Thursday, April 30, 2015

ASD, Dyslexia, Dysgraphia, 2e Myths, and More

GENDER AND ASD. Disability Scoop tells us that, compared to boys, girls display different symptoms of autism, are diagnosed somewhat later on average, and are diagnosed at a much lower rate -- although the proportion of girls diagnosed with ASD has recently risen. Find out more.

DYSLEXIC AND DYSGRAPHIC BRAINS are different structurally than neurotypical brains, according to recent research at the University of Washington. According to a study write-up, "The researchers say the findings underscore the need to provide instruction tailored to each of these specific learning disabilities, though that is currently not mandated under federal or state law." Find out more about the differences and the educational implications.

LEADING WITH STRENGTHS is the topic of a post in "From Worrier to Warrior" by psychologist Dan Peters. Writing at the site of Psychology Today, Peters notes how positive psychology is helping educators and parents and kids focus on what's right as a starting place instead of on what's wrong. He notes how leading with strengths is especially important for twice-exceptional children. Find the post.

THE CHILD MIND INSTITUTE has two new articles of interest on its website. One contains advice on getting teens to agree to help from a psychologist or psychiatrist. If you've been in this situation you know how resistant children can be, but the article offers strategies such as choosing the way you "frame" the treatment, focusing on the teen's priorities, and finding a provider who's a good match for your teen personality-wise; find the article. The second article provides tips for parents on how to tell your child that he or she has received a diagnosis of Asperger's; find the article.

LD IN COLLEGE. An article in the Des Moines Register describes the results of a study of Iowa colleges in terms of how colleges and professors address students with "invisible" disabilities that can include chronic illnesses but also LDs, ADHD, anxiety, and depression. The study found that professors often get no training on teaching students with disabilities. The article notes that the way the student handles his or her situation can also make a big difference -- eg, actually talking to a professor about needs is much better than just handing over a request-for-accommodations form. Read more.

DIET AND ADHD. Professor David Rabiner writes at the site of SharpBrains.com about a review of several meta-analyses of diet and ADHD. The review covered restricted elimination diets; artificial food coloring exclusion; and fatty acid supplementation. Rabiner concludes that all three might have a moderate or modest effect, and then goes on to offer advice for dietary intervention with ADHD children. Find the article.

SENG. The newest newsletter from the organization is out, and it contains several items of interest. First, the organization has named an interim executive director, Elizabeth Ringlee, of whom SENG President Tiombe Kendrick-Dunn says, "I am very pleased to welcome her and look forward to working with her as we continue moving SENG's mission and vision forward!" Second, educational consultant Mike Postma has an article in the newsletter (and at the SENG website) titled "The 2e Students: Damaging Myths." Read it and see how many myths you recognize or personally encountered.

BELIN-BLANK. This organization's April newsletter is out, with several articles on April's publication of A Nation Empowered and an offer to give you that document; go there. (Then all you have to do is read it!)

DYSGRAPHIA, MATH, AND SCIENCE. LD Online offers some ideas for accommodating high school math and science students who have dysgraphia. Find the current newsletter.

AND FINALLY, THIS. Do you get "earworms," songs running through your mind you can't get rid of? Apparently they're the subject of academic research, and apparently the way to get rid of them is to -- chew gum. Read more, and pass it on. "We all live in a yellow submarine, yellow submarine, yellow submarine. We all live...."

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