Study: Early-childhood attention skills help predict long-term academic success better than IQ, socioemotional skills, or socioeconomic status

By Dr. David Rabiner | August 2, 2016

—– Which ear­ly child char­ac­ter­is­tics pre­dict long-term aca­d­e­m­ic achieve­ment and edu­ca­tion­al attain­ment? Research has focused on the role of ear­ly aca­d­e­m­ic skills, learn­ing enhanc­ing behav­iors, and socioe­mo­tion­al com­pe­ten­cies as pre­cur­sors of aca­d­e­m­ic suc­cess. Iden­ti­fy­ing the rel­a­tive con­tri­bu­tion of each to children’s long-term aca­d­e­m­ic achieve­ment is impor­tant as it can inform the skills on which early…

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Study: Neonatal MRI scans of preterm children can help predict cognitive and academic problems, and guide early interventions

By SharpBrains | September 18, 2015

Pre­dict­ing future cog­ni­tion in preterm chil­dren with MRI (Oxford Uni­ver­si­ty Press blog): “In the wake of the devel­op­ment of advanced neona­tal inten­sive med­ical care, more and more chil­dren born preterm man­age to beat the pre­vi­ous­ly tough odds…While this is one of the suc­cess sto­ries of mod­ern med­i­cine, long-term fol­low-up of pre­­ma­­ture-born pedi­atric cohorts show that…Many children…

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To improve academic outcomes, children with ADHD need both medication and non-medication treatments

By Dr. David Rabiner | March 11, 2015

. Aca­d­e­m­ic prob­lems are extreme­ly com­mon in chil­dren with ADHD, and often the issue that leads to refer­ral for an ADHD eval­u­a­tion. Aca­d­e­m­ic out­comes can be mea­sured in 2 dif­fer­ent ways — aca­d­e­m­ic achieve­ment and aca­d­e­m­ic per­for­mance — and both are com­pro­mised in chil­dren with ADHD. Aca­d­e­m­ic achieve­ment refers to the infor­ma­tion and skills that children…

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Study: Dyslexia not related to intelligence. Implications for discrepancy model?

By SharpBrains | November 6, 2011

NIH-fund­ed study finds dyslex­ia not tied to IQ (NIH press release): — “Regard­less of high or low over­all scores on an IQ test, chil­dren with dyslex­ia show sim­i­lar pat­terns of brain activ­i­ty, accord­ing to researchers sup­port­ed by the Nation­al Insti­tutes of Health. The results call into ques­tion the dis­crep­an­cy mod­el — the prac­tice of classifying…

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Does ADHD medication treatment in childhood increase adult employment?

By Dr. David Rabiner | July 18, 2011 |

Although ADHD used to be con­sid­ered a dis­or­der of child­hood, fol­low-up stud­ies indi­cate that between 30% and 60% of chil­dren with ADHD con­tin­ue to expe­ri­ence symp­toms and impair­ment in adult­hood. And, even when ADHD symp­toms decline over time, many indi­vid­u­als con­tin­ue to expe­ri­ence sig­nif­i­cant impair­ment in impor­tant areas of func­tion­ing. For exam­ple, chil­dren with ADHD have 

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Should Social-Emotional Learning Be Part of Academic Curriculum?

By Greater Good Science Center | August 22, 2008 |

The Secret to Suc­cess New research says social-emo­­tion­al learn­ing helps stu­dents in every way. — by Daniel Gole­man Schools are begin­ning to offer an increas­ing num­ber of cours­es in social and emo­tion­al intel­li­gence, teach­ing stu­dents how to bet­ter under­stand their own emo­tions and the emo­tions of oth­ers. It sounds warm and fuzzy, but it’s a trend…

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