Diverse Thinking Different Learning

Now that we know what executive functioning is from last week’s episode, what can we do to help students struggling in this area? We know that this broad umbrella term encompasses so many different skills so it may seem difficult to know where to start. That’s why I’ve asked Hannah Ross to join us today on the Diverse Thinking Different Learning Podcast.   Hannah is a certified educational therapist based out of Santa Monica, California with over ten years of experience teaching in the classroom and one-on-one settings. Her classroom experience gives her a great insight into what students are expected to do at a young age and how these struggles impact them on a daily basis. Not only do we discuss executive functioning in more depth, but Hannah takes it a step further and provides us with some tangible things we can do to provide support to our children and students to help develop executive functioning skills.   Show Notes: [2:04] - Hannah graduated with a degree in Elementary Education and taught 3rd and 4th grade. She loved the community, but she started to notice how she couldn’t meet the needs of all of her students. [3:08] - She found herself wanting to spend more time one-on-one with struggling students but as a classroom teacher, it was near impossible. She then researched what else she could do and she shifted into being an educational therapist. [4:21] - Because Hannah has experience in the classroom, it continues to help her as an educational therapist because she understands how hard teachers are working and what is expected of teachers and students. [5:29] - The most successful cases are when the educational therapist and the teacher can communicate and collaborate. [6:20] - Executive functioning skills are the skills that all people need to use on a daily basis to get things done. These are skills everyone is using everyday, not just what kids are using in school. [7:40] - Using cooking a meal as an example, Hannah illustrates how we use executive functioning skills everyday. [8:34] - When we think about kids who are struggling with certain executive functioning skills, we need to also remember that there are skills we as adults are weaker in, too. [9:07] - Hannah describes what a student with executive functioning struggles looks like. What are the indicators that they are struggling? [10:41] - Weakness in executive functioning skills does not reflect intelligence. These skills are still developing. [11:18] - Although these skills start developing at age 3, they don’t fully develop until age 25. Some kids pick things up naturally where other students need to be taught explicitly. [13:37] - Hannah and Karen discuss the challenges of virtual learning. We’re not just expecting students to learn content, but we are also expecting them to be able to use their working memory skills to manage multiple online programs and portals. [15:02] - It is much harder to plan and prioritize when students are not turning in a tangible item as an assignment.  [16:14] - Students don’t have cues and check-ins that they normally have in the classroom environment which is causing a challenge for kids to manage their time and transitions. [17:53] - So much is expected of our students right now and most students really do want to do their very best and they may feel discouraged when they struggle with the amount to manage. [19:23] - Hannah recommends starting off by creating a routine and schedule that is consistent. She also mentions managing independent work time with a checklist. [21:11] - Another thing that Hannah will do with a student is to look at a full week’s schedule and plan everything out with colors to be easier to visualize. [23:04] - One of the most impacted executive functioning skills through virtual learning is extended focus. With students, Hannah will help figure out some tricks and strategies to help. [24:39] - Hannah also works with students on academic work and content by helping them break things down into manageable chunks. [27:01] - Self-reflection is very helpful, so asking students the questions about how these skills are impacting their daily lives is a great place to start. [28:19] - Students who struggle with executive functioning skills often appear to be lazy or unmotivated when in reality, they want to do well but don’t know how to use these skills. [30:38] - Creating a family calendar and an individual calendar for each child in your household is great to help students with these skills and model good planning and organizing skills. [31:31] - Helping your child create a calendar or daily checklist of their virtual learning school day to keep in their learning space is also something that Hannah recommends. [32:45] - Hannah also shares that there are many things you can do together as a family that utilize these skills such as cooking a meal or planning a fun day with a schedule. [34:20] - Use conversation to tie these fun activities to how using these skills in their school day helps them. [35:00] - Board games are also excellent for executive functioning skills and are really fun to do as a family. There’s a link to some recommended games in the Links and Resources. [36:47] - Modeling the steps to get something done is important for parents to do for their children. Talking through the steps is a good way for children to hear the process. [38:29] - Students may feel embarrassed by these deficits they’re experiencing but Karen illustrates how this needs to be more normalized so problem solving can take place. About Our Guest: After graduating from Pepperdine University with a Bachelor’s Degree in Elementary Education, as well as my California Teaching Credential, Hannah taught 3rd and 4th grade at an independent school in Pasadena for five years. She loved the excitement and community of working as a teacher, yet in the classroom environment she began to notice students who were not receiving the academic support they needed to be successful. Hannah observed students who lacked skills in specific academic areas, couldn’t focus on work in the classroom setting, or simply lacked confidence in their ability as learners. While she tried her best to meet the unique needs of each student, she realized that many of these students would benefit from more targeted, one-on-one instruction. This led her to further her own education in the field of Educational Therapy. In 2015, Hannah earned her Certificate of Educational Therapy from University of California Riverside and became an active member of the national Association of Educational Therapists (AET) and the International Dyslexia Association (IDA). In her practice, Hannah and her team work with a wide variety of learners, including students with Dyslexia, Dysgraphia, ADHD, Autism, executive functioning deficits, and more. At Hannah Ross Ed Therapy Group their ultimate goal is bringing back the love of learning to students as they seek to make content both engaging and accessible.   Connect with Hannah Ross: Hannah Ross Home Page Hannah Ross Ed Therapy on Instagram ChildNEXUS Profile: Hannah Ross Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram What is Executive Functioning? Get in the Driver’s Seat of Your Teen’s Executive Functioning Coping with Executive Functioning Deficits in the Context of Writing

What is executive functioning? Well,that is a big question because executive functioning refers to so much. It is a big term for a lot of little things that impact all aspects of learning. The hardest part about executive functioning is that these skills are expected out of children but are not explicitly taught in school.   In today’s episode on Diverse Thinking Different Learning, we’re starting to scratch the surface of what executive functioning is, what struggles with the different skills look like, how the brain develops executive functioning skills, and what we can do to help strengthen them. I have many examples in this episode and in future episodes, we will dig even deeper into this broad topic of executive functioning. Show Notes: [2:24] - Executive functioning is something Dr. Wilson speaks and writes about often. [2:57] - Karen starts with an example of a task a student might be given by a teacher. The task seems straightforward, but requires quite a lot. [4:26] - Executive functioning refers to the ability to apply specific abilities to problem solving and ultimately to achieving goals. It is a broad umbrella term. [4:51] - Those who struggle with executive functioning struggle with different aspects of it.  [5:01] - An example of an executive function is initiation. This means getting started. Many students struggle with this and need support. [5:45] - Another executive function is attentional control. This means the ability to concentrate and focus over an extended period of time. The perseverance can be a struggle. [6:11] - Inhibition is another executive function that Dr. Wilson describes. This means inhibit the other things going on around you, including thoughts, to focus and listen. [6:59] - Dr. Wilson describes the executive function of being able to shift focus from one thing to another. [8:01] - Another executive function that Dr. Wilson sees many students struggle with is planning. She details what this could look like. [8:58] - Organization refers to the ability to bring order to information and make sense of a lot of information. [9:44] - Planning and organization often go hand in hand. Dr. Wilson uses a writing example to illustrate this. [10:34] - Working memory refers to the capacity to hold information in your mind and manipulate it to complete a task. Doing math word problems in your head is an example of working memory. [12:25] - Another primary executive function is flexibility which refers to the ability to switch your attention between two concepts. [13:31] - An executive function that is often overlooked is self-regulation which is the ability to regulate your behavior, thoughts, and emotion and to appropriately modulate your mood.  [14:01] - Kids who struggle with self-regulation often have big feelings and reactions to seemingly small things. [15:14] - Self-awareness is a child’s awareness of their own behavior and how it impacts those around them. This is a higher level executive function. [17:12] - A child’s executive functioning can predict long term and short term success and all of these skills combined are necessary to complete many different tasks. [17:34] - Executive functioning is connected to the front cortex of the brain. Dr. Wilson shares that this is the last part of the brain to develop so overtime, all kids will get better at executive functioning skills. [18:05] - There are also social experiences that impact the development of executive functioning skills. This means that there are things we can do that help shape these skills. [20:04] - Many kids with ADHD have difficulties with executive functioning, but Dr. Wilson points out that distance learning has made us all aware that there are many other children who are struggling because of the several skills needed. [22:08] - One thing that can strengthen executive functioning skills is positive parenting. Karen describes what this looks like. [22:55] - We also know that sleep is critical for executive functioning. When individuals get adequate sleep, they have better attention and emotional regulation. [24:07] - Research also shows that participation in sports is good for the development of executive functioning skills. [25:00] - Martial arts is something else that Dr. Wilson describes as being something that boosts executive functioning. [26:02] - Cognitive behavioral therapy, educational therapy, and mindfulness are also helpful in addressing weaknesses in executive functioning. [28:45] - We can also develop strategies to compensate for weaknesses in executive functioning which Dr. Wilson will be talking about in a future episode. Links and Resources: ChildNEXUS Home Page More About Dr. Karen Wilson ChildNEXUS Instagram What is Executive Functioning? Video: Executive Functioning - Emotional, Behavioral, and Educational Implications The Intersection of Executive Function, ADHD, and Other Learning Differences Coping with Executive Functioning Deficits in the Context of Writing Be the Executive in Charge Over Your Child’s Executive Functions Get in the Driver’s Seat of Your Teen’s Executive Functioning

Educational therapy is oftentimes an unknown term for parents and families. This podcast episode may even be the first time you’ve heard it yourself. That is why I am so excited to have a passionate educational therapist as our guest today on the Diverse Thinking Different Learning Podcast.   Rachel Kapp is an educational therapist with an extensive background in the field of education. After working with so many types of students through tutoring in private practice, she became passionate about building relationships with and helping students who learn differently. She completed her coursework in Educational Therapy at the California State University, Northridge in 2015 and her Master’s degree in 2016. She is now a sought after educational therapist and co-host of the Learn Smarter Podcast.   Rachel’s mission is so clear in this episode and to say our missions align is an understatement. Listen to find out how she reignites the love of learning for students on their journey towards becoming independent and autonomous learners.   Show Notes: [1:39] - The first podcast that Karen was a guest for was Rachel’s podcast Learn Smarter and inspired her to start Diverse Thinking Different Learning. [3:22] - Educational therapy is not typically a term parents are familiar with. As an educational therapist, Rachel works one-on-one with students with different learning profiles to help provide skills and strategies that guide them towards becoming independent and autonomous learners. [4:53] - For many children, there has been a significant struggle over an extended period of time which may have led them to lose their love of learning. [5:21] - Children hear conversations in their home and at school that they aren’t performing well enough and get the message that they aren’t trying. [6:10] - The first step for Rachel as an educational therapist is to honor the journey they’ve been on. [8:05] - Rachel and a fellow educational therapist that co-hosts her podcast have come up with a framework called the ABC’s of Educational Therapy. The first phase is the assessment phase. [9:14] - During the first phase of gathering information, Rachel listens to the child’s explain their experiences and this is often the first time the student has shared this information in a space without judgment. [9:27] - The next stage is the building process. This is where skills and strategies are being built. Rachel also describes what this could look like in virtual learning. [10:57] - Eventually, Rachel is able to take a step back and let the child be independent. Most parents are scared of this because things are working smoothly, but the child is ready. [11:52] - Educational therapy looks different for each student. What works for one child might not be best for another. [13:13] - Educational therapists also serve in a way as a case manager. The parent coaching piece has become very important. [14:38] - Sometimes when we step back, the student falls. But Rachel says this is a necessary step in learning. [15:22] - Learning happens when it is active and productive. It happens when things are hard but not too hard.  [16:33] - An educational therapist is not interested in the content being learned. It's about teaching the students how to access the curriculum and giving them strategies on what to do when they don’t understand. [17:41] - Teachers have risen to the challenge with virtual learning. Ask for help if needed. [19:56] - Karen and Rachel discuss how writing is a huge challenge. Rachel breaks down how she approaches helping students with writing as an educational therapist. [21:43] - Is it an issue of not being able to think of content or is it an issue of not being able to write it down? [22:59] - Breaking down the writing process to be more achievable is key. The mechanics of writing should be the last step. [24:10] - A lot of schools and teachers are open to different approaches, so ask for clarification. [25:56] - With distance learning, parents are seeing problems that educational therapists have been seeing for a long time, particularly the difficulty of using online portals. [27:10] - Part of the building process for virtual learning is developing systems, routines, and calendars to organize their days. [28:16] - In this building process, the goal is to build a strong system of managing time, managing things, and creating rules. [30:02] - Therapists have a unique perspective because they can see the online portals of all schools and classrooms. Rachel describes what works best in her experience. [31:43] - Rachel shares that in all her years of working as an educational therapist, she has never met a parent that has said that their child does not experience anxiety about learning. [34:13] - Helping kids create their own rules is part of Rachel’s process as well. This is empowering.   About Our Guest: Rachel grew up in Los Angeles. She graduated from the University of California, Berkeley, where she earned a Bachelor of Arts with Honors in Sociology and minored in Jewish Studies. Rachel began tutoring students in high school, eventually choosing to pursue a career in education. For over six years, Rachel was a lead preschool teacher where she gained a firm foundation in explicit teaching. Rachel has been a tutor in private practice since 2004, working with students in a variety of subjects including all levels of math, reading, history and writing. After working with so many types of students over the years and realizing she was passionate about building relationships with and helping students who learn differently, Rachel decided to pursue Educational Therapy. She completed her coursework at the California State University, Northridge in December 2015 and Masters degree in December 2016. In her free time, Rachel loves spending time with her husband, Adam, and their dog, Fritzy, watching Cal Football, cooking for friends, and spinning. She is now a sought after Educational therapist and co-host of the Learn Smarter Podcast.   Connect with Rachell Kapp: Kapp Ed Therapy Web Site Learn Smarter Podcast ChildNEXUS Profile: Rachel Kapp Kapp Ed Therapy on Instagram Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram The Intersection of Executive Function, ADHD, and Other Learning Differences Learn Smarter Episode 29: Frequently Asked Questions Learn Smarter Episode 07: Educational Therapy vs. Tutoring Learn Smarter Episode 08: A Session in the Life Learn Smarter Episode 37: How Educational Therapy Words (Framework of ET)  

Now more than ever, many parents and families are seeking support. Maybe your child is struggling with distance learning. Maybe your child is having difficulty with self-regulation. Or, maybe things are just hard and you don’t know why. Sound about right? This is such a challenging time and that is why I am so excited to bring today’s guest to the Diverse Thinking · Different Learning Podcast. Today my guest is Leah Hiller, a pediatric occupational therapist, an educational consultant, and a former Jewish day school teacher. She not only breaks down what occupational therapy is, how it works, and how it can benefit a child, but she gives us a toolkit of amazing opportunities to help our children thrive. Some of her recommendations I plan to try with my own children!  So listen on to find out more about occupational therapy, what occupational therapists do, and some sensory strategies that help kids self-regulate.   Show Notes: [2:18] - Leah defines occupations as things that we do everyday. As an occupational therapist, her job is to help kids thrive in their daily occupations. This could be a variety of things that differ per child. [3:15] - Now more than ever, Leah says that the struggle she is seeing the most is self-regulation. This is not a surprise as we are in a challenging time with the COVID-19 pandemic. [4:16] - Now that parents are working more closely with their children with homeschooling and distance learning, the problems that may have been hinted at by a teacher in the past are more noticeable and parents are seeking support. [4:59] - Leah also works with children that are labeled with autism, motor delays, and ADHD. [5:54] - Occupational therapists look at things a little differently as they are looking at function.  [6:49] - Because so many aspects of our lives have changed with the pandemic, struggles may show up. Children may have been functioning well in their normal routine but may have difficulty in some areas now. [8:14] - Although the pandemic is awful, this could be used as an opportunity for parents and children to identify these difficulties and find a toolkit to help address them. [9:31] - Leah shares Proprioceptive “Zoom” Breaks which can help get kids in the “just right” zone. She explains the science behind them and gives examples. [11:33] - Another important thing we need to make sure we’re explicit about with children is why the Zoom breaks are important.  [12:29] - By having a conversation with your child about taking these breaks to do something active with our bodies is great modeling and validating for them. [14:41] - The strategies Leah shares are great recommendations for educators who are navigating through distance and virtual learning as well. [15:38] - Leah shares a story about how this time is a great opportunity to troubleshoot. One size fits all does not apply here. [17:11] - Flexibility is key. The learning environment for each child will be different because each child has different needs. [18:50] - The flexibility also gives your child the opportunity to self-regulate. With collaboration, kids will discover what works best for them and what doesn’t work. [20:41] - Leah and Karen discuss The Executive C.H.E.F.S. program, and Leah defines what executive functioning is. [22:39] - Leah started bringing her kids into the process of making dinner and realized all of the tasks to cook used fine motor skills. [23:43] - In addition to fine motor skills, Leah noticed an increase in different vocabulary and the willingness to try new things. [24:49] - After trying OT through Zoom, Leah shifted to cooking with her families online and it was so much more effective.  [25:50] - Because it didn’t address social skills, Leah created The Executive C.H.E.F.S. program as a group of kids that cooked together in a virtual setting to discuss what they were doing and eating. [28:56] - The program helped parents as well by giving a slight relief in their dinner routine. [29:48] - In addition to the C.H.E.F.S. program, Leah ran a parent workshop for executive functioning, which helped parents take a step back. [31:28] - Making mistakes is part of the learning process and we need to normalize that to give our children the opportunity to thrive. [32:01] - Leah and Karen discuss the “just right” challenge which is applicable in all areas of life. [34:34] - Leah feels that she feels like she makes an impact and is the most successful when she can take a step back and the kids can function on their own and when kids can teach each other.   About Our Guest: Leah Hiller provides teachers and parents with the strategies, support, and evidence-based resources to help children thrive at home, school, and play. In addition to providing individualized OT services in her private practice, Leah offers workshops for parents and educators, and she teaches graduate courses in special education. Leah lives in Los Angeles with her family, and her OT therapy studio is located in a natural setting - her backyard.   Connect with Leah Hiller: Hiller Therapy Home Page Phone: (323) 641-3662 Email: leah@hillertherapy.com ChildNEXUS Profile: Leah Hiller Hiller Therapy on Instagram Hiller Therapy on Facebook Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram Executive C.H.E.F.S. Program Handwriting Heroes Program Proprioceptive Brain Breaks for Zoom ChildNEXUS Live Back to School Town Hall

With all that is going on, compassion and empathy are crucial to managing the stress and anxiety we continue to struggle with. That’s why I am thrilled to have Dr. Kathleen Carroll-Wray as our guest today to talk about mindfulness and how powerful it can be. Dr. Kathleen Carroll-Wray is a licensed clinical psychologist and registered yoga instructor. She specializes in psychological assessment and mind-body psychotherapy for children, adolescents and adults. Today, she talks about mindfulness and how it can help individuals and families who experience anxiety or have trouble with focus, emotional regulation, or impulse control. She gives us tools on how we, as parents, can model mindfulness for our children and how breathing helps regulate the nervous system. Thank you for joining me for this episode of the Diverse Thinking Different Learning podcast. It is my hope that these simple mindfulness techniques that Dr. Carroll-Wray shares with us help ease a bit of the worry and anxiety and provide a way to give you self-compassion.   Show Notes: [2:08] - There’s a lot of anxiety that Dr. Wilson and Dr. Carroll-Wray come across during assessment and within their practices. [3:01] - There are obvious stressors but there are also worries that are harder to pinpoint. [3:33] - Anticipatory anxiety is when you worry about something specific that you know is coming up, sometimes even in your day-day-day schedule.  [4:10] - Kids pick up on parent anxiety. There’s so much anxiety going on right now in everyone and Kathleen says this is an opportunity for increased compassion. [5:41] - Dr. Carroll-Wray’s practice promotes overall well-being rather than specific issues. [6:41] - Mindfulness is bringing attention to the present moment and focusing on how you feel without judgment. [7:37] - The starting point is to begin noticing behaviors. Then, recognize how you feel about those behaviors. [8:41] - When engaging in mindfulness, make sure you don’t rush to what you need to do about something. You’re not acting on it, you’re just noticing. [9:39] - Dr. Carroll-Wray explains how there is no clear answer on how long a parent practices mindfulness and that she models how it works in sessions with families. She provides a chart for those who need structure. [12:05] - Creating a space is an important piece of mindfulness. Noticing your physical space and how you feel within it is helpful to ground yourself.  [13:47] - This physical space can vary per person. Dr. Wilson lists a few examples of where people might feel at ease the most in order to practice intentional mindfulness. [15:32] - Dr. Carroll-Wray tends to work with parent modeling first to help families and children who experience anxiety. She says that adding in other sensory components helps families with emotional regulation. [18:04] - Modeling mindfulness for children helps build parent-child connection and relationships. [19:03] - Realizing how you feel and communicating it with facial expressions is one piece of the puzzle. Now there’s an opportunity for empathy! [20:16] - Breathing is a huge part of emotional regulation. Practice taking deep breaths before giving this technique to your child. [21:10] - Dr. Carroll-Wray describes what deep breathing should feel and look like. She also gives examples on how to teach your child how to participate. [22:49] - Mindfulness is an incredibly effective skill. Over time, children will be able to self-advocate and use breath work to regulate the nervous system. [24:27] - Deep breathing with a parent is a great way to intervene and over time, children will start to do this on their own. [25:54] - You begin with noticing how you feel and how you are escalating. [26:40] - Mindfulness techniques are immediate and accessible. [27:14] - It can be scary to tune into your body because we spend so much time in our minds. It is normal to feel this way and as with any other skill, you need to practice it. [28:13] - Kathleen is also a yoga instructor in addition to being a psychologist. She shares a story about a child she has worked with and shares how she combines the two areas of her work. [29:19] - Kathleen is a huge believer in empathy through movement. [30:19] - Empathy is a gift to those who struggle because they often feel like they are not understood. [32:14] - Mindfulness might not be enough for each individual. It is one skill but there are many other components that go into supporting a child’s wellness. [34:20] - For parents who are struggling and are feeling overwhelmed, Kathleen says the only thing you should add to your plate right now is self-compassion.  [35:07] - Be mindful of your energy levels during different times of your day or different activities. What times of day or activities more draining than others? [37:17] - There’s a lot we don’t have control over, so give yourself the gift of breath.   About Our Guest: Kathleen Carroll-Wray, PsyD is a licensed clinical psychologist and registered yoga teacher offering integrative psychotherapy and psychological testing for children, adolescents and young adults. Many of her clients struggle with attention, social skills, flexibility, emotional regulation and family conflict. While working primarily with individual children, Kathleen often includes parents and care-providers into treatment, offering relaxation techniques for all participants in the child’s life.   Connect with Dr. Kathleen Carroll-Wray: Dr. Kathleen Carroll-Wray’s Website Phone: (323) 306-0736 ChildNEXUS Profile: Dr. Kathleen Carroll-Wray Dr. Carroll-Wray Psych on Instagram Carroll-Wray Psychological Services on Facebook Holisticology Podcast   Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram Holisticology Podcast Episode: Beyond Mindfulness Holisticology Podcast Episode: Deep Dive into Deep Breathing Mindfulness in the Treatment of Attention-Deficit/Hyperactivity Disorder  

Oftentimes when a child is struggling, we seek help for them. It feels like the right thing to do and it is. But, the help isn’t only for the child; it is for the whole family. My guest today is Dr. LaFaune Gordon and she shares with us the importance of empowering families to help our children. Dr. LaFaune Gordon is a seasoned licensed clinical psychologist with an expertise in pediatric and child clinical psychology and working with high risk and traumatized infants, toddlers, and preschool age children and their extended families. We discuss a lot of important topics today including the mental health of infants and toddlers, grief and trauma in young children, and how play is effectively used to develop a strong relationship. The work Dr Gordon does is so important and her approach to helping families is inspiring. I am thrilled to have her here today to demonstrate the importance of the caregiver-child relationship.   Show Notes: [2:11] - Dr. Gordon explains why she decided on the work that she does. Originally she wanted to be a pediatrician but when she took a psychology class, she found her niche. [3:40] - Mental health doesn’t start when a child goes to school. Dr. Gordon was very intentional when looking for training and clinical experience in the area of infant and toddler mental health. [5:01] - LaFaune was a consultant with a child development program for 10 years. She had the opportunity there to work on mental health with small children and was able to provide training to the teachers. [7:34] - Working with families and teachers is important to Dr. Gordon as she states that we are all a team for our children. [8:17] - Infants and toddlers can’t tell you that they're struggling, but they can show you with certain behaviors. [10:10] - Karen and LaFaune discuss the approach of working with the family rather than just the child.  [11:03] - Families are the change agents. The clinicians are facilitators who support and encourage the team of family members and teachers. [12:36] - The pandemic has spotlighted a lot of problems in how we approach mental health and education. It has given us a unique opportunity to connect with children and families. [14:01] - Because some sessions with Dr. Gordon are now virtual, they have given her a better peek into the home lives of the children she works with. Children are in their comfort zone and parents can more easily show the behaviors their children are exhibiting. [16:58] - LaFaune discusses how one of the struggles families are facing is using technology to learn. Creating a support system in that area is a good idea. [18:21] - Dr. Gordon has seen an increase in referrals for children experiencing grief and trauma. On top of learning difficulties, they are trying to deal with loss. [20:48] - The work in dealing with grief, trauma, and loss begins with helping the parents address them before learning can be an expectation. [22:09] - We can’t just treat the child that is dealing with trauma. We have to give the families and teachers the tools to support them. [24:44] - Dr. Gordon starts with play therapy with parents and the child together. Because it is recorded, it gives the parents a different perspective and puts them in their child’s shoes. [26:04] - When we follow the child’s lead, a lot of times we discover that we are participating in parallel play instead of actually interacting with them. [28:24] - Having the opportunity to talk to the parent, not to tell them what to do, but to demonstrate how parents are interacting with their child. [31:15] - When kids are struggling, we often look to others to help them, but we will have better outcomes when we work together with families.   About Our Guest: La Faune Gordon is the executive director of Children and Families, Inc., a non-profit 501(c)(3) organization.  Dr. Gordon is endorsed by the State of California as an Infant-Family and Early Childhood Mental Health Specialist, is certified as an Infant Massage Instructor by the World Institute for Nurturing Communication (WINC) without Borders, is a certified Effective Black Parenting Instructor, and an advanced level provider of Developmental Individual Relationship (DIR) Floortime developed by Dr. Stanley Greenspan. She has formalized training (derived from accredited predoctoral and postdoctoral fellowships) in assessing the development and mental health of children, ages birth to 5, as well as providing clinical services to this population. Furthermore, Dr. Gordon has conducted numerous professional trainings to parents, teaching staff, other primary caregivers (e.g., relative caregivers, legal guardians, & foster parents), and clinicians regarding the mental health and wellbeing of children at risk or have endured various traumatic experiences. In her professional career, Dr. Gordon has worked clinically with children and families involved with the Child Welfare system for over 20 years in the capacity of a clinician, clinical supervisor, and program head as a previous employee of Los Angeles County Department of Health Services (HUB Clinic at King-Drew Medical Center) and Department of Mental Health (Interagency Consultation and Assessment Team and Enhanced Specialized Foster Care Program in formal collaboration with Los Angeles County Department of Children and Family Services and driven by the Katie A. lawsuit). Dr. Gordon represents Children’s and Families, Inc. and utilizes her expertise in providing consultation, training, and direct clinical services to these agencies.   Connect with Dr. LaFaune Gordon: Phone: 424-254-8128 Email: lgordon@childrenandfamiliesinc.com Children and Families Inc. Home Page ChildNEXUS Profile: Dr. LaFaune Gordon, Ph.D., MS Children and Families Inc. on Facebook Links and Resources: Trauma-Informed Care for Children and Adolescents Beyond Credentials: Three “Extras” to Look for in Your Child’s Therapist Anxiety and the Family Parenting Youth in a World of Rising Suicide Rates

This pandemic has impacted us all in more ways than one. Our stress and anxiety levels are much different than they were at the start of the year and that means our children are feeling it, too. Is it normal for people to be feeling the way they do in the midst of a pandemic and when should people seek help? I am so thrilled to have Dr. Stephanie Mihalas on today’s episode to discuss this very topic. Dr. Mihalas is a Licensed Psychologist and a Nationally Certified School Psychologist. She is Board Certified by the American Board of Professional Psychology, in the sub-specialty of School Psychology. She has a private practice in Los Angeles where she works on self-esteem, self-advocacy, and general well being and happiness in children and families. Our conversation today is so meaningful and relevant to the challenges we are all facing. By listening, you’ll learn the difference between individual and collective grief, how to address grief associated with the pandemic, the difference between anxiety and trauma, and strategies for managing stress and anxiety.   Show Notes: [2:28] - Dr. Wilson and Dr. Mihalas discuss the grief people are experiencing after losing our normal way of living. [3:22] - We are in a state of individual grief and a state of collective grief. Our feelings of anxiety and grief are a completely normal response. [4:23] - This grief and anxiety isn’t a clinical issue unless it gets to the point where you can’t function anymore. That would be when you need to reach out for support. [5:27] - We may be fine and then we turn on our social media or the news and we are hit with information that can make our emotions fluctuate moment to moment. [6:03] - Dr. Mihalas says the most important thing we need to do during this time is to acknowledge that our feelings of grief are normal and that we utilize our support systems. [7:06] - Over 70% of parents are stating that they feel stress and anxiety in regards to distance learning. It is tough to parent when you are feeling this way. [7:42] - This is the first time many parents are seeing their own children learn and when they see their inattentiveness or struggle, they wonder if there is a learning disability. [8:52] - Parents are creating more stress for themselves and their child during distance learning. Stephanie’s recommendation is to take a step back and talk to your child about their learning and what support they feel they need from you. [9:47] - Dr. Mihalas also says that parents need to make sure they have dedicated self-care time every single day to avoid burnout and to decompress. [11:22] - As parents, we want to be there for our children but being physically present during remote learning may be causing stress and anxiety for them. Taking breaks and communication are both important. [12:56] - There is debate right now about whether we are experiencing a traumatic event or not. Dr. Mihalas says that it depends on the makeup of the family. [14:37] - Some people can also experience anxiety and a PTSD response to the challenges we are facing. [15:31] - When there is uncertainty, it contributes to the feelings of anxiety. [16:43] - The critical factor that compounds this situation is collective family anxiety. Parents want to reassure their children but they are anxious and scared themselves. [18:40] - Stephanie discusses how children can experience a PTSD response during these times. [19:19] - Dr. Mihalas is encouraging parents to be vigilant with monitoring their child’s mental health. [21:21] - Anxiety, stress, and PTSD interfere with the learning process. When you seek help for mental health, you are also helping with learning. [22:40] - Children may show their anxiety in different ways. Dr. Mihalas lists several examples of this and emphasizes the importance of taking note of issues that impede learning. [24:08] - There has been focus and concern around learning losses, but Dr. Wilson points out that learning takes place in a social context and losing the opportunity to interact with their peers is something that some children are grieving. [26:01] - Dr. Mihalas lists a lot of ways to think outside the box on how we can have connections with others.  [27:31] - Dr. Wilson comments on how these creative ways to connect are also great activities for helping manage our own stress and anxiety. [28:29] - Home used to be the place to connect and unwind, but now it is also used for school and work. Stephanie suggests having some symbolism to separate spaces or times to switch gears. About Our Guest: Dr. Stephanie Mihalas has a private practice in Los Angeles – The Center for Well Being – where she works on enhancing self-esteem, self-advocacy, and general well being and happiness in children and families. In her practice, she utilizes a number of techniques including CBT, play therapy, psychodynamic psychotherapy, art interventions, trauma-informed care, and mindfulness techniques. Connect with Dr. Stephanie Mihalas: Ask Dr. Stephanie ChildNEXUS Profile: Dr. Stephanie Mihalas The Center for Well Being Instagram Dr. Stephanie on Twitter   Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram ChildNEXUS Live with Dr. Stephanie Mihalas: Family Anxiety and Resilience during a Pandemic Parenting During Stressful Times (AKA Covid-19 Pandemic) Anxiety and the Family - How Mindfulness-Based, Mind-Body Techniques Can Help Anxiety and Depression in Adolescents How Home Clutter Impacts Your Family’s Emotional Health

As with many other facets of our lives, COVID-19 has had a drastic impact on education. What we have found out about our education system may be surprising to you, but it has not been a surprise to our guest today, Dr. Bibi Pirayesh. Dr. Bibi Pirayesh is a Learning Specialist and an Educational Therapist who has been in private practice for over a decade. While the emphasis of Dr. Pirayesh’s work is on remediating learning disabilities in a one-on-one setting, she is also a sought after speaker and community advocate for children and families around learning rights. Today, we discuss how educational therapists help students develop the skills they need in order to be successful. You will also learn what can be done now to make a difference in the life of a child who is struggling in school. How can we address learning loss in a child who is remote learning during these challenging times? Listen on to hear Dr. Pirayesh’s riveting statements on how learning differences and disorders can be viewed as a social justice issue.   Show Notes: [1:56] - Dr. Wilson assesses kids to find out the underlying cause of learning difficulties and then refers them to professionals like Dr. Pirayesh. [2:16] - Dr. Pirayesh began her career in education by accident and shares her story on how she started on this path with observing children and families as a researcher. [3:46] - After beginning to work with children and families, Dr. Pirayesh felt so much fulfillment and it “awakened the teacher” in her. [4:50] - Bibi started with a Science degree and learned to be an educator by doing. [6:59] - Using a processing lens, Dr. Pirayesh helps students with remediation by first knowing what the issues are and provides targeted intervention. [7:52] - There are several clusters of issues a student may have because different parts of the brain develop simultaneously. [9:19] - Educational therapists are important as they will be able to bring in speech pathologists, occupational therapists, psychologists, etc. as they discover the needs of the student. [10:01] - Bibi says that her work is about 60/40, with 60% of her work being one-on-one remediation with students and the remaining 40% helping students navigate through their school experience. [11:35] - There are certain types of progress that are really easy to measure. Bibi uses phonics and phonemic awareness as an example.  [12:17] - So much of the work is about helping kids own their learning and demystifying the learning process. There are a lot of emotions for parents and students to manage. [14:12] - All brains are equipped to learn, grow, and expand. When we are able to help a child find what is getting in the way of that natural flow and find the ways we can work around it, the hardest part is done. [15:15] - We live in a world where there is a lot of pressure on both students and parents. Bibi feels like our expectations have gotten so high and nothing we do feels like enough. [16:34] - When kids struggle, they lose the motivation for learning. With high expectations placed on them, remediation is a therapeutic time for students to love learning and to know that they can learn. [17:21] - Kids always love to learn, but unfortunately through the man-made constructs of our schooling, we erode their love of learning. [18:26] - Bibi feels that the way our formal education system works is a very linear and limited way of thinking and it is a social injustice. [19:24] - So much of the work Dr. Pirayesh does is to help kids understand that they may be struggling because of very limited measuring sticks. [20:05] - What we know from research is that 10-15% of children struggle with learning difficulties. [21:09] - There is a constant demand for higher and better production and that is what our education system has become.  [22:04] - Due to the higher demand beginning earlier, childhood is diminished and people everywhere are feeling burnt out. Kids are feeling like they aren’t good enough and don’t have enough time. [23:09] - These issues are large scale cultural issues and so much of the work we need to do is to undo the damage. [24:21] - Due to COVID, we are seeing a step back to the basics and a lot more social emotional learning. But we are also seeing the disparities in the experience of distance learning for students. [26:09] - Dr. Pirayesh says that COVID has lifted this veil and we can see the social injustice in some aspects of our education system. [27:12] - If you follow the history of Special Education law, you will see that parents who are highly educated, who have resources, and are able to fight take advantage of the laws in place. Many parents who do not fit this mold have trouble accessing the very resources that protect them. [28:42] - Due to the way these laws are designed, we see the overrepresentation of minorities and students from a low socio-economic background. [30:01] - Over the years, Bibi noticed that the same people were coming through her private practice. She noticed the divide and how she contributed to it. [31:52] - Dr. Pirayesh discusses how some people negatively view public schools where she lives in Los Angeles.  [33:01] - When kids with learning difficulties pass through school, are they ready to navigate the real world? Bibi says that some groups of students will get the support and resources they need and some will not. [34:31] - Unless you are willing to go deep to the roots of the problem and understand what’s going on to remediate it and rebuild step by step, all you are doing is putting a band-aid on the problem. [36:08] - Communities are organically designed to be able to figure out and solve their own problems including issues surrounding learning for children in their communities, but we don’t allow for that to happen because of a narrow education system. [36:58] - In some ways, COVID has been a gift, because it has opened our eyes to a lot of these systemic problems within education. [38:02] - Are we going to harness this gift and make changes to solve these problems? Or, are we going to wait till this passes and go back to business as usual? [39:38] - Some believe that the system is broken for many kids and needs to change. The system needs to work in a way that increases access to services in an equitable way no matter where you attend school. There is an opportunity to change the system. [40:58] - Change happens very slowly and we need to recognize that the system wasn’t designed for everybody. [43:04] - We’ve limited ourselves by seeing the world through a very tiny lens. [44:15] - Having this conversation and acknowledging the problem is an important first step. [46:05] - “Regardless of what is going on, if you move forward with the idea of connecting, empathizing, and understanding, somehow miraculously it will work.” Dr. Pirayesh gives some tips for distance learning and taking the opportunity to work for change. [47:16] - We view our education system and teachers as this place where we go to get assessed. We go there to find out if we’re good enough. The truth is the relationship you have with your child’s teacher is very important because you are working together to provide for your child. [48:30] - Take a moment to build a relationship with your child’s teacher and start a meaningful conversation. [49:32] - When you reach out to the teacher, you are modeling to your child that it is the right thing to do to make yourself vulnerable and ask for help. [50:55] - Remember that we are raising human beings and you can’t do that in a factory system.   About Our Guest: Dr. Bibi Pirayesh holds a Bachelor's degree in Neuroscience and Education from the University of Pittsburgh and a Master's degree in Developmental Psychology from Columbia University where her work focused primarily on children’s development of mathematical thinking and cognitive neuroscience.  While the emphasis of Dr. Pirayesh’s work is on remediating learning disabilities in a one-on-one setting, she is also a sought after speaker and community advocate for children and families around learning rights. Bibi works with children grades 1-12 and covers a wide range of learning difficulties including dyslexia, ADHD, and spectrum disorders. Dr. Pirayesh completed her doctoral work at Loyola Marymount University where she is also Faculty and is involved with a number of service organizations including The Association of Educational Therapists.   Connect with Dr. Bibi Pirayesh: Los Angeles Educational Therapy - Dr. Bibi Pirayesh and Associates ChildNEXUS Profile: Dr. Bibinaz Pirayesh Dr. Bibi Pirayesh on LinkedIn   Links and Resources: ChildNEXUS Home Page ChildNEXUS Live with Dr. Bibi Pirayesh: Should I Worry About Regression During Distance Learning? 6 Quick Questions for Parents Concerned About Dyslexia Fostering Social Justice in Our Youth

What is a Language-Based Learning Disability and when should we as parents be concerned? Well, let’s ask an expert! Today my guest is Dr. Daniel Franklin, the founder and clinical director of the Los Angeles based Franklin Educational Services and the author of the book Helping Your Child with Learning-Based Learning Difficulties. In today’s episode my guest and I discuss how the parent-child relationship is an important component of any intervention. We also recognize the fine line between being a helicopter parent and a helpful parent and Dr. Franklin gives great advice on walking that fine line. We even dive into the struggles students, teachers, and parents are facing with distance learning. Dr. Franklin and I have such an amazing conversation today that will leave you empowered and inspired.    Show Notes: [1:31] - Karen and Daniel have had a previous conversation about the “Summer Slide” and the new concern, the “COVID Slide.” [2:37] - Dr. Franklin says that research is finding that many children who have a reading difficulty or diagnosed specific learning disability very frequently have a behavioral difference as well, like ADHD. [3:29] - Because of this overlap in learning difficulties, they are grouped under a broader umbrella of Language-Based Learning Disabilities. [4:10] - Dr. Wilson mentions that she sees the overlap often in her practice and even when children have completely different diagnoses, they often have similar learning difficulties. [5:20] - We want to remember that the human brain, especially a child’s brain, is a social organ that functions best in a context of healthy, positive relationships. [6:11] - Dr. Franklin discusses the importance of the child developing a strong concept of healthy relationships and calls this Attachment Theory. Attachment Theory is an individual’s internal model of what a relationship is. [6:32] - Only when a child is in a calm, regulated state can they experience meaningful learning. [8:41] - The difference between a helicopter parent and a helpful parent is that a helicopter parent provides help that is not needed. [10:04] - When we need to provide more help, that is fine, but when help is no longer needed in an area, as parents, we need to dial it down a bit. The inconsistency can seem confusing. [11:19] - While students are learning to read, they cannot read to learn. When students are expected to learn information from written language, we need to help them understand in a different way. [12:39] - Dr. Franklin gives some suggestions on how to help students with writing without being counterproductive. [14:12] - Generally, teachers are okay with the help parents give their children when helping them with writing as long as we are transparent with them and they know what to expect. [16:05] - Dr. Franklin emphasizes the importance of identifying underlying difficulties to provide students the correct instruction and intervention. [17:04] - The hierarchy of reading support is discussed in Dr. Franklin’s book and he breaks it down briefly with Dr. Wilson. [18:40] - Dr. Franklin was featured in a documentary called Unteachable by Anthony Sherin which focuses on the importance of student-teacher relationships. Daniel was featured because of a personal experience with a teacher that impacted him profoundly. [21:05] - Having a strong relationship with students is important in helping them develop self confidence and reinforce a love of learning. Daniel realized that he was capable of learning. [23:58] - No two kids are the same. No two kids learn the same things in the same way at the same time. [24:25] - Teaching and learning virtually is very challenging so if a parent notices a struggle, it could be a learning difficulty, or it could be the fact that they are distance learning. [25:16] - Dr. Franklin’s recommendation for parents who are concerned about distance learning for their child is to keep a record of all the learning outcomes the teacher is seeking and to become actively involved in knowing the lessons. If you know ahead of time, you can pre-teach your child so they go in prepared and confident. [27:11] - Sharing your observations with teachers is important. Right now, during this pandemic, teachers are working hard on delivering content and teaching in a way they are not used to and that is very challenging. [29:47] - If you want to know what is going on in a child’s mind, observe their body. If they are slumped over, their brain is slumped, too.   About Our Guest: Dr. Daniel Franklin is the author of Helping Your Child with Language-Based Learning Disabilities, and a co-editor of The Los Angeles Psychologist. He holds a master’s degree from the Harvard Graduate School of Education and a PhD from UCLA in Education. Dr. Franklin has over 30 years of experience in education as a teacher, administrator, and educational consultant.   Connect with Dr. Daniel Franklin: Franklin Educational Services ChildNEXUS Provider Profile - Dr. Daniel Franklin Dr. Franklin on Facebook Dr. Franklin on Twitter Call Dr. Franklin (310) 571-1176   Links and Resources: ChildNEXUS Home Page   Helping Your Child with Language-Based Learning Disabilities by Dr. Daniel Franklin   ChildNEXUS Live with Dr. Daniel Franklin Supporting Parents of Children with Language-Based Disabilities Documentary featuring Dr. Daniel Franklin: Unteachable

When is it important to consider an evaluation for your child? Well, the earlier the better. But then the question is, what are the differences between evaluations and which is best for your child? My guest on today’s episode helps break it down and dives deep into the differences between a neuropsychological evaluation and a psychoeducational evaluation. Not only that, but we also discuss the challenges of evaluating non-English speakers and identifying neurodevelopmental disorders in children whose native language is not English. Welcome to Diverse Thinking · Different Learning! I am Dr. Karen Wilson and I am thrilled to have Dr. Vindia Fernandez with me today. Dr. Fernandez is a pediatric neuropsychologist who specializes in working with children, adolescents, and young adults with neurodevelopmental issues including autism, epilepsy, ADHD, and learning disabilities as well as schizophrenia-spectrum disorders. As a private practice neuropsychologist in Southern California, she also sees the impact and importance of culturally and linguistically appropriate evaluations. Today she shares with us her valuable expertise. Show Notes: [0:48] - Karen introduces Dr. Fernandez and gives her background. Dr. Fernandez is the founder of the Center for Pediatric Neuropsychology to address the growing need for culturally and linguistically appropriate evaluations for Latino/a children. [2:16] - Dr. Fernandez defines a psychoeducational evaluation, as that is the most commonly used assessment offered to parents of school-aged children struggling in an educational setting. It entails different tests that serve the purpose of identifying areas of academic need. [3:40] - A neuropsychological evaluation is not a specific type of evaluation but more an assessment performed by a neuropsychologist. This type of psychologist has extensive training in brain-behavior relationships and neuroanatomy.   [5:19] - A neuropsychological exam not only helps identify the learning difficulties a child may have, but also gets deeper into the medical side of things to find possible underlying medical issues. [7:01] - The purpose of an evaluation in schools is different than the evaluations done when a parent goes to see a neuropsychologist like Dr. Wilson or Dr. Fernandez.  [7:26] - Dr. Fernandez explains how school evaluations work and the purpose they serve in informing services and accommodations in a school setting. There are specific legal mandates on how these evaluations are conducted. [8:50] - Psychologists in a private practice have a lot more flexibility in diagnosing as opposed to the more narrow guidelines of a school evaluation conducted by a school psychologist. [9:36] - An evaluation is only as important or as valid as the recommendations you impart to the family. A diagnosis is important but it is what you do with that information that is the most valuable. [11:04] - Dr. Fernandez wrote an article about dyslexia and today she discusses some of the reasons why students could have trouble reading. [13:54] - The intervention and accommodations that are recommended as a result of the evaluation will certainly differ depending on what those results are. [15:31] - Oftentimes there is more than one issue that the student is struggling with. All issues need to have an intervention simultaneously. Dr. Fernandez explains why that is important. [17:32] - Dr. Fernandez explains that there was a time when Spanish speaking children were evaluated using English language measures to determine whether or not they had intellectual disabilities. They were placed in special education programs en masse. [18:24] - For a period of time, minority or underrepresented populations were overrepresented in special education. [18:44] - Several laws have since been passed as a result of some landmark cases in education. Now the instruments have to be validated for the population that it is being used for. [19:29] - Dr. Fernandez says that when she evaluates a child who doesn’t speak English or didn’t speak English as their first language, her first thought is about the instruments and whether or not they are appropriate for the child. [20:00] - Something we need to always consider is that some immigrant parents may not have a lot of experience with formal education and may feel uncomfortable in a professional setting. [21:49] - Developing rapport with parents is important. [22:37] - The parent interviews and questionnaires that are a part of the evaluation process will vary in detail. Some parents share a lot of information and others do not. Developing trust and explaining why these questions are important is helpful. [24:39] - Being able to determine what is going on with a child, you have to look at the evaluation and the struggles the child has with a cultural lens. [25:52] - Dr. Fernandez explains a few perpetuating myths, one being that bilingual children automatically have a limited vocabulary when they learn two languages simultaneously. [27:42] - We should not overpathologize differences in learning especially when we are talking about children who are growing up differently. But working with specific populations, it is important to be aware of various cultures and backgrounds. [29:37] - The types of children Dr. Fernandez usually sees are the ones who are struggling in school in comparison to their peers.  [31:25] - When there’s a level of distress associated with the learning difficulty that can’t be explained by normal development, the behaviors are red flags for a problem that needs to be solved. [33:21] - Don’t ignore your gut feeling. If you feel that your child is struggling more than their peers, seek an evaluation to determine the root cause of the struggle.   About Our Guest: Dr. Fernandez obtained her Ph.D. in clinical psychology from the University of Houston where she studied pediatric neuropsychology and completed research on the neuroanatomical markers of dyslexia. She completed her APA-accredited internship and postdoctoral fellowship at the UCLA Semel Institute. Her specialty training includes working with children, adolescents, and young adults with neurodevelopmental issues including autism, epilepsy, ADHD, and learning disabilities as well as schizophrenia-spectrum disorders. Dr. Fernandez has also worked closely with the UCLA PEERS Program and developed a passion for teaching social skills to neurodiverse youth. In 2017, Dr. Fernandez founded the Center for Pediatric Neuropsychology in part to address the growing need for culturally and linguistically appropriate evaluations for Latino/a children. She is an attending clinician and volunteer clinical faculty member in the UCLA Hispanic Neuropsychiatric Center of Excellence and collaborates with the Los Angeles Department of Mental Health on program development and training. Connect with Dr. Vindia Fernandez: PediatricNeuropsych.com ChildNEXUS Provider Profile - Vindia G. Fernandez, Ph.D. Links and Resources: ChildNEXUS Home Page Dyslexia Blog Article ChildNEXUS Live Back to School Town Hall