If a child cannot learn the way I teach, then I must teach the way he learns.
--Anna Gillingham, educator and psychologist

Friday, November 7, 2014

4 Tips for Preparing Your Child with Autism for Holiday Celebrations

Michael J. Cameron, Ph.D., BCBA-D

[Note: although Dr. Cameron is writing specifically for families of children on the autism spectrum, many of his ideas and suggestions make sense for all parents!]

Holidays are a time for family, friends and food. A time to celebrate the spirit of thankfulness, giving and receiving. A time for decorating, traveling and shopping for many. As Abe Lincoln once said, "Give me six hours to chop down a tree and I will spend the first four sharpening the axe." This means preparing for success. For a child with Autism Spectrum Disorder (ASD), preparing for the hustle and bustle of the holiday season is imperative.

Whether you celebrate Thanksgiving, Christmas, Hanukkah, Ramadan, Kwanza or any other holiday celebration, the chaos, audio and visual stimuli and increase in human interaction that these occasions bring about can cause elevated amounts of anxiety and stress to a child with ASD. These heightened emotions can manifest into behavioral (e.g., an exacerbation of repetitious verbal and motor behavior) and physiologic changes (e.g., increase in heart rate and adrenaline), which can be eliminated, reduced or managed with the right preparation.

Here are some tips that we at Pacific Child & Family Associates share with families to help families like yours prepare a child with ASD for a season full of holiday cheer:

Communication: It is critical that you have a plan to communicate to your child, spouse and family or friends that you will be visiting. It is important for your child to know what to expect and for all other people involved to understand your child's needs and concerns. You can accomplish this by gathering information about a home you will visit including details of pets, other children, home security (in case your child has a history of wandering or leaving without permission) and food that will be served (if your child has food sensitivities). It is equally important for you to communicate with the host about what they might expect from your child and how the visit might go.

Preparing for Visits to Family or Friends' Homes: Once you have communicated with the hosts, use the information you gathered to ensure a successful and enjoyable visit for both you and your child. If your child has particular food preferences, you may want to prepare and bring something that he or she will enjoy. Bring materials that your child will be highly interested in, including videos, electronics (iPad, Leapfrog, etc.) or anything that your child has a high motivation to play with due to lack of continuous access.
You don't want to put your child in a corner to self-entertain, however. Do try to create a medium for social interaction by giving him a role. Perhaps he likes magic tricks and can practice showing his tricks to others. You could also inquire about the interests of the other kids that will be in attendance to see if they have interests that might be intriguing for your child to learn. If that is the case, pre-teach your child to play and engage with the materials other children may enjoy (e.g., Beyblades Battle Dome). Again, it is important that whatever the plan, you should communicate to your child what they can expect.
Religious Services: If planning to attend a church, temple, mosque or Karamu feast, pre-exposure to the environment can be very beneficial for your child. Every venue has its own standards, practices and rituals. Rehearsing routines that your child will encounter, such as kneeling on a pew, taking shoes off, sitting on benches, singing songs or praying, will create an opportunity for your child to participate as a community member and feel proud.
Traveling: Whether by airplane or long car ride, be prepared by bringing activities that will keep your child comfortable for long periods of time. Pack a special travel bag just for your child that includes materials that he or she is interested in. These items should include items of comfort, but also novel but desired items -- new things that are of your child's taste and preference. You should also research to find out about any restrictions along the way that may create distress for your child, such as lack of Internet connection. Prepare for the journey through an airport by practicing required protocol, such as taking off shoes or putting your child's personal items in a bin to go through the x-ray scanners. Understanding protocol and restrictions can help to manage expectations for your child. You can look for events such as the Blue Horizons for Autism airport rehearsal event hosted by Jet Blue Airways and Pacific Child & Family Associates on May 3 at Burbank Bob Hope Airport in Los Angeles. This event provided families and individuals affected by autism with the opportunity to navigate the air travel experience in a realistic, relaxed environment, surrounded by other families in the autism community.

Friday, October 10, 2014

Asperger's: Finding a Balance

“I’m sorry. It’s the Asperger’s.”

That was the “heartfelt” apology that my almost seven year old daughter came up with, after a raging meltdown in her classroom the day before, during which she verbally unfriended her best friend in the class.

Of course, trying to play the part of the responsible mom of a daughter with asperger’s, I tried to steer her away from these words, claiming that they sound like an excuse. And, well… NOT very sorry.

I encouraged her to dig deep and find her empathy. Empathy that, although not always present at the appropriate times, I know she is capable of.

“Maybe tell her that you’re sorry, and that you didn’t mean what you said, and that she really IS your friend, and that you’ll never yell at her again…”

“It’s not an excuse,” she replied, bluntly. “It’s the truth. And it’s what I’m going to say.”

Because I persisted in trying to alter her idea of an apology, she left for school on the bus, still anxious, and perseverating on how she needed ME to WRITE an apology for her, because she hates writing and writing makes her hand too tired and cramped, and it needed to be done NOW and it was just all too overwhelming for her.

She declared that she wouldn’t talk to her friend that day. She wouldn’t be able to look at her. She was scared of her.

As I reflected on my feelings of failure as a mom that morning, that I couldn’t make her see things differently, I realized that I was trying too hard. In my efforts to teach her “Theory of Mind,” the concept that other people can think and feel differently than her, I de-valued her own struggles.

This happens a lot. Being as high functioning as she is, people will likely always see her as having more control over herself than she actually has. They won’t factor in sensory overload, or difficulty understanding social situations, or fine and gross motor skill struggles that aren’t bad enough to qualify her for occupational therapy. They will be appalled that such a seemingly intelligent child can throw a regressive tantrum that could rival any toddler.

I sometimes see it in their stares. Hear it in their voices: A spoiled brat. Needs discipline. Parents must not set limits.

She sometimes resembles a modern day Veruca Salt, as she demands a new stuffed animal because having one more cat stuffed animal is the solution to her feelings of overwhelm as she is innunndated with sensory stimulation and social information that is impossible to process in that moment. The object of obsession is tangible, straightforward. It makes sense. She needs a solution, and her frazzled young brain seeks to find a simple one.

No, it doesn’t make sense to us. But to her, in those moments, nothing makes sense. She needs something to make sense.

After her massive school tantrum had subsided on the day she was mean to her friend, she called me from the principal’s office. “I’m having a hard day,” she said. “She told me she couldn't come to my birthday party, and I said she wasn’t my friend anymore, but I was just being sarcastic.”

“Sweetie, that’s not sarcasm,” I replied defeatedly. Sarcasm has been a point of contention before, as it confuses her. In an effort to relay that she was saying something she didn’t mean, she described it as sarcasm. I made a mental note to find a way to better explain the concept of sarcasm to her, and told her that she should apologize to her friend.

I was so quick to correct her faults. The fact that it’s unacceptable to throw tantrums in school, and yell at your friends. The misuse of the word, “sarcasm.”

In all actuality, I knew that she was disappointed and confused in that moment that her friend politely declined her party invite because her family already had plans. She misinterpreted the situation, and was so overcome with emotion that there was no sorting through to logic. Her feelings were too big, too confusing. She exploded. I felt sorry for the innocent victim who was likely just trying to let her know about the party she wouldn’t be attending. I felt even more sorry for my daughter, who couldn’t interpret this rather cut-and-dry social scenario through her own sensitivity.

So while I’m sorry for the hurt feeling my child caused another little girl, and for the hard time she gives to the adults in her life, and those at the school, and as much as I want her to take responsibility for her actions, not use her deficits as an excuse, and only exhibit her strengths, she’s kind of right when she says, “It’s the Asperger’s.” And she’s young. And she has high-functioning autism that is not obvious to the average on-looker.

Yes, she’s pretty, smart, and charming most of the time. And yes, she will throw completely socially inappropriate tantrums at times, and not fit properly into the box that she’s supposed to fit into. She’ll possibly be wearing a ridiculously sparkly dress while she’s doing it.

It may not look right to them. But, I’m sorry. It’s the Asperger’s.

By the way, her teacher informed me that she did, in fact, apologize to her friend at school that day. She dug deep. She tried. I’m not sure how she phrased her apology, but it doesn’t matter. I’m certain that she didn’t say it the way I would. She found her own way, and I’m immensely proud of her for that.

About the Author...
Rachel Finnemore is a sleep-deprived stay at home mom of two girls, and one boy. An aspiring farmer, and writer, she blogs about parenting on her blog,Chroniclesofjustamom.blogspot.com, and her adventures in becoming a wannabe farmer at her blog, Weepingwillowmicrofarm.blogspot.com.
- See more at: http://www.scarymommy.com/im-sorry-its-the-aspergers/#sthash.4OFyxH7h.dpuf

Friday, May 9, 2014

George Saunders’ Advice to Graduates

What follows is adapted from author George Saunders' 2013 convocation speech delivered at Syracuse University. As we move into graduation season, take a moment to read it--it's truly good for all ages.

In seventh grade, this new kid joined our class. Ellen was small, shy. She wore these blue cat’s-eye glasses that, at the time, only old ladies wore. When nervous, which was pretty much always, she had a habit of taking a strand of hair into her mouth and chewing on it.

So she came to our school and our neighborhood, and was mostly ignored, occasionally teased (“Your hair taste good?” — that sort of thing). I could see this hurt her. I still remember the way she’d look after such an insult: eyes cast down, a little gut-kicked, as if, having just been reminded of her place in things, she was trying, as much as possible, to disappear. After awhile she’d drift away, hair-strand still in her mouth. At home, I imagined, after school, her mother would say, you know: “How was your day, sweetie?” and she’d say, “Oh, fine.” And her mother would say, “Making any friends?” and she’d go, “Sure, lots.”

Sometimes I’d see her hanging around alone in her front yard, as if afraid to leave it.

And then — they moved. That was it. No tragedy, no big final hazing.

One day she was there, next day she wasn’t. End of story.

Now, why do I regret that? Why, forty-two years later, am I still thinking about it? Relative to most of the other kids, I was actually pretty nice to her. I never said an unkind word to her. In fact, I sometimes even (mildly) defended her.

But still. It bothers me.

So here’s something I know to be true, although it’s a little corny, and I don’t quite know what to do with it: What I regret most in my life are failures of kindness.

Those moments when another human being was there, in front of me, suffering, and I responded . . . sensibly. Reservedly. Mildly. Or, to look at it from the other end of the telescope: Who, in your life, do you remember most fondly, with the most undeniable feelings of warmth? Those who were kindest to you, I bet.

It’s a little facile, maybe, and certainly hard to implement, but I’d say, as a goal in life, you could do worse than: Try to be kinder.

How might we DO this? How might we become more loving, more open, less selfish, more present, less delusional, etc., etc? There are ways. You already know that because, in your life, there have been High Kindness periods and Low Kindness periods, and you know what inclined you toward the former and away from the latter. Education is good; immersing ourselves in a work of art: good; prayer is good; meditation’s good; a frank talk with a dear friend; establishing ourselves in some kind of spiritual tradition — recognizing that there have been countless really smart people before us who have asked these same questions and left behind answers for us.

One thing in our favor: some of this “becoming kinder” happens naturally, with age. It might be a simple matter of attrition: as we get older, we come to see how useless it is to be selfish — how illogical, really... We get our butts kicked by real life, and people come to our defense, and help us, and we learn that we’re not separate, and don’t want to be. We see people near and dear to us dropping away, and are gradually convinced that maybe we too will drop away (someday, a long time from now). Most people, as they age, become less selfish and more loving. I think this is true. The great Syracuse poet, Hayden Carruth, said, in a poem written near the end of his life, that he was “mostly Love, now.”

And so, a prediction, and my heartfelt wish for you: as you get older, your self will diminish and you will grow in love. YOU will gradually be replaced by LOVE. Since, according to me, your life is going to be a gradual process of becoming kinder and more loving: Hurry up. Speed it along. Start right now. There’s a confusion in each of us, a sickness, really: selfishness. But there’s also a cure. So be a good and proactive and even somewhat desperate patient on your own behalf — seek out the most efficacious anti-selfishness medicines, energetically, for the rest of your life.

Do all the other things, the ambitious things — travel, get rich, get famous, innovate, lead, fall in love, make and lose fortunes, swim naked in wild jungle rivers —  but as you do, to the extent that you can, err in the direction of kindness. Do those things that incline you toward the big questions, and avoid the things that would reduce you and make you trivial. That luminous part of you that exists beyond personality — your soul, if you will — is as bright and shining as any that has ever been.

Tuesday, March 25, 2014

The Village of Sewickley STANDS FIRM against partner violence

From our friends at the Sewickley Valley Chamber of Commerce:

On Tuesday,April 8th, 2014, The Sewickley Valley Chamber of Commerce will kickoff its 2014 Professional Development Speaker Series with an Awareness-and-Response Training on the workplace effects of partner violence,facilitated by STANDING FIRM, a Pittsburgh non-profit that presents the business case to end partner violence. The presentation will take place in the Sewickley Public Library’s Community Room, with registration and breakfast at 8:30 am.

According to Susan Nitzberg, Sewickley resident and Associate Director of STANDING FIRM,partner violence happens at home, but it also walks through the doors of many workplaces, whether employers realize it or not.  Partner violence causes absenteeism; impaired performance; workplace-violence events; potential liability; and safety concerns for employees and customers.

Thanks in part to generous support from Esmark, there is no charge for this training as long as the employer is a member of STANDING FIRM. For more information on joining STANDING FIRM, log on to www.standingfirmswpa.org and click on “Join Us”. Although it is FREE to join, advanced registration is required no later than April 3, 2014 by emailing: sewickleyvalleychamber@gmail.com.

The following local businesses and organizations are keeping our community safe by being STANDING FIRM members: Angel Event Productions, Borough of Sewickley, Clearly Pilates,Eat ‘n Park Hospitality Group, Giant Eagle, Heritage Valley Health System,Laughlin Children’s Center, Liz Murphy Design, McFadden Wellness and Chiropractic Center, Orr’s Jewelers, Quaker Valley School District, Safran's Supermarket, Sewickley Confectionery, Sewickley Valley Chamber of Commerce, Sewickley YMCA, Schenley Capital, Sweetwater Center for the Arts, Sewickley Spa, Spoiled Chics the Boutique, Two Men and a Truck, Village Green Partners, Village Theater Company, and Yoga in Sewickley To learn more about the organization, check out this YouTube video featuring Nitzberg:www.bit.ly/1fpO6Z5.

To learn moreabout the Sewickley Valley Chamber of Commerce, including the other topics inthe 2014 Professional Development Speaker Series, visit www.vgpsewickley.com and click “Chamber of Commerce”.

The Sewickley Valley Chamber of Commerce (SVCC) strives to educate, motivate, and connect local merchants, professional services, and nonprofits, and works hand in hand with Village Green Partners to promote the area as a destination for shopping ,dining, and living.

Tuesday, March 11, 2014

Quaker Valley wants to hear from YOU!

The following is a press release from Quaker Valley School District:

Superintendent Search: School Board solicits community input

The Quaker Valley School District’s Board of Directors is seeking community input as it begins its search for the district’s next superintendent. 

“We value community and staff involvement as we analyze the district’s long-term needs and the attributes needed to successfully lead our district,” Sarah Heres, school board president, said.

The school board is working in collaboration with the Allegheny Intermediate Unit and the Pennsylvania School Boards Association as it proceeds through the search process.

Community members can provide feedback online at www.aiu3.net/qvsd or by visiting the district’s website www.qvsd.org and selecting Superintendent Search (the first item listed under the News heading). Input will be collected through Sunday, March 23, 2014.

In addition, community members are encouraged to participate in focus group discussions with members of the Allegheny Intermediate Unit’s Executive Search Committee. Sessions will be held between 6:30-8:30 p.m. on Wednesday, March 19, in the Quaker Valley Middle School auditorium, 618 Harbaugh Street in Sewickley. No RSVP is needed – community members may drop in at any time during the evening session.

The focus group discussions provide community members with the opportunity to provide input regarding the qualities, characteristics and skills desired in Quaker Valley’s next superintendent of schools.

For more information, please contact Tina Vojtko, director of communications and development, at 412-749-3623 or vojtkot@qvsd.org

Thursday, March 6, 2014

SAT Prep Individualized for each student's particular needs!

Click on the flyer below to learn more about Laughlin's upcoming super-small groups for Verbal and Writing content knowledge and test-taking strategies!

Thursday, February 13, 2014

From our friends at the Children's Dyslexia Center in Pittsburgh: Chris Woodin to speak in March!


Presented by: Chris Woodin Ed.M. Math Department Chairman, Landmark School, Manchester, Massachusetts

WHERE: CHILDREN’S DYSLEXIA CENTER - PITTSBURGH                                   

REGISTRATION AND CONTINENTAL BREAKFAST: 8:45 A.M.                                                                                                                                                      
WORKSHOP:   9:30 – 11:00  A.M.
COST:  $40      


Learning math can be challenging, especially for students who have specific learning disabilities. Language skills, executive functioning, motor planning, and math-specific visual processing skills all play a role in acquiring math competency.  Specific deficits and their resulting impact will be explored.

Christopher Woodin has developed innovative, research-based methods for teaching about numbers and learning basic math skills. Methods will be presented that use minimum language demands and whole-to-part, multimodal strategies to help students express, relate, store, and retrieve information efficiently.

Mr. Woodin is a specialist in the fields of mathematics and learning disabilities. A graduate of Middlebury College and Harvard Graduate School of Education, he has taught extensively at Landmark School in Massachusetts. At Landmark School, Elementary-Middle School Campus, he holds the Ammerman Chair of Mathematics. He is the author of The Landmark Method of Teaching Arithmetic (1995), and Multiplication Facts for the Whole to Part Visual Learner (2013), in addition to several journal articles. He served on the Massachusetts Department of Education’s Mathematics 2011 Curriculum Framework Panel and teaches graduate-level education courses. Christopher Woodin was the 1997 Massachusetts Learning Disabilities Association (LDA) Samuel Kirk Educator of the Year. He has presented at numerous international LDA and International Dyslexia Association (IDA) conferences and led math workshops to audiences across the country.


Appropriate for parents and educators of students with language-based learning disabilities such as dyslexia, dyscalculia, dysgraphia, etc.

Monday, January 27, 2014

A Silent Epidemic

by Amy Joyce
Laughlin Children's Center Board of Directors member

“An autistic teenager has wandered away....” is the headline in the news more and more often these days.  As a parent of an autistic teen, my breath catches each time I hear those words.  That fear ranks among the top we parents share for our children on the autism spectrum.  Verbal, non-verbal, high-functioning or low-functioning, every child with ASD is at risk for this behavior.

When the story broke that the remains of a nonverbal, severely autistic boy named Avonte Oquendo washed up by a New York City river last week after wandering away from his school last October, the entire city mourned with the parents.  Not because they knew the family or the boy, but because they felt the loss as their own.  They had searched for him, checking the subway trains and yards, knowing he loved trains.  They had scoured faces similar to his, wondering if he was the boy who couldn't speak but was lost.  They had helped with bloodhounds, and police and other rescue teams to call his name, look for signs of him or hope he was huddled somewhere. 

But it's all counter-intuitive to a family who has an child with autism.  None of those helping had malicious intent, but we knew their efforts were in vain. We knew because one of the first things we teach our kids is Stranger Danger.  We knew there was no way a severely autistic boy would come to someone he didn't know, no way he would come out when his name was called, and no way he would run toward a barking dog who picked up his scent.  We know this because we see every day how our kids hide from loud noises, cover their ears when dogs bark, shield their faces when bright lights shine and become too wrapped up in their own thoughts to hear their names.

How can you find a person who's too afraid to be found?  Recently an article in the Pittsburgh Post Gazette highlighted an effort by the Allegheny County District attorney to "produce a DVD titled Encountering People with Autism for police and other first responders who may come in contact with those diagnosed with some form of the mysterious brain disorder, characterized by social difficulties, communication problems and repetitive behaviors and fixed interests.”  More than 100 police departments in the county will receive a copy in March to help train officers and make them aware of particular behaviors exhibited by persons with autistic disorders.  Read more: http://bit.ly/1e29zro

New York Senator Chuck Schumer proposed a bill in November that would expand an existing voluntary program for people suffering with Alzheimer's to include autistic children. If passed, parents and other caregivers would be able to outfit autistic children with tracking devices, on their wrist, ankle, or anywhere they would tolerate such a device.  While we can't always control the actions of those with these types of cognitive impairments, whether it be autism, Alzheimer's, or dementia, we can take steps to help ensure their safety.  It's time for this technology to help save lives.  My son loves the car GPS, I can only hope he'd love his own GPS even more.

Friday, January 24, 2014

What Students Remember Most About Teachers

By Lori Gard

Dear Young Teacher Down the Hall,
I saw you as you rushed passed me in the lunch room. Urgent. In a hurry to catch a bite before the final bell would ring calling all the students back inside. I noticed that your eyes showed tension. There were faint creases in your forehead. And I asked you how your day was going and you sighed.

"Oh, fine," you replied.

But I knew it was anything but fine. I noticed that the stress was getting to you. I could tell that the pressure was rising. And I looked at you and made an intentional decision to stop you right then and there. To ask you how things were really going. Was it that I saw in you a glimpse of myself that made me take the moment?

You told me how busy you were, how much there was to do. How little time there was to get it all done. I listened. And then I told you this:

I told you to remember that at the end of the day, it's not about the lesson plan. It's not about the fancy stuff we teachers make -- the crafts we do, the stories we read, the papers we laminate. No, that's not really it. That's not what matters most.

And as I looked at you there wearing all that worry under all that strain, I said it's aboutbeing there for your kids. Because at the end of the day, most students won't remember what amazing lesson plans you've created. They won't remember how organized your bulletin boards are. How straight and neat are the desk rows.

No, they'll not remember that amazing decor you've designed.

But they will remember you.

Your kindness. Your empathy. Your care and concern. They'll remember that you took the time to listen. That you stopped to ask them how they were. How they really were. They'll remember the personal stories you tell about your life: your home, your pets, your kids. They'll remember your laugh. They'll remember that you sat and talked with them while they ate their lunch.

Because at the end of the day, what really matters is YOU. What matters to those kids who sit before you in those little chairs, legs pressed up tight under tables oft too small- what matters to them is you.

You are that difference in their lives.

And when I looked at you then with tears in your eyes, emotions rising to the surface and I told you gently to stop trying so hard- I also reminded you that your own expectations were partly where the stress stemmed. For we who truly care are often far harder on ourselves than our students are willing to be. Because we who truly care are often our own worst enemy. We mentally beat ourselves up for trivial failures. We tell ourselves we're not enough. We compare ourselves to others. We work ourselves to the bone in the hopes of achieving the perfect lesson plan. The most dynamic activities. The most engaging lecture. The brightest, fanciest furnishings.

Because we want our students to think we're the very best at what we do and we believe that this status of excellence is achieved merely by doing. But we forget- and often. Excellence is more readily attained by being.
Being available.
Being kind.
Being compassionate.
Being transparent.
Being real.
Being thoughtful.
Being ourselves.

And of all the students I know who have lauded teachers with the laurels of the highest acclaim, those students have said of those teachers that they cared.

You see, kids can see through to the truth of the matter. And while the flashy stuff can entertain them for a while, it's the steady constancy of empathy that keeps them connected to us. It's the relationships we build with them. It's the time we invest. It's all the little ways we stop and show concern. It's the love we share with them: of learning. Of life. And most importantly, of people.

And while we continually strive for excellence in our profession as these days of fiscal restraint and heavy top-down demands keep coming at us- relentless and quick. We need to stay the course. For ourselves and for our students. Because it's the human touch that really matters.

It's you, their teacher, that really matters.

So go back to your class and really take a look. See passed the behaviors, the issues and the concerns, pressing as they might be. Look beyond the stack of papers on your desk, the line of emails in your queue. Look further than the classrooms of seasoned teachers down the hall. Look. And you will see that it's there- right inside you. The ability to make an impact. The chance of a lifetime to make a difference in a child's life. And you can do this now.

Right where you are, just as you are.

Because all you are right now is all you ever need to be for them today. And who you are tomorrow will depend much on who and what you decide to be today.

It's in you. I know it is.

That Other Teacher Down the Hall

Posted: 12/11/2013 at www.huffingtonpost.ca/lori-gard/students_b_4422603.html

Wednesday, October 16, 2013

ADHD Awareness

October is ADHD Awareness month so we thought it was only fitting to take the opportunity to discuss ADHD in further detail with all of you. So let's get started:
What is ADHD?
ADHD is characterized by hyperactivity, inattention and/or impulsivity. Most children demonstrate some level of inattentiveness, hyperactivity and impulsivity so the real question is when does that become a problem to the extent that they may be diagnosed with ADHD? Just because a child is more hyperactive or demonstrates a shorter attention span than their peers does not mean they have ADHD. Typically if a child has trouble in one setting but not another, such as school vs. home, they are likely struggling with something other than ADHD. A child with ADHD typically demonstrates symptoms indiscriminately based on their environment [1].
ADHD is the most commonly diagnosed behavioral disorder among children. Approximately 1 in every 10 children between the ages of 4-17 has been diagnosed with the disorder at some point in their life [2]. ADHD is more common in boys than girls and symptoms tend to vary based on gender. Boys are typically more hyperactive while girls more frequently demonstrate inattentiveness [1].
The causes of ADHD are largely unknown, but it is thought to be caused by interactions between genetics and environment. Factors such as blood relatives with ADHD, exposure to environmental toxins, maternal drug, alcohol or tobacco use during pregnancy, maternal exposure to poisons, and premature births are all thought to increase the risk of a child developing ADHD [1].
3 Types of ADHD
ADHD is typically characterized by three main symptoms including an inability to focus, hyperactivity and impulsivity. Based on symptoms, ADHD diagnoses have been characterized even further into three main categories [3]:
Inattentive type (Inability to focus well)
·         Lacks attention to important details

·         Makes careless mistakes on homework, tests, or various other tasks

·         Difficulty maintaining attention

·         Shifts from task to task without completing anything

·         Doesn’t seem to listen when spoken to

·         Easily distracted

·         Gets bored easily

·         Has trouble with organization

·         Frequently daydreams

·         Difficulty following directions

·         Slow to understand information
Hyperactive-impulsive type (hyperactivity & impulsivity)
·         Fidgets and squirms in seat

·         Difficulty staying seated or sitting still

·         Runs around or climbs excessively in situations where it is not appropriate

·         Talks excessively

·         Forgetful

·         Difficulty doing quite tasks (reading, etc)

·         Touches everything

·         Impatient

·         Blurts out comments at inappropriate times
Combined type
·         Shows signs of both Hyperactive-impulsive and Inattentive types
Some may outgrow ADHD, some never will and for others the symptoms merely change with age.
The implications of ADHD are often greater than merely the symptoms that accompany the disorder. Children with ADHD [1]:
·         Frequently face academic challenges and embarrassment from academic difficulties

·         Tend to have more accidents and injuries than their peers

·         Often face social challenges such as appropriate social behaviors and peer acceptance.

·         Tend to struggle with low self-esteem

·         Are at an increased risk for substance abuse
Only health care professionals can test for and diagnose an individual with ADHD. For a proper diagnosis, doctors will typically rule out other conditions that may result in similar symptoms including hearing impairments, sleep disorders, mood disorders, etc. [1]. ADHD is frequently accompanied by at least one other condition such as anxiety, a learning disability, or depression [1,3]. In some cases, symptoms become visible in children as young as 2 or 3 years old, however it is difficult to accurately diagnose such young children.
ADHD can be effectively treated with counseling, medicine and support. Medications do not cure patients with ADHD, however they do allow individuals to better manage their symptoms. Every child requires a unique approach and not every child responds to medications so treatment plans tend to vary. Early diagnosis and treatment can be important to ensure your child successfully learns strategies to lessen the severity of symptoms.
Common stimulant drugs to address ADHD include Adderall, Focalin, Concerta, Ritalin, Daytrana, and Metadate. These drugs typically function by balancing and enhancing neurotransmitters and the way nerve cells interact, allowing children to focus better. Common non-simulant drugs include Strattera [1]. Non-stimulant drugs are typically not quite as effective as stimulant drugs, however they typically result in fewer side effects. Other options include high blood pressure medicines and antidepressants.
Therapy is also commonly used to address ADHD. With behavioral therapy, parents try to enforce behavioral alterations through rewards or withholding privileges [1,3]. Other strategies include psychotherapy, parenting skills training, family therapy and social skills training [1].
It is important to generate a positive, supportive home environment for children struggling ADHD. It is necessary to show children plenty of affection, highlight their strengths, take time to enjoy time with them, find ways to improve their self-esteem (such as art projects, etc), work on organization, use simple words when giving directions, try to maintain a regular schedule, identify difficult situations, make sure the child is rested and be patient [1]!
Alternative treatments that have been tried, but are not yet scientifically proven include yoga or meditation, special diets, vitamin or mineral supplements, herbal supplements, proprietary formulations, essential fatty acids, and neurofeedback training [1].
Is your child struggling in school as a result of ADHD?
Children struggling with ADHD frequently face challenges in the classroom setting. Ask about school programs to assist children with ADHD. A few steps you can take to help your child include:
·         Have your child professionally tested and get the diagnosis in writing

·         There are federal laws in place to help support children with ADHD and similar disabilities including:

o   Section 504 of the Rehabilitation Act provides opportunities for students with ADHD such as a quiet work place, giving tests in quiet places, breaking tests into small pieces and simple, clear directions for homework. Section 504 is typically the best option for students that only require minor changes to their academic routine. This law is a civil rights law meaning its main purpose is to ensure children with disabilities are not discriminated against and that they have equal opportunities within the classroom [4].

o   The Individuals with Disabilities Education Act (IDEA) provides individualized education programs (IEP). IDEA may work best for students with more intense needs by offering a greater range of services. IDEA also offers parents a greater ability to participate in educational decisions regarding their child [4].

§  IEPs are written documents with written goals based on their level of performance and a list of services.

·         Be patient and willing to figure out what works best for your child, which may take involving teachers, counselors and various services to ensure your child receives the appropriate support to thrive in a learning and social environment. Team efforts are typically the most successful, and require good communication and support between team members.

For more information on how Laughlin Children’s Center can help with evaluations and therapy, contact the Center at 412.741.4087 or learn more at www.laughlincenter.org.

  1. Mayo Clinic Staff. "Definition Attention-deficit/hyperactivity Disorder (ADHD) in Children." Mayo Clinic. Mayo Foundation for Medical Education and Research, 05 Mar. 2013. Web. 11 Oct. 2013. ‘
  2. Centers for Disease Control and Prevention. Increasing Prevalence of Parent-Reported Attention-Deficit/Hyperactivity Disorder among Children - United States, 2003 and 2007. MMWR 2010;59:1439-1443.
  3. "Attention Deficit Hyperactivity Disorder." A.D.A.M. Medical Encyclopedia. National Center for Biotechnology Information, 23 Mar. 2013. Web. 11 Oct. 2013.
  4. CHADD. "What We Know: Educational Rights for Children with ADHD in Public Schools." National Resource Center on ADHD, 2012. Web. 11 Oct. 2013.

Wednesday, September 25, 2013

Laughlin Center on TV


Be on the lookout for this promotional Laughlin Center ad, which Comcast will run October through November!

Monday, August 26, 2013

From our friends at WPIC

ADHD and Executive Function:
Research and Current Treatment Strategies (MC70)

September 13, 2013
University Club
(Oakland Section of Pittsburgh)

This daylong conference will address the multitude of issues surrounding the diagnosis and treatment of ADHD across the lifespan.  During the keynote presentations, Brooke Molina, PhD will present new research on the implications of medication treatment in younger individuals and the impact on potential for substance abuse later in life,, and Greg Slomka, PhD will address executive function and brain development.   Afternoon workshops sessions will be broken into three tracks specifically geared toward families of children with ADHD, adults living with ADHD, and clinicians.   

Brooke Molina, PhD
Professor of Psychiatry and Psychology
University of Pittsburgh School of Medicine
Director, ADHD Research Program
Western Psychiatric Institute and Clinic

Greg Slomka, PhD
Developmental Neuropsychologist
Center for Children and Families
Western Psychiatric Institute and Clinic

For Professionals:
·         Diagnostic Challenges with Young Children
·         Neuropsychological Testing for Executive Functioning and ADHD

For Adults/College Students with ADHD:
·         Alternative Treatments for ADHD (Mindfulness/Yoga/Exercise/Nutrition/Supplements)
·         Tool Kit for Surviving Adult ADHD

For Parents:
·         Landing the Helicopter:  Parent/Teen Negotiation and Transition to Adulthood
·         Positive Language and Parenting Skills and School Communication for Young Children

Details can be found on the website, http://www.wpic.pitt.edu/oerp/conferences

For additional information or to receive a brochure, please contact Mary Healy at healymk@upmc.edu or (412) 204-9080.

For a complete list of all our programs, please visit our website at www.wpic.pitt.edu/oerp

Thursday, May 30, 2013

Laughlin at Sewickley Unleashed 2013!

Pictured above is a dog bowl inspired by Laughlin's summer programming that was raffled off at this year's Sewickley Unleashed festivities! Proceeds benefitted the Western PA Humane Society.

Earlier this month, Sewickley hosted the fourth annual Sewickley Unleashed event!  Laughlin and other local businesses all played a part in the day's activities by setting up booths on Broad Street for the afternoon.  The day kicked off with a (first ever) 5K race, and was followed by a Pet Parade with over 100 canine friend participants! Funds raised at the event were donated to the Western PA Humane Society.  100.7 STAR Pittsburgh covered the day-long, pet-lovers event over the airwaves.  

A fashion showcase of styles from various Sewickley boutiques outfitted local business representatives with their clothing, accompanied by an animal friend.  Laughlin's lovely Operations Manager, Rebecca (pictured above), sported a fresh, hippie-chic outfit from Spoiled Chics Boutique, and walked the runway with a helium version of Laughlin's own unofficial mascot, Olive Florey.  

Be sure to mark you calendars for Sewickley Unleashed 2014, scheduled to take place on the 3rd Saturday in May! It sure was a doggone, fun time for the entire community and we hope to see you and your pets at next year's celebration.  To find out more about this event, please visit www.sewickleyunleashed.org, and check out the awesome pictures of participating pups from Jenny Karlsson Photography at her Facebook page! Woof!