Developmental Problems: What Can You Get From Developmental Service Providers?

None of the treatment services generally available for children with developmental difficulties have success at rounding out the gaps in their movement through the developmental steps. Most treatment services focus on teaching as many skills as possible to someone who will be an grownup with those developmental difficulties.

Teaching the un-teachable child

Most treatment services assume that children with developmental difficulties will always have those developmental difficulties. So, they have stopped hoping that the the developmental process can be fixed. They have stopped searching for ways to address the gaps in their movement through the developmental steps.

Instead, they have settled for teaching the un-teachable child as their frame-of-reference. They select a series of skills that they think an adult with developmental difficulties will need. They struggle for weeks or months or years to teach those skills to their un-teachable students. Of course, the workers in these treatment services are very respectful of the special children with whom they work. They just assume these children will never be able to lose their symptoms.

It is in the diagnosis

There is an attitude that there is no solution built into the diagnostic process and even in the definitions of all of the individual difficulty diagnoses. Everyone involved assumes that this present-tense statement also includes the future as well. There is no solution is thought to also mean that there will never be a solution.

This presents an interesting concern. If someone found a solution, it could not be proved. The definition (for example) of GDD includes an item that there is no solution (with the un-written understanding that there will never be a solution). If professionals try to use a pre and post diagnosis testing in their research, the post-test (diagnosis) would indicate that the test subject continues with that developmental difficulty, because the subject obtained that diagnosis in the pre-test. Depending on the treatment, the research could certainly show that the symptoms have changed (maybe even gone away), but the diagnostic process does not include the possibility of solution.

If your child has one of these developmental difficulties, and receives a diagnosis for that problem, the child will continue with that diagnosis even if the child loses all of the symptoms of that diagnosis. Even when a child stops having that problem, the diagnosis continues. That is an interesting condition. Research to prove that the solution has been found cannot prove it, because the definition does not permit that possibility.

So, what can you expect?

Even if the solution was discovered today, it would be decades before there is enough research to overcome the definitions, diagnostic specifications, and the diagnostic prejudice in existence today. This paradigm that there is no solution is so strong that little effort is being spent on searching for that solution or expecting a solution to come soon. Parents should not expect the solution to be announced before their own child has children with developmental difficulties (don't expect it for decades).

No medical, psychological, or educational program provider has available, or will send you to, a program that offers a solution. And, the treatment services they send you to will have the frame-of-reference that they are teaching an un-teachable child. Parents should not expect the mainstream medical, psychological, or educational services to provide a solution. They have no experience in that possibility.

If parents want to find anything close to a solution for their children with developmental difficulties, they should not look for that in the mainstream treatment services. It is simply not there. They have to look at alternative services.

If parents want their child to surpass their developmental difficulties, they should search for services which work with the the developmental process. Our method encourages the child’s unrealized resourcefulness for becoming age-appropriate. And, we get the children to address the gaps in their movement through the developmental steps.

Rodger Bailey, MS, has degrees in Social Science and Educational Counseling. He provides Developmental Discovery System™ consulting for families, (in English and Spanish), which encourages the child’s unrealized resourcefulness for becoming age-appropriate. Checkout his Developmental Discovery Blog and his free Developmental Checklist.

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