Texas School for the Blind and Visually Impaired Outreach Programs www.tsbvi.edu | 512-454-8631| 1100 W. 45th St. | Austin, TX 78756 2015 Texas Symposium on Deafblindness Saturday 2:00-3:30 PM General Session Stress in Children with Deafblindness Presented by Catherine Nelson, PhD, University of Utah Cathy.nelson@utah.edu Developed for Texas School for the Blind & Visually Impaired Texas Deafblind Outreach Stress, Behavior and Children who are Deafblind Catherine Nelson, Ph.D. University of Utah Cathy.nelson@utah.edu Figure 1 Clipart image of a human character with bloodshot eyes, hair thin and standing straight up, with a grimace. Definitions of Stress Psychological Stress occurs when an individual perceives challenges as overwhelming when compared to resources and coping abilities (Greenberg, Carr & Summers, 2002; Gunnar & Quevedo, 2007). Definitions of Stress Biological Organism’s digression from a state of homeostasis and its activation of neurobiological systems (stress response) that enables it to return to a point of homeostasis (McEwan & Seeman, 1999). Stress: The Good • • • Stress is a part of a process we use to evaluate and attempt to cope with challenges Normal process if time limited Time limited stress is protective Stress: the Good and Bad • • • Under conditions of normal stress, children learn how to cope and manage Need supportive adults if they are to do this Prolonged stress can damage the body including the brain Activity • • Think of a time when you felt you were under stress but actually performed better because of the stress Think of a time when the stress seemed to be more long term o How did you react physically? o Emotionally? Figure 2 Clipart showing a "smiley face" image with one finger on his chin and a thought balloon above his head as if he is thinking. 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 1 Physiology of Stress • • • Sympathetic nervous system (SNS): Activates physiological responses to stress Parasympathetic nervous system: Activates relaxation response Tug of war to achieve balance or equilibrium Physiology of Stress Brain Figure 3 Grapic of the brain showing the Cerebrum, Corpus Collosum, Basal Ganglia, Thalamus, Hypothalamus, Amygdala, Hippocampus, and Cerebellum. • Triune brain o Reptilian o Limbic brain o Neocortex Physiology of Stress • • SAM System (Sympathetic-adrenomedullary system) Rapid fire system that releases epinephrine (adrenaline), fight or flight response HPA Axis (hypothalamic-pituitary-adrenocortical system). Produces a cascade of longer acting hormones that ends in production of glucocorticoids including cortisol Figure 4 Graphic showing the HPA Axis. Three circle start in the upper left corner move down to the lower right corner and are labelled from left to right Hypothalamus, Anterior Pituitary, and Adrenal Cortex. Each circle is slightly smaller than the previous one and an arrow between each indicates movement from top to bottom. The space between the first and second circle is labeled CRH: Corticotropin Releasing Hormone. The space between the second and third circle is labeled ACTH: Adrenocorticotropic Hormone. After the third circle is the labeled CORT. Two arrows arch back from this position to the two prior circles (Anterior Pituitary and Hypothalamus) and the label underneath them reads Negative Feedback. 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 2 Cortisol • • • Glucocorticoids take many minutes or hours to produce and affect physiology for long periods (Sapolsky, et al., 2000) Cortisol distributes glucose to critical organs and away from ones not immediately needed Crisis passes o Body attempts to return to homeostasis through parasympathetic nervous system including feedback loop of HPA axis Stress and Physiological Processes: Parasympathetic Nervous System (PNS) • • • Feedback loop reversal of HPA Counter defenses protect hippocampus from too much cortisol ordered by hypothalamus SNS is slow to shut down leaving the individual in a state of readiness for awhile Cortisol • • • • Varies on a circadian cycle and reactively in response to an acute stressor Circadian cycle o Highest when you first wake up (Cortisol awakening response) o Decreases throughout the day Curve may be elevated or flattened o More likely to be flattened in chronic illness, PTSD Reactive cortisol response o Reaches peak 20 to 30 minutes after onset of stressor o Gradually returns to baseline over course of 40 to 60 minutes (Nicolson, 2007; Ramsay & Lewis, 2004). Poll Figure 5 Clipart showing a purple button with a question mark on it. • • Raise your hand if you think women generally have a slower SNS stress reversal time. Raise your hand if you think men have a slower SNS stress reversal time 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 3 Stress: The Bad and the Ugly • • • • Sometimes stress hormones remain active for too long Injure and kill cells in hippocampus Hippocampus needed for memory and learning Excessive cortisol affects long-term memory Stress: The Bad and the Ugly Figure 6 Cartoon drawing of a cat during the day and during the night. The caption reads, "There are only two times I feel stress: Day and Night. Stress: The Bad and the Ugly • • • • • Stress hormones divert glucose from brain to muscles Compromises ability to form new memories Hippocampus has fewer cells in aging brain Hippocampus tells hypothalamus to reduce cortisol Degenerative cycle set into motion (Lee, Ogle, & Sapolsky, 2002) Stress: the bad and the ugly • • • • • • • • Increased risk of Heart disease Diabetes Hypertension Drug abuse Alcoholism Depression Anxiety disorders National Scientific Council on the Developing Child (2005) Stress: The Bad and the Ugly • • • Frequent, sustained stress hard-wires maladaptive responses Limbic brain receives permanent insult from cortisol Significant adversity early in life damages the “architecture of the developing brain” (National Scientific Council on the Developing Child, 2005) 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 4 Stress and the Developing Brain Toxic Stress can impair • emotional well being • early learning • exploration and curiosity • school readiness • school achievement National Scientific Council on the Developing Child, 2008 Protective Factors • • • • • • Presence of sensitive and responsive caregivers Secure attachment relationships High quality early care and education Peer acceptance Responsive environments Feelings of competence Activity • Think again of the time when you felt you were stressed for a long period of time o Which, if any, of the protective factors were in place? o How do you think they helped you cope with the stress? Figure 7 Clipart showing a "smiley face" image with one finger on his chin and a thought balloon above his head as if he is thinking. Magnitude of Stress Response • • • • Novelty of threat Unpredictable nature Threat to person or ego Sense of lack of control (Guilliams & Edwards, 2010) Figure 8 Clipart showing a woman trembling, teeth gritted, eyes twitching and hair disheveled. 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 5 Poll • • Raise your hand if you think bosses experience higher chronic stress than employees Raise your hand if you think workers experience higher stress than bosses Figure 9 Clipart showing a purple button with a question mark on it. Toxic Stress • • • • • Pathological or toxic stress occurs: Perceived lack of control Experience of negative emotions Resources are judged to be not effective or not available Absence of supportive relationships Figure 10 A man in a suit is blindfolded with a target stuck to his forehead. Stress and Temperament • • • Variations in perception of stressful events and vulnerability to them Temperamental characteristics play large role in vulnerability to effect of stress Temperament must be considered in context of social relationships (Gunnar & Quevedo, 2007) Stress and Attachment If early relationships are reliably warm, they can buffer child from the affects of other stressors Individuals who have secure relationships have more controlled stress hormone reaction when upset or frightened Presence of sensitive responsive caregiver, can prevent elevated cortisol levels in toddlers Figure 11 Photo of a toddler kissing his mother on the cheek. 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 6 Stress and Attachment Many threat to secure attachment between caregiver and child with severe multiple disabilities • Time spent in NICU units • Severe health problems • Low arousal levels- not enough time for attachment to occur • Hyper arousal- unable to cope with too much interaction • Misunderstood communication cues on both sides Implications of Deafblindness • • • • May not hear or see threats approaching People and things appear and disappear with little perceived reason Difficulty communicating Increased risk for attachment disorders Research Study Nelson, Greenfield, Hyte, & Shaffer (In Press) • • • Single case, multiple baseline across activities with sequential withdrawal 4 children identified as deafblind Measures: o Frequency and duration of behaviors indicating stress o Duration of active participation o Time to regulation o Reactive salivary cortisol- before, 20 minutes after (peak) 40 minutes after Salivary Cortisol • • • • • • Salivette saliva collection ARUP Laboratories Enzyme Immunoassay Coefficient of variation <8% Norms for age and time of day established by ARUP on non-Cushing population 3 days of sampling (3 samples each day) in baseline and 3 days of sampling in each phase of intervention. 27 samples per child Research Study Interventions • Environmental (Making activity more meaningful, adding turn-taking, choice, conversation, responding to communications, providing time to explore, reinforcement) • Anticipatory (Touch cues, object cues, calendar or scheduling systems) • Calming (slow rhythmic voice, stroking arm, massage, proximity) 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 7 David • • • • • • • • • 13 year old male Inclusive middle school with intervener/interpreter Profound hearing loss, new cochlear implant that was generally not on, high myopia, eyes did not work together Hydrocephalus, absent corpus callosum, developmental delays Cerebral palsy on one side but was mobile Communicated mostly through Signed English, some “home signs” Stress behaviors: refuse, shut eyes, hit, freeze, avoidance behaviors, cry, yell Function: avoidance, continue preferred activity Regulation behaviors: Smile, laugh, sign “ready”, sign “better”, participate in activity Cortisol Activity: David Physical Education Baseline • • • • Physical Education in inclusive gym class Street clothes Rolled ball back and forth with intervener did not participate with other students Did not want to go to school Intervention: David PE • Environmental: Gym shirt, put on gym shirt in locker room, include in all activities with other students, instructions from intervener with encouragement to look at what other students are doing, 5 minute breaks when tired Figure 12 Four images appear one below the other with a word beside each. Image #1 of lockers with the word "change". Image #2 of a boy doing jumping jacks with the word "Warm Up". Image #3 shows someone holding a football with a red flag on one side and the word “Sports”. Image #4 is the same and #1 and has the same word “Change” beside it. Intervention: David PE • Calming: If he became upset, intervener took hand and led him back to gym floor with other students, stayed 5 feet away 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 8 Graph: David Activity A, PE Figure 13 A graph showing the % stressed and the % participates between the dates 03.21.11 and 05.06. 11. There are 18 intervals representing these dates running along the y axis. Intervals 1-4 represent the baseline. Intervals 5-8 represent Intervention 1. Intervals 9-14 represent Intervention 2. Intervals 15-18 represent Intervention 3. Along the x axis are percentages ranging from 0% to 100%. During the baseline participates ranges from 43.6% to 63.6% stress ranges from 31.7% to 56.6%. During intervention #1 time participates ranges from 82.2% to 99.4% and stressed drops to between 0%-6.5%. During intervention #2 participates ranges from 46.5% to 100% with stressed between 0% and 48.4%. In intervention #3 time participates ranges between 87.5% and 99.4% and stressed ranges between 0% and 12%. Data Summary: David Cortisol Activity- PE • • • • Frequency behaviors went from 0 behaviors per one minute interval to 0 Duration behaviors went from 31.7% of each 1 minute interval to 0% Active Participation went from 55.5% of each one minute interval to 99.4% Length of time from onset of stressor until regulation - went from 10.28 minutes to 0. 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 9 Michael • • • • • • • • 4 Year old male Self-contained special education preschool Deafblind- cataract on right eye, no lens on left, CVI on right side, diagnosed with functional hearing loss, inconsistent auditory responses Cerebral Palsy Pre-symbolic level of communication Seven medications- seizure control, reflux, sleep Stress behaviors: low continuous vocalization, grimace, grinding teeth, resistive behaviors including high pitched vocalization, pulling away and continuous grimacing Regulation behaviors- smile, active participation, active looking, happy vocalizations Michael Cortisol Collection Activity Objects: Baseline • • • • • Hand over Hand Activities Coloring Cutting Pasting Drawing Graph: Michael Cortisol Activity Objects (B) Figure 14 A graph showing the % stressed and the % participates between the 2010 and 2011. There are 37 intervals representing these dates running along the y axis. Intervals 1-16 represent the baseline. Intervals 17-23 represent Intervention 1. Intervals 24-30 represent Intervention 2. Intervals 31-37 represent Intervention 3. Along the x axis are percentages ranging from 0% to 100%. During the baseline stressed ranges from 24% to 99.1% and there is no participates indicated. During intervention #1 participates ranges from 45.9% to 93.9% and stressed drops to between 0%-6.1%. During intervention #2 participates ranges from 78.9% to 92.8% with stressed between 0% and 2.2%. In intervention #3 participates ranges between 92.2% and 97.8% and stressed is 0%. Data summary: Michael Activity (B) Objects • • • • Frequency behaviors went from 20 behaviors per one minute interval to 0 Duration behaviors went from 36.9% of each 1 minute interval to 0% Active Participation went from 14.4% of each one minute interval to 76% Length of time from onset of stressor until regulation - went from 13.3 minutes (did not regulate) to 0. 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 10 Alik • • • • • • • • • 6 year old male Self contained class for children with visual impairments Totally blind Varying levels of hearing- severe to profound loss, bilateral hearing aids but very seldom worn Cerebral palsy, mobile with the aid of a walker Pre-symbolic communication level Stress behaviors: Resisting, self-abuse, aggression toward others, yelling, crying, sleeping Behavior Function: Avoidance, continue preferred activity Regulation behaviors: Stilling, smiling, laughing, affectionate behavior, flapping, participating in activity Cortisol Activity: Alik Goals Baseline • • • Table activities in wooden chair with seat belt Coloring Cutting Goals: Intervention: Alik • Environmental: Change activity to communication and listening with hearing aids in and on the floor with intervener o Imitation of repetitive syllables, switches with music, finger plays, music and singing with movement, turn-taking with movement, musical instruments, choice making with objects from various activities, respect signals for breaks Intervention: Alik • • Anticipatory: Briefly tell A what is coming up, activity bin with material from communication and listening activity presented, bin of objects from next activity given at end Calming: Affectionate hugging, stroking his arm, vibrating toy, vibrating furry “lady bug” 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 11 Graph: Alik Activity A Figure 15 Figure 14 A graph showing the % stressed and the % participates between the 9.27.2010 and 12.06.2010. There are 21 intervals representing these dates running along the y axis. Intervals 1-6 represent the baseline. Intervals 7-12 represent Intervention 1. Intervals 13-16 represent Intervention 2. Intervals 17-21 represent Intervention 3. Along the x axis are percentages ranging from 0% to 100%. During the baseline stressed ranges from 23.2% to 48.5% and participates range from 1.8-27%. During intervention #1 participates ranges from 19% to 65.6% and stressed drops to between 0%-1.7%. During intervention #2 participates range from 78.3%-90% with stressed between 0% and 1.1%. In intervention #3 participates range between 43% to 99.4% and stressed is 0%-27.1%. Data Summary Alik Cortisol Activity • • • • Frequency behaviors went from 5.2 behaviors per one minute interval to 0 Duration behaviors went from 44.6% of each 1 minute interval to 1.1% Active Participation went from 0% of each one minute interval to 60.6% Length of time from onset of stressor until regulation - went from 9.4 minutes (did not regulate) to 0. Lessons Learned • • • Paramount importance of meaningful, enjoyable activities Importance of routines Anticipatory strategies important but can be successfully faded if predictable routines are in place 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 12 Cortisol Data Figure 16 Salivary cortisol levels compared to Reference interval across conditions. High and low values for reference interval are provided. David shows <0.259 high normal. Michael shows 0.034 low normal and 0.645 high normal. Alik show 0.034 low normal and 0.654 high normal. Cortisol Summary • • • • Buffering effect of secure attachments Behaviors may not equal stress- may be proactive, communicative measures to protect against stress if supportive persons are present Affirmation of protective factors Behavior changes, marked increase in participation without rise in cortisol Intervention Stress Environments that are: • Responsive • Communication rich • Predictable 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 13 Intervention • • • Routines Support social development Support development of attachment relationships Kiril • • • • • Russia Fetal Alcohol Syndrome Severe hearing loss Very low vision Reactive attachment disorder o Video clip 1 o Video clip 4 o Video clip 5 Activity: Kiril • • What did you see that Kiril’s teacher did well to bring down his stress? Can you think of ways you can or do use these techniques in your class already? Figure 17 Clipart of two figures facing each other; a caption balloon is above each head indicating discussion. Questions Figure 18 Clipart of a "smiley face" character with one eyebrow raised while he scratches his chin. Question marks float above his head. 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 14 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 15 Texas School for the Blind & Visually Impaired Outreach Programs Figure 4, TSBVI logo. Figure 5, IDEAs that Work logo and OSEP disclaimer. 2015 Texas Symposium on Deafblindness – Stress in Children with Deafblindness, Nelson, C. 16