Diverse Thinking Different Learning

In the next two episodes, we are focusing on math. We often hear the phrase "I'm just not a math person," but you never hear that with reading or other subjects. While math may not be a strength of every student, there are some students who have a learning disorder called Dyscalculia. Today's guest is Monica Grillo. She has extensive experience in research-based math interventions and instructional practices. She is an educator, researcher, and mother with an extreme bias toward inclusive practices and a need for better teacher preparation in special education and mathematics pedagogical content knowledge (PCK). Her experiences have opened her eyes to inequities and she is eager to share her expertise and insights in order to make this world a better place. In this episode, Monica explains the science of math and effectively describes the way a child's brain develops with and without Dyscalculia. She compares Dyscalculia with Dyslexia and gives parents and educators some actionable tips on determining if there could be something more going on than a weakness in math. Show Notes: [2:08] - Welcome to the show, Monica! Monica shares how she found herself working in the area of math education. [3:50] - After the birth of her son, Monica became even more interested in Special Education and is pursuing a Phd. [5:02] - With Math, people tend to say "I'm not a Math person." We don't do that with reading. Math is just as important. [6:00] - Monica defines Dyscalculia and the research of rates in school aged children. It commonly coexists with other issues. [7:29] - There is no exclusive assessment to detect Dyscalculia. [9:14] - There is substantial evidence that Dyscalculia is a brain based disorder. Monica describes how this is determined in neuroscience. [11:23] - Studies have shown that children with Dyscalculia have persistently reduced gray and white brain matter. [12:06] - Monica explains a study on what the brain looks like and compares those with and without Dyscalculia. [14:36] - There is some overlap and similarities in the brain between Dyscalculia and Dyslexia. But they manifest differently. [16:01] - Monica advises having students talk through what they are thinking during a math word problem to help determine where their struggle is. [18:02] - There are a wide variety of skills that can fall under the umbrella of Dyscalculia. [20:31] - When early skills are not developed, later math concepts become seemingly impossible and error prone. [21:49] - Explicit instruction in math is important. This sets the stage with context. [22:47] - There is modeling, guided practice, and then independent practice. [24:50] - For those with Dyscalculia, explicit instruction is crucial rather than inquiry based instruction. [27:03] - This is a highly relevant concept. Math is a significant component of knowledge in our technological age. [27:56] - Monica is an advocate for improved teacher preparation especially in the field of Special Education. [30:50] - Don't wait to support a child who is struggling even as early as preschool. [31:40] - Advocate for specific research based interventions for Dyscalculia. [32:30] - Don't pass on negativity around math skills and math phobia. About Our Guest: Starting her career with the goal of becoming an elementary teacher, Monica Grillo found herself securing a position teaching middle school math and then pursuing a masters degree to become a K-8 Math Specialist. She then became a math interventionist and math coach for 5 years and fell in love with coaching teachers. During her 5th year in this position, she found out that her first child would need special care and she left full time employment to raise him to the best of her abilities. That is when she embarked on a journey into the world of Down Syndrome and special education. Monica is currently working towards a doctorate in Special Education and is a staunch proponent of inclusion and adequate teacher preparation. Connect with Monica Grillo: Email: [email protected] Links and Related Resources: Important Components of Effective Math Intervention What Are the Indicators of Learning Disabilities? What Are the Treatments for Learning Disabilities? Episode 14: How to Inspire Kids to Love Math with Allison Dillard Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

Researchers at Duke University and Penn State have found significant associations between social emotional learning in Kindergarten and important young adult outcomes in education, employment, and mental health. Today's guest also points out that social emotional health is a driving force behind academic success. So how can we support all children in this area? Jake Greenspan is an expert and he joins Diverse Thinking Different Learning to guide us in the impact a floortime approach can have. Jake Greenspan has authored several books on the topic and alongside his father, developed the Greenspan Floortime Approach. In this episode, Jake shares what floortime is, what it isn't, and how the approach is used to strengthen skills needed in school and in life. Show Notes: [2:01] - Welcome to the podcast, Jake! Jake explains what floortime is and what it isn't. [3:23] - The goal of floortime is to habilitate social emotional health and in the long run achieve high levels of self-awareness. [4:49] - Jake's father created a floortime model and Jake outlines how he integrated different psychological development theories. [6:20] - Greenspan Floortime was created as an intervention and is both an integrated and standalone intervention. [7:55] - Following a child's lead is getting down on their level. [9:15] - Many children with communication struggles need to feel like they have some control and feel empowered. [10:12] - Through successful floortime, modeling is great, but telling children exactly what to do or say is not allowing them to do their own thinking. [12:09] - As rewarding as this is, Jake is clear that it isn't always easy. [14:02] - Floortime is not a framework for special needs. It is a framework for natural social emotional health and is beneficial for all children. [16:18] - There are so many kids who are in a "grey area" that still need support but don't fall into a diagnosis. [17:29] - Jake's practice also supports parents and guides them to help their children with floortime at home. [19:19] - Any amount of floortime is beneficial, but success and improvement happens with consistency. [21:50] - There is an age range that is best for floortime games that are developmentally appropriate. [24:00] - Jake shares an experience with an 18 year old he worked with and how following his lead made a huge difference. [26:34] - Social emotional skills are driving forces for academic success. [29:01] - It's important to have all frameworks be similar in a child's interventions to avoid confusion and stress. [31:31] - There are a lot of free resources on Jake's websites. About Our Guest: Jake Greenspan started working with his father, Dr. Stanley Greenspan in 1998. Together they authored the Functional Emotional Developmental Questionnaire which was published in the Journal of Developmental and Learning Disorders, 2002. In 2004 Jake, with Tim Bleecker, founded The Floortime Center®, and in 2009 he was the co-author, with Dr Stanley Greenspan, of Overcoming ADHD: Helping Your Child Become Calm, Engaged, and Focused. In 2017, he authored The Floortime Manual™. He is the former Chairman and current Board member for All The Difference Inc., a Greenspan Floortime non-profit in Wilmington DE and is a Founding Member of Creative Minds Public Charter School in Washington DC. Connect with Jake Greenspan: The Floortime Center Website The Greenspan Floortime Approach Phone: 301-657-1130 Links and Related Resources: Episode 9: How Occupational Therapy Helps Kids with Leah Hiller Episode 45: How Sensory Processing Impacts Communication with Jessie Ginsberg Episode 20: How Speech and Language Difficulties Affect a Child's Life with Carol Karp Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

There are a number of different reasons behind why a child is struggling with writing. It could be dysgraphia, a disorder of written expression, a specific learning disability in the area of writing, or just being a little behind relative to their peers. The challenge is how to know the difference and how to help. Because writing is a skill that is impacted by several different learning difficulties, we're digging in today with Educational Therapist, Jan Esterkin. Jan's passion for teaching reading and writing is evident in today's episode as she helps us understand the difference between some of the underlying issues in writing struggles. She gives us several tools and a generous list of resources to help struggling students of all ages. Not only do writing struggles look different per child, but the intervention designed to help them looks different based on their grade level, too. There are a lot of things to consider when supporting struggling writers and with Jan's help, we can get started with a toolbox of graphic organizers, writing activities, games, and more. Show Notes: [1:19] - Welcome to the show, Jan! Jan and Dr. Wilson have been working together for a long time. [2:52] - The reason behind a writing struggle determines what to do to help them. [3:56] - Jan defines and describes dysgraphia and lists some of the red flags. [4:46] - The most common problem of the students Jan works with is organizing their thoughts on paper. [6:50] - The intervention for the child who has a pencil grip issue and the child who has trouble spelling will be entirely different but both may have dysgraphia. [8:11] - Jan uses Handwriting Without Tears to support students who have difficulty keeping their writing on the lines. [9:40] - Using a graphic organizer, Jan also supports students who struggle getting started with writing something. [12:20] - Getting thoughts on paper is a separate process from grammar, spelling, and the mechanics of writing. [13:10] - Writing in first grade is much different than writing in fourth grade. Jan describes the differences between working with the different grade levels of students. [15:12] - Jan uses a program called Step Up to Writing and explains why she likes the program to support students who need visual models. [17:46] - The folder of resources Jan provides to students helps them with "being stuck." [19:30] - Jan recommends a book called Banish Boring Words. [21:00] - Executive functioning skills play a larger role in writing than in math or reading. [23:20] - There is so much to think about simultaneously while writing. [25:40] - Jan demonstrates how to make a game out of making boring sentences more interesting. [28:50] - When a child can get their thoughts on paper, there is so much pride in this skill being developed. [29:56] - Jan uses several games and a lot of humor in this process of supporting students. [32:30] - Jan has provided us with a list of resources that you can find here and linked below. About Our Guest: Jan has been practicing educational therapy since 2002. Prior to her graduate classes at UCLA in educational therapy, she earned 2 Masters Degrees, one in Education from Boston University and the other in Counseling and Guidance from Loyola Marymount University. Jan taught first through third grade in Los Angeles and was the school's reading specialist before beginning her private practice. She also worked with three educational therapists at two Los Angeles public schools supporting struggling students in a one-to-one setting. Jan is a member of the Association of Educational Therapists and Child Nexus. She has been on the board of AET chairing the Study Groups. She attends the AET annual conference, the International Dyslexia Los Angeles conference and maintains her continuing education through these conferences, webinars, podcasts, study groups, and zoom meetings. Jan loves to work with elementary age students in all subjects, especially in teaching reading and the writing process. Her love and compassion for her work is seen in her students' progress and their growing self-confidence. Connect with Jan Esterkin: ChildNEXUS Provider Profile - Jan Esterkin Jan Esterkin's Website Phone: (310) 490-6635 Email: [email protected] Links and Related Resources: Resources for Teaching the Writing Process Ready, Set, Write! Engaging Reluctant Students Writing Disorders in Children: The Language Link Coping with Executive Function Deficits in the Context of Writing Episode 4: Helping Your Child with Language-Based Learning Disabilities with Dr. Daniel Franklin Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan Banish Boring Words by Leilen Shelton Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions express

Many adolescents experience the phenomenon of The Disintegrating Student. It is often described to me by parents and colleagues alike. These students have always done well in school with very little effort but then their grades start to decline as work piles up. This ultimately leads to increased anxiety and impacts a child's self-worth. These bright students are still bright, but as today's guest explains, they've hit a rigor tipping point and they don't have the skills to deal with challenges by asking for help. Today's guest is Dr. Jeannine Jannot, author of The Disintegrating Student: Struggling but Smart and Falling Apart… and How to Turn it Around. She is passionate about helping students and young adults be productive and well, in both school and life. As a mother of three, she has witnessed first-hand the challenges our children face, quickly becoming a familiar pattern of good students falling apart. Today, with escalating numbers of students failing their virtual classes during the pandemic, disintegrating students have become a nationwide crisis. The good news is, something can be done to help these adolescents develop a growth mindset and redefine success. Our achievement-focused culture is certainly exposed now and change will be slow and gradual, but as parents, there are ways we can help The Disintegrating Student. Show Notes: [1:39] - Welcome to the show, Dr. Jannot! [2:36] - The Disintegrating Student is a term that Dr. Jannot coined. [3:30] - Dr. Jannot was seeing many students in academic coaching and noticed that children and adolescents were hitting a rigor tipping point. [4:32] - These students in their early years breeze through school with ease until they hit the rigor tipping point and don't have the skills to deal with challenges. [5:47] - Not handing in work is a red flag. Dr. Jannot describes what the child and parent may think is happening. [7:26] - The Disintegrating Student worries about no longer "being smart" and that their parents care more about their grades than them. [9:32] - There are a lot of gifted students with ADHD that get to a point where they are less able to compensate for weaker skills. [11:11] - What are some skills that The Disintegrating Student needs support with? [12:09] - Changing a limited mindset to a growth mindset is key. [14:54] - Parents can help by helping less. Dr. Jannot explains what she means by this. [16:13] - Our parenting is greatly impacted by our achievement focused culture. [17:55] - In some cases, we do too much to help and it sends the message that they are not able to do things themselves. [19:59] - Praise the process rather than the outcome. [21:46] - Listen for curiosity and empathy instead of jumping to solving a problem. [23:03] - The achievement culture has been exposed in a big way due to remote learning. [25:00] - Dr. Jannot describes what she has seen in students as they have returned to school after the COVID-19 school closures. [26:09] - Our current definition of success are data points. We need to redefine success and normalize making mistakes. [28:38] - Honest conversations are the way forward and being able to ask questions. [30:40] - You can find out more about Dr. Jeannine Jannot and purchase her book on her website. About Our Guest: Dr. Jeannine Jannot has more than twenty-five years of experience working with children, teenagers, and young adults in both public and private school settings spanning preschool through college. She holds a master's degree in school psychology from The Ohio State University and a doctorate in child and developmental psychology from the University of Connecticut. Since 2010, she has been a college instructor teaching psychology courses and freshman seminars. In 2014, Dr. Jannot founded The Balanced Student in response to the struggling students she encountered, both in her college classrooms and in her own home. In her book The Disintegrating Student: Struggling but Smart and Falling Apart… and How to Turn it Around, Dr. Jannot explains the phenomenon of the smart-turned-struggling student from the viewpoints of both the parent and the student. Connect with Dr. Jeannine Jannot: Jeannine Jannot, Ph.D Home Page Instagram | Facebook | Twitter | LinkedIn The Disintegrating Student by Jeannine Jannot, Ph.D Links and Related Resources: Creative and Crushed: Recognizing and Helping Children Who Think Differently Episode 38 - Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault Episode 17 - How Micro-Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O'Shaughnessy Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do no

When it comes to mindfulness, we all have the tools readily accessible at all times to get started. Mindfulness is simple but powerful and can help address a child's emotional regulation, inattention, and anxiety. In fact, not only children benefit from this practice, but adults as well. But what do we mean by mindfulness? What does it look like and how can we start building these practices into our daily lives? Today's guest shares just that. Andrew Jordan Nance is a bestselling author of both children's books and classroom curriculum on mindfulness practices. He is also the founder of Mindful Arts San Francisco and spends time presenting in schools in the area to help kids develop muscle memory in mindfulness breathing practices. In today's episode, he explains what mindfulness is and how we can use simple breathing exercises to acknowledge our emotions and make good choices in response. His kid-friendly explanations are perfect for students and make mindfulness accessible to all, within the home and the classroom. Show Notes: [2:30] - Mindfulness is the practice of using our breath to focus on our minds, hearts, and bodies. [3:53] - Andrew suggests replacing judgment with kindness. [5:16] - Although a calming practice, mindfulness isn't always for staying calm, but more for just acknowledging and being with our emotions. [6:45] - Andrew does an activity that he does with children to understand big feelings. [8:29] - One of the purposes of mindfulness in schools is to help children develop the muscle memory of taking breaths to relax and think through big feelings. [11:10] - Andrew lists some of the benefits of mindfulness practices. [12:40] - Meditation is important, but mindfulness is different and can be integrated throughout the day. [14:05] - Andrew describes Quiet Coyote breathing and other practices that can be used in the classroom. [16:38] - Mindful Arts San Francisco is a program that Andrew founded. He shares his inspiration to start this program and write his books, specifically Puppy Mind. [19:23] - Puppy Mind is great for elementary aged students, but adults can find value in it as well. [21:02] - The goal is not to have our "puppy mind" go away, but to better manage our attention and emotions. [23:37] - How have things been moving forward with Andrew's presentations and curriculum post-COVID? [24:55] - Breathing practices connect everything together and enhance relationships and focus. [26:54] - Mindfulness is fully accessible to everyone all the time and can be integrated into home life and school. [28:20] - Mindfulness isn't always easy to start, but can impact many areas of a child or adolescent's life. About Our Guest: Andrew Jordan Nance has been an educator since 1990. He is the author of four published books; The Barefoot King, The Lion in Me, Mindful Arts in the Classroom, and the bestseller, Puppy Mind. He is the founder of Mindful Arts San Francisco; a program of the San Francisco Education Fund that provides volunteer mindfulness educators to teach in SF public schools. On KTVU's SF Loves Learning, Mr. Nance was the featured Mindfulness Teacher and his adapted five-episode series of Puppy Mind premiered on KTVU and was distributed to school districts around the country. For almost thirty years, he taught performing arts to students from diverse backgrounds, and for eighteen years he was the Conservatory Director at San Francisco's New Conservatory Theatre Center. Nance is also an award-winning actor and director. He is on the board of directors of several educational nonprofit organizations including Mindful Life Project in Richmond, California and San Francisco's New Conservatory Theater Center. He is the recipient of the Points of Light Award, a national honor recognizing his volunteer efforts to bring mindfulness to youth. Connect with Andrew: Andrew J. Nance Website Mindful Arts San Francisco Website Phone: (415) 819-3766 Facebook | Instagram | YouTube Mindful Arts in the Classroom Puppy Mind The Lion in Me The Barefoot King Mindful Arts San Francisco Breathing Cards Links and Resources: Episode 8 - Mindfulness with Dr. Kathleen Carrol Wray Mindfulness in the Treatment of Attention Deficit Hyperactivity Disorder Executive Functioning and Self Regulation in ADHD Episode 23 - How Parents Can Support Their Children's Mental Health with Dr. Karen Schiltz Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

As a response to the feedback of last week's episode, it is clear to me that revisiting the topic of stress and anxiety in children and adolescents is greatly needed. The Covid-19 pandemic has impacted us all in more ways than one and although many students are attending school in person again, things are still stressful and uncertain. Our stress and anxiety levels are constantly fluctuating and we are asking our children to be extremely flexible as they are trying to navigate their current year in school. Today we are revisiting episode 6 with Dr. Stephanie Mihalas. This conversation is so meaningful and relevant to the challenges we are continuing to face. By listening, you'll learn the difference between individual and collective grief, how to address grief associated with the pandemic, the difference between anxiety and trauma, and strategies for managing stress and anxiety. Show Notes: [2:28] - Dr. Wilson and Dr. Mihalas discuss the grief people are experiencing after losing our normal way of living. [4:29] - We are in a state of individual grief and a state of collective grief. Our feelings of anxiety and grief are a completely normal response. [5:30] - This grief and anxiety isn't a clinical issue unless it gets to the point where you can't function anymore. That would be when you need to reach out for support. [7:10] - Dr. Mihalas says the most important thing we need to do during this time is to acknowledge that our feelings of grief are normal and that we utilize our support systems. [8:13] - Over 70% of parents are stating that they feel stress and anxiety in regards to distance learning. It is tough to parent when you are feeling this way. [8:49] - This is the first time many parents are seeing their own children learn and when they see their inattentiveness or struggle, they wonder if there is a learning disability. [10:54] - Dr. Mihalas also says that parents need to make sure they have dedicated self-care time every single day to avoid burnout and to decompress. [14:03] - There is debate right now about whether we are experiencing a traumatic event or not. Dr. Mihalas says that it depends on the makeup of the family. [15:44] - Some people can also experience anxiety and a PTSD response to the challenges we are facing. [18:00] - The critical factor that compounds this situation is collective family anxiety. Parents want to reassure their children but they are anxious and scared themselves. [19:47] - Stephanie discusses how children can experience a PTSD response during these times. [20:26] - Dr. Mihalas is encouraging parents to be vigilant with monitoring their child's mental health. [22:28] - Anxiety, stress, and PTSD interfere with the learning process. When you seek help for mental health, you are also helping with learning. [23:47] - Children may show their anxiety in different ways. Dr. Mihalas lists several examples of this and emphasizes the importance of taking note of issues that impede learning. [25:15] - There has been focus and concern around learning losses, but Dr. Wilson points out that learning takes place in a social context and losing the opportunity to interact with their peers is something that some children are grieving. [27:08] - Dr. Mihalas lists a lot of ways to think outside the box on how we can have connections with others. [29:36] - Home used to be the place to connect and unwind, but now it is also used for school and work. Stephanie suggests having some symbolism to separate spaces or times to switch gears. About Our Guest: Dr. Stephanie Mihalas has a private practice in Los Angeles – The Center for Well Being – where she works on enhancing self-esteem, self-advocacy, and general well-being and happiness in children and families. In her practice, she utilizes a number of techniques including CBT, play therapy, psychodynamic psychotherapy, art interventions, trauma-informed care, and mindfulness techniques. Connect with Dr. Stephanie Mihalas: Ask Dr. Stephanie ChildNEXUS Profile: Dr. Stephanie Mihalas The Center for Well Being Instagram Dr. Stephanie on Twitter Links and Resources: ChildNEXUS Live with Dr. Stephanie Mihalas: Family Anxiety and Resilience during a Pandemic Episode 53: Understanding Depression in Children and Teens with Dr. Dorie Weiss Anxiety and Depression in Adolescents Anxiety and the Family Parenting Youth in a World of Rising Suicide Rates CDC Guide: Children's Mental Health - Depression Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

With depression in children and teens on the rise, it is important to know the red flags and what to do to help. 3.2% of children between 3 and 17 are diagnosed with depression but when do you know what is expected sadness and when it crosses into something more serious? Today's guest helps us understand what depression looks like in children and adolescents and what they need and want from their parents as support. Dr. Dorie Weiss joins me today on the Diverse Thinking Different Learning Podcast, and her expertise on this topic guides us to better understand depression. For 20 years, Dr. Weiss has been providing psychotherapy and has successfully helped clients realize their cognitive potential. She has helped clients overcome seemingly intractable challenges including anxiety, perfectionism, depression, ADHD, autism, executive-functioning challenges, self-esteem issues, life transitions, and overwhelming academic stress. The stress and grief from the COVID-19 pandemic have been particularly challenging for children and teens, and although things are much better than they were last year, many kids are experiencing grief and sadness. Listen to find out what this looks like and when to reach out for help for your child. Show Notes: [1:54] - The stress and grief from the COVID-19 pandemic has been particularly challenging for children and adolescents. [3:35] - Clinically significant depression is unusual sadness for many days. [4:29] - It is important to discuss symptoms with a pediatrician as well as a mental health professional because there could be other underlying issues. [6:40] - A decrease and change in services and inconsistent remote learning has been isolating for children. [8:45] - Younger children who aren't able to communicate their feelings may show them through their behavior. [9:38] - Sometimes teens will not realize their depression but may show red flags like withdrawal and shutting down. [11:11] - Acting out in school is mostly seen as a behavioral problem but depression could be an underlying issue. [13:04] - Undetected learning disabilities or ADHD can contribute to depression. [14:19] - It is very common to see depression and anxiety together. [15:43] - Dr. Weiss describes Cognitive Behavioral Therapy. [17:07] - With younger children, Dr. Weiss uses the Zones of Regulation. [18:22] - With teens, she sets up goals and education components to allow them to better understand their feelings and what activities boost their mood. [20:40] - Sometimes negative thoughts and self-talk occur without us even knowing it. [22:01] - A common complaint from teens she works with is that parents are not supporting them in the right way. [24:00] - Educating parents on treatment is crucial. [24:51] - If the depression is treatment resistant, Dr. Weiss refers to a psychiatric evaluation to see if medication would benefit the child. [27:36] - Dr. Weiss suggests daily family meetings to just talk about the ups and downs of the day together. [29:00] - Younger children may not remember what life was like prior to COVID. But, older children and teens do remember and may need to express what they miss. [30:12] - Pairing validation with optimism and gratitude is helpful. [31:49] - Dr. Weiss acknowledges that therapy is not something a lot of teens want to start, so she gives them some of the control and choice. About Dr. Dorie Weiss: Dr. Weiss is recognized in her field and by her clients for providing empathetic, results-driven psychotherapy and careful and comprehensive psychodiagnostic evaluations that get to the correct diagnosis the first time. Dr. Weiss's approach stems from her belief that optimal results come from working collaboratively with clients, families, teachers, and other treating professionals to generate treatment plans appropriately tailored to individual clients. Leading academic institutions across Los Angeles and elsewhere trust and rely on Dr. Weiss's recommendations. Dr. Weiss takes an individualized approach to each client, drawing from cognitive-behavioral, psychodynamic, family systems, and mindfulness frameworks. She believes effective treatment requires a strong connection between client and psychologist, as well as collaboration with other treating professionals. Dr. Weiss has used this approach to help children, adolescents, adults, and families overcome a wide variety of psychological challenges. Connect with Dr. Weiss: Dr. Dorie Weiss Website Email - [email protected] Facebook Instagram Phone: (424) 209-9877 ChildNEXUS Provider Profile: Dr. Dorie Weiss Links and Related Resources: Episode 6 - Managing Family Stress and Anxiety with Dr. Stephanie Mihalas Anxiety and Depression in Adolescents Anxiety and the Family Parenting Youth in a World of Rising Suicide Rates CDC Guide: Children's Mental Health - Depression Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informa

Imagine a learning environment with one student and one teacher in the classroom. For some, this may seem too good to be true. For others, there are many questions that arise, like socializing, independent work, and how to find success with this model. Today, Jaime Porras and Vailet Yarijanian from Fusion Academy join me in a discussion about a customizable 1:1 learning experience for middle and high school students. In this episode, Jaime and Vailet explain how Fusion Academy works and how even the students who are okay in a traditional setting can thrive in this type of learning environment. They answer the commonly asked questions about learning differences, socialization, and academic anxiety in adolescent students and share successes they have found over the years. Fusion offers so many options for every kind of learner and has campuses all over the country. So listen to find out more about this engaging and innovative approach to education and how it might help your child succeed. Show Notes: [1:48] - Some students do not thrive in a traditional learning environment. [2:58] - Fusion is a fully accredited middle and high school with a completely customizable curriculum for each student to find success. [4:10] - Fusion has 70 campuses in the country and a global program. [5:28] - This individualized approach is successful because teachers are able to differentiate and customize the learning experience for each student. [7:08] - Jaime describes a customized schedule that would vary per student based on their needs. [8:50] - Fusion is not a specific type of school. Vailet explains their model. [10:01] - Fusion also offers fully customizable and flexible scheduling with early and late hours of operation. [11:14] - At the moment, Fusion offers courses for middle and high school due to the level of autonomy needed for students to work independently. [13:06] - To address social skills and interaction, Vailet describes Homework Cafes. [14:44] - There are also club offerings on each campus. [16:10] - If a club doesn't exist, students can write proposals and create them with a teacher's guidance. [17:31] - Because of the one on one environment, students are less likely to develop social anxiety regarding their academic weaknesses. [19:01] - At Fusion, they teach to the student, not the standard. [21:11] - In addition to social interactions, there are opportunities for academic socialization. [22:45] - Vailet gives an example of social stigma that is avoided with a 1:1 model. [25:10] - What kind of student benefits from this kind of learning model? [26:32] - Even students who do fine in a traditional classroom might not be thriving there. [29:13] - Students with attention issues but don't qualify for services thrive in this setting. [30:17] - COVID changed things drastically for education. [32:48] - For Fusion, there is no yearly commitment. You can take a few classes at a time. [34:41] - Fusion looks at outcomes per individual student and changes the game plan if needed. [36:01] - Students can take a single course in an area of weakness and most schools of record will work with Fusion. [38:14] - Many parents are looking for alternative education models during the COVID-19 pandemic. About Fusion Academy: As the nation's most engaging educational experience, Fusion Academy can help your middle or high school student rediscover their love of learning. With one student and one teacher per classroom, the entire school journey is individualized for your child. For the 2021-2022 school year we are still offering customized options of in-person, hybrid, and virtual learning. We're ready to customize a plan that works best for your student and what they're comfortable with this fall. We're able to be flexible so we can provide the stability your family needs during these uncertain times. Our one-to-one model allows us to customize schedules, instruction, and pacing so your student gets an education tailored specifically to them. Connect with Fusion Academy: Fusion Academy Website ChildNEXUS Provider Profile: Vailet Yarijanian Instagram Phone Numbers: Jaime Porras (310) 403-0167; Vailet Yarijanian (310) 745-3553 Links and Related Resources: Episode 17: How Microschools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O'Shaughnessy Episode 18: How Non-Public Schools Meet the Needs to Diverse Learners with Dr. Jason Bolton Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault Creative and Crushed Children Who Think Differently Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host

For many families, it is hard to hear that your child has been struggling in school. Some parents may already know or have a feeling their child is struggling. They have even received assessment results, only to feel worried about the negative stigma or sharing that information with their school. Today's discussion is all about the importance of collaboration between parents, families, and educators. Today's guest is Shelley Lawrence and she comes to us with two decades worth of experience as a school administrator. In this episode, her experience shines and she shares her knowledge of how evaluations are used in schools, what to expect after an evaluation is completed, and she really drives home the need for developing a team. Feeling worried is absolutely a normal reaction, but communicating the needs of your child to schools and educators can make a world of difference in their educational progress. Show Notes: [2:03] - Dr. Wilson shares how the parent/educator relationship is so important and why Shelley was her first choice to discuss the topic. [4:36] - It's not about a diagnosis. The purpose is to better understand why a child is struggling. [6:24] - Shelley shares a story of a student she worked with and demonstrates how the teachers' knowledge of weaknesses helped him. [7:56] - Phrasing this information in a certain way can bolster student confidence. [8:45] - Strengths and weaknesses are harder to determine in some students. [9:56] - As an administrator, Shelley has found that many parents are worried about the negative stigma of having an IEP or 504 plan. [11:40] - When an evaluation is recommended, Shelley explains that many parents are worried about going through with it. She shares how she describes it to parents. [13:31] - It is normal to feel worried, but educators can rephrase the need for an evaluation. [14:47] - Every family Dr. Wilson and Shelley have worked with do not regret the assessment process and getting their child the support they need. [16:08] - Shelley describes her current position and role in education. [17:29] - After completing an evaluation, it is important to break it down based on priorities. [18:51] - Everyone needs to be working together, including the parents and teachers. [20:43] - Some parents are also concerned about making more work for teachers, but teachers want and need to know how to help their students. [22:20] - What should parents expect from the school after an evaluation? [23:40] - These meetings are important to getting everyone on the same page. From the educator's point of view, it is so helpful and fulfilling. [25:01] - Look beyond the IEP goals. Parent and teacher observation are markers of progress as well. [27:50] - Sometimes progress is very slow. Different interventions can be implemented. [29:20] - The point is to make sure the child is learning rather than spinning their wheels. [30:43] - Attention struggles impact academics drastically. [32:20] - Emphasizing that it is a team that helps the child can make things more impactful for parents and educators. About Our Guest: As an Independent School administrator for two decades, Shelley Lawrence had the unique experience of working with families of students who were striving to succeed in school. She is adamant in her belief that, with the proper supports in place, all children can succeed in school. Shelley brings her passion for children, her strong connections with outside providers in the community, her keen observation and listening skills and her understanding of the complexities of learning, to help families navigate the school journey with their child. In addition, Shelley is a trained advocate who can help families navigate the IEP process. Connect with Shelley Lawrence: ChildNEXUS Provider Profile: Shelley Lawrence Schoolhouse Collaborative Website Phone: (310) 251-5908 Links and Related Resources: Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin Episode 27: Why We Need to Support Parents Whose Kids Struggle with Learning with Maria Fagan Hassani Parenting During Stressful Times AKA Covid-19 Pandemic Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

One in five children struggles with learning, processing, or has attention issues. Not all of these children fit into the box of a specific diagnosis and as we've talked about before, many areas of difficulty overlap. Some children fall into a category called ALPS (Attention, Language Processing, and Sensorimotor), a term coined by today's guest Carol Kauffman. Carol has over 40 years of experience in the child development field, and in today's episode, she describes her journey in discovering the gaps in diagnoses and the children who fell through without services. She generously offers her assistance now in retirement and emphasizes the importance of developing a strong team with parents and families as they support their children. Long before the Diverse Thinking Different Learning Podcast, Carol contributed numerous articles to the website and they have become some of the most-read articles to date, which goes to show just how many parents, families, and educators need to know how to help ALPS kids. Show Notes: [1:43] - Welcome to the podcast, Carol! [3:16] - ALPS is not an official diagnosis. Carol has coined the term and describes how she discovered this gap in diagnoses. [5:09] - In the 1980s, a colleague received a grant and came to Carol to work together and develop a team. [6:27] - Her team implemented the Attention-Behavior-Language Evaluation (ABLE) clinic and she describes the impact of a multidisciplinary approach. [7:45] - What they found with the vast majority of children is that they all had very different issues in different areas. Minor deficits added up for them. [8:50] - The acronym ALPS stuck and is an umbrella for a lot of children. [11:39] - Carol has learned so much from the children in the clinic. She describes the process, including the importance of having parents involved. [13:59] - It is important to not only validate the struggles of the child, but to validate the parents as well. [15:37] - Carol gave parents very detailed reports and explained everything, but realized that families were very overwhelmed. [17:00] - Carol describes her strategy in giving parents small to-do list items to "get the ball rolling." [19:12] - Using graphic organizers, Carol created the ABC Treatment Triangle. [21:29] - Carol began collecting strategies and in her travels, she learned a lot from the children she worked with. [22:51] - When a child has a variety of issues that overlap, parents need to be involved and educated. [24:44] - By relating to the parents of the children she worked with as a parent herself, she made them a significant member of the team as well. [25:20] - Carol explains the difference between primary and secondary therapy. [27:28] - Systems also need a lot of change, such as classroom acoustics. [29:43] - Sharing information empowers parents and educators to help children with interventions. [31:48] - Research shows that it takes many years for changes to take place. [33:15] - Carol shares strategies to use with children and provides resources. About Our Guest: Carol Kauffman, MA, was a licensed, certified speech-language pathologist for over forty years. As director of speech and hearing at Madison County Hospital in London, Ohio, she helped implement the Attention-Behavior-Language Evaluation (ABLE) clinic in conjunction with the occupational and mental health departments, and for the next 12 years, provided services for children and adults with a variety of neurodevelopmental challenges within a multidisciplinary framework. In 1995, she founded the Attention, Language Processing, and Sensorimotor (ALPS) clinic at Mary Rutan Hospital in Bellefontaine, Ohio. Through her company, Language Learning Consultants, she developed educational materials for parents and professionals to help children with language, attention, and sensorimotor challenges. She has presented seminars at the state and national levels on topics related to integration of services for children with co-existing neurodevelopmental challenges, has authored numerous articles, and taught several online courses on ADHD and language disorders in children. Ms. Kauffman received her master's degree from The Ohio State University and was an adjunct faculty member for two years. She retired from direct service in 2016 just in time to become a grandma. In addition to hanging out with her two grandsons, she is currently working with Fulton Books to publish her first fiction novel about a girl with ADHD and her twin brother with autism who combine their unique skills to save the world. Connect with Carol Kauffman: ChildNEXUS Provider Profile: Carol Kauffman Email: [email protected] Phone: 615-519-6610 Links and Related Resources: ALPS Children: A Steep Climb – But Well Worth It! ALPS Kids at Home (During a Pandemic): Keep the Learning Alive! Episode 33: Attention Deficit Hyperactivity Disorder with Dr. Nicholas Thaler Episode 20: How Speech and Language Difficulties Affect a Child's Life with Carol Karp Episode 42:

The umbrella of auditory processing disorders is very broad and many signs might overlap with other types of learning differences. This can make things very confusing, especially for parents who are looking for answers. That is why I have asked my go-to expert on the topic, clinical audiologist Dr. Bea Braun to join us on Diverse Thinking Different Learning. Her years of experience, thorough testing techniques, and intervention strategies make her the perfect guest for today's conversation on auditory processing disorders. In today's episode, Dr. Braun explains different subtypes of auditory processing disorders, what they look like, and what testing entails. Sometimes, auditory processing disorders can look like a child with difficulty following multi-step directions, misunderstanding information, challenges in understanding in a noisy environment, or mishearing words. She helps us to understand that auditory processing isn't just about hearing and can impact academics and day-to-day life for children if it goes unaddressed. Listen on to find out more about what to do if you suspect an auditory processing issue in your own child and what to expect with testing and intervention. Show Notes: [2:00] - Welcome to the podcast, Dr. Braun! [3:19] - Auditory processing is what happens when sounds leave the ears and are processed as language. There are many types of processing. [4:46] - The most common concern from parents is difficulty following multi-step directions, retelling information, and being unable to understand in noisy environments. [6:27] - Some children will also have difficulty with picking up on tone of voice. [7:31] - A lot of auditory processing signs overlap with those of ADHD. [9:33] - Dr. Braun explains that central auditory processing and auditory processing are essentially the same thing. [11:08] - Dr. Wilson does not diagnose auditory processing disorders and refers children to audiologists for further testing in some cases. [12:35] - Dr. Braun describes auditory processing tests and what they tell her. [15:34] - This testing takes an hour and a half to two hours and is very thorough. [17:09] - There are many things that can be done to improve. Dr. Braun shares how there are at-home programs that are very exciting. [19:15] - Intervention for auditory processing took a long time to become more available to children. [20:46] - Collaboration is very important for proper intervention. [22:18] - Other types of specialists, like speech and language pathologists, can work with audiologists to help address different areas of struggle. [25:04] - Depending on the subtype of auditory processing disorder, there are different supports that can be implemented in the classroom. [26:27] - Repeating and not rephrasing is important. [27:55] - Multiple modality cues are also very helpful for students in the classroom. [28:37] - There is also hearing assistive technology available. Dr. Braun explains her approach with this type of support. [30:30] - Many school districts are facilitating training in schools now as well. [31:42] - If you start with interventions when children are very young, the progress is very fast. [33:50] - However, starting training later in life can also make a huge difference. Understanding their differences is very empowering for students. About Our Guest: Dr. Bea Braun, is a clinical audiologist and a credentialed educational audiologist with 23 years of experience completing central auditory processing evaluations. Dr. Braun has completed over 12,000 comprehensive central auditory processing evaluations. She is an expert in the area of central auditory processing and specializes in testing children as young as age 5 as well as adults, including individuals diagnosed with ASD, ADHD, traumatic brain injury, and those identified as twice-exceptional. Dr. Braun has her own private practice in Woodland Hills and Santa Barbara and has worked with over 80 school districts in southern and central California. She is also an adjunct professor at California State University, Los Angeles. Connect with Dr. Bea Braun: Phone: 626-793-8711 Auditory Processing Center Website Links and Related Resources: Auditory Processing Disorders in Children: More Than Meets the Ear ALPS Children: A Steep Climb - But Well Worth It! Episode 1: Uncovering Why a Child is Struggling Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

As we get started and accustomed to a new academic year for students, we need to take a moment to talk about sleep. How much sleep do children and adolescents actually need? What are signs that they are getting quality sleep or insufficient sleep? Many adults track their own sleep, but are you monitoring your child's? When children and adolescents don't get enough sleep it impacts their ability to focus, remember information, and regulate their emotions - all things that are critical to their wellbeing on any given day. In today's episode, we're discussing this crucial piece to a child's health. So listen to find out if your child is sleeping enough, getting quality sleep, and some tips to improve sleep if it is a struggle. Show Notes: [2:03] - Dr. Wilson is very passionate about the topic of sleep. It's not thought about often, but it is so critical. [3:00] - Transitioning from a summer with little sleep schedule to a new school year with a routine can be very difficult for children. [3:51] - The importance of sleep cannot be overestimated but many children and teens do not get enough sleep. [5:04] - How much sleep do kids actually need? Dr. Wilson shares published sleep guidelines. [6:38] - The number of hours are in a range and there are other indicators of getting enough sleep. [8:13] - What are the signs of sleep deprivation in kids? [9:01] - Also pay attention to how long it takes for a child to fall asleep and how alert they are throughout the day. [10:18] - Insufficient sleep can cause issues with memory, mood, and stress. [11:26] - Early sleep issues are predictive of ADHD symptoms later. [12:25] - Even just an hour difference in sleep can make a difference with attention and cognitive functioning. [13:51] - School schedules have an impact on sleep and some school districts start later in the morning to allow for students to sleep longer durations. [15:19] - Kids with ADHD are more likely to challenge parents and have behavioral problems around bedtime. [16:39] - Karen advises to have a consistent bedtime routine, to avoid overscheduling activities, and to remove distractions from the bedroom. [19:11] - Lights from screens can suppress melatonin and can delay the onset of sleep. [19:56] - Having a dark and cool room is best for quality sleep. [20:50] - Always talk about sleep patterns with your child's pediatrician. [21:35] - Making sleep a priority for yourself is modeling the importance of sleep in a healthy lifestyle for your children. Links and Related Resources: 5 Reasons Sleep Matters Most for Children 8 Ways Teenagers Suffer When They Don't Get Enough Sleep Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg Episode 24: Should We Worry About Screen Time During a Pandemic? with Dr. Allison Kawa Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

I love hearing from previous clients and students who have entered or are entering adulthood. But sometimes, they're reaching out for assistance because they have found that they aren't as prepared for this transition as they might have thought. The transition to adulthood can be scary for a lot of families, but is especially overwhelming for those with disabilities and neurodiversities. When should you start planning? What should you start planning for? How do you plan for this transition? There are seemingly endless questions, but today's guest not only provides great information in this episode, but she also has developed a program to help guide families through this time to ensure happy and healthy adults. Dr. Gwen Palafox joins us today and you can hear her passion on this subject. She walks us through why this transition is overwhelming for many, what the common mistakes are in planning for adulthood, and what we can do about it. She gives insight into what an adolescent with neurodiversity is facing and why planning early can give them the best chances at living a happy adult life doing what they envision themselves doing. Show Notes: [2:05] - Welcome to the show, Dr. Gwen! [3:32] - Transition to adulthood for those with neurodiversities takes a lot of intentional planning because of unlimited paths to take after school. [4:48] - The legal changes as a teen becomes an adult are intimidating as well. [6:20] - When to start planning for adulthood transition depends on the severity of the disability. She explains what this might look like. [7:54] - Many times, parents aren't sure what to prepare their children for and the schools do minimal preparation. [9:19] - Health, safety, and happiness are the keys to a productive and successful adult. What does that look like for your child? [10:13] - Doing things that are interesting and meaningful for someone can go a long way for those with attention difficulties. [11:24] - Dr. Gwen gives an example of a transition program and what it might look like. [12:39] - Cultural and family values are often missed in this transition as well. [14:01] - When social emotional skills are not developed well, we begin to chase behavioral and emotional stability. [15:25] - Mental health is a huge consideration when planning for this transition. [16:53] - A family's ability to organize and plan ahead makes a difference. [18:30] - Parents are the experts on their children but may struggle with describing certain things about their vision for them. [20:00] - Dr. Gwen starts this planning with a formal process. [22:46] - More time and repetition is needed for many with neurodiversity. What skills can they work on to prepare for adulthood? [24:38] - For many years, children and adolescents have been planned for but are not involved in planning for their own life. Dr. Gwen says that including them is critical. [27:19] - If self-awareness is not developed, an individual won't know when they need help. [28:49] - When we don't have any say in things, we develop anxiety and depression. [30:12] - There are many ways to use one's voice but using it in this transition is critical. [32:01] - Dr. Gwen describes the problems she saw during transition and what she knew was missing. [34:59] - You have to know all the skills required for adulthood but they have not been compiled into a resource. [36:50] - Dr. Gwen explains why she does not write prompted goals. [38:18] - Dr. Gwen's transition program has parents determining these skills alongside their adolescent. This inventory provides a personalized curriculum. [40:18] - Now with this system, parents have a guide and something to bring to IEP meetings in order to get more support for this transition. [43:01] - Ultimately, we need to focus on the things that are going to make them healthy and happy. About Our Guest: Dr. Gwen is a licensed psychologist who has been actively changing the lives of individuals with neurodevelopmental disabilities for over two decades. She is laser-focused on promoting the happiness and wellbeing of disabled teens and adults and is a fierce ally of disabled individuals and their families. Dr. Gwen has shared her expertise in local and global workshops, at a TEDx event, as an expert witness, and in collaboration with other engaged and radically awesome professionals. Her clients are wonderfully complex, unique, and awesome. She says that out-of-the-box thinking, creativity, grit, and compassion are some of the best tools that she has. Connect with Dr. Gwen Palafox: Meaningful Growth Website ChildNEXUS Provider Profile - Gwennyth Palafox Links and Related Resources: Episode 15 - From High School to College: Steps to Success for Students with Disabilities with Elizabeth Hamblet disABLED & Empowered Podcast on YouTube Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a su

Applied Behavioral Science, or ABA, has been a hot topic for the last few years and has become somewhat controversial. To help us understand it better, I've invited Nicole Ballinghoff to the Diverse Thinking Different Learning Podcast today. Nicole Ballinghoff has over 15 years experience and is passionate about ABA. She has seen firsthand the impact it has made on the lives of individuals with autism and their families. While most of the clients she works with are on the autism spectrum, she explains today that ABA isn't just for those with autism. In addition to her work with ABA, Nicole also has experience in the classroom and as a speaker both nationally and internationally. With her expertise and guidance, Nicole explains how ABA has evolved through the years, the different approaches in the field, and what quality ABA really looks like. She will help us dispel some common myths and may even help you determine if ABA is right for your child and family. Show Notes: [2:18] - People define treatments in different ways. [3:05] - ABA is based on the science of learning and behavior. Nicole explains how each behavior is broken down and used in therapy. [4:18] - ABA uses reinforcement to strengthen skills or teach new skills. [5:07] - The science has evolved over time. Nicole and Karen discuss what it looked like in its infancy in the 1960s. [6:24] - There are a lot of different styles of teaching. Nicole describes some different approaches. [7:09] - What is Nicole's style at Kyo? [8:47] - During the school year, a lot of families are reluctant to add on services, but Nicole clarifies that ABA can be implemented in day to day life as support. [10:39] - The family-centered approach has proven to make a big difference. [11:51] - Covid forced creativity and Nicole says she was present for distance learning sessions if that was what was important for the child and family. [13:19] - Changing the child is not the goal. The goal is to give children the tools they need to be the best version of themselves. [14:59] - There is a difference between what is important to the family and what is considered important by society. [16:31] - If a behavior does not harm a child or their safety, Nicole explains how it can be serving in internal function for the time being and may not need to be addressed. [19:12] - Who does ABA serve? It is used for many settings, not just those with autism. [21:29] - ABA providers are usually covered by insurance. [22:44] - ABA is not just helpful for children. Nicole also works with teens and adults. [24:48] - Nicole shares a story of an older child she worked with and how building a relationship is crucial. [26:56] - Collaborating with the child is important as well because some children will know what they want to work on. [29:38] - Nicole and Karen discuss being realistic to be effective and something that the family can implement. About Our Guest: Nicole Ballinghoff, M.Ed., BCBA has been part of the Kyo team since 2017 and has been working in the field for over 15 years. She is passionate about ABA and how it can improve the lives of individuals with autism and their families. She has worked in school, home, and community settings. Nicole has experience training staff, developing individualized interventions and creating classroom adaptations and modifications. Nicole has presented at the state, national and international levels on Using iPads in the Classroom, Differential Reinforcement, Video Modeling, and Stimulus Control. In her free time, Nicole enjoys spending time outdoors with her family. Connect with Nicole Ballinghoff: Phone: (877) 265-6747 ext. 716 Facebook | Instagram | LinkedIn ChildNEXUS Provider Profile: Nicole Ballinghoff BCBA Links and Related Resources: Kyo Care Website Autism Spectrum Disorder Beyond Credentials: Three Extras to Look for in Your Child's Therapist Episode 44 - Understanding Autism Spectrum Disorder with Lisa Hancock Episode 45 - How Sensory Processing Impacts Communication with Jessie L. Ginsburg Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

Continuing our recent conversations on Autism Spectrum Disorder and Sensory Processing Disorder, today's guest and I discuss the ways communication is impacted. Jessie Ginsburg joined the Diverse Thinking Different Learning Podcast and shares her approach of helping the whole child. Jessie is a Speech-Language Pathologist in Los Angeles, the creator of ASD from the Inside Out and founder of the Pediatric Therapy Playhouse. She has found that when a child is not regulated, communication is not their focus and with this knowledge she inspires new ways of thinking about her approach as an SLP. She not only provides support for children and families, but she strives to help others truly understand and accept a child's differences. Show Notes: [2:49] - Jessie shares how and why she got interested and involved in sensory processing. [3:44] - In order to communicate, we need to be regulated. [5:05] - Jessie gives an analogy using a visualization of three baskets: Language, Emotions, and Body. [6:49] - When there's a lot going on in our body due to sensory processing, it is hard to regulate emotions and communicate. [8:16] - Up to 95% of autistic adults report that they have sensory processing differences. [9:51] - Jessie dug deeper into learning more from the autistic community and has many friends who are autistic adults. [11:10] - What is the difference between Person-First language and Identity-First language? [12:39] - Many parents will try to change their children rather than embracing who they are and giving them the skills to succeed. [14:58] - There is a difference between trying to "fix" a child and supporting them with their sensory processing. [16:03] - A common hypersensitivity in Autism is to sound. These children may struggle communicating and behaving in a busy environment, like a classroom. [17:28] - There are ways to modify environments and provide support for children and families, but how can we make more institutional changes to accept their needs? [19:30] - The education system and how we view neurodiversity as a culture needs to be examined. [20:47] - Try to figure out if it is fair for a child to regulate themselves or if an adult should step in to co-regulate. [22:01] - Self-regulation requires being able to logically think through a problem, the solutions, and then implement. [23:04] - As parents and caregivers, the best thing we can do for a child is to validate them. [24:24] - When co-regulating, you are also building a connection with the child. [25:21] - It is really easy to become frustrated, but Jessie reminds us that we have to be a calming resource for children struggling with regulation. [27:39] - Jessie offers a course and she has different kinds of therapists joining. About Our Guest: Jessie is a Sensory Integration trained speech-language pathologist, creator of ASD from the Inside Out, and founder of Pediatric Therapy Playhouse, a top-rated speech & language clinic in Los Angeles. Through her national publications and talks, and her internationally-acclaimed Inside Out course, Jessie inspires a new way of thinking about the SLP's role in treating young autistic children. Connect with Jessie Ginsburg: ASD From the Inside Out Website Instagram | Facebook Pediatric Therapy Playhouse Website Links and Related Resources: Episode 25 - Raising Differently Wired Kids with Joy and Confidence with Debbie Reber Episode 20 - How Speech and Language Difficulties Affect a Child's Life with Carol Karp Episode 42 - Understanding Sensory-Processing Disorder with Courtney Duckworth-Harris Episode 44 - Understanding Autism Spectrum Disorder with Lisa Hancock Autism Spectrum Disorder Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

1 in 54 children in the United States are diagnosed with Autism Spectrum Disorder. With this number growing, it would make sense that this is a very well understood disorder. Unfortunately there is a lot of confusion surrounding ASD, what it looks like, and what to do about it. Because of this confusion, I knew we needed an expert to help us better understand and that is Dr. Lisa Hancock. Dr. Hancock is a licensed clinical psychologist who specializes in working with individuals with Autism Spectrum Disorder, those who are twice-exceptional, and those who are highly gifted. She has worked for many years helping families navigate both public and private school systems and provides neuropsychological assessments to determine underlying issues in children, teens, and even adults. In today's episode, Dr. Hancock paints a clearer picture of what Autism Spectrum Disorder is, why there is confusion surrounding it, and what it could look like in children and adults. She helps us better navigate understanding of this large umbrella term and leaves us wanting to learn more. Show Notes: [3:16] - Prior to 2013, there was a distinctive difference between Autism, Asperger's, and other terms. Dr. Hancock explains why there was a difference. [4:29] - After 2013, Autism and Asperger's were put under one umbrella term and pulled out Social Pragmatic Communication Disorder. [5:40] - Dr. Hancock understands why Autism and Asperger's are grouped together but explains why those in the field will use both terms to explain to parents. [8:33] - Dr. Hancock is one that can and will diagnose Autism in adults that were previously missed. [9:28] - The tests used in diagnosing are different depending on the age of the child. [10:18] - There is a test that is commonly used that Dr. Hancock does not use. [13:00] - Diagnosing Autism could be missed for a variety of reasons. [14:33] - Age 4 and 5 is the window of noticeable unusual behavior. [15:45] - What is the child capable of doing but isn't doing consistently? [18:03] - There is no standard for diagnosing Autism in teens and adults in the United States. This causes some adults to realize they may have been misdiagnosed. [19:50] - Dr. Hancock developed a battery for measuring Autism in adults. [22:29] - Those with Autism Spectrum Disorder and a developmental or intellectual delay are often diagnosed by a pediatrician. Dr. Hancock sees children that have less noticeable symptoms. [24:00] - One challenge is determining if the child is showing above average intelligence. [25:15] - Dr. Hancock explains the patterns in birth history, learning disabilities, eating issues, sleeping issues, and auditory processing. [26:18] - Social issues in early years are harder to pinpoint especially when children attend the same school for several years. [27:29] - Dr. Hancock describes some social issues that could vary depending on the child in question. [29:12] - There is confusion around children being able to outgrow symptoms. But they still struggle with certain things but you just don't see it due to learning how to blend. [31:01] - Why is it important to have a diagnosis? [33:10] - A lot of parents don't want to tell the child's school about a diagnosis due to negative bias. But Dr. Hancock explains why this is not a good idea. [34:06] - Dr. Hancock discusses safety and aggression in those with Autism. [36:03] - There are things that are impacted that aren't generally thought about. [37:28] - We need to believe children when they say that they don't know or can't know instead of assuming that they don't want to do something. About Our Guest: Dr. Lisa Hancock is a licensed clinical psychologist who provides neuropsychological assessments, counseling, and psychotherapy to children, teens, families, couples, and adults. She has experience with neurodevelopmental, learning, processing, anxiety, and mood disorders; including ADHD, Autism Spectrum Disorders, dyslexia, math and writing disorders, dysgraphia, auditory and visual processing, communication and language disorders, anxiety disorders, conduct disorders, and depressive disorders. Dr. Hancock is experienced in conducting Independent Educational Evaluations (IEE); as well as supporting parents through the Individualized Education Plan (IEP) process. Additionally, she specializes in working with twice-exceptional individuals (those who are gifted and have concurrent learning or developmental challenges) as well as with individuals who are highly gifted. Dr. Hancock has worked as a Gifted Advocate for many years helping families of gifted and twice-exceptional children navigate both public and private school systems; has taken Master's level coursework in gifted education; and holds her MBA. She is certified by SENG as a parent support group Trainer and Master Facilitator; is a Certified Autism Specialist; is a Trained Grief Specialist; is a former and current member of the PG Retreat Board; serves on the Application Review Team for PG Retreat; and sp

With the onset of the COVID-19 pandemic last year, our children and teens were faced with a huge transition. But now that schools are slated to reopen fully this fall, they are faced with yet another transition. Today's discussion is a wonderful gift for parents who may be concerned about their teens reentering in-person schooling, especially if they have social challenges. On the show today is Dr. Elizabeth Laugeson, founder and director of the UCLA PEERS Clinic dedicated to providing parent-assisted social skills training. The best part about PEERS and Dr. Laugeson's work is that it is evidence-based, which means that research shows it works to help young people have more successful social interactions. Right now, many students are anxious and may not feel equipped to deal with the social demands of returning to school. They have been safely tucked away at home learning behind a screen and keyboard. So what can we do as parents and caregivers to better prepare our teens for the unique social demands of adolescence after a pandemic? Listen on for Dr. Laugeson's examples, strategies, and even the language for teens to use when in different social situations. Show Notes: [2:48] - For many, online learning was a struggle but for some, it was a gift. [3:25] - Because of the pandemic, kids have been socially isolated. We need to teach them friendship making skills. [4:15] - Parents need to think about where their kids are going to make friends. Extracurricular activities provide opportunities to connect with kids with similar interests. [5:51] - A lot of parents want to get their kids away from gaming and screens, but Dr. Laugeson has a different approach. [7:06] - Dr. Laugeson explains that some teenagers will revert back to parallel play which doesn't develop relationships. [8:37] - How should teens initiate initial conversation? Dr. Laugeson creates a scenario and how socially successful people initiate interactions. [11:00] - We tend to get a feeling based on others' behaviors that we are accepted into an interaction. Some teens struggle to read these cues. [12:33] - We need to help our kids by instructing them how to engage rather than just putting them into social situations. [13:24] - As kids build up social competence, they gain confidence and feel less social anxiety. [15:17] - Dr. Laugeson is the founder and director of the UCLA PEERS Clinic and she explains what the program is about and how it started. [16:19] - PEERS is evidence-based which is very important in social skills training. [17:54] - Parents need to be "smart consumers" when it comes to finding mental health services and social skills groups for their children. [19:23] - Parents and caregivers are educated on what their teens in social skills programs need to work on to be successful. [21:35] - Bullying rates are high and are particularly high for students with learning differences. [22:56] - The common advice to those being bullied is to ignore, walk away, or tell an adult. Dr. Laugeson explains why these strategies do not work. [24:18] - The reality is every kid gets teased. It is the reaction you have that determines if you are socially successful. [25:03] - Dr. Laugeson discusses what actually does work when being teased. [26:35] - When it comes to rumors and gossip, every instinct we naturally have is wrong. [28:52] - What needs to happen instead, is to take control of the rumor. Act amazed that anyone would believe or care about that rumor. [30:04] - Dr. Laugeson describes the "spread the rumor about yourself" strategy. [31:47] - In addition to helping students with strategies, Dr. Laugeson also provides examples and non-examples as well as effective language to use in situations. [33:52] - One of the first steps in changing reputation is to lay low for a while. Because of the pandemic, everyone has been laying low. Dr. Laugeson gives the steps in changing one's reputation. [36:00] - Entering school again is a great opportunity for a fresh start. About Our Guest: Dr. Elizabeth Laugeson is an Associate Clinical Professor in the Department of Psychiatry and Biobehavioral Sciences at the UCLA Semel Institute and is a licensed clinical psychologist. Dr. Laugeson is the Founder and Director of the UCLA PEERS Clinic, which is an outpatient hospital-based program providing parent-assisted social skills training for individuals with Autism Spectrum Disorder and other social impairments from preschool to adulthood. She is also the Training Director for the UCLA Tarjan Center for Excellence in Developmental Disabilities (UCEDD) and Program Director for Dissemination, Outreach, and Education at the prestigious UCLA Autism Center of Excellence. Having trained thousands of mental health professionals, educators, and families in the PEERS method, Dr. Laugeson is dedicated to developing and testing evidence-based treatments to improve social skills across the lifespan, and disseminating these empirically supported programs across the globe. As one

In today's episode, we're discussing Sensory Processing Disorder. As with many other topics, this episode could really be turned into multiple conversations, so today we're starting with what Sensory Processing Disorder is and our guest will help us understand how it manifests and interacts with other disorders. My guest today is Courtney Duckworth-Harris, an Occupational Therapist and owner of Kinder Clinic in Los Angeles, California. Some children slip through the cracks and are misunderstood because they may not qualify for a diagnosis but are still struggling. These kids often present with Sensory Processing Disorder. Although SPD is becoming more understood in society, it still carries labels such as "bad behaviors" or "difficult kid." Courtney's mission is to educate and empower families to look beyond the behaviors and understand their child's sensory needs. Through today's conversation, she makes it clear that there are many ways sensory problems can impact a child's daily life and how things will look for a child who struggles. Listen on for a better understanding of Sensory Processing Disorder, how it affects day to day life, and how occupational therapy can help provide processing strategies. Show Notes: [2:14] - Sensory - Courtney explains what it means. [3:36] - As adults we can feel anxious or overwhelmed when our visual and auditory systems are flooded. [4:18] - A Sensory Processing Disorder means that one's sensory systems are not communicating or relaying information to your brain smoothly. [5:40] - Courtney explains that it is not exclusive to one sense and children are impacted by a combination of sensitivities. [7:51] - Children with autism are more prone to have sensory processing issues. But, sensory processing issues do not always indicate an Autism Spectrum Disorder diagnosis. [9:31] - Courtney shares examples of children working with her in sensory integration therapy. [11:21] - Courtney begins by breaking down each sensory system but states that they do not exist separate from each other. [11:44] - Auditory processing issues can manifest differently for each child. [12:46] - How do visual processing issues show up? [13:31] - Tactile sensitivity is a little more understood. Courtney gives some examples. [14:09] - There are some lesser known sensory processing concerns that Courtney explains including vestibular and proprioceptive. [16:14] - Courtney explains the difference between discrimination and modulation processing and gives several examples of what this looks like. [17:19] - Sensory Processing Disorder impacts many aspects of a child's daily life. [19:12] - These difficulties can lead to high levels of anxiety. [20:36] - Occupational therapy (OT) can address social emotional skills that are impacted by sensory processing. [22:01] - With OT and other therapies, it starts with an assessment. Courtney describes the process of getting started in OT for sensory issues. [23:41] - Although children of any age can benefit from services, Courtney states that working with children ages 4-12 is where she sees the most progress. [25:27] - Courtney describes her facility and all the equipment she uses. She also explains what a typical session could look like. [27:58] - There are many things that parents can do at home to support services. [29:22] - We are all sensory beings. We all have strategies to help us process, calm, or stimulate our senses. Some children need guidance in order to regulate. About Our Guest: Courtney Duckworth-Harris received a Bachelors in Psychology from California Lutheran University in Thousand Oaks in 2007, and then her Masters in Occupational Therapy from USC in 2009. While in grad school she had the opportunity to take courses in sensory integration and fell in love with this type of therapy. As she was finishing up her masters, she completed her final fieldwork at Kinder Clinic, then owned by Aneeta Sagar. There, her education in pediatric OT and sensory integration was expanded and it confirmed her passion for this field. Since then, she has focused her career in pediatrics and specialized in sensory integration therapy. In September 2020, all these years later, she was presented with the opportunity to take over Kinder Clinic. At Kinder Clinic, Courtney works closely with families and provides individualized therapeutic support so the child can become a happier, and more confident, independent, and successful member of their family and community. Connect with Courtney Duckworth-Harris: Kinder Clinic Home Page Phone: 310-826-9800 Facebook | Instagram ChildNEXUS Provider Profile: Courtney Duckworth-Harris OTR/L Links and Related Resources: Episode 9: How Occupational Therapy Helps Kids with Leah Hiller ALPS Children: A Steep Climb - But Well Worth It! ALPS Kids at Home: Keep the Learning Alive Why Does My Child Act Up For No Reason? Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different

How do you inspire kids to love math, and do you approach things differently when working with students who have learning disorders? The truth is, a lot of kids find math challenging and that challenge may stop them in their tracks. So how can we as parents, teachers, and caregivers help them persist? This is the perfect topic for today's guest, Allison Dillard. Allison is the host of The Allison Loves Math Podcast, a podcast celebrating leaders, legends, and trailblazers who are empowering the world to love math. She is also the author of The Love Math Journal, a tool to help young students cultivate gratitude, growth mindset, and a love of math. Crush Math Now is another of her publications designed for students who struggle with the subject. Math can make students, children and adults alike feel anxious, stressed, and worried, especially if a learning difference is also in the picture. Listen to this conversation to find out how Allison helps students fall in love with the challenges of math and how you can guide children, too. Show Notes: [2:36] - Allison loves math so much that in her down time, she hosts a math podcast. She shares why she loves it. [4:04] - Being able to persist even when things get hard is a life skill that can develop through learning math skills. The struggle is beneficial. [5:00] - If you believe you can do something, you figure out a way to make it happen. [6:09] - Allison teaches at a community college teaching remedial classes where students have been telling themselves for a decade that they cannot learn math. [7:13] - A huge part of the equation comes from parents who tell them that it's okay to "be bad at math." Allison explains that stopping the negative conversation is key. [8:37] - Allison Loves Math Podcast combines parenting and math talk for teachers to help support students and families. [9:57] - We can't always control what happens in a classroom regarding math talk and negativity, but parents can control how they converse at home. [10:40] - Allson created The Love Math Journal that connects learning challenges with learning math in a positive way to promote growth mindset and reflection. [11:41] - When we get something wrong, we reflect on how we went about it. Children don't inherently know how to do that and need to be taught persistence. [12:52] - Comparing math to sports is a great way to make things fun and relatable. [14:07] - Allison gives examples of how to help students practice for testing. [15:15] - When Allison works with students with learning disabilities, she focuses on experimentation in solving problems. [16:57] - If the first strategy doesn't work for a student, changing it up over and over again until they find what works for them is best. [17:53] - Allison began working with students as a tutor in high school and college. She shares the impact of that experience. [20:00] - Students who receive accommodations, especially during testing, often think that if accommodations can't "fix" the problem, it is unsolvable. [22:34] - Karen and Allison love statistics while many people dread learning it. Allison explains why she loves statistics and the importance of understanding it. [24:16] - Statistics is a great tool for students to connect with math through real-world skills and topics. [25:32] - Even with vaccine research and COVID-19 data, adults and kids need to understand statistics to understand what is going on in the world. [28:00] - Allison shares how she experienced a health challenge in high school. [29:28] - Parents can help their children understand their challenges through researching their own struggles. [30:51] - Allison shares ways to help students love math, including relating it back to real life and learning to value challenges. About Our Guest: Allison Dillard is an adjunct math professor at Irvine Valley College, author of several math books including Crush Math Now and The Love Math Journal. She is also the host of the Allison Loves Math Podcast, where she interviews experts in education and parenting about how to help our kids and students to value, love and succeed in math. Connect with Allison Dillard: Allison Loves Math Home Page Facebook | Instagram | Twitter Links and Related Resources: Crush Math Now by Allison Dillard The Love Math Journal by Allison Dillard Podcast Episode 1: Uncovering Why a Child a Struggling Important Components of Effective Math Intervention Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

We have seen an increase in ADHD referrals and diagnoses in the last year. Many parents reported an increase in ADHD symptoms in children who were diagnosed before the COVID-19 pandemic, and some parents wondered whether their child has ADHD after watching their child learn from home. It is important to note that while many children and families struggled during the pandemic, others thrived. As we head back to school in the fall, what are the experts saying about ADHD and what can caregivers do to support their children through another transition? Today's guest is Dr. Joel Nigg, Professor of Psychiatry and Behavioral Neuroscience at Oregon Health and Science University and author of the book Getting Ahead of ADHD. In this episode, Dr. Nigg offers great insight and describes studies done about ADHD specifically and gives actionable steps to take now to help prepare children for heading back to school. We discuss things to look for regarding ADHD symptoms and some simple changes in our daily routines as families that can make a huge impact. Dr. Nigg is doing fantastic work with the OHSU Center for ADHD Research and I am thrilled to have him on the podcast today to better equip parents and families for transitioning to another year of learning. Show Notes: [2:40] - There has been an increase in parents seeking evaluations for ADHD after seeing children learn from home. [3:32] - Dr. Nigg shares some data that shows the impact of distance learning during the COVID-19 pandemic across the world. [4:46] - For those already diagnosed with ADHD, services were challenging during the pandemic and school closures. [6:10] - You lose the advantage of a teacher's perspective when learning from home. Demands at home from a parent are much different than those in the classroom. [7:27] - Dr. Nigg recommends seeking services for the difficulties the child is experiencing right now and seek a diagnosis and treatment after heading back to school. [8:54] - Self care has been difficult for many during COVID with increased stress levels. Dr. Nigg gives examples of some lifestyle changes people can make to help them cope with stress. [10:24] - A valuable goal is to think hard about structuring your day to fit self care in. [12:08] - Another factor that impacts mental health is sleep and the quality of rest. [13:37] - We are all used to staying up late and not working with a strict schedule. Take a look at the amount of sleep your child needs for their age and create good habits. [14:45] - The key is to shift the thinking around sleep to be positive. Counselors can help with this transition. [15:46] - Parental modeling is difficult in the area of sleep. Another thing that is often lost is down time for family time together. [17:16] - During COVID, screen time increased. Dr. Nigg gives suggestions on monitoring screen time and how it impacts sleep. [19:37] - Family rules for a screen-free bedtime are hard to follow, but they are important. [20:39] - Dr. Nigg addresses the claim that high levels of screen time causes ADHD. [22:10] - Media content needs to be monitored for children and teens even though it is a part of their social experience. [24:00] - Dr. Nigg recommends that screen time comes after basic needs are met. [25:01] - Children with ADHD are more inclined to experience depression and anxiety. This trend was apparent during the COVID-19 pandemic. [26:11] - Experiences during the recent pandemic will have a lasting effect. Some will be good and some effects may be negative. [27:49] - There is still going to be COVID-related stress as students head back to school. [29:18] - Children need to be prepared for possible changes again as they go back to school in the Fall. There's still uncertainty. [30:41] - School from home and school in the classroom will have varying risks. [32:12] - Medical centers around the world have websites with tons of resources. They will also have current and updated recommendations and guidelines. [33:21] - Dr. Nigg's book is a great resource for parents of children with ADHD. [33:46] - Dr. Nigg describes the new OHSU Center for ADHD Research and their current campaign and donation matching. About Our Guest: Joel Nigg, Ph.D., is a Professor of Psychiatry and Behavioral Neuroscience, Vice Chair for Psychology, and Director of the Center for ADHD Research at Oregon Health & Science University in Portland, Oregon. He obtained his AB at Harvard College, MSW at The University of Michigan, and PhD in Clinical Psychology at the University of California at Berkeley. He is a licensed clinical psychologist with clinical experience in multiple settings. He is a leading researcher in the area of developmental psychopathology with a focus on ADHD. He is the author of 2 books on ADHD including a recent book written for parents: Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child. His work has been funded continuously by NIMH for over 20 ye

After the year we've had, we're ready to dive back into school and a sense of normalcy. But for many students and their families, fine motor skills have taken a back seat for longer than we thought. That's why I've asked Jennifer Morgan, occupational therapist and founder of MOST Kids OT to be on the Diverse Thinking Different Learning Podcast today to help us understand fine motor skills, dysgraphia, and what occupational therapy (OT) assessments and services look like. Jennifer's holistic and collaborative approach is not only refreshing to see, but incredibly impactful for the students she sees. In today's episode, she describes what a session with her and her team looks like and the emphasis she puts on having fun during therapy. She clarifies some of the mysteries surrounding occupational therapy and why children hard at work might look like they are just playing. Not only that, but she offers several tips for parents and caregivers to work on fine motor skills at home and shares some things to look out for that may lead to a child benefitting from services. Show Notes: [2:02] - Due to distance learning, handwriting, typing, and other fine motor skills took a backseat. Summertime is a good time to revisit these skills. [3:12] - After the last year, children need to play. Play is important for many skills. [5:16] - The most common referral for OT with Jennifer is a problem with handwriting. She describes what this looks like. [6:55] - In the beginning of services, Jennifer describes what she looks for (e.g., observations of a child's physical movements when writing). A lot of kids have low muscle tone in their hands. [8:15] - Jennifer describes different grasps that students may use to write. [9:28] - A standardized test is also used to break apart the motor component of writing. [10:28] - Another thing that is looked at is sizing and placement of letters in writing. [11:53] - Some students, depending on their age when starting with Jennifer, have established habits that may be hard to break. Is keyboarding an option for some? [13:20] - There are so many benefits to brain development when writing. [14:18] - Even if keyboarding is more efficient for a student, handwriting should still be utilized and worked on. [16:14] - Dysgraphia and handwriting weakness impacts academic success as well. [17:10] - Jennifer begins services with encouragement, and she helps students realize that they are not the only ones experiencing the struggle. [19:08] - Jennifer reflects on the difficulty faced in the last year with her students and "pulling out all the stops." [21:09] - Referrals during the last year were low because things went unnoticed. Jennifer explains how she saw increased referrals this spring. [23:17] - There is so much mystery around occupational therapy. There are underlying skills that are being worked on while appearing to be playing. [24:19] - Jennifer describes a tool she uses called "theraputty." [26:00] - Although every child is different, there is a "bag of tricks" that works with many different skills. [27:14] - Coloring is a great way to work on fine motor dexterity. [29:07] - If children experience therapy as fun, they are more engaged. Jennifer prides herself on being quick to build skills because of high engagement. [30:24] - Jennifer explains how she and the child know when they are done with therapy and know that they are able to continue on without assistance. [32:10] - Sometimes students will come back for sessions later for refreshers or needs in a different area. [33:50] - If Jennifer feels that a child needs different help or is better suited for a different type of therapy, she will make the necessary referrals. [35:34] - OT can boost self-confidence greatly. [36:45] - Jennifer gives suggestions for parents to help with fine motor skills at home in a very fun way. About Our Guest: Jennifer Morgan is a pediatric occupational therapist and founder of MOST Kids OT, a private pediatric occupational therapy practice based in West Los Angeles. Jennifer founded MOST in Malibu, California in 2013, with the goal of providing individualized and holistic OT services to children of all ages and abilities. Jennifer and her team have succeeded in that (despite a few natural disasters), and she specializes in providing local home based and private school based occupational therapy for children to target a wide variety of skills. Jennifer utilizes a whole-child approach in her work, and enjoys collaborating with parents, teachers, and other health professionals to provide the best level of individualized service. Jennifer's primary expertise is helping children to develop their fine motor skills (handwriting, keyboarding), and ensuring that her clients make quick progress with lasting results. In 2018, Jennifer expanded her services by instituting the occupational therapy program at Park Century School, an independent school dedicated to providing individualized education to students with learning dif

If you have a child at home or in your classroom that is very bright but struggles with learning or with other aspects of their lives, this episode is for you. Today's guest is Dr. Nicole Tetreault and as the author of Insight into a Bright Mind, she's the perfect person to have this conversation with. In addition to being an author, Dr. Nicole Tetreault is a meditation teacher, international speaker, and founder of Awesome Neuroscience. Her book, Insight into a Bright Mind was written with the goal to help individuals live their best life by explaining exciting new neuroscience research. She shares the latest studies, illustrated by the experiences of unique, creative, and intense brains, told through interviews, storytelling, and literary science. Her ability to translate complex research into understandable pieces is exactly why I knew I needed her on the Diverse Thinking Different Learning podcast. In today's episode, Dr. Tetreault and I discuss the unique challenges that children identified as gifted or twice exceptional face. What does twice exceptional mean? How can you tell if a child is gifted or twice exceptional? How can we help these children with compassion? Dr. Tetreault helps us get a firmer understanding of this population and provides us with great strategies and tips to create an embracing environment to allow them to thrive. Show Notes: [2:15] - Because this is a podcast about learning differences, Dr. Wilson knew she wanted to talk about giftedness and twice exceptionality. [3:10] - Dr. Tetreault describes the difference between giftedness and twice exceptional (2e). [4:14] - 2e children have different types of processing and have asynchronous development. They are gifted but have learning difficulties. [6:01] - You can see the spectrum and diversity in this population when you think about brain development versus educational standards. [7:15] - Gifted students are often associated with academic achievement but Dr. Tetreault gives other examples. [9:10] - There are times when some gifted students may appear bored, but Dr. Wilson explains the possibility of being "2e" and having undiagnosed issues with attention. [11:14] - Dr. Tetreault explains the standard intelligence measures and what they focus on. [12:13] - A lot of children who are truly gifted don't do well on IQ tests, which means they would not be eligible for gifted programs. [13:12] - Dr. Tetreault shares her preference for determining giftedness. [14:10] - Processing speed is a big factor in a child's ability to "pass" the test. [15:51] - Dr. Tetreault suggests that a slow processing speed is actually advantageous in a society that needs to slow down. [17:00] - Sharing a story from her book, Dr. Tetreault illustrates how children who need extra processing time are penalized. [18:17] - There could also be financial hardship for students and their families. [19:48] - Mental health and emotional wellbeing are impacted greatly. [21:00] - Not receiving extra time to allow for their processing could have devastating consequences for a child's life trajectory. [22:41] - If children are not given verbal and nonverbal cues to indicate that they are seen for their abilities, they tend to feel isolated and alone. [23:29] - The lack of emotional regulation is something that could be very confusing to teachers, parents, and caregivers. [25:20] - Dr. Tetreault says that we can help children note and name their feelings in the moment so they can better communicate and understand their experiences. [27:18] - Getting a low score on something that they know they could have scored highly on if given the right amount of time can cause unnecessary anxiety. [28:42] - There are a lot of chances for misdiagnosis regarding heightened senses. [30:34] - Perfection pressure could lead to perfection paralysis. [33:29] - Identify the origin of a child's worry about being perfect. Prepare for what could go wrong. [34:11] - If we can engage the imagination in positive thinking instead of negative thinking, we will give children tools to manage anxiety. [34:58] - Normalizing and destigmatizing feelings can lead to a decrease in anxiety and increase communication. [36:14] - If you model compassion for a child's feelings, they will learn to internalize compassion for themselves. [37:41] - A feeling is an experience you're having, not an experience you are. [39:07] - How can we support the whole child? [40:03] - The more a child can feel empowered in their uniqueness, they can advocate for themselves and communicate their needs. About Our Guest: Dr. Nicole Tetreault is a compassionate author, meditation teacher, and international speaker on topics of neurodiversity, neurodevelopment, creativity, mental health, and wellness. Her book, Insight into a Bright Mind, explores groundbreaking research examining the experiences of unique, creative, and intense brains while advocating for new directions of human diversity and neurodiversity. Nicole is the founder of Awes

The US Department of Justice states, "The link between academic failure and delinquency, violence, and crime is welded in reading failure." The national reading crisis is much more than poor grades and missing assignments. And for black children, their legacy with literacy dates back to slavery. Today's guest has made this connection through her own personal journey to advocate for her son and is passionate about education reform. Resha Conroy is the founder of the Dyslexia Alliance for Black Children, an organization designed to act locally and nationally to support Black children who are Dyslexic by empowering Black families and concerned communities. The approach focuses on raising awareness about Dyslexia and effective reading instruction, transforming barriers to literacy through education and empowerment, and confronting racial bias in public education through collaboration and action. Listen on to hear Resha's story, how you can support your child and community, and how to connect with the Dyslexia Alliance for Black Children. Show Notes: [1:45] - Dr. Wilson first heard Resha speak at a virtual event on the social justice issue of literacy. [2:36] - Resha was brought into the area of dyslexia after her son's diagnosis. [3:31] - Resha's son was not retaining knowledge, and he was struggling with reading skills and word finding. [4:18] - If there is a history of a language delay or struggle, a child is more likely to have dyslexia or another language-based disorder. [5:10] - When Resha's son was denied services after a school evaluation, she sought a private assessment and found out, through that evaluation, that he was at the first percentile in decoding. [6:19] - He was able to get his foot in the door for services because of a speech-language pathologist at his school. [7:20] - Resha shares the comments from others that she should be okay with her son's low performance. [9:38] - These experiences are not unique to Resha. She founded the Dyslexia Alliance for Black Children to help families navigate this space. [10:47] - If dyslexia hasn't been identified as the root issue, by third grade there could be outward behavior issues which then causes misdiagnosis. [11:45] - Research shows that black children have harsher consequences for poor behavior. [12:43] - Resha describes the connection she made during her own research. [15:41] - There's nothing about a child's first language that contributes to their dyslexia. [17:20] - Even if you read to your child everyday, it's not going to address reading issues related to dyslexia. [18:24] - Resha shares how people also tend to blame the child for not trying. [20:11] - All studies prove that early intervention is key. But, many schools are not equipped. [22:17] - Informing parents is something that Resha is passionate about with her organization. [23:23] - There is also a huge disconnect with teacher training regarding reading instruction. [24:12] - Resha shares reading proficiency data and breaks it down by race. This puts children with dyslexia at an even greater disadvantage. [25:07] - What is the history of literacy for black people? [27:41] - The history of policy and systemic racism continues to impact black students. [29:01] - Providing parents with the tools, support, and proper language to advocate for their child is crucial. [30:24] - An IEP with the right language is a tool to fight for the rights of a child. [31:27] - Emotional support for families makes a huge difference as well. [32:00] - The Dyslexia Alliance for Black Children is launching programs that you can request more information about. Resha shares what the organization can do. [33:27] - How does the Dyslexia Alliance for Black Children push for literacy as a social justice issue? [35:50] - Once a child is identified as having dyslexia, which can be a long wait to begin with, what do the interventions and services look like? [37:08] - These services need to be consistent throughout the child's educational career. [38:02] - The Dyslexia Alliance for Black Children has members on the team that have dyslexia and are success stories. About Our Guest: Resha Conroy is the founder of the Dyslexia Alliance for Black Children. A mother of two children with learning differences, including a son with dyslexia, Resha is motivated by her family's journey and a lifelong passion for education reform to bring awareness to the intersectionality of race and Dyslexia. Resha brings over a decade of experience in education reform and charter school administration. Currently, Resha is a Speech-Language Pathologist with interest in language, literacy, and culture. She has an M.S. in Communicative Sciences and Disorders and an M.P.A. in Nonprofit Management from New York University. Connect with Resha: The Dyslexia Alliance for Black Children Home Page Facebook | Twitter Links and Related Resources: 6 Quick Questions for Parents Concerned About Dyslexia Dyslexia Article Podcast Episode 21: What You Know and Don

We often discuss learning differences, developmental disorders, assessments and interventions with respect to children in the United States. But what about children across the globe who need support? Today's guest shares this staggering statistic - 90% of school aged children across the world do not receive the education and services they need; at the time of the recording, I thought that it was 50%, and my heart dropped. What can we do to help? In today's episode, Sandy Dorsey and I have a conversation about the amazing work she is doing and the global impact she is making. Sandy Dorsey is a speech-language pathologist in New York with a passion for advocating for children on a global level. Through her organization, Smiles for Speech, she has worked with children, families, caregivers, educators, and doctors around the world. Today she shares some of her experiences in Ghana, Kenya, and Peru and through teletherapy and traveling overseas with a team, she has helped spread the word regarding providing services in underserved communities. This conversation is inspiring and eye-opening. Listen in to learn Sandy's approach to connecting with diverse communities and educating families to better serve children around the world. Show Notes: [2:15] - Karen and Sandy have not met in person but are alumni from Howard University. [3:04] - Through Sandy's travels, she became passionate about advocating for children globally. [4:29] - Sandy discusses the fact that many people across the world do not have access to speech therapy nor do they know what it is. [5:13] - Many school-aged children around the world do not attend school due to the lack of funding and services for their special needs. [6:05] - In many communities, there is a negative stigma and attitudes surrounding developmental disorders due to lack of awareness. [7:17] - Sandy describes her approach when helping families in different cultures with their child's unique challenges. [8:43] - Sharing ideas is something that is key to Sandy's approach. This gives families options and she can see their response. [9:51] - In some cultures, Sandy has found that many fathers leave when they find that their child has a developmental disorder. Sandy explains that connecting with the child's mother is important to her approach. [10:45] - Because of negative stigma and beliefs, children with developmental disorders are sometimes hidden completely from their community. [12:01] - The services provided even through teletherapy have provided families with strategies and support. Word-of-mouth testimonies have helped with the negative stigma in some communities. [13:22] - In Kenya specifically, Sandy explains that community members and families didn't know that speech therapy existed and now the word is spreading. [14:30] - Sandy points out that it isn't just communication that this type of therapy helps. Swallowing is another part of the program and can help with feeding issues that could cause malnutrition. [15:48] - In some cases, families know about services but cannot access them or afford them. In some communities, services mean just once a year. [17:01] - The most important thing to look for in speech and communication is to note if the child is requesting or initiating communication. [18:27] - Once a child is requesting what they need, pause to give them the opportunity to verbalize it. If they are not, that could be a red flag. [19:46] - Sometimes comprehension of spoken language can be misunderstood as a hearing problem or a problem with attention. [21:13] - Sandy shares recent work with doctors and psychologists in Ghana. In some countries, doctors are saying that not talking is normal till the age of 4. [23:10] - In these cases, so much time has lapsed for the child. [23:47] - Sandy explains what she does on a local level in her community in New York working in preschools to educate teachers and caregivers. [25:51] - Word of mouth plays a role in the area of educating professionals and doctors as well. Sandy collaborates with them through workshops and training. [26:50] - Sandy shares a story about a baby that was not eating and how this type of therapy benefits more than just communication. [27:43] - The key to global impact is interdisciplinary collaboration. [28:43] - In addition to working with children, Sandy has worked with adults in Peru with a team of other therapists and experts. [29:48] - Even in the United States, it is difficult to add needed services through the process we have. Having a team is so much more beneficial. [31:08] - Sandy describes Smiles for Speech, the organization she has founded to provide global support. [32:40] - Traveling has been paused due to COVID-19, but Sandy hopes to resume overseas work in 2022. About Our Guest: Sandy Dorsey is a speech-language pathologist (SLP), educator, and global advocate for children with special needs. She has provided diagnostic and therapeutic speech services for over 25 years in a variety of SLP

Poverty and socioeconomic status impacts school readiness, language development, and the important early intervention of learning disabilities. During the Covid-19 pandemic, these already underserved communities were even more drastically impacted by the inequities of our special education system. There are a lot of layers to this overwhelming problem, but through the work of organizations like the Special Needs Network in LA and individuals like Daniel Mendoza and Marcos Aguilar, we are spreading awareness and access to services otherwise difficult to obtain. In this episode, Daniel and Marcos explain how children with special needs are impacted by inequities in their community. Daniel is the Clinical Director for the Special Needs Network's Applied Behavior Program and shares in this episode how some children with Autism are not given the services they need in underserved communities. Marcos is a Board Certified Behavior Analyst and Assistant Clinical Director at Special Needs Network and together with their behavioral health team, provides education and resources to families, children, and adults. They have created multiple "access points" to reach as many families in need as they can. We could have multiple episodes on this important topic, but their mission is clear. The Special Needs Network is doing tremendous work in their community in raising public awareness of developmental disabilities and impacting public policy. I'm honored to have Daniel and Marcos on the show today to further spread this awareness. Show Notes: [1:59] - Dr. Wilson shares her experience with the Special Needs Network at the beginning of the Covid-19 pandemic. [2:57] - Daniel explains the beginning of the Special Needs Network and how it has grown since 2005. [4:22] - There has been an increased awareness regarding the inequities in education, particularly special education. [5:30] - The programs that Special Needs Network offer were crucial during Covid-19. Daniel describes the experience for many parents and families. [6:28] - During the pandemic, Special Needs Network was able to help fill the gap in services when services couldn't continue in school. [7:29] - Daniel explains what ABA therapy is and the benefits of it for anyone but especially those with Autism. [9:01] - Marcos further explains ABA therapy for those with Autism. Some behaviors are due to an inability to effectively communicate. [10:03] - The delay in services for children with Autism can be up to 2 years in underserved communities. [11:22] - Daniel points out that in underserved communities, parent concerns are not taken as seriously. Parents tend to give up in their efforts to find support and early intervention. [12:17] - The lack of understanding and access to services has caused some children to not obtain therapy in some cases till they are teenagers. [13:43] - Dr. Wilson shares that she has known of families crossing state lines to seek services in other states. This is inequitable as services should be available everywhere. [14:22] - The United States is "late to the game" on services for Autism. [15:18] - Underserved communities also experience inequities in other services, even healthcare. [16:40] - Daniel describes how the Special Needs Network approaches this overwhelming work. [17:42] - What is "boots on the ground"? [19:09] - Special Needs Network also attracts people with resources and supplies like backpacks and food during special events. They also partner with larger corporations to reach more families. [20:50] - All the different access points for Special Needs Network, they've created an infrastructure in their community, including pediatricians. [22:00] - Special Needs Network also partners with schools and is working on referral systems for school psychologists and another entry point for students. [24:07] - Parent support is also vital as having a child with special needs can be very isolating and have a negative stigma. [25:08] - Marcos emphasizes the importance of collaboration with families. [26:27] - When the team works together as a unit, that is when you see the child "take off." [27:27] - Marcos tells families that he doesn't want to be the best to work with their child, but wants to be able to access work for their child and connect them to the right programs. [28:43] - Parents connecting with each other creates word of mouth for Special Needs Network but also builds a community of support for families with similar challenges. [31:26] - Parent mentoring also helps with the negative stigma of having a child with special needs. It creates hope for parents who are discouraged. [32:31] - Society has two different models of looking at developmental disabilities. Daniel explains them both. [34:24] - There needs to be societal change in this area of acceptance. [37:29] - Dr. Wilson invited Daniel and Marcos to speak at a town hall coming up. [38:37] - Daniel describes a new facility opening in December of this year and what they will b

In today's episode, we are continuing our conversation about Attention-Deficit/Hyperactivity Disorder (ADHD) with the incredible Dr. Russell Barkley. I am honored to have him on the Diverse Thinking Different Learning Podcast as an internationally recognized authority in ADHD and I know that this discussion will be a great resource for parents, families, educators, and clinicians working with the child with ADHD. Dr. Barkley is a clinical psychologist and a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. He is also an author of numerous books particularly on the subject of ADHD and today we discuss his most recent book The 12 Principles for Raising a Child with ADHD, which I highly recommend. In addition to sharing his vast amount of knowledge, Dr. Barkley also shares how ADHD has affected his own family that has helped lead to his passion for understanding it and guiding others. He has been incredibly supportive of ChildNEXUS and was gracious enough to allow me to republish his ADHD fact sheets on our website. So listen on to learn the science behind ADHD and several of the key principles for raising a child with the disorder. Show Notes: [2:16] - The fourth edition of Dr. Barkley's best-selling book Taking Charge of ADHD: The Complete, Authoritative Guide for Parents became available in 2020. There is also a companion guide called The 12 Principles for Raising a Child with ADHD. [2:56] - Dr. Barkley explains that a superficial definition of ADHD is a neurodevelopmental disability in the emergence of two mental functions that we all possess: the capacity to pay attention and the ability to inhibit excessive action. [4:29] - If you "look under the hood," ADHD is actually a disorder of self-regulation and the major executive functions [5:41] - When you look at ADHD beyond the superficial level, you can see how debilitating it can be. [6:22] - Dr. Barkley explains the inhibition dimension of ADHD and how it appears in children with ADHD. [7:37] - The hyperactivity we see not only affects movement, but also manifests as excessive talking and interrupting. [8:00] - Cognitive impulsivity is another symptom of ADHD. [9:06] - Another type of impulsivity that most people don't talk about is motivational impulsivity. [10:04] - Those with ADHD don't value delayed gratification and consequences which can lead to problems with some types of intervention. [10:29] - People with ADHD also show their emotions very quickly and more strongly and can't recover from them as quickly as others. [12:00] - The emotional impulsivity in ADHD is different from mood disorders because the emotions are rational, just not controlled. [13:20] - Many times, these impulsivities are missed especially when manifested in preschoolers with ADHD. [14:19] - Dr. Barkley describes how ADHD impacts a child's executive functioning development from preschool onward. [15:46] - Across development, ADHD is first and foremost a self-regulation problem. Relative to your age, one is not able to do what their peers can. [17:07] - What makes people with ADHD different from those without ADHD is not qualitative. [18:04] - What is normal age-appropriate behavior and what is cause for concern? ADHD begins where impairment begins. [19:11] - The dimensionality is something that can cause a lot of confusion and misconceptions. [21:20] - Raising a child with ADHD has been found through research to be as stressful and as challenging as raising a child with Autism Spectrum Disorder. [22:32] - In the 1970s when Dr. Barkley entered the field, it was believed that ADHD came from bad parenting. [24:14] - Dr. Barkley emphasizes the importance of finding strengths and aptitudes of a child with ADHD even if they are "outside the box." [26:12] - There are a lot of pathways to success and it's not all about making money. It is about finding something that is meaningful to you and following it. Those with ADHD can do that in spite of their difficulties. [27:45] - The next step is to find opportunities in the community that help the child with ADHD with their aptitude. Develop the non-traditional aptitude and be in their corner all the time. [29:04] - Focusing solely on excellence in school will not lead to success for children with ADHD. [30:51] - Dr. Barkley discusses the importance of true acceptance and throwing your ideas of "good parenting" out the window. [31:55] - Focusing on what is developmentally critical over the trivial can improve your relationship with your child. [34:33] - Because of a strong relationship, when consequences become inevitable, you won't be driving your child away. [36:23] - Dr. Barkley's book comes highly recommended for parents with practical strategies for raising a child with ADHD. [37:21] - Why did Dr. Barkley write The 12 Principles of Raising a Child with ADHD? [39:07] - The book is a great next step for parents after a diagnosis. [40:09] - Dr. Barkley shares the personal impact ADHD has had on hi

Attention-Deficit/Hyperactivity Disorder (ADHD) is often a misunderstood disorder. Even with all the research and information available to us, the misconceptions become a problem when the symptoms are overlooked. So what does ADHD look like? Is it the child that's easily distracted, has difficulty paying attention or sitting still? Yes, that could be ADHD. But there could be more to it than that. In today's episode, Dr. Nicholas Thaler helps us understand what ADHD is and what it is not. Dr. Thaler is a clinical neuropsychologist who specializes in assessing youth with learning disorders, ADHD, and traumatic brain injuries. Along with that, he has also published numerous peer-reviewed papers on various neuropsychological conditions and is a faculty member at UCLA. He is extremely knowledgeable on this topic and brings to light so many misconceptions. He also gives practical recommendations on things parents can do at home to help their children with executive functioning tasks that their ADHD may make seemingly insurmountable. Remember that ADHD is a lifelong disorder but it isn't something that will always be disabling. Dr. Thaler says, "Many adults are successful because of their ADHD." Show Notes: [2:39] - There has been so much research and so much information available, but there are a lot of common misconceptions of ADHD. [3:15] - Due to the pandemic, parents are now watching their children in a learning environment and are unsure of why they are struggling with paying attention. [4:44] - A lot of parents are unsure on what is age appropriate and what is abnormal. [5:17] - Dr. Thaler defines ADHD, what it really is, and how it can mimic other executive functioning disorders. [6:13] - Since so much of ADHD impacts behavior and learning, Dr. Thaler explains that attention in the learning environment is where observations should occur. [7:39] - Dr. Thaler explains why the ideal time to look into assessment of ADHD is around 8 or 9 years old or when transitioning to a different learning environment. [9:38] - The maturation of the brain makes a big difference for assessing ADHD. [10:34] - There are three types of ADHD. [11:09] - Focus is different than attention. Children with ADHD can focus on preferred activities easily. [12:01] - Dr. Thaler describes what happens in the brain with and without ADHD. [13:17] - A task that is not preferred but has to be done, such as washing the dishes, can seem insurmountable to someone with ADHD. [13:50] - The word "attention" in Attention-Deficit/Hyperactivity Disorder is a misnomer. Dr. Thaler explains that attention may not be the actual problem. [15:04] - Another expression of ADHD is the predominantly inattentive type. Individuals with this presentation aren't displaying hyperactive behavior and are more often sluggish. They are overlooked a lot of the time. [16:51] - There is also a predominantly hyperactive type, which is something that Dr. Thaler doesn't diagnose often. [19:09] - With ADHD, the executive system is a little bit delayed compared to a child's peers. [20:33] - A delay in maturation can also lead to a delay in diagnosis with the "they'll grow out of it" mindset. [21:58] - Sometimes Dr. Thaler is challenged by parents who had ADHD and were "totally fine," but he expresses that they probably weren't completely fine. [22:53] - There has been more acceptance surrounding ADHD in schools and households. [23:43] - Children with ADHD are often working so much harder than their peers just to pay attention and they are also getting cues that they are not doing things correctly. [24:55] - Children get confused about why they can't control their behavior. [26:04] - Parent-child therapy and counseling is recommended. Dr. Thaler also discusses the importance of communication with schools and teachers. [27:27] - A 504 plan or IEP might be necessary in the learning environment and should be considered on a case-by-case basis. [28:31] - Medication is also available for children who need it. Dr. Thaler explains the need for a psychiatrist for this and what to look for in a good psychiatrist. [30:07] - There are some organizational things that parents can do at home to help their children. Dr. Thaler suggests making the implicit explicit. [31:34] - Dr. Thaler gives examples of strategies to use at home that can help children with executive functioning skills. [33:18] - ADHD is a lifelong disorder but it isn't something that will always be disabling. Many adults are very successful because of their ADHD. [35:29] - Dr. Thaler believes that ADHD itself isn't a big deal but there are certain risk factors that Dr. Thaler explains. [36:41] - Symptoms can look different in each child. About Our Guest: Dr. Nicholas Thaler is a board-certified clinical neuropsychologist with extensive experience working with individuals across the lifespan. He specializes in assessing youth with learning disabilities, ADHD, and traumatic brain injury and has published over 50 peer-reviewed paper

Are you concerned about whether your child has made meaningful progress over the last year in school? We all know that this last year has been a challenge for many, especially children. But what learning loss can be attributed to the pandemic and what needs to be looked at more closely? Today's guest is an incredible special education attorney who is passionate about advocating for children and adults. You can hear the passion in her voice throughout this entire episode and she brings to light a lot of concerns as we begin the transition to heading back to the brick and mortar classroom environment. Our guest, Heather Zakson, is a special education attorney. She answers a plethora of questions in this episode, shares staggering statistics, explains legislation and federal funding, and encourages all parents to strongly advocate for their children. Show Notes: [3:01] - The transition going back to school is a front and center concern for a lot of families. [3:58] - Heather shares her surprise at how well so many children did with the distance learning situation over the last year, particularly those with autism. [5:10] - Distance learning unlocked more tools and opportunities for many students. [6:18] - Some parents are really strong at organizing and supporting their children at home. [7:57] - Data is our stock and trade in special education. We need the information to compare data over time to see what's working. [8:59] - A lot of work is done on screen and not kept in a paper format. Heather recommends always taking a screenshot of work to archive a child's progress. [10:03] - Having formal assessments done after this time of distance learning is going to be a great indicator of progress made in that remote setting. [11:49] - Don't think of assessments as something dictated only by schools. [12:46] - Just like a blood test that tells a doctor what kind of medication you need, a psychological assessment will give us information on what intervention and support is needed. [13:44] - When seeking a private assessment, you have the control on who to conduct the testing and who to share the information with. [14:33] - If you are unable to have a private assessment done, Heather explains how it works through the school system. You can ask for a second opinion. [17:20] - Although we have seen the good things that have come from distance learning, there are many students who have suffered with great educational loss. [18:25] - Heather advises that if you think there is something wrong, follow your gut. Talking to your child's teacher is a great place to start. [19:40] - All public schools have the ability to assess. Heather also explains that you may need to push for an evaluation to avoid a "wait and see" approach. [21:38] - When a child is behind, moving forward without support will just make them fall farther behind. Early intervention is crucial. [23:10] - When you are out there advocating for your child, don't take no for an answer. [25:08] - There are some red flags that teachers may say to push parents away from an evaluation. [26:29] - Heather shares a story about a client who was recently diagnosed with autism spectrum disorder sitting alone on the playground. [27:53] - We know how to support children with social difficulties and with appropriate support, they can have a completely different educational experience. [29:45] - Heather and Karen are concerned that the pandemic and time during distance learning will be blamed rather than looking at real underlying learning struggles. [30:54] - Heather explains what recoupment means and how this affects the near future of special education. [32:46] - Children with learning disabilities are legally entitled to remediation. [34:22] - When there is a reading and/or language delay, there needs to be evidence-based targeted reading instruction. But to get that, there must be a screening. [35:40] - Heather discusses SB 237 that needs to be voted for. What will this do? [37:18] - Information doesn't hurt anyone. It doesn't put labels on anyone. [38:07] - Heather shares statistics for kids in California who are not meeting grade-level standards. [40:28] - Dyslexia screening should be a mandatory part of assessment early on for every student. [41:10] - What is SB 488 and how will it affect university programs for teachers? [42:53] - Heather shares her frustration and anger surrounding teacher standards being lowered to be more inclusive. She believes that this is an argument that doesn't make sense. [44:50] - The Right to Read Project and Decoding Dyslexia are highly recommended to look into by both Heather and Karen. [46:27] - Every year is different when it comes to funding. Heather explains the push for federal funding for special education. [48:19] - The real test of our educational system is how we support our students who struggle the most. [49:02] - Where the money comes from for intervention and support is not a parent's problem. Every child is entitled to an a

Passionate and highly skilled, today's guest brings to the podcast community a vast amount of information on supporting children who stutter. Her comprehensive approach is incredible and through this conversation, you will see that it should be the norm. I learned so much from her and am thrilled to share this interview with you. Trisha Thapar is a speech-language pathologist and owner of Adventures in Communication. She works with clients all over California through teletherapy and her passion is working with young children who stutter. Today you will hear how she not only works with kids to improve fluency, she educates parents and teachers, empowers the child and helps to instill a positive self-concept. "The expectation should never be fluency. The expectation should be wanting and choosing to communicate," Trisha explains. She demonstrates the support that can be available for those who stutter and through her passion, she is making a huge difference in the lives of her clients. Show Notes: [2:46] - There is such a wide range of issues in Speech and Language Pathology. Trish has always been more drawn to sound production over language. She takes a moment to describe the difference. [3:44] - Trisha's passion lies in helping children who stutter. This is a fluency disorder and falls under the umbrella of speech. [4:34] - Everyone has natural pauses in their speech, including saying things like "um," "like," or breaks in a sentence. [5:07] - There are different types of stuttering and different causes to it. The range is wide and varies per child. [6:11] - As a lot of young children are developing speech and language, everything is developing at the same time. During growth spurts, many children experience stuttering. [6:57] - Red flags for concerns are if the stuttering continues after several months or if the child notices that they don't speak right, physical tension in their face, and family history of stuttering. [8:09] - If there is a family history of stuttering into adulthood, the child is more likely to continue stuttering as adults as well. The earlier the intervention, the better they can manage it as they get older. [9:14] - There are a lot of areas within speech where we get the "wait and see" approach, but it's very prominent with stuttering. Trisha is strong in her belief that early intervention is crucial. [10:34] - At the end of the day, an evaluation is a great idea even if it doesn't result in a need for intervention. [11:39] - Children who stutter will experience it more frequently when they are trying to regulate emotions, trying to tell a story, or experiencing physical discomfort. [12:52] - There may be other times that children are stuttering that we don't notice as easily. Trisha highly recommends an evaluation. [14:13] - Because other people can observe that a child has a stutter, it heavily impacts their self-concept. [15:10] - Part of the evaluation that Trisha does assesses "communication attitude" and self-concept. [16:44] - Children who stutter learning virtually have been able to more easily resort to communicating through text. [17:49] - Trisha describes the things that she works on with children as tools that they can choose to use. They have the freedom to decide what strategies to use and when. [19:01] - The mantra of every session is "stuttering is not a big deal." Trisha always works on stuttering education for the child, parents, and even their peers. It is presented as a "fun fact" about them. [20:53] - Positive self-talk is something that Trisha also works on with her clients. [22:01] - Trisha's approach is very comprehensive. [22:56] - The expectation should never be fluency. The expectation should be wanting and choosing to communicate. [24:18] - This comprehensive approach makes a tremendous difference, but it is not currently the normal scope of care across all practices. [25:52] - School Speech-Language Pathologists don't always have the opportunity to specialize because they are working with a vast variety of communication issues. [27:44] - We will notice stuttering the most between the ages of 3 to 5 due to a language growth spurt. Children are acquiring so much vocabulary during these years and are starting to piece together much longer thoughts and sentences. [28:20] - The statistic is that 30% of children who stutter during that time do not grow out of it. Some receive intervention and some do not, and a lack of intervention can lead to the inability to manage stuttering. [29:39] - The question that Trisha receives all the time is if she can help a child to completely stop stuttering. She explains how she believes it is a life-long issue but can be managed. [31:00] - No matter how long Trisha works with a client, the tools are life-long strategies that can be used to give children into adulthood the confidence to communicate. [32:20] - Trisha shares the reason why she has become so passionate about the work that she does. [34:01] - Stuttering education is

After last week's episode, I wanted to continue the conversation about changing the way we view traditional mental health. I knew the perfect guests to share in that conversation. Last week we discussed the benefits of art and music incorporated into psychotherapy and today we're diving into how physical activity can play a vital role. Today on the Diverse Thinking Different Learning Podcast, I have Drs. Shannon McHugh and Jesi Sasaki. They are both certified fitness trainers, certified nutrition specialists, and licensed psychologists. They are on a mission to educate children and parents on socio-emotional fitness through physical activity. They believe that approaching mental health through the lens of overall well-being will not only reduce the emotional or behavioral problems that are present in many children today but will prevent mental health issues in the long run. I completely agree and I am thrilled to have them here to discuss the amazing work that they do. Show Notes: [2:57] - By continuing the conversation about changing the way we view traditional mental health, our guests today make a connection with last week's guest on art and music integration. [4:14] - Shannon describes how she met Jesi and the realization of their shared interest in the physical activity aspect of mental health. [5:24] - We need to give kids an understanding of mental health in a fun and exciting way before they move into therapy. [6:10] - A lot of the problems that Dr. Sasaki sees in the students she works with were things that she did not experience. The connection was team sports and physical activity which help develop life skills. [7:57] - Shannon and Jesi were recently speaking with a researcher regarding physical activity and the pandemic. They have had to get creative during sessions. [9:13] - Right before the pandemic hit, they developed a curriculum. Dr. McHugh describes the design of the course that is in addition to a physical education class. [10:21] - They had to pivot because they were not able to use the curriculum they designed due to the pandemic. They are seeing amazing things in the individuals they work with. [11:23] - One of the skills incorporated into the curriculum is mind and body awareness. Dr. Sasaki explains how they accomplished this in the curriculum and what it means. [13:32] - Another life skill that this type of curriculum can help develop is responsible decision-making. [14:12] - With individual therapy, Dr. McHugh and Dr. Sasaki didn't feel like they were getting anywhere. But their current program is showing much more success. [16:03] - In a perfect world, all adults would know all of the important life skills necessary for mental and physical well-being. But not all adults are educated in this way. [17:02] - Teaching life skills in the moment through team activities has been fundamental for Drs. McHugh and Sasaki. [18:21] - Shannon expresses concern that many of these things are not taught in schools. She hopes to bring these programs to schools to use as part of their curriculum. [19:30] - There is so much research that supports the mind-body connection but it is still not properly taught in schools. [20:07] - Jesi explains that they work with a lot of retired NFL players who are very familiar with physical activity and exercise but they don't have the emotional piece of it. [21:11] - Because they began as child psychologists, both Jesi and Shannon understand the need for movement to reach a child. Sitting and talking can only do so much. [21:40] - PCIT stands for Parent-Child Interaction Therapy and both doctors are passionate about this program because it teaches parents to become therapists for their kids through play. [23:57] - If a child is struggling with ADHD, they are going to struggle with emotional and sensory regulation. Occupational therapy is extremely helpful here but many parents don't know this. [25:44] - Just moving in certain ways can sharpen your thinking. Cognitive flexibility can improve after just one physical activity. [26:48] - Preferred activity brings people so much joy and should be used to help children learn crucial life skills and coping skills. [28:01] - In response to more physical activity breaks, some people worry that students will not perform well, but research shows that the adverse effects are true. [28:59] - The timing of physical activity makes a difference in academic performance as well. [30:53] - Shannon advises families coming together to do their own version of physical activity together. This enhances relationship-building and encourages movement. [32:50] - There is going to be a transition period between the pandemic and moving towards normalcy. Be sure to be patient and manage the expectations of children. [34:41] - Physical activity is also important to ward off other health issues, specifically obesity. [35:53] - When you set yourself up for being active and moving your body you are more likely to have a better immune system. About

If you enjoy art and music and you recognize the benefit of psychotherapy for children and adolescents, this episode is for you. We know that creative expression is beneficial, but what happens when we combine it with psychotherapy? Creative expression can be a preventative measure, but can be a part of mental health treatment as well. Remember that it all begins with awareness, and today's guest is here to demonstrate how art and music continue to impact the lives of children and adolescents in her practice and give her goosebumps along the way. Today's guest is Dr. Brette Genzel-Derman, founder and CEO of Innovative Group Psychotherapy. She is passionate about empowering youth to heal through creative expression and in today's episode she shares her personal and professional experiences that have influenced her career and how she approaches the work she does with kids. Show Notes: [2:02] - Throughout the pandemic, Dr. Genzel-Derman has seen an increase of anxiety and sadness in youth. A lot of the work she does is in a group and she discovered how important that group piece was. [3:40] - A couple of positives that have come out of the pandemic is the use of technology. Some adolescents felt a lot more comfortable communicating in a chat box. [4:50] - Technology has allowed us all to be more resilient during this difficult time. [5:22] - Dr. Genzel-Derman does a lot of creative expression in psychotherapy group sessions and she explains the incredible resilience that came through. [6:50] - Brette's background began in foster care social work and she takes a moment to share the four people who have had the biggest impact on her career path and passions. [8:01] - Dr. Bessel van der Kolk is a neuroscientist who has helped shape Dr. Genzel-Derman's approach to helping the youth in her practice. She describes his research and why it was so impactful. [8:44] - It is crucial to integrate traditional talk therapy with other forms of therapy to target all parts of the brain. [9:31] - Another influence for Brette is Brené Brown who is an author and well known speaker. In her work with kids, Brette found inspiration and guidance in the area of social connection in Brown's work. [10:35] - Dr. Genzel-Derman explains how she lays the foundation for kids to recognize that other people have shame and anxiety and make the connections with others through group work in a safe space. [12:17] - It takes time to develop trust and relationships. Once trust is established, the real work can begin. [13:17] - Brette uses the interests of children and youth in her practice as their mental health treatment. [14:56] - Another influence for Brette comes as a surprise. She shares the meaningful story of being impacted by Dave Grohl of the Foo Fighters. [16:12] - Dr. Genzel-Derman describes the idea she had and how she was able to connect with Dave Grohl. He loved her idea so much that he became a mentor in the program that she developed. [17:25] - When Brette watched the children and teens working with a mentor, something shifted. When you put a mentor in the room who knows what they are doing, it is scaffolding the process. [18:10] - Through this song-writing mentorship, students were developing trust, relationships, enthusiasm, confidence, and empowerment through their creativity. [19:08] - A lot of the time, there is such a focus on the deficits of a child. Karen strongly believes that treatment needs to be strength-based. [20:05] - Dr. Genzel-Derman shares the story of an adolescent she was working with who was suicidal after experiencing trauma through the death of his mother. [21:24] - In the song-writing therapy that Brette worked on with this teen, he realized how much control he had and it gave her goosebumps. [22:38] - With his mentor, he wrote a rap song about his depression and performed it in front of his peers. This experience empowered him and gave him something to help manage his depression. [24:13] - Brette's father was also a huge influence for her. She shares the story about how she decided to write a children's book with him during the work she was doing on her dissertation on grief and loss. [26:21] - Through his artwork and her writing, Brette and her father were communicating and were able to say goodbye to each other through the process she describes. [27:04] - Although she was in pain and experiencing grief, she had the direction and purpose to work on something meaningful together with her father. [28:29] - There is a lot of research on the benefits of combining art and therapy in prevention and treatment in mental health. [29:19] - Find something that fits you and your child. There are so many integrations that can be made in therapy. [30:34] - One of the things that Dr. Genzel-Derman loves to do in group sessions is drumming. She explains how in just 4 minutes, there's a connection in the group. [32:00] - Dr. Genzel-Derman explains an activity she does called "Musical Scribble." [33:26] - The work at IGP that

This last year has been extremely challenging for all of us. We know that stress, anxiety, and depression have increased tremendously during the COVID-19 pandemic and through personal experience, many of us have seen the difficulties in distance learning. But today I'm shifting gears. I don't have a guest to interview today because I felt compelled to celebrate the resilience we have seen in children through this last year. In today's episode, I offer five things we can do as parents and educators to help develop resilience in our kids. Many have shown that they have more resilience than we ever thought possible, but as we re-emerge into normalcy, how can we continue to celebrate this development and support it further? Show Notes: [1:14] - A year into the pandemic, we continue to put a big emphasis on stress and the difficulties children and families have been experiencing. [2:31] - Although stress and difficulties have increased significantly during this last year, Karen is taking this episode to celebrate the accomplishments of children. [3:14] - "Adversity births opportunity and innovation." Dr. Wilson has seen this in her own children, their friends, and the clients she works with. [3:45] - Dr. Wilson shares an excerpt from an article she had the opportunity to contribute to. [4:54] - What is most important to children is that they feel loved and valued. Karen shares the impactful statement of a family member that children are more resilient than we think. [5:46] - We can change the wiring of our brains through experiences we expose it to. Dr. Wilson describes how the brain can be resilient. [6:46] - Karen gives five things we can do to help develop resilience in our children starting with the first: Strengthen our own relationship with them. [8:11] - We can also help kids navigate friendships as they are re-emerging into the world from social isolation. [8:57] - Adequate sleep is another thing we can provide to kids to help build resilience. [10:18] - The reason sleep is connected to resilience is because sleep increases the capacity to regulate emotions. [11:14] - Too little sleep can exacerbate the stress level we already have and this is prominent in children who are feeling the stress of learning difficulties. [11:33] - Sufficient physical activity is another thing we can promote with children to develop resilience. Dr. Wilson describes how this can affect mood and anxiety. [13:22] - Any physical activity is a benefit, but Karen explains why sports improve executive functioning skills too. [15:02] - Sports also provide opportunities for social bonding with peers and give children a sense of pride. [16:44] - Another factor that Dr. Wilson shares is screen and media exposure. This was talked about in more detail in a previous episode. The more time spent on the screen is less time engaging in physical activity. [18:00] - We want to nurture and continue to nurture a growth mindset in our children. Dr. Wilson contrasts this with a fixed mindset and gives examples of each. [20:25] - We need to help develop executive functioning skills within our children while they are developing. [21:14] - Mindfulness is incredibly important as well. Mindfulness meditation is proven to help focus and regulation of emotions. [22:08] - Research has shown that optimism is one of the key characteristics of resilient people. As parents and educators, we need to nurture a sense of optimism. [23:10] - Although there have been struggles and increased stress over the past year, many children have shown a tremendous amount of resilience throughout this last year and we need to celebrate that. Links and Related Resources: Episode 24: Should We Worry About Screen Time During a Pandemic with Dr. Allison Kawa Episode 8: Mindfulness with Dr. Kathleen Carroll-Wray Parenting During Stressful Times AKA Covid-19 Pandemic Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

There are many things parents feel when they realize their child is struggling with learning to read. Today we dive into all the feelings, including isolation, frustration, discouragement, and discuss why it is important to support the entire family when a child has trouble learning. My guest today is Maria Fagan Hassani and I am thrilled to have her here. Maria is the founder of Learning Link and provides Educational Therapy and tutoring services to both children and adults. Her approach to helping students is to guide the entire family and the classroom teacher in bringing education to their child. You will hear how passionate Maria is about her job in helping learners understand their own learning and helping parents be a healthy part of that journey. Maria also offers an incredible three-week course for parents that you will definitely want to check out. She also shares her most popular free resource, The Momentum Guide that includes proven strategies to overcome resistance to homework, foster independence, and boost confidence Show Notes: [2:06] - Referring to prior episodes, Karen invited Maria onto the show to continue the conversation about reading. [2:51] - Maria explains her position as an educational therapist and what support she provides. [4:05] - As an education therapist, Maria has a specific lens that she sees the child through. By combining her lens with the lenses of their classroom teacher and other adults in their life, they can more fully see the child and their struggles. [5:20] - Oftentimes parents fall into one of two categories. Either they have not experienced similar learning difficulties and don't know how to help or they themselves struggled and do not want their child to have the same difficulties. [6:42] - Part of Maria's job is to support a child's parents as well as the child in realizing that they are not alone. [7:21] - It is the job of educators to bring the learning environment to the child. [8:11] - Maria describes what type of parent involvement she usually sees. She gets the opportunity to talk to parents about ways to help their children. [9:31] - The teacher doesn't need to see the parent's work, they need to see the child's work to make sure they are bringing the right education to that child. [10:32] - There is a fine line between doing too much to help your child and doing their own work. It could mask what they are or are not capable of doing. [12:17] - Maria describes how she can assist families with interactions and conflicts. [13:54] - Maria explains that she supports parents by helping them be the best parents they can be. She does not underestimate their relationship. [15:24] - When Karen evaluates a child, she always offers to discuss the results with the child as well. In Maria's case, she is actively working with the child and they need to be aware of why they are there with her. [16:28] - Children should always be a part of the conversation on services with Maria. [17:40] - Some students come in and know why they are there and some are not informed. Maria describes the conversation she has with children who don't understand why they are meeting with her. [19:17] - Maria shares that these conversations with children are her favorite part of the job because she gets to explain learning. [20:08] - Showing progress is a powerful motivational tool. [21:11] - Kids who struggle in school with academic activities tend to have a better understanding as adults because they know how to deal with struggles and hard work. [22:15] - The focus is always on the child, but parents need the support, too. Maria's work extends beyond one-on-one work with children. [23:45] - Maria describes the sense of community in meetings that are emotional but supportive and helpful. [25:23] - There is so much involved in reading challenges. In Maria's three-week course, she breaks down the comprehensive reports from an evaluation in parent-friendly verbiage. [27:53] - In addition to breaking down the learning difficulties, Maria also works with parents to flip the mindset to the gifts that their child has. [29:14] - Maria also gives strategies to parents on how to discuss the learning difficulties with their child in understandable language that supports a growth mindset. [30:19] - Karen and Maria describe a "job well done." [31:25] - Sometimes the main role of the parent in their child's education is to advocate for their child at their school. [32:36] - Assuming the line of communication between the child's teacher and the parents is open, Maria encourages the parent to welcome the teacher into their team of supporters. [33:21] - Maria has also had some of her students create a PowerPoint presentation or write a letter to share their learning difficulties with their new teacher. It is important to approach a new teacher as part of the team. [35:33] - Maria shares her contact information, her course, and a free resource for distance learning. Her three-week course will start May 16th.

As the light at the end of the tunnel gets brighter and brighter regarding COVID-19, parents and students are facing another major transition period. While it may seem exciting to head back to campus, for many students it might not be. During this time of remote learning, students may have lost a passion for learning. Children and adolescents have been significantly impacted by the pandemic in different ways. Now faced with another adjustment, what can we do as parents, caretakers, and teachers to support their mental health? Here at the Diverse Thinking Different Learning Podcast, we aim to inform, educate, inspire, and increase understanding. Today's guest does just that. I am thrilled to have Kalisha Beard on for this episode to discuss how to address a child's lack of passion for learning. Kalisha works in private practice in Los Angeles and is passionate about supporting children and their families as they cope with mental health challenges, trauma, and life changes. COVID-19 certainly had an impact on her clients, and today she shares ways parents can help their children and teens through validation, observation, curiosity, and humility. It all starts with awareness and you're in the right place to begin. Show Notes: [2:52] - Kalisha sees children who have been impacted significantly by the pandemic. In the beginning, we all thought this would be a short-lived experience. [3:31] - A lot of children and adolescents that Kalisha sees are showing symptoms of clinical depression and anxiety. She sees incredibly bright children who harbor great disdain for their learning environment. [4:46] - Discussing the need for alternate learning environments, Kalisha explains that many students do not thrive in a traditional school setting and that can lead to mental health struggles. [5:44] - Many parents don't feel that they have a choice when it comes to school for their children, but there are alternative and affordable options. [6:58] - Students may be eligible for grants and financial aid for alternative learning options. It all starts with awareness. [8:15] - One of the things we need to realize is that validation for the thoughts and feelings of children and adolescents goes a long way. We need to be empathetic. [9:27] - Regarding lack of passion, Kalisha says we need to assess the cause of it. There could be underlying issues and she gives examples. [10:26] - Kalisha lists several things to look at during this assessment period. She also talks about the stigma surrounding neuropsychological assessments and seeing a therapist. [11:13] - It is important to make it clear to students that there are different ways people learn. [12:19] - Communication between the parents and teachers is also very important. It is up to a teacher to engage learners, but faced with the struggles of COVID-19, it has been difficult for teachers as well. [13:48] - Dr. Wilson points out other reasons why parent-teacher communication and relationships are very important. [14:39] - Emphasizing the need for an assessment, Kalisha explains how symptoms of anxiety can mimic other things. [15:50] - Clinicians do not assess for the purpose of putting a label on a child. They assess to understand them and help in a targeted way. [17:14] - There has been an increase in student suicide that has caused some school districts to fully open earlier than initially planned. [18:15] - One of the biggest things we need to remember is that with any big change, there is an adjustment period. This will include transitioning back to school in person. [19:12] - Kalisha advises parents to check in consistently with their children and teens and validate their feelings. [20:37] - What about the students who did better during remote learning? Those children and adolescents may have heightened anxiety about returning to campus. [21:45] - In addition to the world dealing with COVID-19, in the United States there has also been political unrest and a social justice movement. All of these things contribute to stress and in some cases trauma. [23:46] - It is important to pay attention to the whole child. Kalisha describes what this means and how many of the children she sees are more aware of what's going on than we may realize. [25:33] - Validation is the greatest tool for teachers, parents, therapists, and any adult who is in a place of responsibility with a child or teen. [26:52] - Kalisha and Karen discuss ways to support students who are feeling anxious about returning to their school's campus. Be present as much as possible. [27:46] - Our minds take us to the future when we feel anxiety. Kalisha advises to be mindful of this. [28:54] - To help a child find their talents and passions, parents need to also be sure to give them different experiences and see what they gravitate towards and why. [29:39] - Kalisha explains that we need to also plan for happiness. This coping skill is underestimated. Sometimes you need to actually schedule time for happiness. [31:40] -

If you have a child who thinks, learns, or experiences the world differently than others, this episode is for you. Parents of differently wired kids may be faced with a negative stigma, uncertainty, and will be making decisions from a place of fear, especially in regards to education. But today's guest shares her experience and her vast amount of support for parents to change their mindset and make decisions from a place of possibility. I am thrilled to welcome Debbie Reber as today's guest on the Diverse Thinking Different Learning Podcast. Debbie was actually an inspiration of mine to begin this podcast journey and as a parent of a differently wired child herself, she comes to the podcast today with personal stories, many years of experience, and open arms to welcome other parents on the same journey. Debbie is a parenting activist, author, keynote speaker, and founder of TiLT Parenting. The resources and community she offers through TiLT Parenting are helping parents around the world connect and support each other in raising differently wired children. We could talk for hours, but today's episode with Debbie we focus on what it means to be "differently wired," how Debbie grew from making decisions from fear to making decisions from love and possibility, and how parents can use their voices to make positive change in the education of their children. Show Notes: [1:35] - Dr. Wilson shares how Debbie was her inspiration for starting this podcast. She really leans in to embracing the fact that your child may be differently wired. [3:26] - Debbie shares her beginnings in this field as a parent. She never intended to walk this path, but as her son received diagnoses, it made things more challenging. [5:01] - Sharing the challenge in finding the right environment for her son, Debbie explains that they bounced around to different schools and then homeschooled for 6 years. [5:29] - Through homeschooling for that length of time, Debbie learned so much about herself as a mom and was able to get her son out of a "perpetual fight or flight mode." [6:00] - This experience was the catalyst for her to start her own podcast and help other parents in similar situations. [6:56] - Debbie admits that at the start of their homeschooling journey, she had plans to charge ahead with curriculum and charts and all kinds of things she had figured out. Her son had different ideas and this collaboration caused her to pivot for his needs. [7:58] - As she observed her son learning at home, Debbie made the realization of why traditional schooling had not been a success. She started to understand his strengths and struggles. [8:19] - Debbie had to then confront and challenge her own ideas of what learning looked like. [9:16] - Referencing a previous episode, Dr. Wilson connects Debbie's experience to that of Maureen O'Shaughnessy. There needs to be a shift in how we educate children. [10:24] - Because of our current educational system in the United States, Debbie strongly believes that parents resist this kind of work and have a hard time shifting their thinking towards different learning environments for their children. [11:00] - Debbie shares a personal story about an experience with her son listening to a podcast. Through this anecdote, Debbie demonstrates that the traditional school model does not teach kids to be critical thinkers. [12:34] - Will the pause in traditional schooling due to the Covid-19 pandemic create a change in how we educate children? Karen and Debbie see it has a huge opportunity. [13:24] - Debbie's concern about returning to a more "normal" school year in the fall is that it will be very easy for schools to slip back into the old ways of doing things instead of taking the opportunity to change. [14:50] - Parents are panicked at the moment concerning learning loss during the time of pandemic. Debbie's hope is that parents will continue to speak up, use their voice, and advocate what will serve children the best. [15:57] - Learning loss is of course a concern, but Dr. Wilson believes that the social, emotional, and mental health support is more important during another big transition going back to school. [16:50] - The emotional and mental health of children needs to be prioritized above all else right now. When kids are stressed, no learning will take place. [17:18] - This emotional regulation during this transition may take longer for some kids over others and Dr. Wilson emphasizes the importance of patience. [18:49] - Debbie talks about her book Differently Wired: Raising an Exceptional Child in a Conventional World. All decisions come from a place of fear or love and Debbie explains what that means and the biggest motivator for making decisions particularly in parenting. [20:04] - There is no clear path for parents, especially when raising a differently wired kid. Debbie describes how she now makes decisions from a place of possibility. [21:07] - Debbie provides some reflection questions to ask yourself as a pa

How much screen time is too much? That is a loaded question many parents are asking during this unprecedented pandemic and the answer isn't exactly simple. In the past, many pediatricians have set guidelines and time limits on screen time; now those are thrown out the window as millions of students have been faced with distance learning and changes in how they socialize. There is no better time to have this discussion today with our guest, Dr. Allison Kawa. Dr. Kawa is a clinical psychologist specializing in the evaluation of children, adolescents, and emerging adults. She is also the Clinical Director at the Los Angeles Center for Integrated Assessment and her holistic approach to assessment is crucial as she demonstrates in our interview today. With a combination of research, statistics, science, and her own experience as a mom of two, Dr. Kawa gives us a lot to think about and tips on how to manage screen time for our children and teens. You will find that screen time is not bad. In fact, screen time can enhance our learning and help build community. But excessive screen time can change the way a developing brain is wired and can impact sleep, stress levels, mood, and productivity. So listen on to find what quality screen time looks like and what you can do as a parent to limit excessive screen time. Show Notes: [2:21] - Dr. Kawa specializes in testing and she takes a broad-reaching approach in assessments. She describes the things she is interested in determining through testing. [3:51] - Taking a holistic view on testing and determining what is best for a child is so important. [4:30] - Screen time and social media actually change the architecture of the brain. This is something that is both fascinating and scary to Allison. [5:24] - The concern about screen time comes up often from parents working with Dr. Wilson and Dr. Kawa, especially during the pandemic. [6:23] - Dr. Kawa discusses the influence of her upbringing with music and describes how most parents from the same generation are watching a shift to online content. [7:57] - There are different types of screen time as well: passive, interactive media, constructive, communication, and reading. Dr. Kawa gives examples for each. [9:05] - There is also solitary consumption and consuming with other people. There are many different ways to use screens. [9:40] - There used to be a time limit guideline placed by pediatricians on how many hours or minutes were safe and appropriate for children. That is no longer the case. Now it is about the quality of the screen time and what is being consumed. [10:20] - There is an important distinction between playing games with friends online and watching someone else play the game on YouTube. Different parts of your brain are being activated. [10:47] - It is challenging for research to keep up with the advancements in technology. [11:50] - Dr. Kawa discusses the concern of eye strain as one of the pitfalls of screen time. She also gives a tip of something to do to help manage eye strain. [13:17] - Even if it is high quality screen time, screen breaks need to take place to avoid eye strain. [14:24] - There's an easy setting to change on the computer to decrease eye strain that Dr. Kawa mentions that is much better than the blue light glasses. [15:33] - It is the job of a parent to teach their children how to use screens in a responsible manner. Dr. Kawa compares it to eating dessert. [16:29] - Dr. Kawa describes a study that was done regarding just simply having your cell phone near you. It actually changes the chemical balance in your brain and body. [18:02] - Children and adolescents are not going to be able to detect these chemical changes going on and give themselves a screen break. [19:13] - On the other hand, social belonging is a fundamental human need and is heightened during adolescence. Due to COVID, social media is the only outlet for a lot of people. We don't want to take away screens, but we need to educate. [20:01] - Brain development is not complete in adolescents and it is difficult for them to differentiate between real and highly curated content. They tend to compare their insides to other peoples' outsides. [21:04] - Parents need to be aware and in tune with how children and teens are responding to social media. [22:06] - It is important to be mindful that adults are going through this right now as well. Parents might feel the need for more socializing as well. [22:56] - Ask kids the right questions to help develop critical thinking skills. [23:19] - Dr. Kawa shares the statistic that 1 in 5 adolescents wakes up in the middle of the night and checks their social media. She recommends not using phones as an alarm and having the charging station for devices in another room of the home. [24:35] - Self-monitoring is an important life skill and parents need to help their children regulate. [25:46] - The brain gets revved up into hyperarousal when playing video games. You know cognitively that you are pl

With today's guest, we initially had planned on talking about one thing and it went in a completely different direction. Has that ever happened to you? In this case, it is okay because the conversation I have with her is exactly the conversation you need to hear. Today, I'm thrilled to have Dr. Karen Schiltz on the Diverse Thinking Different Learning Podcast. Dr. Schiltz is the author of Beyond the Label: A Guide to Unlocking a Child's Educational Potential and a licensed clinical pediatric psychologist. In today's discussion, Dr. Schiltz brings our attention to the need for routine, structure, and connection in building resilience in children and teens during stressful times. Through proper sleep, nutrition, exercise, and a parent's active listening, the mental health of our children can be supported during their critical brain growth and development. Every parent can learn how to better support their child and you may be surprised that by modeling the structure our children need, you are also impacting your own mental health in a positive way. Show Notes: [3:00] - During this time with the global pandemic, there are so many layers to mental health and higher risk of anxiety and depression. [3:42] - Key things to look at closely are a child's sleep, nutrition, and exercise. [4:34] - Dr. Schiltz explains that teenagers are spending a lot more time on social media and the social craving they have. [5:25] - Kids have been so impacted by not having the opportunity to truly connect with their friends. The research shows that the virus isn't as stressful for kids as their lack of in-person social interaction. [6:40] - Physical touch actually has a neurochemical reaction inside us that relieves stress. The lack of physical contact with others is directly connected to the increase in anxiety and depression in kids and teens. [7:41] - All of the changes in socializing, exercise, and sleep due to the virus has culminated into an unhealthy environment for such a long time. [8:18] - Children rely on consistency and feel the stress of the adults in their lives. Dr. Schiltz shares a story of a child she's worked with as a pediatric neuropsychologist and something profound he said to her. [10:37] - During remote learning, children have become very stressed due to issues with internet connectivity. [11:37] - Research has indicated that children's a primary worry, through a child's eyes, is problems with the internet. [12:08] - Dr. Schiltz shares a story about an experience she herself had in September of 2020 with an injury and her daughter. [14:11] - Dr. Schiltz compares her injury and healing to the growth of a child's brain during the pandemic. What is the level of impact of this global event? [15:13] - The brain can change in response to stress and growth stimulation. How is this pandemic affecting that in children? [16:27] - Dr. Wilson and Dr. Schiltz define and explain brain plasticity. There are many synonyms, but ultimately it means the brain's growth and changes in brain wiring. [17:37] - In addition to trauma, abuse, living through adverse events, and cyberbullying can impact children as well. [18:10] - The pandemic has shown us that some kids and teens are resilient through this adverse life event. We need to ask ourselves how we can help our children be more resilient. [19:10] - As parents, we have to create healthy habits and order. The virus is unpredictable, but what we can do is have our homes be structured. Parents need to be models of this. [20:40] - Parents need to be more vigilant than ever before in practicing and modeling coping strategies as children pick up on their feelings. [22:01] - Routine needs to be established. This can be very hard for the parents who are working from home and those who have lost their job. Dr. Schiltz lists the ways this can be difficult but emphasizes the importance of it. [23:23] - We think we are listening to our kids, but we need to be more active in our listening. Be there in the moment with your child. [24:42] - If you are emotionally deregulated, you can't access your thinking. [25:08] - In regards to sleep and exercise, parents need to model the behavior as well. [26:10] - Another layer of the pandemic in the winter was because of the earlier onset of darkness after the school day. [27:33] - Exercising with your children is an opportunity to connect when they may feel lonely and isolated. [28:15] - There is passive and active listening. We have to practice active listening and that can be very hard to do. Dr. Schiltz explains the importance of this. [29:38] - As a mom, Dr. Schiltz shares that it is the time that you don't expect your child to want to talk about something that they will tell you their feelings. If you are not listening actively, you will miss it. [32:19] - We won't be able to support our children if we don't listen to how they feel. [32:25] - Dr. Schiltz also notes that children and teens see and hear the news and other various things on social medi

Today we get the opportunity to continue the conversation from last week's episode on dyslexia. We've talked about what dyslexia is and the common myths surrounding the language-based disorder. But now, how can we help students who have been diagnosed? Because of our guest today on the Diverse Thinking · Different Learning, we can move forward in learning about ways to support these students. Today's guest is Forough Azimi. Forough is the Center Director for Lindamood-Bell Learning Processes at the Westwood office in Southern California and has been working for the organization for about 10 years. Starting out in what she thought would be a temporary position, Forough has found her passion in supporting students with dyslexia and their families through direct, differentiated, and intense instruction, all of which she describes in this episode. It is important to note that physician and scientist, Dr. Sally Shaywitz, whose research studies have provided the framework and details for our understanding of dyslexia says that there is a need for a community that disseminates 21st-century knowledge to educators, policymakers, and the parents of dyslexic children. We want to be part of that community, which is why we are continuing the discussion about dyslexia and how to address the challenges that 20% of students face. Show Notes: [2:22] - Starting off the conversation about dyslexia, Dr. Wilson reminds us of the previous episode's discussion on the myths of dyslexia and what it truly is. [3:29] - Because dyslexia is a spectrum, Forough explains that no two students with dyslexia are the same. She gives examples of what some of the struggles may be. [4:34] - After receiving a diagnosis, Forough says that it is important to be able to pinpoint a student's abilities and how dyslexia manifests for that student. [5:28] - Forough describes a scenario to demonstrate how a weakness in decoding can lead to difficulty in comprehension and how they feed on each other. [7:42] - Students who don't self-correct while they read - it will impact their visualization of the text. This also impacts vocabulary for many students. [8:49] - Karen lists the components of reading to illustrate how complex reading really is. [9:11] - Forough explains how she shares information about dyslexia with parents to break down the complexity of reading and the student's area of weakness. [10:08] - There is not a one-size-fits-all intervention for students with dyslexia. The struggle could be in a multitude of areas and vary per child. [11:39] - In regards to interventions, there are so many programs out there to help, but Dr. Wilson points out that you need to go with the program that has the most evidence. [12:32] - We have to do research to see if a specific program and a specific method of intervention actually makes changes. [13:31] - At Lindamood-Bell, their research is centered around retention of skills and strategies and they look deeply at their intensive model of instruction. [14:11] - Forough describes the study of the neurological change that is made after a student's intensive model of instruction with Lindamood-Bell programs. [16:07] - When Forough is able to provide that research to parents, it provides so much hope for improvement in reading. [17:17] - Using sight word reading as an example, Forough describes how she looks for underlying problems with the component skills in reading. [18:03] - Once she knows what is the most difficult for the student, she knows what to target with the programs at Lindamood-Bell. [18:33] - Forough describes a few of the programs used at Lindamood-Bell and what problem they address. [20:04] - Many parents who get a diagnosis for their child later in their schooling may feel like things are too late. But Karen and Forough clear up that it can get better. [21:00] - It doesn't matter how old a student is, direct and differentiated instruction is impactful. [23:42] - Karen and Forough discuss writing and dysgraphia and how Lindamood-Bell supports students who have difficulty. [25:31] - The intensity of instruction is key. Changes can't be made in just one day a week. At Lindamood-Bell, they create a schedule for students and most are working with them 5 days a week for several hours. [26:46] - There is some sort of learning loss every summer. Because of this unusual school year with the COVID-19 pandemic, learning loss may be higher for some students. [27:22] - It is very motivating for students to have difficulty with something on Monday and notice the changes and progress by Friday because of intense instruction. [28:51] - Lindamood-Bell has the luxury of one-on-one instruction. Schools also work well with the program and collaborate well. [30:18] - There are so many barriers for parents getting their child access to evidence-based intervention. [31:35] - There are a lot of programs available and it can seem overwhelming. [32:53] - Forough describes the results of targeted instruction and how amazing

I am thrilled to welcome today's guest to help us break apart the myths of dyslexia. You've likely heard of dyslexia, but what is it really? As today's guest points out, it's more than we think it is and the work that she does to educate parents, teachers, and communities is very impactful. Today's guest is Dr. Lauren McClenney-Rosenstein. She is a passionate advocate for dyslexia awareness with a background in education within private and public schools. She earned her Doctor of Education in Teaching, Learning, Leadership, and Curriculum in 2019 and holds a dual masters in Special Education and Elementary Education. Her journey from classroom educator to founder of Think Dyslexia is amazing and her mission is to bring awareness, knowledge, and change to a systemic literacy issue within public schools. It all starts with awareness and information. So listen to today's episode to take the first step in understanding dyslexia, what it is, what it isn't, and how we can start making important changes in addressing the needs of every student. Show Notes: [2:21] - Dr. Lauren shares her background and how she came into working in the field of special education and specifically with those with dyslexia. [4:01] - Dr. Lauren's experience in private and public schools gave her many experiences that she uses today in her career field. Her journey has given her a well-rounded background. [6:04] - A great place to start to get the full definition and details about dyslexia is the International Dyslexia Association. [6:23] - Defined by Dr. Lauren, dyslexia is a language-based learning difference. It is characterized by trouble with fluency in reading and writing and understanding the different components of language. [7:15] - Dyslexia is more complex than the common belief that it is just the reversal of letters, numbers, and words. [8:38] - There are a lot of myths surrounding dyslexia. Letter reversal is not always an indicator. Until a certain age, letter reversal is developmentally appropriate. [9:23] - The number one myth that Dr. Lauren has heard regarding dyslexia is the below average intelligence. [10:15] - Dyslexia has nothing to do with intelligence. Dr. Lauren explains that there is a systemic issue on the university level when training teachers on how to accommodate students with learning differences. [11:09] - Dr. Wilson shares that there are also a lot of non-verbal cues that children with dyslexia pick up on that may make them feel that they are not smart enough to learn. [11:57] - The big takeaway from learning about dyslexia is that it is language-based. [12:22] - Another myth is that dyslexia will go away. It is not an illness that can be cured, but rather the way the brain is wired. [13:31] - Although dyslexia isn't something that can be cured, with the right intervention and starting the intervention early on, improvement can certainly be made. [13:58] - Karen points out that dyslexia looks very different for each child who has it. This causes a lot of students to be overlooked in assessing their need for intervention. [14:24] - Dr. Lauren compares the dyslexic "spectrum" to the spectrum of autism. Everyone is impacted very differently by this learning difference and many have comorbid disabilities. [15:37] - There are some early indicators that parents and teachers can look for in grades as early as Kindergarten, including knowing their alphabet and being able to rhyme. [17:39] - Dyslexia is more closely tied to hearing and receiving sounds rather than just letter and word reversal. [19:36] - Dr. Lauren describes that systemic issue of understanding dyslexia. She also discusses the impact of affordability and demographics. [20:58] - There is also a very real problem of race causing the mislabeling of students, specifically in boys. [21:53] - Teaching is an exhausting career, but as educators it is their responsibility to help find the root cause of the problem. Dr. Lauren explains that it is the systemic issue at the university level of not providing teachers the understanding surrounding behaviors. [22:54] - Dr. Wilson discusses the research surrounding race and the mislabeling of students of color. [24:46] - Dr. Lauren shares that she has had experiences with families while explaining dyslexia that the parents themselves didn't realize that they likely have dyslexia as well. [26:02] - Understanding that dyslexic is genetic, Dr. Lauren is passionate in building relationships with the families of the students she works with. [27:05] - By the time a student reaches third grade, they are reading to learn rather than learning to read. However, some fluent readers still show signs of dyslexia as their comprehension is impacted. [29:37] - The first step in making change is having these conversations. Dr. Lauren is realizing that people want to know this information and want to be aware but don't have the resources. [30:22] - Dr. Lauren is also passionate about networking with others to help provide resourc

Today's guest is a podcast first for us here at Diverse Thinking · Different Learning. Carol Karp is a pediatric clinical speech-language pathologist with a vast knowledge in how speech and language difficulties can affect a child's life. Carol and I have known each other and have worked together for many years and she does absolutely incredible and important work. Carol's work is strength-based and throughout this episode she shares stories, experiences, and most importantly, her emphasis on building a relationship to have a lasting impact on the children she works with. Show Notes: [1:59] - Carol and Karen have worked together for many years and they look back on the growth the children they have helped together have made. [2:56] - The model Carol uses is strength-based and she shares how she trained in the field of Speech and Language Pathology. [3:51] - A lot of times through testing for Speech and Language, Carol doesn't immediately see a lot of strengths, but she works together with a team to find the other strengths the child has. [4:25] - Building a relationship with the child is crucial and helping the child rid themselves of shame. [5:37] - Carol emphasizes to students that it isn't their fault if they aren't learning something, but rather hers as a teacher. She explains to them that their job is to tell her when they don't understand and she will work with them in as many ways as is needed. [6:36] - Carol shares an impactful story about working with a student whose parent experienced shame. [8:10] - Through online learning, Carol initially thought she would struggle reaching students, but instead shares a story about a student who was a dancer. She used his strengths to build a relationship. [9:41] - Speech and Language Pathologists are language experts and that makes them stand out from other types of therapists. Carol describes the difference between speech and language. [11:09] - Oftentimes students are referred for speech issues, but Carol finds that they also have issues understanding and communicating language. [12:40] - Carol describes the things that are looked at through initial speech and language assessments. [13:04] - Carol points out the Speech and Language Pathologists are not the ones who diagnose auditory processing disorders. An audiologist is the one that makes that referral. [14:19] - Receptive language is one's understanding of language. Carol describes how she looks at this step by step with a student and where to start. [16:14] - Expressive language is how children communicate using language. Are they having difficulty finding the words they need? Carol describes the different types of difficulties this can cause. [17:50] - Language issues, especially figurative language and multiple-meaning words can impact friendships and relationships with peers and teachers. [19:12] - This can also impact self-advocacy. [20:17] - Carol shares the story about a parent who expressed that he never thought he would have a conversation with his child until he worked with her and was taught how to communicate. [22:21] - Carol explains how creativity in reaching students at their strength and modality has been the key in student success. [24:22] - Collaborating with educational therapists is something that Carol likes to do because creating a team working together for the child is significant. [26:09] - Carol lists some of the strategies she uses with students and how each child has different needs. [27:58] - There are a lot of programs that Speech and Language Pathologists use and while Carol will use bits and pieces of some programs together, she doesn't use a specific program. She tailors her therapy for each child and their strengths and interests. [29:40] - When children are engaged and interested in the intervention, they are more willing to participate in the intervention. [30:18] - Carol explains that children who are consistently asked "why" and "how" rather than just "what," "when," and "where" are stronger in expressive language. [32:12] - Parents can help by asking questions that prompt students to be more detailed in their expression to further develop their language and higher level thinking skills. [34:14] - The most important thing parents can do is to be great listeners. Some parents tend to talk too much. [35:24] - Carol also shares that keeping a diary, even when the child doesn't write yet (but can draw pictures), is a great idea to help children express themselves. [36:24] - By taking cues from the child rather than trying to change them and their strengths, you will learn so much about your child and how to help them. About Our Guest: Carol W. Karp, M.S., M.Ed., CCC-SLP, is a pediatric clinical speech-language pathologist. Carol holds two Master's Degrees, one in Education and one in Communicative Disorders. She has two teaching credentials and was an elementary school teacher and training teacher for LAUSD. Upon completion of training in communicative disorders Carol was

Oftentimes social-emotional factors impact learning in a big way. As our guest today points out, social-emotional issues such as anxiety and depression can mimic a learning difficulty or could even coexist with one. So how do we know if a student is struggling with a social-emotional difficulty or something else? And just as importantly, how can we help them? Today's guest is Dr. Nicole Michaeli. Nicole is a clinical psychologist and associate at West LA Neuropsychology. She conducts comprehensive psychoeducational evaluations of children and emerging adults, and she has developed her specialization in assessment through her extensive training in the public sector as well as in private practice. Since 2014, Dr. Michaeli has worked in private practice, helping children with neurocognitive and social-emotional difficulties including learning differences, attention and executive functioning deficits, emotional challenges, and developmental delays. Dr. Michaeli also provides parent and educator workshops on various topics within child development. In today's episode, Dr. Michaeli helps us understand the differences between anxiety and depression and how they impact learning in a vicious cycle. She guides us through assessments and possible treatment for those struggling with anxiety and depression and gives parents some great tips to help support their children. Show Notes: [2:37] - Social-emotional issues often occur with processing issues and that is why it is so important to be able to identify those issues that could be exacerbating learning challenges. [3:07] - Social-emotional issues like anxiety and depression may look like and mimic problems with learning. [4:24] - Depression and anxiety can impact so many other processes than just mood. Dr. Michaeli explains how children who are anxious have difficulty with concentration. [6:18] - Nicole also explains that anxiety impacts other brain functions and our efficiency with the tasks we need to perform. The first skill she addresses is working memory and she describes why this is important. [7:14] - Dr. Wilson agrees and sees this often in her practice. She shares that she'll often see a student who is very bright and has great working memory but when they become anxious, that skill is interfered with. [7:56] - Processing speed refers to how quickly and efficiently a student can perform a specific task. When anxious, children often take much longer to perform tasks and it becomes much more taxing on them. [8:53] - Dr. Wilson points out that this becomes a vicious cycle. The anxiety causes the student to become slower and running out of time makes them more anxious. [10:13] - Dr. Michaeli explains that it is important to know the difference between normal worries and when there is cause for real concern. Anxiety is normal but what separates normal anxiety from abnormal anxiety is excessiveness. [11:35] - Because students with high levels of anxiety carry the worry with them all day, they are often very fatigued. They also could have difficulty sleeping. [12:12] - If you are too anxious to sleep, that impacts attentiveness, behavior, mood, and overall learning during normal waking hours. [13:11] - A common topic of discussion is the impact depression has on social skills and interaction. Dr. Michaeli shares that a less touched-on subject is the impact anxiety has on social relationships. [14:24] - Kids who are anxious often don't make enough time for social and pleasurable activities. They tend to spend a lot of time on homework and responsibilities. [15:44] - Dr. Michaeli describes how social-emotional issues are assessed and identified. There are different measures used depending on the student and the best way to understand the child. [17:36] - It is not enough for Dr. Michaeli to only receive forms from parents and teachers. She says that it is very important for her to speak directly with the teachers as well as they can describe in detail their observations. [19:06] - Using reports and observations, it is important to know what normal levels of anxiety look like for different ages of children. [20:56] - A lot of children and adolescents also develop an awareness of their anxious behaviors and tend to mask them. [22:04] - Many issues co-exist with anxiety and Dr. Michaeli describes how these other issues could increase anxiety levels. [22:57] - The most effective treatment for comorbid anxiety and learning issues in Nicole's experience is a combination of therapy and medication. [23:46] - One of the first treatments of anxiety and depression that Dr. Michaeli looks at regarding anxiety and depression is Cognitive Behavioral Therapy. She describes the model of this approach. [24:54] - Another important element is to see what kind of support can be provided in the school environment. [26:14] - It is valuable for teachers to know what the child is experiencing and when anxiety or depression is identified and being treated. A lot of times, anxious behavior can

In this last episode of the alternative school environment "mini-series," my guest and I dive into non-public schools. What are they? What do they offer? What students would benefit from this kind of learning environment? Today's conversation answers all those questions and then some because our guest today is Dr. Jason Bolton from The Help Group. Dr. Jason Bolton has over 20 years of experience working with children, adolescents, and families with histories of abuse and neglect, social-emotional challenges, and neuro-developmental disabilities including autism spectrum disorder and learning differences. He is The Help Group's VP of Community Partnerships and Admissions and previously served the agency as a Clinical Director and Chief Psychologist. Most importantly, Dr. Bolton is a proud father of triplet girls, and as a parent-consumer of developmental and special education services frequently refers to his family as a glowing example of the power of early intervention. In today's episode, Dr. Bolton wears the hats of educator, administrator, psychologist, and proud parent for the perfect mix of information and inspiration. Listen to find out more about how non-public schools might be the right fit for your learner. Show Notes: [2:57] - The Help Group has been around for almost 50 years serving the community with non-public school services. [3:52] - Jason shares that he has been in the shoes of the worried parent as a father of triplet girls, now 13 years old, who were diagnosed developmentally delayed. [4:58] - After some thought and searching for the right services, Dr. Bolton shares what they decided to do with his three daughters to meet their needs early on in preschool. [5:32] - The focus is to find the least restrictive environment to meet a child where they are. The Help Group was the best option for one of Jason's daughters and he explains why. [7:30] - Non-public schools exist in many states and by definition are private schools, but the majority of the students come to these schools with contracts from their school district. [9:18] - This type of school is specialized. The Help Group has 16 schools that meet specific needs to different learners where students are grouped with others with similar needs. [10:21] - This type of environment is not inclusion, but Dr. Bolton explains that their staff of therapists and special education teachers are all trained and focus on the needs of each student. [11:01] - In some cases, students come for a short time and return to their public schools. In other cases, students come when they need to and wind up staying and earning their high school diploma because a school fits their needs. [12:36] - Dr. Bolton describes the growth of one of the non-public schools due to the need of the students they have. [13:36] - The philosophy of The Help Group in expanding their schools and student reach is to focus on a student's strengths rather than their deficits. [14:42] - By capitalizing on a student's strengths, they can thrive and are far more engaged in their learning. [15:53] - The public school district is still responsible for the IEP of the student. The IEP team will meet and continue to discuss the placement of the student and what is appropriate for their needs. [17:08] - In addition to the benefits Jason has already mentioned, Karen also points out that because student interventions happen throughout their school day, it gives students time for their extracurriculars after school hours. [18:09] - Jason describes what he calls "treatment fatigue." [19:49] - When giving tours of the schools and classrooms, Dr. Bolton asks parents to try to tell who the teacher is. It is hard to tell because the therapists are working in tandem with the teacher. [20:37] - The earlier The Help Group receives a student, the sooner they will be able to move into a less restrictive environment. [21:30] - Jason and Karen both agree that the earlier the referral the better, but Jason shares that that isn't always what happens. [22:03] - Early identification also means that there is less time struggling and experiencing extensive failure in public schools prior to beginning intervention. [23:58] - The Help Group also sees students who have experienced trauma. For some students it isn't the issue of academics, it is their ability to regulate their emotions. Meeting students where they are and knowing their barrier is key. [26:38] - As a psychologist, Dr. Bolton explains overcoming the stigma surrounding specialized schools. The Help Group also offers parent support. [28:46] - Jason and Karen discuss the parent's dilemma in making the decision regarding the education of their child. The decision should be based on what is right for each child regardless of what society says is correct. [29:51] - Dr. Bolton explains to parents that an IEP meeting is their meeting about their child and encourages all to ask questions and respectfully challenge others in the meeting. [30:51] - Many parents f

Imagine a learning environment that addresses not only the academic needs of a child but also their social and emotional needs. Imagine an environment where kids can feel seen, heard, and valued. Let's continue our series on alternative learning environments today with our amazing and inspiring guest Dr. Maureen O'Shaughnessy. Dr. O'Shaughnessy is a career school innovator with over 30 years of transforming learning in schools to better serve all students. She is the founding director of Leadership Preparatory Academy, a nonprofit progressive micro-school in Washington State. With a master's degree in educational administration and a doctorate degree in educational leadership, she has an extensive understanding of the components needed to transform the education system. For so many parents, it is hard to find the right academic environment for their children with learning differences. Listen and learn about the possibility of a micro-school being an option for your child's education. Show Notes: [3:13] - A micro-school simply means a small school. But Maureen explains that it is a way to educate students in a smaller community and not more of the same. [4:20] - In a micro-school, there is a strong sense of community, and kids having a lot of voice and choice in their own educational path. [5:09] - There is a lot of opportunity to connect real-life experiences and project-based learning in which students follow their interests. [5:50] - Maureen explains that there are not a lot of micro-schools available to attend and the biggest reason for this is parents' false sense of nostalgia. [6:56] - As much as the world has progressed, the education system has not. [7:41] - There is a cry for institutions to change and be more equitable and education needs to make the change as well. Rather than content focused, education needs to be context focused. [9:30] - Maureen shares her background as an academic leader and her mission to find the right fit for her daughters' education. [10:12] - In 2012, Maureen opened a micro-school. Parents are concerned about college, but Maureen has found that her students are more prepared for college than those in traditional learning environments. [11:34] - By starting small, Maureen was able to be more nimble and flexible in developing a micro-school. [12:42] - There are a lot of schools within a school that branch out as a micro-school. Maureen describes the different types of micro-schools. [13:40] - The New York Times had an article about "the Montessori Mafia." They have found that successful leaders and entrepreneurs began in a student-led educational environment. [15:19] - Parents need to be more aware of their options when it comes to the education of their child. Most parents don't know that micro-schools might be available in their area. [16:15] - Maureen explains how public school teachers have their "hands tied" with legislated standards. [17:06] - Karen and Maureen discuss the impact of a mentor model of education. [18:08] - Learning takes place in a social environment with strong relationships. The relationships between teachers and students in a micro-school are strong. [19:20] - When students use their own voice to make choices in their education, they become empowered and take those skills out into their adult life. [20:08] - Maureen encourages parents to think about their own high school experiences. What do you remember? Maureen doesn't remember the content. She remembers the experiences where she was engaged. [21:23] - Karen reflects on her own experiences and she remembers the teachers and the relationships she had with them that made the difference. [22:09] - In addition to leading her own micro-school, Maureen also wrote a guidebook on creating a micro-school, has created online courses, and now has masterminds for resources. [24:32] - Maureen would love to see Google, Microsoft, and Apple work with educational leaders to work on breaking the current education system down until it is not the norm. [25:45] - Karen and Maureen discuss the importance of collaboration especially with students with learning difficulties and Maureen shares how her micro-school teams work together with educational therapists to help all learners. [27:05] - Oftentimes, interventions and extra support in public schools is isolated and not integrated into learning. [28:08] - Maureen's guidebook is called Creating Micro-Schools for Colorful, Mismatched Kids. Maureen describes what you would learn in this book. [30:32] - The experience children have in school needs to be different than the experiences that their parents and grandparents had. [32:06] - Dr. Wilson shares a quote on Maureen's website that encompasses her work with micro-schools. [33:31] - Sometimes the only mode of transportation is a leap of faith. [34:28] - The norm needs to change. There are other options! About Our Guest: Dr. Maureen O'Shaughnessy is a career school innovator with over 30 years of transforming learning in

Welcome to the first episode in a short series about alternative academic programs. There are so many parents that I see whose children are struggling in traditional learning environments and they're looking for options. So let's explore some of those options over the next three episodes, starting with the independent study option. Today's guest is Maya Varga. She is the Director at Hayutin & Associates which is a boutique education company headquartered in Los Angeles. Hayutin provides students with support in executive functioning, content tutoring, educational therapy, and design and implementation of independent study programs. Is an independent study program right for your learner? Listen on as Maya describes what an independent study is, what types of students would benefit from this type of schooling, and how Hayutin & Associates curates the program to fit each individual student and their needs. Show Notes: [2:15] - Karen is seeing a lot of students who would benefit from independent study programs and Maya sees many of Dr. Wilson's clients at Hayutin & Associates. [2:39] - Independent study and homeschool can and sometimes are used interchangeably, but Maya explains that independent study is preferred because the student is still enrolled through an accredited program. [3:40] - At Hayutin & Associates, Maya meets with families to help determine the right program for their learner and really creates a personalized path for them. [4:41] - A traditional homeschool PSA gives families flexibility in curriculum choices and students are not at all enrolled in a specific program. [5:41] - Every student is different and everyone has different needs. Maya explains that they work a lot with athletes and children who are performing artists who need the flexibility of an independent study program. [6:05] - The first thing that Maya looks for is accreditation, especially in the high school level. [6:22] - The next thing looked at is a calendar. A self-paced calendar is a perk of an independent study program. [6:51] - Another thing that Maya looks for is the number of classes a student needs to be a full time student. [7:49] - Because of Covid, if you were to search for online education programs, there would be an overwhelming amount of results. Maya explains that if you don't research them, the programs may not be accredited programs or a good fit for you. [8:32] - Hayutin & Associates completes a consultation with families and finds programs that would fit the needs of each individual student and provide options. [9:19] - Because a lot of independent study programs do not have a lot of live instruction opportunities, Hayutin also provides that extra support through a teacher team. [10:53] - The challenge of a one-on-one environment is there is nowhere to hide. These programs are great for the student who needs more support and guidance. [11:31] - Pre-pandemic, Hayutin was also involved in helping students with the socialization piece of their school days. [12:40] - For the students who don't have many opportunities for socialization, Hayutin tries to provide groups and outlets to broaden their world. [13:43] - Maya explains that independent study programs allow students to work ahead in some areas and slow down in others depending on their needs. They do not need to wait for others in a class to keep moving forward. [14:39] - The first step in determining if an independent study program is right for a student is to assess what is or isn't working about the traditional learning environment and what their needs are. [15:37] - Some students go through an independent study program with Hayutin for a certain amount of time and shift back into a traditional learning environment. This could be for preparing for the next grade level or for remediation. [16:56] - Hayutin has a very robust team that includes educational therapists that can assist students with learning differences and make the curriculum accessible to them. [18:07] - Student interests also play a big role in the student's experience with independent learning. [19:32] - Maya has been surprised with the increase in students in elementary school students in independent study programs and shares that they are thriving. [20:51] - Maya shares a story of a brave student who shifted to independent study her junior year of high school. [22:10] - Due to Covid-19, Maya sees less of a stigma surrounding the idea of independent study programs and homeschooling. [23:52] - Hayutin's goal is to maximize the time students have and this includes any interventions that might have been crammed into their school day in a brick and mortar classroom. [25:30] - Maya strongly believes that all students would benefit from an independent study program because they are so individualized. She describes different scenarios of students that these work for. [27:08] - This mode of instruction also helps eliminate distractions for many students as compared to a full classroom. The progra

For students with learning difficulties or disabilities, college is not out of the question. In fact, many students with IEPs and 504s in high school do apply and gain acceptance into various college programs. How do their learning differences impact the college experience? Well, it isn't exactly like high school, but you may be surprised by how accommodations can, in fact, be provided in a college or university setting. Today my guest is Elizabeth Hamblet and she will be walking us through what students with IEPs and 504s in high school can expect as they transition into college. Elizabeth has been a college learning disabilities specialist at the college level for two decades and is a nationally-requested speaker. She is also the author of a fantastic book, From High School to College: Steps to Success for Students With Disabilities, which she is offering to podcast listeners at a discount. Listen on and read further to find out more. Show Notes: [2:27] - It is so exciting for Karen to know that there are many students out there with learning differences who are applying and being admitted into college and university. [4:13] - Elizabeth says that there is a lot of misunderstanding surrounding high school IEPs and college admission. IEPs do not follow a student into college. [5:30] - There are a lot of things that we do in K-12, but that colleges are not required to do. They do not need to identify and test students for a learning disability. [6:49] - Students can use their IEPs and 504 plans as documentation of their learning disability for college admission. [7:14] - Colleges are not required to provide the same accommodations that a student received in high school. [8:42] - Colleges get to set their documentation requirements. There are no real parameters and may vary per college/university. Elizabeth gives some examples. [10:54] - Although every college is different in regards to what they require, generally speaking, Elizabeth says that they likely will not need to refresh IEPs and 504s at the end of high school. [12:35] - Documentation of your disability does not start until you are enrolled in a college or university. [13:40] - A common misunderstanding is when parents think they are required to go get private testing for their child and that school reports are not accepted in college. Elizabeth says that this is not true. [14:33] - If the college requires testing and does not find the high school plan sufficient, they will ask for the two elements of a psychoeducational evaluation. [15:45] - If testing hasn't happened in many years, it is wise to be tested again for more current information, even though learning disabilities don't go away. [17:08] - If all support went away, what would a student's experience be like with a learning difference? Sometimes kids go unidentified. [18:42] - Don't panic if college websites say they require very specific codes or documentation for accommodations. Elizabeth explains why. [19:40] - Don't assume that there's no flexibility. [21:45] - Testing is just a snapshot, so a history and current documentation is important to have and provide. [22:44] - Elizabeth lists some accommodations that are commonly available in college. One is extended time. [24:02] - Every place that Elizabeth has worked, she has had students that asked for untimed tests or private rooms for testing. These are perfectly fine to ask for and Elizabeth lists a few other examples of things that can be asked for. [28:45] - Colleges do not have to provide assistive technology but can approve them to be used if students have them. [29:57] - Although they do not have to provide the readers or software for students, they do have to provide text in a format that can be read by a student's own devices. [31:15] - There is a distinction between extended time on exams and tests versus extended time on assignments. Extended deadlines on assignments is not commonly seen accommodation in college. [33:02] - All of the decisions that colleges make in regards to accommodations are made on a case by case basis. [33:35] - During high school, it is crucial to start working on time management and breaking down assignments in preparation for going to college. [34:39] - Students need to be prepared to self-advocate. They will need to be able to manage this themselves. [36:05] - There should be a long term plan for scaling back accommodations that aren't common in college. [37:02] - If a student is receiving modifications of expectations in high school, they need to start preparing for this not to be provided in college. [39:38] - Dr. Wilson shares the awesome feeling when a previous client calls themselves later when applying for college rather than hearing from their parents. [40:47] - By senior year, parents should be watching their child be as independent as possible. [41:37] - Elizabeth recommends to not be concerned about the grades your student receives and more concerned with how they manage themselves and handle

It can be very difficult to watch any child struggle with learning, connecting with peers, or with understanding information that is presented in the classroom. It's particularly painful for parents to watch their children struggle in these ways. This is why I am so excited about this episode with our guest Leejanice Toback. This episode is all about what parents can do when they see their child struggling. Who do you reach out to and how? We are going to dive into that today with Leejanice. Leejanice Toback is an Educational Attorney and member of the ChildNEXUS professional community. In today's episode, she describes her journey from being an Assistant District Attorney, a Defense Attorney, a Trial Attorney, and ultimately finding her passion with the help of her son as an Educational Attorney. Her wide range of knowledge and experience combined with her personal mission to help parents and students has proven to be an abundance of crucial information in this episode. Show Notes: [2:57] - A lot of people think that Special Ed Law is all about children, but Leejanice clarifies that it is actually kind of a brutal type of law. [4:10] - Leejanice started her career as an Assistant District Attorney in Brooklyn, New York, and describes the beginning of her path to a trial attorney. [5:40] - While finding the right place for her, she tried her hand at being a defense attorney and relocated. [6:07] - It was when her own son was having difficulties that she started seeking services and was not finding any help. [7:12] - Leejanice had no idea there was such a thing as an Educational Attorney until this experience with her son and making connections with an organization called TASK. [8:21] - She then partnered with a Special Ed Attorney and completed over 6 months of apprenticing with her, studying Sattler's Assessment of Children, and trying cases. [9:53] - Leejanice shares a story of a parent who was unintentionally sabotaging her child's educational services. [12:49] - Leejanice explains the school district's responsibility and when and how you should notify them to request an assessment for Special Education. [14:18] - It is important to note typical versus atypical difficulties for the age of your child. [15:49] - You need to be specific when describing difficulties to initiate an assessment with the school district. [17:12] - Refusal to attend school is also something to note. Leejanice explains why and what can be done for a child who shows school refusal. [18:54] - Whatever initial contact is made when requesting an assessment should be documented and copied so parents have a record of it as well. The district will then send an assessment plan for parents to complete and send back. [19:31] - The school district has 60 days to perform the assessment. [20:38] - Whether or not the child will qualify for services depends on the tests they use to assess. Leejanice considers testing an art. [21:13] - No matter where your child is, the district will hold an IEP. As a parent, you can refuse parts of the IEP. [22:40] - Can a school or school district refuse to perform an assessment if they don't see a need for it? Leejanice explains what happens in this case. [23:40] - If this happens, Leejanice suggests waiting till a later time to request another assessment. Sometimes, it is difficult to prove the need for services in Kindergarten, for example. [26:03] - When children are in Kindergarten and First Grade parents may get more pushback. Leejanice says to never retract a request for an assessment even if the school or district asks you to. [27:10] - Leejanice shares the story of a client of hers that she represented from first grade until high school. She could not get her qualified for services until she was in third grade. [28:54] - We know that early intervention is very important and will show better outcomes, but sometimes there is a delay in assessment and services. [30:44] - Sometimes, the problem is not observable enough for the school to push for an assessment. This may result in a 504 plan rather than an IEP. [31:52] - Classroom expectations are very high and some consider them not to be age-appropriate. [32:41] - In order to receive services for a Specific Learning Disorder (SLD), there has to be a visible discrepancy between the child's cognitive ability and their work. In Kindergarten, students may not have enough work to show this discrepancy. [34:35] - Leejanice tries to get an IEP for Speech and Language as early on as possible. [36:50] - When kids are struggling in Kindergarten, these are students that will likely struggle socially as well. [37:41] - The child's needs determine the amount of push back a parent or Educational Attorney applies. [38:48] - No matter what school your child is placed in or that you choose for your child to be placed in, no school will be perfect for each child because every child is so unique. [40:19] - If a child does not receive an IEP, you can request an Independent Ed

Assistive technology has come a long way in the last thirty years. In the past, there was a stigma surrounding assistive technology that fortunately isn't seen often today. With technology more accessible and a multitude of tools at our fingertips, students with all kinds of different needs are able to get the assistance they need to succeed. But what is assistive technology? Today's guest is Avlyn Kotton and in this episode, she not only describes what assistive technology is, but also gives many examples and links to great resources. As an educational therapist during the COVID-19 pandemic, Avlyn transitioned her clients to online learning with strategies and offers academic and emotional support to families trying to navigate the process of educating their children from home, while many parents need to continue to work. These strategies could be a game-changer for a lot of students and just the key they need to succeed. Show Notes: [4:09] - Assistive technology is any kind of tool to help a child to compensate for any type of learning deficit a child might have. Avlyn explains that it could be as simple as a pencil grip or as advanced as a software program. [5:06] - As technology has progressed and has become more accessible to students, it has become easier to teach students to use assistive technology. There is less of a stigma of using them because it is common practice. [6:21] - During the COVID-19 pandemic, Avlyn was already familiar with many programs and online platforms. [7:41] - Avlyn describes how listening to an audiobook alongside the physical book with colored highlighters has helped many students with reading comprehension. [9:18] - Audiobooks are also great for students who want a different modality to read. [10:17] - Assistive technology is an equalizer. It gives students an opportunity to learn with the help that they need. Avlyn describes what this means and gives real-life examples. [11:29] - It is also important that parents and teachers are shown how to use assistive technology to best implement them in the classroom. [11:51] - Avlyn highly recommends Notability and Quizlet. She shares what these programs are great for. [13:34] - Avlyn often suggests that some students are given the accommodation to use a calculator. This also relieves anxiety. [15:28] - For writing, there are dictation programs. Microsoft Word also has this feature now. [16:01] - When children talk, they tend to have better vocabulary and details than when they write. Dictation tools are great, but students will also need assistance with editing. [17:11] - Avlyn describes how she uses 4 devices at a time to work with students and what this looks like during the time of remote learning. [18:19] - There are many online learning platforms that offer a lot of different ways to interact through technology, including SeeSaw and Google Classroom. [19:33] - Even for kids who are gifted and really competent learners, it is very difficult to navigate through online learning due to the need for executive functioning skills that are developed enough for their age. [21:29] - Without the structure of school, it is a challenge for many students to transition between activities and lessons. [22:26] - The biggest problem Avlyn is seeing is the higher levels of anxiety in students she works with. She shares her thoughts on why this is. [23:31] - Avlyn describes another helpful site called Learning Ally which gives students with learning disabilities access to digital and audio textbooks. [24:49] - In addition to assistive technology, students need to develop learning strategies. This is what Avlyn does as an educational therapist. [26:44] - The role of an educational therapist is to help with learning, but also as a support for parents. [27:36] - Avlyn shares an inspiring story from a student applying for college. [29:36] - Often there are times where parents of children with learning difficulties find that they had the same learning problems as children but didn't have the tools to help. [32:27] - The tools and professionals we have now are gifts for students to be able to reach their full potential. [33:51] - One of the most important things is to work together as a team for the child - the parent, the educational therapist, the teacher, the school, etc. About Our Guest: Avlyn has thirty years' experience working with both public and private school students from Kindergarten to High School who have learning differences including Dyslexia, Dysgraphia, Dyscalculia, ADHD, Executive Functioning Deficits, and other learning differences. Avlyn has been an active member of the Association of Educational Therapists and has presented at national conferences on the identification of learning disabilities and assistive technology skills. Areas of focus also include Test Preparation and Study Skills as well as School Placement. Collaborating as part of a multi-disciplinary team with classroom teachers, learning specialists, support professiona

Now that we know what executive functioning is from last week's episode, what can we do to help students struggling in this area? We know that this broad umbrella term encompasses so many different skills so it may seem difficult to know where to start. That's why I've asked Hannah Ross to join us today on the Diverse Thinking Different Learning Podcast. Hannah is a certified educational therapist based out of Santa Monica, California with over ten years of experience teaching in the classroom and one-on-one settings. Her classroom experience gives her a great insight into what students are expected to do at a young age and how these struggles impact them on a daily basis. Not only do we discuss executive functioning in more depth, but Hannah takes it a step further and provides us with some tangible things we can do to provide support to our children and students to help develop executive functioning skills. Show Notes: [2:04] - Hannah graduated with a degree in Elementary Education and taught 3rd and 4th grade. She loved the community, but she started to notice how she couldn't meet the needs of all of her students. [3:08] - She found herself wanting to spend more time one-on-one with struggling students but as a classroom teacher, it was near impossible. She then researched what else she could do and she shifted into being an educational therapist. [4:21] - Because Hannah has experience in the classroom, it continues to help her as an educational therapist because she understands how hard teachers are working and what is expected of teachers and students. [5:29] - The most successful cases are when the educational therapist and the teacher can communicate and collaborate. [6:20] - Executive functioning skills are the skills that all people need to use on a daily basis to get things done. These are skills everyone is using everyday, not just what kids are using in school. [7:40] - Using cooking a meal as an example, Hannah illustrates how we use executive functioning skills everyday. [8:34] - When we think about kids who are struggling with certain executive functioning skills, we need to also remember that there are skills we as adults are weaker in, too. [9:07] - Hannah describes what a student with executive functioning struggles looks like. What are the indicators that they are struggling? [10:41] - Weakness in executive functioning skills does not reflect intelligence. These skills are still developing. [11:18] - Although these skills start developing at age 3, they don't fully develop until age 25. Some kids pick things up naturally where other students need to be taught explicitly. [13:37] - Hannah and Karen discuss the challenges of virtual learning. We're not just expecting students to learn content, but we are also expecting them to be able to use their working memory skills to manage multiple online programs and portals. [15:02] - It is much harder to plan and prioritize when students are not turning in a tangible item as an assignment. [16:14] - Students don't have cues and check-ins that they normally have in the classroom environment which is causing a challenge for kids to manage their time and transitions. [17:53] - So much is expected of our students right now and most students really do want to do their very best and they may feel discouraged when they struggle with the amount to manage. [19:23] - Hannah recommends starting off by creating a routine and schedule that is consistent. She also mentions managing independent work time with a checklist. [21:11] - Another thing that Hannah will do with a student is to look at a full week's schedule and plan everything out with colors to be easier to visualize. [23:04] - One of the most impacted executive functioning skills through virtual learning is extended focus. With students, Hannah will help figure out some tricks and strategies to help. [24:39] - Hannah also works with students on academic work and content by helping them break things down into manageable chunks. [27:01] - Self-reflection is very helpful, so asking students the questions about how these skills are impacting their daily lives is a great place to start. [28:19] - Students who struggle with executive functioning skills often appear to be lazy or unmotivated when in reality, they want to do well but don't know how to use these skills. [30:38] - Creating a family calendar and an individual calendar for each child in your household is great to help students with these skills and model good planning and organizing skills. [31:31] - Helping your child create a calendar or daily checklist of their virtual learning school day to keep in their learning space is also something that Hannah recommends. [32:45] - Hannah also shares that there are many things you can do together as a family that utilize these skills such as cooking a meal or planning a fun day with a schedule. [34:20] - Use conversation to tie these fun activities to how using these skills in their school day helps them

What is executive functioning? Well,that is a big question because executive functioning refers to so much. It is a big term for a lot of little things that impact all aspects of learning. The hardest part about executive functioning is that these skills are expected out of children but are not explicitly taught in school. In today's episode on Diverse Thinking Different Learning, we're starting to scratch the surface of what executive functioning is, what struggles with the different skills look like, how the brain develops executive functioning skills, and what we can do to help strengthen them. I have many examples in this episode and in future episodes, we will dig even deeper into this broad topic of executive functioning. Show Notes: [2:24] - Executive functioning is something Dr. Wilson speaks and writes about often. [2:57] - Karen starts with an example of a task a student might be given by a teacher. The task seems straightforward, but requires quite a lot. [4:26] - Executive functioning refers to the ability to apply specific abilities to problem solving and ultimately to achieving goals. It is a broad umbrella term. [4:51] - Those who struggle with executive functioning struggle with different aspects of it. [5:01] - An example of an executive function is initiation. This means getting started. Many students struggle with this and need support. [5:45] - Another executive function is attentional control. This means the ability to concentrate and focus over an extended period of time. The perseverance can be a struggle. [6:11] - Inhibition is another executive function that Dr. Wilson describes. This means inhibit the other things going on around you, including thoughts, to focus and listen. [6:59] - Dr. Wilson describes the executive function of being able to shift focus from one thing to another. [8:01] - Another executive function that Dr. Wilson sees many students struggle with is planning. She details what this could look like. [8:58] - Organization refers to the ability to bring order to information and make sense of a lot of information. [9:44] - Planning and organization often go hand in hand. Dr. Wilson uses a writing example to illustrate this. [10:34] - Working memory refers to the capacity to hold information in your mind and manipulate it to complete a task. Doing math word problems in your head is an example of working memory. [12:25] - Another primary executive function is flexibility which refers to the ability to switch your attention between two concepts. [13:31] - An executive function that is often overlooked is self-regulation which is the ability to regulate your behavior, thoughts, and emotion and to appropriately modulate your mood. [14:01] - Kids who struggle with self-regulation often have big feelings and reactions to seemingly small things. [15:14] - Self-awareness is a child's awareness of their own behavior and how it impacts those around them. This is a higher level executive function. [17:12] - A child's executive functioning can predict long term and short term success and all of these skills combined are necessary to complete many different tasks. [17:34] - Executive functioning is connected to the front cortex of the brain. Dr. Wilson shares that this is the last part of the brain to develop so overtime, all kids will get better at executive functioning skills. [18:05] - There are also social experiences that impact the development of executive functioning skills. This means that there are things we can do that help shape these skills. [20:04] - Many kids with ADHD have difficulties with executive functioning, but Dr. Wilson points out that distance learning has made us all aware that there are many other children who are struggling because of the several skills needed. [22:08] - One thing that can strengthen executive functioning skills is positive parenting. Karen describes what this looks like. [22:55] - We also know that sleep is critical for executive functioning. When individuals get adequate sleep, they have better attention and emotional regulation. [24:07] - Research also shows that participation in sports is good for the development of executive functioning skills. [25:00] - Martial arts is something else that Dr. Wilson describes as being something that boosts executive functioning. [26:02] - Cognitive behavioral therapy, educational therapy, and mindfulness are also helpful in addressing weaknesses in executive functioning. [28:45] - We can also develop strategies to compensate for weaknesses in executive functioning which Dr. Wilson will be talking about in a future episode. Links and Resources: ChildNEXUS Home Page More About Dr. Karen Wilson ChildNEXUS Instagram What is Executive Functioning? Video: Executive Functioning - Emotional, Behavioral, and Educational Implications The Intersection of Executive Function, ADHD, and Other Learning Differences Coping with Executive Functioning Deficits in the Context of Writing Be the Executive in Charge Over

Educational therapy is oftentimes an unknown term for parents and families. This podcast episode may even be the first time you've heard it yourself. That is why I am so excited to have a passionate educational therapist as our guest today on the Diverse Thinking Different Learning Podcast. Rachel Kapp is an educational therapist with an extensive background in the field of education. After working with so many types of students through tutoring in private practice, she became passionate about building relationships with and helping students who learn differently. She completed her coursework in Educational Therapy at the California State University, Northridge in 2015 and her Master's degree in 2016. She is now a sought after educational therapist and co-host of the Learn Smarter Podcast. Rachel's mission is so clear in this episode and to say our missions align is an understatement. Listen to find out how she reignites the love of learning for students on their journey towards becoming independent and autonomous learners. Show Notes: [1:39] - The first podcast that Karen was a guest for was Rachel's podcast Learn Smarter and inspired her to start Diverse Thinking Different Learning. [3:22] - Educational therapy is not typically a term parents are familiar with. As an educational therapist, Rachel works one-on-one with students with different learning profiles to help provide skills and strategies that guide them towards becoming independent and autonomous learners. [4:53] - For many children, there has been a significant struggle over an extended period of time which may have led them to lose their love of learning. [5:21] - Children hear conversations in their home and at school that they aren't performing well enough and get the message that they aren't trying. [6:10] - The first step for Rachel as an educational therapist is to honor the journey they've been on. [8:05] - Rachel and a fellow educational therapist that co-hosts her podcast have come up with a framework called the ABC's of Educational Therapy. The first phase is the assessment phase. [9:14] - During the first phase of gathering information, Rachel listens to the child's explain their experiences and this is often the first time the student has shared this information in a space without judgment. [9:27] - The next stage is the building process. This is where skills and strategies are being built. Rachel also describes what this could look like in virtual learning. [10:57] - Eventually, Rachel is able to take a step back and let the child be independent. Most parents are scared of this because things are working smoothly, but the child is ready. [11:52] - Educational therapy looks different for each student. What works for one child might not be best for another. [13:13] - Educational therapists also serve in a way as a case manager. The parent coaching piece has become very important. [14:38] - Sometimes when we step back, the student falls. But Rachel says this is a necessary step in learning. [15:22] - Learning happens when it is active and productive. It happens when things are hard but not too hard. [16:33] - An educational therapist is not interested in the content being learned. It's about teaching the students how to access the curriculum and giving them strategies on what to do when they don't understand. [17:41] - Teachers have risen to the challenge with virtual learning. Ask for help if needed. [19:56] - Karen and Rachel discuss how writing is a huge challenge. Rachel breaks down how she approaches helping students with writing as an educational therapist. [21:43] - Is it an issue of not being able to think of content or is it an issue of not being able to write it down? [22:59] - Breaking down the writing process to be more achievable is key. The mechanics of writing should be the last step. [24:10] - A lot of schools and teachers are open to different approaches, so ask for clarification. [25:56] - With distance learning, parents are seeing problems that educational therapists have been seeing for a long time, particularly the difficulty of using online portals. [27:10] - Part of the building process for virtual learning is developing systems, routines, and calendars to organize their days. [28:16] - In this building process, the goal is to build a strong system of managing time, managing things, and creating rules. [30:02] - Therapists have a unique perspective because they can see the online portals of all schools and classrooms. Rachel describes what works best in her experience. [31:43] - Rachel shares that in all her years of working as an educational therapist, she has never met a parent that has said that their child does not experience anxiety about learning. [34:13] - Helping kids create their own rules is part of Rachel's process as well. This is empowering. About Our Guest: Rachel grew up in Los Angeles. She graduated from the University of California, Berkeley, where she earned a Bachelor of Arts with Honors in Soc