Following the article “What are Learning Disabilities” covered in last month’s SCIP Newsletter
(February 2014), we will be running a four-part series relating to Learning Disabilities. This
month’s Part 2 of the series will focus on recognizing the signs and symptoms that accompany
various disorders.
Learning disabilities and disorders can vary, and can look different from one child to another.
It’s not always easy to identify learning disabilities or disorders. Because of the wide variations,
there is no single symptom or profile that you can look to as proof of a problem.
Some warning signs are more common than others at different ages. If you are aware of what
they are, you may be able to catch them early and quickly take steps to get a child help.
Preschool
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Problems pronouncing words
Trouble finding the right word
Difficulty rhyming
Trouble learning the alphabet, numbers,
colors, shapes, days of the week
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Difficulty following directions or learning
routines
Difficulty controlling crayons, pencils, and
scissors or coloring within the lines
Trouble with buttons, zippers, snaps,
learning to tie shoes
Ages 5-9
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Trouble learning the connection
between letters and sounds
Unable to blend sounds to make words
Trouble learning basic math concepts
Confuses basic words when reading
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Consistently misspells words and makes
frequent reading errors
Difficulty telling time and remembering
sequences
Slow to learn new skills
Ages 10-13
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Difficulty with reading comprehension or
math skills
Trouble with open-ended test questions
and word problems
Dislikes reading and writing; avoids
reading aloud
Poor handwriting
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Spells the same word differently in a
single document
Poor organizational skills (bedroom,
homework, desk is messy and
disorganized)
Trouble following classroom discussions
and expressing thoughts aloud
There are a multitude of signs and symptoms children may exhibit with various learning
disabilities. Following, are some signs and symptoms associated with specific disabilities.
Dyslexia (reading): ● problems with letter and word recognition ●
problems understanding words and ideas ● trouble with reading speed
and fluency ● difficulty with general vocabulary skills
Dyscalculia (math): ● struggles with memorization and organization of
numbers, operation signs, and number facts (like 5+5=10 or 5x5=25) ●
trouble with counting principles (such as counting by 2’s or 5’s) ●
difficulty telling time
Dysgraphia (writing): ● problems with neatness and consistency of
writing ● inaccurately copying letters and words ● inconsistent spelling ●
struggles with writing organization and coherence
Dyspraxia (motor skills): ● problems with physical abilities that require hand-eye coordination,
like holding a pencil or buttoning a shirt ● unsteady balance
Dysphasia/Aphasia (language): ● inability to retell a story ● problem with fluency of speech ●
inability to understand the meaning of words, parts of speech, directions, etc.
Auditory Processing Disorder: ● inability to distinguish subtle differences in sound ● hearing
sounds at the wrong speed – both of which can make it difficult to sound out words and
understand the basic concepts of reading and writing
Visual Processing Disorder: ● missing subtle differences in shapes ● reversing letters or
numbers ● skipping words ● skipping lines ● misperceiving depth or distance ● having problems
with eye-hand coordination
ADD/ADHD
There are three primary characteristics of ADD/ADHD – inattention, hyperactivity and
impulsivity. The signs and symptoms a child with ADD/ADHD has depends on which
characteristics predominate.
Inattention: Children who only have inattentive symptoms are often overlooked since they’re not
disruptive; however they tend to get in trouble with parents and teacher for not following
directions, underperforming in school, or clashing with other kids over not playing by the rules.
Signs and symptoms include:
 Doesn’t pay attention to details
 Makes careless mistakes
 Has trouble staying focused; is easily distracted
 Appears not to listen when spoken to
 Has difficulty remembering things and following instructions
 Has trouble staying organized, planning ahead, and finishing projects
 Bounces from task to task or gets bored with a task before it’s completed
 Frequently loses or misplaces homework, books, toys, or other items
Hyperactivity: Kids with hyperactive symptoms are always moving. They may try to do several
things at once, bouncing around from one activity to the next. Even when forced to sit still,
which can be very difficult for them, their foot is tapping, their leg is shaking, or their fingers are
drumming.
Signs and symptoms include:
 Constantly fidgets and squirms
 Often leaves his/her seat in situations where sitting quietly is expected
 Moves around constantly, often runs or climbs inappropriately
 Talks excessively
 Has difficulty playing quietly or relaxing
 Is always “on the go,” as if driven by a motor
 May have a quick temper or a “short fuse”
Impulsivity: Children with impulsivity symptoms have problems with self-control and censor
themselves less than other kids do. It is twice as hard for them to follow instructions like “be
patient” and “just wait a little while”. They tend to be moody and overreact emotionally.
Signs and symptoms include:
 Acts without thinking
 Blurts out answers in class without waiting to be called on or hearing the whole question
 Can’t wait for his/her turn in line or in games
 Says the wrong thing at the wrong time
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Asks irrelevant questions
Asks overly personal questions
Invades other people’s space
Makes tactless observations
Often interrupts others
Intrudes on other people’s conversations or games
Inability to keep powerful emotions in check, resulting in angry outbursts or temper
tantrums
Guesses, rather than taking time to solve a problem
Remember, children who don’t have learning disabilities may still experience some of these
difficulties at various times. The time for concern is when there is a consistent unevenness in a
child’s ability to master certain skills.
There are, however some positive traits in children with ADD/ADHD. These can include:
 Creativity: These children can be marvelously creative and imaginative. The child who
daydreams and has ten different thoughts at once can become a master problem-solver,
a fountain of ideas, or an inventive artist. They may be easily distracted, but sometimes
notice what others don’t see.
 Flexibility: Because these children consider a lot of options at once, they don’t become
set on one alternative early on and are more open to different ideas.
 Enthusiasm and spontaneity: These children are rarely boring! They are interested in a
lot of different things and have lively personalities. If they are not exasperating you, they
are a lot of fun to be with.
 Energy and drive: These kids are motivated, they work or play hard and strive to
succeed. It may be difficult to distract them from a task that interests them, especially if
the activity in interactive or hands-on.
Next month, in Part 3 of this newsletter series, we will share what parents and educators can do
to help a child with a learning disability or learning disorder.
(Sources: www.helpguide.org; www.wired2learn.org; www.ldonline.org)
Synthetic cannabinoids are a large family of compounds that are functionally similar to THC, the
main active ingredient in marijuana. Synthetic cannabinoids are commonly referred to as K2 or
Spice. Synthetic cannabinoids, however, are not organic but are chemicals created in a
laboratory. Nebraska’s laws and statutes for synthetic cannabinoids have not been able to keep
up with the chemical equations for producing it. Companies are able to alter their products just
enough to stay within the legal confines of production. The Nebraska Legislature has attempted
twice before to craft language for statutes that is believed to be all-encompassing as chemical
compounds change. Again, during the 2014 Legislative session, Nebraska lawmakers are
tackling this issue.
According to forensic laboratory reports, the initial appearance of synthetic cannabinoids in
herbal incense products in the United States occurred in November 2008 when U.S. Customs
and Border Protection first encountered products using brand names such as "Spice." The vast
majority of cannabinoids are manufactured in East Asia, Russia and India by individuals who
are not bound by any manufacturing requirements or quality control standards. Then the bulk
products are smuggled into the United States. These chemicals are generally found in powder
form or are dissolved in solvents. Local distributors then apply the drug to the leafy material,
and package it for retail distribution. According to Internet discussion boards and law
enforcement encounters, spraying or mixing the synthetic cannabinoids on plant material
provides a vehicle for the most common route of administration – smoking (using a pipe, a water
pipe, or rolling the drug-spiked plant material in cigarette papers). They are sold under
hundreds of different brand names, including Spice, Crazy Clown, Geeked Up or Scooby Snax.
There is an incorrect assumption that these products are safe. These substances have no
accepted medical use in the United States and have been reported to produce adverse health
effects in those who abuse them.
Nebraska lawmakers have attempted to combat the challenge of synthetic cannabinoids (K2) for
several years. Nebraska state statues place drugs into classes, in the first laws regarding
synthetic cannabinoids the specific chemical compounds used to make the drug were made
illegal. Assistant Attorney General, Corey O’Brien, shared that following the first piece of
Nebraska legislation being signed in to law, he received a phone call from India asking what
chemical compounds needed to be changed to make K2 legal. In the 2014 legislative session,
the Attorney General’s office worked with Christine Gabig, Douglas County Sherriff’s
Department Forensic Scientist, to craft a bill that will address the flaws in past legislation and
potentially be most effective. LB811 was introduced by Senator Ken Schilz and is designed to
cast a wider net to the classification of synthetic cannabinoids. In LB811 the definition of
“imitation controlled substance” will be changed slightly to include “controlled substance
analogue” with the goal of being able to catch any new substances that may come out in the
future that are not already covered under previous legislation. The bill brings the classes in
Nebraska legislation current to cover the newest generation of synthetic cannabinoids that are
being seen by: a) modifying an existing class, b) adding a new class, and c) adding a catch-all
section for any cannabinoid receptor agonist (simply stated as any chemical compounds that
function similar to THC that are not FDA approved). In addition to changing the definition and
adding the catch-all the bill increases the penalties for possession of a synthetic cannabinoid.
Currently, possession is an infraction similar to possession of 1 ounce of marijuana with a $100
fine. LB811 increases the penalties for possession to a Class IV felony carrying a 0-5 year
sentence; for trafficking (distribution) it changes from a misdemeanor to a Class 3 felony. These
changes in both definition and penalties will limit new generations of chemicals that are invented
to circumvent the law and hopefully act as a deterrent to use and distribution with increased
penalties.
Paranoia, relaxation, altered perception, giddiness, panic attacks, hallucinations, anxiety and
over-activation of the central nervous system (e.g., elevated temperature, rapid heartbeat) are
common effects of the use of K2. Users report a sensation that can only be best described as a
temporary paralysis of motor movement. For example, one individual reported he was so high
that he could not tell if he was breathing anymore, but was clearly conscious. Some K2 users
report significant agitation and aggression when coming off of K2 or when they are eager for
their next fix; others may not have this experience at all. K2 users who were otherwise
completely free of suicidal thoughts said they became suicidal after using K2. Users of K2 who
overdosed reported blacking out, having seizures and vomiting. K2 appears to be stored in the
body for long periods. Those long term users have reported severe memory loss, disconnected
thought process and long term psychosis.
Get Involved – What You Can Do
Corey O’Brien, assistant Attorney General, wishes that the challenges of K2 were not a reality
for Nebraskans but knows differently. “Companies that are manufacturing these synthetic
cannabinoids are marketing to our youth and that is evident by their packaging and marketing,
using characters like Scooby Doo, Sponge Bob and Cinderella. These chemicals can be
deadly,” says O’Brien. “One law isn’t going to stop the use of K2, but our hope is that it can
save a life.” A hearing on LB811 is set in front of the Judiciary Committee for February 26, 2014
at 1:30pm. Anyone who is interested in additional information or in testifying on this bill are
encouraged to contact either Mellissa Hilty, Legislative Aide to Sen. Schilz at 402-471-2616 or
Shannon Kingery in the Attorney General’s office at 402-471-2067. Additionally, individuals can
share their support of this legislation by contacting your Legislator.
(Sources: http://www.deadiversion.usdoj.gov/fed_regs/rules/2014/fr0210.htm;
http://www.justice.gov/dea/pr/multimedia-library/publications/drug_of_abuse.pdf#page=62)
Mental health disorders in children and adolescents are caused by biology, environment, or a
combination of the two. Examples of biological factors are genetics, chemical imbalances in the
body, and damage to the central nervous system, such as a head injury. Many environmental
factors also can affect mental health, including exposure to violence, extreme stress, and the
loss of an important person.
The number of young people and their families who are affected by mental, emotional, and
behavioral disorders is significant. It is estimated that as many as one in five children and
adolescents may have a mental health disorder that can be identified and require treatment.
For many of us, it is easy to understand and relate to physical illnesses and aliments that cause
pain and suffering; a child who has lost their hair as a result of cancer treatment, for instance.
However, suffering of a child with psychiatric issues is far less obvious. Many children and
teens with emotional problems keep their pain a secret. Those that are able to express their
feelings many times do so in risky or offensive ways.
Sadly, due largely to stigma (fear, shame, and misunderstanding about psychiatric disorders),
the majority of kids never receive any professional care. Exposing myths about child mental
health is critical to getting more children the help and understanding they deserve.
MYTH: A child with a psychiatric disorder is damaged for life.
A psychiatric disorder is by no means an indication of a child’s potential for future happiness
and fulfillment. Understanding early intervention can be very effective at preventing chronic,
debilitating conditions. If parents and teachers recognize the early signs of a psychiatric
disorder, whether it’s ADHD, depression, or anxiety and help get a child treatment, he/she has a
much better chance of eliminating, or effectively managing, symptoms that would otherwise
interfere with relationships and their ability to succeed at school and at work.
MYTH: Psychiatric problems result from personal weakness.
For example, girls with anorexia are often blamed for starving themselves, but the obsessive
fears and distorted body image that drive their behavior have genetic and biological bases. We
can’t expect children and teens to have the tools to overcome anorexia (or any other psychiatric
disorder) on their own, but they can absolutely recover with the help of their parents, clinicians,
and a carefully individualized treatment plan.
MYTH: Psychiatric disorders result from bad parenting.
Most parents who have a child with a mental health disorder are very loving and supportive
parents. Generally speaking, parenting isn’t to blame.
MYTH: Therapy for kids is a waste of time.
Treatment for child psychiatric disorders isn’t old-fashioned talk therapy. Evidence-based
treatment programs for children and teens use a cognitive-behavioral therapy model that
focuses on changing the thoughts, feelings, and behaviors that are causing them serious
problems. Research has shown that there’s a “window of opportunity” where treatment
interventions are most successful. This means that early identification followed by therapeutic
intervention can help give kids the tools they need to decrease, or effectively manage, their
symptoms before they experience the stigma and negative effects of a fully developed
psychiatric disorder.
MYTH: Children are overmedicated.
Many people (including many without authority or clinical experience) have questioned the use
of medications in the treatment of childhood psychiatric disorders. Many people believe that
psychiatrists simply prescribe medication to every child they see. Yet, the reality is medication
is not the norm, as only 5 percent of children and teens are prescribed and take medication for a
psychiatric disorder. And why is it that we generally don’t doubt whether a child with diabetes or
a seizure disorder needs medication; we should take psychiatric illness just as seriously. The
larger problem is that millions of children who suffer from serious psychiatric problems never
receive any help.
MYTH: Children grow out of mental health problems.
Children are less likely to “grow out” of psychiatric disorders and more likely have more
debilitating conditions if their mental health problems are left untreated in childhood.
(Sources: www.medicinenet.com; www.speakup.childmind.org)