October is ADHD Awareness Month

October is awareness month for ADHD. We wanted to share some resources for understanding ADHD whether it’s for yourself, for you to share with family members, or with your child’s school.  Having awareness and understanding is the first step in helping a child. 

Read here for understanding symptoms of ADHD:

http://www.chadd.org/Understanding-ADHD/About-ADHD.aspx
Here it uncovers myths and misunderstandings about ADHD:

http://www.chadd.org/Understanding-ADHD/About-ADHD/Myths-and-Misunderstandings.aspx
The Science of ADHD:

http://www.chadd.org/Understanding-ADHD/About-ADHD/The-Science-of-ADHD.aspx

ADHD and Advocacy:

http://www.chadd.org/Advocacy.aspx
Can your child with ADHD receive an IEP or a 504 plan? 

http://www.wrightslaw.com/info/add.index.htm
For an excellent magazine on ADD, check out ADDitude:

https://www.additudemag.com
The three types of ADHD:

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/add-adhd/the-3-types-of-adhd
A fabulous website for information on learning and attention:

https://www.understood.org/en
A quick one minute video summarizing ADHD:

http://totallyadd.com/adhd-awareness-minute-no-music/

If you have questions about where to start or how to continue on your journey with ADD/ADHD, our door is always open! Please reach out to us at confidentsolutions7@gmail.com.

With Appreciation,

Christina and Wendy

Please visit ADDitude’s website for more truths about ADHD. https://www.additudemag.com/adhd-is-not-fake/

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Registration for Social Skills Classes April 23rd-May 28st

registration-for-social-skills-classes-april-23rd-may-28st-updated

Registration is now open for our last set of social skills classes before the Summer! 

For some students, obtaining and utilizing good social skills do not come naturally. They move through their environment having a difficult time communicating and understanding more than just direct language-based interactions. For example, good social skills include sharing space with others and learning to regulate one’s own behavior to other people’s thoughts or expectations as well as using your whole body to understand what people are “saying” around you. For some students, these skills need to be taught.

We are offering three different sessions, each with a specific focus. We believe that empowering the parent/guardian is equally important in teaching social skills to a child. Please plan on staying for the parent session of your child’s class to learn what your child is learning and how to help your child at home. For session one and session two, teacher letters will be e-mailed weekly to each parent. This gives you the opportunity to share what your child is learning with his/her teacher and helps connect what your child is learning to his/her school environment.

All classes are held at 9700 Research Drive, Suite 132, Charlotte, NC 28262. The total cost for a six-week session is $225.00. To register, fill out the registration form and e-mail it to us at confidentsolutions7@gmail.com. Each group will have no more than 5 students so we can practice “thinking” about thinking as well as individualize for each child.

If you are new, we recommend beginning with the self-awareness, self-monitoring, and self-control class first. If you have questions about any classes, please feel free to e-mail us at confidentsolutions7@gmail.com.  You may be interested in reading about who could benefit from a social skills class here Who Benefits From Social Skills Classes? and Social Learning

Session 1: Social Learning through Self-Awareness, Self-Monitoring, and Self-Control

Following the Think Social! model, children and parents will learn the differences between self-awareness, self-monitoring, and self-control. Students will learn about “hidden” social expectations in different environments, how behaviors are connected to emotions, strengthen imitation skills, how to gain self-awareness with individual behaviors, move into self-monitoring tools for shifting negative behaviors into positive ones, how to identify if a problem is a big one or little one, and learn how to use your whole body to listen.  Each child will choose a personal behavior goal and learn tools to help create a shift in awareness and behaviors.

This group meets from 3:00-4:00

Session 2: Theory of Mind and Zones of Regulation

Theory of Mind is the way we understand and interpret our social world with knowing that other people have different thoughts, views, perspectives, and feelings.  Following the Theory of Mind philosophy and merging the Think Social! Zones of Regulation, students will learn how to be more mindful of other people in their social circles. They will begin to make a connection between their actions and how others are feeling. Zones of Regulation teaches children how to become aware of their emotional state and gives them tools to get back into the “green” zone.

This group meets from 4:00-5:00.

Session 3: Practicing of Social Skills

This session is designed for open practice of the social skills that have previously been taught.  We will create opportunities for the students to practice social thinking and executive functioning skills in a play environment.  This gives us the opportunity to help each child individually navigate a challenging social scenario using their tools and knowledge from previous groups.  Due to the level of individualization, instead of a weekly teacher letter, we will give our contact information to your child’s teacher and can facilitate open communication on skills their student continues to strengthen as well as get feedback on what skills need continued practice in the school environment.

This group meets from 5:00-6:00

 

Haley for website

With Appreciation,

Christina and Wendy

One More Week for Registrations

Good Morning! Registration for our next sessions of social skills classes are open for one more week.  Classes begin this coming Sunday!  For details, please click here Registration for Social Skills Classes Feb.26-April 2

Questions about our classes?  Send us an e-mail to confidentsolutions7@gmail.com.  We love connecting with you!

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With Appreciation,

Christina and Wendy

Pinterest

We are now on Pinterest!   From our homepage on our website, scroll down and you’ll see the “P” on the right hand side.  Click and it will take you to Pinterest.   When we tested the link, it did take us to the main Pinterest page.  However, once I started typing in Confident Solutions LLC, our name and hummingbird popped right up.  We have started with eleven boards but think we’ll be adding more quickly.  Who doesn’t love finding inspiration on Pinterest?  We would love to connect with you there!

With Appreciation,

Christina and Wendy

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We Would Love to Hear From You

We are deciding which post to write next and we would love to hear your opinion! Which one would you like to read next?

  1. What You Should Never Hear at an EC Meeting
  2. Common Accommodations for Classrooms
  3. A post about Executive Functioning Skills

 

Please write your choice either in the comment section below, the comment section on Facebook, or send us an e-mail at confidentsolutions7@gmail.com.  We’ll see which one gets the most responses and will write that blog next.

With Appreciation,

Christina and Wendy

 

504 and IEP’s: What’s the difference?

You are in  agreement  with your child’s school that your child needs help in his school day on specific needs.  Now what? Should your child get a 504 Plan or go the route for an IEP?  How does the school typically decide?  It will depend on the level of needs that your chid is currently expressing.

504 Plans are designed for the student who is able to do the work with the general education teacher but needs some modifications in his school day.  For example, maybe he has a difficult time remembering  what to do next on an assignment which results in the assignment going unfinished.  So the teacher comes up with a strategy to write short bulleted instructions on a sticky note that can either go directly on his assignment or on his desk.  She helps teach him how to use his list, crossing it off as he completes each item.  This is creating an interdependence between your child and his/her teacher as he gains skills to become more independent.   Your child can have testing accommodations through a 504 plan as well such as testing in a small group or extended test time. The general education teacher is responsible for the modifications that are written and agreed upon at your child’s 504 meeting. This is also for students who have severe allergies and medical conditions that require modifications.

IEPs (Individualized Education Plan) are designed for students who need specialized help.  There is a gap in their learning and they need more time and specific attention from a special education teacher to receive that help.  At your meeting, your child’s team will write goals that are aligned with his/her grade level.  If your child has a large gap in his/her abilities, the law says he should be receiving special education time to work on closing those gaps.  As well as having specific goals written for your child on the IEP, it will list accommodations and modifications that he/she will also be receiving throughout the school day.  So who is responsible for implementing these needed and agreed upon accommodations, modifications, and goals?  The special education teacher (or EC teacher) is responsible for working on your child’s goals as well as helping support him/her with those accommodations within the general classroom environment.  Your child’s general education teachers are responsible for implementing the modifications that are written on the IEP.  Examples could be sitting  close to the teacher or restating directions for assignments.  Typically, you will receive a progress report on your child’s goals with each report card.

With Appreciation,

Wendy and Christina