本體覺與人體的關連

所謂「本體覺」，簡單的說，是運用及整合來自肌肉、關節、骨骼等較為深層組織的感覺，訊息經由上述深層組織等受器傳到大腦，再經由人腦解釋，讓我們能知道身體各部位的相對位置及姿勢。

本體覺可以幫助孩子進行模仿、執行、協調肢體動作等活動，藉由使用本體覺，孩子得以學習構音、表達需求、人際溝通，依照順序、遊刃有餘的解開衣服扣子、穿脫衣褲、拆卸與組合玩具等基本能力。

本體覺的運動也與四肢發達及頭腦靈活度有關，諸如俯臥、翻身、爬行、走路、跑步、跳躍、攀登等動作能刺激人的大腦皮層，增進神經網路的連結與傳遞，並能提升大腦涵氧量、活化腦神經細胞。而上述的本體覺處理能力，可以使孩子在探索過程中，學習控制肢體或動作的前後順序、力道輕重、速度快慢，及建立自我身體形象概念。

因此，日常的身體伸展不但可強化幼兒對控制肢體動作的能力，還有助於紓解情緒。而本體覺與其他感覺系統的統合，能整合頭腦與身體間的互動機能，如感覺統合會活化腦幹，蠕爬能增進橋腦與中腦控制語言構音的機能，協調動作則活絡間腦，翻滾促進小腦的平衡功能。

本體覺缺乏易行為笨拙、動作慢

本體覺具有抑制神經興奮的作用，因此具有穩定情緒及調節警醒度（即一般精神狀態）的功能。此外，本體覺的處理能力會協助孩子在探索過程中，控制肢體或動作的前後順序、力道大小、速度快慢，不但對控制自己的動作有信心，並且據此發展出適當的自信心或是自尊心，因此本體覺會影響孩子可以對所處的物理環境、人際互動協調產生信心，也會對高度平穩的情緒扮演舉足輕重的影響。

有鑑於此，當孩子出現本體覺的相關問題時，其行為就會顯得較笨拙、易分心、不靈巧，容易被誤認為是動作慢吞吞、粗手粗腳、故意破壞、有意搗蛋，在力道的使用，不是過度用力，就是力道太清，平時最常見的情況就是容易玩壞玩具、撞倒人，且對於個人空間的預測及判斷容易失誤，進而影響人際社會的互動。

當然這樣的孩子在從事握筆著色、寫字等活動也將會是一件苦不堪言的差事，不但會有速度慢、容易累的情形，大一點的孩子甚至連一鼓作氣完成作業的能力都有問題。同時，家長們也會發現，有這類問題的孩子喜歡從事偏靜態的活動，例如閱讀、自己玩、天馬行空的思考、高談闊論等，卻容易有眼高手低、說得比實際做得好的特質，這是因為他們的觸知覺反應較差，經常會依賴視覺線索，認知策略去執行簡單的活動的緣故。

除此之外，許多孩子也會有感覺尋求的問題，也就是想要藉由額外的感覺回饋，得以獲得身體空間中姿勢的訊息，或反映出孩子有較低警醒度的情形。如果孩子有上述異常、不符合社會規範或時機不適宜時，應尋求職能治療師幫忙，尤其是孩子出現任性或具破壞行為的產生，常容易有被誤解的情形時。

本體覺發展過程

感覺系統在當寶寶還是胚胎時，已開始發展，當感覺系統發展時，即是寶寶學習的開始。當寶寶還是胎兒時，懷孕的媽咪可透過下列方式，幫助寶寶發展：坐久了起來走一走、做些簡單的運動、散步、聽音樂或透過肚皮摸摸孩子，不僅對孩子有幫助，對於孕婦亦有益處，等寶寶出生後，則可藉由觀察孩子的發展，適時給予啟蒙。

新生兒時期

當俯臥時，會轉動頭部；仰臥時，則會揮舞四肢亂動，並出現吸吮、踏步、擁抱及抓握等反射動作。此時已經有與生俱來的反射動作，這些反射動作有些會持續一輩子，有些則會在1歲前消失，因此，照顧者需加強其神經反射的發展及整合，將天生非自主性的反射動作，導引成自主性的運動能力。

此時期父母可拿些長形玩具或小布偶讓寶寶練習抓握、放開。

1.讓寶寶仰躺，並溫柔地將他的身體翻轉至兩側，也可以平順地將他高舉、放下。

2.握住寶寶的雙腳，練習做踩腳踏車的動作。

3.將寶寶抱在懷中輕柔地從一側搖到另一側，或是進一步抱著寶寶緩慢地向右或向左旋轉1～2圈。

1～3個月

如果被抱著，孩子會自行調整身體姿勢，直至舒服的位置。若直立抱起他，可發現他的頭能抬起支撐約10幾秒，仰躺時則會揮動雙臂；俯臥時可以抬頭45度。可以俯趴抬頭維持90度數分鐘，此時就算處於側身狀態，也能自行緩慢地恢復成仰躺姿勢；且仰躺時雙手還會在胸前做接觸。此外，開始學習翻身，抓握反射現象消失，雙手會張開不再緊握，甚至會揮動雙手來操弄玩具，也會伸手抓東西放入嘴中，且抱著他坐起時，頭部也較固定，不再東倒西歪。

此時期父母可拉著寶寶雙手或雙腳作彎曲、伸展、分開、併攏、上下擺動的遊戲。

1.當寶寶清醒時，盡量讓他俯趴著；有助他的頸部、肩膀、背部、腰腹、臀部等處的肌肉關節充份運動，且能幫助眼球追視、抓握能力發展。

2.扶著寶寶的腋下讓他站立數秒，或是向左右前後傾斜15～30度，或試著使他向前走幾步移動；藉此促進孩子的本體、前庭覺的發展，強化寶寶的肌肉張力以及踏步反射動作。

4～6個月

寶寶從仰臥拉起，他的頭頸部已經不會後仰傾斜，可以固定；且手腕有旋轉的動作，可移動物品及抓東西，開始學習自主性的抓握物品；會以雙臂支撐把胸部抬離地面。會翻身、頸部有力；且會用手指和手掌抓取看到的東西。能雙手同時各握一物品互相敲擊；若用腹部貼地，會將頭、胸及四肢皆上揚離地抬起，做出如同飛機起飛時的姿勢；並用手抓東西吃。

此時期父母可讓寶寶仰躺，拉起他一邊的手，幫助他翻滾成俯趴的姿勢；或是一手撐住寶寶的大腿，另一手扶他的腰，將寶寶的身體翻轉過來。

1. 將寶寶置於被單內，照顧者各抓被單一側，輪流拉高或放低，讓寶寶在被單內滾來滾去。

2. 將棉被及枕頭墊在寶寶的屁股、腰背部，讓他靠著坐幾分鐘，記得時常改變孩子的姿勢，可將他的雙手拉起由仰躺變成坐，再由坐拉至站，反覆數次。

7～9個月

會肚子貼地爬行，且會用手撐地而坐，還會把東西從左手換到右手。會用雙膝爬行，或用臂推開擋在面前的東西；開始用大拇指配合其他手指拿取物品，會自己拿餅乾吃；坐時可不用手扶，也能坐得非常穩固。可獨立坐至少10分鐘，且會用食指觸碰開關、按鈕，以及指出物品或方向。

此時期父母可配合兒歌，讓寶寶坐著時，扶住他的肩膀作向前傾、向後倒、向左右擺動、扭轉身體的遊戲。

1.找一個橫槓，讓寶寶練習吊單槓，讓他試著提高身體或踩空，可刺激本體覺與與強化發音器官的肌肉張力，有助於語言構音發展。

2.找一個大布偶讓寶寶試著搬動，或是拿各種形狀的娃娃讓孩子抓起、放下，以訓練他的手腳靈活度。照顧者也可更進一步地教孩子認識五官，或是讓寶寶照鏡子，指認自己的五官及身體各部位，讓孩子對身體的形象有初淺的認知。

3.抱著孩子去碰觸、按壓、指認各式玩具與家庭用品，藉由「以手指物」能力的發展，培養他的識物能力。

10～12個月

會扶著東西站立、拍手及用雙手交互取物。11個月大時，可自己攀住物體站起來，或扶著家具移動；可用拇指及食指撿拾物品，會用食指去挖或勾東西。11～12個月大時，可用拇指及食指尖取物，會將積木放入盒中及拉下襪子。扶東西站立時可彎腰撿拾物品，能獨自站立10分鐘，若牽著一隻手可行走或單獨走幾步路也不會跌倒，成功踏出第一步。

直立站起是此時期訓練本體覺能力的絕佳方式，因為站立及步行需運用腦神經中樞的動作計劃能力及前庭的平衡感、本體的肌肉張力。因此，可讓寶寶試著攀住桌椅、床邊、扶把站起、蹲下，或讓他坐在高度適當的椅子上，試著把身體的脊椎挺直，並練習站起、坐下。

1.為了增強站立及向前邁步的能力，可運用學步車，讓他追著布球跑，以訓練手腳協調與眼球追視能力。

2.可選擇大小、顏色不同的布球、充氣軟球、觸覺球，和寶寶玩面對面滾球遊戲，訓練他從繃緊到放鬆肌肉、轉動關節，強化肌肉及關節的運動強度。

親子遊戲樂

藉由遊戲，不僅可幫助孩子啟發各種發展，增進身體靈活度，還能促進親子間的情感，有鑑於此，本單元設計5種親子間的小遊戲，藉由簡單的活動，幫助啟發寶寶本體覺，但在玩樂之餘別忘了隨時留意孩子的反應及安全，避免過度的活動引發孩子的不適。

我是小飛俠

所需材料：防震墊（約3公分厚，可使用厚的巧拼墊替代）、厚棉被（至少3層以上，或使用舊的床墊）

適合年齡：2歲以上

玩法：讓寶寶從床上或沙發跳到防震墊上，接著伸開四肢躺臥，在上面或在墊上翻滾。

彈彈跳跳真好玩

所需材料：軟墊（如厚巧拼墊或運動用地墊）、卡車輪胎的內胎（或游泳圈）。

適合年齡：2歲以上

玩法：讓孩子爬進、爬出內胎，可告訴孩子想像這是大的甜甜圈，然後讓他坐在內胎上，雙腳朝向同一側，如同時朝向內圈或外圈，並做彈起的動作。接著坐在內胎上，一腳在內，一腳在外，讓孩子利用屁股沿著內胎做彈起、移動的動作，以各種不同的姿勢垂掛在內胎上。

百變保特瓶

所需材料：數個一公升保特瓶，照顧者和孩子一起幫保特瓶做裝飾或彩繪後，再決定在空瓶中放入什麼物品以增加重量。

適合年齡：3歲以上

玩法：

1.將裝有物品的保特瓶拿在手上。

2.將保特瓶抱在手上，像洋娃娃一樣搖晃它，然後觀察保特瓶裡的變化；聽撞擊產生的聲響。

3.用保特瓶來玩辦家家酒。

4.將保特瓶放在水桶或堆車上，玩送貨遊戲。

5.將保特瓶放在地上，用木棍推移，照顧者可和孩子一起玩、競爭。

拉繩遊戲

所需材料：8碼長的繩子一條、滑板

適合年齡：任何年齡層均可

玩法：

1.照顧者拉住繩子的一端不動，孩子坐在滑板上拉住繩子，並往照顧者的方向移動。

2.照顧者和寶貝一起玩拔河的遊戲（備註：照顧者可在繩上綁個小結以利幼兒拿握）。

3.將繩子綁在盛有重物的推車並拉至定點。

塑膠袋遊戲

所需材料：塑膠袋風箏（備註：利用繩子纏住塑膠袋的開口，照顧者可與孩子一起在塑膠袋上做裝飾，注意裝飾不要太重，以免風箏不易飛起來，繩子長度建議2～3碼）

適合年齡：3歲以上

玩法：讓寶寶拿握繩子，並努力的奔跑讓空氣充滿塑膠袋內。

Retrieved from: http://mag.udn.com/mag/newsstand/storypage.jsp?f_ART_ID=265251

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What is Sensory Processing Disorder?

Recently I have seen a rise in the number of articles, Facebook posts, and even tweets claiming to define what Sensory Processing Disorder is. This should be good news, and it is -- mostly. But, some of them are full of misinformation.

Although I am thankful that anyone wants to help spread awareness, it frustrates me personally that these people could very well be doing more harm than good. I have dedicated such a large portion of my life to spreading awareness that will hopefully benefit kids like mine all over our country and arguably the world, that I would really like to see people get good, solid and accurate information. Wouldn’t you?

It is with that goal in mind – the goal to educate and help – that I am taking my personal stab at answering the increasingly popular question, “What is Sensory Processing Disorder?” My answer, and this article, will be specifically geared towards helping parents with SPD kids prepare a response for the dozens of strangers (and even family members) who might stare or judge us every day. We are on the front lines of this disorder, and I believe have the highest stake in making sure that the message being sent about Sensory Processing Disorder is complete and accurate.

Now, I’d like to start with a few myth busting points before we go any deeper so we can all start fresh.

“SPD is on the Autism Spectrum” or “SPD is a mild form of Autism” – FALSE. Although a significant portion of kids with ASD do have sensory issues (estimates range as high as 85%), the opposite is not true. Many children with SPD do not have ASD. So, to recap, SPD is NOT on the Autism Spectrum.

“They are trying to get SPD added to the Autism Spectrum in the DSM” -- FALSE. The work being spearheaded by the SPD Foundation and Dr. Lucy Jane Miler is to get SPD recognized as a ‘stand alone disorder’ in the DSM-IV.

“SPD just means that a child doesn’t like loud noises” – FALSE. SPD is not just a single symptom, nor is it about 'sensory preferences'. Children with SPD have sensory differences severe enough to affect their social and academic development. It is much more complex than 'not liking loud noises'. And, although children with SPD can avoid sensory input, they can also seek sensory input.

“SPD is the new ADD” – FALSE. I am not going to combat the theory that we as a country (or society in general) have become increasingly consumed by labels, because I agree. However, I would like to say for the record, Sensory Processing Disorder is real. Just ask any of the thousands of families that read my blog every month, this is a true health issue that needs to be recognized so that these children and families can get the help they need.

“SPD affects all 5 senses” -- INACCURATE. This is probably my biggest pet peeve. We have 7 senses – SEVEN SENSES!! Touch, Taste, Smell, Hearing, Sight, Vestibular and Proprioception. If you are reading anything (blog, tweet, Facebook, article, newspaper, etc) and they say that SPD affects 5 senses – STOP reading. If they do not know at a minimum that there are 7 senses, this person is not an expert.

Now, let’s get to a real and workable definition.

The Sensory Processing Disorder Foundation’s website says the following:

“Sensory processing (sometimes called "sensory integration" or SI) is a term that refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses.”

Let’s break that down so that we can get to a simple, easy to remember and crazy-easy to understand definition.

“…the way the nervous system receives messages…” -- this is referring to the messages received from all seven senses and how they are conveyed to the brain through the nervous system. The brain is the key component to the nervous system, as that is where the ‘processing’ occurs. By ‘processing’, we are in very basic terms referring to whether or not the brain ‘understands’ those signals. When the brain misinterprets the meaning of those signals, and can’t process them appropriately, it leads to an inability to turn them into appropriate motor and behavior responses.

“…appropriate motor and behavior responses…” – 'appropriate' here refers to the assumed way that a child should respond – if something is too loud, they should pull their ear back, if something is quiet, they shouldn't scream it is too loud. The word ‘motor’ refers to a physical response – how your body moves as a result of the information from the brain, and then ‘behavior’ how the child continues to respond (over or under reactions). Example: Loud unexpected BOOM! Kid cringes and covers his ears (motor), then screams and runs away (behavior).

I want to pause here to be sure that everyone knows there are three types of Sensory Processing Difficulties: Type I; Sensory Modulation Disorder, Type II; Sensory Based Motor Disorder and Type III; Sensory Discrimination Disorder. For the purpose of this post, which is simple understanding of SPD and increased ability to communicate what SPD is as a way to help spread awareness and understanding for our children, I am not going to go into them.

Now that we all are on the same page with the formal information, let’s move on to the analogy that I find most helpful when discussing SPD with others, from the SPDF’s website:

“A. Jean Ayres, PhD likened SPD to a neurological ‘traffic jam’ that prevents certain parts of the brain from receiving the information needed to interpret sensory information correctly.”

Are you familiar with A. Jean Ayres? She is credited as being the pioneer for Sensory Processing dating back to the 1960’s. Her work is the foundation for current research and the modern understanding of SPD.

Now, on to how you and I can actually use these definitions for something useful: A 30 second sound bite.

This is what I use most often when talking to those around me who really don’t have the attention span to hear more, or when I have a time limit like when I am being interviewed.

It is also super helpful at the grocery store when my son’s need to touch everything on the aisle results in a virtual disaster or when he insists on swinging from the railings at the checkout counter. Or, at the playground when he seems to be consumed with pushing down some sweet and small little girl simply because she is too close to him, or even at my home while celebrating some holiday where my son is wound up like a top and crashing into everyone - head first into their butt -- while giggling nonstop. Like me, I trust you will find many uses for the 30 second sound bite. Here it is:

“Sensory Processing Disorder is a neurological disorder that is like a virtual traffic jam in the brain. The information from all seven senses is misinterpreted which causes my child to often act inappropriately.”

Obviously you don’t need to memorize my version – and it can be shorter or longer as necessary -- and said in many different ways.

The key points that are important to communicate when talking to someone about SPD are:

1. SPD is a neurological condition (not a behavior issue)

2. There are 7 senses

3. Information gets misinterpreted

4. Sensory issues cause my child to act the way he/she does

I feel when I cover these four areas I am most likely to accomplish my two main goals when talking to anyone:

1. Help them understand my child and his behavior

2. Spread SPD awareness

I hope that you find this information helpful for both your practical understanding of what Sensory Processing Disorder is and so I can add you as another person who can help me combat the intensely mis-informed, however well-intentioned, people out there.

Our kids need understanding – which starts with making sure we are providing solid accurate information people can use.

So, here’s to all of you raising a SPD kiddo and spreading the word!

Hartley

For more information on Sensory Processing Disorder I recommend the following books:

The Ultimate Guide to Sensory Processing Disorder by Dr. Roya Ostovar

Sensational Kids: Hope and Help for Kids with Sensory Processing Disorder, by Lucy Jane Miller Ph.D

The Out of Sync Child by Carol Kranowitz

Retrieved from: http://www.hartleysboys.com/2010/08/what-is-sensory-processing-disorder.html

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Why teenagers find learning a drag

19 March 2010 by Jessica Hamzelou

Being a teenager can be a drag. As if dealing with peer pressure and raging hormones weren't hard enough, your ability to learn new things is also reduced. Now the brain molecules behind this learning deficit have been identified in mice - and blocked.

When children hit puberty, their ability to learn a second language drops, they find it harder to learn their way around a new location and they are worse at detecting errors in cognitive tests.

Why is this? Sheryl Smith and her colleagues at the State University of New York now reckon that all of these behavioural changes could be due to a temporary increase in a chemical receptor that inhibits brain activity in an area responsible for learning.

In 2007, Smith's team discovered that the number of these receptors soared in mice when they hit puberty, before falling back in adulthood. In their latest study, Smith's team set about finding out if these receptor changes in mice might lead to impaired learning abilities, rather like those seen in pubescent humans.

Shocking memory

The group examined the hippocampus – a region known to be involved in learning – in mouse brains. Sure enough, pubertal mice had seven times as many of the receptors as infant mice. In adulthood, the number of these receptors fell back to an intermediate level.

The team was also able to examine individual neurons and could see that the extra receptors were being expressed specifically at "neural projections" – sites within the hippocampus known to be involved in learning. This was further evidence that the increase in receptors might affect learning.

Finally, the group measured spatial learning abilities in the mice. The creatures were placed on a rotating platform, on which a stationary section delivered a mild electric shock. After a single shock, the infant mice learned to dodge the danger zone. The pubertal mice, however, failed to learn to avoid it even after several rounds.

Smith reckons that the same mechanism might underlie the learning deficits teenagers experience. Cheryl Sisk at Michigan State University at East Lansing agrees that "mouse puberty is similar to human puberty, although the timescale is different".

Learning restored

"The research adds to the growing body of literature indicating that puberty and adolescence are a unique period of nervous system development," says Sisk. "Adolescents aren't just in between children and adults. Their behaviour is different from both."

In a further experiment, Smith found that she could remove the learning deficit by injecting pubertal mice with THP – a stress steroid. In children and adult humans, THP is naturally released in response to stress. It reduces brain activity and calms you down, says Smith. But in pubertal mice, THP has the opposite effect – increasing their stress.

Smith suggests that in her most recent experiment, giving extra THP to pubertal mice similarly increased their brain activity and that this activity may have compensated for their learning deficits.

If similar mechanisms underlie teenage learning deficits in humans, this result might point to ways to deal with them - either through behavioural changes or drugs.

Smith suggests that a synthetic form of THP could be developed for teenagers with learning difficulties, although she acknowledges that care would need to be taken not to create any new problems. "We would have to be careful not to affect their mood," she says.

Sisk cautions that it's too soon to apply the results to humans or to other types of learning outside the spatial type tested in the mice.

Journal reference: Science, DOI: 10.1126/science.1184245

Retrieved from: http://www.newscientist.com/article/dn18678-why-teenagers-find-learning-a-drag.html

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7 Easy Ways to Help a Family Diagnosed With Autism

We've all heard the news: one in 91 children are now being diagnosed with autism in the United States alone. This is staggering. Today, almost everyone knows someone with autism. And yet, with all the talk about cures, causes and concerns, there is rarely any information on how we can support a family with this diagnosis. All too often, because folks don't know what to do, they do nothing! Even to the extent of avoiding the family out of fear, or just out of not knowing what to do or say. In this post, I hope to show how simple acts of kindness can make a world of difference for families who have children with autism.
I will highlight seven easy, free (or inexpensive) ways that you can do to help:
1.) Let's start with the easiest: On the way to your weekly or daily trip to the grocery store, ask if there is anything you can pick up for their family.
Pick up some eggs, or a carton of milk and drop it by. If they insist on paying you back, accept. Then, the next time you ask them if there is anything they need, more than likely, they will feel okay to say, "yes, please."
Why? Because often taking a child with autism to a grocery store can be overwhelming. I can remember when taking my son, Neal, anywhere was difficult. More often than not, when we drove in the car, Neal would have a temper tantrum in his car seat. He would kick the seat in front of him, wailing for me to stop. I would pull over, stop the car and help him calm down.
Taking him grocery shopping had it's own challenges. On bad days, Neal would have a tantrum while I was shopping. The moment it started, I had to pull him out of the cart, then leave the cart -- groceries and all -- in the middle of an aisle while a kind and bewildered store employee helped me carry a kicking, screaming Neal to the car. I would tell Neal directly, okay, I guess you're not ready to go to the grocery store, yet. And we would wait a few days before returning. In those days, many of our meals had to be take-out.
Today, when I speak at conferences and someone asks how they can help a family whose child has autism, the first thing I say, "Ask what you can pick up at the grocery store for them."
2.) Learn the facts about autism, but don't give advice.
Parents who have a child recently diagnosed with autism are often overwhelmed with "to dos." Today there is lots of information to help unravel the intricacies of therapies, schools and protocols. There are special needs advocates, websites, books, journals -- you name it, it's out there. What families need more than additional information or advice is someone to listen to them -- they need a friend. A friend who understands what they are going through and doesn't judge, condemn or give advice.
I am blessed with wonderful friends. Two of my closest friends Rebecca and Nick, and Vida and Leven, lived walking distance from Neal and me. We got together as much as possible. In the beginning, we had dinners together, strolled our kids to the park, debated whether it's better to use disposable diapers or to be more earth-friendly and stick to cloth. They were there for me when I got Neal's diagnosis and supported me in every way they could. They listened to my challenges, but only gave advice when asked.
It's okay to offer a magazine article, a blog post, etc., but only give advice if you are asked!
3.) Take the sibling of the child who has special needs out for a special treat.
When there is a child who has severe needs, the typically developing sibling may often feel left out, or become a "little adult" -- over-responsible, learning at a young age to put their own needs aside. This can cause resentment or denial of their own feelings. Parents juggling their own schedules and therapies for the child with autism may not have the time or space to give what they would like to the sibling. This is where friends and family can be a tremendous support in a very easy way.
Ask if the sibling wants to join your kids for a movie, an ice cream, an outing. Or if you don't have kids, find out what interests the sibling, and take them to a ball game, a dance concert or just a walk around the block.
And speaking of walks -- this is really number three and a half -- but if the family with autism has a dog, offer to take their dog for a walk. That's one more thing they don't have to think about. Siblings of a brother or sister with autism have a different life than their typically developing peers. Holly Robinson Peete and her daughter Ryan wrote a beautiful children's book, "My Brother Charlie," that reveals a sister's experience with her twin autistic brother. Often, as the siblings mature, they see how their brother/sister has enriched their own lives. You can be the person who makes a difference in their young life.
4. ) Give the parents or single parent a night out.
Okay, this is a bit more challenging. You must be willing to leave your comfort zone to be available to be with a child who processes the world differently. Learn about autism. Learn about joining a child's world. In my book, "Now I See the Moon," I discuss ways to join a child with autism. I have found children, teens and adults with autism to be the most interesting and extraordinary people I have ever had the privilege to know, and yet I never would have known them had I not had been gifted with my own nonverbal autistic son. Spending time with a child who has autism can change the way you experience the world!
Start with just a half hour at a time. Or if you have the financial means, offer to pay for childcare once a month -- or even once a year! With the divorce rate of parents with children who have autism at 80 percent (almost twice the national average) you can be the one who helps save a marriage. Or the one that helps a single mom or dad meet Mr. or Mrs. "Right!"
5.) Okay, you're not good with kids. But you're organized, and like to help others be the same. Offer to help with housework or organize their office.
Come over, wash their dishes, take out the trash -- any small act can be so helpful. Or again, if you have the financial means, pay for someone to help clean their house. Parents with children who have special needs have to compromise on something and sometimes that's household chores. I remember realizing that to be an A+ parent, friend and daughter to my aging parents, I had to resolve to being a B- housekeeper.
6.) Bring over a cooked meal.
I remember the evening when a neighbor brought me over an amazing cooked brisket. I had just moved back into my town house. I had boxes everywhere. Neal was having a difficult time adjusting, and the thought of cooking a meal felt overwhelming. It was a simple task for my neighbor (she just made an extra one the day she was cooking hers) but eight years later I can still taste and smell that brisket and remember her thoughtfulness!
If you are real ambitious, start a food bank with your neighbors, or synagogue or church group. Even having someone bring a cooked meal over once a month can make all the difference for a stressed recently diagnosed family with autism.
7.) Ask your high school child to volunteer their time weekly to play with the child who has autism.
Many schools now offer community service hours for teens who volunteer in the community: programs like Friendship Circle, Best Buddies and Circle of Friends. Friendship Circle pairs kids with special needs to go into the home and play with the child two hours a week. At The Miracle Project and Vista Del Mar, we have created the Inspired Teens group, a group of middle school and high school teens who raise awareness, funds and volunteer in our theater programs. These teens also become friends with our teens. They all say how their lives have been enriched by becoming friends with autistic teens.
Above all, the easiest and yet the most challenging thing that you can do with a family who has autism, is open your heart and mind with unconditional love and support. Take away judging a child as having "bad behavior" or a parent as being "overly permissive." And instead if you see a parent having a rough day with their child, ask "how can I help?" Or, as Lori Guthrie's neighbor said one day after witnessing a melt down, "Don't worry about it. I didn't notice a thing."
Yes, we know how busy you are. But you may be amazed at how taking some time to help others can help you gain perspective and see your own life's challenges reduced to bupkis. More than anything, however, your life will be enriched by being of service and from entering the miraculous world of autism.
Please send me your stories of how you have either been helped or help out a family with autism.
Elaine Hall "Coach E"
Founder of The Miracle Project.
Author: "Now I See the Moon: a mother, a son, a miracle"

Retrieved from: http://www.huffingtonpost.com/elaine-hall/living-with-autism-7-easy_b_681033.html

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Family: Making a difference to dyslexics

Qaisra Nazeer Dhillon’s passion to better the lot of children deemed lazy and stupid is admirable, writes MEENA SREENIVASAN

QAISRA Nazeer Dhillon, a specialist teacher attached to Dyslexia Action United Kingdom, is one determined woman when it comes to advocating a better understanding of dyslexia in Malaysia.

Being a parent and teacher herself, her heart reaches out not only to children and students who are dyslexic but also to parents who are faced with the dilemma of not having a proper support system to help their children affected by dyslexia.

“It’s very simple why I am so intent about creating awareness on this disorder. Not many people are aware that it can be beaten. I used to teach language and literature before I chose to work in the field of dyslexia. “When I decided to continue my professional development in the field of teaching (this is a concept of continuous professional development (CPD) ), I decided to explore on what next I could do better. “I had two choices; either to pursue my PhD in literature or go into the special needs training. I chose dyslexia as the field to specialise in. I want to be able to make a difference in somebody’s life,” says the 43-year old, who resides in the UK.

Married with three children, Qaisra completed her TESOL (teaching of English to speakers of other languages) from Trinity College London and then went on to pursue her Masters Degree in English Language and Literature. She completed her post graduate-level qualification in Specific Learning Difficulties from the University of York and was trained by Dyslexia Action Training Department UK. Currently, she is studying for Competence in Educational Testing accredited by British Psychology Society. If Qaisra could have her way, she would want the legislation in this country to change and start recognising dyslexia as a learning difficulty to develop a full-fledged support system in the mainstream schools here. “I am going to say it loud and clear that dyslexia does very much exist and it is a condition where there should be help for every child in every state school in Malaysia. “So, what the government should do is to make sure that every teacher gets some basic training to recognise it. What I am referring to here is a full-fledged support system. We need to recognise it at the federal level. If we don’t, we will lose out on the whole generation of children who will be condemned as lazy, stupid and dumb.” She says it is sad and disturbing that parents of dyslexic children don’t even know their child is dyslexic because most of them are in denial. “All they can ask and wonder about is, ’Why is my child not getting an ’A’ in his exams?’ Well, the underlying issue here is they end up thinking their child is just lazy or slacking when actually he or she could be dyslexic and that they could be seeking help for their child’s learning disability,” she explains.

There are signs and symptoms that could be pointers, although they vary from individual to individual. In some cases, it might be severe and in others, mild. Although dyslexia is 90 per cent a genetic disorder, 10 per cent is acquired, maybe through a difficult pregnancy. But it is mostly passed down from the male genes. Sixty per cent is from the father’s genes while 40 per cent is from the mother, Qaisra says. Sometimes, parents need to be assessed as well.

“Dyslexia or related specific difficulties such as ADHD (Attention-Deficit Hyperactivity Disorder) are actually signs of frustration from the child and he doesn’t know what to do because he cannot understand what is being taught.

“What do you expect the child to do? In school, he is faced with pressure and when he comes home, there is pressure again as to why he is not performing in school. So how can you expect a seven or eight-year old child to deal with academic or social expectations when he has a learning difficulty in the first place?” Qaisra reveals that when working with dyslexics, you only see progression, and in her experience, the majority of dyslexics have a higher IQ (intelligence quotient) and intelligence level than normal people. “You are dealing with intelligent individuals who do not know how to cope with academic pressure. Try putting yourself in their shoes for just one day. For example, this is what happened when I was teaching a young girl. She looked up at the classroom blackboard, and by the time she copied the word from the board onto her exercise book, the word changed. What happened was that she got lost in the process because the working memory was weak. The ’P’ became a ’T’ by the time she wrote it”.

“Instead of parents labelling their child as stupid or slow, they have to take a stand and do something to assess their children if they feel something is amiss. Do they want a future for their child or do they just want an alter ego?” Qaisra feels that there’s just not enough awareness about dyslexia in Malaysia and it is considered a social taboo to even get their child assessed by an educational psychologist. And because people tend to think it is a mental problem or sickness, they usually turn to a psychiatrist, neurosurgeon or a paediatrician. “You don’t need to go anywhere else except to two people who can tell if your child is dyslexic — an educational psychologist (not a psychiatrist), who is trained to assess dyslexia, or a teacher like myself who has a practicing licence to assess children with dyslexia.” A child with dyslexia will be put through a test to evaluate his general ability and attainment — whether he is achieving according to his ability — and also other tests to determine if it is a literary problem. Being a slow learner and being dyslexic are two different things. Although dyslexia cannot be cured, it can be overcome and beaten.

“Cure is not the word to be used because it is not an illness. But can you beat dyslexia, you ask? Well, it is a definite yes! There are no right pointers and parents should not download those tests from the Internet, fill in and tick boxes to diagnose if their child is dyslexic. That is so wrong. Please go to the right specialist to determine this,” she insists.

As literacy skills are so strongly emphasised during the schooling process, dyslexic children experience a great deal of failure which can easily lower their self-esteem. The effect can make them feel that they must be stupid. This is why it is important for dyslexic children to receive as much praise, credits and certificates as the other children. To complete a piece of written work in class is twice as hard as for a non-dyslexic child. It is also important for a dyslexic child to have art, crafts, physical education and sports during their week in school, as these are the only areas in which they may excel and experience a feeling of satisfaction in learning. Having to learn a foreign language like French is a virtual impossibility for a dyslexic child.

It is an established fact that 10 percent of the world population is dyslexic. You can expect at least three kids to have some sort or some level of dyslexia. In Asian countries, dyslexia awareness is at least 20 years behind that of western countries.

Qaisra’s worst fear is that parents of dyslexic children will not be able to help develop their child’s personality and that they equate qualifications with education. “A piece of paper qualification may not necessarily educate you. Look at Bill Gates. Although he reached Harvard University, he was still a dropout — but can anyone meet his success?” To create awareness on dyslexia, Qaisra is conducting a workshop entitled, Dyslexia Awareness Seminar, for those who would want to know more about dyslexia. They could be parents, teachers, paediatricians or even children themselves. Participants will not only gain a better understanding of dyslexia, be able to identify signs and also learn strategies to help their child or student cope.

Retrived from:http://www.nst.com.my/nst/articles/2010080711422520100807114225/Article/

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Misleading Symptoms Of Dyslexia

Dyslexia can also have some misleading symptoms that when manifested seems to be not a condition at all. Sometimes, this kind of symptoms seems like just incidences of carelessness. However, if they happen too often, it is something that you shouldn’t overlook. So here are some of the misleading symptoms that dyslexia has.

Reluctance In Writing
When a person is reluctant in writing things down, this can sometimes be thought of as simple laziness. However, unknown to many, a simple trait like this can already be one manifestation of dyslexia. Some people, who know that they are dyslexic, try hard to cover up their condition. That is why they may seem to appear as if they are just too lazy to write. Yet, the real reason behind this is that they are having writing difficulties, due to dyslexia. In cases when a person is not yet diagnosed to have the condition, this symptom can purely appear as a lack of enthusiasm with writing.

Telephone Message Problems
When a person gets confused with telephone messages, it can appear as simple carelessness or inattentiveness. But if this kind of confusion carries on, then it is already something serious, such as dyslexia. This symptom can be a really big problem, especially if your job somewhat entails you to answer the phone and take messages, like secretaries or receptionists.

Note-taking Difficulties
Note-taking can be a tedious chore to do when you have dyslexia. This can be most especially true if you are studying or have a job that requires this skill, like waiters. The thing is, sometimes difficulty in this skill is thought of to be being plain stupidity or clumsiness, by most people. That is why it can be another misleading symptom, unless accompanied by more obvious symptoms of the condition.

Comprehending Other People
Another misleading symptom would be difficulty in following and comprehending what other people are saying to you. Most of the time, other people would simply accuse you of not attentively listening to them. What they don’t understand is that you have dyslexia, which is the cause of your difficulty in following what they say. Additionally, it is even more difficult if the speaker is talking too fast in a very noisy environment or setting.
Sequencing Difficulties
Problems in sequencing can also be experienced when you have this condition. Even simple problems such as sequencing the days of the week can already be difficult for a person with dyslexia. Other people who are not aware of the existence of this condition can sometimes label a dyslexic person to be an idiot or stupid, since such skill is expected to be mastered already, especially if you’re an adult.

Figure Or Letter Reversa
If you have dyslexia, writing can be a problem for you. You can sometimes reverse how you write the individual letters or figures. You can also reverse the sequence of how they are supposed to be positioned in a word or in a number.

Time-management
Some dyslexic people can find it difficult to manage their time. However, deficiency in this skill can mislead someone to think that it is pure disorderliness, or simple personality differences.
These are some of the misleading symptoms of dyslexia. So, if you think you have these symptoms and some of the other more obvious signs of dyslexia, then be wary and try to get a consultation.

Retrieved from: http://dyslexiaandstuttering.freeiz.com/

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Math Under Stress - The Working Memory Key

We've all had it happen; you're sitting in class, hopelessly unprepared because you've been writing a D&D campaign or plotting ways to take over the world when, out of nowhere, the teacher calls upon you to come to the front the room and solve a math problem. In front of everyone.

How you respond to that says a lot about you, and 'math anxiety' may be a real phenomenon, according to a new report in Current Directions in Psychological Science. University of Chicago psychologist Sian L. Beilock examines some recent research looking at why being stressed about math can result in poor performance in solving problems.

Much of Beilock's work suggests that working memory is a key component of math anxiety. Working memory (also known as short term memory), helps us to maintain a limited amount of information at one time, just what is necessary to solve the problem at hand. Beilock's findings suggest that worrying about a situation (such as solving an arithmetic problem in front of a group of people) takes up the working memory that is available for figuring out the math problem.

The type of working memory involved in solving math problems may be affected by the way the problems are presented. When arithmetic problems are written horizontally, more working memory resources related to language are used (solvers usually maintain problem steps by repeating them in their head). However, when problems are written vertically, visuo-spatial (or where things are located) resources of working memory are used. Individuals who solve vertical problems tend to solve them in a way similar to how they solve problems on paper. Beilock wanted to know if stereotype-induced stress (i.e. reminding women of the stereotype that "girls can't do math") would result in different results for solving vertical versus horizontal math problems. The findings showed that the women who had been exposed to the negative stereotype performed poorly, although only on the horizontal problems (which rely on verbal working memory). Beilock suggests that the stereotype creates an inner monologue of worries, which relies heavily on verbal working memory. Thus, there is insufficient verbal working memory available to solve the horizontal math problems.

It has generally been shown that the more working memory capacity a person has, the better their performance on academic tasks such as problem solving and reasoning. To further explore this, Beilock and her colleagues compared math test scores in individuals who had higher levels of working memory with those who had less. The subjects took a math test either in a high pressure situation or low pressure situation. It turns out that the subjects with higher working memory levels performed very poorly during the high pressure testing situation—that is, the subjects with the greatest capacity for success were the most likely to "choke under pressure". Beilock surmises that individuals with higher levels of working memory have superior memory and computational capacity, which they use on a regular basis to excel in the classroom. "However, if these resources are compromised, for example, by worries about the situation and its consequences, high working memory individuals' advantage disappears," Beilock explains.

As more schools start emphasizing state-exam based curricula, these studies will become increasingly relevant and important for the development of exams and training regimens that will ensure optimal performance, especially by the most promising students.

Retrieved from: http://www.science20.com/news_releases/math_under_stress_working_memory_key

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Why Play Is Good For Speech And Language Therapy

By: Steve Cownley

Play Levels Of Social Interaction In Speech And Language Therapy

There are different levels of play used in the assessment of children's speech and language. These levels are used to measure children's play skills. However, there are also play levels of social interaction that can give a general overview of the child's play skills.

In general, there are six play levels of social interaction that children go through respectively. Each level becomes more complex than the previous one, and requires more communication and language skills than the other.

Unoccupied Play

The first level of play is unoccupied play. In this kind of play, the child may seem like he is simply sitting quietly in one corner but actually is finding simple things that he sees around him to be rather amusing. A typical adult may not notice that what the child is doing is already considered to be play, unless they observe meticulously.

The child may just be standing and fidgeting at times, but this could already be unoccupied play at work.

Onlooker Play

The second level is onlooker play. In this level, the child watches other children play but doesn't engage in play himself. This is when children learn to observe others. Such play level can show a child's attention and awareness skills.

Solitary Play

The third level is solitary play where the child plays by himself and doesn't intend to play with anyone else. This level shows an outright manifestation that the child do have play skills, only that it is still at a level that no interaction is required.

A child can be at this level when he is already able to play functionally with an object, can play by himself up to fifteen minutes, and is able to follow simple play routines.

Parallel Play

The fourth one is parallel play. This level characterizes children who play side by side but don't communicate with each other. Neither do they share toys. It is said to serve as a transition from solitary play to group play and is at its peak around the age of four years.

A child is said to be in this stage when he is able to play alone, but the activity he is doing is similar with the play activity that other children beside him are engaging in. The child also doesn't try to modify or influence the play of other children around him. Here, the child is playing ‘beside' rather than ‘with' the other kids in the area.

Associative Play

Next is the associative play. This is where the children still don't play with each other but are already sharing the toys that they are playing with. This level shows the child's awareness of other children, although there is no direct communication between them, other than the sharing of toys and the occasional asking of questions.

Their play session doesn't involve role taking and has no organizational structure yet. The child still carries on the way he wants to play, regardless of what the other children around him are doing.

Cooperative Play

The last level is cooperative play. This is the final stage wherein the children are already playing together, sharing toys and communicating with each other.

This level usually happens at about the age of five or six, where children engage into group games and other highly structured play activities.

These levels can be utilized by the therapist as a guide when it comes to the interactions that he wishes to have with the child through play activities.

Importance Of Play In Speech Therapy

Play has a very important role in speech therapy. It is actually one way that speech therapy can be conveyed, especially if the one undergoing therapy is a child.

What's Play Got To Do With It?

Play isn't just used during the therapy proper. In fact, play is already used during the initial phases of assessment. Kids can be very choosy with people that they interact with, so seeing a therapist for the first time doesn't promise an instant click. Rapport has to be established first, and this is usually done through play.

Benefits Of Play

Other than using it as a tool to establish rapport, play also gives a lot of benefits. First off, it gives an over view of the child's skills, whether it be their abilities or limitations.

Then, therapy wise, play can be used to make a child cooperate with whatever exercises a therapist has lined up for him/her. Since play doesn't put much pressure on a child, he/she would likely cooperate to do the exercises and not know that what he/she is doing is already called therapy.

When the child is more relaxed, he can be at a more natural state. If a child is at his more natural state, then his skills could show more naturally. Thus, this would be a benefit on the therapist's part, since the therapist could get a more comprehensive assessment of the child's skills.

Play could also make therapy more fun and less scary. Since play is an activity to be enjoyed, the child would not get bored with monotonous therapy activities that seem like chores, rather than activities.

Play As A Skill

In fact, play is considered to be a skill itself, because it is a natural activity that children do. If a child doesn't play, then there must be something wrong with him, most probably with his Inner Language skills. This is because; play is a representation of a child's inner language. This is just one of the many reasons why play is important.

It actually has a domino effect, if you look at the bigger picture. Play is needed to have Inner language, which is in turn needed to have Receptive language that is a prerequisite of Expressive language. Thus, if a child has no play abilities, then his whole language system may be affected.

Play And Cognition

Play is also a basis of a child's cognition skills. The more developed a child's play skills are, the higher the probability that his cognition skills would be at a fair state. However, play and condition are not the same. Play is more likely a prerequisite or a co-requisite of cognition.

What Parents Have To Say

Unfortunately, most parents may have a negative impression when they see the therapist playing with their child. Initially, parents get surprised and shocked that they paid a very valuable amount for therapy, only to find out that their child would only be playing.

That's why it is very important for therapists to explain the procedures that they are going to do with the child to the parents. To make the session more interesting, the therapist could also include the parent/s in the play session with the child.

In this way, the child would definitely think that it is a play session. Additionally, the parent can also do the play activity at home with the child. Doing this, could serve to be practice of the targeted skill of the play activity.


Retrieved from: http://www.r-e-s-i.com/article/why-play-is-good-for-speech-and-language-therapy/

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Sleep Problems Common In Kids With ADHD

Attention-deficit/hyperactivity disorder(ADHD) is a behavioral disorder, usually first diagnosed in childhood, that is characterized by inattention, impulsivity and hyperactivity.

Children with ADHD appear likely to experience sleep problems, according to a report in the April issue of Archives of Pediatrics & Adolescent Medicine. Sleep problems in these children may be associated with poorer child psychosocial quality of life, child daily functioning, caregiver mental health and family functioning.

“ADHD is the most common mental health disorder in childhood, affecting up to 11 percent of Australians aged 6 to 17 years,” according to background information in the article. About half of parents of children with ADHD report that their children have difficulty sleeping, feel tired on waking or have nightmares or other sleep problems such as disordered breathing and restless leg syndrome. Parents of children with ADHD are more likely to experience stress, anxiety and depression than those of children without ADHD.

Valerie Sung, M.B.B.S., of the Centre for Community Child Health, Parkville, Australia, and colleagues studied families of 239 schoolchildren (average age 11.7) with ADHD to determine the prevalence and broad effects of sleep problems in these children. The association of sleep problems with child health-related quality of life, daily functioning, school attendance, primary caregiver mental health and work attendance and family impacts were also noted.

Sleep problems affected 175 (73.3 percent) of the children, with a 28.5 percent prevalence of mild sleep problems and 44.8 percent prevalence of moderate or severe sleep problems. Some of the most commonly occurring sleep patterns were difficulty falling asleep, resisting going to bed and tiredness on waking.

“Compared with children without sleep problems, those with sleep problems were more likely to miss or be late for school, and their caregivers were more likely to be late for work,” the authors write. “Forty-five percent of caregivers reported that their pediatricians had asked about their children’s sleep and, of these, 60 percent reported receiving treatment advice.”

“In summary, sleep problems in schoolchildren with ADHD are extremely common and strongly associated with poorer quality of life, daily functioning and school attendance in the child and poorer caregiver mental health and work attendance,” the authors conclude. “Implementation of a sleep intervention in children with ADHD could feasibly improve outcomes beyond treatment of ADHD alone. It is possible that such intervention could reduce the need for medication in some children.”

“In the meantime, clinicians caring for children with ADHD should ask about their sleep, and if a problem is present, this should be addressed.”

Arch Pediatr Adolesc Med. 2008;162[4]:336-342.

Retrieved from: http://www.science20.com/news_releases/sleep_problems_common_in_kids_with_adhd

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Non-Medicinal Treatment For Pre-Schoolers With ADHD

August 20th 2007 11:00 PM

Non-medicinal interventions are highly effective in preventing the behavioral and academic problems associated with Attention Deficit Hyperactivity Disorder (ADHD), according to a five-year study led by researchers at Lehigh University’s College of Education.

The study, titled “Project Achieve” and funded by the National Institute of Mental Health (NIMH), was the largest of its kind focusing on children aged 3 to 5 who have shown significant symptoms of ADHD. It also involved researchers from Lehigh Valley Hospital in Allentown, Pa.

The researchers, led by George DuPaul, professor of school psychology at Lehigh; Lee Kern, professor of special education at Lehigh; and Dr. John Van Brakle, chair of the pediatrics department at Lehigh Valley Hospital, studied 135 preschool students with ADHD symptoms. They evaluated the effectiveness of early intervention techniques in helping children decrease defiant behavior and aggression, while improving academic and social skills.

The study’s results are reported in a special series on ADHD in the most recent issue of School Psychology Review. Published by the National Association of School Psychologists, the quarterly is the world’s second-largest peer-reviewed psychology journal.

“Early identification and intervention are essential, but there has been a lack of research on how to identify and intervene effectively with these children during their preschool years,” said Thomas Power, editor of the journal and program director with the Center for Management of ADHD at The Children’s Hospital of Philadelphia.

“The investigation by Kern, DuPaul and their colleagues is the most ambitious study ever conducted of non-pharmacological, psychosocial interventions for young children with ADHD.”

The results were significant. Using a variety of early intervention strategies, parents reported, on average, a 17-percent decrease in aggression and a 21-percent improvement in their children’s social skills. Teachers saw similarly strong results; in the classroom, there was a 28-percent improvement in both categories. Early literacy skills improved up to three times over their baseline status.

“Medication may address the symptoms of ADHD,” says DuPaul, “but it does not necessarily improve children’s academic and social skills. And because this is a lifelong disorder, without any cure, it’s important that we start understanding what tools and strategies are effective for children with ADHD at such an early age.

“There’s simply a lack of understanding about the type of non-medicinal services that are available to preschool children and their families. Our goal is to address behavioral and academic issues before they become more problematic in elementary school.”

Early intervention techniques include highly individualized programs that often rely on positive supports to reinforce behavior. For example, in consultation with parents and preschool teachers, Project Achieve researchers modified the environments in home and school (such as altering tasks and activities in the classroom to accommodate for ADHD students) in an effort to improve behavior. The highly interactive techniques were presented as alternatives to medicine.

ADHD is a lifelong mental disorder that may become apparent in a child’s formative preschool years. The disorder, which makes it difficult for children to control their behavior and pay attention, affects about 7 percent of the school-aged population. The disorder has become a public health concern, however, because 40 percent of children who show signs of ADHD are suspended from preschool, while approximately 16 percent are eventually expelled.

The researchers suggest that a multi-tiered approach to intervention, offering more traditional services to at-risk children and more intensive services to children in greatest need, may be the most practical and cost-effective strategy for helping preschoolers overcome behavioral and academic challenges.

“While parents of children with ADHD usually trace the characteristic behaviors back to the preschool years,” says Van Brakle, “pediatricians have long questioned whether such children can accurately be identified, given the overlap with normal behaviors in young children. And if so, whether any intervention that does not involve medicine can be of value. Project Achieve suggests that with careful assessment, such children can be accurately identified and that appropriate behavioral interventions are an important part of the treatment plan.”

School Psychology Review’s special ADHD issue features two ADHD articles co-authored by researchers at Lehigh’s College of Education. DuPaul also contributed the Forward for the issue, which is titled, “School-Based Interventions for Students With Attention Deficit Hyperactivity Disorder: Current Status and Future Directions.”

Source: Lehigh University

Retrieved from: http://www.science20.com/news/non_medicinal_treatment_for_pre_schoolers_with_adhd

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Working Memory, Attention, and Executive Function: Critical Factors for Success in Math

The recent interest in how brain function affects learning has brought into focus the role of working memory, attention and executive function. These three cognitive functions are interwoven in a complex system of neural networks, and they are crucial to the learning process. Strong working memory results in functional attention networks and good executive function, all of which correlate strongly with academic achievement (Tannock, 2008). Below is a brief explanation of these three cognitive processes and their effect on mathematical learning.

What is Working Memory?

Working memory consists of the brain processes used for temporary storage and manipulation of information. It operates over only a few seconds, and it allows us to focus our attention, resist distractions, and guide our decision-making. Low working memory is a barrier to both the efficiency and learning of both calculation and higher level problem solving. The most current research on working memory describes it as a passive store component, plus attentional control. Researchers have also shown that working memory is necessary for the control of attention. Working memory and control of attention are inseparable (Klingberg, 2008).

The majority of studies on math disabilities suggest that children with a math disability have memory deficits. (Swanson 2006) Memory deficits affect mathematical performance in several ways:

• Performance on simple arithmetic depends on speedy and efficient retrieval from long-term memory.
• Temporary storage of numbers when attempting to find the answer to a mathematical problem is crucial. If the ability to use working memory resources is compromised, then problem solving is extremely difficult.
• Poor recall of facts leads to difficulties executing calculation procedures and immature problem-solving strategies.

Research also shows that math disabilities are frequently co-morbid with reading disabilities (Swanson, 2006). Students with co-occurring math and reading disabilities fall further behind in math achievement than those with only a math disability. However, research shows that the most common deficit among all students with a math disability, with or without a co-occurring reading disability, is their difficulty in performing on working memory tasks.

Inattention

Inattention is most commonly associated with ADHD, but it is present in many brain disorders. Inattention is a widespread problem for learners. Inattention is a risk factor for poor math achievement, and low working memory is a causative factor.
Inattention has three cognitive aspects that are determined by three neural networks, which are anatomically and cognitively separate.

1. Alerting
   • Critical for optimal performance, the alerting network prepares an individual for perceiving and receiving new stimuli.
   • Symptoms of dysfunction include:
     • Complaining that a task is too boring or hard
     • Yawning
     • Laying one’s head down on a desk
2. Orienting
   • This network selects and sorts relevant information from general sensory input.
   • Symptoms of dysfunction include:
     • Focusing on irrelevant stimuli
     • Easily distracted by anything
3. Executive Attention
   • This is the network that is responsible for planning, organizing, recognizing errors, and involves the working memory
   • Symptoms of dysfunction include:
     • Getting sidetracked and not noticing signs in math
     • Missing words in written work
     • Forgetting instructions
     • Difficulty organizing materials and academic work

The risks related to inattention are many (Tannock, 2008). Inattentive behavior predicts a poor response to reading instruction, as well as math achievement. Poor attenders do worse on tests of oral reading fluency. Despite the attention given to students with hyperactivity and conduct problems in the classroom, those students have more academic success than students who are poor attenders.

References

Klingberg, T. (2005). The concept of working memory. Retrieved April 24, 2008 from www.workingmemory.com.
Swanson, H. Lee, Jerman, O. (2006). Math disabilities: a selective meta-analysis of the literature. Review of Educational Research, 6(2), 249-274.
Tannock, R. (2008, March 7). Paying attention to inattention. Paper presented at the Harvard Learning Differences Conference.

Retrieved from: http://usablealgebra.landmark.edu/instructor-training/working-memory-attention-executive-function/

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Under-Achieving Kids: Low Intelligence Or Poor Working Memory?

Children who under-achieve at school may just have poor working memory rather than low intelligence according to researchers who have produced the world's first tool to assess memory capacity in the classroom.

The researchers from Durham University, who surveyed over three thousand children, found that ten per cent of school children across all age ranges suffer from poor working memory seriously affecting their learning. Nationally, this equates to almost half a million children in primary education alone being affected.

However, the researchers identified that poor working memory is rarely identified by teachers, who often describe children with this problem as inattentive or as having lower levels of intelligence.

The new tool, a combination of a checklist and computer programme informed by several years of concentrated research into poor working memory in children, will for the first time enable teachers to identify and assess children’s memory capacity in the classroom from as early as four years old.

The researchers believe this early assessment of children will enable teachers to adopt new approaches to teaching, thus helping to address the problem of under-achievement in schools.

Without appropriate intervention, poor working memory in children, which is thought to be genetic, can affect long-term academic success into adulthood and prevent children from achieving their potential, say the academics.

Although the tools have already been piloted successfully in 35 schools across the UK and have now been translated into ten foreign languages, this is the first time they are widely available.

Working memory is the ability to hold information in your head and manipulate it mentally. You use this mental workspace when adding up two numbers spoken to you by someone else without being able to use pen and paper or a calculator. Children at school need this memory on a daily basis for a variety of tasks such as following teachers’ instructions or remembering sentences they have been asked to write down.

Lead researcher Dr Tracy Alloway from Durham University’s School of Education, who, with colleagues, has published widely on the subject, explains further: “Working memory is a bit like a mental jotting pad and how good this is in someone will either ease their path to learning or seriously prevent them from learning.

“From the various large-scale studies we have done, we believe the only way children with poor working memory can go onto achieving academic success is by teaching them how to learn despite their smaller capacity to store information mentally.

“Currently, children are not identified and assessed for working memory within a classroom setting. Early identification of these children will be a major step towards addressing under-achievement. It will mean teachers can adapt their methods to help the children’s learning before they fall too far behind their peers.”

The checklist, called the Working Memory Rating Scale (WMRS), will enable teachers to identify children who they think may have a problem with working memory without immediately subjecting them to a test. A high score on this checklist shows that a child is likely to have working memory problems that will affect their academic progress.

If the teacher feels significantly concerned about a child’s performance in class, he or she can then get the child to do the computerised Automated Working Memory Assessment (AWMA). The tools also suggest ways for teachers to manage the children’s working memory loads which will minimise the chances of children failing to complete tasks. Recommendations include repetition of instructions, talking in simple short sentences and breaking down tasks into smaller chunks of information.

Both tools are published by Pearson Assessment. The research that provided the foundation for the AWMA was funded by the Economic and Social Research Council and the British Academy.

Case study – Head teacher from Lakes Primary School in Redcar, Cleveland

Lakes Primary School has been working with Dr Alloway in learning how to identify poor working memory using the new tools. A number of teachers have been trained to screen the children for working memory.

Head teacher Chris Evans said: “Dr Alloway’s research into working memory really caught my interest as I could readily recognise how some children at Lakes School may well suffer from poor working memory. With some of the staff now trained to identify problems, we have the knowledge and tools to carry out a proper assessment and have the skills to help these children be more successful in school.

“We are already beginning to see children in a different light knowing more about the difficulties faced by children with impaired working memory. We realise that they are not daydreamers, inattentive or underachieving, but children who simply need a different approach. We think these new ways of learning can help both the teacher and the children to successfully complete their work.”

When do we use working memory in everyday life?

* Multiplying together two numbers such as 43 and 27 spoken to you by another person without being able to use a pen and paper or calculator.

* Remembering a new telephone number, PIN number, web address or vehicle registration number.

* Following spoken directions such as go straight over at the roundabout, take the second left and the building is on the right opposite the church.

* Remembering the unfamiliar foreign name of a person who has just been introduced to you for long enough to enable you to introduce them to someone else.

* Measuring and combining the correct amounts of ingredients (rub in 50g of margarine and 100g of flour, and then add 75g of sugar) when you have just read the recipe but are no longer looking at the page.

Source: Information booklet on working memory produced by Dr Tracy Alloway and Professor Susan Gathercole.

Retrieved from: http://www.science20.com/news_releases/under_achieving_kids_low_intelligence_or_poor_working_memory

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Grandparents Can Help Recognize Autism in Children

By Nancy Shute Posted: April 9, 2010

Grandparents are often the first to realize that a young grandchild has autism, but they often hesitate to say something to the child's parents, which can delay the best available treatment for autism: early intervention. That's the news from a first-ever survey of grandparents of children with autism, conducted by the Interactive Autism Project (IAN), the largest online autism research registry in the world. More than 2,600 grandparents responded to the online survey, which was sponsored by the Kennedy Krieger Institute in Baltimore and the advocacy group Autism Speaks.

"I was the first to put a name to his condition," one grandmother reported. "I knew earlier, but [it is] extremely difficult to tell your child that you believe her child has autism." Another grandmother said she noticed signs of autism in her grandson at age 2, but didn't know how to voice her concerns without hurting the boy's parents. "What is wrong with him?" was a third grandmother's initial response to meeting her three and a half month old grandson. "My daughter said nothing was wrong; we were scaring him," she recalled. But her grandson wouldn't tolerate anyone touching him, he screamed constantly, and he wasn't eating well, she said, behavior she didn't feel was typical for a child his age. "Three-month-old babies love all the attention and love they receive," she said.

We parents shouldn't be so quick to brush off suggestions from our parents or in-laws that something doesn't seem quite right with our young children. "Grandparents may have had a lot more experience with toddlers and infants and just know," says Connie Anderson, community scientific liaison for IAN. But any parent—or grandparent— can tell you that family dynamics can make that type of communication painful, if not impossible. "Back when I suspected it, my son got bitter with me, and still is," said one grandmother.

Once a child is diagnosed with autism, grandparents often find themselves trying to help both grandchild and adult child. Fifty-seven percent of those surveyed said they worried about the stresses on their adult child a great deal. Some grandparents quit work to help care for the child, while others said they left retirement and went back to work so a parent could stay home. Some struggled to meet the challenges of caring for a severely disabled grandchild, but many said they treasured their relationship, and confided that the grandchild with autism was their favorite.

"This is the largest set of data on autism and grandparents in the world," says Paul Law, a pediatrician who directs the IAN project (and who has a son who was diagnosed with pervasive developmental disorder not otherwise specified). "In the future, the IAN project hopes to involve grandparents in its research project on the genetics of autism, which includes 11,000 families." But the project doesn't yet have the resources to include grandparents in its database, which would enrich the research by providing another generation of genetic data. In the meantime, Law says, he hopes that grandparents will encourage their children to get involved in IAN or other autism research projects. Or, they can do what many grandparents are already doing and become advocates for autism awareness through fundraising walks, advocacy, or legislation in the their states.

For more on the IAN Project, check out my interview last fall with Paul Law last fall on the project's effort to create a research database of families with children on the autism spectrum disorder, and how that can help speed research on causes and cures.

Retrieved from: http://health.usnews.com/health-news/blogs/on-parenting/2010/04/09/grandparents-can-help-recognize-autism-in-children.html

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Growing up with autism Brothers and sisters of children with autism: Learn early to cope with differences

April 21, 2010|By Joe Burris and Rob Kasper, The Baltimore Sun

During a recent first-grade class session at the McDonogh School in Baltimore, 7-year-old Aidan Wade gave an impromptu discussion on what it's like to have a sibling with autism.

"My brother Conor is 11, but his brain thinks he's 5," said the Baltimore boy. "He acts kind of different, but that's OK."

Aidan's words reflect a broad spectrum of attitudes that one might find in siblings of children with autism, a complex set of developmental brain disorders. How a sibling reacts is often dependent upon the severity of the autism, where the child with autism falls in the birth order and how parents model behavior they expect from each of their children.

Siblings of children with autism can face difficulties forming healthy sibling bonds, some studies suggest. Researchers from the University of Washington found in 2007, for example, that some young siblings they studied used fewer words and social smiles than those without autism in the family. The study found that parents reported some "social impairments" in siblings as young as 13 months.

Siblings can face the prospect of tantrums and unexpected behavior from brothers and sisters with autism. They might have to compete for attention. But they can also learn empathy early, experts say.

"We know that there are special demands growing up in a home with a child with autism," said Cathy Groschan, a social worker in Kennedy Krieger Center for Autism and Related Disorders. "But if children view their parents and their peers as responding positively to their sibling's disability, and if they have good factual understanding of the disability, they tend to have positive relationships and a positive outcome."

Peter Bell, vice president of Autism Speaks, a New York-based autism science and advocacy organization, says one thing siblings of children with autism learn is tolerance. "Many of these siblings grow up knowing that a brother or sister might be a little bit different than others," Bell said.

The Pennington, N.J., resident has a 17-year-old son, Tyler, with autism, and two younger children, Derek, 15, and Avery, 11.

"They see it as a part of everyday life and OK to be different and unique," Bell said, "and that sometimes there will be good and bad days, but at the end of the day, you are who you are and what you stand for."

Autism Speaks says that an estimated one in every 110 children is diagnosed with autism, making it more common than childhood cancer, juvenile diabetes and pediatric AIDS combined. And Bell said that many services for children with autism are not covered by insurance, creating significant financial strains on families.

That, he says, sometimes affects what a family has to spend in general, let alone on each child. But he added that siblings of children with autism generally adapt well to the challenges, and because of it foster a keen sense of selflessness and caring.

Some grow up to devote themselves to careers in autism awareness and research.

Conor Wade was diagnosed with autism about two weeks after younger brother Aidan was born, said their mother, Alisa Rock of Baltimore. "Aidan has not known anything different," she said.

"The first couple of years were more stressful for us. My older son did have challenging behaviors, and Aidan didn't understand why Conor would have tantrums, bit his hand or hit [Aidan]," said Rock. "Conor had tantrums from age 5 to 8 at varying levels of intensity, but he could have them for hours."

When Conor turned 8, that behavior subsided significantly, and the two of them became very good friends, Rock said. "Aidan took on the caregiving role, and I was able to say to him, ‘Keep an eye on your brother,' or ‘Help me here.' "

Rock said that Conor's tantrums have recently returned.

She added, "Aidan doesn't understand. He doesn't remember those challenging behaviors, and he's feeling very stressed with the re-emergence of those behaviors. But still, he's a happy-go-lucky kind of kid with a positive attitude."

Marlo Lemon of Randallstown calls her 5-year-old twin boys Matthew and Joshua a "double blessing." To hear her tell it, the boys have been a blessing to one another as well.

Matthew has autism. Joshua, born a minute earlier, does not.

"Joshua is such a good big brother, and though he's older by just a minute, he takes his responsibility very seriously," said Lemon, who also has a daughter, Victoria, 4. "No matter what Joshua's doing, he wants Matthew to be included. If we're in a public place, and Matthew wants to run off, Joshua will say, ‘Mommy, I'll go get him.' "

Lemon said that for a time, Matthew would run away from Victoria, but she and Joshua eventually got him engaged in their activities. And, in making sure that he fits in with all they do, they show him that he, too, must put his plate in the sink after meals.

Sometimes, however, the two wonder: Is Matthew going to talk someday? Why is Matthew allowed to jump on a chair and eat chicken nuggets while they cannot?

There are times, Lemon says, when she and her husband, Frissell, must devote 90 percent of their attention to Matthew, "and I need them to be good, because you never know if Matthew is going to run off."

But Lemon said she and her husband get plenty of family support; both sets of their parents live within 20 minutes of their home. She added that she makes individual time for each of her other children as well.

For Lemon and Rock, their children without autism were either born after or close in age to the one who has the disorder.

Trish Stone of Towson had her first two children, David, 22, and Megan, 18, well before her son Matthew, 8, who has autism. She also has a younger daughter, Kendal, 6.

"When Matthew was born, they were both excited about having another sibling," said Stone of her elder children, "and then it became difficult. They weren't used to it, and like some other families, it caused a distance between them.

"Shortly after that, David learned how to drive, and when he could get out of the house he did. Megan was 11, and she began to take on the parental role. It was tough on each one of the siblings in different stages, but they ended up being more compassionate and caring than typical siblings."

Many youngsters with siblings who have autism get involved with programs and organizations that promote autism awareness and research. Some have been soliciting donations for Kennedy Krieger Institute's autism research and treatment programs, a task that used to be solely the work of adults.

But this year, a group of about 19 kids and young people, ranging in age from 6 to 20, began doing some of the fundraising. They call themselves Kids Who Roar. They also planned some of the activities at a Kennedy Krieger event to be held Sunday at Oregon Ridge State Park in Cockeysville.

There will be a bike ride called ROAR, short for Ride for Autism Research. Riders pay $5 to $30 to register and pedal anywhere from 5 to 50 miles. Hikers have a similar arrangement for jaunts through the park. This year, thanks to ideas offered by the kids committee, there will also be a dinosaur dig, where toddlers can burrow for hidden treasures, as well as a place to make your own beaded bracelet, and a jump rope station.

Those involved in the fundraising include Hunter Gillin, 15, of Owings Mills, whose 17-year-old brother Johnny has autism. Hunter says that he and Johnny are best friends, that they enjoy watching movies, wrestling or just hanging out. In fact, he says it wasn't until he was 11 that he even discovered Johnny had autism.

"Johnny and I have been best friends through the years, and it really didn't matter," said Hunter. "But I had a couple of friends come up to me, and they were just asking questions, nothing mean or anything, but they would ask, ‘Does your brother have autism?'

"I said, ‘No, I don't think so.' Then I went up to my parents and they sat me down and explained the whole thing to me."

Gillin's experience reflects how many children with a sibling who has autism seldom view the development disorder in a negative way, if at all.

"Our goal has always been to see our son first, and his autism second. We have focused on, and celebrated, what Johnny can do, instead of what he can't," said Pam Gillin, the boys' mother

"Because Johnny is the oldest, his other siblings accepted him at face value — they didn't know that he should be any different," she added. "They saw that he was a great reader, well before they could read, and was a master at puzzles. They genuinely saw him for his strengths."

That's why Pam Gillin, who works at Kennedy Krieger, said that there the motto is, "If you've met one child with autism, well then, you've met one child with autism."

"There are many perceptions of autism, affected children, and their families," Gillin added. "These perceptions may be reality in one family, but not in another — so it's important to put them aside altogether and take each child with autism as they come."

Retrieved from: http://articles.baltimoresun.com/2010-04-21/health/bs-hs-autism-siblings-20100421_1_autism-siblings-children

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What Every Parent Should Know About Their Baby’s Developing Brain (Part 1)

August 4, 2010 by Martha Burns, Ph.D

So here you are! In front of you is a newborn, a tiny miracle; a little person that you and your loved one created. This little person looks a little like your aunt Ruth, your father, and you. You have never experienced anything like the love and affection you feel for this little person and you want to guide his or her life the best you can.

What do you do? Does it matter how you hold it, feed it, talk it, attend to it? The short answer is ‘yes’. But the longer answer is that what the infant brain needs in terms of stimulation from parents is relatively simple and very natural. The baby’s brain is a “learning machine” set from day one to absorb and adapt to the world around it.

The parent’s job is a reasonably simple one—to provide an environment that fosters development of skills that will be helpful in later life. If it were an overwhelming task, humans would have died out as a species eons ago. But babies in a host of variable cultures, and subject to many different child rearing practices, in the main, grow up remarkably similar—they walk, talk, play, and eventually become productive adults. However, there is some new research that can guide parents on their journey.

Current research[i] has demonstrated that the primary job of the infant brain is to detect relevant information about language and the environment in which the baby is born and to design itself, in a relatively short period of time, to be an expert at that language and environment. If a baby is exposed to the English language, for example, the brain quickly begins the task of sorting that language into its smallest meaningful elements—the speech sounds—that signal differences in meaning from one word or another.[ii]

In a similar way, a newborn begins to explore his or her environment by observing how objects change in size and position when he or she is lying in a crib and later by observing how objects change when the child can move toward them and manipulate them. In just four months, the research shows, the infant can begin to pick out relevant visual cues that will help to recognize familiar faces, understand space, distinguish two versus three dimensional objects, and perceive a whole object even when only part of the object is observable, such as when a ball is partially hidden behind a block. [iii]

Through experience, the infant brain matures to become a specialist for the world the child is born into.[iv] A French child becomes a specialist in French, the Russian child a specialist in Russian. In this way, the infant brain “maps” itself to the world around it, with groups of brain cells (neurons) in a particular community like the auditory part of the brain, becoming specialists for processing specific types of information. In this way the brain builds itself to become a remarkable machine, eventually capable of understanding new and complex sentences and paragraphs, learning new vocabulary, solving complex new problems that have never been encountered before and realizing the world is full of individuals who have different, yet valid views and opinions.[v]

Since the experiences of the infant form the starting point for the development of the eventual brain architecture, it is important that those of us who are entrusted with this early experience, parents, caretakers, and day care centers, understand the role we play in the building of the brain’s architecture. It is also essential that researchers help those of us who guide an infant’s early experiences to understand which types of stimulation are “beneficial” to brain development and which could be “detrimental”[vi] as I will discuss in next month’s blog post.

What have you noticed about how babies master their environment? Share your observations on our Scientific Learning Facebook page!

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[i] Huttenlocher, P. (2002). Neural Plasticity. Oxford: Oxford University Press.

[ii] Kuhl, P. (2004). Early language acquisition: cracking the speech code. Nature Reviews Neuroscience 5, 831-843.

[iii] Johnson, M.H., (2001). Functional brain development in humans. Nature Reviews Neuroscience 2, 475-483.

[iv] Toga, A., Thompson, P., and Sowell, E. (2006). Mapping brain maturation. Trends in Neurosciences, 29(3), 148-159.

[v] Amodio, D. M. & Frith, C. D. (2006). Meeting of minds: the medial frontal cortex and social cognition. Nature Reviews Neuroscience, 7, 268–277.

[vi] What may be “detrimental” is put in quotation marks because from the standpoint of nature, everything a young child does is important to brain wiring. The infant brain is kind of like the hardware of a computer before it has been programmed with an operating system: it is open and flexible to whatever programs will be installed. Whether those programs are beneficial or detrimental depends on what the computer is expected to do later on.

Retrieved from http://www.scilearn.com/blog/babys-developing-brain.php?sm=babies-developing-brain-fb

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