I am happy to announce two new offerings for 2017:
Parent Introduction to Anxiety Group
This group is for parents who are new to my practice. It is a great opportunity for families who are waiting for treatment, or for families who are not sure that they need a full course of treatment but rather just want to learn the basics. We will cover the reasons that anxiety is maintained over time and discuss strategies for reducing the hold that anxiety has on your child and your family. Once you have attended the Parent Intro to Anxiety Group, you can attend the monthly Parent Anxiety Support Group.
Parent Anxiety Support Group
This monthly support group is for parents whose children are in ongoing treatment for anxiety with Dr. Ledley. There is no need to come on a monthly basis - come as you need to. During this group meeting, parents can bring up their concerns and questions about parenting a child with anxiety. Dr. Ledley will facilitate the group and parents will offer each other ongoing support.
Dr Penny Moldofsky, Director of the Literacy Institute at the Woodlynde School in Suburban Philadelphia is a super human being and an even better teacher (is that possible?). I love this summary she just sent around regarding the most recent Literacy Institute Speaker, Dr. Cheryl Chase. We all hear so much about EXECUTIVE FUNCTIONS -- but what exactly are they?
The Literacy Institute Newsletter:
What Are Executive Functions?
Penny Moldofsky, Director of
The Literacy Institute
Dear Woodlynde Families, Friends, and Colleagues,
Most of you have heard the term "executive functions" and may wonder, "how is this different from a learning difference or a problem with attention?" On November 3, Dr. Cheryl Chase, a psychologist from Cleveland, Ohio, and a nationally recognized speaker on executive functions, clarified executive functions and provided specific strategies for parents and educators for helping students who are coping with executive function deficits.
Here are some highlights of Dr. Chase's presentation:
The Big Five
Dr. Chase follows the model of executive functions explained by Dr. Russell Barkley:
Some students have difficulties with one or two executive functions, but many have difficulty with many or all of these areas, and their difficulties depend on the setting. These students do better in settings that:
Don't overload working memory.
Tools are made available and students are shown and cued to use them with adult guidance and reminders gradually diminishing as students become fluent in using the tool. At home and school, we can provide consistent picture clues, consistent graphic organizers or note-taking forms, consistent schedules, and readily available reference materials. Separate note taking from listening - you may be able to do both simultaneously, but kids with executive functions can't. Don't pass around that cool geode you found in the desert while you are providing information that students need to hear and process.
Demonstrate again and again using the actual task.
When teaching new strategies, demonstrate in a step-by-step manner how they are applied in the real-life task you want the student to accomplish. If you show a video on a topic, you first provide the organizer that will help them enter the ideas from the video that they will need for the quiz/test/project. Then, pause the video frequently to demonstrate how to pull the information from the video and where to enter it in the organizer.
Explicitly teach when, how, and why to use one tool rather than another.
Demonstrate to help students understand when to use detailed notes in a comparison organizer vs. when to jot down a few key words. Demonstrate repeatedly how and when to use a tool like a calculator, a recording pen, or text-to-speech software, and be very clear in showing how each tool works better or not as well for different activities.
Predictable and consistent = reduced stress and anxiety.
When a student with executive function weaknesses feels stressed and overloaded, it is even more difficult to access skills they have practiced. Break down activities that load working memory into small chunks for the student. Have them work toward smaller, single day goals. Post activities in the same place and with the same format so that students don't have to copy or figure out your intentions. The topic and activity can be vivid and riveting, but the format should be predictable.
For more ideas from Dr. Cheryl Chase, visit her website.
Penny Moldofsky, M.S.
Director of The Literacy Institute at Woodlynde School
610.293.6628Upcoming Speaker Series Events
All Literacy Institute Speaker Series events are FREE and open to the public.
Thinking Differently: Reframing Learning for a New Generation
Presented by David Flink
Thursday, February 9
Registration opens December 1
Raising Kids to Thrive
Dr. Kenneth Ginsburg
Registration opens February 1
About The Literacy Institute
The Literacy Institute is one of only six Wilson® Accredited Partner Schools in the country. As such, it provides research-based instruction for Woodlynde students in the Wilson® Reading System as well as high quality professional development for the Woodlynde community and the greater Philadelphia area. Throughout the year, The Literacy Institute offers a free series of nationally-recognized speakers in the field of learning differences for area parents and professionals.
Woodlynde School | 445 Upper Gulph Road | Wayne/Strafford, PA 19087 | 610.687.9660
College Prep For Diverse Learning Styles ● Grades K - 12
Where Great Minds Learn Differently
Celebrating 40 Years of Changing Lives
Open Houses at 8:45 a.m.
December 13 - January 10 - February 14
Woodlynde School, 445 Upper Gulph Road, Strafford, PA 19087
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I am a licensed psychologist working with kids, teens, and adults with anxiety disorders.