Mc handout ppt mon tues

How We All Learn, The Brain, the Body, and Communication

Mark Campano, M.Ed.April 12th, 2014Therapy Service of DelawareEaster Seals, New Castle

PowerPoint – Monday & Tuesday

How We All Learn, Campano 2014 1

Language =

Conversation =

Directive =

Basics of Communication

COMMUNICATION

Communication & Behavior

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World of AutismSchedule & Behavior Intertwined

World of Severe DisabilitiesSchedule & Communication Intertwined

Both Worlds

Communication “Negative”Behaviors

Common Language (best practice)

Clarification of TermsCue: to childSymbol: child to youTouch: on the bodyTactile: material/texture unrelatedObject: duplicate to partialCommunication System: multi-modal, crosses different content areaObject Schedule: (picture, symbolic) focus on sequence, content specific to … 3


Common Language (best practice)

Clarification of TermsConcrete: related to meaning, easy connectionAbstract: no clear connection, can’t guessPrelinguistic/Nonsymbolic: intentional & unintentional,

conventional & unconventional without the use of symbolic modes of communication (a)

Symbolic : something that represents something else (b)

Linguistic: receptive & expressive language skills (c)

Pre-Intentional - Reaction/ReflexIntentional – Purposeful, I get what I wantMessage – I want you to know that I want

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The Brain

“the brain is an ever-changing system, constantly modifying it’s physical and functional architecture in response to it’s interactions with the universe that surrounds it and in response to changes that take place within it.”

“recently, studies have shown the immense importance of an individual’s interaction with the environment in determining the characteristics of brain plasticity.”

The Brain Explained, Durbach

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The Brain –Impact of Meaningful & Functional

Newsweek, Special Edition Spring/Summer 1997


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How We All Learn

InterpretationAction

Experience

If the brain (thalamus)interprets danger then the brain makes the body react before it consciously processes the situation

How We All Survive

The rudimentary functions of the brain dominate or take precedence over the higher functioning parts of the brain this is the way the brain is wired for survival

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Perceived danger is near (fight or flight – startle response)

Cortisol gets glucose (energy) into our bodies and also helps rev up the sympathetic nervous system (heart rate), increase our vigilance and attention to threat, and decrease our attention for other things.

Chronic stress with high cortisol levels decreases memory, ability to control behavior, focus attention and slows the immune system.

Stress Hormones

reference: presentation by Linda Alsop


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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action level of intensity,

repetition,

environment,

sensory channel

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Experience

Level of Intensity

Reading about a young child stepping into the street.

Having to quickly hit the brake and swerve to avoid a young child stepping in front of your car.

Meaningful & Functional to the student

Table B Preference Inventory (also referred to as appetite/likes/…)

Likes… What the like is How much of a like Likes… What the like is

How much of a like

looking at seeing

Colorful lights Florescent colors Shiny

Hands Yellow org

strong like like

smelling scent of

strong like like

listening to hearing

Low pitch Music

strong like like

places being at

Home Classroom Therapy room

Playground Loves slide Long window w/ rail

strong like like

touching the feel of

Rough play Huges and kisses Tickles Massages

Rub lotion Pressure heavy Hard pat water

strong like like

people Everyone Put up w/ most people

Starting to show preferences in people

strong like like

moving

Bouncing Rocking Jumping Whirling Dancing

Swinging on platform Supported swinging Explore with feet

strong like like

activities

Clapping hands Brain gym Playing piano Loves slide

Interacting with big therapy ball Riding tric Enclosed spaces tunnel

strong like like

eating flavors..

Puree Sweet Italian Saucy

Apple Sauce Yogurt sweet Veggies (?) Thick milk

strong like like

playing with toys..

Vibration Flashing lights Moving pieces Bright colors

Cause and effect Ball-dif types Hulla hoop

strong like like

types of vibration

Vibration Toys

strong like like

wrestling rough play

strong like like

self stimulation behaviors

Rub hair Looking at fingers Looking at obj brought to eye

strong like like

other

Hair brushed Bath time Exercise Cuddle

Jumping on coach Rocking in rocking chair

strong like like

Level of Intensity


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Experience

Repetition

Practice Make Perfect Permanent

Physical Memory

Consistency!!!!!

Serve Clear Purpose

Monday Tuesday Wednesday Thursday Friday

1st arrival school 1st arrival school 1st arrival school 1st arrival school 1st arrival school

2nd bathroom 2nd bathroom 2nd bathroom 2nd bathroom 2nd bathroom

3rd homeroom 3rd homeroom 3rd homeroom 3rd homeroom 3rd homeroom

4th science class rm 12 4th computer lab 4th ELA rm 11 4th computer lab 4th math class rm 32

5th bathroom 5th bathroom 5th bathroom 5th bathroom 5th bathroom

6th math class rm 32 6th science class rm 12 6th lunch 6th lunch 6th ELA rm 11

7th lunch 7th lunch 7th math class rm 32 7th ELA rm 11 7th lunch

8th ELA rm 11 8th math class rm 32 8th science class rm 12 8th math class rm 32 8th art rrm 44

9th art rrm 44 9th ELA rm 11 9th art rrm 44 9th science class rm 12 9th science class rm 12

10th homeroom 10th homeroom 10th homeroom 10th homeroom 10th homeroom

11th bathroom 11th bathroom 11th bathroom 11th bathroom 11th bathroom

12th go to bus 12th go to bus 12th go to bus 12th go to bus 12th go to bus Table A.1 The ten activities with the highest repetition from the weekly schedule

1 bathroom (15) 2 homeroom (10) 3 science (5) 4 ELA (5) 5 math (5)

6 lunch (5) 7 arrive at school (5) 8 go to bus (5) 9 art (3) 10 computer (2)

Repetition

COMMUNICATION CONSISTENCY FORM

Child: Madison W. Date: 02/11/2004

Activity Spoken Message Sign Picture Object Cue Touch Cue going into “Little

Room”

“Billy, going to Little Room”

crepe streamers taped together

to pick him up and move/hold him

“Billy, up” adult’s hand under Billy’s underarms;

movement 2x circle time

“Billy, circle time” Carpet square

at the end of every day

“Billy, finished” “finish” sign with Billy’s hands (adult hold

wrists)

changing diapers

“Billy, change” tap Billy twice @ sides of hips where diapers

fasten greeting Billy (adult or

student - familiar) “Billy, hi! It’s ____”

“Hi, Billy or I’m ____”

use your personal identifier under hand

saying goodbye (adult or students)

“Bye, Billy. See you ____”

make by signal under his hand and use your

identifier

eating

“Billy, time to eat” “eat” sign under Billy’s hand to his mouth

Communication Consistency samp./FORMS

Repetition


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Experience

Environment

Where – familiar or newWho’s in it – friend or foeTemperatureLightingLevel of sound – background noises

Impact of preferences

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Experience

Sensory Channel

5 sensesMovement – proprioceptive/vestibularPrimary & Secondary

20/20 20/50 20/200

Basic types of vision loss or visual challenges:

“tunnel” vision

side field loss

center vision field loss

(any combination)

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Experience

Table C Preferred Use of Sensory Channels (one on one time with staff w/gears toy)

Observed movement/interaction/exploration within an activity � each line is an observed behavior/action � separate staff and student � description of physical behavior not intent or emotion

(no more than 2 of each per line) A= Actively Participating P=Passive Recipient

Vision Hearing Touch Movement Smell

Taste Proprio. Vestib. Suzie is positioned in her wheelchair with the tray on her and her gears toy positioned slightly to her left P Staff made sound of mylar paper, P

Suzie gazed at mylar and moved right hand back from tray A A Staff tapped on toy & mylar P

Suzie shifted gaze & head down towards the toy A A Staff tapped on Suzie’s right hand P

Suzie reached her right hand out, shifted gaze towards staff & touched staff’s hand A A A

Toy begins lighting up, moving & playing music, P Suzie moves right hand & grasps staff hand, smiles & begins shaking head from side to side. A A A

Toy stops, Suzie continues moving head from side to side, stops & then bangs fists (right) on tray A A A Staff takes Suzie’s hand/arm (hand under hand) & activates toy, A A

Suzie gazes at toy & smiles as its activated P P As toy plays/sings, Suzie gazes at toy & keeps her right hand resting on staffs hand A A A Toy stops, Suzie moves her right hand off of staffs hand and begins shaking head from side to side on head rest A A Staff talks to Suzie, P

Suzie stops shaking head, lifts her left arm to the tray & brings both hands together at midline A A

Staff asks if she wants to do more & sounds the mylar, Suzie shifts gaze on to mylar A A (summary of passive recipient) # of P 0 2 2 1 0 0 (summary active participant) # of A 6 4 5 6 3 0

Sensory Channel Inventory

Experience

Table C continued Assessed Strengths of the three major Sensory Channels (check best descriptors for each category – vision, hearing, movement) ; Vision (FVA, FVE) ; Hearing ; Has the Most Control of Moving (movement) tracks/watches everything hears everything whole body no physical issues

looking straight on sitting to the left of the speaker /right ear X arms

looking out of corner of eye sitting to the right of the speaker/left ear X Legs

X materials placed on right side amplifying everything X hands

materials placed on left side amplifying only the speaker X Feet

with large print font [ ________ ] to localize sound X Head

with high contrast diagnosis auditory neuropathy Eyes

to follow something or someone (tracking)

diagnosis central auditory processing disorder

fingers (pointing, griping)

to look at what he/she is grasping X decibel loss measured [ ___90db____ ] Sitting

X diagnosis cortical visual impairment laying on side

X when placed at [ _ 1’ to 3’___ ] distance

laying on back

visual acuity measured [ ______ ]

Preferred Sensory Channel: Movement Secondary Preference Sensory Channel: Vision How it’s used: moving limbs, exploring How it’s used: relies on right eye, close range, CVI

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action level of intensity,

repetition,

environment,

sensory channel


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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action meaning, purpose

new concept or built off past experience

Wait Time

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Interpretation

Creates the opportunity for their brain to process (interpret):what’s happening, what does it mean to me,what do I want to do about,and then process how do I get my body to do it

Wait Time

Cognition Experience Environment Personality

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action reinforcement

preparation for,

memory


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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action value & emotion

attached to the meaning & purpose

“Our Reality”real or imagined

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Belief: impact of our beliefs on our actions

Dr. William Straub

Group A: no practice

Group B: only practice

Group C: physical & cognitive

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Belief

Value, Emotion

Attached to meaning and purposeOur reality, real or imaginedWorth the effortGood, Bad and the UglyRepeated Personal Experiences Interpreted into valueDevelops structure to hold values (belief system)


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Belief

Our brain’s & our bodies processes our experiences we develop our beliefs about Self, the world around us and how the two connect:

what’s happening,……………….……experience, interpretationwhat does it mean to me,….........interpretationwhat do I want to do,………………..beliefhow do I get my body to do it,…..action, experience

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action value & emotion

attached to the meaning & purpose

“Our Reality”real or imagined

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action filter

brain looking for information to validate belief


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Perception Brain

InformationSensory Channels

Doing for Self

Environment

Repetition (experience)

Passive Absorption

Active Construction

Affordances

Filter from Beliefs

Built off Past Concepts

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Perception

The outcome of our brain’s processing information is determined by our filters/perceptions

belief I can do it, try again and againbelief I can’t do it, try once and give up

belief I do it for myself, attemptbelief I need to wait for prompt, no attempt

Perception scans the environment for validation of belief

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Perception

Our Perceptions then interpret our current experiences based on beliefs developed from interpreting our past experiences:

what’s happening,……………….…“this” fits “that” experiencememory

what does it mean to me,…........value affected by can or cannot/worth not worth

what do I want to do,……………….compliant vs aberrantcan or cannot

how do I get my body to do it,….action, experience


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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action filter

brain looking for information to validate belief

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action engage, withdraw

fast mappingimpacts experience

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Me, Myself, and I vs. the Outside World

Action

Experience

Action


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Studies show that over a period of three days, the retention of learning is as follows:

Active Learning

10 % of what we read

20 % of what we hear

30 % of what we see

70 % of what we talk about

50 % of what we see & hear

90 % of what we say as we do it



30 % of what we see






30 % of what we see






30 % of what we see






30 % of what we see






30 % of what we see




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Tactile Vestibular Proprioception

Olfactory Visual Auditory Gustatory

Postural Security

Awareness of 2 sides of body

MotorPlanning

Body Scheme

ReflexMaturity

Ability to Screen Input

Eye-handCoordination

OcularMotor

Control

PostualAdjustment

AuditoryLang.Skills

Visual-Spacial

Perception

AttentionCenter

Functions

AcademicLrng

DailyLiving

ActivitiesBehavior

SensorySystems

SensoryMotor

Perceptual Motor

CognitionIntellect

CENTRAL NERVOUS SYSTEM

The Brain & The Body:

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action engage, withdraw

fast mappingimpacts experience


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The Brain & The Body:

Asleep: Eyes closed rhythmic breathing and/or little or no movement No evident response to sensory stimuli

Drowsy: Heavy eyelids repeated opening/closing of the eyes, unfocused stare intermittent orientation to sensory events in the environment for a short time

Quiet Alert: Open eyes. Focused attention on some sensory event in the environment, Attention may be visual tactile or auditory

Active Alert: Observable interaction with the object or person stimulating attention some voluntary intentional movement

Fussy: Mild distress and inability to maintain orientation/attention

Crying/Agitated: frown cry irregular breathing increased tension /body tone engage in self injurious behavior

Bio-Behavioral States(Bio-Rhythms)

Cognition & Experience

Multiple Intelligences

Linguistic intelligence ("word smart"): Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")

Frontal LobeHigher Processes

10% 90%

Belief

Perception

Experience

Interpretation

Anticipation

Action

What’s happening?

What does it mean?What do I want to do about it?

How do I get my body to do it


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Compliance to Authority

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Conformity to Group Perspective

Abe in restaurant

http://www.youtube.com/watch?v=iRh5qy09nNw

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So Now What? How Does This Help My Child????

Belief

Perception

Experience

Interpretation

Anticipation

Action Likes/DislikeConsistent routines

Time to process


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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action Remember it’s not your intention that’s

interpreted but rather their best guess at what

it means, TO THEM

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action Anticipation can be assessed by lack of response as well as different response.

Anticipation can show the ability to memorize

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action Long time to change, needs lots of

reinforcement to change


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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action Be aware and be cautious of how your perceptions may be

filtering out possibilities or alternate approaches

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How We All Learn

Belief

Perception

Experience

Interpretation

Anticipation

Action 10 % of our actions based on conscious

thought, 90 % are from patterns within the

subconscious called upon from the results of

our perceptions

The Brain, The Body & Communication

Reality Best Practice Tools

Personal Meaningful Likes/Dislikes

+ =

Brain Plastic Consistency Consistency Chart

Clear Expectations Predictable Routines Schedule

Personality Types Know Temperament Early Inv.

Human to Human Contact!!!!!! Interact/Play

Sensory Channel Identify their Strongest Sen. Chan. Inv.

Passive Recipients Active Participants Wait Time

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Mc handout ppt mon tues