School Psychology

Specific Learning Disabilities has many different names. Specific Learning Disabilities (SLD) can be identified in any of the following areas: 

• Oral expression
• Listening comprehension
• Written expression
• Basic reading skills
• Reading fluency skills
• Reading comprehension
• Mathematics calculation
• Mathematics problem solving

SLD is an educational classification that is comparable to the DSM-V diagnosis of Dyslexia (formerly Reading Disorder), Dyscalculia (formerly Mathematics Disorder), and Dysgraphia (formerly Written Expression Disorder).

Dyslexia is the most well-known of the learning disabilities, and, in accordance with federal law, schools and special education refer to it as Specific Learning Disability--basic reading skills, reading fluency skills, or reading comprehension.

RESOURCES

RTI - Interventioncentral.org 

Academic Interventions 

Explicit Instruction

Executive Functioning can be explained in many different ways. It is a broad term used to describe many cognitive functions with the purpose of regulating behavior, which can include emotional regulation, organization, planning, memory, and more. Executive functioning expert Russell Barkley has stated "we can think of the executive functions simply as those capacities for self-control that allow us to sustain action for problem solving toward a goal. So, it's goal-directed problem solving and goal-directed persistence." 

Dr. Barkley further stated, "the latest thinking on ADHD [or Attention-Deficit Hyperactivity Disorder] includes the topic of executive functioning being related to ADHD, and possibly actually being the core functions or deficits in the disorder." Five executive functions that appear to be implicated in ADHD are: 

1. Inhibit Your Behavior, 
2. Use Visual Imagery,
3. Talk to Yourself in the Form of Self-Guidance, 
4. Control Your Emotions, and 
5. Plan and Problem Solve. 

RESOURCES

Minecraft 5 point scale example 

Smart but Scattered Kids

Children and Adults with ADHD (CHADD of Utah) 

Helping the student with ADHD in the classroom 

Executive Functioning at a Glance   

Executive Function 101--free e-book   

Enhancing and Practicing Executive Function Skills from Infancy to Adolescence 

Peg Dawson, Richard Guare - www.smartbutscatteredkids.com  

As a parent, you may cringe at the thought that your perfect child could ever a mental health problem. Don't worry. That is normal. What's even more normal is for children to show some levels anxiety and depression--requiring some help--yet not actually having a full-blown anxiety disorder or Depression. 

Anxiety and Depression may actually manifest itself in simple ways that you have not considered. Here are some common examples:

Anxiety

• Hesitancy or refusal to go to school.
• Nervousness in new situations.
• Unwillingness to leave your side.

Depression

• Feeling alone.
• Not interested in playing games.
• Unusually moody or emotional.

RESOURCES

WorryWiseKids  

Anxiety Disorders Association of America 

Separation Anxiety 

"Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors."
--AutismSpeaks.org

There is a social stigma that accompanies Autism like no other childhood diagnosis. Autism is commonly identified in childhood, and typically has better treatment outcomes when found early in an individuals life. While many aspects of Autism Spectrum Disorder are still not understood, there are many treatment recommendations that have shown positive results. One of the most researched teaching method for autism is Discrete Trial Training (DTT), which is part of Applied Behavior Analysis (ABA) therapy.

RESOURCES

Autism Self-Advocacy Network 

Minecraft 5 point scale example 

Every parent would rather not get the phone from the school about how their child got into trouble at recess, and hit Suzy in line, and called someone a name, and on and on and on. Of course, life would be easier if verbal or physical aggression were not a defining characteristic of childhood. At this point you might be saying, "Yes! Where do I sign up? What can I do." We wish it was that easy.

There is not easy answer for dealing with behavior problems, but the good news is that there are effective strategies for helping--it just won't be quick or easy. On this page you will find resources for behavior. Enjoy!

The Please-Want-Need method.
This strategy really helps with limiting parent frustration when their child is being non-compliant (AKA naughty, troublemaker, or disobedient). Instead of getting into a power struggle, this strategy uses a healthy dose of ignoring while still being the parent. Here it goes:

• When you want your child to do something (for example, get started on their homework), say to them "Please, get started on your homework" or "Alright, please turn off the TV and get started on today's homework." The Key word is Please.
• Once you have given the instruction, walk away and do something else (like deal with your other child). After 2 minutes, come back and see what has happened. If your child has started their homework, then awesome your work is done. If they are starting to move, then tell them thanks for following directions. But if they haven't said "I want you to start your homework." Walk away again and come back 2 minutes later. Key word in the second phrase is Want.
• After 2 minutes have passed, come back and see what has happened. If they still have yet to engage in their homework then say, "I need you to start your homework, or (insert consequence)." Key word is Need. Leave room for 2 minutes. 
• If they still have not engaged in their homework, then give consequence. 

Believe it or not, this strategy usually negates the arguing between parents and children, and, while it may take longer than forcing them to turn off the TV, you are teaching them task initiation skills and building a very positive relationship with them. 

RESOURCES

• PBISworld.com --Breaks down behaviors into multiple areas, then gives ideas for interventions. 
• Free Behavior Tracking Forms and Charts -
• Davis District Data Tracking Tools 
• Intervention Central Behavior Interventions 
• Teaching self-control skills
• Dealing with Temper Tantrums
• Diffusing Violent Behaviors
• Name Calling and Teasing
• Information on Bullies and Victims
• Kids Against Bullying   
• Bully Prevention in Positive Behavior Support 

LINK TO DAVIS EARLY INTERVENTION PRESCHOOL SPECIAL EDUCATION COMMUNITY PRESCHOOL 

There are currently 13 categories under which a student is eligible for special education services:

1. Autism
2. Deafblindness
3. Developmental Delay
4. Emotional Disturbance
5. Hearing Impairment/Deafness
6. Intellectual Disability
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other Health Impairment
10. Specific Learning Disabilities
11. Speech/Language Impairment
12. Traumatic Brain Injury
13. Visual Impairment (Including Blindness)

Knowledge is power when it comes to Special Education. The goal of Special Education is to help students access their grade-level curriculum. Qualifying for special education is based on three aspects:

• The child must have a disability.
• The disability affects academic and functional performance.
• The child needs individualized instruction.

Not every child qualifies for special education. It is important that you consult your school with any questions concerning eligibility for special education.

INDIVIDUAL EDUCATION PLAN

Students determined eligible for special education services will have a written Individualized Education Plan (IEP). This plan will include areas of focus, goals, accommodations, services required, and specify time lengths that they will receive such services. 

For more information you may wish to reference the Special Education Rules handbook published by the Utah State Office of Education

504 PLANS

Occasionally, a student may have an identified disability, it affects their academic and functional performance, yet they do not require specialized instruction. In this case an IEP is not necessary, but they may benefit from what is called a "504 plan." 

 Resources: 

• Evaluations Descriptions in Alphabetical Order - for use in myIDEA

• Spanish Evaluation Descriptions in Alphabetical Order - for use in myIDEA:  https://skydrive.live.com/redir?resid=1EF1ECF5951A993!135

• Utah Special Education Rules 

• Multi-Tiered Systems of Support (including info about LCMT in Davis School District) 

RESOURCES

Behavior Advisor Social Skills Page 

Classroom Activities to Build Social Skills 

Social Skills for Middle School Lessons Listed by Skill  

Between divorce, loosing grandparents, other family members, or friends, and other traumas there are a myriad of events that affect a child or teenager on an emotional level. This is a topic that everyone hopes they will never have to deal with personally, which makes it even more important that we find positive and supportive ways to deal with these situations. Below you will find resources related to deal with grief, loss, and emotional turmoil.

RESOURCES

SafeUT App

District Crisis Response Team

Divorce Education For Children

 http://www.suicide.org/hotlines/utah-suicide-hotlines.html  

https://afsp.org/about-suicide/risk-factors-and-warning-signs/   

tbi_manual_braininjury.pdf