The little girl sitting on the consulting room table, Sara Miller, was solemn and plump, with brown hair cut in bangs. She and her mom, who looked a lot like her, were from a rural community about two hours away, referred by their local G.P.to the neurology clinic where I was doing my training. Because she was one of my
Terese Burk, MA Curriculum Development, joined the Rush NeuroBehavioral Center as an Education Specialist in July of 2011. Currently, Terese manages school partnerships in the Chicago land area and tutors students through RNBC’s clinical program. In the school setting, Terese works to incorporate RNBC’s Executive Functions Curriculum into the school curriculum. By supporting teachers with their implementation of Executive Functioning
Richard Drake, the father of my nine-year-old patient James, shifted irritably in his seat, as if the diagnosis I had just mentioned in relation to his son, Attention Deficit Disorder, was something the parent just couldn’t sit still for. “That makes no sense to me,” Mr. Drake burst out. “I know James has a problem. His teacher says if nothing
As the school year begins, most households will experience a change in their treasured “family” time. Evenings together that previously had been unstructured and relaxing are now dedicated to completing homework assignments. For parents of all children, and especially those with learning challenges, this nightly occurrence can be quite stressful. There are, however, many things parents can do to make
Recently my friend Sandra told me about her son Nate’s first day of kindergarten. She had done everything she could think of to prepare him. I had talked to her about gradually familiarizing him with the experience. They could begin by walking past the school and talking about what it would be like to go there. The next time, they
I’ve known Greg since he was a stocky third-grader with brown hair cut in bangs across his forehead. He was a cheerful, outgoing, talkative kid who had an unfailingly positive attitude despite the fact that he lost or forgot almost everything—coat, homework, library books, soccer shoes. He was always the child who didn’t have a pencil, who hadn’t read the
The start of another school year is just around the corner! Many children eagerly anticipate the excitement of filling up their book bag with school supplies, wearing new back-to-school clothes, and re-connecting with friends, but other children meet this time of year with dread, shame, and worry. School-based anxiety is a common issue facing children, adolescents, and their families. Parents
Joe is an 8 year-old boy who was referred to me by his 2nd grade teacher because of concerns about his classroom functioning. His teacher reported that Joe often does not seem to be paying attention, is behind his peers academically and has difficulty keeping himself organized. In addition, she reported that Joe frequently goes to the school nurse complaining
Recently I asked one of my young patients, “So how many days til the end of school?” “Fourteen and a half,” he said instantly. Many of the kids I treat really do count the days. The effort to produce academically when there’s a difficulty with learning or regulating behavior can push children to the limit. The relief of being free
Many schools conduct Annual Review meetings at the end of the school year, often during the month of May. The parent of a child with a disability is an integral part of the IEP team and should be in attendance at all Annual Review meetings. Several weeks before the Annual Review, a school representative will initiate this meeting by contacting