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Understanding Pathological Demand Avoidance for Kids | NeuroDoodles

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Video - What is ADHD from a child's perspective. 

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Video - What is ADHD from a child's perspective. 

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This Padlet contains useful links and information on various educational differences we as teachers see in our classrooms.

This is designed to help parents better understand various educational differences that their child may present with.

Please do not hesitate to contact your child's teacher to speak about any concerns you may have.

It is our job to support you and your child!

Le meas,

Ms. Byrne

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Acorn:

Junior Infants:

Senior Infants:

1st Class: kateom@bgns.ie

2nd Class: eimearb@bgns.ie

3rd Class:

4th Class: conors@bgns.ie

5th Class: sorchad@bgns.ie

6th Class: aoifeg@bgns.ie

SET Team: carolinek@bgns.ie

clionar@bgns.ie

maryod@bgns.ie

Principal: principal@bgns.ie

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Useful links included on page 3.

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See dyslexia differently with intro by Dom Wood

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Dyslexia Explained | What's It Like Being Dyslexic? | Understand Dyslexia

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Short Film based in Ireland (11 mins)

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Potential Indicators of Dyspraxia/DCD in School Age Children may include:

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Potential Indicators of Dyspraxia/DCD in School Age Children may include:

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Responding significantly better on a one-to-one basis (rather than larger groups)

Handwriting may be below that of their peers, despite significant effort

Copying larger pieces of text from the board can be challenging or take longer

Finding subjects that involved greater organisation and multiple steps such as mathematics or essay writing to be more challenging than their peers

Organisation of more complex tasks, such as tidying a bedroom or packing a school bag, may be challenging.

Gravitating towards less dynamic or single person sporting activities rather than open-play games

Attending to tasks for an extended period of time

Fatigue, particularly when faced with complex tasks

Requiring additional time to complete tasks, particularly those that have multiple components.

Challenges with social interactions and cues.

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Useful insights & links.

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Movement clumsiness has gained increasing recognition as an important condition of childhood; however, its diagnosis is uncertain. Approaches to assessment and treatment vary depending on theoretical assumptions about etiology and its developmental course.

Over the past century, many terms have been used to describe children with clumsy motor behavior. The wide variation in labeling has depended to a large extent on cultural or professional backgrounds. For example, medical professionals use medical terms (eg, clumsy child syndrome or minimal brain dysfunction), whereas educational professionals use educational terms (eg, poorly coordinated children, movement-skill problems, or physical awkwardness).

In addition, the various labels used have embodied assumptions about the etiology. Examples include developmental dyspraxia (which suggests underlying difficulties in motor planning), perceptual motor difficulties (which suggests problems in perceptual motor integration), minor neurologic dysfunction (MND), and sensory integrative dysfunction.

In response to the confusing and counterproductive heterogeneity of the labels, participants at an international multidisciplinary consensus meeting in 1994 agreed to use the term developmental coordination disorder (DCD), as described in theDiagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV).[1]In 2013, the diagnostic criteria were further refined with the publication of theDiagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5).[2]

The currently available data are insufficient to permit clear definition of the parameters of motor coordination difficulties in children. Various grades of severity and comorbidity seem to exist. Some children have only a relatively minor form of motor dyscoordination, whereas others have associated learning disabilities, attention deficit, and other difficulties.

In 1996, Fox and Lent reported that in contrast to the common belief that children grow out of motor coordination difficulties, such difficulties in fact tend to linger if no intervention takes place.[3] Intervention can be beneficial if initiated during the first years of life, while the brain is changing dramatically and new connections and abilities are being acquired.

Children with multiple conditions are at greatest risk for developing behavioral difficulties over time. Some evidence supports dividing DCD into subtypes on the basis of main features, such as ability to manipulate objects, speed of movement, ability to catch objects (eg, balls thrown, struck, or kicked during sports activities), or writing ability.

A discussion about including DCD, as currently defined, into the cerebral palsy category was held.[4] This inclusion would put DCD on the low end of the continuum of neuromotor disabilities, also described as minimal cerebral palsy, and result in a 20-fold increased incidence.[5]

Diagnostic criteria (DSM-5)

DSM-5 classifies DCD as a discrete motor disorder under the broader heading of neurodevelopmental disorders.[2] The specific DSM-5 criteria for DCD are as follows:

Acquisition and execution of coordinated motor skills are below what would be expected at a given chronologic age and opportunity for skill learning and use; difficulties are manifested as clumsiness (eg, dropping or bumping into objects) and as slowness and inaccuracy of performance of motor skills (eg, catching an object, using scissors, handwriting, riding a bike, or participating in sports)

The motor skills deficit significantly or persistently interferes with activities of daily living appropriate to the chronologic age (eg, self-care and self-maintenance) and impacts academic/school productivity, prevocational and vocational activities, leisure, and play

The onset of symptoms is in the early developmental period

The motor skills deficits cannot be better explained by intellectual disability or visual impairment and are not attributable to a neurologic condition affecting movement (eg, cerebral palsy, muscular dystrophy, or a degenerative disorder)

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Movement clumsiness has gained increasing recognition as an important condition of childhood; however, its diagnosis is uncertain. Approaches to assessment and treatment vary depending on theoretical assumptions about etiology and its developmental course. Over the past century, many terms have been used to describe children with clumsy motor behavior.

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Dyslexia Indicators at Ages 5-7 Years (Junior Infants - 2nd Class)

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Dyslexia Indicators at Ages 5-7 Years (Junior Infants - 2nd Class)

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Is slow to learn the connection between letters and sounds (alphabetic principle)

Has difficulty separating words into sounds, and blending sounds to form words (phonemic awareness)

Has difficulty repeating multi-syllabic words (e.g., emeny for enemy; pasghetti for spaghetti)

Has difficulty decoding single words (reading single words in isolation)

Has poor word-attack skills, especially for new words

Confuses small or ‘easy’ words: at/to; said/and; does/goes)

May make constant reading and spelling errors including:

– Letter reversals (e.g., d for b as in dog for bog)

– Letter inversions (e.g., m for w)

– Letter transpositions (e.g., felt and left)

– Word reversals (e.g., tip for pit)

– Word substitutions (e.g., house for home)

Reads slowly with little expression or fluency (oral reading is slow and laborious)

Has more difficulty with function words (e.g., is, to, of) than with content words (e.g., cloud, run, yellow)

May be slow to learn new skills, relying heavily on memorising without understanding

Reading comprehension is below expectation due to poor accuracy, fluency and speed

Reading comprehension is better than single-word reading

Listening comprehension is better than reading comprehension

Has trouble learning facts

Has difficulty planning or organising

Uses awkward pencil grip

Has slow and poor quality handwriting

Has trouble learning to tell the time on an analogue clock or watch

Has poor fine motor co-ordination

Has difficulty remembering what day or month it is

Has difficulty remembering his/her own telephone number or birthday

Has poor planning and organisational skills

Has poor time management

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As I Am Ireland - Parent Information & Support Booklet

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As I Am Ireland - Parent Information & Support Booklet

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Nurture rooms support;

Self-regulation (down-regulating when overstimulated; up-regulating when under-responsive)

Emotional regulation (reducing anxiety, distress, or behavioural escalation)

Sensory integration (helping the nervous system process sensory input more effectively)

Readiness to learn (allowing children time to regulate so they can fully participate in their learning)

A relaxing place for students to access if needed for any reason.

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Most suited to junior end (Juniors - 2nd)

Credit: Moynalty NS

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We must use evidence-based programmes to target the child's literacy need. In BGNS, you may see us use/discuss some of the following programmes.

These programmes are often delivered by our SET team on a 1:1 basis.

See the table below for their different uses.

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Newell Programme (Newell Literacy Intervention)

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Newell Programme (Newell Literacy Intervention)

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What it is:
A structured, cumulative literacy intervention used widely for learners with significant reading and spelling difficulties (often associated with dyslexia).

Core approach:

Systematic phonics and spelling

Overlearning and repetition

Small, incremental steps

Multisensory techniques (visual, auditory, kinaesthetic)

Best for:

Pupils who have not secured basic decoding and spelling

One-to-one or very small-group intervention

KS1–KS2 and older struggling readers

Strengths:

Highly structured and predictable (reduces cognitive load)

Strong focus on foundational literacy skills

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What it is:
A mainstream systematic synthetic phonics programme for early reading and writing.

Core approach:

Teaches 42 letter sounds with actions, songs, and stories

Blending for reading; segmenting for spelling

Early introduction of tricky words

Multisensory and play-based

Best for:

Early Years -> 2nd Class

Whole-class phonics teaching

Children at the start of learning to read

Strengths:

Strong evidence base for early literacy

Engaging and developmentally appropriate

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What it is:
A highly structured sight-word reading programme.

Core approach:

Errorless learning (high success, minimal failure)

Teaches functional, high-frequency sight words

Strong reinforcement and repetition

Pre-reading skills → word recognition → functional reading

Best for:

Learners with significant learning needs

Students who struggle with phonics-based approaches

Strengths:

Builds confidence quickly

Very explicit and predictable

Good for functional reading goals

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What it is:
A structured, online literacy intervention that combines:

Touch typing

Phonics-based spelling instruction

High-frequency word practice

Overlearning and spaced repetition

Best for:

Learners with dyslexia

Pupils with poor spelling and slow written output

Students who benefit from assistive technology and typing as an alternative to handwriting

Strengths:

Reduces the writing load by building typing automaticity

Reinforces phonics and spelling patterns

Supports access to the curriculum for learners with transcription difficulties