Neurology for Learning and Processing Gail J. Richard, Ph.D., CCC-SLP Eastern Illinois University gjrichard@eiu.edu Emotional Basis to Cognitive Skills Learn through emotional feeling Purposeful, intentional, meaningful interactions pre-requisite to language Critical point in intervention for children with developmental disabilities if agree with emotional - 99% of world applying intervention in wrong way if cognitive - drill behavioral approach OK if learn in rote way - try to apply million rules to life Stanley Greenspan Individual Differences Need to understand how neurological system is reacting & comprehending Challenge = Individual Differences sensory modulation processing motor planning & sequencing Nature vs. Nurture Dance Brain only partially wired at birth Rest occurs after birth through environmental interaction; emphasis on interaction; genes & environment interact together Plasticity through puberty Support biology to overcome /compensate for deficits NEUROPLASTICITY Brain only partially wired at birth; rest occurs after birth through environmental stimulation Puts emphasis on interaction More plasticity than thought - through puberty (13-14 years of age) Nature/Nurture Dance: genes and environment interact together; can’t separate at a certain point Need to support biology to overcome & compensate for deficits Functional Developmental Capacities Can’t evaluate motor, language, emotional, etc. all separately/ segmented off Child expresses abilities functionally - with all pieces together Behaviors tell you the degree of neurological deficit Need to connect affect to component parts for learning Pleasure Principle Appeal to child through enjoyable activities; natural motivation for learning How Do We Learn? Learning changes the brain Brain rewires itself after each new stimulation, experience, or behavior Stimulus to the brain starts the process Stimulus is sorted and processed at several levels Formation of memory potential Amazing Malleability of Brain Brain grows new connections with environmental stimulation This can happen with 48 hours of stimuli Process of making connections = learning Increased neural stimulation Brain modifies itself based on type and amount of usage Brain modifies itself based on experience – amount & type –Meaningful & Intense “Getting smarter” means growing more synaptic connections between brain cells and not losing existing connections LEARNING OCCURS AT THE SYNAPSE Neural pathways become more efficient through myelination: process of adding fatty coating to axons Cell body sends electrical discharge outward to axon Stimulates release of stored chemicals in synaptic gap (space between end of an axon and tip of dendrite) Once in gap, chemical reaction triggers/inhibits new electrical energy in receptors of contacted dendrite Electrical to chemical to electrical energy Promotes dendritic branching - more neural connections New synapses appear after “learning” BRAIN’S WIRING: Nature vs. Nurture Heredity provides 30-60% - Nature Environmental impact provides 40-70% - Nurture Difference dependent on specific trait being measured Educators influence “Nurture” SCHOOL READINESS Are Children Today Different? Fewer natural foods and more additives More exposure to medications, drugs, chemicals More children raised in single parent households with fewer resources More exposure to passive babysitters and sedentary entertainment (TV, video) Less early motor stimulation due to safety and liability concerns Effect of Experience on Neurological Maturation As system matures, overt responses differ Interacting developmental process Foundation; Raw materials Experience fills in; adds to base Increased integrated & complex interactive relationship Developmental & Socioeconomic Differences School “readiness” Preschool / Headstart programs Exposure to print; literacy Cultural / Linguistic Differences Different interaction patterns Different learning styles Curriculum and instructional style need to adapt How the Brain Works Brain Stem Area Social Conformity (hairstyle, clothes) Territoriality (defending my room, stuff) Mating rituals (touching, flirting) Deception (subverted aggression) Ritualistic display (trying to get attention) Hierarchies (leader dominance) Social Rituals (predictable daily behaviors) Middle Brain – hippocampus, thalamus, hypothalamus, amygdala Attention & sleep Social and parent bonding Hormones Sense of space and location Emotions – both positive and negative Formation of memories True, valid, feel strongly about Cerebrum & Neocortex frontal, occipital, parietal, temporal lobes Thinking, reflection, consciousness Processing emotions Problem solving, computations Language , writing, drawing Reading, translating, composing Long range planning, forecasting Creativity, visualizing Four Lobes of Brain Occipital Middle back of brain Responsible for Vision Frontal Area around forehead Responsible for purposeful acts - judgment, creativity, planning, problem solving Parietal Top back area Responsible for processing higher sensory functions Temporal Above and around the ears Responsible for hearing, memory, meaning, language Neurological Connections Children with neurological differences - look for connections between structures skin’s relationship to neurological system relationship with teeth relationship with hair TACTILE SYSTEM - 3 skin receptors Light Touch reactive, protective, primitive, very sensitive can’t be ignored (e.g., itch, hair) Discriminative Touch under-developed; ability to differentiate by feel densest in oral cavity oral exploration, chewing hypersensitive = picky eating, oral defensiveness Temperature - cold, heat, pain hyposensitive; hard to discriminate often feel the same initially VESTIBULAR SYSTEM Inner ear; responds to gravity, weight changes, position in three planes Stimulate by moving head; don’t have to move whole body 90% of cells in visual cortex also respond to vestibular system 85% of material presented for learning is visual in the early years VISUAL SYSTEM - optical Peripheral Vision versus Focal Vision Peripheral = primitive, early vision; fight or flight Focal / Central = higher level visual development Developmental Watching marble in a maze helps develop focal vision Watch to see if child using eyes together or alternately - need both eyes for depth perception COMMUNICATION SYSTEM Receptive understanding precedes expressive output Stimulate oral motor neurological connections Stimulate neurological coordination with automatic speech Expand into higher level experiences for vocabulary and concept development Motor Development & Learning Vestibular (inner ear) and cerebellar system (motor activity) first sensory system to mature Movement and learning have constant interplay Spinning (vestibular activities) led to increased alertness, attention, and relaxation in the classroom Sensory motor integration fundamental to school readiness Incremental Model of Personality Development Survival Self-Awareness Sensory Integration Perceptual Constancy Social Interaction Before adding Positives to Environment - Eliminate Negatives Embarrassment Humiliation Finger pointing Sarcasm Unrealistic deadlines Missing Recess Critical Elements to Enrich Brain Learning must be challenging, with new information and experiences Must be method to learn from the experience through specific feedback Maximizing Brain Growth - Ways to Enrich the Brain Reading and Language Motor Stimulation Thinking and Problem Solving Arts Surroundings Teaching with the Brain in Mind – Eric Jensen concrete ideas and suggestions for the school setting SENSORY SYSTEM Neurological Connection ABBERRANT SENSORY SYSTEM RESPONSES Biochemical Balance & Teeter-Totter Pendulum of Emotions How is your sensory system? MOVEMENT & LEARNING Vestibular (inner ear) and cerebellar system (motor activity) first sensory system to mature Movement and learning have constant interplay Spinning (vestibular activities) led to increased alertness, attention, and relaxation in the classroom Sensory motor integration fundamental to school readiness Physical exercise triggers the release of a brain-derived neurotropic factor (BDNF) that enhances neural communication, elevates mood, and assists in long-term memory formation. (Kinoshita, 1997) Benefits of Exercise on Learning Exercise triggers release of BDNF (brain-derived neurotropic factor) which enhances cognition by boosting ability of neurons to communicate with each other Exercise increased number of connections among neurons Exercise reduces stress Exercise fuels brain with oxygen Today’s brain, mind, and body research establishes significant links between movement and learning. Educators ought to be purposeful about integrating movement activities into everyday learning. Goal setting on the move Drama, Theatre, Role Play Energizers Measurement with body Ball toss for spelling, vocabulary review Simon Says with content Cross Laterals Stretching Strategies for Proprioception: Contractions of muscles and joints to mediate appropriate body movements Improve body awareness in space Therapy in front of mirror – provides visual Pair speech production with motor movements Jump on mini-tramp, say sound/words Clap out spelling words Climb stairs reciting alphabet T-stool, therapy ball, stand at desk Strategies for Vestibular: Information about body in space; mediated primarily in balance centers of inner ear Modify/shape self-stimulatory behaviors Engage in bilateral and cross lateral games and activities Movement exercises and activities Isometric and aerobic exercise breaks Walking, running, treadmill, stationary bike Sit and spin Rocking chair, scooter board Swinging Strategies for Visual System: Stimuli received in the retina; relatively concrete for interpretation Develop central focal vision Use slant board to present material Monitor and modify aversive stimuli Poor visual perception leads to distortion Handwriting - poor letter formation and orientation on page Reading and interpretation of diagrams Strategies for Auditory: acoustic stimuli defined by decibels (volume) and frequency (pitch) Music Desensitization to environments Barrier noise to control aversive stimuli Teach alternative behaviors to outbursts Use positive to avoid negative Strategies for Tactile: density and type of receptors in the skin Use deep pressure for calming Cape, hat, weighted vest, mat Bean bag, “pizza pocket” Water play, water table, ball pit Wrap up in blanket Identify problematic touches Desensitize Strategies for Olfactory/Gustatory: Smell based in chemical receptors in nasal passages; taste based in chemical receptors of tongue Identify pleasant / like vs. unpleasant / don’t like Desensitize in gradual steps Use likes to approach dislikes Teach alternatives to inappropriate outbursts Sensory Motor Research Sensory processing abnormalities Cross-sectional study examined auditory, visual, oral, and touch sensory processing as measured by Sensory profile 104 subjects with diagnosis of ASD 3-56 years of age Gender and age matched to community controls ASD had abnormal auditory, visual, touch, and oral sensory processing significantly different than controls Lower levels of abnormal sensory processing in later ages Conclusion: Global sensory abnormalities in ASD involving several modalities; potential to improve with age Oral Motor & Sensory Toys Whole Language: Basic Concepts Learning proceeds from whole to part Children learn meanings, functions, and forms of language through use, not in isolation Constructive, self-generative process while engaged in experiences with feedback Highly social and collaborative Allows for individual differences in learning VIDEO COMPUTER Issues for the Educational Setting Understand Developmental Disorders Provide comprehensive evaluations to determine strengths / weaknesses Understand effect on teacher-pupil relationship Act as buffer for student Provide mix of social experiences Balance multiple services / needs Work to insure carry-over outside school Holistic Planning for Success Early identification, intervention, and treatment Education of parents, teachers Possible medications Language intervention on functional communication Social skills training / group therapy Behavior modification techniques Concrete, problem-solving therapy Vocational counseling Looking at Learning Problems in a New Way -Sample Cases