Introduction
The Frostig Center in Pasadena, California conducted a twenty-year longitudinal study into attributes that might predict life success for children with learning disabilities. Their fundamental question was “What factors contribute to success for individuals with learning disabilities?” Success was broadly defined to include quality friendships, healthy family relations, positive self-esteem, job satisfaction, physical and mental health, financial independence, spiritual fulfillment, and an overall sense of meaning in life. Their research revealed six life success attributes: 1) self-awareness, 2) proactivity, 3) perseverance, 4) goal-setting, 5) presence and use of support systems, and 6) emotional coping strategies. The research also indicated these six attributes might have a greater influence on life success than even such factors as academic achievement, socio-economic status, gender, and even intelligence quotient (IQ). This “information sheet” explores the attributes of Goal-Setting and Support Systems and suggests strategies for development.
What is Goal-Setting?
Successful adults with learning disabilities who utilize goal-setting have learned to set goals that are specific, realistic, and achievable. They also understand the step-by-step process for reaching established goals.
What is the Presence and Use of Support Systems?
Successful adults with learning disabilities know how to actively access healthy support systems, but have reduced their dependence on others. In childhood, their support systems evidenced the following characteristics: 1) consistent and steadfast, 2) a source of reality testing, and 3) set clear and realistic expectations.
What are Some Strategies for Developing Goal-Setting?
1. Establish routines and utilize tools that reinforce organization and time management. Such routines include pre-school and pre-bedtime sequences, use of checklists, “To Do” lists and calendars, and writing down those things that are “really important.” Helpful tools include countdown timers, assignment notebooks, project planners, written deadlines, and a watch.
2. Use goal setting as an on-going strategy at home. Have one to three goals actively working - one each from the cognitive, physical, and social-emotional area. Ensure the goals are realistic and measurable. Develop a timeline and action plan for each goal. Then, evaluate progress often and celebrate the successes.
3. Be consistent! Do not use goal setting if you are not going to be consistent about its use and evaluation. You can actually do more harm than good by not following through with this strategy.
4. Involve your child when designing any goal. Rick Lavoie, a noted authority on learning disabilities, offers this counsel, “A child is either an architect or a demolition expert.” Either they are involved with creating and personalizing a goal or they look for ways to ensure its failure. These goals belong to them. Ownership is one key to the success of goal attainment.
5. The ultimate goal is self-advocacy: young adults who can elaborate on their strengths, verbalize their challenges, and state the accommodations and strategies that will allow them to be successful.
What are Some Strategies for Developing and Utilizing Support Systems?
1. Separate your disapproval of your child’s behavior from your love for them. Too often, clumsy, forgetful, or impulsive children come to view themselves as “bad” because they are the target of frequent correction for their multitude of mistakes. Use every behavior correction as an opportunity to re-affirm your love for them.
2. Similarly, attempt to separate a child’s true intent from their behavior. Too often, parents mistake forgetfulness or impulsivity for willfulness. A quick question or two will help clarify the child’s intent. Your response to forgetfulness or impulsivity will be different than your response to willful non-compliance. Impulsivity is best dealt with using non-verbal cues. Non-compliance is modified by the use of logical and natural consequences.
3. Give your children permission to fail. This not only goes a long way to developing perseverance, but solidifies your place in the support system. Likewise, give your children permission to reflect before they come up with the “best” answer. You might even schedule an appointment for later in the day to collect their response. Also, think about asking for “permission to coach” especially when offering advice to a teen. They really do hate “looking stupid” in your eyes and their acquiescence softens the effect on their esteem.
4. Create a support team around your child. This team can include mentors and peer tutors. As the child grows, the need for team members other than mom and dad grows as well. At some point, the parents must “cut the umbilical cord.” The key question is when to take this action. It is sometimes too easy to adopt a “sink or swim” mentality. There are few therapeutic benefits in “drowning.”
5. The support team can include assistive technology. Assistive technology includes spell checkers, books on tape, voice recognition software, and much more. Access to such technology actually increases over time. Likewise, available supports grow over time. Post-secondary supports can include: note takers in class, alternate testing modalities, and the use of a reader or scribe.
LDA of America Mental Health Committee 2009
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