Learning a second language is part of almost every student’s academic process. But, for some, acquiring a second language is not possible for several reasons. Those with certain developmental disabilities often cannot learn a second language. There are other individuals who struggle to learn the required foreign language in middle school or high school no matter what interventions are provided. Studies suggest that people who struggle to learn a foreign language have brains that are not wired to retain certain linguistic skills. The areas of the brain utilized in learning a foreign language include the parietal lobe, temporal lobe and occipital lobe in the left hemisphere. The Wernicke area and Broca area within these regions allow us to understand, recognize, read and speak language. For those with language-based learning disabilities, learning a foreign language beyond a semester or two will probably not be successful. For individuals with phonological difficulties (problem putting sounds together and breaking them down) and orthographic difficulties (sound-symbol tasks), learning a foreign language will not be possible.

For most individuals who are may have a more mild level of learning disability or speech/language disorder, a combination of accommodations and academic support can help them learn and pass their foreign language courses successfully. A foreign language waiver may be appropriate for the following individuals with more moderate to severe issues: those with delayed speech, frequent ear infections in childhood, reading disorders, and/or writing disorders. Testing for a Foreign Language Waiver may involve the following tests: Modern Language Aptitude Test (MLAT), Wechsler Adult Intelligence Scale-Fifth Edition (WAIS-V), Woodcock Johnson Tests of Achievement-Fourth Edition (WJ-IV), Delis Kaplan Neuropsychological Test of Executive Functioning, Comprehensive Test of Phonological Processing-2nd Edition, and the Test of Orthographic Competence.

Do you think your child might have a learning disability? The signs of learning disabilities begin at an early age but can be overlooked or missed often until the 2nd or 3rd grade when a focus on testing and independent work becomes more common. Teachers and parents alike often shrug the signs off. They believe that the child will catch up or may just “not be interested” in learning.

While in reality, the child is trying their best to keep up with classmates while falling further behind.

Therefore, as parents and teachers, it is our responsibility to bring the right support to the table for this child. The best way to do this is to proceed with a learning disability test and learning disability evaluation. The IDEA (Individuals with Disabilities Education Act) permits your child to have a free evaluation and diagnostic test through your local school district if a panel of experts believes that a learning disability is inhibiting their education.

You love your partner with ADHD. When you first started dating, it was exciting to be with someone so spontaneous, active, and outgoing. You may have thought very little about their ADHD because it didn’t stop them from being an exciting and loving partner. Yet once the honeymoon period was over and you started to build a life together, problems began to pop up. Maybe your spouse needs to follow a regimented routine to remember everything they have to do, and they become extremely stressed when you have to stray from it. Maybe they become so immersed with tasks that you are always late to every social event. It could be that they never seem to hear you when you ask them to do something. Regardless of the specific situation, while it’s easy to love your spouse with ADHD, it isn’t always easy to live with them. The symptoms of ADHD often interfere with daily living, and when you spend every day with someone, you’re bound to be impacted by their quirks. That being said, there are ways to make both of your lives easier—it just takes some empathy and proactive communication.

When you have attention-deficit/hyperactivity disorder (ADHD), things that may seem simple to some can feel overwhelming. Balancing work, your personal life, and your household can feel like you are juggling, and not very well. There are many challenges that come with being an adult with ADHD. Fortunately, with a little attention to self-management and care, you can live an organized life, leading to a greater sense of self-worth. It doesn’t happen overnight, but with the right attitude and some practice and patience, ADHD doesn’t have to stop you from reaching your full potential or feeling like you have control over your life.

Picture a person with depression and what they might be feeling. Chances are, you see someone curled up into a ball, crying. While extreme sadness is one symptom of depression that many people experience, this condition does not manifest in the same way for everyone. As a result, depression often goes overlooked until it starts to interfere with daily life. Educating yourself on the lesser known symptoms of depression may help you recognize them in yourself or someone you know. In this blog, we will go over some depressive symptoms about which not everyone knows.

When you have an anxiety disorder, every day is living in a storm of debilitating, worried thoughts. While not every anxiety disorder is the same and everyone experiences it differently, it may comfort you know that you’re not alone; it is estimated that 19 percent of Americans experience severe anxiety. Anxiety can be incredibly paralyzing, making it difficult to function. Fortunately, there are certain ways you can potentially reduce your anxiety symptoms. Many people find that therapy and/or medication help to manage their anxiety, but this should also always be paired with certain self-care measures. In this blog, we will go over some self-care measures you can put in place in your daily life to help you cope with your symptoms.

“People with ADHD have more thoughts before breakfast than most people have all day.”- Anonymous

The above quote indicates how people with Attention-Deficit/Hyperactivity Disorder (ADHD or ADD) are comparatively more energetic, creative, and spontaneous in their daily lives. For a child with ADHD (or ADD), it can be difficult to get going in the morning and transition from home to school. Also, while in school, a child or adolescent with ADHD (or ADD) can struggle to transition between subjects and activities.

While children with ADHD have multiple strengths that can help them become very successful in the future, there are certain problems associated with the condition that can interfere with several aspects of their lives including home, academic, and social activities.

Most of us find it difficult to sit still, maintain focus, or control impulsive behavior sometimes. However, such problems are way too pervasive and persistent in people having ADHD disorder. ADHD, a chronic neurodevelopmental disorder, is estimated to affect around 11% of school-going children, causing symptoms such as immense hyperactivity and/or incapability to pay adequate attention or maintain focus for extended periods of time.

The end of the summer can be very upsetting for many students. Going back-to-school means having a hectic schedule, lots of homework, and the same boring “early to bed and early to rise” routine. Many children and teenagers also experience difficulty with transitions and “switching” their brain back to learning mode after a summer of camp, relaxation, and family vacations.

While a majority of the students find the transition from vacations to school stressful, a few of them find it literally unbearable and extremely anxiety-provoking. Such students can face anxiety disorders and extreme mood swings that are much severe than normal back-to-school jitters.

Back-to-school anxiety might be the reason behind their impulsivity, tantrums and sudden complaining of headaches and stomachaches. It can also be very difficult to suddenly change a lax summer bedtime schedule back to an earlier time for the start of the school year.

Generally, back-to-school anxiety is a result of over thinking which pre-occupies the mind of a student, making them more anxious and nervous. Most of the time, their thoughts usually consist of:

• “Who will be my new teacher?”
• “Will I be allowed to sit with my best friend or will the seating arrangement change again?”
• “Who will I sit next to during lunch time?”
• “Will the new classmates accept me?”
• “Will I manage to get good grades?”

So often we see on social media, or hear in movies and TV shows, the overblown and very hyperbolic statement, “[insert innocuous thing here] I’m so depressed now!” More often than not, someone claiming to be “so depressed” in their social media posts is doing so to be purposefully dramatic for effect, when they are not, actually, depressed at all. They may be sad, melancholic, bummed out, or downright annoyed but, more often than not, this is not Depression with a capital D. When we talk about depression, we mean the actual neurological and psychological mental disorder that can deeply affect those who suffer from it. So, what’s the difference?

Generally, people find it very daunting to visit a psychologist in order to have a psychological evaluation. This fear increases when the couple is planning to adopt a child especially after more than a few unsuccessful attempts to conceive a child of their own. They might be going through severe frustration and dilemma plus are not ready to take any chance that would not allow them to have a child. However, having pre-adoption psychological evaluation is very imperative for the healthy upbringing of the child. Furthermore, it helps the potential adoptive parents to give their best in the future. Hence, it is a mandatory step of international adoption process.

For every country, the requirements might differ but the process of pre-adoption psychological testing remains the same. The length of time for pre-adoption psychological evaluation interview is approximately three to four hours. The interview is divided into two main segments. The first hour is dedicated to the one-to-one interview between potential adoptive parents and the psychologist. Typically, we see each parent separately and then together as a couple. The last two hours are reserved for the true or false assessment known as Multiphasic Personality Inventory-2 or the MMPI-2.

Any individual suffering from any type of physical or mental disability can come across several kinds of challenges and hurdles in their daily life. Students spend most of their time at schools or colleges where they are promised a nurturing and healthy learning environment. Therefore, in order to diminish any sort of discrimination and difficulties faced by the students who are not eligible for special education but are going through some sort of disability, the federal government has come up with the solution in the form of Section 504 of the Rehabilitation Act of 1973. At Dr. Angela Reiter & Associates in Eastchester, NY we routinely conduct psychological evaluations to assist your child in obtaining a 504 Plan for Anxiety. We also participate in 504 Plan meetings both in person and via telephone.

IEP (Individual Education Plan) is a term that seems to be getting increasing attention in the news across the country in recent years. If you have a child who has a mental health disorder or a learning disability, you are likely familiar with it already – and if you aren’t, you may want to learn more! The IEP is a system developed for public schools across the United States; it is designed to ensure that any child with a disability reaches educational goals. Each IEP is designed through IEP testing and planning between parents and the school to determine the best way to help each student individually.

Do you ever get the feeling, like Chicken Little, that the sky is falling and there’s no way to survive? Or maybe you feel a recurring feeling of choking, chest pain, or shortness of breath that comes out of nowhere and goes away just as suddenly. When it comes to panic attacks, you may not even realize that’s what you’re experiencing until you’re in the ER waiting to be seen for symptoms that have gone away and left little or no trace.

Panic Attacks are very real, but the symptoms can vary from person to person. For some, they may feel as overwhelming and painful as a heart attack, while for others it could feel more like an asthma attack. No matter what your symptoms, panic attacks can be a sign of related problems, so it’s important to see a psychologist and begin treatment because, even if your symptoms are mild, they can lead to other health problems as time continues. But how do you know what you’re experiencing is a panic attack? Read on for panic attack basics and what you can do about them.

At Dr. Angela Reiter & Associates in Eastchester, NY, we can assist you in determining whether an IEP (Individualized Education Program) or a 504 Plan is more appropriate for your child or adolescent experiencing anxiety. A federal law called the Individuals with Disabilities Education Act (IDEA) requires that public schools create an IEP for every child receiving special education services. Kids from age three through high school may be eligible for an IEP. An IEP is meant to address each child’s unique learning issues and include specific educational goals. An IEP includes: A statement of how your child is doing in school now, annual educational goals, special education supports and services, modifications and accommodations, accommodations allowed when taking standardized tests, how and when the school will measure and review progress toward annual goals, as well as transition planning. Accommodations are changes in how a child shows what he or she has learned, such as extra time on tests. Modifications are changes in what is taught to or expected of a student. It is important to understand that a physician or another medical professional (like a psychologist) and not the school, can diagnose medical and psychiatric conditions. This includes ADHD, learning disabilities, mood disorders, and anxiety. School evaluators don’t offer “diagnoses.” A comprehensive evaluation is often necessary to provide an accurate diagnosis and then recommend the accommodations and modifications for an IEP Plan.

Whether you’re looking for yourself or for your child, picking the right psychologist is imperative to truly get the help you need. Since your mental well being is so important, picking a psychologist goes beyond simply scrolling through the yellow pages (if you even have a phone book) and picking the first name on the list. No, picking a psychologist should start with consulting your usual physician, but doesn’t even stop there. At Dr. Angela Reiter’s office, we want you to trust that you are working with the right psychologist to best help you or your child. If you’re looking for a psychologist, here are some questions to ask: