Aloha Notes: My career as a School Psychologist in Hawaii

LONG TERM RETRIEVAL DEFICITS: While a student might learn information adequately, they may nonetheless demonstrate difficulty retrieving it for use in future situations. Long term retrieval difficulties vary from each individual & depend on how the different types of information are presented. When a student experiences difficulty with retrieval of learned information, there are many things classroom teachers can try to support that student. Accommodations : Limit the amount of information to be learned during an instructional session, giving the student fewer concepts or skills to retain at anyone time. Examples might be limiting the number of spelling words to learn for the week or number of definitions to memorize. Provide a cheat sheets for the student to reference in order to compensate for memory deficits. These might be taped to the students desk and should also be available at home. Allow the student to use a calculator during math computation in order to...

Which is better, a 504 Plan or an IEP? Lately, I've sat in a number of meetings where a student's eligibility for Special Education is on the fence.  This is a question I often hear in the schools and see in message boards: Which is better a 504 Plan or an IEP? That' s a hard question to answer, because they both serve different purposes and have their own strengths. In a broad sense, they are both detailed plans, created by the school and parents to outline how a student with a disability will learn. A 504 Plan and an IEP are both intended to protect a student with a disability to ensure that they are learning in the least restrictive environment. A 504 Plan and an IEP also have unique differences. The way in which a student qualifies for services under each plan is a major difference. It is more difficult to qualify for special education services and receive an IEP. A student must meet criteria under one of the categories of special education. A student can...

The IEP court case of Doug C. vs. Hawaii When a student is found eligible for special education, an individual education plan (IEP) is developed and updated annually. Special education teachers have traditionally sworn by those dates, allowing no room for flexibility. However, a landmark case (Doug C. Vs Hawaii DOE) in  Summer of 2013, courts ruled that parent involvement is more important than exceeding timelines for annual or reevaluation deadlines.  The case began when a parent requested a meeting to be rescheduled due to illness but because of the school was going to go over timeline, school staff met without him present and made decisions about their child's program. The IEP team told parents that they had decided that their 18-year old son with autism was to transition from a private placement to the public home school.  Parents went and lost at due process but  found victory in the U.S. Court of Appeals for the Ninth Circuit. Despite Hawaii's Depar...

Most teachers would describe a student who has ADHD as hyperactive and restless, always fidgeting, interrupting others, running around the classroom, and always getting into trouble. These are typical characteristics-- of boys with ADHD. ADHD in GIRLS.  Half of girls who have been diagnosed with ADHD are the "predominantly inattentive" type, which is described as forgetful, easily distracted, they appear to be in their own world, and often do not follow directions and make careless mistakes. Girls who have symptoms of hyperactivity are less likely to run around the classroom and more likely to be constantly chatting . Compared to boys who have ADHD, girls are often less defiant Girls are less likely to receive the help that they need . What can parents do? Team up with your child's school teacher and school level supports:   Develop a communication plan with your child's classroom teacher in order to have a consistent reinforcement plan at ho...

It's not my first time out of the country but last month I was lucky enough to visit Japan. I was so excited as it's always been on my bucket list but communication was difficult to say the least. "Speak English?"  I'd smile and ask the (taxi driver, clerk, hotel employee....) Sometimes they spoke some basic words but many times they just shrugged or just "No English."...to which I'd comment foolishly to myself something like:  "Oh. Never mind. No biggie. Thank you though. I'll figure it out. " ((sigh)) I talked to myself a lot in Japan. I was that crazy American tourist--walking into men's restrooms (yes. really), smiling to the air or pantomiming to small children, or buying sour cream when I thought it was yogurt. Oops.  When I was looking for laundry detergent, I stared at rows of identical looking soaps. I couldn't read the labels and I worried that I'd pick one with bleach in it or get the fabric s...

SELF STIMULATING BEHAVIORS AT SCHOOL.  Underwear Matters.  Trust me on this.  Over the past couple years, I have had numerous teachers shyly approach me for consultation, looking for strategies on for their students who are engaging in "self-stimulation" during class, at school, and even on field-trips. In one case, just finding the appropriate pair of underwear solved the problem. Basketball shorts and no underwear was not working out so well... but once discussed, it was a trail and error and a simple fix.  Many times, the teachers biggest concern is how to discuss the problem with the parent. Sometimes the behavior is suspected but not as obvious... But it is always better to have a conversation with the parent as soon as possible. To ignore the issue can be extremely problematic and can create habits that later will be difficult to break.  I think it is important to be mindful of parents cultures when bringing up the topic with them. Initially, it'...