QUESTIONs

Social behavior means the way we think about other people, and the way we act around them.  Every situation has a set of unwritten rules, and there are consequences to breaking them.

For example, in school, social behavior includes how kids learn, pay attention, regulate themselves, track what’s going on in class, and manage problems.  If a child is disruptive in class, other children notice because their own learning is being impacted.  Even minor events automatically trigger thoughts about other people, and those thoughts turn into memories.  Memories of poor behavior in the classroom trickle out to the playground, where kids won’t want to play with the disruptive child.  Other indicators of childhood social challenges include when a child does not grasp basic concepts like greeting others before launching into a topic, or when a child will only engage in conversation to satisfy his or her own immediate need.

Amongst adults, social behavior issues are often more subtle.  It could be promising to take an elderly parent to a medical appointment but then letting them down at the last minute just because you didn't feel like it.  It could be constantly one-upping other people in conversation, or talking at length about a topic that does not remotely interest the other person.  At work, it could be the inability to collaborate and share ideas as part of a group.

All of this impacts everyday life.  People with social behavior challenges have difficulty making and keeping friends, and their actions generate high stress and frustration for their family members.

No!  In fact, diagnoses in this field are labels based on observed social behavior.  I don’t treat the label, I treat the behavior, so we can get started right away.

No.  Experts at Massachusetts General Hospital have a great way of explaining this:  pills don't teach skills!  In other words, ADHD medication can be highly effective at reducing symptoms of ADHD and enabling the person to focus more effectively.  That's important, but it's only a building block.  Once the person is able to focus, they can then begin to strengthen their skills.  So although ADHD medication does not replace a need for social behavior training, in some cases it can be a preliminary step.

Experts in this field come from many different backgrounds:  education, psychology, speech language pathology and occupational therapy.  The advantage of working with me is that as a teacher I know how to absorb a variety of material and then deliver it in ways that my clients will understand and enjoy.  No matter the age of the client, I make sure that they are actively involved in the lessons, which helps clients to remember the material.

It depends.  For psychology or social work to succeed, the client must already understand the social world and the perspectives of other people.  Many of my clients have a hard time with these areas, so I directly teach about how they work.  For example, if a child is being disruptive at school, he first needs to understand what he’s doing wrong before he can discuss how to correct it.

ABA focuses on specific goals.  For example, an ABA practitioner might choose a goal of teaching a child to greet other people.  They would address this goal over multiple sessions by, for example, encouraging the child to say hello, counting how many times she does so, and providing a small reward after a certain number of successful repetitions.  This can be effective, but it’s not transferable to other problems or situations because it doesn't address the bigger picture.  As a result, ABA is best suited for individuals with more severe impairments.

If I were dealing with the same problem in a higher functioning child, I would explain the consequences of greeting or not greeting people.  In other words, why care?  She would learn through role-playing that if she interacts well with others in general, they will more likely want to spend time with her.  We will work on the specific problem of not greeting people, but we will also work more generally on understanding the perspectives of other people.  That will enable her to transfer her understanding to other situations, so she will be happier and more successful.  With this approach, I’ve never found it necessary to give rewards like toys or stickers.  My clients learn that success is its own reward.

Reversing a lifetime of social challenges is possible but requires effort.  One study reported by the US National Institutes of Health showed results after eight weeks.  Another reported by the International Journal of Disability, Development and Education showed results after twelve weeks.  These studies are broadly representative of my own clients' experiences.

Yes, but once my clients get the hang of it they'll be able to use their skills automatically.  So help me to help you!  Once I’ve taught a concept, it needs to become the “new normal” way of life.  Put it into action regularly and watch the results.

It's important to understand that this applies not only to my client, but also to their family.  Sometimes I need to teach specific vocabulary to remind clients of key points.  That's most effective if their family uses the same terminology.

I work with clients aged five and up.  It’s best to start as young as possible so that problems can be solved before they become too severe.  If left untreated, a gap builds between kids with social deficits and their peers.  What's considered adorable at age three may be considered strange at age thirteen, and as kids grow it becomes harder for parents to make excuses or hide the problem.

However, I’ve also had good success with many adult clients who were experiencing difficulties at work or in their social lives.  That's because my adult clients are highly motivated -- they’re tired of facing these challenges and want to break through.

Not formally.  As my practice has developed, I've learned that such assessments are not as useful as I had thought.  The ones I used to administer were time-consuming and quite expensive.  I now find it more efficient to assess clients informally while working with them.  Lesson plans are then driven by my observations and our discussions.

Assessments after the course are unnecessary because the true assessors of my clients' learning are the people around them.  To put it another way, I could give my clients a test to determine whether they have learned the material I taught them.  However, the true test is the client's actual behavior in real life. 

I began teaching in 2002 and opened my private practice in 2010.

No. I combine multiple techniques to give my clients the best results. I use many of their methods and materials, but I don’t believe that any one organization has all of the answers.

No.  Some providers do offer related sessions in a group format.  My concern is that such groups aren’t personalized to the needs of each participant.  If a client misses a session or needs more help on a specific topic, the group has already moved on.  I’ve also seen cases where group members reinforce each other’s problematic behaviors.

My method doesn't require a group, just as you don't need a group to be tutored in math.  A personalized approach moving at the client's unique pace is far more effective.  If I notice a teachable moment, I’ll change my lesson plan on the fly and address the situation to maximize the learning opportunity.  Also, I encourage other family members to join the sessions because that makes it easier to transfer the new skills to everyday life.

It depends.  Many health insurance plans do not cover teaching, but for example the Government of Canada provides tax deductions for tutoring when it’s recommended by a doctor.  If you have a Health Spending Account, this should be an eligible expense.  Residents of other countries should check their local insurance coverage and government regulations.

Great question!  Lifelong patterns of behavior can't be changed overnight.  On the other hand, I promise that my social behavior course is structured.  For each client, the course has a beginning, a middle, and an end.

On a deeper level, let me tell you about some of my adult clients who didn't receive the necessary help earlier in life.  Unfortunately there's a common pattern:  their lives are difficult.  Some are extremely talented in fields like math or science, but they find the social world extremely difficult.  Why does that matter?  They can probably complete a university admissions form, but they have a tough time if their desired program requires an interview.  They may be technically qualified for a particular job, but they're unlikely to get the job if another qualified candidate presents herself more effectively.  If they do find a job, they have difficulty interacting effectively with colleagues and are at increased risk of accidentally provoking an incident which could cause them to get fired.

Everyday adult life is difficult for people with untreated social behavior deficits.  Due to their employment challenges, many live with their parents.  Few are able to retain a boyfriend or girlfriend.  If you're a parent considering treatment for your child, please understand that this life path is absolutely avoidable if effective help is provided.  It's an extremely valuable investment.

I wish it were that simple.  Unfortunately there’s much more to this.  Just like other professionals obtain ongoing professional development, I continually refine my skills.  Books are tools, and generally they're most effective when used by a skilled professional.

No, my passion is teaching!

I don’t treat the “label”, I treat the behavior. 

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