Interview with Miriam Vaz: this is the treatment of learning problems

The first years of life are one of the most important stages in the psychological development of people. On the one hand, this means that in childhood we are constantly learning even if we are not aware of it; but it also means that in case of having difficulties when internalizing certain knowledge, the situation can give rise to big problems that accumulate and become noticeable in Little time.

Luckily, behavioral sciences have designed forms of psychological and educational intervention designed for children with learning problems. In this case we interviewed an expert on the subject, Miriam Vaz.

• Related article: "Learning Disorders: Types, Symptoms, Causes, and Treatments"

Interview with Miriam Vaz: intervention in the face of learning problems in boys and girls

Miriam Váz she is a psychologist and Director of Nanda Center, located in the city of Sabadell. In addition to her training in the field of Psychology, she is a Graduate in Special Education Teaching, and She has more than a decade of experience helping boys and girls with educational needs from different guys. In this interview, she explains to us the way in which she works when treating children with learning problems.

From the point of view of educators working in schools, what are some of the most common red flags they notice when dealing with children with learning disabilities?

Bearing in mind that each child is unique and different from the rest, the same type of signals are not always detected even when they are finally, the same disorder, but in general, some signs that help to be able, at least, to be aware of the little one, would be problems in working memory (the one used for immediate information, what someone has just told you, what just read); Difficulties applying fundamental reading, spelling, spelling, and/or math skills; difficulties when it comes to understanding and following instructions; the tendency to forget school supplies, and even motor coordination problems when performing certain actions that require precision, such as using a pencil.

Sometimes their behavior can be bad or show opposition, as well as overreacting both at school and at home to academic activities such as doing homework or reading.

Once it has been detected that a boy or girl needs specialized help beyond school, what should parents do?

When a learning difficulty is detected in the boy or girl, the support of the parents is essential in order to improve the effectiveness of the learning process. This support will be able to avoid possible emotional disorders, since sometimes the parents can experience the situation as disappointing and/or frustrating and this will affect the children in terms of what they transmit to them, as well as the initial expectations that they have to adapt to the new situation, demanding things and tasks that are reasonable to the capacity of their child and without putting pressure on them in any way. moment.

Parents/mothers coordination with teachers and professors, as well as with the professional who treats the little one is very important to be able to address jointly and in the same direction the difficulties you have, always trying to follow the instructions and guidelines of the professional.

Above all, I would like to reassure parents, because although at first it may be frightening and shocking that they detect a learning difficulty our son or daughter, with professional and school help, is solved and the little ones manage to reach the necessary learning to lead a school life normalized.

How long does it take, more or less, if a child's problem has to do with learning disorders and not, for example, with attitude problems or a simple tendency to disobey?

It is not always easy to detect this from the beginning, since learning problems often imply behavioral problems and vice versa, but even so, I consider it very important to work on both, since once the children begin to focus and learn certain strategies and resources, everything will begin to settle and stabilize, improving all aspects and in the different areas in which it affects.

For all these reasons, the feedback provided by both the families and the school is essential in order to gradually limit the profile of the minor in order to offer him a service that is as comprehensive and appropriate as possible, integrating all areas of his life.

When it comes to dyslexia, a relatively common disorder, how do you help these children?

Initially, the parents are interviewed individually, without the child in front of them, as a history and extraction of all the information that the parents believe convenient and basic that we know in order to begin to get an idea of ​​the child's problems and know where to start, as well as medical reports, from the school, etc. if the had.

The second session is already with the minor individually, and in it we explore everything we believe is necessary to get to know him a little better, check their level of learning, know their strategies and resources, etc. and thus know where we have to start working and which areas are the highest priority, because regardless of whether you have one or the other disorder, each person is different and unique and not everyone has the same difficulties or the same level.

Once this is done, we begin to work with the child, first addressing those areas and difficulties that we consider most limitations when it comes to developing and being able to continue their school learning, to gradually specify and go deeper into the rest. When we have a few sessions is when we get in touch with the teachers and the school to start working together in the form of a triad: home-school-centre.

What should be the role of fathers and mothers throughout the therapy process?

Constant communication is basic and very important for the process to be successful, because if the boy or girl tries hard, the school does its part but not at home. the necessary help and attention is given, a part will be lame and we will not be able to reach the desired objectives and if they are achieved it will take much longer occur.

Above all, it is important that they follow our instructions, as well as those of the school, in order to carry out the therapy in a positive and more comfortable way for the child in question.

How do the signs of improvement and progress manifest themselves in the first weeks of treatment?

The improvement is not usually seen right away, everything has its time and process, although the truth is that if we all do our part (which in the center is basic for us), we can begin to see before.

But venturing to say a certain time would be risky, since each case, each boy or girl and each family is a world, and as such each one has its personal process of advancement, improvement and learning.

• Easily contact the psychologist Miriam Vaz through her professional profile at Nanda Center.