Post-Holiday Reflections: When to Take Action

After spending 2 weeks home on winter break with my 5-year old and 8 year-old, I have found myself reflecting on the experience of spending unlimited time together. Specifically, so much closeness meant I was able to pay closer attention to how my children interact with the world and others. This break allowed me to grow in my understanding of how they navigate changes to routine, interact with their extended family, and experience big emotions. It was a snapshot into who they are at this point in their personal development. 

As parents, these post-holiday reflections can bring great joy. Sometimes it brings questions and confusion. Many times, parents will see something in their child that is new or surprising. Maybe it’s that their child seemed much more hyperactive or inattentive than their same-age cousins. Maybe it was that you read more together and noticed your child having difficulty sounding out words. 

After the holidays, private practices, such as Springer Diagnostic Center will see an influx of referrals from parents. We often hear parents ask, “Is what I am observing typical of my child’s age or is this something more?” How can you tell when it’s time to take that extra step toward getting an evaluation to clarify your concerns? 

A key feature to consider when answering these questions is functional impairment. According to the Diagnostic and Statistical Manual-V, functional impairment is used as a criterion for which must be fulfilled in order to render a diagnosis. Functional impairment refers to how the symptoms of the disorder (e.g. poor reading skills; inattentiveness) negatively impact a person's ability to function effectively in various domains of life, such as academic, social, family relationships. Notably, for a diagnosis of a learning or attention disorder, the symptoms must be occurring often. 

Here are some examples across different areas:

Academic/School Domain

• Difficulty completing homework or class assignments on time, resulting in poor grades
• Poor organization of materials (e.g., often losing textbooks, forgetting supplies).
• Struggling to follow multi-step instructions from teachers, leading to misunderstandings
• Inconsistent academic performance despite potential or ability.
• Low performance on standardized tests (e.g. below the 25th percentile) 

Social Domain

• Blurting out inappropriate comments, leading to conflict or misunderstandings.
• Struggling to take turns in conversations or activities, leading to isolation from peers.
• Impulsivity that leads to risk-taking behaviors in group settings, perhaps resulting in discipline or injury
• Difficulty building and maintaining friendships

Family Relationships

• Conflict with family members over forgetfulness, impulsivity, or lack of follow-through.
• Difficulty adhering to household rules or expectations.
• Overwhelming family dynamics with excessive energy or emotional dysregulation.

Every child develops at their own pace and many children have some symptoms of hyperactivity, impulsivity and inattention. When a child shows symptoms of a learning difficulty and/or attentional difficulty AND it begins to have a negative impact on their access to learning, interactions with peers, and/or family life, then a formal evaluation may be necessary. 

Molly Bernosky, Ed.S., M.Ed.
Diagnostic Center Lead Psychologist

Unsure if an evaluation is necessary for your child? Speak with our family outreach coordinator to learn how Springer may be able to help.