Pennsylvania Family Support U N P ACKIN G TR AU M A: A FOLLOW U P - - PowerPoint PPT Presentation

U N P ACKIN G TR AU M A: A FOLLOW U P TO H EALTH Y B R AIN S / H EALTH Y FAM ILIES

J U N E 2 2 , 2 0 16 10 : 0 0 - 11: 0 0 AM

Pennsylvania Family Support

Housekeeping

 Question & Answer Opportunities  Interactive Polling Questions

Housekeeping

 Online Evaluation  Session Recording & Slides

 http:/ / www.pa-pat.org/

 Computer Sharing

 Wenda Deardorff, wdeardorff@csc.csiu.org

Presenter

Mic hael Br ink, M.E d., BCBA, CBIS E ar ly Inter vention T ec hnic al Assistanc e Consultant E mail: mbr ink@pattan.net

IN INFL FLUENCIN ING FA FACTORS

On early brain development include:

• Genetics
• Food and nutrition
• Responsiveness of parents
• Daily experiences
• Physical activity

The brain continues to develop after birth based on experiences.

Experi Experience ence Can Can Chang Change the the Actual Actual Structur Structure

• f
• f the

the Br Brai ain

 Brain development is “activity-dependent”  Every experience excites some neural circuits and leaves

• thers alone

 Neural circuits used over and over strengthen;

those that are not used are dropped resulting in “pruning”

STRENGTHENING EXPERIENCES: BUILDING A HEALTHY BRAIN

http://mtbt.fpg.unc.edu/more‐baby‐talk

Ov Over ervi view ew of

• f 10

10 Pr Practices to to Pr Promote Languag Language and and Communi Communication

• n Ski

Skills ls

Practice Description

• 1. Get Chatty

Engaging in conversations with children

• 2. Be a Commentator

Giving descriptions of objects, activities or events

• 3. Mix It Up

Using different types of words and grammar

• 4. Label It

Providing children with the names of objects or actions

• 5. Tune In

Engaging in activities or objects that interest children

• 6. Read Interactively

Using books to engage children’s participation

• 7. Read It Again & Again & Again!

Reading books multiple times

• 8. Props, Please!

Introducing objects that spark conversations

• 9. Make Music

Engaging in musical activities

• 10. Sign It

Using gestures or simple signs with words

PA Early Learning Standards: Approaches to Learning

http://papromiseforchildren.com/help‐your‐child‐grow/learning‐is‐everywhere/

Resources to share

• When I Play I Learn
• Every Day I Learn Through

Play

• Learning is Everywhere
• Recipes for Readiness

Developmental Stages and the Effects of a Traumatic Brain Injury

https://www.cde.state.co.us/cdesped/tbi_manual_braininjury

Poll Question

True or False? A mild brain injury can have long lasting effects that also need interventions.

Developmental Characteristics: Birth to 3 years

• Language acquisition
• Refinements in sensory and motor systems
• Regulation of sleep‐wake patterns
• Begin to understand cause‐effect relationships
• Emotionally egocentric

Behavioral Characteristics After Brain Injury: Birth to 3 years

• Quick shifts from one emotion or state to another
• Impulsivity
• Use of primitive behaviors (biting, hitting, etc.)
• Lack of self‐awareness
• Inability to self‐regulate behaviors
• Lack of responsiveness to others

Developmental Disruptions Following Brain Injury: Birth to 3 years

• Disruption in the ability to regulate state of arousal and sleep
• Lack of understanding of cause‐effect relationships
• High reliance on structure, support, supervision and modulation from
• thers
• Sleep disturbance
• Lability: moods shift dramatically and quickly
• Emotional reactions unpredictable, often labeled “irrational”

Impact of TBI Support

Disruption in regulation, anxiety Consistent/predictable routines Mood irritability Organized environments Unpredictable emotional reactions Consistent/responsive caregivers Difficulty understanding concepts Visual aids/cues Express feelings without thinking Close supervision Visual Resistant to directions, rigid Concrete assistance through transitions Tactile defensiveness OT, responsive, sensory experiences

Resources

Ef Effects of

• f Tr

Trauma on

• n Br

Brai ain Dev Developm pmen ent

• Abusive Head Trauma (Shaken Baby Syndrome)
• Maltreatment
• Toxic Stress

Bucharest Early Intervention Project

http://www.bucharestearlyinterventionproject.org/

Childhood adversity can damage the brain as surely as inhaling toxic substances or absorbing a blow to the head can. This is a revelation with profound implication – and not just for the Romanian orphans.

“The Two Year Window,” The New Republic, December, 2011

A significant finding….

Ea Early Child Childho hood Str Stress ss Influences fluences Dev Developm lopmen ental Out Outcom

• mes

es

• Important to development & in the context of stable and

supportive relationships

• Potentially disruptive, but buffered by supportive

relationships & safe environments

• Disrupts brain architecture, increases the risk of stress‐

related physical and mental illness

Positive Tolerable Toxic

Positive Behavior Interventions and Supports Positive Behavior Interventions and Supports

http://csefel.vanderbilt.edu/index.html

Parent‐child relationships Supportive environments Significant relationships Supportive relationships

http://csefel.vanderbilt.edu/resources/training_piwi.html

The Science of Resilience

http://www.cssp.org/reform/strengtheningfamilies

Poll Question

• What is the problem with focusing on risk factors?

– Not all risks can be changed – Many individuals and families can survive and thrive despite the risk – We may be targeting families incorrectly – All of the above

Big Idea #1: A Protective Factors Approach

Risk Factors Protective and Promotive Factors

• Protective Factors: conditions or attributes of individuals, families, communities, or

the larger society that mitigate or eliminate risk

• Promotive Factors: conditions or attributes of individuals, families, communities, or

the larger society that actively enhance well-being

Five Protective Factors

• 1. Parental resilience
• 2. Social connections
• 3. Knowledge of parenting

and child development

• 4. Concrete support in times
• f need
• 5. Social and emotional

competence of children

Understanding child development and parenting strategies that support physical, cognitive, language, social and emotional development

Knowledge of parenting & child development What knowledge do parents need?

• Where do we see inappropriate developmental expectations?
• Where do we see a lack of strategies?
• Where do we see parents getting frustrated?

http://www.cdc.gov/ncbddd/childdevelopment/freematerials.html

Social & emotional competence of children

Family and child interactions that help children develop the ability to communicate clearly, recognize and regulate their emotions and establish and maintain relationships

Children’s Social Emotional Skills to Build

Empathize Develop Strategies Control Response to Feelings Recognize and Communicate Emotions

http://ecmhc.org/documents/CECMHC_GrafittiPosters.pdf

Taking Care of Ourselves

http://www.eita‐pa.org/

>

Tom Wolf, Governor Pedro Rivera, Secretary of Education | Ted Dallas, Secretary of Human Services

35 Mic hael Br ink, M.E d., BCBA, CBIS E ar ly Inter vention T ec hnic al Assistanc e Consultant E mail: mbr ink@pattan.net

Thank You Thank You

Housekeeping

Your opinion matters

 Please complete the survey

Upcoming webinars

 July 6, 2016: TBA  August 3, 2016 TBA

Multiple ways to join

 Laptops and mobile devices