by Richard Selznick Ph.D. | Feb 9, 2017 | Dyslexia/Reading & Learning Disabilities
There is a mythology out there that is very hard to overcome. The mythology typically originates from the school after a parent has queried the school about getting assessed for dyslexia. A parent whose child I worked with recently, was told the following: “Dyslexia....
by Richard Selznick Ph.D. | Jul 21, 2016 | Dyslexia/Reading & Learning Disabilities
Every decade has a new emphasis. In the mid 1970’s “learning disability” was a scalding hot term. Following the 1970s, ADHD was the topic of the decade. This was followed by autism (or children “on the spectrum”). We are now in the decade of...
by Richard Selznick Ph.D. | Feb 19, 2016 | ADHD/ADD, Modern Childhood
“Children surrounded by fast-paced visual stimuli (TV, videos, computer games) at the expense of face-to-face adult modeling, interactive language, reflective problem- solving, creative play, and sustained attention may be expected to arrive at school unprepared...
by Richard Selznick Ph.D. | Jun 22, 2012 | Assessment
Frequently, parents will come in to tell me that they got "the diagnosis" with the emphasis on the word "the" as if there is only one diagnosis out there. Of course, I look puzzled when I ask about "what diagnosis" and they tell me...
by Richard Selznick Ph.D. | Jan 15, 2011 | ADHD/ADD
The followings question came to me regarding the pros and cons of having a child on medication while being tested: “Please address whether a child should be on medication while assessing a child with executive function issues. Some of the specialists we refer to...
