Emotional regulation is a life-long skill that yields benefits in school, work, and relationships. Here are simple strategies for teaching kids to recognize, name, and mange their intense ADHD emotions. Executive function and emotional control walk in lockstep. Stress and emotional flooding affect how children with ADHD learn, play, engage with classmates, follow directions, and retain information. When they enter a heightened state of arousal, their ADHD brain wiring can interfere with social-emotional learning and sabotage self-regulation, making it difficult to access the curriculum, respond appropriately, reframe challenges, react with strategies, or problem solve. Click here to read the rest of the story
What a difference a year makes! While most conferences and seminars were held last year in person, COVID-19 has changed the learning process for professionals seeking to improve their professional development. Almost all of the events listed below are being held via digital or virtual including international meetings and conferences.
Below are conferences that vary from practical information to research. Click on the information which is highlighted and it will take to you directly to the website.
In some cases, dyslexia and ADHD coexist. According to the Centers for Disease Control (CDC), between 50 to 60 percent of people with ADHD also have a learning disability including dyslexia which is a language-based learning disability.
According to Learning Disability Online, Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people have difficulties in specific language skills. It affects 10% of children and there are challenges with writing and interpreting spoken language;
Signs and Symptoms:
delays in learning the alphabet, colors and objects
difficulty comprehending instruction
inability to recognize printed words and letters on printed page
difficulty remembering the sequence of things
Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit Hyperactivity Disorder (ADHD)is a neurological disorder characterized by a pattern of inattention and/or hyperactivity-impulsivity that disrupts functioning in both children and adults
Signs and Symptoms
The DSM-V defines ADHD as a persistent pattern of attention and or hyperactivity-impulsivity that interferes with functioning of development. Inattention symptoms include the following:
often fails to give close attention to details
often has difficulty sustaining attention in task or play activities
often does not listen when spoken to directly
Often does not follow through on instructions
Often has difficulty organizing task and activities often avoids, dislikes or is reluctant to engage in task that requires sustained mental effort.
Hyperactive symptoms include:
trouble paying attention
loud interaction with others
may have a quick temper
Having both can be tricky to diagnose since they overlap in similarities. For example, a child may have a messy handwriting with spelling issues due to both disorders or when reading, may simply get tired of reading due to ADHD or may not understanding the reading material.
If the child shows signs of ADHD and dyslexia disorders, an assessment should be conducted for both disorders.
The IEP should also include support and accommodations for both disorders,
When most people think of ADHD, hyperactivity is often what people think of. There are actually 3 subtypes of ADHD including hyperactivity, inattentiveness and a combination of both hyperactivity and inattentiveness.
There has been little research done on the inattentive type, however this is slowly changing. there are many reasons why the inattentive type is overlooked and why it is important to discuss it. Studies show that females are more likely to have the inattentive type of ADHD. This type of ADHD is often ignored or overlooked due to its comorbidities. Females are more likely to have learning disorders such as dyscalculia (math learning difficulties) and dysgraphia (writing disorders), as well as anxiety, depression and speech and language issues.
Other challenges faced by children and adults with inattentive ADHD includes issues in executive functioning including difficulty in sequencing, staying on a task, prioritizing, and productivity.
According to DSM-V, a person must meet six of the nine symptoms listed below:
fails to pay close attention to details or makes careless mistakes
has difficulty sustaining attention in work or play
does not listen when spoken to directly.
fails to finish school work, chores or work duties
has difficulties organizing activities
avoids task requiring sustained mental effort
is easily distracted
Strategies in working with students with Inattentive ADHD:
Allow enough time to complete work. students with Inattentive type take a longer in completing assignments and processing information
Be specific and provide structure. Explain your expectations and ensure instructions are clear.