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Showing posts from 2017

Educator Self-Care During the Holidays

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We know that the energy levels in our schools tend to skyrocket this time of year - for better or for worse.  Adults and children alike are getting excited about the upcoming Winter Break. It's important for all of our educators to take care of themselves during these extra-busy days, which is why I wanted to pass along this entertaining article from www.weareteachers.com. Happy Holidays, everyone!

Depression in Teens Linked to Higher Dropout Rates

One of our three goals in Winston-Salem/Forsyth County Schools - in addition to 3rd grade reading proficiency and closing the achievement gap - is to achieve a graduation rate of 90%.  As a psychologist who works with high school students, I often see the challenges students face in attempting to reach that goal of high school graduation.  After reading  this article  describing a connection between adolescent depression and dropout rates, I wanted to share it with others who are also working towards that goal of increasing our graduation rate. In a study of almost 7,000 students researchers found that "almost a quarter of the 183 adolescents who dropped out of school had clinically significant depression in the few months before quitting."  While the lead author of the study "emphasized that no cause-and-effect conclusions can be drawn from her research," the data do suggest a connection between mental health and academic success. The researchers in this study

More Screen Time Tied to Higher Rates of Depression, Suicidal Behavior in Teens

As a School Psychologist who works with middle and high school children, it's hard to miss the impact of cell phones.  In the hallways at my high school, it's incredibly rare to pass a student who doesn't have a phone in hand.  When I walk past the cafeteria during lunch, students are sometimes interacting with one another, but are more frequently interacting with their phones. This  article  from Psych Central's website caught my attention because I often see firsthand how connected our students are to their phones.  The article documents new research from San Diego State University. By surveying 500,000 teenagers from across the country and studying suicide statistics from the Centers for Disease Control (CDC), researchers saw some worrisome trends: the suicide rate for girls aged 13-18 increased by 65 percent between 2010 and 2015, and the number of female teens reporting symptoms of severe depression increased by 58 percent.  That's an alarming increase in onl

Demystifying Non-suicidal Self-Injury

Non-suicidal Self-Injury (NSSI) is defined as the deliberate destruction of bodily tissue without conscious suicidal intent (Nock & Favazza, 2009). This behavior is rather complicated mental health phenomenon for people to understand because it's hard to grasp how a person could harm themselves without intent to kill. It's further complicated by the fact that we all have stereotypical images of what non-suicidal self-injury looks like. Below I will provide a brief summary of a important information that I feel all administrators, educators and mental health professionals should know about non-suicidal self-injury. A workshop called "Demystifying Non-suicidal Self-Injury" is being offered by Student Services this Fall and possibility this Spring which will go into more details concerning this behavior, prevention and intervention. Non-suicidal self-injury is becoming increasing prevalent among school-aged youth, particularly those at the secondary level. Rese

Concussions in Preschoolers Can Impair Bonding With Parents

Members of the Psychological Services Department have been working  to improve awareness and understanding about Traumatic Brain Injuries (TBIs).  We're always interested in new findings that can help us learn more about these potentially complicated injuries, so that we can work towards better student outcomes. Dr. Miriam Beauchamp, professor of psychology at the University of Montreal and senior author of the study  Concussions in Preschoolers , reported that, “The young brain is particularly vulnerable to injury because the skull is still thin and malleable. In the months following the injury, one of the first visible signs of social difficulties in young children is a decline in their relationship with their parents.” Knowing that good parent-child relationships yield better social skills later in life, the researchers stressed the importance for parents to monitor behavior changes in their child following a head injury. While this was a small study, the researchers found t

Understanding Grieving Children at Different Ages

One of the many duties that we undertake as School Psychologists is supporting our schools in times of crisis.  While we always dread getting THAT phone call, informing us that one of our schools has experienced a death, we do have supports in place to assist students, teachers and families at these difficult times.  Unfortunately, members of our crisis teams - consisting of psychologists, counselors and social workers - have already been busy this year. When you work with students from Kindergarten through 12th grade, as many of us do, it's important to have an understanding of how children grieve at various developmental stages, so that we can respond appropriately in times of crisis.  We wanted to share with you  this chart  from the website of  The Sharing Place , a grief support group in Utah.  Not only does this chart provide information on how children at different ages may respond to grief, it also provides "Signs of Distress" and "Possible Interventions&qu

Sesame Street Launches Videos to Help Children Cope With Trauma

I've been a school psychologist for many years now.  In my early years, I remember watching the news about Columbine and trying to figure out how I would help the students at my schools cope with their feelings when the violence made no sense to me. After all of these years, I continue to struggle with this dilemma. Although recent news has brought more of these unspeakable acts to our attention, I also realize that many children are struggling to deal with serious trauma in their own lives. Many of these children are quite young and have not had the opportunity to learn skills to help them cope. Enter Sesame Street.  Sesame Workshop, the program's nonprofit educational division, saw that children needed these strategies to help them deal with unexpected stressful events, such as divorce, abuse, and natural disasters.  The videos teach children how to express emotion and reduce the stress they feel.  They also come with a learning guide to help adults know how to respond and s

What Is a School Psychologist?

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I promise no one grows up dreaming of being a school psychologist.  Well, maybe the children of school psychologists do (we actually have a staff member who can vouch for that) but  I know I certainly didn’t.  Something about a car so full of test kits that you can’t fit your groceries in it doesn’t scream “dream job,” but somehow it is.  So what is school psychology?  I would describe school psychology as the perfect marriage between psychology and education.  School psychologists are trained in mental health, child development, learning styles, behavior, and intervention planning.  Sure, we do a lot of assessment, report writing, and paperwork but, believe it or not, all of those things can be fun.  Assessing a child is like putting together a puzzle of how a kid learns best, helping them see their strengths, and identifying where they struggle.  With that in mind, school psychologists assess for a number of academic and behavioral difficulties including learning disabilit

Our Unique Role in Bully Prevention

As we all know, October is National Bullying Prevention Month.  Each year, we talk about this topic with our students and discuss ways they can help prevent bullying.  As teachers and support staff, most of us view our role as supporting positive behaviors in students.  But have you ever stopped to think about what each one of us can do with our own actions to foster an environment of kindness in our schools?  When I came across this article from weareteachers.com, I started to think about the powerful role models we are to our students and what a tremendous impact we have on their attitudes and actions. This article gives 49 simple ideas for creating a positive environment in our schools. 49 Ways to Create a Tidal Wave of Kindness in Schools

Ten Things Every Child with Autism Wishes You Knew

The book Ten Things Every Child with Autism Wishes You Knew  by Ellen Notbohm provides a wonderful insight into the life of a child with Autism. This book is describes ten characteristics that help illuminate - not define - children with autism. It provides thought-provoking discussion on communication issues, social processing skills, and the critical role that adult perspectives play in guiding the child with autism to a meaningful, self-sufficient, productive life. If you'd like to  learn more, the Autism Speaks website has provided an abbreviated version from the book  at this link.

A Resource for "Students Who Think They Hate Writing"

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We wanted to pass along  this article  about a creative option for engaging students in the writing process known as BoomWriter .  Research tells us that more technology has not necessarily translated into improved writing skills for most students.  In fact, Ken Haynes, the BoomWriter co-founder suggests that "the negative effects of excess screen time and shorter attention spans due to social media are corroborated by recent studies that show only a quarter of American high school students are proficient in writing assessments, and one out of five have 'below basic' writing skills." Here is Mr. Haynes' description of  BoomWriter from the article linked above: After a teacher signs up for free, here’s how BoomWriter works. 1.  Teachers provide a prompt, story start, problem to solve, or single directive for all their students to read and respond to. 2.  Each student writes and submits his/her entry for review and feedback from the teacher.   3.  Once all

Youth Sports and Head Injuries

As one of the seven psychologists in this district who received the additional training required to conduct evaluations for Traumatic Brain Injury, I'm always interested in new research on this topic.  In case you missed it,  this article  from The New York Times  summarizes information from a recent student from Boston University on youth football.  While we know that many of our students in WS/FCS are exceptional athletes and that sports can be an important part of the school and community, this study highlights some risks that may associated with contact sports at a young age. The researchers studied 214 former American football players who are now all in their 50s.  The participants completed telephone-administered cognitive tests and online measures of depression, behavioral regulation, apathy and executive functioning (e.g., initiating activity, problem-solving, planning and organization, etc.).  The researchers then compared the results of former players who started playin

New York Town Creates Bullying Law

Since October is National Bullying Prevention Month, here's a situation to consider.  A town in New York state, North Tonawanda, has created an anti-bullying law. The new law went into  effect on October 1 st .   The law requires parents of minors found bullying other minors to pay a fine. In addition, parents may face possible jail time. The North Tonawanda City Council passed the law in hopes that it will put a stop to bullying. What do you think about the new law? Does this go too far?  To learn more about the North Tonawanda bullying law, click here:   NY Bullying Law

De-Escalation: How to Make the Best out of a Difficult Situation

Throwing chairs, destroying the room, hiding under tables. These are some behaviors you may encounter this year, if you haven’t already. While we hope to prevent a situation from rising to this level, it sometimes happens. For some students, negative emotion feels so intense that they cannot think rationally. If they could, they would understand that there are better ways to solve their problems.  What triggers this level of reaction may be different for each student. For some, it may be conflict with peers. For others, it may be an overload of frustrating school work. Regardless of the cause, your reaction is crucial in restoring the classroom, and the student, to a safe level. The Crisis Prevention Institute (CPI) provides international training on managing potentially dangerous behaviors. They have created a list of their top 10 tips for de-escalating these behaviors. I have outlined them here, and linked to the page on their site containing original PowerPoint. CPI's Top 10 S

Resource for Families With a New Diagnosis of Autism Spectrum Disorder

I was recently reading a report from ABC of NC, a community partner that has been referenced in our blog posts in the past.  Included in the "Recommendations" section of that report is a reference to a resource from the Autism Speaks website, entitled  The 100-Day Kit for Newly Diagnosed Families of School-Age Children .  If your child is diagnosed before the age of 4, Autism Speaks has a toolkit for that, as well. Family members can download this free resource from the link above.  Autism Speaks created it with the goal to "make the best possible use of the 100 days following their child's diagnosis of autism."  Families whose children have been diagnosed in the last 6 months are also eligible to request a complimentary hard copy of the 100 Day Kit by calling 888-AUTISM2 (888-288-4762) to speak with an Autism Response Team Coordinator. The kit includes helpful information for navigating what may be unfamiliar territory for the family.  There is information

Additional Resources to Help Children Manage Distress

We provided a number of resources in our original blog posting on  Helping Children Manage Distress .  Unfortunately, current events have us revisiting this topic yet again.  It's important to remember that educators can reinforce students’ sense of security by making classrooms predictable and welcoming, enabling students to process their reactions to events, providing access to mental health supports as needed, and connecting families with other available resources, when needed.  Additional resources that may be helpful for families and teachers include the following: Talking to Children about Violence: Tips for Parents and Teachers   This resource from the National Association of School Psychologists (NASP) can also be downloaded in a variety of languages. Helping Children Cope with Terrorism: Tips for Families and Educators   This NASP resource can also be downloaded in multiple languages. Most children and youth are resilient and will cope well with the support and carin

Helping Children in Times of Distress-A Re-Post

When I awoke this morning to the tragedy out of Las Vegas, I felt my own stress level start to rise in what has become an all too familiar occurrence. Even as an adult, I have trouble understanding the violence that is happening in the world around us.  For children, these feelings are even more difficult to process.  Each time we post recommendations on how to support children in times of distress, we hope we never have to do it again.  Although it is not easy to navigate these conversations with our children, this post from last September provides some helpful guidelines. Crisis Response

Our Responsibility to Students Amid DACA Removal

What is DACA? DACA is an acronym used for the Deferred Action for Childhood Arrivals. This law was enacted in 2012 under the Obama Administration. This act protects eligible immigrant youth who came to the United States as children from deportation for two years and and allows them access to a work permit. Applicants to the DACA program pay a fee and must renew their application after two years. The Current State of DACA On September 5 th , the current administration announced a phase-out of the program. All initial applications sent after September 5 th will not be accepted. The Department of Homeland Security is allowing a six-month window in which it will consider renewal requests before the program phases out in March 2018. After the six-month period is over, no renewal requests will be processed. Dispelling Myths…. ·          DACA originated from an act signed into law under the administration of George W. Bush. The act was called the Development, Relief and

Removing Rewards to Focus on Motivation and Character

We see it all the time-using some type of prize to reward good behavior.  As psychologists we learned, from the work of B.F. Skinner, that behavior is determined by consequences, reinforcements or punishments, which make it more or less likely that the behavior will be repeated.  The thought of actually removing these rewards probably makes some of us really nervous. In  this article  from Mind/Shift , a high school in Florissant, Missouri did just that. They changed their lesson plans to incorporate character development into their curriculum, creating a new school mission statement that put character at the center. Students that were most challenging for teachers often responded most positively. Although this particular school was a special education school only, with most students receiving free and reduced lunch and many in foster care, the results were impressive: 89% graduate, 87% report feeling safe at school and attendance rates hover at 90%. Stephanie Valleroy, the now retir

Is Your Child's Math Homework Causing Anxiety?

Does helping your student with math homework make you anxious? There's an app for that! According to a study by the University of Chicago, using Bedtime Math  with your child can improve math achievement. The study found that children that frequently used the app with their parents were three months ahead in math achievement relative to children who just used a reading app. Improvement was even noted in children that only used the app once a week. Parents can sign up for Bedtime Math by email on the website or through the free app. There are many different topics included to grab the attention of all children. This is a quick and easy way to encourage math with your child, as it only takes 5 minutes a day. The app is available for iPhone/iPad and Android and is available in English AND Spanish. Each fact is followed by math riddles for wee ones, little kids and big kids. This nightly math fun can be used with all ages. Here are two articles discussing the research behind the Be

Myths About Suicide

We wanted to share a website with you that speaks to common misunderstandings about suicide.  It is from the Nevada Division of Public and Behavioral Health and we hope you will find it both user friendly and informative.   Suicide Myths One of the most common myths we hear is listed first on this page: that talking about suicide or asking someone if they feel suicidal will encourage suicide.  In fact, if the individual can talk about suicidal feelings, this is often the first step in getting help.  The site has also links to sections on what parents can do, youth protective factors, youth risk factors, warning signs, prevention, and information on depression.

Target introduces "Design for All"

On August 13 th , Target announced that they will begin to sell sensory-friendly clothing. Target plans to add 12 pieces to their “Cat and Jack” children’s brand. The clothing pieces will feature heat transferred labels and flat seams. You can find the sensory-friendly clothing exclusively on Target.com. To learn more, visit: Target.com  or  Today.com

Natural Disaster Resources

In response to the devastation created by Hurricane Harvey last week and in anticipation of the potential of  Hurricane Irma, we wanted to share some resources that may be useful for counselors, teachers, parents, family members and others who provide support to children. Natural Disaster Resources This information from the National Association of School Psychologists provides a number of resources, such as a printable fact sheet, and information on students who may experience relocation as the result of a natural disaster. On this page, you can also find a Tip Sheet in Spanish:  Spanish Resource.

September is School Attendance Awareness Month

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The start of a new school year seems like a great time to talk about the importance of regular attendance.  Perhaps that's why Attendance Works, a national and state initiative that promotes better policy and practice around school attendance, chose the month of September as School Attendance Awareness Month. Did you know that absenteeism in the first month of school can predict poor attendance throughout the school year?  Half the students who miss 2-4 days in September go on to miss nearly a month of school.  Absenteeism and its ill effects start early.  One in 10 kindergarten and first grade students are chronically absent.  It probably will not surprise you to learn that poor attendance can influence whether children read proficiently by the end of third grade or be held back.  By 6th grade, chronic absence becomes a leading indicator that a student will drop out of high school.  Research shows that missing 10 percent of the school year, or about 18 days in most school dis

Psyched About School!

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You have probably noticed that we haven't posted since starting the 2017-18 school year.  Our staff of school psychologists have been busy preparing for the year by attending workshops, reviewing student files, and getting to know all the new faces at our schools.  Some of us have also been mourning the end of summer break.  You may have seen this expression on our faces: During September, look for posts on how to support students following natural disasters and answer their questions about the unrest happening around the world.  We will also share blogs about the myths surrounding suicide and ways to remove rewards to focus on motivation and character.  Stay tuned!!!

End of Year Stress...for students AND teachers

We haven't posted in a while.  Why???  School Psychologists experience stress too, especially this time of year! It seems like everyone, staff and students alike, are running around trying to get everything done before the end of school. There is the anxiety over those end of year tests.  Some students are also concerned about being promoted to the next grade.  Teachers often experience similar worries as they try to make tough decisions about students.  Most high school students feel the pressure of projects or exams while some worry about whether they will even graduate. Outside of school, the stress caused by things going on at home can generate even more anxiety for some children. As summer approaches, they might worry about where their next meal will come from or whether they will be safe at home.  For these children, schools provide the comfort, safety, and predictability they don't have during the summer months. This article from  Edutopia  provides additional reason

Teen Depression

If you have a teenager or are around one frequently, you know they can be moody.  Especially this time of the school year, it seems like teenagers exhibit more mood swings, sadness, and anxiety.  As a parent or caregiver, how do you know when their behaviors go beyond just typical adolescent behavior?  Depression is a very real condition which affects about one in 20 (see article) teenagers.  Parents and caregivers need to know what to look for and when to seek intervention. This article from  Psychcentral  explains four important facts about teen depression and what you can do to help.

Brain-Based Strategies for Emotional Regulation

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This article  from Edutopia  contains some excellent suggestions to help build focus and engagement in the classroom. While it is geared towards students who have an Attention-Deficit/Hyperactivity Disorder (ADHD), these strategies could certainly be helpful for all learners. One of my favorite suggestions in this article is the idea of teachers using "I Noticed" sheets to reinforce the positive aspects of a student's behavior during the day.  While this isn't something you'd want to do every day for every student, there's a lot of power in occasionally letting that struggling learner know that you are paying attention to them and to the things that they are able to do well.  Even as adults, we experience what I call the "warm fuzzies" when someone takes the time to recognize our efforts and hard work.  Imagine the power that this could hold for a student with academic or behavioral challenges who may feel that he or she is unable to do anything ri

Kindergarten 'Red-Shirting'

We recently came across this article on the concept of academic 'red-shirting' as it relates to Kindergarten students and, with the end of the school year fast approaching, it seemed like a good time to pass this information along to parents who may be in the process of making decisions about Kindergarten for next school year: Is Your Child Ready for Kindergarten? If you are not familiar with this concept, it refers to the idea of delaying Kindergarten enrollment with the idea that this improves overall student outcomes.  However, as the article notes, there isn't a clear research consensus on the pros or cons of this academic red-shirting practice.  The author offers the following advice for parents who are currently facing this decision: "Despite the weightiness of the decision, rest assured that a child is likely to be successful whichever path his parents choose."

Taking Your Child to the Emergency Room for a Mental Health Crisis

I recently came across this "open letter"  from a parent about the experience of taking your child to the Emergency Room as the result of a mental health crisis.  The author, Julia Johnson Attaway, does a beautiful job of speaking to the fears that parents may experience when faced with this incredibly difficult decision. As a School Psychologist, we complete Suicide Assessments with our Student Services colleagues - including Social Workers and School Counselors - more often than any of us would like.  I've seen firsthand the anxiety on a parent's face when they arrive at school to pick up a child who has expressed a desire for self-harm.  It's never easy to explain the options for seeking emergency mental health assistance, but I will definitely bookmark this article to share with parents in the future, in an effort to try to make this process a little easier for them.  I truly hope that none of our readers will ever need this information, but wanted to pass

The Fidget Frenzy!

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In my house, we are the proud owners of three fidgets.  We have two spinners and one cube.  If you've been under a rock and haven't heard about them, this article from Live Science  explains some of the science behind their popularity.  A few months ago, my kids started telling me they needed one in order to reduce anxiety and stay focused. Since the popularity of fidgets has exploded, I've heard mixed reviews from teachers and some schools have even banned them.  In this article from  U.S. News & World Report , two occupational therapists weigh in on the debate with different opinions. Fidgets have actually been around for years and have certainly supported the needs of some special needs children. What is your opinion?  We would love for you to weigh in on this debate!

FDA Warns Parents About Fake Autism Remedies

As part of our continuing coverage of Autism Awareness Month, we wanted to pass along this guidance  from the US Food & Drug Administration (FDA).  It's certainly understandable that any parent of a child with Autism Spectrum Disorder (ASD) would want to do everything possible to ensure that the child leads a happy and successful life.  In fact, it's probably safe to assume that all parents want this for their children.  However, as the FDA points out, there is no "cure" for Autism Spectrum Disorders.  As we have seen an increase in the number of children identified with ASD over recent years, we have also seen an increase in the number of treatments or "cures" being marketed by companies.  Some of these not only fail to improve characteristics or symptoms of ASD, but may actually cause harm.  The FDA offers the following helpful advice: "if it’s an unproven or little known treatment, talk to your health care professional before buying or using thes

Positive Outcomes for Social-Emotional Learning (SEL)

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The idea of Social-Emotional Learning (SEL) isn't new, but it has gained traction and attention in recent years, as more research has validated the benefits of incorporating SEL into our classrooms and schools. The Collaborative for Academic, Social, and Emotional Learning (CASEL)  defines SEL as a "process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."  While some of that may seem like common sense, having an established framework with an emphasis on SEL ensures that all of students have the opportunity to acquire and practice these skills.  CASEL has produced this graphic to explain their concept of SEL: In  this article  from The Atlantic , the author shares observations from her visit to Austin High School, where SEL ha

Learning to Understand Effects of Trauma

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We've been hearing more and more about the importance of understanding the psychological effects of trauma and what a student with a high number of Adverse Childhood Experiences (ACEs) may look like in the classroom setting.  Children who are affected by trauma often react in unexpected ways, as research has shown that they undergo neurological changes, as compared to children who have not been exposed to trauma. The article  The Trauma Behind Students' Actions  opens with this statement: "Sometimes, children just need somebody willing to listen."  I think most of us would probably agree with that statement.  Six schools in Central Illinois are part of a pilot project in trauma-informed schools, helping not only teachers and administrators, but all adults who work with kids, to see through a “trauma-informed lens,” as it's known. One of the strategies used by teacher Kristin Portis is pictured below.  Each cup represents a different mood, and each child has

Hospice & Palliative CareCenter

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On the last early release day, the Psychological Services Department had the opportunity to visit the Hospice & Palliative CareCenter in Forsyth County.  We learned about opportunities for students and families in our area who may need additional support during difficult times.  Katie Cyre, MS, MT-BC, Complementary Therapies Program Manager & Music Therapist facilitated this visit for us and was kind enough to write the following guest blog for us: If you and your family have experienced the death of a loved one, you know how important it is to have ongoing support. The losses of those closest to us impact us in profound ways, both individually and within our family systems. We know, too, that losses are revisited as children move through new developmental stages, and even into adulthood as life’s big events unfold. The original loss is re-worked over many years through the new lens of experience and the changes that growing-up brings about. It is important that people

Tips for Sharing an Autism Spectrum Disorder (ASD) Diagnosis with Family & Friends

April is Autism Awareness Month and, to continue our coverage of this important topic, we wanted to share this helpful resource from the Child Mind Institute: Sharing an Autism Diagnosis With Family & Friends Parenting a child with characteristics of an Autism Spectrum Disorder (ASD) is not easy.  One of the challenges faced by many parents is how and when to communicate to others that their child is on the Autism Spectrum.  There are some great tips in this article, including differentiating between "behaviors" and "symptoms."  For example, a child with ASD who has difficulty with eye contact may be inaccurately perceived as "rude."  Another great tip is to explain that ASD covers an extremely broad range of skill levels, so it's important to remember that one person with an ASD may function in a completely different manner from another person with an ASD.  In the world of school psychology, we've all heard the saying, "If you'

Autism Spectrum Disorder (ASD) in Girls

To continue our coverage of Autism Awareness Month throughout April, we wanted to pass along some information on Autism Spectrum Disorder (ASD) in girls.  You may already be aware that the ration of boys to girls diagnosed with ASD is more than  4 to 1.  There has never been a specific reason for this gender difference, although questions have been raised about genetic differences.  However, as this article points out, "clinicians and researchers have also come to realize that many 'higher functioning' autistic girls are simply missed."  When girls with ASD are overlooked, misdiagnosed or diagnosed later, it may be because they don't fit the traditional "profile."  The author also notes that girls actually "may be better at hiding the signs, at least when they’re young."  You can learn more about the differences between boys and girls with characteristics of ASD here:  Why Many Autistic Girls are Overlooked

The Last Stretch...

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Mindfulness Makes a Difference in Schools

We've blogged before about mindfulness and the positive effects it can have on both teachers and students.  "Mindfulness" can be misunderstood by some as having a religious or spiritual context.  In fact, mindfulness is simply about awareness.  When we practice mindfulness, we have an "in the moment" awareness of our thoughts, our feelings, how our body feels, and our surrounding environment.  As we tune in to this awareness, we pay attention to our thoughts and feelings, without judging them, or believing that there's a “right” or “wrong” way to think or feel in a given moment. In this incredibly busy world, where technology seems to inundate us with a never-ending barrage of information, it can be easy to slip into "autopilot" mode.  For example, have you ever driven somewhere without really thinking about what you were doing until you arrived?  That was autopilot.  Another example I've been hearing a lot lately is "mindless eating,&qu

April is Autism Awareness Month

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The month of April is World Autism Month! The Autism Speaks "Light It Up Blue" campaign was initiated in  2010 to commemorate the UN-Sanctioned World Autism  Awareness Day on April 2nd. What started as a day for famous  landmarks to light up blue for autism has evolved into an annual  blue movement that continues throughout the entire month of April  around the world. You can see some of the fantastic participants on Twitter using the hashtag #LightItUpBlue.   Kazakhstan went blue for Autism... and so did Italy.... and Washington, D.C.! Our friend Selene Johnson, the Executive Director at ABC of NC recently shared information about Autism Awareness Month in this video clip from  WXII .  We recently blogged about our visit to ABC of NC, where we learned a lot about this fantastic resource - and you can, too!  Just click here:  ABC of NC. To learn more about Autism Spectrum Disorders (ASD) and how you can be involved in Autism Awareness Month act