S.M.Art Kids / Healthy Kids

In Case You Missed It: May 21-25

2012-05-25T09:05:00.000-04:00

Photo Credit: notesfromxian.com

I hope everyone had a great week!

And just In Case You Missed It, here are this week's top relevant posts from various sources. I hope you will pass them on and share them with those interested.

I would also like to take this opportunity to wish everyone a safe and healthy Memorial Day weekend. Please be sure to display your flag, (see article link below for Flag Etiquette) and while you are enjoying the long weekend, take a few moments to Remember, Appreciate and Thank those who are serving and those who have left us while serving our country.

If you have a family member currently serving (or retired,) and you would like to post a message for them OR if you would like to remember fallen friends or family, please post in the comments section below.

With Gratitude to All who Serve,
Barbara

Memorial Day History

In Memory of Our Honored Dead

Soldier Homecomings

USA Flag.org: Flag Etiquette

Play list Memorial Day: Help for Those Who Serve
*This list has several interviews that have been targeted to helping veterans who are still serving and also to help returning veterans. While we remember all those that have given their service, their years, and sometimes their lives, it is also important to do whatever we can to help those who are serving today, help their families, and help them when they return home. TOPICS: PTSS, Helping Homeless Veterans, Helping Those Returning Home.)

Other Article Links:

Are Our Children Overpraised?
(childmind.org)

Helping your child succeed when there is no IEP:
(Friendship Circle Blog)

Co-Regulation & Social Interaction:
(RDI Connect)

Teach The Books-Touch The Heart
(chrquietly.tumblr.com)

How Music Therapy Can Help Your Child
(families.com)

The Bad Teacher Debate: Losing Labels in Education
(teachhub.com)

The Plight of Introverted Children
(Education Week.com)

Contact: barbara@bodylogique.com

With Me? Next to Me?

2012-05-24T14:58:00.003-04:00

Photo Courtesy: johnflurry.com

Its a commonly held belief that ASD children should be discouraged from parallel play; and that they need to actively engage with peers.

I have often wondered exactly who's need this is and inwardly feel, in spite of experts telling me otherwise, that interaction ought to be natural & spontaneous rather than staged and prompted.

When I first started doing ABA therapy, (Applied Behavioral Analysis) I was not comforatble. In fact, hated what was expected of me. I felt that we were not really honoring and respecting the children as individuals, and instead were imposing repetitive drills and unrealistic expectations of what we thought were necessary skills onto children as if we were programming a computer. While I understood the importance of structure, and that certain skills need to be learned before harder skills, it always seemed to be more about compliance than engagement.
Now that I no longer do ABA, I often observe behaviors and body language in children that indicate to me that they are not ignoring me, but rather observing, sensing, listening to, taking in, absorbing and processing everything that I do, say and that is going on around them. I base what I teach them on those cues. I play next to them if they don't want to play with me. More so, because I want to observe & understand and as long as they don't ask me to leave, I stay.

One young boy I worked with years ago had a diagnosis of autism and was only mildly verbal. Most of the words he said were repeating something he heard, or making inaudible sounds. We were frequently prompting him to 'play with' other kids. One day I could not get him to work at all so rather than get stuck in a power struggle, I just sat next to him, observed him and mirrored him as he played with a toy car. After a few minutes he looked me right in the eye, and said clearly: "Miss Barb, I need a break."

ASD children see, hear and know what is going on. They are not tuned out, they are tuned in. They even feel it when your emotioins are a little off balance. They are aware that we are watching and trying to get them to do tasks. Sometimes we get so stuck in the compliance and lesson plans that we forget that we are not just teachers and therapists but also students - and we can learn from the kids too.

Are we too quick to stage & prompt interactive playing and not patient enough to observe & allow play to happen spontaneously and naturally (if its going to) among spectrum children & peers? Why isn't playing 'next to me' good enough? Are we unconsciously sending these children deeper into 'their' own worlds instead of accepting them into 'ours'? Is it really about the kid's needs or more about our own?

Here is an eloquent post and excellent account of what is going on when we think our ASD children are ignoring us, or not interacting. This was written by Aspienaut, an adult with Asperger's. This is his own account and description of what he experiences, and I think we can use it to help us understand other children & individuals better too.

Please bookmark Aspienaut's site & pass this on to everyone you know who works with children (and adults) with autism.

Aspienaut: Wired Differently: "Next To You"

Spontaneous Engagement Through Play

2012-05-23T14:06:00.001-04:00

'Lonely Girl' image by Lucia Stewart
Courtesy of fineartamerica.com

A few years ago I provided adaptive summer camp programming for a local inner city organization. There were about 25 students with various challenges, many from broken families and poverty, but one young lady stands out. I'll call her "Alicia" (not her real name.) for the purpose of this article. She's been on my mind for the last few days.

Alicia was about 10 years old, diagnosed with autism and 'behavioral' challenges. On first meeting her, one would lean towards saying she was "oppositional" at the very least. The camp director told me that she never smiled, shouted all the time 'was a handful' and would not 'follow rules'.

I saw her to be definitely spirited, absolutely beautiful, almost regal, tall and lean, brilliant, creative, observant, willful & very angry.

She made it very clear to me, in an authoritative voice, the way she held her head and her intimidating body language that she didn't want to do anything with us, much less yoga. She pointed her finger at me, looked over the top of her glasses & shouted angrily "just who do you think you are? I'm NOT doing ANY yoga!...YOU can't MAKE me..." and would fold her arms and turn her body away from me.

She was a little less rough with her peers, although she was an expert at ignoring and avoiding interacting with any of them unless they accidentally happened to touch her mat. Then she would point her finger and yell "Just WHO do you think you are touching MY mat?" I definitely got the impression that she would have been much happier being left alone.

My goal was to win her trust just enough for her to let down her guard and relax a bit. It was clear that anxiety & fear were her triggers. The anger was a defensive survival mechanism. Her aide took a hard line with her, (that is when she was not oblivious or texting her boyfriend instead of supporting Alicia-but that topic is for another post!) and I suspect the other adults in her life did as well. I saw that I needed to take a much different approach, one she was not expecting.

My approach was non-confrontational. I told her quietly & without any drama that I understood and she didn't have to do any yoga at all-but did she think she could sit quietly for a few minutes while I taught the other kids? She looked at me suspiciously for a moment & reluctantly agreed. I told her that if she changed her mind & wanted to join us at any time, she could. She folded her arms and turned away from me. The good thing was that she did listen to and communicated with me, even though she shouted it. All was not lost yet.

For four weeks, we went through the same routine-I would always offer her to join-which she would decline. As I would teach the class, I would occasionally catch her looking out of the corner of her eye, and sometimes even smiling slightly. I ignored her occasional outbursts and would simply remind her of our arrangement of her sitting quietly while I taught. She would settle her self down, keeping her eyes on me momentarily to see what I would do next. I had instructed her aide to not force her to join, but to keep her as calm and quiet as possible while I taught the others.

On the fifth week I played "Statues" with the group-an adapted version of "Red Light Green Light".
Alicia sat on the sidelines as the children lined up at one end of the playground. I explained the rules, then I turned away from them and began to count:

"1-2-3 Statues FREEZE!"

I turned back around to face them and was surprised to see that Alicia's aide had vanished and Alicia had actually joined the group. She was now 'frozen' like a statue with the others, and had a huge smile on her face, waiting for me to look away again. I turned around and counted...

"1-2-3 Statues FREEZE!"

This time when I turned back around to face the group, Alicia was about 3 steps out in front of everyone, still smiling.

"1-2-3 Stat....!" I heard laughter & felt a hand on my shoulder.

It was Alicia.

My excitement was genuine when I saw her laughing so hard she could not contain herself. The other kids were laughing with her. It was now Alicia's turn to be 'it' and I stood nearby in case she needed a prompt. She didn't. She took command. She was transformed-gracious and cooperative when the next child got to be 'it'. She was talking with the kids when she went back to play again. I saw a different girl than when I walked in that first week.

I think the difference for her was not only the thrill & the challenge of winning the game and the responsibility of facilitating that game after she won, but also the fact that she was not forced to interact & participate. She was given 2 clear options & was trusted to make her own choice. I watched her closely for several weeks before that day-always making mental notes of what she paid attention to. I wanted to make it fun so she would want to join us on her own. In this way, she would be self-empowered-rather than imposed upon. I created that opportunity for her, and she rose to the occasion and (literally) ran with it.

I only hope that others have gotten past her angry shouting exterior and have looked deep enough to see her positive qualities. I hope they have helped her nurture them and overcome the ones that hold her back. My wish for her is that she will continue to be taken closer to her very highest potential of physical and mental health, as well as emotional, social, academic and personal growth.

That afternoon, as I was leaving, she called me by name, sprinted over to me and hugged me.

I think that was one of the best hugs I ever got.

To receive a copy of the "Statues" game, please contact me at the e-mail below!

Contact: barbara@bodylogique.com

In Case You Missed It-Week of May 14- 18

2012-05-18T15:08:00.000-04:00

Mindy Kalling photo
courtesy of glamour.com

In Case You Missed It is back with the most intriguing, awe-inspiring and informative posts from the web for this past week. There is something for everyone here below. Please share the sentiment & feel free to pass these links on.

Some of you may have noticed that I've posted fewer blogs in the last few weeks. That is because I have been working on some exciting (but time-consuming) new programs and web features.

For your convenience, we now have scaled down and re-organized our home website, making it easier for you to find what you are looking for. We've just added a Shopping Bag Feature on our Products and Distance Learning pages that we are very happy with. (Some minor repairs need to be completed on the product descriptions, but otherwise is fully operational!)

We have decided to discontinue the Story of the Month and have opted instead to included complimentary story & activity downloads for you to use and share. You can find these and a variety of other new changes here : www.bodylogique.com Tell us what you think. Your feedback is always welcome!

If you have not done it yet, please subscribe to this blog by going to the Home Page & using the 'slide out' menu at the right margin of the window. Subscribe by clicking the bottom block. When you subscribe, you receive posts directly to your inbox, and occasionally some special offers and surprises!

You can also connect with us on Facebook and Twitter.

Have a great weekend everyone!

~Barbara

Lack of Outdoor Life Blamed for High Rate of Myopia Among East Asian Kids

(Childrenandnature.org)
Another reason to #playoutside

What is the Healthiest Diet for Kids?
(superhealthykids.com)

Fruits...veggies...YUM!

Storytelling: The Ultimate Weapon
(fastcocreate.com)

While this article places a focus on business, I think that it also applies in a huge way to children & education as well.

Stronger
(dailymail.co.uk)

Seattle children's Hospital Video by pediatric cancer patients. Be sure to scroll to bottom to watch video-have a box of tissues handy & prepare to feel inspired & humbled.

Food Revolution: Stand Up for Real Food (Food Revolution Day-May 19)
(foodrevolutionday.com)

Jamie Oliver is leading the revolution! Will you join us?

Why Summer Programming Matters!
(Mind/Shift)

Summer activities are a great opportunity to extend your child's learning. Camp programs appeal to a variety of different learning styles and the skills acquired carry over into the academic school year.

Contact: barbara@bodylogique.com

Peer Mentoring: Does it Really Work?

2012-05-14T12:59:00.001-04:00

I have always been on the fence about the concept of Peer Mentoring and have often wondered how effective it really is in the long term.

My observation, based on my own experience, is that inclusion, while it can open doors for many children, is not enough on its own. Sometimes our desire to see all kids learning and playing together peacefully overrides what is truly practical and in the best interest of the children. I've seen that many times we emphasize & rely on inclusion too much & for the wrong reasons.

I strongly believe that there is a logical hierarchy & progression to learning. If a child's basic sensory needs are not being met, and the sensory system is imbalanced or out of control, social skills are irrelevant. You cannot effectively teach to an overloaded brain and an overloaded brain will not remember what skill is appropriate when it is in 'fight or flight' mode. Cognitive, academic and social concepts are too much to process to a child that is having sensory overload and can't sit still or listen to prompts and instructions. Sensory systems need to be regulated & calm, before cognitive learning to take place. Only after that can you begin to slowly introduce, and practice, social concepts.

I've used inclusion, partnering and Social Thinking strategies in yoga classes for added support for the kids who need it. This enables the socially challenged child to participate in an activity that he or she may not have been exposed to otherwise. Every class begins with a warm up of sensory activities, whether I am working with an adaptive class, or a non-adaptive class. Integrated senses=better cognitive/social learning. Some do well, and others clearly need more support than I can ever give in the framework of a weekly yoga session. What I can offer is a way to get the senses integrated and the central nervous system to settle down. That's a start.

To be honest, in some cases, I've seen friendships begin to grow and in others, I've seen the very opposite. The truth is, that when attempting to teach social skills we need to be practical and fully aware that it could succeed and have the positive outcomes we want to see, or it could fail, resulting in frustration, and re-enforcing the very problems that we set out to resolve, which is isolation. Remember that inclusion, coaching, prompting and modeling will only take the student so far-he or she needs constant, customized support as the complex world of social interactions is explored.
I came across this recent article that mirrors my thoughts about modeling and gives a logical, well written answer to what I've always wondered:

Reality and Misconceptions About Helping Kids Improve their Social Skills

In this article, the author, Ryan Wexelblatt, MSS, founder and Director of Camp Sequoia, discusses where this practice of Peer Modeling and the misconceptions about it originate from. He also offers three practical components to consider when teaching children social skills.

Parents & educators, hat are your thoughts & experiences on teaching social skills to children? What has worked and what has not?

Camp Sequoia is an innovative overnight camp in Pottstown, Pennsylvania for children who need help with social skills. Most Sequoia campers are diagnosed with one or more of the following: ADD/ADHD, Asperger’s Syndrome, high-functioning Autism Spectrum Disorders and Non-Verbal Learning Disability (NLD). Find out more about them at the link above.

Contact: barbara@bodylogique.com

Character Education for Mothers

2012-05-11T12:02:00.001-04:00

The Author's Children, Mother's Day, 2010

My friends, colleagues & readers have come to know me as a teacher & writer over the last 20 years. They bring their challenges and questions to me looking for guidance. Sharing knowledge with others is a passion I've had since I was a child and I truly love my work, community partners, collaborators, students & trainees.

But part of being a teacher is the process of learning, not just on an academic or technical level but also on a motivational & character development level.

I have had many teachers and mentors over the years but there are 3 people in particular that I go to regularly for this kind of guidance when I really need it the most.

I don't usually ask them questions and advice outright, rather, I draw on what I've learned from my interactions and experiences with them. They are the ones who know me the best & understand the depth of the work I do. They keep me honest and help me maintain my sense of integrity, ethics and humor. They have each lent insight into the entire process of learning to teach, growing and becoming a better version of myself.

These 3 people are my very first students. My children.

Mike, my first, came to me 28 years ago, quickly one morning after I had been hanging wallpaper in what was to be his new room. I joke about him being my 'experiment child' meaning that I had no clue at 19 how to guide him, as I was barely able to guide myself at that point. I was mostly impatient and scared to death of this little person who depended on me. In spite of a broken home, an inexperienced mother & being teased by peers through most of elementary & middle school, he has grown to be a focused, positive, successful & caring man. Through his uncanny intelligence, gentleness of spirit, willingness to help others & see the humor in everyday life, he has shown me how to embrace my fears, face my responsibilities with confidence (and laughter) and to live passionately.

Steven came to me exactly a year to the day after Mike did. I was awakened at 2 am by a wrong phone number, followed by this odd swooshing sound and wondering if I had wet the bed. 90 minutes later, he graced my life with a sense of mischief, maturity and the ability to know what I was thinking. He could size most people up in an instant and was cautious with what ideas he bought into. He was always and still is a thinker, a practical joker & a seeker of higher knowledge/greater truth. He's grabbed life by the horns and pushed himself (and others) to the edge. He has one of the most creative minds I have ever known and is resourceful, straightforward and an incredible chef. From him I have learned to not take things personally, to question what does not resonate with me and to keep challenging myself with new ideas.

Then, 12 years ago 6 pounds of energy disguised as a baby girl came into my life and I realized that in spite of my 15 years of 'experience', I still had no clue. Lauren was my tiny 'don't want to miss a thing' warrior who left light, love and an invisible field of happy, healing energy wherever she went. She still does-and is artistic, sociable, funny and compassionate. She will love you one minute, and tell you where to go the next. She has been my greatest challenge, forcing me to not just think outside the box, but to get rid of the box all together. She has inspired me to look closer at my goals & the lessons in my failures & appreciate my relationship with my own mother.

These three turned the tables on me and have exposed my every insecurity. They have been my greatest inspiration & most scathing critics, pushing me to the edge of my comfort zone, demanding that I self-evaluate, bringing out the best-and worse-in me, giving me knowledge, training and experience that no college on earth gives a degree for. As I watch them all grow into confident, independent individuals, I value all the fun, all of the memories and even the mistakes & struggles so much more.

In addition to keeping the local ER's phone number on speed dial, they've taught me to take risks, put my ego away & not be afraid to fail OR succeed. I learned from them how to make better choices and when to transform frustration into motivation. They've shown me to laugh and to love freely, without strings and to never, ever expect to be thanked, given kudos or to be loved back.

They have kept it real for me. The pay has been lousy, the hours even worse and the awareness that my mistakes could leave a permanent scar on a trusting young soul has taken my breath away at times. But they've loved & trusted me anyway and that has not only humbled me but has made me more responsible as an educator and as a human being.

My wish is for a Life full of Health, Happiness, Light, Love & Laughter for each of themn and especially for my own mother-MY first teacher.

Happy Mother's Day to all.

~Barbara

* What is the most valuable thing you have learned from your children?

3 Keys to Effective Children's Yoga Classes

2012-05-07T09:03:00.000-04:00

Most educators can remember a time when we have planned what we thought was a fantastic lesson only to have it fizzle out when we presented it. Its no different with children's yoga. Sometimes the plan works, and sometimes it doesn't. While it's all part of our own learning process, it can be frustrating embarrassing and de-motivating when it does happen.

I've put together what I think are the 5 most important keys that minimize this effect. Taken from my own personal mistakes, I hope that new teachers can learn from them, and experienced teachers will add to this list so we can all continue to bring quality programming to children everywhere!

Variety -
Activities that only address one topic or one learning style will fail to engage some of the other students. Think of ways to include all of the senses and all of the learning styles in an activity to vary your sequences, games, topics and activities. For example, rhymes combined with postures or music-based activity combined with movement- (such as the "Freeze Dance" Game) or breathing combined with art will ensure that your lessons will work for all students.

Engagement-
An effective, interactive warm-up activity will draw students interest into the theme. This is the key to starting a class off right. I know a teacher who shows a series of pictures to her students before starting a class. Another starts with a 'Memory Game" of what was done last class. Whatever you do, take the first five minutes to draw students into the lesson: to get, and keep, them engaged.

Flexibility -
Sometimes we plan our lesson down to the minute only to find that the kids take it in another direction. Or, we find that we have more than enough material for the class and some things will not get done in the time allowed. We feel pressure when this happens. This happens more than you know. I have found that its a good idea to stay flexible. Always allow some space in lessons so student questions can be answered or that spontaneous trains of thought can be followed to new understanding & a broader experience for your students.

What are some other tips that you have discovered that work for effective children's yoga or other academic or enrichment activities? Please tell us in the comments below!

Contact: barbara@bodylogique.com

8 Reasons to Play in The Rain

2012-05-02T11:46:00.000-04:00

Photo: wallpaperbases.com

My daughter went out the door this rainy morning, with no umbrella, no raincoat and sandals on her feet, splashing in puddles as she walked out to the bus stop. Being a mother, I started to suggest that she put on some sneakers or 'more appropriate' footwear, but I stopped as I watched her raising her face to the sky and wiggling her toes in the water.

Whether it was from a sense of rebellion, or a genuinely enjoyable moment, I could see that she was perfectly happy being wet.

Why are we so afraid of our children getting rained on? What do we think will happen and why do we assume this a bad thing?

For me, its definitely conditioning. To my mom, it was about mud, extra laundry and an unwanted trip to the doctor. My parents insisted wear those stretchy rubber boots that slip over your shoe, (bright red), wear a bright green plastic raincoat, and carry a huge (clear) bubble umbrella, along with my books, notebooks and lunch box. It made walking very difficult. At least it gave the neighborhood kids something entertaining to do on the bus ride to school. (As if I didn't get teased enough!)

My parents were only doing what theirs did: protect their child's well-being. It was believed that playing in the rain would cause you to catch a cold and they didn't want me to experience sickness. We know now that rain actually will not cause illness, but 40 years ago, this was an accepted fact.

This morning I also started to protect my daughter's well being, as my parents did for me. We don't want our kids to suffer-or to be uncomfortable. But I think sometimes in protecting them from perceived discomfort, we accidentally teach kids other lessons that we don't mean to. Those accidental lessons prevent children from developing a healthy attitude towards change & about their own ability to handle change. It makes it hard for them to embrace new experiences in more positive ways.

What if we turned the tables on how we viewed rainy days and other 'uncomfortable' experiences and looked at them through a new perspective? What if we taught kids to perceive rain as an adventures or "Skill Builder" instead of another inconvenience to be dealt with or a danger to be protected from?

Then rain wouldn't be something to be avoided-it could be an event to look forward to. Even one to learn from.

Whenever it rains, children tend to want to explore it in their own way as my daughter did this morning.
Rain has a certain sensory appeal for kids and I can think of 8 reasons off the top of my head why we should let them (and ourselves) play in the rain once and a while:

Puddles - (They are just so much fun to splash in!)
New Adaptations of Games -(Puddle Jumping, Scavenger Hunt, Puddle Tag, etc. )
Sensory Experiences (The way the air smells before it rains, the feeling cool droplets on skin & bare feet in Wet Grass, Mud, watching chalk drawings wash away, the sound of drops falling on leaves & awnings, the smell of wet grass or woods.)
Connecting with Nature - (In a new and different ways. Slugs, earthworms, frogs, etc)
Stress Reduction - (Water in any form is calming to our nervous systems )
Outdoor Learning Experience (Earth Science, Biology, The rain cycle, ecology, preservation of environment, how plants grow, reducing pollution)
Life Skills - (teaches children to be prepared, self-reliant, adaptable to change, to explore their environment & world, to try new experiences, and that sometimes its OK to be a little uncomfortable, Social bonding with friends and family and makes a great conversation starter for language & conversational skills.)
Chicken Soup & sandwiches afterwards to warm up! (Children can help prepare a warming, nourishing snack with close supervision)

Even though there are many benefits to rain play, adults should still supervise closely. If there is thunder, or lightening, if a child is sick, or if playing outside is difficult to control such as near highways or street, please use caution. Also, if it is too cold to play more than a few minutes, be sure the child is dressed properly.

* Do you or have you ever let your child play in the rain? How did you play and what did you notice? We welcome your comments!

Contact: barbara@bodylogique.com

Hard Battles

2012-04-30T08:43:00.000-04:00

Wildwood Zoo-2008

This is a post I never imagined writing.

How fitting that this morning, the first sound I heard was that of a Mourning Dove. The sun is shining and the sky is clear, and it doesn't seem fair for the heaviness that I am carrying inside of me.

The young man in the photo at the left is the son of a good friend of mine. He took his own life this past weekend at age 19. (He is pictured with his sister on left and my daughter on right.) Right now, there are not enough words, nor enough tears to express the sadness and pain that his family and friends feel.

I have spent many hours and days with my friend & her kids. I helped them find and move into their house in NC. I love them like my own. Lawrence was a bright, energetic inquisitive boy who was growing into an intelligent, caring young man. There were minor bumps in that road, like we all have had, but it seemed as if he was smoothing over the rough spots.

He practiced yoga & loved the Asian Culture, especially the idea of Ninjas. He was very artistic, protective of his sister & always looking for ways to help people. He was a lover of science & nature, and spent his last moments alone in the peace & quiet of the woods that he loved so much. The news of his passing has come as a huge shock.

I remember one time, when the family first moved down south, where my friend and I saw this grotesque bug-like creature jumping across the floor. We backed away, not knowing if it was going to sting or eat us, and Lawrence stepped into action, and instead of killing it, he trapped it and proceeded to study it and learn about it. Then he set it free. To his credit, I now know more about Camel Crickets than the average Pennsylvanian.

There is a saying that goes: "Be kinder than necessary; for everyone is fighting a hard battle". I think we are all fighting our own personal battles. Some of us fight on the outside in obvious ways, and others are fighting on the inside, silently & alone, and don't know that there are allies to stand next to them, and behind them to help them win those battles.

We may never know why Lawrence made this choice, but we do know that many other teens also feel that there is no other option. My only hope is that we can become better allies-better friends to each other & prevent this kind of a tragedy from happening to another bright young soul.

Today, I'm asking that you choose to be kinder than necessary. Especially to yourself. Reach out to others in words and action, to help and be helped. No one has to ever feel or be alone.

Don't just fight those battles, win them.

*If you have a resource link to share for families, Please Post it in the comments below. Include the city and state where located.

S.A.V.E -Suicide Prevention

Kids Health-Teen Suicide

American Academy of Child and Adolescent Psychiatry

.

A Matter of Trust

2012-04-27T07:38:00.000-04:00

No parent should feel they have to send their kids to school with a wire on, because they are suspicious of classroom staff, but I understand why they do. Its a matter of trust.

I felt compelled to post this today, not because I want to shock and depress everyone, but because I want to educate and motivate.

You may have heard by now of the father in Cherry Hill, N.J. who sent his autistic son to school with a wire on, because he suspected his sudden violent behavior was due to something going on in the classroom. Well there was. He was being verbally abused and intimidated by his own teachers and assistants.

I started out as an assistant (para professional). I know how stressful it is, and yes, I have seen this kind of treatment of special needs students. Its sickening to me and the reason I decided to not go back into the public education setting when I moved to PA. I was lucky that my last teaching experience in NJ was a good one, but what this Cherry Hill family has experienced, makes me want to cry. What this teacher did, hurts every child & every parent, in addition to making every educator look bad.

Administrators: there is discussion about installing cameras in classrooms. Sure, go ahead, do that. But how about supporting and training the staff on an ongoing basis and not just hiring them, paying them $10/hr and then letting them figure the rest out themselves? They need support and training, so this doesn't happen at all.

Furthermore, how about releasing these teachers of their duties entirely instead of just shuffling them around & re-assigning them to other classrooms. We were outraged when we found out that Bishops re-assigned priests who abused children to other parishes-why should a teacher abusing a special needs child be treated any differently? Both behaviors place all children in danger and both need to be immediately suspended/ terminated until investigated. (NOTE: only one of these teachers was fired. The rest were re-assigned and are still working as of this date.)

Educators: Ignorance & lack of training doesn't excuse you from acting right. Ask questions and use your common sense. The internet is an unlimited source of information. So are the other professionals you work with. You are a team. Work together & look for other resources to educate yourself to do your job better. Take some pride in yourself and the work you do.

If you are a teacher, para-professional or other staff member, watch this video, listen to the recordings- and think about how you treat the kids you are around. Every second of the day, you have the power to either help them-or hurt them deeply, not just with your actions, but with your words. Don't abuse the responsibility or the trust you've been given. Your actions affect everyone involved.

We chose to work with children with disabilities. The child did not choose to have a disability. These students & families depend on us for guidance and protection. If you see abuse, verbal or otherwise, report it. We ALL are accountable for children's well being. Don't stand by silently and watch your co-workers treat any child like this.

I wish the Chaifetz family the very best.

Watch the video here:

Teacher Bullies Autistic Child

Contact: barbara@bodylogique.com

Say It Better

2012-04-24T21:30:00.000-04:00

We take the ability to communicate for granted. Just open up your e-mail inbox and you will see loads of communications-some welcome, some unwelcome and most, redundant.

The part of yoga that the adults (and teens) like the most is the relaxation part-when everyone stops talking and just listens to their own bodies & what they are communicating to us.

Spoken language is developed through a specific sequence - first we listen (receptive language), then we imitate (expressive language), then we begin to innovate, and finally we invent. This process happens naturally when children and adults are having fun, playing and interacting.

In the early stages of this process, some children find it difficult to listen for very long. (This happens again during the teenage years!) For a toddler, spoken sounds are in general, not as engaging as pictures. A child's ability to focus for longer durations can be built up through visually interactive games such as dancing, dress up, catch, yoga or hide and seek.

Language is central to learning & the ability to use and understand language is essential for all children. Spoken language develops at an incredible rate,when children have opportunities for conversations with others - both adults and children. But what happens when a child has a sensory, cognitive or communication challenge?

Experts tell us that the first 6 months of a child's life are crucial to language development. The prevalence of speech disorders is about 8 to 9 percent by & the first grade, roughly 5 percent of children have noticeable speech disorders; the majority having no obvious or known cause. Speech & language delays are the most common developmental difficulty that children encounter. A study by a basic skills agency reported that, in the opinion of teachers, 50% of children start school lacking skills that are vital for a successful start to education. Early intervention specialists, preschool staff & peers & family members all play a vital role in encouraging communication development in children.

One of my parent & educator workshop topics puts focus on communication, particularly receptive language. (Expressive language can only develop and expand after receptive is mastered.) One of the techniques I use is to observe students for outward signs of stress. Doing this can help determine if the child is understanding or tuning out.

Once a child is stressed for any internal or external reason, you will have difficulty communicating with him at all on any level. I further show parents and educators techniques and games that help a child self-regulate allowing for better readiness for longer listening & stronger receptive language skills.

Here's why we look for stress signals: When our brains are overloaded, stressed & confused, our bodies compensate for not being ready to listen/learn/think by using actions as aides to re-engage. Adults do this too. Its called fidgeting.

Chronic compensation will fatigue the body & inhibit any further listening/learning. This leaves muscle tension that acts as a trigger each time the student/ teacher is confronted with a similar situation So it is imperative to speak simply and clearly, recognize these outward signs of internal stress, give children frequent breaks & tools to self-regulate.

Outward signs of compensation, confusion & impending stress response are:

staring
locked knees/elbows/jaw
fidgeting
holding breath
disruptive behavior (talking, calling out, etc.)
agitation
closing eyes
physical ticks (knees, fingers or foot tapping, etc.)

A good rule to follow in general with all children while language is developing or when communicating with a child who has delays: say things better. Keep it simple. Use one word per year of age. It seems obvious, but you would be surprised at how many overlook this simple technique.

Start by eliminating adjectives, adverbs and all variations of the word "try" from your vocabulary. (Such as the common uses of "No-try again..." In ABA drills.)

"Try" implies extra effort, that the child is "losing it" and can’t get it right. This creates over-focus and a child with language delays cannot move/process and think/process at the same time. The stress will over-excite & confuse the brain and cause it to shut down, therefore halting the ability to receptively understand.

Replacing this phrase with "do your best" implies ease, relaxed learning & "getting it". You have now empowered the student by eliminating judgement, expectation, competition or comparison to the last failure or success. You have now created engagement, and an atmosphere for listening-for the next instruction, for the "That was awesome!" or the "You did it!". You have created an opportunity for learning receptive language.

"Don't" is another word to eliminate. The brain cannot process it. "Don't Run/hit/bite" (or the variation "no running/hitting/biting" ) translates into: "Run/hit/bite". Its more constructive and clear to a child if you tell them what you WANT them to do, "Please Walk/keep yourself & friends safe" or "We are Walking/We keep ourselves & friends Safe".

As for demanding Eye Contact-use your best judgement! Ultimately we want the child to look at us when communicating. Keep in mind that if the child is engaged, they will naturally want to look at you. This should be spontaneous and when they are ready, they will. Avoid the temptation to use your hands to turn a child's face towards you-this discourages spontaneous communication & is intimidating to the child. When you get down on their level, and play, will you do far more to motivate eye contact than trying to force it before the child is ready.

To receive workshop information please email:

barbara@bodylogique.com

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Its Friday! In Case You Missed it-April 16-20

2012-04-20T10:01:00.000-04:00

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

From The Archives

2012-04-16T08:32:00.001-04:00

Well yesterday I realized that I didn't schedule a Friday "In Case You Missed It" Post! It was a such a beautiful day, that I was out of my office most of it. I hope you were too.

Today I've selected a few of the most-viewed articles-and a few of my personal favorites- from my archives and linked them here. Enjoy & feel free to pass on to others the ones you find most useful.

"In Case You Missed It" will return on Friday in its regular spot.

Have a great week everyone!

~Barbara

Helping your Child Sleep Well
(January, 2012)
It is estimated that as many as 30% of all children may have a sleep disorder at some point during childhood. Sleep disorders can impact health, school performance, day to day activities & social-emotional adjustment. For this reason it is important for both parents and educators to understand these disruptions and simple ways to assist children to rest and sleep better...

The Connection Between Sensory Integration & Yoga
(July, 2009)
Yoga itself is a natural form of sensory integration and It can be adapted to a variety of ages, learning styles and environments. Yoga will assist in facilitating many of the same skills as conventional S.I. as all 5 senses are stimulated & integrated during a 30-45 minute yoga session...

Breathe-Relax
(July, 2010)We don't usually associate stress with good news or happy events, but these can also create a stress response in the body. We need to take moments throughout our day to release this tension that builds up not just in our mind, but in our bodies too...

Living in Color
(November, 2011)I love taking walks in the woods this time of year. The colors of the foliage is absolutely beautiful and so restorative & healing to me. My daughter often refers to this time of year as "Living in Color". Color is a form of non-verbal communication. Colors say something to us when we look at them. What colors make you feel happy? Agitated?

Peace Pose
(May, 2011)Today is a perfect day for soaking in the peacefulness of the sunshine, the clear blue sky & the cool breeze & watching Lauren, my daughter play with the neighbors grandchildren. They have had a very fun & busy morning; running barefoot in the grass, playing wiffle ball, catching butterflies, picking (and eating) strawberries from our garden, blowing dandelion seeds, playing with dolls and pretending to be astronauts...

Where Mind, Body & Technology Meet
(October, 2011)When I was a kid you couldn't pay me to stay inside. (Unless it was snowing out. I did not like the cold much and still don't.) 4 years ago, I moved myself and my daughter to an area with plenty of parks, rocks to climb, biking & hiking trails and lakes. I am surrounded by the beauty of the woods & 'out doors' is a large part of my life. But as much as I advocate movement, sensory integration and art & nature being vital for children to learn & thrive, I want to also acknowledge that there are many places where the mind, body & technology meet and can live in harmony...

Dragonflies
(May, 2010)

"The Dragonfly Story" has become a favorite for the students in my Adaptive Yoga class for many reasons. In the story, a little "water beetle" who lives in the bottom of the pond gets curious to see what is up at the top. The story continues as he journeys into the unfamiliar, seeing new creatures around the pond and meeting new friends.One reason this story is so loved (by children as well as adults) is the many lessons contained within it...

Contact Barbara: barbara@bodylogique.com

Recreational Activities that Prevent Summer Learning Loss

2012-04-13T08:45:00.001-04:00

Summer Learning Loss is the regression and loss of motivation & skills seen in kids after the school year ends. Research has shown that summer learning loss occurs when children don't have access to camps, recreation and other summer activities.

During the school year, students learn at relatively similar rates. More than 1/2 of the achievement gaps that occur over summer break can be attributed to unequal access to educational (and fun) activities due to economics, disability or traveling distance.

To prevent summer learning loss, be sure to expose your children to a variety fun, interactive enrichment activities over the summer:

Play group activities
Nature center programs
Outdoor activities (plant a garden, go fishing, playground, etc.)
Library reading programs
Museums
Festivals
Sports (organized and neighborhood)
4H / Scouts
Hobbies (science, art, music, yoga, dance, karate, cooking, model building, etc.)
Summer enrichment camps (see links below)

Below are links to directories of summer camps and activities in PA and beyond. You can read more about how to select a suitable summer camp: Finding a Quality Camp Program for Your Child (From Blog Archives, July, 2010)

Camps:

Camppage.com (US / Canada )

Kidscamps.com (PA-Includes special needs camps)

Campresource.com (PA)

Family Activities/Things to do:

Attractionsuptake.com (2896 things for families to do in PA)

Playgroundbuzz.com (Indoor & Outdoor activities for kids in PA)

4Kids in PA: (Things to see and do in PA)

Mama's Little Helper (Free and low cost events and activities in PA & NJ)

*Do you have a personal recommendation for a camp or activity? (Especially activities for children with special needs.) List it below in the comments box. Please include the city and state where the activity is located!

Contact Barbara at: barbara@bodylogique.com

Literacy & Children's Yoga

2012-04-11T12:43:00.001-04:00

Literacy & children's yoga-is there a connection?

Absolutely! The connection is in the way they both engage children-one through physical movement, the other through imagination!

When the two are combined, you have a poweful format for bringing a lesson to life by personalizing it. In doing this, you give it more relevant value to the student.

In many children's yoga programs, such as the one I founded (S.M.Art Kids® Adaptive Yoga -Stories, Movement, Art) stories and character themes are used as a basis for the lesson plan. (Yes-yoga teachers DO write lesson plans!)

We have found that stories are a versatile way to help kids identify more easily with character qualities, situations & abstract concepts. Yoga postures are often used to tell the story actively.

This type of interactive storytelling and character identification can be used as a method of instilling language and vocabulary skills, expressive & receptive communication skills, social and emotional learning concepts and an atmosphere of diversity, sharing, respect and belonging.

Stories can be found in so many places: personal and family histories, world history, mythology, cultural stories & folk tales, movies, video games, social stories and children's books. Storytelling makes learning engaging, kid-friendly, and fun!

My friend Angela at OMazing Kids Yoga in Norman OK has compiled this fantastic list of children's books that can be used by yoga teachers and other educators for creative, interactive learning: Books for Kid's Yoga

Other Great Storytelling Resources:

S.M.Art Stories™

Story Jumper

Barefoot Books

Bucks County Public Libraries

Storytime Yoga

For more Information contact: barbara@bodylogique.com
or visit: www.bodylogique.com

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Picture This....

2012-04-09T11:08:00.000-04:00

Photo: Barbara Gini

I have always enjoyed taking and looking at photos. My favorite gift from childhood was the Kodak110 camera that 'Santa' got me one year. Being a young girl, I took pictures of everything-including my toes and those candid close-ups of my brother sleeping. (Sorry Bobby! ) Years later, I even worked as a children's photographer. (I still prefer candid shots over 'posed' photos.)

I still love to take and look at photos of the outdoors and of kids. I snapped this one at left with my cell phone yesterday while I was out walking. I just wanted to take it all in: the breeze, the quietness of the road & the incredible brilliant blue sky that is not quite captured in this photo. Its as inspiring to look at as when I was actually there, and its now my new screen saver.

There are personal reasons why we love to look at photos: (memories, nostalgia, art, inspiration ) and also biological: our brains are wired for pictures.

What gets your attention most on social networks? A post with words or one with a picture? (Most of us will agree that we will click on a photo before we click on a link. ) More than 25% of our brains are used for visual processing. (That's more than for any other of our senses.) We will remember 85% of what we see externally (or visualize internally) making images the most efficient way for us to take in information.

We can use this knowledge to our advantage, not only to improve learning but also for reducing stress and increasing productivity.

From where you are sitting right now, what do you see? (Other than this article.) Is it bright, pleasant and inspiring or is it chaotic and dark? Whatever you see is what is what you are taking in and processing all day long. Its like downloading this program all day into your brain. This visual 'noise' can be as draining & distracting as auditory noise.

Keep this in mind when setting up a classroom, therapy room, office space for yourself or a study & play spaces for kids. The more visually calm, inspiring & pleasing the space, the less stressed the occupants will feel and the more learning, productive work or fun will take place.

There are a variety of ways to make a space more visually engaging and it depends on the individual's preferences. What do you like to look at? What do your students or kids like to look at? Be sure to include more of those things in your working & learning spaces. If its not possible, take a photo (or find one) of something you like to look at. Frame it and place it on your desk or on your wall so you can see it often.

Educators can design a more inspiring learning space for students by making a few simple changes. One is to minimize visual distractors by putting away or covering everything unnecessary. Another is to pay attention to what the students are looking at all day-a white (or black) board? Not too motivating. Be sure to include a few (not too many) visually interesting and inspiring images or cartoons in and around the area they look at most. Change them every so often. Using more images and less lecture in your lessons, keeps children engaged and interested for longer durations.

In another article I will be outlining more tips on designing a visually calm & engaging classroom environment. But for now, make some small changes in what you are seeing and notice the difference.

Want to learn more about how to improve visual processing? Read: Eye-Mazing!

You also might like: Spring Themed Guided Imagery (self-calming & stress management for kids)

Too Book a Sensory Solutions™ (Yoga Based Strategies for the Inclusion Classroom) professional development workshop, contact: barbara@bodylogique.com

* We welcome your comments and insights!

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In Case You Missed it... April 2-6

2012-04-06T10:43:00.000-04:00

Photo: missedmytrain.com

In Case You Missed it... 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

Autism Articles and Resources-Courtesy of Brain Balance of Wayne PA
(Brain Balance Wayne NewsLetter)
April is Autism Awareness Month. April's newsletter issue has been dedicated to informative article, local resource & event links (PA) for you and your family. Take a look...

Fostering Initiative in Children
(Roots of Action.com)
The word happiness is used to describe a myriad of good things in life, including love, fleeting moments of joy, and chocolate bars, we often talk about it as a destination just down the road. But happiness is part of a journey – and helping kids navigate the journey with courage and optimism is part of raising healthy children...

Sugar and Kids: The Toxic Truth
(CBS 60 Minutes)
Dr. Sanjay Gupta discusses new research showing that sugar is toxic to the human body and what families can do about it...

Yoga Shows Psychologic benefits for High School Students
(Science Daily)
Yoga classes have positive psychological effects for high-school students, according to a pilot study in the April Journal of Developmental & Behavioral Pediatrics, the official journal of the Society for Developmental and Behavioral Pediatrics...

Spring Themed Guided Imagery for Kids: Reduce Stress and Improve Concentraion
(S.M.Art Kids Blog)
If you are the parent or family member of a sensory challenged child, not only can the time change, longer days, new activities & events be a bit stressful, but so is the anticipation and concern over how your child might read, transition and respond to the new schedule, warmer temperatures & the spring break away from peers & educational and therapeutic support. One of my favorite techniques for counteracting stressful transitions is Imagery. It’s easy and effective and anyone can learn it for personal use without any equipment or extensive training...

Contact Us at: barbara@bodylogique.com

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Rice & The Art of Engagement

2012-04-04T10:13:00.001-04:00

Sea Turtle Mandala
Photo: ©2011 B.Gini

A few years ago, I was asked by Greenshire Healing Arts Center to provide a community art project for a Youth Peace Summit that reflects the theme of "Peace". What is better as a symbol of unity than a community Mandala?

Mandalas are circular, symmetrical designs that have been used for centuries as a tool for meditation & reflection, and in more modern times by Sigmund Freud as a tool for psychoanalysis. I have drawn many mandalas over the years and find them to be a great tool for engagement in self-reflection, peaceful, focused thought and creative problem solving.

I was not sure how to proceed at first, and after a few ideas that I rejected, I finally envisioned a design: The Earth encircled by a rainbow-(the symbol for Hope as well as a symbol of diversity) two Doves with olive branches (symbolizing Peace) A Heart at the base is for Love, Friendship and Acceptance, and Lotus petals framing all 4 corners, represent the progress of working towards Peaceful interactions. (A lotus grows up through the mud to blossom into a fragrant, perfect bloom. I have observed & known many people with that same ability.) I drew the design on brown paper that painters use to cover surfaces when working.

The Mandala was made with colored rice-a technique I became familiar with through my Friend Ritu who who also does the most amazing Henna and Batik you have ever seen! She has been doing this beautiful ancient art for many years. She was my inspiration for the building of this project & this was my first time doing such a large piece.

Each grain of rice, being placed on the design by at-risk teens of all ages was the epitome of Peaceful interaction not just with each other, but within themselves. I noticed that as each area of the design emerged-one small spoonful at a time- the kids became fully engaged in the tiny colorful grains. One remarked that she felt as if she had become part of the design itself.

That is the beauty of this process. As each individual works on a part of the design, and as it emerges, it brings self- reflection to the individual, to the group & to the larger community. It helps us realize that even though we are individual and unique, we are all part of something much larger than ourselves. The mandala making process becomes the Art of Engagement which is the basis of all peaceful interactions.

When the design was finished, it was displayed in the gallery for a week, then dismantled, much as Tibetan Mandalas are. To me, this represents impermanence & non-attachment. It reminds me of the fragile nature of Life & affirms that any positive change begins with a single thought from a single person-just as this design began with a single spoonful of rice.

Being who I am, I have adapted this activity to use with my younger groups & my students with sensory challenges. From their perspective, it is a fun, calming, multi-sensory activity that helps them learn to focus, share, engage & follow through with a project to completion. For the younger kids, I use simple terminology & call the designs 'mosaics', or 'rice art' and I make them permanent by using a little bit of white glue before the rice is added.

So many Life & Social skills can be learned through this activity! Its a perfect activity for outdoors and is the method I prefer. If you are going to do it inside, let the kids assist through the entire process by helping color the rice, set up the area & clean up at the end. If rice spills, gently guide them to help clean it up. Wherever you decide to set up the activity, be sure to allow plenty of time. It’s counter-productive to rush children through the process.It may even be helpful to set it up at a 'sensory station' and let the kids work on it at intervals during the week.

Supplies are simple: Plain, heavy duty paper plates, round or square (not Styrofoam) OR shoe box lids. (You can also use aluminum pans or plain color plastic trays) rice, food coloring and hand sanitizer. There are literally thousands of ideas and patterns online. Start with simple geometric shapes and build more intricate designs as the skill and attention level increases.

To see an instructional video of how to color the rice, click here: Colored Rice Technique.

To find our e-course on designing mandalas for stress management go to:
10 Minute Mandalas

I know there are hundreds of other ways to use colored rice. Tell us your ideas in thecomments below!

To see some photos of the activity in progress, watch the video below.

Contact: barbara@bodylogique.com

What Comes After Awareness?

2012-04-02T13:08:00.001-04:00

Photo: Mind.org

As you’ve probably heard, April is Autism Awareness Month. I've been asked to walk, write an article and help at several awareness events this month, and I have decided to not to participate in any of these events or activities.

To those of you who don't know me, this will sound contradictory to the work I do. It might even confuse or offend but before you un-join my blog or de-friend my Facebook page in protest, let me explain why I will not be raising any more awareness for any causes.

I feel as if the time & energy spent ‘raising awareness’, debating vaccines, medications and the political correctness of the phrase ‘autistic child” & re-reading & quoting the statistics (which are from old data), could be put to better use. Over focusing on these things only stirs up fear, misunderstanding and other un-useful emotions and deters us from taking more effective actions. I'm leery of people, organizations & corporations who use this fear and misunderstanding to exploit families and push emotional buttons for the purpose of self- promotion & financial gain.

Awareness initiatives were useful at first. It got people to pay attention and it helped them understand better. But as time has passed, they have become less about education & more about promotion. There are awareness and acceptance campaigns for everything and instead of building bridges of understanding, I see people starting to filter and tune it all out. The messages have gotten lost and I see 'awareness' becoming less helpful & more of an excuse for inaction.

The truth is that parents and families of the “1 in 88” have more awareness than any walk or press conference could ever raise. If you want awareness, spend some quality time with an autism family. That is real awareness. Those who don't know what autism is, or don't need to know (because it doesn't affect them) will remain unaware & won't seek out the information that is out there until they have to.

Awareness alone will not cure, eliminate or solve anyone’s problems, and is of no use if you don’t take action with what you know. Discussing, debating & perpetuating the same emotional upheaval will never help a single child. It’s not what is needed. Action is what is needed.

Action cannot be effective as long as there is time spent getting stuck on statistics. Numbers will change, depending on who is reporting them and what their agenda is. The numbers are not going to give us any clues, ideas or answers. We cannot help thousands of children at a time or even 88 at a time, only the one or two who are closest at any given moment. We need to fully focus on each individual and take those actions needed. We need to start with the individual if any children are to be helped.

Start with the child nearest to you. Parents, professionals & support staff need to get on the same page and instead of spending time being enemies, put that time to better use. We are all on the same side, or are supposed to be. Communicate & think outside of the lesson plan, IEP and core standards and get creative in devising & implement challenging, self-affirming experiences that teach and assist kids to be more self-reliant at school, at home and in life. Help them learn skills that will give them the best opportunities for functioning in a world that may or may not be aware, & may or may not accept, support and adapt to them like their families are hoping and expecting it to. Teach them that not everyone will include nor accept them, and that is okay. It never makes them less. Sometimes they will have to be the ones who need to accept and adjust to others.

I’m not involved this year in any walks or events promoting awareness. Not because I don’t want to help, but because I know my strengths and my limitations. I know that helping raise awareness is not the best I can offer. I know that as long as I debate, discuss & promote, I am not taking action. I can offer families and professionals so much more and for long as I can, I will. So, I will continue to support children, parents and professionals through adaptive movement & yoga-based education as I have been for the last 12 years.

Its time to think beyond awareness and take action; not just for autism, but for all the other challenges and
"-isms" out there. Not just for a month or a day, but every day.

Action is what will always have the biggest impact.

*What actions will you take that will have the greatest impact?

Contact: barbara@bodylogique.com

Guided Imagery for Kids: Spring Themed Self Calming Technique

2012-04-02T06:30:00.000-04:00

Photo: Anita Martinz

Spring is here and for many families it may be filled with more activity than usual. Families visiting, spring festivals, outdoor events and gatherings are added in to the mix of the regular work, family and personal obligations.

While the approaching spring season and the break from school is a time of outdoor fun, vacation & renewal for some, for others it means more pressure, fuller schedules & new situations to manage.

If you are the parent or family member of a sensory challenged child, not only can the time change, longer days, new activities & events be a bit stressful, but so is the anticipation and concern over how your child might read, transition and respond to the new schedule, warmer temperatures & the break away from peers & educational and therapeutic support.

One of my favorite techniques for counteracting stressful transitions is Imagery. It’s easy and effective and anyone can learn it for personal use without any equipment or extensive training.

Imagery is used by counselors, doctors, athletes and everyday people. It is simply creating a detailed picture in your mind's imagination. Imagery can be of an object, a word, a place or a situation. We use this simple yet powerful tool all the time without even knowing it to create positive calming images as well as stressful ones. Every time we relay a story about someone who helped us (or who hurt us) we are re-creating that experience in our and other's minds. However we responded to it in real life will be exactly how we (our bodies, minds and emotions) respond to it in imagery. The more frequently we can create and hold calming, positive images in our mind, the calmer and in control we will feel when our world is a little uncertain.

One fourth of the brain is involved in visual processing; more than any other sense. This is why Imagery is such a powerful tool. Seeing something is the best way that we take in information and learn. This is especially true for children. It doesn't matter if we actually see it or if we create an image in our mind's eye. The brain can't tell if its 'real' or imagined & the effect is still the same. Children can use this technique very well once taught.

Imagery can be guided verbally or facilitated with photos & quiet instrumental music. The child can sit on the floor, on a cushion or a comfortable chair or even lie down. Ask the child to close her eyes and listen to her breathing. Speak softly and slowly and allow momentary pauses in between sentences to allow the child to form a picture in her mind.

Here is a simple imagery to get you started:

My Peace Garden:

Close your eyes. Take 3 slow, quiet breaths. We are going to get ready to go on a visit- to a beautiful place that belongs just to you. This visit will take place in your own thoughts and you can go there anytime you want-when you are sad or angry or when things get hectic & you just want to go to a safe place for some quiet time to yourself.
Now, take a big slow breath & imagine that you are walking outside-along a path. It’s a beautiful sunny day and you can see the blue sky, the clouds & hear the rocks and the gravel crunching under your feet. As you are walking you feel safe & happy !

As you walk a little more you come to a beautiful garden! See this garden in your mind. It has so many beautiful flowers of all of your favorite colors. What colors do you see? Can you small them? There are many butterflies fluttering around in the flowers. As you walk more into the garden you can see apple, pear and cherry trees and hear colorful birds tweeting in the branches. There are so many kinds of amazing plants and animals! What kinds of animals do you see? There is also a very special [chair, rock, swing, mushroom, etc] for you to sit on while you are visiting. As you see all the flowers and all the animals you feel so safe and happy and you know this is a special place! This is your Peace Garden. Whenever you come here, to relax or to think, you will feel safe, happy, and peaceful.

In a few minutes, it will be time to say goodbye., but remember that you can come back again to your Peace Garden soon for a visit.

Get ready to take a big breath and on the count of 3, you can open your eyes. 1-2-3...

Its important to allow a block of undisturbed time-no cell phones or interruptions. This process should never be rushed. If you decide to do it for 3 minutes that's fine. 30 minutes is also fine. It depends on what the situation is and how long of a break your child needs.

When ending this activity, bring the child gently & gradually out of the imagery or it could have a jarring, unbalancing effect on the child. Have them sit and talk for a few minutes about what they 'saw' in their garden. If they are non-verbal have them color for a few minutes before resuming other activities.

For children with diminished receptive language skills, make a small collage (preferred technique), scrapbook or photo album and include color photos or drawings to set your imagery theme (Example: garden, beach, animals, the woods, etc.) Include a few photos of the child in these places & doing activities. Allow them to look at the images while quiet music plays. Talk to them in a quiet voice about the images and how calm the pictures make them feel.

The best way to learn to guide your child through this process is to practice this yourself first. Children learn from our own example. Be willing to manage your own stress & look for signs of stress in your child. It’s a good idea to introduce imagery at a time when the child is already calm and practice a little bit every day to make ‘calm’ a habit. Teach children to recognize stress too and when they do, go to a quiet place and use this imagination technique before stressful feelings get out of hand.

To learn more about how guided imagery can help you and your child read the Care for Caregivers Blog:

Its All in Your Head: Using Imagery to Improve Health

or contact: barbara@bodylogique.com

In Case You Missed It: March 26-30

2012-03-30T10:53:00.000-04:00

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.

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/

You May also enjoy:

Care for Caregiver (Blog)

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Constructive Fidgeting for Self-Regulation

2012-03-28T04:00:00.002-04:00

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?

Contact: barbara@bodylogique.com

Make Learning Fun

2012-03-27T09:37:00.000-04:00

If you have ever watched a group of children playing and having fun, then you know what 'engagement' is: it's when there is effortless interaction and spontaneous learning taking place with no outside interference. This is how all learning should take place.

Somewhere along the line, we got the idea that sitting 'quietly' at a a desk, and listening to someone 'impose knowledge' was a better way to go. We've adapted the position that 'wasting time' and 'messing around' are not productive. We give in to pressure & buy into the idea (from TV commercials) that an 18 month old child should be able to read, talk and do other miraculous things, way before they are ready, and ahead of their peers, and all you need to do is buy a DVD and play some classical music. (Deep down, I think we know that this doesn't really help the child, but only serves a parent's need to feel like a 'good' parent.)

There is no shortcut to learning. It happens at its own pace, when the child is ready. Rushing them before they are ready only sets them back at some point down the line. However, there is one strategy that will guarantee that a child's environment is an educational one and that the child will be more learning-ready in general.

That strategy is to have more fun.

A recent study by neurologist and educator Judy Willis has found that the longer and more involved the task, the more a child will 'tune out'. This is boring to a child and of no benefit. Infusing fun into lessons increases engagement & helps a student remember the lesson.

Of course, fun is always good, but learning is the real reason students are in school. If we can strike a balance between fun & learning, everyone wins, but the children will be the ones who benefit the most.

We Are Teachers gives us 6 reasons why fun is a vital part of a child's learning process in this article at the link below. I hope you enjoy it!

6 Reasons Why You Should Have Fun in Your Classroom

*What are some ways you as an educator make learning fun? Leave a comment below.

Learn about creating fun, child-friendly learning through Stories, Movement & Art at: www.BodyLogique.com

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4 Steps to Successful Enrichment Programming

2012-03-26T09:57:00.001-04:00

Over the weekend, I received several e-mails with questions about designing after school & camp programs, so I'm going to talk a little about a 4 step approach to designing programming today.

There are so many creative ideas for in-school, camp & after school programs out there, but so many of them never become a reality because, for one reason or another, the process gets interrupted. I think that this is due to a misunderstanding of the steps needed for a successful program. Many planners & moderators feel like they don't have support & they get frustrated quit before their program has a chance to grow.

Another deterrent, is the widely accepted myth, that a program has to have every little detail in place before it can be implemented. This is not true. Its a shame when a program never gets implemented because the planner is stressed & overwhelmed and feels that "its not finished yet". While a good plan is definitely needed, the most successful programs are the ones that are not 'overplanned' and the ones that are implemented as soon as possible.

Programming is an ongoing process, rather than a "one and done" activity. While the actual program itself is obviously important, and we all want to get to that 'fun' part, there are three other phases or steps that are equally necessary. You must be willing to go through multiple series of these steps as you make the necessary revisions to nurture your program.

Here are 4 simple steps to keep in mind, whether you are a yoga teacher planning your own community program, or are an educator designing afterschool enrichment, a nurse creating an in-school wellness program, a camp counsellor running a summer science camp or any other stand-alone program:

1- Understand your mission: Your program goals must support your or the organization's mission in order to successfully grow. Make sure that the program activities are within the guidelines defined by the vision/mission statement, & that they contribute to furthering that mission.

2- Target Program Activities: What experience are you trying to create and for whom? What do you need in terms of equipment, venue and staff to accomplish this? How will you fund & promote the program? What will the participants learn/do? Goals & participants must be understood and described accurately, (and based on your mission statement), in order for the activity planning to flow. Focus on designing activities that target the needs of your participants & write your detailed plan to support them.

3- Program Operation: This is when the participants actually experience the program. The program coordinator will oversee the operation from all phases: promotion, registration, staffing, staging & interaction with participants & staff. He or she will observe & interact with participants and get a feel for the overall experience they are having.

4- Feedback: Getting feedback from staff, volunteers, moderators & participants is the fourth step of this process. A program's worth can be determined after careful consideration of all factors and all perspectives. Feedback gives you an idea of where changes are needed and what is working fine.

Remember that just because a program seems to not "get off the ground" doesn't necessarily mean you should scrap it. Review your feedback & try re-working the details and present it again. Understand that program development is an ongoing, experimental process, and the best programs grow out of trial and error, over time.

*Are you in the process of planing a program for camp, community or after school? What is the mission & location of your program? Who do you serve? Do you have an idea that you have not attempted to plan or implement yet? We would enjoy hearing about it!

Please tell us in the comments below!

Contact: barbara@bodylogique.com

In Case You missed it-March 19-23

2012-03-23T06:16:00.046-04:00

Here are the "In Case You Missed it" links of the top relevant articles for this past week.

"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 our personal interactions that week with parents, students & educators.

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.
Please report any broken links to Barbara at the e-mail link below.

Have a great Weekend!

~Barbara

barbara@bodylogique.com

Five Great Conferences for Teachers:

(Classroomtalk.com)
Attending conferences is a vital part of professional development for educators. At conferences, you have the opportunity to learn new ways to become a better teacher and to confer with colleagues whom you normally never see from the seclusion of your classroom. There are so many meetings for professional educators, that the choice of which to attend can be overwhelming. Here are five that will surely not disappoint. They run the gamut from technology to neuroscience and neuroscience to online learning.

Failing Our Autistic Children

(Recordnet.com)
The educational system,is failing to adequately prepare children with autism for independence as adults. "I'm very tired of meeting adults with autism who can do a math worksheet properly but can't cross the street by themselves," ...

The Need for Pretend Play

(Psychology Today)
Over the last seventy-five years a number of theorists and researchers have identified the values of such imaginative play as a vital component to the normal development of a child...

Backpack Misuse Leads to Chronic Back Pain

(American Chiropractice Association)
Back pain is pervasive among American adults, but a new and disturbing trend is emerging. Young children are suffering from back pain much earlier than previous generations, and the use of overweight backpacks is a contributing factor...

Hand Strengthening Activities for Kids

(Kidzoccupationaltherapy.com)
Many children naturally develop adequate strength in all of the hand muscles to learn the fine motor skills needed to manipulate toys, dress themselves, and use a pencil and scissors. There are some children however, that do not acquire this strength as easily and need extra attention to gain that necessary strength. Here are some activities designed to help children with weak hand muscles and poor fine motor skills...

3 Stages of a Lasting Friendship

(S.M.Art Kids Blog)
Our children need to be taught that friendships do not happen overnight, nor do they happen automatically. They take time to grow. This is a theme I re-enforce in my yoga programs as well as when interacting with my daughter and her friends. I have often reviewed and explained the 3 stages to a lasting friendship...

10 Unique Gardening Activities for Kids

(Code Name Mama)
Gardening for me is more than just a way to save money by growing vegetables. It is humbling. Miraculous. Exhausting. It is an exercise in delayed gratification. It physically connects me to the Earth. Gardening tests my patience while strengthening my spirit. With that in mind, I have compiled ten fun gardening activities appropriate for all ages of children, but particularly suitable for toddlers and preschoolers. Enjoy!

Contact: barbara@bodylogique.com

S.M.Art Kids / Healthy Kids

In Case You Missed It: May 21-25

With Me? Next to Me?

Spontaneous Engagement Through Play

In Case You Missed It-Week of May 14- 18

Peer Mentoring: Does it Really Work?

Character Education for Mothers

3 Keys to Effective Children's Yoga Classes

8 Reasons to Play in The Rain

Hard Battles

A Matter of Trust

Say It Better

Its Friday! In Case You Missed it-April 16-20

From The Archives

Recreational Activities that Prevent Summer Learning Loss

Literacy & Children's Yoga

Picture This....

In Case You Missed it... April 2-6

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.

Rice & The Art of Engagement

What Comes After Awareness?

As you’ve probably heard, April is Autism Awareness Month. I've been asked to walk, write an article and help at several awareness events this month, and I have decided to not to participate in any of these events or activities.

*What actions will you take that will have the greatest impact?

Guided Imagery for Kids: Spring Themed Self Calming Technique

Spring is here and for many families it may be filled with more activity than usual. Families visiting, spring festivals, outdoor events and gatherings are added in to the mix of the regular work, family and personal obligations.

Here is a simple imagery to get you started:

My Peace Garden:

In Case You Missed It: March 26-30

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.

(Onlinechesslessons.com)

(CBS Miami)

(College Park, MD Patch)

(KidsHealth.org)

(MSN.com)

(Psychology Today)

Constructive Fidgeting for Self-Regulation

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

Doodling: (visual/kinetic)

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

Music: (auditory)

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

Walk and Talk: (kinetic/proprioceptive)

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

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

Make Learning Fun

If you have ever watched a group of children playing and having fun, then you know what 'engagement' is: it's when there is effortless interaction and spontaneous learning taking place with no outside interference. This is how all learning should take place.

Of course, fun is always good, but learning is the real reason students are in school. If we can strike a balance between fun & learning, everyone wins, but the children will be the ones who benefit the most.

*What are some ways you as an educator make learning fun? Leave a comment below.

4 Steps to Successful Enrichment Programming

Over the weekend, I received several e-mails with questions about designing after school & camp programs, so I'm going to talk a little about a 4 step approach to designing programming today.

*Are you in the process of planing a program for camp, community or after school? What is the mission & location of your program? Who do you serve? Do you have an idea that you have not attempted to plan or implement yet? We would enjoy hearing about it!

Contact: barbara@bodylogique.com

In Case You missed it-March 19-23

Here are the "In Case You Missed it" links of the top relevant articles for this past week.

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