Neuropsychology is a fascinating field. Thomas Insel, MD, PhD, Director of the National Institute of Mental Health, said “Brain imaging in clinical practice is the next major advance in psychiatry.”
Becoming more familiar with this science can improve educational practices. Absent concrete evidence of brain functioning, an effective multidisciplinary team can usually only produce an Individualized Educational Program (IEP) that seeks to impliment best practices that is too often based on speculation. Specially designed instruction requires a wide range of pedagogical tools and professional knowledge to effectively utilize interventions. Yet, interventions, including the use of medications, are too often grounded in trial and error. By contrast, when the brain can be reliably examined before, during, and after the introduction of interventions, treatment errors can be drastically mitigated.
For instance, increased activity in the anterior cingulate gyrus and prefrontal cortex is often associated with problems shifting attention, which may be clinically manifested by cognitive inflexibility, obsessive thoughts, compulsive behaviors, excessive worrying, argumentativeness, oppositional behavior or "getting stuck" on certain thoughts or actions. How often are these behaviors handled in strictly behavioral terms? Yet, there has been found to be a strong association with these findings and obsessive-compulsive disorders, oppositional defiant disorders, eating disorders, addictive disorders, anxiety disorders, Tourette’s syndrome and chronic pain--especially when combined with increased basal ganglia activity (Amen, 2007). When clinically indicated, hyperactivity in this part of the brain may be helped by anti-obsessive antidepressants or supplements that increase serotonin levels. Specific behavior modification techniques can also be useful for reducing activity in this part of the brain.
By contrast, when this area of the brain is low in activity it is often associated with low motivation and verbal expression. An "off centered cingulate" may be indicative of a brain injury.
Brain imaging science provides valuable information that can lead to more effective interventions, including natural treatments to optimize the brain whenever possible. The advantage of this work is to make the diagnostic process and treatment recommendations as scientifically reliable as possible. Daniel Amen, has compiled brain science research since 1991. The Amen Clinics website includes 300 SPECT images. You can also read the related scientific literature including:
Summary articles of Amen's work with brain SPECT imaging. Also, over 2300 scientific abstracts on brain imaging for psychiatry and neurology, including extensive tables that summarize the brain SPECT research are categorized for:
ADHD
Brain Trauma
Dementia
Epilepsy
Normal
Obsessive, Compulsive, Spectrum Disorders
Treatment Effects
Violence
A healthy brain is associated with a healthy, successful life. We should all strive to keep our brain healthy. Success starts with a healthy brain. Failure is often the result of a brain gone wrong. Educators should become familiar with the organ of learning and teach students how to optimize their brains. Regardless of how badly you have been to your brain, it may still be possible to change your brain and change your life.
Please browse the Natural Standards database on the research underlying natural treatments in psychiatry and medicine. As educators, we must always remain current with available knowledge in order to ensure best practice.
Saturday, February 20, 2010
Saturday, January 23, 2010
Building Trust in the Classroom: An essential competency
Are you an educator that accepts you must earn the trust of your students? By contrast, do you expect students will enter your classroom inherently willing, ready, and able to trust they will be met by your good intentions and hard work? Research by Bryk and Schneider (2002) find schools with high trust levels are three times more likely to report gains in reading and math scores. Students that trust in their teachers are more willing to share interests, needs, and personal circumstances. Teachers can thereby use this information to make meaningful connections between students' lives and their learning. Our students who face the greatest challenges to effective education will benefit the most from building upon these connections. The result of this effort can be the difference between their successfully staying in school compared to failure and dropping out.
As educators, we must recognize our students will start each school year with a range of feelings about their teachers. Most of these feelings will have little to do with their personal experience with you. Rather, they will be greatly influenced by their past experience with other educators and adults. The reality is whenever students don't trust us, we must spend considerable time and effort dealing with the symptoms of their distrust, including defiant or disrespectful behavior, instead of the underlying issue. We should be alert to subtle cues that a student is struggling to trust. Otherwise, a lack of trust that remains unnoticed, unaddressed, or ignored will continue to undermine the educational process. Whenever educators exhibit an understanding that not all students enter school feeling trust for educators, they view trust as another competency that must be nurtured and developed in our students. Relational trust is a foundation for learning, teaching, and leading, which allows individuals to connect to the school community. Without this essential trust, an educator's efforts will produce only temporary results. Bill Gates (2005) notes teachers can create a trusting environment by focusing on the three Rs: relationships, relevance, and rigor.
When educators model caring, respectful relationships over time their students are thereby allowed to build trust with them. Educators begin fostering relationships with their students by helping students find personal meaning and relevance in the course material. Educators can further build effective student relationships by maintaining high expectations, even when students are struggling, thus showing your belief that they have what it takes to be successful.
As educators, we must recognize our students will start each school year with a range of feelings about their teachers. Most of these feelings will have little to do with their personal experience with you. Rather, they will be greatly influenced by their past experience with other educators and adults. The reality is whenever students don't trust us, we must spend considerable time and effort dealing with the symptoms of their distrust, including defiant or disrespectful behavior, instead of the underlying issue. We should be alert to subtle cues that a student is struggling to trust. Otherwise, a lack of trust that remains unnoticed, unaddressed, or ignored will continue to undermine the educational process. Whenever educators exhibit an understanding that not all students enter school feeling trust for educators, they view trust as another competency that must be nurtured and developed in our students. Relational trust is a foundation for learning, teaching, and leading, which allows individuals to connect to the school community. Without this essential trust, an educator's efforts will produce only temporary results. Bill Gates (2005) notes teachers can create a trusting environment by focusing on the three Rs: relationships, relevance, and rigor.
When educators model caring, respectful relationships over time their students are thereby allowed to build trust with them. Educators begin fostering relationships with their students by helping students find personal meaning and relevance in the course material. Educators can further build effective student relationships by maintaining high expectations, even when students are struggling, thus showing your belief that they have what it takes to be successful.
Sunday, January 10, 2010
A New Year and a New Chance to Review Our Educational System
We are a country that still strongly believes in states' rights. Not withstanding Lincoln's victory during "the war of northern aggression", as it is known by my colleagues living below the Mason Dixon line, the desire for individual state's rights are still seen most profoundly in regards to our educational system. During the Federal Constitutional Convention (1787), states' rights proponents pressed to include their ideas in the Constitution; others advocated a strong national government, with minimal power residing with the states. The federal system adopted at that convention was a reasonably satisfactory compromise that reconciled state and national power. It included an upper house, the Senate, which provided each state with equal input into the legislative process. In 1791, the Tenth Amendment to the Constitution made the states' rights doctrine more explicit: "The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people." However, the federal government can influence state policy even in areas that are constitutionally the purview of the states (e.g., education, local road construction) through withholding funds from states that fail to comply with its wishes. John Stuart Mill (1859) wrote that an "education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence." During the nineteenth century the dangers of too much state involvement in the sphere of education was seen as a necessary state intervention to reduce the dominance of the church and thereby to protect the right to education of children against their own parent's belief system. During the late 20th century the term, "states' rights" came to be applied more broadly to a variety of efforts aimed at reducing the powers of the national government.
Educational reform has been adversely impacted by the overarching desire to protect state rights. While other countries were developing a national approach toward effective education, individual states within the United States developed separate statewide standards to guide the education of their children. The result of such a fractured system is most clearly seen in NAEP testing, which is currently the most reliable example of a "national report card."
Compared to other developed countries, the United States continues to exhibit poorer and poorer test results, especially in the area of mathematics and science.
Failure of every state to adopt national standards for learning, clinically-based teacher preparation, and minimal length of a school year will result in a continuation of this downward spiral. While states' rights provide an important opportunity to balance power, strong national standards for assessment, integrity, and fiscal accountability should lead every state's education systems to ensure the highest quality education while mitigating the damaging results of local partisan preferences.
Educational reform has been adversely impacted by the overarching desire to protect state rights. While other countries were developing a national approach toward effective education, individual states within the United States developed separate statewide standards to guide the education of their children. The result of such a fractured system is most clearly seen in NAEP testing, which is currently the most reliable example of a "national report card."
Compared to other developed countries, the United States continues to exhibit poorer and poorer test results, especially in the area of mathematics and science.
Failure of every state to adopt national standards for learning, clinically-based teacher preparation, and minimal length of a school year will result in a continuation of this downward spiral. While states' rights provide an important opportunity to balance power, strong national standards for assessment, integrity, and fiscal accountability should lead every state's education systems to ensure the highest quality education while mitigating the damaging results of local partisan preferences.
Friday, December 4, 2009
The Importance of Early Educational Programs: A call for action
Research by Christina and Nicholson-Goodman (2005) indicates that high-quality early education programs can produce substantial long-term benefits for children, families, and society. Armed with this knowledge, many states began mounting ambitious efforts to implement high-quality pre-kindergarten programs at universal scale. A Rand Research Brief describes some of the progress states have made and identifies significant policy and practice issues.
The first few years of life are critical for a child's cognitive development and learning. Barnett's (1998) evaluations of well-run prekindergarten programs found that children exposed to high-quality early education were less likely to drop out of school, repeat grades, or need special education, compared with similar children who did not have such exposure. Despite good research linking effective pre-K programs with later academic success, Shore (2002) still found early care and education in the United States was essentially a nonsystem consisting of a "patchwork of programs". After publication of the Rand Education Report (2005) most states began to embrace the value of high-quality early education programs. By 2007, as a candidate for the Presidency of the United States, Barack Obama was expressing his plans to make universal Pre-K programs a national priority. Then came a global recession and a national depression...
Recently, after our country's traditional day of giving thanks, New York's Governor Paterson told reporters: "Twenty-six states shut down their early childhood education and prekindergarten programs, and that's what we're going to have to do..."
Although the economy is now rebounding, states throughout the country will be experiencing tremendous budgetary woes due to the lingering impact of the recent economic depression. New York State, like all states, needs to be fiscally responsible to balance its budget. Yet, cutting early educational programs should not be seen as a first-line solution, especially since such measures would have an adverse ripple-effect! You are encouraged to send a message to the NYS Governor Paterson that these cuts are not the answer!
If you believe this is a crucial issue, I encourage you to review, edit, and send the sample letter below to your state governor and its elected representatives:
Too often our elected officials make short-term decisions that don't result in long-term solutions. As educators, we need to be advocates for the currently unheard voices of our youngest students. Absence of action to advocate on behalf of your future students may easily result in millions of these students twenty years from now hopelessly asking, "why didn't you do something to help?" I encourage you to be proactive so that day may not come.
Be well!
The first few years of life are critical for a child's cognitive development and learning. Barnett's (1998) evaluations of well-run prekindergarten programs found that children exposed to high-quality early education were less likely to drop out of school, repeat grades, or need special education, compared with similar children who did not have such exposure. Despite good research linking effective pre-K programs with later academic success, Shore (2002) still found early care and education in the United States was essentially a nonsystem consisting of a "patchwork of programs". After publication of the Rand Education Report (2005) most states began to embrace the value of high-quality early education programs. By 2007, as a candidate for the Presidency of the United States, Barack Obama was expressing his plans to make universal Pre-K programs a national priority. Then came a global recession and a national depression...
Recently, after our country's traditional day of giving thanks, New York's Governor Paterson told reporters: "Twenty-six states shut down their early childhood education and prekindergarten programs, and that's what we're going to have to do..."
Although the economy is now rebounding, states throughout the country will be experiencing tremendous budgetary woes due to the lingering impact of the recent economic depression. New York State, like all states, needs to be fiscally responsible to balance its budget. Yet, cutting early educational programs should not be seen as a first-line solution, especially since such measures would have an adverse ripple-effect! You are encouraged to send a message to the NYS Governor Paterson that these cuts are not the answer!
If you believe this is a crucial issue, I encourage you to review, edit, and send the sample letter below to your state governor and its elected representatives:
Although many states are deciding to cut funding for Pre-K and other early care and learning programs, I encourage you to avoid similar considerations. Cutting educational services to young children should not be one of the earliest options when governments are faced with budget deficits. Pre-K and other early intervening programs have significant short and long-term benefits that will help children succeed in school and in life. Taking that opportunity away from four-year-old children clearly should not be seen as an effective way to balance any budget. For more than a decade, individual state's have been building effective Pre-K programs that yield better, more prepared students. To cut funding now would be a three-fold disservice to the state by:
1. adversely impacting the beginning education of its children;
2. negating years of hard work to build a quality Pre-K system; and
3. leaving scores of tax-paying pre-K teachers unemployed across the state.
Especially during this time of fiscal crisis we must strengthen the educational foundation for our children, so that they don't fall behind. Please review the Christina and Nicholson-Goodman (2005) research on the value of early education and then continue supporting pre-K and other early care and learning programs.
Thank you.
Too often our elected officials make short-term decisions that don't result in long-term solutions. As educators, we need to be advocates for the currently unheard voices of our youngest students. Absence of action to advocate on behalf of your future students may easily result in millions of these students twenty years from now hopelessly asking, "why didn't you do something to help?" I encourage you to be proactive so that day may not come.
Be well!
Friday, November 13, 2009
Strategies and Interventions for Autism Spectrum Disorder (ASD)
Autism is very likely neurological in origin – not emotional. Autism Spectrum Disorder (ASD) is a medical diagnosis based on the behavioral criteria set forth in The Diagnostic and
Statistical Manual of Mental Disorders. Fourth Edition, Text Revision (DSM-IV-TR; American Psychiatric Association, 2000).
Prevalence figures vary but current data suggests 1:150 and is four times more prevalent in boys. There are no known racial, ethnic, or social boundaries. There is no relation to family income, or lifestyle. Autism impacts normal development of the brain in areas of social interaction and communication skills, which results in difficulty communicating with others and relating to the outside world. Occasionally, aggressive and/or self-injurious behavior may be present.
Autism is one of the 5 Pervasive Developmental Disorders (PDD) identified below. All have commonalities in communication and social deficits but differ in terms of severity.
1. Autistic Disorder- is characterized by impairments in social interaction, communication, and imaginative play. It is usually apparent before age 3 and includes stereotyped behaviors, interests, and activities.
2. Asperger Syndrome- is characterized by impairments in social interactions, and presence of restricted interests and activities. There is no clinically significant general delay in language and the chold exhibits average to above average intelligence.
3. Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS)- is often referred to as "atypical autism." It is used when a child does not meet the criteria for a specific diagnosis, but there is severe and pervasive impairment in specified behaviors.
4. Rett’s Disorder- is a progressive disorder which, to date, has only occurred in girls. There is a period of normal development and then the loss of previously acquired skills. These include a loss of purposeful use of hands, which is replaced by repetitive hand movements. Onset usually begins between ages 1-4 years.
5. Childhood Disintegrative Disorder- is characterized by normal development for at least the first 2 years then significant loss of previously acquired skills.
Autism is a spectrum disorder, which means symptoms and characteristics can present themselves in wide variety of combinations, from mild to severe. Autistic individuals are very different from each other. “Autism” is still commonly used to refer to any of the 5 PDDs noted above.
ASD occurs in children of all levels of intelligence, from those who are gifted to those who have mental retardation. In general however, the majority of individuals with autism are also identified as having mental retardation whereby 75% exhibit cognitive assessment scores below 70 along with low adaptive behaviors or functional skills. Verbal and reasoning skills are usually the most problematic academic areas.
Individualization and early intervention are the keys for optimal academic and functional success. These interventions may include life skills, functional academics, vocational preparation, positive behavior support, social stories (music therapy?), and Lovaas model -Applied Behavioral Analysis (ABA).
The Autism Internet Modules project is developing a series of 60 modules on diverse topics including: assessment and identification, characteristics, evidence-based practices and interventions, transition to adulthood, and employment. Module authors include experts on ASD from across the nation. The AIM platform is being designed for consistency with research on how adults learn. Information is presented at a universal reading level with activities providing support to those with introductory or advanced knowledge on ASD. These modules are available at no cost to any computer or digital telephone user. These modules have the potential to positively impact the educational, family, vocational, and medical communities - on a local and worldwide basis - and may alter the ways in which ASD training occurs. http://www.autisminternetmodules.org/mod_list.php
The Autism Society and Autism Speaks are two of the nation’s leading autism organizations. Their missions are to improve the lives of all affected by autism. This is evidenced by efforts for increasing public awareness about the day-to-day issues faced by people on the spectrum, advocating for appropriate services for individuals, and providing the latest information regarding treatment, education, research and advocacy. What Kind of World do You Want is a video community designed to "give back" by recognizing we are all connected to one another through our actions and therefore each person has the ability to make a difference. This is a core message of the Five For Fighting video "World."
Statistical Manual of Mental Disorders. Fourth Edition, Text Revision (DSM-IV-TR; American Psychiatric Association, 2000).
Prevalence figures vary but current data suggests 1:150 and is four times more prevalent in boys. There are no known racial, ethnic, or social boundaries. There is no relation to family income, or lifestyle. Autism impacts normal development of the brain in areas of social interaction and communication skills, which results in difficulty communicating with others and relating to the outside world. Occasionally, aggressive and/or self-injurious behavior may be present.
Autism is one of the 5 Pervasive Developmental Disorders (PDD) identified below. All have commonalities in communication and social deficits but differ in terms of severity.
1. Autistic Disorder- is characterized by impairments in social interaction, communication, and imaginative play. It is usually apparent before age 3 and includes stereotyped behaviors, interests, and activities.
2. Asperger Syndrome- is characterized by impairments in social interactions, and presence of restricted interests and activities. There is no clinically significant general delay in language and the chold exhibits average to above average intelligence.
3. Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS)- is often referred to as "atypical autism." It is used when a child does not meet the criteria for a specific diagnosis, but there is severe and pervasive impairment in specified behaviors.
4. Rett’s Disorder- is a progressive disorder which, to date, has only occurred in girls. There is a period of normal development and then the loss of previously acquired skills. These include a loss of purposeful use of hands, which is replaced by repetitive hand movements. Onset usually begins between ages 1-4 years.
5. Childhood Disintegrative Disorder- is characterized by normal development for at least the first 2 years then significant loss of previously acquired skills.
Autism is a spectrum disorder, which means symptoms and characteristics can present themselves in wide variety of combinations, from mild to severe. Autistic individuals are very different from each other. “Autism” is still commonly used to refer to any of the 5 PDDs noted above.
ASD occurs in children of all levels of intelligence, from those who are gifted to those who have mental retardation. In general however, the majority of individuals with autism are also identified as having mental retardation whereby 75% exhibit cognitive assessment scores below 70 along with low adaptive behaviors or functional skills. Verbal and reasoning skills are usually the most problematic academic areas.
Individualization and early intervention are the keys for optimal academic and functional success. These interventions may include life skills, functional academics, vocational preparation, positive behavior support, social stories (music therapy?), and Lovaas model -Applied Behavioral Analysis (ABA).
The Autism Internet Modules project is developing a series of 60 modules on diverse topics including: assessment and identification, characteristics, evidence-based practices and interventions, transition to adulthood, and employment. Module authors include experts on ASD from across the nation. The AIM platform is being designed for consistency with research on how adults learn. Information is presented at a universal reading level with activities providing support to those with introductory or advanced knowledge on ASD. These modules are available at no cost to any computer or digital telephone user. These modules have the potential to positively impact the educational, family, vocational, and medical communities - on a local and worldwide basis - and may alter the ways in which ASD training occurs. http://www.autisminternetmodules.org/mod_list.php
The Autism Society and Autism Speaks are two of the nation’s leading autism organizations. Their missions are to improve the lives of all affected by autism. This is evidenced by efforts for increasing public awareness about the day-to-day issues faced by people on the spectrum, advocating for appropriate services for individuals, and providing the latest information regarding treatment, education, research and advocacy. What Kind of World do You Want is a video community designed to "give back" by recognizing we are all connected to one another through our actions and therefore each person has the ability to make a difference. This is a core message of the Five For Fighting video "World."
Sunday, October 11, 2009
Reauthorizing NCLB: Time for educators to speak up for an effective Elementary and Secondary Education Act
No Child Left Behind (NCLB), the previous administration's nickname for the Elementary and Secondary Education Act, deserves credit for exposing achievement gaps and focusing on education outcomes. Surely these remain admirable goals. However the implementation of NCLB was always problematic. NCLB remains underfunded and doesn't hold schools to high standards. In the process the United States' dropout rate has increased.
Approved by Congress in 2001 and signed by President Bush in 2002, NCLB pushed public schools to improve basic instruction for low-income, minority and disabled students, among others. Congress overwhelmingly approved the law but it has since lost most of its supporters. United States Secretary of Education Duncan notes that many teachers "complain bitterly about NCLB's emphasis on testing" while many parents "just view it as a toxic brand that isn't helping children learn." (October, 2009)
This is the time for educators to respond to the Secretary's call for action. Minimally, educators should be contacting their elected officials--asking them to refocus Congress on the need to reauthorize the ESEA with a mission to "end the culture of blame, self-interest, and disrespect that has demeaned the field of education" and "build a transformative education law" that promotes a well-rounded education "worthy of a great nation." Educators should be proactive in building "...a law that respects the honored, noble status of educators — who should be valued as skilled professionals rather than mere practitioners and compensated accordingly," (Duncan, 2009)
Approved by Congress in 2001 and signed by President Bush in 2002, NCLB pushed public schools to improve basic instruction for low-income, minority and disabled students, among others. Congress overwhelmingly approved the law but it has since lost most of its supporters. United States Secretary of Education Duncan notes that many teachers "complain bitterly about NCLB's emphasis on testing" while many parents "just view it as a toxic brand that isn't helping children learn." (October, 2009)
This is the time for educators to respond to the Secretary's call for action. Minimally, educators should be contacting their elected officials--asking them to refocus Congress on the need to reauthorize the ESEA with a mission to "end the culture of blame, self-interest, and disrespect that has demeaned the field of education" and "build a transformative education law" that promotes a well-rounded education "worthy of a great nation." Educators should be proactive in building "...a law that respects the honored, noble status of educators — who should be valued as skilled professionals rather than mere practitioners and compensated accordingly," (Duncan, 2009)
Thursday, October 1, 2009
Bullying!
The Center of Social and Emotional Education identifies research whereby bullying can be reduced up to 50 percent when there's a schoolwide commitment to ending it. Why should a school be committed to reducing bullying? Well, considering Maslow's hiearchy of needs, it becomes easy to understand a student who is physically or emotionally intimidated will not be having basic safety needs nor love and belonging needs satisfied. Therefore his or her education WILL be adversely affected. Any teacher, class, or school truly commited to building a sense of community MUST recognize bullying is an act that should inspire moral outrage.
Stand Up to Bullying! If you are feeling apathetic about this need, don't worry! Your apathy and lack of empathy is the very reason why bullying needs to be addressed directly and systematically. Given my AAA model required for system change (Awareness... Acceptance...then Action), minimally allow yourself the opportunity to become more aware of bullying and the problems it causes. Bully Prevention Awareness Week begins this Sunday, October 4, and the whole child partner: The Center for Social and Emotional Education is providing a variety of resources, including powerpoints, to help engage students and adults to both prevent bullying and encourage "upstander" behavior.
To find out more, visit:http://www.bullybust.org/
The Keith Valley Middle School in Horsham, PA is implimenting a Bullying Prevention Program called KV K'NEX . As part of this program, during the first week of school a guest speaker was invited to speak with the entire school. John Halligan and his wife lost their 13 year old son, Ryan, to suicide in 2003 because of bullying at school.
Take a few moments for professional development and explore the wealth of available resources to help raise awareness.
Stand Up to Bullying! If you are feeling apathetic about this need, don't worry! Your apathy and lack of empathy is the very reason why bullying needs to be addressed directly and systematically. Given my AAA model required for system change (Awareness... Acceptance...then Action), minimally allow yourself the opportunity to become more aware of bullying and the problems it causes. Bully Prevention Awareness Week begins this Sunday, October 4, and the whole child partner: The Center for Social and Emotional Education is providing a variety of resources, including powerpoints, to help engage students and adults to both prevent bullying and encourage "upstander" behavior.
To find out more, visit:http://www.bullybust.org/
The Keith Valley Middle School in Horsham, PA is implimenting a Bullying Prevention Program called KV K'NEX . As part of this program, during the first week of school a guest speaker was invited to speak with the entire school. John Halligan and his wife lost their 13 year old son, Ryan, to suicide in 2003 because of bullying at school.
Take a few moments for professional development and explore the wealth of available resources to help raise awareness.
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