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: grillom@vcu.edu 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: jan.esterkin@gmail.com   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 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.

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 not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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 - dorie@drdorieweiss.com 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 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.

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, Dr. Karen Wilson.

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: ckauffm1@columbus.rr.com 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: Understanding Sensory Processing Disorder with Courtney Duckwoth Harris Episode 45: How Sensory Processing Impacts Communication with Jessie L. Ginsburg Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan   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.