Entering

Chapter 1: The World Seen and Perceived by Children with Developmental Disabilities

001 Why can't I understand what people say? → It's because my working memory capacity is small.
002 Reason for problem behavior ① → It is because of lack of learning.
003 Reason for problem behavior ② → Because they learned incorrect information.
004 Reason for problem behavior ③ → Because they cannot express their emotions
005 Why can't children adapt to groups? → Because it's hell for children.
006 The problem isn't just the head. → We also need to pay attention to physical characteristics.
The idea that 007 is a spoiled child is a misconception → He may be a sensitive child.
008 The problem isn't just the sensitive symptoms → Conflicting symptoms can also appear together.
009 The reality of hypersensitivity symptoms ① → Hypersensitivity to hearing, suffering from hearing too well
010 The reality of hypersensitivity symptoms ② → Visual hypersensitivity that tires the brain
011 Reality of hypersensitivity symptoms ③ → Sensitive to skin stimulation, hypersensitivity to touch
012 The Reality of Hyperesthesia Symptoms ④ → Hypergeusia, a Symptom Easily Misunderstood
013 Reality of hypersensitivity symptoms ⑤ → Hyperosmia, sensitivity to specific smells

Chapter 2: Things to Watch Out for and Principles to Follow

014 Special attention required → Children aged 5, 9, and 13-14 require special attention.
015 Basic Principles of Response → Remember Basic 5
016 When looking for ways to help your child, pay attention to risk and protective factors.
017 If you want to help your child immediately, ① → Always check their facial expression and forehead.
018 If you want to help your child immediately ② → Observe their eyes and breathing.
019 When a problem behavior occurs ① → Measurement data must be obtained.
020 When a problem behavior occurs ② → Analyze the collected data
021 Rather than giving strict warnings, let the child figure it out on his own.
022 Rules to follow when talking to children ① → Always maintain CCQ
023 Rules to follow when talking to children ② → Please say only one thing at a time.
024 Principles to follow when talking to children ③ → Be careful of hidden instructions and final words.
025 How to understand your child's mood → Try giving your child a high five.

Chapter 3: Praise and Education Methods That Have Actually Been Proven Effective

026 Basic Rules You Must Know ① → Five Points to Keep in Mind When Giving Compliments
027 Basic Rules You Must Know ② → Teaching Requires Patience
028 Basic Rules You Must Know ③ → Be sure to praise your child when he or she makes eye contact.
029 Basic Rules You Must Know ④ → Don't Praise Things That Happen By Chance
030 To clearly convey what you want to say → Speak clearly and forcefully.
031 To find praise points → Compare the before and after carefully
032 To praise more specifically → Compare the number of times before and after
033 There is a skill you want to teach → Add one more when praising someone.
034 If you want to build a relationship of trust → Praise someone by saying, “I trust you!”
035 Effective Praise Method ① → Please teach me how to receive praise first.
036 Effective Praise Method ② → Give your child a score for his or her behavior.
037 Effective Praise Method ③ → Use your senses of sight and touch
038 Ideas to keep the effect going ① → Try using expressions that evoke empathy.
039 Ideas for lasting effects ② → Appropriate spacing is also necessary between compliments.

Chapter 4: How to Deal with an Obsessive Child

040 Response Rule ① → First, empathize with the child's feelings.
041 Response Rule ② → Please wait without forcing anything.
042 To stop obsession → Observe your breathing and wait for an opportunity.
043 To encourage the next action → Decide on an 'end' with your child.
044 Ideas to Induce Behavior Change ① → Give a wristwatch with an alarm function as a gift.
045 Ideas to Induce Behavioral Change ② → Please tell me the conversion point.
046 Actions that cause harm to those around you → Please set standards for OK and NG
047 To prevent obsessive behavior → Use cards to help your child.

Chapter 5: How to Prevent and Address Conspicuous Behaviors

048 When your child is noisy → You can solve it with just one “shhh”
049 When the room or desk is messy → Have an adult help you clean it up.
050 If you often mutter to yourself → You need internal language development training.
051 If your child is very anxious → Please think of a solution together.
052 For children who cannot express their anxiety, → Approach them and speak to them first.
053 For children who do not follow the order, ① → Please explain the reason why they must follow the order.
054 For children who don't keep their turn, ② → Teach them how to wait using pictures.
055 For children who are only satisfied when they win, give them the experience of losing through games.
056 For children who are unable to read the atmosphere, help them go through the social reference process.
057 For children with strong rebellious tendencies, ① → Try using objective language.
058 For children with strong rebellious tendencies, ② → Ask questions calmly.
059 A child who spits out harsh words → Change the flow of consciousness with praise.
060 For children who throw tantrums about not wanting to study, try using the 120% rule.
061 For children who throw tantrums asking adults to do things for them → Let them choose the action they want to do themselves.

Chapter 6: For our distracted and restless children

062 Reasons why children can't sit still ① → Because staying still is painful
063 Reason why a child cannot sit still ② → It may be due to the stimulation received from the surroundings.
064 For children who have trouble concentrating due to wandering around → Reduce the number of objects and organize the surrounding environment.
065 For children who keep moving, ① → Give them a chance to speak.
066 For a child who keeps moving ② → Please allow them to move legally.
067 If you want to make people listen attentively, give them a heads-up before speaking.
068 When your child is distracted and unable to focus → Think again about what you said.
069 For children who do not immediately understand directions, → repeat the instructions several times with variations.
070 If you keep looking elsewhere during a conversation → Draw attention to it with positive expressions.
071 For children who are distracted and have trouble concentrating → Help them with eye drawing magnets.
072 If you want to boost your child's motivation, dopamine response methods are effective.
073 If your child is becoming lax → Try using the norepinephrine response method.

Chapter 7: How to Calm Down Before You Panic

074 One word to prevent panic ① → You seem a little flustered. Are you okay?
075 One word to stop panic ② → Say, “Shall we laugh?”
076 If you are on the verge of panic, first listen to your child's story and empathize with him or her.
077 If your child is panicking → Give them time to be alone and wait.
078 If you express anger toward a person or object → Find a replacement to prevent damage.
079 To calm a child → Ask how angry he or she is.
080 To avoid experiencing the same situation again, ① → Discuss preventive measures with your child.
081 To avoid the same situation again, ② → Set a password and practice.
082 To avoid experiencing the same situation again, ③ → Find a way to calm down in advance.

Chapter 8: How to Deal with Violent Behavior

083 Remember this! → Violence is a message sent by a child.
084 How to Prevent Violent Behavior ① → Start by changing the child's environment.
085 How to prevent violent behavior ② → Think about the conditions that cause it to occur.
086 To avoid turning your child into a 'bad child' → Praise them often.
087 When a child behaves violently ① → Try not to touch the child and try to stop him/her.
088 When a child behaves violently ② → Try using objective language.
089 To avoid repeating the same thing, ① → Please teach me the technique of requesting structure.
090 To avoid repeating the same thing ② → Please teach me how to express my feelings.
091 To avoid repeating the same thing ③ → Decide on an alternative behavior with your child.

Coming out

The most important thing when dealing with a child with a developmental disability is
How to talk to your teachers and parents!

The number of people with developmental disabilities in Korea has rapidly increased from approximately 200,000 in 2014 to approximately 270,000 in 2023.
In particular, as ‘infant and toddler screening becomes more widespread,’ the number of children with developmental disabilities is also increasing.
This signals that new methods are needed to educate children with developmental disabilities, and that adults, including parents and teachers, need to learn new ways to speak to and interact with children with developmental disabilities.


“My child doesn’t understand what I say very well.”
“My child keeps running around during class.”
“If anything changes even a little bit, they show violent behavior.”

As such, children with developmental disabilities often engage in negative behaviors that are generally considered problem behaviors.
However, it is not because the child has a particularly bad personality or has done something wrong, but rather because it is a misunderstanding that occurs because adults do not understand children with developmental disabilities well and do not know how to treat them properly.


"Speaking and Counseling Classes for My Child with Developmental Disabilities" is a book written by the author, a teacher and developmental support consultant who has worked at the forefront of special education in Japan, to educate children with developmental disabilities.
It focuses on how to speak to and interact with children with developmental disabilities who exhibit so-called 'problem behaviors.'
The know-how acquired while teaching approximately 2,000 children at the forefront of developmental disability education is organized into 91 skills.
Parents and teachers will learn principles for dealing with children, how to praise them, the causes and psychology of children's problem behaviors, and ways to reduce obsessive, irritable, anxious, panicky, and violent behavior.
In particular, it is structured so that it can be understood at a glance, such as by comparing appropriate vs. inappropriate responses through cartoons and illustrations.

To help a child with a developmental disability grow, you must first understand them!
Practical developmental disability education skills to help children grow!

Children with developmental disabilities exhibit a variety of behavioral problems, such as 'walking around during class, being slow to change behaviors, getting irritated easily, not apologizing, obsessed with winning or losing, and not taking turns.'
But if you look closely, there are reasons why children behave this way.
It's just that we adults don't know.
This book provides specific methods for understanding the world seen and felt by children with developmental disabilities, which we are not familiar with, and how we can help them.

This book consists of a total of 8 chapters.
Chapter 1 explains why children with developmental disabilities exhibit problem behaviors from their perspective and tells you how to talk to them and deal with them.
It explains in detail about 'hypersensitivity', which is especially common in children with developmental disabilities.
Chapter 2 provides principles and precautions for dealing with children with developmental disabilities.
In Chapter 3, the author presents proven praise and teaching methods and ideas for implementing them.
Chapter 4 discusses how to respond to the 'obsession' that is common in children with developmental disabilities and how to change their behavior.
Chapter 5 outlines how to prevent and address noticeable behaviors, and Chapter 6 outlines how to deal with children who are distracted and restless.
Chapter 7 provides tips for calming down a panicked child, and the final chapter, Chapter 8, outlines how to deal with the most problematic 'violent behavior'.