By Jenni, Marie, Christina and Jen. Purpose to showcase a specific population we will come into contact with as professionals, focusing on knowledge of.

Invisable Disablitlites By Jenni, Marie, Christina and Jen

Purposeto showcase a specific population we will

come into contact with as professionals, focusing on knowledge of potential solutions we can be a part of as counselors.

Agendapresent a brief understanding of what an

invisible/learning disability isshowcase four specific learning disabilities

you are likely to encounter, including symptoms, considerations for counselors/educators, and potential solutions

• questions

ObjectiveRaise awareness among future school

counselors Make LDs more recognizableHelp Counselors learn how to address the

issues associated with learning disabilities so our students can succeed in the realms of academic, social, and career development.

Invisible Disabilities in ChildrenStrategies for Success

What is an Invisible Learning Disability?Learning disorders affect how a person

understands, remembers and responds to new information. People with learning disorders may have problems listening, speaking, reading, writing, or doing math

Invisible disabilities are those that are not immediately apparent to teachers, students, or even parents

Invisible disabilities include known learning disabilities such as dyslexia and ADHD, as well as any mental, neurological or physical conditions that can affect learning

Why is this important?The National Institutes of Health estimate that 8 to

10% of children in the United States suffer from a learning disability

Currently, 2.9 million school-aged children in the United States are classified as having a specific learning disability

The National Center for Learning Disabilities estimates that 15 million Americans suffer from learning disabilities

Many children have not been diagnosed and helped because their disabilities go undetected by teachers, parents, counselors.

Anxiety DisorderWhat is it?Characterized by irrational, persistent, and

overwhelming fear, worry and anxiety that interfere with normal functioning and everyday activities.

Symptoms vary but often include irritability, nervousness, difficulty sleeping, and physical symptoms (headaches and stomachaches)

Anxiety disorders often co-occur with other disorders such as depression, eating disorders, and ADHD

Anxiety disorderWhy is it important?Most common mental illness in children13% of children and 18.6% of adolescents

suffer from an anxiety disorderMost common anxiety disorders:

Social Anxiety Disorder (6.8 %)Specific phobias (8.7%)Generalized Anxiety Disorder (3.1%)Obsessive-Compulsive Disorder (1%)Panic Disorders (2.7%)Post-Traumatic Stress Disorder (3.5%)

Anxiety disorders impact a students ability to succeed in school

ConsiderationsAcademic

Considerations

• Children with anxiety disorders are at a higher risk to perform poorly in school and dropout

•Teachers often recognize symptoms of anxiety but may not realize they are caused by an anxiety disorder

Social/Personal Considerations

•Children with anxiety disorders suffer from low self-esteem and often feel fearful, embarrassed, and alone

•Anxiety disorders can affect a child’s ability to interact socially with others and adjust to the school environment

•Children with anxiety disorders are more likely to engage in alcohol and substance abuse

Transitions / Careers

•Left untreated, anxiety disorders tend to be chronic and can continue and progress into adulthood

• Cognitive-behavioral therapy (CBT), Acceptance and commitment therapy (ACT), and Dialectical behavioral therapy (DBT) as well as certain medications have all been shown to be effective treatments

SolutionsWhat can we as school counselors do?Both teachers and counselors need to be trained

in recognizing the signs and symptoms of anxiety disorders

Counselors can create guidance unit related to stress and anxiety and how teachers and students can tell what anxiety is normal and what is not

Counselors can work with students and families to find appropriate treatments and therapists

Counselors can work with teachers to find effective accommodations to help students succeed in the classroom

ADHD

Attention Deficit Hyperactivity Disorder (ADHD)What is it?

ADHD is defined as “a condition characterized by severe problems of

inattention, hyperactivity, and/or impulsivity; often

found in people with learning disabilities”.

(cite)

Symptoms

• Short attention span

• Distractibility

• Disorganization

• Procrastination

• Poor internal supervision

•Interrupting

•Squirming

Three Types

1. Combined Type (most common)

2. Predominantly Hyperactive-Impulsive Type

3. Predominantly Inattentive Type

Why is this important?

Prevalence: Three to seven percent of the school-age population have ADHD. (Hallahan, Kauffman, & Pullen, 2009)

Students with ADHD have significantly higher dropout rates, increased frequency of failing grades, and poor academic outcomes compared to students without ADHD (Fischer, Barkley, Fletcher, & Smallish, 1993).

ADHD is widely recognized as one of the most frequent reasons, if not the most frequent reason, children are referred for behavioral problems to guidance clinics (Hallahan, Kauffman, & Pullen, 2009).

ConsiderationsAcademic

• High degree of classroom structure.

•Teacher directed activities.

•Determining rules and expectations of behavior prior to events.

• Self- monitoring or self- management programs where students record their own behavior.

Social/ Personal

• Rejected more often compared to non-disabled classmates.

• Have a hard time controlling emotions often overreacting.

• Students with ADHD have delayed “inner speech”.

Transitions/Career

• Important to choose a path that maximizes individual’s strengths and minimizes weaknesses. •Coaching – a technique whereby a friend or therapist offers encouragement and support for a person with ADHD

TreatmentMedication Considerations

Four Methods of Assessment1. Medical Examination2. Clinical Interview3. Teacher and Parent rating scales4. Behavioral Observation

Psychostimulants – medications that activate dopamine levels in the frontal and prefrontal areas of the brain that control behavioral inhibition and executive functions; used to treat persons with ADHD. (Hallahan, Kauffman, & Pullen, 2009)

1. Ritalin - Most commonly prescribed psychostimulant for ADHD. 2. Adderall3. Strattera

Caution with Medication- Research is very positive on the effectiveness of medication for increasing appropriate behavior, there are still a number of cautions.

Dyslexia

DyslexiaWhat is it?

Trouble translating or understanding written materials. This can be letters, numbers and symbols. Dyslexia is considered to be a reading disability and can often times run in the family.

Symptoms

•Poor reading (skills/comprehension)

• Poor spelling skills

• Poor writing skills

• Trouble memorizing

•Difficulty with directions (up, down, right, left, maps)

•Difficulty finishing test/assignments on time

Examples• Thew ord sare notsp

aced cor rect ly.• The words are not

spaced correctly

• We spell wrsd xatle az tha snd to us• We spell words

exactly as they sound

• Sometimesallthelettersarepushedtogether• Sometimes all the

letters are pushed together

Why is this important? Sometimes Dyslexia goes unnoticed because:

Students learn to cope and work around the disability Sometimes symptoms aren’t apparent to teachers, counselors and teachers

Even though some students learn to work around the disability, once diagnosed and receiving assistance school will become much easier for the student

It is not uncommon for students to go though school and life without being diagnosed until adulthood

This is extremely important to address in school because many times children with dyslexia are viewed as stupid or lazy when in reality they are trying their hardest and my just need assistance to reach their full potential.

Between 10 -20% of school age children have been diagnosed

Considerations

Academic

• Receive additional time to complete assignments and exams

•Permission to tape classes/lectures.

•Using spell check

• Books on tape

•Tutors

Social

• Sometimes seen as stupid or lazy

•May feel different compared to classmates

Personal

• When diagnosed later in life sometimes the person has trouble accepting

•Getting used to having assistance

•May feel different compared to their classmates.

Transition to

Adulthood

• Important to choose a path that maximizes individual’s strengths and minimizes weaknesses. •Understanding that there is nothing wrong with them. •Using the help that is offered to maximize potential

SolutionsFirst get testedUnderstand Dyslexia and the symptomsUtilize services provided by schools

Extra TutoringBooks on TapeExtra Testing timeSupport groups/counseling

Asperger Syndrome

Asperger SyndromeWhat is it?

An Autism Spectrum Disorder

Unlike Autism, those with Asperger Syndrome do not have delayed or impaired cognitive and language development

Characterized by deficits in social interaction and repetitive or restrictive thoughts and behaviors

Symptoms•Lack of social awareness •socially and emotionally inappropriate behavior• difficulty with non-verbal communication•Obsessive interest in a single topic• repetitive routines or rituals• peculiarities in speech and language•uncoordinated motor skills/movements

Why is it Important? Often undiagnosed until school ageFormal diagnosis of students with AS is a

recent phenomenonHigh number of diagnosis suggest counselors

need to know how to work with many students with AS

Estimated as many as 6.7 of every 1000 children have an autism spectrum disorder. It is estimated that about 4.8 of every 1,000 children have AS.

Asperger SyndromeConsiderations

Academic

• Students with Asperger are easily stressed, but may not display their stress outwardly. •Stress can be eased by creating a set routine and/or letting the student know what to expect.• Difficulty with creative writing/art assignments•Trouble focusing on the task at hand instead of their own professed interests

Social/Personal

• Students with Asperger Syndrome have difficulty interacting socially with peers.•lack social awareness •Social difficulties may be masked by advanced vocabulary• Can often initiate social interactions (basic greetings, etc), but have difficulty with reciprocal conversations• Self-Esteem problems can arise because students are aware of being different from their peers

Transition/Career

• Work should be done before each major transition to get the student comfortable with a new place, new people, and a new routine•The number of students with AS continuing to post secondary education is on the rise•AS is a high functioning disorder; they can be very successful in the right workplace

SolutionsWhat can school counselors do?Often a school counselor will be the first person to

recognize the symptoms of AS. Small changes to the day can help a student cope, such

as establishing signals between students and teachers, allowing extra time to transition between classes, and establishing rewards around subjects the student enjoys.

Networking with teachers, parents, and outside Mental Health Professionals. working collaboratively to develop plans to help the child succeed.

Offer resources, knowledge and training to teachers.Advocate for the inclusion of students in general

education classrooms

Bringing it all togetherPrevalence of the LDs discussed here

today

Asperger'sADD/ADHDGeneral AnxietyDyslexia

References Anxiety disorders in children. (n.d.). Retrieved from http://www.adaa.org   Bailet, L.L. (2006, August). Understanding dyslexia. Retrieved from http://www.seattlechildrens.org/kids-health/page.aspx?kid=20965&lic=400&cat_id=20179   Bailet, L.L. (2006, April). Understanding dyslexia for parents. Retrieved from

http://www.seattlechildrens.org/kids-health/page.aspx?kid=21346&lic=400&cat_id=142   Brown, T.A., & Barlow, D.H. (2007). Casebook in abnormal psychology. Belmont, CA.: Thomson Wadsworth.   Essau, C., & Peterman, F. (Ed.). (2001). Anxiety disorders in children and adolescents: epidemiology, risk factors and treatment. East Sussex, England: Brunner

Routledge.   Fischer, M., Barkley, R. A., Fletcher, K. E., & Smallish, L. (1993). The adolescent outcome of hyperactive children: Predictors of psychiatric, academic, social,

and emotional adjustment. Journal of the American Academy of Child & Adolescent Psychiatry, 32(2), 324-332. ISSN: 0890-8567   Gibbons, M. M., & Goins, S. (2008). Getting to know the child with asperger syndrome. Professional School Counseling, 11(5), 347-352.   Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009). Exceptional Learners: An Introduction to Special Education (11th ed.). Bostom, MA: Pearson Educaiton,

Inc   Myles, B. S. (2005). Children and youth with asperger syndrome: strategies for success in inclusive settings. Thousand Oaks, CA: Corwin Press.   National center for learning disabilities. (n.d.). Retrieved from http://www.ncld.org/     National Institute of Health, Initials. (2010, May 14). Asperger syndrome information page: national institute of neurological disorders and stroke. Retrieved

from http://www.ninds.nih.gov/disorders/asperger/asperger.htm   Ninds learning disability information page. (2010, October 18). Retrieved from http://www.ninds.nih.gov Thompson, D. (2009, April 1). Dyslexia demystified: how multisensory reading instruction can make all the difference. Seattle's Child, Retrieved from

http://www.seattleschild.com/article/20090401/SCM02/903259989   Winter, M. (2003). Asperger syndrome: what teachers need to know. New York, NY: Jessica Kingsley Publishers

Questions?