Problem cheklist of a child

Problem Checklist of a child

Gross Motor

If a child is...

·  Not rolling by 7 months of age

·  Not pushing up on straight arms, lifting his head and shoulders, by 8 months of age

·  Not sitting independently by 10 months of age

·  Not crawling ("commando" crawling--moving across the floor on his belly) by 10 months of age

·  Not creeping (on all fours, what is typically called "crawling") by 12 months of age

·  Not sitting upright in a child-sized chair by 12 months of age

·  Not pulling to stand by 12 months of age

·  Not standing alone by 14 months of age

·  Not walking by 18 months of age

·  Not jumping by 30 months of age

·  Not independent on stairs (up and down) by 30 months of age

 

Here are some other gross motor :

·  "walking" their hands up their bodies to achieve a standing position

·  only walking on their toes, not the soles of their feet

·  frequently falling/tripping, for no apparent reason

·  still "toeing in" at two years of age

·  unusual creeping patterns

·  any known medical diagnosis can be considered a "red flag": Down's syndrome, cerebral palsy, congenital heart condition etc.

Fine Motor

If a child is...

·  Frequently in a fisted position with both hands after 6 months of age

·  Not bringing both hands to midline (center of body) by 10 months of age

·  Not banging objects together by 10 months of age

·  Not clapping their hands by 12 months of age

·  Not deliberately and immediately releasing objects by 12 months of age

·  Not able to tip and hold their bottle by themselves and keep it up, without lying down, by 12 months of age

·  Still using a fisted grasp to hold a crayon at 18 months of age

·  Not using a mature pincer grasp (thumb and index finger, pad to pad) by 18 months of age

·  Not imitating a drawing of a vertical line by 24 months of age

·  Not able to snip with scissors by 30 months


Here are some other fine motor :

·  Using only one hand to complete tasks

·  Not being able to move/open one hand/arm

·  Drooling during small tasks that require intense concentration

·  Displaying uncoordinated or jerky movements when doing activities

·  Crayon strokes are either too heavy or too light to see

·  Any know medical diagnosis can be considered a "red flag": Down's Syndrome, cerebral palsy etc.  

Cognition/Problem Solving

If a child is...

·  Not imitating body action on a doll by 15 months of age (ie, kiss the baby, feed the baby)

·  Not able to match two sets of objects by item by 27 months of age (ie, blocks in one container and people in another)

·  Not able to imitate a model from memory by 27 months (ie, show me how you brush your teeth)

·  Not able to match two sets of objects by color by 31 months of age

·  Having difficulty problem solving during activities in comparison to his/her peers

·  Unaware of changes in his/her environment and routine  

Sensory

If a child is...

·  Very busy, always on the go, and has a very short attention to task

·  Often lethargic or low arousal (appears to be tired/slow to respond, all the time, even after a nap)

·  A picky eater

·  Not aware of when they get hurt (no crying, startle, or reaction to injury)

·  Afraid of swinging/movement activities; does not like to be picked up or be upside down

·  Showing difficulty learning new activities (motor planning)

·  Having a hard time calming themselves down appropriately

·  Appearing to be constantly moving around, even while sitting

·  Showing poor or no eye contact

·  Frequently jumping and/or purposely falling to the floor/crashing into things

·  Seeking opportunities to fall without regard to his/her safety or that of others

·  Constantly touching everything they see, including other children

·  Hypotonic (floppy body, like a wet noodle)

·  Having a difficult time with transitions between activity or location

·  Overly upset with change in routine

·  Hates bath time or grooming activities such as; tooth brushing, hair brushing, hair cuts, having nails cut, etc.

·  Afraid of/aversive to/avoids being messy, or touching different textures such as grass, sand, carpet, paint, playdoh, etc.

...an early childhood intervention/developmental therapy referral may be appropriate.

NOTE: sensory integration/sensory processing issues should only be diagnosed by a qualified professional (primarily, occupational therapists and physical therapists). Some behaviors that appear to be related to sensory issues are actually behavioral issues independent of sensory needs.

Possible visual problems may exist if the child...

·  Does not make eye contact with others or holds objects closer than 3-4 inches from one or both eyes

·  Does not reach for an object close by

Possible hearing problems may exist if the child...

·  Does not respond to sounds or to the voices of familiar people

·  Does not attend to bells or other sound-producing objects

·  Does not respond appropriately to different levels of sound

·  Does not babble

Self-Care

If a child is...

·  Having difficulty biting or chewing food during mealtime

·  Needing a prolonged period of time to chew and/or swallow

·  Coughing/choking during or after eating on a regular basis

·  Demonstrating a change in vocal quality during/after eating (i.e. they sound gurgled or hoarse when speaking/making sounds)

·  Having significant difficulty transitioning between different food stages

·  Not feeding him/herself finger foods by 14 months of age

·  Not attempting to use a spoon by 15 months of age

·  Not picking up and drinking from a regular open cup by 15 months of age

·  Not able to pull off hat, socks or mittens on request by 15 months of age

·  Not attempting to wash own hands or face by 19 months

·  Not assisting with dressing tasks (excluding clothes fasteners) by 22 months

·  Not able to deliberately undo large buttons, snaps and shoelaces by 34 months

Social/Emotional/Play Skills

If a child is...

·  Not smiling by 4 months

·  Not making eye contact during activities and interacting with peers and/or adults

·  Not performing for social attention by 12 months

·  Not imitating actions and movements by the age of 24 months

·  Not engaging in pretend play by the age of 24 months

·  Not demonstrating appropriate play with an object (i.e. instead of trying to put objects into a container, the child leaves the objects in the container and keeps flicking them with his fingers)

·  Fixating on objects that spin or turn (i.e. See 'n Say, toy cars, etc.); also children who are trying to spin things that are not normally spun

·  Having significant difficulty attending to tasks

·  Getting overly upset with change or transitions from activity to activity

Happy Thoughts



Pass a Love

“Love grows by giving. The love we give away is the only love we keep. The only way to retain love is to give it away.”



"Train up a child in a way he should go and when he is old, he will not depart from it..

<--Hindrances-->

• Fear of being left behind
• when i think of others' happiness first before mine
• when fate takes place
• when my valuable persons change; and
• when I can't do my duties and responsibilities that God have given me and so others blame me
  

<--What can I do to overcome those hindrances?-->

• Make myself happy first before making others happy just like in pouring out perfume on yourself. you can't give scent to others if you will not drop a little on yours.
• people changes, so i should make my emotion stable
• be ready and try to accept the fate that will take place
• don't expect others to do the same thing you have done to them but continue showing them good.
• don't try to know the details of every situation because it will depress you

sample guidance program

High School Guidance Counselors deliver the comprehensive guidance program to students in grades nine through twelve in a manner that prepares students for post secondary opportunities.
High School Counselors must have the following qualifications, (All high school counselors in Northside I.S.D)
·         are professional educators,
·         have earned a Master's Degree,
·         are specifically trained in counseling techniques,
·         are certified as school counselors by the Texas Education Agency.
High School Counselors address their continuing professional growth through:
·         Inservice training
·         Workshops
·         Local, state and national conferences
·         Continuing Education
·         Inter-school counselor meetings
·         Current professional literature and media information
·         Presentations to professional groups
·         Technology networking
Students may see the school counselor through...
·         A student self referral
·         A teacher referral
·         A parent referral
·         A counselor request
·         An administrator request
Students may want to see the counselor for many reasons, including assistance with:
·         Problem-solving by exploring alternatives to make appropriate decisions.
·         Developing positive attitudes towards self and others.
·         Establishing personal goals.
·         Developing educational plans and in selecting the related courses based on individual interests and talents.
·         Interpretation of results of standardized tests.
High School Counselors across the district provide similar services tailored to the educational level and to the student and campus needs. To find out more about the guidance program at each high school campus, click on the link below to go to the NISD High School Websites.

Guidance Curriculum
High School Counselors teach the guidance curriculum and assist teachers with guidance-related curricula.  The following are examples of the topics that are addressed in class guidance sessions.
·         Academic support
·         Career pathways
·         Character development
·         Decision-making
·         Developmental assets
·         Goal-Setting
·         Graduation requirements
·         Study skills
·         Understanding academic records
·         Conflict management

Individual Planning
High School Counselors provide individual or group assistance with educational planning and career exploration. Sample activities include the following:
·         9-12 Pre-registration activities such as course selection and review of graduation requirements.
·         Special events such as college and career days, financial aid programs and elective fairs.
·         Assistance to students with information for special programs such as dual credit, transition/IEP needs.
·         Student/parent conferences to address educational and career planning.
·         Freshman Conferences to orient students to high school.
·         Sophomore conferences to review student Graduation Status Report (GSR), to interpret the standardized test scores and to provide career guidance.
·         Junior Conferences to review the GSR, to provide college, career and relevant testing information.
·         Senior Conferences to review the GSR, provide post-secondary education admissions information, as well as scholarship and financial aid information.
 

common behavioral problems of children

Common Problems of Children

There are five very common behavior problems that almost every parent will experience when dealing with their children. Of course, every child is different, and some children will struggle more with some problems than other children. If you are a parent, however, chances are you will have to deal with at least one or two of these problems as your child grows and matures. Whining How does a child begin whining? More than likely, your child began whining when she discovered that you paid more attention to her when she was in distress. While that distress may have begun with a legitimate situation, it probably developed into your child’s way of getting your attention, even if that attention was negative. How can you deal with the whining? You need to take the attention away from your child. You simply should not respond to your child’s whining. When she begins to whine, you can very calmly tell her that you will not answer her or address her problem until she speaks to you in an ordinary voice, then walk away from her and continue to ignore her whining behavior. When she realizes that the whining isn’t getting the result she desires, she should stop. Bedtime Battles  Does your child go calmly to bed, only to repeatedly get up for that last sip of water or visit to the bathroom? Does it take you one to two hours to get your child to finally settle in for the night? There are several ways you can handle this depending upon the age of your child. If your son or daughter is a toddler or pre-schooler, you may want to keep a chart. Each time your child goes to bed and stays in bed, reward her with a sticker. After a designated time period in which she stayed in the bed for several consecutive nights, let her choose a particular treat, such as a small toy or a visit to a new playground. Be sure you praise her for being a good girl. If your child is older, you may need to dock any extra time that he takes staying in the bed. Explain to your child that the longer he stalls going to bed, the less time he will be allowed to watch television or play on the computer. Tantrum Often, this habit intensify simply because it is easier to give in to your child than to address the problem. How can you handle these tantrums? Probably the most important thing you should remember is that you should never give in to them. This may mean that you have to leave the store. Once you leave the store, however, don’t let your child’s behavior go without consequences. Once you get home, you will need to instill some sort of time-out or loss of privilege, depending on the age of your child. Spoiled Behavior Indulging your child too much and too often may turn your child into a selfish, spoiled brat. While you may have thought that you were lavishing your child with love by giving into her every whim and desire, you may soon learn that your child’s desires are unending. If you have somehow helped to create a demanding child, you can reverse this behavior pattern, even though it may take a while. Don’t give in to your child’s every wish. Instead, help your child discover ways to earn certain privileges or objects. Show your child that there are many people who are in need. Be sure you volunteer at activities that your child can help with. Teach your child to give to others, instead of only wanting to obtain things for herself. Disrespectful manner  Of course, when a child talks back to a parent, that parent may lose his or her temper rather quickly, but you should keep in mind that this is often what a child wants. If your child senses that he has the power to make you lose control, he may exert that power more and more often. Your child needs to show you respect, and in order to teach him this, you will need to talk to him respectfully, but firmly. If he speaks to you disrespectfully, you should tell him that you will not discuss anything with him until he can talk respectfully to you. Let him know that he will not get any kind of response out of you until he changes his tone. Behavior problems can be overwhelming, but with firmness and consistency, parents can do a lot to manage their child’s behavior.

"Bright kids: Fly High"

                 I'm Carlo Palea and this is my story. I am a child of hardworking parents hoping to make me grow better. They are verry supportive and they want me to be bright kid. I want too also.. but it seems like impossible to happen. I'm stuck in this four-whel vehicle as my world. This serves as my friend and my nurse. One morning, I went outside to see another world and I saw a child looking for food inside a garbage bag. I felt so upset oh hating my life. Then I asked that child about where is his parents and do here school? I was so shocked because he didn't have any parent and he does not attend school. I came rushing back at home and hug my parents to thank them for the life I'm enjoying. I realized that you don't need to have feet or even wings to fly high. Your hope will make you go there.
                As of now, I'm attending special class, competing basketball and travelling to some places. "I AM CARLO PALEA AND I AM LAME... BUT I'M HAPPY"