Tag: disability

What to Read; 7 Books for Kids with ADHD

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Photo by Eddie Kopp on Unsplash

 

In my work with kids who have the traits of Attention Hyperactivity Deficit Disorder (ADHD), many families struggle with how to discuss the symptoms with their kids.  Bibliotherapy is a technique I often use with kids in my practice. But reading books for kids with ADHD can easily done with parents at home or with teachers at school. Here is a round-up of recommended books for kids with ADHD that depict various traits of impulsivity, inattention, hyperactivity, difficulty concentrating and blurting out.  For other ideas for books, you can check out my post about books about anxiety for elementary school kids and for teens as well as books that teach empathy. And you can head over to my Pinterest page for more possibilities of books/workbooks for kids and teens on various topics.

Here are the recommendations of books for kids with ADHD in no particular order:

 

My Warp Speed Mind, Donalisa Helsley (K-3rd grade)

books for kids with ADHD

Written by a clinical social worker, it is one of the few books that address the thoughts at “warp speed” in a kid with ADHD.  Offers tools to deal with impulsivity and how to slow down.

 

My Mouth is Volcano, Julia Cook (2nd-4th grade)

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One of my personal favorites about a boy named Louis, who feels the need to blurt out his thoughts at any time. An entertaining read with a helpful technique for kids to curb this not-so-uncommon behavior.

 

What Were You Thinking? Bryan Smith (2nd-4th grade)

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A great read about a third-grader Braden, whose impulsivity leads to poor choices.  Whether Braden makes jokes in class at the wrong time or blurts something out and hurts his classmate’s feelings, kids with ADHD will relate to this story.

 

Terrific Teddy’s Excessive Energy Jim Forgan (K-2nd)

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This is an ideal choice for a parent/guardian who is trying to explain ADHD to a child who has been recently diagnosed.  It has two optional endings for parents who want to use the terms ADHD or speak generally about traits such as excessive energy.

 

Pay Attention Emily Brown, Linda Brown (PreK-1st grade)

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A wonderfully written picture book about a mom who in a gentle way, is trying to get her daughter to pay attention.  Written in rhyme, it’s catchy prose captures entertains young readers who struggle with inattentiveness.

 

Hank Zipzer series, Henry Winkler (3rd-5th grade)

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A chapter book series as well as a TV show by Henry Winkler (yes parents, The Fonz), detailing the life of Hank who has dyslexia but shares a lot of qualities of ADHD.  Engaging plots, kids are drawn into Hank’s poor decision-making schemes and how he manages to deal with his choices.

 

Joey Pigza Swallowed the Key, Jack Ganza, (5th grade and up)

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If you are looking for a series of books for kids with ADHD, this is it. Swallowed The Key is an entertaining book in how he deals with the challenges of his diagnosis.  A boy who felt he could identify with Joey in many ways, particularly the impulsive choices and how it impacted his life at school recommended this book to me.

 

Julie Safranski, LCSW is a Chicago psychotherapist.  She enjoys working with kids with ADHD and their families to help them see their strengths and manage their challenges.  She can be reached at js@juliesafranski.com.

3 Tips to Get Ready for Your Child’s IEP Meeting

 

3 tips for your child’s next IEP meeting

For those parents who have children that receive special education services and have an Individual Education Program (IEP), a meeting is scheduled on a yearly basis. But often parents go into the meetings feeling unprepared and wondering if the school is meeting the needs of their child. Besides your child, you are the most important member of the IEP team and your input is essential in helping to create the legal document. Here are some tips for you to consider before attending the meeting:

Look over the current IEP and determine what services are currently provided for your child.

This may sound very basic but the IEP document is very complicated and not clearly written for the layperson. By the time the next annual review rolls around, often parents have forgotten how many direct and consultative minutes their student is receiving during the school day or over the course of the week. It is important to know how that impacts your child day-to-day and how it contributes to their overall schedule. How many minutes are they in the regular education setting versus specialized instruction outside the classroom? For instance, your child may leave the classroom for an hour a day for reading instruction or get their needs met by a special education teacher consulting with the regular education teacher. What areas have been identified as needs? Your child has identified reading and math needs but now seems to be struggling with writing at home. Parents often think reading and writing services are automatically addressed together. Does your child receive any related services and for how many minutes a week (speech/language, social work, occupational therapy etc.)? Your child may get social work services for social problem solving but now he is getting more disciplinary actions (detentions, suspensions). A different goal may be appropriate or more services need to be provided. Unless you know what the document says, it’s hard to advocate for current needs of your child and to determine the next course of action.

Determine your areas of concern and let the case manager know before the meeting the issues you would like to have discussed.

The case manager will be contacting you to let you know about the scheduled IEP meeting either through email, mail and/or a phone call. At that time or soon thereafter, letting the case manager know your particular concerns (e.g. Will Abby be able to have extended time on the PARCC?) will help the IEP team to address your questions ahead of time so they are ready to discuss them at the meeting. Often there is so much to cover during the IEP meeting and time is limited so creating the focus will get your questions answered in an effective, timely manner. Also, it demonstrates to the team that you are going to be an active participant that has a working understanding of what the IEP currently states.

Think about what you would like to see for your child for the future.

Often this question is an afterthought at meetings. We are so focused on the day-to-day details and how to get the child through the school day, we do not think about their future particularly in the younger grades. Is your goal for your child to have the least amount of special education services by a certain grade level (i.e. high school)? Or is your focus having child developing the most independence in the community (i.e.. is able to make a purchase at a store independently without adult assistance)? Do you see your child attending community college, a university, a sheltered workshop, attending a transition program or working a job after high-school? Of course, your goals for your child are based on your child’s intensity of needs but thinking about the long-term will help to drive the IEP’s overall focus. Transition services do not legally have to be discussed until 14 years old and a plan is formally created starting at 16 years old. But it’s never too early to be thinking about how you can better prepare your child for independence no matter what are their level of needs.

Julie Safranski, LCSW is Chicago psychotherapist. She also holds Professional Educator License (PEL)-School Social Worker endorsement (Type 73) for the State of Illinois and has 15 years experience in special education. She can be reached at js@juliesafranski.com.