The Brain - Home - Region 10 Website...Brain Development +How our brains develop tends to be...
Transcript of The Brain - Home - Region 10 Website...Brain Development +How our brains develop tends to be...
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The Brain
Neurological Factors that Affect
Behavior and Learning
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Hello!I am Layne Pethick+ Consultant for ASD and Behavior
at Region 10 ESC
+ You can contact me at
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Expectations for our time together…
+Blanket Apology
+Talking
+Learning
Two Main Rules for Spending Time with Me:
+#1 - Enjoy yourself
+#2 - You must have a sense of humor
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Parents and Gardeners
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Basic Agenda
+ The Brain
+ Something to Think About
+ Food For Thought
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Let’s Begin
It’s
Me
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Let the Layers Begin
“Labels…labels…labels”
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The Layers Build
BIP
IEP
visuals
LRE
programming
antecedents Labels
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…and Build
BIP
IEP
visuals
In-home
LRE
programming
antecedents More labels…
EBPs
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Through All the Layers and
Labels…
vocalization
No
n-c
om
plia
nt
FBA
BIP
IEP
traumaaggression
visuals
In-home
LRE
programming
antecedents Even more labels…
EBPs
…remember there is a child under there.
ABA
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So…How Do We Begin to Look
Beyond the Labels?
• Looking beyond the labels and seeing the individual child is vital
for decisions made regarding interventions, practices,
strategies…life…
• Today we will look at the BRAIN…the very thing that holds the
key to all of our children!
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Experts and Specialists…
• Are you paying attention to the expert (the only expert
that exists)?
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It All Starts with the Brain!
• How is the child’s brain processing information?
• How do you begin figuring out the child’s brain?
• Parents and teachers need to carefully select and
“tweak” interventions, strategies, and practices to match
the individual child.
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First…
The Brain
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Brain Development+How our brains develop tends to be opposite of our education system and some parent expectations…
+The human brain develops from the back to front…the education system and sometimes parenting is largely set up as front to back…
+Educators and other adults have the ability to off set some of this opposition simply by the way they interact with children…
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You are the
surrogate
frontal lobe!
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The Brain and Attention
+It is IMPOSSIBLE to “not pay attention”; the brain is ALWAYS paying attention
+Attention is selective
+Sustained attention to something you can’t understand is not only boring, but almost impossible…(think about instructional practices in classrooms)…human beings do not attend to or store meaningless information
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The Brain and Emotion
+Emotion drives attention and attention drives
learning and memory
Fixations…AKA
“The window in…”
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So What is REALLY Happening???
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The Brain and Stress
+Anxiety increases cognitive rigidity (my term:
Stress makes you stupid)
+Stressed adults = stressed children
+BREATHE!!!
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A Day in the Life
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How Do You Feel?
+What are your initial reactions to “the test”?
+The more stress…the harder it is to deal with
“life”
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Spelling Test!!
+Are you ready???
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““Children have never been very good at
listening to their elders, but they have
NEVER failed to imitate them.”
~James Baldwin~
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Something to Think
About…
Exclusive = Exclusion
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Peers…The real world…
+Peers
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Food for ThoughtIf We Have Time…
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Function vs. Form
+Addressing the FORM is only temporary
+Addressing the FUNCTION is life changing
+The function of the behavior is the motivation behind it or what is maintaining it…it is the answer to the question “WHY?”
+The form of the behavior is the topography: what does it look like, sound like, how intense is it, how long does it last, how often does it occur
**IMPORTANT – A behavior can have multiple functions
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It’s All About the Data
Data
Data MUST be:
Simple – easy, quick, and to the point
Accurate – done with fidelity, honesty, and integrity
Collect baseline data for minimum of 3 weeks
(consider time of year also)
Use data to make hypothesis on the FUNCTION of the
behavior (Why is the student doing what they are doing?)
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What does the data show?
BEHAVIOR
No Patterns (Automatic)
Patterns
(Socially Mediated)
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Behavior Explained…Socially Mediated Positive
(External)
*Someone else provides something that is preferred
Socially Mediated Negative (External)
*Someone else removes a non-preferred or aversive
Automatic Positive (Internal)
*You provide something that is preferred
Automatic Negative (Internal)
*You remove a non-preferred or aversive
Behavior
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Behavior Needs to be
Taught…Not just rewarded and punished…
(move your clothespin…here’s your
Skittle)
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REMEMBER…
It’s
Me!!We don’t treat
labels, we help
the child!
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Why I Do What I Do
+Story
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Thank You!