Henry County School PsychologistsHenry County School Psychologists

From our family to yours we are here to provide collaborative and compassionate

services to help your children thrive academically, behaviorally, and socially.

From our family to yours we are here to provide collaborative and compassionate

services to help your children thrive academically, behaviorally, and socially.

Identify learning and behavior problems that interfere with school success

Help parents and teachers to implement research based interventions that address students' academic, behavioral, and social needs

Provide counseling instruction and mentoring for those struggling with emotional, behavioral, and social challenges

Encourage understanding and acceptance of diverse cultures and backgrounds

Conduct psychoeducational assessments that are used to make team decisions regarding eligibility for special education services

Promote positive classroom environments

Help to design and implement student progress monitoring systems

Implement school wide prevention programs

Respond to crises by providing direct service and leadership

Promote school policies and procedures that ensure the safety of all students

Copyright © 2013 http://www.nasponline.org/Copyright © 2013 http://www.nasponline.org/

Copyright © 2013 Copyright © 2013 http://www.nasponline.org/http://www.nasponline.org/

• The essential feature of attention-deficit/hyperactivity disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

• Copyright © 2013 American Psychiatric Association

• Taking Charge of ADHD: The Complete Authoritative Guide for Parents- Third Edition. By: Dr. Russell Barkley

• Driven to Distraction by: Dr. Edward Hallowell

• Delivered from Distraction: Getting the most out of life with Attention Deficit Disorder by: Dr. Edward Hallowell

• www.chadd.org; www.samgoldstein.com; www.russellbarkley.com; www.schoolpsychologistfiles.com

• http://www.cdc.gov/ncbddd/ADHD/facts.html

• Some Kids Just Can't Sit Still by: Dr. Sam Goldstein; • A Walk in the Rain With A Brain by: Dr. Edward Hallowell

• Service options in schools:

• Some students with ADHD will benefit from academic and behavioral supports through regular education through the Multi-Tiered System of Supports.

• Students with ADHD with severe behavioral and academic challenges may benefit from accommodations through a Section 504 plan while in regular education, or they may benefit from accommodations, daily individualized educational plan goals, and classroom setting adjustments through placement in special education.

• Section 504 and special education decisions are always committee decisions. Parents, teachers, administrators, and school psychologists are all possible participants in committee decisions.

1) Establish a purpose for reading 2) Identify the title and author 3) Comment on the cover illustration 4) Scan through the pages 5) Establish the W’s (who, what, where, when, why) 6) Relate the story and events to your child’s

existing knowledge and interests 7) Predict future events (read a passage, pause,

comment, and ask your child to predict what will happen next

Copyright © 2003 by Sally Shaywitz, M.D. from the book Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at any Level

8) Summarize the main ideas 9) Generate questions as you read 10) Make inferences 11) Clarify difficult words or confusing concepts 12) Use imagery or visualization 13) Organize ideas, perhaps graphically on paper 14) Retell the sequence of events 15) Enjoy the story

Copyright © 2003 by Sally Shaywitz, M.D. from the book Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at any Level

• Parents speak about child's strengths and challenges

• Classroom teacher speaks about child's strengths and challenges

• Classroom teacher speaks about interventions and child's progress through progress monitoring data

• School Psychologist reviews psychoeducational evaluation results with the committee

• The committee determines if the child meets eligibility criteria for special education

• If the child is found eligible for special education, then IEP goals, classroom and testing accommodations, and classroom settings will be discussed.

• If the committee decides that the child is not eligible for special education then the child will be returned to the student support team in regular education to be monitored by the Multi- Tiered System of Supports.

• Resources:• Overcoming Dyslexia by: Dr. Sally Shaywitz• www.allkindsofminds.org; www.interventioncentral.org• The Dyscalculia Toolkit: Supporting Learning

Difficulties in Math by: Ronit Bird• My Thirteenth Winter: A Memoir by: Samantha

Abeel• www.ncld.org; www.ldonline.org; www.ldworldwide.org

• The essential features of autism spectrum disorder are persistent impairment in reciprocal social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities. These symptoms are present from early childhood and limit or impair everyday functioning.

• Copyright © 2013 American Psychiatric Association

• Resources• The Complete Guide to Asperger's Syndrome by: Tony Attwood

• www.autismspeaks.org

• www.tonyattwood.com.au/

• www.autism-society.org and TEACCH program -www.autismsociety-nc.org

• The New Social Story Book, Revised and Expanded 10th Anniversary Edition: Over 150 Social Stories that Teach Everyday Social Skills to Children with Autism or Asperger's Syndrome, and their Peers. By: Carol Gray

• The Autistic Brain: Thinking Across the Spectrum By: Temple Grandin and Richard Panek

Resources:

Skillstreaming the Elementary School Child-New Strategies and Perspectives for Teaching Prosocial Skills-Revised Edition by: Ellen McGinnis and Arnold P. Goldstein

Nonverbal Learning Disorder: Understanding and Coping with NLD and Asperger’s-What Parents and Teachers Need to Know by: Rondalyn Varney-Whitney, MOT, OTR/L

AAC Speech Communicator

ABA Flashcards

Autism Emotion

Big Day Lite

Choice Board Creator

Copyright©http://www.autismspeaks.org/autism-apps

Android works on Communication

IPAD, Iphone, Itouch works on Language

IPAD, Iphone, Itouch works on Social Skills

IPAD, Iphone, Itouch Organization tool

IPAD, works on Communication

Function Description Signs or Symptoms of Dysfunction

Goal Identify Goal or set goal Acts as if “future blind” (Barkley, 2002), i.e. not working towards the future

Plan Develop steps towards goal, identify materials needed, set completion date

May start project without necessary materialsMay not leave enough time to completeMay not make plans for the weekend with peers

Sequence Arrange (and enact) steps in proper order spatially or temporally.

May skip steps in multi-step taskMay have difficulty relating story chronologicallyMay “jump the gun” socially

Prioritize Establish ranking of needs or tasks

May waste time doing small project and fail to do big projectMay have difficulty identifying what material to record in note-taking

Organize Obtain and maintain necessary materials and aids to completing sequence and achieving goal.

May lose important papers or possessionsMay fail to turn in completed workMay create unrealistic schedule

Initiate Begin or start tasks Difficulty getting started on tasks may appear as oppositional behavior

Inhibit Stop oneself from responding to distracters. Delay gratification in service of more important, long-term goal.

May appear distractible and/or impulsiveMay pick smaller, immediate reward over larger delayed reward

Copyright © Strategic Learning Connections 2013 Adapted from: Leslie E. Packer, Ph.D. 2002

Function Description Possible Signs or Symptoms of Dysfunction

Pace Establish and adjust work or production rate so that goal is met by specified completion time or date.

May run out of time

Shift Move from one task to another smoothly and quickly. Respond to feedback by adjusting plan or steps.

May have difficulty making transitions and/or coping with unforeseen events

Self-Monitor Assessing one’s performance and progress towards goal.

Doesn’t check to insure that each step is completedDoesn’t monitor pace to determine if goal will be met on timeDoesn’t check work before submitting it

Emotional Control Regulating and modulating responses to situations.

May exhibit inappropriate or over-reactive responses to situations

Complete Reaching the self-set or other-set goal

May start tasks but not finish them

Copyright © Strategic Learning Connections 2013 Adapted from: Leslie E. Packer, Ph.D. 2002

Resources:

www.strategiclearningconnections.com

Assessment and Intervention for Executive Function Difficulties by: George McCloskey, Lisa A. Perkins, and Bob Van Divner

Executive Function in the Classroom: Practical Strategies for Improving Performance and Enhancing Skills for All Students by: Christopher Kaufman

Promoting Executive Function in the Classroom by: Lynn Meltzer

Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention by: Peg Dawson

Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids reach their Potential by: Peg Dawson and Richard Guare

Disruptive Mood Dysregulation DisorderDisruptive Mood Dysregulation Disorder

The core feature of disruptive mood dysregulation disorder is chronic, severe persistent irritability. Temper outbursts typically

occur in response to frustration and can be verbal or behavioral (the latter in the form of aggression against property, self or others).

Resources:

Lost at School: Why are children with behavioral challenges are falling through the cracks and how we can help them By: Dr. Ross Greene

www.livesinthebalance.org (web-site for Collaborative Problem Solving)

The core feature of disruptive mood dysregulation disorder is chronic, severe persistent irritability. Temper outbursts typically

occur in response to frustration and can be verbal or behavioral (the latter in the form of aggression against property, self or others).

Resources:

Lost at School: Why are children with behavioral challenges are falling through the cracks and how we can help them By: Dr. Ross Greene

www.livesinthebalance.org (web-site for Collaborative Problem Solving)

Oppositional Defiant DisorderOppositional Defiant Disorder

The essential feature of oppositional defiant disorder is a frequent and persistent pattern of

angry/irritable mood, argumentative/defiant behavior, or vindictiveness. The symptoms of the disorder often are part of a pattern of problematic

interactions with others.

The essential feature of oppositional defiant disorder is a frequent and persistent pattern of

angry/irritable mood, argumentative/defiant behavior, or vindictiveness. The symptoms of the disorder often are part of a pattern of problematic

interactions with others.

Resources

www.livesinthebalance.org

Lost at School by: Dr. Ross Greene

The Explosive Child: A New Approach for Understanding and Parenting the Chronically Inflexible Child by: Dr. Ross Greene

Your Defiant Child: Eight Steps to Better Behavior: 2nd Edition by: Dr. Russell Barkley and Christine M. Benton

Resources

www.livesinthebalance.org

Lost at School by: Dr. Ross Greene

The Explosive Child: A New Approach for Understanding and Parenting the Chronically Inflexible Child by: Dr. Ross Greene

Your Defiant Child: Eight Steps to Better Behavior: 2nd Edition by: Dr. Russell Barkley and Christine M. Benton

Psychology

www.apa.org Web-site for the American Psychological Association. Helpful

assessment and treatment information can be found at this site about all psychological disorders.

www.nasponline.org Web-site for the National Association of School Psychologists.

Helpful information can be found at this site about children and adolescent mental health, school resources and interventions, and information about school psychology

www.gaspnet.org Web-site for the Georgia Association of School Psychologists

(GASP). Helpful information can be found at this site about school safety, crisis intervention, and student mental health.

Reading

http://www.starfall.com/ Phonics, phonemic awareness, sequencing, reading fluency, repeated readings   http://specialed.about.com/od/wordwalls/a/families.htm Word families flashcards already prepared   http://specialed.about.com/od/literacy/a/dolch.htm Dolch words flashcards already prepared divided by categories (pre-primer,

primer, 1st, 2nd, and 3rd)   http://www.vocabulary.co.il/ Building vocabulary through match game using flashcards

www.freerice.com Learn vocabulary, math, science, social studies, chemistry, geography, and

foreign languages through answering multiple-choice questions. Correct answers lead to rice being donated to third world countries.

 

Language Arts

http://www.literacycenter.net/lessonview_de.htm Capital/lowercase letters Handwriting   http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/english/beatrix/

index.htm Creating sentences Chronological order of words   http://www.gigglepotz.com/writingone.htm Writing prompts by month/theme Short sentences fill in the blank  

Math http://www.funbrain.com/kidscenter.html Educational games to enrich basic math facts by grade level   http://www.internet4classrooms.com/skills_1st.htm Counting by two’s, by ten’s, etc..   http://www.toonuniversity.com/flash.asp?err=569&engine= http://www.aplusmath.com/cgi-bin/flashcards/money Counting coins

www.khanacademy.org Excellent teaching of math concepts across elementary, middle, and

high school concepts  

www.learnzillion.com Free tutorial videos on various math topics. www.ixl.com Free web-site where children can practice

specific math skills for each grade level www.ricksmath.com/ Pre-kindergarten to high school students

looking for a better understanding of math will find over 4,800 problems to help them improve their skills. Problems can be printed in worksheet form.

Behavior

Intervention Central Collaborative Problem-Solving www.interventioncentral.org www.livesinthebalance.org

What Works Clearinghouse Http://ies.ed.gov/ncee/wwc/

Positive Behavior Support http://flpbs.fmhi.usf.edu/ http://www.pbisworld.com/

http://specialed.about.com/cs/behaviordisorders/a/behaviorcontrac.htm Behavior contracts   http://drwilliampmartin.tripod.com/classm.html Compilation of behavior management resources