How We All Learn, The Brain, the Body, and Communication PowerPoint – Monday & Tuesday
Mark Campano, M.Ed. April 12th, 2014 Therapy Service of Delaware Easter Seals, New Castle
Basics of Communication COMMUNICATION Conversation = Directive = Language =
Communication & Behavior World of Autism Schedule & Behavior Intertwined World of Severe Disabilities Schedule & Communication Intertwined Both Worlds Communication
“Negative” Behaviors 2
Common Language (best practice) Clarification of Terms Cue: to child Symbol: child to you Touch: on the body Tactile: material/texture unrelated Object: duplicate to partial Communication System: multi-modal, crosses different content area Object Schedule: (picture, symbolic) focus on sequence, content specific to …
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Common Language (best practice) Clarification of Terms Concrete: related to meaning, easy connection Abstract: no clear connection, can’t guess Prelinguistic/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/Reflex Intentional – Purposeful, I get what I want Message – I want you to know that I want
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 6
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How We All Learn
Experience
If the brain (thalamus) interprets danger then the brain makes the body react before it consciously processes the situation
Action
Interpretation
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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
Stress Hormones 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.
reference: presentation by Linda Alsop
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How We All Learn
Experience
Action
level of intensity,
Interpretation
repetition, environment, Perception
sensory channel
Anticipation
Belief
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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 11
Level of Intensity
Table B Preference Inventory (also referred to as appetite/likes/…) Likes…
What the like is
looking at seeing
Colorful lights Florescent colors Shiny
listening to hearing
How much of a like
Hands Yellow org
strong like like
strong like
Low pitch Music
like
touching the feel of
Rough play Huges and kisses Tickles Massages
Rub lotion Pressure heavy Hard pat water
moving
Bouncing Rocking Jumping Whirling Dancing
Swinging on platform Supported swinging Explore with feet
eating flavors..
Puree Sweet Italian Saucy
Apple Sauce Yogurt sweet Veggies (?) Thick milk
strong like like
strong like like
strong like like
types of vibration
Vibration Toys
strong like
self stimulation behaviors
Rub hair Looking at fingers Looking at obj brought to eye
strong like
like
like
Likes…
How much of a like
What the like is
strong like
smelling scent of
like
places being at
Home Classroom Therapy room
Playground Loves slide Long window w/ rail
people
Everyone Put up w/ most people
Starting to show preferences in people
activities
Clapping hands Brain gym Playing piano Loves slide
Interacting with big therapy ball Riding tric Enclosed spaces tunnel
playing with toys..
Vibration Flashing lights Moving pieces Bright colors
Cause and effect Ball-dif types Hulla hoop
like
strong like like
strong like like
strong like like
strong like
wrestling rough play
other
strong like
like Hair brushed Bath time Exercise Cuddle
How We All Learn, Campano 2014
Jumping on coach Rocking in rocking chair
strong like like
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Experience
Repetition Practice Make Perfect Permanent Physical Memory Consistency!!!!! Serve Clear Purpose 13
Repetition 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.
Activity going into “Little Room”
Date: Spoken Message “Billy, going to Little Room”
02/11/2004 Sign
Picture
Object Cue crepe streamers taped together
to pick him up and move/hold him
“Billy, up”
circle time
“Billy, circle time”
at the end of every day
“Billy, finished”
changing diapers
“Billy, change”
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”
Touch Cue
adult’s hand under Billy’s underarms; movement 2x Carpet square “finish” sign with Billy’s hands (adult hold wrists) tap Billy twice @ sides of hips where diapers fasten
“eat” sign under Billy’s hand to his mouth
Communication Consistency samp./FORMS
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Experience
Environment Where – familiar or new Who’s in it – friend or foe Temperature Lighting Level of sound – background noises Impact of preferences 16
Experience
Sensory Channel 5 senses Movement – proprioceptive/vestibular Primary & Secondary
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Basic types of vision loss or visual challenges:
20/20
20/50
(any combination)
20/200 center vision field loss
side field loss
“tunnel” vision
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Experience Table C Preferred Use of Sensory Channels (one on one time with staff w/gears toy) (no more than 2 of each per line) Observed movement/interaction/exploration within an activity A= Actively Participating P=Passive Recipient each line is an observed behavior/action separate staff and student description of physical behavior not intent or emotion
Movement Vision
Hearing
Suzie is positioned in her wheelchair with the tray on her and her gears toy positioned slightly to her left
Touch
Proprio.
Vestib.
Smell Taste
P P
Staff made sound of mylar paper,
A
Suzie gazed at mylar and moved right hand back from tray Staff tapped on toy & mylar
A
Suzie shifted gaze & head down towards the toy
A P A P
Staff tapped on Suzie’s right hand Suzie reached her right hand out, shifted gaze towards staff & touched staff’s hand
A
A
A
A
A
A
A
A
A
P A
P
P
Toy begins lighting up, moving & playing music, Suzie moves right hand & grasps staff hand, smiles & begins shaking head from side to side. Toy stops, Suzie continues moving head from side to side, stops & then bangs fists (right) on tray
A
Staff takes Suzie’s hand/arm (hand under hand) & activates toy,
A
Suzie gazes at toy & smiles as its activated
A
As toy plays/sings, Suzie gazes at toy & keeps her right hand resting on staffs hand Toy stops, Suzie moves her right hand off of staffs hand and begins shaking head from side to side on head rest
A
A
A
P
Staff talks to Suzie, Suzie stops shaking head, lifts her left arm to the tray & brings both hands together at midline Staff asks if she wants to do more & sounds the mylar, Suzie shifts gaze on to mylar (summary of passive recipient) # of P (summary active participant) # of A
A
A
0 6
2 4
A
A
2 5
1 6
0 3
0 0
Experience
Sensory Channel Inventory Table C continued Assessed Strengths of the three major Sensory Channels (check best descriptors for each category – vision, hearing, movement)
X
Vision (FVA, FVE) tracks/watches everything
Hearing hears everything
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
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
with high contrast
diagnosis auditory neuropathy
Eyes
to follow something or someone (tracking) to look at what he/she is grasping
diagnosis central auditory processing disorder decibel loss measured [ ___90db____ ]
fingers (pointing, griping)
X
Has the Most Control of Moving (movement) whole body no physical issues
Head
Sitting
X
diagnosis cortical visual impairment
laying on side
X
when placed at [ _ 1’ to 3’___ ] distance visual acuity measured [ ______ ]
laying on back
Preferred Sensory Channel: Movement How it’s used: moving limbs, exploring
Secondary Preference Sensory Channel: Vision How it’s used: relies on right eye, close range, CVI
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How We All Learn
Experience
Action
level of intensity,
Interpretation
repetition, environment, Perception
sensory channel
Anticipation
Belief
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How We All Learn
Experience
Action
meaning, purpose
Interpretation
new concept or built off past experience Perception
Wait Time
Anticipation
Belief
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Interpretation
Wait Time 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
Cognition
Experience
Environment
Personality 23
How We All Learn
Experience
Action
reinforcement
Interpretation
preparation for, memory Anticipation
Perception
Belief
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How We All Learn
Experience
Action
value & emotion
Interpretation
attached to the meaning & purpose “Our Reality� real or imagined
Perception
Anticipation
Belief
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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 26
Belief
Value, Emotion Attached to meaning and purpose Our reality, real or imagined Worth the effort Good, Bad and the Ugly Repeated Personal Experiences Interpreted into value Develops structure to hold values (belief system) 27
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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, interpretation what does it mean to me,….........interpretation what do I want to do,………………..belief how do I get my body to do it,…..action, experience
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How We All Learn
Experience
Action
value & emotion
Interpretation
attached to the meaning & purpose Perception
“Our Reality” real or imagined
Anticipation
Belief
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How We All Learn
Experience
Action
filter
Interpretation
brain looking for information to validate belief Anticipation
Perception
Belief
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Perception
Brain Information
Sensory 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
Perception scans the environment for validation of belief belief I can do it, try again and again belief I can’t do it, try once and give up belief I do it for myself, attempt belief I need to wait for prompt, no attempt 32
Perception
Our Perceptions then interpret our current experiences based on beliefs developed from interpreting our past experiences: what’s happening,……………….…“this” fits “that” experience memory what does it mean to me,…........value affected by can or cannot/worth not worth what do I want to do,……………….compliant vs aberrant can or cannot how do I get my body to do it,….action, experience
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How We All Learn
Experience
Action
Interpretation
filter brain looking for information to validate belief
Anticipation
Perception
Belief
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How We All Learn
Experience
Action
engage, withdraw
Interpretation
fast mapping impacts experience Anticipation
Perception
Belief
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Action
Me, Myself, and I
vs.
the Outside World
Action Experience
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Active Learning
Studies show that over a period of three days, the retention of learning is as follows:
10 % of what we read
20 % of what we hear 30 % of what we see
50 % of what we see & hear 70 % of what we talk about 90 % of what we say as we do it
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The Brain & The Body: Academic Lrng
Cognition Intellect
Daily Behavior Living Activities
Auditory VisualLang. Spacial Skills Perception
Perceptual Motor
Ocular Motor Control
Eye-hand Coordination
Body Scheme
Sensory Motor
Postural Security
Sensory Systems
Olfactory Tactile
Reflex Maturity
Attention Center Functions Postual Adjustment
Ability to Screen Input
Awareness of 2 sides of body
Visual
Motor Planning
Auditory
Gustatory Proprioception
Vestibular
CENTRAL NERVOUS SYSTEM
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How We All Learn
Experience
Action
engage, withdraw
Interpretation
fast mapping impacts experience Anticipation
Perception
Belief
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The Brain & The Body: Bio-Behavioral States (Bio-Rhythms) 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 40
Cognition & Experience Multiple Intelligences
Frontal Lobe Higher Processes
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")
10%
90%
How do I get my body to do it
What’s happening?
Experience
Action
Interpretation
Perception
Anticipation
Belief What do I want to do about it?
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What does it mean?
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Compliance to Authority
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Conformity to Group Perspective http://www.youtube.com/watch?v=iRh5qy09nNw
Abe in restaurant
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So Now What? How Does This Help My Child????
Experience
Action
Likes/Dislike Consistent routines Time to process
Interpretation
Anticipation
Perception
Belief
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How We All Learn
Experience
Action
Remember it’s not your intention that’s interpreted but rather their best guess at what it means, TO THEM
Interpretation
Anticipation
Perception
Belief
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How We All Learn
Experience
Action
Perception
Anticipation can be assessed by lack of response as well as different response. Anticipation can show the ability to memorize
Interpretation
Anticipation
Belief
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How We All Learn
Experience
Action
Long time to change, needs lots of reinforcement to change
Interpretation
Anticipation
Perception
Belief
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How We All Learn
Experience
Action
Be aware and be cautious of how your perceptions may be filtering out possibilities or alternate approaches
Interpretation
Anticipation
Perception
Belief
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How We All Learn
Experience
Action
Perception
10 % of our actions based on conscious thought, 90 % are from patterns within the subconscious called upon from the results of our perceptions
Interpretation
Anticipation
Belief
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The Brain, The Body & Communication
Reality
+
Best Practice
=
Tools
Personal
Meaningful
Likes/Dislikes
Sensory Channel
Identify their Strongest
Sen. Chan. Inv.
Brain Plastic
Consistency
Consistency Chart
Clear Expectations
Predictable Routines
Schedule
Personality Types
Know Temperament
Early Inv.
Passive Recipients
Active Participants
Wait Time
Human to
Human Contact!!!!!!
Interact/Play
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