Learning Differences: Evaluating, Managing and Collaborating To
Total Page：16
File Type：pdf, Size：1020Kb
Fall 2009 www.parentsinaction.org Learning Differences: Evaluating, Managing and Collaborating to Keep Your Children on Track By Sally Sherwood Parents usually first hear about their children’s learn- ing issues from the school. The manner in which NYU Specialists Underscore the Need this information is conveyed may dictate the family’s for Partnership and Communication ongoing relationship with the school, the parents’ A lifestyle magazine aimed at the general willingness to consult outside professionals and, of public recently featured a brief quiz entitled “Does course, the long-term academic success and psycho- Your Child Have ADHD?” If readers answered ten logical health of the child. questions in the affirmative, they were advised to Dr. Dreyer generally encounters a family in one of consult a professional. Would that all parents could two ways: after a school has counseled parents to diagnose learning and behavioral issues after a five- consider an evaluation for a child with learning dif- minute read. ficulties or troubling behavior, or when the parents are While parents, professionals and educators may frustrated with a school’s inability to effectively teach closely scrutinize children who repeatedly evince the child. Before rendering a diagnosis, doctors should certain behaviors, not every easily distractible child consider multiple factors, from sleep disorders to peer has ADHD.* Addressing an audience at the April 21, interaction, which may provoke or exacerbate behavior 2009, Parents in Action luncheon, pediatric cognitive that mimics ADHD. In any case, Dr. Dreyer believes development specialists and colleagues Benard Dreyer, that no medication or treatment should be prescribed M.D., and David Salsberg, Psy.D., attempted to allay or administered until a comprehensive evaluation has confusion and encourage conversation about learn- revealed the nature and extent of a child’s learning ing differences. Presented by PIA, NYU Kids and the problems. NYC Child Study Center, the discussion considered Evaluation effective ways to recognize, evaluate and treat the Dr. Salsberg explained that the purpose of an evalua- often puzzling constellation of symptoms constituting tion is not simply to diagnose and label but to gather ADHD and related learning differences; the impact more information about a child. An evaluation will of diagnoses on families; and the need for partnership disclose a range of intellectual strengths and weak- among parents, teachers and professionals in working nesses; an overview of learning styles; an assessment with each other and affected children. of memory, attention and organization skills; and an Hyped, hyperbolized, over-diagnosed or over-treated, appraisal of social and emotional wellbeing. ADHD has assumed a life of its own, depending upon Evaluations may be conducted privately or at no who is doing the observing. Dr. Dreyer contends that expense through the Department of Education’s ADHD is over-diagnosed and under-diagnosed. “We Committee on Pre-school Education (CPSE) or know the symptoms,” he explained “How we treat Committee on Special Education (CSE). These evalu- them depends upon the problem.” ations are available to all children, regardless of their public or private school status. However, a privately * “ADD (Attention Deficit Disorder) is a term once used to engaged evaluator must conform to the department’s describe easily distractible but not necessarily hyperactive testing requirements. children with difficulty focusing. ADHD (Attention Deficit Hyperactivity Disorder) is a newer, preferred term that includes Evaluation results can help the schools or, in some as a subset those children who are primarily hyperactive. The term ADD is used periodically to refer to children — even those cases, the Department of Education, recommend or with hyperactivity — who, in fact, would be better described with the more proper term, ADHD.” — Benard Dreyer, M.D. Newsletter copyright 2009 NYC–Parents in Action NYC–Parents in Action Fall 2009 www.parentsinaction.org Learning DifferfenceS continued provide tutoring, therapy services, special education viously undetected learning differences may suddenly placement and/or class accommodations to address find themselves challenged by fifth grade. At this the needs of the individual child. point, the parent-educator-practitioner team should initiate an action plan as quickly as possible. “Many children are diagnosed and medicated early on for what appears to be an attention deficit, only to be Treating ADHD evaluated in middle school with learning style differ- Treatment for ADHD, often a combination of ences,” said Dr. Salsberg. “These children don’t know behavior therapy and medication, may depend upon what to pay attention to because they don’t know whether the condition is interfering with a child’s how to organize themselves.” An evaluation allows a learning and/or self-esteem. Some children with qualified clinician to assess concurrent or underlying ADHD cannot control their lack of focus, constant learning issues and to develop a more comprehensive fidgeting or impulsivity long enough to change their strategy that can be implemented by parents, schools behavior. In such instances, stimulant medication may and medical professionals. Once the results are inter- precede behavior modification therapy. preted, parents should have the tools to make critical, “The good news about stimulant medication is that thoughtful decisions that will affect their child’s it’s here today and gone tomorrow,” noted Dr. Dreyer. school career. “It acts immediately; it’s gone pretty much imme- Communication between parents, diately.” Parents should be given the opportunity to educators and professionals remains weigh the potential side effects of medication against the disabling impact of a child’s behavior. Dr. Dreyer a critical component of every child’s reminded parents that no one can force medication ongoing academic life. upon their children. In every situation, treatment Regardless of whether a child is evaluated by a private modalities should be discussed with the appropriate practitioner or one selected by the Department of professionals and adapted for each child. Education, school bureaucracies can be daunting. While complex learning issues mandate a highly Both panelists encouraged parents to enlist a psychol- coordinated approach to schooling and treatment, ogist, pediatrician, parent advocate or developmental communication between parents, educators and pro- behavioral specialist to help interpret the evaluation fessionals remains a critical component of every child’s results and assist in navigating the school system. ongoing academic life. Recognizing and constructively An evaluation may expose ADHD, dyslexia, reading responding to behavioral signals, articulated anxieties disabilities, auditory processing problems and a host and learning differences of childhood can only ease of learning differences; however, intervention must be the path to healthy adulthood. tailored to the individual child. • While earlier intervention may head off challenges in Dr. Benard Dreyer, NYU Professor of Pediatrics and adolescence, learning disorders do not always present Director of Developmental-Behavioral Pediatrics, is themselves in early childhood. As a child’s educa- currently co-principal investigator on an NIH multi-year tion progresses, the school environment changes. randomized controlled trial of an intervention to improve language development in high-risk young children. Middle school requires youngsters to think more independently, write more fluently, spend extended Dr. David Salsberg, a licensed neuropsychologist and private practitioner, is Clinical Instructor, NYU School of time on homework, and acquire higher math skills. Medicine, and Supervisor of Pediatric Psychology at NYU While even the most accomplished lower schoolers Medical Center’s Rusk Institute of Rehabilitation and The may discover their learning skills inadequate to newly Stephen D. Hassenfeld Children’s Center for Cancer and imposed academic demands, those children with pre- Blood Disorders. Newsletter copyright 2009 NYC–Parents in Action NYC–Parents in Action President’s Letter Fall 2009 As the new president of NYC-Parents in We hope you will join us this year for the many Action I am honored to welcome you back to the events we have planned. Our opening seminar, the 2009-2010 school year. This is an exciting year for us evening of November 19, will feature Michael Fertik as we celebrate the organization’s 30th Anniversary. and Regina Lewis on “The Internet: Ins and Outs Thirty years ago our founder, Lynn Manger, along of Cyberspace,” at the Mount Sinai Medical Center. with a small group of women, created NYC-Parents We are also excited to announce that Anna Quindlen in Action. Their goal was to build a community of will be the guest speaker at NYC-PIA’s fall Benefit individuals who would support each other in meeting Luncheon. Join us on October 21, as Anna talks about the challenges of parenting. parenting in today’s world. Much has changed in thirty years. With increasing This is an exciting year for us opportunities for women outside the home, the as we celebrate the organization’s prevalence of mothers balancing a career and family has increased. Technology, which has given us the 30th Anniversary. ability to communicate instantly and globally, affects As we “go green” our Web site is more important than us in ways we could never have imagined. ever. Please visit www.parentsinaction.org