brain based interventions v 17 canada
DESCRIPTION
Three hour brain based interventions presentation.TRANSCRIPT
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Lynne Kenney, PsyD
www.lynnekenney.com
@drlynnekenney
Brain-Based Interventions
2014
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Becoming A Brain-Based Educator & Clinician
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TODAY’S LANDSCAPE
Defining brain-based interventionsApplied NeuroscienceMisbehavior as brain functionNeurocognitive InterventionsSkill analysis and interventionPlay Math (STM, WM, VSM, M2T)
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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 setsOne that increases collaborative
parenting strategies
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NEUROSCIENCE IN EDUCATION
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GET AHEAD IN THE GAME
Brain Facts – Society for Neuroscience
Social by Matthew Lieberman
Conference videos www.eatonarrowsmithschool.com
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SUBCORTICAL STRUCTURES
Subcortical Structures and Cognition: Implications for Neuropsychological Assessment ~ Koziol and Budding
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.
The Cerebellum: Brain for an Implicit Self by Ito, Masao
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MOVEMENT RESOURCES
Suzy Koontz suzykoontz.comJean Blaydes Madigan abllab.com
SparkPEEric Jensen www.jensenlearning.com
Gil Connell @movingsmartnow
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NEUROSCIENCE + COGNITIVE/DEV PSYCH +
OT + PE
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SensePerceiveThinkFeelBehave
How We Behave
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THE BRAIN IS PRIMED TO LEARN
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INTERVENTION PYRAMID
MedicationNeurotransmittersFood/NutritionDevelopmental, Behavioral, Learning Interventions
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The Family Coach Method ~ Three-Step Evaluation
Process
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DATA BASED TREATMENT PLANNING - I
Do you have a brief neuropsych eval to assess IQ and executive function?
What is the estimation of this child's intellectual abilities?
Describe any EF strengths or weaknesses.
Is there evidence of giftedness?
Is there evidence of ADHD?
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DATA BASED TREATMENT PLANNING - II
Does this child need a comprehensive reading/r/o dyslexia evaluation?
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?
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A NOURISHED BRAIN
WATER ~ 1 oz water per pound per dayFRESH ~ If it does not rot or sprout do withoutPROTEIN ~ 1-2 oz protein/fats every four hours for children COLOR ~ 8-10 servings of color per day (1/2 cup per serving)GREEN ~ Eat when you are hungry, mostly plants
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PATTERNS ARE INNATE
A pattern is consistent repetition What does a pattern look like? What might a pattern sound like? Why patterns are important for brain
development.
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COGNITIVE RECOGNITION
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INHIBITION AND COGNITION
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LEARNED SKILL INHIBITION
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A GOLF CLUB, REALLY?
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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
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COGNITIVE DOMAINS
Attention Distraction Focus ShiftRuminationPerseverationHopeful thinkingOptimismNegativityResistance
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THINKING SKILL DOMAINS
OrganizationPlanningSystems and methodsInitiation, execution, reviewAttention to detailFinding the dataProblem solvingExplaining one’s answer
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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
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APPLYING BRAIN RESEARCH
We move to learn, we play to behave (provide opportunity for creativity and critical thinking)
Multi-modal sensory learning strategies
Rhythmic daily movementMake children the
teachers/mentorsInstruct less, interact more
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WHAT WE SCAFFOLD
ShapeColorSoundMovementNumbersLettersWordsLanguage
Shape
Color
Sound
Movement
Letters/Numbers
Words
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ENHANCE MEMORY
Whole brain activityMotor to CognitionSaliencyNoveltyChunk and form associationsTest twiceMental pictures
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THE ALERTING TO CALMING CONTINUUM
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IMPROVING SELF-REGULATION
Perception ~ sensory Recognizing internal energy state Recognizing escalation or de-
escalation Initiating, maintaining and changing
energy Labeling, naming or expressing a
feeling Utilizing calming skills
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1 MIN ALERT OR CALM PROCESS Movement Music Art/drawing Rhythm and timing
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WE MOVE TO LEARN
Flip n push the single ball bounce
Bouncing snow conesBoom Boom SlapDouble ball bounce
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POLYSPOT STORIES1 2 3
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CALMING RESOURCES
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