Wednesday, November 30, 2011

Inspiring stories from LDAC

By now, you know I love to share inspiring stories of success from folks who live with learning disabilities.  Here's a young woman named Tara, who is now a licenced practical nurse, talking about her challenges, how she managed to get through college and why advocacy is so important to her.  Tara was also the recipient of  a Learning Disabilities Association of Canada scholarship.

Enjoy!

Rhonda

Tuesday, November 29, 2011

Grrr...Homework.

Homework.  It's enough to make even the strongest parent cry, especially when your child struggles with learning and organization.  What can you do?  Here's some helpful advice from the National Center for Learning Disabilities.


Homework 101
By Jenny Ann Frank, CSW
Published: March 3 2009


"It's time to do your homework."
"But Mom, Dad..."

Sound familiar? For many parents, these words are heard from the month of September and last well into June. What can be done to maximize stronger work habits and minimize frustration for you and your child? Quite a lot.

School-to-Home Organization:


  • Eliminate the risk of forgotten books/notebooks at school by asking teachers to check in with your child at the end of the day. For those children using lockers, hang a typed list on color paper reminding your child what to ask him/herself each day when packing up homework (see box, below, for example). In addition, a small index card could be taped on the cover of your child's planner.
  • Advocate for a well-established communication system between home and school.

Homework Organization:


  • Select a specified area for homework and necessary supplies. When completed, request that your child return all materials/supplies to their appropriate places.
  • Help your child avoid avoiding homework. Work with your child on establishing rules on when and how homework will be accomplished. For example, should your child start with his favorite subject? Take a break after each assignment? How will your child know when it is time to return to work? (Verbal reminders, such as "Johanna, just a reminder that there are only two more minutes left in your break" and timers are very effective in reminding your child to return to work.) What stimuli is acceptable or unacceptable when studying? How homework is completed is equally important as completing it.
  • For weekend homework, encourage your child to begin on Friday evenings. This is invaluable. Not only is information fresh in their minds but it allows enough time to make contingency plans for forgotten books or purchasing materials for projects.
  • Ask yourself: "Are the teachers giving homework and instructions that suit my child best?" If not, don't hesitate to share concerns and ideas with the teacher.
  • If your child misses school, help your child be responsible for finding out the next day's homework. While there may be times your child cannot complete the homework without the classroom instruction, it is still good to have your child follow through by calling a classmate or emailing the teacher (if this option is available) during the day. This learned skill becomes very important by mid-elementary years and, certainly, by middle school. It further minimizes some anxiety when your child returns to school.
  • For children taking medication, ask yourself and your child if he or she is finding that the medication is working as optimally as possible. Work with your professional to determine if a change may be required.

Reinforce Learning


  • Become intimate with your child's areas of need (for example, organization, inattentiveness, comprehension, decoding) and help find appropriate techniques to enhance and reinforce learning. Locate professionals early in the school year at your child's school and/or in the private sector who can provide helpful strategies.
  • In general, study cards or index cards are easier than a study guide or worksheet. Have your child write words, thoughts or questions on one side and answers on the other. The act of writing out a card is one more opportunity to enhance learning by reinforcing memory.
  • Use the Internet to supplement and complement classroom materials.
  • For children having difficulty extracting ideas, build lists of words for your child from which to choose. Similarly, ask them to compare and contrast ideas. For those with writing challenges, there are several approaches: Have your child verbalize his or her ideas first. Use a word-web format or an old-fashioned outline using bullets before writing an essay. Encourage your child to refer to the list/chart/web/rubric and use a minimum of details (2-3 details for younger children; 4-10 details for older children).
  • Consider making board games, such as a bingo or lotto board, as another way to reinforce learning. An opened manila folder works great as a board, index cards can be used for questions and coins can be a player's pawn. It is inexpensive, simple and a great addition to family time!
  • Offer to give practice tests. After a few weeks of school, you will have a sense of a teacher's testing style. Practice tests that mirror the teacher's style offers your child the opportunity to "experience" what could be asked.
  • Consider a study group. For slightly older children, a study group of two or three can be very beneficial and make learning more enjoyable.

The ultimate goal is to provide your special learner with good work habits, to prepare and anticipate, to avoid unnecessary tardiness and to stay on task. Par for the course with teaching organization, homework and learning strategies is making a long-term commitment. The foremost rule is to find the best system for your child; frequently this will mean many trials before finding the best one. Parental assistance can go a long way in making your child feel a sense of accomplishment and progress while minimizing stress for all of you.

End of the Day Reminder

Before coming home, remind or ask yourself:

  1. To check your planner to see what
    homework and tests you have
  2. To pack everything you need to complete
    homework (textbooks, composition books,
    study guides, library books, folders)
    and study for upcoming tests
  3. What is inside the locker that should be
    somewhere else? (ie: old lunches, library books,
    tests needed to be signed by parents)
  4. Take home the knapsack, jacket and
    any other clothing/ sports gear.

Monday, November 28, 2011

Meditation to focus your brain

I was poking around on the internet the other day and came across two articles that suggested meditation has positive effects on the symptoms of ADHD.  I'm not sure it would work for everyone, but it might work for some, so I thought I'd share the stories here.  Let me know if you have tried meditation and how it has worked for you!

Rhonda

Meditation may help brain tune out distractions
From CBS News Healthwatch

(WebMD)
People who meditate may be able to use their brain in ways others can't to tune out distractions and focus on the task at hand.

A new study shows that experienced meditators may have less activity in parts of the brain associated with daydreaming and distraction while meditating and in their day-to-day lives.

Researchers say this brain network, known as the "default mode network," has also been linked to anxiety, attention deficit hyperactivity disorder (ADHD), and Alzheimer's disease.

"The default mode is when you ruminate, think about yourself, or daydream," says study researcher Judson Brewer, MD, PhD, medical director of the Yale Therapeutic Neuroscience Clinic. "Everybody has it, but experienced meditators have a different type."

Brewer found that people who meditate are able to link up other parts of their brains to monitor activity in the default mode network that tell them to get back on task when distractions arise and be present in the moment.

The study is published in the Proceedings of the National Academy of Sciences.

Read the rest of the article here.


Mindfully Managing ADHD    
By Ronald Alexander, Ph.D.

From The Huffington Post

Even though it was only diagnosed about 50 years ago it seems that most people today have either dealt with or at least heard about ADHD (Attention Deficit Hyperactivity Disorder). Now there are variations of this disorder, including AD/HD and ADD, but basically the key behavioral signs in children are inattention, hyperactivity and impulsivity. Adults with ADHD often exhibit signs of depression, mood swings, anger and relationship issues, poor time-management skills and procrastination. The severity of these symptoms can vary, and there are many adults who aren't aware that they are mildly-afflicted with this disorder. Research indicates that it is caused by a genetic chemical imbalance in the brain and therefore can be inherited, although there are some who believe that factors like food additives contribute to the disorder. Most do agree though that triggers such as stress, anxiety and diet can intensify the symptoms.

As a therapist in Los Angeles I've worked with many patients with ADHD, especially in the entertainment industry. When I recommend they consider starting a mindfulness meditation practice, usually the first objection I hear is, "Oh, I could never mediate -- I'm too restless to be able to sit still long enough. Besides, it could stifle my creativity and dull my mind." I assure them that on the contrary, mindfulness meditation has proven to be a very effective tool in dealing with this disorder and takes less time than they think.

Mindfulness helps create the capacity to not only calm and sooth but increases the ability to focus. It offers two important benefits that help reduce restlessness. One is heightened concentration, allowing you to be more productive. Another is physiological changes, namely, a decrease in skin temperature and increase in oxygenation of the brain, a decrease in lactic acid (which causes fatigue) and cortisol (a stress hormone). With less fatigue and stress, you become less distracted and more efficient in using and managing your time. Through mindfulness you feel less anxiety and stress, and instead experience more "one-pointedness of mind." In Zen this means being in a state of complete focus or heightened concentration and totally aware of the present moment. The more frequent someone practices mindfulness the more they enter the zone of single-minded focus and become less plagued by the monkey mind.

For more on meditation, including a how-to guide by Ronald Alexander, please check out the Huffington Post article by clicking here.

Sunday, November 27, 2011

Sharing her story & setting an example

Yesterday, I mentioned Susan MacIntosh, owner of Props Floral Design.  She is a truly creative, remarkable woman, successful business owner and friend to many.  What several people don't know is that she is also dyslexic. 

Recently, Susan shared her story on the Props Facebook page, as written by one of her staff members.  I met her around the same time this was published, and she tells me that sharing it has truly changed her life.  She can't believe the amount of support she's received, and seems to be both excited and at piece with finally getting her story out there.  She's also delighted to be meeting kids who are starting on a life journey with the same challenges she faced.  I know she'll make a terrific role model, mentor and friend to our students for many years to come!

Enjoy her story, and if you're near the store on Granville St. in Halifax, please stop in and say thank you!

Rhonda


Meet Susan MacIntosh, the owner of Props Floral Design on Granville Street. She is an entrepreneur, an artist, a mother, a daughter, an ex-wife, whose struggles with dyslexia and depression make her success all the more remarkable.

This hometown girl has had a world of experience and lived to tell the story, and most importantly is ready to jump back in for more. Most recently, Susan lost focus on herself and what was important to her. Her personal life struggled, and the roots of depression began to close in on her business as well. She sold all of her belongings, rented out her home and went looking elsewhere for change, but what she discovered is that the floral business she had built, and the supportive circle she had long cultivated, was there for her when she needed it most. Susan is back, re-investing in herself and her business and her relationships are blossoming.

Susan felt the effects of her learning disability long before a diagnosis, and was constantly fighting a fear that others would discover her secret that she was “stupid Naturally creative, Susan masked her difficulties with reading and writing by tapping into her artistic side. At age 13, Susan would skip out on homework to turn out one original crocheted hat each night and then sell them to friends. The school system at the time was not set up to handle learning difficulties, so Susan was pushed through and eventually dropped out, all the while attending as much tutoring and special programs as she could, with modest improvement.

Susan met the same difficulties in the normal business world. She had replaced high school with design and floral courses frequently travelling as far as Toronto to perfect her craft and began working in a local flower shop. She turned out amazing arrangements, but was unable to write the cards that went with them. In 1985, Susan borrowed the money to purchase a small flower shop in Truro. She married in the same year, but the shop was the place where she would finally come into her own. When a recession hit in 1991, business suffered and she was forced to close. For the next seven years, Susan commuted to Halifax, where along with her sister, she opened a booth at the Farmers Market, that the two would translate into Props Floral Design on Granville in 1998.

In school, Susan was often hesitant to speak up in class, and she carries her quiet voice to this day. Her shyness also meant that she made friends uneasily and kept those she had very close. She depended on these relationships for survival and success. Perpetually optimistic and trusting, Susan developed an acute awareness of the goodwill of others and has a great appreciation for their contributions in her personal life, work life and entrepreneurial success. Susan depends on her staff for assistance with note taking and record keeping, and this summer they stepped up to manage much of the business, in some cases even managing Susan herself. They have become exceptional floral designers in their own right under her guidance, and Susan appreciates everything that they do. Recognizing the importance of entrepreneurism for motivation, her staff feels like part of her team rather than employees; titles and rank are ignored in favour of mutual support and common goals. The team focuses 110 per cent of their effort toward impressing each customer. It is the response from customers that entrepreneurs feed off of for validation and opportunities for growth. Susan values her customers immensely and many have become her friends and well wishers.

Entrepreneurs put their heart and their soul into their dream. Susan’s dream has always been of owning her own flower shop and she continues to dream. In her mind is a vision of a luxury multi-level shop where customers of all budgets can expect the royal treatment, whether they need a single bouquet or a warehouse of design. Her creativity enables Props to extend an original touch throughout each event; right down to each arrangement. Aside from being a creative outlet, floral design allows Susan to help others express their own appreciation. Whether they buy a flower a week or flowers for no reason, each purchase is meant to be treasured and enjoyed; there is nothing like receiving flowers.



I started working at Props only recently and immediately spotted Susan’s trusting nature. Slowly learning all of the adversity she was conquering at the time, I was intrigued to learn how a trauma is met with her smile, and how a setback means a leap forward in another direction. I thought you might also like to learn some of her story and asked Susan for the opportunity to share this with you. As always, her heart was open and laid it all on the table. If you are moved by this story, then we would like to invite you to stop by the store any time for a free smile or hug.


Written by Nicole Mosher
Photography by Emma Rose

Saturday, November 26, 2011

Sharing talent, Sharing hope

It's amazing to me how generous people are with their time and their talent.  I met Susan MacIntosh, owner of Props Floral Design, less than a month ago.  Already, she's jumping in to help Bridgeway and our students.  Today, she welcomed two young ladies from Bridgeway and showed them how to make Christmas centrepieces.  She donated the materials, and her time, so the girls could make 10 of the unique Christmas designs.  Those centrepieces will be sold at Bridgeway's Annual Winter Fun Fair, taking place today at Bridgeway's Dartmouth Campus

Susan also has a story to share, and I'll be posting more on that tomorrow.  For today, enjoy these pictures, taken today at Susan's shop.

Rhonda








Friday, November 25, 2011

A letter to our health ministers on behalf of kids with LDs

I heard on the radio this morning that our provincial and federal Ministers of Health are in Halifax, so I thought it would be an excellent time to make the pitch for investing health spending into supporting youth with learning disabilities. Enjoy my letter! 

Rhonda

Dear Ministers of Health,

Welcome to Nova Scotia!  We hope you get to enjoy our fine scenery, seafood and hospitality while you're in our province.  Since you're here, I wanted to take the opportunity to write to you on behalf of some terrific kids I know.  They're dancers, writers, singers and actors.  They have families, pets, favourite TV shows and hobbies.  Some love to play sports, and others don't.  A pretty diverse group, but they all have one thing in common - learning disabilities.

Now, I know you're wondering why I'm writing to you.  After all, you're responsible for health, not education, so you probably think learning disabilities really aren't your department.  I don't believe that's true, and I'm going to share the many reasons why.

Your first (and best) reference would be the applied research study done in 2004, known as PACFOLD (Putting a Canadian Face on Learning Disabilities), which was commissioned by the Learning Disabilities Association of Canada.  The study looked at what it means to be a child, youth or adult with learning disabilities in Canada.  They came up with some pretty eye-opening findings:

As a child (as reported by parents/guardians)
• More prone to ear infections and allergies.
• Poorer overall health status.
• Less likely to do well in school.
• Less likely to do well in math and/or reading.
• More likely to miss school.
• One-third requires aids, but lack access to them.
• Two-thirds report child’s extracurricular activities were reduced because of LD.

Impact on the Family
• More likely to be caring for the LD child as a single parent.
• More likely that parent has depressive symptoms.
• More likely to be part of a low-income family.

As a young adult aged 15 to 21 years living with LD (compared to non-disabled peers)
• More likely to not have a secondary school diploma or certificate.
• Less likely to be working (even part-time) or looking for work.
• More likely to be part of a low-income family.
• More likely to report their mental health status as fair to poor.
• Less likely to handle unexpected problems appropriately.
• More likely to report suicidal thoughts, depression and distress.

As a young adult aged 22 to 29 years living with LD (compared to non-disabled peers)
• Less likely to have a secondary school diploma or certificate.
• Less likely to be working.
• Those who are working, earn less.
• More likely to report their mental health status as fair to poor.
• Less likely to handle unexpected problems appropriately.
• More likely to report suicidal thoughts, depression and distress

As an adult aged 30 to 44 years living with LD (compared to non-disabled peers)
• More likely to still be living with a parent.
• More likely to be unemployed or just not seeking employment.
• Those who are employed earn less.
• More likely to score lower on literacy tests.
• Few rated their reading and writing skills as excellent or good.
• More likely to report their mental health status as fair or poor.
• Less likely to handle unexpected problems appropriately.
• More likely to report suicidal thoughts, depression and distress.

As you can see, individuals of all ages with learning disabilities are likely living with mental health issues (anxiety and depression being most common).  As adults, they struggle to keep work, earn less if they do work, have lower literacy rates and may still be dependant on other adults, which likely means their health status is not as others in the community. 

What should you do about it?  I'm glad you asked.  You have to start by working together with your colleagues in Education, Health and Health Promotion and Prevention in every province and municipality across the country.  Develop strategies to support the whole child - identify learning difficulties early, put appropriate academic interventions in place, and look after social and mental health needs.  I know it seems impossible to bridge the competing agendas, jurisdictions and other barriers, but if you start from a perspective of putting children first, the challenge starts to look a whole lot simpler.

If you need some inspiration, I'd love to invite you to visit our school - Bridgeway - at any time.  I'll introduce you to kids who were suffering from anxiety and depression at the ages of 8-9 years old because they had learning disabilities and couldn't learn the way their peers did.  Many also had poor social skills, and struggled to meet friends.  But when they had the opportunity to learn in an environment where their LDs were understood, they started to blossom academically.  Teaching social skills also helped them make friends, as well as make good choices in all kinds of situations they didn't have the skills to handle before.  With those supports in place, and having the opportunity to meet kids who struggle with the same thing they do, the anxiety, depression and low self-esteem is easing.  Parents are amazed at the changes they see.  Former students are going on to college and university, find employment, and are less likely to be a burden on the health care system in the future.   

If you want more information, either while you're here or back home, please give me a call - 902-465-4800.  I know our staff and others we know in the community who care about kids with LDs would be happy to help find a way to help you help our kids succeed.

Sincerely,

Rhonda Brown
Director of Communications
Bridgeway Academy

Thursday, November 24, 2011

Why are social skills so important?

I have been working with a colleague this week on a social skills program our sister organization, Turning Tides Community Outreach, would like to offer to high-risk kids in a low-income part of Halifax.  As part of that work, I have been taking a closer look at social skills and the many ways we rely on them to be successful.  I don't mean knowing what fork to use at dinner in a fancy restaurant.  Social skills help us know what to say, how to behave, and how to make good choices in a variety of situations.  When you think about it, those skills are criticial to successful functioning in life.  Earlier this week, I did some research on the National Association of School Psychologists website, and thought I'd share a bit of what I learned about social skills. 

Rhonda

Most kids pick up positive social skills every day through interactions with adults and other kids.  But not every child has positive role models, and others are unable to model what they see every day due to a learning disability or other cognitive impairment.  Poor social skills can affect academic performance, behaviour, social and family relationships and involvement  in extra curriculular activities. 

Here's some info from the NASP website on the consequences of poor social skills.

Students with poor social skills have been shown to:
  • Experience difficulties in interpersonal relationships with parents, teachers, and peers.
  • Evoke highly negative responses from others that lead to high levels of peer rejection. Peer rejection has been linked on several occasions with school violence.
  • Show signs of depression, aggression and anxiety.
  • Demonstrate poor academic performance as an indirect consequence.
  • Show a higher incidence of involvement in the criminal justice system as adults.
The good news is that social skills can be taught.  At Bridgeway, Social Skills classes are part of the everyday curriculum for our kids because it's an area that students with learning disabilities and ADHD struggle with.  For many of our students, direct instruction of social skills have made a huge difference in their social relationships, behaviour and academic performance.

What do kids learn in a social skills class?  They learn about the importance of first impressions, introductions and small talk.  They learn to evaluate friendships and possible new friends, and how to behave and communicate with those friends (taking turns, listening, etc.).  They learn to extend invitations, be aware of the feelings of others, and how to communicate.  They learn how to problem solve, make choices, set personal boundaries and avoid fights.  Kids become more aware of themselves and others, and begin to overcome some of the barriers to success they had faced before because of their poor social skills.

What happens when kids have positive social skills?  Here are some of the consequences, again from NASP:

With a full repertoire of social skills, students will have the ability to make social choices that will strengthen their interpersonal relationships and facilitate success in school. Some consequences of good social skills include:
  • Positive and safe school environment.
  • Child resiliency in the face of future crises or other stressful life events.
  • Students who seek appropriate and safe avenues for aggression and frustration.
  • Children who take personal responsibility for promoting school safety.
Social skills support is available for any child in HRM and Dartmouth through Turning Tides Community Outreach.  Even if you're outside of those areas, give Angela Rudderham a call at 902-404-TIDE (8433) for more information on how you can help the child in your life.

Wednesday, November 23, 2011

Parents Promoting Self-Esteem

When you have average to above-average intelligence, but you're struggling with a skill that comes to your peers without much effort, you start to question your ability.  That's exactly what happens to a child with a learning disability.  And as they continue to struggle, their self-esteem begins to slide.  It's one of the biggest concerns parents bring to us at Bridgeway.  But don't loose hope, those self-esteem issues will turn around as children begin to learn in a way that works for them.  In the meantime, there are things we can do as parents to help.  This article from the website, Smart Kids with LDs, offers some advice.

Rhonda

Parents’ Tips for Promoting Self-Esteem

Parents of children with LD and ADHD offer the following tips for building self-esteem and encouraging competence:

Praise…
Give praise for a specific job well done—completing a chore, finishing a homework assignment, participating in a Boy Scout fundraiser.

…But not too much
Kids are aware if you’re making too much fuss, or if what you say doesn’t relate to something worth noting. Hollow praise diminishes the real thing.

Encourage decision-making
Giving a child the power to choose offers a taste of what is involved in making responsible decisions, including living with the consequences. When young, it may be choosing an activity or what to wear; later on, it may involve what courses to take or summer program to attend. Remember that you get to define the options, and few decisions are irreversible.

The process of making her own decision offers
your child a much-needed sense of having some
control over her life.


Offer a chance to shine
Whether it’s skating or drawing, a consuming interest in frogs or singing in the school play, make sure your child has opportunities to show off his strengths. Involvement is the key. As long as he’s interacting with a group that shares his interests, it’s okay to be the team manager or the guy that brings down the curtain at the end of the show.

Be the first
Kids gain status with their peers from being the first to see a new movie, go to a special event, show up with the latest fashion accessory or get a hot new gadget. Encourage the willingness to lead rather than follow.

Tuesday, November 22, 2011

To medicate or not to medicate


Someone shared this cartoon with me the other day, and it really made me sad.  The suggestion, of course, that the active, imaginative boy Calvin is changed by his "pills".  Although he's getting down to tasks, he's being robbed of the colour (or imagination) in his life.  Without it, his pal Hobbes is no more than a stuffed toy. 

We've heard plenty of horror stories in the past about medications used to treat ADHD and the negative impacts they can have on children.  But I have also heard several stories about how it has made a very positive difference in the life of a child, with the kids themselves asking not to be taken off the medication because of how clearly they're able to think.  The ultimate choice is up to you, your family and your doctor, but here's a bit of advice I thought I'd share from ADDitude Magazine for those who are debating the pros and cons.

Rhonda


ADHD Medication or Alternative Treatments?

After a child is diagnosed with attention deficit disorder (ADD ADHD), one of the most difficult decisions for a parent to make is whether to start him or her on medication. I've been there myself.

Two of my three children have ADHD, and, although my wife and I eventually decided to try medication — which, by the way, has helped both of them immensely without any side effects — arriving at that decision took careful reflection.

When it was suggested that my kids try medication, I had my concerns. I know that ADHD drugs are safe and effective, but I worried that perhaps, for some unknown reason, they might harm my children's health. Although stimulant medications have been with us for more than 60 years, I wondered if some new side effect might emerge.

I countered those concerns by worrying about the potential "side effects" of not taking the medication: namely, my children struggling to stay focused and getting frustrated when they couldn't. After envisioning that scenario, the decision became far less difficult.

Take your time

Each parent — and child — comes to the question of medication with different assumptions. My strong advice is to take your time, honor your feelings, and find a doctor who will remain patient, a professional who will provide information — not hurried commands — as you wrestle with your decision.

From a medical standpoint, the decision is obvious. Medication is by far the most proven, safe, and effective treatment for ADHD. Careful, controlled studies have established that a trial of medication makes sense once the diagnosis is made. Remember that a trial of medication is just that — a trial. Unlike surgery, it can be undone. If the medication doesn't work or if it produces side effects, the physician can reduce the dosage or discontinue it. No harm done. But unless your child tries the medication, you will never know if it can benefit him or her as it has other children and adults.

Do some fact-finding

From a personal, parental standpoint, though, the decision is anything but easy. It takes time and requires talking with your doctor and other experts. You might want to research the medication online and find out what the latest studies conclude about it. Get all the facts, and make a scientific, rather than a superstitious, decision. But I urge you never to start your child on medication until you're comfortable doing so. Don't feel that you're trying your doctor's patience or that your questions are foolish. Nothing done out of love for your child is foolish.

However, I also urge you not to reject medication out of hand. Many parents have heard so many bad things about ADHD drugs that they're willing to travel to Tibet to find an alternative treatment before giving medication a try. It's very important to do your homework and separate the facts from the myths before dismissing the treatment.

Honor your feelings

When I give lectures, people often ask me if I "believe in" medication for children and adults with ADHD. My reply is that medication isn't a religious principle; it's a medical treatment. My feelings about ADHD medications are similar to those about medications in general: They're great when they're used properly, and they're dangerous when they're not.

Sometimes it takes months or even years before parents decide to put their child on medication. Every parent has his or her own timetable. Stick with yours.

Monday, November 21, 2011

Another expert opinion on ADHD

There are a lot of experts out there on ADHD.  I don't think any one person has all of the answers, so I like to read lots of different options and opinions. 

Dr. Sam Goldstein is an expert on ADHD from the University of Utah School of Medicine.  He'll be speaking tonight in Calgary.  Unfortunately, I can't drop everything and fly half way across the country, so I'll have to settle for a little light reading - again.  I did find this article which features an interview with Dr. Goldstein in The Calgary Herald, and I thought I'd share it with here.  Enjoy!

Rhonda

An Interview with Dr. Sam Goldstein

Dr. Goldstein is a doctoral psychologist with areas of specialization in school psychology, child development and neuropsychology and sees about 300 patients a year. He’s also editor in chief of the Journal of Attention Disorders, a filmmaker and the author of many books including Raising a Self-Disciplined Child.

The Herald grabbed a few minutes with Goldstein prior to his visit.

Q: What, exactly, is attention deficit hyperactivity disorder?

A: Simply put, it’s a delay in a child’s ability to keep pace with their developing self-discipline relative to their peers.

They tend to have trouble regulating their emotions and their behaviours, which interferes with performance situations like school, social situations like on the playground or in family situations like at the dinner table.

It’s been portrayed as a psychiatric condition, but it really is a developmental difference or delay. The brain’s executive function is slower to develop.

Q: It seems to be everywhere, but how widespread is it really?

A: The problem is they’ve so liberalized the definition of it that now every other child is described as having ADD, which is unfortunate because if you look at the outcome of the two or three or four per cent of children who are at the bottom of the bell curve at the rate at which they mature in this area, they struggle.

They struggle in school, with substances, with interpersonal relationships. They struggle to transition into functional adult life. They are also more likely to kill themselves in a car, more likely to contract a sexually transmitted disease.

Q: Is ADHD something kids can outgrow as the executive part of their brain matures?

A: Do you outgrow ADHD? No. Can you reach a point in your life where you compensate sufficiently or where your brain has matured to where you don’t meet the diagnostic definition because you do not have significant impairment? Absolutely, yes.

What we see is that if you take a group of children with ADHD and follow them into adulthood, about one-third have very poor outcomes. One-third are in the middle and one-third do pretty well. What percentage still meet the diagnosis? Probably 80 per cent.

Q: Can you predict who will be OK and who won’t?

A: We began looking at children with conditions like ADD who transitioned to adulthood and managed to find some normalcy in their lives, who managed to get through school and have a family and jobs and not be burdened by substance abuse and other adversities.

We discovered that there’s this “ordinary magic”: universal qualities that insulate children over time. Treatment — medication, counselling, educational support, parent support — has only a very small prediction in outcome.

The larger prediction of who will thrive is predicted by universal factors . . . things like developing self-discipline, resiliency and learning to deal with mistakes. Being connected to people. Developing empathy. Learning how to problem-solve. Developing an island of competence — something that gives you a sense of identity and purpose, even in the face of other challenges and adversities. Having a charismatic person in your life [an adult from whom you gather strength], who loves and cares for you, even when they’re angry at you.

These seem like fairly ordinary phenomena, but when you study the outcomes of children broadly — not just those with disabilities — you find they’re very powerful predictors over time of life satisfaction, of normalcy in adult years.

Q: Do people with ADHD have any unique strengths?

A: They have the same strengths as anybody in the general population. I don’t think the condition comes with any assets or benefits. Out of the thousands of studies that have been done, there’s not a single one to demonstrate that people with ADHD perform better.

There’s a movement to glorify people with ADHD, to describe them as “hunters in a farmers’ world,” [a reference to author Thom Hartmann’s books about ADD]. Really, people with ADHD learn to live with it, to adapt and make it part of their successes. There’s never been any empirical support for the folklore that having ADHD will make a person a better jet fighter or stockbroker.

Q: Are there learning environments that children with ADHD function better in?

A: Yes, when they can talk, move and question. When the material is not boring and repetitive and effortful and the payoff is something they value. It isn’t that they can’t pay attention, it’s that they don’t regulate attention unless the stakes are higher. They need a higher level of stimulation and motivation to bring that kind of self-discipline to the table.

It’s not that they can’t do it, it’s that they don’t do it in a consistent, predictable, independent way. That’s what parents have to understand: It’s not “I have to teach you how to do it”; it’s more like “I have to help you develop the self-discipline to do what you already know.”

Q: What other advice do you have for parents?

A: [Raising a child with ADHD] is a challenge. Treatments like medication take you just so far. Emerging literature shows that communicating and interacting with your child every day, giving them opportunities to become stress-hearty and really appreciating their assets along with their liabilities sets a foundation for a parent to make a difference.

How you shape their lives will determine what happens to them over time, help them be more consistent, predictable and independent in what they already know how to do. Be proud, patient and persistent. It’s like teaching a poorly coordinated child to ride a bicycle. You need to be patient, understanding and appreciate that the child’s disability makes it harder for them to accomplish the task, but if they stick with it, they get it.

Read more: http://www.calgaryherald.com/health/Understanding+ADHD/5728716/story.html#ixzz1e53OmdjP

Sunday, November 20, 2011

Focusing on skills and solving problems. It works, and we can prove it!

For the last week, I have been blogging about Dr. Ross Greene and his approach to handling challenging kids.  His focus has been on lagging skills, and unsolved problems occur when those skills are outstripped by the demands of the environment.  Problems are solved when the adults and kids look at the skills that are lagging and come up with solutions together.  It has been an eye opener because as I revisit and write about what I've learned, I have come to realize it's not much different than what happens inside these walls.

Bridgeway has been focusing on skills deficits when it comes to behaviour for years.  When there is a behaviour issue at our school, students are asked to see our behaviour specialist.  They sit together, discuss the situation and work together to come up with solutions.  Over time, behaviours start to become less frequent.  

But the focus on skills doesn't stop at the behaviour room.  Because all of our students have learning disabilities, they all have skill deficits, whether it's in math, reading, social skills or behaviour.  Every teacher and staff member focuses on the student and the skills that she/he may be lacking.  Reading classes teach the child at the skill level they're at, and work to build those skills.  Social skills classes help children learn the skills that they haven't developed because of where they are in their cognitive development.  Teachers in curriculum know what skills deficits each child is facing, and adapts their teaching to accomodate.

How do we know where to start?  Each of our students comes to us with a psycho-educational assessment, which is a professional measure of their skill deficits (and strengths) done by a psychologist.  We do some additional testing so we can develop just the right balance of support of skills and use of strengths in a student's individual program.  We keep working with a skills focus until kids start to learn - and succeed!  It's a pretty amazing thing. 

Are you a Bridgeway parent?  Please leave a comment and let us know how a focus on skills is making a difference for your child!

Saturday, November 19, 2011

Plan B - Or solving the unsolved problems together

Finally, we're at the meat of the presentation Dr. Greene made over a week ago now - helping challenging kids to be less challenging.  I'm sorry to have been so long-winded on this one, but wanted to share the information I have learned.  I'm going to tie Dr. Greene's approach to Bridgeway's approach soon, but first I wanted to get into some detail on Plan B.  I can't cover it all, so if you're interested in learning more, please check out Dr. Greene's website or pick up his books - The Explosive Child and Lost at School.

Of course, you can leave a comment, contact Bridgeway (902-465-4800) or visit our website to find out more about the ways we support skills and skills development. 

Rhonda

Plan B is the collaborative problem solving approach I mentioned a few days ago, and is the recommended approach to helping a challenging child with lagging skills.  This approach makes the child a fully-invested participant, solutions are more durable, and (over time), the child - and often the adult - learn the skills they were lacking all along. 

A quick note now on when the best time to start this process would be.  It's not in the middle of a heated moment, which would be reactive intervention.  Plan C might be a better approach in those moments.  Instead, Plan B is most effective when it's done proactively, or when things are calm.

There are three basic steps in the Plan B process, with the first being the Empathy step.  The goal is to gather as much information as you can to get the clearest possible understanding of the kid's concern or perspective on a given unsolved problem.  Ask the child what they're being bugged about or getting in trouble for - those are the unsolved problems!  Stay neutral, but get specific - when, where, with whom, etc. 

Now kids aren't always going to open up, and Dr. Greene has some suggestions for drilling for information.  I won't get into the details here, but he has some terrific "How To" videos on his site.  You can see those here.  He also has a Plan B Cheat Sheet worth checking out too.

So once the information is gathered, it's time for the next step - Define the Problem.  The goal of this step is to ensure the adult's concern or perspective is entered into consideration.  The definition of the problem at this stage is - two concerns that have yet to be reconciled.  This is tough because as adults, we usually want to skip this part and go straight to solutions.  Kids tend to do the same thing, triggering what's called dueling solutions - also known as a power struggle.  You can't start thinking about solutions until the concerns of both parties are clarified.

The third and final step is The Invitation Step.  The goal here is to brainstorm solutions that will address the concerns of both parties.  It's called the invitation step because the adult is inviting the child to solve the problem together.  You want to address the concerns of both parties, and offer the child an opportunity to propose solutions.  Remember, you're not a genius - you don't know how the problem will be solved. 

Solutions should be realistic and mutally satisfactory.  It will take time, and it's hard!  Don't forget, the aim isn't to determine what happens in the heat of the moment, but solve the problem so the heat of the moment doesn't occur at all. 

So that's it!  There is a lot more detail available in Dr. Green's books or his website, and if this feels like something you'd like to try, I'd encourage you do check it out.  But you will need bravery, persistence and continuity.  As Dr. Greene says, you'll need practice, and the process is incremental.   

Good luck!



Friday, November 18, 2011

So what skills should we be focusing on?

So we've figured out that lagging skills are behind challenging behaviours, and they emerge when the demands in the environment outstrip the skills a child has (aka, The Unsolved Problem).  We can't move on to coming up with solutions until we figure out what skills might need support.  How to do that?  Dr. Greene has a solution.  Read on for more info.

Rhonda

To help us figure out what lagging skills we might be dealing with, Dr. Greene has developed a one-page assessment tool he swears we can all use - the ALSUP, or Assessment of Lagging Skills and Unsolved Problems.  It's a list of lagging skills and unsolved problems.  Where do you get your hands on one?  Right here.  Dr. Green has made this tool and several others available on his website www.livesinthebalance.com.  I would definitely encourage you to go to the site and explore - after you're finished reading this blog, of course!

So why fill out the ALSUP?  It's to engage us (the adults) in a conversation, and helps us focus on the things we can actually do something about.  Dr. Greene suggests that the goal is to have a meaningful discussion about the degree to which each lagging skill applies to a particular child.  If you identify a lagging skill, the next step is to identify examples of when you're seeing it (the unsolved problems, which are conditions in which behaviours are occuring) and the degree to which it's occuring. 

Once that conversation has taken place, you can then move on to finding new ways to handling unsolved problems.  Dr. Greene identifies three options - Plan A, Plan B and Plan C. 

I'll start with Plan A.  This is the imposition of adult will, and you're doing it if you're saying "No," or "You can't" or if you're insisting tasks are completed, or you're taking away things like TV time until something is done.  This is pretty common, and won't generally set the stage for challenging behaviour in an ordinary kid.  However, Plan A is not the preferred approach for challenging kids, despite the name.  In fact, it's more likely to cause an explosion.  Why is that?  Because as Dr. Greene points out, challenging kids don't have a Plan A brain.  If the child doesn't have the skills to handle Plan A, you've placed a cognitive demand on him that outstrips his capacity to respond appropriately.  Plan A doesn't usually help to get the homework or other tasks done, and isn't helping the child to be more flexible, tolerate frustration more adaptively or solve problems more effectively.  It just sets the stage for more explosions.  The common sense solution - if Plan A isn't working, stop using it.

I'm going to skip Plan B for a moment and go straight to Plan C.  That's when you drop expectations completely, at least temporarily.  This isn't the same as giving in.  That's when you start with Plan A and throw your hands up in frustration.  With Plan C, you're intentionally and proactively decided to drop a given expectation, either because it's unrealiztic or you have other higher-priority expectations to pursue.  This can be really hard, but if you're not dealing with the explosions, you can start working on development of other skills.  Which leads us to...

Plan B!  This is the plan Dr. Greene refers to Collaborative Problem Solving.  It's fairly detailed, so I'm afraid I'm going to have to make you wait one more day for more info!

Thursday, November 17, 2011

Don't blame the parents - or the kids!

There was a time when challenging behaviour in children was linked to poor parenting.  There was a belief that behaviours due to passive, permissive, inconsistent or non-contingent parenting (no consequences).  In other words, because of poor parenting, kids learned that challenging behaviour is an effective means of getting something, or escaping or avoiding something.  But now that we know that challenging behaviours happen when the cognitive demands being placed on the child outstrip his/her capacity to respond adaptively, we know that our parenting isn't to blame.  Finally, one less thing to feel guilty about!

So now that we know why, what should we do about it?  Here's a little bit more context and Dr. Ross Greene's solution - Collaborative Problem Solving.

Rhonda

So we've figured out that lagging cognitive skills are the root of challenging behaviours, and challenging behaviours emerge when the lack of skills clashes with the demands of the environment.  If the skills are there - no behaviour.  If the skills aren't there, but there's no demand either - no behaviour.  No skills and demand - challenging behaviour.  That's pretty straightforward.  But how do we fix it?  That's the question that had me squirming in my seat at last week's presentation by Dr. Greene.

But he had a bit more information to share first.  (And yes, it's another mantra!)  Incompatibility episodes cannot be viewed outside the context of development.  The goal of intervention is to move development forward.  Cognitive skills don't develop equally - we have neuroscience to prove it - but they can be developed with intervention.  But we have to start where the child is now to get to the endpoint.  (In other words, it's not the child's fault their brain developed differently!)

OK, we're almost ready for the how, but not quite yet.  Let's answer the last question - the one I mentioned wasn't as important as the rest - What do challenging kids do when they're challenging?  Basically, there are a variety of challenging behaviours when the clash of forces occurs, distinguished primarly by their severity.  That could be anything from whining and sulking to head banging, cutting, or suicide - and everything in between.  All the things humans do in response to unsolved problems.  Dr. Greene calls those behaviours The Spectrum of Looking Bad.  We all look bad when our skills are outstripped by the demand placed upon us, it's just a matter of degree.  Don't forget - the behaviour itself is less important than the reasons for the behaviour.

OK, so the how.  I can't explain it all today (yep, you guessed it, another blog posting is coming your way!).  Dr. Greene calls his approach to helping challenging kids collaborative problem solving.  Sounds straightforward - working together to solve problems.  But it's a little more detailed than that, and relies on the adults to take a proactive approach rather than a reactive approach.  Details tomorrow, but here are the general goals of the approach:

Lenses come first
- make sure that caregivers understand why incompatibility episodes occur (lagging skills and demand for those skills).

Get organized
- identify the specific situations in which incompatibility episodes occur (unsolved problems)
- create mechanisms for communication, continuity and proactive intervention.

Get busy
- solve problems and teach skills,

Tomorrow, a bit more info on assessing lagging skills and unsolved problems.

Wednesday, November 16, 2011

The clash of two forces - or when challenging kids are challenging

So are you starting to get the feeling that I really like Dr. Green and his philosophies?  It's common sense, but often hard for us to see when a child is melting down in front of us.  A little understanding definitely goes a long way, so I'll be sharing Dr. Greene's wisdome for at least a few more days.

Rhonda

So have you noticed that challenging kids aren't always challenging?  They can work and cope in certain situations, but others will set off the negative behaviours.  Why is that?

The answer, according to Dr. Greene, is "The Clash of Two Forces."  Sounds dramatic, doesn't it?  It's not really, just a bit of common sense:

Challenging episodes occur when the cognitive demands being placed upon a person outstrip the person's capacity to respond adaptively.

That's it.  I'm sure we've all had moments when the circumstances we're in lead us to think, "I can't handle this."  We're recognizing that we may not have the skills to do what we need to do. 

Dr. Greene calls the "when" of challenging behaviour The Unsolved Problem.  He defines unsolved problems as, the specific conditions in which the demands being placed upon a person exceed the person's capacity to respond adaptively.  I'm not going to swim across the Halifax Harbour because I don't have the swimming skills and stamina to do it. Why should we expect a child with no emotional regulation skills to keep it together when they're feeling disappointed?

That leads us to another mantra - Behind every compatibility episode is a lagging skill and a demand for that skill (an unsolved problem).

When we're presented with an unsolved problem, we solve it.  It's no different for challenging behaviours.  That's the third question Dr. Greene presents (remember the list I shared a few days ago?) - What are we going to do differently now that we know why challenging kids are challenging?  We'll get to that answer over the next few days.

Tuesday, November 15, 2011

Kids do well if they can

The mantra - kids do well if they can - is one that I have been repeating to myself over the last several days.  The idea that even challening kids have this innate desire to do well, rather falling into behaviours because they don't want to do well, is so refreshing.  But what is getting in the way?  Again, some advice from Dr. Greene...

Rhonda

Why are challenging kids challenging?  You could look to a clinical diagnosis for the explanation - oppositional definance disorder, ADHD, bipolar, etc. - but it doesn't really answer the question.  If we start with Dr. Greene's statement - kids do well if they can - it can help us look at a challenging child a different way. 

The first step in the process is to stop focusing on the diagnosis and start focusing on the skills the child is lacking.  Maybe they are impulsive, have difficulty considering the impact of their actions, or struggle with planning and problem solving.  Maybe the behaviour is not because they don't have the motivation, but because they don't have the skills to deal with certain situations. 

Imagine if you were trying to succeed at work but didn't have the skills to do what you needed to do.  Would you be on time for work every day if you had no sense of time?  Could you take on that big project if you didn't have problem solving or planning skills?  How would you feel if you tried, over and over again, to get job tasks like these like this done, but kept failing - and getting in trouble for it? 

Before we can get to the bottom of what is making any child so challenging, Dr. Greene suggests we must answer the following questions:
  • Why are challenging kids so challenging?
  • When are challenging kids challenging?
  • What are we going to do differently now that we know why challenging kids are challenging?
And less important,
  • What do challenging kids do when they're challenging?
Doing well is always preferable to not doing well - another mantra from Dr. Greene.  So let's start with why some kids are so challenging.  What's getting in the way?  Here's Dr. Green's unconventional answer:

Challenging kids are challenging because they're lacking the skills not to be challenging...they are delayed in the development of crucial cognitive skills - often including flexibility/adaptability, frustration tolerance, and problem solving.  Challenging behaviour communicates that the kid doesn't have the skills to respond to problems more adaptively. 

So you can see why discipline and punishment doesn't work - it's not addressing the root of the problem.  In fact, it's probably making it worse. 

How can we help?  We don't know that until we can get through the rest of the questions Dr. Greene has laid out.  Tomorrow's blog - when are challenging kids challenging?

Monday, November 14, 2011

Thank you Dr. Greene

I attended an amazing presentation last Thursday by Dr. Ross Greene, child psychologist and author of "The Explosive Child" and "Lost at School".  He spoke about dealing with challening kids.  You might know one in your life - explosive anger, hitting, running, refusing to follow instructions...  I could go on and on, but you probably get my drift.  I'm going to spend the next few days blogging about the wisdom he shared with the group.  You can also read about his philosophies on his website - www.livesinthebalance.org.

Rhonda

I have always believed that kids who misbehave, disengage, drop out, or otherwise resist being successful in school are dealing with something more than a lack of interest, laziness or a failure to try.  I didn't have anything to back this up, other than maybe a mother's intuition.  Finally, I have met someone who shares this point of view - and has the neuroscience to back it up!

But don't take it from me.  I'll have Dr. Greene explain in his own words, which are from the very first paragraph of his book, "Lost at School". 

The wasted human potential is tragic.  In so many schools, kids with social, emotional, and behavioural challenges are still poorly understood and treated in a way that is completely at odds with what is now known about how they came to be challenging in the first place.  The frustration and desperation felt by teachers and parents is palpable.  Many teachers continue to experience enormous stress related to classroom behaviour problems and from dealing with parents, and do not receive the support they need to help their challenging students.  Half of teachers leave the profession within their first four years, and kids with behavioural challenges and their parents are cited as one of the major reasons.  Parents know there's trouble at school, know they're being blamed, feel their kids are misunderstood and mistreated, but feel powerless to make things better and are discouraged and put off by their interactions with school personnel.

Dr. Greene goes on to talk about how our school discipline models are broken, and getting tougher with kids isn't working.  He cites some amazing statistics - zero tolerance polices designed to make schools safer or offer a more effective way of dealing with behaviour have actually increased behaviour and dropout rates.  But schools continue to hand out expulsions and suspensions - 110,000 and 3 million respectively each year in the US.

But what Dr. Greene made clear is that it doesn't have to be this way.  Here again are his words:

"I interact with hundreds of challenging kids every year.  These kids would like nothing better than to be able to handle the social, emotional, and behavioural challenges being placed on them at school and in life, but they can't seem to pull it off.  Many have been getting into trouble for so long that they've lost faith that any adult will ever know how to help them.

Dr. Greene gave us a few key mantras during his presentation on Thursday.  Here's the first: Kids do well if they can.  It's up to us as adults to figure out why so we can help.

Tomorrow, I'll share some of Dr. Greene's advice on what each of us dealing with a challenging child needs to figure out before we can help.

Friday, November 11, 2011

Giftedness and Learning Disabilities


I have blogged before about how kids with learning disabilities might struggle in one area, but are remarkably strong in others.  Many may assume that a child with a learning disability can't also be gifted.  That's not true.  There is a great article now on ncld.org that butsts the myths.  I have included an exerpt below with some of the characteristics you might see in someone who is gifted... with LDs.  Recognize anyone?  I do.
Rhonda
 *Click on the title for a link to the full article
With apologies for what might appear to be generalizations about student characteristics based on labels, it may be helpful to look at some examples of how a gifted student with LD presents at home and in the classroom.

  • Some common attributes
  • Some common challenges
  • has an excellent long-term memory, an extensive vocabulary and the ability to grasp abstract concepts
  • thrives on complexity
  • is highly creative, imaginative, inventive, perceptive, and insightful
  • is able to solve very difficult puzzles or problems
  • is a keen observer
  • has a poor short-term memory
  • exhibits poor organizational skills
  • has illegible handwriting
  • has difficulty with rote memorization
  • exhibits poor learning unless interested in the topic
  • performs poorly on timed tests
  • often struggles with homework
  • somehow manages not to "fail" academic subjects
  • is appreciated as a "great thinker"
  • is able to cope well with standard classroom expectations, especially if he or she has a good understanding of the disability and a repertoire of compensatory strategies
  • is a notorious "underachiever"
  • is easily bogged down in the 'details' that contribute to school success
  • often is not sufficiently challenged to advance in content area learning due to administrative details or insufficient planning by schools
  • parents and educators often view his or her underachievement as a sign of disinterest, boredom, or just a lack of motivation
  • the student may eventually believe that the problems are due to poor effort
  • may try to conceal the learning problems by acting lazy, disinterested, or unmotivated
  • is much better able to shine outside of school (clubs, hobbies...) than inside the classroom
  • often attempts to jump straight from an "idea" to a finished "product," bypassing important steps in between (e.g., prefers to play an instrument "by ear" rather than actually reading musical notes)
  • has difficulty remembering short-term sequential information (e.g., forgets details of plays, signals, codes, or rules during sports)
  • takes pride in the insights he or she brings to learning situations
  • will often just "give up" or "hide" rather than asking for help or admitting to a problem
  • is often quite sensitive and aware of the impact that actions can have on his or her life and the lives of others
  • expresses concern about world issues and apprehension about the future
  • sometimes becomes somewhat "obnoxious" in efforts to be sure others appreciate his or her intelligence
  • may become anxious and/or depressed by his or her difficulties or insights into troubling issues and events
  • is good at covering up and compensating for areas of weakness (e.g., can often to get through tests and assignments without drawing attention to his or her struggles)
  • can experience profound frustration by the inconsistency in his or her skills and abilities
  • can be verbally combative when challenged
Read the full article at http://www.ncld.org/ld-basics/related-issues/giftedness/giftedness-and-learning-disabilities

Wednesday, November 9, 2011

Mental health and learning disabilities

I have been thinking a lot lately about learning disabilities and their link to mental health.  A lot of people aren't aware that having learning disabilities puts you at greater risk of depression, anxiety, and thoughts of suicide.

A major study on learning disabilities in Canada was undertaken in 2004 by the Learning Disabilities Association of Canada.  The study gave us a more complete picture of mental health and learning disabilities, and the results are disturbing.  You can read an abstract of the findings below, and can visit the Pacfold website for the full study.

Rhonda


Alexander M. Wilson, Mount Allison University
Catherine Deri Armstrong, University of Ottawa
Adele Furrie, Ottawa, Canada
Elizabeth Walcot, Université de Sherbrooke


Abstract

There has been growing concern as to the mental health status of persons with learning disabilities (PWLD). This study examined rates of mental health problems among PWLD aged 15 to 44 years using a large, nationally representative data set. PWLD were more than twice as likely to report high levels of distress, depression, anxiety disorders, suicidal thoughts, visits to mental health professionals, and poorer overall mental health than were persons without disabilities (PWOD). Multivariate regression analyses determined that these significantly higher rates of mental health problems remained for all six measures after controlling for confounding factors including income, education, social support, and physical health. Differences found in the older adult sample (ages 30—44) were even larger than in the adolescent sample (ages 15—21) for suicidal thoughts, depression, and distress. Males with learning disabilities were more likely to report depressive episodes, anxiety disorders, and consultations with health professionals, whereas females with learning disabilities were more likely to report high distress, suicidal thoughts, and poor general mental health relative to PWOD. On balance, learning disabilities were not found to be more detrimental to mental health for one gender or the other.

Tuesday, November 8, 2011

Isaac's definition of success - Feeling normal

Remember being a teen, when all you wanted to do was fit in?  Now imagine being a teen with a learning disability.  A different ability to learn can not only have a huge impact on self-esteem, but can also leave a teen feeling like a square peg in a round hole.

But don't take it from me.  Recently, Isaac told his story to more than 500 people at Dancing for our Stars.  The boisterous crowd was silent, and I spotted more than a few tears.  Thanks Isaac for letting me share your story here as well.

Rhonda

Good evening everyone.  I am honoured to be here tonight to tell you my story and how Bridgeway has changed my life.  My name is Isaac Healy and I am a grade 10 student at Bridgeway.  I came to Bridgeway in grade 8.

At a very young age I was diagnosed with a learning disability.   I attended regular school and never could feel 'normal' like the other kids.  I had a hard time with math and reading and almost everything.  An special learning program was developed for me in public school but all that did for me was make me feel different and useless and not smart.  I started to feel less confident in myself and at times left school crying. 

My Mom and Dad tried so hard to help but I just couldn't remember things or understand math.  Even simple adding and subtracting was a struggle for me.  I felt more and more alone as time went on.  No one seemed to be able to figure out how to help me.  I became very afraid that I would be called names like dumb or stupid.  That scared me alot.  Only 3 years ago in grade 7, I really started to feel different from everyone.  Going to school was scary and frustrating and a sad experience for me.  I just wanted to be like everyone else....read the same books, know the same math.  But I couldn't. 

Then my parents told me of a school that could help....Bridgeway Academy.  Bridgeway was the first school to identify my LD as dyscalculia which means I have trouble with math.  The teachers were so good.  They were patient and I began to learn a way that made sense to me.  I now know I can do math and that makes me feel so amazing.  I am excited to learn now and have the confidence to try new things.   I feel like a normal kid and in fact, feel smart.  I now feel so good about myself.  I still have alot to learn to catch up but if not for Bridgeway, I don't think I would have the chance to discover what I could become.   

There are so many kids out there like me that deserve the chance that I have at Bridgeway.  I am thankful for all the teachers at Bridgeway for giving me a positive outlook.  I like myself now and feel I can become anything I want to be.  I want to thank Mom and Dad for their support and for finding Bridgeway.  And thanks to Mrs Low and the Bridgeway teachers for finding out how I learn and helping me discover that I am smart. 

Kids with learning differences just need a school that can show us how to learn our own way.  Bridgeway is that school.

For more information on Bridgeway, please call 902-465-4800 or 1-888-435-3232 or visit http://www.bridgeway-academy.com/.

Monday, November 7, 2011

The need for leaders who share their dyslexia

Rick Mercer ranted last week about the need for gay and lesbian adults to stand up as examples for youth who are being isolated and bullied because of their sexuality.  I would encourage all adults with learning disabilities to do the same.  To see a successful adult with LDs is an inspiration for youth (and their families) who can only see the struggle through school ahead.  And I don't mean just celebrity success stories like Henry Winkler, Danny Glover, Whoppi Goldberg and Tom Cruise.  I mean everyday heroes, the ones who are teaching or running a business or creating art or parenting.  I hope to connect with more and more of those local heroes and share their stories here.  (Suggestions welcome.)

In the meantime, I wanted to share the story of Philip Schultz, writer, poet and Pulitzer Prize winner.  He only realized he was dyslexic when his children were diagnosed with it.  Still, he's made a life as a master of words.  Here he is reading from his memoir, My Dyslexia, about his anxiety and his experiences with learning.




Sunday, November 6, 2011

Interesting facts about dyslexia

I saw this on Facebook not too long ago and thought I'd share it again here.  Thanks to Cindy Grant for posting!

Rhonda


Interesting Facts About Dyslexia


• Dr. Sally Shaywitz from Yale University has found that persons with Dyslexia learn language by using parts of the brain that are not usually used to process language. Since the brain of Dyslexics are not “wired” in the same way as non-dyslexic brain, they usually process language much less efficiently.

• According to neurophysicist Todd Richard, Ph.D. the brai...n of persons with dyslexia works five (5) times harder than other peoples’ brain to achieve to complete the same task.
• Whereas the average person summons around 150 images per second, the dyslexic can muster from 1500 to 4000 images per second. Faced with a veritable onslaught of visual imagery, selecting the right word to keep up with the flow of images can be extremely challenging for the dyslexic.

• This visual ability also translates not only into quantity but also quality. Dyslexic can see in 3-D. when looking at an object, they can view it simultaneously from different perspective. Over 50% of NASA employees are Dyslexics. They are deliberately sought after because they have superb problem-solving skills and excellent 3-D and spatial awareness.

Bridgeway has developed a best-practices approach to teaching individuals to read, known as the Bridgeway Reading Program.  We'd be happy to tell you more about it, and provide any advice you might need to support your dyslexic learner.  Call us at 1-888-435-3232 or 902-465-4800.

Saturday, November 5, 2011

Getting involved in your child’s education – Part 4: Making it happen

In the final part of Lisa’s series on getting involved in your child’s education, she offers practical reasons for making communication and engagement a priority, and the positive impact it can have on student success.

By Lisa Saunders

Director of Programs, Bridgeway


The effectiveness of communication between home and school is essential to student success, not just in younger grades, but also in junior high and high schools (Shirvani, 2007).  Anecdotal reports highlight success for younger students in particular and students who are in need of extra support such as students diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) (Block, 2010).  Children spend approximately 85 % of their waking hours, outside of school, with their parents/guardians (Shirvani, 2007).  So, it would stand to reason that parents can influence a child’s education a great deal through creating a supportive and academically stimulating environment (Block, 2010).  Parents have a great deal of insight into their children, how they learn and what other circumstances may impact their school performance.  Working with their child and their child’s school can directly affect their child’s experiences in the classroom (Block, 2010).

Successful initiatives that actively include parents in the education of their children have been seen in the UK but have been elusive in the North American public education system.  Reaching out to parents in an effort to open the doors and dispel the mystery of our schools has been successful in many independent schools.  Guiding parents on how they can effect change in their child’s education starts with giving information educators work with day to day; career planning, navigating the school system and understanding educational jargon are some common areas parents request more information on (Black, 2010).  A fear of low parent participation and negative responses often prevent school leaders from burdening their staff with the responsibilities that come with an open door policy of parent-school communication.

Properly supported staffs who have the backing of a leader who establishes clear goals for parent-school communication will ultimately meet with increased student success.   Student success defined by increases in test scores, attendance and academic achievement as well as decreases in behavioral issues and referrals to the principal’s office are results of parent’s involvement in their child’s education.  Although the practice of open communication with families has been limited to report card distribution and calls home from the principal’s office, the practice of improved communication combining the efforts of both parents and school members yields positive results for the students.  Support from the educational leader comes in the form of fostering this concept within each school and each family through coaching both the teaching staff and the families in the most effective way to achieve their shared goal; student success.

If you want to continue the conversation with Lisa, or have questions about how you can further support your child’s education, you can reach her at 902-464-0134 or by email at lisa.saunders@bridgeway-academy.com.