This is Why You Can't Focus

IMAGE: NBC News

The average adult loses focus every 6-10 seconds. The average child, about every 4 seconds. Doctors have put a fancy name on this - (ADD / ADHD) even though in the majority of cases, this mental wandering is a normal response to our natural biology and our ever changing environments.

The truth is, that we are busier than ever and feel as if we have less and less time-so we want our information on demand and in short summaries. We want our solutions to be quick and easy. In fact, by the time you are finished reading this post, your attention will have drifted several times-to your kids, your cell phone, your boss or coworker, or to something going on outside your window.

And, if I did not succeed in getting your attention with the headline or first line of the post, then you will be more apt to mentally wander or just scan through this text for information.

That is why you see so many "shocking truth" headlines and why TV commercials are comprised entirely of short montages of images that flash at you every 2 seconds like a strobe light: because advertisers know that they have a few short seconds to get your attention and hold it so they can get their message across-and they have to GRAB your attention (like those guys you hear on the radio shouting about buying a new car) get you excited, make you WANT that product or service and SELL you quickly before your attention wanders. And it will.

Conversely, when reading a blog, book, or magazine article, there are short paragraphs with white space between each one. Maybe an image or two depending on the topic. This to help your brain slow down, and absorb the information and pay attention better.

The reasons that we have a hard time focusing are sometimes complex, but are not necessarily due to a disorder. Simply put, its in our biology: the conscious part of our brain, the part that controls our imagination, judgments & decisions, has a very limited ability to actually process information. When it does, it can only do it a little bit a t a time and in the very short term.

The subconscious brain however, is directly responsible for running our inner biochemical reactions, (which adds up to about 10 quadrillion reactions per second) and does this non-stop-24 hours a day for our entire lives. This is the part of the brain that has the long-term processing ability, and helps to explain why we have trouble maintaining focus-and why we are so stressed.

Its all in the way we are wired.

The good news is that there are ways to tap into the subconscious and train our brains to keep focus for somewhat longer durations. By learning to do this, we can increase the efficiency of both our thoughts and our actions at the same time.

The first thing that we need to do, is release and reduce stress. A stressed brain cannot concentrate on much of anything except its own survival/boredom. Ironically, the best way to stimulate and engage the brain is through PHYSICAL activity! Our brains also form new pathways through physical action-especially true for infants, toddlers, children and teens. Walking, running, dancing, boxing, stretching, gardening, and other recreational activities, even for 10 - 15 minutes will do wonders to improve your mental processes and concentration level by releasing physical & mental tension.

The other activities below will not only coordinate and integrate both parts of your brain, (the conscious and the subconscious) but will also help to increase the brain' s ability to process information. A great benefit to this is that it can significantly reduce stress levels as well.

Try practicing one or two of these activities daily, for about 10-15 minutes. (I know you are busy, but that is exactly WHY you need to do this-so make the time!) If you can vary the activities and do this a few times a day, even better. This will keep it interesting and gradually develop all parts of the brain, improve your concentration and most importantly, help reduce your stress.


Give yourself time to Daydream:

Daydreaming may appear to be an activity for lazy people, but is actually an effective way to improve your focus and creative problem solving skills. The process of daydreaming is a very complicated and extremely productive neurological process. Viewed from the inside of the daydreamer, who is exploring the only space (their own mind) where they truly have autonomy, the process of creating positive imagery is just another form of thinking. Daydreaming is the opposite of the type of thinking we need for our working memory, and when we use one, we have to shut off the other. BOTH, however, are highly necessary for our emotional and intellectual health. So go ahead and daydream a little.

Get out the Crayons:

Coloring integrates both visual and brain processing functions. 85% of the information we take in, we do so thorough our eyes. about 1/4 of our brain is dedicated to visual processes. What you see, and what you create, will have an effect on your entire central nervous system. You do not have to be an accomplished artist-"doodles" and stick men have as much effect as drawing an intricate still life. Start by using a simple coloring page.(I keep a bunch of them - along with my own crayons - in my top desk drawer)  Its the process, not the product that matters most.

Remember to Breathe:

Your breath is always right here and right now. One of the simplest ways to improve focus is the pay attention to - and gain control over - your breath. Try for a whole minute to so doing nothing but pay attention to your breath. If you can do this the first time you try it, then you have much better attentiveness than most people. Gradually work your way up to three, then five or ten minutes. You will notice over time, that your breathing will become more controlled, even and calm. You  can do this several times a day, whenever you remember to. The longer you can do this, the more your ability to focus will improve-and your stress level will decrease.


Looking for more help with stress management? Our R.E.A.Ch™ program (Relaxation Education for Adults & Children) addresses both the underlying causes of stress, as well as simple, effective solutions. Find out more at: www.recprograms.com 


Related Articles:


Why Our Minds are Wired to Wander

Teach Kids to Daydream

18 Things Creative People Do Differently

Five Easy Ways to Improve Concentration Naturally




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Compulsive Disorders: Children Stuck on a Thought

Photo: thedubinclinic.org 

I have always found the human brain to be fascinating. (In fact, at one point I wanted to be a psychologist, but was even more interested in how the body & brain work together, so I opted for a degree in exercise science instead.) In spite of what we already know, there is so much more that we are still learning.

Today's article is a Guest Post by Dr. Albert Forwood, a neurologist & chiropractor who has been working to improve the functional abilities of people’s brains for the last 20 years.

I've had the pleasure of working directly with Dr. Forwood and the staff at the Brain Balance Center in Wayne, PA for the past 2 years. Much of what he, and Dr. Melillo (founder of the Brain Balance Program) taught me, as well as what I learned in the Brain Gym program, has been integrated into my children's yoga programming. I am so thrilled to share one Dr. Forwood's articles with you below:

It is easy for us to think of the nagging child, persistently asking again and again, as a normal stage of a human development. But what if they don't grow out of it? 

There are many questions about Compulsive Disorder conditions that affect people, the people around them, and about the help that may get the thoughts under control.

Compulsive disorders, diagnosed through behavioral evaluations, come in different expressions but the results are the same: unhappiness for those people and the people around them. There is a difference between a nagging child who wants something and a child with Compulsive Disorder. 

When a Compulsive Disorder is present there is no getting off the thought that occurs over and over again. Compulsive Disorder has been in the news of late because numerous celebrities have come out to say they are afflicted with this condition and how it is a problem in their lives. Leonardo DiCaprio, Megan Fox, Billy Bob Thornton, and Donald Trump are just a few as it seems it is common place among the stars.

Compulsive thoughts drive them and the people around them to frustration. Children with Compulsive Disorder can annoy and lose friends with their odd, persistent, and repetitive behaviors.

There are several ways that compulsive disorders can cause distress with time wasting compulsions and other behavioral oddities: 

• Washers have a compulsion to clean for fear of contamination. 
• Counters and arrangers are obsessed with order. 
• Doubters and do-gooders feel harm will come if things are not perfect. 
• Checkers will keep checking things like the lock on the door or other things they associate with fear. 
• Hoarders compulsively keep things.  

When the condition affects children they often experience isolation and can become hard to manage. Compulsive Disorder is common with kids with ADHD, Asperger's, Autism, and Tourettes. This is because there are similarities between these conditions in the way their brains work, or rather, similarities of their brain weaknesses that causes their similar behaviors.

Programs, such as Brain Balance, looks at these conditions as a Disconnection Syndrome of the brain and has an effective approach to improve this condition for children. If this condition is not cleared up in childhood it may become more difficult to make changes to the brain once matured.

These conditions are caused by an imbalance in the hemispheres of the brain. It is commonly caused by "too much left brain" (because of developmental delays of the right brain that cause normal circuits to be under connected). 

The left brain is the approach side, like the accelerator on a car, and the right brain is the withdraw side, like the brake. A mental thought or muscle action may be initiated (with the left brain) and in the normal brain there is a mechanism to turn it back off (with the right brain).  

If the right brain circuits are underdeveloped it cannot do its job and the thought persists, over and over again. 

Children have the unique ability to speed up their lagging development when the correct stimulus is provided, primarily though a daily targeted sensory-motor (exercise/movement) routine, followed appropriate tutoring. That means that if the unique developmental delays of these children can be found, and the correct stimulus applied in the appropriate way, they can speed up development that helps the brain circuits connect in the way they are supposed to. These new neuro-connections will lead the children away from a brain with compulsive thoughts to a brain with thoughts that are under control.

Compulsive disorders seem to be a growing problem at a similar rate of increase as other behavioral and learning disorders. Because children are in the process of development, the areas of the brain that are underdeveloped, can be brought closer to full development. 

The hope for a lifetime of relief from Compulsive Disorder may lie with intervention during childhood. An appropriately developed, balanced brain may provide freedom for the child stuck on a thought.

Dr. Forwood, DC

Dr Albert Forwood is a chiropractic neurologist and director of the Brain Balance Center in Wayne PA. Read more about him and listen to his podcasts at: Natural Health by Dr. Forwood

Dr. Forwood will be presenting at the Gwynedd Mercy Autism Institute, at the 6th Annual Autism Conference, on Saturday April 13, 2013, in Gwynedd, PA 

Related Links:

21 Ways to Grow a Healthy Brain

*(Based on the Brain Balance Program.)

Why are Movement & Creative Activities Important?

Every Brain is a Creative Brain

Senses, Stims and Stress

Brain Balance Centers

Dr. Robert Melillo

To find our growing library of

Webinars and Conference Call recordings 

visit AnyMeeting

Contact Barbara: bodylogique@yahoo.com or leave a comment below

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Martial Arts for Students with Special Needs (Part 1)

Photo: www.1worldkarate.com

I am thrilled today to have a guest post from Daniel Carroll, from One World Karate.

One World Karate is an Austin Texas Martial Arts school that teaches academy style Karate, Self Defense, and other arts to special needs students as well as the general populace.  This includes students who may have Autism, Aspergers, ASD, ADHD, Spina Bifida, Cerebral Palsy, or other special needs.

Dan Carroll is a former Special Educator and has observed many children with special needs get forced to sit idly by while their siblings, neighbors, and schoolmates engaged in dance classes, sports, theatre, and other physical pursuits. After 7 years of working closely with children ages 11-18, he developed a martial arts program utilizing some of the most forward thinking in Physical and Occupational Therapy. I am so honored that he has agreed to share his expertise with us this week.

Below is the Part 1 of his 2 part post:


Compared to most sports or recreational activities, Martial Arts provide one of the most perfect platforms for working with Special Needs students available.  However, only in the last decade have martial art schools really begun to address the needs of our diverse population, and much of the focus has been on students with needs other than physical.  Most schools advertise the ability to work with ADHD, for example, but that doesn't help the student with Cerebral Palsy.

Frustratingly, the social, emotional and physical benefits of Martial Arts are almost precisely what students with special needs need. In this two part blog, I will describe the basic concept of my school, One World Karate, and then give you 3 examples of how you could create your own Martial Arts platform for PT and OT clients or children.

The big hurdle in Martial Arts for the physically challenged has been training and education.  There are a few schools out there such as my own that specialize in special needs populations, but in addition to my Martial Arts experience, I am a former special education teacher that is just a few classes shy of my masters in the subject, and have a lifetime of experience with my two special needs siblings.

Photo: www.1worldkarate.com

Relax, the truth is that it's actually quite easy to create a martial arts platform to develop the health and fitness of your client or child.  In fact, while it does take some new learning on your part, it isn't nearly as daunting as you may believe. 

But you are not a Martial Arts instructor, you say?  Fair enough.  But think on this: a school instructor needs to learn all the things you already know as parent or therapist.  You don't even need to be a Karate black belt (though I recommend it for everyone)!  You just need to learn the basic concepts of what martial arts is, and how it works. 

Let's make one thing very clear.  Self defense is not Martial Arts.  Self defense should only be taught by a professional.  However, self defense, while a part of Martial Arts, is not the whole of it.   Many of my students will never be able to fight adequately enough to defend themselves from a committed attacker.  That doesn't mean Karate is pointless or wasted. Far from it.

Martial Arts schools promote discipline, honor, fitness, and respect in addition to teaching the actual techniques.  Could you not also teach these things without Karate?  Of course, but putting them all together into a complete package is what we are after.  So you already know much of what is required.  You already know what areas of physical development the client or child needs, you just don't know how to make a proper fist or complete a proper kick. 

Easy fix.  Take one cardio-kickboxing class, and you will know enough to work with your client or child safely.  Please understand that I am not recommending this as the preferred path.  I believe everyone should be studying some sort of Martial Art, but when working with clients who have profound physical limitations, the goal isn't to create a Bruce Lee, it's to promote a physically and emotionally healthy individual.

Photo: www.1worldkarate.com

Martial Arts are an activity that uses a range of movements going from simple single body part movements all the way to extremely complex whole body movements.  When working with students, the teacher has the option of focusing on the movement groups that best serve the students PT / OT requirements.  It also has a beautifully inherent scaling ability wherein the teacher can naturally bring the student along from simple to complex body movements at the students natural pace, while avoiding boredom by varying the actual activity.

Movements are traditionally performed both slowly and quickly.  Modern medicine is revealing how slow, repetitive movements help develop neural pathways in the brain, and sports medicine shows how fast, repetitive motions help build muscle memory and both aerobic and anaerobic fitness. 

In my school activities are practiced in sets of three.  Three slow and relaxed repetitions, three slow but isometrically intense repetitions, and three fast but precise repetitions.  Precision trumps top speed, but this is where the students tend to light up and start grinning.  Everybody wants to be fast and furious!

Classes begin and end with short lessons about focus, discipline, effort, success, and pride.  We have fun, we work hard, and we grow as people.

In part 2 of this post (Look for it on Wednesday, February 13) I will offer three quick examples of  how we do it at One World Karate, and I think you will see what I mean.

The author, Daniel Carroll,  has been in the Martial Arts for 32 years, and taught Special Education classes for 7.  His school, One World Karate is in Austin, Texas and focuses on students with Special Needs.  His school stresses “Practical Inclusion” and diversity amongst the students, and he is currently writing a book and video series to help create more opportunities for special needs students to receive the benefits of Martial Arts instruction in schools and therapy settings throughout America and the world. 

Find and Connect with Daniel at:

www.1worldkarate.com

www.facebook.com/1WorldKarate

twitter: @1worldkarate

The Top 7 Reasons Your Child/Students Are Fidgeting:

Photo: scientificamerican.com 

Fidgeting is not merely "inappropriate" (Translated: "annoying to others.") behavior, its  a form of communication.

In fact ALL behaviors, whether we think appropriate or not, are communicating something personal about that person and the way they are wired. There are as many reasons why children (and adults) fidget as there are individuals, but there are some common threads that top off the list. Here are 7 reasons your children & students are fidgeting, and what you can do about it:




1-Dehydration:

Water is a vital nutrient as well as a neuro-conductor. If kids are not permitted to drink water all day, they will show obvious signs of dehydration. Inattention is one of the signs. Allow children to sip water throughout their day will help keep them focused. Water bottles on the desk will not interfere with your lesson plan. (I know some do not allow students to get water because then they will have to use the bathroom, and well, that is disruptive. However, having to STOP teaching your lesson a dozen times, to bribe, beg, plead and yell at the class to pay attention is much more disruptive and counter-productive as well. In fact its ridiculous. Let them sip water and do a lavatory run at the beginning/end of class. Problem solved.) Read more about hydration here.


2-Poor/Lax Nutrition:

Nutrition goes hand in hand with hydration-its necessary to ensure your child has a proper breakfast, not a sugar-frosted "Fruit Tart" or a big old bowl of "Sweetie Flakes". An actual breakfast, that they sit down to eat, with some protein, (keeps sugar/energy levels steady) and some good carbs (actual fruit or veggies.) This helps kids maintain concentration throughout the morning until lunch. A child cannot go from dinner last night until lunch the next day (about 19 hours) without the proper nourishment. My daughter sometimes eats chicken salad or cherry tomatoes in ranch dressing for breakfast-she will grab whatever is prepared. I've encouraged her to make something the night before so its ready. Its fine-as long as she eats something nutritionally viable and has some water before going out the door. Think outside of the Cereal Box. Your child's teachers will thank you. Read about the Top 10 Foods Nutrition Experts will not Feed Their Kids.


3-Lack of Sleep:

Children who are sleep deprived will be inattentive, cranky, non-compliant, and at risk for impaired learning,  illness, depression and other mood disorders. Threats, bribes and sending him to the principals office will not help. You  need to make them unplug from the electronics and get to sleep at a reasonable hour. (remember that the time you put them to bed and the time they fall asleep are two different things.) According to the National Sleep Foundation, newborns should sleep 12 to 18 hours out of every 24 (in a perfect world), with a gradual reduction to 12 to 14 hours for toddlers ages 1 to 3. Preschoolers age 3 to 5 need 11 to 13 hours; schoolchildren ages 5 to 8 need approximately 10 to 11 hours. 9 and 10 year-olds need about eight hours a night. Teens actually need more sleep than adults- eight and a half to nine and a half hours, according to the sleep foundation, but the challenge is timing: times at which they get sleepy and are able to awaken naturally (and feel rested) fall in such a way that does not align with the start times of most schools. (Read More Here)


4- Sensory Overload:

We all have sensory preferences-some sights, sounds, texture, etc. are pleasing to us, and others not. The ones that are not pleasing, (or downright irritating) are simply "filtered" out. Some of us have a more difficult time "filtering" than others, and for children with sensory processing issues, this can be a nearly impossible task. Parents and educators can help limit "sensory static" by keeping clutter under control, not using strong perfumes, fabric softeners or cleaning agents, and by keeping voices and noise levels to a minimum. A little bit of "Quiet Time" (that means unplugged)  in nature or indoors, does wonders for everyone's senses. I call this a S.A.F.E Space (Sensory, Adapted, Friendly Environment). To learn more about creating  S.A.F.E Spaces in your home or school, look for our upcoming spring workshops and webinar descriptions.


5- Age/Emotional Intelligence:

Sometimes referred to as "maturity". Simply put, kids will be kids.  In a recent study, it was found that kids whose birthdays fall around school enrollment cutoff dates can find themselves as either the youngest or oldest among their peers, depending upon which side of the date they fall on. This coincidence of the calendar can make a significant difference in a child’s ability to sit still, according to the new research. In some cases, immaturity is mistaken as ADHD. Read more here 


6- Lack of Activity:

Children, (and people in general) were not made to sit still for long periods of time. Movement is how our bodies and brains develop, and children's brains develop at an incredible rate for their first years of life. This is only possible through movement. It may sound counter-intuitive, but if you want kids to be better at sitting still, get them up and moving. Frequently. NASPE (the National Association for Sports and Physical Education) recommends that children under the age of 12 are not sitting for periods longer than 30 minutes at a time. Find out more about NASPE's position on physical education & movement .


7-He's Bored

Maybe you are boring, maybe the material is uninspiring and maybe his/her senses are over/under-stimulated, but in any case, you've been tuned out. Don't ever take that personally. I know you've worked hard on those lessons, and you only have a certain allotment of time to teach it in, but bored kids are communicating something. Ask yourself, what is underneath the boredom? A need to be inspired? A desire to explore? If you are bored as well maybe they are just mirroring your attitude? Sometimes, a child wants to think on their own, rather than reading, doing worksheets and material just being imposed upon them. They want to know how this is important to them and something they can use for their own enjoyment. The more personal identification & investment they have in their own learning, the more engaged they become. There are so many creative ways to infuse a spark of fun into any (bland) classroom lesson, using games, storytelling, pantomime, demonstrations, art, group projects and student-led discussion, and sometimes we have to be willing to step away from the lesson plan and let the kids guide us as to the best way to present the material. Its a win-win situation: they learn and retain more, and its way better than yelling at them to pay attention. A great resource that I highly recommend is Edutopia: What Works in Education.

By the way, fidgeting & Doodling are ways that children attempt to regulate their own senses & re-engage in what they are learning. Before you reprimand, ask yourself first why they are fidgeting.


When & how do your kids fidget?


Related Articles:

Constructive Fidgeting for Self-Regulation




Contact: barbara@bodylogique.com 



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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

In Case You Missed It: March 26-30

Its Friday! and here are 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 working with children with social, sensory and learning challenges, and expanding our personal interactions that week with families, students & educators.

The purpose of this weekly post is to create connections and a diverse resource of information to help us support and inform each other 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

Are There Benefits to Teaching Children Chess?

(Onlinechesslessons.com)

The benefits of chess is a topic that has been debated for quite a few years. As education becomes more competitive parents are looking for any edge they can find to sharpen their children’s’ minds. It’s this exact pressure that has led people to many incorrect conclusions that we’re later proven false. One good example was the craze in the 90′s of playing classical music to your babies or children to make them smarter- which was later proven ineffective. Unlike many of these fads, the evidence is clear that playing chess benefits the mind in both young and old alike...

Food Dyes and ADHD: Is There A Connection?

(CBS Miami)

Color dye is now being investigated by the Food and Drug Administration to see if certain colors added to enhance the look of the foods your kids love to eat will affect their behavior...

Sorry, I Can't Help It! (Echolalia)

(College Park, MD Patch)

Society accepts many forms of habits and mannerisms. My child recites movie lines to calm himself down...

Top 10 Homework Tips:

(KidsHealth.org)

Kids are more successful in school when adults take an active interest in their work — it shows kids that what they do is important. Here are 10 tips on homework...

In Praise of Germs: Why Common Bugs are Necessary for Kids

(MSN.com)

Scientists increasingly believe that the rapid rise in food allergies, asthma and other immunological diseases is due, at least in part, to our modern obsession with cleanliness. The 'hygiene hypothesis', contends that these diseases are becoming more common because young children are not exposed to them at an early age. We try to prevent exposure to germs with antibiotics, antibacterials and soaps and  letting kids get dirty seems like a violation of basic parental duty.

The Need for Pretend Play

(Psychology Today)

Systematic research has increasingly demonstrated a series of clear benefits of children’s engagement in pretend games from the ages of about two and one half through ages six or seven. Actual studies have demonstrated cognitive benefits such as increases in language usage including subjunctives, future tenses, and  adjectives.






Contact:

Barbara@bodylogique.com

Website:

http://www.bodylogique.com/

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Constructive Fidgeting for Self-Regulation



Photo: sensiblematheducation.com

 How many times have you told a fidgety student to sit still and focus so they can complete a task?

Telling a child to "Stop fidgeting" and “Sit still!”, "Quiet hands/body" or “Look at me when I talk to you”  is counter productive. Instead, understand and acknowledge that these actions (sometimes called "stims" ) are not signs of disrespect or bad behavior, but a way for the child to self-adjust when they have difficulty paying attention. All children require fidgeting & sensory-motor activities to help them function well.

I see lots of fidgeting from kids at the beginning of an adaptive yoga class: rolling or "folding" the mats, picking chunks out of them, pulling threads from socks or inspecting/removing lint in between toes are some common ones. We usually begin with a process called "The 4B's" which helps satisfy the need to fidget and gets them to focus & engage in what we are doing in the group. I follow with a story and movement to keep them rolling. As soon as I see I am losing them, I switch to another activity-I can always come back to the movement later in the class. We always end with relaxation to help train active bodies and brains that its OK to rest and relax.


Well-meaning statements such as: “Try harder..." or "You need to concentrate" , or even "You can become whatever you want to be if you put your mind to it....” can be frustrating & discouraging for an active student or a student with ADHD. Even though their inattention may not be their strong point, research suggests that inattention increases when a task is repetitive, lengthy, and familiar, and there is a way to use fidgeting constructively as a means to enhance sensory input & improve focus.


A child with ADHD will begin to disconnect when a task becomes repetitive & boring. By doing a secondary activity along with a primary one, the brain can focus better. Any activity that uses another sense besides the one required for the primary activity (such as listening to music while reading a book ) improves the performance of children with ADHD. (This secondary activity is sometimes referred to a “distractor”.

Explore students' different sensory needs and allow and encourage them to try new, minimally disruptive ways to fidget with a purpose. Here are ways that work for my students: (Try them yourself and see if you notice a difference.)

Doodling: (visual/kinetic)

Doodling is one of the least intrusive tools for improved focus. Have students doodle words, numbers or pictures while listening to instructions. Doodling an "X", a circle with designs inside or a sideways "8" are also very helpful to bring visual and mental focus to both sides of the brain at once. Some students doodle a Mind Map to include the lecture ideas or instructions for review later.

Putty, Koosh Balls or Erasers: (tactile/kinetic)

Moving the fingers & hands also facilitates focus when a child is listening or thinking about how to answer a question. You can use any kind of small prop for this: a small rock, seashells,  paper clips, erasers, small rubber balls or toy animals or cars. You want to be sure they are small enough to allow use without distracting classmates.

Music: (auditory)

Background music during classwork, homework or chores that is steady, and not too loud or fast will help improve focus. According to research, the two hemispheres of the brain become stimulated by certain sound types and frequencies. Playing a variety of music helps overcome attention problems by strengthening the connection to both hemispheres of the brain.

Chewing Taffy or Gum:  (proprioceptive/tactile/olfactory/kinetic)

The action and movement of chewing gooey or crunchy foods will help children concentrate for an extended period of time. If you are a teacher who is distracted by the sound of gum chewing, have your students suck on a hard candy instead. Peppermint or spearmint is alerting and adds additional sensory input of taste and smell.

Walk and Talk: (kinetic/proprioceptive)

If your students tune out when you give instructions, try having them move around, put things away or carry out classroom jobs as you talk. Other activities such as standing & stretching, working a puzzle, sidewalk chalk, coloring, cleaning the blackboard or playing catch will also work. This strategy will make it easier to facilitate a discussion, talk about how a child’s day went or gather other important feedback.

Hand/Foot/Scalp Massage: (tactile/kinetic/proprioceptive)

Taking a moment to massage both hands or feet, or even the scalp not only reduces muscle tension & calms and relaxes the central nervous system, but helps both sides of the brain communicate with more clarity.  A hand massage can be done discreetly at a desk and will  not disrupt other students.

*What are some ways that you allow and use constructive fidgeting in the classroom?

To find out more about our "Calm & Connected" program & other classroom tools &teachniques for teachers, please visit our distance learning page.

To find movement based S.M.Art Story™ curriculum guides, filled with dozens of ideas for constructive fidgeting, please visit our products  page.

To receive more articles like this right to your inbox, Subscribe to S.M.Art Kids / Healthy Kids by Email




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
 
 
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Senses, Stims and Stress

We tend to take our sensory system for granted until something goes wrong with it. We are all sensory organisms! Our sensory system provides us with the ability to interpret information about our body & environment through a variety of sensory receptors. Most of us have been taught that there are five senses: visual, auditory, gustation (taste), tactile & olfactory (smell). There are in fact three more: the vestibular (balance), proprioception (motion of the body ) & interoception (internal -hunger, heartbeat, breathing, bladder, etc.) that help us learn about ourselves and the environment.

Many OTs agree that vestibular & proprioception tops the list respectively, in priority in terms of human development. The sensory system develops before the ability to utilize the muscles & bones effectively for purposeful movement does. Ironically, movement is the only way to strengthen sensory/neural connections & strengthen the brain’s ability to process information and retain it in the long term.

If the neural connections are weak or not there, the brain will not know what to do with the stimulus it is now receiving through the senses. Science tells us that neural connections are created & strengthened through movement. A variety of daily movement & stimulation to each sensory system will improve the body’s/brain’s ability to refine movement, improve cognitive processing & reduce “stim behavior”. (This is the purpose of a Sensory Diet/ Sensory Integration Therapy.)

Stim Behaviors occur for a specific reason-as a sign of sensory, physical or mental stress. The sensory challenged, ADD or ADHD child is not being 'non-compliant'. They are telling you they are 'hungry' just as a grumbling stomach or dry mouth tells us we need nourishment. When we are hungry or thirsty, we eat/drink. Why then, when a child needs sensory 'food' do we deny them by prompting them to stop? To these students, this is the equivalent to withholding food and water.

Stims tell us that the body is imbalanced, the brain is overwhelmed and both are trying to re-engage. A stim is telling us that there is a bodily “craving” for something that child’s body & brain needs. (We all have stim behaviors. You are probably doing one right now as you read this.) If the brain/body cannot re-engage it will result in a stress response or as a full blown 'meltdown'. Once this happens, the child (and the brain) is no longer capable of learning-he is now in “Fight or Flight” /survival mode and the body/brain is in adrenalin shock-He cannot stop himself from the effects & cannot engage/cooperate/learn/comply until the adrenals get back to normal. This is what is called a stress response. Its vitally important to understand this effect and address it properly. Sensory diets are put in place for exactly this reason.

S.M.Art Kids® programs aim to assist sensory integration & minimize the Stress Response through 3 aspects: Stories, yoga based Movement & Art. Together, these tools help encourage stronger neural connections, a calmer central nervous system & improved focus.

Stim & Stress Strategies You can use:

• Learn to read warning signs- (body language) Staring, yawning, fidgets, tapping, teeth grinding, etc. are all signs of the brain trying to re-engage. Try to determine which sensory system is 'hungry' and feed that one first. You will find that in most cases, if you address the sensory needs, the behavior will take care of itself. Learn as much as you can about each child's responses and rather then try to de-sensitize him or her, try to address it by giving them the input they need. You will find that they eventually will pay better attention.
• Help children Release muscle tension-through self massage or “Squeezing Lemons” (help children imagine they are making lemonade-and squeezing the lemons into a glass. Imagine they are using each part of their body from head to toe to squeeze them-hands, elbows, armpits, knees, toes, etc. Its okay to be a little silly. If they want to imagine they are squeezing a lime, an orange, a Pink lemon-or even a blue one, go with it! The object is to get them to squeeze and release muscle tension.) This will help with body awareness and deep muscle input that helps the nervous system stay calm for longer.
• Imagery is a simple and versatile tool where you will suggest a calming scenario for the children to follow. (Let's imagine we are on a beautiful beach, with big swaying palm trees, sparkling sand and crystal clear water....") Speak slowly, dim the lights and have them put their heads on the desk and follow your voice for 3-5 minutes. Always bring the "back" gradually by having them "wiggle fingers, wiggle toes, take a big breath and on the count  of 3, slowly lift your head and stretch..." always take a minute to get feedback. )  Works well as a transition or at the end of a test.
• Employ other calming techniques- breathing in patterns (To calm, breathe in while counting to 3 and out while counting to 4), art (simple coloring pages-geometric patterns or mandalas are the most calming. ) music (instrumentals such as Native American Flute music or ocean sounds, thunderstorms, etc will calm children while keeping them alert.)
• Re-engage in activity using different creative approaches to keep students actively  interested.
  

Summary:

In order to learn anything, the brain must be calm, focused & engaged. Our capacity to learn is greatly improved through sensory motor stimulation. Hands-on learning, incorporating movement breaks, experiential and group projects are the best way to to address these needs. We receive information through the eyes, ears & other senses for our brains to process it, recognize, organize & respond to it. When a child “stims” he is really trying to integrate the senses, to receive & process the information, regain focus, re-engage or transition to another activity & get the brain back in gear to complete a task.

For a fantastic detailed overview of the sensory systems go to: SPD Life


*This article is excerpted from our professional development course:

"S.M.Art Kids @ School: Engaging The Whole Child Through Stories, Movement & Art (Yoga Based Tools for Teachers)

To schedule a staff workshop for your school or organization, please contact: barbara@bodylogique.com

Inside The Box: Are Our Schools Killing Creativity?

As I was reviewing materials from the workshops I attended last week, I came across this article with an excellent video talk by Sir Ken Robinson who makes some great points regarding our education systems.

He talks about the ADHD epidemic, and  urges us to collaborate more, encourage and build creative and science-based curriculums and to think of new and innovative ways to 'categorize' students in all  learning environments.

He points out that our systems are isolating & alienating our kids and serving them less because we have approached education from an industrialized 'production line' mentality. He calls for educational revolution rather than reform.

Sir Ken's knowledge, candidness and  humor not only offer simple solutions but also inspire new thinking. Well worth watching for all parents, educators and administrators (about 8 minutes-semi-animated format.)  Changing Education Paradigms

Original Post found here: The Frugal Teacher

More from Sir Ken Robinson:  Learning Revolution

To ask about our Yoga-based creative learning programs, contact Barbara at: barbara@bodylogique.com


*We welcome your comments, suggestions and insights. Please feel free to leave them below.

~Barbara

Children, Yoga & Executive Function

Today I came across an article that  drives home the point of why our kids are so overwhelmed & stressed and have trouble learning. It discussed the importance of teaching children to focus, which is controlled by a mental process in the brain called "Executive Function".

Executive function is a term used to describe a set of mental processes that help us connect past experiences with present actions. It is the part of our brain function that controls the planning, organizing, strategizing, paying attention to and remembering details, &  managing time & space.

Executive functions include organizing, prioritizing, focusing, sustaining and shifting focus to tasks, regulating alertness and processing speed, managing & regulating emotions, and self-monitoring and regulating action (often called inhibiting). All of these skills enable us to formulate a goal, plan for reaching that goal, then initiate, sequence, sustain or inhibit behaviors to work towards and finally attain that goal. It helps us override procrastination & emotions that would otherwise interfere with these other important activities.
 
Children who have executive functioning weakness often have trouble with focus, attention, organizing, memory, time management, transitions, regulating emotions & dealing with frustration.

In a well planned children's yoga program, all of these important skills can be reinforced through targeted movement, guided imagery, interactive movement games, storytelling and deep relaxation.

As you read the list of executive functions above, it should be clear that these are all skills necessary for children to succeed in school, understand social interactions at home and in the community, and manage daily schedules and routines. Children with good executive functioning take all of these tasks in stride, but those with deficits in executive skills struggle with school and homework demands, social interactions, and changes in schedule. These ever fluctuating dynamics feel overwhelming & confusing.

Executive functioning weaknesses can be managed with a plan & consistent support. There are some simple strategies that can assist the child with weak executive skills. These include:

• Maintaining a regular routine at home and school, as much as possible
• Posting a daily schedule so the child can refer to it throughout the day
• Informing children of changes in schedule, ahead of time (such as a doctor's appointment )
• Create a short set of rules. Be clear on expectations & consistent with following through on consequences for breaking the rules.
• Use Reminders to prepare for a transition: "Jay, 10 minutes until we leave the playground. 3 Minutes ...1  ..... time to go.

The other intervention that is being widely studied by scientists is movement.

We know that daily and varied movement is what helps our brains develop and we know that executive function can be significantly improved, especially if interventions are consistent & begin at an early age. In the current issue of   The Wall Street Journal,  author, journalist & neuroscientist  Jonah Lehrer talks about why executive function is so important. He points out that the very activities that will help our kids develop  are the ones being cut out of school budgets. I like Jonah's candidness. Among other things, he cites studies tracking how this relates to an increase in rates of crime and drug addiction to ways to overcome information overload.

In his article, Learning How to Focus on Focus , he talks about why our kids are so overwhelmed and what can be done by parents & schools to help our children succeed in this age of information. Martial arts, yoga and  board games are mentioned as other interventions to this growing problem.

As I always stress to parents: you are your child's first teacher! If the school doesn't offer what your child needs, get it for him! Don't wait for someone to give you permission to help your child. There is a wealth of information out there all at your fingertips. I hope you find Jonah's insights a welcome addition to your resources.

Find Jonah's Blog here: http://www.wired.com/wiredscience/frontal-cortex/

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







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