For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile NEW EVENT! What: Wired 24/7 When: March 4, 2015; 6:30 pm Where: Edmund Burke School Notes: Open to the public
For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile NEW EVENT! What: Stretching Kids Without Breaking Them: Finding the “Sweet Spot” for Challenging and Inspiring Adolescents A Conversation Between Bill Stixrud and Clay Kaufman When: March 24, 2015; 7:00 pm – 8:30 pm Where: Siena School Notes: Open to the public
For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile NEW EVENT! What: Stress Management and the Adolescent Brain When: March 24 2015; 7:00 pm – 8:30 pm Where: Siena School Speaker: Clay Kaufman, Head of School and William R. Stixrud Notes: Open to the public
For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile NEW EVENT! What: 5 Most important Things I have Learned about Learning Disabilities When: April 16, 2015; 4:30 pm – 5:45 pm Where: IECA 2015 Spring Conference-Baltimore Speaker: William Stixrud and Ned Johnson Notes: Must be registered to attend
For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile NEW EVENT! What: Self Propelled: Self Regulation in Kids with Social and Self Regulatory Difficulties When: March 11, 2015; 7:30 pm Where: Auburn School-Herndale Campus Notes: Open to the public
For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile NEW EVENT!Location:Parent University at Har Shalom ECEC11510 Falls Road,Potomac Maryland 20854 Website: http://www.parentuniv.org/ Time: 7:15-8:30 Notes: Open to the public
For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile NEW EVENT! Download File
For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile Throughout my career as a clinical neuropsychologist, I have been a big fan of the independent schools that serve students with special needs. I recall that when the field of special education was developing, experienced educators intuitively knew that students who do not learn easily or are not developing at a typical rate need highly specialized instruction that is provided in small, structured, supportive classroom settings with a low student-teacher ratio. Along with the development of special education programs in public schools following the passing of the first special education law in 1975, numerous independent schools were founded in the Greater Washington area and around the country to meet the needs of students who required a highly specialized learning environment. In my work over the last 30 years, I have met dozens, if not hundreds, of children and teenagers who have been “saved” by these independent schools. These are students who hated school and, in many cases, hated themselves before they entered these special independent schools, where they felt understood and supported – and did not feel stupid. We have all met successful adults who struggled as children and attribute their success in life to adults who “got them”, believed in them, and supported them. Over the last three decades I have met many, many people who have told me that they are thriving in life as adults because teachers, administrators, and/or support staff in these independent schools saw potential in them and nurtured it. Over the last 10 years, the landscape in public special education has changed dramatically, as changes in special education law have led to a stronger emphasis on education in the “least restrictive environment”, and as reduced resources for public education have forced schools to close their small, specialized programs. Although I believe that many students can be included successfully in regular education classrooms – and that school districts make a very sincere effort to support their students, it is my experience that many students cannot be successfully included and need the kind of specialized learning environment provided by these independent schools. I’d like to briefly share with you some of the reasons why I think this is the case. Safety First. One of the most important principals of education, based in research on the effects of stress on learning, is that kids need to feel safe in school in order to learn. Many of the children and teenagers I have seen over the years have been highly stressed in regular education environments and have simply felt safer in their own skin in a small independent school. This is commonly because the classrooms and hallways in typical schools are too noisy and distracting or because being in a regular classroom leads to a painful awareness that other kids learn easier, get their work done more quickly, seem smarter, etc. In my [...]
For the past 20 years, Dr. Stixrud has been extensively involved in the training and supervision of psychologists and learning specialists. View Profile Individuals with high-functioning autism or Asperger’s…. Social/Emotional Myths Don’t want to make friends. Some individuals with autism spectrum disorder (ASD) really want to have friends but do not know how. Can’t make friends. Many individuals with ASD do have friends; often their friendship forms around a shared interest. Don’t engage well with anyone, including adults. Kids with ASD are often better at interacting with adults than peers, and may be affectionate with their parents, siblings, or others close to the family. Don’t feel emotions or experience anxiety and/or depression. The emotions are there, even though insight into their own emotions and the emotions of others may be limited. Individuals with autism who are aware of their social difficulties may feel rejected, incompetent, and lonely, leading to anxiety and/or depression. Are weird and/or not likeable. We know and very much like many people with autism! Diagnosis Myths Have obvious behaviors and traits which everyone can identify. If an individual with ASD does not have the more noticeable motor mannerisms or unusual language, his or her social impairments may go unnoticed. Will be harmed or limited by a diagnosis of autism. Diagnosis can provide access to targeted services and treatments, and provides the teachers, family, and the individuals themselves a non-judgmental framework for understanding behaviors. Can’t have autism if they have already been diagnosed with other disorders, such as ADHD, sensory integration disorder, auditory processing issues, or mood disorders. ASD often comes along with related neurodevelopmental issues, and sometimes these other issues are identified first. Other Myths Don’t have language difficulties. Even with a seemingly good command of language, many individuals with ASD have trouble understanding non-literal aspects of language (e.g. metaphors, idioms, inferences) or may have difficulty taking the listener’s perspective when speaking (e.g. too much detail, or insufficient background information). Always demonstrate “stimming” behaviors. Self-stimulatory behavior is seen in some but not all individuals with ASD; and for those who do “stim”, there is a wide range of “stimming” behaviors, some more subtle than others. Can’t lead productive lives, go to college, nor have a family. Individuals with ASD often need additional support in managing life transitions and developing functional independence. Their families are their biggest supporters in learning how to navigate big life decisions. Have autism due to their parents’ poor parenting skills. Research indicates that there is a strong genetic basis to ASD. We also know that no particular parenting style causes ASD. By Patricia Eyster, M.Ed, Donna Henderson, Psy.D., Rebecca Penna, Ph.D., NCSP
Where should my child go to school? This is a common questions parents ask who’ve recently had their child evaluated at our practice. In fact, help with school placement is often one of the reasons that children are brought in for evaluations in the first place. Let me say first that the psychologists and the neuropsychologists at The Stixrud Group and the educational consultants from Stixrud Educational Consulting do not have a preference for private school or public school. We believe that both systems have their place and making the right choice is a very individualized decision, because of the myriad of factors that impact ultimately what the best option might be for an individual student. Last week I discussed that a critical component in school selection is locating a school where your child’s teacher can be a non-anxious presence in the classroom. This week I want to discuss what I think it means to be a non-anxious presence and why I think this is such a critical concept. The notion of a non-anxious presence was identified by Edwin H. Friedman, PhD in his book A Failure of Nerve: Leadership in the Age of the Quick Fix. A working definition of non-anxious presence is someone who can be honest and expansive without causing undue fear. This kind of emotional approach can be expressed from a micro-perspective, (e.g. individual relationships) as well as from a macro-perspective, (e.g. how the teacher thinks about the class and the school). You may be reading this and wondering “how can I as a parent possibly have any impact or input on my child’s classroom teacher with respect to her emotional approach?” (i.e. the non-anxious presence feature) . I contend that, as a parent, you actually have a fair amount of influence over this. To affect the anxiety level your child experiences in the classroom, and one of the most valuable things you can do for your child’s experience in class, is to become a non-anxious presence in your child’s teachers life. One of the techniques that I employ in this type of circumstance is to actively try to place myself in the other teacher’s shoes and to actually try to imagine their perspective, so that I can have a deeper appreciation of their reality. Almost always with this kind of role play, I am able to develop an insight and a viewpoint that is more empathetic. When I am more empathetic, I am less reactive and then I am less reactive I am less fearful. Back to the teacher and my child. As a parent, I saw my relationship with my child’s teacher as shifting from that of a silent partner to an active team player, depending on the need of the situation. I believe that if the teacher saw me as a supportive partner, he/she was less fearful of me and thus was able to see my child in a different light. It was clearly the teacher’s classroom…he/she was in charge but I was her willing and active accomplice. My perception [...]