ADHD Autism What is it? A neurodevelopmental condition that makes it hard for kids to concentrate, pay attention, sit still and curb impulsivity. A range of neurodevelopmental conditions that causes challenges with social skills, communication and thinking. Repetitive behaviors are also part of autism spectrum disorder (ASD). Signs you may notice, depending on your child · Seems forgetful, easily distracted or daydreamy · Appears not to listen and has trouble following directions · Is prone to tantrums and meltdowns due to frustration or lack of impulse control · Struggles with organization and completing tasks · Has trouble staying on task unless an activity is very enjoyable · Struggles with social skills · Struggles to sit still during quiet activities, such as mealtimes or during independent work time at school · Has trouble waiting his turn and being patient · Is constantly “on the go” or moving; fidgets and needs to pick up and fiddle with everything · Interrupts people, blurts things out inappropriately and may struggle with nonverbal cues · Acts without thinking and may not understand the consequences of his actions · May overreact to sensory input, like the way things sound, smell, taste, look or feel · Plays roughly and takes physical risks · Avoids eye contact and/or physical contact · Has delayed speech (or no speech) or repeats phrases over and over · Is prone to meltdowns due to sensory processing issues, anxiety, frustration or communication difficulties · Gets upset by changes in routine · Struggles with social skills · Uses excessive body movements to self-soothe (e.g., rocking, flapping hands) · Has obsessive interests and experiences perseveration · Is constantly “on the go” or moving; fidgets and needs to pick up and fiddle with everything · Is very advanced verbally, but struggles with nonverbal cues · Has trouble showing understanding of other people’s feelings and his own · Reacts strongly to the way things sound, smell, taste, look or feel (sensory processing issues) · Has trouble with safety and danger awareness Possible emotional and social impact Trouble following social rules can make it hard to make and keep friends. Frequent negative feedback for acting out or not paying attention can impact self-esteem and motivation, making a child feel he’s “bad” or “no good.” (Read more about ADHD and emotions.) The main struggles of ASD involve social understanding, communication and repetitive routines or behaviors. Many kids with ASD—even those without significant cognitive challenges—have trouble making friends, understanding how to relate to other people and making sense of social cues. Professionals who can help · Pediatricians, neurologists, developmental-behavioral pediatricians, nurse practitioners, child psychiatrists: Diagnose ADHD and prescribe medication. Can also look for other issues like anxiety. · Clinical child psychologists: Provide behavior therapy to teach kids to manage their actions and interactions. Provide cognitive behavioral therapyto help with emotional issues related to their ADHD. Diagnose ADHD and mental health issues that may co-occur, like anxiety. May also evaluate for learning issues. · Pediatric neuropsychologists: Diagnose ADHD and common mental health issues that may co-occur. May also evaluate for learning issues. · Educational therapists and organizational coaches: Work on organization and time management skills. · Pediatricians, neurologists, developmental-behavior pediatricians, child psychiatrists and psychologists: Identify possible signs of autism and may diagnose. May also refer for early intervention services. · Clinical child psychologists, social workers:Provide therapy or social skills training to help kids improve social interactions. Provide cognitive behavioral therapy to help with emotional issues related to autism. Diagnose other issues that may co-occur with autism, including ADHD. May also evaluate for learning issues. · Pediatric neuropsychologists: Diagnose autism and common issues that may co-occur, such as anxiety and ADHD. May also prescribe medication as needed. · Occupational therapists: Help kids learn coping skills for challenging situations. Provide sensory integration therapy or a sensory diet to help kids respond to sensory input in more appropriate ways. · Speech therapists: Work on speech-language and pragmatic language skills to help kids communicate and understand others more easily. ADHDAutismWhat is it? A neurodevelopmental condition that makes it hard for kids to concentrate, pay attention, sit still and curb impulsivity. A range of neurodevelopmental conditions that causes challenges with social skills, communication and thinking. Repetitive behaviors are also part of autism spectrum disorder (ASD). Signs you may notice, depending on your child
Trouble following social rules can make it hard to make and keep friends. Frequent negative feedback for acting out or not paying attention can impact self-esteem and motivation, making a child feel he’s “bad” or “no good.” (Read more about ADHD and emotions.) The main struggles of ASD involve social understanding, communication and repetitive routines or behaviors. Many kids with ASD—even those without significant cognitive challenges—have trouble making friends, understanding how to relate to other people and making sense of social cues. Professionals who can help
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The greatest mistake I ever made in my education was failing a physics course at Cornell. I opted to take an auto-tutorial class that did not require calculus because I was afraid to make math errors. Up until this point, I had never failed at anything. It was a turning point for me. I had to dispel prior notions of learning to succeed. I accepted that there would be many errors along the way. I relearned the basics I had previously memorized through difficult examples and repeated, detailed lab work. If we see knowledge as just enough to “pass a course” then we miss the point of learning. Changing the way we see errors and the time it takes to learn can help us produce better learning outcomes. It allows students to engage independently in the learning process. Why are mistakes important to achieve engagement and learning?
Mistakes can be a very powerful learning tool. How we view mistakes can transform our classroom model. Our current model often tries to curtail errors. We limit the time students spend in class figuring things out on their own. We see learning time as a limited resource, rather than approaching learning as a continuum individual to each learner. We set standards that are the same across the board and allow little room for mistakes. PART 2: Turning Mistakes Into Learning Opportunities Today, if you asked me about my most memorable learning failures, I will tell you I am glad they happened. My errors have made me a better teacher and learner. I can now relate to students who have a difficult time understanding a concept. The failures themselves may not have been my strongest point, but what I learned from them was invaluable. Mistakes can be excellent learning opportunities. It may seem contradictory: to create situations where students will make mistakes purposefully. We might allow extra time for class problem solving or focus on more challenging examples. Errors often result in increased knowledge. Controlling where and how these errors occur is an option. Frustration can result if no resolution and feedback are given after errors are made. A positive classroom environment that encourages students may also provide a good groundwork for allowing this type of learning. How can we use learning errors to our advantage?
While one person hesitates because he feels inferior, the other is busy making mistakes and becoming superior. – Henry C. Link About Miriam Clifford Miriam Clifford holds a Masters in Teaching from City University and a Bachelor in Science from Cornell. She loves research and is passionate about education. She is a foodie and on her time off enjoys cooking and gardening. You can find her @miriamoclifford or Google+. inShare Cited From: http://www.opencolleges.edu.au/informed/features/the-value-of-mistakes-should-it-matter-how-long-a-student-take-to-learn/#ixzz2k31feFpj by Michael Grose -‐ No. 1 parenting educator Resiliency Robbers
All parents have the best of intentions when raising kids. Wanting what is best for kids can cause parents to make decisions that are not always in their (children’s) long-‐term best interests If you buy the line that the promotion of resilience is in the best interests of kids then check out the following common parenting mistakes that reduce children’s resilience. Robber # 1: Fight all their battles for them Nothing wrong with going into bat when kids struggle or meet with difficulty inside or outside school but make sure this is the last resort, not the first option. Resilience notion # 1: Give kids the opportunity to develop their own resourcefulness. Robber # 2: Make their problem, your problem Sometimes parents can take too much responsibility for issues that are really up to children to work out or decide. Here’s a clue if you are wondering what I am talking about: a jumper is something a mother puts on her son when she is cold! Resilience notion # 2: Make their problem, their problem. Robber # 3: Give kids too much voice In this era of giving children a voice it is easy to go overboard and allow them too much of a say in what happens to them. Kids often take the easy option to avoid hard or unpleasant situations. Resilience notion # 3: Make decisions for kids and expect them to adjust and cope. Robber # 4: Put unrealistic or relentless pressure on kids to perform Expectations about success and achievement are important. Too low and kids will meet them. Too high and kids can give up. Too much and kids can experience anxiety. Resilience notion # 4: Keep expectations in line with children’s abilities and don’t put excessive pressure on them. Robber # 5: Let kids give in too easily Resilient learners link success with effort. They don’t give up because they don’t like a teacher or when confronted with multi-‐step or more complex activities. Similarly they don’t bail out of a sporting term half way through the season because the team is not winning or they are not enjoying it. Resilience notion # 5: Encourage kids to complete what they have started even if the results aren’t perfect. Robber # 6: Neglect to develop independence Don’t wait until they are teenagers to develop the skills of independent living. Start early and promote a broad skill set so that they can look after themselves if you are not around. Resilience notion # 6: Don’t routinely do for kids what they can do for themselves. Robber # 7: Rescue kids from challenging or stretch situations There are many times kids are put in situations that are outside their comfort zones for a time. For instance, giving a talk, singing at the school concert or going on school camp may be challenges for some kids. They are all situations that kids usually cope with so show your confidence in them and skill them up rather than opt for avoidance. Resilience notion # 7: Overcoming challenges enables kids to grow and improve. Sometimes the manageable hardships that children experience such as a friend moving away, not being invited to a party or completing a difficult school project are fabulous learning opportunities. They help kids to stretch and grow. Dealing with them effectively also teaches kids that they are capable of coping when they meet some of life’s curve balls. And that is a huge lesson to learn at any age. parentingideas.com.au parentingideas.co.uk parentingideas.co.nz facebook.com/Parentingideas.com.au Michael Grose Presentations PO Box 167 Balnarring Vic 3926 p + 61 3 5983 1798 f (03) 5983 1722 e [email protected] All rights reserved. For more ideas, support and advice for all your parenting challenges please visit our website. twitter.com/michaelgrose 2013 Michael Grose Are there multiple intelligences? If so how do help our children learn
There are several areas in which children require development to discover their potential. According to Howard Gardner (1983), people have seven areas of intelligence: Linguistic – the ability to use spoken or written words Logical-mathematical – reasoning abilities, logic, inductive and deductive thinking, the use of numbers and abstract pattern recognition Visual-spatial – the ability to visualise objects and spatial dimensions Kinaesthetic – knowledge of the body and the ability to control physical motion Musical-rhythmic – the ability to grasp the intricacies of music as well as rhythms, beats, tones and melodiesInterpersonal – communicating effectively with other . people and being able to develop relationships Intrapersonal – the ability to understand your own emotions, motivations, inner states of being, and self-reflection. In education, the creation of learning opportunities should embrace not only the linguistic and logical intelligences, but also those involved in social growth and emotional development. Let’s see how these might be incorporated in learning opportunities dont teach the class, teach the child! Appendix 1 ~ General Rules for Assisting Visual Spatial Learners
• Write directions on the board, on overheads or on paper • Let them observe others before attempting new tasks • Use visuals, overheads, draw pictures • Demonstrate, don't just tell, use "hands-on experiences • Use fantasy; provide opportunities to use their imaginations • Make information challenging; they do better with complexity and harder work • Use discovery techniques; finding patterns; inductive learning, inquiry training • Say their name loudly to gain their attention and touch their shoulder to get their attention when they do not hear you • Use a sight approach to reading rather than phonics • Use a visualisation approach to spelling: • Teach them to type and let them type assignments on computer or word processor • Use books rich in visual imagery to enhance interest and ability in reading • Have them discover their own methods of problem solving eg instead of teaching division step-by-step, give them a simple division problem, with a divisor, dividend and quotient. Have them figure out how to get that answer in their own way. Don't ask them to show you their steps. When they succeed, give them a harder problem with the solution already worked out and see if their system works. • Give them advanced, abstract material, even when they have difficulty with easy, sequential material. • Avoid rote memorisation; use more conceptual approaches. • Avoid timed tests. If they are required, allow them to take them at home or alone, trying to beat their own past record, rather than competing with their classmates. • Teach to their interests e.g hobbies, after-school interests. • Engage them emotionally through encouragement. • Use humour frequently in instruction (not sarcasm). 15 • Use adaptive techniques to assist them in devising methods of compensating such as: a) word processing with a spelling correction program b) use earphones to block out noise when studying c) make lists to help remember things d) practise visualisation as a memory aid e) use rhythm and music as a memory aid f) tape record lectures instead of taking notes g) estimate answers before calculating • Get their attention; talk louder, faster, animatedly with gestures; do not speak in slow monotones, it can put them to sleep • Use music and rhythms; sing, chant and dance material to enhance memory • Make them winners e.g improve their personal best • Use emotionally charged material; show them that you care about them; see their under-achievement as a temporary condition not a permanent one (Source: Linda Silverman www.giftedservices.com.au,) 16 Many years ago I realised that I had an affinity to be with children. Their innocence, their playfullness and inquisitive nature drew me to them. In a way, I think we would all like to still be child like, energetic, happy and carefree.
It was after the birth of my first born that I really took a focused interest in his development. I wanted to know more, I wanted to grow with him and understand his curiosity. So there it was born, my career change! This is when I undertook Certificate 3 in Children Service's. |
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