An interesting video may change the way you look at your life

Some people are so negative it’s depressing just to be around them. No matter how hard you try to cheer them up and make them see the bright side of things, they insist that their lives are gone to pot and that there is nothing in their life that is right. It’s hard to tell what it is they’re trying to get out of life, or what they want from you.

Great Stuff

You offer them suggestions and they respond with a series of “buts.” You point out the really groovy stuff in their lives and they feel forced to tell you why those things aren’t really so groovy after all. You begin to feel that they prefer to be unhappy, dissatisfied, and negative.

There’s not much else to do at that point but give up before you lose your equanimity. You can’t force a person to change perspective. It’s got to come from within.

Raw Deal

On the other hand, kids with learning disabilities may become convinced that life has handed them some tough stuff to deal with. They did, to at least some extent, get a raw deal and deserve some understanding and patience. Sometimes you just need to offer them a different perspective. If you can get them to listen, try helping them break out of the blues by showing them this clip.

There’s a cute saying that when life hands you lemons, make lemonade. This clip is a good illustration of that. The words in the clip don’t change, but viewed from a different perspective, they have a whole different meaning.

That’s kind of like dyslexia, actually. A person with dyslexia may not see text the way other people do. That makes it hard to read.

Yes, it’s a disability. But with that disability comes a gift: the gift of learning to see outside the box. Because reading is difficult for someone with dyslexia, learning is done by other means.

Foreshortening (perspective)

The person with dyslexia has been handed a big problem at birth; but always having to get around the problem of reading forces the person with dyslexia to become a terrific problem solver. Maybe that’s why so many entrepreneurs and millionaires are dyslexic. When a big business problem arises, the dyslexic businessman or woman has already learned to stop and look at the problem from a different perspective. It takes some tenacity, but the solution is bound to make an appearance if only the problem-solver refuses to give up. A can-do attitude is the way to get to solutions, every time.

Related articles

• Techniques and Tips for the Dyslexic Student (community.cognibeat.com)
• Getting Kids to Read (community.cognibeat.com)
• The Problem with Percy Jackson (community.cognibeat.com)

Internet Addiction

Plugged In 24/7

Is your child’s internet usage increasing as his grades (and personal hygiene) slip? Could it be he has an Internet addiction?

Kids are digital natives, born into the world of ever-evolving technology. Kids’ lives exist online as much or more than they do in reality. Digital natives can’t conceive of a world without cellphones, iPods, and the Internet. That’s why it should come as no surprise to hear that some teens report spending 7-14 hours a day plugged into their computers—way beyond the recommended Canadian guideline of two hours max.

Addicted

Still, Facebook can be a good thing, insomuch as it fosters social interaction. The problems begin when teens go out on a limb and engage in risky behavior just so they’ll have a cool status update for their “walls.” That’s when you know things are getting out of hand. Recent studies tell us that the more time a teen spends on social networking venues, the higher the level of his narcissism climbs. That should send parental alarm bells a ’ringing.

One U.S. health-care advocacy group, the Kaiser Family Foundation, issued a report stating that kids aged 8-18 spend more time facing their computer monitors, game and television screens, than they spend on any other activity except for sleep. The report says that kids access technology on an average of 10 hours and 45 minutes a day. This certainly is a contrast to the recommendations of the Canadian Pediatric Society that this same age group spend no more than two hours a day parked in front of a screen.

Susan Lambert, president of the British Columbia Teachers Federation, was shocked to hear that many teens are spending over 10 hours a day on computers. Lambert asks, "If you were spending an average of 10 hours and 45 minutes a day doing any single thing, wouldn't we be concerned?"

Addicted to the Internet

ADHD Link

One expert has noticed a link between Internet overuse and certain disorders, in particular ADHD and depression. Dr. Susan Baer, of the BC Children’s Hospital, where she is a child and adolescent psychiatrist in the neuropsychiatry and mood and anxiety disorders clinic, conducted a study on the topic and found that teens with behavioral and emotional difficulties were spending most of their free time in front of monitors and screens, averaging 7 hours a day on gaming stations, televisions, and computers.

But Baer also discovered that kids who spent lots of time on computers or at gaming stations but did not manifest addictive behaviors were not among those with a coexisting link to depression. "This was surprising to us and suggests that even though terms such as Internet addiction are controversial, there is a real difference between youth who are simply filling their free time with the computer, and youth whose use is more driven and problematic," said Baer.

Addiction Symptoms

Consult your physician if your child:

* Loses interest in academic achievement

* Feels angry and frustrated when denied access

* Feels depression and anxiety—longs to return when away from the computer

* Has sleep difficulties and changes in sleep patterns

* Neglects personal hygiene

* Neglects important responsibilities

* Spends less time with loves ones and friends

* Loses real friends while increasing virtual friends

Related articles

• Social Network Addiction - A Scientific No Man's Land? (brainblogger.com)
• Do You Have Digital Natives at Your Organization? (hubspot.com)
• Video Games, ADHD and Time Management (psychcentral.com)

Percy Jackson - Getting Kids to Read

Creator of Percy Jackson Offers Tips for Getting Dyslexic Kids to Read

Rick Riordan created his book series to help his son battle learning disabilities.

When author Rick Riordan’s son Haley was 7, he hated school. Haley had attention deficit hyperactivity disorder (ADHD) and dyslexia. Reading and learning were serious challenges for him. Riordan relates that Haley used to hide under the family’s dining-room table to get out of doing his homework or to avoid reading.

Royal Blood

Percy Jackson - Image via Wikipedia

Riordan loved books and was desperate that Haley should love them, too. That’s why he started writing the Percy Jackson series, which began as Haley’s bedtime stories. Riordan gave Percy the same learning disabilities as Haley: ADHD and dyslexia; but the author depicted the learning deficits as indications of royal Olympian blood, medical conditions found only in demigods.

Today, Haley is 16 years-old. He walked into his father’s office not long ago, announcing that he’d just completed a 600-page manuscript. That would be a stunning accomplishment for any 16 year-old, but coming from Haley, the announcement was proof positive that the boy had turned the tide against dyslexia and had come to love the printed word. Riordan had won and Haley was the benefactor.

Long Journey

Over the course of the past nine years, Riordan’s protagonist became the main character of a five-book series. As Percy rose to stardom, Haley was taking his own journey. He came out from under the dining room table and instead of avoiding books, became an avid reader.

As Riordan looks back and reflects upon the success of the Percy Jackson series and Haley’s embrace of books and writing, he decided to share what he has learned about the process of turning children into bookworms. It boils down to four essential factors:

1. Provide an example. If you don’t take the time to read, it’s a good bet your children won’t, either. If your kids see you reading, they’ll follow your good example. Make reading a part of your family’s daily schedule. Declare the hour of 7-8 PM family reading hour. Have general book discussions. Discuss what makes a book or an author great.

Image via Wikipedia

2. Find books your children will want to read. A series is good because it will leave your child wanting to read more. Don’t worry about the caliber of the books your child seems to prefer. The main thing is to build a foundation—you want to get your child reading for pleasure. Make friends with the librarian at your local children's library and pick her brains about books your child might enjoy.

3. Think about your child’s reading environment. In general, you should offer your child a place to read where he won’t be distracted by noise. On the other hand, some children with ADHD find that fiddling makes it easier to concentrate. If squeezing a stress ball, for instance, makes it easier for your child to read, by all means, have him squeeze away.

4. Stay positive about the future. Children with ADHD and dyslexia can grow up to become successful. More millionaires than not have dyslexia. Adults with ADHD have the gift of hyperfocus and can stay focused on problems for as long as necessary, something the rest of us find difficult. People with learning disabilities have to learn to think outside the box because they have learning differences. As a result, they become excellent at problem-solving. The main thing is to get our kids through school so that they become free to find their niche.

Related articles

• Meet The Greek Gods Of Fantasy Film 'Percy Jackson' (screenrant.com)
• Kids With ADHD Often Have Other Problems (webmd.com)
• Documenting Dyslexia (community.cognibeat.com)

The Problem With Reading

Read To Learn

No one doubts that reading is an important skill to acquire. It seems obvious: we've got to learn how to read, otherwise, how will we read to learn? More to the point, what happens to the children who finds it hard to read? Are they doomed to be poor learners?

Adult Illiteracy

The rate of adult illiteracy has burgeoned to the point where it can no longer be ignored. That's why, in 1992, the United States government underwrote the National Adult Literacy Survey to the tune of $14 million to try to get a handle on the scale of the pervasiveness of literacy issues among adult Americans. The results were shocking: though most of those surveyed had graduated high school, 96% of them could not read, write, or do arithmetic on a level high enough to continue on to college. Worse yet, a full 25% just couldn't read at all.

No Change

A subsequent 2003 study, this time named the National Assessment of Adult Literacy, showed no significant change from the 1992 study in reading comprehension levels. Adults were still having the same difficulties in reading and understanding text, a decade later.

Equal Opportunity

The most remarkable thing about the study is that reading difficulties are an equal opportunity disaster. Difficulties in reading don't just happen to people from disadvantaged homes. Most of these people go to decent schools, have stable homes, and have average or even above average IQ scores. However, they are struggling to figure out reading , and some of them never do.

Common Issues

Kids who have trouble learning to read have a lot of issues in common. They have a tendency to transpose letters and words, or leave them out altogether. They lose their place on the page, cannot retain much of what they have just read, and do not understand the sense of the words they do manage to read. When these symptoms occur in clusters, kids are said to have a learning disability (LD) known as dyslexia.

Some Statistics

According to the International Dyslexia Association, a minimum of one in ten otherwise normal people has severe dyslexia. The National Center for Learning Disabilities states that 15 million American adults and children have learning disabilities. Some estimates state that 70%-80% of children with learning disabilities suffer from dyslexia.

The Upshot

The upshot? People with poor literacy skills are our co-workers, friends, family, and children and their numbers are too big to ignore. It's time to accommodate those among us with reading difficulties.

Related articles

• The Brain as Crystal Ball (community.cognibeat.com)
• Math Dyslexia (community.cognibeat.com)
• John Zickerfoose's Inspiring Struggle Against Dyslexia, Illiteracy (huffingtonpost.com)

Writing on the Wall

Handwriting Issues Persist in Autistic Teens

New research finds that handwriting issues persist into adolescence in autistic teens.

A recent study has found that handwriting issues affecting autistic children tend to persist into adolescence. The results of this research were published in the November 16, 2010 issue of Neurology, a publication put out by the American Academy of Neurology.

Study subjects included 2 dozen boys and girls aged 12-16 years. Half of them had been diagnosed with an autism spectrum disorder, and all of them scored within normal range for perceptual reasoning on IQ tests.

Scrambled Sentence

The researchers had the teens take the Minnesota Handwriting Assessment Test, which makes use of a scrambled sentence to remove the possibility that fluent readers will gain an advantage in terms of speed. The teens were asked to copy the sentence, "the brown jumped lazy fox quick dogs over,” and were instructed to make the letters all the same sizes and shapes as those used in the sample. They were asked to use their best handwriting for this purpose.

The teens’ handwriting received scores in five different categories: spacing, size, alignment, form, and legibility. The teenagers were also examined to assess their motor skills and assigned ratings in categories such as timed movement and balance.

Out of a possible 204 points total for the handwriting assessment, the teens with autism scored an average of 167 points, while the teens without autism scored an average of 183 points. There is a statistical significance in the difference between these two averages. The teens with autism were also discovered to have impaired motor skills.

Possible Strategy

The researchers found that handwriting issues in autistic teens could be predicted by perceptual reasoning scores. Perceptual reasoning is the ability to use reason to solve problems in nonverbal material. "That reasoning skills can predict handwriting performance suggests a possible strategy by which adolescents with autism could learn and utilize compensatory strategies to overcome motor impairments," said study author Amy Bastian, PhD.

According to Bastion, while it’s true that autistic teens tend to have handwriting issues, there are a variety of techniques that can be used to improve the quality of their handwriting, for instance making adjustments to pencil grip, stabilizing a writing hand by holding it with the opposite hand, or taking more time to write the letters. “These therapies could help teens with autism to progress academically and develop socially," Bastion said.

Bastion is affiliated with the Johns Hopkins School of Medicine and the Kennedy Krieger Institute in Baltimore, MD. The Autism Speaks Pre-Doctoral Fellowship and the National Institutes of Health (NIH) underwrote the study.

Related articles

• Handwriting Problems Hard to Outgrow With Autism (webmd.com)
• For Teens with Autism, Handwriting Problems May Persist (nlm.nih.gov)
• Autism and Handwriting: Part 2 (psychologytoday.com)

8 Tips on Getting Ready for College

If you have a learning disability and are thinking of going to college, here are some important tips that might help you realize your dream.

Many teens struggle with learning disabilities to a point that they give up any idea of going to college and may settle for a career that is less than fulfilling, and below their potential. So says the National Center for Learning Disabilities, after compiling statistics on the subject, but it doesn’t have to be this way.

Today, growing numbers of higher learning institutions are helping those with dyslexia, attention deficit disorder (ADD/ADHD) and other learning disabilities to gain admission to and matriculate from college.

Learning disability counselors and college admissions officers are advising learning-disabled students considering college to follow these 8 steps:

1) Start your preparations early

A great many high school officials, parents, and students believe that students who struggle should be transferred to less challenging classes. But if you’re aiming to go to college, stick with college preparatory courses. Choosing the lower-track classes means missing out on skills like high school algebra that are prerequisites for getting into 4-year colleges. Skipping those courses in high school now means wasting time in remedial studies in a community college later on.

2) Let technology give you a hand

Make use of spell-check, software calendar programs, screen readers, dictation software, and the new recording pens to help you retain information and get your homework completed within the allotted time.

3) Be creative

Can’t learn French? Take a course in American Sign Language. Be on the lookout for acceptable alternatives that prove what you can do instead of what you can’t.

Know Yourself

4) Know yourself and take responsibility

While high schools accommodate students with learning disabilities, colleges don’t provide special help unless students (and not their parents) know just what they need and can request that help in an adult manner. Jane Daigneault coordinator of disability services at Clark University in Worcester, Ma; says that, "Students have to be ready to have an adult conversation about what they need," for instance note-takers or unusual software. If parents have done their job, and allowed their children to experience natural consequences for not taking medication, for instance, during the high school years, their children will be ready to take care of their own needs by the time they reach college.

5) Do careful research on your college options

Be sure the college you’ve chosen fits with your unique learning style. Three books may be helpful with this task: Peterson's Colleges With Programs for Students With Learning Disabilities or Attention Deficit Disorders, Preparing Students With Disabilities for College Success, and The K & W Guide to Colleges for Students with Learning Disabilities.

6) Keep up to date with documentation on your learning disability

If you expect accommodations from colleges, you have to have documentation confirming your diagnosis that is no older than one or two years.

7) Don’t use your disability as an excuse for poor grades

Instead, use your application essay to emphasize how you’ve managed to overcome, compensated or utilized your disability.

8) Think about getting some extra assistance

Some colleges offer tutoring to learning-disabled students at no extra cost but most colleges charge hefty fees for this type of extra support. It’s not easy to get a grant or a scholarship to cover those costs, either. In some cases, however, students manage to persuade a state-run vocational rehabilitation office to pay for this type of extra help. Colleges can figure these additional fees into your tuition so that you or your parents can qualify for larger student loans.

Related articles

• Learning With Disabilities (nytimes.com)
• Labeling Students Learning Disabled (brighthub.com)
• Tips for Parents with a Child with a Learning Disability (healthmad.com)

Doctors with Attention Deficit

Students Claim ADHD to Get Drugs

Students who want to try ADHD medication for recreational purposes or to boost their grades find it all too easy to convince physicians they have ADHD

Though the U.S. government defines Adderall as a Schedule 2 drug, getting doctors to prescribe Adderall is a snap for college students looking for an easy way to ace their exams. One University of Massachusetts student reporter decided to interview her fellow students to investigate the matter. During one such interview, a fellow student claimed she held her primary health care doctor in the palm of her hand when she begged him to refer her to a psychiatrist who offers evaluations for attention deficit disorder (ADD).

Image via Wikipedia

Transparent Questions

During the psychiatrist’s assessment, the student responded to a series of transparent questions like, “Do you have a hard time concentrating or focusing?” The student said it took no mental gymnastics to figure out what responses would generate a diagnosis of ADD so that she would be entitled to the drugs she sought. However, the student was canny enough to only posit a certain number of symptoms so that she wouldn’t be too obvious in her quest to be diagnosed with a disorder she didn’t have.

The upshot was that the unwitting psychiatrist found she had nine out of nine signs of ADD without the addition of the nine signs that would have added the “H” of hyperactivity to the diagnosis (ADHD). Less than 30 minutes after the examination began, the student had a prescription for Adderall in her hot little hand.

Little Uniformity

The reporter discovered that there is little uniformity in the diagnostic criteria used by physicians to diagnose ADD. Therefore, speaking of a “test for ADD” is misleading. Of the three students the reporter interviewed, two answered a series of questions or were asked to describe their symptoms while the third student was given a more complex diagnostic test.

In the case of the student described above, there was some “prepping” of the patient: the psychiatrist told her that ADD has nine symptoms and that if someone had a certain number of these symptoms, they can be prescribed medications to help them concentrate.

Image via Wikipedia

The student who received the most rigorous testing was also diagnosed with ADD and given Concerta, a medication similar to Adderall.

The upshot is that a student need not undergo a standard test in order to get a prescription for Adderall, which is an amphetamine. It’s more about finding the doctor who doesn’t mind writing out a script for the student who complains of ADD/ADHD symptoms. In every case, the goal is a legal method for procuring drugs that can be used to help students stay awake for all-night cramming during the final exams period.

Diane Fedorchak, director of Brief Alcohol Screening and Intervention for College Students (BASICS), says that only some 5% of the study body suffers from ADHD while another 8% of U of M students report using stimulants like Ritalin, Adderall, or Concerta during the past 30 days without benefit of a prescription.

Related articles

• Ritalin and Adderall Abuse (community.cognibeat.com)
• Most Kids With ADHD Take Medication (webmd.com)
• Adderall Alters Brain, Claims a Young Life (abcnews.go.com)