Empathy Helps Build Awareness of Self & Others

Photo: Duke.edu

Empathy is greatly  misunderstood quality, especially for children with special needs, so in today's post I will offer some definition, insights and resources for parents & educators.

Empathy has a several definitions which encompasses a variety of nuances: caring for other people and having a desire to help them, to experiencing emotions that match another person's emotions; to knowing what another person is thinking or feeling, to blurring that divider line between one's self and others.

In general, empathy has two major aspects or categories:

• Cognitive Empathy: (Also Known as Theory of Mind) refers to the drive to identify another's mental states.
• Emotional (Affective) Empathy: pertains to being affected by another's emotional state & the desire to respond with an appropriate emotion as well as our general ability to empathize emotionally

In either case, empathy builds on our capacity to recognize emotions that are being experienced by another person and is a quality that is well worth developing in ourselves as well as in our children. By the age of two, children are just beginning to learn empathy but it does not start to really emerge until about age 4. Then, between ages 7-12 children seem to be naturally empathetic with people who are experiencing pain.

Empathic responses are usually not typical in people with autism, and for those with particular personality disorders such as borderline personality disorder, psychopathy, narcissistic personality disorder, and schizoid personality disorder, in addition to people with conduct disorder or bipolar disorder, and those experiencing depersonalization. (The subject of empathy on the autism spectrum is complex and research is continuing ion this area of neuroscience..)

One of the ways we can help teach empathy systematically is through the Learning by Teaching (LbT) method. Students have to prepare and present new content to their classmates, and in doing so they have to reflect continuously on the mental processes of the other students in the classroom.

The students are not only expected to convey a certain topic or content, but also to choose their own methods and approaches in teaching classmates that subject.

Through this process, the students develop a feeling for group reactions, networking and other important communication skills..

I recently came across a perfect description & summary of what empathy can do for us:

"In our highly polarized and competitive world, one person’s win is often another’s loss. One team’s, one party’s, one whatever’s excitement is sometimes disappointment for another.But it doesn’t have to be this way. There is a way that everyone can win, without anyone giving up their values. It’s called empathy. The beautiful thing about empathy is that you can feel another person's pain as if its your own and this empathy brings compassion, but you don’t have to save them or solve their problem. You can understand another person’s perspective without giving up your own. You can respect another person’s opinion without agreeing with them."

~Ian Lawton, Soul Seeds

Something I teach my daughter and my students is this: Just as you are capable of feeling another's pain & dissapointment, you can also feel their happiness, joy and success, if you choose to. Empathy is not merely a topic for "Character Ed" class, but a lense through which we can view and interact with the world and the people in it, in classrooms, at home and beyond.

Read Ian Lawton's entire post here:

Unity's Win, Win, Win

Learn more about the Learning by Teaching (LbT) Method here: 

Investigating Learning by Teaching

Learning by Teaching: The Goal is Independence

Qualitative Reasoning techniques to support Learning by Teaching:
The Teachable Agents Project

Learning by Teaching as a Pedagogical Approach

Learn more about teaching Empathy here:

How Children Learn Empathy

How Do You Teach Empathy? Harvard Pilots Game Simulation

Teaching Empathy to Children with Autism

Strategies for developing Empathy

Boston Children's Foundation

Theory of Mind

3 Empathy Building Exercises for Home & Work

Negative Effects of Social Support & Empathy




To contact Barbara or to report a broken link: bodylogique@yahoo.com


.

What Special Educators (and Parents) Want Us to Know

As Autism month begins, I would like to dedicate this post to autism families and the professionals (and para-professionals) who support them at home, in the classroom and beyond.

Its easy to get caught up in the push for awareness-and awareness is definitely needed. However, sometimes when we are so engaged in a cause, its easy to forget to communicate clearly what it is that we, our children and our students need at any particular moment. I would like this post to be about opening up & continuing an honest dialog-between all of the people who love, educate & support Spectrum kids, in so many different ways.

So, this post today is to be written by you, in the comments section below. If you are an autism parent, what do you want your child, your family, your child's teachers, other parents, me or anyone else to know?

If you are an educator or other professional: What would you like parents, students, administrators and others to know? Be as brief or as detailed as you need to - or as the comment space will allow.

If you want to ask a question - that counts too! This is about learning from each other & sharing our respective knowledge & experiences for the purpose of better understanding and better care & services for all of our kids.

Your comments do not have to be all positive-because let's face it: life is not always positive-but they do have to be respectful. We are all looking through different windows with different scenery. Sometimes its frustrating as a parent to explain to a teacher-and its also frustrating for a teacher to explain to a parent what is happening when the other one is not here, but think about how frustrating it is for our students and kids watching us struggle against each other, as they wait for the help that the need.

The thing to keep in mind is that we are all on the same side-and we have to keep working together if its going to work at all. Kids are depending on us to support & guide them, so lets keep it mature and respectful and we will all learn something new & useful.


~Barbara



.

Change a Paradigm & Change a Child's Life

This weekend at the BCASC Autism Conference, Carol Gray, the keynote speaker, said so many things in her phenomenal presentation that resonated. One thing she said though really stuck with me:

"Change a paradigm 

and you change a child's life".

A Paradigm is defined as:

     1

: example, pattern; especially : an outstandingly clear or typical example or archetype

     2

: an example of a conjugation or declension showing a word in all its inflectional forms

     3

: a philosophical and theoretical framework of a scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated; broadly : a philosophical or theoretical framework of any kind.

4: A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline. 

*Source: Merriam-Webster.com

Carol was referring to definitions #3 and #4.  Many assumptive paradigms exist in education, especially in the area of social skills. These accepted methods used by well-meaning educators & therapists in a variety of settings, only serve to systematically traumatize students further. 

One example that Carol discussed was regarding perceptions & the way we use language. A story she used to illustrate this, was about one of her students who had assumed that Carol had changed her dog's name to "Popcorn".

Instead of immediately correcting the student and saying "I didn't change my dog's name..." and causing the child more confusion, Carol stopped and said, "I need a moment to think..." and proceeded to look from the child's perspective and realized where the child's perception of the dog's new name originated from.

She revealed to us on her slides the reason: the student saw a popcorn bowl being used for the dog's food. For a child with autism, it was a logical assumption that the dog's name had been changed because of this visual evidence. (We believe most of what we see.) Had Carol not stopped a moment to look around, before she responded, she would have not realized the child's perception.

Carol instead replied "You know, I have a very true story to tell you..." and proceeded to explain that the popcorn bowl was there because the dog's other bowl broke. The student's response was "Okay-but can you turn it around? [so "popcorn" doesn't show].

Carol's presentation was filled with real-life examples, such as this one, of how we have the power to support & change interactions for kids. In those few split seconds between the stimulus & the response, how we use our power-and how we respond- can make a huge difference.

In order to move students forward-socially, academically and otherwise, Ms. Gray encouraged parents & educators to pause & think before we respond & to identify/ recognize existing paradigms so we can innovate new methods in order to change what's not working. She has provided a variety of tools to help us to achieve this and I highly recommend her site, her books and related site links to every special educator and para-educator.

As a parent or educator, what paradigms would you like to personally change? How would you go about it?

What paradigms or outdated methods would you like to see changed in general? 

(Please share your ideas in the comments below.)

To learn more about Carol Gray, Social Stories™, Comic Strip Conversations and her other work visit:

The Gray Center for Social Learning & Understanding

To find our growing library of

Webinars and Conference Call recordings 

visit AnyMeeting

.

Encouraging Eye Contact: What NOT to Do

Photo: artistshelpingchildren.org

One of the most upsetting things I observed during my time as an ABA therapist was the common practice of manually turning a child's head to encourage eye contact. In many cases it caused meltdowns & fear. In other cases, the child would just simply close their eyes tightly. It never did make much sense to me how forcing a child to look at you would somehow cause "spontaneous engagement." In fact, it caused the child to avoid the teachers that did this regularly.

There is already an imbalance of power between a child and an adult-and a student and a teacher/therapist- and I have always found this practice to be more about the adult's /therapist's needs than the child's. Its more like an intimidation technique rather than something done for the child's "own good" . The child knows you are not their "partner" if you are always trying to get compliance by using positive and negative re-enforcement. Naturally, they will at some point resist, to try and take back some of the power that has been taken from them, as they should. Besides, isn't it more logical & healthy to cause spontaneous engagement by being more engaging?

Well there is now a new study out of England that explains why we should NOT force eye contact on our students. I came across this article (link below) this morning and I am posting it here because I think its extremely important to understand that children are not (usually) intending to be willfully non-compliant, rude or all of those things that they tell a new ABA therapist or Para-professional. There is a reason that they are not looking at you, and the reason makes perfect sense. (Thank you Gwyneth Doherty-Sneddon, associate dean at Northumbria University in England.)

When a child's senses are overloaded, they need to filter out some of the input they are receiving. Since visual input takes up about 80% of our brain power, it makes logical (and neurological) sense that a child would attempt to block out that input in order to listen to you better.

In listening to better, they can then think about what the input is (such as an instruction or question) process it, and formulate a response. This process may take longer in children with sensory & learning challenges-(much like "dial-up" instead of "high-speed internet") so you need to wait for a response.

I was always taught that 7 seconds was appropriate for a response-however I really disagree with that time frame and think a child should be given more time to process if they need it. Everyone is unique-and all of our "programming" is different-and interrupting that process by placing a time limit on when they should respond, in my opinion, is absolutely ridiculous. We only do it because we've been doing it for so long. We need to change it if we truly want the kids that have the capacity for it, to be more independent. Maybe this research is a step in the right direction. (I have to add here that while I am not a therapist, I have worked with children with autism & other special needs since I was 14, and this is the common sense evidence that I have personally observed over the last 34 years.)

Its interesting to note that neuro-typical children (and adults) avoid eye contact when thinking too. How would you feel if someone grabbed your face and turned your head to face them when you were thinking of a response or taking notes during a staff meeting or workshop?

Its definitely something to think about.

Encouraging Eye Contact Disturbs Autistic Kids' Thinking



Recommended Reading:

The Way I see it: A Personal Look at Autism & Asperger's (Temple Grandin)

(Expanded Edition) In this innovative book, Dr. Temple Grandin gets down to the REAL issues of autism, the ones parents, teachers, and individuals on the spectrum face every day. She offers first-hand knowledge, helpful do’s and don’ts, practical strategies, and try-it-now tips, all based on her own perspective and a great deal of research. These are just some of the topics Dr. Grandin discusses:

• How and Why People with Autism Think Differently
• Economical Early Intervention Programs that Work
• How Sensory Sensitivities Affect Learning
• Behaviors Caused by a Disability vs. Just Bad Behaviors 
• The Role of Genetics and Environmental Factors in Causing Autism
• Understanding the Mind of a Nonverbal Person with Autism
• Finding Mentors and Appropriate Colleges
• More!

Contact: barbara@bodylogique.com


.

In Case You Missed It: Freedom to Flap

Photo: www.lovetoknow.com

In many cultures around the world, the hands are considered to have their own innate beauty. They have moods, character, and personality. In every society known to science, the hands symbolize cultural behaviors, values, and beliefs.

The hands are the organs of the body which, other than the face, have been used in various art forms to express human feeling. In the creative arts, the hands speak. The hands have tremendous power to convey human emotions: they can point or lead or command; they can cry out in agony or lie quiet. 

One of the first things I learned as a new paraprofessional (and ABA therapist) , was how to gently prompt away an undesired behavior, particularly hand flapping. Although initially I did as I was trained to do, I never felt right about asking a child to stop flapping with the widely accepted verbal command of  "quiet hands...".

As a person who has 'talked with her hands' her entire life, this felt so wrong and hypocritical. No one has ever told me "quiet hands", ever, and I often felt inner conflict when I was expected to give this instruction to my young students. Outside of any type of aggression or injurious behavior, why is hand flapping considered an inappropriate behavior? Is it really inappropriate or just annoying to the person who does not understand it?


My background in exercise science and understanding of how physical movement helps the brain engage, process and grow, gave me the insight that it was not such a huge problem as it was made out to be, nor a barrier to learning or socializing. However, in the case of flapping, I think that expecting a child to ignore their sensory & bodily instincts is more of a barrier than the behavior itself.


I look at it this way: if a child communicated to you that he/she was thirsty, hungry or had to use the bathroom, would you deny them water, food or the permission to go to the lavatory? Of course not.

Then why, in the name of sensory processing, would anyone deny them a sensory need?


Instinctively,  have always understood flapping to be exactly that: a sensory need. I see it as a communication. I observe it the most when my students are excited about something. Its a release of excess or nervous energy or as an affirmation of delight. In some cases, it shows that the child is trying to re-engage in an activity that is over or under stimulating. I see it as a direct response to sensory stimuli, or the lack of it. Just like water satisfies thirst, so does flapping satisfy a basic need. And an important one.


A profound first-hand account of hand-flapping is featured in an article entitled:  “A Boy, a Mother and a Rare Map of Autism’s World”. (NY Times, November 19, 2002)

In the article, a 14 year old boy (Tito Mukhopadhyay),  from India with severe autism explains why he flaps his hands: 

“I am calming myself. My senses are so disconnected, I lose my body. So I flap. If I don’t do this, I feel scattered and anxious. I hardly realized that I had a body. I needed constant movement, which made me get the feeling of my body”. 

Tito’s nervous system receives so little input that he cannot sense any connection with his own body. His hand flapping is his attempt to gain body awareness, calm & find himself  himself again.

Carly Fleishman has also given us amazing and credible insight into why people with autism exhibit hand flapping and other 'stim' behaviors. (Find her website here: Carly's Voice.) She talks about auditory filtering and other methods that she uses to block out excess stimuli.

So then if people who have had this direct experience are telling us exactly why they do it, then why are we, as educators, therapists and experts, still insisting that it is not appropriate and prompting them to stop? 

Just as you and I have the freedom to gesture & talk with our hands, shouldn't our Spectrum kids and adults have the freedom to flap?




Related Articles:


Autistic People Should be Free to Flap

Hand Flapping

Understanding Flapping

Why We Move Our Hands When We Talk: Finding the Right Words

Why We Move Our Hands When We Talk: Learning New Concepts






Contact: barbara@bodylogique.com

In Case You Missed It: August 20-24, 2012

*Photo: summercampculture.com

"Time always seems long to the child who is waiting - for Christmas, for next summer, for becoming a grownup: long also when he surrenders his whole soul to each moment of a happy day. "
                                                                    ~Dag Hammarskjold

As the summer winds down and you wait for fall to arrive, I wish you all the boldness to reconnect with the child within you & surrender your soul to each moment of happiness .
Enjoy your weekend!

~Barbara



10 Must-Have Documents for Parents of Children wit Special Needs

Speaking Multiple Languages Can Increase Mental Agility

A Thank You to All the Sports Parents

Temple Grandin: Advice for Educating Autistic Children

Nutrition and Learning go Hand in Hand

Brain Injury: Treating Teens and Adults

Is Your Teen Sacrificing Sleep for Study?

Calm & Connected: Yoga Based Tools for Self-Regulation




*Photo taken by Ed Haun for the Detroit Free Press on Aug. 24, 1970, at Echo Park Day Camp.


Contact: barbara@bodylogique.com

Connect: Facebook   and   Twitter



.

In Case You Missed it: May 28-June1

"Late for Work" Photo: Patrick Breen

I hope everyone had a fun and productive week! Before I get myself outside for the day, I want to bring to you this week's "In Case You Missed It" post.

For those of you new to my blog, each Friday, we feature the top articles (archived and new) that are relevant to those who work with children with social, sensory and learning challenges. The purpose of this weekly post is to expand and improve the scope of resources & information for families, educators & other professionals. We want to build connections with diverse resources to help each other stay informed in the most straightforward and entertaining way possible. I hope you will pass it on and share with those interested.

To read the original article, click on the title links below. Its as simple as that!  Please feel free to share, with the original links & authors referenced.

If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post. Guest post submissions are always welcome. Please report any broken links to Barbara at the e-mail link below.

Have a Fantastic Weekend!

~Barbara
barbara@bodylogique.com





Advocates Say  Yoga is "Ideal" for People with Autism
(Daily Camera)

Why the Midline is Important
(Sensory Edge)

Improving Sensory Integration Through Sensory Games

(BodyLogique.com)

Moving Smart: Safety Safari
(Moving Smart Blog)


Horse Therapy Helps Autistic Boy
(autismawarenesspage.com)


Should You Draw for Your Child?
(Janet Lansbury)



*A 'MUST SEE' Video (13 minutes)

iPad Apps for Autism
(60 Minutes-Video)


.

A Matter of Trust

No parent should feel they have to send their kids to school with a wire on, because they are suspicious of classroom staff, but I understand why they do. Its a matter of trust.

I felt compelled to post this today, not because I want to shock and depress everyone, but because I want to educate and motivate.

You may have heard by now of the father in Cherry Hill, N.J. who sent his autistic son to school with a wire on, because he suspected his sudden violent behavior was due to something going on in the classroom. Well there was. He was being verbally abused and intimidated by his own teachers and assistants.

I started out as an assistant (para professional). I know how stressful it is, and yes, I have seen this kind of treatment of special needs students. Its sickening to me and the reason I decided to not go back into the public education setting when I moved to PA. I was lucky that my last teaching experience in NJ was a good one, but what this Cherry Hill family has experienced, makes me want to cry. What this teacher did, hurts every child & every parent, in addition to making every educator look bad.

Administrators: there is discussion about installing cameras in classrooms. Sure, go ahead, do that. But how about supporting and training the staff on an ongoing basis and not just hiring them, paying them $10/hr and then letting them figure the rest out themselves? They need support and training, so this doesn't happen at all.

Furthermore, how about releasing these teachers of their duties entirely instead of just shuffling them around & re-assigning them to other classrooms. We were outraged when we found out that Bishops re-assigned priests who abused children to other parishes-why should a teacher abusing a special needs child be treated any differently? Both behaviors place all children in danger and both need to be immediately suspended/ terminated until investigated. (NOTE: only one of these teachers was fired. The rest were re-assigned and are still working as of this date.)


Educators: Ignorance & lack of training doesn't excuse you from acting right. Ask questions and use your common sense. The internet is an unlimited source of information. So are the other professionals you work with. You are a team. Work together & look for other resources to educate yourself to do your job better. Take some pride in yourself and the work you do.

If you are a teacher, para-professional or other staff member, watch this video, listen to the recordings- and think about how you treat the kids you are around. Every second of the day, you have the power to either help them-or hurt them deeply, not just with your actions, but with your words. Don't abuse the responsibility or the trust you've been given. Your actions affect everyone involved.

We chose to work with children with disabilities. The child did not choose to have a disability. These students & families depend on us for guidance and protection. If you see abuse, verbal or otherwise, report it. We ALL are accountable for children's well being. Don't stand by silently and watch your co-workers treat any child like this.

I wish the Chaifetz family the very best.

Watch the video here:

Teacher Bullies Autistic Child


Contact: barbara@bodylogique.com

Its Friday! In Case You Missed it-April 16-20

In Case You Missed it... Its Friday! and we are back as promised with the top article links for this past week.


For those of you new to my blog, each Friday, we feature the top articles (archived and new) that are relevant to those who work with children with social, sensory and learning challenges. The purpsoe of this weekly post is to expand and improve the scope of resources & information for families, educators & otehr professionals. We want to build connections with diverse resources to help each other stay informed in the most straightforward and entertaining way possible.

To read the original article, click on the title link. (A short description as a quote or excerpt taken right from the article appears under each link.) The source is listed under the article title. Please feel free to share, with the original links & authors referenced.

If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post.

Guest post submissions are always welcome!

Please report any broken links to Barbara at the e-mail link below.

Have a Fantastic Weekend!

~Barbara

barbara@bodylogique.com




Affection Deficit: Dealing with Students who Hear a Different Drummer
(Edutopia)
I had assumed that my son's interests in science & electronics would make him a great student. I was wrong. Instead, school has been an ordeal. Why? Because Cole will tune out what doesn't interest him. He can get lost going from one simple task to another, and his imagination revs up without warning, taking him from spelling quiz to intergalactic mission in a matter of seconds...


Autism, Inflamation & Nutrition
(Psychology Today)
Autism. The reason no one has been able to find a specific pathological cause or cure is because it is multifactorial - it seems that a combination of genetic, environmental, neurological, and inflammatory factors contribute to the development of autism. Today I would like to focus specifically on the inflammation and other evidence of nutritional contributing factors...


 Healthy Ways to Show Feelings (A classroom activity Grades pre-k to 2nd grade)
(Teaching Tolerance)
Individuals of all ages can find it difficult to identify and express their feelings in a positive way. At the elementary level, many students need a springboard for discussion. This can help make students more open about their feelings.


Redefining 'Normal'
(Stuart Duncan, Autism from a Father's Point of View)
Normal… that peculiar notion of fitting in with those around us. Not with society… but with those around us. In highschool, some people felt it was normal to be with the cool kids, others with the nerds and so on. At work, for me, the designers tend to fit in with other designers more so than programmers and programmers tend to fit in with other programmers better than designers...



The 'Sun Stretch' for Kids!
(BodyLogique.com)
Yoga can be used to release frustrated pent-up energy, to calm and relax in the classroom (before a test) at home (before bedtime) or anytime & anywhere the need arises. It helps build physical strength, character and confidence & can be done indoors or outside. No special equipment is needed. Our "Pose & Postures"Page is a feature to acquaint you with some of the things we learn in a typical play group or class. Try the "Sun Stretch"...




Contact: barbara@bodylogique.com

Subscribe to S.M.Art Kids / Healthy Kids by Email

What Comes After Awareness?

Photo: Mind.org

As you’ve probably heard, April is Autism Awareness Month. I've been asked to walk, write an article and help at several awareness events this month, and I have decided to not to participate in any of these events or activities.

To those of you who don't know me, this will sound contradictory to the work I do. It might even confuse or offend but before you un-join my blog or de-friend my Facebook page in protest, let me explain why I will not be raising any more awareness for any causes.

I feel as if the time & energy spent ‘raising awareness’, debating vaccines, medications and the political correctness of the phrase ‘autistic child” & re-reading & quoting the statistics (which are from old data), could be put to better use. Over focusing on these things only stirs up fear, misunderstanding and other un-useful emotions and deters us from taking more effective actions. I'm leery of people, organizations & corporations who use this fear and misunderstanding to exploit families and push emotional buttons for the purpose of self- promotion & financial gain.

Awareness initiatives were useful at first. It got people to pay attention and it helped them understand better. But as time has passed, they have become less about education & more about promotion. There are awareness and acceptance campaigns for everything and instead of building bridges of understanding, I see people starting to filter and tune it all out. The messages have gotten lost and I see 'awareness' becoming less helpful & more of an excuse for inaction.

The truth is that parents and families of the “1 in 88” have more awareness than any walk or press conference could ever raise. If you want awareness, spend some quality time with an autism family. That is real awareness. Those who don't know what autism is, or don't need to know (because it doesn't affect them) will remain unaware & won't seek out the information that is out there until they have to.

Awareness alone will not cure, eliminate or solve anyone’s problems, and is of no use if you don’t take action with what you know. Discussing, debating & perpetuating the same emotional upheaval will never help a single child. It’s not what is needed. Action is what is needed.

Action cannot be effective as long as there is time spent getting stuck on statistics. Numbers will change, depending on who is reporting them and what their agenda is. The numbers are not going to give us any clues, ideas or answers. We cannot help thousands of children at a time or even 88 at a time, only the one or two who are closest at any given moment. We need to fully focus on each individual and take those actions needed. We need to start with the individual if any children are to be helped.

Start with the child nearest to you. Parents, professionals & support staff need to get on the same page and instead of spending time being enemies, put that time to better use. We are all on the same side, or are supposed to be. Communicate & think outside of the lesson plan, IEP and core standards and get creative in devising & implement challenging, self-affirming experiences that teach and assist kids to be more self-reliant at school, at home and in life. Help them learn skills that will give them the best opportunities for functioning in a world that may or may not be aware, & may or may not accept, support and adapt to them like their families are hoping and expecting it to. Teach them that not everyone will include nor accept them, and that is okay. It never makes them less. Sometimes they will have to be the ones who need to accept and adjust to others.


I’m not involved this year in any walks or events promoting awareness. Not because I don’t want to help, but because I know my strengths and my limitations. I know that helping raise awareness is not the best I can offer. I know that as long as I debate, discuss & promote, I am not taking action. I can offer families and professionals so much more and for long as I can, I will. So, I will continue to support children, parents and professionals through adaptive movement & yoga-based education as I have been for the last 12 years.

Its time to think beyond awareness and take action; not just for autism, but for all the other challenges and
"-isms" out there. Not just for a month or a day, but every day.

Action is what will always have the biggest impact.

 

*What actions will you take that will have the greatest impact?

Contact: barbara@bodylogique.com

In Case You Missed it: Top Posts for the Week of March 5- 9

Photo:
missedmytrain.com

"In Case You Missed It" is a new feature on the S.M.Art Kids Blog.

Each Friday, we will feature the top articles (archived and new) that are relevant to students, educators & our personal interactions that week.

To read the original article, click on the title link. (A short description taken right from the article appears under each link.) The source is listed next to the article title. If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post.

Have a great weekend!

~Barbara


8 Creative Ways to Share Yoga With Children 
(Mind Body Green)
The great thing about yoga is that it naturally addresses all of these modes of expression; from partner poses, to singing, to learning about angles as they relate to the body and our bodies as they relate to the natural world....


What to look for When Looking for a Babysitter for your Autistic Child 
(AutismUnited.org)
It is not enough that your potential babysitter has babysitting experience. What is more important is that she has experience in looking after autistic children....


Is Immaturity being mistaken for ADHD?
(Medicine.Net)
The study raises new concerns that some children who are simply immature (compared to their classroom peers) may be misdiagnosed and unnecessarily treated for ADHD, which is characterized by poor attention and impulse control...


How to Coach Your ADD Child Athlete
(ADDitude Magazine)
11 ways to help the coach of your ADHD child expose her natural talent, better provide instructions, and make her team-sport experience a good one...

7 Keys to Adapting Movement for Special Needs Children
(S.M.Art Kids Blog)
The practice & skill of modifying and adapting games and activities has served me well in the early elementary & special education field. I always looking for ways to adapt common (and not-so-common) activities such as yoga, dance, storytelling, movement games & art to make them more accessible and inclusive to all children...


Societal Values & Policies May Curtail Physical Activity for Preschoolers
(American Academy of Pediatrics) 
Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers.


Physical Activity Boosts Learning
( SportsConcussions.org)
School administrators looking to restructure the academic schedule should consider the placement of physical education classes, according to research released today by the American College of Sports Medicine. The study, titled “Effects of Varying Types of Exertion on Children’s Attention Capacity,” is published in the March issue of Medicine & Science in Sports & Exercise® and finds that adding physical activity into the school day helps children concentrate on their academic work.






Contact: barbara@bodylogique.com
 
 
.

Special Education: How labels Can Help

Photo Courtesy of: science.howstuffworks.com

We live in a world that has become very attentive and mindful of what words we use to describe people, especially when we describe children or adults with special needs. For example, we don't say "autistic child" we say "child with autism".  We say "challenged" and "differently abled". These words and phrases are an effort to not place a permanent label and therefore not put a limit the individual's abilities.

While our efforts to use more respectful, person centered speech is admirable, there are times when we would all just say it as it is as I do think there are occasions when a label can be very helpful for both the labeler and the labeled.

Some of you will object to this idea of labeling, especially since society has worked so hard to remove certain words from our vocabulary, and considering my work as a special needs  yoga  educator & as an  advocate of adapting activities for the purpose of inclusion of all children of all abilities. However, hear me out as you consider this: If it were not for the labels, I would not know how to approach and communicate and engage the children so that I can help them. I would not be able to adapt or customize programs so that all of children can participate. Children cannot learn unless we know their 'label' and therefore how to teach them.

If I don't know that a child has the label of "dyspraxia", I don't know how to break down yoga sequences or even the individual poses into smaller more manageable movements so that the child can build motor memory or planning; If I don't have the label of "non-verbal" then I don't know to use an alternative form of communication with that child.

The truth is, we label each other all the time. How many times have you referred to your boss as "type A" or your coworker as "neurotic" or your neighbor as "friendly", that woman flirting with your husband as "trashy" and the girl behind the grocery checkout as "rude" ?  These labels give us a clue into how we will approach-or avoid-a person or situation. We also label ourselves, sometimes positively, and sometimes not.

While every person is truly unique and no amount of labeling will ever be able to categorize all human beings, we need not be afraid of labels, nor do we need to eliminate them from our vocabulary all together, especially in education. In entirely removing them, we are doing these children a disservice by limiting our own ability to communicate the nature of the learner's difficulties & deficiencies more efficiently and to find better ways to approach & strategies to ultimately help them.

I came across an article written by Gavin Bollard (Life With Asperger's Blog) discussing Temple Grandin's three types of Thinkers in Autism . I think Gavin makes an excellent point  that if we know how a person thinks, then we can find the most effective methods to help that individual to learn.

I would like to see us all become more careful and responsible of how & when we use labels and of how we use and interpret the information contained on the label. We need to use that information to help-not hinder nor harm each other. A label should never be used as a crutch or an excuse to not try our best. We also need to keep in mind (and remind the kids)  that the label does not define an individual- it is only a small part of who they are and a part of the journey to becoming who they are going to be.





.

Gratitude & Attitude for This Body

I woke up this morning and noticed my ankles were sore. I asked myself :  "What the heck did I do yesterday?".  As I started moving around  I felt the sunburn on my arms and shoulders & I remembered yesterday's long day on my feet, out in the sun at my daughter's class trip to a Civil War Reenactment. I started to hear that self-pitying whiny complaining voice in my head that we all tune into into from time to time, so after a minute I stopped and realized that its not my body's fault. I should have used more sunscreen and I need to get a better quality sneaker to stand/walk in all day.

'Harriet Tubman' & Lauren

There were several children with walkers and in wheelchairs there yesterday, all having fun.  I however was physically able to stand on my feet all day-and in addition, I had a great time with the kids, especially my daughter. (We met "Harriet Tubman" and learned how to weave lace, march in formation and of course, shoot a cannon. ) I am grateful for the whole experience! Even the sore ankles & sunburn.

So today, as your day begins, and every day from now on, I want you to take a moment each morning -when you feel those aches & pains and recognize that complaining attitude in your head- and thank your body, no matter how it feels or what condition its in. If you have health challenges, then thank the parts of your body that are healthy.  If it sounds silly, or is a difficult thing for you to do, bear with me & do it anyway. Here is why:

We tend to focus so much on what our bodies cannot do-on our pains & limitations. We constantly remind ourselves that we are 'getting old', we ache, are out of breath & can't remember things. But think for a moment of what an amazing engineering masterpiece our body really is at any age: for starters, more than 200 bones that are stronger than concrete, that hold us upright, 600 muscles that can move in any direction and speed we want and a pump that circulates life supporting blood 1,000 times a day through more than 60,000 miles of blood vessels. We have a brain that controls it all and has the capacity to process 400 billion impulses through 45 miles of nerves in one single second!

Science tells us that our bodies also have the amazing power to regenerate all cells & tissues including cardiac & nerve fibers. With every single breath, and at every moment, renewal is going on somewhere in the body or brain.

Every single hour, one billion cells die and new ones are made to replace them. We get a new stomach and brand new skin every month. Our 206 skeleton bones renew every three months. Our liver will be brand new in about 6 weeks. In fact, in just one year's time, about 98% of all our body cells die and are replaced. Every single thing we eat, think and do, at every moment, (especially what we think) contributes in some way to our physical and emotional health so that we literally are not the same person we were a year or even a week ago.

Reflecting on just these few feats makes it clear that our bodies deserve a little-no- rather much gratitude. We were designed to experience health, movement & vitality. Health is our natural state of being, regardless of our situation or abilities, everyone can obtain health to the degree they desire, starting with gratitude then working on attitude. We have the ability & unlimited opportunity to direct our growth & our health at every moment.

For children who are developing in every way by leaps and bounds, as well as those who have delayed development due to medical or other conditions, we as parents & educators can be encouraged to know that their bodies are renewing at even a faster rate. The more we nurture their growth with healthy ideas & thoughts, nourishing natural foods, pure hydrating water, varied movement and unconditional love, the better the environment for their bodies & brains to grow more healthy.

We need to start having gratitude and appreciation for our own bodies first so that our children can learn from us. We are the example they will follow and teaching them health habits that begin with the way we think & perceive our own bodies-as naturally renewable instead of limited by physical or cognitive conditions- is where we start.

Our thoughts and comments about our health-or lack of it-become their thoughts, and that becomes their belief and ultimately their wellness programming. This programming will become their habit. Their habits will determine how far they move forward or are left behind in becoming their optimal healthiest selves. Every adult & child deserves to reach their highest, healthiest potential, and it starts with our own attitude.

For the last 10 years, I have enjoyed teaching health in the form of adaptive yoga, to children with challenges & their siblings, families & peers. By using stories, movement & art we engage & calm & ensure that all kids - of all abilities - move all those muscles; strengthen all those bones & use all possible nerve connections to learn & reach their highest, healthiest potential.

When designing this program I wanted it to be fun, something that could fit seamlessly into any schedule or environment and something that everyone could enjoy. The purpose of  "adaptive" yoga, or dance or sports is exactly that: to adapt it enough to include every one who wants to participate, so they can enjoy the many physical and mental benefits of that activity.

 Special Olympians from Perkiomen Valley

If you have ever watched a Special Olympics or a Miracle League game or adaptive dance recital you will see that the children participating are not focused on the limits they have. They just are happy to be doing what they are doing! Having fun, playing, moving-pure gratitude in the form of happiness! That is how each one of us needs to be, especially those of us who are healthy and able-bodied.

I encourage you to explore your own attitudes about your body and your health and notice what messages you are sending your students & children, especially children with adaptive needs. Be aware of your attitudes, have gratitude for your own abilities as well as those of your students & children & guide them to enjoy exploring as many forms of healthy adaptive movement as they want and as they can as the summer begins!


More Information:

BodyLogique Adaptive Movement for Kids:

Hope Dances Adaptive Dance:

Special Olympics NJ:

The Miracle League

Philadelphia Center for Adaptive Sports

 Dorothy Hamill Adaptive Skating

Surfer's Healing-A foundation for Autism
 
 
 
.

Kids Learning On The Ball

In my Yoga-Based Sensory Integration workshops, one of the most common questions I get from teachers and paraprofessionals is how to improve attention spans & encourage engagement. I have offered & discussed many different sensory-based techniques & have had some great suggestions from workshop participants. Lately, I have been reading more about a strategy that I myself have used for several years: replacing desk chairs with exercise balls.

I had read about this years ago in a women's fitness magazine article & since I have replaced my own computer desk chair with a large exercise ball (also called Therapy Balls or Swiss Balls) I have noticed a decrease in shoulder pain (in my 'mouse' arm ) and a definite improvement in my posture. I also have found that I am much more focused & work more efficiently when I have to work at the desk for longer periods of time.

If you have not tried this, I encourage you to do it. Its almost impossible to slouch while sitting on this-you will roll right off of it! ( Be sure to select a ball that "fits" meaning that when you sit on it, your thigh is parallel with the floor and your feet will rest flat on the floor.)

I have come across several articles (see links below this article) on how a growing number of schools are using this simple technology for students. The results and feedback look positive, and I have noticed the difference for myself, however I would like to see more actual research on this for students, especially in the area of ASD, SPD, ADD & ADHD.

In general, the muscles that are constantly in use in order to sit correctly on the balls will also help improve posture, core strength & integrate the vestibular & proprioceptive senses. Brain integration improves as does alertness, along with a decrease visual & mental fatigue.

When you look at what schools spend on desks and chairs they are also cost-effective. The typical exercise balls cost $15 to $40, depending on the type and size. The balls are also quieter than chairs too, adding to the overall quality of the learning environment.

For one elementary school in Florida, the results have been encouraging. The balls were purchased with  funds from the PE department. The kids seem more attentive & like the balls better than chairs. The PE & classroom teacher are collecting data to see what the overall outcome is & effects are.


In another experiment in Michigan last year with college students who used exercise balls as chairs, the study indicated overwhelmingly a preference for ball chairs. The results were Published in the Chronicle of Kinesiology and Physical Education in Higher Education.  The study found that there was also at least a perception of  improved concentration and focus.

While some children with sensory challenges exhibited improved behaviors, others appeared to be distracted by the balls, indicating that, as with many interventions, this may not be helpful nor appropriate to all children. For some children with poor muscle tone, this may not be a recommended activity so closely supervise & please check with your OT, PT or other therapist/doctor before attempting with children who have diminished mobility or vestibular/proprioception challenges.

To schedule a Yoga Based Sensory Integration workshop for your parents group staff or organization, please contact: barbara@bodylogique.com

See a list of our current offerings here: Workshops/Professional Development

* More Fitness Ball Articles &  Information here:

Chicago Tribune

BayNews (Seminole Florida)

SPD Foundation

LIVESTRONG.com

WittFitt

The Ergonomenon


*For broken or dead links please contact : barbara@bodylogique.com







.

A Far Away Place

"If you've heard this story before, don't stop me because I'd like to hear it again." ~Groucho Marx.

So when was the last time you went to a far away place in your mind? When was the last time you heard, read or told a good story? I think that no matter how old we get, we still love to tell and hear stories, whether of actual places & events or not. Stories open our hearts, minds & souls. Stories tell a history, teach, inspire, & bring people & communities together.

I have always loved reading & writing stories. I would spend hours in my room reading the classics such as "Little Women", "Treasure Island" and  "The Adventures of Huckleberry Finn"; I loved the far away places Greek and Roman Mythology & Aesop's Fables; and would often create my own characters & illustrate and write different endings to the stories I read.

Sometimes a story is so good, we have to hear it again and again such as the stories of my son's childhoods that I tell my daughter (who is 15 years younger than they are). She loves to hear, over and over again stories of her brothers, her uncle, her dad and me when we were all little, especially when its stories about the times the boys (her brothers) got into trouble.

I became a storyteller myself when my sons were little, reading books & telling them stories because it was an inexpensive form of entertainment for us. As a young single mother I didn't have the resources to go on many vacations or to amusement parks, but we always had a park nearby and library cards. Many hours I would spend, outdoors or before bedtime reading & telling stories and doing character voices for my young sons. Dr. Seuss was a huge favorite as was "Little Critter", "Mr.Men" and anything about dinosaurs, cars or science.

When my oldest son, Mike was about 4, he could actually read some of those "Cat in The Hat"  books to his younger brother.  He would bring a pile of books and climb up on the couch and sigh  "Mike, I wish I could read!" It was so touching to watch them tell the story together-one reading it & one telling it from memory and both laughing & acting out the scenarios & voices as I had always done with them.

What I didn't realize 22 years ago was that this simple, inexpensive activity would be the foundation for all they would learn from that point on, social, cultural, academic and otherwise.

Its been widely known that reading to young children greatly contributes to literacy, academic success and emotional well being. The ancient art of storytelling can be utilized easily to engage the imagination, enhance learning and as a framework for many other skills and lessons, in many environments in & out of the classroom. For 10 years, I have used storytelling as the basis for yoga programs and as a way to engage the student fully in the movement & art activities.

Storytelling is a versatile tool, easily adaptable to all ages and all abilities. No special equipment is needed to create a story or an imagery-just an audience, a speaker & the imagination. As a learning tool, storytelling encourages students to explore appropriate ways to express themselves and improves communication of thoughts & feelings. The storytelling process can even be adapted to use pictures or sign language for children with limited language skills.

Through this unique medium, many skills are learned easily & in support of character development. Telling a personal story, and listening to others tell theirs helps define a child's individual and unique self-worth, and allows them to acknowledge & respect the worth of others without competition, over-compensation or prejudice.

Reading & storytelling allows children to "unplug" from all the electronics surrounding them & transport them to magical places & is a reminder that written & spoken words are powerful, that listening brings about  understanding, and that clear communication between all people is an essential art.

Folktales, mythology & other stories are a creative & non-threatening way to guide young people toward positive personal values by presenting hypothetical situations in which the results and consequences of both 'good' and 'bad' decisions can be observed. They can identify with the characters, their challenges & their actions through experiencing & becoming the story. These stories model creative problem solving, which is a vital life skill that can be applied in a variety of settings.

This skill is strengthened when the student is encouraged to write & tell their own wisdom stories-based on real or imaginary scenarios, and guided to 'paint pictures with their words'; incorporate visual art-in the form of illustrations, props, masks, puppets, mandalas, art journals, story sticks and more into the process. The lesson now becomes more 3 dimensional: expressive, personal & meaningful and hence, more integrated.

Storytelling also helps development of expressive & receptive vocabulary & verbal skills, cultural education & strong imagination. These skills can naturally be guided to develop into self-confidence & motivation as students learn to focus on & envision themselves competent & able to reach & obtain their goals & dreams.

In turn, a socially mature, emotionally strong, creative, confident child will be less likely to underachieve, judge others or to be taken in and overwhelmed by the massive epidemic of insecurity, competition, hatred & fear that seems to permeate & infect society. Confident and self-aware children are less likely to become a statistic: a victim of (or a participant in) bullying, depression, eating disorders, domestic violence, addictions, suicide and other forms of violent behavior.

The process also enhances communication, social skills, critical thinking & visual processing skills while developing motor control & brain integration making it a perfect activity for children with learning challenges. It also improves focus & reduces stress, making it a versatile, multi-sensory activity.

Movement & dramatic play can be paired along with storytelling to facilitate one of the most beneficial activities you can allow your child to engage in. Engaging in dramatic play during storytelling brings many elements of human nature together. It can reinforce simple lessons like problem solving, creativity & balance, allowing brain & body to work together, minimizing the stress response and allowing children to independently create something personally meaningful to them.

Reading, Story telling & the arts in many forms are usable tools that if introduced at an early age, can help children feel more safe, integrated, see more beauty and good in the world & provide an appropriate outlet to neutralize & overcome the disturbing social & environmental messages, situations & obstacles that they are exposed to daily.

We will be launching a new program called "Story Arts™"  in March during NEA's "Read Across America" week, an annual reading motivation and awareness program that calls for every child in every community to celebrate reading on March 2, the birthday of beloved children's author Dr. Seuss.

The "Story Arts" Program will be an extension of our S.M.Art Kids Yoga® Programs-and will focus on social skills, language, literacy and character education. The program is mobile and will feature children's story telling, complete with a magical Travelling Treasure Trunk™  filled with costumes, props, puppets and other improvisation tools. As with all of our programs, its been designed to be adaptive & inclusive so all children of all abilities can participate. We are very excited to be in the position to offer this program to schools, learning centers, hospitals, art centers, camps, church groups and other organizations throughout PA & NJ.

It is never too early-or late- to begin reading with your child or introduce children to the art of storytelling and/or dramatic play-or to re-introduce yourself to the process and excitement of  "painting pictures with words" & discovering strange and wonderful lands & far away places with your child!

To find stories, books and more go to:



Barefoot Books-( Step Inside a Story)

Good Night Stories


NEA-Read Across America

Scholastic Book Clubs


 "Grab Your Hat-and Read with the Cat!