How to Respond When Your Child Swears: A Complete Guide to Understanding, Supporting, and Teaching Healthier Communication

Frustrated, five year old Max slammed his toy truck down and yelled, “This stupid car is a piece of sh*t.” If you have ever heard your child swear and felt yourself freeze, you are not alone. Swearing is rarely about the word itself. Underneath the word is always something deeper. A need. A feeling. A skill gap. Swearing is a signal from a child’s nervous system that something feels too big, too fast, or too overwhelming.

Kids swear for many reasons, including emotional overflow, unmet needs, impulsivity, sensory overload, justice sensitivity, autonomy needs, and sometimes compulsive urges or tics they cannot control. This guide explains swearing through developmental, emotional, and neurodiversity informed perspectives, including areas most parenting resources never cover, such as intrusive thoughts, PDA driven autonomy needs, ADHD impulsivity, sensory overload, and tic related swearing like coprolalia.

When adults stay regulated, focus on the message underneath the word, and respond with connection instead of shame, children learn safer and more effective ways to communicate. Boundaries still matter, but they work best when they are calm, consistent, and rooted in emotional safety. You will find practical scripts, real life examples, regulation first strategies, and compassionate tools that support both neurotypical and neurodivergent kids. You will also find support for yourself as the parent, including how to stay grounded, how to repair when you react, and how to get on the same page with a partner who sees the behavior differently.

Author: Devina King, Occupational Therapist and Certified Autism and ADHD Specialist Last updated: 04/12/2026

Table of contents

Why swearing deserves a deeper look

What swearing really means

Developmental stages and swearing

The role of emotional regulation

Skill gaps that make swearing more likely

Neurodiversity and swearing

Swearing as compulsion and intrusive thoughts

What helps in the moment

Hypocrisy sensitivity and parent modeling

Public swearing

Swearing directed at parents

Partner alignment and co- parenting differences

Dopamine seeking and counterwill

Learned patterns and family language culture

Teaching replacement scripts

Teaching time and place

When to seek extra support

Bringing it all together the long game

FAQ

Why swearing deserves a deeper look

When a child swears, it can feel shocking, embarrassing, or even disrespectful. You might freeze and think, “Where did that come from” or “What do I even do right now.” Swearing has a way of making adults feel like the room suddenly has an audience, even when it does not.

Here is what most parenting advice misses. Swearing is communication. It is not a moral failure or a sign that your child is broken. It is a signal from a nervous system that is overwhelmed, experimenting, or trying to feel powerful in a moment where they feel small.

Children might use inappropriate language for various reasons. They may lack understanding of social norms, have been exposed to inappropriate language, or struggle with effective communication. Swearing can also be a way to test boundaries or elicit strong reactions that make them feel powerful. Recognizing these underlying causes helps address the root of the behavior rather than reacting only to the symptom.

When we shift from “How do I stop this” to “What is this telling me,” everything changes. We move from fear to clarity, from power struggles to connection, from shame to skill building.

Takeaway: Swearing is rarely about the word. It is almost always about the need underneath it.

What swearing really means

Kids do not swear just to be bad. They swear because the word is doing a job for them. A swear word is often the fastest and strongest tool their nervous system can access in the moment. When a child reaches for a big word, it is usually because something inside them also feels big. The feeling is bigger than their current skills, language, or regulation can hold. Swearing becomes a communication strategy, a release valve, a way to signal distress, or a way to experiment with power and boundaries. When we understand the function of the word, we can respond to the need underneath it instead of reacting to the surface behavior.

• Lack of understanding/swearing as imitation: Let’s face it. Children will be exposed to swear words in the world. Some parents swear. Some do not. Children absorb language from everywhere. Siblings, peers, YouTube, music, video games, and adults. Imitation is a core developmental skill. When a child repeats a swear word, it often has nothing to do with intent and everything to do with exposure. They may not understand the meaning, the weight, or the social context. They are simply trying on language the way they try on behaviors, gestures, and phrases. When our own children were younger and tried out a swear word for the first time, I explained that it was an adult word and gave a vague meaning. It worked because they genuinely did not know those words were not for them yet. This approach helps children understand that the issue is not that words are bad, but that some words require maturity, context, and social awareness. If your child has strong justice sensitivity or rejects the idea of social hierarchy this approach may not be enough. 
• Swearing as emotional overflow: When feelings overwhelm a child’s capacity to cope, their thinking brain goes offline and their emotional brain takes over. In that state, they cannot access nuanced language, problem solving, or self advocacy. A swear word becomes the biggest and boldest expression available. It is not calculated. It is a burst that comes from emotional overflow. This is especially true for children who experience emotional intensity, sensory overload, or difficulty regulating transitions. The swear word is simply the loudest tool their nervous system can grab.
• Swearing as a shortcut for unmet needs:Some children swear because they do not yet have the words to describe what is happening inside their body or mind. If they cannot articulate “I am overwhelmed,” “I need help,” “I am confused,” or “I feel out of control,” a swear word becomes the shortcut. It communicates urgency. It communicates intensity. It communicates that something is wrong. The word itself is not the message. The need is. When adults respond to the need instead of the word, children learn healthier ways to express themselves.
• Swearing as boundary testing: Kids are natural scientists. They test, observe, and gather data. Swearing is one of the fastest experiments they can run. What happens if I say this. Who reacts. How fast. How big. For many children, the reaction is more interesting than the word itself. This is not manipulation. It is information gathering. They are learning about social rules, adult responses, and the edges of their world. When adults respond calmly and consistently, the experiment loses its power and the behavior naturally decreases.
• Swearing as a tool for power or control: For a child who feels powerless, emotionally or socially or physically, a swear word can feel like a moment of control. It gets a reaction instantly. It shifts the dynamic. It creates a sense of agency when they feel small or overwhelmed. This is not about disrespect. It is about reclaiming a sense of power in a moment where they feel they have none. Children often notice that certain words carry power because they elicit strong reactions from adults. In moments when they feel powerless or overwhelmed, using strong language can be an attempt to regain a sense of control. For example, if a child is upset because a sibling took their toy, they might swear out of frustration. At that moment, they feel powerless to resolve the situation and turn to strong language as a way to express their intense feelings. The swear word becomes a way to convey just how upset they are, often because they do not yet have the emotional regulation skills to manage their anger in a more constructive manner.

Takeaway: When adults focus on restoring safety and connection, and solve for the unmet needs, the need for swearing decreases.

Developmental stages and swearing

• Toddlers: Toddlers swear because they imitate what they hear and because they lack impulse control. They do not understand meaning, context, or social rules. A swear word is simply a new sound with a big reaction attached to it. Their goal is exploration, not defiance. When adults stay neutral and model appropriate language, the behavior usually fades quickly.
• Preschoolers: Preschoolers are boundary testers. They are learning how power works, how adults respond, and how emotions feel in their bodies. Swearing often appears during moments of frustration, excitement, or emotional intensity. They may also use swear words to get attention or to see what happens. Calm and consistent responses paired with emotional coaching help them learn healthier communication tools.
• School age children: School age children swear for social reasons. Humor, belonging, peer influence, or experimentation. They are becoming more aware of social hierarchies and may use swearing to fit in or seem older. They may also use it during emotional moments when their regulation skills are overwhelmed. Teaching context, empathy, and emotional vocabulary is especially helpful at this stage.
• Tweens and teens: Tweens and teens swear as part of identity formation, autonomy, and emotional complexity. Swearing can be a bonding tool with peers, a way to express intensity, or a way to push back against perceived control. Their brains are undergoing major neurological changes, which makes emotional regulation more challenging. Clear boundaries, collaborative conversations, and respect for their growing independence help reduce conflict around language.As children grow older, they become more aware of social norms and the impact of their words. They are learning who they are, trying on new identities, experimenting with independence, and fitting in with their peers is very important to them. Swearing can still occur, especially if they hear it frequently at home or from peers. Older children benefit from learning how to navigate language in a way that respects context, relationships, and emotional safety.

Why age expectations matter

A three year old shouting a swear word and a thirteen year old doing it are not the same behavior. Developmental stage shapes meaning, intent, and intervention. When adults understand what is developmentally appropriate, they can respond with clarity instead of fear or frustration. This reduces shame, builds connection, and supports long term emotional growth.

Takeaway: Understanding development helps you respond with clarity.

The role of emotional regulation

Kids swear most when they have lost access to their thinking brain. When emotions flood the system, language skills drop, impulse control drops, and social awareness drops. In this state, the child is not choosing the word. They are reacting from a dysregulated nervous system. Swearing becomes a release valve for emotional overload. Co-regulation, which is your calm presence, your steady voice, and your predictable response, is the intervention that helps them return to safety. Once they are regulated, teaching can happen. Before that, connection is the only thing that works.

Takeaway: Co-regulation is the real intervention.

Skill gaps that make swearing more likely

• Social problem solving gaps: When children do not know how to negotiate, advocate, compromise, or ask for help, swearing becomes a fast and simple strategy. It bypasses the skills they do not yet have. Teaching social problem solving skills, such as how to say “I need a turn,” “I am frustrated,” or “Can you help me,” reduces the need for explosive language. You can learn how to teach children to problem solve here.
• Speech and language challenges: Children with expressive language delays, word finding difficulties, slow processing, or motor planning challenges may reach for swear words because they are easier to access under stress. These words are short, familiar, and neurologically loud. Supporting language development, modeling scripts, and reducing pressure helps children build more effective communication tools.
• Executive function challenges: Impulsivity, low frustration tolerance, difficulty shifting, and emotional reactivity all increase the likelihood of swearing. Executive function skills develop slowly and unevenly, especially in neurodivergent children. When adults understand the role of executive function, they can respond with empathy and teach strategies that support self regulation rather than punishing the symptom. You can learn strategies for impulse control here. 

Takeaway: Swearing often reveals a skill gap.

Neurodiversity and swearing

• ADHD: Kids with ADHD often swear because of impulsivity, emotional flooding, and difficulty pausing before speaking. Their brains move fast, their feelings move fast, and their words often follow. Swearing may also appear during transitions, frustration, or moments of overstimulation. Reducing pressure, offering scripts, and supporting regulation helps far more than correction.
• Autism: Autistic children may swear due to literal language use, echolalia, scripting, sensory overload, or difficulty accessing nuanced language under stress. They may repeat words they have heard without understanding their social weight. They may also use swearing as a direct and literal expression of discomfort. Supporting sensory needs, offering clear scripts, and reducing social pressure helps them communicate more effectively.
• PDA profile: Children with a PDA profile may use swearing as a shield against demands or perceived loss of autonomy. When they feel controlled, pressured, or evaluated, swearing can become a fast way to create distance and regain a sense of agency. Reducing demands, offering choices, and using collaborative approaches helps decrease the need for explosive language.

Takeaway: Neurodivergent kids need different tools.

Swearing as compulsion and intrusive thoughts

Some kids experience swearing not as a choice, not as defiance, and not as an attempt to shock anyone, but as a compulsion. They feel a pressure building inside their body and mind, almost like an intrusive thought that grows louder the more they try to push it away. They may describe it as a bubble, a tickle, a need to get it out, or a feeling that their body will not settle until the word is released. The harder they try to suppress the urge, the stronger and more overwhelming it becomes. This is why telling a child to stop saying that often backfires. Suppression increases tension, and increased tension intensifies the compulsion.

For some children, the urge is tied to anxiety, anticipation, transitions, or moments when they feel watched or evaluated. Even positive excitement can amplify the internal pressure. These children are not choosing the word. They are trying to manage an internal neurological surge that feels bigger than their available coping skills.

Coprolalia is a complex, involuntary verbal tic that involves saying taboo, socially inappropriate, or shocking words. It is one of the most misunderstood symptoms in all of child development. Many people assume it is intentional or disrespectful, when in reality it is a neurological event the child cannot control. Coprolalia can occur in Tourette syndrome, chronic tic disorders, OCD related intrusive thoughts, ADHD, autism, PDA profiles, and other neurodevelopmental conditions. It may also appear or intensify as a side effect of certain medications, including some stimulant medications used for ADHD, which can unmask or heighten underlying tic tendencies.

I worked with a child whose coprolalia emerged as an ADHD medication side effect. He was repeatedly removed from school because adults tried to stop the cursing directly, which only increased the tic. In my clinic, he could go an entire session without a single swear word, but the moment he anticipated transitioning to his mother and the adults discussing whether he did good then the compulsion won. He was not choosing the words. He was overwhelmed by the pressure of the urge. His mom and  I made a plan and were able to break this pattern by shifting progress conversations to text and using pattern interruption strategies, such as singing repetitive nursery rhymes, to break the obsessive loop. Over time, the compulsion decreased because the pressure decreased.

Coprolalia is distressing for many children. They often feel ashamed, scared of being judged, or worried about when the next outburst will happen. The unpredictability can lead to social isolation, misunderstanding, and exclusion. Drawing attention to the tic, correcting it in the moment, or punishing it increases anxiety and can trigger a rebound effect where the tic becomes more frequent and intense.

Supportive approaches include creating a safe environment, reducing performance pressure, collaborating with caregivers and teachers on communication plans, and using evidence‑based interventions such as Comprehensive Behavioral Intervention for Tics (CBIT) and habit reversal training. In some cases, clinicians may consider medications such as alpha‑agonists or antipsychotics to reduce tic severity. The goal is always to lower internal pressure, increase safety, and protect the child’s dignity.

You can learn more about coprolalia from Tourette.org here. 

Takeaway: Swearing can be very diffiucult for some children to suppress and the goal is reducing pressure, not forcing control.

 

What helps in the moment

Punishment can be counterproductive. It gives a strong reaction that may reinforce the behavior, does not teach what to do instead, and can create shame or defensiveness. Boundaries paired with emotional safety are far more effective than consequences rooted in fear. In the moment we must:

• Stay calm, avoid shame and punishment
• Acknowledge the feeling
• Offer alternatives, meet the need
• Gently but firmly hold the boundary
• Teach later

In the moment, the goal is to reduce intensity and restore safety. A calm adult nervous system helps the child’s nervous system settle. Acknowledging the feeling helps the child feel seen. Offering alternatives gives them a path forward. Giving space prevents escalation. Teaching later ensures the lesson lands when the child is regulated and receptive.

Ignoring the word while responding to the child reduces escalation. Ignoring the child entirely increases distress. Children need connection, not withdrawal, especially when they are overwhelmed. The swear word is not the problem. It is the strategy. Focusing on the message is the most effective way to stop the swearing.

When adults focus only on the word, they miss the child’s communication. When they focus on the need, they teach skills. Swearing is a strategy, not a character flaw. It is a signal that something inside the child needs support. Regulation, connection, language, or safety. When we respond to the message instead of the shock, we help children build long term emotional and communication skills.

The Still Face Experiment, conducted by Dr. Edward Tronick, highlights the profound impact of a caregiver’s non-responsiveness on a child. In this experiment, a mother interacts normally with her baby and then suddenly becomes unresponsive and expressionless. The baby quickly becomes distressed and tries to re engage the mother. This demonstrates that children seek connection and become distressed when their attempts are ignored.

Applying this to swearing, if we deliberately ignore a child’s attempts to communicate their behavior might escalate out of frustration and feelings of rejection. Instead of ignoring them entirely, it is crucial to acknowledge their need for connection and guide them towards more appropriate ways of expressing themselves.

One effective strategy is to not address the swearing directly in the moment. Ignoring the inappropriate language as if it did not happen can reduce the power these words hold. Instead, focus on addressing the underlying emotion and guiding the child towards a more appropriate way to express it. This is where the concept of name it to tame it comes in.

Name it to tame it means helping the child to identify and articulate their feelings. When they can name what they are feeling, it often reduces the intensity of those emotions. For example, if a child swears because another child took their toy, you might respond by modeling an appropriate alternative response such as stating “I am mad. Please give me my toy back.” This helps the child identify and articulate their feelings without resorting to swearing.

Boundary setting is not about perfection. It is about clarity, connection, and repair. None of us respond perfectly every time a child swears. We get startled. We get overwhelmed or insulted. We react too quickly. What matters most is what we do next. When we recognize that our first response was not aligned with our values, we can pause, acknowledge it, and try again. Saying, “I did not handle that well. Let me try again,” teaches a child more about emotional maturity than a flawless response ever could.

Children learn far more from what we model than from what we correct. When they see us make a mistake, own it, and repair it, they learn how to navigate conflict and communicate respectfully. Narrating our process helps them understand that mistakes are not failures. They are opportunities for growth. You might say, “I can see I reacted too strongly. I want to say that in a calmer way,” or “I want to try that again so it feels better for both of us.”

You can also empower children to ask us to try again when our first response misses the mark. This builds agency and trust. It tells them that their experience matters and that they can speak up when something feels off.

We used this in our home during a time when everyone was speaking less than respectfully. We sat down with our teenagers and agreed on try again as a family cue. In our house, when someone says try again, we immediately rephrase what we said in a kinder or more respectful way. My teenagers use it with each other and with us, and we respond when they use it with us. I have watched them use variations of this strategy with peers and partners to advocate for themselves. It has become a shared language of repair, respect, and emotional safety.

Trying again is not about getting it right the first time. It is about staying connected while we learn.

Takeaway: Ignore the swearing, meet the need. 

Hypocrisy sensitivity and parent modeling

Some kids cannot tolerate “do as I say, not as I do.” They see hypocrisy as injustice, and their nervous system reacts to it with intensity. These children have a strong internal sense of fairness and a deep need for consistency. When an adult says one thing and does another, the mismatch feels confusing and unsafe. This is especially true for autistic children, PDA profiles, and kids with anxiety who rely on predictability to feel grounded. They are not challenging authority. They are trying to make sense of a world that feels inconsistent.

If your child is sensitive to hypocrisy, you may need to either live up to the expectations you set or adjust those expectations so they are fair for everyone. Family conversations about using language in ways that are safe and kind can help create shared understanding. Talk together about what safe and kind communication looks like, why it matters, and how each person can work toward it. When the whole family participates in the plan, the child feels included rather than singled out.

Takeaway: Kids need consistent and fair expectations. 

Public swearing

Public swearing triggers parent panic because it feels like everyone is watching. Kids swear loudly in public because open spaces increase impulsivity, sensory input, and excitement. The environment is bigger, brighter, louder, and less predictable. Their nervous system is already working hard, and a swear word becomes the quickest release for the internal pressure they feel.

Correcting a child publicly often increases shame and dysregulation. The goal in public moments is to protect the child’s dignity and reduce the audience effect. Moving closer, lowering your voice, and offering a simple cue helps the child feel safe enough to regulate. Teaching can happen later in a private, calm moment when their nervous system is receptive.

Takeaway: Protect dignity first. Teach later.

Swearing directed at parents

Swearing at a parent feels personal, but it usually means “I am overwhelmed.” Children often direct their hardest moments toward the safest person in the room. The parent becomes the landing place for the child’s emotional overflow because the relationship feels secure enough to hold it. This is not disrespect. It is dysregulation.

When a child swears at a parent, the most effective response is a combination of calm boundaries and empathy. “I hear how upset you are. I am here to help. I will not let you speak to me that way.” This protects the relationship while also protecting the parent’s emotional safety.

Takeaway: Boundaries and empathy can coexist.

Partner alignment and co-parenting differences

When one parent reacts strongly and the other avoids escalation, kids get caught in the middle. They may feel confused about expectations or learn to seek out the parent who reacts less. This is not manipulation. It is survival. Children look for the path that feels safest in the moment.

Co-parents do not need identical styles. What they need is shared values and a shared understanding of the child’s needs. When adults agree on the goal, even if their approaches differ, children feel more secure. Calm conversations away from the child, clear agreements about language expectations, and mutual respect for each parent’s strengths create a united foundation.

Takeaway: You need shared values, not identical styles.

Dopamine seeking and counterwill

Some kids swear for stimulation because the word provides a quick burst of dopamine. The intensity of the word, the reaction it gets, and the novelty of the moment all activate the reward system. This is especially common in ADHD, sensory seekers, and kids who crave excitement.

Other children swear when they feel controlled. This is counterwill, a natural protective response that appears when a child feels pressured, directed, or boxed in. Swearing becomes a way to reclaim autonomy. The child is not trying to be difficult. They are trying to feel free.

Meeting the need directly is more effective than correcting the word. Offer stimulation through movement, humor, or sensory input. Offer autonomy through choices, collaboration, and shared problem solving. When the need is met, the swearing decreases naturally.

Takeaway: Meet the need for autonomy or stimulation directly.

Learned patterns and family language culture

Kids adopt the strategies they see working. If swearing is common in the home, children learn that strong language is part of communication. If adults use swear words during stress, children learn that swearing is a tool for emotional release. This is not about blame. It is about awareness.

Family language culture shapes how children understand expression, humor, boundaries, and emotional safety. When adults model repair, emotional honesty, and context, children learn that language has power and responsibility. They learn that words can be chosen with intention rather than urgency.

Choosing your battles becomes important in homes where swearing is common. If a child swears out of frustration but is not being disrespectful or hurtful, it may be more productive to address the underlying emotion rather than the specific word. Context and intent matter more than vocabulary.

Takeaway: Kids learn what they live.

Teaching replacement scripts

Kids need scripts because scripts reduce overwhelm. When a child is dysregulated, they cannot generate new language. They can only access what is already practiced and familiar. Replacement scripts give them a plan for moments when their emotions feel too big.

Scripts work best when they are short, concrete, and rehearsed during calm moments. Examples include “I need help,” “I am frustrated,” “Give me a minute,” or “This is too much.” Practicing these phrases through play, role modeling, and gentle repetition helps children reach for them when they need them most.

Skill building strategies also help children learn to express themselves without swearing. Role playing, social stories, books, videos, songs, and open discussions about feelings all strengthen emotional vocabulary and communication skills.

Takeaway: Scripts give kids a plan.

Teaching time and place

“Some words are for some places” teaches nuance without shame. Children learn that language is contextual and that different environments have different expectations. This approach respects the child’s autonomy while also teaching social awareness.

Time and place conversations work best when they are calm, collaborative, and rooted in respect. Instead of “Do not ever say that,” try “That word is not for school. If you need a strong word, you can use it in your room or with me when we talk about feelings.” This teaches boundaries without creating taboo power.

Older children especially benefit from learning to code switch. They begin to understand that language used with friends may not be appropriate at school, church, or around grandparents. Respecting others’ preferences is part of social maturity. Some people are uncomfortable with swearing, and learning to adjust language based on the listener is an important life skill.

Takeaway: Context is a life skill.

When to seek extra support

Consider help if swearing is explosive, paired with aggression, or linked to anxiety, trauma, language delays, or tics. These patterns may signal that the child’s nervous system is working harder than their current skills can manage. Support from an occupational therapist, psychologist, speech therapist, or pediatrician can help identify underlying needs and build a plan that supports the whole child.

Seeking support is not a sign of failure. It is a sign of care. It is a way to give the child more tools and to give the family more clarity.

Takeaway: Support is a resource, not a failure.

Bringing it all together the long game

Swearing is a phase for many children, but emotional intelligence lasts a lifetime. When adults respond with curiosity, connection, and clarity, children learn that their feelings are valid and that communication can be safe. They learn that words have power and that they have power too. The long game is not about eliminating swearing. It is about building regulation, resilience, and relationship.

Takeaway: When kids feel understood, they swear less.

FAQ

Is it normal for kids to swear?

Yes. Swearing is common across childhood and often reflects emotional overflow, imitation, or experimentation.

Should I ignore swearing?

Ignore the word, not the child. Respond to the emotion underneath.

What if my child swears at me?

Stay calm, set a boundary, and revisit the moment later.

How do I handle public swearing?

Protect your child’s dignity. Move closer, use a quiet reminder, and teach later.

What if my partner reacts strongly to swearing?

Have a calm conversation about shared values and create a unified plan.

Is it worse if adults swear at home?

Kids notice inconsistency. Honest conversations and adult repair help.

Could swearing be related to neurodivergence?

Yes. ADHD, autism, PDA, and tic disorders can all influence swearing.

What if my child says they cannot stop swearing?

This may be a compulsion or intrusive thought pattern.

How do I teach better language without shaming?

Use scripts, role play, and calm moment coaching.

When should I seek professional help?

If swearing is intense, frequent, paired with aggression, or linked to anxiety, trauma, language delays, or tics.

About Devina King, B.A. Psy, MSOTR/L, ASDCS, ADHD-RSP

Devina is an autistic occupational therapist, parenting coach, author, and credentialed autism and ADHD specialist with over 17 years of experience working with children, specializing in behavioral regulation and neurodivergence. As both a clinician and a parent, she combines professional expertise with personal experience parenting neurodivergent children who previously struggled with behavioral disorders. This unique perspective allows her to bridge the gap between science and real-world application, offering compassionate, evidence-based behavior treatment strategies that empower children to thrive. You can learn more about Devina's credentials, lived experience, and approach here. 

Publications

Devina has written many books. Her book From Surviving to Thriving: The Art and Science of Guiding Children to Develop Behavioral Regulation available on Amazon here, provides actionable insights for parents, educators, and professionals looking to support children in building essential self-regulation skills. Devina is an AOTA approved professional development provider. Reviewers praise her works for her comprehensive, refreshing and practical, compassionate approach that takes complex psychological concepts and evidence based approach and breaks it down into concepts anyone can understand and apply. Devina has been included in publications such as this article in Psychologist Brief available here and this article in Doctors Magazine available here. Stop by her store here to explore her latest resources, workshops, CEUs and parent coaching sessions designed to help children succeed in their behavioral development journey!