Diverse Thinking Different Learning

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

Are you concerned about whether your child has made meaningful progress over the last year in school? We all know that this last year has been a challenge for many, especially children. But what learning loss can be attributed to the pandemic and what needs to be looked at more closely? Today’s guest is an incredible special education attorney who is passionate about advocating for children and adults. You can hear the passion in her voice throughout this entire episode and she brings to light a lot of concerns as we begin the transition to heading back to the brick and mortar classroom environment.   Our guest, Heather Zakson, is a special education attorney.  She answers a plethora of questions in this episode, shares staggering statistics, explains legislation and federal funding, and encourages all parents to strongly advocate for their children.     Show Notes: [3:01] - The transition going back to school is a front and center concern for a lot of families. [3:58] - Heather shares her surprise at how well so many children did with the distance learning situation over the last year, particularly those with autism. [5:10] - Distance learning unlocked more tools and opportunities for many students. [6:18] - Some parents are really strong at organizing and supporting their children at home. [7:57] - Data is our stock and trade in special education. We need the information to compare data over time to see what’s working. [8:59] - A lot of work is done on screen and not kept in a paper format. Heather recommends always taking a screenshot of work to archive a child’s progress. [10:03] - Having formal assessments done after this time of distance learning is going to be a great indicator of progress made in that remote setting. [11:49] - Don’t think of assessments as something dictated only by schools. [12:46] - Just like a blood test that tells a doctor what kind of medication you need, a psychological assessment will give us information on what intervention and support is needed. [13:44] - When seeking a private assessment, you have the control on who to conduct the testing and who to share the information with. [14:33] - If you are unable to have a private assessment done, Heather explains how it works through the school system. You can ask for a second opinion. [17:20] - Although we have seen the good things that have come from distance learning, there are many students who have suffered with great educational loss. [18:25] - Heather advises that if you think there is something wrong, follow your gut. Talking to your child’s teacher is a great place to start. [19:40] - All public schools have the ability to assess. Heather also explains that you may need to push for an evaluation to avoid a “wait and see” approach. [21:38] - When a child is behind, moving forward without support will just make them fall farther behind. Early intervention is crucial. [23:10] - When you are out there advocating for your child, don’t take no for an answer.  [25:08] - There are some red flags that teachers may say to push parents away from an evaluation. [26:29] - Heather shares a story about a client who was recently diagnosed with autism spectrum disorder sitting alone on the playground. [27:53] - We know how to support children with social difficulties and with appropriate support, they can have a completely different educational experience. [29:45] - Heather and Karen are concerned that the pandemic and time during distance learning will be blamed rather than looking at real underlying learning struggles. [30:54] - Heather explains what recoupment means and how this affects the near future of special education. [32:46] - Children with learning disabilities are legally entitled to remediation. [34:22] - When there is a reading and/or language delay, there needs to be evidence-based targeted reading instruction. But to get that, there must be a screening. [35:40] - Heather discusses SB 237 that needs to be voted for. What will this do? [37:18] - Information doesn’t hurt anyone. It doesn’t put labels on anyone. [38:07] - Heather shares statistics for kids in California who are not meeting grade-level standards. [40:28] - Dyslexia screening should be a mandatory part of assessment early on for every student. [41:10] - What is SB 488 and how will it affect university programs for teachers? [42:53] - Heather shares her frustration and anger surrounding teacher standards being lowered to be more inclusive. She believes that this is an argument that doesn’t make sense. [44:50] - The Right to Read Project and Decoding Dyslexia are highly recommended to look into by both Heather and Karen. [46:27] - Every year is different when it comes to funding. Heather explains the push for federal funding for special education.  [48:19] - The real test of our educational system is how we support our students who struggle the most. [49:02] - Where the money comes from for intervention and support is not a parent’s problem. Every child is entitled to an appropriate education and remediation of learning disabilities when appropriate. About Our Guest: Heather Zakson represents children and adults in special education, Regional Center and discrimination cases and provides expert consultation on complex custody and guardianship matters. She is widely recognized for her creativity and tenacity on behalf of those whose rights have been violated and needs have gone unmet. She is a graduate of UCLA School of Law and Brandeis University, and has been practicing law for 18 Years.   Connect with Heather Zakson: Zakson Law Home Page Phone: (424) 369-9529 Heather Zakson on LinkedIn Heather Zakson, Attorney on Facebook Links and Related Resources: How to Initiate a Special Education Assessment Video: Special Education and Distance Learning Check In Podcast Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenney Rosenstein Podcast Episode 22: How Students with Dyslexia Can Develop the Skills Needed for Reading with Forough Azimi The Right to Read Project Decoding for Dyslexia SB 237 SB 488   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

Passionate and highly skilled, today’s guest brings to the podcast community a vast amount of information on supporting children who stutter. Her comprehensive approach is incredible and through this conversation, you will see that it should be the norm. I learned so much from her and am thrilled to share this interview with you. Trisha Thapar is a speech-language pathologist and owner of Adventures in Communication. She works with clients all over California through teletherapy and her passion is working with young children who stutter. Today you will hear how she not only works with kids to improve fluency, she educates parents and teachers, empowers the child and helps to instill a positive self-concept.  “The expectation should never be fluency. The expectation should be wanting and choosing to communicate,” Trisha explains. She demonstrates the support that can be available for those who stutter and through her passion, she is making a huge difference in the lives of her clients.   Show Notes: [2:46] - There is such a wide range of issues in Speech and Language Pathology. Trish has always been more drawn to sound production over language. She takes a moment to describe the difference. [3:44] - Trisha’s passion lies in helping children who stutter. This is a fluency disorder and falls under the umbrella of speech. [4:34] - Everyone has natural pauses in their speech, including saying things like “um,” “like,” or breaks in a sentence.  [5:07] - There are different types of stuttering and different causes to it. The range is wide and varies per child. [6:11] - As a lot of young children are developing speech and language, everything is developing at the same time. During growth spurts, many children experience stuttering. [6:57] - Red flags for concerns are if the stuttering continues after several months or if the child notices that they don’t speak right, physical tension in their face, and family history of stuttering. [8:09] - If there is a family history of stuttering into adulthood, the child is more likely to continue stuttering as adults as well. The earlier the intervention, the better they can manage it as they get older. [9:14] - There are a lot of areas within speech where we get the “wait and see” approach, but it’s very prominent with stuttering. Trisha is strong in her belief that early intervention is crucial. [10:34] - At the end of the day, an evaluation is a great idea even if it doesn’t result in a need for intervention. [11:39] - Children who stutter will experience it more frequently when they are trying to regulate emotions, trying to tell a story, or experiencing physical discomfort. [12:52] - There may be other times that children are stuttering that we don’t notice as easily. Trisha highly recommends an evaluation. [14:13] - Because other people can observe that a child has a stutter, it heavily impacts their self-concept. [15:10] - Part of the evaluation that Trisha does assesses “communication attitude” and self-concept. [16:44] - Children who stutter learning virtually have been able to more easily resort to communicating through text. [17:49] - Trisha describes the things that she works on with children as tools that they can choose to use. They have the freedom to decide what strategies to use and when. [19:01] - The mantra of every session is “stuttering is not a big deal.” Trisha always works on stuttering education for the child, parents, and even their peers. It is presented as a “fun fact” about them. [20:53] - Positive self-talk is something that Trisha also works on with her clients. [22:01] - Trisha’s approach is very comprehensive. [22:56] - The expectation should never be fluency. The expectation should be wanting and choosing to communicate. [24:18] - This comprehensive approach makes a tremendous difference, but it is not currently the normal scope of care across all practices. [25:52] - School Speech-Language Pathologists don’t always have the opportunity to specialize because they are working with a vast variety of communication issues. [27:44] - We will notice stuttering the most between the ages of 3 to 5 due to a language growth spurt. Children are acquiring so much vocabulary during these years and are starting to piece together much longer thoughts and sentences. [28:20] - The statistic is that 30% of children who stutter during that time do not grow out of it. Some receive intervention and some do not, and a lack of intervention can lead to the inability to manage stuttering. [29:39] - The question that Trisha receives all the time is if she can help a child to completely stop stuttering. She explains how she believes it is a life-long issue but can be managed. [31:00] - No matter how long Trisha works with a client, the tools are life-long strategies that can be used to give children into adulthood the confidence to communicate. [32:20] - Trisha shares the reason why she has become so passionate about the work that she does. [34:01] - Stuttering education is not an American problem. Growing up in India, Trisha knows firsthand that this is a worldwide issue. She participated in a study that helped grow her passion for her work. [36:00] - Camp Say is an experience for children to meet other children who stutter and adults who have learned to manage theirs. [37:30] - Trisha integrates family work into her work with clients and even includes community events to help children who stutter. About Our Guest: Trisha is a speech-language pathologist and owner of Adventures in Communication, a pediatric private practice based in Long Beach, CA. She received her Master’s from Chapman University and her Bachelor’s from CSU Long Beach. She has contributed to research and publications in the area of fluency, helps coordinate the award-winning Camp SAY LA through Stuttering Association for the Young, and is a member of CSHA‘s District 6 Advisory Committee. Though she has lived in California for most of her life, Trisha was born in India and spent most of her childhood in Singapore. She is proficient in written and spoken Hindi. In her free time, Trisha can be found chasing her precocious toddler or indulging in her husband’s latest cooking adventure.   About Adventures in Communication: Adventures in Communication is a pediatric private practice based in Long Beach, CA. Through teletherapy, we provide speech and language services to children of all ages throughout the state of California. Our areas of specialty include stuttering, speech sound disorders, and language disorders and delays. We believe in focusing on each individual child’s strengths and interests and using them to help the child realize their communication potential. Connect with Trisha Thapar, M.S., CCC-SLP: Phone: (562) 294-6706 Facebook  |  Instagram Adventures in Communication Website ChildNEXUS Provider Profile: Trisha Thapar Links and Related Resources: Episode 20: How Speech and Language Difficulties Affect a Child’s Life with Carol Karp Speech and Language Disorders in Children: More Than Meets the Mouth How to Talk Openly With Your Child About Stuttering Camp Say   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

After last week’s episode, I wanted to continue the conversation about changing the way we view traditional mental health. I knew the perfect guests to share in that conversation. Last week we discussed the benefits of art and music incorporated into psychotherapy and today we’re diving into how physical activity can play a vital role.   Today on the Diverse Thinking Different Learning Podcast, I have Drs. Shannon McHugh and Jesi Sasaki. They are both certified fitness trainers, certified nutrition specialists, and licensed psychologists. They are on a mission to educate children and parents on socio-emotional fitness through physical activity. They believe that approaching mental health through the lens of overall well-being will not only reduce the emotional or behavioral problems that are present in many children today but will prevent mental health issues in the long run.   I completely agree and I am thrilled to have them here to discuss the amazing work that they do.   Show Notes: [2:57] - By continuing the conversation about changing the way we view traditional mental health, our guests today make a connection with last week’s guest on art and music integration. [4:14] - Shannon describes how she met Jesi and the realization of their shared interest in the physical activity aspect of mental health. [5:24] - We need to give kids an understanding of mental health in a fun and exciting way before they move into therapy. [6:10] - A lot of the problems that Dr. Sasaki sees in the students she works with were things that she did not experience. The connection was team sports and physical activity which help develop life skills. [7:57] - Shannon and Jesi were recently speaking with a researcher regarding physical activity and the pandemic. They have had to get creative during sessions. [9:13] - Right before the pandemic hit, they developed a curriculum. Dr. McHugh describes the design of the course that is in addition to a physical education class. [10:21] - They had to pivot because they were not able to use the curriculum they designed due to the pandemic. They are seeing amazing things in the individuals they work with. [11:23] - One of the skills incorporated into the curriculum is mind and body awareness. Dr. Sasaki explains how they accomplished this in the curriculum and what it means. [13:32] - Another life skill that this type of curriculum can help develop is responsible decision-making. [14:12] - With individual therapy, Dr. McHugh and Dr. Sasaki didn’t feel like they were getting anywhere. But their current program is showing much more success. [16:03] - In a perfect world, all adults would know all of the important life skills necessary for mental and physical well-being. But not all adults are educated in this way. [17:02] - Teaching life skills in the moment through team activities has been fundamental for Drs. McHugh and Sasaki. [18:21] - Shannon expresses concern that many of these things are not taught in schools. She hopes to bring these programs to schools to use as part of their curriculum. [19:30] - There is so much research that supports the mind-body connection but it is still not properly taught in schools. [20:07] - Jesi explains that they work with a lot of retired NFL players who are very familiar with physical activity and exercise but they don’t have the emotional piece of it. [21:11] - Because they began as child psychologists, both Jesi and Shannon understand the need for movement to reach a child. Sitting and talking can only do so much. [21:40] - PCIT stands for Parent-Child Interaction Therapy and both doctors are passionate about this program because it teaches parents to become therapists for their kids through play. [23:57] - If a child is struggling with ADHD, they are going to struggle with emotional and sensory regulation. Occupational therapy is extremely helpful here but many parents don’t know this. [25:44] - Just moving in certain ways can sharpen your thinking. Cognitive flexibility can improve after just one physical activity. [26:48] - Preferred activity brings people so much joy and should be used to help children learn crucial life skills and coping skills. [28:01] - In response to more physical activity breaks, some people worry that students will not perform well, but research shows that the adverse effects are true. [28:59] - The timing of physical activity makes a difference in academic performance as well. [30:53] - Shannon advises families coming together to do their own version of physical activity together. This enhances relationship-building and encourages movement. [32:50] - There is going to be a transition period between the pandemic and moving towards normalcy. Be sure to be patient and manage the expectations of children.  [34:41] - Physical activity is also important to ward off other health issues, specifically obesity. [35:53] - When you set yourself up for being active and moving your body you are more likely to have a better immune system. About Our Guests: Dr. Shannon McHugh and Dr. Jesi Sasaki aim to change the way that people view traditional mental health by focusing on prevention, brain development, mind-body connection, and team sports concepts. Their mission is to provide education about socio-emotional fitness to people throughout one’s lifespan by incorporating creative, engaging, and effective learning strategies that make learning (and growing!) more fun! They specialize in providing psychotherapy treatment and mental wellness educational coaching for people of any age. Their passion involves combining concepts of physical activity and emotional health coping skills, so their focus has been working primarily with children and current/former athletes, though they believe that anyone can benefit from their unique approaches. Connect with Drs. Shannon McHugh and Jesi Sasaki: Email - learnandburnpsych@gmail.com ChildNEXUS Provider Profile: Learn and Burn Psychology Learn and Burn Kids Home Page Links and Related Resources: Episode 29: How Art and Music Can Improve Mood, Decrease Anxiety, and Empower Today’s Youth with Dr. Brette Genzel-Derman Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com