All Posts Tagged: south florida child psychologists

Jamie Levine, Psy.D – Consult The Expert On Psychoeducational Evaluations For Children

In our first Consult The Expert article for March, we had the opportunity to speak with one of our clinical psychologists, Dr. Jamie Levine. One of her areas of specialization is working with children who have school-related difficulties.

“So many components can negatively impact a child’s learning and performance in a school setting,” she explained. “These could be things like attention concerns, learning challenges, developmental difficulties, social or emotional concerns, and even challenges within the home environment. Sometimes there is an overlap of these aspects, as well.”

When working with a child who is challenged, Dr. Levine often recommends a psychoeducational evaluation. “This type of evaluation is very comprehensive,” she says. “It looks at many areas that could be affecting the child’s ability to learn.”

Indeed, an evaluation can reveal some of the challenges that can impact learning, including:

  • Cognitive (ie: what underlies the child’s learning concerns? How does the child approach new problems?)
  • IQ
  • Academic ability (reading level, math, writing)
  • Task abilities (for example: ability to focus, attention to a task, impulsivity)
  • Language skills
  • Memory

“A psychoeducational evaluation helps me understand what is at play for that particular child, so I can provide the correct support or interventions for their unique situation,” Dr. Levine said.

When Is A Psychoeducational Evaluation Done?

A psychoeducational evaluation may be requested for many reasons. An educator might ask for an evaluation if they notice the child struggling to learn or acting out in the classroom. Maybe the child’s parent wants an evaluation to find out why their child seems to be having a hard time staying focused or is resisting going to school. Perhaps the pediatrician picks up on a parent’s frustration when the child won’t sit still or seems overly anxious or fearful.

Whatever the reason for testing, Dr. Levine says the evaluation will help to identify the child’s strengths, along with the areas that are impacting their learning ability. “Once we have the evaluation results, we can make recommendations for how to work on building these strengths and providing interventions for areas of concerns within the classroom or through services outside of school.”

Who Performs A Psychoeducational Evaluation?

A psychoeducational evaluation can be conducted in a school setting or private setting, according to Dr. Levine.  “In a school setting, the testing will likely be completed by a school psychologist. Outside of school, a comprehensive evaluation should be performed by a clinical psychologist who specializes in evaluations.”

But, is there a benefit to having the child evaluated in a private setting versus a school setting?

Although a school can evaluate a child, Dr. Levine discussed the benefits of testing in a private setting. “When a teacher picks up on concerns, the school may do some testing, but it may be limited in scope,” she says. “It can take a while to start the evaluation process. Often, schools try to provide some intervention first and testing waits until they see the results of the interventions.”

She also points out that, while schools may use some similar evaluation measures to the assessments that are used in the clinic, school testing typically does not provide a specific diagnosis. “The child can be struggling academically, but a school usually won’t diagnose something like ADHD or a specific learning disorder. Because of this, they may provide accommodation and support for the child’s challenges, but not interventions or treatment. If the parent wants an understanding of the specific diagnosis, so a targeted treatment plan can be implemented, it is helpful to have the child evaluated in a private setting, such The Children’s Center.”

How Long Does A Psychoeducational Evaluation Take?

“These evaluations are extremely comprehensive,” Dr. Levine says.  “I tailor the testing to each child, based on his or her concerns. When I do an evaluation, I first meet with the parents for about 1.5 hours to get background information about the child. After I have this preliminary information, there are typically three additional appointments with the child for 2-3 hours each.”

Who Sees The Evaluation Results?

“In a private setting, the evaluation results are discussed with the parents,” Dr. Levine said. “The parents are also provided with a full write up of the results, any diagnosis, and our recommendations. We also encourage the parent to share these results with the school so the child can be supported with any accommodations and interventions that may be needed. We are always happy to collaborate with the child’s school.”

Parents may be concerned about a child being “labeled” if the results are shared with the school, but Dr. Levine says there are many benefits to doing so. “Sharing test results can help with teacher understanding of the child and empathy, as well as accommodation that can benefit the child. Also, we can recommend strategies that teachers can use to support the child in the classroom.”

A better understanding of a child’s strengths and weaknesses is also helpful for the parents and child. Children often recognize that they are facing challenges and could possibly label themselves as “stupid” or “dumb” if they don’t have an understanding of their diagnosis.

Once the child knows the reason behind their frustrations, however, it can be liberating. Instead of feeling negative about themselves, the child can address any concerns and work to improve them. “Really,” Dr. Levine pointed out, “the benefits of testing outweigh the risk of labeling by having the knowledge of what is impacting the child.”

If Your Child Is Struggling…

…the child and clinical psychologists at The Center For Anxiety Disorders can help. For more information or to inquire about a psychoeducational evaluation, contact us or call us today at 561-223-6568.

About Jamie Levine, Psy.D – Clinical Psychologist

Dr. Jamie Levine is a licensed clinical psychologist who specializes in the treatment of anxiety disorders, mood disorders, relationship difficulties, adjustment to life transitions, and ADHD. She uses a collaborative therapeutic approach to create a safe, supportive, and open environment to facilitate growth and change. She integrates a variety of therapeutic approaches, including cognitive-behavioral therapy (CBT), psychodynamic, interpersonal, and solution-focused therapy.

Dr. Levine graduated from Emory University with a bachelor’s degree in Psychology. She earned her doctorate degree in Clinical and School Psychology from Pace University in New York City. Dr. Levine received training at Columbia University Medical Center/ New York-Presbyterian Hospital where she provided evidence-based treatment and conducted neuropsychological assessments. She also provided therapy services to individuals across the lifespan at Nova Southeastern University’s Psychology Services Center and Pace University’s outpatient mental health center.

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Social Skills Training can help children and young adults connect with other.

Social Anxiety In Toddlers

Toddlerhood is defined as the age range from 12 to 36 months. During this period, a child’s emotional and cognitive development grows by leaps and bounds, as do their social skills. This also coincides with the time when children are likely to go into a daycare environment or head off to preschool. As they engage more often with other children and adults, it may also be the stage when a toddler’s social fears begin to emerge.

Just as with adults, some children are comfortable with social interactions while others may not be. Each group of kids will have the social butterfly as well as the “shy” child who quietly observes and doesn’t interact as much. It is one thing to be shy, however, and another to be intensely fearful and anxious in a social setting. Because we know it can show up early in life, a toddler who shows such strong reactions in a social environment is often regarded as having social anxiety.

What causes social anxiety in toddlers?

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Boy with heart shaped paper

Autism Spectrum Disorder: ASD And Anxiety In Children

Autism Spectrum Disorder (ASD) comes with a variety of challenges. For many children, it can mean issues with compulsiveness and repetitive behaviors, learning and social deficits, and a resistance to change. ASD also can manifest with various emotional difficulties – although not specifically linked, we know that ASD and anxiety frequently appear together in children.

Kids with ASD and anxiety can have physical symptoms (example: racing heart or a stomach ache) or their anxiety may also show up in the form of rituals that can help calm them (for instance: shredding paper). Because many autistic children are either non-verbal or have trouble communicating, an outward display of anxiety may be their only way of telling you that they are distressed.

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Tips to Improve Your Child’s Executive Functioning Skills

The first time you hear the term “executive functioning”, you may think it refers to the leaders of a worldwide conglomerate, but nothing could be further from the truth. Executive functioning is actually a life skill we learn in childhood. It forms the basis of the actions we perform every day. From taking a bath and getting dressed, to getting ready for school or doing homework, executive functioning helps us plan things, organize our lives, control our emotions, and learn from our mistakes. It lets us evaluate information, come up with a solution, and carry it out.

Some kids learn executive functioning with ease, but for others, it can be difficult to choose appropriate actions, develop time-management skills, or anticipate the consequences of their actions. Kids who have poor executive functioning often need constant guidance for simple tasks, such as packing their backpacks for school. They may forget to turn in the homework they worked on so diligently the evening before or have difficulty making decisions because they get bogged down in the mental strain of weighing pros and cons. Fortunately, there are ways to help these children acquire organizational skills. Apps, like our Giant Leap app, are great learning tools for, among other things, teaching behavior strategies and generating lists to help kids start and complete tasks.

Learning Tools for Executive Functioning

Executive functioning learning tools help children overcome struggles with organization and follow-through.

Some keys to building executive functioning abilities are:

  • Checklists – Checklists make tasks easier for a child with executive dysfunction. Often, these kids don’t follow through because they can’t visualize the steps required to complete a task, but a checklist lays it all out in front of them. You can make a checklist for anything. If your child consistently misses the bus, for example, you can make a checklist of the things he/she needs to do before leaving the house. This eliminates their need to ponder what they’ve just done and trying to decide what they must do next. Instead, when they follow a checklist, they know they have to move from brushing their teeth to putting on their clothes, then onto putting on their jacket, and picking up their back pack. Laying things out the night before can also help eliminate morning drama.
  • Planners – Teach your child to write things down. No one can remember everything, and noting tasks in a planner or on a checklist ensures they won’t forget to do it.
  • Rationale – Remember when your child was about two years old and constantly asked, “Why?” In the same way, children who have trouble with executive functioning do better when they understand the reason behind what they need to do. Without a rationale, they may feel like planning or following a chart is a waste of time.
  • Figure out how your child learns best. Are they visual learners? Then charts and apps are great for them. Are they tactile learners? Counting necessary steps on their fingers might be better for these types. Do they learn more easily when they hear something? Try laying out the steps for something like a homework routine in story form or in a song.
  • Make it a routine – this is especially good for older children. Set a time to start the task and a time limit in which to finish it. Practice breaking down tasks with your child so they develop an awareness of how long something takes, which allows them to better plan their time. For instance, a child might need thirty minutes to write a book report, but not think about the fact they need three days to read the book. Learning to think through each step of a task also builds organization skills and helps the child anticipate that Step A comes before Step B, etc. In the book report example, a child might think about the task of selecting a book and the task of writing the report. If they have executive dysfunction, they may completely forget they have to read the book or turn in the report.

Apps Turn Daily Routines into Fun Activities

For children who can’t read (and even those who can), the colorful images on an app can make all the difference. Eye-catching charts and graphics give the child something to focus on. They also make it easier for these kids to understand the bigger picture – for example, by showing when a task needs to be completed or by listing action steps that need to be taken.

Once parents set up their child’s chart, these visual aids help the child see the tasks they need to complete. Additionally, engaging images capture kid’s attention, making it more likely that these visual reminders will instill the routine in the child’s mind.

Some apps, like our Giant Leap app, are customizable. This flexibility allows parents to generate personalized charts with the specific behaviors their child needs to learn. Giant Leap gives children executive functioning issues an easy way to stay organized and can support their unique needs. Additionally, Giant Leap permits parents to update their child’s charts in real time within the app and allows them to print each chart out for daily or weekly use.

Apps encourage consistency and make daily routines easier to set and follow. When a child completes the tasks on their chart, they not only begin to acquire executive functions, they also gain self-confidence. Successfully learning organization skills translates to self-reliant, responsible in kids and gives them the tools they need for future success.

Learn More about Giant Leap and Executive Functioning

For information about how our Giant Leap app can help your child improve their executive functioning skills, contact the Children’s Center for Psychiatry Psychology and Related Services in Delray Beach, Florida or call us today at (561) 223-6568.

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Autistic Children Find Help through Virtual Reality Therapy

Autistic Children Find Help through Virtual Reality Therapy

Children with autism and Asperger’s often have phobias that limit their interaction with others. One child may be fearful of any social gathering, another of going shopping, while someone else may be afraid heights or be terrified to be in a crowd of people. These phobias can be so difficult for the child to experience, that often family members will go out of their way to avoid a situation they know will trigger the child’s fears. Additionally, children with Asperger’s syndrome and autism spectrum disorders often have trouble with safety boundaries that others take for granted, such as needing to stay within their own yard or being able to cross a street without harm. But, studies are showing that the new field of virtual reality therapy can help autistic children learn to manage everyday situations, allowing them to live a more normal life.

How Does Virtual Reality Therapy Work?

Virtual reality therapy (VR therapy) is a computer-based simulation of the world around us. It is multi-sensory, providing both visual and auditory environments that can be configured to mimic a setting. By going through VR therapy, an autistic child can challenge and overcome their fears in a safe setting and in a way that gives them control.

With virtual reality therapy, a simulated environment allows the child to use an avatar to interact with others. Reminiscent of a video game, the children move their avatar through the program while a therapist views the session and provides coaching and feedback to the child. The kids have the ability to pause, repeat, or review their avatar’s interaction inside the setting until they feel confident about the situation.

How Can VR Therapy Help Autistic Children?

Among other applications, virtual reality therapy is being used to teach or enhance social cognition skills and emotion recognition to help children with autism become more comfortable in social settings. Social interaction is often a source of discomfort for autistic children because the syndrome keeps them from picking up on the subtle social signals most people take for granted. In fact, Daniel Smith, the senior director of discovery science at Autism Speaks has said, “Virtual reality and avatar-based programs may be especially promising for people with autism who are uncomfortable in social interactions where subtle social cues are important.”

Studies have proven that virtual reality therapy can actually rewire the regions of the brain that relate to social skills. VR therapy also amplifies those areas that relate to attention and information exchange. The result is an increased understanding and awareness of social signals and a higher perception of the back and forth exchanges that is the foundation of conversation.

In addition to teaching social skills for circumstances such as attending school, sitting for a job interview, going to the mall, or going on a date, VR therapy has helped teens and children overcome more physical situations involving things like a fear of heights, phobias surrounding crowds, and traveling on a school bus. Because the virtual simulations can be configured to show real-world settings, they can be adapted to conform to each child’s specific fears.

For example: for a child who is afraid of heights, VR therapy can create a situation in which the child – via their avatar – experiences riding an escalator or crossing a bridge. The scenario introduces the child to the situation slowly and increases the stimulus as they learn to desensitize their fear and build up their tolerance.  The child is given encouragement and feedback by a child psychologist and has full control of the scene, so they can turn back or go to an earlier (less frightening) version whenever they need to.

After working through these phobias, the children are able to transfer their new skills to real-life situations – something that is usually difficult for autistic children because they focus on details instead of intangible perspectives. By targeting a child’s specific fears, virtual reality therapy provides real world scenarios with immediate feedback, which greatly enhances the child’s ability to cope under stress.

Need More Information about Autism and Virtual Reality Therapy?

Our warm and welcoming Children’s Center offers a wide range of clinical, therapeutic, educational and supportive services specifically for children ages two through twenty two.

For more information about how our skilled professional can use virtual reality therapy to help with your child’s autism, contact the Children’s Center for Psychiatry Psychology and Related Services in Delray Beach, Florida or call us today at (561) 223-6568.

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