Aggressive or violent behavior can be a very difficult and discouraging issue to manage, especially for special needs parents and caregivers. Violent behaviors hinder progress in IEPs, in learning plans, and in becoming mature in personal independence and social skills. It generally is assumed that aggression is a part of symptom of a primary diagnosis such as Autism or Bipolar Disease, and that effective treatment of that primary diagnosis will therefore make the aggression go away. More and more, it is becoming clear to the medical community aggression is not part of most mental illnesses. However, mental illness can set the stage for aggression to occur more often and more unpredictably as a secondary symptom as follows: 1. Autism and other developmental disabilities hinder normal maturing of the adrenaline arousal system (an instinctual, physical response to crisis or danger.) 2. An immature or dysfunctional adrenaline arousal system more easily triggers aggressive rage and violence, sometimes in unexpected situations. I call these aggressive scenarios Immature Adrenaline Systems Over-reactivity (IASO). Instead of burying the behaviors with psychiatric medications, the behavior can be prevented from being triggered in the first place. IASO treatment uses adrenaline blockers ( alpha-blocker such as doxazosin and beta-blocker such as Bystolic or propranolol) to protect nerve cells from excess adrenaline that triggers rage. Adrenaline blockers are less intrusive than psychiatric medications, and can be individually adjusted to allow each patient to function quite normally. With...

IASO, linked to aggression, isn't inherent to mental illnesses but can be treated with adrenaline blockers to reduce rage.

IASO (Immature Adrenaline Systems Over-reactivity), AKA Aggressive Behavior

 Aggressive or violent behavior can be a very difficult and discouraging issue to manage, especially for special needs parents and caregivers. Violent behaviors hinder progress in IEPs, in learning plans, and in becoming mature in personal independence and social skills.   It generally is assumed that aggression is a part of symptom of a primary diagnosis such as Autism or Bipolar Disease, and that effective treatment of that primary diagnosis will therefore make the aggression go away.   More and more, it is becoming clear to the medical community aggression is not part of most mental illnesses. However, mental illness can set the stage for aggression to occur more often and more unpredictably as a secondary symptom as follows:    1. Autism and other developmental disabilities hinder normal maturing of the adrenaline arousal system (an instinctual, physical response to crisis or danger.)    2. An immature or dysfunctional adrenaline arousal system more easily triggers aggressive rage and violence, sometimes in unexpected situations.   I call these aggressive scenarios Immature Adrenaline Systems Over-reactivity (IASO). Instead of burying the behaviors with psychiatric medications, the behavior can be prevented from being triggered in the first place. IASO treatment uses adrenaline blockers ( alpha-blocker such as doxazosin and beta-blocker such as Bystolic or propranolol) to protect nerve cells from excess adrenaline that triggers rage. Adrenaline blockers are less intrusive than psychiatric medications, and can be individually adjusted to allow each patient to function quite normally. With...

IASO, linked to aggression, isn't inherent to mental illnesses but can be treated with adrenaline blockers to reduce rage.

IASO (Immature Adrenaline Systems Over-reactivity), AKA Aggressive Behavior

You've been sitting in the same chair for three hours, leg bouncing under the desk, fingers tapping a silent rhythm on the keyboard. Your brain feels like it's moving through mud. Every paragraph takes twice as long as it should. You know you need to move, to reset, to do something with your hands besides type. But the unspoken rule is: productive people sit still. For neurodivergent adults, that rule is a productivity killer. Movement and sensory breaks aren't distractions from work. They're how many ADHD and autistic adults regulate attention, manage sensory overload, and sustain focus through tasks that demand extended concentration. When you fight your body's need to move or stim, you're spending cognitive resources on sitting still instead of on the work itself. Why Neurodivergent Brains Need Movement and Sensory Input. Neurodivergent nervous systems process sensory information differently. For many adults with ADHD, movement increases dopamine availability, which directly supports executive function. Fidgeting, pacing, or standing while working isn't restlessness. It's regulation. For autistic adults, sensory input can serve multiple functions. Repetitive movement (stimming) can soothe overwhelm, provide proprioceptive feedback that grounds you in your body, or offer a predictable sensory anchor when the environment feels chaotic. Walking breaks, weighted lap pads, or textured objects aren't comfort items. They're tools that restore your capacity to focus after sensory overload has depleted it. The problem is that most workplaces are designed for neurotypical regulation patterns. Stillness signals professionalism. Visible movement or sensory tools can read as unprofessional, immature,...

Scheduled movement and sensory tools improve focus and reduce burnout for neurodivergent employees.

Movement and Sensory Breaks for Neurodivergent Adults at Work

You've been sitting in the same chair for three hours, leg bouncing under the desk, fingers tapping a silent rhythm on the keyboard. Your brain feels like it's moving through mud. Every paragraph takes twice as long as it should. You know you need to move, to reset, to do something with your hands besides type. But the unspoken rule is: productive people sit still. For neurodivergent adults, that rule is a productivity killer. Movement and sensory breaks aren't distractions from work. They're how many ADHD and autistic adults regulate attention, manage sensory overload, and sustain focus through tasks that demand extended concentration. When you fight your body's need to move or stim, you're spending cognitive resources on sitting still instead of on the work itself. Why Neurodivergent Brains Need Movement and Sensory Input. Neurodivergent nervous systems process sensory information differently. For many adults with ADHD, movement increases dopamine availability, which directly supports executive function. Fidgeting, pacing, or standing while working isn't restlessness. It's regulation. For autistic adults, sensory input can serve multiple functions. Repetitive movement (stimming) can soothe overwhelm, provide proprioceptive feedback that grounds you in your body, or offer a predictable sensory anchor when the environment feels chaotic. Walking breaks, weighted lap pads, or textured objects aren't comfort items. They're tools that restore your capacity to focus after sensory overload has depleted it. The problem is that most workplaces are designed for neurotypical regulation patterns. Stillness signals professionalism. Visible movement or sensory tools can read as unprofessional, immature,...

The Webster's dictionary definition of the word reject is: 1 to refuse to accept, recognize, believe, etc. 2 To refuse to grant: deny, as a petition. 3 To refuse (a person) recognition, acceptance, etc. 4. To expel; react against physiologically. 5 To castaway as worthless; discard. A person or thing that has been rejected. When you have experienced rejection first-hand, there is no need for a dictionary definition, as you know exactly how it feels. Being on the receiving end of rejection can be the cruelest act you can experience and, in my case, it led to severe depression. The beginning of my friendships were always filled with possibilities. I would dive into the relationship with much enthusiasm, always driven by the challenge of having this friend last longer than a few weeks. I was always eager to please full of energy and encouragement, going out of my way to be as helpful as I would. The honeymoon phase was always wonderful. Then the relationship seemed to slowly dwindle down; no return of phone calls, plans cancelled, until it became painfully clear that I was not wanted. When I would finally get a hold of them again to ask why they were no longer acting like my friend, the answer was always the same, "you're a little intense," they would say, "you have too much energy," or "you're immature". Other times I would hang on in hopes of finding out that they had something wrong in their life that...

After facing social rejection and depression, the author finds acceptance and self-worth through Neurofield and Neurofeedback treatments.

Through Rejection I learned Acceptance

The Webster's dictionary definition of the word reject is: 1 to refuse to accept, recognize, believe, etc. 2 To refuse to grant: deny, as a petition. 3 To refuse (a person) recognition, acceptance, etc. 4. To expel; react against physiologically. 5 To castaway as worthless; discard. A person or thing that has been rejected. When you have experienced rejection first-hand, there is no need for a dictionary definition, as you know exactly how it feels. Being on the receiving end of rejection can be the cruelest act you can experience and, in my case, it led to severe depression.  The beginning of my friendships were always filled with possibilities. I would dive into the relationship with much enthusiasm, always driven by the challenge of having this friend last longer than a few weeks. I was always eager to please full of energy and encouragement, going out of my way to be as helpful as I would. The honeymoon phase was always wonderful. Then the relationship seemed to slowly dwindle down; no return of phone calls, plans cancelled, until it became painfully clear that I was not wanted. When I would finally get a hold of them again to ask why they were no longer acting like my friend, the answer was always the same, "you're a little intense," they would say, "you have too much energy," or "you're immature". Other times I would hang on in hopes of finding out that they had something wrong in their life that...

I have a thirteen year old son with Asperger's Disorder. Even though he is very smart academically, he is very naïve and comes across socially as very immature for his age. He is starting middle school next month at a new site where he will be fully included. I am terrified that he will be bullied. How can I help him not be victimized? Sean L., Sherman Oaks, CA. Dear Shawn, Bullying is when someone repeatedly and intentionally says or does mean or hurtful things to another person who has a hard time defending him/herself. The child who is bullied is picked out for some reason-it is not accidental mistreatment. Remember that bullying is not just a conflict or misunderstanding between two children, it is victimization where there is intentional, repetitive abuse within a power imbalance. The most effective way for a child/adolescent to stay safe in the face of bullying is: *Find friends and/or supporters that he can hang out with as part of a group. Children who bully often look for loners-people who don't have many friends who will step in to defend. *Taekwondo lessons or working with someone who can help with self-esteem, encourages children to stand tall, use good eye contact and signal to bullies that they have the capability to stand up for themselves. *Telling a child who is bullying to "stop it" may or may not work. Sometimes it back fires and kids may end up being harmed worse. *It is...

To handle bullying, a child should find friends, learn self-defense and self-esteem, report bullying, and avoid confronting bullies alone.

How to Stand Up to Bullying at School

I have a thirteen year old son with Asperger's Disorder. Even though he is very smart academically, he is very naïve and comes across socially as very immature for his age. He is starting middle school next month at a new site where he will be fully included. I am terrified that he will be bullied. How can I help him not be victimized? Sean L., Sherman Oaks, CA. Dear Shawn, Bullying is when someone repeatedly and intentionally says or does mean or hurtful things to another person who has a hard time defending him/herself. The child who is bullied is picked out for some reason-it is not accidental mistreatment. Remember that bullying is not just a conflict or misunderstanding between two children, it is victimization where there is intentional, repetitive abuse within a power imbalance. The most effective way for a child/adolescent to stay safe in the face of bullying is:  *Find friends and/or supporters that he can hang out with as part of a group. Children who bully often look for loners-people who don't have many friends who will step in to defend.  *Taekwondo lessons or working with someone who can help with self-esteem, encourages children to stand tall, use good eye contact and signal to bullies that they have the capability to stand up for themselves. *Telling a child who is bullying to "stop it" may or may not work. Sometimes it back fires and kids may end up being harmed worse.  *It is...

In general, if a child had not corrected an "r" sound distortion after six months in therapy the therapy should stop. In articulation therapy a speech/language pathologist identifies the sounds a child needs to correct and teaches the child how to make the sound. Practice tasks are implemented to stabilize the new pattern of sounds at school and carryover tasks are sent home to help generalize the use of those new sounds. In most instances new sounds can and should be stabilized within a three to six month period. Certain situations may create the need for a longer therapeutic plan. Children may enter therapy with multiple sound errors and need to work on one or two at a time. Other children may have difficulty finding the correct place and manner to produce the sound or they may not be able to hear the difference between their sound and the target sound. Sometimes a child enters therapy for improving sound productions only and along the way other challenges may be unearthed. Voicing issues and/or language problems may be identified. A physiologic basis for sound difficulty may be found. A child may be too young or immature to respond well to the therapeutic environment or just might not want to. Any and all factors need to be taken into consideration when determining the need for a period of therapy or a waiting period before it begins. Unless sound practice occurs in all situations and on a daily basis consistently, stable...

Articulation therapy should stabilize new sounds in 3-6 months. If no progress on an 'r' sound after 6 months, consider stopping therapy.

Articulation Speech Therapy: How Long Should It Take?

In general, if a child had not corrected an "r" sound distortion after six months in therapy the therapy should stop. In articulation therapy a speech/language pathologist identifies the sounds a child needs to correct and teaches the child how to make the sound. Practice tasks are implemented to stabilize the new pattern of sounds at school and carryover tasks are sent home to help generalize the use of those new sounds. In most instances new sounds can and should be stabilized within a three to six month period.  Certain situations may create the need for a longer therapeutic plan. Children may enter therapy with multiple sound errors and need to work on one or two at a time. Other children may have difficulty finding the correct place and manner to produce the sound or they may not be able to hear the difference between their sound and the target sound. Sometimes a child enters therapy for improving sound productions only and along the way other challenges may be unearthed. Voicing issues and/or language problems may be identified. A physiologic basis for sound difficulty may be found. A child may be too young or immature to respond well to the therapeutic environment or just might not want to. Any and all factors need to be taken into consideration when determining the need for a period of therapy or a waiting period before it begins.  Unless sound practice occurs in all situations and on a daily basis consistently, stable...

5 Unexpected Ways to Jump Start Your Child's Processing Skills Sensory Integration, providing sensory processing activities and exercises that incorporate a lot of vestibular stimulation can jump-start your child's processing skills. Activities that have jumping, rocking, swinging, or spinning in them have the biggest impact on the vestibular system. Children that have sensory processing issues have under developed or immature vestibular systems, which can lead to learning problems with under achieving; poor reading and math comprehension, writing skills, focus or attention; and behavioral problems. Balametrics, a program that provides products that improve brain functions, states that timing coordination is critical to the integration of our senses by using full brain processing. Activities that stimulate and develop efficient balance also refine the brain's temporal processes. Demands on timing require a significant expansion of neuron firing, which in turn increase cognition and intelligence. For example, it takes approximately 500,000 neurons to develop the timing ability to hit a target at five feet verus 32 million neurons at 10 feet. Essential Fatty Acids are the building blocks of the membranes of every cell in the body, with the brain having the highest concentration of fat. Brain synapses require long chain fatty acids (DHA) to be efficient. The forebrain, which is the part of the brain used for sustained attention, has the highest concentration of DHA. Essential Fatty Acids are specific fats that cannot be produced in the body....

Boost your child's processing skills with sensory integration, balance exercises, fatty acids, therapeutic listening, and NeuroNet.

5 Unexpected Ways to Jump Start Your Child

   5 Unexpected Ways to Jump Start Your Child's Processing Skills      Sensory Integration, providing sensory processing activities and exercises that incorporate a lot of vestibular stimulation can jump-start your child's processing skills. Activities that have jumping, rocking, swinging, or spinning in them have the biggest impact on the vestibular system. Children that have sensory processing issues have under developed or immature vestibular systems, which can lead to learning problems with under achieving; poor reading and math comprehension, writing skills, focus or attention; and behavioral problems.    Balametrics, a program that provides products that improve brain functions, states that timing coordination is critical to the integration of our senses by using full brain processing. Activities that stimulate and develop efficient balance also refine the brain's temporal processes. Demands on timing require a significant expansion of neuron firing, which in turn increase cognition and intelligence. For example, it takes approximately 500,000 neurons to develop the timing ability to hit a target at five feet verus 32 million neurons at 10 feet.     Essential Fatty Acids are the building blocks of the membranes of every cell in the body, with the brain having the highest concentration of fat. Brain synapses require long chain fatty acids (DHA) to be efficient. The forebrain, which is the part of the brain used for sustained attention, has the highest concentration of DHA. Essential Fatty Acids are specific fats that cannot be produced in the body....

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Special Needs
Articles

IASO (Immature Adrenaline Systems Over-reactivity), AKA Aggressive Behavior

Movement and Sensory Breaks for Neurodivergent Adults at Work

Through Rejection I learned Acceptance

How to Stand Up to Bullying at School

Articulation Speech Therapy: How Long Should It Take?

5 Unexpected Ways to Jump Start Your Child

Find Providers Near You

Special Needs Articles

IASO (Immature Adrenaline Systems Over-reactivity), AKA Aggressive Behavior

Movement and Sensory Breaks for Neurodivergent Adults at Work

Through Rejection I learned Acceptance

How to Stand Up to Bullying at School

Articulation Speech Therapy: How Long Should It Take?

5 Unexpected Ways to Jump Start Your Child

Find Providers Near You

Special Needs
Articles