Archive for the 'ADHD' Category

Block those bullies


Language Warning!
Do not click play if the words n- - - - or
f- - - - offend you.

As the beginning of school approaches, many schools will be considering what to do about bullying, a problem the plagues many students with Learning Disabilities (LD). But, what do we know about the connections between special ed and bullying? Can bullying mess up a student’s IEP? Here’s a little background and some suggested resources.

As one might suspect, one of the difficulties for students with LD is that they are perceived as victims of bullies. Nabuzoka and Smith’s (1993) analysis of sociometric data from ~180 pre-adolescent students, about 20% of whom had LD, showed that those with LD were more likely to be victims of bullying than their non-disabled peers, despite not being judged more aggressive. Estell et al. (2009) reported that teachers considered fifth-grade students with high-incidence disabilities likely to be victims of bullies. However, both teachers and the students’ peers rated them to as likely to be bullies. Those students with disabilities who behaved aggressively were the ones who were more likely to be nominated as bullies.
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Reading comprehension help for ADHD high schoolers

In “Improving the Reading Recall of High School Students With ADHD,” Joseph W. Johnson, Robert Reid, and Linda H. Mason report the results of an intensive study in which they examined the effects of teaching high-school students a comprehension strategy as a part of a self-regulated strategy development model. They found that systematically preparing the students to use what they dubbed the “Think Before Reading” (TWA) strategy helped the students with recall of passages’ main ideas and details connected to them.

Students with attention-deficit/hyperactivity disorder (ADHD) often have difficulty with reading comprehension. This multiple baseline across participants design with multiple probes study examined the effectiveness of a multicomponent reading comprehension strategy (TWA: Think Before Reading, Think While Reading, Think After Reading) taught following the self-regulated strategy development model on social studies expository text recall of three high school students with ADHD. Results showed improvement in the number of main ideas and percentage of supporting details recalled. Gains were maintained and some improvement occurred at 2- and 4-week follow-ups. Implications for future research and practice are discussed.

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Willingham making sense of brain research

In what will be his last guest column for the Washington Post education column, “The Answer Sheet,” cognitive psychologist Dan Willingham advises people to be skeptical about the poppycock that masquerades as scientific advice about brain-based education. Under the headline “Willingham: 3 brain facts every educator should know,” Professor Willingham explains clearly and with the force of evidence and plain, ordinary reason why “most of what you see advertised as educational advice rooted in neuroscience is bunkum.”

Professor Willingham contends that there are three facts educators should know.
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More on smoking and neuropsych disorders

New research shows that using nicotine during pregnancy affects genes involved in myelination and, consequently may help explain why the children of mothers who smoke during pregnancy are more likely to develop such psychiatric disorders as attention deficit hyperactivity disorder, depression, autism, and even drug abuse. In a paper presented at Neuroscience 2010, the annual meeting of the Society for Neuroscience, Professor Ming Li, Ph.D., of the University of Virginia (Charlottesville, VA, US) reported that when rats were given nicotine during pregnancy, their offspring manifested changes in myelin genes for the limbic system, especially the prefrontal cortex, a brain region important for decision-making.

“Our research shows that gestational treatment with nicotine significantly modifies myelin gene expression in specific brain regions that are involved in behavioral processes,” according to Professor Li, leader of the study. “Myelin deficits have been observed in adults with various psychiatric disorders. Our findings suggest that abnormal myelination may contribute to the psychiatric disorders associated with maternal smoking.”
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Preliminary evidence of link between maternal smoking and risk of child problems

Researchers from the University of Alabama at Birmingham (AL, US) presented a paper at Neuroscience 2010, the annual meeting of the Society for Neuroscience in which they reported that exposure to nicotine during pregnancy leads to a decrease in adult stem cells and a change in synaptic plasticity in the hippocampus of the offspring. The synaptic changes could have lifelong consequences for the offspring. According to Professor Robin Lester of the Department of Neurobiology and lead researcher on the project, “These problems could include various cognitive deficits, learning difficulties, [and] ADHD.”

These are very preliminary findings. They come from research conducted with rats and will require extensive additional work to make the connections to human learning. Note that the mother rats apparently were also ingesting nicotine while nursing (first 10 days after birth) as well as during pregnancy. My reporting here is based entirely on press releases from UAB and the Society for Neuroscience (with abstract).

Sources: http://www.newswise.com/articles/view/571417/ and http://www.sfn.org/index.aspx?pagename=news_111410b
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K. Ellison again

For those who haven’t been paying attention, Katherine Ellison has appeared on multiple media outlets promoting her book, Buzz. She had another entry, this time in the Washington Post yesterday (20 November 2010). Given the recent release of the US Centers for Disease Control prevalence study, this is pretty timely and, award-winning journalist that she is, Ms. Ellison notes the connection in her lead.

As the mother of a teenager who got a diagnosis of attention-deficit/hyperactivity disorder in 2004, I wasn’t surprised to read the new report from the Centers for Disease Control and Prevention that said the number of ADHD cases in children jumped by 22 percent between 2003 and 2007 – an increase of 1 million kids.

But, she goes on to add lots more good content to her op-ed piece published under the headline “Doing battle with the ADHD-industrial complex.”
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ADHD prevalence in US nears 1 in 10

Telephone surveys of parents in the US about the health and well-being of 73,123 children and youths between 4 and 17 years of age revealed that at one time or another 9.5% of the parents said “a doctor or other health-care provider had … told [the parent] that [the] child had ‘attention deficit disorder or attention deficit hyperactive disorder, that is, ADD or ADHD.’” This represents a substantial increase from the 7.8% of parents who responded in the same way to a similar question four years earlier.

I don’t have time to dive into the details of the study right now, but interested readers can chase it through the US Centers for Disease Control. It was published several days ago as “Increasing Prevalence of Parent-Reported Attention-Deficit/Hyperactivity Disorder Among Children — United States, 2003 and 2007” in the Morbidity and Mortality Weekly Report (MMWR).

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A little sugar with your behavior?

Just as I did on EBD Blog, I’m encouraging folks to read Dan Willingham’s blog entry for the Washington Post regarding the persistent myth that sugar causes children to act hyper. Jump right on over to Dan’s post to read his full deflation of this popular balloon, then you can go back and catch my antique take down on the same topic at “Sugar High?

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ADHD-RD connection confirmed and refined

Writing in Pediatrics, Professor Kouichi Yoshimasu and colleagues reported that the chances of children and youths having reading disabilities is significantly higher among those who have ADHD than it is among the general population of children and youths. Furthermore, although boys are significantly more likely than girls to manifest reading disabilities among the general population, among children and youths with ADHD the chances of reading disabilities are about equal. However, because girls are so much less likely to have reading problems than boys, girls’ risk is much higher in relation to their female peers’ risk.
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Liz Ditz talks sense

Reporter Valle Dwight quotes LD Blog pal Liz Ditz extensively in “Searching for the miracle: Parents, in a desperate quest to fix what they’ve been told is broken in their children, are willing to try (or pay) anything to help their kids” available on Great Schools. Check on it. The article is worth a read. It fits right in with the emphasis on evidence-based treatments here on LD Blog.

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