Secret Summer Tricks to Help Your Child Enjoy Reading

Kids reading in a fieldSummer can be a crazy time for families.   Kids are excited to be away from school work and educational activities, yet 30 minutes of reading a day is still recommended.  Reading can be reinforced through fun everyday summer activities.  Below are great tips to get you started!

Family reading activities (different activities for different ages):

  • Act out story after reading a book
  • Write grocery lists with your children before going grocery shopping
  • Play restaurant at lunch- create menus for the “customers” Read more

Homework Helper: Handwriting Checklist

Writing Checklist

 

Does your child have trouble writing essay’s, paper’s or even short stories? 

Below is a quick checklist to help you and your child keep their thoughts organized all while writting well! 

If your child is just learning to write, help them use the checklist by reading it to them as they work out their story.  If your child is older, have them checkoff each section themselves after they finish writing.  This Writing Checklist is a great tool to print out and keep at their “homework station”!

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Why Can’t Johnny Sit Still? ADHD and How it Affects Your Child’s Classroom Behavior

 

A parent asked me this the other day:  She and the teachers were so frustrated with her son’s behavior.  It turns out that “Johnny”, as he is known in this blog, is a bright child with Attention Deficit Hyperactivity Disorder (ADHD).  Luckily for him, his parents, and his teachers, he is not alone and there are many well-validated interventions to get him to “sit still”. Johnny is just one of the estimated 8-10% of school aged children who have a diagnosis of ADHD.  The DSM-IV, which is the diagnostic manual for all mental health disorders, indicates that there are several symptoms of ADHD including:  inattention, impulsivity, and hyperactivity.

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Alternative Therapy: If it sounds too good to be true…. guess what?

Several weeks ago I attended a library lecture at which a gentleman was discussing his therapeutic company.  The individual was describing how his intervention can “miraculously improve” learning disabilities, ADHD, and Autism.  I found myself thinking, “Wow, this guys is good.”  And what I mean is that he was good at being a salesman.  Parents all too often are looking for a quick cure- an instant fix for whatever condition their children have.  We as clinicians all too often get mad at these parents for trying alternative therapies instead of what we know to be scientifically sound interventions.  However, who can seriously blame these parents?  They want the best for their children.  These parents desperately want their children to behave and appear like a neurotypical child.  They want quick fixes and lasting change. 

A relatively recent book, Snake Oil Science ,by R. Barker Bausell, explains the fallacy behind many alternative interventions.  In the book he explains how patients and physicians are often sold into the benefits of alternative therapies with no real rhyme or reason as to the proposed mechanisms for improvement.  Bausell’s main arguments against alternative interventions are two-fold: 

1) there is no explanation behind the reason for change and

2) the research behind the therapies is often quite lousy

This is a great read for any clinician who provides recommendations for parents or patients in general. 

Dr. Teri Hull wrote a blog article a few weeks ago describing the limitations of Developmental Vision Therapy as an intervention.  This is a touchy subject for many people, as there are numerous practitioners and patients who have either prescribed or benefited from vision therapy or some other alternative intervention.  I would admit that there are certain people who benefit from such interventions.  However, what we know from sound scientific research is that these studies do not benefit a sample at the population level.

I am curious as to everyone’s thoughts on alternative interventions.

What do you as parents think? 

Therapists who are reading this blog, what are your opinions? 

Do you ever refer parents to such alternative therapies? 

What have your results been?

The IEP Meeting: Let’s Make it a Sense of Relief Instead of a Sense of Pain!

The Chicago Tribune has recently published several stories about concerns that parents have faced when getting help for their children who have special needs.  Currently, the Chicago Public School System spends approximately 850 million dollars a year on special education services. Although a tremendous amount of money is spent on the services, parents are often left believing that they need to hire an outside “translator” (e.g. lawyer, psychologist, or academic specialist) to be able to decipher the information provided.

As Dr. Hull discussed in a prior blog article, the ideal goal of the IEP process is to provide support for the child.  Parents need to feel like the information that the IEP team provides is clear and helps them to understand, manage and strengthen their child’s educational experience. So many times I have heard from parents that they greatly fear and are intimidated about meeting with the school staff.  From my viewpoint, this is absolutely ridiculous.  Let’s move away from fearing the IEP and embracing it for what it is.  

Ideally, the IEP should serve as a source of relief for parents.  This meeting should serve as an opportunity for everyone (school staff, parents, outside professionals) to meet together and decide what the child needs in order to demonstrate learning at his or her maximum ability level.  I would like to hear from professionals and parents about their thoughts of the IEP process. 

What are your thoughts going in? 

Are you excited, nervous, afraid, mad? 

How happy have you been with the meetings that you have gone to? 

What changes would you like to see?

What are I.E.P and 504 Plans: Untangling the Web of Disability Services in the Education System

When you have a child with a developmental disability, the lingo can seem confusing and overwhelming.  Depending on your child’s diagnosis, he or she may qualify to receive either a “504 Plan” or an “Individualized Education Plan” or “IEP” as it is commonly referred to. 

I am often asked by parents what these are and what they mean, below is a guide for parents:

A 504 Plan refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling.  504 Plans spell out modifications and accommodations that will be needed for students to have an opportunity to perform at the same level as their peers and might include such things as an extra set of textbooks or a tape recorder for taking notes.  An “Individualized Education Plan” or “IEP”  spells out exactly what special education services your child will receive and why.  It will include your child’s classification, placement, services such as a one-on-one aide and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists.  The IEP is tailored specifically to your child’s needs and is planned at an IEP meeting at your child’s school.  The difference between a 504 Plan and an IEP is that a 504 Plan, which falls under civil-rights law, is an attempt to remove barriers and allow students with disabilities to participate freely.  The 504 Plan seeks to level the playing field so that those students can safely pursue the same opportunities as everyone else.  An IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services.  Students eligible for an IEP represent a small subset of all students with disabilities.  They generally require more than a level playing field; (SEMICOLON) they require significant remediation and assistance, and are more likely to work on their own level at their own pace even in an inclusive classroom.  

Only certain classifications of disability are eligible for an IEP.  Students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 Plan.  The neuropsychologist is there to help guide you through this process.  He or she will help you determine if your child should receive any of these accommodations or services and will attend school meetings with you to advocate for your child’s benefit if necessary.  It is very important to note that only public schools, and not private schools, are required to provide these types of services.  Part of your decision process after receiving a diagnosis may be deciding which type of school your child will attend.  This process can seem overwhelming, but IEPs and 504 Plans serve to best help your child achieve his or her maximum potential.

Recently, The Parent Educational Advocacy Training Center (PEATC) announced the development of an IEP Checklist iPhone application.  For more information see: http://www.peatc.org/peatc.cgim?template=iPhonePressReleaseKit.

If you have attended an IEP or 504, what are some tips you can give to parents who are new to the “IEP/504 World”?