Psyched About School

As we wrap up Autism Awareness Week, we wanted to share this short video about a special family. Bill's son was diagnosed with autism at a very young age.  He did not communicate, had significant behavior problems, and engaged in serious self-injury.  The family was advised that an institution might be the best place for him.  This is a story of hope and determination because the parents did not give up on their son and continue to fight for him everyday.  To see the video and read about the strength of this amazing family, visit  http://www.littlethings.com/far-from-the-tree/

Looking for ways to help children who have difficulty understanding spoken language? If so, this is a website you need to explore. Although the title seems to suggest that it is for individuals with Autism Spectrum Disorder (ASD), this website could also benefit children with language barriers, non-readers, and countless others. Its numerous downloadable visual tools can assist with communicating expected behaviors and classroom routines. They even provide templates for schedules and reward charts. And if you are trying to support a child with ASD, the website gets even better! It provides guidance on how to support an ASD child with communication, socialization, transitions, and independence. Check it out at  http://www.victoriesnautism.com/

There are many models that discuss the impact of students daily routines on their path to success. Since most students spend the majority of their day within the school setting, the CDC coordinated a school health approach that combines the fields of health, public health, education and school health to improving learning and health in our nations school. There has always been a link to health and learning ability. To find out more information on this initiative check out the links below! Whole School, Whole Community, Whole Child WSCC fact sheet

Here is great method to help our Kindergarten and first grade students learn to read and recognize words and familiar signs. Instead of numbers make a sign using Environmental Print (a term used to describe the words we use and see around the environment). The game will promote the literacy is out students. First the students match logos and images to their matching words. They then use the logos and images to make their own bingo cards, which they read with a partner. After they play bingo to the logos and images you can remove the images and have the student match with just words. BINGO with Environmental Print Here is the link that also provides important research based information on the effectiveness of this program, and links to standards. It also provides the lesson plan for teachers to follow. Happy BINGO!

Children with an Attention-Deficit/Hyperactivity Disorder (ADHD) often have difficulty with attention and working memory.  We have all seen those students who just cannot manage to keep from squirming or fidgeting in their seats, no matter how hard they may try. An article describing recent research from Florida State University suggests that trying to sit still when you're driven to move may actually work against your ability to use working memory to solve problems.  Although this study was on a fairly small group of students (25), the findings were consistent with previous research showing that students diagnosed with an Attention-Deficit/Hyperactivity Disorder (ADHD) "did better on working memory tests when they were able to move around, suggesting that these kids may benefit cognitively from behaviors like squirming or fidgeting." Article on Fidgeting and Students with ADHD Here is a link to another blog we posted on this topic: http://schoolpsychws.blogspot.

A recent post on the NASP membership exchange caught my eye for additional information and resources. The website is  http://infoaboutkids.org/  .  This website was recently recommended by APA Division 16 for School Psychologists. The topics presented are organized under the following headings: Home, Body, Mind, Emotions (which includes trauma), relationships, general resources and blog. This is a great website with all types of information to support children's physical, social and mental health needs. The information and resources are written for parents, educators and mental health professionals. You can choose a language for the website, so it is a good resource for families who speak other languages besides English. There is so much information available under each section, hopefully you can find it useful for our families and students K-12!

We posted about the Screenagers Documentary last month.  If you would like the opportunity to see it, Sherwood Forest Elementary School will be showing it this Thursday night (4/21/16) at 6:30 p.m. in the gym.  Screenagers is a new documentary developed by Dr. Delaney Ruston, the mother of teenagers who has lived with the struggle over screen time herself.  "Screenagers" explores the science of how the use of devices can affect young brains.  In the documentary, one researcher cites information about how dopamine, a pleasure-producing brain chemical, may be released whenever people find or seek out new information on their devices.  Although it is wonderful how we can "google" unknown information whenever needed, what is happening to the brains of teenagers who spend an average of 6.5 hours on devices each day?  To learn more about the documentary or to watch the trailer, visit http://www.screenagersmovie.com/

It seemed like a long winter and the warmer days we've seen recently have many of us - students and educators alike - wishing we were outside enjoying the weather!  While this article on motivating reluctant learners may be helpful at any of time year, this seemed like an especially good time to pass along these ideas: 20 Strategies for Motivating Reluctant Learners The author, Kathy Perez, is a proponent of frequent "brain breaks" - which we've mentioned on this blog before - to help keep students actively engaged in the learning process.  There are lots of great ideas in Ms. Perez's article.  One activity that caught my attention was the "Snowball" brain break; I can see why the author reports that students love this one!

The Centers for Disease Control (CDC) has released information from the 2011-2012 National Survey of Children’s Health on more than 35,000 children aged 2 to 8.  As part of this survey, parents were asked "if they had ever been told by a doctor or health care provider that their child had attention deficit hyperactivity disorder, depression, anxiety problems, behavioral problems such as oppositional defiant disorder or conduct disorder, Tourette syndrome, autism spectrum disorder, learning disability, intellectual disability, developmental delay, or speech or other language problems."  While the results varied across different states, the overall rate for disabilities was 15.4%, or about 1 in 7 children .  North Carolina's rate was right in line with the national average for the overall rate, at 15.6%. This data is certainly meaningful when you consider the significant amount of additional resources and support that these children and their families may need throughout

Here's another post in honor of Autism Awareness Month.  This one comes from AutismSpeaks, an organization dedicated to supporting individuals with autism and their families through education, research, and advocacy. https://www.autismspeaks.org/blog/2016/04/02/10-things-people-autism-want-you-know

So, should children do chores?  There are many people who feel that children should do chores, while there are others who feel that having children complete chores is far more troublesome than it is helpful.  According to this article by CHADD, it is worth it to make the effort, both in providing parents with much needed assistance, as well as in developing responsibility/life skills in children, with and without ADHD, who will be adults someday.  According to CHADD "Are chores worth it?  Is it helpful? Ever feel it's easier just to do the household work yourself? Change your game plan! The right accommodations can help your child with ADHD to gain both skills and confidence."  Check it out! http://www.chadd.org/Membership/Attention-Magazine/Attention-Magazine-Article.aspx?id=66

I recently came across this article and am always thrilled to see individuals and companies taking steps to actively include individuals with disabilities.  We've blogged about this recently with Target advertisements and Tommy Hilfiger's adaptive clothing line. The "Toy Like Me" Campaign petitioned Lego to include more representations of disability in its products.  Lego has announced that its upcoming "Fun in the Park" set will include "its first wheelchair-using mini-figure - a young man who uses a wheelchair and is accompanied by an assistance dog."  You can read the article here: "Toy Like Me" Lego Story You can also see the "Toy Like Me" Campaign's petition to Lego here: "Toy Like Me" Lego Petition

I've recently seen several articles and blog posts about "Sketchnotes."  This term was new for me and, after digging around online, I learned that Sketchnotes refer to a visual note-taking system that may include doodles, pictures, arrows, charts and other visual elements, combined with some brief writing.  Simply put, it's note-taking with both pictures and words.  Research indicates that this visual method of note-taking not only increases the amount of information you retain and improves attention, but it may also help you better understand the "big picture" of the lesson.  Blogger Amy Mount provides a great description of Sketchnotes in the following post, and also provides examples of what these may look like, including the notes pictured above on Differentiated Instruction (how appropriate!): Sketchnoting If you'd like to learn more about Sketchnotes, here are a couple of other resources you may want to check out: Visual Note-Taking Doo

A Nesel Pack is a relatively new invention by a group of college students from the University of Minnesota.  This "back pack" is designed to support the sensory needs of children with autism. Although the current price point for the packs is quite high, the students have started at Kickstarter campaign so that they can offer them to children in need and eventually make them more affordable for anyone with sensory needs.  To learn more about this clever invention, visit http://www.today.com/health/nesel-pack-backpack-designed-bring-comfort-children-autism-t82426

Throughout Autism Awareness month, we will be posting information and resources to support children with ASD, their families, and their school communities.  This blog, written by a local mother of a child with ASD, explains why she did not choose the life she has but would not have it any other way.  To hear her story, visit  http://triadmomsonmain.com/my-blog/when-the-life-you-didnt-plan-becomes-the-only-life-you-want/

According to the Centers for Disease Control, the national rate for children with an Autism Spectrum Disorder (ASD) in 2010 was about 1 in 68. This  CDC Fact Sheet on Autism in North Carolina  shows us, however, that North Carolina's rate was even higher: 1 in 58.  Boys were much more likely to have received a diagnosis of ASD (1 in 35) than girls (1 in 179).  ASD knows no racial, ethnic or social boundaries. Given this high incidence rate in North Carolina, chances are that you may know an individual with an Autism Spectrum Disorder or you may know one of their family members.  If you'd like suggestions on how you can participate in Autism Awareness Month or would like to learn more about Autism Spectrum Disorders, the Autism Society shares some ideas here: Autism Society You can also contact the North Carolina branch of the Autism Society (located in Raleigh) through the following link: Autism Society - North Carolina