Diverse Thinking Different Learning

If you enjoy art and music and you recognize the benefit of psychotherapy for children and adolescents, this episode is for you. We know that creative expression is beneficial, but what happens when we combine it with psychotherapy? Creative expression can be a preventative measure, but can be a part of mental health treatment as well. Remember that it all begins with awareness, and today’s guest is here to demonstrate how art and music continue to impact the lives of children and adolescents in her practice and give her goosebumps along the way.   Today’s guest is Dr. Brette Genzel-Derman, founder and CEO of Innovative Group Psychotherapy. She is passionate about empowering youth to heal through creative expression and in today’s episode she shares her personal and professional experiences that have influenced her career and how she approaches the work she does with kids.   Show Notes: [2:02] - Throughout the pandemic, Dr. Genzel-Derman has seen an increase of anxiety and sadness in youth. A lot of the work she does is in a group and she discovered how important that group piece was. [3:40] - A couple of positives that have come out of the pandemic is the use of technology. Some adolescents felt a lot more comfortable communicating in a chat box. [4:50] - Technology has allowed us all to be more resilient during this difficult time. [5:22] - Dr. Genzel-Derman does a lot of creative expression in psychotherapy group sessions and she explains the incredible resilience that came through. [6:50] - Brette’s background began in foster care social work and she takes a moment to share the four people who have had the biggest impact on her career path and passions. [8:01] - Dr. Bessel van der Kolk is a neuroscientist who has helped shape Dr. Genzel-Derman’s approach to helping the youth in her practice. She describes his research and why it was so impactful. [8:44] - It is crucial to integrate traditional talk therapy with other forms of therapy to target all parts of the brain. [9:31] - Another influence for Brette is  Brené Brown who is an author and well known speaker. In her work with kids, Brette found inspiration and guidance in the area of social connection in Brown’s work. [10:35] - Dr. Genzel-Derman explains how she lays the foundation for kids to recognize that other people have shame and anxiety and make the connections with others through group work in a safe space. [12:17] - It takes time to develop trust and relationships. Once trust is established, the real work can begin. [13:17] - Brette uses the interests of children and youth in her practice as their mental health treatment. [14:56] - Another influence for Brette comes as a surprise. She shares the meaningful story of being impacted by Dave Grohl of the Foo Fighters. [16:12] - Dr. Genzel-Derman describes the idea she had and how she was able to connect with Dave Grohl. He loved her idea so much that he became a mentor in the program that she developed. [17:25] - When Brette watched the children and teens working with a mentor, something shifted. When you put a mentor in the room who knows what they are doing, it is scaffolding the process. [18:10] - Through this song-writing mentorship, students were developing trust, relationships, enthusiasm, confidence, and empowerment through their creativity. [19:08] - A lot of the time, there is such a focus on the deficits of a child. Karen strongly believes that treatment needs to be strength-based. [20:05] - Dr. Genzel-Derman shares the story of an adolescent she was working with who was suicidal after experiencing trauma through the death of his mother. [21:24] - In the song-writing therapy that Brette worked on with this teen, he realized how much control he had and it gave her goosebumps. [22:38] - With his mentor, he wrote a rap song about his depression and performed it in front of his peers. This experience empowered him and gave him something to help manage his depression. [24:13] - Brette’s father was also a huge influence for her. She shares the story about how she decided to write a children’s book with him during the work she was doing on her dissertation on grief and loss.  [26:21] - Through his artwork and her writing, Brette and her father were communicating and were able to say goodbye to each other through the process she describes. [27:04] - Although she was in pain and experiencing grief, she had the direction and purpose to work on something meaningful together with her father. [28:29] - There is a lot of research on the benefits of combining art and therapy in prevention and treatment in mental health. [29:19] - Find something that fits you and your child. There are so many integrations that can be made in therapy. [30:34] - One of the things that Dr. Genzel-Derman loves to do in group sessions is drumming. She explains how in just 4 minutes, there’s a connection in the group. [32:00] - Dr. Genzel-Derman explains an activity she does called “Musical Scribble.” [33:26] - The work at IGP that Dr. Genzel-Derman does is very broad and she takes a moment to describe a lot of the types of children she sees. [34:31] - There are a lot of things that can open up when children are connecting and learning from each other. A group in IGP consists of a lot of different types of kids with different needs. About Our Guest: Dr. Brette Genzel-Derman is passionate about empowering youth to heal through creative expression. She is the Founder/CEO of Innovative Group Psychotherapy (IGP), a unique treatment approach that combines therapy, the arts and mentorship by professional musicians and artists. IGP’s Acoustic Youth therapy group was featured on NBC’s Today Show. Dr. Genzel-Derman has a successful private practice and is the Therapeutic Creative Arts Developer at a non-profit mental health agency, Child and Family Guidance Center. For more than two decades, Dr. Genzel-Derman has conducted psychological assessments and provided individual, family and group treatment. She has extensive experience working with complex trauma and uses a trauma-informed approach with her clients.    Connect with Dr. Brette Genzel-Derman: Phone: 310-739-7344 Innovative Group Psychotherapy (IGP) Home Page Dr. Genzel-Derman Home Page Dr. Brette Genzel-Derman on LinkedIn ChildNEXUS Provider Profile: Dr. Brette Genzel-Derman Links and Related Resources: Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience Episode 8: Mindfulness with Dr. Kathleen Carroll-Wray Mindfulness in the Treatment of Attention-Deficit/Hyperactivity Disorder Anxiety and Depression in Adolescents Bully Proofing Strategies for Teens with Autism Spectrum Disorder and Other Social Challenges   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

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

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

As the light at the end of the tunnel gets brighter and brighter regarding COVID-19, parents and students are facing another major transition period. While it may seem exciting to head back to campus, for many students it might not be. During this time of remote learning, students may have lost a passion for learning. Children and adolescents have been significantly impacted by the pandemic in different ways. Now faced with another adjustment, what can we do as parents, caretakers, and teachers to support their mental health? Here at the Diverse Thinking Different Learning Podcast, we aim to inform, educate, inspire, and increase understanding. Today’s guest does just that. I am thrilled to have Kalisha Beard on for this episode to discuss how to address a child’s lack of passion for learning. Kalisha works in private practice in Los Angeles and is passionate about supporting children and their families as they cope with mental health challenges, trauma, and life changes. COVID-19 certainly had an impact on her clients, and today she shares ways parents can help their children and teens through validation, observation, curiosity, and humility. It all starts with awareness and you’re in the right place to begin. Show Notes: [2:52] - Kalisha sees children who have been impacted significantly by the pandemic. In the beginning, we all thought this would be a short-lived experience. [3:31] - A lot of children and adolescents that Kalisha sees are showing symptoms of clinical depression and anxiety. She sees incredibly bright children who harbor great disdain for their learning environment. [4:46] - Discussing the need for alternate learning environments, Kalisha explains that many students do not thrive in a traditional school setting and that can lead to mental health struggles. [5:44] - Many parents don’t feel that they have a choice when it comes to school for their children, but there are alternative and affordable options.  [6:58] - Students may be eligible for grants and financial aid for alternative learning options. It all starts with awareness. [8:15] - One of the things we need to realize is that validation for the thoughts and feelings of children and adolescents goes a long way. We need to be empathetic. [9:27] - Regarding lack of passion, Kalisha says we need to assess the cause of it. There could be underlying issues and she gives examples. [10:26] - Kalisha lists several things to look at during this assessment period. She also talks about the stigma surrounding neuropsychological assessments and seeing a therapist. [11:13] - It is important to make it clear to students that there are different ways people learn. [12:19] - Communication between the parents and teachers is also very important. It is up to a teacher to engage learners, but faced with the struggles of COVID-19, it has been difficult for teachers as well. [13:48] - Dr. Wilson points out other reasons why parent-teacher communication and relationships are very important. [14:39] - Emphasizing the need for an assessment, Kalisha explains how symptoms of anxiety can mimic other things. [15:50] - Clinicians do not assess for the purpose of putting a label on a child. They assess to understand them and help in a targeted way. [17:14] - There has been an increase in student suicide that has caused some school districts to fully open earlier than initially planned. [18:15] - One of the biggest things we need to remember is that with any big change, there is an adjustment period. This will include transitioning back to school in person. [19:12] - Kalisha advises parents to check in consistently with their children and teens and validate their feelings. [20:37] - What about the students who did better during remote learning? Those children and adolescents may have heightened anxiety about returning to campus. [21:45] - In addition to the world dealing with COVID-19, in the United States there has also been political unrest and a social justice movement. All of these things contribute to stress and in some cases trauma. [23:46] - It is important to pay attention to the whole child. Kalisha describes what this means and how many of the children she sees are more aware of what’s going on than we may realize. [25:33] - Validation is the greatest tool for teachers, parents, therapists, and any adult who is in a place of responsibility with a child or teen. [26:52] - Kalisha and Karen discuss ways to support students who are feeling anxious about returning to their school’s campus. Be present as much as possible. [27:46] - Our minds take us to the future when we feel anxiety. Kalisha advises to be mindful of this. [28:54] - To help a child find their talents and passions, parents need to also be sure to give them different experiences and see what they gravitate towards and why. [29:39] - Kalisha explains that we need to also plan for happiness. This coping skill is underestimated. Sometimes you need to actually schedule time for happiness. [31:40] - By taking time to schedule happiness and breaks from work and stress, parents are modeling this coping strategy to their children. [33:14] - Give worrying the attention that it needs, but put a time limit on it. This is something adults can and should do for themselves. [34:12] - Kalisha describes how she talks with her clients about this. What is the best outcome and the worst? But more importantly, what is most likely to happen? [35:16] - Kalisha emphasizes the most helpful abilities of a parent to support their child: the ability to observe, the ability to be curious, and the ability to be humble.  [36:27] - Karen and Kalisha are both feeling optimistic.   About Our Guest: Kalisha Beard attended The University of California, Irvine and received her Bachelor of Arts in Psychology and Social Behavior. She then continued her education at The University of Southern California, where she received her Master’s of Social Work. Upon graduation, she gained employment with the Portals Division of Pacific Clinics. Here, she had the privilege of working with at-risk youth with multiple psychiatric hospitalizations, as well as with older adults with chronic mental health challenges. After three years of service, she gained employment with the Department of Mental Health, where she began providing psychotherapy in the Child and Adolescent Outpatient Program. Kalisha works in private practice in Los Angeles, California, and is passionate about supporting children and their families, as they cope with mental health challenges, trauma, and life changes.    Connect with Kalisha Beard: Phone: (562) 257-6199 Kalisha Beard, LCSW Home Page Kalisha Beard on Instagram Kalisha Beard on Facebook ChildNEXUS Provider Profile: Kalisha Beard Psychology Today Therapist Profile: Kalisha Beard Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Episode 2: Demystifying the Assessment Process Episode 17: How Micro-Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy What is a Comprehensive Evaluation and How Can it Help Support My Child’s Learning? Parenting During Stressful Times (AKA COVID-19 Pandemic) Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

If you have a child who thinks, learns, or experiences the world differently than others, this episode is for you. Parents of differently wired kids may be faced with a negative stigma, uncertainty, and will be making decisions from a place of fear, especially in regards to education. But today’s guest shares her experience and her vast amount of support for parents to change their mindset and make decisions from a place of possibility.   I am thrilled to welcome Debbie Reber as today’s guest on the Diverse Thinking Different Learning Podcast. Debbie was actually an inspiration of mine to begin this podcast journey and as a parent of a differently wired child herself, she comes to the podcast today with personal stories, many years of experience, and open arms to welcome other parents on the same journey. Debbie is a parenting activist, author, keynote speaker, and founder of TiLT Parenting. The resources and community she offers through TiLT Parenting are helping parents around the world connect and support each other in raising differently wired children.   We could talk for hours, but today’s episode with Debbie we focus on what it means to be “differently wired,” how Debbie grew from making decisions from fear to making decisions from love and possibility, and how parents can use their voices to make positive change in the education of their children.     Show Notes: [1:35] - Dr. Wilson shares how Debbie was her inspiration for starting this podcast. She really leans in to embracing the fact that your child may be differently wired. [3:26] - Debbie shares her beginnings in this field as a parent. She never intended to walk this path, but as her son received diagnoses, it made things more challenging. [5:01] - Sharing the challenge in finding the right environment for her son, Debbie explains that they bounced around to different schools and then homeschooled for 6 years. [5:29] - Through homeschooling for that length of time, Debbie learned so much about herself as a mom and was able to get her son out of a “perpetual fight or flight mode.” [6:00] - This experience was the catalyst for her to start her own podcast and help other parents in similar situations. [6:56] - Debbie admits that at the start of their homeschooling journey, she had plans to charge ahead with curriculum and charts and all kinds of things she had figured out. Her son had different ideas and this collaboration caused her to pivot for his needs. [7:58] - As she observed her son learning at home, Debbie made the realization of why traditional schooling had not been a success. She started to understand his strengths and struggles. [8:19] - Debbie had to then confront and challenge her own ideas of what learning looked like. [9:16] - Referencing a previous episode, Dr. Wilson connects Debbie’s experience to that of Maureen O’Shaughnessy. There needs to be a shift in how we educate children. [10:24] - Because of our current educational system in the United States, Debbie strongly believes that parents resist this kind of work and have a hard time shifting their thinking towards different learning environments for their children. [11:00] - Debbie shares a personal story about an experience with her son listening to a podcast. Through this anecdote, Debbie demonstrates that the traditional school model does not teach kids to be critical thinkers. [12:34] - Will the pause in traditional schooling due to the Covid-19 pandemic create a change in how we educate children? Karen and Debbie see it has a huge opportunity. [13:24] - Debbie’s concern about returning to a more “normal” school year in the fall is that it will be very easy for schools to slip back into the old ways of doing things instead of taking the opportunity to change. [14:50] - Parents are panicked at the moment concerning learning loss during the time of pandemic. Debbie’s hope is that parents will continue to speak up, use their voice, and advocate what will serve children the best. [15:57] - Learning loss is of course a concern, but Dr. Wilson believes that the social, emotional, and mental health support is more important during another big transition going back to school. [16:50] - The emotional and mental health of children needs to be prioritized above all else right now. When kids are stressed, no learning will take place. [17:18] - This emotional regulation during this transition may take longer for some kids over others and Dr. Wilson emphasizes the importance of patience. [18:49] - Debbie talks about her book Differently Wired: Raising an Exceptional Child in a Conventional World. All decisions come from a place of fear or love and Debbie explains what that means and the biggest motivator for making decisions particularly in parenting. [20:04] - There is no clear path for parents, especially when raising a differently wired kid. Debbie describes how she now makes decisions from a place of possibility. [21:07] - Debbie provides some reflection questions to ask yourself as a parent to find out more about choosing love and possibility. [21:36] - A lot of parents of differently wired children may have this feeling of shame that others are judging them, their children, and their parenting decisions. This can be paralyzing for some parents when decisions are coming from a place of fear. [22:23] - If we, as parents, have a negative idea of what a kid with a diagnosis looks like, we will not make decisions that are best for the child. Debbie explains that before her son’s diagnosis, she didn’t fully understand and had to learn to make sure her decisions were coming from a place of possibility. [23:27] - Debbie explains that we need to be able to talk about things openly because there’s nothing wrong with our children and we need to let the baggage go. [24:38] - The idea behind Debbie’s podcast and the community she has built is to help support parents. [25:14] - Debbie has also created The Differently Wired Club which is all about doing inner work as a community of parents. [26:39] - Debbie also has a Facebook group for parent support. This free community is a safe place to ask questions and connect with other parents. [28:21] - Dr. Wilson and Debbie talk about the IEP process and the changes that need to be made to the educational system. [30:10] - Debbie references a book that she recommends called The End of Average by Todd Rose and how there really isn’t any such thing as “average.” [31:23] - Karen highly recommends Debbie’s book and her TEDtalk. About Our Guest: Debbie Reber is a parenting activist, New York Times bestselling author, keynote speaker, and the founder of TiLT Parenting, a top podcast, community, and educational resource for parents raising differently wired children. Her newest book, Differently Wired: Raising an Exceptional Child in a Conventional World, came out in June 2018. After living abroad in the Netherlands for five years, Debbie, her husband, and 16-year-old son relocated to Brooklyn, NY in 2019. Connect with Debbie Reber: TiLT Parenting Home Page TiLT Parenting Podcast Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Differently Wired: Raising an Exceptional Child in a Conventional World by Debbie Reber Sample from Differently Wired Why The Future Will Be Differently Wired TEDtalk with Debbie Reber Podcast Episode 17: How Micro-Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy Creative and Crushed: Recognizing and Helping Children Who Think Differently   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

How much screen time is too much? That is a loaded question many parents are asking during this unprecedented pandemic and the answer isn’t exactly simple. In the past, many pediatricians have set guidelines and time limits on screen time; now those are thrown out the window as millions of students have been faced with distance learning and changes in how they socialize. There is no better time to have this discussion today with our guest, Dr. Allison Kawa.   Dr. Kawa is a clinical psychologist specializing in the evaluation of children, adolescents, and emerging adults. She is also the Clinical Director at the Los Angeles Center for Integrated Assessment and her holistic approach to assessment is crucial as she demonstrates in our interview today.   With a combination of research, statistics, science, and her own experience as a mom of two, Dr. Kawa gives us a lot to think about and tips on how to manage screen time for our children and teens. You will find that screen time is not bad. In fact, screen time can enhance our learning and help build community. But excessive screen time can change the way a developing brain is wired and can impact sleep, stress levels, mood, and productivity. So listen on to find what quality screen time looks like and what you can do as a parent to limit excessive screen time.   Show Notes: [2:21] - Dr. Kawa specializes in testing and she takes a broad-reaching approach in assessments. She describes the things she is interested in determining through testing. [3:51] - Taking a holistic view on testing and determining what is best for a child is so important. [4:30] - Screen time and social media actually change the architecture of the brain. This is something that is both fascinating and scary to Allison. [5:24] - The concern about screen time comes up often from parents working with Dr. Wilson and Dr. Kawa, especially during the pandemic. [6:23] - Dr. Kawa discusses the influence of her upbringing with music and describes how most parents from the same generation are watching a shift to online content. [7:57] - There are different types of screen time as well: passive, interactive media, constructive, communication, and reading. Dr. Kawa gives examples for each. [9:05] - There is also solitary consumption and consuming with other people. There are many different ways to use screens. [9:40] - There used to be a time limit guideline placed by pediatricians on how many hours or minutes were safe and appropriate for children. That is no longer the case. Now it is about the quality of the screen time and what is being consumed. [10:20] - There is an important distinction between playing games with friends online and watching someone else play the game on YouTube. Different parts of your brain are being activated. [10:47] - It is challenging for research to keep up with the advancements in technology. [11:50] - Dr. Kawa discusses the concern of eye strain as one of the pitfalls of screen time. She also gives a tip of something to do to help manage eye strain. [13:17] - Even if it is high quality screen time, screen breaks need to take place to avoid eye strain. [14:24] - There’s an easy setting to change on the computer to decrease eye strain that Dr. Kawa mentions that is much better than the blue light glasses. [15:33] - It is the job of a parent to teach their children how to use screens in a responsible manner. Dr. Kawa compares it to eating dessert. [16:29] - Dr. Kawa describes a study that was done regarding just simply having your cell phone near you. It actually changes the chemical balance in your brain and body. [18:02] - Children and adolescents are not going to be able to detect these chemical changes going on and give themselves a screen break. [19:13] - On the other hand, social belonging is a fundamental human need and is heightened during adolescence. Due to COVID, social media is the only outlet for a lot of people. We don’t want to take away screens, but we need to educate. [20:01] - Brain development is not complete in adolescents and it is difficult for them to differentiate between real and highly curated content. They tend to compare their insides to other peoples’ outsides. [21:04] - Parents need to be aware and in tune with how children and teens are responding to social media. [22:06] - It is important to be mindful that adults are going through this right now as well. Parents might feel the need for more socializing as well. [22:56] - Ask kids the right questions to help develop critical thinking skills. [23:19] - Dr. Kawa shares the statistic that 1 in 5 adolescents wakes up in the middle of the night and checks their social media. She recommends not using phones as an alarm and having the charging station for devices in another room of the home. [24:35] - Self-monitoring is an important life skill and parents need to help their children regulate. [25:46] - The brain gets revved up into hyperarousal when playing video games. You know cognitively that you are playing a game, but the physical responses are real. [27:05] - When it is time to turn the video games off, you have an adrenaline crash. Your blood flow to your frontal lobe decreases. This causes problems with attention, emotional regulation, and more. [28:10] - Recently, more parents are seeking evaluations for ADHD, but Dr. Wilson recommends to always look at sleep first. There is also a direct correlation between sleep and screen time. [28:57] - Another problem is that all these physiological effects of extensive video game play makes it difficult to sleep. Dr. Kawa describes what could happen and why some parents are reluctant to set limits. [30:50] - Reading online is turning many students into “skimmers” which affects comprehension. But many schools are providing texts on the screen the majority of the time. [31:34] - All of this comes back to the importance of having a holistic approach to assessment. [32:23] - There is a lot of research that will come out of this time period on the long term effects of digital learning at a young age. [32:41] - Brains are so flexible. They can change and be molded and rewired! Dr. Kawa relieves the pressure. Screen time isn’t bad, but notice the red flags and set limitations. It’s not too late to do that. [33:53] - Parents also need to model. Dr. Kawa tells a personal story on something she implemented in her home that has helped tremendously. [35:43] - During the pandemic, Dr. Wilson shares that balancing the time between on and off screen activities has driven her daughter to increase her reading. [36:31] - Dr. Kawa describes her 6-year-old’s drive to be a YouTuber and her son’s blogging. This is qualitatively different than just watching someone else create content. [38:07] - Time off screen is an opportunity to connect with your family. [40:09] - Access to screens is a privilege, not a right. We need to as parents to not be afraid if teens are abusing that privilege or can’t regulate it. [42:01] - Dr. Kawa highly recommends the site Common Sense Media for parents.   About Our Guest: Dr. Allison Kawa is a licensed clinical psychologist and the Clinical Director at the Los Angeles Center for Integrated Assessment (LACIA). Her approach to assessment is informed by decades of work with individuals with neurodevelopmental disorders, formal training in object-relations theory, and cutting-edge research in the field of interpersonal neurobiology. In more than a decade in private practice, she has honed her expertise in the diagnosis and treatment planning for individuals with learning and processing differences, attention disorders, autism spectrum disorders, and anxiety/mood disorders. Dr. Kawa’s areas of subspecialties include language-based learning disorders, pre-verbal trauma, medical trauma, adoption, and substance-related issues in emerging adults. Dr. Kawa is lucky enough to be the mother of two of the most incredible little people on the planet. Her children are sources of infinite joy as well as constant reminders that parenthood is an epic challenge, even for psychologists. Connect with Dr. Allison Kawa: Los Angeles Center for Integrated Assessment (LACIA) Home Page LACIA on Facebook Dr. Allison Kawa on LinkedIn Dr. Allison Kawa on Instagram ChildNEXUS Provider Profile - Dr. Allison Kawa Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Clarifying Gray Areas in Family Tech Use: Separating Red Herrings from Red Flags Family Tech Use Part 2: Resolving Common Dilemmas Screen Time During the Coronavirus Crisis Common Sense Media Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

With today’s guest, we initially had planned on talking about one thing and it went in a completely different direction. Has that ever happened to you? In this case, it is okay because the conversation I have with her is exactly the conversation you need to hear.   Today, I’m thrilled to have Dr. Karen Schiltz on the Diverse Thinking Different Learning Podcast. Dr. Schiltz is the author of Beyond the Label: A Guide to Unlocking a Child’s Educational Potential and a licensed clinical pediatric psychologist. In today’s discussion, Dr. Schiltz brings our attention to the need for routine, structure, and connection in building resilience in children and teens during stressful times. Through proper sleep, nutrition, exercise, and a parent’s active listening, the mental health of our children can be supported during their critical brain growth and development. Every parent can learn how to better support their child and you may be surprised that by modeling the structure our children need, you are also impacting your own mental health in a positive way.   Show Notes: [3:00] - During this time with the global pandemic, there are so many layers to mental health and higher risk of anxiety and depression. [3:42] - Key things to look at closely are a child’s sleep, nutrition, and exercise. [4:34] - Dr. Schiltz explains that teenagers are spending a lot more time on social media and the social craving they have. [5:25] - Kids have been so impacted by not having the opportunity to truly connect with their friends. The research shows that the virus isn’t as stressful for kids as their lack of in-person social interaction. [6:40] - Physical touch actually has a neurochemical reaction inside us that relieves stress. The lack of physical contact with others is directly connected to the increase in anxiety and depression in kids and teens. [7:41] - All of the changes in socializing, exercise, and sleep due to the virus has culminated into an unhealthy environment for such a long time. [8:18] - Children rely on consistency and feel the stress of the adults in their lives. Dr. Schiltz shares a story of a child she’s worked with as a pediatric neuropsychologist and something profound he said to her. [10:37] - During remote learning, children have become very stressed due to issues with internet connectivity. [11:37] - Research has indicated that children’s a primary worry, through a child’s eyes, is problems with the internet. [12:08] - Dr. Schiltz shares a story about an experience she herself had in September of 2020 with an injury and her daughter. [14:11] - Dr. Schiltz compares her injury and healing to the growth of a child’s brain during the pandemic. What is the level of impact of this global event? [15:13] - The brain can change in response to stress and growth stimulation. How is this pandemic affecting that in children? [16:27] - Dr. Wilson and Dr. Schiltz define and explain brain plasticity. There are many synonyms, but ultimately it means the brain’s growth and changes in brain wiring. [17:37] - In addition to trauma, abuse, living through adverse events, and cyberbullying can impact children as well. [18:10] - The pandemic has shown us that some kids and teens are resilient through this adverse life event. We need to ask ourselves how we can help our children be more resilient. [19:10] - As parents, we have to create healthy habits and order. The virus is unpredictable, but what we can do is have our homes be structured. Parents need to be models of this. [20:40] - Parents need to be more vigilant than ever before in practicing and modeling coping strategies as children pick up on their feelings. [22:01] - Routine needs to be established. This can be very hard for the parents who are working from home and those who have lost their job. Dr. Schiltz lists the ways this can be difficult but emphasizes the importance of it. [23:23] - We think we are listening to our kids, but we need to be more active in our listening. Be there in the moment with your child. [24:42] - If you are emotionally deregulated, you can’t access your thinking. [25:08] - In regards to sleep and exercise, parents need to model the behavior as well. [26:10] - Another layer of the pandemic in the winter was because of the earlier onset of darkness after the school day. [27:33] - Exercising with your children is an opportunity to connect when they may feel lonely and isolated. [28:15] - There is passive and active listening. We have to practice active listening and that can be very hard to do. Dr. Schiltz explains the importance of this. [29:38] - As a mom, Dr. Schiltz shares that it is the time that you don’t expect your child to want to talk about something that they will tell you their feelings. If you are not listening actively, you will miss it. [32:19] - We won’t be able to support our children if we don’t listen to how they feel. [32:25] - Dr. Schiltz also notes that children and teens see and hear the news and other various things on social media and we need to give them the skills for interpreting and understanding. [33:52] - It is important to take the time to notice how children and teens are understanding the information through social media and the internet. They have access to things that we did not when we were growing up. [35:07] - All that Dr. Schiltz has outlined supports brain health, which is connected to both physical and mental health. [36:27] - If you feel like something isn’t right with your child, seek out the help of a professional. About Our Guest: Karen L. Schiltz, Ph.D. is a California licensed clinical psychologist with a private group practice in clinical and forensic pediatric/young adult neuropsychology at Golden State Neuropsychology (GSN). She supports a team approach in the assessment and remediation of children who struggle with cognitive, learning, behavioral, emotional, and communication skills. Dr. Schiltz also holds a volunteer position as Clinical Professor at the Department of Psychiatry and Biobehavioral Sciences at the David Geffen School of Medicine at UCLA. She wrote the book, Beyond the Label: A Guide to Unlocking a Child’s Educational Potential (Oxford University Press), along with co-authors, Amy Schonfeld, Ph.D. and Tara Niendam, Ph.D., which encourages parents to ignore stigmatizing labels and focus on their child’s specific strengths and differences, first by reaching out for an assessment and intervention(s) if needed- the earlier, the better.   Connect with Dr. Karen Schiltz: Golden State Neuropsychology Phone: (818) 518-1057; (805) 379-4939 ChildNEXUS Provider Profile: Golden State Neuropsychology Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Parenting During Stressful Times (AKA COVID-19 Pandemic) ALPS Kids at Home (During a Pandemic): Keep the Learning Alive!   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

Today we get the opportunity to continue the conversation from last week’s episode on dyslexia. We’ve talked about what dyslexia is and the common myths surrounding the language-based disorder. But now, how can we help students who have been diagnosed? Because of our guest today on the Diverse Thinking · Different Learning, we can move forward in learning about ways to support these students.   Today’s guest is Forough Azimi. Forough is the Center Director for Lindamood-Bell Learning Processes at the Westwood office in Southern California and has been working for the organization for about 10 years. Starting out in what she thought would be a temporary position, Forough has found her passion in supporting students with dyslexia and their families through direct, differentiated, and intense instruction, all of which she describes in this episode.   It is important to note that physician and scientist, Dr. Sally Shaywitz, whose research studies have provided the framework and details for our understanding of dyslexia says that there is a need for a community that disseminates 21st-century knowledge to educators, policymakers, and the parents of dyslexic children. We want to be part of that community, which is why we are continuing the discussion about dyslexia and how to address the challenges that 20% of students face.   Show Notes: [2:22] - Starting off the conversation about dyslexia, Dr. Wilson reminds us of the previous episode’s discussion on the myths of dyslexia and what it truly is. [3:29] - Because dyslexia is a spectrum, Forough explains that no two students with dyslexia are the same. She gives examples of what some of the struggles may be. [4:34] - After receiving a diagnosis, Forough says that it is important to be able to pinpoint a student’s abilities and how dyslexia manifests for that student. [5:28] - Forough describes a scenario to demonstrate how a weakness in decoding can lead to difficulty in comprehension and how they feed on each other. [7:42] - Students who don’t self-correct while they read - it will impact their visualization of the text. This also impacts vocabulary for many students. [8:49] - Karen lists the components of reading to illustrate how complex reading really is. [9:11] - Forough explains how she shares information about dyslexia with parents to break down the complexity of reading and the student’s area of weakness. [10:08] - There is not a one-size-fits-all intervention for students with dyslexia. The struggle could be in a multitude of areas and vary per child. [11:39] - In regards to interventions, there are so many programs out there to help, but Dr. Wilson points out that you need to go with the program that has the most evidence. [12:32] - We have to do research to see if a specific program and a specific method of intervention actually makes changes.  [13:31] - At Lindamood-Bell, their research is centered around retention of skills and strategies and they look deeply at their intensive model of instruction. [14:11] - Forough describes the study of the neurological change that is made after a student’s intensive model of instruction with Lindamood-Bell programs. [16:07] - When Forough is able to provide that research to parents, it provides so much hope for improvement in reading. [17:17] - Using sight word reading as an example, Forough describes how she looks for underlying problems with the component skills in reading. [18:03] - Once she knows what is the most difficult for the student, she knows what to target with the programs at Lindamood-Bell. [18:33] - Forough describes a few of the programs used at Lindamood-Bell and what problem they address. [20:04] - Many parents who get a diagnosis for their child later in their schooling may feel like things are too late. But Karen and Forough clear up that it can get better. [21:00] - It doesn’t matter how old a student is, direct and differentiated instruction is impactful. [23:42] - Karen and Forough discuss writing and dysgraphia and how Lindamood-Bell supports students who have difficulty.  [25:31] - The intensity of instruction is key. Changes can’t be made in just one day a week. At Lindamood-Bell, they create a schedule for students and most are working with them 5 days a week for several hours. [26:46] - There is some sort of learning loss every summer. Because of this unusual school year with the COVID-19 pandemic, learning loss may be higher for some students. [27:22] - It is very motivating for students to have difficulty with something on Monday and notice the changes and progress by Friday because of intense instruction. [28:51] - Lindamood-Bell has the luxury of one-on-one instruction. Schools also work well with the program and collaborate well. [30:18] - There are so many barriers for parents getting their child access to evidence-based intervention. [31:35] - There are a lot of programs available and it can seem overwhelming.  [32:53] - Forough describes the results of targeted instruction and how amazing the progress is. [33:39] - More and more school districts are starting to pay for the Lindamood-Bell programs. [34:53] - It makes more sense to spend a summer doing intense instruction than to do a small amount each week over the span of years. [35:57] - The ultimate goal for Lindamood-Bell is to unlock a student’s love of reading. [37:01] - Forough shares a story of a student who is now graduating from college and the renewed sense of confidence she has. About Our Guest: Forough Azimi has a B.S. in Psychology from the Georgia Institute of Technology and has been working with Lindamood-Bell (LMB) for just under 10 years. She has worked in LMB Learning Centers in Georgia, New York, Singapore, and now Los Angeles. She has also worked with the LMB School Partnerships division to help implement programs in small groups and train teachers in how to use their programs in a classroom setting. She has been the Center Director of the Westwood Learning Center since March 2020. Connect with Forough Azimi: Lindamood-Bell Home Page Lindamood-Bell Learning Locations of Lindamood-Bell Learning Centers Lindamood-Bell Program Information ChildNEXUS Provider Profile: Lindamood-Bell Learning Processes Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Dyslexia What are Reading Disorders? Suspect Dyslexia? Act Early Overcoming Dyslexia Episode 4: Helping Your Child with Language-Based Learning Disabilities Episode 21: What You Know and Don’t Know About Dyslexia Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

I am thrilled to welcome today’s guest to help us break apart the myths of dyslexia. You’ve likely heard of dyslexia, but what is it really? As today’s guest points out, it’s more than we think it is and the work that she does to educate parents, teachers, and communities is very impactful.   Today’s guest is Dr. Lauren McClenney-Rosenstein. She is a passionate advocate for dyslexia awareness with a background in education within private and public schools. She earned her Doctor of Education in Teaching, Learning, Leadership, and Curriculum in 2019 and holds a dual masters in Special Education and Elementary Education. Her journey from classroom educator to founder of Think Dyslexia is amazing and her mission is to bring awareness, knowledge, and change to a systemic literacy issue within public schools.   It all starts with awareness and information. So listen to today’s episode to take the first step in understanding dyslexia, what it is, what it isn’t, and how we can start making important changes in addressing the needs of every student.     Show Notes: [2:21] - Dr. Lauren shares her background and how she came into working in the field of special education and specifically with those with dyslexia. [4:01] - Dr. Lauren’s experience in private and public schools gave her many experiences that she uses today in her career field. Her journey has given her a well-rounded background. [6:04] - A great place to start to get the full definition and details about dyslexia is the International Dyslexia Association. [6:23] - Defined by Dr. Lauren, dyslexia is a language-based learning difference. It is characterized by trouble with fluency in reading and writing and understanding the different components of language. [7:15] - Dyslexia is more complex than the common belief that it is just the reversal of letters, numbers, and words. [8:38] - There are a lot of myths surrounding dyslexia. Letter reversal is not always an indicator. Until a certain age, letter reversal is developmentally appropriate. [9:23] - The number one myth that Dr. Lauren has heard regarding dyslexia is the below average intelligence. [10:15] - Dyslexia has nothing to do with intelligence. Dr. Lauren explains that there is a systemic issue on the university level when training teachers on how to accommodate students with learning differences. [11:09] - Dr. Wilson shares that there are also a lot of non-verbal cues that children with dyslexia pick up on that may make them feel that they are not smart enough to learn. [11:57] - The big takeaway from learning about dyslexia is that it is language-based. [12:22] - Another myth is that dyslexia will go away. It is not an illness that can be cured, but rather the way the brain is wired. [13:31] - Although dyslexia isn’t something that can be cured, with the right intervention and starting the intervention early on, improvement can certainly be made. [13:58] - Karen points out that dyslexia looks very different for each child who has it. This causes a lot of students to be overlooked in assessing their need for intervention. [14:24] - Dr. Lauren compares the dyslexic “spectrum” to the spectrum of autism. Everyone is impacted very differently by this learning difference and many have comorbid disabilities. [15:37] - There are some early indicators that parents and teachers can look for in grades as early as Kindergarten, including knowing their alphabet and being able to rhyme. [17:39] - Dyslexia is more closely tied to hearing and receiving sounds rather than just letter and word reversal. [19:36] - Dr. Lauren describes that systemic issue of understanding dyslexia. She also discusses the impact of affordability and demographics. [20:58] - There is also a very real problem of race causing the mislabeling of students, specifically in boys. [21:53] - Teaching is an exhausting career, but as educators it is their responsibility to help find the root cause of the problem. Dr. Lauren explains that it is the systemic issue at the university level of not providing teachers the understanding surrounding behaviors. [22:54] - Dr. Wilson discusses the research surrounding race and the mislabeling of students of color. [24:46] - Dr. Lauren shares that she has had experiences with families while explaining dyslexia that the parents themselves didn’t realize that they likely have dyslexia as well. [26:02] - Understanding that dyslexic is genetic, Dr. Lauren is passionate in building relationships with the families of the students she works with. [27:05] - By the time a student reaches third grade, they are reading to learn rather than learning to read. However, some fluent readers still show signs of dyslexia as their comprehension is impacted. [29:37] - The first step in making change is having these conversations. Dr. Lauren is realizing that people want to know this information and want to be aware but don’t have the resources. [30:22] - Dr. Lauren is also passionate about networking with others to help provide resources to communities. [31:05] - It is a complex situation that is not an easy fix, but the literacy gap is huge. [32:09] - Spreading awareness and understanding is the first step in this change. Parents who children are struggling to read may blame the teacher for not teaching them rather than trying to find the root cause of the problem. [33:24] - Dr. Lauren is the founder of Think Dyslexia and explains how she came to developing this platform. [35:44] - The mission for Think Dyslexia is to bring this knowledge to school districts to train teachers and provide support for educators in the field. About Our Guest: Dr. Lauren McClenney-Rosenstein's passion for educating, advocating, and bringing awareness to dyslexia at the domestic and international levels began in the elementary classrooms of private schools serving students with language-based learning disabilities. She has been a certified Special Educator for a decade, and she earned her Doctor of Education in Teaching, Learning, Leadership, and Curriculum in 2019 from Northeastern University and holds a dual masters in Special Education and Elementary Education from Syracuse University and a Bachelor’s degree in Psychology from Syracuse University. Her dedication to providing the gold standard of instruction to individuals with dyslexia led her to obtain her endorsement at the Associate level through The Orton-Gillingham Academy in 2014. Eventually, she expanded her skill set in the public schools as a 7th and 8th grade math and English Language Arts (ELA) co-teacher before taking a position with a non-profit organization that advocates for inclusion in public schools for students with disabilities. Connect with Dr. Lauren McClenney-Rosenstein: Think Dyslexia Website Think Dyslexia Instagram Think Dyslexia Twitter Dr. Lauren on Facebook   Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Dyslexia Article What are Reading Disorders? Episode 4: Helping Your Child with Language-Based Learning Disabilities with Dr. Daniel Franklin   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

Today’s guest is a podcast first for us here at Diverse Thinking · Different Learning. Carol Karp is a pediatric clinical speech-language pathologist with a vast knowledge in how speech and language difficulties can affect a child’s life. Carol and I have known each other and have worked together for many years and she does absolutely incredible and important work. Carol’s work is strength-based and throughout this episode she shares stories, experiences, and most importantly, her emphasis on building a relationship to have a lasting impact on the children she works with. Show Notes: [1:59] - Carol and Karen have worked together for many years and they look back on the growth the children they have helped together have made. [2:56] - The model Carol uses is strength-based and she shares how she trained in the field of Speech and Language Pathology. [3:51] - A lot of times through testing for Speech and Language, Carol doesn’t immediately see a lot of strengths, but she works together with a team to find the other strengths the child has. [4:25] - Building a relationship with the child is crucial and helping the child rid themselves of shame. [5:37] - Carol emphasizes to students that it isn’t their fault if they aren’t learning something, but rather hers as a teacher. She explains to them that their job is to tell her when they don’t understand and she will work with them in as many ways as is needed. [6:36] - Carol shares an impactful story about working with a student whose parent experienced shame.  [8:10] - Through online learning, Carol initially thought she would struggle reaching students, but instead shares a story about a student who was a dancer. She used his strengths to build a relationship. [9:41] - Speech and Language Pathologists are language experts and that makes them stand out from other types of therapists. Carol describes the difference between speech and language. [11:09] - Oftentimes students are referred for speech issues, but Carol finds that they also have issues understanding and communicating language. [12:40] - Carol describes the things that are looked at through initial speech and language assessments. [13:04] - Carol points out the Speech and Language Pathologists are not the ones who diagnose auditory processing disorders. An audiologist is the one that makes that referral. [14:19] - Receptive language is one’s understanding of language. Carol describes how she looks at this step by step with a student and where to start. [16:14] - Expressive language is how children communicate using language. Are they having difficulty finding the words they need? Carol describes the different types of difficulties this can cause. [17:50] - Language issues, especially figurative language and multiple-meaning words can impact friendships and relationships with peers and teachers. [19:12] - This can also impact self-advocacy.  [20:17] - Carol shares the story about a parent who expressed that he never thought he would have a conversation with his child until he worked with her and was taught how to communicate. [22:21] - Carol explains how creativity in reaching students at their strength and modality has been the key in student success. [24:22] - Collaborating with educational therapists is something that Carol likes to do because creating a team working together for the child is significant. [26:09] - Carol lists some of the strategies she uses with students and how each child has different needs. [27:58] - There are a lot of programs that Speech and Language Pathologists use and while Carol will use bits and pieces of some programs together, she doesn’t use a specific program. She tailors her therapy for each child and their strengths and interests. [29:40] - When children are engaged and interested in the intervention, they are more willing to participate in the intervention. [30:18] - Carol explains that children who are consistently asked “why” and “how” rather than just “what,” “when,” and “where” are stronger in expressive language. [32:12] - Parents can help by asking questions that prompt students to be more detailed in their expression to further develop their language and higher level thinking skills. [34:14] - The most important thing parents can do is to be great listeners. Some parents tend to talk too much. [35:24] - Carol also shares that keeping a diary, even when the child doesn’t write yet (but can draw pictures), is a great idea to help children express themselves. [36:24] - By taking cues from the child rather than trying to change them and their strengths, you will learn so much about your child and how to help them. About Our Guest: Carol W. Karp, M.S., M.Ed., CCC-SLP, is a pediatric clinical speech-language pathologist. Carol holds two Master’s Degrees, one in Education and one in Communicative Disorders. She has two teaching credentials and was an elementary school teacher and training teacher for LAUSD. Upon completion of training in communicative disorders Carol was awarded a clinical fellowship at the Neuropsychiatric Institute Hospital (Semel Institute) at UCLA, where she received advanced training in diagnosis and intervention for children with speech and language difficulties. She is one of only a small number Speech and Language Pathologists with this unique dual background. Carol has a Certificate of Clinical Competence in Speech-Language Pathology from the American Speech Language Hearing Association (ASHA Number 01099141); as well as licensure as a Speech-Language Pathologist by the California Speech-Language Pathology and Audiology and Hearing Aid Dispenser Board for over twenty years (License Number Sp8297). She is the founder of Westside Speech and Language Pathology Associates, Inc. and has conducted a thriving private practice since 1991.   Connect with Carol Karp: CK Curriculum Coaches Website Phone: (310) 804-7805 ChildNEXUS Profile: Carol W. Karp M.S., M.Ed.   Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Top 5 Signs You Need a Speech and Language Pathologist Supporting Parents of Children with Language-Based Learning Difficulties Writing Disorders in Children: The Language Link SLP Search Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com