What Is Non-Verbal Learning Disorder?

What Is Non-Verbal Learning Disorder?

written by Caroline Miller, posted on childmind.org

When we think of learning disorders, we tend to think of kids who have a hard time learning to read. But there’s another kind of learning disorder, non-verbal learning disorder, or NLD for short. NLD affects other, “non-verbal” kinds of learning like the ability to notice patterns and learn concepts. These include visual patterns, social patterns, and concepts in language and math.

In school, kids with NLD usually have no problem memorizing facts, but they have trouble with ideas and organizing information. Kids with NLD can also be physically clumsy and awkward because they have a hard time understanding what they see and how things take up space.

Like autistic kids, kids with NLD often have trouble picking up social cues. In fact, many kids with NLD also have an autism diagnosis. Non-verbal social cues are a kind of pattern that’s hard for these kids to read.

Sometimes kids with NLD are great at the early stages of math because they’re good at memorizing. But more advanced problems get tricky because they involve noticing and applying a pattern. NLD also affects the set of skills we use to plan and organize our thinking. So kids have trouble breaking down a project into steps, knowing what skills to use for a given problem or figuring out how to organize an essay.

Lots of kids with NLD have all these issues. But some just have a few. For example, they might just struggle with planning and social cues.

Adults tend to realize something’s going on with these kids around 5thgrade. That’s when school becomes less about memorizing and more about applying concepts. For example, kids need to be able to grasp the important idea from a passage or take notes on the main ideas of what a teacher says. NLD makes those skills much harder to learn, but with the right support and strategies kids with NLD can catch up with their peers.

Preparing for Success: How Technology Can Enhance Your Test Preparation Efforts

Preparing for Success: How Technology Can Enhance Your Test Preparation Efforts

written by Jennifer Woods

Preparing for tests and exams can be a daunting task, particularly for young learners who may feel nervous about their abilities. However, with the right tools and resources at hand, it is possible to approach test prep with confidence and ease. One of the most helpful tools available today is technology, which offers a wide range of resources that can make test prep more efficient, effective, and even enjoyable.
In this article, we will explore some of the ways that technology can enhance your test preparation efforts, making studying easier and more engaging for young learners.

Interactive Practice Tests
Most people agree that practice tests are a valuable tool when preparing for exams, as they help learners become familiar with the types of questions they will encounter and the format of the test itself.
Interactive practice tests take this one step further by providing learners with immediate feedback on their answers, enabling them to identify areas where they need to improve. Platforms like Khan Academy, Quizlet, and RiSE+ offer a multitude of practice tests and questions for learners of all ages, from elementary school through high school and beyond.

Learning Apps
Another way that technology can enhance test prep is through learning apps. These apps provide learners with a fun and engaging way to practice key skills, such as maths, reading, and writing.
Many learning apps are gamified, making the process of learning feel like play. For example, apps like Duolingo offer engaging language practice in bite-sized chunks, while maths apps like Prodigy Math Game make maths practice more enjoyable than ever before.

Online Tutors

While classroom or in-person tutoring is an effective way to boost learning, online tutoring is becoming increasingly popular among learners of all ages. Young learners can benefit from working with online tutors who can provide personalized attention and targeted support. Platforms like VIPKid, Chegg, and Study.com offer access to online tutors who can help learners prepare for specific tests or provide extra support with homework and assignments.

Online Resources and Tools
The internet itself is a powerful tool for learners, providing access to a vast array of resources that can be used to support test prep efforts. From online textbooks and study guides to educational videos and interactive simulations, the internet offers a wealth of information that can help learners understand and master key concepts. Many of these resources are free and easily accessible, making it easier than ever for young learners to learn at their own pace and in their way.

Collaborative Learning Platforms
Finally, young learners can benefit from collaborative learning platforms that facilitate communication and interaction between learners. Platforms like Google Classroom, Edmodo, and Canvas provide learners with a centralised place to access and submit assignments, ask questions, and engage with other learners and teachers. Collaborative learning platforms can help young learners feel more connected and engaged in the learning process, which can ultimately lead to better performance on tests and exams.

In Summary
Preparing for tests and exams doesn’t have to be a stressful or overwhelming experience, particularly for young learners who may be new to the process. By leveraging the power of technology, learners can access a wide range of resources and tools that can make test prep more efficient, effective, and even enjoyable.
From interactive practice tests and learning apps to online tutors, online resources and tools, and collaborative learning platforms, technology offers an array of options that can support learners at every stage of the test prep process. Whether you’re preparing for your first spelling test or a high-stakes entrance exam, technology can help you achieve your goals and unlock your full potential.

New School Year, New Executive Functioning Strategies

New School Year, New Executive Functioning Strategies

written by Dr. Liz Matheis, published on Psychology Today

The new school year has begun and is beginning to find its swing. Our kids are taking tests and quizzes, they’re assigned papers and projects. It’s happening! Summer is in the distance, and the fall crisp weather is officially here.

As parents, we often think about how to help our children who struggle with poor executive functioning skills such as time management, prioritization, starting a task, completing a task, and keeping school materials organized so they can find their assignments and completed work. Our kids have multiple classes, activities, and daily life tasks that can take a child with attention-deficit disorder/hyperactivity disorder (ADHD) or weaker executive functioning skills and make life feel like a hot mess, for both parent and child.

As an executive functioning coach, I offer many strategies to help our children and teens get their work done so that they can have their downtime to decompress at the end of each day. It’s unrealistic to believe that our children can go-go-go without a break—the same goes for adults. I often pose it as the following, which seems to resonate: “The goal is to get your work done so you can play and rest. You need to have that time so you are ready for the next day.”

With that said, I encourage parents to enroll their child in no more than one activity per child per season to find a balance among extracurricular activities, academics, and social and family life.

How to Overcome Procrastination in 4 Steps

How to Overcome Procrastination in 4 Steps

written by Beth Kurland Ph.D., published on Psychology Today

The other day at a friend’s house I watched a squirrel as she tried for an hour or so to get at the seeds in the hanging bird feeder, where an array of stunning birds were enjoying their dinner. She was persistent, determined, persevering and purposeful, even though she never succeeded at getting an ongoing mouthful of tasty seeds that she clearly wanted. I marveled at her determination in the face of a situation in which most humans would surely have given up long ago or maybe wouldn’t have tried in the first place. What made her pursue her goal with such passion and commitment?

I imagine she may have had two things going for her:

First, she likely didn’t have an inner dialogue in her head about the whole event (e.g, “Oh boy, this is going to be a lot of work, this isn’t going to be fun and what if I don’t succeed? Eh forget it, I’d rather sit in the sun and watch the grass so I can avoid the effort of the whole thing.”) And she likely didn’t have a self-critical narrative (e.g., “What’s wrong with me that I can’t do this? Some of the other squirrels have figured out how to hack into bird feeders so why can’t I? What will the other squirrels think of me? This is too difficult so I’m just going to give up. What’s wrong with me anyway?”)

Second, because of her persistence, she occasionally knocked a seed or two out of the bird feeder and onto the ground. This intermittent reinforcement (once in a while getting a “win” — even if a partial one, in the face of many unsuccessful tries) is one of the most powerful motivators of behavior (think no further than a casino to grasp this concept).

ADHD: Creating a To-Do-List that Really Works

Create a To-Do List That Really Works

posted on totallyadd.com

To-Do lists!  We all have them!  There are paper to-do lists, digital to-do lists, apps to create lists, voice notes to-do lists, post-its with your to-do lists…. The options are endless!

But how do you make a to-do list that actually works? How do you successfully use a to-do list where you can tick off items, and feel the satisfaction of getting things done?

For the ADHD brain, getting things done can be challenging!  Getting started with tasks, prioritizing, struggling to be motivated, feeling overwhelmed – all of these are relatively common for individuals with Attention Deficit Hyperactivity Disorder.

The part of the brain looking after these executive functions is in charge of many organizational aspects needed to take action, get things done, and clear items off the to-do list. It is the conductor in an orchestra, supervising all the other actions and behaviors. But this often does not work so well when you have ADHD.

Accommodating Your Anxious Child in School and Home

Accommodating Your Anxious Child in School and Home

written by Dr. Liz Matheis, published on Psychology Today

Anxiety can be a debilitating emotional experience. It has the ability to take a pleasant moment and turn it into a disaster with all of the “what ifs” that could happen. Anxiety lies, and it creates a sense of danger or incredible discomfort in daily life that is exhausting and can be debilitating and limiting.

Since March 2020, anxiety for our children, teens, and young adults has reached disturbingly high levels. Masks, social distancing, vaccinations, etc. have been a part of our daily language, thoughts, and conversation. We fear for the academic skills that our children have lost as well as the social and emotional experiences that our children have missed due to isolation, quarantine, and shutdowns.

Since September 2020, many of our children, teens, and young adults have needed extra support in school due to the high levels of anxiety that have resulted in school phobia, avoidance, and emotional shutdown. Children who were once high achievers stopped logging into classes, turning in assignments, completing homework, participating in class lessons, and studying for exams. Our children and teens did not wish to turn their cameras on or participate in class discussions because of the perceived direct focus on each child and the attention that was created. Our kids struggled to keep up with the list of assignments listed on different online portals such as Google Classroom. How many children, including my own, have had difficulty in uploading a document and hitting “submit”? Many. Too many.

What is Dyslexia?

What is Dyslexia?

written by Heidi Borst, published on www.usnews.com

Children who have difficulty sounding out words, struggle to learn letter names and sounds, or become easily frustrated by reading activities may be having more problems than most students when learning to read. Those can be signs of dyslexia, one of the most common learning differences in America.

Dyslexia is a neurologically based learning disability marked by difficulties with decoding and reading comprehension. An estimated 1 in 5 Americans have dyslexia, representing as many as 90% of all people with learning disabilities, according to the Yale Center for Dyslexia and Creativity.

Rebecca Mannis, a learning specialist and founder of Ivy Prep Learning Center in New York, says dyslexia can manifest at different times depending on the specific type of dyslexia, the student’s learning profile and their school and family life.

“Children who have significant difficulty with early language development and who have trouble telling apart sounds, called a phonological deficit, represent the most common subtype of dyslexia,” Mannis wrote in an email. Dyslexia may be identified early in these children, she says, because they have difficulty learning sound-symbol relationships.

“On the other hand, a bright, verbal child who has more difficulty with reading fluency or remembering sight words that can’t be decoded or sounded out, such as the words ‘thought’ or ‘would,’ may be able to compensate in early years,” Mannis says. Cases like that may go undetected until middle school or even high school or college.

Education experts say there are many ways parents can help children with dyslexia, starting with recognizing common signs and taking action.

An Open Letter to Administrators on the Upcoming School Year

An Open Letter to Administrators on the Upcoming School Year

written by Dr. Liz Matheis, published on Psychology Today

Dear school administrators,

I want to start by saying this is not a letter to place blame or fault. It is a letter to give you perspective about my children and many other children who returned to school in September 2021.

From March 2020 to June 2021, many of these children were on an educational hiatus. Please don’t misunderstand me. I’m not saying that you didn’t try, or that you didn’t struggle to make difficult decisions every day to keep school doors open and children safe. I thank you because I know you didn’t sleep, felt incredibly distressed, and worried a great deal—and yet you showed up every day.

How many pandemics have we lived through before this? For the vast majority of us, the answer is none. We all did the best that we could to balance the demands of our children, our jobs, and our mental health. Many of you also have children of your own. The demand was unbearable and again, I thank you.

Kudos to all of us that have made it this far. But I want to give you a little insight and feedback about why so many children are struggling so much this school year. Some are failing, some are falling behind, some don’t care, and many care, but don’t understand why they are failing or why school is so difficult this year.

College Planning for Deaf & Hard of Hearing Students

College Planning for Deaf & Hard of Hearing Students

written by Edumed Staff, published on edumed.org

There’s no doubt that college can be challenging. It’s supposed to be. But for some students, higher education poses unique obstacles that require additional support and resources. For students with hearing impairment, earning a degree often means addressing each of these additional hurdles head-on. Whether it’s finding the right classroom accommodations or taking advantage of online learning, students with hearing loss don’t have to miss out on a high-quality college education just because of their disability.

With over 20,000 deaf or hard of hearing students enrolling in post-secondary institutions annually, colleges across the country are making an effort to help these students succeed. However, with only 30% of hearing-impaired students graduating with a four-year degree, there’s still plenty of work to be done. Learn what steps you can take to increase your chances of college success and find the tools and resources needed to make higher education manageable.

Helping Kids Who Struggle With Executive Function

Helping Kids Who Struggle with Executive Functions

written by Rachel Ehmke, posted on childmind.org

Executive functions are the essential self-regulating skills that we all use every day to plan, organize, make decisions, and learn from past mistakes. Kids rely on their executive functions for everything from taking a shower to packing a backpack or doing a book report.

There are many ways to help kids who struggle with executive function skills get more organized.

"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Julie C.
"Dr. Matheis has a remarkable ability to understand the unique needs of her patients and address them constructively. She builds strong, meaningful relationships with patients and their families, encouraging trust and collaboration. When working with my son who struggles with autism-related anxiety, she created an environment in which he was able to calm down and open up to her in ways I had not seen before. She was able to reach him and helped him work through his crisis/problem. Most importantly, she empowered him to move forward."
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"Dr. Matheis has an amazing ability to read kids and connect with them. She has been an invaluable resource for our family over the past several years and has helped us with everything from educational consulting, to uncovering diagnoses as well as family therapy. Working with Dr. Matheis never feels clinical and most importantly, our children love and trust her. We can not thank you enough Dr. Liz!"
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"My teenage son had been seeing Dr. Matheis through his senior year of high school, as he was only diagnosed with ADHD at 16 years old.  Dr. Matheis came highly recommended from our pediatrician and she has done wonders for our son as well as our family, navigating new ways for him to deal with his diagnosis without the use of medication.  She taught him ways to organize himself and even when something did not work for him, she patiently continued teaching him new ways to keep himself on track.  She has also helped us as parents to understand how his mind works so that we did not continue to blame his lack of focus on him, rather on his unique way of thinking.  Thank you Dr. Matheis!!!!"
- LG
"Dr. Liz is the best! Our family was directed to her by our Pediatrician to assist with figuring out severe mood changes, severe anxiety, strange new fears and food aversion that had come onto one of our children literally overnight. After just a couple of visits, she suggested that the issues may actually be rooted in a physical issue and suggested we immediately take our child to be swabbed for strep, because Dr. Liz suspected PANDAS (a pediatric autoimmune disorder brought on by strep). The same Pediatrician that suggested Dr. Liz would not do the swab (they do not believe in PANDAS and we no longer go there) but I took my child to my doctor who did the swab and it was positive for strep. When our child went on antibiotics, within 24 hours all symptoms went away and our child was back :-) Dr. Liz then recommended a PANDAS specialist who helped us and our child is in complete remission and is happy and healthy. We are incredibly grateful to Dr. Liz for her knowledge of all things, even the most remote and unusual and for helping us so much! Thank you!"
- Anonymous
"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Anonymous
"Thank you, Dr. Liz. Although we have told you countless times, it will never feel enough. You have listened when J could barely speak and continued to listen when he was sad, angry and confused. You've challenged him and directed us in our roles as parents. You've helped J face his fears while the list evolved and changed, and yet you've stayed committed to 'the course.' We pray that your children realize that time away from them is spent helping children learn and that vulnerability is a sign of strength and bravery."
- June I
"My son was admitted to an Ivy League school when only 2 years ago, you assessed him and saw his struggles, his Dyslexia. We are grateful that he no longer has to carry that deep feeling of inadequacy or shame that must have kept him so self conscious and from reaching his potential. He has the PERFECT program for him. He has A's in high math and economics. He became a Merit Scholar, a Boys State legislature, the HEAD captain of the football team and help a job ALL while studying and managing his classes and disability. I am PROUD of you, a young doctor, who knows and sees the vulnerability of children and helps them recognize "it's NO big deal" God bless."
- Anonymous

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