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SuccessA(ributes

Fros%g20-YearLongitudinal

Study

•  Educa%onala9ainment

•  Employmentstatus

•  Socialrela%onships•  Psychologicalhealth•  Familyrela%onships

•  Lifesa%sfac%onFrostigCenter

WhatisSuccess?

Success: A Multidimensional View

•  Li9lemovementbetweengroups

•  Approximatelyhalfsuccessful

•  Successa9ributesbestpredictorof

success

20-Year Quantitative Results

FrostigCenter

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•  Self-Awareness

•  Proac%vity

•  Perseverance

•  Goal-SeGng

•  UseofSupportSystems

•  Emo%onalCopingStrategies

WhataretheSuccessA9ributes?

FrostigCenter

Self-Awareness

FrostigCenter

•  Openandspecificabouttheirdifficul%es

•  Accepttheirdisabili%es

•  CompartmentalizetheirLD

•  Recognizetheirtalents

•  “Match”jobswithabili%es

•  Engagedac%velyintheworld

•  Believeintheirpowertocontrol

des%ny

•  Makedecisionsandactuponthem

•  Takeresponsibilityforac%ons

Proac%vity

FrostigCenter

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Perseverance

FrostigCenter

•  Showabilitytopersevere

•  Learnfromhardships

•  Demonstrateflexibility(knowwhentoquit)

•  Setspecificgoals

•  Covermul%pledomains

•  Recognizestep-by-step

process

•  Makerealis%c&a9ainable

goals

GoalSeGng

FrostigCenter

UseofSupportSystems

FrostigCenter

•  Buildrela%onswith

supporterswhohelpshape

lives

•  Ac%velyseeksupportof

otherswhoholdclear

expecta%onsforthem

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Emo%onalCopingStrategies

FrostigCenter

•  Recognizestresstriggersofdisability•  Developeffec%vemeansofcopingwith

stressofdisability

•  Demonstrateposi%veandhopefuloutlook

Fros%gResearchAcknowledgement

•  Notintendedtounderminetheimportanceofdevelopingacademicskills

•  Inten%onistoemphasizetheimportanceofdevelopingsuccessa9ributes

•  Fosteringthesuccessa9ributesisoneofthewaysthatteachers,parents,andsupporterscanhelp

•  Requiresexercise,prac%ce,andreview

Prac/calwaysparentscanfostertheSuccessA(ributesathome

❖ Don’tworryifyouhavetoreteach,talkagainabout,giveanotherexampleofSuccessA9ributes–likelearninganythingnew,ittakes%meandprac%ce.

✓  IntroducetheSuccessA9ributevocabulary.

✓  MaketheSuccessA9ributes

importantforeveryoneinyourhome.

✓  No%cetheSuccessA9ributesin

charactersfrommoviesandhelpbringyourchild’sa9en%ontothem.

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GuidingPrinciplesforSuccessinTransi/onDevelopedbyateamatFros%gtoiden%fyspecificwaysparentscansupportthedevelopmentofSuccessA9ributesandsettheirkidsupforsuccess!

Choresforeveryone!Givingyourchildage-appropriate(anddevelopmentallyappropriate)responsibili/escanprovidesomuchopportunityforgrowth.Byhavingconsistentresponsibili/es,athomeyourchildcan:•  Learnimportantindependentlivingskills•  Developasenseofaccomplishment•  Contributetothefamily•  Earnrewardsormoneytowarddesireditems•  Formthefounda%onoftheirworkethic•  Takeprideintheirabili%es

Tips•  Givethemtaskstheycandoindependently•  Bereadytoteachnewtasksrepeatedly•  Resistthetempta%ontogivetoomuchcorrec%on-letthemprac%ceevenifit’simperfect

Allowstruggletobuildstrength.ItisSOtemp/ngtowanttosaveourkids,especiallywhentheystruggleinmanyareas.Buttheyhaveto“exercisethismuscle”tofacefuturechallenges.

Tips:•  StartbyPAUSING:Takesome%metoassessthesitua%onbefore

“rescuing”yourchildoutofit.•  Inves/gate:Consultsomeoneelsewhoknowsyourchildwell(family

member,teachertherapist,coach).Doesthatpersonthinkthisissomethingyourchildcando?

•  Engageinproblem-solving:Involveyourchildinlookingforwaysthissitua%oncouldwork.Evenifitul%matelydoesn’t,thisisgoodprac%ce

•  Callinsupports:Couldyourchildgetthroughthisdifficultywithextrahelp?

•  Flexibilityispartofstrengthtoo:Attheendoftheday,some%mesweneedtochangecourse,andthat’sok.Beinten%onalabouttheprocessandinvolveyourchild.

•  It’salsooktofall:Withcarefulconsidera%onwecansome%mesjustbetheretohelpthemcopewithnaturalconsequences.

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Weallhaveourstuff.Ifyouhaveachildwithadisabilityorchallenge,itisimportantthatyoucreateacultureinyourfamilywherechallengesareacceptedanddifferencesarecelebrated.

Tips:•  Beopenaboutyourownweaknessesandstruggles•  Checkinwithyourselffrequentlyonwhatisrealis%cforyourchildso

yousetthemupforsuccess•  Recognizeindividualfamilymember’sstrengths•  Askyourchildforhelp,especiallywiththingsyouknowtheyare

goodat(ie:helpwithtechnology,orsimply,“Hey,helpmefigurethisout…”

•  Lookforopportuni%esforyourchildtohelpothers,perhapsthosewithgreaterneeds

•  Normalizechallengesinthefamilyconversa%onEx:Atdinner,eachpersongoesaroundandstatesonethingthatwashardforthemthatdayandonethingtheyfelt

confidentabout.

Turninterestsintoopportuni/es.Payclosea(en/ontowhatmo/vatesyourchild.Howdotheyliketospendtheir/me?Whatdotheytalkabout?Whatdotheyaskforwhentheywantsomething?Supporttheirintereststohelpthemiden/fygoalsfortheirfuture.

Tips:

•  Askyourchildtoeducateyouonwhatintereststhem•  Lookforwaystointegratetheirinterestsintonewac%vi%es•  Linkadifficulttaskwithaninteresttomakeiteasier•  Useintereststoprac%cegoal-seGng

Breakdownwhathappensbehindthescenes.Somuchhappensforkidsasifbymagic.Thelunchboxappears,fullystockedandreadytogo.Dinnerappearsonthetableandcleanlaundryappearsintheirdrawers.Theygetwhiskedawaytodoctor’sappointmentsandden/stvisits.Theyarriveatmovieson/me,playdatesarescheduled,andofcourseallthebillsarepaidon/me.Findwaystoinvolveyourchildrenintheseprocesses.

Tips:•  Onethingata/me.Makealistofthingsyouwould

likeyourchildtolearntodo.•  Startwithsomethingeasy.Don’tpickthemostdifficult

taskyouwantthemtolearn.Picksomethingthatwillquicklyleadtoasenseofaccomplishment.Thiscanbuildconfidenceformoredifficulttasks.

•  Dofor,dowith,cheeron.Haveyourchildobserveyoufirst,perhapsseveral%mes.Thenstartsteppingbackandletthemtrywithyoursupport.Finally,whentheygaintheconfidencetodosomethingindependently,betheretosupport,encourage,andpraisethem.

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Askcaringques/ons-aboutothers.Lookforopportuni/estobringperspec/ve-takingintoyoureverydayconversa/ons.Some/mesourkidsneedalotofprac/cewiththisskill.It’seasiertoprac/cetakinganotherperspec/vewhenit’snotasitua/onthatdirectlyaffectsyourchild.

Examples:

•  “Iwonderwhythatbaby’scrying?”Maybehe’s

hungry?Tired?Droppedhistoy?Thisisagreatwaytoprac%cethinkingoftheemo%onsofothers.

•  Usetelevisionandmovieopportuni/es.Hitpauseandaskques%onsaboutconflictsinTVormovies.“Howdoyouthinkshefelt?”“Whydoyouthinkheissomad?”“Whatdoyouthinkshewasexpec%ng?”

•  Applytoreallife.Askyourchildtoconsidertheotherperson’spointofviewinaconflict.Eveniftheydon’tagreewithit(evenifYOUdon’tagreewithit),cantheyar%culatewhatthatpersonisthinkingorfeeling?

Encouragenewexperiences.Ourkidslovetheircomfortzones.Themoreopportuni/esyourchildhasoutsidetheirregularschoolandhomerou/nethemorechancestheyhavetodevelopnewskills.Thisalsoishugeinpreparingthemforthefutureiftheygotoadifferentschoolandwhentheygraduate.

Examples:•  Communitysportsteams•  Volunteer(helpanimalsorpeoplein

need,beachclean-up,etc)•  Privateorgroupclasses(art,music

computers,graphicdesign,cooking)•  Scouts•  Museums•  Churchgroupsorac%vi%es•  Rememberexposureover

achievement•  Usetheirinterests!!!

Lettheworldin.Helpyourchildtobecomeinformedaboutwhatisgoingoninourcommunityandintheworld.Encouragediscussionaboutculturalissuesandcurrentevents.Don’tforgettoaskwhattheythink.

Examples:•  Previewthepaper.Givethemanar%cletoreadandthendiscuss

withyou•  Usenewsela.com.Websiteforstudentswithnewsstoriesona

varietyoftopics.Gradelevelcanbeselected.•  Integrateperspec/ve-taking.Askempathyques%onsaboutnews

stories,“Iwonderwhatthat’slike?”“Iwonderhowtheyfeel?”•  Watchdocumentariestogether.Ex.“OntheWaytoSchool”

showschildrenindifferentcountrieswalkingtoschool.Checkoutcommonsensemedia.comformoreresourcesbyagelevel.

•  Talkaboutfamilyexperiences.Allowthemtolearnaboutthepastbylearningaboutyourpastandthatofyourfamily.Conversa%onswithgrandparentscanbegreatforthistoo.Guidedinterviewques%onsand/orfilminganinterviewmightmakethiseasierandmorefun.

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BRINGINGTHESUCCESSATTRIBUTESTOLIFEINYOUR

HOME

DoTryThisAtHome!

HelpyourchildmakeaLemonadeStand(orcookiesoravocados,etc.,)•  SelfAwareness:Chooseastandbasedonwhatinterests

yourchild.Harnessyourchild’sstrengths.Ifsheisali9lear%st,allowhertoworkontheposters/signagefirsttohelpbuildexcitement,thenworkonanon-preferredtask(collec%nglemons),andbacktoherstrengthfliers.

MakingLemonadeoutofLemons

PlanningaStand

• Goalse]ng:Createachecklistofwhatdoyouneed,whatneedstobedonetomakeithappenandsetadate

❏  Decidewhattosell❏  Makeachecklist(see

below)❏  Setadate❏  Makeasign/fliers❏  Invitefriends❏  Make/gatherwhat

youwillsell❏  Setup(changeand

boxtoputmoney,itemyouwillsell,putupposter,etc.,)

❏  Havefun!

Take a stand to make the attributes a part of your family...or just make a stand!

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Takeposi%veac%on!

• Proac/vity:Putyourchecklistintomo%on!-gathersupplies,createsignage,promoteyourstand(fliers)

Ittakesavillage!• SupportSystems:Getthewholefamilyinvolved!Whetheritishelpingtoputtogetherthestand,makepostersorjuststoppingbyasacustomereveryonecanbeapartofit.

Whenlifegivesyoulemons...• Perseverance:Breakthelargertaskofa“LemonadeStand”intoachievabletasks.Lookforopportuni%estoshowflexibilityandperseverance(Ifweatherdoesn’tpermit,prac%cereschedulingratherthanquiGngtheideaen%rely,ifaposterdoesn’tcomeoutrightthefirst%meallowforopportuni%estotryagain.

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Keepingitsweet,notsour!Emo/onalCopingStrategies:Wheneverwedosomethingforthefirst%metherearemanyfeelingsinvolved.Helplabelthosefeelingsandshareyourownwithyourchild.“I’msoexcitedaboutourlemonadestand!”

OR“I’mali9lesad______isbusytodayandcan’tvisitourlemonadestand,butmaybehecannext%me.”

TOO.Andtrythis

Let’shangout!

Helpanolderchildplanahangoutwithafriend.•  Self-awareness:Haveyourchildchooseanac%vitybasedonhis/herinterests.Itdoesn’thavetobethemoviesbutitdoeshavetobesomethingthatbothyourchildandhis/herfriendhaveexpressedinterestin.

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Hangingout101

• Goalse]ng:Createachecklisttoplanouttheac%vity(wherewillyougo,when,withwhom,etc.,)

“Hey,wannagoseeZootopiathisweekend?”

• Proac/vity:Puttheplaninmo%onbyhavingthemchooseafriendwhosharesacommoninterest.

Previewsareamustforsuccess•  SupportSystems:Prac%cehowtoasksomeonetohangout.Prac%cehowtorespondoncetheinviteisaccepted.Notallchildrenknowhowtodothiswithoutassistancesoprac%ceaheadof%mewithsomeonetheyarecomfortablewithishelpful.

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Some%mesthere’sspoilers

• Perseverance:Remindyourchildthatplanninganythingrequiresflexibility.Prac%cehowtorespondifyourchild’sfriendcan’tmakeitduetopriorengagements.

Bringthe%ssues,justincase.• Emo/onalCopingStrategies:Itcanbedisappoin%ngifourplansdon’tgothewaywehoped.Brainstormaheadof%meandthenremindrightbeforetheac%vity-Whataresomewayswecanmanageouremo%onsifthingsdon’tgoourway?

SuccessBoardSuccesscomesinallshapesandsizes.Aswe’vesharedwithyoutoday,theyarenotallacademic.Haveacorkboardinacentralloca%oninyourhomewhereyoucanpostsuccesses,smallvictories,triumphstoalargergoal.

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TheBu9erflyStoryAmanfoundacocoonofabu9erfly.Onedayasmallopeningappeared.Heandwatchedthebu9erflyforseveralhoursasitstruggledtosqueezeitsbodythroughthe%nyhole.Thenitstopped,asifitcouldn’tgofurther.Sothemandecidedtohelpthebu9erfly.

Hetookapairofscissorsandsnippedofftheremainingbitsofcocoon.Thebu9erflyemergedeasilybutithadaswollenbodyandshriveledwings.Themancon%nuedtowatchit,expec%ngthatanyminutethewingswouldenlargeandexpandenoughtosupportthebody.

Neitherhappened!Infact,thebu9erflyspenttherestofitslifecrawlingaround.Itwasneverabletofly.

Whatthemaninhiskindnessandhastedidnotunderstand:therestric%ngcocoonandthestrugglerequiredbythebu9erflytogetthroughtheopeningwasawayofforcingthefluidfromthebodyintothewingssothatitwouldbyreadyforflightoncethatwasachieved.

Some%messtruggleareexactlywhatweneedinourlives.Goingthroughlifewithnoobstacleswouldcrippleus.Wewillnotbeasstrongaswecouldhavebeenandwouldneverlearntofly.

-Authorunknown

•  Raskind,M.H.,Goldberg,R.J.,Higgins,E.L.,&Herman,K.L.(2002).Teaching“lifesuccess”tostudentswithlearningdisabili%es:Lessonslearnedfroma20-yearstudy.Interven'oninSchoolandClinic,37(4),201-208.

•  Goldberg,R.J.,Higgins,E.L.,Raskind,M.H.,&Herman,K.L.(2003).Predictorsofsuccessinindividualswithlearningdisabili%es:Aqualita%veanalysisofa20-yearlongitudinalstudy.LearningDisabili'esResearchandPrac'ce,18(4),222-236.

Fros%gResearchAr%cles