by Richard Selznick Ph.D. | May 9, 2019 | School/Special Education Misc
Parents will tell me of their ongoing efforts to get the school to do what they feel their child needs. There are usually three or so common outcomes. One outcome is the school will show data that the child is “meeting benchmarks” or meeting standards in spite of the...
by Richard Selznick Ph.D. | Apr 19, 2019 | Executive Functioning
We freely toss around terms or jargon that don’t immediately translate to the average person on the street. “My child has ADHD.” “I’m sure she’s dyslexic.” “Since preschool, he’s shown sensory integration issues.” “Well, you know he’s on ‘the spectrum.’”...
by Richard Selznick Ph.D. | Apr 12, 2019 | Modern Childhood
A glimpse inside 12 year old boy brain: “They’re at it again. Talking about that 504 Plan, whatever that is. I heard something like extra time. My mom seems to want it. Why would I want extra time? I want less time. I just want to get it done.” “They’re taking...
by Richard Selznick Ph.D. | Apr 4, 2019 | Writing Difficulty-Dysgraphia
Open-ended writing can be dreadfully difficult for school-struggling children. On so many levels, they find the task to be overwhelming. For those who are struggling, the more common classroom writing tasks that encourage the child to write as he/she feels is...
by Richard Selznick Ph.D. | Mar 29, 2019 | Modern Childhood
Recently I talked to you about the delusion of the modern American (male) child and their fundamental inability to face pain (Delusions of the Modern American Boy ). Not wanting to be redundant (hey, I’ve written nearly 350 blog posts over 10 years so it’s hard not to...
