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The Brain
Neurological Factors that Affect Behavior and Learning
Hello!
I am Layne Pethick
+
Consultant for ASD and Behavior at Region 10 ESC
+You can contact me at layne.pethick@region10.org
The Brain Neurological Factors that Affect Behavior and Learning - - PowerPoint PPT Presentation
The Brain Neurological Factors that Affect Behavior and Learning - - PowerPoint PPT Presentation
The Brain Neurological Factors that Affect Behavior and Learning Hello! I am Layne Pethick Consultant for ASD and Behavior + at Region 10 ESC You can contact me at + layne.pethick@region10.org Expectations for our time together
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Expectations for our time together… +Blanket Apology +Talking +Learning Two Main Rules for Spending Time with Me: +#1 - Enjoy yourself +#2 - You must have a sense of humor
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Parents and Gardeners
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Basic Agenda
+ The Brain + Something to Think About + Food For Thought
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Let’s Begin
It’s Me
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Let the Layers Begin
“Labels…labels…labels”
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The Layers Build
BIP IEP visuals LRE programming antecedents
Labels
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…and Build
BIP IEP visuals In-home LRE programming antecedents
More labels…
EBPs
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Through All the Layers and Labels…
vocalization Non-compliant FBA BIP IEP trauma aggression visuals In-home LRE programming antecedents
Even more labels…
EBPs …remember there is a child under there. ABA
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So…How Do We Begin to Look Beyond the Labels?
- Looking beyond the labels and seeing the individual child is vital
for decisions made regarding interventions, practices, strategies…life…
- Today we will look at the BRAIN…the very thing that holds the
key to all of our children!
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Experts and Specialists…
- Are you paying attention to the expert (the only expert
that exists)?
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It All Starts with the Brain!
- How is the child’s brain processing information?
- How do you begin figuring out the child’s brain?
- Parents and teachers need to carefully select and
“tweak” interventions, strategies, and practices to match the individual child.
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First…
The Brain
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Brain Development
+How our brains develop tends to be opposite of our education system and some parent expectations… +The human brain develops from the back to front…the education system and sometimes parenting is largely set up as front to back… +Educators and other adults have the ability to off set some of this opposition simply by the way they interact with children…
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You are the surrogate frontal lobe!
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The Brain and Attention
+It is IMPOSSIBLE to “not pay attention”; the brain is ALWAYS paying attention +Attention is selective +Sustained attention to something you can’t understand is not only boring, but almost impossible…(think about instructional practices in classrooms)…human beings do not attend to or store meaningless information
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The Brain and Emotion
+Emotion drives attention and attention drives learning and memory Fixations…AKA “The window in…”
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So What is REALLY Happening???
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The Brain and Stress
+Anxiety increases cognitive rigidity (my term: Stress makes you stupid) +Stressed adults = stressed children +BREATHE!!!
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A Day in the Life
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And now…
+A TEST!!!
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How Do You Feel?
+What are your initial reactions to “the test”? +The more stress…the harder it is to deal with “life”
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Spelling Test!!
+Are you ready???
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“
“Children have never been very good at listening to their elders, but they have NEVER failed to imitate them.”
~James Baldwin~
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Something to Think About…
Exclusive = Exclusion
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Peers…The real world…
+Peers
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Food for Thought
If We Have Time…
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Function vs. Form
+Addressing the FORM is only temporary +Addressing the FUNCTION is life changing +The function of the behavior is the motivation behind it or what is maintaining it…it is the answer to the question “WHY?” +The form of the behavior is the topography: what does it look like, sound like, how intense is it, how long does it last, how
- ften does it occur
**IMPORTANT – A behavior can have multiple functions
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It’s All About the Data
Data
Data MUST be:
Simple – easy, quick, and to the point Accurate – done with fidelity, honesty, and integrity Collect baseline data for minimum of 3 weeks (consider time of year also) Use data to make hypothesis
- n the FUNCTION of the
behavior (Why is the student doing what they are doing?)
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What does the data show?
BEHAVIOR
No Patterns
(Automatic)
Patterns
(Socially Mediated)
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Behavior Explained…
Socially Mediated Positive (External) *Someone else provides something that is preferred Socially Mediated Negative (External) *Someone else removes a non- preferred or aversive Automatic Positive (Internal) *You provide something that is preferred Automatic Negative (Internal) *You remove a non-preferred or aversive
Behavior
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Behavior Needs to be Taught…
Not just rewarded and punished… (move your clothespin…here’s your Skittle)
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REMEMBER…
It’s Me!!
We don’t treat labels, we help the child!
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Why I Do What I Do
+Story
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