Response inhibition involves thinking before acting and is the most misunderstood and most difficult executive functioning difficulty to correct. Problems with response inhibition can result in impulsivity and inconsistent attention to the task.
The Good News and The Bad News
The good news is you can help your child improve his or her response inhibition, but here’s the bad news: addressing this most difficult difficulty is going to require some patience and effort on your part and on the part of your child’s educators. In other words, it’s not a “quick-fix!”
In fact, if anyone ever tells you that your child or teen’s response inhibition can be fixed quickly and without much effort on your part, don’t just walk out of their office…run out of their office! It’s not going to happen that way.
It takes time and effort to develop awareness, rehearse, cue, develop awareness, rehearse, cue, and rehearse some more to develop impulse control.
Help and Hope
Dr. Davenport knows first-hand how to help your child or teen, and in this series of articles, he outlines how to help your child understand the brain chemistry of self-control, develop self-awareness, and develop improved self-control.
Understanding the Brain-Chemistry of Self-Control
Understanding that self-control is brain-based can help your child or teen learn that although she doesn’t control the chemistry in her brain that controls impulsivity, she can develop improved skills. Read More
Developing Self-Awareness
Developing self-control starts with developing self-awareness. In this article, you’ll learn how to help your child or teen better recognize the causes and effects of her impulsivity. Read More
Learning to Slow Down, Stop, and Think
Developing the ability to stop and think starts with slowing down your child’s or teen’s impulsive responses using this simple three-step procedure. Teens can benefit from additional self-control strategies. Read More
Replacing Behavior, Accommodating Struggles and Reinforcing Successes
Ultimately, improving self-control involves replacing unwanted behaviors with more acceptable behaviors that meet the same need for your child or teen. As she is developing this ability, it is important to accommodate her struggles and reinforce her successes. Read More
Need Help Applying These Concepts?
Over the years, Dr. Davenport has found that problems with impulsivity can be improved using a research-based model of self-control.
For 5 to 10-year-olds, “Stop-Think-Go” is a research-based cognitive-behavioral approach designed to help improve impulse control in multiple situations including at home, in the classroom, on the playground, and at parties.
For tweens and teens, impulse control problems are addressed using structured cognitive-behavioral strategies based on a research-proven model of self-control that involves identifying problem & tempting situations that cause impulsive responses and then developing plans to decrease those responses by addressing the four steps involved in acting before thinking.
Read more about research-based STOP and THINK approaches for children and teens, then contact us to make an appointment.
(c) 2009-2020, Monte W. Davenport, Ph.D.
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