When considering the successful navigation of the middle and high school years, we must first understand the inherent obstacles children and adolescents experience during these times. While there are countless theories that breakdown the development of children and adolescents, my two favorites have stood the test of time: Jean Piaget and Erik Erikson.

If you are trying to make progress in a certain area of your life then I encourage you to think about your goals as a process. Making changes in your routine takes time, but if you set a realistic goal and stick with it, I guarantee you will learn a great deal about yourself.

Learning differences come in many forms. Some students struggle with reading and writing while others have difficulty with math concepts, attention issues, auditory processing, and numerous other educational impacting conditions. Although the following strategies are identified for specific diagnosed learning disorders, any student can implement them to help overcome struggles they may have.

Dysgraphia is a relatively unknown learning difference that does not get as many headlines at ADHD and dyslexia. However, many students, especially those with ADHD and/or dyslexia suffer from dysgraphia and may not even know they have it. It is important to understand exactly what dysgraphia is and how it affects students in the classroom.

Drawing on current research, Dr. Mike Brooks lays out a very balanced approach to screen time for kids.  He believes that “balance is key” to raising healthy kids when it comes to screen time.  So what does “balance” mean?  According to research, up to two hours of screen time is allowable.  Any more than that, and kids start experiencing the negative side effects more rapidly.

Students diagnosed with ADHD naturally find it harder to concentrate in class, so they are already prone to lapses in focus and attention. A lack of sleep only exacerbates this issue, and can make school an absolute nightmare for students with ADHD.

Symptoms of ADHD and Auditory Processing Disorder can look remarkably similar. If your student is displaying signs or symptoms of ADHD or APD, I strongly recommend you see a psychologist or psychiatrist who can evaluate for both. Receiving an accurate diagnosis through a thorough evaluation is imperative to your student’s success.

A “Learning Disorder” only pertains to significant reading, writing, and math difficulties associated with dyslexia, dysgraphia, and dyscalculia. Identifying the source of the difficulties is critical to the treatment, as each disorder has its own treatment plan.

While anxiety can be a crippling emotional challenge, we are fortunate to live in a time when anxiety is widely recognized and understood. There are more supports for individuals diagnosed with anxiety than ever before, including therapy, medication, and lifestyle changes. If you or your child experience any symptoms of anxiety, make sure to seek professional consultation. Identifying the source of your challenges is the first step to overcoming them.

Section 504 pertains to students diagnosed with a learning disorder or other educational-impacting condition such as ADHD. These students are entitled to fair treatment in school based on their diagnosed disability, hence the term “accommodation.” 504 accommodations allow flexibility within the classroom setting to help meet the student’s needs.

An Individualized Education Program may be an important piece for students diagnosed with dyslexia, ADHD, or other social, emotional, and behavioral challenges. The IEP may provide classroom modifications for your student based on his or her diagnosed disability.

Research consistently shows that executive function skills are just that: skills. Like any skill, humans do not simply obtain them. In order to develop executive function skills, we must practice, practice, practice. One of the biggest challenges for students diagnosed with ADHD are the skills associated with executive functioning.

The term “twice exceptional” originated in the 1990s, as the understanding and acceptance of learning disabilities and Attention-Deficit/Hyperactivity Disorder became more commonplace in mainstream education. It was at this time that educators recognized 2E students as possessing two traits: Giftedness and Disability.

While membership to Mensa is often viewed as a symbol of intellectual status, there are additional benefits. Mensa members receive opportunities to engage in discussions, lectures, and exchanges of ideas with other members. And the only criteria for membership is having an IQ in the upper 2% of the population.

For many children and their parents, receiving a diagnosis of ADHD can be life-changing, as many parents feel a sense of relief at finally understating the source of their child’s difficulties. But receiving a diagnosis is only the first step. The next logical question is: How do I treat my child’s ADHD?

What happens when an adult expresses concerns with his or her ability to remain focused, alert, attentive, or engaged? What about adults who have difficulty keeping track of important items, completing tasks at work, sustaining social relationships, or simply remembering important dates? Could this be ADHD?

The age at which a child can be diagnosed properly really depends upon the severity of the ADHD. The more severe the ADHD and its symptoms, the earlier one can identify and diagnose it accurately.

There are three key components of Processing Speed: 1) visual identification, 2) decision making, and 3) decision implementation. Students who excel at processing speed are able to work quickly on cognitive and academic tasks.

When I explain working memory to parents and students, I often tell them it is the ability to hear someone give you a phone number and then immediately dial that number on the phone.

Students who have strong Fluid Reasoning typically are able to think abstractly, process information quickly, and see “the forest for the trees.” The easiest way to think about it is being able solve a Rubik’s cube.