get the best results, treatment must be tailored to meet their specific needs and priorities. As a result, you won't find cookie-cutter treatment plans here!
We have a variety of innovative research-based treatment approaches and strategies available to best meet the needs of our clients. Treatments that we provide include the following:
To find out what treatment(s) may be most appropriate for your child's needs, contact us to schedule a free phone consultation now at (616) 698-0306 or info@horizonsdrc.com.

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Feeding Program | Low Energy Neurofeedback (LENS) | Speech & Language Therapy

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Regardless of diagnosis, every child has their own unique combination of personality, biology,preferences, strengths, and challenges. To get the best results, treatment must be tailored to meet their specific needs and priorities. As a result, you won't find cookie-cutter treatment plans here!

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Our team specializes in comprehensive evaluation of emotional, behavior, learning, communication, relational, and sensory processing challenges. Visit us now to schedule a free 15-minute initial consultation to discuss your needs and learn more about our evaluation services.

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Behavior Therapist | Horizons Developmental Resource Center

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Behavior Therapist | Horizons Developmental Resource Center

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If you are like many people who come to our clinic, you have already done the standard treatments you were told to pursue, but your child is still stuck and struggling.

You may feel tired of going from one place to the next, having evaluation after evaluation, hearing the same things, and still not knowing how to help your child get better. Maybe you've seen so many counselors, behavior therapists, physicians, and school specialists that you're beginning to wonder if anyone actually knows how to help your child.

If this sounds familiar, then we may be the right fit for you. Our team goes way beyond "treatment as usual" to get to the root of the symptoms children and young adults are experiencing so they can get better faster.

While the standard treatment recommendations of counseling, behavioral therapy, and medication work for some people, the reality is that many do not experience significant symptom relief with those approaches. In fact, the majority of our clients have been through various forms of counseling, family therapy, play therapy, behavioral therapy, and multiple medications for years - but they and their families are still struggling.

If that sounds familiar, then it's time for something different!

We have a team of award-winning clinicians who specialize in innovative research-based techniques and approaches to solve even the most complex developmental and mental health disorders so individuals and families can stop walking on eggshells and start living life with more ease and enjoyment.

Our clients tend to have the following types of diagnoses and challenges:

ADHD

Autism Spectrum Disorder / ASD

Anxiety Disorders

Mood Disorders

Behavioral Disorders

Learning Disabilities

Sensory Processing Disorder

Developmental Trauma

Tic Disorders

Speech and Language Concerns

Feeding Disorders

And Difficulty Transitioning to Adult Life

While clients come to us with various symptoms and diagnoses, we see our clients as individuals who have a lot more right with them than wrong with them! Treatment plans are customized for each child and family to focus on underlying causes of symptoms - often including specialized counseling approaches, executive function skills training, nutrition consultation, neurofeedback, parent education, specific communication therapies, and more. It is important for you to know that we view psychiatric medication as a last resort, and work closely with prescribers to ensure that clients are not over-medicated or taking medications that are merely a Band-Aid covering the real problems that need to be addressed.
Whether you've been through many treatments or none; whether you have a diagnosis or not; no matter how far you are from the life you envisioned for your child and family; we are here to listen to your story and move forward with you.

We're not just a team of clinicians...we're a family.

We're not just offering help...we're offering hope.

We don't just see problems...we see potential.

We don't just provide treatment...we expect that people will get better.

We believe change is possible-because we see it every day. And we believe you are no exception.

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Child and Family Therapy, Counseling and Evaluations in Grand Rapids MI

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If you are like many people who come to our clinic, you have already done the standard treatments you were told to pursue, but your child is still stuck and struggling. You may feel tired of going from one place to the next, having evaluation after evaluation, hearing the same things, and still not knowing how to help your child get better.

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Consultation Appointments | Horizons Developmental Resource Center

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Consultation Appointments | Horizons Developmental Resource Center

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Are you a parent looking for solutions to a specific issue or challenge? Our team is available to provide consultation services to parents and families. Visit Us.

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Stories & Feedback from Professionals, Families & Media 

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Stories & Feedback from Professionals, Families & Media 

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Stories & Feedback from Professionals, Families, & Media

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Learn more about Horizons DRC from real family stories, professional endorsements, awards and recognition, and our mentions/features in the media...

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What to Expect | Horizons Developmental Resource Center

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What to Expect | Horizons Developmental Resource Center

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Our Clinic

We've designed our clinic so that it doesn't feel like one. Instead of the medical office vibe, it feels like a home; like a safe shelter where you are understood, heard, and supported. This culture is a huge priority for us and we want you to feel like part of our community the minute you walk through our doors.

Whether you're talking to someone at the front desk, or working with a clinician, you will find our team to be warm, helpful, and committed to your child and family's care. To read more about each individual member, head to our bio page here.

We operate outside of the constraints of the insurance system for most of our services because we want to be in control of the care we offer, and the time and resources it may take in order for us to do so properly. You will never be rushed in and out the door and we will always take the time to listen and explore what you're going through, however long you need. We want to change the standard of treatment and get you both relief and results.

Generally speaking, this is the order in which we approach cases:

1. Initial Consultation Call
We like speaking with you before you have to schedule or pay for a clinic visit. This way, you can get a sense of who we are, and we can hear your story and we can determine if our services would be a good match for your needs. Calls are usually about 15 minutes long.

2. Intake Appointment
If the initial call leads us to believe our care would be appropriate for you, your child, and/or your family, you'll schedule an intake visit where we can gather background information, get to know you, and begin to make a plan for specific treatments. We will discuss treatment options such as specific types of counseling, neurofeedback, parent education, nutrition therapy, and more. By the end of this appointment you'll have a road map of the most effective treatment methods and priorities for treatment.

3. Treatment
We will begin treatment sessions on a schedule that best addresses your needs and works for you, your child, and/or your family.

Our clients experience substantial relief from their symptoms, and the freedom to move forward with their lives as their best selves. From developing a sense of community and contribution, to feeling connected, secure, and competent, you, your child, and/or your family will feel a great hope for the future. We may be biased, but witnessing this growth and transformation is one of the most rewarding jobs on the planet.

To get started, schedule a FREE initial consultation call by clicking here

We look forward to hearing from you!

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What to Expect | Horizons Developmental Resource Center

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Our Clinic We've designed our clinic so that it doesn't feel like one. Instead of the medical office vibe, it feels like a home; like a safe shelter where you are understood, heard, and supported. This culture is a huge priority for us and we want you to feel like part of our community the minute you walk through our doors.

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LENS Practitioner | Horizons Developmental Resource Center

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LENS Practitioner | Horizons Developmental Resource Center

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Counseling, Therapy, and Evaluations for Children, assessing and treating Autism, ADHD, Speech, Sensory, Feeding, Social Skills and Behavior in Caledonia MI

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Speech & Language Therapy & Counseling Center

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Speech & Language Therapy & Counseling Center

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Chances are, you never saw your life going this way. You've been thrown for a loop and you're facing a future for yourself and your child that you didn't anticipate.

At Horizons we not only want to make your Right Now more manageable (behavior, school performance, social skills, home life), we want to open up the possibilities for a hopeful, bright future.

Some of our clients have been with us for 13+ years. We've had the privilege of walking through their childhood with them and now we are watching them grow into adults; becoming the best version of themselves and accomplishing things people said they would never accomplish.

While we don't have magic wands, we have our own definition of magic, and to us, that looks like:

A caring, committed, expert team of clinicians with varying personalities and skill sets designed to serve a wide range of families and cases. As a group we are dedicated to continuing education so we are armed with innovative, cutting edge approaches and treatments. We are your partners and we are committed to pushing forward and walking with you through whatever challenges arise and we are humbled that you'd let us into your lives.

A desire to get to the root of issues; never relying on bandaids to solve complex problems. We believe in customized treatments because every individual has different neurology, biochemistry, and familial makeup. We believe there are better ways of treatment than simply medication, and we desire to educate our clients so they can make informed choices.

An eye on family. Time and time again we've witnessed that treatment only works well when it works for the parents and family.

Time. Too often care looks like a brief office visit followed by a quickly written prescription for medication or generic counseling. Parents and patients aren't given a proper analysis or discussion of the root causes of symptoms, let alone the side effects and risks of prescriptions and recommended treatment. We believe in trying non-medication options first, informing parents and patients every step of the way. Our consultations are not in and out. Instead we take time to listen and explore each case, digging through the layers of challenges and treatments, to isolate symptoms and get to the real issues that need to be addressed.

Ultimately we believe there is a better way to approaching care. And we are fiercely committed to doing it right.

At Horizons DRC we serve all types of situations, including, but not limited to the following issues and disorders:
ADHD
Autism Spectrum Disorder / ASD
Anxiety Disorders
Mood Disorders
Behavioral Issues
Sensory Challenges
Speech and Language Concerns
Feeding Disorders
Trauma

Individual and Family Counseling
Behavior Therapy
Parent Training
Feeding therapy
Neurofeedback
Nutrition Consultation
Movement Therapy
Speech Therapy
School Support
Summer Programs

Horizons was founded by a family for families. Back in 2003 a small seed was planted in the form of a summer program to support children with autism and their families. That first summer we worked with a small group of children and parents in the basement of our home. We never could have dreamed how that seed would take root and grow. Over the past 13 years we have continually sought to meet the needs of children, adults, and families in our community and beyond. That has led us to expand many times - moving programs out of our basement into a small house; putting an addition on that small house to accommodate more programs; and then putting on another addition to serve even more people. We now operate out of our new building, have grown from a staff of 1 to a staff of 9, and from serving 13 families that first summer to supporting hundreds of families each year. It's our honor to do so and we look forward to meeting you.

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About Us | Horizons Developmental Resource Center

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Chances are, you never saw your life going this way. You've been thrown for a loop and you're facing a future for yourself and your child that you didn't anticipate. At Horizons we not only want to make your Right Now more manageable (behavior, school performance, social skills, home life), we want to open up the possibilities for a hopeful, bright future.