How Parents Can Help Children with ADHD Thrive in Friendships
Understanding and Supporting Girls with ADHD
As Many Parents Fret Over Remote Learning, Some Find Their Kids Are Thriving
How Remote Learning's Distractions Put Extra Pressure On Students With ADHD
Twice-Exceptional Students Find An Intellectual Oasis In Iowa
Most Kids On Medicaid Who Are Prescribed ADHD Drugs Don't Get Proper Follow-Up
How Schools Struggle to Serve Gifted Students with Disabilities
Five Ways to Help Children with ADHD Develop Their Strengths
How To Get Kids To Pay Attention
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ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Parental friendship coaching, a treatment model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","status":"publish","parent":0,"modified":1712104556,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1572},"headData":{"title":"How Parents Can Help Children with ADHD Thrive in Friendships | KQED","description":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Parents Can Help Children with ADHD Thrive in Friendships","datePublished":"2023-07-11T02:00:45.000Z","dateModified":"2024-04-03T00:35:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Vibrant” is how Caroline Poisson describes her seven-year-old son. “He’s incredible, enthusiastic and curious,” she said. “And then there’s a side of what we call kryptonite and we talk about his ADHD brain, where there are some things that are just really hard for him.” \u003c/span>\u003ca href=\"https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/\">\u003cspan style=\"font-weight: 400\">Like many kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","authors":["11721"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_20862","mindshift_20882","mindshift_20955","mindshift_21074","mindshift_21336","mindshift_20870","mindshift_20568","mindshift_290","mindshift_498","mindshift_20774","mindshift_943"],"featImg":"mindshift_61968","label":"mindshift"},"mindshift_61615":{"type":"posts","id":"mindshift_61615","meta":{"index":"posts_1591205157","site":"mindshift","id":"61615","score":null,"sort":[1684717248000]},"guestAuthors":[],"slug":"understanding-and-supporting-girls-with-adhd","title":"Understanding and Supporting Girls with ADHD","publishDate":1684717248,"format":"standard","headTitle":"Understanding and Supporting Girls with ADHD | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Attention Deficit Hyperactivity Disorder (ADHD) has long been associated with young boys, but \u003c/span>\u003ca href=\"https://adhdgirlsandwomen.org/wp-content/uploads/2022/05/Hinshaw_2021_Review.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research over the past four decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has revealed a hidden world of girls affected by the disorder. Almost 13% of men and boys \u003c/span>\u003ca href=\"https://www.cdc.gov/ncbddd/adhd/data.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared to 5.6% of women and girls. Girls are often misdiagnosed or underdiagnosed in part because parents and teachers are \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20183650/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to refer girls for treatment or diagnosis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s taken a long time for the medical field to catch up,” said \u003c/span>\u003ca href=\"https://psychology.berkeley.edu/people/stephen-hinshaw\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Stephen Hinshaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a clinical psychologist and researcher at University of California, Berkeley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw’s work highlights the importance of early identification and intervention for girls with ADHD. “There may be a hidden pattern marked by coping and compensation that over the years can become quite serious,” he said. Girls who go undiagnosed are more likely to “suffer in silence,” which may include a \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2021_OGrady-Hinshaw_BJPsych_LongTermOutcomesADHDSelfHarm.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher risk of self-harm and suicidal ideation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Hinshaw. Once diagnosed, medication management, parenting strategies and classroom accommodations can help girls with ADHD achieve academic success and better outcomes. “I think we need to pay attention to girls’ symptoms,” he said. “But it’s not like we need dramatically, magically different treatments for girls versus boys.” In a presentation at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Learning & the Brain’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Teaching Behaved Brains conference, Hinshaw shared practical solutions for supporting girls with ADHD so parents and educators alike can challenge stereotypes and embrace a holistic understanding of the disorder.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Different presentations, different medications\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">ADHD may present differently in boys and girls. For instance, boys often exhibit hyperactive and disruptive behaviors, while \u003c/span>\u003ca href=\"https://childmind.org/article/how-to-help-girls-with-adhd/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls tend to show more internalized symptoms like daydreaming and social withdrawal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which often fly under the radar. Girls with ADHD often face challenges in \u003c/span>\u003ca href=\"https://childmind.org/article/helping-girls-with-adhd-make-friends/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">making and keeping friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which can lead to feelings of isolation and negatively impact their self-esteem. In a study where \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1023/A:1020815814973\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Hinshaw observed girls with ADHD at a summer camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, more than three quarters of girls with ADHD had trouble making friends, compared to only\u003c/span>\u003ca href=\"https://www.cambridge.org/core/journals/development-and-psychopathology/article/abs/peer-relationships-in-boys-with-attentiondeficit-hyperactivity-disorder-with-and-without-comorbid-aggression/13AFD8E30C30ACE132FF7B1FE2A58D35\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 30-40% of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common medications for ADHD are stimulants like Adderall or Ritalin. They can help kids pay better attention in school, but they don’t really do much to help with social skills and friendships, Hinshaw said. Women have more side effects from stimulants than men and are more likely to respond to the non-stimulant alternative, according to Hinshaw. Non-stimulant medications \u003c/span>\u003ca href=\"https://childmind.org/article/what-are-nonstimulant-medications-for-adhd/#:~:text=The%20most%20commonly%20used%20nonstimulant,%2C%20Intuniv)%20are%20alpha%20agonists.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">like Atomoxetine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> treat ADHD symptoms, as well as reduce anxiety.\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition to medication, girls with ADHD are likely to benefit from peer support groups or mentorship programs. Parents and educators can also help by teaching social skills and providing opportunities for structured social interaction, such as\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10802-010-9403-4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> parent-assisted play dates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Girls with ADHD, compared to a neurotypical comparison group, had \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2022_Hinshaw-etal_JCPP_annualresearchreviewADHD.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more depression and anxiety,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more conduct problems – although they started later – more executive function deficits, lower achievement,” said Hinshaw. He suggested that clinicians should address comorbid mental health conditions when treating girls with ADHD.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Parenting and ADHD outcomes\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A child’s ADHD diagnosis can be stressful for parents, because some people mistakenly believe that ADHD is caused by poor parenting. That’s not the case; however, parenting can have a significant impact on outcomes for children with ADHD. “It’s time to radically accept that your daughter may not be exactly the kid you expected,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw highlighted the importance of parents helping girls with ADHD develop their passions, which can improve their self-esteem and increase their engagement in academic and social activities. Their interests can also be used to encourage specific positive behaviors. “They’re going to require more structure. They’re going to require more extrinsic reward. They’re going to require more understanding [from adults] to get them the skills to make it later in life,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw suggested that parents and children create a daily report card to set specific behavior goals. If the child meets the goals, the parent can give them a reward that is aligned with their interests. Dr. Hinshaw cautioned that when parents want to stop using a reward system, they should decrease rewards slowly. “Kids do really well with rewards and when you stop them, they go into extinction, and the behavior goes right back to baseline,” he warned.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Collaborate with teachers for consistent expectations\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coordination between home and school can reinforce positive behaviors and make expectations consistent. Hinshaw recommended that parents sit down with a behavioral specialist, their daughter and their daughter’s teacher to decide on two academic behaviors they’d like to improve. They may set a goal to come in from recess quietly or sit down in a reading circle for a set amount of time. Goals should be adjusted with progress. “[If] she’s sitting for an average of four minutes before she skips off, what’s your target next week with a reward system?” asked Hinshaw. “Seven minutes. And then nine. And then 10. Build slowly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a parent opts to use a reward system at home, they can work with a teacher to make sure the same reward system is used at school. For example, parents and teachers may share daily behavior report cards with each other, so that the achieved goals are cumulatively tallied at the end of the day. “One of the first goals for a daily report card is ‘Did that daily report card ever make it home in that backpack?’” said Hinshaw. He recalled that a colleague of his whose child has ADHD discovered an assignment from the beginning of the school year still in the child’s backpack at the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As more girls are diagnosed with ADHD, parents and teachers can help them manage their symptoms through tailored support, leading to success in school and beyond.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Dr. Stephen Hinshaw shares practical solutions for supporting girls with ADHD so parents and educators alike can challenge common stereotypes and embrace a more holistic understanding of the disorder.\r\n","status":"publish","parent":0,"modified":1713291306,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1017},"headData":{"title":"Understanding and Supporting Girls with ADHD | KQED","description":"Psychologist Stephen Hinshaw highlights the importance of early identification for girls with ADHD and shares advice for medication management and parenting strategies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Psychologist Stephen Hinshaw highlights the importance of early identification for girls with ADHD and shares advice for medication management and parenting strategies.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Understanding and Supporting Girls with ADHD","datePublished":"2023-05-22T01:00:48.000Z","dateModified":"2024-04-16T18:15:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61615/understanding-and-supporting-girls-with-adhd","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Attention Deficit Hyperactivity Disorder (ADHD) has long been associated with young boys, but \u003c/span>\u003ca href=\"https://adhdgirlsandwomen.org/wp-content/uploads/2022/05/Hinshaw_2021_Review.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research over the past four decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has revealed a hidden world of girls affected by the disorder. Almost 13% of men and boys \u003c/span>\u003ca href=\"https://www.cdc.gov/ncbddd/adhd/data.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared to 5.6% of women and girls. Girls are often misdiagnosed or underdiagnosed in part because parents and teachers are \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20183650/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to refer girls for treatment or diagnosis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s taken a long time for the medical field to catch up,” said \u003c/span>\u003ca href=\"https://psychology.berkeley.edu/people/stephen-hinshaw\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Stephen Hinshaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a clinical psychologist and researcher at University of California, Berkeley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw’s work highlights the importance of early identification and intervention for girls with ADHD. “There may be a hidden pattern marked by coping and compensation that over the years can become quite serious,” he said. Girls who go undiagnosed are more likely to “suffer in silence,” which may include a \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2021_OGrady-Hinshaw_BJPsych_LongTermOutcomesADHDSelfHarm.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher risk of self-harm and suicidal ideation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Hinshaw. Once diagnosed, medication management, parenting strategies and classroom accommodations can help girls with ADHD achieve academic success and better outcomes. “I think we need to pay attention to girls’ symptoms,” he said. “But it’s not like we need dramatically, magically different treatments for girls versus boys.” In a presentation at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Learning & the Brain’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Teaching Behaved Brains conference, Hinshaw shared practical solutions for supporting girls with ADHD so parents and educators alike can challenge stereotypes and embrace a holistic understanding of the disorder.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Different presentations, different medications\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">ADHD may present differently in boys and girls. For instance, boys often exhibit hyperactive and disruptive behaviors, while \u003c/span>\u003ca href=\"https://childmind.org/article/how-to-help-girls-with-adhd/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls tend to show more internalized symptoms like daydreaming and social withdrawal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which often fly under the radar. Girls with ADHD often face challenges in \u003c/span>\u003ca href=\"https://childmind.org/article/helping-girls-with-adhd-make-friends/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">making and keeping friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which can lead to feelings of isolation and negatively impact their self-esteem. In a study where \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1023/A:1020815814973\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Hinshaw observed girls with ADHD at a summer camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, more than three quarters of girls with ADHD had trouble making friends, compared to only\u003c/span>\u003ca href=\"https://www.cambridge.org/core/journals/development-and-psychopathology/article/abs/peer-relationships-in-boys-with-attentiondeficit-hyperactivity-disorder-with-and-without-comorbid-aggression/13AFD8E30C30ACE132FF7B1FE2A58D35\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 30-40% of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common medications for ADHD are stimulants like Adderall or Ritalin. They can help kids pay better attention in school, but they don’t really do much to help with social skills and friendships, Hinshaw said. Women have more side effects from stimulants than men and are more likely to respond to the non-stimulant alternative, according to Hinshaw. Non-stimulant medications \u003c/span>\u003ca href=\"https://childmind.org/article/what-are-nonstimulant-medications-for-adhd/#:~:text=The%20most%20commonly%20used%20nonstimulant,%2C%20Intuniv)%20are%20alpha%20agonists.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">like Atomoxetine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> treat ADHD symptoms, as well as reduce anxiety.\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition to medication, girls with ADHD are likely to benefit from peer support groups or mentorship programs. Parents and educators can also help by teaching social skills and providing opportunities for structured social interaction, such as\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10802-010-9403-4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> parent-assisted play dates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Girls with ADHD, compared to a neurotypical comparison group, had \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2022_Hinshaw-etal_JCPP_annualresearchreviewADHD.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more depression and anxiety,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more conduct problems – although they started later – more executive function deficits, lower achievement,” said Hinshaw. He suggested that clinicians should address comorbid mental health conditions when treating girls with ADHD.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Parenting and ADHD outcomes\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A child’s ADHD diagnosis can be stressful for parents, because some people mistakenly believe that ADHD is caused by poor parenting. That’s not the case; however, parenting can have a significant impact on outcomes for children with ADHD. “It’s time to radically accept that your daughter may not be exactly the kid you expected,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw highlighted the importance of parents helping girls with ADHD develop their passions, which can improve their self-esteem and increase their engagement in academic and social activities. Their interests can also be used to encourage specific positive behaviors. “They’re going to require more structure. They’re going to require more extrinsic reward. They’re going to require more understanding [from adults] to get them the skills to make it later in life,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw suggested that parents and children create a daily report card to set specific behavior goals. If the child meets the goals, the parent can give them a reward that is aligned with their interests. Dr. Hinshaw cautioned that when parents want to stop using a reward system, they should decrease rewards slowly. “Kids do really well with rewards and when you stop them, they go into extinction, and the behavior goes right back to baseline,” he warned.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Collaborate with teachers for consistent expectations\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coordination between home and school can reinforce positive behaviors and make expectations consistent. Hinshaw recommended that parents sit down with a behavioral specialist, their daughter and their daughter’s teacher to decide on two academic behaviors they’d like to improve. They may set a goal to come in from recess quietly or sit down in a reading circle for a set amount of time. Goals should be adjusted with progress. “[If] she’s sitting for an average of four minutes before she skips off, what’s your target next week with a reward system?” asked Hinshaw. “Seven minutes. And then nine. And then 10. Build slowly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a parent opts to use a reward system at home, they can work with a teacher to make sure the same reward system is used at school. For example, parents and teachers may share daily behavior report cards with each other, so that the achieved goals are cumulatively tallied at the end of the day. “One of the first goals for a daily report card is ‘Did that daily report card ever make it home in that backpack?’” said Hinshaw. He recalled that a colleague of his whose child has ADHD discovered an assignment from the beginning of the school year still in the child’s backpack at the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As more girls are diagnosed with ADHD, parents and teachers can help them manage their symptoms through tailored support, leading to success in school and beyond.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61615/understanding-and-supporting-girls-with-adhd","authors":["11721"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_20862","mindshift_21198","mindshift_21118","mindshift_21336","mindshift_20825","mindshift_20568","mindshift_381"],"featImg":"mindshift_61620","label":"mindshift"},"mindshift_57480":{"type":"posts","id":"mindshift_57480","meta":{"index":"posts_1591205157","site":"mindshift","id":"57480","score":null,"sort":[1615272473000]},"guestAuthors":[],"slug":"as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving","title":"As Many Parents Fret Over Remote Learning, Some Find Their Kids Are Thriving","publishDate":1615272473,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Bobby is a sixth grader at North Brookfield Elementary School in western Massachusetts. He's crazy about the Loch Ness monster. He's into math and Minecraft. And he likes online learning.\u003c/p>\n\u003cp>\"It's a lot easier to focus,\" he says. \"I can be in my room and be a lot more comfortable doing stuff.\"\u003c/p>\n\u003cp>President Biden has said that his goal is to have the \u003ca href=\"https://www.npr.org/2021/02/16/968547917/biden-says-he-wants-most-k-8-schools-open-5-days-a-week-by-his-first-100-days\">majority of K-8 schools operating in-person\u003c/a> by the end of his first 100 days in office.\u003c/p>\n\u003cp>That's a welcome goal for the many parents who worry about their children falling behind while learning virtually during the coronavirus pandemic. But some are realizing that their children do better in online school. By most accounts, it's the case for students who focus better when they are not around classmates.\u003c/p>\n\u003cp>Bobby has ADHD and sometimes gets seizures. (NPR isn't using last names to protect students' privacy.) This means that the 11-year-old often needs to take breaks from class, whether it is because of a seizure or just because he wants to walk around the room to get some of his energy out. Even though he already had some accommodations when school was in-person, online learning makes it easier for him to accommodate his own needs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another benefit for Bobby is that all his assignments, readings and instructions are laid out on his computer. His mother, Tashena Holmes, says that's because Bobby used to get into trouble for missing assignments.\u003c/p>\n\u003cp>\"Whereas with remote school, they usually send videos, so he can rewind it as much as he wants and all the information's right there so he can reread it,\" she says.\u003c/p>\n\u003cp>Andrea Parrish, a researcher at the Johns Hopkins School of Education and the director of development and learning systems at the IDEALS institute, says some parents of children with autism have reported that their children also do well online.\u003c/p>\n\u003cp>\"The social component is actually sort of taken out in a lot of ways,\" says Parrish, who works with students from vulnerable communities. \"There's not that expectation for face-to-face communication, so a lot of children enjoy it. They prefer it.\"\u003c/p>\n\u003cp>Parrish also says that for children to succeed in online school, they usually need to be able to recognize their needs and self-regulate, such as Bobby knowing he needs to get up and walk around every so often.\u003c/p>\n\u003cp>Some school districts are thinking about ways to accommodate such students when they return to in-person learning.\u003c/p>\n\u003cp>The Sioux City Community School District in Iowa is starting a permanent online learning program in the fall, and up to 1,000 children — 1 in 15 students — are expected to sign up for the first semester.\u003c/p>\n\u003cp>\"There's a great deal of excitement about this as a new option, a new possibility, for learning,\" says the district's superintendent, Paul Gausman.\u003c/p>\n\u003cp>Ava, 16, will be a senior next year and is one of the students signed up for the program. Like Bobby, she has ADHD and does better academically without the distractions of in-person schooling.\u003c/p>\n\u003cp>\"Before virtual, when I was in-person, I had almost all F's, but now since virtual I have all A's,\" she says.\u003c/p>\n\u003cp>Ava does miss her friends, but she and her family decided that her education is more important right now. And her family is incredibly proud of her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"She's just flying, soaring above what we had even imagined was possible,\" says her mother, Candas Mackie.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Many+Parents+Fret+Over+Remote+Learning%2C+Some+Find+Their+Kids+Are+Thriving&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"\"It's a lot easier to focus,\" says one sixth grader with ADHD. While some students fell behind while learning virtually during the pandemic, others focus better when they aren't around classmates.","status":"publish","parent":0,"modified":1615272473,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":603},"headData":{"title":"As Many Parents Fret Over Remote Learning, Some Find Their Kids Are Thriving - MindShift","description":""It's a lot easier to focus," says one sixth grader with ADHD. While some students fell behind while learning virtually during the pandemic, others focus better when they aren't around classmates.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"As Many Parents Fret Over Remote Learning, Some Find Their Kids Are Thriving","datePublished":"2021-03-09T06:47:53.000Z","dateModified":"2021-03-09T06:47:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57480 https://ww2.kqed.org/mindshift/?p=57480","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/08/as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving/","disqusTitle":"As Many Parents Fret Over Remote Learning, Some Find Their Kids Are Thriving","nprImageCredit":"Jessie Casson","nprByline":"Eva Tesfaye","nprImageAgency":"Getty Images","nprStoryId":"971457441","nprApiLink":"http://api.npr.org/query?id=971457441&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/08/971457441/as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving?ft=nprml&f=971457441","nprRetrievedStory":"1","nprPubDate":"Mon, 08 Mar 2021 08:10:00 -0500","nprStoryDate":"Mon, 08 Mar 2021 05:12:00 -0500","nprLastModifiedDate":"Mon, 08 Mar 2021 05:48:49 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/03/20210308_me_as_many_parents_fret_over_remote_learning_some_find_their_kids_are_thriving.mp3?orgId=1&topicId=1013&d=197&p=3&story=971457441&ft=nprml&f=971457441","nprAudioM3u":"http://api.npr.org/m3u/1974706037-609b0f.m3u?orgId=1&topicId=1013&d=197&p=3&story=971457441&ft=nprml&f=971457441","path":"/mindshift/57480/as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/03/20210308_me_as_many_parents_fret_over_remote_learning_some_find_their_kids_are_thriving.mp3?orgId=1&topicId=1013&d=197&p=3&story=971457441&ft=nprml&f=971457441","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bobby is a sixth grader at North Brookfield Elementary School in western Massachusetts. He's crazy about the Loch Ness monster. He's into math and Minecraft. And he likes online learning.\u003c/p>\n\u003cp>\"It's a lot easier to focus,\" he says. \"I can be in my room and be a lot more comfortable doing stuff.\"\u003c/p>\n\u003cp>President Biden has said that his goal is to have the \u003ca href=\"https://www.npr.org/2021/02/16/968547917/biden-says-he-wants-most-k-8-schools-open-5-days-a-week-by-his-first-100-days\">majority of K-8 schools operating in-person\u003c/a> by the end of his first 100 days in office.\u003c/p>\n\u003cp>That's a welcome goal for the many parents who worry about their children falling behind while learning virtually during the coronavirus pandemic. But some are realizing that their children do better in online school. By most accounts, it's the case for students who focus better when they are not around classmates.\u003c/p>\n\u003cp>Bobby has ADHD and sometimes gets seizures. (NPR isn't using last names to protect students' privacy.) This means that the 11-year-old often needs to take breaks from class, whether it is because of a seizure or just because he wants to walk around the room to get some of his energy out. Even though he already had some accommodations when school was in-person, online learning makes it easier for him to accommodate his own needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another benefit for Bobby is that all his assignments, readings and instructions are laid out on his computer. His mother, Tashena Holmes, says that's because Bobby used to get into trouble for missing assignments.\u003c/p>\n\u003cp>\"Whereas with remote school, they usually send videos, so he can rewind it as much as he wants and all the information's right there so he can reread it,\" she says.\u003c/p>\n\u003cp>Andrea Parrish, a researcher at the Johns Hopkins School of Education and the director of development and learning systems at the IDEALS institute, says some parents of children with autism have reported that their children also do well online.\u003c/p>\n\u003cp>\"The social component is actually sort of taken out in a lot of ways,\" says Parrish, who works with students from vulnerable communities. \"There's not that expectation for face-to-face communication, so a lot of children enjoy it. They prefer it.\"\u003c/p>\n\u003cp>Parrish also says that for children to succeed in online school, they usually need to be able to recognize their needs and self-regulate, such as Bobby knowing he needs to get up and walk around every so often.\u003c/p>\n\u003cp>Some school districts are thinking about ways to accommodate such students when they return to in-person learning.\u003c/p>\n\u003cp>The Sioux City Community School District in Iowa is starting a permanent online learning program in the fall, and up to 1,000 children — 1 in 15 students — are expected to sign up for the first semester.\u003c/p>\n\u003cp>\"There's a great deal of excitement about this as a new option, a new possibility, for learning,\" says the district's superintendent, Paul Gausman.\u003c/p>\n\u003cp>Ava, 16, will be a senior next year and is one of the students signed up for the program. Like Bobby, she has ADHD and does better academically without the distractions of in-person schooling.\u003c/p>\n\u003cp>\"Before virtual, when I was in-person, I had almost all F's, but now since virtual I have all A's,\" she says.\u003c/p>\n\u003cp>Ava does miss her friends, but she and her family decided that her education is more important right now. And her family is incredibly proud of her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"She's just flying, soaring above what we had even imagined was possible,\" says her mother, Candas Mackie.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Many+Parents+Fret+Over+Remote+Learning%2C+Some+Find+Their+Kids+Are+Thriving&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57480/as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving","authors":["byline_mindshift_57480"],"categories":["mindshift_21358"],"tags":["mindshift_20862","mindshift_358","mindshift_20865","mindshift_21347","mindshift_21359"],"featImg":"mindshift_57481","label":"mindshift"},"mindshift_56609":{"type":"posts","id":"mindshift_56609","meta":{"index":"posts_1591205157","site":"mindshift","id":"56609","score":null,"sort":[1599029638000]},"guestAuthors":[],"slug":"how-remote-learnings-distractions-put-extra-pressure-on-students-with-adhd","title":"How Remote Learning's Distractions Put Extra Pressure On Students With ADHD","publishDate":1599029638,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>COVID-19 forced Keriann Wilmot's son to trade his classroom for a computer. It was a tough transition for a 10-year-old with attention deficit hyperactivity disorder.\u003c/p>\n\u003cp>\"It was a different environment for him,\" Wilmot says. \"He wasn't used to this kind of work from school coming in the format of an email in his Chromebook every single day.\"\u003c/p>\n\u003cp>Her son would avoid math and writing and instead go straight to his favorite subjects: science and social studies. But even then, online assignments could be a problem.\u003c/p>\n\u003cp>\"There might be something when he opened it that was like a really pretty PDF that had lots of beautiful illustrations and fonts,\" Wilmot says. \"And he would look at it and just get overwhelmed and shut the laptop and walk away.\"\u003c/p>\n\u003cp>Wilmot was much better prepared than most parents to help her son. She'd spent 20 years as an occupational therapist who specializes in helping children with ADHD and other learning disabilities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Even so, working with her own child was tough.\u003c/p>\n\u003cp>\"It was a different environment for him, and he wasn't used to me asking him to do these activities,\" she says.\u003c/p>\n\u003cp>In the COVID-19 era, these are common experiences for parents of children with ADHD, says Haftan Eckholdt, a developmental psychologist and chief science officer at \u003ca href=\"https://www.understood.org/\">Understood\u003c/a>, a nonprofit that serves people who learn and think differently.\u003c/p>\n\u003cp>\"Most parents have jobs or they're looking for jobs,\" he says. \"Most households don't have a space that they can say, 'This is now your classroom — this is your space, and you'll have this and nothing else will happen here.' \"\u003c/p>\n\u003cp>And a typical home is full of distractions, Eckholdt says.\u003c/p>\n\u003cp>\"There are siblings and pets and all kinds of things going on, including parents,\" he says. \"So there are a lot of things that are novel and very challenging to kids with ADHD.\"\u003c/p>\n\u003cp>And there's no teacher in the room to counteract those distractions.\u003c/p>\n\u003cp>\"When I was in grade school, the teacher might actually come stand near me,\" Eckholdt says. \"That was a way for me to realize, oh right, here I am, I'm here.\"\u003c/p>\n\u003cp>Wilmot was able to provide a designated place for her son to do his schoolwork. But keeping him on track was a challenge.\u003c/p>\n\u003cp>She would get up at 6 a.m., open all her son's assignments on his laptop, and come up with a plan for how and when he would get them done. Then she'd start her own full-time job, working online with other people's children.\u003c/p>\n\u003cp>It was a lot. And at first, Wilmot didn't realize that her son was missing a critical part of school: recess and the physical activity that came with it.\u003c/p>\n\u003cp>At first, Wilmot asked her son to do his schoolwork before riding his bike. It was a big mistake.\u003c/p>\n\u003cp>\"He was like, 'Mom, I need the bike ride at the beginning of my day,' \" she says. \"And he was absolutely right.\"\u003c/p>\n\u003cp>Schools provide breaks that allow kids to \"release some of the energy and bounce off the walls,\" Eckholdt says. \"At home that has to become part of the schedule.\"\u003c/p>\n\u003cp>Despite the challenges, distance learning can work well for some students with ADHD, Eckholdt says.\u003c/p>\n\u003cp>\"There are certainly kids where not being around peers actually makes it easier for them to focus, and they feel like they have a lot more control and a lot less distraction,\" he says.\u003c/p>\n\u003cp>The different experiences with distance learning reflect the many variations of ADHD, says \u003ca href=\"https://www.urmc.rochester.edu/people/29722174-john-j-foxe\">John Foxe\u003c/a>, a neuroscientist at the University of Rochester and director of the Ernest J. Del Monte Institute for Neuroscience.\u003c/p>\n\u003cp>Foxe says scientists are just beginning to understand how the brains of young people with ADHD are different from those of other kids. But he says MRI scans show that children with ADHD do have something in common neurologically.\u003c/p>\n\u003cp>\"When we're recording these youngsters doing tasks in the magnet, what we find is that there are very clear differences in the engagement of the attention circuits,\" he says.\u003c/p>\n\u003cp>Those differences often make it even harder than it is for other children to overcome the urge to use the computer for fun, Foxe says.\u003c/p>\n\u003cp>\"A lot of kids with ADHD are spending a lot of time on screen time and video games at home at the moment but really struggling with the online lessons,\" he says. \"And that of course makes perfect sense, too, because one of the things about that kind of content is it's highly motivating.\"\u003c/p>\n\u003cp>It's hard for a teacher to compete with the excitement and rewards of a video game. And that's just one of the reason's many students with ADHD will continue to struggle with distance learning, Foxe says.\u003c/p>\n\u003cp>For children with more severe learning and intellectual disabilities, though, online classes just don't work, he says.\u003c/p>\n\u003cp>\"For those kids, sitting at home is a disaster, an absolute disaster,\" Foxe says. \"We need to get them back to school. But we have to do it safely.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Public health officials are still trying to figure out how to do that.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Remote+Learning%27s+Distractions+Put+Extra+Pressure+On+Students+With+ADHD&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"With less structure and supervision than is typically provided inside a classroom, remote classes lean hard on already stressed parents to help students with ADHD stay focused and engaged.","status":"publish","parent":0,"modified":1599029638,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":877},"headData":{"title":"How Remote Learning's Distractions Put Extra Pressure On Students With ADHD - MindShift","description":"With less structure and supervision than is typically provided inside a classroom, remote classes lean hard on already stressed parents to help students with ADHD stay focused and engaged.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Remote Learning's Distractions Put Extra Pressure On Students With ADHD","datePublished":"2020-09-02T06:53:58.000Z","dateModified":"2020-09-02T06:53:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56609 https://ww2.kqed.org/mindshift/?p=56609","disqusUrl":"https://ww2.kqed.org/mindshift/2020/09/01/how-remote-learnings-distractions-put-extra-pressure-on-students-with-adhd/","disqusTitle":"How Remote Learning's Distractions Put Extra Pressure On Students With ADHD","nprImageCredit":"Imgorthand","nprByline":"Jon Hamilton","nprImageAgency":"Getty Images","nprStoryId":"907995034","nprApiLink":"http://api.npr.org/query?id=907995034&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2020/09/01/907995034/remote-learnings-distractions-put-extra-pressure-on-students-with-adhd?ft=nprml&f=907995034","nprRetrievedStory":"1","nprPubDate":"Tue, 01 Sep 2020 05:00:00 -0400","nprStoryDate":"Tue, 01 Sep 2020 05:00:10 -0400","nprLastModifiedDate":"Tue, 01 Sep 2020 05:00:10 -0400","path":"/mindshift/56609/how-remote-learnings-distractions-put-extra-pressure-on-students-with-adhd","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>COVID-19 forced Keriann Wilmot's son to trade his classroom for a computer. It was a tough transition for a 10-year-old with attention deficit hyperactivity disorder.\u003c/p>\n\u003cp>\"It was a different environment for him,\" Wilmot says. \"He wasn't used to this kind of work from school coming in the format of an email in his Chromebook every single day.\"\u003c/p>\n\u003cp>Her son would avoid math and writing and instead go straight to his favorite subjects: science and social studies. But even then, online assignments could be a problem.\u003c/p>\n\u003cp>\"There might be something when he opened it that was like a really pretty PDF that had lots of beautiful illustrations and fonts,\" Wilmot says. \"And he would look at it and just get overwhelmed and shut the laptop and walk away.\"\u003c/p>\n\u003cp>Wilmot was much better prepared than most parents to help her son. She'd spent 20 years as an occupational therapist who specializes in helping children with ADHD and other learning disabilities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Even so, working with her own child was tough.\u003c/p>\n\u003cp>\"It was a different environment for him, and he wasn't used to me asking him to do these activities,\" she says.\u003c/p>\n\u003cp>In the COVID-19 era, these are common experiences for parents of children with ADHD, says Haftan Eckholdt, a developmental psychologist and chief science officer at \u003ca href=\"https://www.understood.org/\">Understood\u003c/a>, a nonprofit that serves people who learn and think differently.\u003c/p>\n\u003cp>\"Most parents have jobs or they're looking for jobs,\" he says. \"Most households don't have a space that they can say, 'This is now your classroom — this is your space, and you'll have this and nothing else will happen here.' \"\u003c/p>\n\u003cp>And a typical home is full of distractions, Eckholdt says.\u003c/p>\n\u003cp>\"There are siblings and pets and all kinds of things going on, including parents,\" he says. \"So there are a lot of things that are novel and very challenging to kids with ADHD.\"\u003c/p>\n\u003cp>And there's no teacher in the room to counteract those distractions.\u003c/p>\n\u003cp>\"When I was in grade school, the teacher might actually come stand near me,\" Eckholdt says. \"That was a way for me to realize, oh right, here I am, I'm here.\"\u003c/p>\n\u003cp>Wilmot was able to provide a designated place for her son to do his schoolwork. But keeping him on track was a challenge.\u003c/p>\n\u003cp>She would get up at 6 a.m., open all her son's assignments on his laptop, and come up with a plan for how and when he would get them done. Then she'd start her own full-time job, working online with other people's children.\u003c/p>\n\u003cp>It was a lot. And at first, Wilmot didn't realize that her son was missing a critical part of school: recess and the physical activity that came with it.\u003c/p>\n\u003cp>At first, Wilmot asked her son to do his schoolwork before riding his bike. It was a big mistake.\u003c/p>\n\u003cp>\"He was like, 'Mom, I need the bike ride at the beginning of my day,' \" she says. \"And he was absolutely right.\"\u003c/p>\n\u003cp>Schools provide breaks that allow kids to \"release some of the energy and bounce off the walls,\" Eckholdt says. \"At home that has to become part of the schedule.\"\u003c/p>\n\u003cp>Despite the challenges, distance learning can work well for some students with ADHD, Eckholdt says.\u003c/p>\n\u003cp>\"There are certainly kids where not being around peers actually makes it easier for them to focus, and they feel like they have a lot more control and a lot less distraction,\" he says.\u003c/p>\n\u003cp>The different experiences with distance learning reflect the many variations of ADHD, says \u003ca href=\"https://www.urmc.rochester.edu/people/29722174-john-j-foxe\">John Foxe\u003c/a>, a neuroscientist at the University of Rochester and director of the Ernest J. Del Monte Institute for Neuroscience.\u003c/p>\n\u003cp>Foxe says scientists are just beginning to understand how the brains of young people with ADHD are different from those of other kids. But he says MRI scans show that children with ADHD do have something in common neurologically.\u003c/p>\n\u003cp>\"When we're recording these youngsters doing tasks in the magnet, what we find is that there are very clear differences in the engagement of the attention circuits,\" he says.\u003c/p>\n\u003cp>Those differences often make it even harder than it is for other children to overcome the urge to use the computer for fun, Foxe says.\u003c/p>\n\u003cp>\"A lot of kids with ADHD are spending a lot of time on screen time and video games at home at the moment but really struggling with the online lessons,\" he says. \"And that of course makes perfect sense, too, because one of the things about that kind of content is it's highly motivating.\"\u003c/p>\n\u003cp>It's hard for a teacher to compete with the excitement and rewards of a video game. And that's just one of the reason's many students with ADHD will continue to struggle with distance learning, Foxe says.\u003c/p>\n\u003cp>For children with more severe learning and intellectual disabilities, though, online classes just don't work, he says.\u003c/p>\n\u003cp>\"For those kids, sitting at home is a disaster, an absolute disaster,\" Foxe says. \"We need to get them back to school. But we have to do it safely.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Public health officials are still trying to figure out how to do that.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Remote+Learning%27s+Distractions+Put+Extra+Pressure+On+Students+With+ADHD&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56609/how-remote-learnings-distractions-put-extra-pressure-on-students-with-adhd","authors":["byline_mindshift_56609"],"categories":["mindshift_21358"],"tags":["mindshift_20862","mindshift_21344","mindshift_21343","mindshift_358","mindshift_21073","mindshift_21347"],"featImg":"mindshift_56610","label":"mindshift"},"mindshift_54626":{"type":"posts","id":"mindshift_54626","meta":{"index":"posts_1591205157","site":"mindshift","id":"54626","score":null,"sort":[1571284762000]},"guestAuthors":[],"slug":"gifted-students-with-autism-find-an-intellectual-oasis-in-iowa","title":"Twice-Exceptional Students Find An Intellectual Oasis In Iowa","publishDate":1571284762,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators refer to teens like Alex as \"twice exceptional.\"\u003c/p>\n\u003cp>\"I have a large degree of skill in almost every subject of learning,\" says Alex, who is 16. \"But I also have autistic spectrum disorder.\"\u003c/p>\n\u003cp>For Alex, this dual identity has meant both opportunity and frustration.\u003c/p>\n\u003cp>He has skipped two grades so far, and began taking college math courses last year, when he was still 15. But when he was younger, Alex's underdeveloped social skills caused him a lot of grief.\u003c/p>\n\u003cp>\"I was constantly getting into fights and normally losing them,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the end of each school year, Alex didn't know what to do. \"I was always that one kid who was unhappy whenever summer vacation came around,\" he says.\u003c/p>\n\u003cp>That changed when Alex's parents learned about the the \u003ca href=\"https://belinblank.education.uiowa.edu/\">Belin-Blank Center\u003c/a> at the University of Iowa's College of Education.\u003c/p>\n\u003cp>Belin-Blank's mission is to identify and nurture young people who excel at math and science and the arts. And they have made a point of reaching out to, and accommodating, twice-exceptional kids.\u003c/p>\n\u003cp>The result, Alex says, are programs – many of which take place over the summer — where he has felt both challenged and comfortable.\u003c/p>\n\u003cp>\"Kids that go to the summer programs here tend to be more interested in sitting down and playing a game of chess or talking about the intricacies of a certain fantasy series,\" he says.\u003c/p>\n\u003cp>The term twice exceptional, or \"2e,\" applies to any student who is gifted and has some form of disability. Many, including the teens in this story, have autism. In order to protect their privacy, we're using only their first names.\u003c/p>\n\u003cp>Clark, who is 13, likes to write stories and computer code when he's not playing Minecraft or Fortnite.\u003c/p>\n\u003cp>But having autism makes talking to people a bit awkward, he says. It also affects how his mind works.\u003c/p>\n\u003cp>\"My thoughts are kind of like a disorganized bookshelf and maybe like books or thoughts that are scattered around the floor,\" he says.\u003c/p>\n\u003cp>But he can focus when he's writing or coding, which is what he did in a Belin-Blank class called robot theater. Clark spent a week writing a play and then programming robots to perform it.\u003c/p>\n\u003cp>\"It was about a young robot who wanted to be a gamer but couldn't because he didn't have any hands,\" Clark says.\u003c/p>\n\u003cp>Autism is just one of the challenges Clark has faced in life. He's also a cancer survivor.\u003c/p>\n\u003cp>But he doesn't mention either of those when I ask him to name a big obstacle he's overcome. Instead, he describes his difficulties programming the robot in his play to \"lift its arm and move at the same time.\"\u003c/p>\n\u003cp>Clark eventually figured that out. And his time at the university had an unexpected benefit.\u003c/p>\n\u003cp>\"My roommate, who stayed in the same room with me, he kind of became my friend a little,\" he says.\u003c/p>\n\u003cp>One reason the Belin-Blank sessions work for kids like Clark and Alex is professionals like \u003ca href=\"https://medicine.uiowa.edu/psychiatry/profile/hanna-stevens\">Dr. Hanna Stevens\u003c/a>, a child psychiatrist and developmental neuroscientist at the University of Iowa's Carver College of Medicine.\u003c/p>\n\u003cp>During the summer, Stevens mentors 10th and 11th graders selected by Belin-Blank in her lab, which studies the links between early brain development and disorders such as autism.\u003c/p>\n\u003cp>On the day I visit Stevens' lab, she's helping a 13-year-old student use a microscope to look for brain cell differences associated with autism.\u003c/p>\n\u003cp>Stevens is gentle but all business. \"Now fix your optimization of the histogram,\" she says. \"That'll get you closer.\"\u003c/p>\n\u003cp>This student is on the autism spectrum, though many others who've gone through the lab are not. And either way, Stevens say, the teens she works with spend six weeks doing hard-core science.\u003c/p>\n\u003cp>\"They've gathered some of the key pieces of data that we've used in some of our publications,\" she says. \"They've been authors on publications.\"\u003c/p>\n\u003cp>As a psychiatrist who sees children on the spectrum, Stevens is acutely aware of the challenges they face.\u003c/p>\n\u003cp>\"I see how disorders like autism spectrum disorder really can influence a person who has so many strengths,\" she says. \"But they also have a disability that keeps them from being able to tap into those strengths.\"\u003c/p>\n\u003cp>The programs run by Belin-Blank are designed to keep a disability from being a deal breaker.\u003c/p>\n\u003cp>Before a session, instructors and other staff get a packet filled with detailed advice on how to handle everything from bullying to personal space, to hygiene. Belin-Blank also offers counselors who can give advice or talk to a particular student.\u003c/p>\n\u003cp>But twice-exceptional students are never publicly identified, unless they do it themselves.\u003c/p>\n\u003cp>Even though the Belin-Blank center remains focused on the \"international gifted community\" as a whole, it has become something of a haven for people with autism spectrum disorder.\u003c/p>\n\u003cp>One reason for this is the center's director, \u003ca href=\"http://www2.education.uiowa.edu/html/iae/Pages/bio-assouline.html\">Susan Assouline\u003c/a>. She's a professor of school psychology at the university who has published a series of academic papers on giftedness and autism.\u003c/p>\n\u003cp>And people with autism who interact with Belin-Blank say Assouline works hard to ensure that they feel included and understood.\u003c/p>\n\u003cp>One of those people is Martika Theis. She's a double major in creative writing and computer science at the university who also works as a research assistant at the center's assessment and counseling clinic.\u003c/p>\n\u003cp>Theis was diagnosed with autism in high school, and spent years battling anxiety and depression related to the disorder.\u003c/p>\n\u003cp>She came to Iowa for its famed creative writing program. But a desire to do research on autism led her to Assouline, who eventually helped her get her research assistant job.\u003c/p>\n\u003cp>Soon after starting that job, Theis began reading the information packet given to staff and instructors who work with twice-exceptional students.\u003c/p>\n\u003cp>\"I felt as though I was going to cry,\" she says. \"It was just so insightful. All the things that I was sort of unconsciously desiring as a person on the spectrum, written out in front of me and promised to be provided to people like me.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Theis wishes she'd known about the center and its programs when she was in high school. Now, she says, \"I just want to help kids like me not have to go through the difficulties that I had.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Gifted+Students+With+Autism+Find+An+Intellectual+Oasis+In+Iowa&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A center at the University of Iowa is making sure that its programs for gifted teens include those with autism spectrum disorders. ","status":"publish","parent":0,"modified":1571350126,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1085},"headData":{"title":"Twice-Exceptional Students Find An Intellectual Oasis In Iowa | KQED","description":"A center at the University of Iowa is making sure that its programs for gifted teens include those with autism spectrum disorders. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Twice-Exceptional Students Find An Intellectual Oasis In Iowa","datePublished":"2019-10-17T03:59:22.000Z","dateModified":"2019-10-17T22:08:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54626 https://ww2.kqed.org/mindshift/?p=54626","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/16/gifted-students-with-autism-find-an-intellectual-oasis-in-iowa/","disqusTitle":"Twice-Exceptional Students Find An Intellectual Oasis In Iowa","nprByline":"Jon Hamilton","nprImageAgency":"Jeremy Leung for NPR","nprStoryId":"769397697","nprApiLink":"http://api.npr.org/query?id=769397697&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/10/16/769397697/gifted-students-with-autism-find-an-intellectual-oasis-in-iowa?ft=nprml&f=769397697","nprRetrievedStory":"1","nprPubDate":"Wed, 16 Oct 2019 21:03:00 -0400","nprStoryDate":"Wed, 16 Oct 2019 16:26:00 -0400","nprLastModifiedDate":"Thu, 17 Oct 2019 10:30:16 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/10/20191016_atc_gifted_students_with_autism_find_an_intellectual_oasis_in_iowa.mp3?orgId=1&topicId=1128&d=269&p=2&story=769397697&ft=nprml&f=769397697","nprAudioM3u":"http://api.npr.org/m3u/1770712270-f7d12d.m3u?orgId=1&topicId=1128&d=269&p=2&story=769397697&ft=nprml&f=769397697","audioTrackLength":269,"path":"/mindshift/54626/gifted-students-with-autism-find-an-intellectual-oasis-in-iowa","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/10/20191016_atc_gifted_students_with_autism_find_an_intellectual_oasis_in_iowa.mp3?orgId=1&topicId=1128&d=269&p=2&story=769397697&ft=nprml&f=769397697","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators refer to teens like Alex as \"twice exceptional.\"\u003c/p>\n\u003cp>\"I have a large degree of skill in almost every subject of learning,\" says Alex, who is 16. \"But I also have autistic spectrum disorder.\"\u003c/p>\n\u003cp>For Alex, this dual identity has meant both opportunity and frustration.\u003c/p>\n\u003cp>He has skipped two grades so far, and began taking college math courses last year, when he was still 15. But when he was younger, Alex's underdeveloped social skills caused him a lot of grief.\u003c/p>\n\u003cp>\"I was constantly getting into fights and normally losing them,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the end of each school year, Alex didn't know what to do. \"I was always that one kid who was unhappy whenever summer vacation came around,\" he says.\u003c/p>\n\u003cp>That changed when Alex's parents learned about the the \u003ca href=\"https://belinblank.education.uiowa.edu/\">Belin-Blank Center\u003c/a> at the University of Iowa's College of Education.\u003c/p>\n\u003cp>Belin-Blank's mission is to identify and nurture young people who excel at math and science and the arts. And they have made a point of reaching out to, and accommodating, twice-exceptional kids.\u003c/p>\n\u003cp>The result, Alex says, are programs – many of which take place over the summer — where he has felt both challenged and comfortable.\u003c/p>\n\u003cp>\"Kids that go to the summer programs here tend to be more interested in sitting down and playing a game of chess or talking about the intricacies of a certain fantasy series,\" he says.\u003c/p>\n\u003cp>The term twice exceptional, or \"2e,\" applies to any student who is gifted and has some form of disability. Many, including the teens in this story, have autism. In order to protect their privacy, we're using only their first names.\u003c/p>\n\u003cp>Clark, who is 13, likes to write stories and computer code when he's not playing Minecraft or Fortnite.\u003c/p>\n\u003cp>But having autism makes talking to people a bit awkward, he says. It also affects how his mind works.\u003c/p>\n\u003cp>\"My thoughts are kind of like a disorganized bookshelf and maybe like books or thoughts that are scattered around the floor,\" he says.\u003c/p>\n\u003cp>But he can focus when he's writing or coding, which is what he did in a Belin-Blank class called robot theater. Clark spent a week writing a play and then programming robots to perform it.\u003c/p>\n\u003cp>\"It was about a young robot who wanted to be a gamer but couldn't because he didn't have any hands,\" Clark says.\u003c/p>\n\u003cp>Autism is just one of the challenges Clark has faced in life. He's also a cancer survivor.\u003c/p>\n\u003cp>But he doesn't mention either of those when I ask him to name a big obstacle he's overcome. Instead, he describes his difficulties programming the robot in his play to \"lift its arm and move at the same time.\"\u003c/p>\n\u003cp>Clark eventually figured that out. And his time at the university had an unexpected benefit.\u003c/p>\n\u003cp>\"My roommate, who stayed in the same room with me, he kind of became my friend a little,\" he says.\u003c/p>\n\u003cp>One reason the Belin-Blank sessions work for kids like Clark and Alex is professionals like \u003ca href=\"https://medicine.uiowa.edu/psychiatry/profile/hanna-stevens\">Dr. Hanna Stevens\u003c/a>, a child psychiatrist and developmental neuroscientist at the University of Iowa's Carver College of Medicine.\u003c/p>\n\u003cp>During the summer, Stevens mentors 10th and 11th graders selected by Belin-Blank in her lab, which studies the links between early brain development and disorders such as autism.\u003c/p>\n\u003cp>On the day I visit Stevens' lab, she's helping a 13-year-old student use a microscope to look for brain cell differences associated with autism.\u003c/p>\n\u003cp>Stevens is gentle but all business. \"Now fix your optimization of the histogram,\" she says. \"That'll get you closer.\"\u003c/p>\n\u003cp>This student is on the autism spectrum, though many others who've gone through the lab are not. And either way, Stevens say, the teens she works with spend six weeks doing hard-core science.\u003c/p>\n\u003cp>\"They've gathered some of the key pieces of data that we've used in some of our publications,\" she says. \"They've been authors on publications.\"\u003c/p>\n\u003cp>As a psychiatrist who sees children on the spectrum, Stevens is acutely aware of the challenges they face.\u003c/p>\n\u003cp>\"I see how disorders like autism spectrum disorder really can influence a person who has so many strengths,\" she says. \"But they also have a disability that keeps them from being able to tap into those strengths.\"\u003c/p>\n\u003cp>The programs run by Belin-Blank are designed to keep a disability from being a deal breaker.\u003c/p>\n\u003cp>Before a session, instructors and other staff get a packet filled with detailed advice on how to handle everything from bullying to personal space, to hygiene. Belin-Blank also offers counselors who can give advice or talk to a particular student.\u003c/p>\n\u003cp>But twice-exceptional students are never publicly identified, unless they do it themselves.\u003c/p>\n\u003cp>Even though the Belin-Blank center remains focused on the \"international gifted community\" as a whole, it has become something of a haven for people with autism spectrum disorder.\u003c/p>\n\u003cp>One reason for this is the center's director, \u003ca href=\"http://www2.education.uiowa.edu/html/iae/Pages/bio-assouline.html\">Susan Assouline\u003c/a>. She's a professor of school psychology at the university who has published a series of academic papers on giftedness and autism.\u003c/p>\n\u003cp>And people with autism who interact with Belin-Blank say Assouline works hard to ensure that they feel included and understood.\u003c/p>\n\u003cp>One of those people is Martika Theis. She's a double major in creative writing and computer science at the university who also works as a research assistant at the center's assessment and counseling clinic.\u003c/p>\n\u003cp>Theis was diagnosed with autism in high school, and spent years battling anxiety and depression related to the disorder.\u003c/p>\n\u003cp>She came to Iowa for its famed creative writing program. But a desire to do research on autism led her to Assouline, who eventually helped her get her research assistant job.\u003c/p>\n\u003cp>Soon after starting that job, Theis began reading the information packet given to staff and instructors who work with twice-exceptional students.\u003c/p>\n\u003cp>\"I felt as though I was going to cry,\" she says. \"It was just so insightful. All the things that I was sort of unconsciously desiring as a person on the spectrum, written out in front of me and promised to be provided to people like me.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Theis wishes she'd known about the center and its programs when she was in high school. Now, she says, \"I just want to help kids like me not have to go through the difficulties that I had.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Gifted+Students+With+Autism+Find+An+Intellectual+Oasis+In+Iowa&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54626/gifted-students-with-autism-find-an-intellectual-oasis-in-iowa","authors":["byline_mindshift_54626"],"categories":["mindshift_192"],"tags":["mindshift_21297","mindshift_20862","mindshift_184","mindshift_20784","mindshift_1040","mindshift_21192"],"featImg":"mindshift_54627","label":"mindshift"},"mindshift_54165":{"type":"posts","id":"mindshift_54165","meta":{"index":"posts_1591205157","site":"mindshift","id":"54165","score":null,"sort":[1565936245000]},"guestAuthors":[],"slug":"most-kids-on-medicaid-who-are-prescribed-adhd-drugs-dont-get-proper-follow-up","title":"Most Kids On Medicaid Who Are Prescribed ADHD Drugs Don't Get Proper Follow-Up","publishDate":1565936245,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Most children enrolled in Medicaid who get a diagnosis of attention deficit hyperactivity disorder don't get timely or appropriate treatment afterward. That's the conclusion of a \u003ca href=\"https://oig.hhs.gov/oei/reports/oei-07-17-00170.pdf\">report published Thursday\u003c/a> by a federal watchdog agency, the Department of Health and Human Services' Office of Inspector General.\u003c/p>\n\u003cp>\"Nationwide, there were 500,000 Medicaid-enrolled children newly prescribed an ADHD medication who did not receive any timely follow-up care,\" says Brian Whitley, a regional inspector general with OIG. The report analyzed Medicaid claims data from 2014 and 2015.\u003c/p>\n\u003cp>Those kids didn't see a health care provider regarding their ADHD within a month of being prescribed the medication, though \u003ca href=\"https://pediatrics.aappublications.org/content/128/5/1007\">pediatric guidelines\u003c/a> recommend that, he says. And one in five of those children didn't get the two additional check-ins with a doctor they should get within a year.\u003c/p>\n\u003cp>\"That's a long time to be on powerful medications without a practitioner checking for side effects or to see how well the medication is working,\" Whitley says. Additionally, according to the OIG report, \"Nearly half of Medicaid-enrolled children who were newly prescribed an ADHD medication did not receive behavioral therapy,\" though that, too, is recommended by pediatricians.\u003c/p>\n\u003cp>Elizabeth Cavey, who lives with her family in Arlington, Va., knows just how important it is to get a child with ADHD \u003ca href=\"https://pediatrics.aappublications.org/content/128/5/1007\">accurately diagnosed and treated\u003c/a>. Kindergarten, Cavey says, was a disaster for her daughter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"She was constantly being reprimanded and forced to sit still,\" Cavey recalls. \"And she's a bright child, but she kept falling further and further behind in learning letters and language, because she could not concentrate.\"\u003c/p>\n\u003cp>The pressure and stress took its toll. Her 5-year-old daughter became anxious and depressed. Cavey says school was a constant struggle. Then, on the last day of kindergarten, her daughter was finally diagnosed with ADHD.\u003c/p>\n\u003cp>She was prescribed medication, talked with doctors and qualified for special help at school — a great relief to the family. And when her daughter (who's now about to start eighth grade) was entering first grade, the teachers were better prepared to help her.\u003c/p>\n\u003cp>\"She would have teachers that could tell when she was just overwhelmed,\" Cavey says. \"And when something was really hard ... they'd say, 'Let's go get a drink of water,' and they'd walk down the hall. They could get her back and focused and on task.\"\u003c/p>\n\u003cp>Children on Medicaid are supposed to get that same sort of supervised care and help, Whitley says.\u003c/p>\n\u003cp>\"Our mission is to make sure that beneficiaries have access to quality services,\" he says.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cincinnatichildrens.org/bio/f/tanya-froehlich\">Tanya E. Froehlich\u003c/a>, a developmental and behavioral pediatrician with Cincinnati Children's Hospital, says it's particularly crucial to closely monitor any child who is on medication. It can take months, she says, to determine the exact right dose — one that achieves results without side effects.\u003c/p>\n\u003cp>\"We start at the lowest possible dose, and in many cases that low dose isn't effective,\" she says, \"and we have to titrate upward for them to get benefit.\" If children don't see a practitioner soon after diagnosis and at least a couple of times more that year, those medication adjustments don't happen, she adds.\u003c/p>\n\u003cp>Side effects of ADHD medication can include changes in appetite and sleep or headaches, stomachaches and changes in mood, such as irritability or anxiety. In rare cases, the medicines can increase blood pressure or heart rate.\u003c/p>\n\u003cp>The OIG report didn't explore why children don't receive timely care.\u003c/p>\n\u003cp>The other unfortunate finding of the report, says Froehlich, is that a significant number of children prescribed ADHD medication did not also receive behavioral therapy. When kids are treated with both medication and therapy, they have \"the very best outcomes,\" she says. They go on to have fewer conflicts with parents, exhibit fewer oppositional behaviors and less aggression, have fewer academic difficulties and display better social skills.\u003c/p>\n\u003cp>For children in primary school, behavioral therapy tends to focus on the family, teaching adults how to set structured routines for the child — such as consistent wake-up times, consistent mealtimes and consistent bedtimes. Family behavioral therapy teaches parents and caregivers how to reward children for successes, such as getting their homework done on time.\u003c/p>\n\u003cp>\"Maybe they have 15 minutes of special time with their parents as a reward,\" Froehlich says, or maybe they get to be the one who chooses the TV show that they watch together.\u003c/p>\n\u003cp>As the children get older, the therapy helps teach them organizational skills, such as using a planner and a timer to help stay on top of homework.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In a written statement that accompanied the formal OIG report, Medicaid officials say they agree with the report's recommendations — that Medicaid develop strategies for more effective treatment for children who have ADHD and that it help states provide better and more timely follow-up care.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Most+Kids+On+Medicaid+Who+Are+Prescribed+ADHD+Drugs+Don%27t+Get+Proper+Follow-Up&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An inspector general report from the Department of Health and Human Services found that 100,000 kids who were newly prescribed ADHD medication didn't see a care provider for months afterward.","status":"publish","parent":0,"modified":1565939735,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":830},"headData":{"title":"Most Kids On Medicaid Who Are Prescribed ADHD Drugs Don't Get Proper Follow-Up | KQED","description":"An inspector general report from the Department of Health and Human Services found that 100,000 kids who were newly prescribed ADHD medication didn't see a care provider for months afterward.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Most Kids On Medicaid Who Are Prescribed ADHD Drugs Don't Get Proper Follow-Up","datePublished":"2019-08-16T06:17:25.000Z","dateModified":"2019-08-16T07:15:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54165 https://ww2.kqed.org/mindshift/?p=54165","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/15/most-kids-on-medicaid-who-are-prescribed-adhd-drugs-dont-get-proper-follow-up/","disqusTitle":"Most Kids On Medicaid Who Are Prescribed ADHD Drugs Don't Get Proper Follow-Up","nprByline":"Patti Neighmond","path":"/mindshift/54165/most-kids-on-medicaid-who-are-prescribed-adhd-drugs-dont-get-proper-follow-up","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most children enrolled in Medicaid who get a diagnosis of attention deficit hyperactivity disorder don't get timely or appropriate treatment afterward. That's the conclusion of a \u003ca href=\"https://oig.hhs.gov/oei/reports/oei-07-17-00170.pdf\">report published Thursday\u003c/a> by a federal watchdog agency, the Department of Health and Human Services' Office of Inspector General.\u003c/p>\n\u003cp>\"Nationwide, there were 500,000 Medicaid-enrolled children newly prescribed an ADHD medication who did not receive any timely follow-up care,\" says Brian Whitley, a regional inspector general with OIG. The report analyzed Medicaid claims data from 2014 and 2015.\u003c/p>\n\u003cp>Those kids didn't see a health care provider regarding their ADHD within a month of being prescribed the medication, though \u003ca href=\"https://pediatrics.aappublications.org/content/128/5/1007\">pediatric guidelines\u003c/a> recommend that, he says. And one in five of those children didn't get the two additional check-ins with a doctor they should get within a year.\u003c/p>\n\u003cp>\"That's a long time to be on powerful medications without a practitioner checking for side effects or to see how well the medication is working,\" Whitley says. Additionally, according to the OIG report, \"Nearly half of Medicaid-enrolled children who were newly prescribed an ADHD medication did not receive behavioral therapy,\" though that, too, is recommended by pediatricians.\u003c/p>\n\u003cp>Elizabeth Cavey, who lives with her family in Arlington, Va., knows just how important it is to get a child with ADHD \u003ca href=\"https://pediatrics.aappublications.org/content/128/5/1007\">accurately diagnosed and treated\u003c/a>. Kindergarten, Cavey says, was a disaster for her daughter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"She was constantly being reprimanded and forced to sit still,\" Cavey recalls. \"And she's a bright child, but she kept falling further and further behind in learning letters and language, because she could not concentrate.\"\u003c/p>\n\u003cp>The pressure and stress took its toll. Her 5-year-old daughter became anxious and depressed. Cavey says school was a constant struggle. Then, on the last day of kindergarten, her daughter was finally diagnosed with ADHD.\u003c/p>\n\u003cp>She was prescribed medication, talked with doctors and qualified for special help at school — a great relief to the family. And when her daughter (who's now about to start eighth grade) was entering first grade, the teachers were better prepared to help her.\u003c/p>\n\u003cp>\"She would have teachers that could tell when she was just overwhelmed,\" Cavey says. \"And when something was really hard ... they'd say, 'Let's go get a drink of water,' and they'd walk down the hall. They could get her back and focused and on task.\"\u003c/p>\n\u003cp>Children on Medicaid are supposed to get that same sort of supervised care and help, Whitley says.\u003c/p>\n\u003cp>\"Our mission is to make sure that beneficiaries have access to quality services,\" he says.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cincinnatichildrens.org/bio/f/tanya-froehlich\">Tanya E. Froehlich\u003c/a>, a developmental and behavioral pediatrician with Cincinnati Children's Hospital, says it's particularly crucial to closely monitor any child who is on medication. It can take months, she says, to determine the exact right dose — one that achieves results without side effects.\u003c/p>\n\u003cp>\"We start at the lowest possible dose, and in many cases that low dose isn't effective,\" she says, \"and we have to titrate upward for them to get benefit.\" If children don't see a practitioner soon after diagnosis and at least a couple of times more that year, those medication adjustments don't happen, she adds.\u003c/p>\n\u003cp>Side effects of ADHD medication can include changes in appetite and sleep or headaches, stomachaches and changes in mood, such as irritability or anxiety. In rare cases, the medicines can increase blood pressure or heart rate.\u003c/p>\n\u003cp>The OIG report didn't explore why children don't receive timely care.\u003c/p>\n\u003cp>The other unfortunate finding of the report, says Froehlich, is that a significant number of children prescribed ADHD medication did not also receive behavioral therapy. When kids are treated with both medication and therapy, they have \"the very best outcomes,\" she says. They go on to have fewer conflicts with parents, exhibit fewer oppositional behaviors and less aggression, have fewer academic difficulties and display better social skills.\u003c/p>\n\u003cp>For children in primary school, behavioral therapy tends to focus on the family, teaching adults how to set structured routines for the child — such as consistent wake-up times, consistent mealtimes and consistent bedtimes. Family behavioral therapy teaches parents and caregivers how to reward children for successes, such as getting their homework done on time.\u003c/p>\n\u003cp>\"Maybe they have 15 minutes of special time with their parents as a reward,\" Froehlich says, or maybe they get to be the one who chooses the TV show that they watch together.\u003c/p>\n\u003cp>As the children get older, the therapy helps teach them organizational skills, such as using a planner and a timer to help stay on top of homework.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In a written statement that accompanied the formal OIG report, Medicaid officials say they agree with the report's recommendations — that Medicaid develop strategies for more effective treatment for children who have ADHD and that it help states provide better and more timely follow-up care.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Most+Kids+On+Medicaid+Who+Are+Prescribed+ADHD+Drugs+Don%27t+Get+Proper+Follow-Up&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54165/most-kids-on-medicaid-who-are-prescribed-adhd-drugs-dont-get-proper-follow-up","authors":["byline_mindshift_54165"],"categories":["mindshift_192"],"tags":["mindshift_20862","mindshift_21198","mindshift_20784","mindshift_1040"],"featImg":"mindshift_54170","label":"mindshift"},"mindshift_53602":{"type":"posts","id":"mindshift_53602","meta":{"index":"posts_1591205157","site":"mindshift","id":"53602","score":null,"sort":[1557129812000]},"guestAuthors":[],"slug":"how-schools-struggle-to-serve-gifted-students-with-disabilities","title":"How Schools Struggle to Serve Gifted Students with Disabilities","publishDate":1557129812,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>This story about\u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=pFnPV1cGZow_PMTRG1KYG3vEM78SYy9ekGeoZT-O2WHHCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fdIioCR6LWDuvD8KGF9Sc1h%3fdomain%3dhechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> twice exceptional students\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=A-QC5MpH39LVS1apI7scl39w6bZeqJH3lADvoulhZtfHCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fQHYfCVON1KCxn142hzCBLS%3fdomain%3dhechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=8yIcR1ER8yZzRFm6I6IteT6MTjDQ5ZEM_pEYftHFZR7HCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fknP4CW682Xu5Lvp6iKPmL-%3fdomain%3dus2.list-manage.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>NEW YORK — To Eva Santiago, her son’s education has always felt like an impossible dilemma.\u003c/p>\n\u003cp>Before elementary school, the boy was diagnosed with autism, ADHD and anxiety, and in kindergarten he was placed in a small, self-contained class for kids with disabilities.\u003c/p>\n\u003cp>But he was articulate and curious, so when he was 6, Santiago took him to be tested for the city’s exclusive gifted-and-talented program. She was pleased when his score earned him one of the coveted spots.\u003c/p>\n\u003cp>But in his larger gifted-and-talented class, he became anxious and easily upset. He fought with students and teachers and spent most of the school day roaming the halls. After he kicked a security guard and the school called the police, Santiago said, she begged administrators to return him to a self-contained class. There, at least, his teachers could manage his behavioral challenges — even if it meant he breezed through his school work and learned little.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Other kids would still be doing the assignments and he would be done,” recalled Santiago. “He just didn’t know what to do with himself.”\u003c/p>\n\u003cp>The boy’s experience is typical for a category of students known as “twice exceptional,” or 2e. These kids — believed to make up at least \u003ca href=\"http://www.nea.org/assets/docs/twiceexceptional.pdf\">6 percent of students\u003c/a> who have a disability — have high academic aptitude but struggle with ADHD, mild autism, dyslexia or other learning and behavioral challenges.* They are notoriously difficult for schools to serve effectively for two reasons, say advocates, parents and some educators. Often, their intelligence masks their disability, so they are never assessed for special education or don’t receive the services best suited for them. In other cases, they’re placed in special education classes tailored to their disability but grade levels behind the school work they’re capable of.\u003c/p>\n\u003cp>“We see kids whose challenges don’t show up on their report card, so they aren’t getting services,” said Jennifer Choi, a parent and founder of the advocacy group 2eNYC and a trustee of the nonprofit Twice Exceptional Children’s Advocacy. “And we see kids who are gifted, but they also have a disability, who lose the ability to participate in any sort of accelerated program because those programs often decline to provide special education services.”\u003c/p>\n\u003cp>But a handful of school systems across the country are searching for better ways to accommodate bright students with disabilities. Colorado trains teachers across the state in \u003ca href=\"https://www.cde.state.co.us/gt/summer20182e\">twice exceptionality\u003c/a>, for example, while Montgomery County, Maryland, is perhaps the only school district to offer \u003ca href=\"https://www.montgomeryschoolsmd.org/curriculum/enriched/gtld/\">self-contained classes\u003c/a> for students in elementary school who need both an accelerated curriculum and more support than they would receive in a mainstream classroom.\u003c/p>\n\u003cp>Now parent activists in New York City are fighting to get the country’s largest school system to be more responsive to 2e students. Last fall, after Choi’s group presented the New York City Department of Education with a survey of more than 500 parents that described the challenges facing 2e students, the agency began to offer training to staff in gifted-and-talented programs on how to work more effectively with students who have ADHD. In the last few years, three of the city’s most selective public high schools — Brooklyn Technical, Bard College and Townshend Harris — have sent teachers to learn about twice exceptionality from employees of the Quad Preparatory School, a six-year-old private school that focuses on educating these students. And in New York state, lawmakers \u003ca href=\"https://www.nysenate.gov/legislation/bills/2017/s3812\">introduced\u003c/a> \u003ca href=\"https://www.nysenate.gov/legislation/bills/2017/S3814\">bills\u003c/a> in 2017 that would require teacher training about twice exceptionality and programming for twice exceptional students.\u003c/p>\n\u003cp>“We’re committed to meeting the unique needs of our students with disabilities, including those pursuing accelerated programs,” the city Department of Education said in a statement. “We hold trainings for school staff and parents on personalized learning strategies that can be used in the classroom or at home, and will continue to work with communities on innovative ways to serve all students.”\u003c/p>\n\u003cp>But parents say there’s a long way to go.\u003c/p>\n\u003cp>One of the biggest barriers to educating 2e students, advocates say, is simply proving they exist.\u003c/p>\n\u003cp>Under the federal \u003ca href=\"https://sites.ed.gov/idea/\">Individuals with Disabilities Education Act\u003c/a>, all students are entitled to the special services and accommodations necessary to enable them to learn. But to qualify for those services under the law, a student’s disability must “adversely affect educational performance.”\u003c/p>\n\u003cp>Schools and courts are left to determine what that means. If students are passing their classes and advancing from grade to grade, they’re more likely to be denied costly accommodations and services, which can include everything from a smaller student-teacher ratio to tutoring, to speech and occupational therapy. In the 2eNYC survey, more than a quarter of parents said they’d been told, “Your child is too smart for [special education services].”\u003c/p>\n\u003cfigure id=\"attachment_53612\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53612\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Blustain_Choison.png\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-1200x900.png 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Before kindergarten, Jennifer Choi’s son was denied special education services despite a diagnosis of ADHD. \u003ccite>(Rachel Blustain for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s essentially what happened to Choi. Her son struggled in preschool, bouncing from school to school to school. At 5, he was diagnosed with ADHD. Under special education law, ADHD is considered a disability under the “Other Health Impairment” category, and can contribute to a determination that a child is eligible for special education services if it interferes with learning. Choi brought both her son’s diagnosis and his preschool teachers with her to the meeting that would decide what special education accommodations and services he’d receive in elementary school. She was sure that with his teachers present to testify to the constant oversight he needed to stay on task, he would either be placed in a mainstream class with a special education co-teacher or in a self-contained classroom for students with greater disabilities.\u003c/p>\n\u003cp>She was shocked, she said, when the disabilities evaluator at her son’s public elementary school noted that he was performing at grade level and determined that he didn’t qualify for any special education accommodations or services. After that, Choi enrolled her son in private school and successfully sued the Department of Education to have his tuition reimbursed.\u003c/p>\n\u003cp>On the flip side, the academic pace of small, self-contained classes designed for children with severe disabilities is often too slow for kids with pronounced academic strengths, say parents and advocates. That was the case with Santiago’s son. He worked far faster than the other students in his self-contained classes, she said, and there was little of the in-depth learning that he thrived on.\u003c/p>\n\u003cp>After three years, Santiago decided her son needed a setting that better fit his academic abilities. The vice principal at her son’s school, a guidance counselor, a psychologist and lawyers from \u003ca href=\"https://www.advocatesforchildren.org/who_we_are_afc\">Advocates for Children\u003c/a>, which provides educational legal advocacy for low-income families, all wrote letters in support of her claim that her son’s educational needs were not being met. With those letters, she was able to convince the Department of Education to pay upfront for her son to attend the Child’s School, a private school for students with disabilities.\u003c/p>\n\u003cp>Like Santiago, some frustrated parents are turning to private schools to serve their kids. In 2013, Kim Busi, a former professor of psychiatry whose son is on the autism spectrum, started the Quad Preparatory School with the goal of serving high-achieving kids with learning and emotional disabilities. The school opened in the basement of a synagogue with three students; today, it serves 113.\u003c/p>\n\u003cfigure id=\"attachment_53605\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Rachel-Blustain-6547EECF-DE80-4225-81D3-512C3DBB8B32-e1557124352158.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">The Quad Preparatory School, in New York, tailors everything from curriculum to classroom design to the needs of its “twice exceptional” students. \u003ccite>(Rachel Blustain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the school, everything from curriculum to classroom design is tailored to students’ individual needs. On a recent weekday, two students were huddled with a teacher in a hallway strewn with orange and green bean bags, learning to code on a computer. In a nearby classroom, five students on striped beach chairs listened attentively to their teacher. The walls behind them were covered with colorful signs; the classroom was set up explicitly for kids who need stimulation, Busi said. In the room next door, the walls were bare and white — an educational setting meant to accommodate students who are easily distracted.\u003c/p>\n\u003cp>Class size never exceeds ten, and students spend a third of their day working individually with a teacher. The goal, Busi explained, is personalized learning that fully accommodates students’ abilities and disabilities. Two fourth graders, for example, are already studying with the school’s advanced high school math teacher, according to Busi. Students are also assigned a mental health counselor who works with them on developing goals for their social and emotional growth.\u003c/p>\n\u003cp>But this individualized education is expensive; Quad tuition is nearly $75,000 a year. And, because most parents have, like Choi, successfully sued the Department of Education for tuition reimbursement, it’s a cost that’s largely borne by taxpayers. In 2017, the agency spent \u003ca href=\"https://www.chalkbeat.org/posts/ny/2019/01/07/private-school-tuition-reimbursement/\">$375 million for tuition\u003c/a> to private schools for students with disabilities.\u003c/p>\n\u003cp>On their end, parents say that suing the DOE is a costly and exhausting process. They add that if the money were invested in public schools, some of those dollars would benefit other public school students as well.\u003c/p>\n\u003cp>Even without the resources of a place like the Quad, public schools could do a better job accommodating 2e kids, say some education experts.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-53610\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Rachel-Blustain-464D9B43-F039-4243-B495-50285B3048A2-e1557124284970.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>The first step, according to Debbie Carroll, a private educational consultant in Connecticut and a co-chair of the subcommittee on Twice Exceptional Advocacy of the Council of Parent Attorneys and Advocates, is for schools to educate their staff about 2e students. Teachers need to be able to recognize when students aren’t reaching their potential even though they may be passing their classes, she said, and they need to understand that smart kids with behavioral problems may not just be willful or lazy, but may in fact need support. She also points to strategies that teachers in general education and accelerated classes can use to support kids with disabilities to keep them in mainstream classes, like giving autistic students more opportunities for breaks if they’re feeling overwhelmed.\u003c/p>\n\u003cp>Sarah Jackson, an instructional specialist who oversees programming for 2e kids in Montgomery County, Maryland, said she trains hundreds of teachers and administrators each year on twice exceptionality. Most of the district’s roughly 2,000 students designated 2e are served in general education classroom with an additional special education teacher. But roughly 40 elementary school students who need more individualized attention are taught in self-contained classes in grades three through five. District administrators believe that with the assistance of in-class supports and a special daily class focusing on self-advocacy and executive functioning, all 2e students should be mainstreamed into general education classes or into advanced programs by the time they reach sixth grade.\u003c/p>\n\u003cp>But given concerns over the use of scarce education dollars, some educators are skeptical about the 2e movement. While they acknowledge that children can be academically advanced yet struggle with disabilities, they worry that the 2e movement disproportionately benefits middle-class and affluent families. Well-off parents are the ones who typically agitate for special services and accommodations for their kids, even in cases where the child’s disabilities are not pronounced, these educators say. In New York City, affluent parents are also \u003ca href=\"https://hechingerreport.org/is-there-a-trade-off-between-racial-diversity-and-academic-excellence-in-gifted-classrooms/\">more likely\u003c/a> to prepare their children for the admissions test to gifted-and-talented programs, which are \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/07/17/to-integrate-specialized-high-schools-are-gifted-programs-part-of-the-problem-or-the-solution/\">under scrutiny\u003c/a> for a lack of socioeconomic and racial diversity.\u003c/p>\n\u003cp>Some parents arrive at school with neuropsychological evaluations showing that their children are slightly above average in some academic areas while exhibiting minor behavioral or learning challenges, said one New York City school social worker. Then these parents insist that their children’s schoolwork and grades should mirror the capabilities indicated by the assessment.\u003c/p>\n\u003cp>“We all have strengths and weaknesses,” said the social worker, who declined to provide her name in order to protect her relationship with parents. “And it’s not always clear what’s a disability that the law requires us to address, and what’s just an area where a student struggles and could use a little more help.”\u003c/p>\n\u003cp>Wealthy parents are also more able to afford private neuropsychological evaluations, which tend to be more comprehensive than those conducted by education departments and can cost several thousand dollars. Often, assessments for children’s disabilities performed by public schools don’t cover areas such as attention, memory, language skills and social and emotional functioning, said Matthew Pagirsky, a neuropsychologist with the Child Mind Institute, which provides services to kids with mental health and learning challenges.\u003c/p>\n\u003cp>Some groups are trying to spread access to private evaluations to low-income families. The Robin Hood Foundation, a philanthropy in New York that supports anti-poverty programs, funds free neuropsychological assessments for poor children at Lenox Hill Hospital and Columbia University. (The Hechinger Report is an independent unit of Teachers College at Columbia University.) Despite these efforts, some low-income parents are resistant to having their children evaluated, fearing their kids will face stigma.\u003c/p>\n\u003cp>That’s how Veronica Rodriguez felt when teachers first started telling her that her youngest son might need special help. At 2, the boy was speaking in full sentences and, early on, he seemed to learn new concepts with little effort. But when he enrolled in public elementary school, she received daily calls from teachers complaining that he would get upset easily and leave class, or start crying or screaming.\u003c/p>\n\u003cp>“His teacher would tell me, ‘He doesn’t know his name,’ when he had been writing his name from age 2,” Rodriguez said. School officials asked if there was something wrong at home. “They thought I was an ignorant mom with issues herself,” she said.\u003c/p>\n\u003cp>School staff encouraged her to have the boy evaluated, but she refused: “I felt like they were saying my kid was slow and I wasn’t having it.”\u003c/p>\n\u003cp>But after a teacher at a school her son started attending in second grade explained to Rodriguez that the boy could be both bright and have a disability, she took her son for an assessment at Lenox Hill Hospital. There she was told what she already knew: Her son had many areas of above-average academic strengths. He also had ADHD and was at risk for a mood disorder.\u003c/p>\n\u003cp>While she continues to have trouble finding appropriate services for her son, Rodriguez said that learning about 2e children has been an awakening. She would like to see schools get the same kind of education in twice exceptionality that she received.\u003c/p>\n\u003cp>“Teachers need to be trained to recognize and understand children who are 2e,” she said. “They need to try to remove the stigma that kids who have a disability cannot be smart.”\u003c/p>\n\u003cp>\u003cem>*A previous version of this post incorrectly stated that 6-percent of kids nationwide have been identified as twice exceptional. We regret the error.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story about\u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=pFnPV1cGZow_PMTRG1KYG3vEM78SYy9ekGeoZT-O2WHHCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fdIioCR6LWDuvD8KGF9Sc1h%3fdomain%3dhechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> twice exceptional students\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=A-QC5MpH39LVS1apI7scl39w6bZeqJH3lADvoulhZtfHCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fQHYfCVON1KCxn142hzCBLS%3fdomain%3dhechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=8yIcR1ER8yZzRFm6I6IteT6MTjDQ5ZEM_pEYftHFZR7HCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fknP4CW682Xu5Lvp6iKPmL-%3fdomain%3dus2.list-manage.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"“Twice exceptional,” or 2e students — believed to make up at least 6 percent of all students who have a disability — possess high academic aptitude but struggle with ADHD, mild autism, dyslexia or other learning and behavioral challenges. Parents say it’s often impossible to find schools to educate bright kids who have disabilities. Now some are fighting to change that.","status":"publish","parent":0,"modified":1557519808,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2657},"headData":{"title":"How Schools Struggle to Serve Gifted Students with Disabilities | KQED","description":"“Twice exceptional,” or 2e students — believed to make up at least 6 percent of all students who have a disability — possess high academic aptitude but struggle with ADHD, mild autism, dyslexia or other learning and behavioral challenges. Parents say it’s often impossible to find schools to educate bright kids who have disabilities. Now some are fighting to change that.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Struggle to Serve Gifted Students with Disabilities","datePublished":"2019-05-06T08:03:32.000Z","dateModified":"2019-05-10T20:23:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53602 https://ww2.kqed.org/mindshift/?p=53602","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/06/how-schools-struggle-to-serve-gifted-students-with-disabilities/","disqusTitle":"How Schools Struggle to Serve Gifted Students with Disabilities","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Rachel Blustain, The Hechinger Report\u003c/a>","path":"/mindshift/53602/how-schools-struggle-to-serve-gifted-students-with-disabilities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story about\u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=pFnPV1cGZow_PMTRG1KYG3vEM78SYy9ekGeoZT-O2WHHCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fdIioCR6LWDuvD8KGF9Sc1h%3fdomain%3dhechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> twice exceptional students\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=A-QC5MpH39LVS1apI7scl39w6bZeqJH3lADvoulhZtfHCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fQHYfCVON1KCxn142hzCBLS%3fdomain%3dhechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=8yIcR1ER8yZzRFm6I6IteT6MTjDQ5ZEM_pEYftHFZR7HCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fknP4CW682Xu5Lvp6iKPmL-%3fdomain%3dus2.list-manage.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>NEW YORK — To Eva Santiago, her son’s education has always felt like an impossible dilemma.\u003c/p>\n\u003cp>Before elementary school, the boy was diagnosed with autism, ADHD and anxiety, and in kindergarten he was placed in a small, self-contained class for kids with disabilities.\u003c/p>\n\u003cp>But he was articulate and curious, so when he was 6, Santiago took him to be tested for the city’s exclusive gifted-and-talented program. She was pleased when his score earned him one of the coveted spots.\u003c/p>\n\u003cp>But in his larger gifted-and-talented class, he became anxious and easily upset. He fought with students and teachers and spent most of the school day roaming the halls. After he kicked a security guard and the school called the police, Santiago said, she begged administrators to return him to a self-contained class. There, at least, his teachers could manage his behavioral challenges — even if it meant he breezed through his school work and learned little.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Other kids would still be doing the assignments and he would be done,” recalled Santiago. “He just didn’t know what to do with himself.”\u003c/p>\n\u003cp>The boy’s experience is typical for a category of students known as “twice exceptional,” or 2e. These kids — believed to make up at least \u003ca href=\"http://www.nea.org/assets/docs/twiceexceptional.pdf\">6 percent of students\u003c/a> who have a disability — have high academic aptitude but struggle with ADHD, mild autism, dyslexia or other learning and behavioral challenges.* They are notoriously difficult for schools to serve effectively for two reasons, say advocates, parents and some educators. Often, their intelligence masks their disability, so they are never assessed for special education or don’t receive the services best suited for them. In other cases, they’re placed in special education classes tailored to their disability but grade levels behind the school work they’re capable of.\u003c/p>\n\u003cp>“We see kids whose challenges don’t show up on their report card, so they aren’t getting services,” said Jennifer Choi, a parent and founder of the advocacy group 2eNYC and a trustee of the nonprofit Twice Exceptional Children’s Advocacy. “And we see kids who are gifted, but they also have a disability, who lose the ability to participate in any sort of accelerated program because those programs often decline to provide special education services.”\u003c/p>\n\u003cp>But a handful of school systems across the country are searching for better ways to accommodate bright students with disabilities. Colorado trains teachers across the state in \u003ca href=\"https://www.cde.state.co.us/gt/summer20182e\">twice exceptionality\u003c/a>, for example, while Montgomery County, Maryland, is perhaps the only school district to offer \u003ca href=\"https://www.montgomeryschoolsmd.org/curriculum/enriched/gtld/\">self-contained classes\u003c/a> for students in elementary school who need both an accelerated curriculum and more support than they would receive in a mainstream classroom.\u003c/p>\n\u003cp>Now parent activists in New York City are fighting to get the country’s largest school system to be more responsive to 2e students. Last fall, after Choi’s group presented the New York City Department of Education with a survey of more than 500 parents that described the challenges facing 2e students, the agency began to offer training to staff in gifted-and-talented programs on how to work more effectively with students who have ADHD. In the last few years, three of the city’s most selective public high schools — Brooklyn Technical, Bard College and Townshend Harris — have sent teachers to learn about twice exceptionality from employees of the Quad Preparatory School, a six-year-old private school that focuses on educating these students. And in New York state, lawmakers \u003ca href=\"https://www.nysenate.gov/legislation/bills/2017/s3812\">introduced\u003c/a> \u003ca href=\"https://www.nysenate.gov/legislation/bills/2017/S3814\">bills\u003c/a> in 2017 that would require teacher training about twice exceptionality and programming for twice exceptional students.\u003c/p>\n\u003cp>“We’re committed to meeting the unique needs of our students with disabilities, including those pursuing accelerated programs,” the city Department of Education said in a statement. “We hold trainings for school staff and parents on personalized learning strategies that can be used in the classroom or at home, and will continue to work with communities on innovative ways to serve all students.”\u003c/p>\n\u003cp>But parents say there’s a long way to go.\u003c/p>\n\u003cp>One of the biggest barriers to educating 2e students, advocates say, is simply proving they exist.\u003c/p>\n\u003cp>Under the federal \u003ca href=\"https://sites.ed.gov/idea/\">Individuals with Disabilities Education Act\u003c/a>, all students are entitled to the special services and accommodations necessary to enable them to learn. But to qualify for those services under the law, a student’s disability must “adversely affect educational performance.”\u003c/p>\n\u003cp>Schools and courts are left to determine what that means. If students are passing their classes and advancing from grade to grade, they’re more likely to be denied costly accommodations and services, which can include everything from a smaller student-teacher ratio to tutoring, to speech and occupational therapy. In the 2eNYC survey, more than a quarter of parents said they’d been told, “Your child is too smart for [special education services].”\u003c/p>\n\u003cfigure id=\"attachment_53612\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53612\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Blustain_Choison.png\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Blustain_Choison-1200x900.png 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Before kindergarten, Jennifer Choi’s son was denied special education services despite a diagnosis of ADHD. \u003ccite>(Rachel Blustain for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s essentially what happened to Choi. Her son struggled in preschool, bouncing from school to school to school. At 5, he was diagnosed with ADHD. Under special education law, ADHD is considered a disability under the “Other Health Impairment” category, and can contribute to a determination that a child is eligible for special education services if it interferes with learning. Choi brought both her son’s diagnosis and his preschool teachers with her to the meeting that would decide what special education accommodations and services he’d receive in elementary school. She was sure that with his teachers present to testify to the constant oversight he needed to stay on task, he would either be placed in a mainstream class with a special education co-teacher or in a self-contained classroom for students with greater disabilities.\u003c/p>\n\u003cp>She was shocked, she said, when the disabilities evaluator at her son’s public elementary school noted that he was performing at grade level and determined that he didn’t qualify for any special education accommodations or services. After that, Choi enrolled her son in private school and successfully sued the Department of Education to have his tuition reimbursed.\u003c/p>\n\u003cp>On the flip side, the academic pace of small, self-contained classes designed for children with severe disabilities is often too slow for kids with pronounced academic strengths, say parents and advocates. That was the case with Santiago’s son. He worked far faster than the other students in his self-contained classes, she said, and there was little of the in-depth learning that he thrived on.\u003c/p>\n\u003cp>After three years, Santiago decided her son needed a setting that better fit his academic abilities. The vice principal at her son’s school, a guidance counselor, a psychologist and lawyers from \u003ca href=\"https://www.advocatesforchildren.org/who_we_are_afc\">Advocates for Children\u003c/a>, which provides educational legal advocacy for low-income families, all wrote letters in support of her claim that her son’s educational needs were not being met. With those letters, she was able to convince the Department of Education to pay upfront for her son to attend the Child’s School, a private school for students with disabilities.\u003c/p>\n\u003cp>Like Santiago, some frustrated parents are turning to private schools to serve their kids. In 2013, Kim Busi, a former professor of psychiatry whose son is on the autism spectrum, started the Quad Preparatory School with the goal of serving high-achieving kids with learning and emotional disabilities. The school opened in the basement of a synagogue with three students; today, it serves 113.\u003c/p>\n\u003cfigure id=\"attachment_53605\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Rachel-Blustain-6547EECF-DE80-4225-81D3-512C3DBB8B32-e1557124352158.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">The Quad Preparatory School, in New York, tailors everything from curriculum to classroom design to the needs of its “twice exceptional” students. \u003ccite>(Rachel Blustain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the school, everything from curriculum to classroom design is tailored to students’ individual needs. On a recent weekday, two students were huddled with a teacher in a hallway strewn with orange and green bean bags, learning to code on a computer. In a nearby classroom, five students on striped beach chairs listened attentively to their teacher. The walls behind them were covered with colorful signs; the classroom was set up explicitly for kids who need stimulation, Busi said. In the room next door, the walls were bare and white — an educational setting meant to accommodate students who are easily distracted.\u003c/p>\n\u003cp>Class size never exceeds ten, and students spend a third of their day working individually with a teacher. The goal, Busi explained, is personalized learning that fully accommodates students’ abilities and disabilities. Two fourth graders, for example, are already studying with the school’s advanced high school math teacher, according to Busi. Students are also assigned a mental health counselor who works with them on developing goals for their social and emotional growth.\u003c/p>\n\u003cp>But this individualized education is expensive; Quad tuition is nearly $75,000 a year. And, because most parents have, like Choi, successfully sued the Department of Education for tuition reimbursement, it’s a cost that’s largely borne by taxpayers. In 2017, the agency spent \u003ca href=\"https://www.chalkbeat.org/posts/ny/2019/01/07/private-school-tuition-reimbursement/\">$375 million for tuition\u003c/a> to private schools for students with disabilities.\u003c/p>\n\u003cp>On their end, parents say that suing the DOE is a costly and exhausting process. They add that if the money were invested in public schools, some of those dollars would benefit other public school students as well.\u003c/p>\n\u003cp>Even without the resources of a place like the Quad, public schools could do a better job accommodating 2e kids, say some education experts.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-53610\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Rachel-Blustain-464D9B43-F039-4243-B495-50285B3048A2-e1557124284970.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>The first step, according to Debbie Carroll, a private educational consultant in Connecticut and a co-chair of the subcommittee on Twice Exceptional Advocacy of the Council of Parent Attorneys and Advocates, is for schools to educate their staff about 2e students. Teachers need to be able to recognize when students aren’t reaching their potential even though they may be passing their classes, she said, and they need to understand that smart kids with behavioral problems may not just be willful or lazy, but may in fact need support. She also points to strategies that teachers in general education and accelerated classes can use to support kids with disabilities to keep them in mainstream classes, like giving autistic students more opportunities for breaks if they’re feeling overwhelmed.\u003c/p>\n\u003cp>Sarah Jackson, an instructional specialist who oversees programming for 2e kids in Montgomery County, Maryland, said she trains hundreds of teachers and administrators each year on twice exceptionality. Most of the district’s roughly 2,000 students designated 2e are served in general education classroom with an additional special education teacher. But roughly 40 elementary school students who need more individualized attention are taught in self-contained classes in grades three through five. District administrators believe that with the assistance of in-class supports and a special daily class focusing on self-advocacy and executive functioning, all 2e students should be mainstreamed into general education classes or into advanced programs by the time they reach sixth grade.\u003c/p>\n\u003cp>But given concerns over the use of scarce education dollars, some educators are skeptical about the 2e movement. While they acknowledge that children can be academically advanced yet struggle with disabilities, they worry that the 2e movement disproportionately benefits middle-class and affluent families. Well-off parents are the ones who typically agitate for special services and accommodations for their kids, even in cases where the child’s disabilities are not pronounced, these educators say. In New York City, affluent parents are also \u003ca href=\"https://hechingerreport.org/is-there-a-trade-off-between-racial-diversity-and-academic-excellence-in-gifted-classrooms/\">more likely\u003c/a> to prepare their children for the admissions test to gifted-and-talented programs, which are \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/07/17/to-integrate-specialized-high-schools-are-gifted-programs-part-of-the-problem-or-the-solution/\">under scrutiny\u003c/a> for a lack of socioeconomic and racial diversity.\u003c/p>\n\u003cp>Some parents arrive at school with neuropsychological evaluations showing that their children are slightly above average in some academic areas while exhibiting minor behavioral or learning challenges, said one New York City school social worker. Then these parents insist that their children’s schoolwork and grades should mirror the capabilities indicated by the assessment.\u003c/p>\n\u003cp>“We all have strengths and weaknesses,” said the social worker, who declined to provide her name in order to protect her relationship with parents. “And it’s not always clear what’s a disability that the law requires us to address, and what’s just an area where a student struggles and could use a little more help.”\u003c/p>\n\u003cp>Wealthy parents are also more able to afford private neuropsychological evaluations, which tend to be more comprehensive than those conducted by education departments and can cost several thousand dollars. Often, assessments for children’s disabilities performed by public schools don’t cover areas such as attention, memory, language skills and social and emotional functioning, said Matthew Pagirsky, a neuropsychologist with the Child Mind Institute, which provides services to kids with mental health and learning challenges.\u003c/p>\n\u003cp>Some groups are trying to spread access to private evaluations to low-income families. The Robin Hood Foundation, a philanthropy in New York that supports anti-poverty programs, funds free neuropsychological assessments for poor children at Lenox Hill Hospital and Columbia University. (The Hechinger Report is an independent unit of Teachers College at Columbia University.) Despite these efforts, some low-income parents are resistant to having their children evaluated, fearing their kids will face stigma.\u003c/p>\n\u003cp>That’s how Veronica Rodriguez felt when teachers first started telling her that her youngest son might need special help. At 2, the boy was speaking in full sentences and, early on, he seemed to learn new concepts with little effort. But when he enrolled in public elementary school, she received daily calls from teachers complaining that he would get upset easily and leave class, or start crying or screaming.\u003c/p>\n\u003cp>“His teacher would tell me, ‘He doesn’t know his name,’ when he had been writing his name from age 2,” Rodriguez said. School officials asked if there was something wrong at home. “They thought I was an ignorant mom with issues herself,” she said.\u003c/p>\n\u003cp>School staff encouraged her to have the boy evaluated, but she refused: “I felt like they were saying my kid was slow and I wasn’t having it.”\u003c/p>\n\u003cp>But after a teacher at a school her son started attending in second grade explained to Rodriguez that the boy could be both bright and have a disability, she took her son for an assessment at Lenox Hill Hospital. There she was told what she already knew: Her son had many areas of above-average academic strengths. He also had ADHD and was at risk for a mood disorder.\u003c/p>\n\u003cp>While she continues to have trouble finding appropriate services for her son, Rodriguez said that learning about 2e children has been an awakening. She would like to see schools get the same kind of education in twice exceptionality that she received.\u003c/p>\n\u003cp>“Teachers need to be trained to recognize and understand children who are 2e,” she said. “They need to try to remove the stigma that kids who have a disability cannot be smart.”\u003c/p>\n\u003cp>\u003cem>*A previous version of this post incorrectly stated that 6-percent of kids nationwide have been identified as twice exceptional. We regret the error.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story about\u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=pFnPV1cGZow_PMTRG1KYG3vEM78SYy9ekGeoZT-O2WHHCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fdIioCR6LWDuvD8KGF9Sc1h%3fdomain%3dhechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> twice exceptional students\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=A-QC5MpH39LVS1apI7scl39w6bZeqJH3lADvoulhZtfHCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fQHYfCVON1KCxn142hzCBLS%3fdomain%3dhechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=8yIcR1ER8yZzRFm6I6IteT6MTjDQ5ZEM_pEYftHFZR7HCcu76dHWCA..&URL=https%3a%2f%2fprotect-us.mimecast.com%2fs%2fknP4CW682Xu5Lvp6iKPmL-%3fdomain%3dus2.list-manage.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53602/how-schools-struggle-to-serve-gifted-students-with-disabilities","authors":["byline_mindshift_53602"],"categories":["mindshift_192"],"tags":["mindshift_20862","mindshift_20784","mindshift_1040","mindshift_20555","mindshift_21192"],"featImg":"mindshift_53611","label":"mindshift"},"mindshift_52852":{"type":"posts","id":"mindshift_52852","meta":{"index":"posts_1591205157","site":"mindshift","id":"52852","score":null,"sort":[1548142749000]},"guestAuthors":[],"slug":"five-ways-to-help-children-with-adhd-develop-their-strengths","title":"Five Ways to Help Children with ADHD Develop Their Strengths","publishDate":1548142749,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">What is it like to be a kid with Attention Deficit Hyperactivity Disorder? Children with \u003c/span>\u003ca href=\"https://www.cdc.gov/ncbddd/adhd/research.html\">\u003cspan style=\"font-weight: 400\">ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often struggle academically, socially and emotionally. They may be disorganized, forgetful, easily distracted and impulsive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like all kids, they want to feel normal, says \u003c/span>\u003ca href=\"http://drsharonsaline.com/\">\u003cspan style=\"font-weight: 400\">Dr. Sharon Saline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003ca href=\"https://www.amazon.com/What-Your-ADHD-Child-Wishes/dp/0143132393\">\u003ci>\u003cspan style=\"font-weight: 400\">What Your ADHD Child Wishes You Knew\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Saline, a psychotherapist who works with ADHD children and their families, argues that an informed empathy for ADHD children -- for what they experience on a daily basis -- can inspire parents and teachers to work with these children in ways that will help them grow into responsible and happy adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advocates the Five C’s method -- self-Control, Compassion, Collaboration, Consistency and Celebration -- as a roadmap for reducing family stress and equipping children with the skills they need to thrive.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Self-Control\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-control isn’t just a skill for children, says Saline. Raising a child with ADHD can test parents’ patience, so she advocates “learning to manage your own feelings first so you can teach your child to do the same.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline says that it’s distressing for kids when parents absorb and reflect their distress. Children in her practice want their parents to know, “If I’m upset and then you get upset, there’s nobody to help me rein it in and get back to center. If you lose it in response to my losing it, it’s kindling on the fire.” Kids with ADHD need adults to model how to manage emotions in the face distress. Remember that self-regulation is a skill -- something that children and adults can strengthen with strategic practices such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/31291/why-teaching-mindfulness-benefits-students-learning\">\u003cspan style=\"font-weight: 400\">mindfulness\u003c/span>\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work\">\u003cspan style=\"font-weight: 400\">training\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Compassion\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline likens ADHD to a constant barrage of “small ‘t’ traumas.” These children experience “the accumulation of a thousand paper cuts that wear down their positive self-concept.” If we want children with ADHD to develop self-compassion, they have to first experience it from others. When parents and adults constantly point out deficits, children run the risk of viewing themselves as inherently deficient. Saline says kids want to tell adults, “I need to you understand and accept me even if I don’t understand and accept myself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline describes compassion as “meeting your child where they are, not where you expect them to be. When you accept the brain that your child has and who your child is, it makes all the difference for them.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Collaboration\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents and teachers can project self-control and compassion, it becomes easier to collaborate with children on practical strategies that will help them grow. Saline advocates working together with children to find solutions rather than imposing top-down rules. “What kids tell me is that they want to have a say in the plans that are made that are supposed to help them,” says Saline. “They get feedback from people all the time on what they could be doing differently. When there’s buy-in from the child, there’s more participation, more collaboration and more value.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a strategy Saline recommends to families and educators: sit down and jointly identify a list of things you want to work on -- things that will make daily life at home or school a little easier. “You may have 15 items on your list, and your child may have two. But those two things will also be on your list, so go with those two.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if you are constantly fighting because your child’s room is a mess, you will probably both identify that issue. So how do you teach organization? As the adult, you have to participate in this, at least initially, says Saline. “It’s not going to work to say, ‘Go clean your room.’ They will find one item and say, ‘Wow, where has this been?’ – and then they are gone.” Adults can be the child’s “double” and help scaffold their success until they have mastered the skill on their own. This might include talking through the plan and creating a checklist that you tackle together. Try turning needed tasks into a game, says Saline. “Turn on tunes that they like and say, ‘We are going to take 15 minutes and put your room in order together.'” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline describes a grandfather who sat in his grandson’s room and called out one item at a time (“Shirts!” “Socks!”) until the room was cleaned. “He was helping build the executive functioning skills of sorting, sequencing and prioritizing all at the same time.” When you model how to attack an overwhelming task, “you are helping your child build fundamental skills.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Consistency\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with ADHD respond well to predictable routines that help them organize their day. This includes consistent rules and consequences. When possible, says Saline, “do what you say you will do” while recognizing that you are aiming for steady, not perfection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline says that the kids she works with “can’t stand it when parents say they are going to do something and then they don’t do it.” For example, a parent might say, “I’m not going to pick up your stuff anymore,” and then clean up their child’s piles when they are at school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For concrete thinkers, this is very confusing,” says Saline. “They will continue to push you because they don’t know where the limit is. The limit keeps changing.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Celebration \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline estimates that the ratio of positive to negative feedback ADHD children receive is 1:15. Kids often feel like adults only notice when they “mess up,” not when they try. Saline says that children and teens with ADHD can grow wary of feedback because it so rarely focuses on their strengths. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to pay attention to kids trying, even if they are not succeeding,” says Saline. “Practice makes progress; we are looking for progress, not perfection. We have to focus on the process more than the product. It’s the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">process\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> that will help the kids build the executive functioning skills they need for productive adulthood. When we notice that they are actually turning in homework four-fifths of the time when it used to be two-fifths? Well, that’s progress.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Look for ways to celebrate your child’s strengths, says Saline. “They get up in the morning, they go to school, and they do it over and over and over again. That is a strength. Build on that desire to try. We often look at what the shortfall is. We have to tap into these strengths.” Pay attention to children’s interests and skills -- from technology to doodling to drama -- and explore ways children can use these interests to strengthen other areas of their life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline describes one little boy she worked with who had big feelings to manage. She asked him if he would like to take an improv class. Four years later, he is a fixture in drama performances, an activity that builds executive functioning skills such as memory, planning, and focus.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reversing the positive to negative feedback ratio isn’t always easy, says Sailne. “If you have a day where your teen is driving you crazy, and all that you can find to celebrate is the fact that they are showering and brushing their teeth, that’s what you are talking about: ‘You smell good. Nice T-Shirt.’” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Helping ADHD Kids Understand Their Brain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline says that medication can help some kids with ADHD but “but pills don’t teach skills.” Children need consistent support in developing their executive functioning skills. “You have to separate your brain with your sense of self. It’s easy for these kids to ask, ‘What’s wrong with ME? Why am I less than? Why am I failing?’” Instead, she talks to kids about how their brain works, how it grows, and what they can do to strengthen their executive functioning skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of language helps kids “create space between ‘what my brain is’ and ‘what I am,’” separating the experience from the person. For example, instead of “I am a distracted person,” kids learn to say, “I am training my brain to focus better. Here’s how I’m doing it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can help children with ADHD by overtly teaching executive functioning skills and integrating this language into their lessons. For example, when introducing a task such as writing a story, ask students what executive functioning skills they will need to use -- e.g. shifting from listening to thinking, planning and organizing -- and offer help if they find themselves struggling with one of these steps in the process. “Remember,” says Saline, “you are talking about the skills, not the child.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Good News for Parents\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If your child has just been diagnosed with ADHD or if you are struggling to help your child manage their life, Saline offers these words of support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, development is in your child’s favor. “The brain is developing and will continue to develop. Where your child is now is not where they will be in a year. Focus on the now, not on your worries about the five years from now.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, your efforts matter. “What kids tell me over and over again is that they wouldn’t get through without their parents. You matter more than you think you do.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, she has seen countless children with ADHD develop into flourishing adults. “When kids are treated properly and given opportunities to learn the skills they need, their life with ADHD can be wonderful.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Dr. Sharon Saline focuses on self-Control, Compassion, Collaboration, Consistency and Celebration as a roadmap for reducing family stress and equipping children with ADHD with the skills they need to thrive.","status":"publish","parent":0,"modified":1548697035,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1716},"headData":{"title":"Five Ways to Help Children with ADHD Develop Their Strengths | KQED","description":"Dr. Sharon Saline focuses on self-Control, Compassion, Collaboration, Consistency and Celebration as a roadmap for reducing family stress and equipping children with ADHD with the skills they need to thrive.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Ways to Help Children with ADHD Develop Their Strengths","datePublished":"2019-01-22T07:39:09.000Z","dateModified":"2019-01-28T17:37:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52852 https://ww2.kqed.org/mindshift/?p=52852","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/21/five-ways-to-help-children-with-adhd-develop-their-strengths/","disqusTitle":"Five Ways to Help Children with ADHD Develop Their Strengths","path":"/mindshift/52852/five-ways-to-help-children-with-adhd-develop-their-strengths","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">What is it like to be a kid with Attention Deficit Hyperactivity Disorder? Children with \u003c/span>\u003ca href=\"https://www.cdc.gov/ncbddd/adhd/research.html\">\u003cspan style=\"font-weight: 400\">ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often struggle academically, socially and emotionally. They may be disorganized, forgetful, easily distracted and impulsive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like all kids, they want to feel normal, says \u003c/span>\u003ca href=\"http://drsharonsaline.com/\">\u003cspan style=\"font-weight: 400\">Dr. Sharon Saline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003ca href=\"https://www.amazon.com/What-Your-ADHD-Child-Wishes/dp/0143132393\">\u003ci>\u003cspan style=\"font-weight: 400\">What Your ADHD Child Wishes You Knew\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Saline, a psychotherapist who works with ADHD children and their families, argues that an informed empathy for ADHD children -- for what they experience on a daily basis -- can inspire parents and teachers to work with these children in ways that will help them grow into responsible and happy adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advocates the Five C’s method -- self-Control, Compassion, Collaboration, Consistency and Celebration -- as a roadmap for reducing family stress and equipping children with the skills they need to thrive.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Self-Control\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-control isn’t just a skill for children, says Saline. Raising a child with ADHD can test parents’ patience, so she advocates “learning to manage your own feelings first so you can teach your child to do the same.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline says that it’s distressing for kids when parents absorb and reflect their distress. Children in her practice want their parents to know, “If I’m upset and then you get upset, there’s nobody to help me rein it in and get back to center. If you lose it in response to my losing it, it’s kindling on the fire.” Kids with ADHD need adults to model how to manage emotions in the face distress. Remember that self-regulation is a skill -- something that children and adults can strengthen with strategic practices such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/31291/why-teaching-mindfulness-benefits-students-learning\">\u003cspan style=\"font-weight: 400\">mindfulness\u003c/span>\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work\">\u003cspan style=\"font-weight: 400\">training\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Compassion\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline likens ADHD to a constant barrage of “small ‘t’ traumas.” These children experience “the accumulation of a thousand paper cuts that wear down their positive self-concept.” If we want children with ADHD to develop self-compassion, they have to first experience it from others. When parents and adults constantly point out deficits, children run the risk of viewing themselves as inherently deficient. Saline says kids want to tell adults, “I need to you understand and accept me even if I don’t understand and accept myself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline describes compassion as “meeting your child where they are, not where you expect them to be. When you accept the brain that your child has and who your child is, it makes all the difference for them.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Collaboration\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents and teachers can project self-control and compassion, it becomes easier to collaborate with children on practical strategies that will help them grow. Saline advocates working together with children to find solutions rather than imposing top-down rules. “What kids tell me is that they want to have a say in the plans that are made that are supposed to help them,” says Saline. “They get feedback from people all the time on what they could be doing differently. When there’s buy-in from the child, there’s more participation, more collaboration and more value.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a strategy Saline recommends to families and educators: sit down and jointly identify a list of things you want to work on -- things that will make daily life at home or school a little easier. “You may have 15 items on your list, and your child may have two. But those two things will also be on your list, so go with those two.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if you are constantly fighting because your child’s room is a mess, you will probably both identify that issue. So how do you teach organization? As the adult, you have to participate in this, at least initially, says Saline. “It’s not going to work to say, ‘Go clean your room.’ They will find one item and say, ‘Wow, where has this been?’ – and then they are gone.” Adults can be the child’s “double” and help scaffold their success until they have mastered the skill on their own. This might include talking through the plan and creating a checklist that you tackle together. Try turning needed tasks into a game, says Saline. “Turn on tunes that they like and say, ‘We are going to take 15 minutes and put your room in order together.'” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline describes a grandfather who sat in his grandson’s room and called out one item at a time (“Shirts!” “Socks!”) until the room was cleaned. “He was helping build the executive functioning skills of sorting, sequencing and prioritizing all at the same time.” When you model how to attack an overwhelming task, “you are helping your child build fundamental skills.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Consistency\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with ADHD respond well to predictable routines that help them organize their day. This includes consistent rules and consequences. When possible, says Saline, “do what you say you will do” while recognizing that you are aiming for steady, not perfection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline says that the kids she works with “can’t stand it when parents say they are going to do something and then they don’t do it.” For example, a parent might say, “I’m not going to pick up your stuff anymore,” and then clean up their child’s piles when they are at school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For concrete thinkers, this is very confusing,” says Saline. “They will continue to push you because they don’t know where the limit is. The limit keeps changing.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Celebration \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline estimates that the ratio of positive to negative feedback ADHD children receive is 1:15. Kids often feel like adults only notice when they “mess up,” not when they try. Saline says that children and teens with ADHD can grow wary of feedback because it so rarely focuses on their strengths. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to pay attention to kids trying, even if they are not succeeding,” says Saline. “Practice makes progress; we are looking for progress, not perfection. We have to focus on the process more than the product. It’s the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">process\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> that will help the kids build the executive functioning skills they need for productive adulthood. When we notice that they are actually turning in homework four-fifths of the time when it used to be two-fifths? Well, that’s progress.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Look for ways to celebrate your child’s strengths, says Saline. “They get up in the morning, they go to school, and they do it over and over and over again. That is a strength. Build on that desire to try. We often look at what the shortfall is. We have to tap into these strengths.” Pay attention to children’s interests and skills -- from technology to doodling to drama -- and explore ways children can use these interests to strengthen other areas of their life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline describes one little boy she worked with who had big feelings to manage. She asked him if he would like to take an improv class. Four years later, he is a fixture in drama performances, an activity that builds executive functioning skills such as memory, planning, and focus.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reversing the positive to negative feedback ratio isn’t always easy, says Sailne. “If you have a day where your teen is driving you crazy, and all that you can find to celebrate is the fact that they are showering and brushing their teeth, that’s what you are talking about: ‘You smell good. Nice T-Shirt.’” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Helping ADHD Kids Understand Their Brain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saline says that medication can help some kids with ADHD but “but pills don’t teach skills.” Children need consistent support in developing their executive functioning skills. “You have to separate your brain with your sense of self. It’s easy for these kids to ask, ‘What’s wrong with ME? Why am I less than? Why am I failing?’” Instead, she talks to kids about how their brain works, how it grows, and what they can do to strengthen their executive functioning skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of language helps kids “create space between ‘what my brain is’ and ‘what I am,’” separating the experience from the person. For example, instead of “I am a distracted person,” kids learn to say, “I am training my brain to focus better. Here’s how I’m doing it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can help children with ADHD by overtly teaching executive functioning skills and integrating this language into their lessons. For example, when introducing a task such as writing a story, ask students what executive functioning skills they will need to use -- e.g. shifting from listening to thinking, planning and organizing -- and offer help if they find themselves struggling with one of these steps in the process. “Remember,” says Saline, “you are talking about the skills, not the child.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Good News for Parents\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If your child has just been diagnosed with ADHD or if you are struggling to help your child manage their life, Saline offers these words of support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, development is in your child’s favor. “The brain is developing and will continue to develop. Where your child is now is not where they will be in a year. Focus on the now, not on your worries about the five years from now.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, your efforts matter. “What kids tell me over and over again is that they wouldn’t get through without their parents. You matter more than you think you do.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, she has seen countless children with ADHD develop into flourishing adults. “When kids are treated properly and given opportunities to learn the skills they need, their life with ADHD can be wonderful.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52852/five-ways-to-help-children-with-adhd-develop-their-strengths","authors":["11087"],"categories":["mindshift_192"],"tags":["mindshift_20862","mindshift_20589","mindshift_20955","mindshift_20784","mindshift_1040"],"featImg":"mindshift_52915","label":"mindshift"},"mindshift_51509":{"type":"posts","id":"mindshift_51509","meta":{"index":"posts_1591205157","site":"mindshift","id":"51509","score":null,"sort":[1529650361000]},"guestAuthors":[],"slug":"how-to-get-kids-to-pay-attention","title":"How To Get Kids To Pay Attention","publishDate":1529650361,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Fifteen years ago, psychologists Barbara Rogoff and Maricela Correa-Chavez ran a simple experiment. They wanted to see how well kids pay attention — even if they don't have to.\u003c/p>\n\u003cp>They would bring two kids, between the ages 5 to 11, into a room and have them sit at two tables.\u003c/p>\n\u003cp>Then they had a research assistant teach one of the kids how to assemble a toy.\u003c/p>\n\u003cp>The other kid was told to wait. Rogoff says they would tell the second child, \"You can sit over here, and in a few minutes you'll have a turn to make this origami jumping mouse,\" — a different task altogether.\u003c/p>\n\u003cp>Rogoff and Correa-Chavez wanted to see what the waiting child did. Would she pay attention to the research assistant. Or did she goof off?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They ran this experiment on about 80 kids, with two different backgrounds: white, middle-class children from California and Maya children from Guatemala, whom she had been studying for years.\u003c/p>\n\u003cp>The difference was like night and day.\u003c/p>\n\u003cp>Many of the American kids slouched in their chairs, stared at the floor or looked around the room at the posters.\u003c/p>\n\u003cp>One little boy started making explosive noises, pretending a toy on the table was a bomb. \"He was throwing his hands into the air and saying, 'It's going to explode!'\" Rogoff says.\u003c/p>\n\u003cp>In contrast, the Maya children were more likely to pay attention. Some of them sat perfectly still in the chair, staring at the instructor. The Maya kids showed sustained attention about two-thirds of the time, Rogoff and colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19413421\">concluded\u003c/a>. The middle-class, American kids did so exactly half as often.\u003c/p>\n\u003cp>Why such different results? As we \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">recently reported, Maya kids are encouraged very early on to pay attention\u003c/a> to what their family is doing so they can learn how to do chores and work collaboratively with their family.\u003c/p>\n\u003cp>But Rogoff and other Maya researchers think there's more to the story. They think these indigenous children have something that many American kids have lost.\u003c/p>\n\u003cp>\u003cstrong>What is attention?\u003c/strong>\u003c/p>\n\u003cp>In the U.S., there's growing \u003ca href=\"https://www.npr.org/sections/health-shots/2010/07/07/128358770/more-screen-time-means-more-attention-problems-in-kids\">concern\u003c/a> about the ability of children to pay attention. That, on average, the attention span of kids is declining.\u003c/p>\n\u003cp>But what if it's not attention that's the problem — but something that triggers attention.\u003c/p>\n\u003cp>Attention is a tricky beast. Unlike some brain processes, say vision or the ability to detect faces, there's not one key region in the brain that controls our ability to focus on one task and disregard distractions.\u003c/p>\n\u003cp>\"Instead it appears [that] hundreds of different parts [of the brain] have to communicate and interact with each other when we pay attention,\" says neuroscientist \u003ca href=\"http://monicarosenberg.org/\">Monica Rosenberg\u003c/a> at Yale University.\u003c/p>\n\u003cp>And measuring how well a person's brain can execute this complex process has been thorny, say cognitive neuroscientists Mike Esterman and Joe DeGutis at the \u003ca href=\"http://www.bu.edu/ballab/\">Boston Attention and Learning Lab.\u003c/a>\u003c/p>\n\u003cp>For years, Esterman and DeGutis have been developing a standard test to measure how well people can focus — or at least that's what they thought they were measuring.\u003c/p>\n\u003cp>\"So we bring people in a lab, like college students, and give them these tests to do on the computer, which count how many times their attention lapses,\" Esterman says.\u003c/p>\n\u003cp>For instance, a person is shown a series of images on the screen. Esterman tells the person to press a button every time a city pops up.\u003c/p>\n\u003cp>\"So we show them a bunch of city images,\" he says. \"And you're kind of going along, pressing the button, as city after city passes on the scene. Then all of the sudden there's a mountain scene, and the goal is to stop pressing.\"\u003c/p>\n\u003cp>If your brain wanders, you'll make a mistake and accidentally press the button, Esterman adds. The more mistakes you make like this, the worse your ability is to pay attention, the researchers thought.\u003c/p>\n\u003cp>But then a few years ago, they decided to tweak the experiment. Right before it began, they told the college kids:\u003c/p>\n\u003cp>\"If you do better on the task, it would end sooner,\" Esterman says. \"And you can get out of the lab sooner.\"\u003c/p>\n\u003cp>In other words, Esterman gave the volunteers more \u003cem>motivation\u003c/em> to pay attention. The results were shocking.\u003c/p>\n\u003cp>\"The extra motivation increased the person's ability to sustain attention by more than 50 percent, \" Esterman says. \"We were kind of blown away by the size of these effects.\"\u003c/p>\n\u003cp>The researchers could even see changes in how the brain worked when people were motivated. The circuitry that controls attention was more active throughout the entire experiment when participants were motivated to finish the test, DeGutis says. Whereas, without the motivation, this circuitry tended to flash on and off.\u003c/p>\n\u003cp>For some people, the motivation can be just as important as their innate ability to pay attention, Esterman says.\u003c/p>\n\u003cp>\"If we don't measure how motivated a person is [while taking these tests], then we may not be measuring their true capacity to pay attention,\" he says.\u003c/p>\n\u003cp>And DeGutis agrees. \"One of the things we've realized is that it's hard to separate motivation from sustained attention,\" he says. \"If we're not looking at motivation, then we're really missing the boat in terms of attention.\"\u003c/p>\n\u003cp>'\u003cstrong>Of course she can go to the store by herself'\u003c/strong>\u003c/p>\n\u003cp>So maybe the Maya children are more attentive in the origami/toy experiment — not because they have better attention spans — but because they are more motivated to pay attention. Their parents have somehow motivated them to pay attention even without being told.\u003c/p>\n\u003cp>To see this Maya parenting firsthand, I traveled down to a tiny Maya village in Yucatan, Mexico, and visited the home of Maria Tun Burgos. Researchers have been studying her family and this village for years.\u003c/p>\n\u003cfigure id=\"attachment_51511\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-51511 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg\" alt=\"\" width=\"2000\" height=\"2000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-150x150.jpg 150w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gelmy Tun Borgos helps in the kitchen making tortillas with her mother in their home in a small village in the Yucatan. \u003ccite>(Adriana Zehbrauskas for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a warm April afternoon, Tun Burgos is feeding her chickens in backyard. Her three daughters are outside with her, but they doing basically whatever they want.\u003c/p>\n\u003cp>The oldest daughter, Angela, age 12, is chasing a baby chick that's gotten out of the pen. The middle girl, Gelmy, age 9, is running in and out of the yard with neighborhood kids. Most of the time, no one is really sure where she is. And the littlest daughter, Alexa, who is 4 years old, has just climbed up a tree.\u003c/p>\n\u003cp>\"Alone, without mama,\" the little daredevil declares.\u003c/p>\n\u003cp>Right away, I realize what these kids have that many American kids miss out on: an enormous amount of freedom. The freedom to largely choose what they do, where they go, whom they do it with. That means, they also have the freedom to control what they pay attention to.\u003c/p>\n\u003cp>Even the little 4-year-old has the freedom to leave the house by herself, her mother says.\u003c/p>\n\u003cp>\"Of course she can go shopping,\" Tun Burgos says. \"She can buy some eggs or tomatoes for us. She knows the way and how to stay out of traffic.\"\u003c/p>\n\u003cp>Now the kids aren't just playing around in the yard. They're still getting work done. They go to school. They do several after-school activities — and many, many chores. When I was with the family, the oldest girl did the dishes even though no one asked her to, and she helped take care of her little sisters.\u003c/p>\n\u003cp>But the kids, to a great extent, set their schedules and agendas, says Suzanne Gaskins, a psychologist at Northeastern Illinois University, who has studied the kids in this village for decades.\u003c/p>\n\u003cp>\"Rather than having the mom set the goal — and then having to offer enticements and rewards to reach that goal — the child is setting the goal,\" Gaskins says. \"Then the parents support that goal however they can.\"\u003c/p>\n\u003cp>The parents intentionally give their children this autonomy and freedom because they believe it's the best way to motivate kids, Gaskins says.\u003c/p>\n\u003cp>\"The parents feel very strongly that every child knows best what they want,\" she says. \"And that goals can be achieved only when a child wants it.\"\u003c/p>\n\u003cp>And so \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">they will do chores when they want to be helpful for their family.\u003c/a>\u003c/p>\n\u003cp>With this strategy, Maya children also learn how to manage their own attention, instead of always depending on adults to tell them what to pay attention to, says \u003ca href=\"https://psychology.ucsc.edu/faculty/singleton.php?&singleton=true&cruz_id=brogoff\">Barbara Rogoff\u003c/a>, who is a professor at the University of California Santa Cruz.\u003c/p>\n\u003cp>\"It may be the case that [some American] children give up control of their attention when it's always managed by an adult,\" she says.\u003c/p>\n\u003cp>Turns out these Maya moms are onto something. In fact, they are master motivators.\u003c/p>\n\u003cp>\u003cstrong>Motivating kids, the Maya way\u003c/strong>\u003c/p>\n\u003cp>Although neuroscientists are just beginning to understand what's happening in the brain while we pay attention, psychologists already have a pretty good understanding of what's needed to motivate kids.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.sas.rochester.edu/psy/people/faculty/deci_edward/\">Edward Deci\u003c/a> has been studying it for nearly 50 years at the University of Rochester. And what does he say is one of the most important ingredients for motivating kids?\u003c/p>\n\u003cp>\"Autonomy,\" Deci says. \"To do something with this full sense of willingness and choice.\"\u003c/p>\n\u003cp>Many \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1477878509104318?journalCode=trea\">studies\u003c/a> have shown that when teachers foster autonomy, it stimulates kids' motivation to learn, tackle challenges and pay attention, Deci says.\u003c/p>\n\u003cp>But in the last few decades, some parts of our culture have turned in the other direction, he says. They've started taking autonomy away from kids — especially in some schools.\u003c/p>\n\u003cp>\"One of the things we've been doing in the American school system is making it more and more controlling rather than supportive,\" Deci says.\u003c/p>\n\u003cp>And this lack of autonomy in school inhibits kids' ability to pay attention, he says.\u003c/p>\n\u003cp>\"Oh without question it does,\" Deci says. \"So all of the high stakes tests are having negative consequences on the motivation, the attention and the learning of our children.\"\u003c/p>\n\u003cp>Now, many parents in the U.S. can't go full-on Maya to motivate kids. It's often not practical — or safe — to give kids that much autonomy in many places, for instance. But there are things parents here can do, says cognitive psychologist Mike Esterman.\u003c/p>\n\u003cp>For starters, he says, ask your kid this question: 'What would you do if you didn't have to do anything else?' \"\u003c/p>\n\u003cp>\"Then you start to see what actually motivates them and what they want to engage their cognitive resources in when no one tells them what they \u003cem>have\u003c/em> to to do,\" Esterman says.\u003c/p>\n\u003cp>Then create space in their schedule for this activity, he says.\u003c/p>\n\u003cp>\"For my daughter, I've been thinking that this activity will be like her 'passion,' and it's the activity I should be fostering,\" he says.\u003c/p>\n\u003cp>Because when a kid has a passion, Esterman says, it's golden for the child. It's something that will bring them joy ... and hone their ability to pay attention.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: What questions do you have about \u003c/strong>\u003ca href=\"https://www.npr.org/series/607483398/-howtoraiseahuman\">\u003cstrong>How To Raise A Human\u003c/strong>\u003c/a>\u003cstrong>? \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>We've reported on kids and chores, grandma's role in evolution and stay-at-home dads. What else do you want to know? What questions do you have for our correspondents? Submit your question in the tool below. We will pick a few to answer on NPR.org at the end of the series.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Lost+Secret%3A+How+To+Get+Kids+To+Pay+Attention&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Maya kids do better on tests measuring attention, researchers say it's because these kids have something that many American kids have lost.","status":"publish","parent":0,"modified":1529650361,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":68,"wordCount":1920},"headData":{"title":"How To Get Kids To Pay Attention | KQED","description":"Maya kids do better on tests measuring attention, researchers say it's because these kids have something that many American kids have lost.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Get Kids To Pay Attention","datePublished":"2018-06-22T06:52:41.000Z","dateModified":"2018-06-22T06:52:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51509 https://ww2.kqed.org/mindshift/?p=51509","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/21/how-to-get-kids-to-pay-attention/","disqusTitle":"How To Get Kids To Pay Attention","nprByline":"Michaeleen Doucleff","nprImageAgency":"Adriana Zehbrauskas for NPR","nprStoryId":"621752789","nprApiLink":"http://api.npr.org/query?id=621752789&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2018/06/21/621752789/a-lost-secret-how-to-get-kids-to-pay-attention?ft=nprml&f=621752789","nprRetrievedStory":"1","nprPubDate":"Thu, 21 Jun 2018 22:53:00 -0400","nprStoryDate":"Thu, 21 Jun 2018 16:34:00 -0400","nprLastModifiedDate":"Thu, 21 Jun 2018 19:47:47 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/06/20180621_atc_a_lost_secret_how_to_get_kids_to_pay_attention.mp3?orgId=1&topicId=1001&aggIds=607483398&d=460&p=2&story=621752789&ft=nprml&f=621752789","nprAudioM3u":"http://api.npr.org/m3u/1622362031-917482.m3u?orgId=1&topicId=1001&aggIds=607483398&d=460&p=2&story=621752789&ft=nprml&f=621752789","path":"/mindshift/51509/how-to-get-kids-to-pay-attention","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/06/20180621_atc_a_lost_secret_how_to_get_kids_to_pay_attention.mp3?orgId=1&topicId=1001&aggIds=607483398&d=460&p=2&story=621752789&ft=nprml&f=621752789","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fifteen years ago, psychologists Barbara Rogoff and Maricela Correa-Chavez ran a simple experiment. They wanted to see how well kids pay attention — even if they don't have to.\u003c/p>\n\u003cp>They would bring two kids, between the ages 5 to 11, into a room and have them sit at two tables.\u003c/p>\n\u003cp>Then they had a research assistant teach one of the kids how to assemble a toy.\u003c/p>\n\u003cp>The other kid was told to wait. Rogoff says they would tell the second child, \"You can sit over here, and in a few minutes you'll have a turn to make this origami jumping mouse,\" — a different task altogether.\u003c/p>\n\u003cp>Rogoff and Correa-Chavez wanted to see what the waiting child did. Would she pay attention to the research assistant. Or did she goof off?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They ran this experiment on about 80 kids, with two different backgrounds: white, middle-class children from California and Maya children from Guatemala, whom she had been studying for years.\u003c/p>\n\u003cp>The difference was like night and day.\u003c/p>\n\u003cp>Many of the American kids slouched in their chairs, stared at the floor or looked around the room at the posters.\u003c/p>\n\u003cp>One little boy started making explosive noises, pretending a toy on the table was a bomb. \"He was throwing his hands into the air and saying, 'It's going to explode!'\" Rogoff says.\u003c/p>\n\u003cp>In contrast, the Maya children were more likely to pay attention. Some of them sat perfectly still in the chair, staring at the instructor. The Maya kids showed sustained attention about two-thirds of the time, Rogoff and colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19413421\">concluded\u003c/a>. The middle-class, American kids did so exactly half as often.\u003c/p>\n\u003cp>Why such different results? As we \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">recently reported, Maya kids are encouraged very early on to pay attention\u003c/a> to what their family is doing so they can learn how to do chores and work collaboratively with their family.\u003c/p>\n\u003cp>But Rogoff and other Maya researchers think there's more to the story. They think these indigenous children have something that many American kids have lost.\u003c/p>\n\u003cp>\u003cstrong>What is attention?\u003c/strong>\u003c/p>\n\u003cp>In the U.S., there's growing \u003ca href=\"https://www.npr.org/sections/health-shots/2010/07/07/128358770/more-screen-time-means-more-attention-problems-in-kids\">concern\u003c/a> about the ability of children to pay attention. That, on average, the attention span of kids is declining.\u003c/p>\n\u003cp>But what if it's not attention that's the problem — but something that triggers attention.\u003c/p>\n\u003cp>Attention is a tricky beast. Unlike some brain processes, say vision or the ability to detect faces, there's not one key region in the brain that controls our ability to focus on one task and disregard distractions.\u003c/p>\n\u003cp>\"Instead it appears [that] hundreds of different parts [of the brain] have to communicate and interact with each other when we pay attention,\" says neuroscientist \u003ca href=\"http://monicarosenberg.org/\">Monica Rosenberg\u003c/a> at Yale University.\u003c/p>\n\u003cp>And measuring how well a person's brain can execute this complex process has been thorny, say cognitive neuroscientists Mike Esterman and Joe DeGutis at the \u003ca href=\"http://www.bu.edu/ballab/\">Boston Attention and Learning Lab.\u003c/a>\u003c/p>\n\u003cp>For years, Esterman and DeGutis have been developing a standard test to measure how well people can focus — or at least that's what they thought they were measuring.\u003c/p>\n\u003cp>\"So we bring people in a lab, like college students, and give them these tests to do on the computer, which count how many times their attention lapses,\" Esterman says.\u003c/p>\n\u003cp>For instance, a person is shown a series of images on the screen. Esterman tells the person to press a button every time a city pops up.\u003c/p>\n\u003cp>\"So we show them a bunch of city images,\" he says. \"And you're kind of going along, pressing the button, as city after city passes on the scene. Then all of the sudden there's a mountain scene, and the goal is to stop pressing.\"\u003c/p>\n\u003cp>If your brain wanders, you'll make a mistake and accidentally press the button, Esterman adds. The more mistakes you make like this, the worse your ability is to pay attention, the researchers thought.\u003c/p>\n\u003cp>But then a few years ago, they decided to tweak the experiment. Right before it began, they told the college kids:\u003c/p>\n\u003cp>\"If you do better on the task, it would end sooner,\" Esterman says. \"And you can get out of the lab sooner.\"\u003c/p>\n\u003cp>In other words, Esterman gave the volunteers more \u003cem>motivation\u003c/em> to pay attention. The results were shocking.\u003c/p>\n\u003cp>\"The extra motivation increased the person's ability to sustain attention by more than 50 percent, \" Esterman says. \"We were kind of blown away by the size of these effects.\"\u003c/p>\n\u003cp>The researchers could even see changes in how the brain worked when people were motivated. The circuitry that controls attention was more active throughout the entire experiment when participants were motivated to finish the test, DeGutis says. Whereas, without the motivation, this circuitry tended to flash on and off.\u003c/p>\n\u003cp>For some people, the motivation can be just as important as their innate ability to pay attention, Esterman says.\u003c/p>\n\u003cp>\"If we don't measure how motivated a person is [while taking these tests], then we may not be measuring their true capacity to pay attention,\" he says.\u003c/p>\n\u003cp>And DeGutis agrees. \"One of the things we've realized is that it's hard to separate motivation from sustained attention,\" he says. \"If we're not looking at motivation, then we're really missing the boat in terms of attention.\"\u003c/p>\n\u003cp>'\u003cstrong>Of course she can go to the store by herself'\u003c/strong>\u003c/p>\n\u003cp>So maybe the Maya children are more attentive in the origami/toy experiment — not because they have better attention spans — but because they are more motivated to pay attention. Their parents have somehow motivated them to pay attention even without being told.\u003c/p>\n\u003cp>To see this Maya parenting firsthand, I traveled down to a tiny Maya village in Yucatan, Mexico, and visited the home of Maria Tun Burgos. Researchers have been studying her family and this village for years.\u003c/p>\n\u003cfigure id=\"attachment_51511\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-51511 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg\" alt=\"\" width=\"2000\" height=\"2000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-150x150.jpg 150w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gelmy Tun Borgos helps in the kitchen making tortillas with her mother in their home in a small village in the Yucatan. \u003ccite>(Adriana Zehbrauskas for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a warm April afternoon, Tun Burgos is feeding her chickens in backyard. Her three daughters are outside with her, but they doing basically whatever they want.\u003c/p>\n\u003cp>The oldest daughter, Angela, age 12, is chasing a baby chick that's gotten out of the pen. The middle girl, Gelmy, age 9, is running in and out of the yard with neighborhood kids. Most of the time, no one is really sure where she is. And the littlest daughter, Alexa, who is 4 years old, has just climbed up a tree.\u003c/p>\n\u003cp>\"Alone, without mama,\" the little daredevil declares.\u003c/p>\n\u003cp>Right away, I realize what these kids have that many American kids miss out on: an enormous amount of freedom. The freedom to largely choose what they do, where they go, whom they do it with. That means, they also have the freedom to control what they pay attention to.\u003c/p>\n\u003cp>Even the little 4-year-old has the freedom to leave the house by herself, her mother says.\u003c/p>\n\u003cp>\"Of course she can go shopping,\" Tun Burgos says. \"She can buy some eggs or tomatoes for us. She knows the way and how to stay out of traffic.\"\u003c/p>\n\u003cp>Now the kids aren't just playing around in the yard. They're still getting work done. They go to school. They do several after-school activities — and many, many chores. When I was with the family, the oldest girl did the dishes even though no one asked her to, and she helped take care of her little sisters.\u003c/p>\n\u003cp>But the kids, to a great extent, set their schedules and agendas, says Suzanne Gaskins, a psychologist at Northeastern Illinois University, who has studied the kids in this village for decades.\u003c/p>\n\u003cp>\"Rather than having the mom set the goal — and then having to offer enticements and rewards to reach that goal — the child is setting the goal,\" Gaskins says. \"Then the parents support that goal however they can.\"\u003c/p>\n\u003cp>The parents intentionally give their children this autonomy and freedom because they believe it's the best way to motivate kids, Gaskins says.\u003c/p>\n\u003cp>\"The parents feel very strongly that every child knows best what they want,\" she says. \"And that goals can be achieved only when a child wants it.\"\u003c/p>\n\u003cp>And so \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">they will do chores when they want to be helpful for their family.\u003c/a>\u003c/p>\n\u003cp>With this strategy, Maya children also learn how to manage their own attention, instead of always depending on adults to tell them what to pay attention to, says \u003ca href=\"https://psychology.ucsc.edu/faculty/singleton.php?&singleton=true&cruz_id=brogoff\">Barbara Rogoff\u003c/a>, who is a professor at the University of California Santa Cruz.\u003c/p>\n\u003cp>\"It may be the case that [some American] children give up control of their attention when it's always managed by an adult,\" she says.\u003c/p>\n\u003cp>Turns out these Maya moms are onto something. In fact, they are master motivators.\u003c/p>\n\u003cp>\u003cstrong>Motivating kids, the Maya way\u003c/strong>\u003c/p>\n\u003cp>Although neuroscientists are just beginning to understand what's happening in the brain while we pay attention, psychologists already have a pretty good understanding of what's needed to motivate kids.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.sas.rochester.edu/psy/people/faculty/deci_edward/\">Edward Deci\u003c/a> has been studying it for nearly 50 years at the University of Rochester. And what does he say is one of the most important ingredients for motivating kids?\u003c/p>\n\u003cp>\"Autonomy,\" Deci says. \"To do something with this full sense of willingness and choice.\"\u003c/p>\n\u003cp>Many \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1477878509104318?journalCode=trea\">studies\u003c/a> have shown that when teachers foster autonomy, it stimulates kids' motivation to learn, tackle challenges and pay attention, Deci says.\u003c/p>\n\u003cp>But in the last few decades, some parts of our culture have turned in the other direction, he says. They've started taking autonomy away from kids — especially in some schools.\u003c/p>\n\u003cp>\"One of the things we've been doing in the American school system is making it more and more controlling rather than supportive,\" Deci says.\u003c/p>\n\u003cp>And this lack of autonomy in school inhibits kids' ability to pay attention, he says.\u003c/p>\n\u003cp>\"Oh without question it does,\" Deci says. \"So all of the high stakes tests are having negative consequences on the motivation, the attention and the learning of our children.\"\u003c/p>\n\u003cp>Now, many parents in the U.S. can't go full-on Maya to motivate kids. It's often not practical — or safe — to give kids that much autonomy in many places, for instance. But there are things parents here can do, says cognitive psychologist Mike Esterman.\u003c/p>\n\u003cp>For starters, he says, ask your kid this question: 'What would you do if you didn't have to do anything else?' \"\u003c/p>\n\u003cp>\"Then you start to see what actually motivates them and what they want to engage their cognitive resources in when no one tells them what they \u003cem>have\u003c/em> to to do,\" Esterman says.\u003c/p>\n\u003cp>Then create space in their schedule for this activity, he says.\u003c/p>\n\u003cp>\"For my daughter, I've been thinking that this activity will be like her 'passion,' and it's the activity I should be fostering,\" he says.\u003c/p>\n\u003cp>Because when a kid has a passion, Esterman says, it's golden for the child. It's something that will bring them joy ... and hone their ability to pay attention.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: What questions do you have about \u003c/strong>\u003ca href=\"https://www.npr.org/series/607483398/-howtoraiseahuman\">\u003cstrong>How To Raise A Human\u003c/strong>\u003c/a>\u003cstrong>? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>We've reported on kids and chores, grandma's role in evolution and stay-at-home dads. What else do you want to know? What questions do you have for our correspondents? Submit your question in the tool below. We will pick a few to answer on NPR.org at the end of the series.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Lost+Secret%3A+How+To+Get+Kids+To+Pay+Attention&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51509/how-to-get-kids-to-pay-attention","authors":["byline_mindshift_51509"],"categories":["mindshift_192"],"tags":["mindshift_20862","mindshift_21207","mindshift_20784","mindshift_1040","mindshift_20772"],"featImg":"mindshift_51510","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. 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