Monday, March 11, 2013

From the Publishers of 2e: Twice-Exceptional Newsletter

EXERCISE AND SELF-CONTROL. A Dutch analysis of past studies of exercise suggests that short-term, moderately intense exercise may boost self-control in children and young adults. The lead researcher is quoted as saying, "Tests conducted immediately after short bouts of exercise showed a clear improvement among higher-order functions like self-control, a cognitive [brain] function that is really important for daily activities in terms of both social life and academic performance." Read more. Separately, a different study indicates that exercise regulates the body's hormonal response to stress; less active kids produced excess levels of cortisol in response to everyday stresses. Read more. And get those kids outside for exercise! 

CHEWING GUM AND CONCENTRATION. Chewing gum apparently helps improve concentration in visual memory tasks and audio memory tasks. The results showed that participants who chewed gum had quicker reaction times and more accurate results than the participants who didn't chew gum. This was especially the case towards the end of the task. Find out more.

THE GIFTED CREATIVE, ECCENTRIC KID may fly under the radar, unrecognized. A University of Kansas researcher analyzed the profiles of creative people such as Mark Twain and Woody Allen to try to find ways to help teachers identify gifted and creative kids. One of the findings was that "a third of students who fit the profiles for creative giftedness had never been identified for gifted programs, largely because their grade point averages were not higher than average—in part because these students tended to dedicate themselves to only subjects that interested them." Sound familiar? Read more.

AD/HD RESEARCH is the topic of an article at Forbes, covering topics such as inhibiting the pattern of the way AD/HD's effects lead to poor self-esteem. An expert quoted in the article notes the disparity between labeling and early intervention in conditions like diabetes (no problem with labeling) with current practice in AD/HD (suddenly labeling is a problem). Find the article.

DYSLEXIA AND AURAL INPUT. The brains of dyslexic children process the sounds of speech less consistently than the brains of typically developing children, according to research from Northwestern University. The study compared brain waves measured with scalp electrodes as the children listened to particular syllables. Read more.

DYSLEXIA ON LINKEDIN. If you're on LinkedIn, there's an interesting CEC thread on dyslexia. Find it.

AD/HD SUB-TYPES manifest themselves in the brain in different ways, according to new research discussed in an article at the site of the Child Mind Institute. Find out more.

AD/HD CO-MORBIDITIES. This is not a new item, but a page at the site of ADDitude lists some of the common co-morbidities of AD/HD along with symptoms and recommended resources for more information. According to the page, half of children with AD/HD suffer from co-morbid conditions such as anxiety, depression, or OCD. Find the page.

DSM-5 CHANGES. An article at the site of the Journal of the American Medical Association describes the overall changes in the new version of the DSM-5 and gives a little more detail on changes for several disorders of interest to the 2e community, ASD and "disruptive mood dysregulation disorder -- the latter a diagnosis to try to differentiate mood issues from pediatric bipolar disorder. Find the article.

BULLYING. A TED Talk by poet Shane Koyczan combines his stories of his growing up lonely, different, and taunted with his animated poem of "bullying and survival." It's entertaining and, as the website says, haunting. See it. (Standing ovation at the end.)

PARENT GROUPS. Help us figure out how prevalent  support groups 
are for parents of 2e kids. Take a quick poll at our homepage. Thanks!

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