SCHOOL-BASED INTERVENTIONS
THROUGH
A NEURODEVELOPMENTAL LENS
NWPBIS
NOVEMBER 10, 2015
HISTORY AND EVOLUTION
OF THE NEURO-DEVELOPMENTAL
SKILLS AND DEMANDS (NDSD) MODEL
THE PROBLEM TO BE SOLVED:
“DYS-REGULATON”
THE CONSILIENT SOLUTION:
“INTEGRATION”
Robinson & Ashby 2015
INTEGRATION
Daniel J. Siegel, M.D., a principal architect of the the field of
Interpersonal Neurobiology (IPNB), describes consilience as “th
e
discovery of common findings from independent disciplines.”
•Neuroscience, developmental psychology, psychiatry, anthropology and other domains of
study provide the theoretical and empirical underpinnings of IPNB.
•The concept of integration, defined as the “linkage of differentiated parts of a system” is central
to the
IPBN view of “well-being.”
•Integration results in “flexible, adaptive, coherent, energized and stable functioning.”
•Regulation involves monitoring and modifying processes across time, for example, affect and e
motion,
physiology and motor movement or communication. In essence, “Integration leads to optimal r
egulation.”
Robinson & Ashby 2015
NEURODEVELOPMENTAL SKILLS AND
DEMANDS MODEL
1. Incorporates core neurodevelopmental concepts:
Principles of sequential neurodevelopment
Brain organization and the functions mediated by brain structures
Memory functions
The stress response system and arousal continuum
2. Involves an assessment of neurodevelopmental skills and
environmental demands and:
Utilizes a neurodevelopmental skills assessment worksheet
Utilizes an environmental demands worksheet
The development of a functional hypothesis based on
neurodevelopmental skills and demands incompatibilities
Considers predictability and safety as the primary drivers of behavior
for children with a history of adversity
The development of a neurodevelopmental support and skills training
plan
3. Utilizes key concepts in educational/therapeutic
programming:
Core elements of the environment
Kids do well if they can
Regulation deficits underlie behavior problems
The nervous system develops in a “use dependent” fashion
Learning takes place through engagement with relevant
instruction
4. Utilizes the ARC template as a conceptual model for the
sequential development of competencies (NDSD
Environmental Green Zone Framework: Routines/Rituals;
CLASSROOM
STRUCTURE-
Red Zone
The NDSD Pyramid
Yellow Zone
Green
Zone
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Structure,
Routine,
Embedded
Skills
Consistent
Response
Affect
Attunement
THE EVIDENCE THAT INFORMS OUR
PRACTICE:
EPIDEMIOLOGY
The ACES Study-Vincent Fellitti, M.D., and Robert
Anda,Ph.D
ACES Study Preview-3:00
http://www.avahealth.org/ace_study/ace_study_dvd_institutional_license/
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5
ADVERSE CHILDHOOD EXPERIENCES
10 Categories of Experiences up to 18 Years Olds-The ACES S
tudy
Childhood Abuse:
Emotional, physical or sexual
Childhood Neglect:
Physical, emotional
Growing-up with:
Domestic violence
Substance abuse (alcohol or drugs)
Mental illness
Parental discord
Crime
ACES & HIGH SCHOOL SOPHOMORES & SENI
ORS
Washington School Classroom (30 students)
Washington Family Policy Council
6 Students with no ACES
5 Students with 1 ACE
6 Students with 2 ACES
3 Students with 3 ACES
7 Students with 4 or 5 ACES
3 Students with 6 or more ACES
THE EVIDENCE THAT INFORMS OUR
PRACTICE:
NEUROSCIENCE
Jack Shonkoff. M.D.-The Science of Early Childhood
Development, Center for the Developing Child-Harvard
University
http://www.youtube.com/watch?v=tLiP4b-TPCA
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15
KEY CONCEPTS IN DEVELOPING A
“REGULATED” LEARNING ENVIRONMENT
Core Elements of the Environment
Kids do Well if They Can
Regulation
Use Dependent Development
Engagement in Relevant Instruction
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CORE ELEMENTS OF THE
ENVIRONMENT
•
•
•
•
•
•
Relational (safe)
Relevant (developmentally-matched)
Repetitive (patterned)
Rewarding (pleasurable)
Rhythmic (resonant with neural patterns)
Respectful (child, family, culture)
The ChildTrauma Academy – Bruce Perry, MD, Ph.D., © 2010
www.ChildTrauma.org
Robinson 2015
KIDS DO WELL IF THEY CANRoss Greene, Ph.D., Level 1 Advanced Training-Collaborative Problem Solviing-2010
Lagging Skills
Environmental Demand
“Challenging Behavior occurs when the cognitive demand being placed upon a
person outstrip the person’s capacity to respond adaptively”
“Unsolved Problems: Specific conditions in which the demands being placed
upon a person exceed the person’s capacity to respond adaptively.”
“Behind every challenging behavior is a lagging skill and a demand for that skill”
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15
REGULATION AND INTEGRATION
Daniel J. Siegel, M.D., a principal architect of the the field of
Interpersonal Neurobiology (IPNB), which includes neuroscienc
e,
developmental psychology, psychiatry, anthropology and other
domainsof study, describes Regulation as follows:
•The concept of integration, defined as the “linkage of differentiated parts of a syst
em” is central to the IPNB view of “well-being.”
•Regulation involves monitoring and modifying processes across time, for exampl
e, affect
and emotion, physiology and motor movement or communication.
In essence, “Integration leads to optimal regulation.” Integration results in “flexible
,
adaptive, coherent, energized and stable functioning.”
Robinson & Ashby 2015
REGULATION
-Adele Diamond
•
“Executive functions is a term referring to a set of cognitive functions
involved in the top down control of behavior in the service of a goal. They
are needed whenever ‘going on automatic’ would be insufficient or
detrimental.”
•
“Self-regulation refers primarily to emotional control and regulation…selfregulation also embraces the importance of motivation and alertness.
Self-regulation researchers view emotions as equal partners in the
learning process and in the achievement of one’s goals.”
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5
USE DEPENDENT DEVELOPMENT
-Bruce Perry, M.D.
“Neurons and neural systems are designed to change
in a “use-dependent” fashion…Healthy organization
depends on the pattern, frequency, and timing of key
experiences during development. Patterned,
repetitive activity changes the brain…Repetition,
repetition, repetition: Neural systems, and children,
change with repetition.”
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ENGAGEMENT IN RELEVANT
INSTRUCTION
Theory of School Learning:
“The only way schools can increase learning is to increase
the amount of relevant instructional time delivered.”
Relevant Instruction-Defined:
“Instruction that can be understood, attended to, and
involves topics that have not already been learned and
that are mandated by the curriculum (which assumes the
existence of tests that match the curriculum as well).”
•
From R. Barker Bausell, Ph.D. Too Simple to Fail-A Case for Educational Change, 2011.
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SKILLS TO MEET ADULT EXPECTATIONS
www.Thinkkids.org The Collaborative Problem Solving Approach:
Outcomes Across Settings. Alisha Pollastri, Larry Epstein,
Georgina Heath, & J. Stuart Ablon, 2013.
Consider this-in order to meet adult expectations, a child must have an
adequately developed set of cognitive skills allowing him to:
•
•
•
•
•
•
Accurately comprehend and interpret the expectations
To flexibly respond to different expectations in different situations
To consider a range of responses
To predict consequences of each of those responses
To express his or her needs or difficulties in meeting expectations
And to tolerate frustration in the face of unexpected results.
Collaborative Problem Solving asserts that if a child is lacking one or more of
these skills, he or she will be unable to adaptively respond to demands and that,
Robinson
& Ashbymaladaptive
201
as a result,
behavior (defiance, outbursts, and so on) will ensue.
THE NEURODEVELOPMENTAL LENS
SHIFTS FUNCTION
Get/Avoid
To
Safety/Needs
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NDSD ASSESSMENT AND INTAKE
1. The Neurodevelopmental Skills and Demands (NDSD) Assessment Process
•
•
•
•
Complete NDSD Assessment Tools
Complete NDSD Skills Development/Support Plan
Complete NDSD Student Arousal Continuum
Complete NDSD Regulation Quadrants
2. The NDSD Vigilant Intake Process (establish purpose and outcomes for each
element)
• “Due Process” Flow
• Referral Packet Checklist
• File Review
• Intake Meeting Agenda
CLASSROOM STRUCTUREFOUNDATIONS IN THE LITERATURE-THE ARC MODEL
This work conducted by our
Mental Health
Collaborators &
Partners
Trauma
Experience
Integration
SelfDevelopme
nt
Executive
Functions
And
Identity
Modulation
Affect
Affect
Expression
Identificatio
n
Routines &
Rituals
Consistent
Response
Caregiver
Affect
Managemen
t
Attunement
Blaustein, M. E., & Kinniburgh, K. M. (2010). Treating Traumatic Stress in Children and Adolescents: How to Foster Resilience
through Attachment, Self-Regulation, and Competency (First ed., pp. 35-41). New York, NY: The Guildford Press
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CLASSROOM STRUCTUREAttachment-The
attachment
is built by the earliest relationship(s)
bet
FOUNDATIONS
IN system
THE LITERATURE-THE
ARC MODEL
ween a
child and his/her caregiver(s). The attachment system provides: a model for
all
other
relationships, the earliest
training
for manage
coping with
and expressin
Self-regulation-Involves
the capacity
to ground
effectively
experience
on m
g
any levels: cognitive, emotional, physiological and behavioral. This likely inv
emotions
and
safe base for healthy development.
olves many
processes
including awareness of internal states, tolerance of a range of arousal and af
fect, the
ability to engage in action or cognition to modulate arousal and affective stat
es,
understanding the connections between internal states (sensations, feelings,
thoughts
& behavior),
understanding
factors
that influence
internal
experienc
Competency-The
building
of internal and
external
resources
that allow
for on
e
and the ability to
going
communicate
one’s experience
with
others. across domains of competenc
healthy development
and positive
functioning
y,
including social connections, community involvement, and academic achieve
Blaustein, M. E., & Kinniburgh, K. M. (2010). Treating Traumatic Stress in Children and Adolescents: How to Foster Resilience
ment. through Attachment, Self-Regulation, and Competency (First ed., pp. 35-41). New York, NY: The Guildford Press
Robinson & Ashby 201
S’
REGULATION SKILLS
INGREDIENT 1-CLASSROOM STRUCTURE AND ROUTINES
Classroom Skills are then developed through:
Environmental Supports
Imbedded Skills Training
Direct Skills Training
And most importantly, Thinking/Regulation Skills are devel
oped through
patterned, repetitive practice, at the point of performance i
na
Relationally safe environment
INGREDIENT 2-FACILITATIVE STUDENT TEACHER RELATIONSHIP
S
Attunement
Robinson & Ashby 2015
INGREDIENT 1CLASSROOM STRUCTURE AND ROUTINES:
THE BASIC TOOLS
Classroom Skills Assessment
Classroom Ecology
Classroom Schedules
Classroom Expectations
Classroom Routines
•
Macro-Routines, Micro-Routines, Sub-Routines
•
“Process” Routines (GSP, Space and Pace)
•
Transition Routines
•
Instructional Routines
•
Routines to Change Routines
•
Unexpected Event Routines
•
Regulation Routines (interspersed, break, individual, group activities)
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INGREDIENT 2FACILITATIVE STUDENT TEACHER RELATION
SHIPS
Attunement
Consistent Response
Management of Affect (Emotion)
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WHERE TO START
Use tools such as:
THE HEXAGON PLANNING TOOL
http://implementation.fpg.unc.edu/sites/implementation.fpg.unc.edu/files/resourc
es/NIRN-Education-TheHexagonTool.pdf
THE PBIS BLUEPRIINT
Implementation Blueprint and Self-Assessment Positive Behavioral Interventions
and Supports Technical Assistance Center on Positive Behavioral Interventions
and Supports U. S. Department of Education, Office of Special Education
Programs September 25, 2010
START SLOW TO GO FAST
Understand Stages of Implementation




Exploration
Installation
Implementation
Full Implementation with improvement cycles
RESEARCH DERIVED DRIVERS
Organizational Variables
 Systems intervention
 Facilitative leadership
 Data system for informed decision making
Competency Variables
 Selection
 Training
 Coaching
Leadership Variables
 Adaptive
 Technical
http://implementation.fpg.unc.edu/sites/implementation.fpg.un
c.edu/files/resources/AIModules-Activity-1-3ImplementationDrivers.pdf
COMPETENCY DRIVERS
• Selection: Precise job description
Interview process to include role playing,
Recruit and hire based on mutual goodness of fit
• Training: Create time for initial and successive training of all staff
to ensure alignment on core features and skills for the program.
• Coaching: Peer coaching and technical assistance coaching
Focus on fluency: Classroom skills assessment
Transition routines
Instructional routines
Attunement
Modulation
ORGANIZATION DRIVERS
• Systems Intervention
• Facilitative Leadership
• Data system for decision making
SYSTEMS INTERVENTION
Who has influence in the system such
that they can collaborate to build and
sustain the culture, the formal
expectations and practices, and the
funding plan or model that predict
successful installation and sustainable
full implementation.
FACILITATIVE LEADERSHIP
Leadership behavior (system influencing) that is vigilant,
and responsive in removing barriers to successful
implementation
Engendering a culture of unrelenting straight talk,
reciprocity in action, and constantly surfacing the
dissonance in the service of sustainable
implementation.
NATIONAL IMPLEMENTATION RESEARCH
NETWORK (NIRN)
http://nirn.fpg.unc.edu/
Positive Behavior and Intervention Supports
OSEP Technical Assistance Center
http://www.pbis.org/blueprint/implementation-blueprint
CONTACT INFORMATION:
VERNE FERGUSON, M.S.
verne.ferguson@outlook.com
RICK ROBINSON, PH.D.
rickrobinsonphd@drricksndlens.com
SHANNON ASHBY, M.ED.
shannon.ashby@orecity.k12.or.us
Robinson & Ashby 2015