Resources for Parents: Understanding the Emotional and
  Behavioral Aspects of Learning Difficulties
 
Return to Index of Resources for Parents

A child acting out is frequently a sign of frustration over failure or perceived failure.  If a child cannot learn the way he or she is taught, that child might as well be in a foreign language class. Boredom, frustration, a sense of failure, can all lead to unacceptable behaviors.  - July Bonnell

"I always tell people that from the moment a kid gets up in the morning until he goes to sleep at night, the central mission of the day is to avoid humiliation at all costs." - Dr. Mel Levine

Question/Issue Index:

Learning Disabilities and Psychological Problems
How Emotions Affect your Childís Learning and Performance in School
Behavior Assessment and Intervention
Behavior Intervention Plans
Resources for Behavior Intervention Strategies

Question/Issue: Links to resources:
Learning disabilities and psychological problems


Learning disabilities and psychological problems: An overview What's the connection between learning disabilities and psychological problems? Learn what the research tells us.
 

How emotions affect your childís learning and performance in school
Feelings Count: Emotions and Learning
The Role of Emotions in Learning An expert explains how emotions affect your child's learning, memory, and performance in school.
 
Behavior Assessment and Intervention
Functional Behavioral Assessments and Positive Interventions:  What Parents Need to Know
Behavior Assessments and Intervention Plans  An IEP Teamís Introduction To FBAs and BIPS.  Comprehensive information about planning and conducting functional behavioral assessments, and developing behavior intervention plans.
Conducting a Functional Behavioral Assessment Excellent basic introduction.
Sample Functional Behavioral Assessment
Glossary of Behavior Assessment and Support terms

 
Behavior Intervention Plans
Sample Behavior Intervention Plan
 

Resources for Behavior Intervention Strategies

 


Special Needs and Special Gifts
Addressing difficult behaviors Overview of how to handle difficult behaviors. Explains why ití is important to deal with these in the childís IEP, before the child hits high school zero-tolerance policies.  If you wait until a crisis happens it may be too late and the child can end up in the judicial system.
Behavior Advisor website Provides thousands of tips on managing student behavior, and provides step-by-step directions for implementing a great number of
standard interventions for promoting appropriate, prosocial behavior in students.
 

Note: This section of the website is a work in progress that is intended to be a guided introduction for parents who are new to learning disabilities and child advocacy.  Links included for individual topics provide basic information for the uninitiated; they do not provide comprehensive coverage of those topics.  We did not write the articles linked to; we collected links to existing information and arranged them so they can be used as resources for your learning.   As such, we are not responsible for the accuracy of the information or liable for how you choose to interpret or use it. Only you can decide whether the information is appropriate to your child's situation. 

Special thanks to volunteer Sami Moran for assembling this information

There is no substitute for your first-person learning.

SIGN UP HERE to receive general updates about our project or news of future interview releases 

Note about interviews: Participation in a Children of the Code interview does not constitute or imply an endorsement of the Children of the Code project or documentary by the interviewee. Conversely, including an interview does not constitute or imply an endorsement of the views, organizations, books or products of the interviewee, other than as explicitly stated, by the Children of the Code Project and documentary.  
 


For more information about
Children of the Code events
please click here
or call:
502-290-2526


Dr. Grover (Russ) Whitehurst  Director, Institute of Education Sciences, Assistant Secretary of Education, U.S. Department of Education
Dr. Jack Shonkoff Chair, The National Scientific Council on the Developing Child; Co-Editor: From Neurons to Neighborhoods
Dr. Edward Kame'enui Commissioner for Special Education Research, U.S. Department of Education; Director, IDEA, University  of Oregon
Dr. G. Reid Lyon  Past Director, National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH)
Dr. Keith Stanovich  Canadian Chair of Cognitive Science, University of Toronto
Dr. Mel Levine Co-Chair and Co-Founder, All Kinds of Minds; Author: A Mind at a Time, The Myth of Laziness & Ready or Not Here Life Comes
Dr. Alex Granzin  School District Psychologist, Past President, Oregon School Psychologists Association 
Dr. James J. Heckman Nobel Laureate, Economic Sciences 2000; Lead Author: The Productivity Argument for Investing in Young Children
Dr. Timothy Shanahan President (2006) International Reading Association, Chair National Early Literacy Panel, Member National Reading Panel
Nancy Hennessy  President, 2003-2005, International Dyslexia Association
Dr. Marilyn Jager Adams Senior ScientistSoliloquy Learning, Author: Beginning to Read: Thinking and Learning About Print
Dr. Michael Merzenich Chair of Otolaryngology, Integrative Neurosciences, UCSF;  Member National Academy of Sciences
Dr. Maryanne Wolf Director, Center for Reading & Language Research; Professor of Child Development, Tufts University
Dr. Todd Risley  Emeritus Professor of Psychology, University of Alaska, Co-author: Meaningful Differences
Dr. Sally Shaywitz  Neuroscientist, Department of Pediatrics, Yale University, Author: Overcoming Dyslexia
Dr. Louisa Moats  Director, Professional Development and Research Initiatives, Sopris West Educational Services
Dr. Zvia Breznitz Professor, Neuropsychology of Reading & Dyslexia, University of Haifa, Israel 
Rick Lavoie Learning Disabilities Specialist, Creator: How Difficult Can This Be?: The F.A.T. City Workshop & Last One Picked, First One Picked On
Dr.Charles Perfetti Professor, Psychology & Linguistics; Senior Scientist and Associate Director, Learning R&D Center, U. of Pittsburgh, PA
Arthur J. Rolnick Senior V.P. & Dir. of Research,  Federal Reserve Bank of Minneapolis;  Co- Author: The Economics of Early Childhood Development  
Dr. Richard Venezky  Professor, Educational Studies, Computer and  Information Sciences, and Linguistics, University of Delaware
Dr. Keith Rayner  Distinguished  Professor, University of Massachusetts, Author: Eye Movements in Reading and Information Processing
Dr. Paula Tallal  Professor of Neuroscience, Co-Director of the Center for Molecular and Behavioral Neuroscience, Rutgers University
Dr.John Searle  Mills Professor of the Philosophy of Mind and Language, University of California-Berkeley, Author: Mind, A Brief Introduction
Dr.Mark T. Greenberg Director, Prevention Research Center, Penn State Dept. of Human Development & Family Studies; CASEL Leadership Team
Dr. Terrence Deacon  Professor of Biological Anthropology and Linguistics at University of California- Berkeley
Chris Doherty  Ex-Program Director, National Reading First Program, U.S. Department of Education
Dr. Erik Hanushek Senior Fellow, Hoover Institution, Stanford University

Dr. Marketa Caravolas Director, Bangor Dyslexia Unit, Bangor University, Author: International Report on Literacy Research
Dr. Christof Koch Professor of Computation and Neural Systems,  Caltech - Author: The Quest for Consciousness: A Neurobiological Approach
Dr. Guy Deutscher Professor of Languages and Cultures of Ancient Mesopotamia, Holland; Author: Unfolding Language
Robert Wedgeworth  President, ProLiteracy, World's Largest Literacy Organization
Dr. Peter Leone  Director, National Center on Education, Disability and Juvenile Justice
Dr. Thomas Cable  Professor of English, University of Texas at Austin, Co-author: A History of the English Language
Dr. David Abram Cultural Ecologist and Philosopher; Author: The Spell of the Sensuous
Pat Lindamood and Nanci Bell  Principal Scientists, Founders, Lindamood-Bell Learning Processes
Dr. Anne Cunningham  Director, Joint Doctoral Program in Special Education, Graduate School of Education at University of California-Berkeley
Dr. Donald L. Nathanson  Clinical Professor of Psychiatry and Human Behavior at Jefferson Medical College, Director of the Silvan S. Tomkins Institute 
Dr.Johanna Drucker  Chair of Media Studies, University of Virginia, Author: The Alphabetic Labyrinth
John H. Fisher  Medievalist, Leading authority on the development of the written English language, Author: The Emergence of Standard English
Dr. Malcolm Richardson   Chair, Dept. of English, Louisiana State University; Research: The Textual Awakening of the English Middle Classes  
James Wendorf  Executive Director, National Center for Learning Disabilities
Leonard Shlain Physician; Best-Selling Author: The Alphabet vs. The Goddess
Robert Sweet  Co-Founder, National Right to Read Foundation

FULL LIST OF OVER 100 COMPLETED INTERVIEWS

HELP US: If you appreciate this interview and the work of the Children of the Code project please take a few minutes to share your thoughts with us. Your comments and feedback not only help us learn to better serve you, they help us get the support we need to continue the project.  Click here to read what others are saying about the Children of the Code Project.

SIGN UP HERE to receive general updates about our project or news of future interview releases 

The Children of the Code is a Social Education Project and a Public Television Series intended to catalyze and resource a social-educational transformation in how we think about and, ultimately, teach reading. The Children of the Code is an entertaining educational journey into the challenges our children's brains face when learning to read. The series weaves together archeology, history, linguistics, developmental neuroscience, cognitive science, psychology, information theory, reading theory, learning theory, and the personal and social dimensions of illiteracy. 


CONSIDER HELPING OUR WORK BY CLICKING HERE


THANK YOU!




 

Copyright statement:  Copyright (c) 2012, Learning Stewards, A 501(c)(3) Non-Profit Organization, All Rights Reserved. Permission to use, copy, and distribute these materials for not-for-profit educational purposes, without fee and without a signed licensing agreement, is hereby granted, provided that "Children of the Code - www.childrenofthecode.org"  (with a functioning hyperlink when online) be cited as the source and appear in all excerpts, copies, and distributions.  Thank you. (back to top)