>>>
>>> WELCOME BACK. BEING BACK-TO-SCHOOL IS
CHALLENGING FOR ALL KIDS.
BUT IT CAN BE PARTICULARLY
DIFFICULT FOR STUDENTS WITH
LEARNING DISABILITIES.
LEARNING DISABILITIES. IT IS IMPORTANT TO BE PREPARED
AND TO ADDRESS YOUR CHILD'S
CURIOSITY ABOUT DISABILITIES IS
OPENLY AND HONESTLY AS
POSSIBLE.
POSSIBLE.
POSSIBLE. HERE TODAY TO SHARE HELPFUL
HINTS AS AUTHOR AND
PSYCHOLOGIST, DR. TRACY ALLOWAY
. WELCOME .
>> THANK YOU FOR HAVING ME.
>> THANK YOU FOR BEING HERE.
I CAN SPEAK AS A PARENT AND I
AM OPEN ON THE SHOW THAT MY
OLDEST HAS LEARNING ISSUES AND
SHE IS GOING INTO FIFTH GRADE
AND IT HAS BEEN CHALLENGING.
LEFT TALK ABOUT THE FEELING OF
ANXIOUSNESS.
ANXIOUSNESS. I KNOW SHE IS ALREADY STARTING
TO GET IT.
ESPECIALLY IF THERE IS A
LEARNING KNEE.
LEARNING KNEE. WHAT ARE THE MOST COMMON
CONDITIONS THAT CHILDREN ARE
FACED WITH.
FACED WITH. >> WE SEE A HIGH PREVALENCE
RATE WITH TUTOR WITH
DIFFICULTIES AS WELL AS ADHD
AND BEHAVIORAL DIFFICULTIES.
SOMETIMES WE THINK OF ADHD AS A
HYPERACTIVE AND WE FORGET THE
ADD.
ADD.
ADD. >>
ADD. >> THAT IS WHAT MY DAUGHTER HAS
BEEN DIAGNOSED WITH.
THE INATTENTIVE PART OF IT.
IN YOUR NEW CHILDREN'S BOOK, I
KNOW YOU TAKE A CREATIVE
APPROACH TO HELP US BETTER
UNDERSTAND THE CONDITIONS.
TELL US A LITTLE BIT ABOUT HOW
YOU CAN DO IT AND ARM PARENTS
WITH THE KNOWLEDGE THEY NEED TO
REALLY HELP THEIR CHILD SUCCEED
FOR THE NEW YEAR.>> THE GOAL
FOR THESE BOOKS OVER THE LAST
10 OR 15 YEARS WAS TO TURN
LEARNING DISABILITIES INTO A
SUPERPOWER.
SUPERPOWER. WHILE THEY HAVE CERTAIN
CHALLENGES, WANTED TO BE ABLE
TO IDENTIFY THE SUPERSTRENGTH.
WHEN IT YOU'RE TALKING ABOUT
ADHD.
ADHD.
ADHD. HE
ADHD. HE SHOULDN'T HAVE HYPERTROPHIC.
VARIABLE TO IDENTIFY AND
REMEMBER THINGS MOST OF US
WOULD FORGET WEEKS AND MONTHS
LATER.
LATER.
LATER. AND DYSLEXIA, ONE OF THE HER
POWERS IS A PHOTOGRAPHIC
MEMORY.
MEMORY.
MEMORY. I
MEMORY. I HAD PARENTS THEY MIGHT LITTLE
SAMMY HAS TROUBLE READING BUT
WILL GO TO PLACE WANTS AND HE
WILL TELL ME EXACTLY HOW TO GET
THERE AGAIN.
THERE AGAIN. SOCKET IS ABOUT POINTING OUT
THE STRENGTH THAT WOULD GIVE
THEM THE CONFIDENCE.
THIS IS WHAT I'VE HATED THING
IN MY DAUGHTER.
HER CONFIDENCE HAS BEEN
SHATTERED THIS LAST YEAR.
AT THEY GET OLDER THEY ARE MORE
SELF-CONSCIOUS ABOUT BEING PUT
AWAY FOR TESTING, OR THE EXTRA
TIME, BECAUSE THEY WANT TO BE
LIKE EVERYONE ELSE.
THE BOOKS, I WILL HAVE TO CHECK
THEM OUT.
THEM OUT.
THEM OUT. THEY WILL HELP HER.
TALK ABOUT SOME OF THE OTHER
WAYS THAT WE CAN EASE THE
STRESS OF GOING BACK TO SCHOOL
IN GENERAL.
IN GENERAL. >> SOMETIMES HAVING KIDS
PREPARED AND FOR THEMSELVES,
HAVING A TIP.
A COUPLE QUICK TIPS THEY CAN DO
AS WELL IS MOVE WHEN THEY
LEARNED.
LEARNED.
LEARNED. THERE WAS A LARGE STUDY THAT
FOLLOWED CHILDREN OVER A YEAR
OF MOVING WHILE THEY WERE
LEARNING, WHETHER MATH OR
SPELLING WORDS.
SPELLING WORDS. THESE ARE CHILDREN IN A TYPICAL
CLASSROOM.
CLASSROOM. THEY COMPARED THEM TO CHILDREN
IN A MORE TRADITIONAL SEDENTARY
CITY CLASSROOM AND THEY FOUND
THAT WHEN KIDS MOVE AROUND, AND
THEY LEARN, THEIR SPELLING AND
MATH SCORES IMPROVED BECAUSE
THE BRAIN IS GETTING THE BLOOD
FLOWING WHILE YOU ARE LEARNING.
>> THAT MAKES SENSE.
AND HAVE A SECOND TIP ABOUT
MAKING SURE THAT WE REPEAT
INFORMATION INTERMITTENTLY.
INFORMATION INTERMITTENTLY. TO ME ABOUT THAT.
>> WHEN WE STUDY, WE HOPE
CHILDREN WELL READ THE
INFORMATION AGAIN AND AGAIN.
AND IT IS THE LEAST EFFECTIVE
STUDY STRATEGY.
STUDY STRATEGY. SWITCH IT AROUND AND ASK YOUR
SON OR DAUGHTER WHEN THEY ARE
LEARNING TO REPEAT THE
INFORMATION AND INTERMITTENTLY.
NOT EVERY NIGHT BEFORE BED, BUT
MAYBE IN THE AFTERNOON.
MIX IT UP.
SOMETIMES IN THE MORNING BEFORE
YOU GO TO SCHOOL.
THE INTERMITTENT REPETITION SO
MOST KEEPING THE BRAIN ON ITS
TOES.
TOES.
TOES. SPOT THAT WILL HELP BOOST THE
WORKING MEMORY WHICH IS SO
CRITICAL FOR LEARNING.
LIKE TO SAY THEIR APPEARANCE
WATCHING AND THEIR CHILD IS NOT
HAVE A LEARNING DISABILITY BUT
THEY WANT TO MAKE SURE THEY
KNOW HOW TO DEAL WITH IT WITH
CLASSMATES.
CLASSMATES. WHAT ADVICE DO YOU HAVE?
SPOT APATHY IS A BIG THING.
A LOT OF MY RESEARCH FOCUSING
ON NOT JUST MEMORY BUT SOCIAL
THINGS LIKE EMPATHY.
WITH THESE THE CHILDREN IT IS
NOT THAT THEY DO NOT WANT TO
ACT THE SAME, IT'S THAT THEIR
BRAIN IS WIRED DIFFERENTLY.
WHEN YOU THINK OF ADHD, THE
HAPPEN OVERACTIVE CORTEX AND
THAT IS WHAT LEADS TO THE HYPER
MOVEMENT THAT WE ARE USED TO
SEEING THEY ARE NOT TRYING TO
DO IT BUT THEIR BRAIN IS
PUTTING THEM ON THE SUPERSPEED
MODE.>> I THINK AS A PARENT,
TEACHING THE IS SO KEY.
EVEN WITH MY DAUGHTER WONDERING
IF SOMEBODY IS PICKING AT HER.
AND MAYBE IN SUBTLE WAYS
CHILDREN ARE REACTING TO HER
DIFFERENTLY BECAUSE I'VE
NOTICED A MARKED DIFFERENCE
THIS YEAR.
THIS YEAR. AT THE END OF THE DAY, TEACH
YOUR CHILD TO BE WILLING TO SEE
PEOPLE THEIR BEST LIGHT AND
THEIR BEST SELF COMMENT WITH
COMPASSION.
COMPASSION. SPOT THAT IS A GREAT METHOD.
SUCK ANY OTHER TIPS AND ADVICE?
SPOT BE WILLING TO LISTEN TO
YOUR CHILD TO BE MINDFUL THAT A
LOT OF TIMES, ESPECIALLY WITH
YOUNGER CHILDREN, AND HAVE BACK-
TO-SCHOOL ANXIETY, THEY MAY NOT
ARTICULATED.
ARTICULATED. BUT WHAT THEY MAY DO IS TELL
YOU IF PHYSICAL PROBLEM.
MY STOMACH HURTS.
MY LEG HURTS.
BE SENSITIVE TO THOSE KINDS OF
SCIENCE BECAUSE THE MAYBE
APPREHENSIVE ABOUT GOING BACK
TO SCHOOL.
TO SCHOOL. >> CAN WE CHECK OUT YOUR
CHILDREN'S BOOKS WE TALKED
ABOUT ONLINE?
ABOUT ONLINE? BUT THEY ARE ALL ON MY WEBSITE.
>> FOR THESE GREAT TIPS AND
ADVICE, AND HELP