DFWChild Thinking & Learning Differently 2024

OUTSIDE THE BOX

THINKING & LEARNING DIFFERENTLY THINKING & LEARNING DIFFERENTLY

parents are the first to pick up on a learning difference

➽ ABOVE // With overlapping symptoms, it can be hard to distinguish ADHD

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Wired Differently

E ALL HAVE EYES, a nose and a mouth—and yet somehow, every human face is different. The same is true of our brains; as similar as they seem, each is unique, working just a little bit differently.

For those with learning differences—often called specific learning disabilities or disorders—there’s a divergence in how the brain takes in, stores and processes information. This means that people with average or above average intelligence can struggle with learning. And these differences are more common than you might think, affecting 70 million Americans and up to one in five kids.

Most often, learning differences become apparent in the early school years, and many times, they are first picked up on by parent with a gut feeling.

That was the case for several moms I spoke to when putting together this issue, our first-ever magazine dedicated to thinking and learning differences. One mom noticed a big discrepancy between her daughter’s reading ability and reading comprehension. Another saw that her child was writing letters backwards and couldn’t remember colors. Trusting their instincts, they got diagnoses and help—two things that are crucial for kids with learning differences.

So what are the signs to look out for? What are the first steps to take if you suspect your child may have a learning disability? And if your child has already been diagnosed, how can you best support them? With expert input, actionable advice and local resources, this issue guides you through parenting a child whose brain is wired just a little differently.

Dig in.

ABOVE // Amanda Collins Bernier with her sons Max and Owen.

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Here’s how to get your child evaluated—and what to do next

WORDS KATELIN WALLING

S YOUR CHILD STRUGGLING IN SCHOOL despite tutoring and extra help? Are they not meeting expected reading, math or writing goals for their grade level? Or maybe they have anxiety or low self-esteem when it comes to school? If any of this sounds familiar, your child may have a learning disability.

LEARNING DISABILITIES INCLUDE:

• Dyslexia: affects reading and language-based processing skills

• Dyscalculia: impacts the ability to understand numbers and learn math facts

• Dysgraphia: affects handwriting and fine motor skills

• Auditory processing disorder: hearing loss caused by something affecting the part of the brain that processes how you hear

• Language processing disorder: impacts understanding, writing or speaking language

• Nonverbal learning disabilities: affects the ability to interpret facial expressions or body language

The good news? Under the Individuals with Disabilities Education Act (IDEA), all children with disabilities are entitled to a free appropriate public education that emphasizes special education

and related services designed to meet their unique needs, according to the U.S. Department of Education.

And with IDEA’s Child Find, schools are responsible for locating, identifying and serving students with special education eligibility, says attorney Sharon Ramage, who practices special education law with The Ramage Law Group in McKinney.

STARTING THE PROCESS

If you suspect your child has a learning disability, here’s what you need to do:

1. TALK TO YOUR CHILD’S TEACHER.

Since your child spends the majority of the school day with their teacher, they generally have a good idea of what most students in the class are able to do, says Melissa Griffiths, advocate, speaker, trainer and owner of DFW Advocacy. Request a parent-teacher conference. Let your child’s teacher know your concerns and ask if the teacher has done anything to try to remediate the issues.

2. REQUEST AN EVALUATION.

If the teacher or school doesn’t request a special education evaluation, send a formal written request for one. Briefly describe your concerns, including any behavioral, social and academic issues you’ve observed. Remember: You don’t have to prove that your child has a learning disability to get an evaluation; you just have to say you suspect your child has one.

Once the request is written, Ramage suggests sending it to:

• The district’s special education director

• The school’s special education coordinator

• Your child’s teacher

• The assistant principal or principal

3. UNDERSTAND THE TIMELINES.

The written request for special education evaluation triggers a specific timeline the school must follow. Note: The timeline refers to school days, meaning days the child is in school. This doesn’t include weekends, school breaks, student holidays and staff development days.

After receiving the written request, the school has 15 school days to provide parents the opportunity to consent to an evaluation.

After getting consent, the district has 45 school days to conduct the evaluation.

After completing the evaluation, the school has 30 school days to hold an Admission, Review and Dismissal (ARD) meeting to review the results, determine the student’s eligibility for services and develop an Individualized Education Program (IEP).

If the school refuses your request, you can file a request for a due process hearing.

4. UNDERGO EVALUATION.

The special education evaluation must focus on and assess the child in all areas related to the child’s suspected disability and include information from the parent, according to Partners Resource Network. The evaluation will help determine the child’s eligibility for special education and related services.

5. ATTEND THE ARD MEETING.

The initial ARD meeting looks a little different than annual ones,

according to Griffiths. The first ARD meeting will determine your child’s eligibility to receive special education and related services.

If your child is eligible, an IEP will be created for them. The IEP will outline your child’s academic goals and objectives for the school year, the related services and accommodations they will need and where they will receive those services.

After reviewing the IEP, you will have to consent to services. “Even if your student has a disability, you still have the right to refuse special education services,” Griffiths says. “But until you agree to special education services, the school will not be providing them.”

6. REVIEW YOUR CHILD’S PROGRESS.

Once an IEP is in place, you should expect regular reports throughout the school year to keep track of your child’s progress. Griffiths says these progress reports typically come with report cards.

If you’re concerned with your child’s progress at any time, you have the right to request an ARD meeting in writing.

SHOULD I GET AN INDEPENDENT EVALUATION FOR MY CHILD?

If you disagree with the school’s evaluation or want a second opinion, you can request an Independent Educational Evaluation (IEE). “The district either has to fund the independent evaluation or the district can file for due process” to avoid footing the bill, Ramage says.

And if your child gets an IEE, “the school has responsibility to consider that evaluation, but they’re not required to accept the evaluation,” Griffiths says.

504 VS. IEP

If your child has been evaluated but isn’t eligible for an IEP, they may still qualify for a 504 Plan. While an IEP includes accommodations and modifications to the curriculum for a student, a 504 focuses on ensuring a student receives accommodations that remove barriers to learning.

These accommodations can include, but aren’t limited to:

• Extra time for testing

• Having text read aloud

• Flexible seating

• Being able to leave the classroom as needed

• Having a calm-down area

• Access to fidget and sensory toys

ABOVE ALL, REMEMBER THIS

Now that you have a basic understanding of how to get your child diagnosed with a learning disability, there’s one important thing to remember. While the process can feel long and arduous, it will open doors.

“If a teacher is reaching out and asking for help, or suggesting help, that’s a good thing. That means they care enough about your child to want to have them succeed,” Griffiths says. “Diagnoses and evaluations and conversations can help open the doors to get students the support that they need.”

Helping parents successfully navigate the childhood years is kind of our thing. Explore our not-so-secret weapon, the online directory, at dfwchild.com/directory

Having the Talk P

ARENTING A CHILD WITH A LEARNING DIFFERENCE can be grey and filled with questions. Am I doing everything I can to help them? Is anything I’m doing hurting their progress? And one of the biggest questions of all: when and how do I tell them about their diagnosis?

Many parents of children with learning differences wonder if there is a right age to have the discussion, or if there are certain things they should—or shouldn’t—say. But like so many other grey areas, there isn’t a one-size-fits all answer.

When and how to tell your child about their diagnosis

WORDS KELLY WOOLEY

Still, there is a common thread among the advice from both medical experts and parents who have already navigated the question: it’s a process. This isn’t a one-and-done conversation, but rather a series of conversations that lead up to the talk, followed by ongoing discussions that evolve over time.

“First and foremost, whenever you decide to give your child the official name of their diagnosis, make sure it’s intentional and planned out,” says Michele Gortney, a licensed therapist at Rabjohn Behavioral Health Institute in Mansfield and Gortney Counseling in Burleson. “This isn’t something your child needs to overhear on a phone conversation or while trying to speak code in front of them during a doctor’s appointment.”

While the “when” and “how” will be unique to your child, experts say, the earlier you start educating your child about their diagnosis, the better. Just how early you start varies for each child.

TIMING THE CONVERSATION

Laurie Williams George, of Fort Worth, will never forget her 8-year-old son Harrison’s reaction to finding out he had ADHD. “So, that’s why I’m so awesome!” he exclaimed.

For Harrison, learning about ADHD and his diagnosis gave him an explanation for why he was struggling to sit still and concentrate in school.

Harrison is also dyslexic and wasn’t reading like all of his classmates. So in the same series of conversations about ADHD, Williams George also began explaining dyslexia, without using the word at first. Later, when she felt he was ready and understood, she introduced the term dyslexia, which helped further validate his struggles.

Other moms have waited until their children were even older to talk about their disability. Sara Hawthorne, of Euless, for instance, waited for almost six years to tell her 13-year-old son Cedric about his ADHD diagnosis. Cedric was diagnosed at 15 months with spastic paraplegia, a progressive diagnosis that

READ ABOUT IT

Kids with learning disabilities can see themselves in these picture books featuring characters who think and learn differently.

Aaron Slater, Illustrator, by Andrea Beaty: Aaron, an amazing artist, struggles to read as the “words look like scribbles.” An empowering story about a boy with dyslexia.

A Walk in the Words, by Hudson Talbott: A young boy who has a hard time reading learns it’s OK to go at his own pace.

My Busy, Busy Brain, by Nicole Russell: Featuring a young girl who struggles with attention and concentration at school but learns to embrace her differences.

Brilliant Bea, by Shaina Rudolph: Bea, who is challenged by reading and writing, finds a fun new way of learning and connecting with her peers.

My Whirling, Twirling Motor, by Merriam Sarcia Saunders: In describing Charlie’s “whirling, twirling motor,” this book affirms that differences are OK, while focusing on kids’ positive traits.

“It’s important for them to know that their diagnosis doesn’t define them. It’s just part of who they are.”

causes daily pain, weakness and stiffness in the leg muscles that will continue to worsen throughout his life. So, while Cedric was diagnosed with ADHD at age 7, Hawthorne waited until just recently to tell him.

“Cedric’s physical disability causes him a lot of stress so I waited until I thought he could emotionally handle the news of another diagnosis,” she explains. “I also waited until he was aware of the symptoms. He started complaining about ‘just wanting to do good in school but there was something going on in his brain.’ At that point, I knew it was time to tell him.”

While Harrison and Cedric learned about their diagnoses in different ways and at varying ages, experts agree their parents took the right approach—they waited until they felt their children were ready.

“Age, cognitive ability, awareness of their symptoms and the ability to understand and process what having a diagnosis means should all be considered,” says Gortney.

MAKING WORDS MATTER

Williams George says there was a key in making conversations around her son Harrison’s ADHD and dyslexia positive interactions—she made sure that in each of those discussions, she pointed out Harrison’s positive qualities as well as his disabilities. And experts agree that focusing on your child’s strengths and challenges is important to this process.

“For example, I may tell a child, ‘You are really good at playing Minecraft but that’s a really hard game for me to play,’” says Suzanne Bonifert, rehabilitation services manager at Cook Children’s Health Care System. “Making sure they understand that everyone has things they’re good at and things they struggle with helps boost their confidence and make them feel better about the areas they may be having trouble with.”

As you get closer to telling your child about their diagnosis, Bonifert emphasizes, “It’s important for them to know that their diagnosis doesn’t define them. It’s just part of who they are.”

Before you have the talk with your child, think of what you want to say and how you want to phrase it.

“I’m also a big believer in scripting,” says Gortney. “Find the words you need and prepare ahead of time. It’s already a tough topic so better to plan out what you’re going to say rather than wing it when your anxiety may already be high.”

But the best thing you can do as you broach the topic, moms and professionals say, is to trust your instincts. When it comes to the perfect time, the right approach, and what to say, you, more than anyone else, know best.

“You know your child better than any doctor or therapist,” Gortney says, “so ultimately, it’s your choice as to when you talk to your child about their diagnosis.

Preston Hollow Presbyterian School

C J H A J T P K o x 6 + 7 3 1 4 = 9

Dys-what-ia?

Understanding dyslexia, dysgraphia and dyscalculia

WORDS AMANDA COLLINS BERNIER

HANTEL MACK FIRST NOTICED something different about her youngest child when she was just a toddler. While most kids master their colors around age 2, her daughter struggled to learn them until she was almost 5. Later came difficulty with spelling, reading and writing. Then, when her daughter started school, things got even more challenging.

But Mack knew her little girl was smart. “Her common sense was always better than my other kids,” the Fort Worth mom of three says. So when in second grade her daughter was diagnosed with dyslexia, it all made sense.

Dyslexia, a learning difference characterized by difficulty reading, is the most commonly diagnosed learning disability, affecting as many as one in five people by some estimates. But it is just one of the ways the brain may work and process differently.

For a child to struggle at some point with reading, writing and math isn’t out of the ordinary, but to struggle persistently— despite their effort—could be a sign of learning disability like

dyslexia, dysgraphia or dyscalculia. Though they share some similarities, these learning differences present and impact children in unique ways. Here are some of the differences and nuances of each.

WHAT IS DYSLEXIA?

Dyslexia is characterized by difficulty learning to read and also affects spelling. “One of the most consistent challenges in dyslexia is difficulty learning to isolate individual sounds in spoken language, referred to as phonemes,” explains Dr. Sheryl Frierson, medical director of the Luke Waites Center for Dyslexia and Learning Disorders at Scottish Rite for Children in Dallas. This difficulty in picking out individual sounds in spoken words makes it challenging to connect which letters correspond to spoken sounds.

“Another complication is that the rules for letter-sound correspondence are specific to each language, so Spanish letter-sound rules are different than English letter-sound rules,” Frierson shares.

WHAT ARE THE SIGNS OF DYSLEXIA?

• Trouble learning letter names and remembering the sounds they make

• Difficulty “sounding out” words when reading

• Difficulty learning to correctly spell words when writing

• Struggling to read and spell common sight words

• Difficulty memorizing math facts

• Confusing letters that look or sound similar

• Trouble separating individual sounds in words

• Trouble blending sounds to make a word

WHAT IS DYSGRAPHIA?

This learning disorder is characterized by slow and/or illegible

handwriting. “It is not a problem with the muscles used for writing. Instead, it is a problem with the ability to recall details about how to write words on paper, referred to as orthographic memory,” explains Frierson. This makes it difficult for a person to learn the sequence of muscle movements needed to write recognizable letters.

Frierson puts it this way: “Think about the idea that every time you’re going to write the letter A, you have to think about how you’re going to make it rather than have the automatic muscle memory. It’s going to look different each time you write it; it may not come out the way you want.”

WHAT ARE THE SIGNS OF DYSGRAPHIA?

Frierson notes that dysgraphia-related spelling errors are different than the letter-sound correspondence errors seen in dyslexia. Other symptoms include:

• Inconsistent, illegible handwriting

• Handwriting slower than peers

• Many mark-overs, erasing

• Excessive and unusual letter reversals

• Writing correct letters in the wrong order

EXTRA CREDIT

Dr. Sheryl Frierson’s tips for how parents can best support their child with dyslexia, dysgraphia or dyscalculia:

Access the right instruction. Ensure your child is explicitly being taught missing skills, either at school or through extra tutoring.

J H A J T P K o x 6 + 7 3 1 4 = 9

WHAT IS DYSCALCULIA?

This learning disability is characterized by difficulty learning mathematics and understanding how numbers work. “Students with dyscalculia tend to have difficulty understanding how we use numbers to stand for quantities, how these quantities follow a sequence (number line), and how different operations, for example adding or subtracting, can be applied to numbers to solve everyday problems,” says Frierson.

WHAT ARE THE SIGNS OF DYSCALCULIA?

• Difficulty recognizing numbers

• Delayed in learning to count

• Difficulty connecting numerical symbols to their corresponding words

• Losing track when counting

• Difficulty recognizing patterns

WHO IS PREDISPOSED

TO THESE LEARNING DIFFERENCES?

Dyslexia, dysgraphia and dyscalculia occur across people of all backgrounds. Often, learning disabilities run in families. It’s also common that learning differences co-occur.

“It is estimated that at least 30% and, depending on the study, as many as 70% of students with dyslexia also have a specific learning disorder in either writing, or math, or both,” says Frierson. “In my practice, dyslexia and dysgraphia are the most common to occur together. This makes sense since both involve translating back and forth between spoken and written words whereas number knowledge is unique to dyscalculia. However, it is not uncommon for students to have difficulty in all three areas.”

DIAGNOSING DYSLEXIA, DYSGRAPHIA AND DYSCALCULIA

Specific learning disorders are not typically identified until children are school-aged. In Texas public schools, children are screened for dyslexia in kindergarten and first grade. “This screening is not the same as a formal evaluation, but it can help identify students who should receive extra exposure to good regular education instruction and/or targeted intervention,” says Frierson. She estimates that most children seen for diagnosis

Talk to educators. Explain where your child struggles and work together to develop classroom and testing accommodations.

C

Get it in writing. Work with your school for specialized school support plans, 504 Plans and Individualized Education Plans.

Encourage and support. Family support can help minimize negative social and emotional impacts of a learning disability.

at Luke Waites Center for Dyslexia and Learning Disorders are between the ages of 7 to 9.

Specific learning disorders are diagnosed by a formal evaluation by an assessment specialist. The evaluation may include literacy skills, reading, writing, and mathematics testing and an assessment of language, thinking and reasoning skills. And because learning disorders can sometimes overlap—someone with dyslexia, for example, might struggle with word problems in math—experts tease out how much of the difficulty a child is having in one subject is a primary problem with those concepts, or if it’s because of some other interference.

“All this information is then interpreted by a specialist in the context of your child’s educational history, report card history, benchmark testing, and educator and parent observations. Test scores are helpful, but a qualified specialist will also assess your child’s behavior during the testing and consider all the prior information to help make an informed diagnosis or identification of eligibility for services,” says Frierson.

Parents have a right to request an evaluation from their public school at any time. If you suspect your child may have a learning disability, Frierson recommends that parents start there.

THE IMPORTANCE OF EARLY INTERVENTION

People don’t outgrow learning disabilities, but with the right strategies and support, they can thrive. For Mack’s daughter, that was working with a specialist for an hour a day.

It’s important that kids get these supports sooner than later. Children with untreated learning disabilities are more at risk for social and emotional problems like low self-esteem, anxiety or depression, or feeling like failures. These impacts, as well as the struggle to learn, become cumulative with time.

“One of the things we have learned from research is that if you don’t do something [about a learning disability], there’s a gap in learning between yourself and your peers and that gap is now very difficult to narrow as you go forward. If we can begin providing more explicit instruction, more explicit support before we get to second grade, we’re hopeful that we won’t have that big gap,” says Frierson. “We’re not saying, ‘You’re going to deal with this.’ We’re saying, ‘There’s a lot we can do so that this doesn’t cause you as much problems as it would if you had waited.’”

• Specialized Instruction For Students w/ Dyslexia & Related Learning Differences

• School Directed by Linnéa Oxley CALT-QI, LDT, MRT

• Grades 1–8, 1:7 Avg. Teacher Ratio

• Take Flight Curriculum

• Daily Devotional

• Fine Arts Program

• Destination Imagination Unleash

THINKING & LEARNING DIFFERENTLY

Executive Function W

Expert tips for building and strengthening these everyday skills

WORDS GINA MAYFIELD

HEN IT COMES TO CHILD DEVELOPMENT,

there’s a laundry list of trendy buzzwords for parents to keep up with, but some of those terms hold real meaning and importance. Case in point: “Executive Functioning.” But what exactly does that mean and why does it matter?

“Executive functioning is an umbrella term that describes the set of skills that are needed to execute—hence, ‘executive’—tasks,” says Leda Owens, a licensed professional counselor and the director of ADHD & Learning Services at The Housson Center, which provides psychological and educational services in Dallas. Owens helped develop the curriculum for the center’s Executive Function Counseling and Training program, which helps bolster children’s executive functioning skillset.

Owens describes executive functioning as the management system of our brains, including skills for:

• Self-control

• Working memory

• Self-monitoring

• Organization

• Planning

• Sustaining or shifting attention

• Managing emotions

“Executive functions are foundational for a child’s academic success,” says Owens. They are also needed for navigating social relationships and completing daily routines and activities at home, she explains.

SKILL DEVELOPMENT

Children aren’t born with these skills, but they have the potential to develop them. Some may need more guidance and support than others.

Executive functioning typically develops rapidly from ages 3 to 5, then peaks again during the adolescent and early adult years. As parents, we can label these skills and put words around them, both

when there’s a problem and when the skills are used properly. “In young children, we focus on more environmental changes and parent cues,” Owens says. Here are two of her approaches for parents:

• Instant Replay: For difficulties with self-control, describe an instant replay (the before, during and after) of what you witnessed and give the child an opportunity to repair the situation.

• Preventative Teaching: Going over what is expected immediately prior to an activity serves as a reminder. If your child struggles with working memory weakness, be sure to provide your instructions one at a time and have the child repeat them back to you.

For older children, you can transition to “prompting” and encouraging your children to cue themselves. Owens suggests questions like:

• Do you have everything you need to get started and complete your homework?

• What are you going to do to limit distractions and stay focused on this activity?

“An important goal for the child is to become a self-advocate,” Owens says. “This starts with having an awareness and acceptance of the challenges, then knowing when and how to do so and practicing language to seek help.”

For all ages, sleep and exercise are important for brain development—as well as mental and physical health—especially those predisposed to executive functioning weaknesses.

EXECUTIVE FUNCTIONING & NEURODEVELOPMENTAL DISORDERS

Children with neurodevelopmental disorders such as ADHD, Autism Spectrum Disorder, learning differences, or even emotional disorders such as anxiety and depression struggle with cognitive processes.

“Research has shown up to a 30% delay in executive functioning in children with ADHD,” Owens says. “So a 12-year-old student may be functioning more similarly to an 8-year-old when considering their ability to keep track of materials, sustain attention, manage their time, initiate and complete tasks and plan ahead.”

3 STRATEGIES TO HELP EXECUTIVE FUNCTION PROBLEMS

The National Center for Children with Learning Disabilities offers these methods to try when children struggle with executive function:

1. Use visuals. Ask for written directions with oral instructions, prepare visual schedules, create checklists and to-do lists. Visual calendars can also help with long-term assignments and due dates.

2. Manage time. Break long assignments into chunks and take a step-by-step approach. Use watches and alarms.

3. Manage space. Organize workspaces by minimizing clutter and scheduling a weekly time to tidy.

A child’s limitations often lead to misunderstanding and frustration between children and the adult in their lives, but parents don’t have to navigate those feelings alone.

WHEN TO BRING IN A PROFESSIONAL

If you have exhausted your own abilities to work with your child on these skills and if you’re noticing their challenges impact their academics, social life, self-confidence or general mood, it’s time to seek professional help.

“Ongoing challenges have the potential to snowball into greater hurdles,” Owens says. “Parenting does not exist in a vacuum and there are many resources available to support this journey. Therapists trained in executive functioning can set goals and teach specific behaviors to the child, while including parents in the process.” Owens says she’s found that identifying the child’s motivations through a strengths-based lens supports their acceptance of strategies and understanding for why they need to approach something differently.

WORK IN PROGRESS

Check out these workbooks to help kids of all ages develop executive functioning skills.

FOR KIDS AGES 6 TO 9:

With 40 hands-on games and activities, the Executive Functioning Workbook for Kids, by Dr. Sharon Grand, helps children improve skills like memory and flexible thinking.

FOR KIDS AGES 9 TO 12:

The Executive Functioning Workbook for Kids, by Roy D. Pan, is unlike a conventional workbook. This kid-friendly version follows a storyline, teaching kids skills to plan and prioritize while helping an adorable cat.

FOR TWEENS AND TEENS:

With actionable strategies and straightforward advice, Focus and Thrive, by Laurie Chaikind McNulty, helps seventh-graders and up build executive function skills and recognize where they struggle.

PUTTING THE FUN IN EXECUTIVE FUNCTIONING

Let’s take a look at some practical—and enjoyable—ways parents can support and strengthen these skills in their children, knowing that the best approach takes the individual child’s strengths and struggles into account.

PRESCHOOLERS AGES 4–5

Children’s executive functioning skills grow rapidly during these years as they learn rules and structure. Imaginary play, reading aloud, storytelling, movement and song all help build their skillset. Be sure to provide plenty of opportunity for physical and outdoor play as well.

GAMES THAT INVOLVE

• Matching and sorting

• Patterns

• Memory PLAY

• Follow the Leader

• Simon Says

• Duck, Duck, Goose

SCHOOL-AGE CHILDREN

It’s important to increasingly challenge kids, but at a pace that’s not too demanding. Sports like soccer become popular during these years and provide opportunities to learn strategies, make fast decisions and adapt to changing situations. Don’t forget about music and songs that can be played in the car with singalongs that can build working memory. Plus, learning to play a musical instrument or getting involved in choir or dance involves focus, working memory and plenty of coordination.

CARD & BOARD GAMES

• Cards: Concentration, Go Fish, Old Maid, etc. and later rummy, even poker and mahjong

Children aren’t born with these skills, but they have the potential to develop them. Some may need more guidance and support than others.

• Checkers

• Chess

• Connect Four

• Jenga

• Uno

PHYSICAL GAMES & ACTIVITIES

• Freeze Dance

• Red Light-Green Light

• Musical Chairs

• Jump rope (songs and chants included!)

PEN & PAPER

• Crossword puzzles

• Sudoku

• Mazes

• Word Finds

ADOLESCENCE 13-16

As children in this age group continue to develop their executive functioning skills, there are plenty of opportunities to help them through managing their schoolwork, extracurriculars and even part-time jobs.

• Goal setting: Plan and save for a big purchase, spring break vacation or even a birthday party together—any “special something” that’s meaningful to your child.

• Activities: Get your children involved in physical activities that involve focused attention and skill development. Think sports teams and martial arts, theater and music, even yoga and meditation.

• Study skills: Teach your children how to map out a project, schedule their time and keep a calendar or planner.

For all age groups, even cooking and baking works as a form of “play.” Be sure to include the grocery list, shopping, gathering of ingredients, measuring, etc. With any of these age groups, model flexible, adaptable thinking when things don’t go as planned.

“There is potential in every child, and I encourage you to be an expert on your child’s unique set of strengths and weaknesses,” Owens says. “Emphasize, highlight and give opportunities to draw on their innate talents, while working to strengthen their areas of difficulty. Executive functions continue to develop into adulthood. Remember, we’re looking for progress, not perfection.”

THINKING & LEARNING DIFFERENTLY

In One Ear & Out the Other

What to know about auditory processing disorder vs. ADHD

WORDS ERIN HAYES BURT

KIDS WITH ADHD OFTEN HAVE TROUBLE with focus, impulse control, managing emotions, memory, and finishing tasks. But what happens when the problem is not that they can’t focus on the information they receive? For some kids, that information never makes it through to their brain in the first place.

That’s what’s happening in children with auditory processing disorder. They don’t have a problem hearing, and they may not even

have an issue with focus. They have a problem processing the information that comes to their ears. So how can you tell if your child isn’t paying attention because they can’t hear, can’t focus, or both?

WHAT IS AUDITORY PROCESSING DISORDER?

An auditory processing disorder affects auditory areas of the brain and its interpretation of sounds, according to the American Academy of Audiology. This can be more pronounced in noisy environments, like a classroom or lunchroom. “Symptoms for auditory processing disorder are having trouble understanding what’s being said in noisy places, following directions, telling the difference between words and noises that may sound the same,” explains Dr. Dean Beckloff of the Beckloff Behavioral Health Center in Dallas. Not being able to understand what people are saying can cause kids to check out and quit paying attention, which is where these symptoms can get confused as attention deficit hyperactivity disorder (ADHD).

Auditory processing disorder hasn’t gotten the same kind of attention as other processing disorders because it’s not a separately recognized condition, says Dr. David Atkinson, associate professor of psychiatry at UT

Southwestern in Dallas. “Central Auditory Processing Disorder has been noted in the literature for well over 20 years. But because it’s not a DSM-5 recognized psychopathology distinct disorder, sometimes this is something that doesn’t get the research attention that the DSM-recognized disorders get.” DSM-5 refers to the Diagnostic Statistical Manual of Mental Disorders, fifth edition, put out by the American Psychology Association, which identifies known psychological disorders. That doesn’t mean auditory processing disorder isn’t real, but it does impact how much research attention it gets and how it’s treated.

HOW ADHD AND AUDITORY PROCESSING DISORDER ARE SIMILAR

While often behavior in the classroom can be the tipoff that a child needs additional help, that help doesn’t end with a diagnosis and prescription. Doctors already know that stimulants can help the most bothersome symptoms of ADHD, but if an auditory processing disorder is present, they may still need additional help, says Atkinson. The inability to process speech can result in missing information. “I can see this sometimes in the ADHD kids where if a teacher’s angry, they pick up, ‘Oh, teacher irritated,’ but they don’t pick up the actual instruction that the teacher told you, ‘I want you to put your name on the paper and the date on the top right-hand corner.’” Until they get the needed help understanding what’s being said, they are still likely to exhibit behaviors that appear to be ADHD, like not following directions, says Beckloff. “So that’s where it gets very hard to distinguish between the two.”

These two conditions are also similar in that they can be genetic, environmental, and/or a combination of the two. Jane Shook, a Dallas speech pathologist, says one trigger for auditory processing disorder can be ear infections while speech is developing. “The inner ear is a nerve bundle that is turning sound energy into electrical energy to send it to the brain. If that

SYMPTOMS OF ADHD VS. AUDITORY PROCESSING DISORDER

ADHD

AUDITORY PROCESSING DISORDER

Trouble focusing Trouble following directions (when spoken)

Lack of impulse control

Trouble managing emotions

Memory challenges

Trouble finishing tasks

Unable to concentrate on tasks

Easily distracted by background noises

Trouble following conversations

Trouble remembering things that were heard or spoken

Trouble with reading or spelling

Asking people to repeat themselves

At the core, both disorders impact how the brain handles information. But kids with ADHD are having processing issues in several areas— not just with sound.

is inflamed, it is going to send distorted messages into the brain. If you are having those issues at a time of your life when you are just learning the foundational pieces of language, you’re going to send those to your brain [with] missing pieces.”

According to the American Auditory Society, other associations include premature or traumatic birth, lead poisoning and head trauma, but often the cause of an auditory processing disorder is unknown.

At the core, both disorders impact how the brain handles information. But kids with ADHD are having processing issues in several areas—not just with sound, says Atkinson. “A lot of people with ADHD have deficits in motor planning and emotional regulations. So it’s not just physical impulsivity, it’s also emotional impulsivity.”

DIAGNOSING AND TREATING AUDITORY PROCESSING DISORDER

Testing for auditory processing disorder is done by an audiologist and requires children to be at least 7 or 8 years old because of the demands of the test. It takes two hours and requires the child to respond to signals in a sound-treated room. A diagnosis also requires a multidisciplinary approach to determine the extent of any other processing deficits. An educator is needed to determine the problem areas at school, you may need a psychologist to evaluate cognitive function, and a speech pathologist can help determine if there are difficulties in other areas of written or oral language.

The good news is, there’s no age beyond which you can’t be treated or can’t see improvement, says Shook. “Certainly, the younger you are, you’re going to have faster results. The brain is much more plastic than we ever thought it was,” she says.

Treatment of an auditory processing disorder, with or without ADHD, will also involve a multidisciplinary team. Due to the nature of language processing and how the child has learned to cope with it, it will take an individualized approach. Some kids need speech therapy with a professional or at school, while others can work with a computer program at home or with a parent.

Common treatment for auditory processing disorder is a combination of therapies for long-term success and strategies for short-term success. This includes things like using visual aids to help kids keep track of schedules or instructions, using closed captions when watching TV, establishing eye contact with your child before speaking to them, and minimizing background noises like the TV or radio.

Once you have figured out a course of action, you may notice new self-confidence in your child, both academically and socially, says Dr. Beckloff. He often says to parents, “Let’s test, understand where the strengths are and play to those, and the weaker areas we work on beefing them up, what we all have to do.”

Evaluation

Diagnostic Learning Services

Multiple locations; 972/612-5615; diagnostic-learning.com

For 20 years, Diagnostic Learning Services has provided affordable, precise evaluations, specializing in dyslexia, dysgraphia, dyscalculia and ADHD. We empower families and individuals with understanding and support for their learning challenges, providing them with a roadmap to success!

See ad on page 2.

LinkED (Formerly The Learning Center of North Texas)

Fort Worth; 817/336-0808; link-ed.org

LinkED provides comprehensive diagnostic neuroeducational assessments for children age 2 to adult to identify learning differences and disabilities, speechlanguage problems, auditory and visual processing disorders, non-verbal learning disabilities, autism and attention problems which can impact a person’s capacity to learn. See ad on page 16.

Shelton Evaluation Center

Dallas; 972/774-1772; shelton.org/shelton-evaluation-center

The Shelton Evaluation Center conducts psychoeducational evaluations and/or evaluations for ADHD or Autism Spectrum Disorder. The client’s strengths and weaknesses in cognitive, academic, social and/or emotional functioning are assessed. Recommendations to increase the client’s functioning are provided. See ad on page 7.

Private Schools

Fairhill School

Dallas; 972/233-1026; fairhill.org

Fairhill builds confidence/self-esteem in students with learning differences. With smaller classroom sizes and continuous check-ins from educators, students can tune in on their strengths and grow in places where they need help without judgment. Come tour our newly renovated campus. See ad on page 10.

Hill School of Fort Worth Fort Worth; 817/923-9482; hillschool.org Hill School has been serving different learners since 1973! By addressing the social, emotional and physical needs of our students, we foster a learning environment that allows for optimal growth

and personal success in and out of the classroom. See ad on page 24.

Key School and Training Center Fort Worth; 817/446-3738; ksfw.org

Founded in 1966, Key School and Training Center serves students with learning differences through Key School and Key Summer Program, colleg-age through College At Key, as well as parents and educators through Key Training and Outreach opportunities. See ad on page 13.

Oak Hill Academy

Dallas; 214/353-8804; oakhillacademy.org

Oak Hill Academy provides complex, neurodiverse students with a tailored, whole-child learning experience to empower our students and their families to reach their full potential. OHA celebrates each student’s uniqueness and creates a customized learning path for growth and independence. See ad on page 26.

Preston Hollow Presbyterian School Dallas; 214/368-3886; phps.org

Preston Hollow Presbyterian School is Dallas’ oldest private school dedicated to educating students with learning differences in grades K–6th. PHPS is small by design and engages learners while preparing them to reintegrate into mainstream education with enhanced learning strategies. See ad on page 13.

Scholaris Academy Dallas; scholaris.org

As a specialized microschool, we stand out with a custom, tailored education for every student, handcrafting the curriculum that fits their individual skills and interests. Say goodbye to rubber-stamped lesson plans and hello to an education tailored to your child. See ad on page 13.

School of Lexia

Mansfield; 682/422-9093; schooloflexia.org

A 501c3 Private school offering highly specialized instruction for students with dyslexia and related learning differences in Grades 1–8. Founder Linnéa Oxley, M.Ed., CALT-QI, LDT, MRT, ESL. 1:7 average teacher ratio, Take Flight curriculum, daily devotionals, fine arts, Destination Imagination, STEM. See ad on page 16.

Shelton School

Dallas; 972/774-1772; shelton.org

Shelton is the largest independent school for students with learning differences. Shelton’s unique multisensory and discovery learning methods empower students in early childhoodthrough 12th grade. Shelton’s teachers are highly trained with specific expertise and experience in teaching students with learning differences. See ad on page 7.

The Winston School

Dallas; 214/691-6950; winston-school.org

The Winston School is a small-bydesign, college preparatory school for students grades K–12 with ADHD, dyslexia and other executive functioning and processing disorders. See ad on page 3.

Podcast

“Let’s Talk Learning Disabilities” Podcast ltldpodcast.com

“Let’s Talk Learning Disabilities” podcast: an invaluable beacon for parents, educators and all intrigued by learning challenges. With nearly 100 episodes, it’s a global authority, ranking in the top 15% worldwide. Tune in for enlightening discussions on all streaming platforms. See ad on page 4.

Tutoring

I Heart Learning Academy

Dallas; 817/917-6997; iheartlearningacademy.com

I Heart Learning Academy empowers students with one one-on-one tailored supplemental instruction for dyslexia, ADHD and other learning differences. Our expertly trained team of teachers focuses on literacy foundations to nurture confidence and academic success. See ad on page 13.

Pacioretty Academics

Dallas; 469/466-9385; pacioretty.com

We understand that each child is different, and we’re here to help them shine, from Pre-K through grade 12. Our dedicated team of professionals provides personalized support with the aim of mastery in a range of subjects. See ad on page 27.

5 TO 7 PERCENT OF ELEMENTARYAGED CHILDREN ARE ESTIMATED TO HAVE DYSCALCULIA

NO.1

In Numbers

The facts and figures behind learning differences

COMPILED BY AMANDA COLLINS BERNIER

AFFECTING AN ESTIMATED 5 to 15% of school-aged children—and 70 million people across the U.S.—chances are you know someone with a learning difference. These stats below give context to what you may be experiencing in your own family.

1 IN 5 STUDENTS IN THE U.S. HAS A LANGUAGEBASED LEARNING DISABILITY, THE MOST COMMON BEING DYSLEXIA

5+

FOR A LEARNING DISABILITY

DIAGNOSIS, SYMPTOMS MUST PERSIST FOR AT LEAST 6 MONTHS

DESPITE EXTRA HELP OR TARGETED INSTRUCTION

Among students receiving special education related services in Texas, 33% are for a specific learning disability, the most common category THE AGE AT WHICH LEARNING DISORDERS USUALLY BECOME APPARENT; THEY ARE MOST OFTEN DETECTED BY THIRD GRADE

Auditory processing disorder is diagnosed twice as often in boys than in girls 2X

30%

OF THOSE WITH DYSLEXIA ALSO HAVE ADHD

2.3 MILLION

Public school students have an Individualized Education Program (IEP) for a learning disability

86% Of Texas students with a specific learning disability spend 80% or more of their school day in a general education classroom

Success Starts at Hill School

K-12 EDUCATION FOR STUDENTS WHO LEARN DIFFERENTLY

You want your child to succeed, and we’re here to help. At Hill School, we foster a learning environment that allows every student to grow socially, emotionally and academically – leading them toward their maxiumum potential.

The Hill School Difference

Choosing a school is one of the most important decisions a parent will make for their child. When a child is diagnosed with learning differences, that decision becomes even more crucial.

Children who think and learn differently than can struggle in traditional academic settings, but with the right framework, they can thrive. Finding a learning environment with tailored support services, alternative learning opportunities and dedicated instructors can make all the difference. And in the Dallas-Fort Worth area, that’s where Hill School comes in.

Located just off I-20, Hill School is the only full-service, full-experience school in Fort Worth that is just for children with learning differences. Serving students in kindergarten through Grade 12, Hill School is a tight-knit community of students with unique needs and talents, and staff who excel in helping them shine.

Is Hill School where your child would thrive? Here are some things to consider:

THE RIGHT FIT

Children who learn differently need to be taught differently. A learning environment that matches and shifts to meet their needs plays into a child’s unique strengths, helping them reach their full potential.

Hill School has more than 50 years of experience teaching children with learning differences. Their highly trained faculty are experts in the field. They specialize in supporting students with learning differences including ADHD, dyslexia and other reading impairments, dyscalculia and other math impairments, anxiety, executive functioning disorder, dysgraphia, speech and language disorders and high functioning autism, among others.

In the classroom, students are equipped with the materials, tools and guidance to tap into their strengths, navigate their weaknesses and thrive academically. But the learning doesn’t stop there—Hill School develops the whole child, providing lessons in social skills, conflict resolution and opportunities for collaboration.

And at Hill School, everyone fits in. Since all students there learn and think differently, it’s a shame-free, inclusive environment where everyone can blossom.

SMALL

CLASS SIZES

Smaller class sizes are correlated with greater academic success

even for typical learners. For children with learning differences, a smaller class is even more important.

Hill School strives to maintain an average student-to-teacher ratio of 10:1 throughout each division. These small class sizes allow faculty to identify the unique needs of each student, and tailor their instruction for their success. Often, students are grouped into classes with peers at their level of proficiency, further individualizing their education and helping them reach their maximum potential.

THE FULL EXPERIENCE

A different educational experience shouldn’t have to mean an entirely different school experience. Students with learning differences deserve the same opportunities to grow and flourish outside the classroom.

Hill School feels like a traditional learning environment, in all the best ways: Lockers and artwork line the hallways, kids run and play recess and enjoy fine arts and physical education classes.

Then there are the extracurriculars. Hill School’s athletic department offers year-round sports including basketball, cross county, flag football, track and field, tennis, volleyball, cheerleading and golf. Student athletes learn to be part of a team and experience the love of the game.

For students interested in the arts, Hill School offers a variety of creative outlets. Music, drama and visual arts classes let them tap into their artistic side. Special events including drama productions, talent shows, and Fine Arts Night give them the chance to shine in front of their parents and school community.

A LOVE OF LEARNING

Time and time again, Hill School has seen transformation in their students. Josh, Class of 2024 said this, “I have learned a lot about myself and what I’m capable of accomplishing. I learned that I love being challenged through lessons and activities that allow me to expand and grow my mind. I am so thankful to be a part of the Hill School community.”

You might feel like it’s impossible for your child to love learning. Hill School aims to change that. Committed to helping different learners be successful inside and outside of the classroom, this is a community where students find confidence and selfesteem. It’s where all children can become lifelong learners.

Sensory Tips and Tricks for All Ages

We learn the five senses—sight, smell, hear, taste and touch— early in life but have you ever considered your sensory profile or that of your child’s? Everyone has a sensory profile with likes and dislikes regarding heat, light, noise, etc. Understanding a child’s sensory profile can help with emotional regulation.

Besides the five senses, there is also proprioception (knowing our body’s place in space) and the vestibular sense, which deals with balance and movement.

Identifying and adapting to sensory profiles is key to student success. A student distracted by visual stimuli can’t focus if a classroom is cluttered. A student who is highly attuned to noise can’t filter out the sound of a humming overhead light. Many students can’t sit still at a desk because their bodies need more movement. Knowing your child’s sensory profile, helping them advocate for their needs and finding a school that supports multisensory learning are crucial to ensuring a positive learning environment for neurodiverse students.

At Oak Hill Academy, multisensory supports and seating are in every classroom. From rockers and spinning stools to noisecanceling headphones and weighted lap pads, sensory tools help students navigate the learning environment, ease anxiety

and hone focus. In addition, each Oak Hill student has a sensory box with fidgets and calming items like mini lava lamps. These are tools used to facilitate learning, not toys. When a sand-filled ball is squeezed to relieve stress, it’s a tool. When the ball is tossed to a friend, it’s a toy.

Sometimes students must remove themselves from the learning environment to calm down and recharge. We teach our students to notice those sensations in their bodies and selfadvocate for a break. Each Oak Hill classroom has a Safe Space that students can choose to visit to regulate their emotions.

Parents can create a Safe Space at home using household items. This Safe Space is for a child to seek out voluntarily and shouldn’t be confused with a time-out scenario. A pillow and blanket or a bean bag can be located there, along with a child’s sensory box. The sensory box tools should never be taken away as punishment and shouldn’t be shared with siblings.

For more information, view the Sensory Tips and Tricks for All Ages video by Oak Hill Academy’s heads of preschool and elementary. You can view the Parent Education Series presentation on oakhillacademy.org under Experience Oak Hill>Parent Education.

Academic Support That Goes Beyond Tutoring

Could a tutor help your child with a learning disability? Sure. But sometimes it takes more than a tutor.

Pacioretty Academic Support Services began with this in mind. Founder Christine Pacioretty, a former teacher, academic interventionist, and 504 coordinator, knows the ins and outs of the system—and also that there’s a more effective way to help students excel. She combines her experience in education with her background in cognitive psychology and nutritional therapy to create a plan that focuses on the whole child. The model goes beyond tutoring and can include a full suite of tailored programs and resources designed to help all children thrive.

CLOSE THE GAP

Support for specific learning disorders with Pacioretty Academics takes a holistic, integrated approach. Because every child is different, so is the plan to mitigate their academic challenges. It starts with the needed intervention, focusing on explicit instruction that helps students master foundational skills. This means personalized academic support, with customized instruction to work towards a child’s unique goals. It’s not onesize-fits-all; each child’s individual goals drive the lesson plans.

THE BIGGER PICTURE

In a comprehensive manner, Pacioretty Academics looks at the entire student when it comes to their academic success. They connect families to practitioners specializing in nutrition, sleep, health and wellness to get the whole picture. If needed, additional supports are added to the plan to help the child meet their full potential. It’s a team approach.

EMPOWERED LEARNERS

It’s one thing to complete intervention for a specific learning disorder, it’s another to ensure it’s applied and transitioned to the classroom. The Pacioretty approach builds work-endurance and stamina. They help students develop study and classroom skills to become successful independent learners.

FAMILY ADVOCACY

Parents need support too. Pacioretty Academics helps you learn the most effective ways to advocate for your child. Together, you will select the best school to fit your child and family, along with the accommodations that will support their immediate and long-term goals. You will work together to prepare for ARD meetings. Pacioretty Academics empowers parents with knowledge and understanding of their rights.

tutor.

Academic interventions with a holistic approach for Grades PK–12.

Services tailored to your child’s needs: Dyslexia, Dyscalculia, Dysgraphia, SLDs in reading, math, and written expression, among others.