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Lynne Kenney, PsyD www.lynnekenney.com
@drlynnekenney Printables can be found at http://pinterest.com/lynnekenney/
Practical Brain-Based Interventions for Children & Adolescents
Attributions and #Gratitude
David Nowell, PhD Lanie Zigler, PhD Martin Fletcher, PsyD Raun Melmed, MD Ron Fischler, MD Susan Fralick-Ball, PsyD Laurie Dietzel, PhD
What We Will Cover Today Neuroscience in therapy Motor-Intelligence Therapy The Family Coach in-home intervention methodology Five step pyramid for brain-based skills interventions The 18 sensory-motor and social-emotional domains for
intervention Skill-set analysis, development and intervention Research-based skill development exercises, nutrition and
tools for your practice
What We Will Learn Today Domains of Executive Function and their relationship to
ADHD, SPD, Anxiety and more How and why to teach new skill sets for better behavior How to build neuronal pathways with MIT~Move2Think How to quarterback a case Behavioral tracking for better self-regulation Data-based treatment planning How and why to incorporate movement into your work How we can play math for better math skills as well as EF Why food matters and what foods to eat
Becoming A Brain-Based Clinician
Neuroscience in Psychology
Biological Theory
Neuropsychology
Occupational Therapy
Cognitive Psychology
Psychotherapy
Kinesiology
Books on Brain Development Brain Facts – Society for Neuroscience
The Brain That Changes Itself ~ Norman Doidge, MD The Woman Who Changed Her Brain ~ Barbara Arrowsmith-
Young Brain School ~ Howard Eaton The Whole Brain Child ~ Dan Siegel, MD How To Reach and Teach Children with Challenging Behavior
~ Otten & Tuttle Smart But Scattered ~ Dawson & Guare
Neuroscience + Cognitive/Dev Psych + OT + PE
Motor Drives Cognition
Think
Think
Feel
Move
Do
Learn
Motor Intelligence Therapy
Where Does The Brain Come Into Play?
The brain is ever-changing The brain is use it or lose it The brain is experience neutral Neuronal connections grow based on experience Why experience needs to be multi-modal
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 sets One that increases collaborative parenting strategies
What does executive dysfunction “look like”
Child completes work but “forgets” to hand it in Child has difficulty transitioning from one situation or
task to another Child doesn’t seem to catch “careless” errors Child needs more external support and reminders than
peers Child can’t seem to keep track of directions, possessions,
and assignments Child is very inconsistent in her performance
o Original source Dr. Laurie Dietzel
What is Executive Functioning (EF)?
An umbrella term covering related yet distinct skills
Refers to cognitive control/self-regulatory processes
Can be understood as Cognitive and Limbic
McCloskey 23 Self-Regulation Executive Functions
Perceive Initiate Modulate Gauge Focus/Select Sustain Stop/Interrupt Flexible/Shift Inhibit Hold Manipulate
Organize Foresee Generate Associate Balance Store Retrieve Pace Time Execute Monitor Correct
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 Kenney 2012
I. Executive Functions include the ability to:
Survey and preview Plan, organize, sequence, initiate and execute tasks Hold, manipulate and retrieve memory Shift focus, sustain attention, tolerate and adapt to
changes in expectations Stop, think, decide, respond
II. Executive Functions include the ability to:
Conduct visual-spatial mental operations Track information and activities in working memory Perceive, read, interpret and respond to social
situations Regulate and manage emotions Evaluate, plan and manage time Use language to facilitate communication within
relationships Reason, evaluate choices and make decisions
Types of Attention Focused attention: This is the ability to respond discretely to specific visual, auditory or tactile stimuli.
Sustained attention: This refers to the ability to maintain a consistent behavioral response during continuous and repetitive activity.
Selective attention: This level of attention refers to the capacity to maintain a behavioral or cognitive set in the face of distracting or competing stimuli. Therefore it incorporates the notion of "freedom from distractibility"
Alternating attention: It refers to the capacity for mental flexibility that allows individuals to shift their focus of attention and move between tasks having different cognitive requirements.
Divided attention: This is the highest level of attention and it refers to the ability to respond simultaneously to multiple tasks or multiple task demands. Source: Dr. Fralick-Ball SFBPsychMedEd 2010-2013
What skills do we wish to teach? Set, achieve, review and
revise goals Preview, plan, organize,
sequence, execute, review, revise
Pace, rhythm and timing Observe time-frames &
passage of time Hold, manipulate and
utilize via memory Initiate, Execute,
Complete Inhibit, Resist, Delay Shift, flexibility,
tolerance, acceptance Identify, manage and
metabolize emotions
Twitter ~ The Research Playground BRAIN DEVELOPMENT
@davidnowell @drbethkids @all4mychild @braininsights @viviensabel @drmarty01 @DrEscotet @TheTeenDoc @NutritionistJan @jtbakler
Good Books on EF
Enhancing Executive Function with skill set development
Where we are heading:
Improving Neuronal Connections Knowing the difference between a skill deficit and willful non-compliance Strategies to build brain connections
Your Brain is Like A Placemat
Insulted? Don’t be. A placemat is a
good thing. Connect the dots.
How do Neurons Connect?
The electrical signals (nerve impulses) carried by neurons are passed on to other neurons at junctions called synapses. The signal may be directly transferred at electrical synapses or, if there is no physical link between adjacent neurons, the signal is carried across the gap by chemicals called neurotransmitters. By using neurotransmitters, the nervous system can alter the way a message is passed on. Each neuron communicates with many others and this contributes to the amazing complexity of the brain. www.sciencemuseum.org.uk
What is The Synapse? When a nerve impulse reaches the synapse at the end of
a neuron, it cannot pass directly to the next one. Instead, it triggers the neuron to release a chemical neurotransmitter. The neurotransmitter drifts across the gap between the two neurons. On reaching the other side, it fits into a tailor-made receptor on the surface of the target neuron, like a key in a lock. This docking process converts the chemical signal back into an electrical nerve impulse. www.sciencemuseum.org.uk
Neurotransmitters Your brain uses over 50 different neurotransmitter
chemicals. Although electrical signaling between neurons is quicker and more energy efficient, chemical signaling is far more versatile. The signals carried by some neurotransmitters excite the target cell while others dampen down their activity, depending on the type of neurotransmitter released at the synapse and the receptors they reach. This is what sharpens the contrast between light and dark in the eye, for example. www.sciencemuseum.org.uk
Connections
Neurons can connect with up to a hundred thousand other cells. This number of connections is a truly enormous number: 10 thousand trillion.
One neuron can have as many as 100,000 dendrites.
In a human, there are more than 125 trillion synapses just in the cerebral cortex alone
How Do We Build Brain Connections?
Exposure Experience Doing, thinking,
mirroring Practice ~ and a lot of
it
www.unc.edu
Pruning In a human fetus, almost a trillion neurons
are produced. During the last month, they are produced at the unbelievable rate of 250,000 per second. Eighty-to-hundred billion of these neurons will be utilized by experience and become permanent, while the other 900 billion will be pruned – that is, carefully dismantled with the material recycled by the brain’s unique immune system. jonlieffmd.com
Brain-Based Interventions Enhancing
EF & Behavior
Domains of Intervention Language
Impulsivity
Body Space Social Interactions
Self-Regulation
Cognition Motor
Mood Modulation
Self-Help
Domains of Intervention II Fine Motor
Play
Math Classroom Skills
Reading
Gross Motor Safety Info
Writing
Family Skills
Executive Function and Education EF and intelligence Twice Gifted Disorganized students Homework interventions Task Analysis Skill-set development Multi-sensory interventions (MIT)
EF and Intelligence Intelligence and executive functioning are different sets
of skills (Barkley, 1997a) Modest correlations are seen between scores on IQ tests
and measures of “higher-order” EF such as cognitive flexibility in problem-solving
UNITY AND DIVERSITY OF EXECUTIVE FUNCTIONS Miyake et al. (2000) Cognitive Psychology41,49–100 (2000)
Gifted/Talented Children Many children who are highly gifted show uneven skill
development; executive skills may lag behind the development of abstract thinking abilities.
There is no reason to think that a child with accelerated academic skills will also have advanced EF.
Neuro-atypicality ~ What goes together.
Twice Gifted ~ 2 E Gifted individuals are those who demonstrate outstanding levels of aptitude
(defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). NAGT
2 E’s “…are identified as gifted and talented in one or more areas of exceptionality (specific academics, general intellectual ability, creativity, leadership, visual, or performing arts); {and have a} disability defined by Federal/State eligibility criteria: specific learning disability, significant identifiable emotional disability, physical disabilities, sensory disabilities, autism, or ADHD.” (Colorado Dept. of Education 2009)
Misdiagnosis and dual diagnosis of gifted children and adults ~ Webb et al.
Disorganized Students
Organizing The Disorganized Person Determine “Help Me” domain
listening attending, focus, note taking, impulse control, transferring data, input, output, audition, vision, organization, previewing, planning, execution, time-management
Identify needed skill-set Make a plan Execute, monitor, review plan
Scaffold, chunk, get specific
Calendars and Planners
Calendars, planners and schedules Routines and daily activities Task Lists Project Management
SYSTEMS: Digital, paper, post-it notes, planners, mobiles tools Cozi.com, myjobchart.com, famzoo.com
Helping children “do as expected” takes previewing and planning
1. Tell the children what is about to happen. “We are going outside to play. We will quietly get in line, stand helicopter distance from one another and keep our voices quiet.”
2. Tell them what they can do with their hands and their bodies. “While you are on the playground, keep your hands to yourself as you run, jump and play.”
3. Tell them how they will know the activity is over. “When you hear our ‘secret signal,’ you will line up at the red door and we will slowly walk back inside.”
Planning/Time Management
Use timers (auditory, visual) Use alarms Estimate amount of time needed for a task
and then write down actual time Sarah Ward ~ The Clock
cognitiveconnectionstherapy.com
What every person needs to know ~ How to…
Plan Initiate Execute Review Revise
Manage The Work Space What does your space look like? How functional is it?
How organized is your study space? Does your student have all the items he needs? Does your student have the ability to use multi-sensory transfer skills? Describe the study space setting, could you work there? Is there an adult near-by? Do you have a time set aside? Are you working in 15 min increments or those suitable to your
child? Do you have prompts or cues? Is your workspace portable or stationary?
Go Multi-Sensory
Encourage transfer skills Use video, audio and tactile strategies Use marker boards Use quad bulletin board Draw and doodle Plain, graph, wide ruled, narrow ruled Create mentors and teachers not only students
There are no BUT’s here
Help the student feel valued Let the student have some control in the
discussion and plan Ask questions without making assumptions The relationship is the agent of change
Prioritization The modified Sullivan technique for
prioritizing, planning and execution
A B C
48 hrs
The Family Coach Method
Foundational Concepts An organized home leads to an organized
brain If you have an expectation make sure the
child has the skills to meet the task demands
Parenting up-close in the space between enhances relationships
Collaboration is key Time-In not Time-Out
Skill Deficits and Willful Non-Compliance
You Cannot Punish A Child Into A New Skill
What Is The Family Coach Method?
A three tiered methodology for in-home and in-office interventions that moves families away from coercion, threats and time-out and into brain-based skills and strategies.
How America Turned Parenting Upside Down
We began to believe that we could punish or consequence a person into a new behavior. This may work in the moment but it does not build skill sets.
TODAY – We explore
1. How to build skill sets by understanding brain development.
2. The mechanics of building skill sets in ADHD and beyond.
To Build Skills You Need A Foundation
SKILL SETS
The Foundation: A Culture of Respect
Every Family Has A Culture
What is our landscape? What is our game? How do we play? Where and how do we live? What is our mission? How do we model our values? Are our expectations known?
Every Family Has A Mission
Why do we exist? What do we stand for? When other people see our family, what do they see? What messages do we send inside our family? What do we teach others when they are here? The who, what, when, where and how of our family We are a family who… In our family we… We agree that…
Implementing TFCM
Initial evaluation, needs assessment, points of of entry/referral When will we know we have met your goals? The First Session ~ Build a Pond The Second Session ~ Mission, values, expectations The Third Session ~ Mentors and Behavior Captains The Fourth Session ~ Skill set development
Pain point analysis Existing strengths Agreements around sabotage behaviors Ongoing work
Identifying A Skill Deficit
What is the behavioral expectation? Does the child possess the skill set to meet the task
demand? Right now under these circumstances? If yes, expect it. If no, teach it.
Skill Deficits vs Willful Non-compliance The 80/20 rule A skill deficit is when the task demands exceed
the skill level Are the expectation clearly understood? Chunk Be detailed Model role play, practice
Breaking Down Skill Sets Listening
I chose not to speak I established eye contact I listened to someone speaking I nodded my head to show I was listening I repeated back what I heard, when asked I asked a question when I did not understand I remembered instructions I followed the instructions
Breaking Down Skill Sets For The Parent
I defined an expected behavior I named the expected behavior I chose my behavior, thinking it through I practiced ready, steady, act I practiced “I have a choice” I thought about the next step I spoke the sequence of my actions I wrote the sequence of my actions
The High-Risk Factor ~ Impulsivity
Waiting one’s turn Refraining from touching others Keeping one’s hands to self Not grabbing without permission Keeping one’s body still Thinking before you act Practicing think, decide, act Managing oral-motor movements Verbalization, waiting one’s turn Speaking in turn
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
Polyspot Stories
Cognitive & Limbic Interventions
Brain Training Some programs include Luminosity, Captain’s Log,
COGMED, MC2, Brain Gym and Brain Builder. If the child or adult has not had a neuropsychological or executive function evaluation that may be a first step.
Exercise is brain training. Activities that involve motor control and thinking at the same time build brain connections. Some activities to consider include: XBox Dance Dance Revolution, karate, double dutch jump rope, yoga, hacky sac, swimming and tennis. Getting up, out and moving in any way possible is good for everyone.
Preventing brain loss: Cognitive-motor exercises, working memory, nutrition, exercise
The Caveman and The Thinker
Your Child’s Two-Part Brain The Defensive Brain Collaboration Works Calm the caveman to engage the thinker
It’s a Two-Way Street The Caveman is about perceiving. He attaches emotional tenor
to experiences to sort out danger. The Thinker mediates the meaning of the perception. He adds
the planning, organization and decision making to the perception.
The Caveman says run, hide, fight. The Thinker says, slow down you will be okay.
The Caveman and The Thinker The neocortex (The Thinker) is located in the front of the head
between your temples. It receives and stores information for decision making and remembering. It is involved in higher functions such as sensory perception, generation of motor commands, spatial reasoning, conscious thought, and in humans, language.
The limbic system (The Caveman) is a complex set of structures that lies on both sides and underneath the thalamus, just under the cerebrum. It includes the hypothalamus, the hippocampus, the amygdala and several other nearby areas. The limbic system controls all the automatic systems of the body and the emotions.
Self-Regulation Recognizing escalation Asking for help (I feel revved
up, angry, annoyed) Stopping escalation Making a choice to use a
calming skill De-escalating Initiating calm Maintaining calm Using calming skills
(breathing, music, motor
movement, yoga, meditation Using energy release skills
(jump ropes, trampoline, jumping jacks)
Anger Mountain
We Calm Down To Think Teach relaxation breathing and self-talk Allow for a break (including a physical place to calm
down) when child encounters a change Employ yoga, meditation and mindful thinking Provide warnings (signals) prior to transitions – they can
be visual, touch, or verbal @stressfreekids Lori Lite
Why We Calm The Caveman Then Engage The Thinker
High levels of arousal diminish attention and focus.
High level of arousal limit EF activation. High levels of arousal lead to forgetting.
Meet Mr. Amygdala The amygdala is the part of the brain responsible for identifying
threats to our well-being, and for sending out an alarm when threats are identified that results in us taking steps to protect ourselves. Perception, emotional tenor, fight, flight freeze. The amygdala is so efficient at warning us about threats, that it gets
us reacting before the cortex is able to check on the reasonableness of our reaction.
Our brains are wired to influence us to act before we can properly consider the consequences of our actions.
It’s not only the Fear Factor
Physiology of Anger As you become angry your body's muscles tense up. Inside your brain,
neurotransmitter chemicals known as catecholamines are released causing you to experience a burst of energy lasting up to several minutes. This burst of energy is behind the common angry desire to protect or aggress. At the same time your heart rate accelerates, your blood pressure rises, and your
rate of breathing increases. Your face may flush as increased blood flow enters your extremities in
preparation for physical action. Your attention narrows and becomes locked onto the target of your anger. Soon
you can pay attention to nothing else. In quick succession, additional brain neurotransmitters and hormones (among
them adrenaline and noradrenaline) are released which trigger a lasting state of arousal.
You're now ready to fight.
Why we need to prime the caveman to remain calm The adrenaline-caused arousal
that occurs during anger lasts a very long time (many hours, sometimes days), and lowers our anger threshold, making it easier for us to get angry again later on. Though we do calm down, it
takes a very long time for us to return to our resting state.
During this slow cool-down period we are more likely to get very angry in response to minor irritations that normally would not bother us.
Anger and Forgetting The same lingering arousal that keeps us
primed for more anger also can interfere with our ability to clearly remember details of our angry outburst. Arousal is vital for efficient remembering. As any student knows, it is difficult to learn new material while sleepy.
Moderate arousal levels help the brain to learn and enhance memory, concentration, and performance.
There is an optimum level of arousal that benefits memory, however, and when arousal exceeds that optimum level, it makes it more difficult for new memories to be formed.
High levels of arousal (such as are present when we are angry) significantly decrease your ability to concentrate.
This is why it is difficult to remember details of really explosive arguments. Source: Harry Mills, Ph.D
Motor to Cognition Music Writing and Telling Stories Repetitive Movement Diaphragmatic Breathing Art, Drawing Mandalas Meditation Yoga
Methods For Calming The Caveman
Methods For Calming The Caveman 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
“I’m a puppet you can tell me anything.”
Dr. Beth Onufrak
Motor Development Tools ~ Shelley Mannell
Yoga Wedge The Strong Institute Rhythmic listening in
the ambient air www.stronginstitute.com Metronome
www.interactivemetronome.com Indo-board – Surfboard trainer
EF ~ Social Skills I
1. Perspective-taking - The ability to see a situation from another person’s perspective
2. Impulse Control - The ability to control initial impulses (thoughts, desires) without acting on them
3. Delaying gratification - The ability to delay gratification of needs and desires
EF ~ Social Skills II
4. Conflict Resolution – The ability to solve an interpersonal problem satisfactorily to both parties, without resorting to aggression (verbal or physical)
5. Reading social cues – The ability to decode facial expressions, actions and words
6. Mood modulation – Managing the ups and downs of feelings in the moment, employing calming skills, using one’s thoughts to manage one’s feelings
Twitter ~ The Research Playground INTERVENTION
@Inclusive_Class @marianne_russo @special-ism @movingsmartnow @micheleborba @talkingteenage @Kiboomu @kidlutions
Data Based Treatment Planning
Parents Ask: Where Do We Start? When your child is first diagnosed sometimes it’s
hard to know where to begin. Do you have a brief neuropsych eval to assess IQ and
executive function? 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?
Intervention Pyramid Medication
Neurotransmitters
Food/Nutrition
Developmental, Behavioral, Learning Interventions
• What is the observed behavior • When and where does the behavior occur • Frequency of the behavior (how many times) • Duration of the behavior (how long) • What happens right before the behavior • What happens following the behavior • What did they get or avoid • Setting of current behavior • Who is around when the behavior occurs • What is the environment in situations where the behavior is occurring • What is the environment in situations where the behavior is not occurring • Other variables that appear to be affecting the behavior
Behavioral Tracking
Predictability and Preferences Daily activity schedule Predictability of routines Variety of activities or materials Social relationships Preferences of the student Medical and physical issues (nutrition, illness,
medications, sleep patterns) Challenging family situations
• Tracy Gershwin Mueller
5 Things About The Teen Brain You were afraid to ask, but need to know
Teen brain growth (neuronal connections) is in spurts and starts The Teen Years Explained: A Guide to Healthy Adolescent Development (Johns Hopkins University, 2009) by Clea McNeely and Jayne Blanchard
Go away! Wait, where are you going? (Separation and Independence)
Why do moody? The limbic interference relates to neuronal growth, hormonal changes and brain re-organization
Why so cliquey? Teens are herd animals… What? Your brakes aren’t working? (Impulsivity and risk taking
and the teenage brain)
Teens and Tweenies
Teenage as a second language ~ Barbara R. Greenberg, & Jennifer A. Powell-Lunder
Get out of my life! But first will you take me and Cheryl to the mall ~ Anthony Wolf
Why do they act that way? ~ David Walsh
Freedomland
Eat Sleep and Exercise: What they don’t teach you in
graduate school
Amino Acids Are The Building Blocks of Life
What You Eat Matters
Amino acids that come from the protein you eat are the building blocks of your brain’s network. Amino acids can excite or calm your brain as well as nourish your brain throughout it’s lifetime.
Your body breaks down dietary protein into the amino acids it uses to assemble the 50,000 different proteins it needs to function – including neurotransmitters and chromosomes, hormones and enzymes.
5 Food Rules
1. 1 oz water per pound per day 2. If it does not rot or sprout do without 3. Consider 1-2 oz protein/fats every four hours for children 4. Consider 8-10 servings of color per day (1/2 cup per serving) 5. Consider pharm grade or whole food multi-vitamins, Omega 3’s, probiotics and antioxidants Please consult with your physician regarding your specific needs.
Seven Simple Tips For Healthier Families
Meal plan weekly Buy real whole food and make it available cleaned
and at eye level in your fridge Demonstrate portion management Get your kids involved in cooking Get your kids involved in shopping Shop local and organic Drink water not soda
You are what you assimilate
Get back to real whole food Consider amino acids neurogistics.com Consider vitamins, fats, minerals and probiotics
Nutrition Resources
www.pathways4health.org www.realmomnutrition.com www.nourishinteractive.com www.kidkritics.com www.todayiatearainbow.com
Twitter ~ The Research Playground NUTRITION
@NutritionBlogs @MelissaMcCreey @childobesity (nourish interactive) @ RMNutrition @nutritionistjan @eatingarainbow www.KidKritics.com www.pathways4health.org
Sleep S = Similar bed-time schedule and routine nightly L = Light-off, dark, cool sleep environment E = Everything off, phone, TV, music E = Exercise, regularly at least 45 mins daily P = Preparation and planning
Wake-up tips Most children need about 45 minutes for their early morning routine. Rushing increases
stress hormones, so we like a routine that is calm, slow and well-organized. 1. Create a “soft entry” into the morning, give your kids a gentle verbal reminder or a
little touch on the shoulder that says, “We’re getting up in ten minutes.” 2. Have all your own tasks completed before you get the kids up, they need a
mom or dad to gently guide them through the early morning routine. 3. Create a calm environment with soft music. 4. Have a hearty breakfast ready and raring to go! 5. Make lunches, put out tomorrow’s outfit and leave packed back-packs at the door the
night before.
Motor Intelligence Therapy ~ Other Applications
Field Trip!
Play Math is a cortico-cerebellar math program that alternates fine and gross motor movement to teach children ages 6-12 fact families, factors and fractions (Kenney 2012)
Mirror or Skip Count (Balls) Slide and Glide (Blocks) Over and Up (Blocks) How do numbers fit together? What makes a family? Advanced techniques
The Method
Three things children taught me about how they learn math.
1. We build to learn: Exploring fact families in “arrays” (we call them squares and rectangles) we have 7 year olds learning order of operations, distributive property and fact families all through play.
Three things children taught me about how they learn math.
2. We need to touch the blocks for better encoding: With base ten blocks, when children start to see with their own eyes or feel with their own hands/feet/rhythm or say with their own voices, that 6 fits into 12 and you can make 12 several different ways 3+9=12 9+3 =12; 6+6=12 11+1 = 12, the children love it. They make patterns and do grouping naturally. This enhances memory encoding.
Three things children taught me about how they learn math.
3. We build brain connections with: a. Rhythm b. Fine and Gross Motor Movement c. Mentoring
Audition and Rhythm
For younger kids who have trouble getting started with the morning or evening routine at home, use a song they like to guide them through
Before starting a seated task, engage in some gross motor activity (quick walk, throw a koosh ball, etc.)
Alex Doman ~ Healing At The Speed of Sound @Kiboomu
Subcortical Brain Research 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.
Sensory Processing Disorders Sensory Modulation Sensory Discrimination Sensory-Based Motor
Disorder
Sensory Over-Responsivity Visual Postural Disorders
Sensory Under-Responsivity Auditory Dyspraxia
Sensory Seeking/Craving Tactile Vestibular Proprioceptive Gustatory Olfactory
Source: Lucy Jane Miller
Sensory Books
Domains of Oversensitivity
Olfactory – “ewe it smells” Gustation – “It’s gritty mama” Tactile – “Ouch! That hurts” Visual – “There is still light” Sound – “I need to get out of this car!” Motor - “Inside I am just shaking”
A learning story ~ 9 year old Jason There is still light!
Challenging Behavior
Anxiety
Mindfulness
FLIPSWITCH FOR TEENS
Depression: According to the National Institute of Mental Health (NIMH), more than 1.5 million children under the age of 15 are severely depressed. Bipolar disorder in children often begins with major depression, marked by not wanting to play, chronic irritability and sadness. Preschoolers may talk of wanting to “make myself dead.” Early Onset: Fifty-nine percent of adults with bipolar disorder surveyed by the National Depressive and Manic-Depressive Association in 1993 reported that symptoms of their illness appeared during or before adolescence. The time between onset of symptoms and proper treatment is often 8-10 years, longer for pediatric-onset cases.
Bi-Polar and Depression Resources
The Importance of Play
We Teach EF Through Play Self-awareness (the video technique) Other-awareness Decision making (what’s the thing to do when) Inhibition Cognitive flexibility Attention Focus Shift Creativity/Imagination
Gill Connell ~ Play
PLAY: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul by Stuart Brown, M.D.
THE POWER OF PLAY: Learning What Comes Naturally by David Elkind, Ph.D.
PLAYFUL PARENTING by Lawrence J. Cohen, Ph.D. A CHILD'S WORK – The Importance of Fantasy Play by
Vivien Gussen Paley THE ART OF ROUGHHOUSING by Anthony T.
DeBenedet, M.D. and Lawrence J. Cohen, Ph.D.
The Power of Hopscotch HOPPING = MIDLINE DEVELOPMENT For children, hopping
signals sophisticated advances in both physical coordination, balance, AND cognitive development. You see, as your child refines her physical coordination, she is also building essential neural pathways in the brain. It's those exact same pathways which will one day become the conduits for left/right brain thinking tasks such as creativity, reasoning, and self-regulation.
DON'T STEP ON THE LINE = BODY CONTROL STOP & START = BODY RHYTHM LEAPING = MUSCLE STRENGTH SPACES = SPATIAL AWARENESS
movingsmartblog.blogspot.com
Prescribe Love and Caring
