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
A board-certified clinical neuropsychologist who has been with The Stixrud Group since 1993. He evaluates adolescents, adults, and seniors for learning disabilities, ADHD, and range of neurological conditions, including concussion, dementia, stroke, severe traumatic brain injury, and epilepsy. View Profile NEW EVENT! Location: Ross Center for Anxiety and Related Disorders Washington D.C. Time: During monthly staff meeting Notes: Open to Ross Center staff
A board-certified clinical neuropsychologist who has been with The Stixrud Group since 1993. He evaluates adolescents, adults, and seniors for learning disabilities, ADHD, and range of neurological conditions, including concussion, dementia, stroke, severe traumatic brain injury, and epilepsy. View Profile What: Dr. Robb Mapou was recently interviewed by Andrea Roane (WUSA, Channel 9 news) for a segment about ADHD in children, during which he refutes a “local expert’s” view that ADHD does not exist. To see the interview, click here.
What: Dr. Robb Mapou had a letter published on the subject of the availability of accommodations for college students. His letter can be read in full here: http://www.apamonitor-digital.org/apamonitor/201411#pg7 This article was a response to a letter published in the September edition about the high level of stress many college students experience. This letter can be read in full here: http://www.apamonitor-digital.org/apamonitor/201409#pg39
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 [...]