Rank #1: It’s A Miracle- We’re Back!!!
I’ve gotten a bunch of great and supportive emails from folks, letting me know they miss the show. And now that my book is finished, it’s time to dust off the microphones and hit Reboot!
While I can definitely say some tech problems helped delay our comeback, including an upgrade to Windows 7 and incompatible drivers essentially meaning I had to transfer all my files and gear over to my Mac, we’re back in the saddle again!
During the time off, the boys are further along in school, and I was asked by Jossey Bass to write a book. Together with Jenifer Fox, we’ve written The Differentiated Instruction Book of Lists, a book that helps teachers figure out ho to help differentiate instruction and personalize learning for all kids in the classroom. In addition to the book, we’ve put together a website on differentiation over at www.differentiatedinstruction.co, and we’d love to have you check it out!
This show willgive you the update on what’s been happening, and we’ll have my interview with Anne Ford and her great new book, A Special Mother, next week!
Thanks again for all your support and sorry for the extended holiday. If I’ve learned anything, it’s to never overlook your community.
Feel free to also connect with me on social networks- @ldpodcast on Twitter, and Whitney Hoffman on Facebook!
Click here to download the show, or find us over at iTunes!
Rank #2: Dale Brown, Part III
Click here to listen to Dale Brown, Part III
Rank #3: Dr. Richard Selznick- the Shut Down Learner
In the first part of our interview, we discuss how parents first come to see someone like Dr. Selznick. We discuss how much Moms tend to be the person who first thinks help is needed, and the Wheel of Professionals who each see the child through their own lens and perspective, but only the people at the hub of the wheel can see the whole child. We also discuss what a shut-down learner looks like, and that it's often an accumulation of many years of tension, anxiety and failures that tend to catch up with a child as they progress through school. Dr. Selznick sees lots of families in distress because of the constant battles about homework and school issues, with the underlying tension being caused by a child's learning disability and misunderstanding the cause of the problems.
Click here to listen to Dr Richard Selznick- the Shut Down Learner, Part I
Rank #4: Dale Brown- growing up LD Part II
In this show, we talk about how important it is for people to be able to tell others about their learning issues, both to seek help, and to help other people understand where they struggle, so people don't make false assumptions about what people may be doing to compensate for their own processing issues. We talk about trying to help people find ways to help themselves, and how to use these successes to help others.
We also talk about contextual learning, and how hard it is to judge how hard other people are working- and how hard these criticisms can be for kids.
Next time, we'll finish up with our interview with Dale, talking about LD Online, changes in the LD community, and how we need to start supporting the resources we can take for granted, because without support, they will start to disappear.
Click here to listen to Part II, Dale Brown
Rank #5: Dale Brown- Self Help for Learning Disabilities
In this three part series, Dale will tell us what it was like for her, to grow up with learning disabilities long before they were as widely recognized and understood; Starting the self help movement for people with learning disabilities, and working as the director for LD Online, the largest LD website online.
Click here to listen to Part 1, Dale Brown- Growing up LD
Rank #6: Kevin Carroll- Rules of the Red Rubber Ball Part 2- Fail Better
Great companies that focus on design and innovation like IDEO (known for the ipod, swiffer, and other great products) they start with Understanding the problem or situation at hand, followed by detailed Observation, Brainstorming and prototyping solutions. We have to remember this same process can work for organizing our kitchens; talking to our kids about getting a homework center that works with them rather than against them, or any other problem at hand. Innovation comes from creativity and being willing to take risks and as Kevin states, being willing to Fail Better than ever before.
Click here to listen or download Show 110- Kevin Carroll, Katalyst- Fail Better
Rank #7: Show #108 Dr. Stuart Brown Part II- Success, Practice, and Grandparents
I've also recently reworked my Guide for getting Good Grades into a PDF, available here for download.
The picture to the right is from our recent trip to the newly renovated Smithsonian Museum of American History, where they have a fantastic exhibit on science, invention and play. We have to remember that so much of an adult's later success can depend on what interests they developed in childhood. Our children, even if they struggle in some aspect of school, have many talents and areas where they are special. We need to find these, but moreover, give our children the opportunity to find these things on their own- to try, to experiment, to fail and to try again on their own.
That's what we can all learn from play, aside from the true joy it brings to our lives.
Click here to listen to Show #108- Dr. Stuart Brown- The Importance of Play
Rank #8: Show #106- Dr. Russell Barkley :Understanding ADHD
Kids with ADHD tend to be 30-40% delayed in developing executive functions, and if we can adjust our expectations of our children, setting expectations based not on their age but their developmental stage. By adjusting our expectations to what the child can actually do takes lots of stress, pain and unhappiness out of the often tense situation caused by ADHD and its performance problems.
Dr. Barkley is one of the most respected, internationally recognized experts in ADHD and is well known as the primary investigator in on of the longest continuous studies about ADHD known as the Milwaukee Study, following kids from childhood through age 28 (and the study continues to follow this cohort today.) Dr. Barkley's full credentials can be found on his informative website -you can find it at www.russellbarkley.org.
I've excerpted part of his credentials here for you:
After serving in the United States Air Force Dr. Barkley obtained his Bachelor's Degree with Honors in Psychology from the University of North Carolina at Chapel Hill in 1973. He then attended Bowling Green State University in Ohio where he received his Masters Degree in 1975 and his Ph.D. in 1977 in Clinical Psychology, receiving the Distinguished Dissertation Award for his research on the effects of medication on children with ADHD. He then attended the Oregon Health Sciences University for internship training in developmental, learning, and behavioral disorders of children. Thereafter, in 1977, he joined the Department of Neurology at the Medical College of Wisconsin (MCOW) and Milwaukee Children's Hospital where he worked in the Child Neurology Division and eventually founded the Neuropsychology Service at MCOW. He served as its Chief and as Associate Professor of Neurology until 1985. Dr. Barkley then relocated to the University of Massachusetts Medical School, where he served as the Director of Psychology and as a Professor of Psychiatry and Neurology (1985-2002). While there, he established the research clinics for both child and adult Attention Deficit Hyperactivity Disorders. In 2003, Dr. Barkley relocated to the Charleston, SC area where he became a Professor in the Department of Psychiatry at the Medical University of South Carolina. In 2005, he joined the faculty of the Department of Psychiatry at the SUNY Upstate Medical University in Syracuse, NY.
Dr. Barkley has been awarded a Diplomate (board certification) in three specialties, these being Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN, ABPP). He is a clinical scientist, educator, and practitioner who has authored, co-authored, or co-edited 20 books and clinical manuals. He has published more than 200 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders (see Publications). In 1993, he founded a bimonthly newsletter for clinical professionals, The ADHD Report (Guilford Publications). He has created seven professional videotapes on ADHD and defiant children, three of which have won national awards, including the 1992 and 1994 Golden Apple Award for educational videos from the National Education Association. Dr. Barkley has served on the editorial boards of 11 scientific journals and as a reviewer for numerous others. He was the President of the Section of Clinical Child Psychology, Division 12, of the American Psychological Association (1988), and was President of the International Society for Research in Child and Adolescent Psychopathology (1991).Also in today's show:
Please check out the dysTalk website, a UK based website dealing with dyslexia and other learning disabilities. Donna, a listener, particularly recommends the video on the Emotional Side of Dyslexia, and I have to agree that it's wonderful. Please send your recommendations, ideas and the like to us at LDpodcast@gmail.com and I'll feature them on the show!
Click here to listen to show #106- Dr. Russell Barkley, Part II
Rank #9: Dr. Russell Barkley- ADHD Insights, Part 1 Show #105
Back in November, I had a chance to sit down with the very well known Dr. Russell Barkley, one of the true giants in the field of ADHD research. Dr. Barkley is one of the principal investigators in the longest term study on ADHD to date known as the Milwaukee Study, following kids diagnosed with ADHD from childhood now through early adulthood.
In this first part of our two-part conversation, Dr. Barkley and I talk about:
- The History of ADHD
- Why it's so hard for people to accept that ADHD is a biologically based behavioral disorder, not just a result of poor parenting or bad social environments.
- When we understand the origins of ADHD, there's a change from moral indignation at behaviors to compassion when we realize that the child can't help some of their behaviors- it's due to their brain function and neurological reasons, not a wilful choice to annoy you.
- Kids to change over development- so while we don't care that a three year old has no sense of time, this is something that becomes crucial as kids get older and certainly for adults. What was always a problem remains, even though we might have expected that they would simply "outgrow" the issue over time. This the contours and problems of ADHD change over time and over development, and the diagnostic criteria are still a bit behind in adapting to our understanding of how the face of ADHD changes over the course of development.
- Skills build on top of one another, so weak skills early on get exacerbated over time.
- Brighter people with ADHD often figure out different ways to get the job done and it may take them longer; less bright may simply give up or avoid the task all together. It's easier to give into your ADHD than try to constantly compensate for it.
- Impairments are situation specific, even if symptoms remain the same, like putting a ramp in front of a building; You can arrange the environment to allow people with ADHD to be more successful and remove the disability, by working around their style- shorter bursts of work, over longer period of time, for example.
- Kids should be allowed to have a quality of life, too, and that play and socialization should be reason enough to let kids play versus have large amounts of homework every night.
Click here to listen to Show #105- Dr. Russell Barkley, Part 1
Rank #10: Show #104- Dr. Susan Johnson, Commonwealth Academy- Remediation and the Future of Education
Ultimately, I think we have to look at education as an important part of raising an educated public, and as a vital part of our national infrastructure. We have to decide if education is important, and if so, then we have to make the changes necessary to do it well. But the one thing we will never be able to get rid of is the importance of students feeling mentored and cared about on a personal level by their teachers. If we want this to happen, we have to be prepared to help create smaller and more intimate classrooms, where students and teachers get to know each other- because without this, education can be little more than an assembly lime disguised as a school.
I hope you enjoy today's show, and we'll be back to you next week!
Click here to Download Show#104- Susan Johnson- Remediation and the Future of Education