So when a child is suddenly off, the first move is not panic. Look for a common cause, address what you find, and give it a little time. But there is a rarer pattern that looks different. A child who goes from baseline to severe, life-disrupting symptoms almost overnight: intense new obsessions and compulsions, refusing to eat, rage, wetting the bed after years of dryness, losing handwriting skills she has had for years, or suddenly unable to leave a parent’s side. If no common cause explains it, and if the symptoms hold on for more than a week or so instead of fading, that pattern deserves a closer look.

That pattern has two names: PANS and PANDAS. They are dramatic, they are frightening, and the medical world is still working out what causes them. At NACD we have worked with children and young adults affected by these conditions, and we have watched families navigate this situation, sometimes well and sometimes at enormous financial and emotional cost. What follows is what these conditions are, what to do first, and how to protect your child and your family along the way.

What Are PANS and PANDAS?

PANDAS stands for Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal infections. It was first described in 1998 by researchers at the National Institute of Mental Health. In PANDAS, a child develops sudden, severe OCD symptoms and/or tics following a strep infection, such as strep throat or scarlet fever.

PANS stands for Pediatric Acute-onset Neuropsychiatric Syndrome. It is the broader umbrella term, defined in 2012, and PANDAS is considered a subset of it. PANS describes the same abrupt onset of severe OCD or dramatic food restriction, along with at least two other symptoms such as intense anxiety, emotional swings, rage or irritability, behavioral regression, a sudden drop in school performance, sensory or motor changes, sleep problems, or urinary changes. Unlike PANDAS, PANS does not require a strep infection. Reported triggers include mycoplasma, influenza, sinus infections, COVID-19, Epstein-Barr virus, and sometimes no identifiable infection at all.

The proposed explanation is that the immune system, activated by an infection, mistakenly attacks the child’s own brain, producing inflammation in the basal ganglia, a region deep in the brain that helps regulate movement, emotion, and behavior. Medicine already accepts that this can happen. Rheumatic fever, in which strep antibodies attack the heart, and Sydenham chorea, in which they affect the brain and produce involuntary movements, are long-established examples of the same mechanism.

Why Doctors Disagree

Parents researching these conditions quickly discover that doctors disagree about them, and the reason is worth understanding. There is no blood test or brain scan that confirms PANS or PANDAS. The diagnosis rests entirely on the child’s history, which makes some physicians cautious. Research studies on treatment are small and their results are mixed.

Both sides agree on this much: children with this abrupt, dramatic onset pattern are real, and they are suffering. The disagreement is about mechanism and treatment, not about whether your child’s overnight change actually happened. If a physician dismisses the pattern entirely, or if a clinic tells you they can diagnose it with certainty from a single lab panel, both should give you pause. The practical steps below hold up no matter where the science eventually lands.

The Hallmark Sign: Speed

The single most important feature that separates PANS and PANDAS from ordinary childhood OCD, anxiety, or tics is speed of onset. Typical OCD develops gradually over months. PANS arrives like a light switch. If your child went from baseline to severe symptoms within days, especially following an illness in your child or anyone in your household, that history matters enormously. Speed alone is not the whole picture, though. Rule out the ordinary explanations first, and let persistence be your second filter: a rough stretch that fades within days is normal life with a young child, while severe symptoms that hold on past a week with no identifiable cause are what should send you to the physician. Write it down while it is fresh: what changed, when it changed, what you ruled out, and what infections came before it. That timeline will be the most valuable diagnostic tool you own.

Typical OCD or anxiety builds over months. PANS and PANDAS arrive in days.

What to Do First

The best first steps are not exotic, and most of them cost very little.

• Document the timeline. Onset date, symptoms, and any recent illnesses in the child or family members.
• See your physician and ask for strep testing. Request a throat culture even if your child has no sore throat, because silent strep infections happen. It is also reasonable to have household members screened, since strep circulates within families.
• Treat any infection that is found. In many reported cases, properly treating a documented infection produces significant improvement, sometimes quickly.
• Address the behavior directly, as a family. The best-studied behavioral approach to OCD symptoms is exposure-based work: gradually facing fears rather than avoiding them, and gently stopping the household from accommodating compulsions and rituals, because accommodation feels kind in the moment but feeds the fire. Some families pursue this with a therapist trained in exposure and response prevention (ERP). But the principles themselves, structure, consistency, and parents leading the work at home, are things families can carry out every single day, and daily beats weekly. Behavioral work helps regardless of what caused the symptoms and should not wait while the medical picture gets sorted out.
• Keep anti-inflammatory and immune treatments physician-guided. For milder cases, doctors sometimes use anti-inflammatory medication or a short course of steroids. For severe cases, some physicians use IVIG, which stands for intravenous immunoglobulin. IVIG is an infusion of antibodies collected from thousands of healthy blood donors, given through an IV over several hours, usually across multiple sessions. The goal is to calm and rebalance an immune system that appears to be attacking the child’s own brain. It is a real medical treatment used for a number of immune conditions, but for PANS and PANDAS specifically the research results are mixed, insurance rarely covers it for this diagnosis, and out-of-pocket costs commonly run into the tens of thousands of dollars. If IVIG is being considered, it belongs at an established specialty program with experienced physicians, not at a clinic selling treatment packages.
• Support the body the brain lives in. An inflamed brain does not need more inflammation coming from the plate. Reducing wheat and sugar, two of the biggest inflammatory drivers in the modern diet, is a practical starting point for most families. Adding probiotic and fermented foods supports the gut, where a large share of the immune system actually lives. Build overall metabolic health with real food, omega-3s, quality sleep, movement, and lower stress. These steps are inexpensive, low risk, and compatible with any medical plan. They will not cure a severe case on their own, but immune regulation and brain function are downstream of metabolic health, and a brain heals better in a healthy body.

Protecting Your Family Financially

Families facing these conditions are frightened, exhausted, and searching, which makes them a target. There is an entire industry ready to sell unvalidated lab panels, open-ended antibiotic protocols, months-long detox programs, and treatment packages costing tens of thousands of dollars, often all from the same clinic that performs the testing, interprets the testing, and defines success.

Before spending significant money on any treatment, ask the provider five questions:

• What published evidence supports this treatment for this condition?
• What is the total cost, and what will insurance cover?
• What is the defined endpoint, and how long until we know whether it worked?
• How exactly will we measure improvement?
• Do you profit from the tests you order and the products you recommend?

A good provider welcomes these questions. A provider who resents them has answered them. As a rule of thumb: spend freely on things that are cheap and low risk, spend carefully on things with mixed evidence and a clear endpoint, and be very wary of open-ended programs with no defined finish line.

Where NACD Fits

If you are an NACD family and you are seeing sudden changes in your child, contact your coach immediately. Do not wait for your next scheduled follow-up. Your coach can help you organize what you are seeing, compare it against your child’s documented baseline, and get that information into your physician’s hands quickly. Speed matters with these conditions, and you already have people who know your child.

NACD does not diagnose or treat PANS or PANDAS. Those decisions belong with your physician. But for more than 47 years our work has been built on knowing each child as an individual, and that matters a great deal here.

A condition with no lab test is diagnosed on history and observed change. Because we evaluate children three times a year and track function in detail, our records often show exactly when a child’s abilities dropped and when they returned. For a family sitting in a doctor’s office trying to explain what happened, that documentation is worth a great deal.

This is also why we ask families to tell us about illnesses, fevers, and infections. What looks like a minor detail in the moment can turn out to be the missing piece.

We also help families keep moving forward. A child in a flare is not a child whose potential has changed, and flare behavior is not willfulness. We adjust each child’s program to match current capacity, protect the fundamentals, and rebuild as the child recovers. The brain that has been through an inflammatory episode is still a brain that responds to the right input at the right intensity.

Recovery is also a rebuilding process. Flares take a real toll on attention, processing, and working memory, and those functions respond to targeted, consistent work. Tools like our Simply Smarter app, built on NACD’s decades of work developing processing and working memory, give families a structured way to rebuild cognitive function at home, a few minutes at a time, at whatever intensity the child can handle right now.

Treating the whole child, and never confusing a child with a label or an episode, has been the heart of NACD’s philosophy since 1979. That does not change with this diagnosis. If anything, it matters more.

If your child is struggling and you are not yet an NACD family, join our free Get Started program to learn how an individualized program works and talk with our staff at no cost.

Frequently Asked Questions

This article is for educational purposes and is not medical advice. Diagnosis and treatment decisions should always be made with your child’s physician. If you are concerned about sudden changes in your child, contact your doctor promptly, and know that NACD is here to support your child’s development every step of the way.

The post PANS and PANDAS: What Every Parent Should Know When a Child Changes Overnight appeared first on NACD International | The National Association for Child Development.

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Our life can truly be measured in BEFORE and AFTER NACD. All the behind the scenes staff are incredible too, and I can honestly say that I feel like they are family, a group who has always been there for us, giving us the answers and support we need to live our best lives.

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It’s been incredible to watch him grow in confidence and see his self-esteem improve. NACD not only provides educational support but also empowers me as a parent to help my son reach his full potential.

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“

You must understand all of the little pieces to change the big ones.

Bob Doman

Founder, NACD

Our Founder

Bob Doman built NACD around a simple conviction

Bob Doman founded NACD in 1979 after years of directing clinical and educational programs, where he saw the same thing again and again: children doing more than anyone expected once they were given the right input. So he built NACD around the people best positioned to deliver that input every day, not clinics, but parents. Over 47+ years and 50,000+ families, Bob and his staff have designed and supervised more than fifteen million hours of individualized programs for children and adults. All of those hours have taught him that development is never fixed, and that with the right plan, run at home by the people who know them best, children keep surprising everyone.

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Who We Help · Williams Syndrome

williams syndrome: a parent’s guide to what’s actually possible for your child

Most parents of a child with Williams Syndrome are told what their child won’t do. See why those limits aren’t real, and what NACD has helped families achieve since 1979.

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About the instructor

Decades of work with the children behind the data.

Sara Erling, M.Ed.

Targeted Developmental Intervention Specialist · NACD

Master’s Degree in Education (Curriculum & Instruction) · Nearly three decades supporting children with diverse learning needs · Targeted Developmental Intervention (TDI) Specialist · Trains educators and parents nationally and internationally · Author of numerous articles on neurodevelopment and learning.

NACD, LLC has been designing individualized neurodevelopmental and educational programs since the 1970s, serving children of all ages — the majority with special needs — across the globe.

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Nine years ago, I gave birth to a precious baby girl. Her Daddy, two year old sister Claire, and I were so excited to welcome her into our family. Five days after Alice was born, we received a surprise diagnosis; Alice had Down Syndrome. After the shock and initial grief, I immediately wanted to know everything that I could do for Alice to make sure that she would have every opportunity to grow and learn and do all the things that other kids get to do. I was discouraged with information that I got going down the rabbit hole of the internet, about how kids with Down Syndrome will never do this, or never do that, or struggle with this. I was worried that Alice would never speak, read, potty train, or gain self help skills that would lead to independence or a connected, meaningful life. I made endless appointments with health care specialists to make sure she was as healthy as possible, and I sought help from early intervention specialists. They gave me a few things to work on, but each specialist and therapist was only looking at their small piece of expertise. And Alice’s therapists only came once a month, and gave me maybe three things to try. I wanted to know what else I could do; I knew there must be more I could do to help Alice learn. 

It was then that a friend of mine from church told me to look up NACD, and how it had helped her two girls with autism so much. Now I knew these girls. One you would NEVER know was on the autism spectrum, and the other was maybe a bit socially awkward, but that was it. These were intelligent, educated and accomplished girls. At first I was skeptical, but I bowered my friends introduction seminar given by Bob Dowman. It was amazing! I have a degree in Elementary Education, and had taught school for 4 years. As I was listening, so many things made so much sense! It resonated with me on such a deeper level, and I knew that this was the right place for us.

At this point, Alice was 8 months old. We met with Sara Erling for the first time to have Alice evaluated. It was amazing! We were given a program to help my whole child, and there was definitely enough to do. We were now giving Alice the speech, cognition, and physical input that Alice needed with the correct frequency, intensity, and duration everyday. Some things that we were asked to do were opposite the vastly popular opinions of early intervention specialists, but we trusted NACD and I am so glad we did!

Alice learned to talk, having so many words so much earlier than so many of her peers with Down Syndrome. After so much work, Alice learned to army crawl, then crawl, then walk with correct cross pattern, and the right gait to help her not have problems in the future. Alice learned to dress herself, and she potty trained! She is 100 percent independent for bathroom needs during the day, and has been for 3 years; this is a milestone that so many of her peers with Down Syndrome have not accomplished. Alice is reading at an early 2^nd grade level, and still going. Alice can do chores, and even make her own breakfast, something she is very proud of. All of the things that I was afraid that Alice would never do, she is doing already, and she just turned 9.

Do we sometimes get stuck in Alice’s development? Yes, but with one email to my mentor, we figure out how to make progress, although it may be slow at times, it is steady. We never stay stuck. NACD has been the most powerful partner in my parenting! Every time I do not know what do to, I can call and get specific help that addresses any behavior or problem at the developmental root. We are not just putting bandaids on problems or hoping a medicine will magically fix a behavior. NACD knows how to make changes, and what needs to be in place in order for function to improve in all areas. This partnership applies to all of my children. They have all been on NACD at different times with difference intensities, and I have seen them grow academically, behaviorally, physically, and socially.

One of the best things about NACD and our journey with Alice, is that her potential and progress is not limited. Sometimes I get discouraged that Alice is behind her typical peers and not doing what they are. Then I remember, that she is not doing it yet. Alice is smart, and capable, and can continue to make progress. With the right input, and time, Alice will continue to learn and progress. I do not have to be a slave to the special education system provided at the school. Alice does attend right now, because she loves it socially and it gives me time with my younger children, but her teachers are on board with what we are doing at home and even do reps at school. I have control of what Alice is learning at home, and it will not matter if I have to homeschool her eventually, I will have all the help and tools I need to make sure she can progress.

If you are a parent with a child with Down Syndrome reading this, I see you. I know that you may be looking for more for your child; more help, more hope, more function. You will find it here. I love to talk to parents with kids that have Down Syndrome and I would be happy to answer any questions about our journey with NACD. I am so grateful that we found it when Alice was young, and that I have a partner to do this thing called raising children with. It really has changed our lives, and blessed our family immensely and will continue to do so.

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From Salt Lake City to Ogden, Park City, and St. George, NACD has provided thousands of children with customized, science-based educational and developmental programs. Whether a child has been diagnosed with autism, down syndrome, ADHD, learning disabilities, or simply needs help reaching their full potential, NACD offers individualized programs designed to help each child maximize their abilities in both education and life.

How Utah Families Are Finding NACD—From Across the Globe

Despite being headquartered in Utah, many of our local families have discovered NACD through referrals from parents in other countries. Families in the United Kingdom, India, Australia, Brazil, and beyond have firsthand experience with NACD’s impact and frequently recommend us to families in Utah through Facebook groups, special needs communities, and word-of-mouth referrals. Parents from all over the world recognize the effectiveness of NACD’s approach, often before Utahns do.

It’s incredible to think that families on the other side of the world actively refer Utah families to NACD—yet many local parents are unaware that they have access to this life-changing program right here in Utah. NACD’s international headquarters is located in Washington Terrace, a short drive from Salt Lake City, Ogden, and Park City. We also have an additional evaluation site in St. George, providing in-person services to families in Southern Utah. In addition, families throughout the entire state can work with NACD remotely via video conferencing.

For families seeking the best possible educational and developmental resources for their children, NACD is already trusted by families across the globe—and it’s right here in Utah, available to you.

NACD: A Utah-Based Resource for Child Development & Education

For Utah families searching for the right educational and developmental support, NACD is a local resource that provides world-class expertise. Unlike one-size-fits-all therapy programs, NACD takes an individualized approach, designing a custom program for each child based on their unique strengths and challenges.

We work with children who have:

• Autism Spectrum Disorder
• ADHD & Attention Issues
• Learning Disabilities
• Down Syndrome
• Speech & Language Delays
• Processing Disorders
• Brain Injuries
• Accelerated & Gifted Learners
• Homeschooling Families – Watch Our Free Homeschool Seminar

In addition to working with children with developmental and learning challenges, NACD also helps homeschooling families, typical children, and those struggling with behavioral challenges reach their full potential. Whether a child needs help excelling academically, improving focus, addressing behavior, or enhancing processing and cognitive skills, our individualized approach is designed to support their education and overall development.

NACD & Utah Scholarships

We know that finding the right resources for a child’s education and development can be overwhelming, especially when cost is a concern. That’s why NACD is an approved vendor for the Utah Fits All Scholarship, making it easier for families to access our services. We are also an approved vendor for the Children First Education Fund, providing additional financial support options for families.

You can find NACD listed as an approved vendor on the Utah Fits All website here.

For Utah families looking for individualized educational and developmental support, NACD is a world-class resource that has been hidden in plain sight. Families from all over the world trust us—now it’s time for more Utah families to discover what’s available right here at home.

Learn More & Get Started

Want to see if NACD is a good fit for your child? Learn more about our Get Started Process or contact us at info@nacd.org to schedule a free informational call.

Check out real success stories, expert insights, and more on our NACD YouTube Channel.

Don’t miss out on this life-changing resource that’s been right here in Utah all along!

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I have been working with the Allman family for several years now.  As NACD staff, we often talk amongst ourselves about how fortunate we are to work with what we consider to be the cream of the crop parents.  Ken and Julie Allman are fine examples as to the level of dedication that we see every day in our work/mission/life at NACD.   Not only do they strive to provide the best developmental and educational path that they can for their son, Charles, but they are committed to raising a well adjusted, good human being.  I have often been proud of Charles’s advances at his evaluations, but never more proud of him as when I heard about how he spent his 8th birthday.  I was so inspired that I requested that Julie write up a summary to share with all of you.

Good job, Charles!  Excellent job, Ken and Julie!

by Julie Allman

Dear Members of the National Association of Child Development (NACD),

Introduction:

In a world where material possessions often take center stage, it is refreshing to witness acts of selflessness and compassion. Charles Allman, a remarkable young boy, recently celebrated his 8th birthday in a unique and meaningful way. Instead of receiving gifts, Charles elected to collect gently used apparel and toiletries for children in need. Inspired by the principles of NACD, we as parents supported his mission, and together, we created a celebration that left a lasting impact on our community. Let us delve into the heartwarming story of Charles’ birthday party and the impact it had on the Hinton community.

Background:

Ken’s hometown of Hinton, West Virginia, nestled in the scenic Summers County, is a part of the New River Gorge National Park & Preserve. While surrounded by incredible natural beauty, the area is also home to families and children with many challenges. Shockingly, three out of ten elementary school children in Hinton are supported by the Communities in Schools program. Deeply involved in our local community, the Allmans recognized the opportunity to make a difference and support these children.

Charles’ Mission:

Instead of traditional birthday gifts, Charles selflessly asked his friends and family to contribute gently used children’s apparel and toiletries, specifically targeting grades 1-6. 

The Birthday Party:

The Allman family extended a warm invitation to friends and classmates, inviting them to Charles’ 8th birthday party. On the special day, we gathered with friends, parents, and siblings to celebrate. The atmosphere was filled with joy and a sense of purpose. We provided food and drinks for everyone, ensuring that the celebration was not only about giving but also about coming together as a community

The Impact:

The response to Charles’ mission was wonderful. Friends and family rallied behind his cause, generously donating clothing, shoes, and toiletries. The Allman family recently returned from a trip to Hinton, where they personally delivered these heartfelt contributions. The impact of their efforts was captured in photographs, showcasing Suzie Hudson, the program administrator, and the “store shelves” where students in need can select clothing, toiletries, and food. The gratitude expressed by the Hinton community was very warm, and the Allmans extend their deepest appreciation to all who contributed.

Conclusion:

Charles’ 8th birthday celebration was not just a party; it was a testament to the power of compassion and the difference one person can make. Through his selfless act, Charles inspired those around him to embrace the spirit of giving and support children in need. The Allman family’s involvement in the Hinton community and their dedication to making a positive impact are truly commendable. As we reflect on this heartwarming story, let us remember that even the smallest gestures of kindness can create a ripple effect of change.

As parents, we are immensely proud of Charles for his selflessness and compassion. His decision to forgo traditional gifts and instead focus on helping children in need exemplifies the values we strive to instill in him. We are grateful for the support of the NACD programs, which guided us in facilitating Charles’ mission and creating a celebration that went beyond the ordinary.

In closing, we extend our heartfelt thanks to all those who contributed to Charles’ mission. Your generosity has made a significant difference in the lives of children in need, and we hope that this heartwarming story inspires others to embrace the spirit of giving and make a positive impact in their communities. The Allman family’s involvement in the Hinton community and their dedication to making a positive impact continues.

Reprinted by permission of The NACD Foundation, Volume 37 No. 1 , 2024 ©NACD

The post A Heartwarming Birthday Celebration: Charles’ Mission to Help Children in Need appeared first on NACD International | The National Association for Child Development.

The National Association for Child Development (NACD) is proud to announce that we have been recognized as an approved vendor for the Utah Fits All Scholarship Program. This significant development is especially close to our hearts, as Utah, the state where NACD is headquartered, has created a landmark program that empowers parents with the choice in their children’s education and development.

The Utah Fits All Scholarship provides families with up to $8,000 per eligible student for the Upcoming School Year

This funding can now be used towards NACD’s all-inclusive membership tuition, enabling your child to benefit from our personalized developmental programs without the financial strain.

Apply for the Utah Fits All Scholarship Today!

check the uFA website for the latest details

We encourage you to apply early to secure this opportunity for your family.

Detailed information and the application form can be found by clicking the button below:

Key Details

Application Deadline

Please check the UFA Website for the latest deadlines or waiting list times.

Eligibility

All K-12 students residing in Utah qualify.

Use of Funds

Scholarship funds can be utilized towards NACD’s all-inclusive membership tuition.

Support

For assistance with the application process or any questions about using the scholarship with NACD, please don’t hesitate to contact us or visit the official FAQ section of the Utah Fits All program (scroll to the bottom of the page).

At NACD, we are committed to supporting each child’s unique developmental path and are excited to make our programs more accessible through this fantastic opportunity. Please reach out if you need help or have any questions about the Utah Fits All Scholarship Program or NACD’s offerings.

Don’t miss this chance to enhance your child’s learning experience with NACD’s specialized programs. Apply for the Utah Fits All Scholarship today and unlock the full potential of personalized development!

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I am a big believer in identifying patterns, collecting data, and building new and better patterns. I would like to suggest to you parents that for a week you collect some data; try to be “normal,” don’t go out of your way to change your behavior—yet. Each day record how much quality targeted time you spend with your kids. You can include time teaching them how to mow the lawn or load the dishwasher, to teaching them how to kick a soccer ball, to talking to them about what they learned at school today, to teaching them about all the important stuff you know and care about over dinner, but to qualify you have to be talking.

After your week of collecting data, evaluate it. Because you were aware of what you were doing, your data is probably going to be a lot better than the previous weeks, but so be it. Look at your data and evaluate how well you think you did. Then think about how you could have done better and then do it. Be conscious, be aware, and strive to create new behavior patterns that provide your children with more of your life-changing attention.

Dads, you might suspect that this was largely directed at you, and you would be correct. We dads have some special power—use it!

      Reprinted by permission of The NACD Foundation, Volume 36 No. 3, 2023 ©NACD

The post Attention – One of the Greatest Gifts appeared first on NACD International | The National Association for Child Development.

by Bob Doman

Many parents of special needs children, as well as children with attention and learning related problems, mistakenly believe their children are receiving a good, real opportunity for development and education from the schools. With rare exception neither public nor private schools are equipped to provide these children with a real opportunity. What does opportunity look like, and how do we help the children realize their innate potential?

A sad reality is that the typically perceived potential for all our children, and particularly our special needs children, is not truly based on their innate potential, but rather it is defined by the very limited opportunities provided by public schools, and most private schools, and the outcomes they produce.

Opportunity Defines Potential and Determines Outcomes

The range of individual function in a typical or special needs classroom is tremendous. In a typical classroom the reading, math, and other educational levels range in years, not months; but everyone is generally placed in the same curriculum and at the same spot in the curriculum. The instruction is based on the month and year of where the class is in the curriculum. In addition to the huge range of educational levels in the classroom, the level of individual processing abilities (short-term and working memory levels, the ability to process and understand the information) varies tremendously, as do the individuals’ actual knowledge base, and learning strengths and weaknesses. Our children are all unique; and the more targeted their education is to their specific needs, the more effective.

The greater the developmental and learning challenges, the greater the variability of function, the more specific their requirements, and the greater the need for targeted intervention– “targeted” as in designed for the individual child and administered one to one.

How does the public education system determine potential and define opportunity?

Perceived potential defines what is determined to be appropriate educational and therapeutic opportunity, as defined by the public educational system. The potential is based on expectations and prognosis, while the prognosis is based on the past failures. The past failures in turn are the reflection of the realities of limited opportunity, the result of budget restraints and previous outcomes.

The Reality of School Aides

If your child is “fortunate” they are provided with a 1:1 aide. Parents generally mistakenly believe that the aide is providing a targeted program designed for your child. This is rarely the case. Often the aide assists your child in walking through a dumbed down version of the school curriculum or a version of the “special” curriculum. Aides generally assist and prompt the child through whatever is deemed appropriate work, rather than providing targeted teaching. They are not teachers and are not expected to be. They aid, as in assist, which often impairs rather than facilitates real education and often results in prompt dependency.

Physical, Speech, and Occupational Therapy

Many parents believe that their children who need specific therapies need to attend school so that they can receive the therapy they need. The reality is that one or two twenty to thirty minute sessions of “therapy” per week is not enough to produce significant change and certainly does not define a real opportunity. Very few school therapists would really define what they are providing as adequate. But, once again, outcomes predict potential and thus determine what is considered an appropriate opportunity. Sadly, the same criteria has been used by insurance companies to define appropriate opportunity, and thus limit how much therapy they will cover. Fortunately, most children with developmental issues do not need rehabilitation therapy; they need developmental opportunities that generally do not require a therapist.

Neuroplasticity

All individual development reflects and is the result of neuroplasticity, the process by which the brain changes in response to stimulation. The foundation of neuroplasticity is targeted input delivered with frequency, intensity, and duration.

Targeted input refers to specific input, specific as to the child; and because every child is different, the program needs to be designed around a comprehensive understanding of the whole child. All children are complex; and the more specific issues the child has, the more complex they are, as are their needs.

Labels

When schools started providing “special” services for special needs children and those with attention and learning challenges, the need existed for them to have administrative labels, so as to classify the children. The labels and classifications served as a means for the system to lower expectations and an excuse for the system to fail. One hundred or one hundred thousand children labeled as dyslexic or as having attention deficit, as an example, are all different and are categorized and stigmatized by a symptomatic label. They don’t have a disease, let alone an incurable disease; and they are all different. If they are all perceived as the same, then their needs are perceived to be the same, and their opportunities dictated by the expected outcomes. All the children with these labels are unique and complex, as are all labeled children, each with a multitude of different significant pieces that need to be understood and addressed if they are to be given a real opportunity to achieve their unique potential.

The Whole Child

You cannot successfully address a piece of a child without a comprehensive understanding of the whole child.

Who are the world’s greatest authorities on a specific child? The parents.

It is impossible to understand a child and provide a child with a real opportunity without the parents being in charge, the parents who know the whole child and who are ultimately responsible for the future adult. A dysfunctional 30-year-old child is not going to be living with their old teacher, or school principal, or therapist; they are going to be living with their parents or in some form of institution

What is the whole child? To understand the whole child, you must know and understand their history from birth to today– their birth history, their medical history, their developmental history, their educational history, their social and behavioral history. Who they are today is a reflection of their entire history and much more, including: any and all neurological/structural and physical issues, their sleep, their diet, current medical issues, behavior issues, social function, how they are on days when they don’t feel well or didn’t sleep well, what their relationship is with their parents, siblings, grandparents, extended family, friends, with their church or other organizations, what is fun, how do they engage themselves, how much screen time do they have, how is their vision, their hearing, their auditory and visual processing, short-term and working memory, do they have any executive function, exactly what do they know and understand, what are they afraid of, what do they like, what do they hate and on and on and on. All of these factors and many more need to be part of the consideration as to what they, these unique children who have never existed before on the planet and never will again, need. How do we target them?

How do you look at a label and determine what is appropriate for any child? You simply cannot define potential nor adequately work with a piece of a child without understanding the whole child.

Public education may pay some lip service to parents, but parents are generally perceived as the people the school sends the child home to at the end of the school day.

Reactive vs Proactive

Schools apply a reactive management strategy to the child’s development and education, meaning that the goals and thus the applications are not based on a long-term vision of what can be based on appropriate opportunity, but what is based on limited opportunity. Examples range from a perspective that the child really doesn’t have the potential to be functional in reading and math, therefore the “reading and math” programs provided aren’t really expected to produce a long-term result of someone who can actually read and understand math. If the perception is that a five-year-old really isn’t going to be able to speak and use language, then augmentative communication is the reactive approach. If the perception is that the child will never be an independent walker, then the reactive approach is not aimed at that goal, but rather life in a wheelchair or possibly a walker.

To work with a child proactively means that you are doing things today understanding and anticipating the long-term effects. What is seen as potential dictates the steps needed to achieve it and to work proactively, not reactively.

Shared Vision and Goals

Everyone involved with a child needs to share a common vision and goals. The primary voice in determining the vision and goals needs to be that of the parents. Parents can be assisted in this process with the help of those who have worked with and through families and their whole children for many decades.

A Better Way: Plan B

Home/Family Based Whole Child Comprehensive Programs

NACD (National Association for Child Development) has for over forty years been at the forefront of redefining opportunity and potential and has developed a toolbox of over 3000 specific techniques that can provide targeted intervention within the home and applied by parents, siblings, and caregivers. NACD focuses on providing individualized, home-based programs to children with special needs, those with learning and attention issues, as well as “typical” children, optimizing opportunity, changing perceptions and outcomes. This approach offers several advantages over public schools:

1. Individualized attention: NACD programs are tailored to the specific needs of each unique child, rather than labeling and plugging the child into an “appropriate” curriculum.
2. Home-based programs: NACD programs are best done at home five days per week. Each comprehensive targeted program maximizes neuroplasticity through short, intense activities that can be provided many times a day, rather than a couple of times per week.
3. Flexible scheduling: Parents can choose when to work with their child, which allows for schedules that work best for the family. It also provides the opportunity for targeted social interaction outside of the school walls. It’s not the quantity of time that a child spends in the company of other children, it is the quality and structure of the time. The reality is often whether or not a child can survive the social world of schools, not if they have learned how to appropriately interact and have developed positive social skills and lives.
4. Holistic approach: The NACD program focuses on the whole child, not just their academic needs, by addressing health and nutrition, motor skills, cognitive skills, speech, social and emotional development, behavior and much more–the whole child, and the whole child within the context of the family. NACD is constantly developing, exploring, and assessing new methods and treatments, bringing state of the art information and resources to bear on the child’s issues and needs.
5. Targeted input, delivered with the needed frequency, intensity, and duration by the people who know and care the most defines a new opportunity and changes outcomes.
6. Tri-annual evaluations and ongoing support, coaching, and interaction help keep everyone on target, working effectively and efficiently, and moving together to achieve the vision.

Learn more about how the NACD Program helps parents homeschool children with special needs:

      Reprinted by permission of The NACD Foundation, Volume 36 No. 3, 2023 ©NACD

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