Education/Learning Differences

What is ADHD?

Three components characterize Attention Deficit Hyperactivity Disorder, or ADHD: hyperactivity, distractibility, and impulsivity. Barkley (1995) also includes “difficulties following rules and instructions and excessive variability in their responses to situations” as characteristics of ADHD.  Diagnosis should be done by a psychiatrist or psychologist with additional training in pediatrics.

ADHD is one of the most talked about diagnosis and learning disorders in the United States today. You can hear parents argue that it is under-identified, and you can hear educators and psychologist argue it is over-identified, or falsely “blamed” for many behaviors and problems seen in today's homes and schools A conservative estimate is that there are 2 million school-age children who have ADHD in America.

There are arguments on both sides of the issue regarding the benefits and risks of prescribed medications for ADHD. Stimulants such as Ritalin, or Dexedrine have been used the longest time, but more often drugs from the anti-depressant group are also successful (Barkley, 1995; Johnson, 1997). Some parents have reported success using certain dietary supplements or making specific dietary changes. This is a “sticky subject” and it is rare to find a parent that has not explored numerous methods, searching for the “right” answer for their kid and family.

Bookstores are full of books on ADHD as well. It is easy to begin doubting your decision, especially once you read the possible side effects and possible adverse reactions for the prescription drugs. When you combine this on top of a child who has other medical issues, the decision to “treat” ADHD with another drug or not is an extremely difficult decision.

I recommend for parents to educate themselves on all features of ADHD including correct diagnosis, treatment options, and behavioral modifications. Once you have done your research and consulted with your physician or specialist, then you will be prepared to make the best decision.

What is NLD?

If a child is diagnosed with Nonverbal Learning Disability, or NLD, this does not mean that the child is not verbal. When people first hear this term, they usually say “well, my child can't have NLD because they are very verbal.” The NLD profile includes characteristic assets and deficits, and are described as falling into three levels: primary, secondary, or tertiary. (Rourke, 1995). Byron Rourke, a neuropsychologist, has focused his impressive research and writings on NLD and continues to expand upon the model that is used today. He described the NLD syndrome among different individuals, who all have one thing in common: impairment or dysfunction of the brain, specifically the white matter connections in the right hemisphere. Some of those studied had suffered a stroke, while others had received radiation therapy to the head, or severe head injuries. Researchers also discovered that some congenital syndromes shared this same brain impairment including some Turner Syndrome individuals.

A frequent national speaker on NLD is Sue Thompson, MA., C.E.T. She has described, in detail, the educational accommodation, modifications, and strategies the NLD student requires to be successful in the learning process. Many of these strategies have direct application in parenting as well. Thompson (1997) defines NLD as having three major areas of dysfunction:

1) motoric (lack of coordination, severe balance problems, and difficulties with fine graphomotor skills);
2) visual-spatial-organizational (lack of image, poor visual recall, faulty spatial perceptions, and difficulties with spatial relations); and
3) social (lack of ability to comprehend nonverbal communications, difficulties adjusting to transitions and novel situations, and deficits in social judgment and social interaction).

There are countless ways this is exhibited in daily life. Difficulty with handwriting, bumping into people and things; frustration with assembly puzzles to driving a car; and, missing at least 65% of the communication going on around them. Since the majority of communication is nonverbal, to not be able to “read” other's facial expressions, body posture, tone of voice or make inferences is a huge disability. Nonverbal Learning Disability is not just an academic disability, but one that affect's the person's entire life. Therefore, it is imperative that parents be more informed about NLD and, in turn educate the educators, so that their child will be less likely to become frustrated, isolated, and depressed.

Asperger's Syndrome, a high-functioning form of pervasive developmental disorder, is often equated with NLD. Relevant information on Asperger's can be found on web sites such as O.A.S.I.S. (www.udel.edu/bkirby/asperger/).

Educational Advocacy

What is an IEP?

I.E.P. stands for Individualized Educational Plan and is a committee that is composed of the parents, the school principal, special education teacher, general classroom teacher, diagnostician (such as school psychologist or special ed. supervisor) and others who have insight to offer on any special need of the child. Other individuals could include the speech therapist, occupational or physical therapist. It can be an intimidating meeting because the “school side” has many members sitting around the table, and the “parent side” may only be mother and father. Although it is not intended to be an adversarial meeting, it can feel like that to the parent, especially if you are requesting services that the school district does not “normally” offer. Also, if you are discussing your child's needs, and it is something unfamiliar to the special education team, that can feel like another uphill battle.

How can the “playing field” be balanced? Or what can I do as a parent, to not feel overwhelmed and intimidated?

Know your rights as a parent and educate yourself on the needs of your child. By “educate yourself”, I mean: research the problem; read several sources on the topic or topics; copy research articles to bring with you to the IEP meetings. There are countless ways to shift the balance at the meeting, so you can get what you are requesting for your child.

Peter W.D. Wright, special education attorney, is an excellent resource on both the rights of the student and the parents. His web site offers excellent information on the American with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA). “Understanding Tests and Measurements” is one of many articles Wright has written stressing the importance of “objective means of measuring the child's progress in a special education program” and includes federal regulations regarding what an IEP must include. It can be a tedious process to read and review all this material, but a very important step in advocating for your child. His wife, Pamela Darr Wright, MA., MSW., also provides helpful information for parents regarding advocacy.

In Texas, there are some specific steps to take when advocating for your child in the public school system. Many of these steps, an informed parent can do on their own, such as

1. Keep a timeline of meetings/ conferences/ IEP meetings. (You think you will remember all this, but you won't without a timeline and journal)
2. Keep a record, organized in a notebook, of all diagnostic tests and records
3. Request a copy of all IEP minutes and attachments. (The school should automatically be sending this to you following an IEP meeting, but sometimes they do not).
4. Have your spouse or informed friend attend meetings with you, and take notes. (Stress and anxiety interfere with concentration and memory. It is helpful to have another “set of ears”.)
5. Tape record any IEP meeting that you think may need a specific record. Remember, the school district's minutes will be THEIR summary of the meeting and often is not an accurate portrayal of the discussion. Therefore, it is important for you to tape record, especially if the meetings are becoming adversarial or you are meeting resistance with your requests.
6. Read the minutes carefully and ask them to read it out loud to you at the end of the IEP. Sometimes the committee will act like they are so rushed, they don't have time. But this is your right and responsibility to have accurate minutes. Correct any inaccuracies in writing, once you have received the final copies in the mail from the school.
7. Contact Advocacy Inc. (1-800-252-9108 ) for a copy of their manual about Special Education Services in Texas.. They have sample letters and guidelines for problem solving with the schools.
8. Contact TEA (Texas Education Agency), or your local state agency,(1-800-252-9668) and request a copy of your state's specific laws and guidelines. They can also provide you with the telephone number and address of the state's complaints division. If your child has a disability (medical, learning, health, or any impairment) they may qualify for special education services.
9. Choose your battles. This can be a long road. When you disagree or have an issue, make sure it is an important issue, worth the emotional drain and time expenditure it will require.
10. Advocacy requires much cognitive energy and stamina. But remember, your child's education is worth it. Persevere.
11. Develop your own cheerleading team. Friends who also have a special child, or a child with special education needs may be your best encourager. They may have “ been there/ done that” and can keep you on track.
12. Do not allow yourself to be intimidated. My anti-intimidation formula is:
   A. Be prepared.
   B. Cite research to back up points
   C. Cite experts to back up points
   D. Follow intuitions regarding child's needs
   E. Remember: this is business....... not personal.

In summary, be proactive in advocating for your child. The problems or issues may not go away, but may in fact get worse without your intervention.

Bellefonds Method- Aerobics for The Brain

A new therapy for learning differences, also known as a re-education type of therapy, is now being offered in Fort Worth, Texas as well as Pittsburgh, PA. Although the cities offering the Bellefonds Method are limited at the present time, the Institute for Learning Abilities plans to expand their services into more locations in the future.

Interestingly, the Bellefonds Method originated in Bordeaux, France, through the research and synthesis of Dr. David Feldman and other European neuroscientists. These researchers were experts in the treatment of neurocognitive sequels of congenital and acquired brain damage. Their therapy was originally targeted for closed head injured patients and stroke patients. However, over time they realized this method of re-training the brain could be applicable to other people, with a variety of cognitive challenges.

Dr. William Nicholsen, Ph.D., working in conjunction with Sister Linda Yankoski of the Holy Family Institute in Pittsburgh, PA, traveled to Europe to learn more about this innovative therapy. Dr. Nicholsen decided he could apply the Bellefonds Method to the children he worked with at Holy Family Institute. To accomplish this required specific training by Dr. Feldman, leading to certification in the Bellefonds Method.

For each child, the method begins with a detailed neuropsychological assessment of thirty-two cognition areas, measuring auditory, visual discrimination and integration, attention and memory skill, conceptualization, motor and verbal functions. This assessment requires approximately four hours. Each child's individual treatment is designed upon the information provided by this Bellefonds Neurological Assessment Battery. Therapy consists of 30-minute treatments, five days per week, with three sessions accomplished at home led by a parent, and two sessions led by their clinician in the clinic.

The most exciting feature about this innovative therapy is that the cognitive improvements are permanent! The changes that occur in the brain due to this specific training are not dependent upon continuous therapy or practice. Once the neuro-pathways and neuro-connections are laid down, so to speak, it is permanent. The brain actually becomes "re-wired". The majority of children who have completed this therapy, no longer require special education services for their learning differences!!!

Who can the Bellefonds Method help? Individuals with:

• Attentional disorders (ADD, ADHD)
• Learning problems because of developmental disorders
• Behavioral instability associated with impaired learning
• Auditory-visually based difficulties
• Psychomotor difficulties
• High-functioning autism
• Learning problems because of stroke or other head trauma

I feel very fortunate to have my daughter receiving the Bellefonds Method. She is the first Turner Syndrome client to receive this treatment program. We were able to see improvements and changes in her schoolwork within three months of therapy. Making the time each day for the 30-minute exercises has required discipline, but she is aware of the improvements and wants to do her best. I am extremely optimistic about the changes this therapy will provide for my daughter in the coming years.

Very specific equipment is required to perform the Bellefonds Method, also known as Aerobics for the Brain. Which equipment you use when, during the average course of therapy which lasts 24 months, depends on each child's needs. The Bellefonds Method operates under their own registered trademark. More specific information about their exercises and treatments, should be obtained through the Institute for Learning Abilities, via their web site, www.ila-learning-abilities.org, or phone (412) 766-4030. In Texas, phone 817-923-7920. 

Related Web Sites

NLD (www.nldontheweb.org)

NLD Social Skills Training (www.modelmekids.com)

ADHD (www.chadd.org)

Wrightslaw (www.wrightslaw.com)

Texas Education Agency (www.tea.state.tx.us)

NLD Conferences (www.DrDeanMooney.com)

Dr. Byron Rourke (www.nldontheweb.org/Byron_Rourke_homepage.htm)

References

Barkley, R. (1995). Taking Charge of ADHD: The Complete Authoritative Guide for Parents. New York: Gilford Press.

Rourke, B. (1995). Syndrome of Nonverbal Learning Disability: Neurodevelopmental Manifestations. New York: Gilford Press.

Rourke, B. (1989). Nonverbal Learning Disabilities: The Syndrome and the Model. New York: Gilford Press.

Thompson, S. (1997). The Source for Nonverbal Learning Disorders. East Moline: LinguiSystems, Inc.

Wright, P. & Wright, P. (2000). Wrightslaw: Special Education Law. Hartfield: Harbor House.

Feldman, David. (1999). On Learning Disabilities, Behavioral Instability and Central Information Processing Disorders. Bordeaux, France: Societe Europeene de Diffusion de Techniques d'Apprentissage.

Nicholsen, William B., Stephanik, C., Whealan-Buell, D., & Mannion, B. ( ) "Process Training Revisited: The Bellefonds Method of Cognitive Retraining: A Neuropsychological Approach to Learning Disorders". 

Nicholsen, William B. (2000). Bellefonds Learning Abilities Project: Allegheny/ Columbus Middle School.

Nicholsen, William B. (2000). Outpatient Clinic Client Outcomes.

Levine, Mel. (2002). A Mind at a Time. New York: Simon & Schuster.

Ginsberg, Debra. (2002). Raising Blaze: Bringing Up an Extraordinary Son in an Ordinary World. New York: Harper Collins.

Whitney, Rondalyn v. (2002). Bridging the Gap: Raising a Child with Nonverbal Learning Disorder. New York: The Berkley Publishing Group.

PBS Video: Understanding Learning Disabilities: “How Difficult Can This Be?” by Richard D. Lavoie. (1996)

PBS Video: Learning Disabilities and Social Skills: “Last one Picked…First one Picked On” by Richard Lavoie. (1994)

For More Information

MMFK is available for fee-based private consultation, lectures, and speaking engagements.  For more information and fee schedule, please contact us.

"Education is not the filling of a pail, but the lighting of a fire."

William Butler Yeats

"God doesn't require us to succeed; he only requires that you try."

Mother Teresa