Attention Deficit Disorder Charlotte

A pediatric occupational therapist at Child and Family Development works on helping to develop your child's scissor skills. 

Children can snip with scissors by 2-2 1/2 years of age. Remember to use safety scissors! By 4-5 years of age, a child should be able to cut out simple, basic shapes such as a circle or square.

In order to learn how to cut, you must master the following:

• balance
• shoulder stability
• forearm control
• wrist stability
• grasping skills
• finger isolation
• accurate release
• 2 hand usage
• eye-hand coordination

1. able to hold and manipulate scissors appropriately
2. short random snips
3. manipulate scissors in forward motion
4. stay within lines (wider lines first, narrower when more control is gained)
5. cutting shapes with straight lines
6. cutting shapes with curved lines

Activities to work on scissors skills:

• cut with thicker materials that are less likely to bend and tear and that will add resistance and feedback so the child can really feel what he/she is doing
  • index cards, post cards, construction paper, foam, brown paper bags, junk mail!
• cut drinking stras, string them to make necklaces
• cut playdoh - make snakes and cut into chunks
• give your preschooler a pair of safety scissors and an old toy magazine and let them cut out their his/her favorite toys
• Use squirt bottles, squirt toys, water guns, turkey basters, tongs, and hole punchers to practice the hand grasp and motions needed for cutting with scissors

• Where, when, and how often does this inattention occur?
• What is the stimulus?
• What does the child do as self therapy?
• What is happening (or not happening) when the child concentrates well?
• What does the child need, and what helps?

Resource: Sensory Processing Disorder vs. Attention Deficit Disorder

• Try drying the clothes in the dryer for a few minutes so that they are warm and soft right before your child puts them on 
• Try shopping at consignment stores for gently used clothes that may be softer
• Do some "heavy work" or deep pressure activities before putting clothes on. For example:
  • make your child a burrito, sandwich, or hotdog by squishing them between pillows or cushions, wrapping them in a blanket - ask them what they would like on their sandwich and add it by squishing them with a pillow (this gives them some sense of control of the activity and allows them to end it when they've had enough)
• Help your child lay out clothes the night before 
  • give them a limited amount of choices (2-3) to select from - try to let them choose to give them a sense of control
  • be consistent (don't give them the option of changing their minds in the morning)
  • create a sticker chart to help reinforce good behavior and sticking with their choices
• Visit www.softclothing.net and www.funandfunction.com to find soft clothing made especially for children with tactile sensitivities
• Consult an occupational therapist who can provide education and information on a deep pressure brushing protocol and other "heavy work" activities to help your child better organize his/her sensory system to make getting dressed for school easier for them and for you!

Hello! I'm a new member of Child and Family Development, and I wanted to take a moment to introduce myself. I'm a clinical psychologist specailizing in treating children, adolescents, young adults and their families. I've lived in Charlotte for the past 7 years as I pursued my Ph.D. in Clinical Health Psychology from The University of North Carolina at Charlotte. I'm so happy to start practicing in the town I call home!

• Mood disorders (e.g., depression, anxiety)
• Impulse control disorders (e.g., acting out, anger, self-harm)
• Substance abuse
• Relational difficulties, peer acceptance, bullying
• Low self-esteem
• Attention Deficit Disorder (ADHD)

Last week I posted information regarding a wonderful resource for students with ADHD or a Learning Disability applying to college.  But what about when you are in college and you are struggling to get your feet grounded without your parents' guidance and support? Or you have been accepted and want to learn ways to make the transition from high school to college as smooth as possible?

I recently came across a wonderful resource for helping students transition into the wonderful yet very scary world of college.  Ready for Take-Off: Preparing Your Teen with ADHD and LD for College by Theresa Laurie Maitland, Ph.D. & Patricia Quinn, MD. 

It would be most ideal to read this book as well as implement some of the strategies into your senior year (or earlier) to help smooth the transition.

Other resources to learn self-advocacy and study skills can be found on ADD Warehouse or working with a professional.  I currently work with students in high school and college on preparing for and dealing with the transition to college as well as everything it brings with it. 

BLAST from the PAST

30 years and counting for Child and Family Development… With longevity comes great joy and satisfaction. Here are a few samplings of recent Blasts from My Past that keep alive for me the passion of what we do at Child and Family Development…

• A young 27 year-old adult who was treated at Child and Family Development for his attention deficit disorder and learning disabilities when he was a teenager called and wanted to share how well he is doing at his new job
• A mother called to say that her dyslexic son whom we saw 10 years ago has graduated from college and has been invited back to the college as a graduate intern in a field he loves.
• A sister whose brother was diagnosed 12 years ago and successfully treated for his learning disabilities called seeking guidance choosing her graduate program. She wanted  to work in a clinical environment like Child and Family Development
• A sister of another client likewise wanted advice on post-college studies so she could become a reading specialist and could work with students like her brother who has dyslexia.

Educational Specialists, Psychologists, Occupational Therapists, Speech Language Therapists, and Physical Therapists at Child and Family Development all make a difference in the lives of the children we evaluate and treat as well as in the lives of their families. 

Human beings are story-telling creatures for sure. We tell stories about everything from what we did on our last vacation to what we are eating so we won't develop heart disease. We have Christmas and Birthday stories to share. We construct explanations to explain why certain things happen. The themes and narratives in vogue at a given time in history will be different if we just wait a few years.

We live in a time when it's popular to use the word "disorder" to explain, or tell the story of, why people do certain things. Smoking cigarettes is now being "storied" as a disorder. A school age child who is not paying attention in class is viewed by many as having manifestations of a disorder. The disorder story goes so far as to say to the young person actually "has it", like they have this thing inside them that makes them not pay attention in class. It's as if they have caught a contagious disease like the measles or chicken pox. They can't help it. And it makes them do bad things. While it's the popular or dominant discourse in our time to story the situation this way, I'm not sure it's the most helpful framing for the young person. Let me explain the point with an alternate story.

Behavioral and emotional problems in children can be viewed as manifestations of self-defeating sets of beliefs and thoughts that originated outside of the person much like a dictionary is outside the person. The way of the problem can be tried on much like trying on a pair of shoes. Being a problem can feel like power to the child until the consequences begin to add up. The problems way of viewing becomes like a bad habit that is eventually adopted and consistently utilized in relationships. Again, the clothes and shoes being worn are not the person. The problem is outside the person in that the person does not have the problem, but rather the problem wants to control them and have it's way with them. The problem can be viewed as actually wanting to dominate the person much like in an athletic competition the opposing team wants to win. Similarly, the person usually wants to fight back and win against the problem. In therapy, we want to encourage the young person to mount a powerful attack to beat down the problem that wants to control and dominate them. The young person can, if they chose to, win against the problem.They can try to win daily victories.  The win narrative is listened to and explored for the details of the victory. The problem loses power in defeat, and the family doesn't need to come back week after week once the problem has been dis-empowered. The "you have power to win against the problem" narrative usually works better than the "you have a disorder" story. It has more hope for prompting change. It has more hope for empowering the young person to fight back against the problem. With the competitive "you can win" story, it's just a matter of time before the symptoms go away. Let us help you win. Best wishes, Stephen Elliott, Ph.D., Child and Adolescent Psychologist, Child and Family Development
 

What is an Academic Coach ?

An Academic Coach is an educational specialist who assists students with Attention Deficit Disorder, poor Executive Skills, and specific Learning Disabilities such as Dyslexia, Written Expression Disorders, and Mathematics Disorders learn strategies to improve homework organization, time management, project planning and task completion.

Academic Coaches and the student work together to:

·        Identify and Target specific “hot spots”of organizational difficulty

·        Develop a strategy and “Plan of Action”

·        Act upon the plan

·        Evaluate the success of the “Plan”

·        Redesign the “Plan”

·        If the “Plan” was successful, tackle another “Organizational Hot Spot”

Educators at Child & Family Development work as Academic Coaches for students with Attention Deficit Disorders, Dyslexia, Written Expression Disorders and Mathematics Disorders who struggle to carry out their daily school routines.

After students finish the first few days of school, the newness wears off, and the hard work begins.  The following are a few ideas to keep the days running smoothly.

• Put in place a routine for the week.  Children need expectations that are clearly defined and consistently followed.  Establish set times for a snack, homework, play break, chores, and outside activities.  Help children to begin transitioning from one thing to the next in order to avoid meltdowns.  Make a picture chart to serve as a visual reminder.
• Healthy habits should be an important part of every day.  Allow children to help plan nutritious meals.  Within categories of fruits and vegetables, give kids a chance to pick out at least one or two of their choice.  Writing out menus allows parents to shop ahead of time, and children will know what is coming.  This advance planning reduces chaos at mealtimes.  Don’t forget to get involved in family exercise time for 20-25 minutes a day.
•  Set up a homework station in a special location.  Your children can then have a quiet place to study and keep all of their materials in one area.  Children with learning disabilities, dyslexia, attention deficit disorders, and autism spectrum disorders rely on this type of structure to accomplish tasks.  Use praise and rewards to celebrate successful work completion.
• Before bedtime, arrange everything that you will need in the morning.  This includes clothes, shoes, notes, assignments, and lunches.  End the panic of the early morning rush!

Martha Knight, M. Ed., is an Educational Specialist at Child and Family Development in Charlotte.   

Some students have difficulty remembering what they have learned.  As they progress in school, there are greater demands for efficient information storage and retrieval.  Struggles with memory can create increased frustration as these children are required to process larger amounts of material.  The following are a few tips to aid memory:

·        Break down a long study guide into smaller parts that are learned over the course of a week rather than in one night.

·        Use multi-sensory instruction.  Pair words on a flashcard with picture cues.  Have the child act out the concept or make a model.  This approach will help to engage various senses and build multiple pathways for that information in the brain.

·        Always tie new concepts to something that the child already knows.

·        Use chunking to group bits of information that are similar.  This strategy helps with organization of new material.

·        Provide multiple opportunities for practice and review.  Repetition aids recall.

·        Offer frequent encouragement and praise for the child’s accomplishments.

If your child has had longstanding difficulty with memory tasks and exhibits other academic struggles, you should consider a consultation with a professional.  As an Educational Specialist at Child and Family Development in Charlotte, I work with a team of clinicians in providing consultation and comprehensive evaluation.  We work with children who have learning disabilities, dyslexia, attention deficit disorders, and autism spectrum disorders.  

You’ve made the big shopping trip to buy school supplies for your children.  Now think about yourself!  There are three important things that parents can stock up to make the new school year run smoothly.

• Preparation…The start of school can be difficult both for children and for parents alike.  By transitioning to the school routine one to two weeks ahead of time, you and your children will have time to work out any kinks and gradually adjust to the changes that will take place.  Have a family meeting to discuss goals and expectations for the new school year.  Ask your children be a part of the planning process, and record your decisions so that they can be posted for the whole family to see on an ongoing basis.
• Open Mind…As a parent, be open to a new learning experience.  The fall offers a fresh start.  Welcome the changes that a new teacher brings and show your interest in ongoing communication.  After the first few weeks of school, arrange a meeting to discuss the ways that you and the teacher can work as a team. 
• Perseverance…Remain attuned to your child’s learning and persist in finding answers to any questions that you may have.  Particularly if your child has had longstanding struggles in school, pursue further consultation.  As an Educational Specialist at Child and Family Development in Charlotte, I help parents address these issues.  I enjoy working with students who have learning disabilities, dyslexia, Attention Deficit Disorder, and autism spectrum disorders.

Enjoy the end of the summer and get ready to make the new school year POP!

The reminders are everywhere you turn.  It’s that time of year to start thinking about purchasing school supplies for your children.  While the choices are endless, some supplies are more practical than others, particularly if you have a child with special learning needs.  The following are some items that can be helpful:
 

• A large divided binder or individual subject folders.  Your child’s teacher may specify certain requirements, but some type of organizational system is imperative.  While some students may loosely follow their own system, children with Attention Deficit Disorder need a structured approach to managing their materials and completing tasks.  Do not assume that your child will intuitively know how to set up the system.  Provide direct instruction in organizational skills.
• A box of essentials for home.  Invest in extra paper, pencils, crayons, and poster board in order to save yourself a trip to the store at homework time.  Place these materials in an accessible location so that your children can independently find what they need.
• Color-coded items.  Students with learning disabilities and attention disorders often respond positively to visual cues.  For example, when they are grouping written information to write an essay, different colored index cards can help children to see which facts go together and place them in piles.
• A spell check device.  For students who struggle with dyslexia and writing disorders, the need to recall individual words affects their ability to efficiently translate their ideas to paper.  The Franklin Spelling Ace is child-friendly.
• The Kindle.  Modern technology has so much to offer individuals with reading disabilities.  Often, dyslexic students find it nearly impossible to gain meaning from text as they labor to decode individual words.  The Kindle allows them to follow along with their eyes while also listening to a fluent oral reading of the text.