"Challenging Kids, Challenged Teachers is an amazing book that every teacher, principal, school nurse, and counselor should own. Packer and Pruitt have created a comprehensive guide for understanding and managing child psychiatric problems in the classroom setting that is scientifically based, yet extremely practical and user friendly. The 'Tips and Tricks' and other classroom tools are based on proven methods and reflect the compassion and experience of these two highly regarded educators."
-John Piacentini, Ph.D, Professor of Psychiatry and Biobehavioral Sciences
Director, UCLA Child, OCD, Anxiety and Tic Disorders Program, UCLA Semel Institute for Neuroscience and Human Behavior

"This large book is a comprehensive demystification of how children's neuro-developmental disorders with their variable social-emotional-behavioral profiles induce the impediments so challenging to those given the task to teach them. To better grasp the complexity of these disorders, to learn the skills of observation, to understand the meanings and purposes underlying behaviors, and to implement compassionate and effective interventions is to develop a learning environment where the struggling student absorbs the enthusiasm and resilience needed to succeed, despite the challenges. This is an essential book for any educator who may work with children with diagnoses of these disorders. in today's inclusive classroom, this applies to all teachers. Among the disorders described are ADHD, Tourette's OCD, anxiety disorders, executive dysfunction, mood disorders, Asperger's, nonverbal learning disability, oppositional defiant disorder, as well as a host of symptoms that can be observed but don't necessarily fit into discrete diagnoses.

Packer and Pruitt present well-organized chapters that describe disorders, their influences on specific learning tasks, suggested assessment tools, and substantial lists of practical strategies that are both child- and teacher-friendly. Of particular importance are the BOLO ('be on the lookout') sections where the issue of co-morbidity is underscored. Initial diagnoses don't always tell the whole story. Teachers need to observe and detect the signs of other possible conditions and disorders. The short vignettes that illustrate various disorders should help the educator not only to understand the core symptoms but also to detect the subtle behaviors that undermine progress. When describing symptoms, Packer and Pruitt help the reader to understand that one of the hallmarks of neurodevelopment disorders is variability. For example, repetitive or preservative behaviors are seen in OCD, Tourette's, and spectrum disorders; handwriting issues look different with disorders; and 'school refusal' may be a feature of several diagnoses.

Throughout the book, concepts and explanations are nearly summed up in CliffsNotes-like sentences. Packer and Pruitt offer a great many insights into the symptoms of disorders that generate fresh ways to think about and deal with the resulting behaviors. For example, relative to OCD, children may 'describe obsessive thoughts as voices in their heads that are different from their internal voices. Do not assume that the voices represent a psychosis. In the majority of cases, it is simply the child trying to disown the upsetting thoughts by assigning them to someone else’s voice.' (p. 31)

The chapter on memory deficits and slow processing speed helps the reader understand the different kinds of memory and the relationship between performance and foundational factors, that is, level of arousal, attention, comprehension, language competence, control of anxiety, control of hyperactivity, control of obsessions/compulsions, control of mood, control of sensory distractions, and so on.

The description of Asperger's syndrome (AS) and nonverbal learning disability (NLD), though short, is one of the better comparisons for differential diagnosis I’ve seen, especially in describing NLD as a more debilitating disorder than AS. Distinguishing these two disorders is routinely challenging because of the great deal of overlap, but this chapter will help clear away the smoke. I only wish there were more information regarding the psychological vulnerabilities of the NLD group.

In a lengthy separate section, the authors describe academic issues in terms of the behaviors that interfere with performance. There are excellent strategies for writing, math, reading, and homework that take into account the problematic symptoms of the various disorders. In addition, the book offers specific teacher-friendly assessment tools and interventions for managing behaviors the may persist even after accommodations and modifications have been put in place. Pay attention to the techniques to avoid! Too often, well-intentioned educators have sown the seeds of discouragement, school avoidance, depression, or worse.

The authors emphasize the importance of parents and teachers understanding each other's perspectives. Both authors have struggled with their own children's neuro-biological disorders. The stress of understanding their behaviors, finding appropriate help, and coping with the effects on themselves and their families has impelled them to produce a book that 'will help educators recognize and become more aware of what their students and families are experiencing.'

Although this book focuses on the needs of classroom teachers to understand and effectively teach all their students, it should be on the office shelf of any practitioner who seeks to understand and help the school-age child with a neuro-developmental disorder."
-The Educational Therapist, Volume 32, Number 1, Winter 2011

"This is an excellent book of information and educational resources written by two special education professionals who are parents of children with a variety of neurological disorders. They establish the context early in the book with seven Sanity-Saving Premises, including principles such as 'co-morbidity is the rule' and 'plan to change the environment before changing the student.' Their goal is to increase teachers' awareness and understanding of a variety of neurodevelopment disorders (including how often and in what ways they overlap), their impact in the classroom and home, and practical strategies (especially accommodations) for managing the classroom. Support for both child and family is shown with a strong client-centered approach.

A description of 13 disorders is followed by a thorough review of eight academic (or occupational performance) issues and many resources. These are accompanied by useful tables, summaries, checklists, and guidelines (in print, CD and web site). The in-depth description of the multiple factors affecting behavior easily fits within the constructs of person (child characteristics), environment (home, peer, classroom, and teacher) and occupation (curriculum). References and descriptions of occupational therapy services are largely appropriate and the authors state their preference for in-class and resource services over pull-out therapy.

Most of the book is well-written and formatted, although wordy and repetitive in places. Colored edges and more bulleting would facilitate finding information easier within the 329 pages. It is disappointing that Developmental Coordination Disorder is listed often as a co-morbid or associated disorder but is not described fully, given its relatively high prevalence. However, this is recommended as a relevant resource for occupational therapists working with children and adolescents."
-Canadian Journal of Occupational Therapy, October 2011, 78(4) 229

"Packer and Pruitt offer teachers a comprehensive approach to addressing the educational needs of children with disorders that make conventional classroom experiences particularly challenging. With specific classroom strategies and clear explanations of disorders, the book is a practical and comprehensive guide. Subjects covered include: sensory hypersensitivity, the factors that impact the severity and frequency of TS-related tics, the factors that contribute to behavior problems, relaxation techniques and a functional behavior checklist. The book includes a CD-Rom."
-Inside TSA (Tourette Syndrome Association, Inc.), Winter 2010

"Abnormalities rooted in the frontal lobe of the brain can affect learning, behavior, and motor functioning for children, leading to challenges in the classroom as well as in the home. Experts have come to believe that students with one neurological condition often have one or more other conditions, which can lead to confusing symptoms and diagnoses. 'To capture the idea of multiple diagnoses, think of blowing bubbles using a bubble wand,' the authors write. 'The bubbles may come out one at a time, but usually there is some amount of overlap with other bubbles (or in this case, disorders.)'

Leslie E. Packer and Sheryl K. Pruitt have put together a comprehensive look at the many neurological conditions that may impact a child’s academics, conduct, and social relationships. The authors are educators and parents of challenged children. Through their extensive research, education, and life experiences, they have put together a solid description of each condition and practical suggestions for dealing with children who have them.

These conditions include Tourette’s syndrome, obsessive-compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), learning disability, Asperger’s syndrome, anxiety disorders, depression, executive dysfunction, sensory processing disorder, bipolar disorder, and others.

The authors contend that when a child has a neurological disorder, it requires that parents and educators work together to provide the child with the best environment for them to succeed and even thrive. Challenging Kids, Challenged Teachers offers strategies that can help busy teachers handle these challenging children in the classroom.

The book is intended primarily for educators and parents, but also for other professionals who work with children with neurological disorders. As parents, the authors understand how neurologically impaired children are often misdiagnosed and misunderstood. As professionals, they know that teaching these children and keeping order in the classroom is often difficult. Packer and Pruitt share their knowledge with tolerant and helpful support for everyone involved. They offer practical suggestions to improve social skills and peer relationships and tips for how to get homework done and improve collaboration between home and school.

Leslie E. Packer, Ph.D., is a psychologist in New York and the author of the award-winning Web sites,
Tourette Syndrome "Plus" and SchoolBehavior.com. Sheryl K. Pruitt, M.ED., ET/P, is an educational consultant and therapist. She co-authored the books Teaching the Tiger and Tigers, Too, which address neurologically impaired children.

A comprehensive resource guide, appendix, glossary of terms and acronyms, and index, along with an accompanying CD-ROM of charts, checklists, surveys, and reporting forms are included. While Challenging Kids, Challenged Teachers is filled with complex information, it will be easily understood by lay readers. It is an important resource for parents and professionals alike."
-ForeWord Reviews, July 2010

"Packer and Pruitt have crafted an invaluable set of practical tools (‘Tips and Tricks’) for teachers to help some of the most challenging students succeed. Built on decades of professional and personal experience as educators, parents, and advocates, this volume is filled with first-hand, user-friendly knowledge. I highly recommend it!"
-James F. Leckman, M.D., Professor of Child Psychiatry, Pediatrics and Psychology, Child Study Center, Yale University

"There is not a section in this book that is not captivating, relatable and helpful. I have a degree in education; I am the mother of a 16-year-old son with Tourette Syndrome and a Social Service worker who advocates daily for people asking for help. Whoever you are and where ever you are in your journey, the 'challenge' is always easier when you take the hand of those who have traveled before you. These pages are filled with wisdom and hope for all who will travel with them."
-Kellie Gilpin, parent and Child Welfare Specialist II, Dept. of Human Services

"Challenging Kids, Challenged Teachers provides practical and easily accessible information for front line educators. The authors bring to the work their extensive experience as both seasoned professionals and parents of challenging kids, speaking with compassion for students and teachers alike. With strong research and clinical foundations, this book strikes the crucial and difficult balance between providing accommodations for challenging students and helping them develop effective strategies for independently managing daily school and life demands. Kudos are due the authors for providing such a well-written and authoritative compendium of ways to help teachers of students with neuro-developmental disorders."
-Joyce Cooper-Kahn, Ph.D. and Laurie Dietzel, Ph.D., co-authors Late, Lost & Unprepared

"Challenging Kids, Challenged Teachers provides a long overdue look at the confusion presented by the alphabet-soup approach to children identified with basal ganglia-related disorders. The authors do an excellent job sorting these many clusters of neurobiological symptoms into understandable groupings, and provide a close look at the interrelationship between these disabilities. Using their BOLO, 'be on the lookout for' approach, a teacher can see behaviors and their relationship to interrelated disabilities. The added value then becomes the excellent strategies outlined to address the techniques a teacher can use to serve each child's special functioning needs. The volume is a must read and a vital reference."
-Joan K. Teach, Ph.D., Special Educator and Educational Consultant, Community Resource Center, Atlanta

"This volume will be a great boon to educators working with children and adolescents who struggle with psychiatric disorders and/or learning disabilities. It is filled with new and creative ideas and strategies that will lessen the difficulties, and help these students experience success throughout the school day. I highly recommend this compassionate and intelligent book."
-Janice Papolos, co-author, The Bipolar Child

"Sherry Pruitt and Leslie Packer have outdone themselves this time. Challenging Kids, Challenged Teachers will be a resource that parents and educators will cherish forever as it demonstrates what is best for children. This book will undoubtedly make a difference in communities around the nation!"
-Brad Cohen, President of Brad Cohen Tourette Foundation and author of Front of the Class: How Tourette Syndrome Made Me the Teacher I Never Had