By: Michelle Hintz, PsyD One of the most common misunderstandings I encounter as a psychologist is the belief that a child who has a 504 Plan must have been diagnosed with ADHD. Sometimes parents assume it. Sometimes teachers assume it. Occasionally, even healthcare providers reviewing records make that assumption. Yet a 504 Plan, by itself,
A 504 Plan Is Not a Diagnosis Read More »
Understanding the Importance of Disclosure, Collaboration, and Support One of the most emotional and difficult decisions parents often face after their child receives a diagnosis is whether or not to inform the school. Whether the diagnosis is related to ADHD, Autism Spectrum Disorder, a Developmental Delay, Anxiety, a Learning Disorder, or another neurodevelopmental or emotional
“Should We Tell the School About Our Child’s Diagnosis?” Read More »
By: Michelle Hintz, PsyD As a psychologist with nearly 25 years of experience, I’ve encountered numerous urgent requests from parents seeking same-day appointments after their child was suspended for being labeled a threat at school. Whether the threat is verbal or behavioral, schools are tasked with enforcing policies that prioritize safety above all else. But
In the diverse landscape of inclusive classrooms, the overall development and success of every student depends upon the collaboration of all professionals. Two significant contributors to this collaborative effort are “School Shadows” (often referred to as paraprofessionals), and Registered Behavior Technicians (RBTs). While both positions share the common goal of supporting students, they differ significantly
Navigating Classroom Support: Distinctions Between School Shadows and RBTs Read More »