ADHD/ADD

Reading Comprehension & School Bus Problems: Common Themes

by | Jan 16, 2025 | ,

When Kids struggle with reading comprehension, often there is an overlap in “real life” and the way the child interacts in their personal world.

In this era of  automatically labeling and pathologizing an unwanted behavior  as “ADHD,” this overlap is something rarely considered.

Here’s an example.

10-year-old Lyle  is a boy who recently got into trouble when he used inappropriate language (along with other inappropriate behavior) on the school bus.  When the bus driver tried to correct him, Lyle doubled down and got mouthy and defensive, blaming everyone else around him.

In other words, Lyle showed a lot of bad judgment.

Compounding this, when Lyle’s parents attempted to discipline him, rather than become low-key and contrite, he became belligerent, while melting down.

(I know, everyone’s pulling out their, “ADHD  checklists” and thinking Lyle needs to be on medication, but I’m not so sure.  We need to dig a little deeper.)

Upon meeting Lyle, he comes across pretty straight-forwardly and readily admits he has a problem managing anger.  Particularly noteworthy, Lyle felt bad about what happened and he regretted his behavior.

So, what’s the connection with reading comprehension?

Simply, Lyle didn’t make connections while reading.  For example, Lyle couldn’t make inferences or answer “why” questions, as in “Why did a character behave in a certain way?”  Lyle tended to respond quickly without giving the question much consideration, which is not a good strategy for inference type questions or ones involving drawing conclusions.  They both require some consideration, as in, “Hmmm, let me think about it.”

What does Lyle need?  Lyle needs direct instruction and a lot of practice in the skill of making inferences, in other words helping him to read the clues better.  Similarly, in his personal world, Lyle needs help with learning to read the signals and the consequences of his actions.

Neither of these will be easy and it will take time to chisel away and develop the skills (socially and academically), but with guidance, feedback and practice, the skill of comprehension and the skill of social interaction can be developed.

When given feedback directly to Lyle and his parents following the assessment, Lyle felt good about what was said to him and his personal “battery” was recharged, since he was told he was smart and that he could improve.  Lyle was determined to start “reading the clues” better.

 Takeaway Point

Look for the common themes as to how a kid behaves on the school bus, manages emotions and comprehends while reading.

They are there for the finding.

ADHD…Maybe!

by | Nov 21, 2024 | ,

Practically every week I hear an array of  concerns regarding distractibility and inattentiveness.

There’s always the question lurking of, “Does my child have ADHD/ADD?”

While talking to parents I try and  broaden the narrative,  reviewing other factors that may be contributing to why a child is not consistently paying attention.

Before presuming a child has a neurological disorder such as ADHD that is typically diagnosed in the doctor’s office by checking certain items on the Vanderbilt Scales (the gold standard scales used by physicians), here are some factors to keep in mind:

  • Perhaps the work is too hard.  If it is, it will lead to inattention.
  • Perhaps the child is playing video games far too late in the evening and not getting enough sleep.
  • Related to the above, perhaps the child is addicted to video games leaving little in the tank for sustained mental effort (something that I am seeing much more).
  • Perhaps there’s been a lot of tension and fighting in the family that is unsettling to the child,  which will lead to distractibility.
  • Perhaps the teacher is not motivating, which can produce a lot of off-task behavior.
  • Perhaps the child  has “W.B.D.” (i.e., “Worksheet Burnout Disorder” – a term I made up and is being flooded by too many worksheets (or its on-line equivalent), leaving the child feeling disconnected and unmotivated.
  • Perhaps the child has significant reading deficits, making it difficult to pay attention and comprehend.  (This is an extremely important consideration.)
  • Perhaps there is a lot of distraction in the environment (whether it be the  classroom or at home) and the atmosphere does not lend itself to paying attention.
  • Perhaps the child is struggling with anxiety and the excessive worrying looks like inattention.
  • Perhaps the child is feeling like they are being excluded, as they go on  social media and see friends doing things that they weren’t included in.
  • Maybe the child has been made fun of or ridiculed, but no one really knows of it other than the child

Oh, yeah.  I almost forgot.

Perhaps the child has ADHD/ADD.

504 Plans: Avoid Templated Accommodations

by | Oct 10, 2024 | ,

In 504 Land, one of the classic (almost knee jerk) accommodations recommended is to give an ADHD child extra time.

Let me ask you this: How many impulsive, “hurry-let’s-get-it done-style” kids do you know who want extra time?

The answer is none.

The last thing that the ADHD kids want is more time. In fact, they are looking to be the absolute first one done, regardless of the work quality.

Gavin, age 9, typifies this process on a daily basis. Rushing through his school work and homework, Gavin can’t wait to be finished.  In school he’s usually the first one done.

Gavin’s mother explains to him that the school is developing a 504 plan for him so he could have extra time on tests and school work. Gavin is stunned, in disbelief.

“Extra time???” he exclaims. “What do you mean extra time? I hate those worksheets. Why would I want to spend more time on them. I want less time!!!!”

“Oh,” his mother continues. “They are also going to offer you preferential seating so you can follow directions better. You will sit right up there next to Mrs. Smith.”

“What????,” thinks Gavin. “Am I hearing this correctly? Whose preference is this? Not mine! I prefer to be as far away from Mrs. Smith as possible. Maybe my mother prefers that spot in the classroom. Not me. That’s not preferential seating.”

504 plans may sound great on paper with a lot of wonderful accommodations. Just like a football coach who has all of his game plan mapped out before going into the game, the 504 plan documents the various and sundry ways the child will be “accommodated.”

Accommodations like extra time and preferential seating may sound good on paper, but the reality may be something very different.

The most important question to ask yourself (and the special education team) is “What specific accommodations does the child need?”

Takeaway Point

504 Plans can be very helpful for a child with a disability, but they need to be personalized to the child’s needs, not pre-templated.

“Reading Comprehension Challenges & School Bus Problems: What’s the Connection?”

by | Jul 26, 2024 | ,

When Kids struggle with reading comprehension it is interesting that there often is an overlap in “real life,” that is in the way the child interacts in their personal world.

In this era of  automatically labeling and pathologizing behavior  as “ADHD,” this overlap is something rarely considered, but I think it is worth reflecting on its implications.

Here’s an example.

12 year old Logan  is a boy who recently got into a lot of trouble when he used inappropriate language (along with other inappropriate behavior) on the bus.  When the bus driver tried to correct him, Logan doubled down and got mouthy and defensive.

In other words, Logan showed a lot of bad judgment.

Compounding this, when Logan’s parents attempted to discipline him, rather than become low-key and contrite, he became belligerent, while melting down.

(I know, everyone’s pulling out their, “ADHD  checklists” and quickly putting him on medication, but I’m not so sure.  We need to dig a little deeper.)

Upon meeting Logan, he comes across pretty straight-forwardly and readily admits he has a problem managing anger.  Particularly noteworthy, Logan felt bad about what happened and he regretted his behavior.

So, what’s the connection with reading comprehension?

Simply, Logan didn’t make connections while reading.  For example, Logan couldn’t make inferences or answer “why” questions, as in “Why did a character behave in a certain way?”  Logan tended to respond quickly without giving the question much consideration, which is not a good strategy for inference type questions or ones involving drawing conclusions.

What does Logan need?  While many practitioners would quickly go to medication, Logan needs direct instruction in the skill of making inferences , in other words help with reading the clues. Also, in is personal world Logan needs help with learning to read the signals and the consequences of his actions.

Neither of these will be easy and it will take time to chisel away on developing the skills (socially and academically), but with guidance, feedback and practice the skill of comprehension and the skill of social interaction can be developed.

When given feedback directly to Logan and his parents following an assessment, Logan  felt good about what was said to him and his personal “battery” was recharged, since he was told he was smart and that he could improve.  Logan  was determined to start “reading the clues” better.

 Takeaway Point

There may be a connection as to how a kid behaves on the school bus, manages emotions and comprehends while reading.

Look for common themes.

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

“Rubbing My Head” (#Dyslexia #ADHD #Whatever)

by | Jul 12, 2024 | ,

This blog can occasionally serve as a bit of a confessional, providing me with  a forum to voice some concerns regarding the issues that emerge while working with struggling children and their parents.

So, with that in mind here’s a confession.

Sometimes I honestly don’t know when a child’s struggling, particularly in the four to seven-year range (Pk-1st) is related primarily to immaturity (i.e., they are not ready and need more time) or whether their struggling represents a legitimate disorder/disability.

(As I write this, I hear the chorus in the back of my mind calling out.)

“Well, Mr. Big Shot.  You’re the doctor.  That’s why we are coming in to see you – to tell us what it is.  What do you mean you are not sure if it’s immaturity or a disorder? Stop rubbing your head! What’s the matter with you???”

I try talking back to the chorus.

I tell  them things like, “It’s rarely  clear cut.  There is usually a ‘pie chart or ‘soup pot’ of variables interacting.’”

At that point the chorus gets louder.  They are almost screaming, “‘A soup pot of variables!!!!!’ What does that mean??? Does she have it or not?   Does she have dyslexia???  And what about ADHD?  She pays attention to nothing!!!!  Isn’t that ADHD?  And she seems awfully anxious.  Come on, man.  Get out of your soup pot.”

Relentlessly badgered by the chorus, I think of Marjorie, age 7, a child I recently evaluated who doesn’t read very well or stay on task without a lot of reminders.

Marjorie’s  teacher vaguely spoke to the mom about her not paying attention very well in school, with the implied suggestion that she might have ADHD, always with the caveat that “We are not doctors.  We don’t diagnose.”

After running Marjorie through a bunch of tests, I  had one overall impression.

Marjorie struck me as immature.

“Immature????,”  the chorus cries out.  “Are you kidding me?”

“Yes,” I push back against the chorus.  I tell them that Marjorie seemed more like a five-year old-rather than seven in her manner and way of interacting – that her preoccupations came across as a bit babyish.

The problem with that there is no test to quantify “babyish,” such as a “Maturity-Immaturity Scale.”

It’s the same with the disorders, like dyslexia or ADHD.  Even though there are more objective tests involved in the assessment, there is no X-Ray or blood test to say,  “Yes, has it”  or “No, doesn’t have it.”  It’s still a weighing of variables that tilt the scales one way or the other.

Takeaway Point

I am sticking with the view that Marjorie needs time and perhaps some tutoring to help her mature and improve her skills.  We need to track and monitor her closely to see how she responds.

“Back down, chorus. I’m going back to rubbing my head.”

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

“We’re Not Doctors…We Think You Should See a Neurologist”

by | Jun 28, 2024 | ,

Oliver, age 8, has difficulty behaving in his third grade class.

They were told by the school, “We’re not doctors, so we don’t know why he’s doing these things, but we think you should see a neurologist.”

The last statement is code language.

Here’s the translation – “We think Oliver has ADHD and needs to be on medication.”

The parents come to consult with me about Oliver, even though I am not the kind of doctor the school has in mind.

Oliver’s mom says, “We just don’t know why he does these things.  If we only knew why, then it could be fixed.  Maybe it’s his anxiety or his sensory issues.”

I can’t help myself pushing back.

“The problem with the “Why” question is it’s all speculation,” I say.  “Even the best neurologists are using subjective rating scales and history to determine things like ADHD.  So it becomes a “weight of the evidence” diagnosis.   Usually there are a number of variables interacting at the same time, not all of which are in the child’s head.  There are many variables that are external, too.”

“So how do we fix it?”  (Ugh…the question I hate, but get all the time.)

“Well, they’re not car engines.  Nothing’s broken.  So there’s no fixing it. Rather than speculate, try and stay with the facts that are observed.  What happened first, second, third?  How did the adults respond?  What were the consequences?  Before starting on medication,  let’s get a sense of the basic facts of the behavior. ”

Takeaway Point

Back in the day there was a popular TV Show, “Dragnet,” where the main detective would say, “Just the facts, Ma’m.”

Stay with the facts.  “Just the facts, Ma’m.”

Feel free to make comment below. 

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

“Gradations from the Middle” (#Dyslexia #ADHD #Other Stuff)

by | May 10, 2024 | , ,

Parents commonly come in with common questions such as,  “Does their child have ADHD?” or “Is my child dyslexic?”

Difficulty  with reading and attention occur on a continuum or a spectrum from below the mid-point of average (see bell-curve picture above), to more moderate and severe.

Just because a child is struggling to a degree with reading doesn’t necessarily mean the child is “dyslexic.”  There could be a myriad of reasons why the child is delayed in reading that are not necessarily dyslexia.

The lower portion of the average range (around the 25th – 30th %ile) is what I call, “the dreaded portion of the bell-shaped curve,” meaning it is neither here nor there or clear cut whether the difficulty represents a legitimate learning disability like dyslexia or an attention disorder with questions of ADHD.

Dyslexia or ADHD are not something like COVID where you can take a test that tells you “yes” or “no” (has it – doesn’t have it). There is no one test for either of them.  (Sometimes I wish that I had the one “Dyslexia Test”.  It would certainly make my life easier.)

Adequate diagnosing i somewhat like detective work requiring a weight of the evidence in order to more confidently state the presence of a disorder.

With dyslexia and ADHD the weight of the evidence includes things like a review of the child’s history  and family factors such as whether either or both  of the parents had similar struggles in their own development.

Evidence such as this helps to tip the balance one way or the other along with other quantitative (objective) and qualitative (subjective) assessment data.

Takeaway Point

Reflect on the bell-shaped curve.  Just because a child is somewhat left of the mid-point (i.e., 50th %ile) in a given area does not mean the child has a disability or a disorder.

(Next week we will discuss how dyslexia (reading disability) is more than a score.)

Feel free to make comment below. 

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

“The Power of Nonchalance” (#ADHD; #Executive Function Disorder)

by | Apr 26, 2024 | ,

Synonyms for “nonchalance:”   apathy, complacence, indifference, unconcern, torpor

Antonyms for “nonchalance:”  concerned, interested, motivated

A parent came to talk to me about her 14-year-old-son, Brett.  Previously “diagnosed” with ADHD of the inattentive variety, various stimulant medications have been tried with him without much benefit.

“Look,” the mom said, “I don’t really know if he’s ADD.  The doctor spent about 15 minutes with us after we completed this rating scale. I do know he’s nonchalant.  It’s like he’s just indifferent to everything, especially anything school-related and it’s driving me up a wall.”

(“Nonchalant.”  Now, that’s a word I don’t hear very often, certainly not used in clinical terms or descriptions.)

Upon meeting Brett, I knew exactly what the mom was saying.  It was a very long hour trying to find out what his point of view was on the topic.  It’s not easy to talk to someone who shows indifference and apathy.  Essentially, the session involved Brett having little to say with a fair amount of shrugging when asked various questions.

“All he cares about are his game systems and phone,” his mom nearly shouted in the session.  (All the while Brett sat their blasé’ and nonchalant.)

The mom’s frustration brought to mind a famous short story I had read many years ago by Herman Melville, called  “Bartleby, the Scrivener.”  (“Scrivener,” talk about a dated word.)

As I recall, Bartleby was the 19th century version of a paralegal working in a law office.  Whenever he was asked to do something by his office superior, Bartleby had a standard response – “I would prefer not to.”  Bartley basically did nothing and just stared out the window ignoring his boss with nonchalant indifference.

This, “I’d prefer not to,” position gave Bartleby a lot of power and resulted in making Bartleby’s boss bonkers.

Another example told to me was about 11-year-old Jackson who was asked to help his mom to pull weeds in preparation for some landscaping.

Since he was engaged with playing Grand Theft Auto, he was not interested in helping, offering his own version of,  “No, I’d prefer not to.”

With his stance, the mom’s anger thermometer skyrocketed while Jackson’s power increased.

Psychologists and other behavioral types will have all kinds of systems to try and get the motivation going in the right direction, but it’s a tough battle.

If you have a Bartleby, my best advice is to try and side-step the control battles  that inevitably ensue, as challenging as this may be may be.

Recognize that ultimately it’s your child’s choice whether to engage with the requested task or not.  You might want to have an honest sit down and speak in very direct tones delivering a clear message.

“Look, there’s no give and take here.  It’s all a one-way street.  Things you take for granted such as your phone and game system are paid for by us.  They are privileges, not rights like food and shelter.  Ultimately, it’s your choice.  However, unless things change we’re putting your game system and phone in our safe until you’ve earned the privileges back.  If you don’t want it to go that way, then choose differently.  Get in the game.  Either way is fine.”

Takeaway Point  

Go buy a safe if you don’t have one.

They come in handy when you need them.

Feel free to make comment below. 

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

 

“Not Reading the Signals”

by | Apr 12, 2024 | ,

An issue often overlooked with children diagnosed as  ADHD is a frequently occurring underlying variable of social judgment and difficulty with “reading” cause and effect.  Difficulty with reading cause and effect impacts both social and academic functioning, such as understanding inferences with reading comprehension.

This is one of the reasons I struggle with the notion of treating ADHD as if it represents a whole pie chart with one treatment to consider (i.e., medication).  There’s always more in the pie chart that medication will not address.

Stimulant medication’s purpose is to help one focus better.  That’s its job.  It’s not  to help you “read the signals” in social interaction.

Let’s take Brent,  a 12-year-old I saw recently who has been diagnosed with “ADHD” by medical practitioners and being treated with medication.  When I meet Brent and start to review what’s going on with him it is clear that there’s a lot more than the broad conclusion of, “He’s ADHD.”

For example, it was noted that Brent had a tendency to do the following:

  • Blurt out inappropriately.
  • Not realize certain actions bothers others.
  • Class clowns  to excessive degree
  • Challenges with reading comprehension.

In other words, in this ADHD soup pot there was a good helping of other stuff.

Brent had been prescribed medication, but there had been little talk about these other variables, leaving the parent with the impression that the medication would take care of all.

What does Brent need?

From my perspective, Brent needs to begin to understand and practice the skill of cause and effect.  When it’s framed as a skill, that means it can be directly taught and practiced.

For example, Brent recently mouthed off to a coach of his who ended up sitting him on the bench as a result.  From Brent’s point of view, he was being treated unfairly and the coach “benched him for no reason.”

Even when his parents tried to explain it to him, Brent was outraged by the unfairness of it all.

Perhaps with a therapist, Brent needs to have these interactions broken down in ways that he can have them pointed out to him in ways that he does not get overly defensive in order for him to potentially process what went wrong and where the break down occurred.

As you can imagine, since people are defensive by nature and (adolescents particularly so), this is not easy work and will take a takes a long time with lots of back and forth for a kid like Brent to begin to look at himself.

Keep in mind that It may take an outside person to help in the teaching of this skill, as the interaction with a parent trying to do this can be fraught with danger.

Takeaway Point

If your child is “diagnosed” with ADHD and the primary (and perhaps only) recommendation is to be put on medication, you may want to ask something like, “Well, how will this address his difficulty with social cues and reading comprehension?”

Feel free to make comment below. 

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

Podcast Interview Released

by | Feb 23, 2024 | , , ,

As a changes of pace, I am excited to share a recent interview that was conducted with me by “Beautifully Complex:  Navigating Neurodiverse Parenting.”

The interview is only about 30 minutes.  Would love to get your feedback on it.

If you enjoy it, please share it with others.

Here’s the link:     (Selznick Podcast Interview)

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Feel free to make comment below. 

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

 

 

 

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