2e Issue 84 TM Twice-Exceptionalroom behavior, and can even reduce anxi-ety and stress in children.(From https:// goo.gl/EdTKiV) The blog goes on to note that yoga might also help

Twice-Exceptional Newsletter

For parents teachers and professionals Helping twice-exceptional children reach their potential

SeptemberOctober 2017 Issue 84e2 TM

Also InsideFrom the Publishers 2Book Review The Inconvenient Student by Michael Postma EdD 13Conference Coverage SENG 2017 14News from the 2e Center for Research and Professional Development 20 Dear Dr Sylvia Going Head-to-Head with the School Gives Wrong Message 21Bob Seney on Books Lost and Found Cat 22News 23Events 24

QuoteThe twice exceptional

are heroic It takes

continuous hard work

to compensate

mdashLinda Silverman

Yoga for the Twice ExceptionalWith Louise Goldberg

Over the years many adults have turned to yoga and mindfulness as ways to deal with stress and trauma Could that work for children And for children in the classroom For Louise Goldberg founder of Creative Relaxation the answer to those questions is a definite yes

Sleep is a major issue for many adults and children who have been diagnosed with autism spectrum disor-der (ASD) Lack of sleep can exacerbate some of the behavioral characteristics of ASD such as hyperactiv-ity aggression and lack of concentration As a result people with ASD who have a hard time sleeping may struggle at work or in their classroom

Autism Spectrum Disorder and SleepFrom Tuckcom

Our focus for this issue mdash A healthy start for the school year

bull Sleep and Learningbull Physical Activity and Learningbull Nutrition and the ldquoersquosrdquo

Recent research on the benefits of enough sleep enough physical activity and proper nutrition for kids with ldquoersquosrdquo

22e Newsletter bull SeptemberOctober 2017 www2eNewslettercom

Welcome to our 84th issue of 2e Twice-Exceptional Newsletter In this issue we explore some areas that

are not always top-of-mind when it comes to their connection with learning For example what can we do about

stress and trauma in the lives of our twice-exceptional children Is there a chance that sleep difficulties might be

causing or associated with or exacerbating the learning difficulties these children have Are they getting enough

physical exercise And how does proper nutrition fit in

Our lead article examines how one yoga instructor and practitioner Louise Goldberg uses yoga to help

school children reduce stress and therefore be more effective students Shersquos an advocate of incorporating

yoga into the school day and experienced in providing yoga to children with learning challenges The second

article in this issue reviews what experts know about sleep problems for those on the autism spectrum mdash the

incidence the effects and different ways to mollify those effects Then we offer a smorgasbord of wellness infor-

mation on sleep and learning on exercise and the brain on physical activity and behavior and on whether con-

nections exist between nutrition and ASD and ADHD

In this issue yoursquoll also find a review of Michael Postmarsquos new book The Inconvenient Student Critical Issues

in the Identification and Education of Twice-exceptional Students And we begin our coverage of the recent SENG

annual conference held just down the road from us in Naperville Illinois (Next issue yoursquoll find coverage of the

annual NAGC convention previewed in this issue) And Dr Sylvia Rimm and Bob Seney offer their usual insightful

columns

We hope that the new school year (for students in the US) is going well for you and the 2e kiddos you raise

or teach Please remember that feedback on the contents of 2e Newsletter is always welcome

Thanks for subscribing

mdash Linda C Neumann and J Mark Bade

October 2017

2e Twice-Exceptional Newsletter is a publication about twice-exception-

al children children who are gifted and who have learning difficulties that

go by many names including learning disabilities learning disorders

and just plain learning differences Our goal is to promote a holistic view

of the 2e child mdash not just the high IQ or the quirkiness or the disabilities

but the child as a whole person Comments and suggestions are always

welcome by phone fax or e-mail

2e Twice-Exceptional Newsletter is published bi-monthly in January

March May July September and November The cost for a one-year

electronic subscription is $35 Contact us for group and institutional rates

Send changes of address to COFA2eNewslettercom or by mail to Glen

Ellyn Media PO Box 11 Winfield IL 60190

Linda C Neumann Editor J Mark Bade Business Manager Phone

6309845507 Fax 6303441332 Web www2eNewslettercom E-mail

info2eNewslettercom

Editorial Advisory Board Susan Assouline EdS PhD Susan Baum

PhD Kim Busi MD Paul Beljan PsyD Dan Peters PhD Linda Kre-

ger Silverman PhD Members Emerita Kathi Kearney MA Ed Deirdre

Lovecky PhD Joan Franklin Smutny MA Marlo Payne Thurman MS

Meredith Warshaw MSS MA

The contents of 2e Newsletter are not intended to constitute medical or

clinical advice which should be obtained from a licensed practitioner

The use of information from 2e Newsletter for commercial purposes is

prohibited without consent in writing from Glen El-

lyn Media Copyright copy 2017 by Glen Ellyn Media

unless otherwise noted The yellow and red 2e logo

on blue is a trademark of Glen Ellyn Media

Welcome

F r o m t h e P u b l i s h e r s

3 www2eNewslettercom

e2 F e a t u r e d T o p i c

Yoga for the Twice ExceptionalBy J Mark Bade

All of our kids especially twice-exceptional kids grow up with stress and trauma which can lead to un-derperformance to school refusal and even with old-er children to dropping out of school Over the years many adults have turned to yoga and mindfulness as ways to deal with stress and trauma Could that work for children And for children in the classroom

For Louise Goldberg founder of Creative Relax-ation the answer to those questions is a definite yes She has been teaching yoga to kids of diverse ages and challenges since 1982 and is the author of two books on the topic She is a certi-fied yoga therapist and holds a masterrsquos degree in reading education In addition Goldberg leads trainings for educators and therapists internation-ally and is the owner of the Yoga Center of Deerfield Beach Florida

ldquoI have never met a child who cannot receive ben-efits from yogardquo says Goldberg She feels that yoga is especially beneficial to children who enjoy movement and play But she notes that even for children who find movement challenging there are opportunities to rest in a comfortable position The purpose of her programs for children Goldberg explains is to encourage them to connect with their bodies through movement and

or breathing and to develop tools to release tension manage stress and increase their capacity to focus Most important is that all children feel valued and accepted exactly as they are

Before we explore much further know that yoga in the classroom is somewhat different from the picture of yoga practice you might have in your mind mdash that of the solitary practitioner holding sustained poses on a grassy knoll overlooking the Pacific Ocean Yoga in the classroom is practiced in short interludes from perhaps one to five minutes in street clothes perhaps using desks as supports Nevertheless its purpose and benefits are the same

Yoga and Special NeedsGoldbergrsquos first book Yoga Therapy for Children

with Autism and Special Needs was published in 2013 In addition to chil-dren in an autism cluster (contained classes) she was working with stu-dents who spent part of the day in special education classes and part of the day in the general education classroom She went into classes at

the teachersrsquo convenience so sometimes these ses-sions were brief mdash 5 to 10 minutes mdash and sometimes the sessions lasted for an entire class period of 30 to 45 minutes What Goldberg discovered was that yoga provided a ldquolanguagerdquo for the entire class Everyone attained skills for self-regulation for relieving anxiety and for getting in touch with their own bodies

ldquoI find kids who donrsquot know what it feels like to be relaxedrdquo says Goldberg Yoga provides them with the ability to monitor themselves and regulate their stress for example through focused breathing The special needs exhibited by these children included autism spectrum disorder ADHD sensory processing issues physical disabilities and emotional issues

Goldberg sees many benefits to yoga for kids with special needs ldquoHaving fun within a structured environ-ment makes yoga play less daunting for many children Experiencing stillness in posture offers a respite from the constant noise and confusion of the world around themrdquo

Goldbergrsquos second book Class-room Yoga Breaks published in 2017 includes a chapter on ASD and special needs but is focused on bringing yoga to all students The book connects yoga with mindfulness

Louise Goldberg

Yoga for the Twice-Exceptional continued

social-emotional learning physical education bullying and even response to intervention The book offers 12 units that teachers can implement for example on breathing or relaxation or attention

After regular practice students show in the class-room how theyrsquove incorporated yoga techniques into their lives During tests teachers will see students doing focused breathing or shoulder circles (a yoga exercise) It enables students with ASD who may be prone to outbursts to be successfully redirected through a practice cue from the teacher such as ldquotake five deep breathsrdquo Yoga practice can also promote calmness and may help students address self-esteem issues

One program taught by Goldberg is a visual yoga curriculum called ldquoSTOP and Relaxrdquo which involves the use of visual cues Goldberg co-authored the cur-riculum along with two special educators and a school psychologist Teachers know this curriculum is working when they see one student walking up to another and holding up a card that says ldquoSoft facerdquo or ldquoSoft shoul-dersrdquo mdash signs that students can recognize stress not only in themselves but in others

But donrsquot just take Goldbergrsquos word for the bene-fits of yoga for children In a blog posting at its website Harvard Health Publishing says this

Yoga and mindfulness have been shown to improve both physical and mental health in school-age children (ages 6 to 12) Yoga improves balance strength en-durance and aerobic capacity in children Yoga and mindfulness offer psychological

benefits for children as well A growing body of research has already shown that yoga can improve focus memory self-es-teem academic performance and class-room behavior and can even reduce anxi-ety and stress in children(From httpsgooglEdTKiV)

The blog goes on to note that yoga might also help children with the symptoms of ADHD

How Does It WorkThe mechanisms by which yoga confers its ben-

efits involve among other bodily structures the ner-vous system and the endocrine system For example a yoga pose in which the child presses the chin into the throat notch activates nerves that slow the heart rate and lower blood pressure according to research cited in Goldbergrsquos first book And the ldquobridge poserdquo which

combines pressure in the throat notch with certain pelvic movements also stimulates nerves contributing to relaxation The ldquochildrsquos poserdquo a resting position with the forehead on the floor activates calming centers in the brain through the pressure on the orbit of the eyes To the extent that poses reduce the secretion by the endocrine glands of stress hormones like cortisol yoga poses can promote relaxation and relief from stress writes Goldberg

Helping Kids Practice YogaGoldberg points out a feature of yoga that helps

to make it appealing to children Any effort is acknowl-edged ldquoNot everyone looks the same in a posture

The ldquopalm gazingrdquo yoga exercise

A ldquowarriorrdquo stance with desk support

Yoga for the Twice-Exceptional concluded

ldquoYou canrsquot get it wrong in yoga rdquomdash LG

and thatrsquos OKrdquo says Goldberg ldquoYou canrsquot get it wrong in yoga as long as you do no harm to yourself or oth-ersrdquo

Is there a particular age range that is more (or less) receptive to yoga Goldberg says that one of her favorite ages is upper elementary although she has taught kids from pre-K through young adulthood ldquoThe upper elementary kids still have lots of imagination but they are straddling that age where lsquocoolnessrsquo is kingrdquo she says ldquoGetting them to experience comfort within their bodies and to be more accepting of others are especially important at this agerdquo She observes that these kids respond well to having fun being silly and meeting reasonable challenges Itrsquos an important time to create a sense of community by sharing space and partnering in postures

Yoga doesnrsquot have to be always practiced in the classroom Parents can take advantage of yoga for their twice-exceptional kids Goldberg says ldquoParent is very different from teaching adults she says And

teaching children with diverse challenges takes an even more specific set of skills

High-ability kids can offer special challenges in terms of getting them to engage and practice Gold-berg notes that the key is in balance between success and challenge ldquoThey canrsquot think itrsquos too easy or baby-ish or they wonrsquot try itrdquo she says ldquoAt the same time if itrsquos too hard they may be discouraged easilyrdquo Address-ing students in the most respectful manner sets a tone for the class and teaches the power of empathy and acceptance According to Goldberg these are not easy skills for many of our special kids

Stance from the STOP and Relax curriculum

ConclusionScientists and advocates increasingly see yoga as

a possible solution to important issues In an article titled ldquoHow Yoga Could Help Keep Kids in Schoolrdquo Forbes quoted a yoga advocate concerned about the societal cost of school drop-outs

This is not some feel good foo-foo prac-tice from the Himalayas This is based in cutting edge neuroscience trauma re-search and in somatic psychology This is vital to ensure our well-being and to our economy Letrsquos come together under the banner of transformative practices and put forward the essence of yoga not the hype This is simple Anyone can do this anytime anywhere If you can move if you can breathe then you can do the practice (From httpsgooglvFfZny)

And twice-exceptional children can indeed move breathe and practice yoga Louise Goldberg has seen how they can internalize her techniques Remember the visual cues Soft face Goldberg relates a story of a student who approached his apparently agitated mother with a visual cue ldquoDeep breathsrdquo

Photo credits Louise Goldberg 2e child classes are a wonderful way to level the playing

field and interact with your child in a non-judgmental accepting spacerdquo She advises looking for an expe-rienced teacher who has been trained in teaching children with diverse needs Teaching yoga to children

Autism Spectrum Disorder (ASD) and SleepThis article was excerpted with permission from a longer article by the same name on the website Tuckcom last updated on May 10 2017

Sleep is a major issue for many adults and chil-dren who have been diagnosed with autism spectrum disorder (ASD) Recent studies suggest that up to 80 of young people with ASD also have difficulty falling andor staying asleep at night The incidence rate of sleep problems and disorders is also high among adults with ASD particularly those who are classified as low-functioning Lack of sleep can exacerbate some of the behavioral characteristics of ASD such as hy-peractivity aggression and lack of concentration As a result people with ASD who have a hard time sleeping may struggle at work or in their classroom

How Does ASD Affect SleepA 2009 study published in Sleep Medicine Re-

views noted parents report sleep problems for children with ASD at a rate of 50 to 80 by comparison this rate fell between 9 and 50 for children who had not been diagnosed with ASD The rate for children with ASD was also higher than the rate for children with non-ASD developmental disabilities

In a recent study titled ldquoSleep Problems and Au-tismrdquo UK-based advocacy group Research Autism not-ed that the following sleep issues are common among children and adults with ASDbull Difficulty with sleep onset or falling asleepbull Difficulty with sleep maintenance or staying

asleep throughout the nightbull Early morning wakingbull Short-duration sleeping

bull Sleep fragmentation characterized by erratic sleep patterns throughout the night

bull Hyperarousal or heightened anxiety around bedtime

bull Excessive daytime sleepinessThe study also pinpointed several underlying

causes for these sleep problems that are directly or indirectly related to the individualrsquos ASD diagnosis These includebull Irregular circadian rhythm The circadian rhythm

is the 24-hour biological clock that regulates the sleep-wake cycle in humans based on sunlight temperature and other environmental factors The circadian rhythm is processed in the brain and many people with ASD also exhibit irregularities with their sleep-wake cycle Additionally some studies have noted a link between children with ASD and irregular production of melatonin a natural hormone that helps regulate circadian rhythm

bull Mental health disorders Conditions like anxiety and depression are often co-morbid with ASD these conditions often lead to insomnia and other sleep disorders Studies have also suggested that as many as half of all children with ASD also exhibit symptoms of attention-deficit hyperactive disorder (ADHD) which can cause elevated moods around bedtime

bull Medical problems Epilepsy is often co-morbid with ASD and seizures can greatly impact sleep mdash even on a regular basis in severe cases Other common medical issues among people with ASD include constipation diarrhea and acid reflux

bull Medication side effects People with ASD who take medication may experience side effects that interfere with sleep Selective serotonin reuptake inhibitors (SSRIs) for instance may cause agitation and hyperactivity prior to bedtime Antipsychotics like haloperidol and risperidone on the other hand may cause excessive drowsiness during the day that leads to sleep onset and sleep maintenance problems People with ASD often struggle with daily pres-

sures and interactions more than individuals who do not live with the disorder Lack of sleep can greatly ex-acerbate the feelings of distress and anxiety that they experience on a frequent basis As a result many peo-ple with ASD who have trouble sleeping may struggle greatly with employment education and social inter-action mdash all of which can impact their outlook on life

Persistent sleep problems in people with ASD may indicate a sleep disorder Insomnia is the most commonly reported sleep disorder among adults

ASD and Sleep continued

and children with ASD Insomnia is defined as difficulty falling andor remaining asleep on a nightly or semi-nightly basis for a period of more than one month A study published in Sleep found that 66 of children with ASD reported insomnia symptoms A similar study from 2003 found that 75 to 90 of adults then-diagnosed with Asperger syndrome reported insomnia symptoms in questionnaires or sleep diaries

In addition parasomnias such as frequent night-mares night terrors and enuresis (bedwetting) have been widely reported among children with ASD particularly those once diagnosed with Asperger syndrome The childrsquos inability to express fears and discomforts upon waking mdash often due to ASD mdash can complicate the way parasomnias are addressed and treated Additionally children with ASD often wake up in the middle of the night and engage in lsquotime-inappro-priatersquo activities like playing with toys or reading aloud

Sleep researchers are currently studying the re-lationships between other sleep disorders and ASD For example Dr Steven Park recently noted a pos-sible connection between ASD and obstructive sleep apnea (OSA) a condition characterized by temporary loss of breath during sleep resulting from blockage in the primary airway that restricts breathing Dr Parkrsquos theory suggests that the intracranial hypertension found in many babies and infants with ASD may also cause the childrsquos jaw to take on an irregular shape which can lead to sleep-disordered breathing as well Other studies have explored the link between ASD and disorders like narcolepsy and REM Behavior Disorder However insomnia and parasomnias remain the most common sleep disorders among adults and children with ASD

Treatment Options for ASD-related Sleep ProblemsSince the mid-20th century prescription medica-

tions have been widely used to treat insomnia and other sleep disorders The general consensus among todayrsquos physicians is that sedative-hypnotic z-drugs or nonbenzodiazepines are the most effective pharma-cological option for treating sleep disorders The three most common Z-drugs mdash zolpidem (Ambien) zopiclone (Lunesta) and zaleplon (Sonata) mdash induce sleepiness without disrupting sleep architecture unlike benzodiaz-epines like alprazolam (Xanax) and diazepam (Valium) which can actually worsen sleep disorder symptoms in some patients

However z-drugs and other prescription medica-tions may be problematic for people with ASD These drugs carry high dependency risks and may cause side effects that exacerbate ASD-related physical problems like acid reflux and constipation Additionally sleep-inducing drugs may interact with other medica-tions designed to help people with ASD feel more alert and focused throughout the day The bottom line peo-ple with ASD should consult their physician to discuss their current medication schedule before taking any sort of sleep medication

Children with ASD are particularly susceptible to the dependency risks and negative side effects of sleep pills so prescription drugs should be considered a last resort for them If parents suspect their child with ASD has a sleep disorder then a preliminary as-sessment should be their first course of action These assessments may consist of actigraphy where the child wears a sleep monitor on their wrist that tracks sleep-wake cycles or PSG which monitors neurologi-cal and cardiovascular activities during sleep During

this assessment parents can help physicians rule out other factors that may be affecting their childrsquos sleep These factors include medical issues like tonsillitis swollen adenoids epilepsy and food allergies as well as any medications they may be taking for ASD or ADHD

Sleep Therapy OptionsIf the preliminary assessment indicates the pres-

ence of a sleep disorder in a child with ASD then treat-ment will likely be the next step Cognitive behavioral therapy (CBT) has proven fairly effective in alleviating sleep disorder symptoms for young people with ASD CBT is designed to improve sleep hygiene in patients by educating them about the science of sleep and helping them find ways to improve their nightly habits A study published in the Journal of Pediatric Neurosci-ence noted that children with ASD are often set in their routines so establishing a consistent bedtime sched-ule can be quite beneficial to them A healthy bedtime schedule might consist of the followingbull Putting on pajamasbull Brushing teethbull Using the toiletbull Washing handsbull Getting in bedbull Reading a book (or being read to)bull Shutting off the light

Additional behavioral interventions may help children with ASD improve their difficulties with sleep According to a lsquoSleep Tool Kitlsquo published by the Autism Treatment Network these interventions include the

followingbull Create a lsquovisual schedule checklistrsquo with pictures

objects and other visual aids that can help a child with ASD grasp the concepts more easily

bull Keep the bedtime routine concise and limit it to roughly 30 minutes before bed Otherwise the child might become overwhelmed with too many commitments

bull Order the routine so that stimulating activities like television and video games come first followed by reading and other relaxing activities

bull Physically guide the child to the schedule at first and use verbal cues as reminders to check the schedule Teach the child how to cross things off on the checklist

bull Provide positive reinforcement whenever the child follows the schedule correctlyIf the routine must be changed let the child know

in advance so that he or she can mentally prepare for the disruption Alter the checklist ahead of time to re-flect these changes

In addition to CBT light therapy (also known as phototherapy) may also help children with ASD sleep better This form of therapy is usually conducted using a light-transmitting box kept near the childrsquos bed By exposing the child to bright light early in the morning this therapy can help boost melatonin production and make children feel more alert throughout the day

Pharmacological TreatmentsTherapy interventions are often effective but

some children may not respond as well to them If this is the case then parents may want to consider some sort of pharmacological treatment In lieu of prescrip-

tion pills the following options are considered the most suitable route for children with ASD mdash though parents should not give either of these to their child before consulting a physicianbull Melatonin As mentioned earliers children with

ASD often experience circadian rhythm disruption that can lead to low melatonin levels Melatonin supplements are widely available over the counter and can help boost deficient melatonin levels They also carry a low dependency risk and few adverse side effects though nausea diarrhea and dizziness may occur

bull Dietary supplements In addition to melatonin other natural supplements can help induce sleepiness and improve sleep maintenance in children with ASD These include iron kava valerian root and 5-Hydroxytryptophan (5-HTP) Multivitamins may also help as well These supplements carry no dependency risk and adverse side effects are minimal The Center for Autism and Related Disorders notes

that parents should avoid giving certain over-the-coun-ter medications to children with ASD including sleep-inducing antihistamines like Benadryl that are often erroneously used as sleep aids

Finally if none of these sleep improvement strate-gies work then parents may want to consider prescrip-tion medication Rather than turning to z-drugs or ben-zodiazepines mdash which are primarily intended for adult consumption mdash children with ASD may respond well to these two prescription drugsbull Clonidine Clonidine is an anti-hypertensive

medication used to treat a wide range of conditions including tic disorders and ADHD both

of which are commonly found in children with ASD Clonidine also induces sleepiness so it may be used as a sleep aid mdash though the drug carries a dependency risk A 2008 study noted that Clonidine reduced sleep latency and nighttime awakening episodes in children with ASD

bull Mirtazapine Designed to reduce ASD-related anxiety Mirtazapine has also been shown to alleviate insomnia symptoms in children and young adults between 4 and 24 years of age However antidepressants like Mirtazapine have also been linked to suicidal thoughts and behaviors in young people (adolescents in particular) so this medication may not be suitable for certain patients

Additional Tips for Children and ParentsMany foods naturally induce sleep and parents

can include these in nightly meals and snacks to help their kids rest better These include nuts leafy greens dairy products and other products rich in calcium and magnesium Tryptophan can also induce sleepiness this amino acid is found in turkey chicken bananas and beans For children with low melatonin production try fruits like sour cherries grapes and pineapple that contain high levels of natural melatonin

Daytime exercise can help children feel more natu-rally tired at night while physical exertion too close to bedtime can actually hinder sleep Encourage children with ASD to get exercise during the day but try to cur-tail these activities in the hours leading up to bed

Relaxation techniques often do wonders for chil-dren with ASD who are experiencing sleep trou-bles These include meditation listening

ASD and Sleep concluded

to soft music reading or simply lying in bed with the lights off Parents can also participate in these activi-ties to guide the child along and make sure the tech-niques are working effectively

Sensory distractions are a major issue for children with ASD at all times of the day particularly at night To help them sleep better test the floor and door hinges for creaking sounds Other sensory considerations in-clude outside light room temperature and bed size

With children who follow an established bedtime schedule be sure to check on them during the early stages to ensure they are actually asleep when they are supposed to be If they are awake and seem dis-tressed or upset about not being able to fall asleep take a minute to reassure them that everything is all right Many children with ASD respond well to physical touching so also try patting them on the head rubbing their shoulders or giving them a high-five to help ease their worries

For more information about the relationship be-tween ASD and sleep difficulties in children please visit the following online resourcesbull WebMD This guide to helping children with ASD

get a good nightrsquos sleep includes causes and side effects of common sleep disorders as well as some treatment options and sleep hygiene improvement tips (Link httpsgooglTUfhZu)

bull Spectrum In this comprehensive 2015 report writer Ingfei Chen explores the medical psychological and environmental factors that can cause sleep problems in children with ASD (Link httpsgooglCSw5xJ)

bull Autism Treatment Network Learn about some best-practice behavioral interventions for children

with ASD and sleep problems with this useful tool kit from the ATN (Link httpsgoogltHfoFL)

bull Journal of Pediatric Neuroscience This 2015report reviews key 20-year findings related to theassessment diagnosis and treatment of childrenwith ASD who are experiencing sleep problems(Link httpsgooglXuP3D5)

bull Sleep and Autism Spectrum Disorders Thisreport published for the 2011 National AutismConference highlights causes symptoms andtreatment methods for the most common sleepdisorders in children with ASD (Link httpsgooglbxioVy)

[Editorrsquos note To see the full article from which this excerpt was taken visit httpswwwtuckcomau-tism-spectrum-disorder-and-sleep There you will also find the references for the article This article is for in-formational purposes only for medical advice consult with a licensed professional] 2e

Parenting Your Twice-exceptional Child (2ndEdition)

Understanding Your Twice-exceptional Student(2nd Edition)

Writing and the 2e Learner Issues and Strategies The Gifted Child with Attention Deficit The Twice-exceptional Child with Asperger

Syndrome The Twice-exceptional Child with Dyslexia Caring for the Mental Health of the

Twice-exceptional Child The Mythology of Learning Understanding

Common Myths about 2e Learners The 2e Reading Guide Essential Books for

Understanding the Twice-exceptional Child Guiding the Twice-Exceptional Child

A Collection of Columns by Meredith Warshaw

www2enewslettercomtopic_store_spotlighthtml

Spotlight on 2e Series Booklets for Parents and Educators

Sleep and Learning

ADHD Sleep Disorder Both Research FindingsAs the number of children in the US diagnosed

with ADHD continues to grow some researchers won-der if the diagnosis is accurate Could it be that these children just arenrsquot getting enough sleep According to an article in Medical News Today (medicalnewstodaycom) research findings ldquosuggest that there may be a stronger link between ADHD and sleep problems than hitherto believed and that the two may not be com-pletely separate issues after allrdquo

The types of sleep issues seen in people diag-nosed with ADHD include sleep apnea and disturbed sleep patterns Up to now these issues have been considered as being separate from ADHD but Sandra Kooij a professor and psychiatrist specializing in ADHD from the Netherlands questions that thinking She believes that the two may be ldquofundamentally intercon-nectedrdquo According to Professor Kooij ldquoIf you review the evidence it looks more and more like ADHD and sleeplessness are two sides of the same physiological and mental coinrdquo

As part of her research Kooji has found that a disturbed sleep pattern appears in the majority of people diagnosed with ADHD To learn more about this research see ldquoADHD and sleeplessness A critical linkrdquo at httpsgooglV6Dghk

Better Sleep for Children with ADHDIn two articles at Understoodorg

writer and pediatric neuropsycholo-gist Laura Tagliareni offers parents suggestions first for determining if a childrsquos lack of focus and impulsive behaviors are due to a sleep disorder or ADHD and then for helping a child with ADHD get a good nightrsquos sleep Find these articlesbull ldquoIs It ADHD or a Sleep Disorderrdquo httpsgoogl

uuwHKH bull ldquoHow ADHD Affects Kidsrsquo Sleepmdashand What You

Can Dordquo httpsgooglMWyaJe 2e

For many families getting back into the routines of the school year means battling over when children get to sleep and when they wake up According to re-searchers these are high-stakes battles Sleep plays an important role in the ability to learn and to form memories Aside from leaving our children tired lack of sleep can make learning more challenging especially

according to the website Understoodcom for children who have learning or attention issues The difficulties arise in these areasbull Planning and organizationbull Mood and behaviorbull Focus and attentionbull Memory

For more information see the infographic and pointers to additional articles at httpsgooglkcLDrC 2e

Just How Much Sleep Do Children and Adults Need

See Uderrstoodcom at httpsgoogl8M1Y7R for the source of information in this graphic

Physical Activity and LearningWhatever Happened to Recess

Despite the fact that the American Academy of Pe-diatrics (AAP) issued a policy statement in 2013 calling for increases in recess time school districts continue to cut back more and more to make room for academic subjects The reasons behind the AAP policy statement were the benefits that increased playtime bring in these areas cognitive emotional physical and social well-being

In addressing this issue in a Washington Post article ldquoThe US Recess Predicamentrdquo writer Ariana Eunjung Cha stated

Some researchers are blaming the lack of time for physical activity as the cause of the rise in diagnoses of attention deficit hyperactivity disorder in boys They argue that if children had more time to run around they would be able to concentrate better in class

She went on to compare average recess time in the US with that of some other countries

To read each of these articles seebull ldquoThe US Recess Predicamentrdquohttpsgoogl

Lz3cfSbull ldquoExercise for children Why Keeping Kids Physically

Fit is Good for the Brain and Helpful in the Classroomrdquo httpsgooglk3G34XFor additional information on the connection be-

tween learning and physical activity see the followingbull ldquoActive Education Growing Evidence on Physical

Activity and Academic Performancerdquo httpsgooglVKbS1X

bull ldquoPhysically Active Play and Cognition An Academic Matterrdquo httpsgoogl4Xs32n

bull ldquoPhysical Activity Fitness and Physical Education Effects on Academic Performancerdquo httpsgooglPcnrDN To see what schools can do to encourage students

to be more active see this article ldquo10 After School Ac-tivities for Students with Learning Difficultiesrdquo httpsgoogl4xW1aV

ADHD and ExerciseAn article from the Child Mind Institute discusses a

study prompted by a teacherrsquos observation that periods of in-school exercise seemed to really help her ADHD students Researcher Dr Betsy Hoza a professor of psychology decided to find out why She conducted a study that yielded promising results It showed that regular physical activity decreased the severity of ADHD symptoms and improved cognitive functioning in children

For students from kindergarten through second grade as little as a half hour a day of moderate to vig-orous exercise had a positive measurable impact on their focus and mood The results were similar for both students with the impulsivehyperactive-type of ADHD and those with the inattentive type

To find out what these findings mean for parents and kids with ADHD read the article ldquoADHD and Exer-ciserdquo at httpsgooglpdKjqU

To find out why exercise can have this effect on children with ADHD check out this article from ADDtitude magazine ldquoExercise and the ADHD Brain The Neuroscience of Movementrdquo httpsgooglNc9BCm 2e

United States 27 minutes a dayFinland 75 minutes a dayJapan 10- to 15-minute break each hour

plus a longer recess period

As an article from the website Parenting Science states ldquowhen adults create environments that prevent kids from being active we arenrsquot only undermining their health Wersquore also making it harder for kids to succeed in schoolrdquo

Nutrition and the ldquoersquosrdquoThe Food-Brain Connection

In recent years therersquos been a merging of two disciplines that have long been seen as having little in common nutrition and psychiatry Today we have nutritional psychiatrists working with patients to treat and prevent mental health disorders An article on the WebMD website titled ldquoCan What You Eat Affect Your Mental Healthrdquo includes this statement from psychia-trist Drew Ramsey MD an assistant clinical professor at Columbia University

Traditionally we havenrsquot been trained to ask about food and nutrition but diet is potentially the most powerful intervention we have By helping peo-ple shape their diets we can improve their mental health and decrease their risk of psychiatric disorders

Cited in the article are these statisticsbull Each year nearly one in four Americans have some

type of mental illness bull According to the CDC depression will rank as the

second leading cause of disability after heart disease by 2020

bull Half of all long-term mental disorders start by age 14 bull Childhood mental illness affects more than 17

million kids in the USTo find out more about nutritional psychiatry and

the effect of good nutrition on brain health read the article at this shortened url httpsgooglLv8wtt

Also see these articlesbull ldquoNutritional Psychiatry Your Brain on Foodrdquo

httpsgoogliw88ND bull ldquoHealthy Diet Eating with Mental Health in Mindrdquo

httpsgoogl995xsD

ASD and NutritionIs there a therapeutic diet for autism spectrum

disorders Some people believe there is a diet free from both gluten and casein Both are proteins Gluten is found in three types of grain wheat rye and barley Casein is found in milk According to an article on the Kids Eat Right website ldquoProponents of the diet believe people with autism have a lsquoleaky gutrsquo or intestine which allows parts of gluten and casein to seep into the bloodstream and affect the brain and central ner-vous system The belief is that this may lead to autism or magnify its symptomsrdquo The article goes on to say that ldquoTo date controlled scientific studies have not proven this to be true However some people report relief in symptoms after following a GFCF dietrdquo

An abstract of a review study provides these ad-ditional detailsbull The studies in which parents reported

improvements did not show any lasting improvements based on objective measures or teacher reports

bull One study showed short-term improvements lasting 12 months but not 24 months

bull The trials basically did not yield enough evidence to draw any conclusions about the benefits of elim-inating these proteins from childrenrsquos diets

bull After the diet no changes occurred in the chil-drenrsquos behavior or in their gastrointestinal

symptoms when they resumed eating foods con-taining gluten or caseinFind these articles

bull ldquoAutism Spectrum Disorders (ASD) and Dietrdquo at httpsgooglWi6DbF

bull ldquoCurrent Nutritional Approaches in Managing Autism Spectrum Disorder A Reviewrdquo at httpsgooglWPaCaf

ADHD and Diet mdash Separating Fact from MythPutting these two words together mdash ADHD and

diet mdash inevitably leads to controversy There have been many claims made and many claims disputed about the role that diet plays in controlling or reversing at-tention deficit An article on the website Understoodorg offers an evidence-based look at ldquowhat we do and donrsquot know about ADHD and dietrdquo Find ldquoADHD and Diet What You Need to Knowrdquo at httpsgooglZbBFJE

Another helpful article comes from ADDitude mag-azine Its focus is more on the ways in which healthy eating can benefit everyone and also have an impact on ADHD symptoms According to the authors ldquoAdults and parents of children with ADHD are finding that while whole foods may not be a cure-all diet chang-es can make a big difference for some patients Nu-trition and ADHD go hand-in-handrdquo Find the article ldquoChange Your Diet Find Your Focusrdquo at httpsgooglhysX7B 2e

e2 B o o k R e v i e w

The Inconvenient StudentThe Inconvenient Student Critical Issues in the Identification and Education of Twice-Exceptional StudentsBy Michael Postma EdDReviewed by J Mark Bade

The book The Inconvenient Student published this year by Royal Fireworks Press stems not just from the authorrsquos credentials With professional experience in school systems and personal experiences at home with three twice-exceptional children he has gained some understanding of critical issues in the identification and education of twice-exceptional students Michael Postmarsquos masterrsquos degree is in gifted education and his professional experience includes both teaching and administration He has designed curricula for highly and profoundly gifted students and he consults on the development of gifted and twice-exceptional children

Postma divides his book into two sections one on the nature of twice-exceptionality and one on twice-exceptionality in the school context Chapters in the first section include1 Twice-Exceptionality An Introduction 2 What Is Twice-Exceptionality 3 General Characteristics and Typical Struggles of 2e

Children 4 Understanding the 2e Brain 5 Identifying Twice-Exceptional Children 6 A Twice-Exceptional Explosion 7 Damaging Myths

The first two chapters provide a basic primer and cover the usual ldquoersquosrdquo (learning and attention issues along with certain emotional and behavioral issues) Postma includes perspectives from professional col-leagues in these chapters mdash from psychologist Dan

Peters on dyslexia for example from educator Linda Collins on anxiety and depression and from psycholo-gist Ed Amend on perfectionism obsessive-compulsive personality disorder and obsessive-compulsive disor-der Incorporating the perspectives of experts such as these lends extra credence to the book

The chapter on understanding the 2e brain draws on work by the organization Gifted Research and Out-reach and by neuroscientist Beth Houskamp In the chapter on identifying 2e children Postma includes a checklistscreen developed by Denverrsquos Gifted Devel-opment Center He also covers the role of intelligence testing in identification and the role (or inappropriate-ness) of response to intervention in identification

The chapter on myths includes a list of what are likely to be the most aggravating assertions any parent of a 2e child has ever heard that itrsquos impossible to be gifted and learning disabled that 2e kids are all the same that the kids are just lazy and so forth

Chapters in the second section include8 The Role of the School9 Instructional Design for 2e Students 10 Successful Strategies for Teaching 2e Students in

the Classroom 11 Instructional Strategies for Students with Specific

Disabilities 12 Your Turn Case Studies to Try

These chapters in the second section reflect Post-marsquos practical experience as teacher administrator and consultant They should be extremely useful for educators of course but also for parents The informa-tion they contain can be helpful in determining wheth-er the school is treating their 2e student in an optimal fashion or helpful in instigating changes to nudge the school in the right direction

Postma ends with the chapter ldquoFinal Conclusionsrdquo and with these words about twice-exceptional children

hellipthe greatest gift you can give them is to help them overcome their deficits while challenging them to stretch and exercise their strengths Dual exceptionalities require this dual ap-proach and it is only through acceptance of who these children are in all of their compli-cated uniqueness that we truly honor them

Find the table of contents and sample pages at httpamznto2xZO0qE 2e

e2 C o n f e r e n c e C o v e r a g e

SENG 2017The annual conference of the organization Supporting Emotional Needs of the Gifted (SENG) held in August happened to be just down the

road from the offices of Glen Ellyn Media in Naperville Illinois at a Marriott hotel SENGrsquos conferences are perhaps more focused on the

needs of the 2e community than any other conference While smaller than other conferences the size also encourages interaction among at-

tendees (many of them parents) and presenters A couple dozen exhibitors 2e Newsletter among them rounded out the scene Herersquos some

of what we covered at this yearrsquos conference

Presenter Scott Barry Kaufman

The 2e community might have an emerging ldquoposter childrdquo in professorresearcherauthor Scott Barry Kaufman who gave a keynote on Saturday morn-ing Simultaneously engaging funny and informative Kaufman whose central auditory processing disorder (CAPD) landed him in special education as a child sensed an audience at the SENG conference that was as he said ldquomy crowdrdquo

The bond came early through the stories he told about growing up and the audiencersquos reaction to them Like the story about how his CAPD left him always a few seconds behind and how he constantly ldquoreplayedrdquo what he was hearing to better comprehend it About the school psychologist who using Kaufmanrsquos assess-ment results explained the young manrsquos position on the bell curve ldquoThis is where the gifted students arerdquo he explained pointing to the right side of the curve Then pointing a ways to the left ldquoThis is where the average students arerdquo Pointing farther to the left he said ldquoThis is where the athletes tend to congregaterdquo a

cheap shot that nonetheless got a laugh from the audi-ence And then even more toward the left-hand end of the curve he stated ldquoAnd this is where you arerdquo

Or the story about applying to Carnegie Mellon Universityrsquos school of psychology with an essay that included his goal of ldquoredefining intelligencerdquo According to Kaufman the school rejected his application telling him ldquoYour SAT scores are not high enough to redefine intelligencerdquo (In 2013 Kaufmanrsquos book Ungifted Intel-ligence Redefined was published) He got into Carn-egie Mellon on an opera scholarship to the College of Fine Arts While studying opera he took a psychology coursehellip and anotherhellip and then almost surreptitiously executed a change of majors

Kaufmanrsquos keynote focused on the neuroscience of imagination and what the implications are for iden-tifying and nurturing gifted children His perspective is broad to bring out the best in all students

Kaufman announced that he has a new book coming out early next year Twice Exceptional Support-ing and Educating Bright and Creative Students with Learning Difficulties It will include chapters by authors

familiar to many readers of 2e Newsletter In addition a TED Talk by Kaufman on twice-exceptionality is now available See httpsgooglchQ516 2e

Scott Barry Kaufman in his keynote address at SENG 2017

Keynote Capturing the Content of Gifted Daydreams

SENG 2017Gifted Children and Medication

Presenter Steve Curtis Lifespan Psychological Services Seattle

Steve Curtis is a licensed psychologist in Washing-ton state and New Mexico with advanced training in child psychology and psychopharmacology (meaning that in some states he will be licensed to prescribe medication on completing his training) Special areas of focus for him are giftedness and twice-exception-ality In his session Curtis focused on addressing two issues that parents of 2e children may face when to consider medication for their children and which to use

In his overview of medications Curtis offered these observations bull Wersquore still in the Dark Ages with medications in the

area of mental health Psychotropic medications havenrsquot been around that many years

bull Prescribing is complex It depends on your genetics medical history physical examination results and lab test results

bull Parents attitudes about meds cover a wide range pro anti and in betweenIn providing background Curtis explained that

bull Most mental illness starts in childhoodbull About 20 of children have mental health issues

Curtis stated that for the mental health care pro-vider the question to ask is ldquoWhat biological factors are at play and what psychological factorsrdquo Rather than focusing on one set of factors or the other he believes itrsquos important to ldquotreat the whole personrdquo and focus on both

Curtis cited the current thinking of research-ers that mental health issues are progressive and if

theyrsquore not treated early children may have greater problems later in life He noted that a number of stud-ies have found substance abuse to be lower in those

who were prescribed medications for mental health issues in childhood

Curtis shared his own attitudes and beliefs about prescribing medications for children He described the choice to do so as ldquohard but necessary in many cir-cumstancesrdquo and added that ldquoThe more I learn [about medications] the more I am carefulrdquo He described medication as being a quicker and less expensive ap-proach to treatment than psychotherapy noting that ldquopsychotherapeutic interventions can be helpful but they take a long time to workhelliplike bracesrdquo

When prescribing a medication Curtis explained therersquos a protocol to follow mdash a stepped progression Itrsquos important for parents to stick with the protocol he observed ldquoFinding what worksrdquo he said ldquotakes timerdquo Parents should recognize that it will probably be neces-sary to make changes such as adjusting the dosage

For parents interested in learning more about mental health issues and medication Curtis provided this source in his handout National Institute of Mental Health httpsgooglgBX8f5 2e

Psychologist Steve Curtis during his presentation

Find 2e Newsletter Online

On Facebook Wersquore on Facebook wwwfacebookcom2eNewsletter Stop by to add a comment or question or to see what wersquove posted recently

Our Blog at http2enewsletterblogspotcom This is where we post news items and resources several times a week these items are the basis for our free semi-monthly email briefing

The E2e Briefing Newsletter subscribers receive our twice-monthly email briefing automatically others may view it and sign up for it at www2enewslettercom

Twitter We send out notices of blog posts special happenings exceptional articles wersquove run across etc Wersquore 2enewsletter and we use the topic hashtag 2ekids

YouTube Your2eTV httpgooglRGtcJe 2e

Presenter Michael Postma PhD consultant specializing in the needs of twice-exceptional students

The show must go on SENG Interim Executive Director and conference organizer Michael Postma stepped in to present in place of a canceled session

In the beginning of the session Postma profiled a young woman he described as bright artistic non-verbal depressed hidden and isolated She scores high on measures of perceptual reasoning processing speed and working memory She has diagnoses of ASD sensory processing issues possible ADHD and astigmatisms in both eyes which affect vision and con-centration She and the world do not fit well together in many ways

Postma engaged audience members by asking what kind of education plan they would put together for the young woman Some of the experienced par-ents and educators in the audience quickly suggested measures such as reviewing her chart and then play-ing to her strengths respecting her introversion and determining her needs in terms of lighting providing a ldquosafe placerdquo and so forth

From the discussion of the young womanrsquos profile and needs Postma segued to common characteristics of the twice-exceptional child mdash both the strengths (rapid learning strong memory large vocabulary etc) and challenges (Aspergerrsquos ADHD dyslexia dysgraph-ia sensory issues etc) He stressed the importance of the following in identifying and meeting the needs of these young peoplebull Using the proper intellectual assessment

bull Finding the right psychologistbull Using the discrepancy model (which looks at what

the child could be achieving versus is achieving) to determine which specialist(s) might be most appropriate Postma also presented evidence based on recent

research by the organization Gifted Research and Out-reach on the nature of the gifted brain It appears that the gifted brain is bigger and contains more white mat-ter which enhances connectivity within the brain He also cited research by psychologistneurologist Beth Houskamp who Postma said has found that gifted and 2e children have a more expansive band of sen-sory input resulting in a deep store of intense positive and negative memories These memories are called ldquosensory printsrdquo and their recall can affect a childrsquos later reaction to similar situations In theory negative sensory prints would lead to patterns of depression or underachievement for example [For more informa-tion on research that Beth Houskamp has conducted related to twice-exceptional children see the January 2013 issue of 2e Twice-Exceptional Newsletter]

Postma addressed some of the myths attributed to the 2e childbull Theyrsquore just lazybull They canrsquot do the workbull Theyrsquore all the same

In conjunction with the last myth Postma pro-jected an image of a bunch of blue balls with faces on them and in the middle of them one yellow ball with a face The caption ldquoThey laugh at me because Irsquom dif-ferent I laugh at them because theyrsquore all the samerdquo

The fallacy of the third myth underscored that the differences in twice-exceptional children demand in-dividual planning mdash individual IEPs or 504 Plans and individuation from those supporting the 2e child 2e

SENG conference organizer Mike Postma finds a few minutes to get off his feet He was however on his feet during the session described on this page

SENG 2017

Social and Emotional Development of Gifted2e Children

SENG 2017

Finding Your Community

Profile Marie Kavadias Artist

The vendors at the SENG conference were the usual you would expect to see at this type of gathering There were tables filled with books and educational games tables with information on private schools and summer enrichment programs But then there was one vendor that stood out from the rest whose wares were vivid prints on paper and reproduced on T-shirts These were the work of Marie Kavadias a self-taught Chicago artist who has shown her work across the United States and in Europe

From an early age Kavadias has found art an easy way to express her thoughts and feelings mdash much easi-er than putting them into words or writing Those things never came easy For her school was one long struggle to keep from failing Finally at the age of 25 she found out why it had all been so hard She describes this time in her life as ldquohitting a wallrdquo experiencing feelings of panic distress and an inability to cope One day an ad aimed at students needing help with school caught her eye and led to Kavadias seeing a psychologist Testing revealed that she is twice-exceptional with a severe language disorder along with auditory process-ing disorder It also showed that she is visually-spatially gifted

Now so much made sense Kavadias understood why it was easy for her to pass classes that involved art and hands-on learning and why it took delving into her bag of tricks to pass those that involved lectures

reading and writing One of her tricks was to memo-rize the way a word looked and find out what it meant Then when she needed to write the word she could recall the picture of it in her mind and be able to spell it by using that picture Using her tricks Kavadias man-aged to make it all the way through college although it took 12 years and meant switching from one college to another until she found one that was a good fit

During this time according to Kavadias so much of the focus was on ldquoremediation and strategies of trying to get me through college that the other parts my gifts and gifted characteristics fell by the wayside Then I heard about a specialist in twice exceptional and giftedrdquo Kavadias asked the specialist to review her test results and she explains ldquoIt was she who opened up my world and then everything made senserdquo

Kavadias creates her colorful abstract images with oil and chalk pastels She describes her process this way ldquoI assign a different color to each finger The direct contact of fingers to paper allows me to express myself more freely and candidlyrdquo She has been able to apply her talents in her work as a graphic artist and in other jobs as well

Kavadias was at the SENG conference this year because of the feeling of community she discovered when she first attended in 2016 She explained that ldquoThere was so much focus on twice exceptional I was drawn to go My experience of attending the confer-ence was one I wonrsquot forgethelliptherersquos no explaining how it feels just to say you finally feel at homerdquo 2e

Artist and 2e community member Marie Kavadias with her work at SENG 2017

SENG 2017 continued

If yoursquove never seen the Glen Ellyn Media pres-ence at a conference this is what it looks like Always great to see old friends and meet new friends

Hanging around at SENG 2017 L-R Bill Dickerman of Hamp-shire Country School Stephen Chou of the Summit Center Heidi Molbak of FlexSchool Maryellen Butke of FlexSchool and James Webb founder of SENG and head of Great Po-tential Press

In the ballroom attendees listen

to Scott Barry Kaufman

Summit Center co-founder Susan Daniels delivers a keynote

Preview of NACG 2017The annual convention of the National Association

for Gifted Children (NAGC) is scheduled to begin on November 9 in Charlotte North Carolina The conven-tion has always had a good number of 2e-relevant sessions This year the association promises over 300 sessions spread across 16 strands a family day and an exhibit hall featuring books programs services and other gifted-related products

A search of the online conference schedule at httpsgooglTpMU1u brings up these concurrent sessions and round-table discussionsbull In Search of a Better Light Concepts to Help

Administrators Illuminate Needs of Twice-Exceptional Learners with Ken Dickson

bull Development and Sustainability of Twice-exceptional Identification Programming and Professional Learning with Rebecca Lopez and Tony Poole

bull ldquoNothing Fits Exactlyrdquo Experiences of Asian Americans Parents of Twice-Exceptional Children with Mallory Bolenbaugh and Megan Foley Nicpon

bull A Tale of Two Es Case Studies of Twice-Exceptional Studentsrsquo Growth in an All-Gifted School with Melissa Bilash and Jill Williford Wurman

bull The Lost Art of Diagnosing Twice-Exceptionality with Barbara Gillman and Kathi Kearney

bull About FACE A Conceptual Framework to Recruit and Retain African American Males with Dual Exceptionalities with Michelle Trotman Scott

bull Gifted Underachievement and Twice-Exceptional Students with Sylvia Rimm

bull The Value of Individual Assessment for Gifted and Twice-Exceptional Children with Barbara Gillman and Kathi Kearney

bull Lessons Learned from the Two-Year Twice-Exceptional Professional Development in Colorado with Chin-Wen Lee and Jennifer Ritchotte

bull Stories about a Drop-Out Center for Twice-Exceptional Students with Femke Hovinga and Jijl Koenderink

bull Using Case Study Methodology to Evaluate Twice-Exceptional Professional Development Activities with Chin-Wen Lee and Jennifer Ritchotte

bull Ten Essential Tips for Parenting your Twice-Exceptional Child with Alissa Doobay Joyce Goins and Megan Foley Nicpon

bull Illuminating Creativity in Twice-Exceptional Learners with Cheryl Franklin-Rohr Nanette Jones and Wendy Leader

bull Mathematical Reasoning for Twice-Exceptional Mathematically Gifted Students with Debra Goldberg (who gets our accolades for coolest organization name ldquoCage-Free Learningrdquo)Sessions about twice-exceptionality are in the

ldquoSpecial Populationsrdquo strand Others of the 16 strands

include Counseling and Guidance Conceptual Founda-tions Professional Development and Research and Evaluation Find more information about NAGC and the conference at wwwnagcorg 2e

The crowd in the main ball-room during last yearrsquos NAGC convention

In the exhibit hall during last yearrsquos NAGC convention

e2 F r o m t h e 2 e C e n t e r

News from the 2e Center for Research and Professional Development

The 2e Center for Research and Professional De-velopment is located on the campus of Bridges Academy in Studio City California In this column we share whatrsquos happening at our center and report research findings teaching ideas and par-enting suggestions we have found to be success-ful in helping 2e kids thrive

mdash Susan Baum Director

Our good friends at the 2e Center are deep in preparation for the October 13-14 symposium titled ldquoVision and Leadership in 2e Educationrdquo so therersquoll be no column from the 2e Center in this issue Herersquos how the organizers describe the event ldquoThe symposium will feature keynotes panel discussions by inductees lsquoIssues and Answersrsquo breakout discussions on strate-gic topics and forums with noted experts on program development research-based strategies and related issues in 2e education programs It is geared toward administrators policy makers advocates researchers in the field of 2e and parents teachers and support staff working with the 2e populationrdquo More informa-tion is to the right

A special feature honoring the first inductees into the ldquo2e Hall of Famerdquo

In the next issue look for our coverage of this event 2e

Worldwide representatives from twice- exceptional (2e) friendly schools along with leading experts in 2e education will gather this October in Southern California to discuss ways 2e students can succeed

Keynote speakers Sally Reis PhD Scott Barry Kaufman PhD Jonathan Mooney and director of the 2e Center Susan Baum PhD will address ldquoVision amp Leadershiprdquo

Researcher and advocate Sally Reis will talk about the power of talent development Having survived as 2e students within traditional educational systems both Kaufman and Mooney bring a strong message of hope possibility and purpose

Who The 2e Center for Research and Professional Development at Bridges Academy (wwwbridg-esacademyorg)

What Symposium mdash Vision and Leadership in 2e Education

When October 13-14 2017

Where The Garland Hotel in North Hollywood

Why Worldwide gathering of a 130 notable teachers administrators and experts to collectively share insights and successful strategies proven to help educate twice- exceptional (2e) students thrive as well as suggest future research initiatives

How Contact Kim Vargas at Bridges Academy (kimvargasbridgesedu or 8185061091) to learn more about attending the Symposium and 2e education

Recognition A Friday evening award dinner to honor seven pioneers who opened doors for the educa-tion of twice-exceptional students Lois Baldwin Linda Brody Mary Ruth Coleman Dennis Higgins June Maker Elizabeth Neilson and Joanne Whitmore Schwartz will be inducted into the 2e Hall of Fame

Symposium Vision and Leadership in 2e Education

e2Going Head-to-Head with the School Gives Wrong Message

D e a r D r S y l v i a

Q Irsquove been doing battle with our school district for many years and am hoping you can give me some guidance My 14-year-old son is a

gifted underachiever He was identified as an ldquoable-learnerrdquo particularly in the areas of math and science However he was also thought to have ADHD because he didnrsquot concentrate in class was disruptive lost his homework etc

He had a psychological evaluation in sixth grade that showed above-average to superior ranges in a number of areas with no ADHD When something interested him he could focus for hours

At least once a year I go head-to-head with the admin-istration and teachers who deal with my son about this situation Irsquove given them articles about underachieve-ment and made requests All they want to do is make him a better student by teaching him how to study and that fails He does extremely well on standardized tests is very verbal and has great skills in music Irsquom not saying hersquos a genius but he has ability that is not reflected in his grades He receives Drsquos and Frsquos even though he had a perfect score on his semester math exam Itrsquos very telling that one can ace a semester exam and still be getting a D as a semester grade

I continue to go in circles with this district Am I crazy As parents wersquove tried to get our son to be as hard-working and diligent as we are but wersquove finally come

to the realization that hersquos very different He can talk for hours about a subject but if you ask him to write it down you get two poorly written paragraphs Hersquos a square peg that wonrsquot fit into a round hole

A Your frustration with the school is under-standable but your obvious battle may be doing your son more harm than good As you

continue to blame the school he may interpret it as permission to not hand in his assignments and un-fortunately it doesnrsquot sound as if the school is hearing your very legitimate concerns

By your description it sounds as if his abilities are very uneven with very strong math skills and struggling writ-ing skills I usually describe this as a ldquopencil anxietyrdquo problem but itrsquos also known as a processing speed problem That means that writing may have felt embar-rassingly difficult for your son since childhood thus the bad habit of avoiding written work and the excuses Also if he truly gets Arsquos on exams after not doing math homework it appears that he isnrsquot being sufficiently challenged in math It certainly can be boring for him to do repetitive work he already knows how to do

You need an advocate perhaps a gifted coordinator or psychologist who has worked with your son An ad-vocate might have greater success in arranging more challenging math classes for him Then your son would

need to compromise and make a commitment to ac-complish his assignments once they were sufficiently challenging

Encourage your son to use a keyboard for as much of his work as possible There are many other sugges-tions in my book Why Bright Kids Get Poor Grades (3rd ed Great Potential Press 2008) to help you and his teachers turn this underachievement around Believe in your son but be clear with him that he must be re-sponsible for his work Try to get further guidance from a counselor who is familiar with working with gifted underachievers

Dr Sylvia Rimm is a child psychologist and clinical pro-fessor at Case University School of Medicine author newspaper and magazine columnist and radioTV personality For a free newsletter entitled So Your Child is Gifted send a self-addressed stamped envelope and a note with your topic request to PO Box 32 Watertown WI 53094 Read Dr Rimmrsquos articles for parents and teachers and submit family questions online at wwwsylviarimmcom All questions are answered 2e

e2Lost and Found Cat The True Story of Kunkushrsquos Incredible Journey

B o b S e n e y o n B o o k s

Those of us who work closely with 2e and gifted students are well aware not only of their advanced intellectual potential but also of their advanced and intensified emotional sensitivities We are attuned to their reactions to events conflicts and world situ-ations Recently in a conversation with a concerned mother of a gifted eight-year-old boy she recounted his emotional distress at events in the Middle East and especially the plight of refugees fleeing their homes His distress had risen to the point that she carefully monitored his viewing of news reports on the region ensuring that they discussed what they were seeing and hearing I believe this was a good approach on her part and it brought me to the realization that what we must do is show our children that there is hope that there are good things happening and that there are concerned people and organizations doing all they can for these refugees and addressing other concerns as well

About this same time The New York Times (August 6 2017) printed a short article Reading Writing and Refugees by Alexandra Alter This article presented a brief guide to some of the new books published about Muslim refugees I am now collecting these books and I share in this issue Lost and Found Cat The True Sto-ry of Kunkushrsquos Incredible Journey by Doug Kuntz and Amy Shrodes and illustrated by Sue Cornelison (2017 Crown Books Random House)

The authors a husband-and-wife team felt com-pelled to go to Greece to assist the refugees arriving there in large numbers Doug is a photojournalist and

was keen to make sure that the world knew of the plight of these refugees Amy worked as a volunteer in an organization helping refugees This is where our story begins

Kunkushrsquos family after the death of the father realize that they must leave Iraq After planning and arranging for their escape they know they cannot leave their beloved cat Kunkush behind But they must not let the smuggler know they have Kunkush with them or he will charge them much more Sura the mother and Hakam the second son travel at the end of the line of refugees and carefully hide the catrsquos presence from the other travelers Eventually they reach the Aegean Sea for their travel by inflatable boat

to Greece In a near tragedy in which the boat almost sinks Kunkushrsquos carrier is damaged When they reach Greece Hakam places the carrier on the beach and rushes back to help his mother his two brothers and his two sisters to dry land In the meantime Kunkush breaks from his carrier and runs into the woods The family searches and calls for Kunkush but the fright-ened cat does not come back and the heartbroken family must leave him behind

Kunkush ends up in a nearby village scared dirty and hungry The local cats living on the docks chase him away Then Amy who knows the story of the fam-ily who lost their cat spots Kunkush She takes him to a veterinarian and begins the search for his family A large number of people join in the effort to return the cat to his family It becomes a story of kindness concern cooperation and mystery Who is the fam-ily Where were they relocated And how could they reunite the cat now named Dias (translated as Zeus for strength) back to his family The search of course is successful but equally important is the positive note of hope and of people working together to ensure the storyrsquos happy ending This is what we need to share with our young readers

Lost and Found Cat is wonderfully illustrated by Sue Cornelison an experienced and talented artist The colors on the various pages match the mood of the story both somber and celebratory Worth noting are the details in the illustrations especially in the fa-cial expressions of the various characters

e2 N e w s

In Case You Missed These in Our Blog and BriefingDID IT TAKE A WHILE for you to figure out your childrsquos ldquoersquosrdquo Donrsquot feel bad mdash Tony Atwood a prominent psy-chologist who is according to the Guardian ldquoknown for his knowledge of Asperger syndrome in childrenrdquo finally realized when his son was 35 that he (the son) had Aspergerrsquos The breakthrough watching some old home movies that showed Atwood trying to interact with his 4-year-old son His son eventually developed severe anxiety then drug dependence for which he has been imprisoned httpsgoogl8aSWhQ

GIFTED ASD WITH ANXIETY mdash and only five years old Thatrsquos the lead in a Washington Post story about IEPs and 504s and which of these might be best for your kiddo Herersquos a quote from the article about August the five-year-old in question that might ring true to readers here ldquoWhen August didnrsquot follow their instruc-tions [pre-school staff] told his parents that he was a defiant child who refused to stop making noises in class [His mother] was confident that it wasnrsquot that her son wouldnrsquot stop making noises but instead that

August couldnrsquot stoprdquo Augustrsquos situation is the spring-board for the articlersquos considerations of the suitability of either an IEP or 504 httpsgoogloEd7EC

DEBUNKING NERDINESS Need some ammunition to help your child feel more comfortable about the ldquogift-edrdquo label The website of The Best Schools has profiles of 29 celebrities mdash smart people with says the article ldquoa true commitment to knowledge education and self-bettermentrdquo These are PhD and masterrsquos-credentialed actresses and MD actors PhD pro basketball players PhD rock guitarists a JD pro football hall of famer and mdash well you get the idea httpsgooglE3V5ES

THE LANG SCHOOL for 2e students (profiled in the MarchApril 2016 issue of 2e Newsletter) like other similar schools was founded by a parent Micaela Bracamonte who wanted an education for her children that would fit their strengths and challenges A story at the website Narratively portrays Bracamontersaquos vision drive and independence as she built her school

Those in the 2e community will find a lot to relate to in the story which will hopefully open more eyes about twice-exceptionality and its ramifications httpsgooglhYBWea

DUE PROCESS Special ed attorney Matt Cohen won a due process hearing for parents of a bright elementary school student with ADHD writing difficulties and oth-er issues Herersquos what the firm says in their newsletter about the case ldquoThe parents repeatedly sought assis-tance from the district for an IEP or a 504 plan to help their son He was not provided a 504 plan for approxi-mately a year after they began seeking help and was denied an IEP repeatedly over a two-year period de-spite extensive evidence of the struggles he was having during and after school [Chicago Public Schools] staff defended the refusal of both a 504 plan and an IEP on the grounds that the student was bright was getting passing grades and had generally high achievement test scoresrdquo httpsgooglUQS7Ys

DYSGRAPHIA can be under diagnosed and a writer at The Huffington Post gives reasons why leading with this question about her own child who read many grade levels above her age ldquo[H]ow could a child with such advanced reading and comprehension levels disregard proper syntax and grammar when writingrdquo The writer notes that under-diagnosis can occur because ldquoThe testing used to assess written expression disabilities often doesnrsquot score handwriting or spelling problemsrdquo The writer says that 2e chil-dren are especially prone to being missed with the diagnosis but goes on to offer things to look for and some amelioration for parents who feel guilty about missing the problem httpsgoogljD9xFt 2e

Professor Emeritus Bob Seney is retired from teaching in the Mas-ters of Gifted Studies Program at Mississippi University for Women At conferences he often presents a session titled ldquoWhatrsquos New in Young Adult Literaturerdquo Reach him at rwseneymuwedu 2e

The book is beautifully rounded off with photos taken by Doug Kuntz of Kunkush reunited with his fam-ily a map of Kunkushrsquos travels and an important End Note by the authors The bookrsquos publisher Random House is donating a portion of the price of each book to Doctors Without Borders mdash just one more example of how people work together in times of crisis and trouble a theme we must communicate to our highly sensitive readers Happy Reading

Lost and Found Cat concluded

e2 E v e n t s

Please note For more state associa-tion conferences relating to gifted-ness see Hoagiesrsquo website (wwwhoagiesgiftedorgconferenceshtm)

64th Annual Convention of the National Association for Gifted Children Char-

lotte North Carolina More informa-tion at httpsgooglrLxcG5

Nov9-12

National Special Education Day on the anniversary of IDEA More information at

httpsgooglbuFgfS

Council for Exceptional Children 2018 Convention Tampa Florida More infor-

mation at wwwcecconventionorg

Feb7-10

2017 Twice-Exceptional Childrenrsquos Advocacy (TECA) Conference ldquoBuilding Aware-

ness and Communityrdquo at Molloy Col-lege in New York More information at httpsteca2eorg

Biennial Symposium by the 2e Center for Re-search and Professional

Development Los Angeles More information at wwwbridgesedu2e-symposium-2017html

Oct13-14

Annual Conference of the Texas Association for the Gifted and Talented Houston More information

at httptagtconferenceorg

Nov29 to Dec 1

We Respectfully Request

that you honor the rights of authorship and copyright of 2e Twice-Exceptional Newsletter and our contributors by refraining from posting PDF copies of our issues on websites viewable by those without a subscription to the newsletter Likewise copying printing and reproducing content from the newsletter other than that defined as ldquofair userdquo under copyright law is illegal We are happy to arrange for permission for the reuse of individual articles in many circumstances and we offer very reasonable rates on group subscriptions please inquire Thanks for subscribing

October is Dyslexia Awareness Month and ADHD Awareness Month

On FacebookEach Friday we publish a listing of upcoming events on our Facebook page wwwfacebookcom2eNewsletter Let us know of events we should list

mdash Editor

Letter from the Publishers

Yoga for the Twice Exceptional

Autism Spectrum Disorder (ASD) and Sleep

Sleep and Learning

Physical Activity and Learning

Nutrition and the ldquoersquosrdquo

Book Review The Inconvenient Student

Conference Coverage SENG 2017

Preview of NACG 2017

Dear Dr Sylvia

Bob Seney on Books

Events

Welcome to our 84th issue of 2e Twice-Exceptional Newsletter In this issue we explore some areas that

are not always top-of-mind when it comes to their connection with learning For example what can we do about

stress and trauma in the lives of our twice-exceptional children Is there a chance that sleep difficulties might be

causing or associated with or exacerbating the learning difficulties these children have Are they getting enough

physical exercise And how does proper nutrition fit in

Our lead article examines how one yoga instructor and practitioner Louise Goldberg uses yoga to help

school children reduce stress and therefore be more effective students Shersquos an advocate of incorporating

yoga into the school day and experienced in providing yoga to children with learning challenges The second

article in this issue reviews what experts know about sleep problems for those on the autism spectrum mdash the

incidence the effects and different ways to mollify those effects Then we offer a smorgasbord of wellness infor-

mation on sleep and learning on exercise and the brain on physical activity and behavior and on whether con-

nections exist between nutrition and ASD and ADHD

In this issue yoursquoll also find a review of Michael Postmarsquos new book The Inconvenient Student Critical Issues

in the Identification and Education of Twice-exceptional Students And we begin our coverage of the recent SENG

annual conference held just down the road from us in Naperville Illinois (Next issue yoursquoll find coverage of the

annual NAGC convention previewed in this issue) And Dr Sylvia Rimm and Bob Seney offer their usual insightful

columns

We hope that the new school year (for students in the US) is going well for you and the 2e kiddos you raise

or teach Please remember that feedback on the contents of 2e Newsletter is always welcome

Thanks for subscribing

mdash Linda C Neumann and J Mark Bade

October 2017

2e Twice-Exceptional Newsletter is a publication about twice-exception-

al children children who are gifted and who have learning difficulties that

go by many names including learning disabilities learning disorders

and just plain learning differences Our goal is to promote a holistic view

of the 2e child mdash not just the high IQ or the quirkiness or the disabilities

but the child as a whole person Comments and suggestions are always

welcome by phone fax or e-mail

2e Twice-Exceptional Newsletter is published bi-monthly in January

March May July September and November The cost for a one-year

electronic subscription is $35 Contact us for group and institutional rates

Send changes of address to COFA2eNewslettercom or by mail to Glen

Ellyn Media PO Box 11 Winfield IL 60190

Linda C Neumann Editor J Mark Bade Business Manager Phone

6309845507 Fax 6303441332 Web www2eNewslettercom E-mail

info2eNewslettercom

Editorial Advisory Board Susan Assouline EdS PhD Susan Baum

PhD Kim Busi MD Paul Beljan PsyD Dan Peters PhD Linda Kre-

ger Silverman PhD Members Emerita Kathi Kearney MA Ed Deirdre

Lovecky PhD Joan Franklin Smutny MA Marlo Payne Thurman MS

Meredith Warshaw MSS MA

The contents of 2e Newsletter are not intended to constitute medical or

clinical advice which should be obtained from a licensed practitioner

The use of information from 2e Newsletter for commercial purposes is

prohibited without consent in writing from Glen El-

lyn Media Copyright copy 2017 by Glen Ellyn Media

unless otherwise noted The yellow and red 2e logo

on blue is a trademark of Glen Ellyn Media

Welcome

F r o m t h e P u b l i s h e r s

Louise Goldberg

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Louise Goldberg

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Sleep and Learning

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

httpsgoogl995xsD

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

SENG 2017

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

SENG 2017 continued

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

e2 N e w s

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

e2 E v e n t s

Nov9-12

httpsgooglbuFgfS

Feb7-10

Oct13-14

Nov29 to Dec 1

mdash Editor

Sleep and Learning

Dear Dr Sylvia

Bob Seney on Books

Events

Documents

2e Issue 84 TM Twice-Exceptionalroom behavior, and can even reduce anxi-ety and stress in children.(From https:// goo.gl/EdTKiV) The blog goes on to note that yoga might also help