Teachers, like most people, have a reputation in your community. This teacher is “the nice one” and that teacher is “the structured one.” Depending on your child’s personality, talents and challenges, you decide that your child absolutely must have “this teacher” in order to be successful.  When your child gets assigned to “that teacher’s” class, you fret and worry about how he or she will ever survive the year. Parent-teacher conferences role around at the end of October, and you are now sitting face to face with the person who will lead your child on this leg of her educational marathon. 

The most important thing to remember when going into your child’s conference is to suspend your preconceived notions and go to the meeting with an open mind. You may see a different side to the teacher or find that he or she is not  “the mean one” after all.  Listen to what she has to say and be receptive to her educational opinion on your child’s class work.

In addition to coming into the meeting with an open mind, here are some other tips for having a productive parent teacher conference this fall.

Prepare questions
Come prepared with specific questions. Make a list and leave space to take notes on the teacher’s response.  Keep in mind that most conferences have a time limit- typically about ten minutes- so narrow down your list to the most important three or four questions. It is better to spend time discussing three or four questions in depth than to rush through ten questions.

Stay on topic
The upcoming 3rd grade holiday party may pop into your head while speaking with the teacher but this is not the time to talk about it. Make a column on your notes for “Questions for Tomorrow.” Write a note or an email to the teacher with that list of questions the next day. Start the email thanking her for the conference and let her know you didn’t want to waste valuable conference time on “housekeeping” issues.

Only talk about your child
Now is not the time to clear the air about playground quarrels or disagreements between the class mothers. It is simply inappropriate to discuss your child’s classmates with the teacher.  The teacher does not want to referee or be involved in any way with these types of discussions. Putting her in that position will leave her feeling uncomfortable and the more you bash others when speaking with the teacher, the less she will want to communicate with you.

Ask for homework
Ask the teacher for one or two things that you can spend time working on at home.  Every student has a skill or an area that could use some extra reinforcement.  Teaches know that you don’t have a degree in education so be comfortable asking for specific ways you can support your child at home. Ask for strategies or techniques to use and follow up in a few weeks to let her know how it’s going.

Save your marital problems for a counselor
Do not let your personal relationship issues rear their ugly head during the conference.  It is not uncommon for spouses to disagree on parenting techniques, but now is not the time to discuss your differences. Be careful not to let “I agree with you but he doesn’t think so” slip out either. You must maintain your composure during conferences, even if you and your spouse are in the midst of an argument. Many teachers have been put in the middle of disagreements between spouses and it makes for an awkward situation. Remember, this is your child’s teacher and she has no place mediating for you and your spouse.

Parents are usually eager to have the teacher’s attention during conferences and teachers look forward to the opportunity to keep parents informed about their child’s progress. If you feel your conversation needs to go beyond the brief conference, ask the teacher for a follow up meeting or phone conference later in the week.

Remember to keep an open mind when meeting your child’s teacher. Some of the most amazing educators feel a lot of pressure during conferences and therefore have trouble sharing their knowledge and insight with parents in this format. Do not interrupt the teacher or finish her thoughts. Let her get her point across and then respond.

Always thank the teacher for her time and her work, even if you disagree with her opinions or techniques. “Thank you for your time” shows that you respect her position and are willing to have a positive relationship that will ultimately benefit your child.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

All parents are looking for ways to maximize their children’s educational experience. As a parent of a child with special needs, you are likely focused on more than academics. You have probably met with speech, occupational, and physical therapists, classroom teachers, and behavior specialists. They have given you advice on how to work with your child and areas you can target at home. All this advice is great but can be overwhelming. Now your child’s teacher tells you she will be attending a mainstream class with 25 peers and you’re not sure where to shift your focus. These tips will help you support your child at home as she begins her new experience at school.

Academics
Read, read, and read some more! Reading is the most important area you can work on because your child needs to read in a number of situations. Speak with your child’s teacher about his reading level and materials and strategies you can use at home. He may be working on a specific book or program. He may use a shield so he can focus on one line at a time. Make sure you know what he has done at school to avoid confusion. Many parents find it difficult to maintain their child’s focus because reading is a challenging area but it is crucial to make reading fun. Words are everywhere! Have your child read signs and posters when out in the community. Take turns reading every other page in a book before bed. Ask him to read labels on snacks. When he reads, praise him! Offer a special reward for reading, something he only gets after reading with you. Motivation is important to keep him working on an area that can be very frustrating.

Organization
Organizing herself and her belongings is an important piece of attending a mainstream class. Your child needs to organize her materials in her backpack and desk, on top of her desk while she works, and while moving throughout the hallway and class. The pace of a mainstream class is fast and being prepared will help your child maintain the pace with her peers. Have her carry items in the grocery store and help her organize them in her arms so she doesn’t drop them. Help her organize her backpack before school and adjust items so they all fit. When doing homework, make sure she folds her notebook back and exposes only the page she is writing on. Being able to organize her items will allow her to focus on the lesson and social interactions in class.

Independence
The less your child needs an adult to prompt him, the more seamless his experience will be in the mainstream. Start fostering independence in activities such as packing up his backpack, self-care skills, and eating. Make sure he can open his own juice box, snack bags, and lunch box. Make sure he retrieves and cleans up all materials during meal time and work time. The less he needs an adult to help him, the easier it will be for him to participate in class activities.

Socialization
Borrow siblings, neighbors, and friends’ children! Practice playing games, taking turns, and sharing toys and materials.  You may want to explain to the peer models you are using that your child is still learning how to do each of these things. Tell them “Everyone has things they are good at and things they are still learning how to do. Henry knows a lot about animals and he is learning how to make friends.” They don’t need any more information that that and sometimes acknowledging your child needs help will help them understand their role.

Preparing your child for an experience in the mainstream class can seem overwhelming; there are so many nuances that can’t be taught. Following these guidelines will give your child more than academic skills- it will make them a more confident, independent learner. The less your child has to worry about the “small stuff” the more time she has for academic instruction and establishing connections in the mainstream setting.

Continue to communicate with the classroom teacher regarding her progress in the mainstream setting. Let the teacher know you would like to reinforce skills taught at school in the home. As always, open and continuous communication will ultimately benefit your child, especially as she takes this big leap into a new setting.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

Parents of every background, religion, and nationality have one common wish for their children: to remain healthy throughout their lives. Unfortunately, many parents are forced to face their worst fears when a child is diagnosed with a medical condition that requires ongoing treatment or specific care. This could include seizure disorders, diabetes, or life-threatening allergies. It could also include a developmental disability such as autism, in which case your child may not be able to communicate his pain or discomfort. Regardless of the condition, there are certain steps parents of children with specific medical needs should take to ensure proper care and immediate action.

Fill out school and activity medical forms in detail.
You may think these forms get stored away, never to be referenced again. School nurses, educators, and instructors will read these forms to make themselves aware of your child’s specific conditions and learn about their responsibilities regarding your child’s care. Ask to sit down with this person so you can go over the form together in case they have any questions beyond what is printed. These forms are also crucial for substitute nurses or teachers, in case your child requires care while under their supervision.

Provide your child with proper identification.
Some conditions could render your child without the ability to communicate to emergency medical responders. Consider various types of identification, such as necklaces, bracelets, or shoe tags that list the condition, doctors’ or parents’ phone numbers, or medication. Consider which one best fits your child’s needs. If your child will be spending a lot of time swimming at camp, the shoe tag may not be best as she won’t have her shoes with her most of the time. Younger children may fare better with a bracelet over a necklace as the necklace may be uncomfortable. Ask your child’s pediatrician about pertinent information to be printed on the identification tag.

Train everyone who works with your child.
This means bus drivers, camp counselors, coaches, scout leaders, babysitters, and religious education teachers. Explain to your child that you are doing this in order to keep her safe, not to parade her special needs. Knowing that everyone is prepared to help her should make her feel safe but keep in mind it could make her feel like she is in an unwanted spotlight. Consider speaking with her close friends about her needs so they can be aware of warning signs she is in danger. Be sensitive to your child’s feelings about her condition but assure her you are acting in her best interest. Have these conversations discreetly and remind caregivers of their commitment to confidentiality. Caregivers will have access to only the information that will keep your child safe.

Have a family emergency plan.
Some children have medical conditions that require a call for emergency medical attention. Create a plan for this occurrence and practice with your family frequently. Make sure everyone has a job in case your child requires immediate medical attention. Jobs could include opening the front door for emergency responders, calling a neighbor or other adult family member, or gathering all the siblings in another room. Seeing a family member in need of emergency care can be frightening but having a plan will reduce everyone’s anxiety.

Ask your child’s pediatrician or specialist for important tips to share with those working with your child. He may have brochures to share or other printed materials to provide your child’s caregivers and educators.

Communicate with your child about his condition but don’t make it the only topic of conversation. It is important for your child to be educated about his needs but it should never define him. The most important thing for you to remember is he is a child first. Never address him as “diabetic” or “autistic.” He is a child with diabetes or a child with autism. Addressing him this way is a sign of respect for him as an individual.

Having a child with ongoing medical needs can be frightening and stressful for a parent. Being prepared and informed will make you empowered and able to care for your child. Educating people who interact with your child will make you secure about her care in your absence and, for any parent, that feeling is priceless.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

Millions of parents across the country face the tough decision of whether or not to place their children in daycare each year. As the number of families with both parents working outside the home has risen, the need for daycare services has increased dramatically. These families may not have relatives that live close by or are able to care for their children. Others families may have a parent that works from home but needs uninterrupted time to complete work. Many daycare centers offer full day versus half day or full week versus partial week options, priced accordingly. This allows each family to match the daycare’s services with their needs.

Daycare, however, is debated among parents, health care providers, and educational professionals. Some support daycare, saying it offers socialization and educational opportunities a child would not have staying at home with a parent or a relative. Others claim those who use daycare services are allowing others to raise their children and have abandoned their responsibilities as a parent. Like any controversial issue, there are arguments for both sides. Here’s a look at the pros and cons of sending your child to daycare.

Pros:
Independence- Children who separate from their parents early and have a positive experience at daycare learn to trust that Mom and Dad will leave but they always come back. In addition, these children become confident in their own skills and thus, more self-reliant.

Socialization- Even with siblings, you can’t match the opportunities for social interaction that a child has at daycare in the home. Your child will be placed in a class with children close in age and have opportunities to play and negotiate with peers each day. Nicole, of Northvale, New Jersey, says she toyed with the idea of keeping her one and 2-year-old home with an in-home caretaker because they had each other to play with. “Even though they are young, I see them argue. I made the right decision-it’s good for them to have time apart and play with other children at day care.”

Academic Advantage- Many daycares provide some form of instruction or exposure to academic concepts. Calendar concepts, time concepts, letters, and numbers are all explored during circle time each morning. Many daycares offer music classes and art projects, exposing your child to a variety of experiences. Your child will learn to follow a schedule and the structure will prepare her for school.

Cons
Increased Exposure to Illness- One parent, Lynn of Harrison, New Jersey, reports her children have come down with more illnesses since they started daycare this past September. Lynn works to provide health benefits for her family of five as well as to supply a second income and time off from her job does not bode well for her paycheck. “My job allots a certain number of sick days for staff and I’ve used all those days and more. Now my pay is being docked every time I call out because one of my kids is sick. I feel like I have to choose between my kids and my job; of course I’m going to choose my kids.” She still worries about her job security because of her absences from work. Lynn also cites seeing other children come in to daycare despite being sick. “Not all parents call out from work and stay home with their kids like I do.”  This leads to the spread and recurrence of illnesses in young children and staff.

Less Quality Time with Parents- Naturally, if you are working during the day, you are going to miss quality time with your child. All parents know, time away from your children cannot be regained. Danielle of Park Ridge, New Jersey, says “There are days my daughter comes home with beautiful art projects and I wish I had been the one to sit and paint it with her.”

Exposure to Poor Behavior- We cannot shield our children forever, but it is certainly discouraging to see children pick up poor habits from peers at daycare. From as early as 18 months, your child may mimic others’ words and actions. If a child at daycare is not speaking nicely to peers and staff, or worse, exhibiting aggressive behaviors such as biting or hitting, your child may see this as a way to gain staff’s attention. Communicate with the staff immediately if you see behaviors in your child that you did not see before daycare. Remember to approach staff as a concerned parent without accusing other children, families, or staff.

Whether you are comfortable with your decision to utilize daycare services or you are still apprehensive, there are a few ways to ensure you choose the right daycare. The best way to choose a daycare is to ask friends for references. Happy children often equal happy parents. If many parents in your community are sending their children to the same daycare facility, put it at the top of your list. Visit each prospective daycare and ask about safety protocol. Ask if there is a nurse on staff and if staff are CPR-certified. Also, ask how children with behavioral difficulties are handled. Whether your child is having a hard time adjusting to the new routine or is witnessing other challenging behaviors, you want to make sure staff approaches these situations with care and concern.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

Many parents across the country are looking to support their child’s educational experience in any way they can. Often times, this means hiring a tutor to work one-on-one with your child. There are many reasons for seeking educational support outside the regular school day. Your child may be having a difficult time in one subject area or he could be struggling in all subject areas across the board. Your child may learn best from a specialized means of instruction, such as Applied Behavioral Analysis (ABA) therapy. Many parents hire tutors to maintain their child’s academic skills over the summer, or to have a leg up on the upcoming school year. These tips can be used to choose a tutor for a child with any academic or social needs.

Click here to watch a video on ABA therapy.

• Ask your child’s principal to recommend someone on staff. This ensures that the person has a valid state teaching certification and classroom experience. The principal also has a good feel for his or her staff’s personalities and may recommend someone who he or she thinks is a good match for your child.
• Check the potential tutor’s credentials. Ask for a resume, even if you know he/she is a classroom teacher. You should look to see if he/she has spent a long time at one school, which signifies he/she has developed good working relationships with staff and students.
• Ask for references. Anyone who is confident in his/her skills and has had positive relationships with other families will be more than happy to have you speak with past clients.
• Set up an interview, even if you only have one candidate. You want someone who is articulate and communicates well. He or she will be helping your child with a subject that is challenging — so you want him or her to communicate effectively. There are many bright people with great credentials who have difficulty explaining their area of expertise.
• Once you’ve chosen someone, have them work in a common space in your home. Listen to how he or she works with your child. Listen to his/her tone — see if he or she gets frustrated when your child has a difficult time. Staying close-by gives you an opportunity to observe without being intrusive.

Tutors can be expensive. Check with local colleges to see if they offer free or low-cost tutoring given by students in the education program. Many education programs require students to practice the instructional strategies taught in class. This type of tutoring is beneficial because education students are typically very eager to apply these strategies correctly and gain hands-on experience. Professors may observe the tutoring sessions and give the education student feedback on how to improve their work with your child. It’s like having two tutors for the price of one!

Before your child begins working with his new tutor, ask his classroom teacher for specific topics the tutor should cover. Teachers are often grateful to have support reviewing topics at home because of the time constraints in school.

Once the tutoring has begun, check in with the tutor after each session. Ask specific questions, like “What did she have the most trouble with?” or “Is there something I can review with her during the week?” This gives the tutor an opportunity to discuss your child’s progress and feel like a part of her educational team.

Give the tutor and your child time to establish a relationship. Keep in mind, this person may be new to your child and it may take time for him to feel comfortable. By the third or fourth session, they should be settling into a routine and working well together. Also remember, this person is working on subjects that are challenging for your child. Your child may not jump for joy when it’s tutoring time, but he should sit down willingly.

Finding someone to work with your child at home may feel challenging, but using these tips will speed up the process and ensure you find a good match for your child’s needs.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

As cases of swine flu are reported each day, the realization that your community could be affected begins to set in. While government officials make it clear there is no need for panic, it does not hurt to err on the side of caution and consider the possible repercussions of this illness hitting home. The solutions for dealing with school-based clusters of swine flu seem simple: Close the school for proper cleaning, make sure ill students are evaluated and treated, then, re-open the school.

Approximately 400 schools in the United States have closed due to outbreaks in their districts. As every parent and educator knows, any time spent away from the classroom is time lost. In the spirit of being prepared, here are some tips for continuing your child’s education at home should schools in your community close for any length of time.

• Keep a consistent schedule for your child. Have him wake up as if it were a typical school day and structure the day with a variety of activities. Have work sessions before and after lunch. Make sure bedtime remains consistent as well. Keeping a routine will make sliding back into a normal school week much easier.
• Read every day. Your child can read aloud to you or a sibling or she can read silently. Students who are not reading independently can have books read to them by family members. Students in grades K-3 should read for 20 minutes each day, students in grades 4-8 should read for 30 minutes, and high school students should read for 30-45 minutes. Consider other opportunities for reading, such as reading the local newspaper and having a family discussion on local and national events.
• Utilize the same online worksheet generators teacher use! Finding age-appropriate worksheets is only a click away. Type the content area keywords, such as third grade fractions worksheets, into any search engine and choose worksheets from the many options that pop up. Be aware that many websites are free, but some charge a small fee. There are plenty that are available free of charge so there is no need for you to spend your money on a service that could potentially only be needed for a few days.
• For a science activity, make a chart to monitor the weather each day. Your child can watch the news or search on-line to get the local forecast. Record daily temperature, humidity, precipitation, and pollen count. Your child can print out pictures of rain, sun, and clouds and glue them to each day’s report.
• Bring gym class to your backyard. Play a game of basketball, walk around the block or have family relay races. If you’re stuck with a rainy day, pop in a workout DVD. Make exercising a family affair and you could develop a new healthy habit!

Remember to speak to your child about proper hygiene. Health experts suggest covering your nose and mouth with a tissue when you sneeze or cough, washing your hands and using alcohol-based hand sanitizers. These are all good habits to continue regardless of the type of illness spreading around.

Talk to your children about the realities of the flu. Most people, if treated timely and appropriately, recover with no complications. Setting the tone for a calm reaction to a potentially scary situation will help your child understand how the swine flu is affecting people all over the world.

Many school administrators are being proactive in sending letters home and posting information on their Web sites. Since the school nurse and principal are likely inundated with questions and concerns, take an informal poll of the parents in your child’s class and submit a list of questions from the class. Acting as a spokesperson will help continue the flow of information between state officials, schools and parents.

Whether or not swine flu affects your community, consider this an opportunity to be prepared!

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

The troubled economy is on everyone’s mind. You can’t step into a nail salon, dry cleaner, or grocery store without hearing conversations about how bad times really are. Some say education is a recession-proof field, but those in it know this is not true. The budget votes are looming and everyone in the education world is on edge, waiting to see if their district’s budget will pass and for some, if their job will be safe. Core content classes such as mathematics, language arts and reading will always be offered, but “extras” such as art, music and physical education could be the first programs to be reduced or have their formats changed. Regardless of how each state and district handles their budget issues, here are some tips to make sure your child is not missing out on experiences that make them well-rounded and enhance their education.

• Take advantage of free programs! Check your local paper or library for extra-curricular events that are free of charge. Some local businesses offer “demo” classes or free workshop days. Exposing your child to a new activity without making a long-term financial or time commitment is also a good way to make sure he really likes it, without wasting your money.
• Hire a private instructor. Ask a friend (or a few friends!) if they would like to split the cost of at-home sessions, whether it be art classes, karate or music lessons. This could save you money in the long run, especially if you can provide the supplies the instructor may need, which cuts down on her overhead, and in turn your out-of-pocket expenses.
• Go on a family field trip! Depending on your budget and availability, this could be a weekly or monthly event. You can visit museums or galleries to expose your child to famous works of art they would otherwise only speak about in school. You don’t have to be an expert on the subject, either! Many museums offer guided tours or audio recordings to lead you through the experience. Does your family enjoy the outdoors? Take a day trip to a local beach and you have an instant science lesson, complete with a hands-on experience. Discuss the animals that live there, how erosion affects the beach, and how pollution affects the water. Remember, family field trips can be free, or at least only cost you the gas it takes to get there!
• Start a sports club in your community. Call some friends and meet at a local park once a month (or once a week if everyone’s schedule allows) to engage in some stress-free, just-for-fun games. The children can vote on the sport they play that day; this prevents burn out from playing the same sport every time and will limit those “Not again!” complaints you hear from your child so often. Less structure can be beneficial and this opportunity teaches your child about flexibility and compromise. All you need is a ball and some friends!
• Create a book club for your child and her friends. Have everyone put the name of a book they would like to read in a hat and pull out the next selection. Parents can take turn hosting the events, complete with healthy snacks. Parents should read the book ahead of time or consult the librarian to ensure the book is age-appropriate. Have a few questions in mind to get the conversation going. You may have to mediate the first few meetings to get the ball rolling, but once your children have gotten used to the format, they will have no trouble sharing their opinions!

America’s economic troubles are widespread and far from over. From boardrooms to classrooms, staff are looking for ways to cut costs and save jobs, while still maintaining the level of excellence they have created in the past. Your district’s budget is public knowledge and you should take the time to look it over.

Attend local board of education meetings to hear presentations about the budget and what programs will be impacted. Don’t be afraid to ask the board of education or your administrators questions; you have the right to speak up and be a part of the discussion about your child’s education.

Don’t forget about your school’s PTO. Many parent-teacher organizations sponsor fundraisers throughout the year that support school-based programs, after-school activities, or assemblies your child may participate in for free. Remember to volunteer for some of these events as it helps make you an active member of your child’s learning community.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

Spring signifies the beginning of a new baseball season, new gardens to plant, and longer days. For educators, parents, and students across the U.S., spring also signifies the time for standardized testing. The merits of these standardized tests are constantly debated, but like it or not, they are certainly happening this year and your child’s testing date is rapidly approaching. Because standardized tests can affect classroom placement for the following academic year, parents are usually as anxious about the process as the children taking them. Here are some tips for helping your child get ready for the standardized tests in any state.

• Leave your child a detailed to-do list of activities around the house. For example, Make your bed after you brush your teeth. When you are finished, underline this sentence. Following written directions are an important part of testing, and your child needs to attend to the order and specificity of directions, or his or her answer could be marked incorrect. Attending to written language will support them in all content areas being tested.
• Find ways to bring the curriculum to life! Show your child the way the skills he or she attains in the classroom can be applied in the real world.
• To bring math to life, include your child in the weekly grocery shopping and have him compare prices,   calculate savings, or find the average cost per item from the total bill. You can take notes on these items in the store and do the work at home where there are less distractions and you can guide your child through the mathematical process, if needed.
• To support reading skills, cut out an article of interest from your local paper and have your child read it. (Remember to read it first so you can help him answer questions he has trouble with!) After he has read the article, ask a series of comprehension, or “wh” questions such as “Who participated in that event?” “Where did the event take place?” or “What time was the event finished?”  The skill of recalling basic information from a reading entry is an essential building block for success in this area. In addition to the basic comprehension questions, ask your child to infer things from the article, such as “Why do you think that person enjoyed the event?” The skill of drawing a logical conclusion from the information  presented develops his abstract thinking skills, which comes into play frequently in the open-ended question portion of standardized tests.
• Remain an active participant in your child’s nightly homework, even as she gets older and gains more independence. Keeping abreast of the content area throughout the year makes it easier for you to remember the material come testing time, and also establishes a comfortable routine between you and your child. She will be more open to your assistance if you have been offering it all along.

Don’t be afraid to ask your child’s teacher for a packet of review work or have him or her suggest materials to use at home. Becoming familiar with the content and layout of the test will help you feel more in touch with your child’s testing experience. Your child’s teacher most likely has a clear picture on areas your child may be struggling with or could use extra support in. You are maximizing your child’s study time by communicating with his teacher.

Make sure your child is well-rested and eats a well-balanced diet throughout the year. This is especially important the week of testing. Your child’s biological needs must be met as a pre-requisite for optimal focus and energy. Translation: Children cannot do their best if they are tired and hungry! Make sure your child has a protein-packed breakfast, such as eggs and whole-wheat toast. Stay away from sugary cereals and breakfast bars, as the sugar will wear off around the start of testing and your child will experience a “sugar crash,” leaving her jittery and/or lethargic.

Stay calm! Your child will undoubtedly pick up on your anxiety and stress related to the test. Reassure your child that no matter what ― you are proud of his or her hard work!

You and your spouse may be raising your child, but clearly it takes a village to educate her. Educators, administrators, and parents must work together to ensure each child has the greatest success possible in their standardized testing experience.

Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.

I am a primary care doctor. Today I saw a young woman who was afraid she might have appendicitis. I thought enough of the possibility to order a CT of the abdomen — which was negative — but I did not admit her to the hospital. She got better, and chances are the problem was due to a virus.

With primary care doctors rapidly becoming extinct, I think it is worth pointing out that if I didn’t exist, this young woman might have been admitted to the hospital for a few days, and possibly faced an unnecessary operation — at the very least it would have been a big expense to our health care system.

With only 2 percent of medical school graduating classes going into primary care medicine these days, and with 50 percent of primary care providers in a recent study saying they would quit if they could, I think it is worth considering what we could do about the shortage of well-motivated primary care doctors going forward — since we are the quarterbacks of any well-maintained health care system.

Here are some of my ideas:

• Subsidize education for primary care physicians on a state and national level with a payback of several years. As opposed to the National Health Service, which was disbanded in the 1980s, this service will inject primary care docs into urban and suburban centers with the goal of introducing a preventative strategy that can then be adopted by trained nurse practitioners and physician assistants.
• Reimbursements should favor primary care visits, and de-incentivize overuse of specialists and their procedures — especially tests (like EMG) or elective procedures (like cosmetic surgery), which do not lead to crucial treatments.
• Reimbursements (including Medicare and Medicaid) should reward preventative strategies such as weight loss and smoking cessation.
• With primary care physicians more in charge and more accessible, it might then make sense to increase insurance copays and deductibles, which would make patients hesitate before overusing their health insurance (studies show that most ER visits are currently from the insured, often for minor complaints).
• A new infusion of primary care doctors would help emphasize the principle that physicians and patients should be in charge of health care, rather than insurance companies. This could improve efficiency and decrease costs. Insurance is intended to be “just in case” rather than the primary controlling payer for all health costs. Insurance should carry over state-to-state, and insurance companies should be liable for forced medical errors — especially when they refuse to cover tests. Records should gradually be converted to electronic medical records, to improve efficiency.

Dr. Marc Siegel is an internist and associate professor of medicine at the NYU School of Medicine. He is a FOX News medical contributor and writes a health column for LA Times, where he examines TV and movies for medical accuracy. Dr. Siegel is the author of “False Alarm: The Truth about the Epidemic of Fear“ and “Bird Flu: Everything You Need to Know About the Next Pandemic.”  Read more at www.doctorsiegel.com

A new report published in the online edition of Occupational and Environmental Medicine puts more data behind what we psychiatrists and psychologists have long known from listening to our patients:  Attention Deficit Hyperactivity Disorder (ADHD) is costing American businesses untold millions in lost productivity.

Studies reveal about 4.5 percent of working Americans suffer with ADHD.  One of the new findings is that each loses, on average, more than 22 days of productivity annually.  That translates into billions of dollars in losses.

I think the toll could be much higher.  Undiagnosed and untreated ADHD not only saps productivity in and of itself; it fuels other substantial causes of suffering and lost possibilities, including substance abuse and dependence, workplace accidents and inability to master new skills and reach increased levels of education and performance.

Many patients of mine only learn after visiting with me that their use and abuse of alcohol and illicit drugs (including cocaine) has been partly driven by searching for relief from the constant psychological discomfort of underlying ADHD.  Treating the ADHD makes it possible for them to become sober.

As an expert witness in cases involving the workplace, I know that ADHD is the music playing in the background of life-altering (and economically devastating) injuries.

Other patients I have treated tell me that they gave up hope for advanced training or for advanced degrees because they cannot focus long enough to master new skills or new knowledge. 

The modern workplace may itself be accelerating the costs.  Voicemail, e-mail, text messaging, video conferencing and telecommuting translate to a free flow of ideas, rapid transfer of information, and flexible lifestyles.  But they also call for quick changes of focus and self-direction.  For those with ADHD, the information super- highway can look a lot more like a maze. 

American employers would be well-served to offer education about ADHD, and confidential screening and treatment for it.  Even more could be saved — in human and economic terms — if that screening took place earlier rather than later, as part of our public education system. 
It any expanded screening and treatment program, it will be critical that ADHD is not oversimplified.  While stimulant medications can be tremendously helpful, patients of mine with ADHD have had complicated life stories, often marked by emotional turmoil early in life.

An essential part of helping my patients feel better includes listening to their stories and convincing them to stop running away from their feelings (by not focusing on them – or anything else).

The best reason for the education system and/or the workplace to undertake new initiatives to diagnose and treat ADHD is that the condition is indeed, treatable. 

Once patients identify ADHD as a major factor in their lives and get help for it, the changes I’ve seen in their lives are astounding and inspiring.