Wait! Before we move into immediate action, or assume that it is behavior-based, can we figure the underlying reason why a kid is not engaged?
Something to remember is that having a reason does not mean that it’s being used as an excuse.
For example, if I don’t have my glasses on, I’m not going to try to read a book. I can barely make it out the bed without my glasses or contacts.
If a child has difficulty with organizing their steps, I may get some resistance starting off with a three-step obstacle course.
Same thing goes for the connection between hand strength and handwriting.
Or the correlation with smell and texture aversions and exploring new foods.
It doesn’t excuse an action (like chucking a plate across the table), but it does give us some knowledge, or a reason on why it may have happened.
That leaves us with better background to know what activities are non-negotiable, and what activities are adaptable. This can look like offering the slip-on shoes or velcro shoes in the morning to make our routines easier.
Or using flexible seating for kids that need to wiggle and move.
Or some days, offering breakfast foods or foods that are easier to chew in the afternoon, having a plate with separators, especially after a trying day.
We are all trying to make it, right? Kids included too.
We do the best we can, when we can.
Dr. Diamond | A Dime of OT