These are ‘hot’ topics of interest

All boy or ADHD

Is He ‘All Boy’ or ADHD?

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All Boy or ADHD?

It’s a question many parents wrestle with: “Is my son just ‘all boy,’ or could this be Attention-Deficit Hyperactivity Disorder?” From a school psychologist’s perspective, the answer isn’t about labeling typical boyhood energy as a disorder. It’s about understanding his patterns, intensity, and impact on family, friends, and school.

Boys Have Energy

Boys, by nature, often display high energy, curiosity, and a drive for movement. Climbing, roughhousing, talking endlessly about their interests are all within the wide range of typical development. The phrase “all boy” is often used to describe this spirited, active temperament. In many cases, that energy can be channeled productively with structure, clear expectations, and opportunities for physical activity.

Characteristics To Look For in Your Boy

However, ADHD is not simply “more energy.” It is a neurodevelopmental condition characterized by persistent patterns of inattention, impulsivity, and/or hyperactivity that are inconsistent with developmental level. The key distinction lies in how much these behaviors interfere with daily functioning. For example, does your child struggle to follow simple routines even with support? Are teachers consistently reporting difficulty with focus, organization, or impulse control? Do social challenges arise because of interrupting, difficulty waiting, or emotional reactivity?

Another important factor is consistency across environments. A child who is only highly active at home but functions well at school, with peers, and in structured settings is less likely to meet criteria for ADHD. In contrast, ADHD-related behaviors tend to show up across multiple settings in home, school, or social situations despite appropriate supports.

Duration also matters. All children go through phases of increased activity or distractibility, particularly during times of stress or transition. ADHD, however, reflects a longstanding pattern, typically evident before age 12 and persistent over time.

First Steps to Take

Before pursuing a formal evaluation, there are several practical steps parents can take. First, establish predictable routines with consistent wake times, homework schedules, and bedtime can significantly improve attention and behavior. Second, limit screen time and increase opportunities for physical movement throughout the day. Third, communicate with your child’s teacher to implement simple supports such as preferential seating, clear instructions, and frequent check-ins. These strategies not only help clarify whether concerns persist despite intervention, but they also provide valuable information if an evaluation becomes necessary.

I encourage parents to move away from the either/or mindset. It’s not about dismissing concerns as “just boy behavior,” nor is it about rushing to a diagnosis. Instead, observe, gather input from teachers, and consider a comprehensive evaluation if concerns persist. We want to give you understanding to help him reach his potential.

Ultimately, understanding your child’s unique profile of strengths and challenges alike allows you to respond with the right supports, whether that means structure and outlets for energy or targeted intervention.

Call Call (561) 625-4125 to discuss your child.

 

Why Autism in Girls Is Easy to Miss

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She doesn’t look autistic.  Autism in girls does not look the same. For girls, it often presents in ways that are quieter, more subtle, and more frequently overlooked. For years, autism research and diagnostic criteria were largely based on how it appears in boys. As a result, many girls with autism go undiagnosed or are labeled as anxious, shy, or socially immature rather than recognized as neurodivergent.

Girls Mask Symptoms

One of the primary reasons autism presents differently in girls is due to “masking.” Many girls are highly motivated to fit in socially and will consciously or unconsciously imitate peers by copying facial expressions, rehearsing conversations, or forcing eye contact. While this can help them blend in on the surface, it often comes at a significant emotional cost, leading to exhaustion, anxiety, and burnout. Because these girls may appear socially competent in structured settings like school, their struggles can be easily missed by educators.

Social Interests

Girls with autism also tend to have interests that appear more socially typical. While a boy might have an intense interest in trains or numbers, a girl might develop a deep, all-consuming interest in animals, books, celebrities, or friendships. The key difference is not the topic itself, but the intensity and rigidity of the interest which is often overlooked because the content seems age-appropriate.

Girl Drama

Social differences in girls can also be more nuanced. Rather than being obviously withdrawn, some girls with autism may be overly social but struggle with the depth and reciprocity of relationships. They may have difficulty navigating complex social dynamics like friendships, gossip, or unspoken rules, which become more demanding in later elementary and middle school years. This is often when challenges become more visible.

Internal Struggles

Additionally, girls are more likely to internalize their difficulties. Instead of external behaviors like impulsivity, they may experience anxiety, depression, or low self-esteem. This internalizing profile can further mask the underlying autism and delay appropriate identification and support.

Recognizing how autism in girls presents is critical. When we test and identify early, support can be provided to help her thrive. Call (561) 625 4125 to discuss your child. We are all parents too so we understand your concerns and the need for answers.

IEP advocate

Benefits of Advocating for an IEP

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Advocating for an IEP. Many parents sense that their child is struggling in school long before a formal plan is put in place. You may notice difficulties with reading, writing, attention, or anxiety, yet feel uncertain about how to navigate the complex special education process. In these moments, a testing your child to give additional understanding can make a meaningful difference.

Testing is Step 1

School neuropsychological testing provides answers to your intuitions. Testing reveals your child’s strengths but also provides needed data to explain your child’s hidden weaknesses and how those are interfering with learning. Once schools have unbiased data and the report with recommendations, they can move forward with an Individualized Education Plan (IEP).

For many families, the experience can be transformative. As one parent shared, “With your testing report and the advocate, our son qualified and received an IEP for specialized instruction. We were greatly relieved and encouraged that he would now receive the additional support needed for him to thrive.”

Benefit 1

Testing combined with advocacy gets real results. A special education advocate is a professional who understands the laws, procedures, and language of the educational system and helps your work collaboratively with schools to secure appropriate services for your child. If you feel overwhelmed by acronyms, eligibility criteria, and evaluation data, an advocate provides clarity and guidance.

Benefit 2

Advocates also help you prepare for school meetings. Eligibility meetings, IEP meetings, and school conferences can feel intimidating. An advocate helps you organize concerns, develop key questions, and ensure that the conversation remains focused on your child’s needs. Their presence often helps create a more balanced discussion and ensures that important points are not overlooked.

Benefit 3

Another key role of an advocate is helping ensure that children receive appropriate supports and services. This might include specialized instruction, accommodations, or related services. Advocates understand how to align evaluation data with educational eligibility categories and service recommendations.

Ultimately, an advocate strengthens the partnership between families and schools. By helping you understand the process, interpret data, and communicate effectively, advocates help ensure that your child receives the educational support necessary to reach their full potential.

Have Concerns About Your Child and Advocating for an IEP?

Call (561) 625 4125 to discuss your child and dyslexia, learning disabilities, dyslexia, ADHD, autism, or anxiety. Learn more at www.JimForgan.com. You can locate an advocate at www.labyrinthconsultingpbc.com/about/ or kbpspecialinsights.com.

Dyslexia Demystified: Signs, Symptoms, and Support Strategies

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Dyslexia is one of the most common learning disabilities, affecting an estimated 1 in 5 people, but it is also one of the most misunderstood. Dyslexia is not a problem of intelligence, motivation, or vision. It is a neurobiological difference in how the brain processes language with the sounds within words and the way those sounds connect to letters. With the right support, individuals with dyslexia can become confident, successful readers.

What Is Dyslexia?

Dyslexia primarily affects reading accuracy, fluency, spelling, and decoding. People with learning disabilities of dyslexia have difficulty breaking words into their component sounds and linking those sounds to written symbols. This makes learning to read and spell more effortful and slower, even though overall thinking and reasoning skills may be strong.  Dyslexia exists on a spectrum and often co-occurs with ADHD, dysgraphia, or language-based learning differences. Because of this, dyslexia can look different being more noticeable in boys and less in girls, who mask their difficulties through hard work and compliance.

Common Signs

In young children, early signs may include delayed speech, trouble rhyming, difficulty learning letter names and sounds, or mixing up similar-sounding words. As children enter school, dyslexia show up as early as halfway through kindergarten. Young students have trouble remembering letter sounds and remembering sight words. Many students are slow readers and guess at words. They avoid reading aloud for fear of embarrassment. Older students may read fluently but struggle with comprehension. Emotional signs are also common. Many children with dyslexia become anxious or believe they are “not smart” because school feels so much harder for them.

Evidence-Based Strategies

The gold standards for dyslexia intervention are Structured Literacy, an explicit, systematic, and multisensory approach to teaching reading and programs based on Orton-Gillingham principles.  These programs teach phonics, decoding, spelling, and language structure in a clear, step-by-step way.  With early identification, effective instruction, and emotional support, dyslexia does not have to limit your child’s future. Evaluating and understanding are first steps to empowering it.

Call (561) 625 4125 to discuss your child and dyslexia, learning disabilities, dyslexia, ADHD, autism, or anxiety.

autism boy

Social Struggles Can Point to Autism

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A mom contacted me because she was concerned about her adolescent son and wrote, “I wish he could understand social issues so he could respond appropriately. Sometimes I think people take advantage of him.” She wanted to know if his social issues could be related to autism or something else.

Autism is a Social Disorder

It’s understandable for you to wonder about autism when you see your child struggling with social understanding. This mom recognized this was one sign and that further exploration might be helpful. Social difficulties can come from many different causes such as autism, ADHD, social anxiety disorder, language delays, or personality traits such as being an introvert. Thus, social difficulty does not automatically point to autism, but it can be one piece of the puzzle.

Evaluating for Autism and Other Social Concerns

You may want to consider an evaluation if three or more autism-related traits are present, such as difficulty reading body language, voice tone, or unspoken rules, very literal thinking, challenges with back-and-forth conversation, trouble making or keeping friends, sensory sensitivities, rigid routines, a strong discomfort with changes, or unusual social communication skills.

If the concern about social vulnerability is part of a larger pattern, an assessment may be appropriate. Our evaluations help provide you with answers and clarity. Testing helps answer questions such as: “What exactly is he struggling with? How can we support him best?  Are there services or strategies that could make life easier for him?”  Parents often find relief in having clear guidance, whether or not an autism diagnosis is given.

Wonder About Autism?

Contact us if you wonder about autism and feel your child is consistently misunderstood socially, easily manipulated or taken advantage of, unsure how to set boundaries, or confused by peers’ behavior.  Our school neuropsychological testing will help give answers and guide you toward meaningful next steps.

Call (561) 625 4125 if you would like to discuss your child and your concerns for possible autism, social difficulty, learning disabilities, dyslexia, ADHD, or anxiety.