Many times advocates and parents need to “go with their gut,” but what happens when instinct runs contrary to sound legal strategy? This session will cover common mistakes in advocating for services in schools, as well as common myths in special education advocacy.

A replay of the webinar will be provided for all registrants via email.

About our Presenter:

Caitlin McAndrews is a shareholder with McAndrews, Mehalick, Connolly, Hulse and Ryan, handling special education and estate planning matters in Delaware, Virginia, Maryland, Pennsylvania, and Washington, D.C. She previously worked as a special educator in the Philadelphia area.

Since that time and in addition to her private practice, she has clerked for the Protection & Advocacy (P&A) group for people with disabilities in Washington, D.C., the U.S. D.O.J. Civil Rights Division’s Educational Opportunities Section, the U.D.C. Juvenile and Special Education Law Clinic, the National Youth Justice Alliance, and Delaware’s P&A, Community Legal Aid Society, Inc. (CLASI).

Ms. McAndrews resides with her husband and two children.

As the U.S. Congress deliberates on a stimulus package to address the COVID-19 epidemic, the Learning Disabilities Association of America (LDA) has learned that Chairman Lamar Alexander (R-TN) has offered a proposal that would give the U.S. Secretary of Education authority to approve state waiver requests for any statutory or regulatory requirement of the Individuals with Disabilities Education Act (IDEA) for one year, along with the permission of extensions.

This provision harms the rights and protections of children with learning disabilities including Child Find, a free appropriate public education (FAPE), and Individualized Education Program (IEP, all procedural safeguards, re-evaluations, related services and accommodations.)

As the voice of students with learning disabilities, LDA cannot stand by and allow this provision to be included.

LDA is here to support our members and affiliates as they participate in letting Congress know this provision shouldn’t be included. We’ve crafted an email for you, just add your comments and your name and contact information and the email will be automatically sent to your Senators and Representatives.

Use the letter and form below to send your U.S. Senators/Representatives an email today asking them to protect the rights of students with learning disabilities.

Military families with special needs children have unique challenges they face every day. This webinar presented by four military spouses will focus on the experience military families have with special needs education, the problems and difficulties facing families, and potential legislative solutions that Congress can provide to fixing those problems.

A replay of the webinar will be provided for all registrants via email.

About our Presenters:

Michelle Norman, 2019 AFI Navy Spouse of the Year, is a Navy spouse of 25 years and mother of a 16-year-old daughter with cerebral palsy and multiple other disabilities. After years of successfully advocating and winning multiple legal cases to ensure her daughter receives the minimum education required by law, she was contacted by multiple military families around the country dealing with similar problems in public schools. Seeing that so many children will benefit from her dedicated efforts, the Virginia Beach resident has become a passionate advocate for other military families with kids with special needs.

Shannon DeBlock is a proud Navy spouse for the past 16 years and mom to 2 boys who are 13 and 11 years old. Her youngest son was diagnosed with autism at 16 months old. Both of his medical and educational needs have been difficult to meet across duty stations partially due to the severity of his disability and the lack of support from the civilian community, military community and lawmakers during times of transition. Shannon’s family endured a 2- year legal battle with Poway Unified School District in San Diego, CA where the district sued her 11-year-old son to remove educational supports that he had been receiving for the previous 5 years at a prior duty station.

Grace Kim, an Air Force military spouse, has been working on behalf of children with Special Needs since 2002 as a mother of a Special Needs child; a paralegal and law clerk who focused on Special Education, School Law and Juvenile Justice; and an attorney dedicating her practice to representing families of Special Needs children with legal and education-related issues. She is a J.D. graduate of the George Mason School of Law and has an M.A. from Alliance Theological Seminary and a B.A. from Nyack College. After her son was denied an appropriate education at one of their duty stations, she took matters in her own hands and attended law school to become a special education attorney.

Kaci McCarley is an active duty Army spouse and mother of a 14 year old son with Down syndrome. After gaining her undergraduate degree in special education and working as a teacher for several years, she joined Goodwill of the Olympics and Rainier Region as Director of Disability Services where she had opportunity to support military students transitioning from K-12 education into adult services. She became an advocate for students with disabilities after seeing the tremendous stress military families endure during times of transition, and the lost instruction that negatively impacts academic achievement and development. Kaci currently works for the Military Child Education Coalition who champions quality, inclusive education opportunities for all military-connected children.

Over the past several weeks, LDA has been closely monitoring developments related to Congress’ response to the COVID-19 pandemic. As the leading voice for individuals with learning disabilities, LDA knows the value of ensuring that your voice is heard and represented in Washington D.C.

Over the past week,  LDA created a series of action alerts for members and LDA supporters to send to their U.S. Senators and Representatives. The first action alert was in opposition to a proposal that Chairman Lamar Alexander (R-TN) offered giving the U.S. Secretary of Education authority to approve state waiver requests for any requirement of the Individuals with Disabilities Education Act (IDEA) for one year, with the option to extend. This provision would harm the rights and protections of children with learning disabilities. More than 250 LDA members used the first action alert to contact their U.S. Members of Congress! A few days after the first action alert was disseminated, LDA was informed that the provision providing Secretary of Education Betsy DeVos with a broad waiver authority over IDEA was removed from the COVID-19 legislation.

LDA subsequently learned that a concerning piece, again related to waivers, was included in the Coronavirus Aid, Relief, and Economic Security Act (CARES Act). This proposal would authorize Secretary DeVos to report back to Congress within 30 days on the waivers needed under the IDEA and Rehabilitation Act of 1973 (Section 504). Such a report would provide the basis for the Secretary to recommend any number of waivers that could upend key civil rights protections for vulnerable children. Based on this new report, LDA developed a second action alert that was sent to LDA members and supporters urging Congress to reject this IDEA and Section 504 waiver report from Secretary DeVos. This second action alert was utilized by LDA members more than 110 times!

In addition to these action alerts submitted by members, LDA submitted a letter expressing our opposition to the IDEA and Section 504 waiver amendment to congressional leadership including Speaker of the House Nancy Pelosi (D-CA) and Senate Majority Leader Mitch McConnell (R-KY), along with leaders of congressional education committees and Pennsylvania’s U.S. senators.

Despite our efforts on a very short timeline, the U.S. Senate passed the CARES Act with waiver provisions on March 25th. The U.S. House of Representatives passed the measure, and President Trump signed the bill on March 27th.

LDA will continue to closely monitor congressional proceedings as they affect individuals with learning disabilities. LDA will also be sharing our concerns about the waiver language with the U.S. Department of Education.

LDA would like to thank all of our members who responded to these action alerts and who continue to serve on behalf of those with learning disabilities. We are stronger together!

In light of the current situation with COVID-19, Congress has been working overtime to address the needs of the country. The third stimulus package has been passed by both chambers of Congress and has been signed by the president. For LDA members, concerns have been raised about using this vehicle as a way to waive parts of the Individuals with Disabilities Education Act (IDEA). While waiver language remains, hopefully any use of this secretarial authority will be limited and carefully crafted by the U.S. Department of Education.

The CARES Act contains an Education Stabilization Fund that will provide $30.75 billion to elementary and secondary schools and higher education institutions.  Of that amount $13.5 billion will be go out as formula grants to states, with states then distributing 90 percent of their share to local school districts for response to the coronavirus.  These funds may also be used to connect K-12 students to the internet and provide hardware, and an additional $25 million is earmarked specifically for distance learning needs in rural communities.

Another $14.25 billion is designated for emergency relief for higher education institutions.  Colleges and universities will use these funds to deal with transitioning to online learning and to provide grants to students for housing, educational materials, technology, and health and child care.

The remaining $3 billion will be distributed under governors’ discretion to school districts most hard hit by the emergency situation.   Funds may be used to bolster districts’ capacity to continue educational services and generally continue operating in some fashion.  Governors may also allocate some of these dollars to higher education.

Regarding the original language on possible waivers of provisions of the IDEA and the Rehabilitation Act (Section 504), the legislation no longer singles out special education.  Rather, the waiver language also extends to the Every Student Succeeds Act (ESSA) and the Perkins Career and Technical Education Act.  It states, as in the original bill, that no later than 30 days after passage of the bill, the Secretary of Education will send a report to the congressional education and appropriations committees with recommendations for any additional waivers – beyond current secretarial waiver authority – needed for IDEA, Section 504, ESSA, and Perkins.  These waivers would be time-limited based on the presidential declaration of emergency.

There are also other important provisions in the Act for children and families.  Some of those include more funding for the Supplemental Nutrition Assistance Program (SNAP) and Child Nutrition Programs, the schools under control of the Bureau of Indian Affairs, the Child Care and Development Block Grant (CCDBG), and Head Start.

LDA will monitor closely if and how the waiver language is used.  In addition, we anticipate this will not be the last package Congress puts forward, so we will be paying attention to all issues impacting individuals with learning disabilities.

With almost all schools in the country closed and many trying to provide virtual learning experiences, some questions have arisen about privacy of students and families.  Student privacy is covered by the Family Educational Rights and Privacy Act (FERPA), and the Student Privacy Policy Office (SPPO) at the U.S. Department of Education has developed a fact sheet with resources to assist educators and families in navigating how to ensure privacy while providing virtual education.  SPPO has a number of resources on its website, including documents that address FERPA exceptions and a checklist to evaluate online educational apps.

One question that arisen a number of times is whether observing groups of students with disabilities in a virtual learning “classroom” or group therapy session is a violation of FERPA.  SPPO has previously addressed the question of whether FERPA prohibits parents of children with disabilities or educators working with parents of children with disabilities from observing the child in a general or special education classroom.  The Department concluded that FERPA provides privacy protection for “education records”; however, the law does not specifically prohibit parents or professionals working with those parents from observing in the child’s classroom.  SPPO has now added that this same conclusion also holds true for virtual classrooms.

In addition to the fact sheet specific to online learning, the Department also produced an FAQ on FERPA and the coronavirus.  This document provides good information about the release of “personally identifiable information” to the public health department, providing information to staff and families about particular students or staff who may have COVID-19, and when consent is necessary for release of education records.

The U.S. Departments of Justice, Education, Homeland Security, and Health and Human Services have joined together on a clearinghouse focused on school safety – www.SchoolSafety.gov.  The new website provides resources for K-12 school administrators, educators, families, and the law enforcement community to prepare for and deal with school safety and security.

There are a number of resources available at SchoolSafety.gov.  These include an assessment tool to help schools evaluate their safety situation and an “action plan” template to help prioritize needed steps, as well as possible grant opportunities.  The site also has a secure feature for school personnel to share ideas and best practices.

Of particular interest to LDA members, the website features information about how to address bullying and cyberbullying. Mental health and school climate resources are also available.  Additional resources will be added as they are developed.

Also, school staff and families should be aware of the Framework for Safe and Successful Schools – developed after the Sandy Hook tragedy by the organizations representing the school mental health providers, the principals’ associations, and the school resource officers.  This is not a part of the government website, but is an excellent resource.  The groups involved in the original document, joined by the National PTA, will be updating the information later this year.

On June 2, 1920, President Woodrow Wilson signed into law the Smith-Fess Act, known as the National Civilian Rehabilitation Act.  Two earlier congressional Acts had established vocational rehabilitation programs targeted to helping disabled World War I veterans transition to civilian life.  The Civilian Rehabilitation Act of 1920 took those models and created a program for all Americans with disabilities, and this year we are celebrating the 100th anniversary of that action.

The Civilian Rehabilitation Act established the federal/state rehab program and gave funds to states, with a 50-50, match mainly for vocational services, guidance, training, occupational adjustment, and placement services.  The only eligible individuals at the outset were those with physical disabilities, and they were not provided with any physical or psychological therapeutic services.

The U.S. Department of Education Office of Special Education and Rehabilitative Services (OSERS) is marking this special occasion with activities and information throughout the year.  Mark Schultz, Commissioner of the Rehabilitative Services Administration, has posted a podcast and a webcast highlighting transition services and some of the program’s success stories.  You can also check out Twitter at that same page to hear from VR programs around the country.

The current Act governing these services was originally passed in 1973 and is now part of the Workforce Investment Act, most recently amended in 2014.  Title V of the 1973 Act was particularly significant for advancing the civil rights of individuals with disabilities, including the non-discrimination provisions of Section 504.  Today students with learning disabilities may receive educational services under Section 504 when they do not qualify for special education services under the Individuals with Disabilities Education Act.  These services are critical to helping students achieve success in school and into higher education and the employment.

LDA joins in celebrating the 100th anniversary of this important program!

Nationwide school closures have abruptly thrust American students into virtual learning — and a time of uncertainty. While all students are impacted, those with ADHD and learning disabilities are reeling, untethered from the services and supports they need (and to which they are entitled by law). And those counting on a smooth transition from high school to college and/or the workplace rightfully feel bushwhacked!

There’s nothing normal about our ‘new normal.’

With little or no advanced warning, schools are now figuring out how to implement from afar IEPs and 504 plans, behavior contracts, and other supports that were a lifeline for students with special needs. Caregivers, meanwhile, have been recruited (without warning or preparation!) to assume roles regularly performed by specialized teachers and support personnel.

And what about IEP goals? What about accommodations? What about related services that address organizational challenges and provide just-in-time, targeted assistance on learning tasks? And what about the social and emotional resources that students need to stay afloat? Being marooned at home without these supports is an invitation for heightened stress, anxiety, and avoidant behaviors.

What Lies Ahead for Students with ADHD and LD

Amid the uncertainty, one thing seems certain: this too shall pass. And when it does, schools will re-open, and life will resume — though likely not as “normal,” at least for students with LD. Graduating seniors with learning and attention issues will find the road to college littered with additional potholes. Because of this global pandemic and the challenges schools faced in providing all students access to the general curriculum, students with LD may have missed out on important learning opportunities at the end of their senior year.

Graduating students with ADHD and LD may find themselves having to make decisions about college without the benefit of a campus tour or conversation with student services. Without the information they need to make decisions that will guide their path to post-high-school success, these students are at risk for extraordinary college struggles.

[Could Your Teen Daughter Have ADHD? Take This Test To Find Out]

How Parents Can Fill the Gap

Mother Nature has shredded the traditional post-secondary transition roadmap. But parents can pick up the pieces, step in as ‘navigators,’ and proactively help their children mold their plans for college enrollment.

Being out of school at this time in their educational career is a big deal! Disruptions in learning, changes in routines, isolation from teachers and friends, and being denied opportunities to socialize through extracurricular activities in school and the general community can have profound consequences for these adolescents. Looking forward to (and planning for) college can serve as an anchor during this time of uncertainty. By keeping college a real and prominent family priority, parents can help their children stay “focused on the prize” and see past the disappointment and confusion that rocked their reality.

Making college decisions is not going to be easy. In response to restrictions on travel and social distancing, most students will need to choose schools without the benefit of tours or meetings with campus disability and support professionals. Parents will be required to make financial commitments about college selections with only partial information about the “goodness of fit” for their child. And all of this will need to take place at a time when parents would traditionally be taking a step back and allowing (mentoring, modeling, and encouraging) their child to assume greater responsibility for self-advocacy and decision making. To best utilize their newfound time at home together, parents should focus instead on preparing their child for the realities of college life and independent living.

Some things matter more than others in predicting college success. College is different from high school in so many ways — for one, collegiate success is not just about acquiring new content knowledge. Parents should seize this opportunity to teach and reinforce executive functioning skills. Talk about “what if” scenarios that demand problem-solving and flexible thinking in what will certainly be a whole new set of situations and environments. And don’t shy away from having hard conversations about emotional regulation, social norms, and boundaries. In fact, creating and implementing these types of rules at home could be of huge help to students before they head off to school without the safety net of parents and other family members.

[Use This Free Resource To Transform Your Teen’s Apathy Into Engagement]

Routines matter. Going from 100 percent structure in school to “let’s see how things unfold” at home is not easy for anyone: not educators, not parents, not students. But this challenge in many ways mirrors the periodic changes in routine that students will experience in college. Parents can use this time to assess how their adolescent functions without direct guidance and schedules — and how they respond when required to plan and prioritize life for themselves.

Careful attention should be paid to how they create and adhere to schedules, how they manage their breaks from schoolwork, whether they engage in responsible self-care (e.g., personal hygiene, medication management, meals, exercise and recreation, sleep) and how (and from whom) they ask for help. Note how they use assistive technologies and other college accommodations, and whether they can do so independently or still need help from others. And chat with them about how they think college will be different, the types of support they anticipate needing, the resources they will want and need on Day One, and what they need to do now (e.g., prepare documentation) to ensure that they’re set for a good start.

Experience is the best teacher. While it’s not the same, using this time at home as a sort of trial run could be very instructive. Once routines are established, parents should regularly communicate with their teens about what is working, what is not working, and what may be helpful in the future — all with college in mind. This type of reflectional and metacognitive thinking could be invaluable in helping students identify barriers to achieving goals. It is going to be hard to predict what might trigger problems at college; demonstrating these skills at home does not mean they will necessarily work in college classrooms, dorms, and other settings.

Stay focused, stay positive. Students will experience some level of emotional dysregulation during the pandemic. While it’s important to address these stresses, parents should also frame these challenges in positive ways, providing feedback but also acknowledging effort and celebrating successes. This time at home provides parents with an extraordinary opportunity to see their child struggle. It’s hard not to jump in and try to address the frustration and discomfort, but doing so now will not help your child next year.

Being cognizant of a child’s limitations and identifying how much support they require during this time of transition, parents can play a critical role in weaning their teen off the supports they now receive and prepare for greater independence as they approach college.

Alexander Morris-Wood is director of transition services and outreach and Dr. Oksana Hagerty is an educational and developmental psychologist, who serves as a learning specialist and the assistant director of the Center for Student Success at Beacon College in Leesburg, FL.

[Use This Executive Skills Questionnaire For Parents of Teens]

In these uncertain times, when everything is topsy turvy, the importance of creating a family routine cannot be overstated. You know this and, as every expert suggests, you’ve carved out an enriching, personalized schedule for your children learning at home and rightfully patted yourself on the back.

There’s just one problem: Your child refuses to shift from “vacation mode” to “study mode” at home.

Getting a child, whether in elementary or high school, to adopt a new routine is complicated, certainly more so when no one can predict when ‘real life’ will start up again. For children with attention deficit hyperactivity disorder (ADHD), transitions and change are particularly disruptive.

If you’re at a loss, and fear that your child may be losing important academic ground, here’s my advice for you.

Collaborate. Don’t Dictate.

If you haven’t already, talk with your child about their daily schedule. Set up an appointment to talk and treat the conversation seriously; this will make them feel like an adult whom you respect.

[Click to Read: Are You Crisis Schooling? Daily Schedule Advice for ADHD Families]

Lay out your concerns and explain how you’re feeling. You can say something like, “I’m worried with you being out of school for so long that things might really feel unstructured. What if we set up a time for learning and a time for homework?” Invite them design or refine the schedule with you. Sometimes, approaching with a question rather than a command yields better results.

Younger children may need hand-holding — in designing their schedule and adhering to it day in and day out. Lay out clear expectations regarding what they will do independently and when it’s OK — and not OK — to approach you for help during the day.

Give any new schedule three days of transition time before determining if it needs revisiting.

“Chunk” Time Effectively

An hour and a half of steady study time is just way too much for any child, especially one with ADHD. No child is going to be able to sustain focus unless the work is segmented into smaller chunks.

[Get This Free Download: A Sample Schedule for Learning at Home]

To do so, follow the Pomodoro technique. This technique posits that people are more attentive and motivated to do a task when they have a specific amount of time to work. The ideal amount of time for adults is about 25 minutes, according to the research.

Between each 25-minute chunk of work should be a 5-minute break, and string together no more than four pomodoros in a row — any more than that deflates motivation levels.

Students in middle and high school can generally sustain attention for about the same time as adults, however they do better with two or three consecutive pomodoros, and then a longer break.

If your child is resistant or can’t focus consistently for 25 minutes, start where they are — and don’t stress. Shorten the time period and see what they are willing to do.

Do the Hard Stuff Before Lunch

There’s an optimal time to do just about anything, according to Daniel Pink, author of When: The Scientific Secrets of Perfect Timing. He wrote in his book that human energy and motivation peaks and valleys throughout the day. When we get up in the morning, our energy and attention levels are flat. As we go through the morning, it gets better until it peaks around lunch time, and then it starts to go down — much lower to where it even started at the beginning of the day.

For that reason, start the day with the subjects that are hardest for your children, like math and language arts. Save the easier tasks for after lunch.

Commute Between Work Stations

For elementary school children: Younger children need to be active; they won’t do well sitting down for long stretches. For them, adopt the Montessori approach and set up an environment made up of stations. At the reading station, collect your child’s books with a beanbag chair or pile of pillows for comfortable reading. Designate a table for the math station, where you station pencils, books, and worksheets. Create a LEGO or puzzle station, and another one for science.

Set a 25-minute timer and encourage your child to physically move from station to station when it goes off. Remember, it’s your child’s job to stay busy at each station.

For middle and high school students: Likewise, older children should have at their disposal a few effective work stations that don’t include their own bedrooms. Letting them stay in their rooms all day long is not a good idea. If you have a two-story home, suggest that your teen stays on the first-floor in the morning for the heavy work before returning to their room in the afternoon.

Set up Virtual Social Interactions

It’s so important for kids to stay in touch with each other — they need their peers to keep motivated. If the school isn’t doing anything to promote or facilitate social interaction, encourage your children to set up study groups with their friends. If they are reading a book, they can talk about chapters after reading them together. Consider signing up for Zoom, a software exploding in popularity right now. Zoom allows users to share screens and it offers add-ons like bitpaper.io that make for more calls more fun and interactive.

[Read This Next: Now Is the Time for Realistic Expectations (and More ADHD Advice for a Pandemic)]

The information in this article is based on Ann Dolin’s “Keeping Kids with ADHD in ‘Study Mode’ While Home from School” webinar, which was broadcast live on March 19, 2020.

Q: “How do I deal with guilt because I’m working from home and can’t always give my 7-year-old and 13-year-old my full attention while they do schoolwork from home?”

A: I have been inundated with questions like this as we all try to navigate working from home while also overseeing our kids’ homeschooling. Before I dive into tips and tools, please give yourself some grace. In these crazy times, we are not striving for perfection — just connection!

In all my years of parenting my son with attention deficit hyperactivity disorder (ADHD) while working full time, I’ve come to realize that he feels I’ve given him the attention he needs when he needs it. So I’m thinking you are doing the same. That said, routines and boundaries are more helpful than ever to create clear expectations and communication for all. Here are a few strategies to try:

1. Take time to prepare the night before. We might not be gathering backpacks by the front door anymore, but we can still use that evening time to get organized and ready for the next day. So review and create individual schedules, make lunches and leave them in the refrigerator, print out materials your children may need, set up workstations, make sure supplies are plentiful and laid out. This will give you some extra padding in the morning to connect with your children before the “work day” begins.

2. Make working in the same space work for YOU. I know a lot of people might disagree with this, but I have been advising parents to close off the upstairs of their homes or their children’s individual bedrooms and have everyone work on the same floor as in the morning. It doesn’t have to be in the same room; close proximity will do. Trust me, your kids will feel your presence. My 22-year-old is finishing the second semester of his senior year at home and, in the mornings, he likes to take his “classes” in the room next to my office. He knows I’m there, so he feels connected and it helps him stay on task.

[Under the Table and Teaching: 11 Expert Tips for Schooling Kids with ADHD from Home]

My clients really like this strategy as it signals that mornings are reserved for “deep productive work” for all. In the afternoons, after lunch, give your kids a bit more flexibility about where they work. This way you can take conference calls, finish emails, and wrap up your workday.

3. Institute nightly check-ins. Take the time after dinner to review anything that was missed during the day or needs your immediate attention, to finish up assignments, to email teachers, etc. The more structure and routine that mimics life pre-pandemic, the calmer, more comforted and more connected your children will feel.

4. Schedule the interruptions! I’ve been working at home for years and when my children were younger this was my go-to tip. I created a visual schedule that indicated when and for what they were allowed to interrupt me. For example, you may dictate that from 9 a.m. to 10:30 a.m. you are off limits since you have your virtual company team meeting, but from 10:30 a.m. to 11:00 a.m. your door is open. Or, if you are wearing your phone headset, this signals to your kids that you are on a call and cannot be disturbed. If you work from a home office, a closed door with a simple note saying Do Not Disturb can do the trick. If something is urgent, you can instruct your kids to text you or call your office line as if you were working remotely.

5. Create family time with your extra time. Interestingly, the one silver lining my clients report is having more time in their day. No one is spending hours commuting to work or traveling to school. No more early morning hockey practices or late-night soccer games. Use this newfound time to schedule some fun family activities. Take a family virtual yoga class, watch classic movies, cook dinner together, or do a 1,000-piece puzzle. Get outside to organize the garage, play ball, or plant your spring flowers. More than ever before, we need to prioritize our relationships over routines.

[Read This Next: Now Is the Time for Realistic Expectations (and More ADHD Advice for a Pandemic)]

ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

Even without pandemic anxiety ravaging their mental health, many adults and children with ADHD use meditation apps to help them practice mindful breathing, thoughtful yoga, and general stress relief. In these worrisome days, these tools are needed perhaps more than ever. That is why we asked the ADDitude readers for their favorites and assembled this list of 12 app recommendations for achieving more calm through sleep, breathing, and meditative practices. All apps listed below are available for both Android and Apple mobile devices.

Note: The ADDitude editors have not reviewed these apps for effectiveness; be certain to look over quality reviews prior to downloading any mobile app. Some research suggests that apps benefit mental health, but more research is needed.

Meditation Apps for Beginners

When the body feels emotional or psychological stress, it releases cortisol — a stress hormone. Some science shows that slowing down breathing can interrupt anxiety by helping you recognize unhealthy thought patterns.¹ Meditation is one avenue for doing that.

#1. Calm was recommended by many ADDitude readers, who say it’s kid-friendly and great for a quick mood boost. The app has a free trial and offers 7- and 21-day programs that focus on topics like anxiety, joy, and gratitude. To access the full library of content, which is also available on Android, subscribe for $69.99 per year (or $399.99 buys you a lifetime subscription).

To help you fall asleep, check out the app’s “Sleep Stories” function that features celebrities reading calming tales; one reader says the app’s ‘Calm Kids’ is really wonderful, too. New during “this time of uncertainly” the company has curated additional free meditation tools and other resources on its website. Calm is compatible with most Apple and Android mobile devices.

#2. Headspace is a popular app offering short (5 minutes) and long (20 minutes) meditations for adults and kids. The content is organized according to themes such as calm, focus, kindness, and sleep — and it is geared to specific age groups. Start your day with a dose of optimism in the “The Wake Up” feature or make your workout more meditative with the new “Move Mode.” Subscriptions cost $12.99 monthly or $69.99 annually with a free 7-day trial.

[Read This Next: Our Top 10 Parental Control Apps]

#3. Insight Timer allows users to customize their meditation practice with an advanced timer function that features a variety of beautiful sounds like singing bowls, wood blocks, and bell chime. Select the length of time that suits your needs and the type of meditation you’re seeking: spiritual, Zen, or transcendental meditations; meditations for children; walking, breathing, sleep, and more. This paid app costs $59.99 annually with a 7-day free trial.

#4. The 21-Day Meditation Experience was created by celebrities Oprah Winfrey and Deepak Chopra to “eradicate fear and doubt, and renew a sense of trust and optimism about your life and your world.” The app is free, but has received an overall score of 3.3 stars out of 5 with some reports of glitches prior to the latest version, released earlier this year.

#5. The Simple Habit app helps users develop a regular meditation practice in just 5 minutes a day. Choose from a comprehensive library of meditations led by a variety of teachers including former monks, mindfulness coaches, yoga practitioners, and psychologists. Simply close your eyes and listen or access meditations to help you improve focus, boost self-confidence, and calm your anxious mind. If you suffer from panic attacks, this app offers special meditations to overcome them. This paid app costs $89.99 a year and offers a 7-day free trial.

[Free Resource: How to Use Cognitive Behavior Therapy to Combat Negative Emotions]

Apps for Art, Music, and Nature Sounds

The therapeutic value of making art and music is well documented in research as well as ADDitude readers’ anecdotal experiences with the following tools designed to induce calm and focus.

#6. Pixel Art is an art-making app that offers the mental stimulation and relaxation of a coloring book in a more social setting. “It’s like color-by-numbers, but one square at a time and it has simple pictures as well as very detailed ones,” said one ADDitude reader. Pixilart touts itself as a new kind of social networking “developed to expand the art of learning and networking.” This app costs $7.99 a week with a 3-day free trial.

#7. Tide is a free sleep, focus, and meditation app that uses nature sounds to erase worry. Windy mountain, forest, ocean, rainy window, fire, and cicadas are among the selections inspired by the great outdoors. The app claims to help procrastinators who struggle to stay focused, creatives who are disturbed by a noisy environment, stressed people fighting anxiety, and meditators striving for peace in body and mind. Access a selection of inspiring, daily quotes through the app as well.

#8. Weightless is not an app, but a 10-hour piece of music available for free on YouTube featuring piano, guitar, and samples of natural soundscapes combined in an otherworldly — and very calming — arrangement that claims to be the most relaxing song on the planet. “Weightless” was produced in 2012 by the UK band Marconi Union, which worked with sound therapists to develop this soothing instrumental designed to reduce anxiety, lower blood pressure, and moderate heart rate, according to Dr. David Lewis-Hodgson, a neuroscientist who studied it. (Previous research has shown that music is known to stimulate the regions in the brain responsible for processing emotions as well as sounds.)²

Apps for Better Sleep Hygiene

An anxious mind can disrupt sleep, and insufficient rest is linked to a host of chronic and serious health conditions including diabetes, mood disorders, high blood pressure, and heart disease. Perhaps then it’s no surprise that these sleep-inducing apps topped the list for several ADDitude readers.

#9. Pillow is a sleep-tracking app that monitors motion and sound to evaluate the quality of your sleep. The app collects data as you sleep and shows periods during the night when you experience light and deep phases of sleep. It also analyzes how dietary calories, caffeine, and alcohol consumption impact the quality of your sleep. Pillow costs $4.49 a month, or $27.49 a year with a 7-day free trial.

#10. Good Morning Alarm Clock is an easy-to-use app that provides novel insight — namely, your natural waking phase when you’re most likely to be alert and energized — to help you understand the quality of your sleep and track your sleep debt. The paid app offers relaxing sounds to help you drift off at the end of the day and it wakes you up in the morning — to a playlist of your favorite songs, if you like — at the most optimal time. This app costs $4.99 to download in the App Store.

Apps Just for Kids

Children are feeling the stress of the pandemic as they struggle to understand all the changes and to process the worry they see in their parents. Try these apps for calmer days at home.

# 11. Stop, Breathe & Think aims to help children work through negative emotions and achieve calm. Designed for kids ages 5 to 10, the app has short and sweet activities, mindfulness games, cute animations, and virtual stickers to reward progress. One ADDitude reader told us the emojis are especially helpful for her family. “My daughter sometimes can’t verbalize her feelings but has no problem clicking on the emojis,” she wrote. “It helps me understand what’s going on with her.” The app offers some exercises for free, but premium library access costs $9.99 per month or $58.99 per year.

#12. Daniel Tiger’s Grrr-ific Feelings (PBS Kids). Daniel Tiger, the lovable puppet based on his creator, Fred Rogers, has his own PBS show developed to teach children about feelings — their own and those of other people. It also shows them how to look for the good in disappointing situations and teaches helpful strategies like counting to four and taking a deep breath when anger creeps up. Research shows the app’s emotional regulation strategies really work.³ Adults might benefit from these strategies, too. The app costs $2.99 to download in the App Store.

For more apps, check out these recommendations all reviewed by the ADAA.

[You Might Also Like: What to Do When Fear Spirals]

Sources

¹Maxwell L, Duff E. Mindfulness: An effective prescription for meditation. Journal of Nurse Practitioners (June 2016). Vol. 12, Issue 6, Pgs. 403-409. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5660294/016/j.nurpra.2016.02.009″ target=”_blank” rel=”noopener noreferrer”>https://doi.org/10.1016/j.nurpra.2016.02.009

²Eerola T, Vuoskoski JK (2011). A comparison of the discrete and dimensional models of emotion in music. Psychol. Music 39, 18–49. doi: 10.1093/scan/nsv03

³Rasmussen E, Strouse G, Colwell M, et al (2019). Promoting preschoolers’ emotional competence through prosocial TV and mobile app use, Media Psychology, 22:1, 1-22, DOI: 10.1080/15213269.2018.1476890

I recently allowed my children to purchase the movie Spies in Disguise, and for more than a week I was treated to an endless loop of lines from the movie. Thankfully, the animated feature reinforces some of my own values of kindness and solving problems in non-violent ways, plus it was pretty darn funny even for adults.

While my children and I laughed over the truth serum scenes and the calming glitter kitties, I found myself most attracted to the “inflatable hug,” which is an endearing device easily activated to surround and protect an individual from an explosion or detonation.

An inflatable hug sounds like just the right solution these days for children and families with attention deficit hyperactivity disorder (ADHD) who could use some protection from the emotional explosions taking place in their homes. As a clinical psychologist, I frequently work with children diagnosed with ADHD — and their parents, siblings, and other family members as well. Despite the number of executive functioning deficits inherent in ADHD, most parents find themselves in my office due to one specific challenge: emotional control.

Children with ADHD can often become flooded with emotions; they struggle to regulate those feelings in order to control their words and actions. In addition, children with ADHD may be hypersensitive to perceived disapproval, slights, and social embarrassments. Pair that with a brain that struggles to differentiate between small and large problems, and you can have yourself an explosive situation quite frequently in the home. Hence, the need for an inflatable hug.

Tips to Help You and Your Child Recover from ADHD Anger

I use a number of strategies to help children develop an increased understanding of their ADHD brains and emotions and to find strategies that help them express themselves more effectively. At the same time, I also try to educate parents (and provide reassurance) that, while there are no quick fixes, things will improve with time and development. It is critical to remember that children with ADHD have a 30 to 40% delay in their executive functioning development, which may mean they seem 3 to 4 years younger than same-aged peers in terms of emotional control.

[Read This Next: Never Punish a Child for Behavior Outside Their Control]

I often tell parents that, while we are waiting and supporting their child’s brain development, we are just trying to keep the house from burning down — quite literally these days! Below are a few tips for managing emotional explosions with an inflatable hug — and without burning down your home:

1. Watch the clock: Moments of intense anger or emotional dysregulation can feel so overpowering that they “contaminate” the entire day. While it’s true these episodes often last longer than we would like, it can help to physically watch the clock for a number of reasons. One, it can help you gauge your own emotional reactions and the amount of time you will have to wait this out. If your child normally flies into a rage that lasts 30 minutes, you can coach yourself to push pause until it de-escalates in a half hour. This can help you manage your own internal thoughts such as “I can’t stand this” or “This will never end.”

Watching the clock can also help you to create more realistic thoughts about your child’s behavior. While a very difficult emotional outburst is not easy to manage, it may be helpful to put this amount of time in the context of the entire day.

2. Conjure and cue your best self. Think about a time when you handled a situation with your child well. Write out the details and describe how you behaved, what you were thinking, and how you felt during and after. Find a way to remind yourself of this moment and your “best parent self.” Tape up this writing on the fridge or put a picture on your bathroom mirror that reminds you of this “best self.”

If you cannot recall a time when you handled a situation with your child well, then imagine what a successful interaction would look like. Be specific in writing out how you would behave, what your face would look like, and what you would say. If you need help with this, consult a trusted resource such as an admired friend, a family member, or a professional.

[Download This Free Resource: Common Executive Function Challenges and Solutions]

3. Say as little as possible in the heat of the moment. Your child will remember your words, especially when you would rather they wouldn’t. What’s more, siblings will remember what you said and repeat it later. You cannot control what your child says in the moment, but you can control the message that you communicate in those tough moments. It may be easier to repeat one or two standard phrases of support, validation, and personal limits. Going “off script” in these heated moments can be less than ideal.

4. Identify the emotion(s) underneath the anger or rage. When your dysregulated child is angry, they may say things that are both distressing and distracting. Don’t allow yourself to be distracted by the outward anger, which is very often the “secondary” emotion — the manifestation of an even stronger driving emotion under the surface.

Could your child be upset because of an unexpected change in plans? Are they feeling embarrassed or like they seem babyish or uncool? Do they feel as if others are not listening or “ganging up” on them? Trying to understand the root cause of this emotion can help create some understanding, and help to keep you calm even when your child is hurling harsh words, threats, or accusations at you.

5. Wait for everyone to calm down before you have a conversation. There is no exact moment of “calm enough” — you will need to gauge your own level of arousal, the intensity of your child’s cry or tone of voice, their body language, etc. Try your best, and if you realize that one or both of you are still too upset, ask for a little more time. But make sure to come back to the conversation together to help create understanding, repair any damage in the relationship, and make a plan for the next time this emotion or situation presents itself.

6. Be kind — not only to your child, but to yourself. You have an amygdala, too! Kids can say scary, unsettling, mean, and challenging things sometimes. It is natural to feel hurt, scared, or incredibly angry. Forgiveness is a powerful tool — for both you and your child.

And if all else fails, can we get our hands on some inflatable hugs?!

[Read This Next: How ADHD Ignites Rejection Sensitive Dysphoria]

March 30, 2020

Anxiety disorders are diagnosed in 20.1% of adults with autism spectrum disorder (ASD) compared with 8.7% of controls, with the greatest prevalence for anxiety among autistic adults without an intellectual disability, according to a recent study published in the Journal of Autism and Developmental Disorders¹. What’s more, anxiety disorders are more common in full and half-siblings of individuals with ASD — a finding from a sibling analysis that opens the door to more research regarding a genetic correlation between autism and anxiety.

Researchers used data from the Stockholm Youth Cohort to identify 221,694 individuals ages 18 to 27 — 4,049 of whom had been diagnosed with ASD. They found that just over one-fifth of adults with ASD had been diagnosed with an anxiety disorder; the same was true for only 8.7% of adults without ASD. The prevalence of anxiety disorder was highest among adults with autism who did not have a comorbid intellectual disability.

In addition, the prevalence of obsessive compulsive disorder (OCD) was significantly higher in individuals with ASD (3.43%) compared with the general population (0.47%), and the prevalence of phobic anxiety disorder was also markedly higher. The risk for an anxiety disorder diagnosis for adults with ASD without an intellectual disability (ID) was almost three times higher than that for the general population (adjusted RR 2.96 [95% CI 2.77–3.16]), and higher than the same estimate for adults with ASD and ID (adjusted RR 1.71 [95% CI 1.47–1.99]).

The full- and half-siblings of individuals with ASD also face an elevated risk of anxiety disorder, compared with the general population, according to a complementary study. The risk for anxiety among siblings did not appear to vary with the presence or absence of an intellectual disability in the family member with ASD.

These findings show that anxiety disorders are a significant issue for adults with ASD and that there is a need for effective, evidence-based treatments, especially given the growing volume of research supporting the use of cognitive behavioral therapy (CBT) to treat anxiety in children with ASD.

Since this was a register based study, researchers were unable to verify the anxiety disorder diagnosis, which is notable since there are phenomenological differences in presentation of anxiety disorders in individuals with ASD and/or intellectual disabilities. Further research is warranted.

Sources

¹Nimmo-Smith, Victoria, et al. Anxiety Disorders in Adults with Autism Spectrum Disorder: A Population-Based Study. Journal of Autism and Developmental Disorders (Jan. 2020) https://www.ncbi.nlm.nih.gov/pubmed/31621020

After five behavior diagnoses for our oldest son, our family said goodbye to the socially acceptable American Dream and exchanged our 15-acre farm for a 300-square-foot tiny house on wheels for our family of four. Then we hit the open road.

“People still look at us like we have two heads, but what seemed crazy to others felt like a logical solution to the issues we were facing as a family at that time — financial strain and finding equitable academic resources for our extreme child,” said Roadschooling dad Spence Burger.

Today, our family is staying quarantined and safe amid a worldwide pandemic — all while living in an eighth of the square footage of the average American household. While social media is overrun with parents’ stories of forcibly homeschooling their kids and staying inside for the next few weeks, our family is hunkered down in a space smaller than a typical bedroom — and realizing the value of our tiny-house-living skills.

How are we staying safe (and sane) in such a tight space?

Frequent Hand Washing Keeps The Virus at Bay

We have all seen the memes about washing our hands and the cleared shelves where once stood rows of hand sanitizer and antibacterial soap. Keeping our hands clean after using the bathroom, while doing any type of food prep, as well as before and after eating is crucial to cut down on the spread of germs, especially in a confined space.

Additionally, in our tiny house, we have designated hand towels for each person to ensure that, should someone contract something, they are wiping hands on their own personal towel. We are also sanitizing surfaces and door handles twice a day.

[Use This Guide To Tidy Up Your Home Like A Pro]

Staying sane in a time like this is easier said than done. Something about frequent hand washing and recruiting the kids to pitch in with sanitization allows peace of mind knowing that we are making an effort to stop the spread of germs in our home.

Keeping Meals and Snacks Separate Keeps Small Spaces Safer

Because we live tiny, we have just four sets of each kitchen item — plates, bowls, silverware, cups, etc. Honestly, that is all we need. So during this quarantine, we have not only each used our specific color of dishes, but we’ve made sure to wash and sanitize them as soon as we are finished using them. This helps to keep dirty dishes from gathering on our counters and sharing their germs.

We are also reinforcing the idea of not sharing drinks or eating after one another, especially with our kids, whose natural inclination is to eat whatever is visible to them.

Clutter smothers and simplicity breathes. The simple act of cleaning our dishes immediately allows for more space on the counter and in the sink. It also keeps that stack of dirty plates from flooding my already anxious mind during this especially difficult time.

[Read This Next: Now Is the Time for Realistic Expectations (and More ADHD Advice for a Pandemic)]

Scheduled Alone Time Helps Overcome Quarantine Overload

Whether your family is living with anxiety, behavior, or sensory concerns, taking time to breathe and be alone is crucial when mandatory social distancing has us all on high alert. No matter how much you adore your loved ones, no two people want to spend every second together. You must designate some solo time for every person.

If your school district has canceled regular classes and is using online learning, simply build alone time into your daily schedule. With a 3- and 8-year-old, we do alone time while the youngest naps. It is a good time for us to recharge in our own ways without being on top of each other and for us to breathe in a space that isn’t already occupied.

Taking time for yourself is a great way to re-energize, refocus, and ground yourself in reality. Amid the chaos and hysteria surrounding this pandemic, it is easy for our anxiety and fears to take over. So use your alone time to breathe and to remember what is actually going on in your house. Focus on the basic requirements for today only, and ask what one thing you can do right now to improve your situation — make cards to mail to a local hospital or nursing home, organize a space that feels cluttered, or pick up an old hobby again, for example.

Designated Calm Zones Help Small Spaces Feel Big

In homes of every size, you can ward off germs and the big emotions that can lead to meltdowns by designating a calming zone for each person in your house. Even when we aren’t forced indoors because of government mandates, we each have a space in our tiny house that is only ours.

For our extreme child, we keep his bed free of all items except for stuffed animals and soft cover books. If he gets frustrated, that is a safe space for him. Keeping in mind that many children choose to bite or spit when in a meltdown, this is another precaution to keep germs in one place.

Having a Place That Is All Your Own Is Empowering

During times that feel far beyond our control, it is crucial that we maintain these safe spaces. I choose to go to the hammock in my backyard and read, while my husband goes to work on motorcycles in his workshop. Everyone’s safe place will look different, but what is important is that they foster safety, time alone, and distance from the household for an age-appropriate amount of time.

Friends, we chose to live tiny and we haven’t regretted it yet. Three years in and we are so grateful for all of the freedoms this life has granted both our family and especially our extreme child. During this time of fear, frustration, anxiety, and annoyance, we encourage you to evaluate your space — no matter its size — and take the precautions necessary that fit the needs of your household to keep your family safe.

[Get This Free Download: 5 Powerful Brain Hacks for Focus & Productivity]

MEDIA CONTACT:
Monica McHale-Small, President, president@ldaamerica.org, www.ldaamerica.org

Pittsburgh, PA (April 1, 2020) –

The Learning Disabilities Association of America (LDA) has submitted a letter to the U.S. Secretary of Education Betsy DeVos related to concerns about a provision included in the recently enacted H.R. 748 (CARES Act). LDA along with 39 national and state organizations, on behalf of parents, families, and educators of individuals with learning disabilities, urged the U.S. Department of Education to reconsider offering any recommendations to Congress for additional waivers needed for the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973, pursuant to Section 3511 of the CARES Act. Any additional waivers would significantly roll back civil rights protections for students with disabilities, including individuals with learning disabilities.

Over 7 million children, including more than 2 million with specific learning disabilities, the highest proportion category of disabilities under IDEA, rely on IDEA and Section 504 to receive necessary special education supports, services, instruction and protections. The recommendation of waivers under IDEA or Section 504 could lead to the unraveling of civil rights and educational protections for children and other individuals with learning disabilities.

The COVID-19 outbreak has placed a tremendous and unprecedented strain on states, schools, and districts. LDA understands the challenges and need for flexibility; however, it is imperative that we find solutions that do not put our children’s education at risk by undoing many of their civil and educational rights. We must protect our most vulnerable children, especially now.

Monica McHale-Small, President of LDA states that “We recognize that public schools are in a difficult situation. Nonetheless we have confidence that educators can partner with parents and find creative ways to meet the needs of students with learning and other disabilities absent waiving the rights of those students.”

####

The Learning Disabilities Association of America (LDA) is a non-profit organization of parents, educators, adults with LD, and professionals. LDA’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy. For more information go to www.ldaamerica.org.

You’ve never homeschooled. Suddenly, you’re a homeschooling parent. You’ve never taught a child with ADHD. Suddenly, you’re master or mistress of an IEP. You can barely get your child to focus on regular homework for an hour, and suddenly you’re a one-on-one teacher’s aide all day.

This is your world during the pandemic lockdown.

You’re stressing about everything: the news, working from home, staying healthy, finding toilet paper, buying meat, keeping everyone from going crazy, social distancing, and you’re now the sole educational director for a child with ADHD. Or, if you’re me, you’re the sole educational director for three children with ADHD. But I’ve been homeschooling my kids for years now, so I’ve learned a thing or two and I’m here to tell you:

1. You see that big red button that says “Don’t Panic?” Slam it hard.
2. You can do this, friend.
3. It won’t be as bad as you think.

Maslow’s Hierarchy of Needs

Let’s jump back to Psych 101 really quick. Maslow’s Hierarchy of Needs says certain basic needs must be met before a person can accomplish certain goals. For example, your kid needs food before they can feel safe. And your kid needs to feel safe before they can learn. Period, full stop, end of the road.

If your kid is overcome with anxiety about getting sick — throwing off major signals (my youngest suddenly refuses to leave the house and play in the yard for fear of “bees”) or fretting because you’re freaking out — they won’t learn. They’ll melt down instead.

[Think Your Child Might Have ADHD? Take This Test To Find Out.]

You’re social distancing, and possibly under a lockdown, stay-at-home order. You absolutely cannot afford meltdowns. That means that, first of all, your main goal is to keep your child feeling safe. Here are some ways to do that:

1. Practice self-care: Find alone time for yourself. That may mean you flip on Disney Plus for an hour while you sit alone in the back bedroom and binge Tiger King. Can you say #NoShame?
2. Avoid the news. I know I can’t handle numbers, faces, or stories, so I don’t engage with them at all. I control my own kingdom of social distancing, which means keeping people as happy as I can and doing my part to stay home. I went out once, and my adherence to sterilizing my credit card through the drive-thru pharmacy had me freaking out. I let my husband go out now. That is how I am a helper. My meltdowns over news reports? They would not help anyone.
3. Get outside as much as possible: Did you know sporting goods stores are considered essential and will not close? Get balls, get bats, get whatever. If you’re lucky enough to have a backyard, let your kids dig holes and fill them with water. Do whatever you can to get them out of the house. Take walks. Find empty parks that aren’t closed. Drive the highways with the windows down for a change of scenery.
4. Ritual, ritual, ritual: Routine is essential to children, especially those with ADHD. They need to know what’s going to happen next. Wake up, get dressed, brush teeth, eat breakfast, and take a walk around the neighborhood every single day. Make sure they can count on some kind of routine. No running around in PJs, going shirtless, watching TV all day, etc.
5. Continue to enforce consequences, not punishments: If that, than this. “If you hit your brother, then you will have to make amends by…” Don’t relax discipline just because it’s a hard time. Kids need to know that even know this is a trying time, the rules still apply.

[Click to Read: Are You Crisis Schooling? Daily Schedule Advice for ADHD Families]

Once They Feel Safe, You Can Deal with School & Learning.

Notice how I didn’t mention school above? That’s intentional. Your kids can’t learn if they don’t feel safe. Once they feel safe, you can gently begin introducing their schoolwork. Start slowly. Only give them what they can handle. This is not worth a meltdown. This is not worth your sanity.

What lessons do you want your kids to learn from this? My husband and I decided we wanted our children to learn resilience, strength, and the ability to pull through a tough situation — not long division. So set your priorities.

Realize that many teachers (like my husband) had two or three days to prep for distance learning. They’re at sea. They aren’t as strict as they may seem. If your kid needs more time, more help, more rest to acclimate, then ask for it.

When my kids start to cry, the work goes away. Period. Some people might say I’m setting them up to learn to cry to get out of work. But you’re their parent, and you can tell the difference between crying for show and crying for real.

Here are some other very basic tips about teaching a child with ADHD in your home. They may sound simple — but they work.

1. Take lots of movement breaks. Don’t expect to plow through more than 1-2 subjects at once. Ten-minute breaks are key.
2. Do one-on-one work. Lots of it.
3. Don’t sit them at a table. Let them sprawl. Tables may feel confining. A chance to lay on their belly and kick their legs may ruin their handwriting, but pick your freaking battles.
4. Be open to learning from podcasts, from tablets, from video games, etc. My oldest often gets his social studies from podcasts, and my youngest gets his science from video games.
5. Make sure they are fed and watered and have had enough sleep. Any of the above will derail them completely.
6. If they can’t work for some reason, don’t force it. If the tears start, don’t force it. Your child needs connection during this scary time more than they need academics.
7. Don’t confine learning to worksheets. Kids with ADHD tend to get very bored with them very quickly.

Do your best to get through those district packets. But if you can’t do it, you can’t do it. Better that your kid come out with a bad grade than mental wreckage. Keep their best interests at heart. Keep in contact with their teachers, the same as you would in a brick-and-mortar school.

Most importantly, hold your children close. They need it — and so do you, friend.

[Read This Next: How to Cement Your Child’s New Home Learning Routines]

My daughter is a first-year medical student. A few weeks ago, she flew to a medical conference in New York. As I write this, traveling on an airplane seems like a delightfully whimsical concept from an earlier time — like eating ice cream in a public place, or sending your kids to school.

After her trip to New York, my daughter came home for a brief visit. And then we got word that people who had been at the conference were testing positive for COVID-19. We were told by her medical school that we should quarantine for two weeks, just to be safe.

Many people under quarantine suffer from a sense of isolation, and while I do have great sympathy for them, that’s not been my experience. My nephew, his wife, and their baby live with us. My son was home for spring break. In total, there were seven of us in the house. That’s a lot of people in one house, especially when one is a demanding toddler.

Four or five days into our quarantine, my nephew asked me if I could remember the last time he’d taken his ADHD medication. At that moment, I realized that I couldn’t remember the last time I’d taken my ADHD medication. I couldn’t remember what I’d done yesterday or what I’d eaten for breakfast.

My nephew and I both organize our days around external activities and schedules. Without that framework, we’d both slipped into what I like to think of as toddler time — check your phone, feel anxious, wander around the house looking for something you’ve lost, check your phone, feel anxious, go to the kitchen to look for tasty snacks, check your phone, and maybe try to remember what you did with your time before life ground to a halt.

[Suspect You Have ADHD? Take This Test]

To be fair, many neurotypical people have been experiencing the same kind of aimlessness and time distortion throughout this pandemic. But I have to remind myself that fighting aimlessness and time distortion is my everyday normal now. Also, I have tools to help me, which is easy to forget.

My nephew and I resolved to help each other out. Every morning, we remind each other to take our medicine. We’ve asked the non-ADHD people in the house to remind us, too. It’s more important now than ever before.

And we’ve started a group schedule. Those of us who are not working from home take two-hour shifts with the baby so everyone gets a little done. Yesterday I spent two hours helping the baby move puzzle pieces from one dish to another. She learned how to count to four. I consider this a much better use of my hyperfocus than spending two hours reflexively and obsessively checking my phone for updates on my daughter’s lab results.

Perhaps the most important item on our communal schedule is Roofball. At five o’clock every day, we gather on our fenced back porch to throw a big rubber ball on our long sloping roof and to take turns catching it. Attendance at Roofball is mandatory, though we haven’t had to enforce that rule. Everyone wants to go outside. Everyone wants to play Roofball. It’s a lot of fun.

[Read This Next: 10 Expert Coping Strategies for Pandemic Anxiety]

During this time, we are all focused on safety, and keeping life as normal as possible. That is as it should be. But the one thing I’ve learned is that people with ADHD have a low tolerance for unhappiness. Fun is desperately important for us. Schedule in fun time. If you can safely go out to the yard, do that. If you can’t, play games inside. If you’re alone, play online games. Stay on a schedule, take your medications, but make sure to have fun.

After two weeks on quarantine, my daughter tested negative for COVID-19. We are overjoyed and relieved, but also sobered. I’d like to think we are ready for whatever comes next.

[Read This Next: Kids Bouncing Off the Walls? These Boredom Busters Fill Time Gaps with Activity]

Cannabis is used by a startling number of people with attention deficit hyperactivity disorder (ADHD). Studies show that more than half of daily and non-daily cannabis users have ADHD¹, and about one-third of adolescents with ADHD report cannabis use². People with ADHD are also three times as likely as their neurotypical peers to have ever used marijuana.³

As with other popular substances, cannabis is commonly abused. In fact, the risk of developing cannabis use disorder (CUD), a problematic pattern of cannabis use linked to clinically significant impairment, is twice as high in people with ADHD³. Contrary to popular belief, individuals can be mentally and chemically dependent on and addicted to cannabis. Contemporary marijuana has concentrations of THC higher than historically reported, which exacerbates this. What’s more, the adverse effects of cannabis are especially amplified in people with ADHD.

What are the Negative Effects of Cannabis?

Tetrahydrocannabinol (THC), one of cannabis’ active compounds, inhibits neuronal connections and effectively slows the brain’s signaling process. THC also affects the brain’s dendrite architecture, which controls processing, learning, and the overall health of the brain. Science has not yet fully determined whether THC’s effects are reversible; some parts of the brain show healthy neuronal growth after cannabis use stops, but other parts do not.

Short-term and long-term cannabis use also impairs:

• Motivation (hampering effect)
• Memory, especially in people under 25, by altering the function of the hippocampus and orbitolfrontal cortex, where much of memory is processed
• Performance on complicated task performance with many executive steps. Studies have shown, for example, that driving ability, even while not under the influence, can be impaired in regular marijuana users

Cannabis use may also lead to the following health-related impairments:

• Chronic bronchitis
• Chronic obstructive pulmonary disease (COPD)
• Emphysema
• Cannabinoid hyperemesis syndrome (characterized by severe bouts of vomiting and dehydration)
• Elevated resting heart rate

Cannabis use may exacerbate disorders like paranoia, panic, and mood disorder. Studies have also found that increased cannabis consumption can uniquely contribute to elevating suicide risk, even when controlling for underlying mental health disorders, like mood disorder or anxiety ^{4 5}. Individuals who begin regular cannabis use also exhibit more suicidal ideation, even when controlling for pre-existing mood disorders, studies show.^{6 7}

What is Cannabis Use Disorder (CUD)?

Cannabis is addictive — 9 percent of people who use cannabis regularly will become dependent on it ⁸. This figure rises to 17 percent in those who start using cannabis in adolescence.⁹

CUD can develop after extended cannabis use. It is diagnosed when at least two of the following occur within a 12-month period:

• Taking cannabis in larger amounts over longer periods of time
• Difficulty quitting cannabis use
• Strong desires or cravings to use cannabis
• Lots of time spent trying to obtain, use, or recover from cannabis
• Problems with work, school, or home because of interference from cannabis use
• Social or interpersonal problems due to cannabis use
• Activities given up or reduced because of cannabis use
• Recurrent cannabis use in physically hazardous situations, such as driving
• Physical or psychological problems caused or exacerbated by cannabis use
• Tolerance to cannabis
• Withdrawal from cannabis

How Does Cannabis Affect the ADHD Brain?

Cannabis use impairs areas and functions of the brain that are also uniquely impaired by ADHD.

The substance’s negative effects are most harmful to developing brains. Many studies show that usage earlier in life, particularly before the age of 25, predicts worse outcomes. One study found that heavy marijuana use in adolescence was associated with a loss of 8 IQ points, on average, in adulthood ¹⁰. Another study found that people under age 18 are four to seven more times at risk for CUD compared to adults.¹¹

People with ADHD, whose brain development is delayed by slowly maturing frontal lobes, are thus more vulnerable to cannabis’ effects on neuronal connections. Some of these impairments may be irreversible.

Cannabis can also interact significantly with some ADHD medications. Research studies have shown that methylphenidate (Ritalin, Concerta) reacts significantly with the substance, and can cause increased strain on the heart.¹²

Other studies show that the use of cannabis can decrease the effect of a stimulant medication¹³. An individual trying to treat their ADHD with stimulants is actually placing themselves at a disadvantage, since the cannabis is impacting them negatively and making the medication less effective.

The increased risk of suicide associated with cannabis use further complicates marijuana among individuals with ADHD, who already face an elevated risk for suicide compared to neurotypical individuals ¹⁴.

What Draws People with ADHD to Cannabis?

Cannabis activates the brain’s reward system, and releases dopamine at levels higher than typically observed. In low-dopamine ADHD brains, THC thus can be very rewarding.

Many people with ADHD also claim that cannabis helps them focus, sleep, or seemingly slow the pace of their thoughts. One analysis of Internet threads found that 25 percent of relevant posts described cannabis as therapeutic for ADHD, while 5 percent indicated that it is both therapeutic and harmful ¹⁵. Despite some users reporting short-term improvement in symptoms, there is currently no evidence that suggests cannabis is medically or psychologically helpful for managing ADHD in the long-term.

Cannabis’ increased availability and legalization have increased accessibility; many cannabis products are falsely marketed as medicinal for ADHD.

Also contributing to an increased likelihood of cannabis use and CUD among individuals with ADHD is the prevalence of low self-esteem, sleep problems, poor impulse control, and sensation-seeking tendencies in this population.

How is Cannabis Use Disorder Treated in People with ADHD?

There is no approved medication to treat CUD — treatment generally means teaching patients strategies to maintain sobriety. Treatment can include talk therapies, like cognitive behavioral therapy (CBT) and dialectical behavior therapy (DBT), and participating in support groups like Marijuana Anonymous.

One small but insightful study looking at motivations to quit cannabis use in a group of adults with ADHD found that saving money was a major contributing factor ¹⁶. The same study found that the most common strategy for maintaining abstinence was breaking social connections with people who smoke marijuana.

Treating and targeting ADHD itself in a patient that has CUD is also essential. Stimulant medication can be implemented as part of ADHD treatment, and it is not considered a violation of sobriety.

How Should a Parent Help a Teen with ADHD Who Is Using Cannabis?

It’s normal for parents to experience a range of emotions after discovering that their child is using cannabis. The initial gut reaction or emotion is understandably anger and disappointment, but it’s best to release these feelings prior to engaging in conversation. Any dialogue with teens must be done in a controlled, calm way — teens will not listen to parents who are yelling and blurting out things they will later regret.

Seeking consultation with a doctor, pediatrician, or therapist who has experience in substance abuse can help, especially for parents who are struggling with their owns feelings and reactions toward their child.

The next step is for parents to educate themselves on cannabis and how it can be appealing. Parents should try to proactively see what their child might be experiencing, and why they might have turned to the substance. When the conversation does start, parents should work deliberately not to shame their child, and instead focus on understanding their child’s experience on cannabis.

Parents should calmly ask questions like:

• “I found this and I’m concerned, but I’d like to know what the appeal of this is for you?”
• “What does this do for you?”
• “How did you feel the very first time that you did this?”

While parents are encouraged to have calm and thoughtful conversations with their teen, they should also set boundaries and consequences for substance use to remind their child that it is not acceptable. Without shaming, parents must establish rules that discourage substance use, especially in the household.

Many parents will say that they would rather have their child smoke in the house than outside with others. But this mentality doesn’t stop teens from smoking or using anywhere else. Instead, allowing at-home use communicates a sense of permission associated with substance use.

If teens say they are simply experimenting, they should know that experimentation can quickly turn into something more dangerous. Parents should inform them that teens with ADHD are at higher risk for addiction. Teens should also be aware, if they aren’t by this point, of any family history of addiction, which also has a genetic component.

Placing limits on smoking can create some backlash. Teens and young adult may be so gripped by the substance they they are willing to lie about using it to parents. Parents should approach their child if they suspect they are using, even after rules are in place, but should keep in mind that this substance, like any, can have people not always be truthful. That’s very different from thinking that their child can’t be trusted and is a liar.

Children should be reminded that they are loved and that their health is most important. Smoking marijuana doesn’t mean that parents have failed or that they’ve done a bad job with their children. There’s a terrible stigma on addiction surrounding character and morality — it’s important to remember that teens aren’t using drugs because they are bad people. Very, very good people are addicted to substances or experiment with them.

The information in this article is based on Dr. Roberto Olivardia’s two-part Marijuana and the ADHD Brain webinar series. The first part, “Marijuana and the ADHD Brain: How to Identify and Treat Cannabis Use Disorder in Teens and Young Adults” was broadcast live on February 26, 2020. “Marijuana and the ADHD Brain, Part 2” was broadcast live on March 26, 2020.

Sources

¹ Loflin, M. et. al. (2014) Subtypes of Attention Deficit-Hyperactivity Disorder (ADHD) and Cannabis Use, Substance Use & Misuse, 49:4, 427-434, DOI: 10.3109/10826084.2013.841251

² Molina, B. S. et. al. (2013). Adolescent substance use in the multimodal treatment study of attention-deficit/hyperactivity disorder (ADHD) (MTA) as a function of childhood ADHD, random assignment to childhood treatments, and subsequent medication. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3), 250–263. https://doi.org/10.1016/j.jaac.2012.12.014

³ Lee, S. et. al. (2011). Prospective association of childhood attention-deficit/hyperactivity disorder (ADHD) and substance use and abuse/dependence: a meta-analytic review. Clinical psychology review, 31(3), 328–341. https://doi.org/10.1016/j.cpr.2011.01.006

⁴ W. Pedersen, “Does cannabis use lead to mood disorder and suicidal behaviors? A population-based longitudinal study,” Acta Psychiatrica Scandinavica, vol. 118, no. 5, pp. 395–403, 2008.https://doi.org/10.1111/j.1600-0447.2008.01259.x

⁵ Schmidt, K., Tseng, I., Phan, A., Fong, T., & Tsuang, J. (2020, Feb.). A Systematic Review: Adolescent Cannabis Use and Suicide. Addictive Disorders & Their Treatment. doi: 10.1097/ADT.0000000000000196

⁶ H. Chabrol, J. D. Mabila, and E. Chauchard, “Influence of cannabis use on suicidal ideations among 491 high-school students,” Encephale, vol. 34, no. 3, pp. 270–273, 2008. Doi : 10.1016/j.encep.2007.04.002

⁷ Raja, M., & Azzoni, A. (2009). Suicidal ideation induced by episodic cannabis use. Case reports in medicine, 2009, 321456. https://doi.org/10.1155/2009/321456

⁸ Lopez-Quintero, C., et. al. (2011). Probability and predictors of transition from first use to dependence on nicotine, alcohol, cannabis, and cocaine: results of the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC). Drug and alcohol dependence, 115(1-2), 120–130. https://doi.org/10.1016/j.drugalcdep.2010.11.004

⁹ Volkow, N. D. et. al. (2014). Adverse health effects of marijuana use. The New England journal of medicine, 370(23), 2219–2227. https://doi.org/10.1056/NEJMra1402309

¹⁰ Meier, M, et. al. (2012). Cannabis use and neuropsychological decline. Proceedings of the National Academy of Sciences. 109 (40) E2657-E2664; DOI: 10.1073/pnas.1206820109

¹¹ Winters, K. C., & Lee, C. Y. (2008). Likelihood of developing an alcohol and cannabis use disorder during youth: association with recent use and age. Drug and alcohol dependence, 92(1-3), 239–247. https://doi.org/10.1016/j.drugalcdep.2007.08.005

¹² Kollins, S. et. al. (2015, Jan). An exploratory study of the combined effects of orally administered methylphenidate and delta-9-tetrahydrocannabinol (THC) on cardiovascular function, subjective effects, and performance in healthy adults. Journal of substance abuse treatment, 48(1), 96-103. https://doi.org/10.1016/j.jsat.2014.07.014

¹³ Volkow, N. D., Wang, G. J., Telang, F., Fowler, J. S., Alexoff, D., Logan, J., Jayne, M., Wong, C., & Tomasi, D. (2014). Decreased dopamine brain reactivity in marijuana abusers is associated with negative emotionality and addiction severity. Proceedings of the National Academy of Sciences of the United States of America, 111(30), E3149–E3156. https://doi.org/10.1073/pnas.1411228111

¹⁴ Balazs, J., & Kereszteny, A. (2017). Attention-deficit/hyperactivity disorder and suicide: A systematic review. World journal of psychiatry, 7(1), 44–59. https://doi.org/10.5498/wjp.v7.i1.44

¹⁵ Mitchell, J. T. et. al. (2016). “I Use Weed for My ADHD”: A Qualitative Analysis of Online Forum Discussions on Cannabis Use and ADHD. PloS one, 11(5), e0156614. https://doi.org/10.1371/journal.pone.0156614

¹⁶ Chauchard, E. et. al. (2018). Cannabis Withdrawal in Adults With Attention-Deficit/Hyperactivity Disorder. Prim Care Companion CNS Disord. 20(1). pii: 17m02203. doi: 10.4088/PCC.17m02203.

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