LiveWed, Nov 18 · Your kid knows what to do. So why isn’t it happening? · Live online, 8 PM ETSave a spot →

There’s more to behavior than what we see.

Some moments ask more than they look like they do. Learn what your kid’s brain and body might be working through, so you can figure out what helps.

A kid leaning over a sensory bin of rice, hands resting on the edge
11:58 pm

If you’ve Googled any of these at midnight, hi.

Pick one to see how we’d start looking.

What we see

Standing to eat. Then kneeling on the chair. Then under the table.

Where would we start? →
Questions to start with
Movement →
Does he settle more when his feet rest on something solid?
Sensory processing →
Does it get worse when the table gets loud?
Executive function →
Does he know when dinner will be over?
Maybe. Let’s look.
← Back
What we see

Fine all through the playdate. Then the wrong cup at dinner, and it’s over.

Where would we start? →
Questions to start with
Emotional regulation →
What did the playdate ask of her before the cup came out?
Sensory processing →
Was she hungry or tired by then, and could she tell?
Communication →
Did she have words for what she wanted, or only the upset?
Maybe. Let’s look.
← Back
What we see

Dad does bath instead of Mom, and bedtime stalls before it starts.

Where would we start? →
Questions to start with
Communication →
How did she hear about the change, and when?
Sensory processing →
Does Dad do bath differently, like the water or how he washes her hair?
Emotional regulation →
What part of bedtime with Mom helps her settle?
Maybe. Let’s look.
← Back

Want to look closer?

Nov
18
Live online · Wednesday, 8 PM ET

Your kid knows what to do. So why isn’t it happening?

75 minutes with Barbara on why a kid can manage something one day and not the next.

25 articles · five domains

The Brain and Body Library

Short articles to come back to when a moment with your kid doesn’t make sense.

Barbara Hubert, smiling, in glasses and a gray sweater

Hi, I’m Barbara.

I’ve looked at kids’ hard moments as a teacher, as a researcher and now as a parent. In every one of those roles, the most useful thing I’ve learned is to slow down and ask what a moment is asking of a kid’s brain and body before deciding what it means.

PhD, Urban Education, CUNY · Teacher and administrator, NYC public schools · Graduate faculty, Hunter, Brooklyn College and NYU

What parents tell me

“
I genuinely think about this material all the time. When [my kiddo] loses it unless he can hold a stick on our walk to hit every fence we pass, my first reaction is ‘wtf stop.’ My second reaction is ‘Barbara would say he’s a sensory seeker.’ That second reaction has changed a lot.
, parent of a 4-year-old
“The understanding and tools gained have moved us from reactive to proactive and responsive.”
, parent of twins, age 5
“I’d set up homework in a separate room at a dedicated table, and the activation energy was too high. [LBB] helped me think through possibilities and a few different things to try. Over two days, he finished the whole sheet.”
, parent of a 5-year-old
“Honestly, LBB gave me the language for my own reactions to stimuli as an adult. Now I can name what I need, and I can spot the same needs in my nieces and nephew and support them.”
, caregiver for a 4- and 7-year-old

What’s usually in reach at 4? What still takes a lot of effort?

A free guide with one page for each age from 2 to 8. It’s the one I use in my workshops.

Where should I send it?
Thanks! Check your inbox for the guide.
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You’ll also get emails from Barbara, about twice a month. Unsubscribe anytime.