Brain Based Interventions v 17 Canada

Lynne Kenney, PsyD

www.lynnekenney.com

@drlynnekenney

Brain-Based Interventions

2014

Becoming A Brain-Based Educator & Clinician

TODAY’S LANDSCAPE

Defining brain-based interventionsApplied NeuroscienceMisbehavior as brain functionNeurocognitive InterventionsSkill analysis and interventionPlay Math (STM, WM, VSM, M2T)

WHAT IS A BRAIN-BASED INTERVENTION?

An intervention that engages cognitive or motor parts of the brain

One that increases neuronal communication

One that builds skill setsOne that increases collaborative

parenting strategies

NEUROSCIENCE IN EDUCATION

GET AHEAD IN THE GAME

Brain Facts – Society for Neuroscience

Social by Matthew Lieberman

Conference videos www.eatonarrowsmithschool.com

SUBCORTICAL STRUCTURES

Subcortical Structures and Cognition: Implications for Neuropsychological Assessment ~ Koziol and Budding

Sensory Integration, Sensory Processing, and Sensory Modulation Disorders: Putative Functional Neuroanatomic Underpinnings Leonard F. Koziol & Deborah Ely Budding & Dana Chidekel Cerebellum. 2011 Dec;10(4):770-92.

The Cerebellum: Brain for an Implicit Self by Ito, Masao

MOVEMENT RESOURCES

Suzy Koontz suzykoontz.comJean Blaydes Madigan abllab.com

SparkPEEric Jensen www.jensenlearning.com

Gil Connell @movingsmartnow

NEUROSCIENCE + COGNITIVE/DEV PSYCH +

OT + PE

SensePerceiveThinkFeelBehave

How We Behave

THE BRAIN IS PRIMED TO LEARN

INTERVENTION PYRAMID

MedicationNeurotransmittersFood/NutritionDevelopmental, Behavioral, Learning Interventions

The Family Coach Method ~ Three-Step Evaluation

Process

DATA BASED TREATMENT PLANNING - I

Do you have a brief neuropsych eval to assess IQ and executive function?

What is the estimation of this child's intellectual abilities?

Describe any EF strengths or weaknesses.

Is there evidence of giftedness?

Is there evidence of ADHD?

DATA BASED TREATMENT PLANNING - II

Does this child need a comprehensive reading/r/o dyslexia evaluation?

Do you see an OT for sensory issues? Do you improve food and nutrition? Do you look into amino acids to impact

neurotransmitters? Do you do brain training? What behavioral interventions do you

consider? Is it time for a medication trial?

A NOURISHED BRAIN

WATER ~ 1 oz water per pound per dayFRESH ~ If it does not rot or sprout do withoutPROTEIN ~ 1-2 oz protein/fats every four hours for children COLOR ~ 8-10 servings of color per day (1/2 cup per serving)GREEN ~ Eat when you are hungry, mostly plants

PATTERNS ARE INNATE

A pattern is consistent repetition What does a pattern look like? What might a pattern sound like? Why patterns are important for brain

development.

COGNITIVE RECOGNITION

INHIBITION AND COGNITION

LEARNED SKILL INHIBITION

A GOLF CLUB, REALLY?

EF DOMAINS

Attention, focus, distractibility Cognitive control, shift and flexibility Memory, input, manipulation, output Emotional regulation and modulation Problem solving, decision making Impulse control and management Organization, planning, and time

management Motor management planning, pacing,

initiation, maintaining, stopping

COGNITIVE DOMAINS

Attention Distraction Focus ShiftRuminationPerseverationHopeful thinkingOptimismNegativityResistance

THINKING SKILL DOMAINS

OrganizationPlanningSystems and methodsInitiation, execution, reviewAttention to detailFinding the dataProblem solvingExplaining one’s answer

EF AND BEHAVIORAL CHANGE

Visualizing and verbalizing Role Play Social Stories The Beginning, Middle & End Going Full Circle See, say, play, touch, build Mentoring others Motor movement

APPLYING BRAIN RESEARCH

We move to learn, we play to behave (provide opportunity for creativity and critical thinking)

Multi-modal sensory learning strategies

Rhythmic daily movementMake children the

teachers/mentorsInstruct less, interact more

WHAT WE SCAFFOLD

ShapeColorSoundMovementNumbersLettersWordsLanguage

Shape

Color

Sound

Movement

Letters/Numbers

Words

ENHANCE MEMORY

Whole brain activityMotor to CognitionSaliencyNoveltyChunk and form associationsTest twiceMental pictures

THE ALERTING TO CALMING CONTINUUM

IMPROVING SELF-REGULATION

Perception ~ sensory Recognizing internal energy state Recognizing escalation or de-

escalation Initiating, maintaining and changing

energy Labeling, naming or expressing a

feeling Utilizing calming skills

1 MIN ALERT OR CALM PROCESS Movement Music Art/drawing Rhythm and timing

WE MOVE TO LEARN

Flip n push the single ball bounce

Bouncing snow conesBoom Boom SlapDouble ball bounce

POLYSPOT STORIES1 2 3

CALMING RESOURCES

SEL www.kimochis.com Physical Movement www.sparkpe.org Repetitive Movement balavisx.com Rhythmic Breathing Take Five Music/Stories Listening

www.stressfreekids.com Art Drawing Mandalas Listen to a Raisin – Meditate Vision Therapy