Monday, March 4, 2013

News Items, Resources from the Publishers of 2e: Twice-Exceptional Newsletter

AD/HD LASTS. The first large, population-based study to follow children with attention-deficit hyperactivity disorder (AD/HD) into adulthood shows that ADHD often doesn't "go away," and that children with AD/HD are more likely to have other psychiatric disorders as adults. Although numbers were small, they also appear more likely to commit suicide and are often incarcerated as adults. According to the study's lead researcher, "Only 37.5 percent of the children we contacted as adults were free of these really worrisome outcomes." The study is published in the April 2013 issue of Pediatrics, posted  online March 4. Find out more.

VIDEO GAMES GOOD? Maybe for kids with dyslexia. A study indicates that action video games can improve reading skills in dyslexic children. According to one of the study authors, "Dyslexic children learned to orient and focus their attention more efficiently to extract the relevant information of a written word more rapidly." Read more.

IQ, SUCCESS. Education Week reports on the reignited focus on the inheritability of intelligence and on the relationship of IQ to success. Briefly providing some history on both sides of how intelligence influences success, the article states, "Although word-smarts and number-smarts, the traditional metrics of intelligence, are important, they are unreliable predictors of future success in the workplace and in the personal lives of students. That's because a host of other factors unable to be measured with precision comes into play in the real world." Read more.

RTI MYTHS. The site RTI Action Network dispels 11 common myths about RTI, focusing on the relationship (or lack thereof) of RTI to IDEA. If RTI is a topic of interest at your home or in your teachers' lounge, find the article.

LDs & ATTACHMENT THEORY. LDs can cause anxiety, frustration, depression, and other problems in a child. While a researcher has found that "teens with learning disabilities were less likely to have secure attachment relationships to their mothers and teachers compared to peers without learning disabilities," attachment theory suggests that the right involvement of parents and teachers can protect against some of the social and emotional damage of LDs. Read more.

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