The Neurosequential Model in Education - Wikispaces · PDF fileThe Neurosequential Model in Education ... • The brain organizes from the bottom up - ... “reading” disorder)

The Neurosequential Model

in Education (NME)

NME Trainers Slide Pool 101 !2015!

Anthropology Neurobiology Developmental Psychology

Developmental Neuroscience

Neurosequential Model in

Caregiving (NMC)

Neurosequential Model

Neurosequential Model in

Education (NME)

Neurosequential Model of Therapeutics (NMT)

Clinical Practices/Settings

Caregiving Practices & Settings

Educational Practices & Settings

Sociology

Essentially, all models are wrong, but some are useful.

--- George E. P. Box, in Norman R. Draper (1987). Empirical Model-Building and Response Surfaces, p. 424, Wiley. ISBN 0471810339

Core!elements!of!posi2ve!developmental,!educa2onal!and!therapeu2c!experiences!!

!•  Rela&onal!(safe)!•  Relevant!(developmentally3matched)!•  Repe&&ve!(pa6erned)!•  Rewarding!(pleasurable)!•  Rhythmic!(resonant!with!neural!pa6erns)!•  Respec=ul!(child,!family,!culture)!

All rights reserved © 2007-2015 Bruce D. Perry

Understanding core principles of neuroscience, including neuroplasticity and neurodevelopment, can help us better

understand ourselves and others.

Neurosequential Model

The brain mediates our thoughts, feelings, actions and connections to others

and the world.

Cell!Body!

Dendrites!

Myelin!Sheath!

Axon!

The Neuron Synapses!



All rights reserved © 2010-2013 Bruce D. Perry !

Cortex

Limbic

Diencephalon Cerebellum

Brainstem

Abstract & Reflective Cognition

Concrete Cognition

Affiliation

Attachment/Reward

Sexual Behavior

Emotional Reactivity

Arousal

Appetite/Satiety

Blood Pressure

Heart Rate

Body Temperature

Sleep

Motor Regulation

NE#DA#

ANS - body

SER#

Efferent Distribution of Primary Regulatory Networks

Sequential Neurodevelopment

•  The brain is undeveloped at birth •  The brain organizes from the �bottom� up -

brainstem to cortex and from the inside out •  Organization and functional capacity of

neural systems is sequential •  Experiences do not have equal �valence�

throughout development


Complexity! Plas&city!

Neocortex!

Limbic!

Diencephalon!

Brainstem!


Bruce D Perry, MD, PhD © 2010-2013 www.ChildTrauma.org

Cognition Abstract Concrete Emotional Reactive Reflexive Mental State CALM ALARM FEAR ALERT TERROR

Primary secondary

Brain Areas

NEOCORTEX Subcortex

SUBCORTEX Limbic

LIMBIC Midbrain

MIDBRAIN Brainstem

BRAINSTEM Autonomic

Sense of Time

Days Hours

Hours Minutes

Extended Future

Minutes Seconds

Loss of Sense of

Time


Terror%

Fear%

Alarm%

Alert%

Calm%

Time

Child

Teacher

Co-dysregulation: Reactive child and overwhelmed teacher

Present,!overwhelmed,!frustrated,!angry…escalates3incidents/!restraint!


All rights reserved © 2012 Bruce D. Perry

Adult Child

ΔP

Terror%

Fear%

Alarm%

Alert%

Calm%

Time

Child

Teacher

Co-regulation: Reactive child and well-regulated teacher

Present,!parallel,!pa&ent,!!3!allow!mul&sensory,!repe&&ve!ac&vity!!!



Adult Child

ΔP

Sequence of Engagement

Reason

Relate

Regulate All rights reserved © 2007-2015 Bruce D. Perry

20!All rights reserved © 2012 Bruce D. Perry

We do not think ourselves into a new way of living, but we live ourselves into a new way of thinking

Father Richard Rohr

22!All rights reserved © 2012 Bruce D. Perry

Every single human encounter is an opportunity to create a template of positive human interaction.


Intimacy Barrier

History of Relational

Interactions

Casual - Routine - Personal - Intimate


Family Community

Society

Self

Sphere of Concern


24

6

12

18


18 6

12

24


18 6

12

24

Core!elements!of!posi2ve!developmental,!educa2onal!and!therapeu2c!experiences!!

!•  Rela&onal!(safe)!•  Relevant!(developmentally3matched)!•  Repe&&ve!(pa6erned)!•  Rewarding!(pleasurable)!•  Rhythmic!(resonant!with!neural!pa6erns)!•  Respec=ul!(child,!family,!culture)!


Pre-K

Typical

Age Targeted Programs (Education, Mental Health, Caregiving):

Early Childhood

Developmental lag – the younger you are, the easier it is tolerate the “lag”



Childhood

Typical

Grade 5

Developmental lag – as you get older, the skills “lag” becomes viewed through various lens – (e.g., ADHD,

oppositional defiant, “reading” disorder)



Youth

Grade 11

Developmental lag – and, ultimately, these skill “lags” can result in- and are viewed as - ‘anti-social’ or even criminal.


Children Who Start Behind Stay Behind Of 50 Children Who Have Trouble Reading in First

Grade 44 Will Still Have Trouble in Fourth Grade

First Graders Fourth Graders

BECAUSE WE HAVE MINIMAL EARLY IDENTIFICATION AND INTERVENTION

Differential “State” Reactivity


Terror

Fear

Alarm

Alert

Calm

Baseline! Stress ! Extreme Stress

Resilient

Neurotypical

Sensitized

Neocortex

Diencephalon

Brainstem

Limbic

Cognitive Predominant


Neocortex

Diencephalon

Brainstem

Limbic

Relational Predominant


Neocortex

Diencephalon

Brainstem

Limbic

Regulation Predominant


Neocortex

Diencephalon

Brainstem

Limbic

Sensory Integration Predominant


Stage-dependent Learning

•  What a child �learns� in any experience is dependent upon their stage of development

•  The infant, toddler and adolescent will perceive and store different information from the same experience

•  Learning – physical, emotional, social and cognitive – is always related to stage of development


Practical Principles of NME

•  Work where the child is - •  Chronological age may not match the

emotional, cognitive or social �age� •  Emotional, cognitive and social �age�

are context and state-dependent •  Remember -- parts of the brain that are

not being �used� do not change


41! All rights reserved © 2007-2015 Bruce D. Perry

Curiosity

Exploration

Discovery

Practice

Pleasure

The Cycle of Learning

Mastery

Confidence


Curiosity results in Exploration Exploration results in Discovery

Discovery results in Pleasure

Pleasure results in Repetition Repetition results in Mastery

Mastery results in New skills

New skills lead to Confidence Confidence contributes to Self esteem

Self esteem increases Sense of security

Security results in More exploration All rights reserved © 2007-2015 Bruce D. Perry

Documents

The Neurosequential Model in Education - Wikispaces · PDF fileThe Neurosequential Model in Education ... • The brain organizes from the bottom up - ... “reading” disorder)