Childhood Anxiety
All children experience anxiety, some is even expected and normal at different stages in development. For example, separation anxiety is a typical stressor from toddlerhood to preschool age. Some young children will experience short-lived fears such as fear of the dark, storms and even social situations. For some children, however, anxiety can begin to significantly interfere with day to day functioning. This can take a serious toll on the well being of the child as well as the family unit as a whole.
Anxiety disorders are among the most common disorders found in children. In fact, various studies have found that between 10 and 20 percent of the general pediatric population suffers from some type of anxiety disorder. The most common anxiety disorders in children include: Separation Anxiety Disorder, Generalized Anxiety Disorder, Avoidant Disorders, Phobias, Post Traumatic Stress Disorder, Obsessive-Compulsive Disorder and Panic Disorders .
Be sure to contact a mental health professional in the community or in the school if you notice your student is...
The Worried Child by Dr. Paul Foxman American Psychological Association www.apa.org
The Hurried Childby D. Elkind National Association of Social Workers www.nasw.org
Raising Stable Kids in an Unstable World by Dr. David Marks Center for Anxiety Disorders www.centerforanxiety.com
Worry Wise Kids www.WorryWiseKids.org
Anxiety disorders are among the most common disorders found in children. In fact, various studies have found that between 10 and 20 percent of the general pediatric population suffers from some type of anxiety disorder. The most common anxiety disorders in children include: Separation Anxiety Disorder, Generalized Anxiety Disorder, Avoidant Disorders, Phobias, Post Traumatic Stress Disorder, Obsessive-Compulsive Disorder and Panic Disorders .
Be sure to contact a mental health professional in the community or in the school if you notice your student is...
- Continuously worrying about things before they happen
- Excessively worrying about friends, school, activities or family members
- Experiencing repetitive, unwanted thoughts or actions
- Has excessive fears of making mistakes or not performing perfectly
- Avoiding social situations
- Refusing to go to school
- Having sleep disturbance (falling asleep or staying asleep)
The Worried Child by Dr. Paul Foxman American Psychological Association www.apa.org
The Hurried Childby D. Elkind National Association of Social Workers www.nasw.org
Raising Stable Kids in an Unstable World by Dr. David Marks Center for Anxiety Disorders www.centerforanxiety.com
Worry Wise Kids www.WorryWiseKids.org
ADHD
Attention-deficit/hyperactivity disorder is characterized by a significant impairment in one's ability to sustain attention, inhibit impulses and maintain appropriate energy levels. It is estimated that 3-5 percent of school age children struggle with some form of ADHD. Symptoms include:
There are three recognized variations of ADHD. These include ADHD-Inattentive Type, ADHD-Hyperactive/Impulsive Type and ADHD-Combined Type. It is confusing to many parents when they hear their child has an attention deficit, as many individuals with ADHD can actually pay attention to certain stimuli in certain situaitons. Rather, the attention deficit refers to the brain's difficulty in effectively monitoring inhibition. In other words, it isn't that they can't pay attention, it is they have difficulty limiting their attention to the most important things in their environment and tuning out unessential stimuli. There is no single test to diagnose ADHD, therefore a comprehensive evaluation is needed establish the diagnosis, while determining the presence or absence of other existing conditions. For more information, feel free to contact the mental health team at CHVE.
- difficulty staying focused
- careless errors and not paying attention to important detail
- difficulty keeping track of supplies and projects
- trouble starting and/or completing work
- trouble listening to and following multi-step directions
- frequent blurting out, interrupting or intruding on others
- excessive fidgeting, squirming, running about or climbing
- excessive talking, often losing track of thought
There are three recognized variations of ADHD. These include ADHD-Inattentive Type, ADHD-Hyperactive/Impulsive Type and ADHD-Combined Type. It is confusing to many parents when they hear their child has an attention deficit, as many individuals with ADHD can actually pay attention to certain stimuli in certain situaitons. Rather, the attention deficit refers to the brain's difficulty in effectively monitoring inhibition. In other words, it isn't that they can't pay attention, it is they have difficulty limiting their attention to the most important things in their environment and tuning out unessential stimuli. There is no single test to diagnose ADHD, therefore a comprehensive evaluation is needed establish the diagnosis, while determining the presence or absence of other existing conditions. For more information, feel free to contact the mental health team at CHVE.
Biblio-ResourcesTaking Charge of ADHD by Russell Barkley
ADD Children: A Handbook for Parents by John Blair Driven to Distraction by Hallowell & Ratey Maybe You Know My Kid: A Parent's Guide to Identifying, Understanding and Helping your Child with Attention Deficit Disorder by Mary Cahill Fowler |
On-Line Resourceswww.chadd.org
www.schwablearning.org www.nimh.nih.gov www.aap.org |
Learning Disabilities
A learning disability is defined as a neurological disorder that impacts one or more of the basic psychological processes involved in learning. These disorders can impact one's ability to listen, think, speak, read, write, spell or do mathematical calculations. Learning disabilities come in a wide range of combinations and levels of severity. Some are mild and often go undiagnosed, while others may be significant enough to warrant specialized programming. Learning disabilities can occur in any person, regardless of instruction, background, or life experience.
"Learning Disabilities" is an umbrella term which can describe a number of specific learning disorders such as
Dyslexia is the most common of learning disabilities, yet the most misunderstood. Contrary to popular belief, dyslexia does not mean seeing or spelling things backwards. It seldom is indicated by reversals of letter or numbers. Dyslexia is a deficit in one's ability to pronounce, remember or think about the individual speech sounds that make up words. There are many excellent programs available for individuals with dyslexia (and many other of the aforementioned learning disabilities. There are also a number of resources for the identification of learning disabilities. Please contact the school for specific information.
"Learning Disabilities" is an umbrella term which can describe a number of specific learning disorders such as
- Dyslexia-deficit in the phonological component of language
- Dyscalculia-processing deficit in numeration or math reasoning
- Dysgraphia-handwriting disorder resulting in illegibility
- Dyspraxia-deficits in motor coordination
- Central Auditory Processing Disorder-processing disorder of language related tasks
- Non-Verbal Learning Disorders-processing deficits impacting social skills, fine and gross motor abilities and visual-spatial organization
- Language Processing Disorders-deficits related to understanding and expressing language
Dyslexia is the most common of learning disabilities, yet the most misunderstood. Contrary to popular belief, dyslexia does not mean seeing or spelling things backwards. It seldom is indicated by reversals of letter or numbers. Dyslexia is a deficit in one's ability to pronounce, remember or think about the individual speech sounds that make up words. There are many excellent programs available for individuals with dyslexia (and many other of the aforementioned learning disabilities. There are also a number of resources for the identification of learning disabilities. Please contact the school for specific information.
When does special education become involved?
Not all learning disabilities require the support of special education. Each state has specific criteria for how a student qualifies to receive school-based support. In Colorado, a diagnosed learning disability does NOT automatically qualify a student for a "school-based" disability. Criteria includes:
1. The student does not achieve adequately to meet State-approved, grade-level standards
and
2. The student does not make sufficient progress towards meeting age or state-approved, grade-level standards after being provided scientific, research based interventions, in any of the following areas.
1. The student does not achieve adequately to meet State-approved, grade-level standards
and
2. The student does not make sufficient progress towards meeting age or state-approved, grade-level standards after being provided scientific, research based interventions, in any of the following areas.
- Oral expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading fluency Skills
- Reading Comprehension
- Math Calculation
- Math Problem Solving
- Low cognitive functioning
- Emotional functioning
- Vision impairment
- Hearing impairment
- Motor disability
- Cultural factors
- Environmental or economic disadvantage
Biblio-ResourcesBasic Facts About Dyslexia and other Reading Disorders by Moats and Dakin
Handbook of Learning Disabilities by Fletcher, Morris and Lyon From ABC to ADHD by Tridas Overcoming Dyslexia by Sally Shaywitz |
On-Line ResourcesCouncil for Learning Disabilities www.cldinternational.org
Learning Disabilities Association of America www.ldanatl.org National Center for Learning Disabilities www.ncld.org Peak Parent Center www.peakparent.org |