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Learning problems-learning styles is the key to solving your child's learning problems

It is almost time, vacation, and this means, for the first half of the school year is almost over. How is your son or daughter is doing? They are frustrated? Are you frustrated? They keep Fighting? Do you have a great parent teacher conference where the teacher told me how amazing your child makes in the school year or did you hear about problems and matches your child have? We all have a dream for our children ... and when we see our children struggle ... when we see the education system to cause more problems than they solve (even with the best intentions) ... it will be one of the most frustrating, emotional, extended experiences of our lives.

The diagnosis is the key. So many children are being misdiagnosed as ADHD these days that it is tragic. Identification of learning styles and reading/comprehension skills (which can be diagnosed and trained easily) is the key to success. Even if your child has ADHD, correct diagnosis of learning and reading styles can do more of a difference--with less risk than drugs--you may be tempted to try to have your child. Why you need to properly diagnose your child's learning, reading and understanding the styles and then Learn the skills you need (and your child needs a teacher) to work effectively with your child.

ANY fighting child should be given proper learning style and read reviews before anything else is tried because many children are kinesthetic learners who actually when taught according to their learning style can achieve academic success and should be read well above their current level and not children with ADD or ADHD.

Do not make the same mistake, thousands of other parents do and live with the frustration and pain to see your child struggles in school.

You can solve your child's learning issues and improve your child's life forever.

Lazy or schools disabled? You will find

Parents often tell me that their child is lazy, and I always have a problem with this description is now research proves that children labeled lazy can actually have a learning problem.

An educational psychologist studied a group of children, which was seen as lazy by their teachers and their parents.

She found that three quarters of the children had difficulty in understanding the sounds that make up words, and that they also had significant problems with attention. it is not strange that they had problems the attention when they probably did not understand what was being said to them.

If you have ever tried to listen to a person to speak a foreign language, you know how fast the tune you '' because you have no idea what the person says.

The researcher found that half the children had clinical inattention and hyperactivity and others had anxiety, visual perception, and fine motor issues eight children had clear signs of dyslexia.

Only three of 20 children she looked at showed no particular learning problems-but perhaps had the emotional problems, research study does not.

So, although this was a small sample, this research will go a long way to justify my conviction that there is such a thing as a lazy child, there are only children with learning difficulties.

If you believe that your child is lazy, you should consider again. you must discover learning difficulties which prevent them from participating in the classroom learning and the earlier you. make the best because ... ...

Lack of identification of the learning disability leads to problems later in life, and even suicide.

If the parents (and teachers) does not identify the learning problems enough children are experiencing early multiple failures that undermine their feelings of competence and self regard.

A child is able to learn without self confidence and self regard.

If you believe that your child is lazy, or gratuitous, you should check out why, what are the learning difficulties that stopping your child becomes the zealous, joyful learners that ll children should be.

And please do it before it is too late!

Learning problems in children

Children can experience learning problems because of several reasons. Some children Excel on studies, while others strive hard. This article discusses the various behavioural and learning problems that students aged 5-15 face.

Dyslexia

Dyslexia reading problem. Children find it difficult to read what they have written. Dyslexia is characterised by the difficulty of the brain in separate and processing written and verbal language. These children find it difficult to learn spelling and reading liquid. They also confuse between similar-looking letters like b, d, p, q, etc. They also have a tendency to skip letters, words or phrases in reading.

Dysgraphia

Dysgraphia is the difficulty to write. Students with this problem may be the answer by reading and learning. Such students also show signs of reduced motor coordination and find tasks like tying a shoelace.

Dyscalculia

Dyscalculia are the problems with numbers. The data exchange places of digits. This problem makes it difficult for children to learn Mathematics.

Dysnomia

Dysnomia is characterised by a lack of ability in learning names or words. pupils with this problem have trouble remembering words for objects, places or things.

Dyspraxia

Dyspraxia is characterised by a lack of or poorly developed skills in skilled tasks such as typing, sewing, etc. Such children can also show signs of difficulty to control the audio and speech, and can be slow to eat or drink.

Children with these types of suffering may be the answer to one or more specific skills. For example, Ernest Hemingway is believed to have suffered from Dyspraxia.

Helping children and essence in them a sense of trust is crucial for the development of such children and help them to lead successful lives.

Problems with Math and numbers and Dyscalculia

Dyscalculia is a term that refers to a handicap with math. There is no one definition, which perfectly describes the individual other than he or she shows considerable problems in mathematics. The specific nature of these problems are comprehensive, lifelong and impact not only training, but life questions.

Array of difficulties include time issues with mathematical concept formation, sequencing problems, spatial awareness, symbol of awareness and recognition (as in the plus and minus symbols), the basic ability to manage the numbers, and much more. Remember, to own a serious difficulty in mathematics, an individual is able to detect all characteristics.

One can have a healthy boost of time and mathematical reasoning, but can demonstrate pronounced difficulties in symbol awareness and in number of management and sequencing. One can have no sense of mathematical concepts and reasoning, but be able to do simple calculations. A property that is not included in the appendices to the most resources on-line, is one of the most eloquent and characteristic traits: fear.

Together with angst is the number of management and sequencing a huge key in identifying problems with math. Imagine that you are asked to draw a check in the amount to $ 394 from a balance between $ 937. You are trying to do, but the numbers twist and move them and you manage subtract $ 349 from $ 973. Imagine that you get the phone number of 555 9692 but your mind detects it as 555 + 45 9629. The result is failure and is often an impending sense of fear. You just do not seem to be able to do it. management of money and the number is not only difficult for those with disabilities in mathematics, but it can create panic attacks.

So what are you doing? Problems with math is not our fault, and there is nothing we can do to solve dyscalculia. One of the most difficult thing to do for those with learning difficulties is to ask for help. Why? Because requests underscore help, there is a problem and there is something wrong. Them with learning problems, fears that the inherent error will make us unlovable in some way. We strive to achieve as individuals, to present ourselves as pretty close to perfect because many have learned that this position wins the us love and acceptance.

The bottom line is that we fear that our failures will render us unlovable, not respected and the Requester.

May or may not. It is an acceptance of self to most questions. It is the acceptance of the self-test, renders us lovable self, and then allow us to realise the self. It is the allowance of the help that moves us forward.

And here is the really important things. Asking for help really does not mean that you are helpless, but it does mean that you trust to another in order to be able to help. A dependency of another goes a really long, long way to raise awareness and create your own society. In addition, many loves to help.

What could be possible for you to do.

Recognize the fear. When it becomes too high, consider asking for help. Do not allow people to rattle off phone numbers, but ask them to speak slowly and then repeat the number back as you write it down. Ask your bank staff to help with banking questions. They are usually really useful and will often work together constructively. Research. LD online is recommended. Also, Samantha Abeel this thirteenth Winter: A Memoir is a fine read. Accept that you may own a mathematical problem. Not wish to dwell on, but just accept.

The mind is a stunning the offset process. So you have a problem with the math. It means only that you have a strong second place. Ask for help with these pesky mathematical things and then dive into their powers. Breathe.

xxx

Lindy was born and raised in Thailand and spent most of her first eighteen years with her four siblings and her parents, who was a Presbyterian fraternal workers. Part of the time was spent in an isolated and beautiful setting way down the peninsula. She was home-schooled, and her learning differences were not seen or understood. Because she was "white", a foreigner, she had no friends, so she read sincerely and composite stories to fill out his days. It was both a halcyon interval in her life and a difficult time. She has the world been seven times. Her background in counseling Psychology and her empathic take on the world leads to her listen and witness of the stories. Stories are significant. Lindy has taught writing to those who could not write on the University level. This led to a focus on learning problems and difficulties and she is learning/educational coach. She loves to work. Lindy can also cook up a really sweet storm.
Currently, she lives in New England and longs to return to a tropical climate, but is content with family. She is working on his autobiography "Empathic Kok" and on his third novel. Lindy centered exquisite when she cooks and gardens, and is a sham met when she writes.

Lindy.norlander@gmail.com

Learning problems? Resolve the cause, not just the symptom

Many parents try to resolve the symptoms of their child's learning problems, not what causes it, and as a result, their child will never get better at learning.

You know the scenario, your child will have a low grade in math so you send him to a math tutor. perhaps it helps perhaps it doesn't 't. what you are doing is trying to resolve the symptoms of your child's learning problems. don't cause symptoms may bring some solution in the short term relief but if the problem is still there, you child will continue to have problems with learning mathematics.

It's like having the doctor prescribe Tylenol for headaches caused by a brain tumor. The migraine can go away for a while, but the tumor is still waiting to cause trouble. This can be a bit of a scary analogy but really, I would like to stress the importance of to find out why your child struggles to learn and try to solve the cause of any learning questions rather than just treating the symptoms.

What happens if you only try to fix the symptoms?

Your child will lose a lot of energy trying to work that he cannot do. He will Concoct a variety of ways to get to work, no one is the correct way, and none of which help him understand what he is learning.

I have used too much of my time trying to undo some of the ways children try to do their work, to undo a bad way to work is twice as difficult as to introduce the right way to do things the only good., that this has shown me is that children are endlessly inventive in ways that they are trying to solve problems.

If your child is struggling with math to find out WHY.

Perhaps he does not know what strategy to use, perhaps he can not organize its work, perhaps he has missed a crucial lesson.

If your child hates doing homework, find out WHY.

Perhaps he did not know, what does he have too much to do, or he thinks he will get poor marks, or he keeps forgetting his books or ... or ...

If your child cannot make friends at school to find out WHY.

Perhaps she did not know how to share, or she is missing language skills or she is afraid of the teacher because she does not know what you must do, or ... or ...

If your child is unfounded and appears lazy to find out WHY.

He Knows how to be responsible for his work, he is aware of how much effort he has to use at work, he understand why he goes to school ... ...

If your bright child gets low marks for his essays, find out WHY

Perhaps he is missing the ability to pay attention in class, perhaps he has no idea what a good essay should look like, perhaps ha have no idea what the teacher would expect him to do, or ...

Remember, only when you determine the cause of this problem, you can start to repair it.

What would you rather do help solve your child's symptoms, or the reason for their learning problems?

I know what works best.

Bright Kids with learning problems-when IQ and Achievement not struggle up

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Author of the newly released, Parents' Guide to IQ Testing and Gifted Education: All You Need to Know to Make the Right Decisions for Your Child.

When some parents think of high-achieving or gifted students, what comes to mind is a child who shines in every aspect of life - one who can be expected to get straight A's in school, have tons of friends, and be a star in sports. The idea is, if you're smart, you're smart, and you should be able to apply your mind and talents to just about anything and do well. Problem is, this idea just isn't true. Yes, some kids and adults do appear to know it all and have it all, but this is really more the exception than the rule.

And when it comes to academic abilities, most children, even those who are very bright or high-achieving, have a definite set of strengths and weaknesses. We all do. Think of your own school experiences. Were there classes or subjects that were easier for you - where you felt most comfortable and in your element? How do you learn best? Are you someone who needs to read something to understand it, or do you retain information better when you hear a lecture, or see a picture or a visual presentation? How about your child - does he or she breeze through certain subjects and struggle with others?

Some variation in abilities, including those involved in doing well at school, is normal - a fact that is consistent with many current views on human intelligence. That is, intelligence should be thought of as a group of distinct abilities, rather than a global or general factor that filters down to everything we do. One child may be great at art and reading, but not so great at math or athletics. Another child may be truly creative in the way he views the world or in the way he approaches problem solving, but have a hard time getting his ideas down on paper. In other words, intelligence is not one "thing" that we can point to, and just because you excel in one area doesn't mean you'll do as well in others.

For most of us, these differences are no big deal. We get through school and life by working a little harder at the things that don't come as easily, or we learn to compensate for our weaknesses by using our strengths. If we have a hard time understanding information that we read, we may use pictures or diagrams to help us learn, or we visualize the material in our minds. If our memories are weak, we might learn to take detailed notes, study more often, or develop other strategies to help us recall information. We learn, often unconsciously, to adapt.

For some children, however, the differences between their abilities are so great that it is difficult, if not impossible, for them to succeed in school just by working harder or through compensating. These children have a true learning disability - a persistent and obvious block when it comes to learning certain types of material. For some, the problem may involve reading, for others math. Still others may struggle with written or spoken language. These are otherwise capable children who, even though they have had great teachers, help at home, and plenty of opportunity to learn, still don't seem to "get it."

What Causes Learning Disabilities?

No one can say for sure, but many experts believe that learning disabilities are the result of a neurologically based difference in the way that the brain processes information. These differences may have to do with the number, arrangement, and efficiency of neurons or neural connections in specific locations of the brain associated with the skills needed for reading, math, or whatever task the child is having problems with.

In some cases, there may be an identifiable cause for such brain-based problems, such as a seizure disorder, birth trauma, or head injury. However, in most cases there is no obvious explanation. It may be that the neurological irregularity was caused by some undetected event during pregnancy, child birth, or infancy, when the rapidly developing brain is particularly susceptible to injury through such things as a lack of sufficient oxygen or the presence of toxins. Alternatively, some learning disabilities may simply be the result of a genetically inherited difference in the way the brain processes information - a "trait" the child was born with. I've heard many parents of these children remark, "I was just like that when I was in school."

What to Look For

Some signs that your child may have a learning disability are:

o He appears to be trying his best, but is still struggling in one or more subject areas despite having a skilled teacher and support from you at home.

o He shows a big difference in performance between subject areas - for instance, consistently doing well in reading and writing, but poorly in math.

o There are obvious signs of problems with cognitive skills like attention, memory, understanding or using language, or following directions, and these problems appear to be getting in the way of school success.

o He reverses letters and numbers much more often than others his age, or has a hard time recognizing words that he has seen repeatedly.

o He forgets what he has learned from one day to the next.

o His teachers are concerned about his lack of progress in comparison to other children of the same age or grade, or feel that he is working below his ability.

What You Can Do

If your child is struggling in school and shows one or more of these signs, it's time to call an individual meeting with the teacher to discuss your concerns. Often, parents and teachers can find solutions together, without having to look any further. A modification of homework assignments, extra tutoring, or a change in ability groups within the classroom are some common solutions.

If you've already tried accommodations suggested by your child's teacher without success, go to the next step and ask for a student study team (SST) meeting (sometimes called a student intervention team (SIT) meeting, a grade level intervention team (GLIT) meeting, a brainstorming meeting, or some similar term). Schools typically hold these meetings when interventions at the classroom level are not working and there is a need to get other opinions about how to best support a child.

The student study team is often made up of the child's general education teacher, other experienced teachers at the school, the principal, and sometimes a special education teacher or school psychologist. The team will listen to your concerns, discuss your child's strengths and weaknesses, and come up with recommendations that can be put into action by the general education teacher. These recommendations might include additional services during or after school, a change in the way your child is grouped for instruction, or enrollment in a structured remedial program designed to help your child catch up on the skills he or she is missing.

The kinds of remedial programs available to general education students vary from district to district, and often from school to school. Some schools have a general education learning specialist or special programs and materials available for students who need extra support. And some allow general education students to receive informal or "school based" support from special education teachers on campus. In these programs, general education students who need extra help are grouped with formally identified special education students for instruction in the areas where the support is needed. The instruction may take place in the general education classroom, or children may be pulled out once or more a week for instruction in a special "resource" room.

If your child is still not succeeding despite the best efforts of the teacher and the school team, and you or your child's teacher still believe that a learning disability may be present, consider requesting testing for formal special education services.

By law, schools have a certain number of days after receiving a parent's written request for testing to respond assessment plan, outlining what types of tests will be used. The type of tests chosen will likely be determined by a review of your child's records, observation, teacher comments, and information you provide.

If your child is being tested, be sure to let the school psychologist know what you think the underlying problem might be. For example, if your child is showing signs of a memory problem or a short attention span, speak up now. The psychologist may only test in areas where a deficit is suspected, and your insight will help identify where that problem may lie. Once the assessment plan is signed and received by the school district, the assessment team (which usually includes a school psychologist, a special education teacher, and sometimes other specialists depending on the child's needs) has a limited amount of time - typically about two months - to complete the testing and hold a meeting with the parent to go over the results and determine whether the child qualifies for special education services.

Side Bar Material: "Is my child "dyslexic?" This is a common question heard by teachers and school psychologists. Dyslexia is an often-used term that many parents associate with a reading disorder caused by a visual perceptual problem in which a child reverses letters and words. For many educators, however, the term dyslexia has come to simply mean a learning disability in the area of reading. In the same way, dysgraphia means a learning disability in the area of writing, and dyscalculia means a learning disability in the area of math. Such learning disabilities may be caused by a visual perceptual problem, but they may also be caused by deficits in other areas such as attention or memory skills.

Side Bar Material: Special education law is often complex, and there is some variation in the way states and individual districts run their programs. Special education terminology and acronyms can also vary from district to district. If your child is being tested, you should be given a copy of the current special education laws and parent rights pertaining to your state in language that you can understand. Look this information over carefully and don't be afraid to ask questions. Your most basic right is that you have input into any decision that is made regarding your child's education. You are considered an important member of the school team, not just an observer. The assessment team needs your input in order to do a thorough evaluation and be a better advocate for your child. For a more complete review of special education law and services in your state, go to your State Department of Education web site and follow the links to the area dealing with special education - or do a web search using the search terms "special education law" and the name of your state.

David Palmer, Ph.D., is an educational psychologist and author of the newly released, "Parents' Guide to IQ Testing and Gifted Education: All you need to know to make the right decisions for your children."

By using Brain Research to solve education problems permanently

Children with learning difficulties are often helped along by teachers, learning centers, or specific training. These forms of help, even if effective, ongoing need for students to improve academically. They can be frustrating because they force a child to spend more time studying than others on his or her age level. If the student stops receiving outside help, then they fall again. Now is there a way, recently discovered through cutting-edge brain research, that the child can complete a Physio-Neuro Therapy program to establish a learning disability on a permanent basis. It is not an ongoing programme. The student no longer need outside help in successfully finishing the program, and succeed academically without teachers, learning centers, special education, etc.

There has been much discussion of the brain-based learning recently. Most of the focus has been put on understanding how the brain learns and how this information can be used to teach according to each student neurological strength. You have probably heard the phrase, "each person learns differently and therefore needs to be taught differently." This may be true in theory, but we all know, it is rarely practised. It would be almost impossible for a teacher to teach each student differently in a classroom. So we are left with the schools who learn most effectively. The only problem with this is, to learn, only around 80% of the pupils to the best of their ability with this form of teaching.

If your child is a part of the 20%, which is not good by default, the school teacher teaching style, they can be frustrated, behind academically, and seems to have a learning disability. These children are just as intelligent as their classmates, but their brains do not have the information, as well as because of the style of teaching. The answer to this has almost always been forcing the child to work harder at school with should, learning centers, special resources, even medicines for learning difficulties. The child must only "Reprogram" his or her Brain to learn information easier by the style it is taught them.

After more than a decade of the brain research by a team of experts and specialists, Physio-Neuro Therapy was developed. This successful new technique is the result of mixing ideas from brilliant minds neurologists, psychologists, educators, pediatricians, psychiatrists, sociologists and neuroscientists. Physio-Neuro Therapy was first tested in an educational setting in 1988. The result was extremely successful and more testing and research continued.

Research in this revolutionary technique to improve learning difficulties has presented valuable information about our brain. The brain is constantly remodeling themselves throughout their lives. It changes and develops according to how it is stimulated and used. All brains contain juvenile cells when stimulated by a specific Brain-based exercise, it will attach itself to the areas of weakness to permanently improve performance later. By using the correct exercises to stimulate and develop their brains to improve a person's ability to learn. As their frustration fades when they no longer have learning problems, their motivation and self-image, also improve.

Physio-Neuro Therapy has been proven successful for students with dyslexia, hyperactivity, ADD (Attention deficit Disorder), poor reading or understanding, memory problems, poor concentration, difficulty following directions, hearing problems, and much more. Not force your "slow learners ' to work harder in order to succeed in school. Help them develop the weak points in their brains to permanently solve their learning difficulties.

Physio-Neuro Therapy, newly discovered learning technique has shown incredible success in improving the learning capacity of children and adults learning difficulties with like dyslexia, hyperactivity, Attention deficit Disorder, and much more. Learning disabilities program offered teaching Technics guarantees improvement.

Life skills to help with administration, education problems

Structured learning can be great for a child; It can be a great way to help your child get the most of learning done in the fewest possible year, and it makes sure that your child covers all the bases in learning. But there is something about learning structured set of expectations, which often turns on a child's mind from-psychological, it establishes a barrier to learning. There is so much which takes place in a child's life with friends, things to look forward to, things, drawers, that a child is often, all of it can seem so much more important than the monotonous learning that occurs every-day life. In other words, a child who has just had problems with baseball practice for three weeks straight, learning the same old things on the civil war, and quadratic equations may seem irrelevant, and just plain boring. People, ever since they evolved from less complex people have had problems with to understand that logic is often more important than feelings; in a child create feelings, in particular, all forms of learning difficulties, the child must combat. In more scientific terms, the parents find a way to turn off the limbic system of the child's brain (the part that release hormones appropriate to happy or unhappy situations) to the child's benefit.

Let us get started with how to get the best out of your child's limbic system. The first thing to do would be to help the child in announcing the most negative emotions, anger, fear, fear, get on the way these turn on learning problems in your child's brain (this kind of behavior is actually called the parameter learning ... to use the terminology coined the famous expert on learning, Priscilla Vail). If your child's life seems to be far too much on klasseopgave, show your child how to not performing well, while important, is almost as much as to put in the honest effort. Success breeds success; the more you help your child be successful, the better she will feel about themselves, and the more she will have confidence that her dreams are possible. Give your child activities, which she can succeed without pressure to school comes with and give her success, she can use to invest for greater success.

Anger can truly empower a child to act with strength when necessary. It can also really create learning problems, when a child has no idea what they should do with the anger she feel to a situation (which could actually come from the parents to get divorced, anger over not faring well on a game, anger over a romantic relationship, which is not going well, or something. Help your child directly address what bothers her to make the situation better. When your baby learns to anger over a unsatisfying situation is always rectifiable-the child can find the tools to address each of the learning problems that can cause anger-intentional non-, Sunshine daydreaming, inability to concentrate, inter alia,

All kinds of emotions that affect learning, manifest themselves as procrastination. The moment you find that a child puts off klasseopgave, there seems to be really important, you know it is one of those concepts that get in her way. Learning problems such as these are always easily fixed teaching the child a few essential life skills. It is all there is to it.

Unlocking the potential of Learning-from education problems to excellence

German was born with the umbilical cord wrapped around his neck twice. He was a small and quiet baby and his mother was advised to place him on the back, so that months he remained immobile.

When the German was seven months old, his mother attended the offices how to multiply your baby's Intelligence Course. She learned the value of placing his belly to her baby, and soon he and creeping crawl and then walking.

In two years had German typhoid fever with a high fever. He had frequent colds and got antibiotics repeatedly. He suffered from numerous allergies, asthma and bronchitis, taking steroid cortisone to open his blocked Airways in emergency situations.

Of three years, in pre-school, he stood apart from the other children. He played alone and did not respond to verbal directions. His learning difficulties to be clearer.

In seven years, he had problems after orders and attention to the teacher's instructions. When other children writing or drawing, his paper was empty, and when the teacher asked questions he never answered. He hated in writing and had problems understanding numbers, and mathematics. He had poor concentration and tired very easily. In addition, he was a hypersensitive touch, smell, taste, and sounds. He complained about voices and crowds and would cover his ears. He slept poorly and was very irritated. He would often cover one eye, and he could not decide which hand you use to eat or use scissors.

His mother wrote, "he is interested in many things and want to learn them, but he can not get focused. Our son use help desperate. "

After attending The word of the day What To Do About your Brain-Injured Child Course, his parents immediately began demanding program for therapy with German.

After one year after the home treatment, their son enjoy perfect health. He followed a very nutritious diet and no longer had stomach problems or frequent respiratory infections.

He is crawling in a perfect cross pattern, running three kilometers on a daily basis, and had learned to brachiate independently. He had been skilful in gymnastics. After a year with a neurological Home program his learning problems had passed away, and he was advanced in most areas. A year earlier he had problems with that count in sequence, but now he was a full year ahead of its peers in mathematics. Of eight years, he read books to 10-year-olds, did well with his peers and had been an outstanding violin students.

A year earlier, he wrote slowly and unreadable and hated typing. Now he is carrying a notebook throughout the day to jot down ideas for his creative writing. He wrote a TI chapter science fiction book, that he planned to write and edit. He also built a 1500-piece robot with Legos, which he performed at the following written instructions.

In September 2007 the reconstruction of the German school-a challenging private school for advanced studies. The young students were not able to focus, did not respond, could not count, and hated typing was now a bright, enthusiastic and highly successful boy. During the school year, her teachers is reported, "is he imaginative in writing. He wrote a mystery story, found very interesting; It was very fluid and logical. He has recently been a finalist in a writing competition.

"He shows a lot of curiosity while performing experiments, and he has shown a good understanding of scientific facts. He shows creativity and work well with others. He is a knowledgeable students often contribute to class discussions. "

The young students and turned on in the blank pages now achieved perfect scores in geography and history exams. On its homework project checklist, he received a 103 out of 100, have earned a bonus for excellence. German was most advanced reader in the class.

His mother says, "is he now healthy, strong and happy. There is not a single day, we cannot live without gratitude [for his progress]. "

In August 2008 was German a full diploma from the offices of the intensive treatment program. This young man is now able to pursue any intellectual, physical and social challenge, he may face in life.

Offices for the Achievement of human Potential teaches parents how to evaluate and treat their Brain-injured child at home. From the Home Study Program for intensive treatment programme, its purpose is to help children develop the brain-injured physically, intellectually and socially so that they can one day live among equals, not in special schools or institutions. For more information visit their website http://www.braininjuredchild.org

Do I really have ADHD?

Dear Thomas:

The answer to your question is straightforward: Distraction is different from ADHD (attention deficit hyperactivity disorder) by a matter of degree. That, plus adults with ADHD tend to struggle with other symptoms in addition to distractibility, such as chronic lateness, poor self-control, irritability and mood swings, as well as additional problems.

The key to ADHD, as with all psychiatric disorders, is that the symptoms must be causing distress and/or disrupting one's ability to function in life. Note that these two things need not completely overlap. In some psychiatric conditions, such as depression, they always do. Depression by definition is a miserable state, and it is that misery that in large measure leads to life difficulties. But in other conditions, such as adult ADHD, misery and distress can be only marginally connected.

Let me say this in other way. ADHD is one of those conditions in which the impairment can come as much from the suffering of those around you as from your own struggle with concentration and distractibility.

Lots of folks with ADHD know that they are profoundly disorganized, frequently lose things, often "spaced out" unless they are hyper-focused on a task of interest to them, reliably late for appointments and so on, but feel that this is just "how they are." They wonder why people close them, such as parents or spouses, are so chronically frustrated with them.

Of course, I don't know anything about you other than your quick question, but your ADHD diagnosis means that someone other than yourself thinks your distractibility is severe enough and enough of a problem that it warrants treatment.

I can't comment on whether this is an accurate assessment, but I can say that because people with ADHD often don't fully recognize the breadth and depth of their symptoms nor the toll these symptoms are exacting on their lives, the opinions and insights of others are well worth considering seriously.

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Learning problems-10 tips for parents

Psychology come a long way in diagnosing learning difficulties. In the past only the parents were told that their child was a "slow learners" when they had difficulties in learning and were sometimes only offered a few suggestions to help their child. Today we are fortunate to be more advanced in our identification, diagnosis and treatment of learning disabilities.

1. First discuss your concerns with your child's teachers. Find out if they have a learning disability in noting your child.

2. consider your child referred to school psychologist for an evaluation of the specific learning difficulties.

3. gather as many of your child's school records as possible. Results from the State managed standardised tests will already be your child's student cumulative file. However, assemble your copy of any report cards and weekly status reports.

4. Under psycho educational assessment, can your child's intelligence and educational attainment is evaluated. Further studies may be required depending on the outcome of these tests.

5. you and your child's teacher (s) may be required to complete functional checklists. These checklists will assist behavioral psychologist in determining functional problems is a contributing factor in your child's learning problems or not.

6. Psychologist can also carry out clinical interviews with you and learn how to collect additional background information.

7. schedule a face to face meeting with the psychologist to review the detailed results of the evaluation.

8. do not give way to ask questions before, during and after the evaluation.

9. Discuss the implications of the results with both the psychologist and your child's teacher (s).

10. Educate yourself about the exceptional student education, learning disabilities, and your child's legal rights.

About the author:

Felecia d. Sheffield, PhD, is an author, trainer, international speaker and life coach. Dr. Buckley has over 15 years of experience providing services to parents, schools, colleges, universities and social services agencies. To receive the parents articles, visit ADHD, LD,  college resources

Copyright 2004-2007, Felecia d. Sheffield. PhD. all rights reserved Worldwide in all media.

Do homeopathic treatments for ADHD work?

The short answer to your question appears to be no. Let's talk about this short answer before we talk a little about a longer and more complicated answer.

Compared with studies in many thousands of children and adolescents -- including studies lasting many years -- as of 2007, the effects of homeopathy for attention deficit hyperactivity disorder, or ADHD, had been studied with even minimal rigor in only four studies.

When researchers combined data from the 168 young people in these four studies, they found no evidence that homeopathic treatments were of benefit for ADHD. So at this point in time I think we have to conclude that by the standards used to assess Food and Drug Administration-approved medications, homeopathic treatments don't work.

OK, that's the short answer. The longer answer is that homeopathic approaches do not appear to work better than placebo treatments, so they don't work in any specific way for ADHD. But placebos can have powerful beneficial effects for many health conditions, ranging from depression and chronic pain to Parkinson's disease. Recent studies show clearly that when people believe they are taking an active medication but are receiving a placebo their brains activate in much the same way -- but to a lesser degree -- as their brains do in response to the active medication.

The internet is chock-full of treatments promising the sun, moon and stars for all sorts of medical problems. The vast majority of these have never been adequately tested.

Look for the last few lines of small print underneath all the gigantic claims made on internet sites for homeopathic ADHD treatments. You'll always see something along the lines of "claims have not been scientifically established" or "treatment is not intended for medical purposes." In psychiatry, we often say that a new medication works best just before it is approved for use, because its sheen has not been rubbed off by clinical experience.

Although homeopathy doesn't work in formal studies, it does not mean it might not help certain individuals, and your child might be one of them. But I would strongly suggest that if multiple ADHD medications have failed it is possible that your daughter has been misdiagnosed and is being given medications that work for a condition she doesn't have.

Before doing anything in terms of alternative treatments, I'd make sure you got your daughter the best mental health assessment you can find to make sure that she doesn't have a condition such as bipolar disorder, which can often resemble ADHD in childhood but requires different types of medication.

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Learning disability-what causes it and how it will affect Academic performance and Personal Life

Learning disabilities is a neurobiological disorder of cognitive and/or language processing caused by abnormalities in the cerebral cortex of the brain. Our cerebral cortex is home to many different cognitive functions such as attention, the encoding of new information, detention of newly learned material, the word knowledge, reasoning, processing speed, reading, mathematical skills, writing, comprehension of verbal instructions and many others. These cognitive functions allow us to communicate with others, learn new information, understand requests and questions, to express our thoughts and questions, and solve day-to-day problems. However, some children do not develop these cognitive abilities of the rate of their peers to do. As a result, their thinking, language and learning skills are not as strong as in other children and prevent them from acquiring the academic skills and daily living.

Not all are necessarily weak cognitive skills, in this case, and each child develops its own pattern of cognitive weaknesses and strengths. As a neuropsychologist, it is my task to assess and examine the pattern of Cognitive strengths and weaknesses of each child. Monster it helps to know what cognitive skills are strong and weak in order to determine which therapies, remediation and educational services, a child needs to learn better.
When I talk about learning styles and academic difficulties with parents, they always ask what might have caused these learning problems and cognitive weaknesses. Most children are born with congenital cognitive weaknesses. Some children acquired these problems as a result of seizures, brain injury, neonatal lines and other neurological conditions.

After many years of research, neuroscientists have now determined that many children with nonverbal learning disabilities have underdeveloped or dysfunctional white matter regions of the brain "1 also, dyslexia be linked to abnormalities in the size and function of the left hemisphere, who are involved in language processing; lower brain activation during the auditory processing; the corpus collosum and less. We still have a lot to study about the brain, but these are the first hard facts, which tells us that the root of all learning disorders in malformations of the brain.

Around 8-10% children (more boys than girls) has a learning difficulties or more, which affect their academic and General adaptive functioning. Learning disability presents as a serious difficulty with reading (dyslexia), write (dysgraphia), talk time (Aphasia) or the arithmetic (dyscalculia) there are unexpected, given the person's intellectual ability. In my experience, children do not necessarily meet the criteria for dyslexia or dyscalculia but still struggling to learn specific topics due to Cognitive deficits, such as Visual processing disorder, auditory processing disorder, memory disorder or language disorders.

Learning difficulties are different from mental or physical disability, but it can occur with different emotional or medical conditions such as depression, bipolar disorder, seizures, brain injury, and others. It does not involve mental retardation or autism. Learning disabled individuals can actually be very light, but with specific learning deficit. I have examined the talented children engineering projects superior intelligence, which had very weak academic skills. Where is the line between a mild learning difficulty, that many of us have a disability and? The most important aspects of measuring objectively diagnose a handicap Cognitive and academic skills and determination about suspected learning problem significantly interfere with the academic and adaptive functioning.

More important, learning difficulties, only shall be without prejudice to the right of the children's academic performance, but may also have effects in other contexts, including family and social function. For example, a child due to certain Perceptual deficits misunderstand or misinterpret facial expressions, body language or verbal cues of others leads to difficult social interactions. Many learning disabled children I have examined have problems making the purchase in a shop, completing requests for services, organize a tour and performs other complex day-to-day activities. In addition, probably children struggling to learn more ridiculed and bullied by their classmates or other children. Increased stress over academic performance and social difficulties can ultimately increase the risk of social isolation, emotional problems (e.g., anxiety and depression), substance and drug abuse, and a school dropping.

Learning disability does not go away when individuals are getting older. Adults with learning difficulties are still experiencing particular difficulties in reading, spelling, solve mathematical problems, or processing and remember the information. The underlying cognitive deficits that caused the learning problems remain in the first place in adulthood. This disability prevents the adults from promoting their training, acquire new responsibilities and effectively carry out their work (i.e., participating in meetings, prepare projects, read reports and non-fiction, etc). It is therefore critical to detect such difficulties in early childhood, when the brain remain plastics and changed to the many changes via speech and occupational therapy, cognitive coaching and should, and remediation services.

Bibliography
1. Rourke et al. (2002). The child's clinical/child Neuropsychology. Annual Rev. Psychol, 53, 309-339.

Dr. Danov, PhD, Pediatric and adult neuropsychologist and founder of Brain Academy-Tutoring, testing & Coaching Center in New York. Dr. Danov contains comprehensive neurocognitive and academic evaluations and effective remediation of Cognitive deficits, which cause learning problems for children and work-related problems for adults. For more information about the Brain Academy and how to diagnose and højvolumenfabriksmetode learning difficulties, please contact Dr. Brain Academy-should Danov, test, and Coaching Center in New York at 877-55-MyTutor (877-556-9888)  for more information. Offices are located in New York City, Brooklyn, Queens, Long Iceland, and the State of Iceland.

ADHD May Foster Criminal Behavior in Some Adults

Celebrity designer Ty Pennington is known for inspiring people with remodeled dream homes and providing tips for functional, stylish decor.

He is also one of millions of Americans who struggle with attention deficit hyperactivity disorder (ADHD). Other stars like game show host Howie Mandel and Olympic swimmer Michael Phelps have also wrestled with the condition throughout their lives.

But for every person at the top of their game who successfully manages their ADHD, there are countless others who aren't able to. In fact, some with the condition may find themselves at the bottom of society - in prison.

The same mental process evident in people with ADHD may also be associated with a tendency to criminal behavior, some experts say. While the link between the two is not well understood, some researchers are calling for more attention to this problem. Otherwise, there may be high costs to society, they say.

"If ADHD is left untreated, there is a serious risk that long-term problems will maintain substance use, consolidate antisocial attitudes and lifestyles and reduce the potential for rehabilitation," wrote researchers Susan Young and Emily Goodwin in an editorial last month in the journal Expert Reviews of Neurotherapeutics.

"Given that ADHD is a treatable condition with interventions available ... the enormity of this problem and its associated costs are too great to bear," the researchers said.

ADHD in prisons

ADHD is characterized by impulsive behavior, hyperactivity and inattention, making it difficult to function at home, school or other settings. In the United States, about 5.4 million children ages 4 to 17 were diagnosed with ADHD, and about 66 percent of those children were receiving treatment, as of 2007, according to a recent report by the Centers for Disease Control and Prevention.

Treatments for the condition include behavioral counseling, parent and/or school training and medications like the stimulant drugs Ritalin, Adderall and Vyvanse.

Boys suffer from the condition at higher rate than girls - 13.2 percent of boys have it, compared with 5.6 percent of girls, according to the CDC.

Recent studies of adult prisoners have shown that not only is ADHD more prevalent among those in prisons than in the general population, but also that within prisons, it's those with ADHD who seem to cause the most trouble, Goodwin and Young said.

Offenders with ADHD commit more violent acts and have higher levels of substance abuse than other prisoners, according to a study published in June in the Journal of Psychopharmacology. The study also found that having ADHD symptoms were the strongest predictor, followed by alcohol dependence, for violent behavior among the prisoners.

And the trouble may start early. Children with ADHD symptoms have a greater likelihood of committing criminal acts than other children, according to a 2009 study in the Journal of Mental Health Policy and Economics led by Jason Fletcher, an assistant professor of public health at the Yale University School of Public Health.

What makes some people with ADHD more prone to crime

There is no certainty that an adult with ADHD will engage in criminal acts, Fletcher said.

"Many people with ADHD do not commit crimes, so it is not deterministic," he said.

However, ADHD does seem to be a risk factor for committing violent acts, Fletcher said. In addition, for some adults with the condition, environmental triggers such as poverty could lead to similar criminal conduct among family members.

"Risky behaviors, including criminal behaviors, do seem to be associated within [families of people with ADHD]," Fletcher told MyHealthNewsDaily. "But the cause is unclear."

It may be that criminal behavior is more common among those with ADHD because they tend to have other personality disorders along with the condition. Oppositional deviant disorder (ODD) and conduct disorder are conditions often associated with ADHD, said Susan Smalley, a professor of psychiatry at the University of California, Los Angeles, and director of the Mindful Awareness Research Center there. People with conduct disorder may have antisocial behaviors, including criminal behaviors, she said.

In fact, several studies suggest that adults with ADHD who also have other conditions such as conduct disorder have a higher risk of criminal actions. Researchers at King's College London found that ADHD offenders were also more likely than others to have antisocial personality disorder, in which a person manipulates or violates the rights of others, according to a study published in October in the journal Expert Review of Neurotherapeutics.

What can be done for those prone to follow this path

Smalley and other researchers have suggested that expanding access to health care services for those with ADHD and other mental disorders would help.

Also, intervening when kids are young may be a key, Smalley said. It is important to accurately diagnose ADHD and then use a "strength-based" approach to treating it: Build on the child's strengths, while treating the challenging aspects of the condition.

It is critical, she said, to recognize that just like everyone else, people with ADHD have strengths and weaknesses. "I believe this moves the challenge of ADHD into the community more, so that we work on ways to shift our educational systems, etc., to better deal with the large variety of learning styles among our children."

Fletcher and his colleagues recommend the use of intervention programs and evaluations for steering susceptible individuals away from crime.

"I think the need to increase access to treatments for those with ADHD symptoms would be a valuable policy goal," he said. "Access can come through schools, typically. But some schools might not have the resources to assist all children with ADHD symptoms."

Many children with the condition function normally most of the time, but experience high levels of impulsiveness sporadically, Fletcher said. "Treatments can be very effective if they are followed as prescribed and augmented with parental supervision and support."

Pass it on: Left untreated, ADHD may increase a person's tendency to criminal behavior.

This article was provided by MyHealthNewsDaily, a sister site to LiveScience.

LiveScience.com chronicles the daily advances and innovations made in science and technology. We take on the misconceptions that often pop up around scientific discoveries and deliver short, provocative explanations with a certain wit and style. Check out our science videos, Trivia & Quizzes and Top 10s. Join our community to debate hot-button issues like stem cells, climate change and evolution. You can also sign up for free newsletters, register for RSS feeds and get cool gadgets at the LiveScience Store.

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ADHD & Fetal Alcohol Syndrome: Similar But Different

Posted on: Friday, 17 December 2010, 07:39 CST

(Ivanhoe Newswire) – On the surface, children with fetal alcohol exposure and attention deficit hyperactivity disorder (ADHD) appear to have similar symptoms and issues, but this study shows that each disorder appears to affect different areas of the brain.

The researchers used number processing to show that difference in brain stimulation, and the results shows that the treatments for one might not be effective for the other, meaning there’s a need to create tailor-made interventions for each.

In children, the brain is in a constant state of flux as it analyzes and evaluates stimuli from the environment. Fetal alcohol exposure and ADHD represent two disorders that can affect children's ability to learn and process information from a very young age.

Both ADHD and fetal alcohol exposure are linked to poor academic performance in cognition and attention, so the researchers decided to try to pinpoint the exact brain areas affected by each disorder with the hope that this research could lead to the creation and development of new and improved treatments.

Joseph L. Jacobson, lead author of the study and Professor in the Department of Psychiatry and Behavioral Neurosciences at the Wayne State University School of Medicine, said that the goal of the study was to determine if alcohol-related deficits in magnitude comparison (the ability to mentally represent and evaluate relative quantities) seen in children with prenatal alcohol exposure would also be true for ADHD."We thought it very interesting that this is not the case,” acobson was quoted as saying. “The arithmetic deficit in ADHD is mediated primarily by poorer executive function and attention problems rather than magnitude comparison, which is more often impaired in children with fetal alcohol exposure."

The researchers assessed 262 African-American adolescents at 14 years of age. Their mothers were recruited during pregnancy and interviewed extensively regarding their use of alcohol to determine the amount of alcohol the child was exposed to prior to birth. The children were evaluated for ADHD symptoms at ages 7.5 and 14 by parent/guardian and teacher reports, and their number processing abilities were assessed at 14 years.

The results showed that children with fetal alcohol exposure demonstrated strong deficits in number comparison, while children with ADHD demonstrated deficits in attention and memory. Therefore, although number processing is affected in both ADHD and fetal alcohol exposure, the exact cause of the difficulties appears to be different.

SOURCE: Alcoholism: Clinical & Experimental Research, published online December 16, 2010

Source: Ivanhoe Newswire

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ADHD adults may turn to crime

Celebrity designer Ty Pennington is known for inspiring people with remodeled dream homes and providing tips for functional, stylish decor.

He is also one of millions of Americans who struggle with attention deficit hyperactivity disorder (ADHD). Other stars like game show host Howie Mandel and Olympic swimmer Michael Phelps have also wrestled with the condition throughout their lives.

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But for every person at the top of their game who successfully manages their ADHD, there are countless others who aren't able to. In fact, some with the condition may find themselves at the bottom of society — in prison.

The same mental process evident in people with ADHD may also be associated with a tendency to criminal behavior, some experts say. While the link between the two is not well understood, some researchers are calling for more attention to this problem. Otherwise, there may be high costs to society, they say.

"If ADHD is left untreated, there is a serious risk that long-term problems will maintain substance use, consolidate antisocial attitudes and lifestyles and reduce the potential for rehabilitation," wrote researchers Susan Young and Emily Goodwin in an editorial last month in the journal Expert Reviews of Neurotherapeutics.

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"Given that ADHD is a treatable condition with interventions available ... the enormity of this problem and its associated costs are too great to bear," the researchers said.

ADHD in prisons

ADHD is characterized by impulsive behavior, hyperactivity and inattention, making it difficult to function at home, school or other settings. In the United States, about 5.4 million children ages 4 to 17 were diagnosed with ADHD, and about 66 percent of those children were receiving treatment, as of 2007, according to a recent report by the Centers for Disease Control and Prevention.

Treatments for the condition include behavioral counseling, parent and/or school training and medications like the stimulant drugs Ritalin, Adderall and Vyvanse.

Boys suffer from the condition at higher rate than girls — 13.2 percent of boys have it, compared with 5.6 percent of girls, according to the CDC.

Recent studies of adult prisoners have shown that not only is ADHD more prevalent among those in prisons than in the general population, but also that within prisons, it's those with ADHD who seem to cause the most trouble, Goodwin and Young said.

Offenders with ADHD commit more violent acts and have higher levels of substance abuse than other prisoners, according to a study published in June in the Journal of Psychopharmacology. The study also found that having ADHD symptoms were the strongest predictor, followed by alcohol dependence, for violent behavior among the prisoners.

And the trouble may start early. Children with ADHD symptoms have a greater likelihood of committing criminal acts than other children, according to a 2009 study in the Journal of Mental Health Policy and Economics led by Jason Fletcher, an assistant professor of public health at the Yale University School of Public Health.

What makes some people with ADHD more prone to crime

There is no certainty that an adult with ADHD will engage in criminal acts, Fletcher said.

"Many people with ADHD do not commit crimes, so it is not deterministic," he  said.

However, ADHD does seem to be a risk factor for committing violent acts, Fletcher said.  In addition, for some adults with the condition, environmental triggers such as poverty could lead to similar criminal conduct among family members.

"Risky behaviors, including criminal behaviors, do seem to be associated within [families of people with ADHD]," Fletcher told MyHealthNewsDaily. "But the cause is unclear."

It may be that criminal behavior is more common among those with ADHD because they tend to have other personality disorders along with the condition. Oppositional deviant disorder (ODD) and conduct disorder are conditions often associated with ADHD, said Susan Smalley, a professor of psychiatry at the University of California, Los Angeles, and director of the Mindful Awareness Research Center there. People with conduct disorder may have antisocial behaviors, including criminal behaviors, she said.

In fact, several studies suggest that adults with ADHD who also have other conditions such as conduct disorder have a higher risk of criminal actions. Researchers at King's College London found that ADHD offenders were also more likely than others to have antisocial personality disorder, in which a person manipulates or violates the rights of others, according to a study published in October in the journal Expert Review of Neurotherapeutics.

What can be done for those prone to follow this path

Smalley and other researchers have suggested that expanding access to health care services for those with ADHD and other mental disorders would help.

Also, intervening when kids are young may be a key, Smalley said. It is important to accurately diagnose ADHD and then use a "strength-based" approach to treating it: Build on the child's strengths, while treating the challenging aspects of the condition.

It is critical, she said, to recognize that just like everyone else, people with ADHD have strengths and weaknesses. "I believe this moves the challenge of ADHD into the community more, so that we work on ways to shift our educational systems, etc., to better deal with the large variety of learning styles among our children."

Fletcher and his colleagues recommend the use of intervention programs and evaluations for steering susceptible individuals away from crime.

"I think the need to increase access to treatments for those with ADHD symptoms would be a valuable policy goal," he said. "Access can come through schools, typically. But some schools might not have the resources to assist all children with ADHD symptoms."

Many children with the condition function normally most of the time, but experience high levels of impulsiveness sporadically, Fletcher said. " Treatments can be very effective if they are followed as prescribed and augmented with parental supervision and support."

Pass it on: Left untreated, ADHD may increase a person's tendency to criminal behavior.

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