Your Weekly Resource Hub
š CASE STUDY
We Stopped Waiting and Started Teaching
FAMILY SNAPSHOT:
ā
Shared by a parent in Dr. Roseannās community
āParent: Keisha
āChild: Aaron, age 10
āStruggle: Frequent meltdowns, poor listening, and impulsive reactions that adults kept saying he would āgrow out ofā
ā
Shared by a parent in Dr. Roseannās community
āParent: Keisha
āChild: Aaron, age 10
āStruggle: Frequent meltdowns, poor listening, and impulsive reactions that adults kept saying he would āgrow out ofā
š The Pattern (Before)
- Aaron melting down when asked to stop preferred activities
- Difficulty listening or following directions, especially when frustrated
- Big emotional reactions to small disappointments
- Adults labeling behavior as āimmatureā or ādefiantā
- Family hoping time and age would naturally fix the problem
š” Ā What Lila Tried Instead:
Reframe and Regulate Rule
- Reframed behavior as a skill gap, not a character flaw
- Identified specific skills Aaron was missing (pause, ask for help, calm body)
- Practiced regulation skills daily during calm moments
- Used co-regulation first before expecting compliance
- Gave Aaron language to name feelings and needs
ā
š What Changed (After 1 Week)
- Aaron paused before reacting more often
- Meltdowns shortened and recovery time improved
- Listening improved when directions were given calmly
- Aaron began saying, āI need a breakā instead of yelling
- Parent confidence increased as progress became visible
š§ Why This Worked
- Repeated practice strengthened self-regulation pathways (neuroplasticity)
- Co-regulation kept Aaronās nervous system out of survival mode
- Skill teaching replaced punishment during moments of struggle
- Feeling supported helped the brain stay open to learning
- Regulation skills were built intentionallyānot left to time
š§ PODCAST HIGHLIGHT
The #1 Reason Your Kid Doesn't Listen (It's Not What You Think)
CLICK HERE TO LISTEN
Upcoming Events...
