Blog - Insight into LD


In my last post I discussed a common occurrence at home – using items that belong to someone else without asking. Sometimes the guilty party cannot discriminate her toothbrush from that of a sibling – maybe the child does not remember the color of her toothbrush. Or, she just wasn’t paying attention.  Last week’s post offered strategies that adults can put into place to help the child recognize her belongings.


A common source of discord at home is “sharing” without asking. Children in general, engage in this behavior, but it may persist for a longer time for children with LD or ADHD. Difficulty with self-monitoring or self-awareness contributes to a lack of recognition that a behavior is not acceptable. By that, I mean your child is running late for school (not an uncommon occurrence).


A parent recently asked me how to help a child with LD and ADHD see how her behavior affects other people. This awareness did not seem to come naturally to their child. In the literature on child development, this is referred to as “Self Awareness.” In the area of Executive Function, this skill is labeled “Self Monitoring.” We can begin by looking at typical scenarios at home.


blog 16.3.2Recently, following a program on ADHD at Springer School and Center, a parent shared the above remark. When you feel like a Drill Sergeant in the Marine Corps instead of a nurturing, loving Mom or Dad, it can be frustrating. Your dreams of what the future would be like with a family did not include seeing yourself yelling, nagging or “barking.” You probably pictured yourself being patient, smiling and speaking in a cheerful voice.


blog 16.2.24Family Cohesion—Whether values are shared or discordant in the family and whether family members enjoy spending time with each other, have an optimistic view of the future, have loyalty toward each other, and have the feeling of mutual appreciation and support.


blog 16.2.17Social Competence—Levels of social warmth and flexibility, ability to establish friendships, and the positive use of humor.

Social Resources—Availability of social support, whether they have a confidante outside the family, and whether they may turn to someone outside the family for help if needed.


blog 16.2.10Structured Style—The preference of having and following routines and being organized, and the preference of setting clear goals and plans before undertaking activities.


blog 16.2.3Personal Competence—Confidence in their own abilities and judgments, self-efficacy and realistic expectations.


blog 16.1.27The term “resilience” is all over the news when talking about business, relationships, and especially in education. What exactly is resilience and is it trainable?


blog 16.1.21When the phone rings in my office, I am excited to pick it up and answer questions that parents might have about their child. Often, they are calling to inquire about admissions to Springer School and Center. “What is the first step in the admissions process?”