Spring break is on the horizon; the school year will be over in a flash! You and your child are celebrating the gains made this year, the corner that was turned. Maybe your son finally started to show all his work in math or realized that he had to take a few notes when reading the science assignment. Perhaps your suggestions seemed to meet with less resistance, or there was less blaming of other people.


Girls with ADHD need early intervention as much as boys, so it is important for parents and professionals to recognize the signs of ADHD in girls.

Look for the following signs and symptoms in the classroom:


As a parent who may be living with a child who processes and works at a reduced pace, it can be difficult to convince teachers that your student is being overwhelmed by school work. You are spending hours on homework! It is not just homework that takes time, but getting dressed or finishing a meal in a reasonable amount of time is a daily challenge. You can’t even explain how frustrating it is to live with this youngster!


There are many obstacles to student success in school, home and community; some are not in plain sight! In one of her blogs at Understood.org, Psychologist Dr. Ellen Braaten wrote about the impact of our fast-paced world on students who process information at a slower pace. When teachers and parents attempt to push the student to be faster, anger and frustration result on all sides. Adults then mistakenly conclude that the child is not that bright, or worse, lazy.


During the last five years or so there have been occasional articles in the press about the increasing numbers of women seeking treatment for symptoms of ADHD. The estimate is that four percent of the female population between the ages of 15 and 44 has filled at least one prescription for ADHD medication. It is thought that the rate of ADHD in adults is five percent, so four percent is not an outrageous number. 


In a previous blog we discussed how grade-level benchmarks are used to direct students into intervention, and that meeting a benchmark could mean that they leave small group instruction. Your child’s percentile rank will tell you how he performs in comparison to other students in his grade.


In grades K – 2, students are regularly administered short assessments for purposes of progress monitoring, usually in Reading and Math. If a student was identified for additional instruction, at some point he scored below benchmark for grade level on some academic measure. The student begins intervention with a specialist instructor, likely in a small group meeting several times per week.


If the teacher tells you that your child is “on the bubble,” he is not referring to her skill with soap. He is saying that your student’s score on some academic standard is right at the boundary between meeting a benchmark or falling below it. It could mean that your child correctly answered one question above the cutoff score that would trigger help in a particular subject.


At the beginning of every school year, every marking period and every New Year we ponder the huge changes we need to make if we want a peaceful/happy home. With teenagers, preschoolers, students with ADHD/LD or just children in general, home life can at times seem chaotic and unhappy. Someone always seems to be miserable, angry, tired or disappointed.


Many parents have strong opinions about whether to provide an allowance to their children. Some are of the opinion that children should do chores and other jobs at home without receiving a monetary reward. Pride in making a contribution to the family should be enough motivation. Other parents find it perfectly acceptable to provide a weekly allowance at a certain base rate, perhaps with extra pay for additional work. They view allowance as a means of teaching money-management skills.