NESCA News & Notes ________________________________________ How to Deal With Relatives Who Don’t “Believe” in Learning and Attention Issues Posted: 13 Jan 2014 03:47 AM PST From NCLD.org The National Center for Learning Disabilities By Dr. Laura Tagliareni January 5, 2013 “Oh, it’s only a stage. He’ll grow out of it.” Have you heard that line before? Or maybe you’ve heard a relative whisper to someone about you, “She has such a hard time controlling that child.” As a psychologist, I’ve been asked many times, “Aren’t boys supposed to be rambunctious?” These comments or any form or disapproval or disbelief from another parent—let alone from a family member—may feel quite disheartening, particularly when you know the facts about learning and attention issues and the other person may not. When you get these kinds of comments, take a deep a breath and try not to be defensive. Instead, try to talk with your mother or whoever is doubting you. Keep in mind this person may be coming from a well-intentioned place and may not want to see flaws in your child. Sometimes generational differences can be a factor. Issues like ADHD may not have been as well known or as widely discussed when you were a kid. There may also be an element of denial. Maybe your child reminds your mother of her own learning challenges or perhaps she feels guilty for not recognizing that one of her kids was struggling with learning difficulties. Sometimes it’s easier to blame your parenting skills than to try to understand your child’s challenges. You may never know why your mother doesn’t believe you. Regardless of the reason, here are some suggestions on how to move forward in a way that will be most helpful for your child. Try to Establish Common Ground Many people aren’t very familiar with learning and attention issues. Try to relate to people who are skeptical by talking about when you first learned about these things: “I didn’t know much about learning issues or ADHD when I was growing up. The only boy I knew who had a learning challenge wasn’t in our class for most of the day, and I recall seeing one class in the basement for children with special needs.” Then, talk about how much has changed since you were a kid. Today schools try to keep children in regular classrooms as much as possible. Researchers know a lot more about the best ways to teach kids with learning and attention issues. There are even special schools popping up that are just for kids with dyslexia and other language-based learning issues. Explain that pediatricians now know ADHD is very common. A recent study estimated that 11% of children in the U.S. has been diagnosed with it. Try to reassure your mom that these advances in science and technology are good things. They’re helping kids who a few decades ago might have slipped through the cracks and suffered in silence or been mislabeled as a bad student. Explain that learning and attention issues are not a sign of low intelligence, and mention a few famous people who have learning and attention issues, including Oscar-winning director Steven Spielberg (dyslexia) and singer Beyoncé’s sister Solange Knowles (ADHD). Bring in Reinforcement Offer to take, for instance, your mother to the next meeting with your child’s doctor, teacher or learning specialist. It might be easier for her to accept information that’s coming from a neutral party. You can also encourage her to read about learning and attention issues online. Keep the Focus on Your Child Remind your mom or anyone else who is doubting or undermining you that the best thing for your child is to feel loved and supported. No child would ever choose to have learning or attention challenges. There’s also nothing you or your mom could have done to prevent this from happening to your child. Stress the importance of your mother’s role in your child’s life, how much influence she has and how much your child will need her love and support as he grows up and becomes more self-aware of any learning differences. Explain that when it comes to ADHD or learning differences, there is clear evidence that families who embrace a child’s strengths and weaknesses have a higher chance of bolstering self-confidence and self-esteem than families who are not as supportive. Lastly, make clear that with the right kinds of help, your child can be happy and successful. Talk about how learning and attention issues are formal medical conditions. Just as your mom wouldn’t ignore a child with diabetes or a broken leg, she needs to take these seemingly invisible disorders just as seriously. .................................................................. Dr. Laura Tagliareni is a pediatric neuropsychologist in New York City and a clinical instructor at NYU Langone Medical Center. She works with children and adolescents facing a broad range of developmental difficulties, complex medical conditions, emotional challenges, and learning differences in her private practice. Areas of expertise include comprehensive neuropsychological and psychoeducational evaluations, individual and group therapy, bereavement and educational guidance and advocacy. At NESCA: Individualized Community-Based Transition Assessment (ICBTA) Posted: 13 Jan 2014 10:35 AM PST From NESCA By Kelley Challen, Ed.M, CAS NESCA Director of Transition Services January 11, 2014 What is it, and why? The ICBTA is a person-centered and highly individualized community based assessment developed to address questions regarding transition readiness. In response to the students articulated vision, this assessment includes observation in the environment(s) in which they anticipate pursuing their post-secondary goals. There are many reasons to utilize the ICBTA including: Transition planning requires consideration of a students ability to access their community and pursue vocational/educational opportunities outside of their family home and their school. Results of the ICBTA help to set goals, identify services needed, determine course of study, determine community-based, extra-curricular and summer activities, establish baseline performance, and refine a personal vision. It can be conducted as a stand-alone assessment or as part of a comprehensive assessment (transition or neuropsychological). The ICBTA assesses abilities such as social communication, navigation, executive functioning, self-advocacy, self-determination, problem solving, stamina, and use of technology in real-world environments. Assessments can be located in a wide range of settings; each one is unique to the student being assessed. Typical locations would include town centers, college campuses, retail settings, recreational facilities, vocational settings. A minimum of two observations are conducted: one in a familiar setting and one in a novel situation corresponding with the students current vision statement. A detailed write-up of the community-based experiences is provided along with recommendations for planning, goals, and activities in and out of school. The flat rate fee for the ICBTA includes document review, intake, 2 hours observation, and written report with recommendations. Feedback sessions, additional observation hours, travel in excess of 2 hours, and participation in team meetings is available and can be billed separately. Why NESCA? Assessment at NESCA provides objectivity (through novelty) that familiar professionals and family cant provide. NESCA clinicians provide flexible and creative scheduling often difficult for school-based personnel to staff. NESCA utilizes a team approach, working with the school and the family to identify and create the desired assessment opportunity. Assessment is provided by seasoned transition specialists who bring decades of experience working with and assessing students in a multitude of school and community settings and who understand the complex challenges faced in the transition to postsecondary life. NESCA utilizes a collaborative approach during and after assessment: working with students, their families, the school and other team members toward the shared goal of helping the student achieve his/her vision and as such identifies roles for all team members within the recommendations. Sample Referral Questions Addressed in the ICBTA: How does the student self-advocate in novel situations? How does the student receive and respond to directions/instructions in novel situations? To what extent does the student demonstrate expected and necessary navigation skills in their anticipated postsecondary environment? How does the student respond when confronted with a challenge outside of their familiar environment? Is their response adaptive? How does the student demonstrate organizational skills in a novel setting? Do they demonstrate the ability to manage their personal belongings? Does the student appear to be at risk in any way during the observations? Does the student demonstrate awareness of existing resources in the setting? Given specific tasks, can the student access those existing resources independently? ............................................................................... NESCAs model for ICBTA was developed in collaboration with Sandy Storer, Kelley Challens predecessor as Director of Transition Services. Storer now consults to NESCA part-time and participates in some community-based assessments. 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Posted on: Sun, 19 Jan 2014 02:30:05 +0000
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