Pennsylvania Family Support U N P ACKIN G TR AU M A: A FOLLOW U P TO H EALTH Y B R AIN S / H EALTH Y FAM ILIES J U N E 2 2 , 2 0 16 10 : 0 0 - 11: 0 0 AM
Housekeeping Question & Answer Opportunities Interactive Polling Questions
Housekeeping Online Evaluation Session Recording & Slides http:/ / www.pa-pat.org/ Computer Sharing Wenda Deardorff, wdeardorff@csc.csiu.org
Presenter Mic hael Br ink, M.E d., BCBA, CBIS E ar ly Inter vention T ec hnic al Assistanc e Consultant E mail: mbr ink@pattan.net
IN INFL FLUENCIN ING FA FACTORS On early brain development include: • Genetics • Food and nutrition • Responsiveness of parents • Daily experiences • Physical activity The brain continues to develop after birth based on experiences.
Experi Experience ence Can Can Chang Change the the Actual Actual Structur Structure of of the the Br Brai ain Brain development is “activity-dependent” Every experience excites some neural circuits and leaves others alone Neural circuits used over and over strengthen; those that are not used are dropped resulting in “pruning”
STRENGTHENING EXPERIENCES: BUILDING A HEALTHY BRAIN http://mtbt.fpg.unc.edu/more ‐ baby ‐ talk
Ov Over ervi view ew of of 10 10 Pr Practices to to Pr Promote Languag Language and and Communi Communication on Ski Skills ls Practice Description 1. Get Chatty Engaging in conversations with children 2. Be a Commentator Giving descriptions of objects, activities or events 3. Mix It Up Using different types of words and grammar 4. Label It Providing children with the names of objects or actions 5. Tune In Engaging in activities or objects that interest children 6. Read Interactively Using books to engage children’s participation 7. Read It Again & Again & Again! Reading books multiple times 8. Props, Please! Introducing objects that spark conversations 9. Make Music Engaging in musical activities 10. Sign It Using gestures or simple signs with words
PA Early Learning Standards: Approaches to Learning Resources to share • When I Play I Learn • Every Day I Learn Through Play • Learning is Everywhere • Recipes for Readiness http://papromiseforchildren.com/help ‐ your ‐ child ‐ grow/learning ‐ is ‐ everywhere/
Developmental Stages and the Effects of a Traumatic Brain Injury https://www.cde.state.co.us/cdesped/tbi_manual_braininjury
Poll Question True or False? A mild brain injury can have long lasting effects that also need interventions.
Developmental Characteristics: Birth to 3 years • Language acquisition • Refinements in sensory and motor systems • Regulation of sleep ‐ wake patterns • Begin to understand cause ‐ effect relationships • Emotionally egocentric
Behavioral Characteristics After Brain Injury: Birth to 3 years • Quick shifts from one emotion or state to another • Impulsivity • Use of primitive behaviors (biting, hitting, etc.) • Lack of self ‐ awareness • Inability to self ‐ regulate behaviors • Lack of responsiveness to others
Developmental Disruptions Following Brain Injury: Birth to 3 years • Disruption in the ability to regulate state of arousal and sleep • Lack of understanding of cause ‐ effect relationships • High reliance on structure, support, supervision and modulation from others • Sleep disturbance • Lability: moods shift dramatically and quickly • Emotional reactions unpredictable, often labeled “irrational”
Impact of TBI Support Disruption in regulation, anxiety Consistent/predictable routines Mood irritability Organized environments Unpredictable emotional reactions Consistent/responsive caregivers Difficulty understanding concepts Visual aids/cues Express feelings without thinking Close supervision Visual Resistant to directions, rigid Concrete assistance through transitions Tactile defensiveness OT, responsive, sensory experiences
Resources
Ef Effects of of Tr Trauma on on Br Brai ain Dev Developm pmen ent • Abusive Head Trauma (Shaken Baby Syndrome) • Maltreatment • Toxic Stress
Bucharest Early Intervention Project http://www.bucharestearlyinterventionproject.org/
A significant finding…. Childhood adversity can damage the brain as surely as inhaling toxic substances or absorbing a blow to the head can. This is a revelation with profound implication – and not just for the Romanian orphans. “The Two Year Window,” The New Republic , December, 2011
Ea Early Child Childho hood Str Stress ss Influences fluences Dev Developm lopmen ental Out Outcom omes es Important to development & in the context of stable and Positive supportive relationships Tolerable Potentially disruptive, but buffered by supportive relationships & safe environments Disrupts brain architecture, increases the risk of stress ‐ Toxic related physical and mental illness
Positive Behavior Positive Interventions and Behavior Supports Interventions and Supports http://csefel.vanderbilt.edu/index.html
Parent ‐ child relationships Supportive environments Significant relationships Supportive relationships http://csefel.vanderbilt.edu/resources/training_piwi.html
The Science of Resilience
http://www.cssp.org/reform/strengtheningfamilies
Poll Question • What is the problem with focusing on risk factors? – Not all risks can be changed – Many individuals and families can survive and thrive despite the risk – We may be targeting families incorrectly – All of the above
Big Idea #1: A Protective Factors Approach Protective and Risk Promotive Factors Factors • Protective Factors: conditions or attributes of individuals, families, communities, or the larger society that mitigate or eliminate risk • Promotive Factors: conditions or attributes of individuals, families, communities, or the larger society that actively enhance well-being
Five Protective Factors 1. Parental resilience 2. Social connections 3. Knowledge of parenting and child development 4. Concrete support in times of need 5. Social and emotional competence of children
Knowledge of parenting & child development Understanding child development and parenting strategies that support physical, cognitive, language, social and emotional development What knowledge do parents need? • Where do we see inappropriate developmental expectations? • Where do we see a lack of strategies? • Where do we see parents getting frustrated?
http://www.cdc.gov/ncbddd/childdevelopment/freematerials.html
Social & emotional competence of children Family and child interactions that help children develop the ability to communicate clearly, recognize and regulate their emotions and establish and maintain relationships
Children’s Social Emotional Skills to Build Recognize and Control Develop Communicate Response to Empathize Strategies Emotions Feelings
Taking Care of Ourselves http://ecmhc.org/documents/CECMHC_GrafittiPosters.pdf
http://www.eita ‐ pa.org /
Thank You Thank You Mic hael Br ink, M.E d., BCBA, CBIS E ar ly Inter vention T ec hnic al Assistanc e Consultant E mail: mbr ink@pattan.net Tom Wolf, Governor 35 > Pedro Rivera, Secretary of Education | Ted Dallas, Secretary of Human Services
Housekeeping Your opinion matters Please complete the survey Upcoming webinars July 6, 2016: TBA August 3, 2016 TBA Multiple ways to join Laptops and mobile devices
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