Diverse Thinking Different Learning

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

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

We have seen an increase in ADHD referrals and diagnoses in the last year. Many parents reported an increase in ADHD symptoms in children who were diagnosed before the COVID-19 pandemic, and some parents wondered whether their child has ADHD after watching their child learn from home. It is important to note that while many children and families struggled during the pandemic, others thrived.  As we head back to school in the fall, what are the experts saying about ADHD and what can caregivers do to support their children through another transition?   Today’s guest is Dr. Joel Nigg, Professor of Psychiatry and Behavioral Neuroscience at Oregon Health and Science University and author of the book Getting Ahead of ADHD. In this episode, Dr. Nigg offers great insight and describes studies done about ADHD specifically and gives actionable steps to take now to help prepare children for heading back to school. We discuss things to look for regarding ADHD symptoms and some simple changes in our daily routines as families that can make a huge impact. Dr. Nigg is doing fantastic work with the OHSU Center for ADHD Research and I am thrilled to have him on the podcast today to better equip parents and families for transitioning to another year of learning.   Show Notes: [2:40] - There has been an increase in parents seeking evaluations for ADHD after seeing children learn from home. [3:32] - Dr. Nigg shares some data that shows the impact of distance learning during the COVID-19 pandemic across the world. [4:46] - For those already diagnosed with ADHD, services were challenging during the pandemic and school closures. [6:10] - You lose the advantage of a teacher’s perspective when learning from home. Demands at home from a parent are much different than those in the classroom. [7:27] - Dr. Nigg recommends seeking services for the difficulties the child is experiencing right now and seek a diagnosis and treatment after heading back to school. [8:54] - Self care has been difficult for many during COVID with increased stress levels. Dr. Nigg gives examples of some lifestyle changes people can make to help them cope with stress. [10:24] - A valuable goal is to think hard about structuring your day to fit self care in. [12:08] - Another factor that impacts mental health is sleep and the quality of rest. [13:37] - We are all used to staying up late and not working with a strict schedule. Take a look at the amount of sleep your child needs for their age and create good habits. [14:45] - The key is to shift the thinking around sleep to be positive. Counselors can help with this transition. [15:46] - Parental modeling is difficult in the area of sleep. Another thing that is often lost is down time for family time together. [17:16] - During COVID, screen time increased. Dr. Nigg gives suggestions on monitoring screen time and how it impacts sleep. [19:37] - Family rules for a screen-free bedtime are hard to follow, but they are important. [20:39] - Dr. Nigg addresses the claim that high levels of screen time causes ADHD. [22:10] - Media content needs to be monitored for children and teens even though it is a part of their social experience. [24:00] - Dr. Nigg recommends that screen time comes after basic needs are met. [25:01] - Children with ADHD are more inclined to experience depression and anxiety. This trend was apparent during the COVID-19 pandemic. [26:11] - Experiences during the recent pandemic will have a lasting effect. Some will be good and some effects may be negative. [27:49] - There is still going to be COVID-related stress as students head back to school. [29:18] - Children need to be prepared for possible changes again as they go back to school in the Fall. There’s still uncertainty. [30:41] - School from home and school in the classroom will have varying risks. [32:12] - Medical centers around the world have websites with tons of resources. They will also have current and updated recommendations and guidelines. [33:21] - Dr. Nigg’s book is a great resource for parents of children with ADHD. [33:46] - Dr. Nigg describes the new OHSU Center for ADHD Research and their current campaign and donation matching.   About Our Guest: Joel Nigg, Ph.D., is a Professor of Psychiatry and Behavioral Neuroscience, Vice Chair for Psychology, and Director of the Center for ADHD Research at Oregon Health & Science University in Portland, Oregon. He obtained his AB at Harvard College, MSW at The University of Michigan, and PhD in Clinical Psychology at the University of California at Berkeley. He is a licensed clinical psychologist with clinical experience in multiple settings. He is a leading researcher in the area of developmental psychopathology with a focus on ADHD. He is the author of 2 books on ADHD including a recent book written for parents: Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child. His work has been funded continuously by NIMH for over 20 years. The recipient of several awards, Dr. Nigg has served on the editorial boards of several leading scientific journals.   Connect with Dr. Joel Nigg: Joel Nigg, Ph.D Home Page Twitter  |  Facebook Links and Related Resources: Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child by Dr. Joel Nigg OHSU Center for ADHD Research “Mental Health Problems in Kids and Adults May be the Next Pandemic” by Joel Nigg Episode 33: Attention Deficit Hyperactivity Disorder 101 with Dr. Nicholas Thaler Episode 34: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley Attention Deficit Hyperactivity Disorder Key Things to Know About COVID-19 Vaccines COVID-19 Resources for Oregon UCLA COVID-19 and Vaccine Resources   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.

After the year we’ve had, we’re ready to dive back into school and a sense of normalcy. But for many students and their families, fine motor skills have taken a back seat for longer than we thought. That’s why I’ve asked Jennifer Morgan, occupational therapist and founder of MOST Kids OT to be on the Diverse Thinking Different Learning Podcast today to help us understand fine motor skills, dysgraphia, and what occupational therapy (OT) assessments and services look like.   Jennifer’s holistic and collaborative approach is not only refreshing to see, but incredibly impactful for the students she sees. In today’s episode, she describes what a session with her and her team looks like and the emphasis she puts on having fun during therapy. She clarifies some of the mysteries surrounding occupational therapy and why children hard at work might look like they are just playing. Not only that, but she offers several tips for parents and caregivers to work on fine motor skills at home and shares some things to look out for that may lead to a child benefitting from services.   Show Notes: [2:02] - Due to distance learning, handwriting, typing, and other fine motor skills took a backseat. Summertime is a good time to revisit these skills. [3:12] - After the last year, children need to play. Play is important for many skills. [5:16] - The most common referral for OT with Jennifer is a problem with handwriting. She describes what this looks like. [6:55] - In the beginning of services, Jennifer describes what she looks for (e.g., observations of a child’s physical movements when writing). A lot of kids have low muscle tone in their hands. [8:15] - Jennifer describes different grasps that students may use to write. [9:28] - A standardized test is also used to break apart the motor component of writing. [10:28] - Another thing that is looked at is sizing and placement of letters in writing. [11:53] - Some students, depending on their age when starting with Jennifer, have established habits that may be hard to break. Is keyboarding an option for some? [13:20] - There are so many benefits to brain development when writing. [14:18] - Even if keyboarding is more efficient for a student, handwriting should still be utilized and worked on. [16:14] - Dysgraphia and handwriting weakness impacts academic success as well. [17:10] - Jennifer begins services with encouragement, and she helps students realize that they are not the only ones experiencing the struggle. [19:08] - Jennifer reflects on the difficulty faced in the last year with her students and “pulling out all the stops.” [21:09] - Referrals during the last year were low because things went unnoticed. Jennifer explains how she saw increased referrals this spring. [23:17] - There is so much mystery around occupational therapy. There are underlying skills that are being worked on while appearing to be playing. [24:19] - Jennifer describes a tool she uses called “theraputty.” [26:00] - Although every child is different, there is a “bag of tricks” that works with many different skills. [27:14] - Coloring is a great way to work on fine motor dexterity. [29:07] - If children experience therapy as fun, they are more engaged. Jennifer prides herself on being quick to build skills because of high engagement. [30:24] - Jennifer explains how she and the child know when they are done with therapy and know that they are able to continue on without assistance. [32:10] - Sometimes students will come back for sessions later for refreshers or needs in a different area.  [33:50] - If Jennifer feels that a child needs different help or is better suited for a different type of therapy, she will make the necessary referrals. [35:34] - OT can boost self-confidence greatly. [36:45] - Jennifer gives suggestions for parents to help with fine motor skills at home in a very fun way.   About Our Guest: Jennifer Morgan is a pediatric occupational therapist and founder of MOST Kids OT, a private pediatric occupational therapy practice based in West Los Angeles. Jennifer founded MOST in Malibu, California in 2013, with the goal of providing individualized and holistic OT services to children of all ages and abilities. Jennifer and her team have succeeded in that (despite a few natural disasters), and she specializes in providing local home based and private school based occupational therapy for children to target a wide variety of skills. Jennifer utilizes a whole-child approach in her work, and enjoys collaborating with parents, teachers, and other health professionals to provide the best level of individualized service.    Jennifer’s primary expertise is helping children to develop their fine motor skills (handwriting, keyboarding), and ensuring that her clients make quick progress with lasting results. In 2018, Jennifer expanded her services by instituting the occupational therapy program at Park Century School, an independent school dedicated to providing individualized education to students with learning differences. She is passionate about her work, and this is reflected in her ever expanding involvement in the community. Jennifer is a Board Member for the Malibu Chamber of Commerce and the Boys & Girls Club of Malibu Wellness Advisory Council, and she co-organizes events with THERAsurf, bringing her expertise and exuberance to every interaction she encounters.  Connect with Jennifer Morgan: MOST Kids OT Home Page Instagram  |  Facebook Email: Jennifer@mostkids.org Phone: 310-437-0202 Making the MOST of It Podcast with Jennifer Morgan ChildNEXUS Provider Profile: Jennifer Morgan Links and Related Resources: Episode 9: How Occupational Therapy Helps Kids with Leah Hiller Slow Processing Speed: An Overlooked Problem in Children Dizziness and Balance Problems Common in U.S. Kids   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.

Dr. Nicole Tetreault is an author, meditation teacher, and founder of Awesome Neuroscience, dedicated to understanding gifted and twice-exceptional children. She sheds light on the complexity of identifying these children, emphasizing the balance between their unique strengths and challenges. The conversation explores asynchronous development, offering strategies to foster their emotional well-being. Dr. Tetreault shares insights from her book, advocating for a compassionate approach that nurtures these bright minds, ultimately helping them thrive in a supportive environment.

The US Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded in reading failure.” The national reading crisis is much more than poor grades and missing assignments. And for black children, their legacy with literacy dates back to slavery.   Today’s guest has made this connection through her own personal journey to advocate for her son and is passionate about education reform. Resha Conroy is the founder of the Dyslexia Alliance for Black Children, an organization designed to act locally and nationally to support Black children who are Dyslexic by empowering Black families and concerned communities. The approach focuses on raising awareness about Dyslexia and effective reading instruction, transforming barriers to literacy through education and empowerment, and confronting racial bias in public education through collaboration and action.   Listen on to hear Resha’s story, how you can support your child and community, and how to connect with the Dyslexia Alliance for Black Children.   Show Notes: [1:45] - Dr. Wilson first heard Resha speak at a virtual event on the social justice issue of literacy. [2:36] - Resha was brought into the area of dyslexia after her son’s diagnosis. [3:31] - Resha’s son was not retaining knowledge, and he was struggling with reading skills and word finding. [4:18] - If there is a history of a language delay or struggle, a child is more likely to have dyslexia or another language-based disorder. [5:10] - When Resha’s son was denied services after a school evaluation, she sought a private assessment and found out, through that evaluation, that he was at the first percentile in decoding. [6:19] - He was able to get his foot in the door for services because of a speech-language pathologist at his school. [7:20] - Resha shares the comments from others that she should be okay with her son’s low performance. [9:38] - These experiences are not unique to Resha. She founded the Dyslexia Alliance for Black Children to help families navigate this space. [10:47] - If dyslexia hasn’t been identified as the root issue, by third grade there could be outward behavior issues which then causes misdiagnosis. [11:45] - Research shows that black children have harsher consequences for poor behavior. [12:43] - Resha describes the connection she made during her own research. [15:41] - There’s nothing about a child’s first language that contributes to their dyslexia. [17:20] - Even if you read to your child everyday, it’s not going to address reading issues related to dyslexia. [18:24] - Resha shares how people also tend to blame the child for not trying. [20:11] - All studies prove that early intervention is key. But, many schools are not equipped. [22:17] - Informing parents is something that Resha is passionate about with her organization. [23:23] - There is also a huge disconnect with teacher training regarding reading instruction. [24:12] - Resha shares reading proficiency data and breaks it down by race. This puts children with dyslexia at an even greater disadvantage. [25:07] - What is the history of literacy for black people?  [27:41] - The history of policy and systemic racism continues to impact black students. [29:01] - Providing parents with the tools, support, and proper language to advocate for their child is crucial. [30:24] - An IEP with the right language is a tool to fight for the rights of a child. [31:27] - Emotional support for families makes a huge difference as well. [32:00] - The Dyslexia Alliance for Black Children is launching programs that you can request more information about. Resha shares what the organization can do. [33:27] - How does the Dyslexia Alliance for Black Children push for literacy as a social justice issue? [35:50] - Once a child is identified as having dyslexia, which can be a long wait to begin with, what do the interventions and services look like? [37:08] - These services need to be consistent throughout the child’s educational career. [38:02] - The Dyslexia Alliance for Black Children has members on the team that have dyslexia and are success stories.   About Our Guest: Resha Conroy is the founder of the Dyslexia Alliance for Black Children. A mother of two children with learning differences, including a son with dyslexia, Resha is motivated by her family's journey and a lifelong passion for education reform to bring awareness to the intersectionality of race and Dyslexia. Resha  brings over a decade of experience in education reform and charter school administration.  Currently, Resha is a Speech-Language Pathologist with interest in language, literacy, and culture. She has an M.S. in Communicative Sciences and Disorders and an M.P.A. in Nonprofit Management from New York University.    Connect with Resha: The Dyslexia Alliance for Black Children Home Page Facebook  |  Twitter Links and Related Resources: 6 Quick Questions for Parents Concerned About Dyslexia Dyslexia Article Podcast Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenney Rosenstein Podcast Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin Podcast Episode 14: Pursuing and Pushing for a Special Education Assessment with Educational Attorney Leejanice Toback The Impact of Dialect Density on the Growth of Language and Reading in African American Children (Julie Washington et al., 2018)   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

We often discuss learning differences, developmental disorders, assessments and interventions with respect to children in the United States. But what about children across the globe who need support? Today’s guest shares this staggering statistic - 90% of school aged children across the world do not receive the education and services they need; at the time of the recording, I thought that it was 50%, and my heart dropped. What can we do to help? In today’s episode, Sandy Dorsey and I have a conversation about the amazing work she is doing and the global impact she is making.   Sandy Dorsey is a speech-language pathologist in New York with a passion for advocating for children on a global level. Through her organization, Smiles for Speech, she has worked with children, families, caregivers, educators, and doctors around the world. Today she shares some of her experiences in Ghana, Kenya, and Peru and through teletherapy and traveling overseas with a team, she has helped spread the word regarding providing services in underserved communities.   This conversation is inspiring and eye-opening. Listen in to learn Sandy’s approach to connecting with diverse communities and educating families to better serve children around the world.      Show Notes: [2:15] - Karen and Sandy have not met in person but are alumni from Howard University. [3:04] - Through Sandy’s travels, she became passionate about advocating for children globally. [4:29] - Sandy discusses the fact that many people across the world do not have access to speech therapy nor do they know what it is. [5:13] - Many school-aged children around the world do not attend school due to the lack of funding and services for their special needs. [6:05] - In many communities, there is a negative stigma and attitudes surrounding developmental disorders due to lack of awareness. [7:17] - Sandy describes her approach when helping families in different cultures with their child’s unique challenges. [8:43] - Sharing ideas is something that is key to Sandy’s approach. This gives families options and she can see their response. [9:51] - In some cultures, Sandy has found that many fathers leave when they find that their child has a developmental disorder. Sandy explains that connecting with the child’s mother is important to her approach. [10:45] - Because of negative stigma and beliefs, children with developmental disorders are sometimes hidden completely from their community. [12:01] - The services provided even through teletherapy have provided families with strategies and support. Word-of-mouth testimonies have helped with the negative stigma in some communities. [13:22] - In Kenya specifically, Sandy explains that community members and families didn’t know that speech therapy existed and now the word is spreading. [14:30] - Sandy points out that it isn’t just communication that this type of therapy helps. Swallowing is another part of the program and can help with feeding issues that could cause malnutrition. [15:48] - In some cases, families know about services but cannot access them or afford them. In some communities, services mean just once a year. [17:01] - The most important thing to look for in speech and communication is to note if the child is requesting or initiating communication. [18:27] - Once a child is requesting what they need, pause to give them the opportunity to verbalize it. If they are not, that could be a red flag. [19:46] - Sometimes comprehension of spoken language can be misunderstood as a hearing problem or a problem with attention. [21:13] - Sandy shares recent work with doctors and psychologists in Ghana. In some countries, doctors are saying that not talking is normal till the age of 4. [23:10] - In these cases, so much time has lapsed for the child. [23:47] - Sandy explains what she does on a local level in her community in New York working in preschools to educate teachers and caregivers. [25:51] - Word of mouth plays a role in the area of educating professionals and doctors as well. Sandy collaborates with them through workshops and training. [26:50] - Sandy shares a story about a baby that was not eating and how this type of therapy benefits more than just communication. [27:43] - The key to global impact is interdisciplinary collaboration. [28:43] - In addition to working with children, Sandy has worked with adults in Peru with a team of other therapists and experts. [29:48] - Even in the United States, it is difficult to add needed services through the process we have. Having a team is so much more beneficial. [31:08] - Sandy describes Smiles for Speech, the organization she has founded to provide global support. [32:40] - Traveling has been paused due to COVID-19, but Sandy hopes to resume overseas work in 2022.   About Our Guest: Sandy Dorsey is a speech-language pathologist (SLP), educator, and global advocate for children with special needs. She has provided diagnostic and therapeutic speech services for over 25 years in a variety of SLP care settings for children and adults primarily from diverse and underserved communities. She serves local schools and skilled nursing facilities with a team of speech-language pathologists, clinical fellows, and graduate students via teletherapy at her New-York-based private practice, All About Speech, LLC.  As a proud Howard University graduate, Sandy is eager to give back to the next generation of speech-language pathologists with a focus on cultural responsiveness and increasing diversity in the field of speech-language pathology. Sandy founded Smiles for Speech in July, 2017 to empower professionals and caregivers in low income communities; her organization provides support with evidence-based intervention through interdisciplinary service trips, teletherapy, workshops, and parent support groups. Their goal is to provide long-term sustainable solutions for intervention services with a multi-disciplinary approach that includes intensive training for staff and families through mindful collaboration with other non-profit organizations with similar values.    Connect with Sandy: Email: hello@smilesforspeech.org Smiles For Speech Home Page Facebook  |  Instagram  |  Twitter Links and Related Resources: Five Signs You Need a Speech and Language Pathologist Speech and Language Disorders in Children More Than Meets the Mouth Podcast Episode 31: How to Support Children Who Stutter with Trisha Thapar Podcast Episode 32: Advocating for Children with Special Needs with Heather Zakson Podcast Episode 14: Pursuing and Pushing for a Special Education Assessment with Educational Attorney Leejanice Toback   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

Poverty and socioeconomic status impacts school readiness, language development, and the important early intervention of learning disabilities. During the Covid-19 pandemic, these already underserved communities were even more drastically impacted by the inequities of our special education system. There are a lot of layers to this overwhelming problem, but through the work of organizations like the Special Needs Network in LA and individuals like Daniel Mendoza and Marcos Aguilar, we are spreading awareness and access to services otherwise difficult to obtain.   In this episode, Daniel and Marcos explain how children with special needs are impacted by inequities in their community. Daniel is the Clinical Director for the Special Needs Network’s Applied Behavior Program and shares in this episode how some children with Autism are not given the services they need in underserved communities. Marcos is a Board Certified Behavior Analyst and Assistant Clinical Director at Special Needs Network and together with their behavioral health team, provides education and resources to families, children, and adults. They have created multiple “access points” to reach as many families in need as they can.   We could have multiple episodes on this important topic, but their mission is clear. The Special Needs Network is doing tremendous work in their community in raising public awareness of developmental disabilities and impacting public policy. I’m honored to have Daniel and Marcos on the show today to further spread this awareness. Show Notes: [1:59] - Dr. Wilson shares her experience with the Special Needs Network at the beginning of the Covid-19 pandemic. [2:57] - Daniel explains the beginning of the Special Needs Network and how it has grown since 2005. [4:22] - There has been an increased awareness regarding the inequities in education, particularly special education. [5:30] - The programs that Special Needs Network offer were crucial during Covid-19. Daniel describes the experience for many parents and families. [6:28] - During the pandemic, Special Needs Network was able to help fill the gap in services when services couldn’t continue in school. [7:29] - Daniel explains what ABA therapy is and the benefits of it for anyone but especially those with Autism. [9:01] - Marcos further explains ABA therapy for those with Autism. Some behaviors are due to an inability to effectively communicate. [10:03] - The delay in services for children with Autism can be up to 2 years in underserved communities. [11:22] - Daniel points out that in underserved communities, parent concerns are not taken as seriously. Parents tend to give up in their efforts to find support and early intervention. [12:17] - The lack of understanding and access to services has caused some children to not obtain therapy in some cases till they are teenagers. [13:43] - Dr. Wilson shares that she has known of families crossing state lines to seek services in other states. This is inequitable as services should be available everywhere. [14:22] - The United States is “late to the game” on services for Autism. [15:18] - Underserved communities also experience inequities in other services, even healthcare. [16:40] - Daniel describes how the Special Needs Network approaches this overwhelming work. [17:42] - What is “boots on the ground”?  [19:09] - Special Needs Network also attracts people with resources and supplies like backpacks and food during special events. They also partner with larger corporations to reach more families. [20:50] - All the different access points for Special Needs Network, they’ve created an infrastructure in their community, including pediatricians. [22:00] - Special Needs Network also partners with schools and is working on referral systems for school psychologists and another entry point for students. [24:07] - Parent support is also vital as having a child with special needs can be very isolating and have a negative stigma. [25:08] - Marcos emphasizes the importance of collaboration with families. [26:27] - When the team works together as a unit, that is when you see the child “take off.” [27:27] - Marcos tells families that he doesn’t want to be the best to work with their child, but wants to be able to access work for their child and connect them to the right programs. [28:43] - Parents connecting with each other creates word of mouth for Special Needs Network but also builds a community of support for families with similar challenges. [31:26] - Parent mentoring also helps with the negative stigma of having a child with special needs. It creates hope for parents who are discouraged. [32:31] - Society has two different models of looking at developmental disabilities. Daniel explains them both. [34:24] - There needs to be societal change in this area of acceptance. [37:29] - Dr. Wilson invited Daniel and Marcos to speak at a town hall coming up. [38:37] - Daniel describes a new facility opening in December of this year and what they will be able to offer in one building. About Our Guests and Special Needs Network: Daniel Mendoza is the Clinical Director for Special Needs Network’s Applied Behavior Analysis program, and Marcos Aguilar is a Board Certified Behavior Analyst and Assistant Clinical Director at Special Needs Network, Inc.  Both Daniel and Marcos are part of an interdisciplinary behavioral health team that includes behavioral analysts, clinical psychologists, social workers, and pediatricians, providing behavioral health treatment to children diagnosed with autism. Special Needs Network, Inc. is a community-based non-profit organization dedicated to addressing the needs of underserved families struggling with raising a child with developmental disabilities.  Their mission is to raise public awareness of developmental disabilities and to impact public policy, while providing education and resources to families, children and adults. SNN serves as a link between under-served communities and mainstream developmental disability organizations and governmental institutions, which often fail to address issues specific to these communities. SNN firmly believes that dignity, hope and opportunity are the birthright of all children. Founded in 2005, Special Needs Network, Inc. (SNN) grew out of the struggles of Areva D. Martin, Esq. after her son Marty was diagnosed with autism at the age of 2. After finding it incredibly difficult to access services for Marty, Ms. Martin became aware of the enormous challenges faced by families affected by developmental disabilities in underserved communities – in particular, the neighborhood of South Los Angeles. A Harvard-trained attorney, Ms. Martin used her entrepreneurial and legal skills, as well as her own experiences navigating the complex system of care, to create a parent-centered organization with a mission to help the communities in need through four resolutions:1. Reduce the waiting period for families to have their children diagnosed;2. Bring education, resources, and services directly to the community;3. Provide unique learning opportunities for children and young adults with developmental disabilities; and4. Forge an action-based coalition of families empowered to self-advocate at all levels of government. Connect with Daniel and Marcos:   Special Needs Network Home Page   Special Needs Network on Facebook Special Needs Network on Instagram   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

In today’s episode, we are continuing our conversation about Attention-Deficit/Hyperactivity Disorder (ADHD) with the incredible Dr. Russell Barkley. I am honored to have him on the Diverse Thinking Different Learning Podcast as an internationally recognized authority in ADHD and I know that this discussion will be a great resource for parents, families, educators, and clinicians working with the child with ADHD. Dr. Barkley is a clinical psychologist and a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. He is also an author of numerous books particularly on the subject of ADHD and today we discuss his most recent book The 12 Principles for Raising a Child with ADHD, which I highly recommend.  In addition to sharing his vast amount of knowledge, Dr. Barkley also shares how ADHD has affected his own family that has helped lead to his passion for understanding it and guiding others. He has been incredibly supportive of ChildNEXUS and was gracious enough to allow me to republish his ADHD fact sheets on our website. So listen on to learn the science behind ADHD and several of the key principles for raising a child with the disorder.    Show Notes: [2:16] - The fourth edition of Dr. Barkley’s best-selling book Taking Charge of ADHD: The Complete, Authoritative Guide for Parents became available in 2020. There is also a companion guide called The 12 Principles for Raising a Child with ADHD. [2:56] - Dr. Barkley explains that a superficial definition of ADHD is a neurodevelopmental disability in the emergence of two mental functions that we all possess: the capacity to pay attention and the ability to inhibit excessive action. [4:29] - If you “look under the hood,” ADHD is actually a disorder of self-regulation and the major executive functions [5:41] - When you look at ADHD beyond the superficial level, you can see how debilitating it can be. [6:22] - Dr. Barkley explains the inhibition dimension of ADHD and how it appears in children with ADHD. [7:37] - The hyperactivity we see not only affects movement, but also manifests as excessive talking and interrupting. [8:00] - Cognitive impulsivity is another symptom of ADHD. [9:06] - Another type of impulsivity that most people don’t talk about is motivational impulsivity. [10:04] - Those with ADHD don’t value delayed gratification and consequences which can lead to problems with some types of intervention. [10:29] - People with ADHD also show their emotions very quickly and more strongly and can’t recover from them as quickly as others. [12:00] - The emotional impulsivity in ADHD is different from mood disorders because the emotions are rational, just not controlled. [13:20] - Many times, these impulsivities are missed especially when manifested in preschoolers with ADHD.  [14:19] - Dr. Barkley describes how ADHD impacts a child’s executive functioning development from preschool onward.  [15:46] - Across development, ADHD is first and foremost a self-regulation problem. Relative to your age, one is not able to do what their peers can. [17:07] - What makes people with ADHD different from those without ADHD is not qualitative. [18:04] - What is normal age-appropriate behavior and what is cause for concern? ADHD begins where impairment begins. [19:11] - The dimensionality is something that can cause a lot of confusion and misconceptions. [21:20] - Raising a child with ADHD has been found through research to be as stressful and as challenging as raising a child with Autism Spectrum Disorder. [22:32] - In the 1970s when Dr. Barkley entered the field, it was believed that ADHD came from bad parenting. [24:14] - Dr. Barkley emphasizes the importance of finding strengths and aptitudes of a child with ADHD even if they are “outside the box.” [26:12] - There are a lot of pathways to success and it's not all about making money. It is about finding something that is meaningful to you and following it. Those with ADHD can do that in spite of their difficulties. [27:45] - The next step is to find opportunities in the community that help the child with ADHD with their aptitude. Develop the non-traditional aptitude and be in their corner all the time. [29:04] - Focusing solely on excellence in school will not lead to success for children with ADHD. [30:51] - Dr. Barkley discusses the importance of true acceptance and throwing your ideas of “good parenting” out the window. [31:55] - Focusing on what is developmentally critical over the trivial can improve your relationship with your child. [34:33] - Because of a strong relationship, when consequences become inevitable, you won’t be driving your child away. [36:23] - Dr. Barkley’s book comes highly recommended for parents with practical strategies for raising a child with ADHD. [37:21] - Why did Dr. Barkley write The 12 Principles of Raising a Child with ADHD? [39:07] - The book is a great next step for parents after a diagnosis.  [40:09] - Dr. Barkley shares the personal impact ADHD has had on him, including the death of his twin brother. [42:07] - Time blindness is something people with ADHD really suffer with and can be very demoralizing and devastating if not understood. About Our Guest: Russell A. Barkley, Ph.D. is an internationally recognized authority on Attention-Deficit/Hyperactivity disorder (ADHD) in children and adults who has dedicated his career to widely disseminating science-based information about ADHD.  He is currently a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. Dr. Barkley has published numerous books, rating scales, and clinical manuals and more than 300 scientific articles and book chapters on ADHD and related disorders. He has presented more than 800 invited lectures in more than 30 countries, and he has appeared on nationally televised programs including 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and other programs. Connect with Dr. Russell Barkley: RussellBarkley.org Links and Related Resources: What Causes ADHD? The Important Role of Executive Functioning and Self-Regulation in ADHD   Taking Charge of ADHD: The Complete Authoritative Guide for Parents by Dr. Russell Barkley 12 Principles for Raising a Child with ADHD by Dr. Russell Barkley Executive Functions: What They Are, How They Work, and Why They Evolved by Dr. Russell Barkley   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

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