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Transcript of 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
2
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
How We All Learn, Campano 2014 2
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
5
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
6
The Brain –Impact of Meaningful & Functional
Newsweek, Special Edition Spring/Summer 1997
How We All Learn, Campano 2014 3
7
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
9
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
How We All Learn, Campano 2014 4
10
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action level of intensity,
repetition,
environment,
sensory channel
11
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
How We All Learn, Campano 2014 5
13
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
How We All Learn, Campano 2014 6
16
Experience
Environment
Where – familiar or newWho’s in it – friend or foeTemperatureLightingLevel of sound – background noises
Impact of preferences
17
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)
18
How We All Learn, Campano 2014 7
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
20
21
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action level of intensity,
repetition,
environment,
sensory channel
How We All Learn, Campano 2014 8
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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
23
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
24
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action reinforcement
preparation for,
memory
How We All Learn, Campano 2014 9
25
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action value & emotion
attached to the meaning & purpose
“Our Reality”real or imagined
26
Belief: impact of our beliefs on our actions
Dr. William Straub
Group A: no practice
Group B: only practice
Group C: physical & cognitive
27
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)
How We All Learn, Campano 2014 10
28
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
29
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action value & emotion
attached to the meaning & purpose
“Our Reality”real or imagined
30
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action filter
brain looking for information to validate belief
How We All Learn, Campano 2014 11
31
Perception Brain
InformationSensory Channels
Doing for Self
Environment
Repetition (experience)
Passive Absorption
Active Construction
Affordances
Filter from Beliefs
Built off Past Concepts
32
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
33
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
How We All Learn, Campano 2014 12
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How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action filter
brain looking for information to validate belief
35
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action engage, withdraw
fast mappingimpacts experience
36
Me, Myself, and I vs. the Outside World
Action
Experience
Action
How We All Learn, Campano 2014 13
37
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
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
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
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
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
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
38
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:
39
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action engage, withdraw
fast mappingimpacts experience
How We All Learn, Campano 2014 14
40
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
How We All Learn, Campano 2014 15
43
Compliance to Authority
44
Conformity to Group Perspective
Abe in restaurant
http://www.youtube.com/watch?v=iRh5qy09nNw
45
So Now What? How Does This Help My Child????
Belief
Perception
Experience
Interpretation
Anticipation
Action Likes/DislikeConsistent routines
Time to process
How We All Learn, Campano 2014 16
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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
47
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
48
How We All Learn
Belief
Perception
Experience
Interpretation
Anticipation
Action Long time to change, needs lots of
reinforcement to change
How We All Learn, Campano 2014 17
49
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
50
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