Why Use Interactive Notebooks

We all know that people learn in different ways. Some people learn better by watching others, some learn better by reading, and some learn by doing. No matter what way you learn you can use an interactive notebook.

Interactive notebooks are created by each person individually. They can be created in a number of different ways using a number of different techniques. You should create them based on your needs.

You can make an interactive notebook for information regarding maps, ads, history, timelines, and politics. When you create notebooks for these types of suggestions, you will learn so much. You design them in a way that will help you learn.

These pieces are perfect for projects, study guides, and reports. They can be created by children and adults. You are not limited to the subject matter or content either.

All you need to get started with your own interactive notebook is colored pencils, crayons, highlighters, pen or pencil, binder or notebook, paper, glue, scissors, and information on your subject.

If the information you gather is something you can cut apart, you will want to cut out the information that is important to what you are studying. If you can’t cut them out, you will want to make copies of the information. Once you have these pieces cut out, you will need to glue them to the right side of your notebook or paper. On the left side you will
take notes and add information that is important to what you read in the pieces
you glued.

You will want to write these in your own words and use pictures and other information that will help you remember what you read. Use charts, diagrams, graphics, and drawings that will remind you of what you read as well.

If you are creating your interactive notebook for a report or project, you may want to do your writing on notebook paper first so you can write it the way you want and make any necessary changes. Once you have it worded the way you want, you are ready to put it to print in your notebook.

These notebooks are also great for classroom projects. You can create them and share with the class or you can use them as a report based on the information provided by the teacher. These are also a great guide to use as study material for semester finals or tests.

If you use these in a classroom setting you will want to use information provided by the teacher on the right and then the students can add their own information on the left. The teacher can provide handouts, notes, and pictures. Students can take their own notes based on the information discussed in class. The students can research even further to come up with more information that can be included in the notebook.

Sometimes it’s hard to remember what you read, but using interactive notebooks will help you. You have the ability to create them in a way that makes sense to you and is in line with your learning style. They are fun to make and make learning easy.

For more great tips visit my site and download my free report at http://www.els4kids.com

source for pic is http://interactive-notebooks.wikispaces.com/ISN+Pictures

Learning Skills 101 – Visual Processing

Learning Skills 101 – Visual Processing To Review: So far, we have been discussing what learning skills are and how they impact a student on a daily basis. If you recall, we stated that learning skills are the underlying mental skills formally known as attention, visual/auditory processing, memory, processing, word attack and auditory analysis. Most of our children experience these skills through reading, writing, spelling, paying attention, remembering, recalling and how quick we can respond to a request. Over the last few weeks, we have been discussing our learning skills. Selective, Sustained and Divided Attention, and Working Memory, Processing Speed and included Visual and Auditory Processing. Without these cognitive skills as strengths, the student has great difficulty within the classroom and in his life. Last week we tried an exercise from Unlock the Einstein Inside: Applying New Brain Science to Wake Up the Smart In Your Child. Dr. Gibson is the creator of Processing and Cognitive Enhancement (PACE) and Master the Code (MTC). This week we will discuss visual processing in a bit more detail. Visual processing relates to the brain’s processing to make sense of information taken in through the eyes. This is different from the mechanics of the eye that would lead to glasses. Visual Processing issues usually impact a child so they will find anything requiring spatial relations (keep in the lines, ordering the math problems on a paper within the space, not bumping into objects when they walk, etc.) a big challenge. Reading and math are two subjects where accurate perception and understanding of visual processing is important. For example, spatial relationships are very important. Both Math and Reading rely heavily on the use of symbols I Most students I work with have this area impacted to a point. Some students are more severe than others. Visual processing issues will impact the child’s reading ability and thus academics. Math and Reading are the two subjects that are directly impacted. Examples of how difficulty with visual processing could pose a challenge would be discerning between the many symbols within both subjects. Within reading, words must be perceived as separate units, directionality in reading left to right, similarly shaped letters of “b”, “d”, “q” and “p”. The importance of being able to perceive objects in relation to other objects is often seen in math problems. To be successful, the person must be able to associate that certain digits go together to make a single number (14), that others are single digit numbers, that the operational signs (+,x,=) are distinct from the numbers, but demonstrate a relationship between them. The only cues to such math problems are the spacing and order between the symbols (LD Online, 2008). Additionally, just being able to space and shape the flow of the equations to the space on the paper can be a challenge for students where they require graph paper to complete the work. When you have visual processing difficulties, visual motor integration is often a spillover effect. This is the ability to use visual cues (sight) to guide the child's movements (LD Online, 2008). This refers to both gross motor and fine motor tasks. Often children with difficulty in this area have a tough time orienting themselves in space, especially in relation to other people and objects. These are the children who are often called "clumsy" because they bump into things, place things on the edges of tables or counters where they fall off, "miss" their seats when they sit down, etc. This can interfere with virtually all areas of the child's life: social, academic, athletic, pragmatic. Difficulty with fine motor integration effects a child's writing, organization on paper, and ability to transition between a worksheet or keyboard and other necessary information which is in a book, on a number line, graph, chart, or computer screen. A funny story with visual processing weaknesses goes back to when I became certified and licensed in Processing and Cognitive Enhancement (PACE). First, I have to give you the background to the story. When I arrived in Colorado Springs for my week of training, I admit that I was probably the biggest doubting Thomas in the room. I came to Colorado because I wanted help for my children, especially Shannon who sustained cognitive injury from her autoimmune disorder. The Gibson Family, creators of PACE and MTC, picked up on my doubts. Perhaps it was because all I kept asking was “where’s the data?”, “Where’s the Research?” Read More Parents: If your child is having difficulty with reading and comprehension or learning in general, there is a solution. ELSK provides research based programs that provide measurable results in as little as 12-24 weeks. Studies on the incredible results are available for your viewing. I provide services for children with learning challenges and specialize in students with reading and comprehension challenges. Your child will enjoy learning with much less effort. Go to my website today for more information. ================= Colleen Bain has been awarded Professional of Year 2009 by Cambridge Who's Who for her work within Special Education. She has a Masters in Special Education. She is licensed in the state of New Jersey in both elementary and children with disabilities. Colleen has been married for 16 years and has been blessed with two children with special needs. She has over eleven years of experience with special needs and over 20 years business experience. As the owner of Enhanced Learning Skills for Kids, Colleen provides intensive one-on-one cognitive training to individuals ages 8 and older to strengthen all of their learning skills. She specializing in children with reading and comprehension challenges.

How to Strengthen Attention Skills

Learning Skills 101
How to Strengthen Attention Skills

So far, we have been discussing what learning skills are and how they impact a student on a daily basis. If you recall, we stated that learning skills are the underlying mental skills formally known as attention, visual/auditory processing, memory, processing, word attack and auditory analysis. Most of our children experience these skills through reading, writing, spelling, paying attention, remembering, recalling and how quick we can respond to a request.

Over the last few weeks, we have been discussing the three types of attention and how they impact a student every day. Well, this week I will be giving you a few ideas on how you can strengthen your attention skills. The tips and strategies I discuss will help all three types of attention.

1. Simon Says - Try this free online version of Simon Says - the music one with the different buttons/tones. Remember this game?

2. Colored Shapes/Blocks - Have the child first practice just stating the "color" of the shapes. Next, have the child practice focus only on the type of shape not the color. Do this with many shapes in several rows.

3. Use metronome online to practice having your state answers to the above on every other beat (click on 120 bpm). yellow, "beat", blue, "beat", etc.

4. Play a game of concentration online and see how many matches your child can get on the first try.


If you have not already recognized this, the attention games strengthen other learning skills, too. This is a main factor in a student's ability to learn. If just one learning skill is off, then the rest will not be working at optimal level. The student will not be working up to their potential.


The good news is that attention is just one of many that you are able to strengthen due to the brain's ability to develop and grow. The Enhanced Learning Skills System was designed to strengthen learning skills required to learn and read easier and more efficiently. Call me today for an assessment and let's begin working together to help your child learn easier and more efficiently.

Next time, we will discuss another learning skill and that impacts everyday learning ability and how there is hope and a solution. Call today for more information on your choices! Colleen can be reached at (908) 285-8352.

Copyright © Enhanced Learning Skills for Kids 2008

For more information on the article you just read, you can email or visit my website.

What is Enhanced Learning Skills for Kids?

Welcome to my group everyone!

First ... here's the scoop on me and why I even have my own business in cognitive training.
I have over 20 years business experience within Corporate America. While in Corporate I was in charge of the entire East Coast relative to information processing. Specifically, I was in charge of Local Area Networks dealing with the processing of information internally and externally to our company. In this role, I held teleseminars, training classes and worked one-on-one with my colleagues, most sales folks. My boss told me I found my Niche! However, i thought my niche was going to be CEO so when he said you should be a teacher! I was a bit taken back. LOL Life went on and I got married and had my daughter, Shannon. When she was 11 months old, she was diagnosed with cancer (neuroblastoma) and a rare autoimmune disorder (Opsoclonus Myoclonus Syndrome). Statistics are like 1 in 100 million kids a year get OMS. The docs chuckled and told me it was like she won the lottery. I wasn't laughing. I was later to find out that the OMS was worse than the Cancer, no joke. The OMS caused her own antibodies to attack her brain. Her cerebellum and brain stem were impacted the most. Her immune system was basically shut down for 3 years to stop any further brain injury. I also had a son during all of this, too. His name is Sean. :-)

Years go by and I ended up leaving Corporate America. At this time, my daughter was now 8 y/o and still not learning in school. She was in a special education self-contained classroom within the public schools and classified with Traumatic Brain Injury. I decided to go back for my Master's degree. I had already started my Master's in Business Administration but given the circumstances of my life at this time, I switched and went into Special Education. I began shifting my life full-time into education and started teaching under a substitute license until I could student teach. During this time, I experienced general education and special education along with inclusive settings. I also decided my student teaching would be based in a private school for students with brain injuries. This meant behavioral issues along with cognitive challenges. I worked with students K - 12 and even those students who had extended high school so they were up to the age of 21. I graduated with top honors and received my license to teach elementary education and children with disabilities within the state of New Jersey.

I was tutoring with families along with substituting and getting frustrated because even thought I would find great research based programs to use with the children, the students weren't gaining independence on their own. They were doing this through workarounds and compensations. Which in the long run did not serve them well because they are not in control of their environments, especially when they look for employment. By chance, one of the parents on the OMS Forum that I help to moderate began talking about a learning center she took her high school son to during the summer. She kept talking about a program they were using and not really going into much detail, per se. About four months later, the same mom was bursting at the seams with all the improvements her son was displaying down to social skills and communication. I quickly requested the name of the specific programs used on her son as learning centers can use a variety of tools. After I found out the names of the programs, I then called up the creators of the programs and began researching the ins/outs of actual components, structure and of course, statistical outcomes with research to support the findings.

Next, I contacted a parent who used the program and was now using the program to help students in her community. I talked with this parent, now one of my closest colleagues, for over 6 months before I was convinced the programs can really provide results. The ultimately test, in my mind, was if my brain injured daughter could show success in any area (that was my hope at the beginning) at all, i was sold. So, off i went and invested a good chunk of change to become licensed, certified and able to "provide" these services to other students in my area.

As soon as I got home, I immediately began using these programs on both of my children. To give you an idea of what I was up against, my daughter who was 10 y/o at the time, had cognitive skills measuring at a 5 yr old level on all 6 skill sets. 5 y/o is lowest they measure so she could have been even lower. My son, on the other hand, was typical LD measuring adult (18 y/o) on several skills but low in one/two areas of skills. However, what happened next surprised all of us.

My son had more difficulty with the programs than my daughter. The programs helped uncover the underlying cause of my son's difficulties during school over the years. We always had the screaming fits for homework, the meltdowns with frustrations, the sensory processing symptoms, etc. Thanks to the programs, we identified that he was seeing double - seriously - and he did not know that no one sees double. He had no clue that letters were not supposed to jump off the page and so on. I called the creators of the program and said I could only get my son through partial pieces because of this issue. The creators stressed if we could get him close to a good portion the better. The reason: my son would have created new pathways that would allow for any intervention to make an impact in considerably less time than without the new pathways in the brain. So, we did what we could and then referred out to vision therapy. Guess what? It took my son only 6 sessions in-office to fix the double vision - no joke. So after the program portion and the vision therapy he began to pick up books and read which was fantastic!

My daughter on the other hand, kept to the programs and worked every day with me and let me tell you how choked up I was when Shannon could demonstrate memory skills. I'm sure there are moms out there that are so lost because their child cannot remember something from yesterday or last week. That was Shannon. She could not learn because on one hand, she had no foundational skills and on the other hand, what the teachers would give to her would be lost. If she learned 1+1=2 then even that afternoon she was clueless to 1+1=2. Well, you can imagine the waterworks when my daughter learned the 43 presidents (at that time 43) forwards and backwards! She still knows them today.

Shannon is my "extreme" example when I talk with parents. At the age of 8 she was unable to decode (read) let alone spell on her own. However, working with the program, she began to not only decode (read) but she started with fluency. This means she did not spend all her time sounding out each code (letter) but could sit back and read the words. I remember going to the movies with her and the screen flashed "Enjoy the Show" before the movie started. Well, Shannon sat there and said "E..N... Joy ... The ...SH... O ... W... " "Enjoy the Show!" Mommy I just read Enjoy the Show ... More tears .... of excitement. After that, when parents of children with special needs would talk with me, Shannon would interrupt and flat out tell them ... you should let my mom work with you ... because of the programs I can finally read. Nothing else helped me.

Shannon's progress is still ongoing because of her disability. We tried moving her into the intermediate public school but the anxiety from self-contained where the teachers prompt and make everything so nice and crystal clear for ya into a full inclusive setting was way too much. The schools do not have a great transition other than "all the kids go through this and she really needs to experience it" for an answer. We, unfortunately, just pulled her from school and began homeschooling her. It amazes me how my daughter has no clue what 2+3 equals yet the schools were moving along doing division and prepping for the standardized tests. Shannon just came out of 8 years of remission from OMS too. All her docs point to the stress from the 5th grade inclusion strategy as the cause. But I digress so lets save that for another topic. We still work Shannon through both programs and she keeps progressing. For example, we first put her through to a point last year. She finished with her skill sets around a 7 y/o level which is great consdering she was at a 5 y/o level. Then, before school started we assessed again and on her own she jumped to a 9 y/o level. You see, the programs help the student to train their brain go grow and develop on their own!

After seeing the positive impact on my own children and working many more students from my area through the programs, I am convinced without a doubt that these programs work and make a life changing difference. Today, I am beginning to spread awareness of these programs to make sure parents and teacher of students with special needs understand their is hope and a solution to your problems. If your child isn't doing as well as you expect and you can't figure out why, its most likely cognitive based. If your child gets easily frustrated with homework, beyond just not wanting to do it, its most likely cognitive based. If your child still can't read or was labeled dyslexic, its most likely cognitive based. Do NOT assume your child is lazy, stupid, dumb, unmotivated, a behavior problem or depressed because they are not learning in school. 80% of all learning problems are cognitive based according to U.S. Dept. of Education.

At ELSK we help parents from around the country and world - yes I've gotten contacted from parents in Europe, Canada and more - become aware of their options and help connect you with local providers in your area. So do not wait to get your child assessed today and begin to help correct the many problems that have been, up until now, compensated or worked around.

More notes to follow to discuss the programs, learning skills , research, studies to support the findings, how you can strengthen learnings skills on your own and much more or just visit http://els4kids.com for more information today. You can sign up for my weekly ezine, too!

Blessings,

Colleen
Recently Awarded Cambridge's Professional of the Year 2009 for Executives and Professionals.

All Natural Supplements for ADHD and Nutrition

This morning I found myself typing away with great passion in response to a dear friend who asked a question about supplementation. Supplementing is part of overall brain health as is nutrition, exercise, sleep and brain training. My friend wanted to know how a person figures out what is needed for their child? A great question to be asked by a parent. I think every parent I have worked with over the years has asked me the same question. One misconception, I think, is that parents think that supplementing is based on the primary goal of the parent(s). For example, some parents ask what can be done for nutrition. Others ask what can be done for behavior? Still others ask what can be done strictly for ADHD? The list goes on and on.

A person must be in touch with your doctor relative to your plans to begin using supplements with your child. Most people do not realize that all naturals can be toxic if misused or combined with certain existing medications. Perhaps your pediatrician or even a naturopathic doctor can guide your choices and monitor progress in symptoms.

The following paragraphs will list out the supplements that we have found to be beneficial in our home. To understand healthy supplementation, I have included several resources for parents to research and gain a better understanding. You can find these resources at the bottom of the article.

1. Liquid Nutrition - Body Balance - http://www.liquidhealthproducts.com/liquid-vitamins.htm whole food supplementation (has vitamins, minerals, essential fatty acids and more) I used this to help primarily with nutrition concerns because my children were not getting good nutrition. Neither child would take a pill either so liquid vitamins were a good solution. I take these vitamins, too.
   
   
2. We recently found Melaleuca Unforgettables to aide with ADHD and weak memory symptoms. http://www.melaleuca.com/ps/index.cfm?f=ps.productDetail&pid=8654&sCatId=2163. These have Omega's EFAs and other ingredients that aid in memory and antioxidants for overall brain health. I take their Vitality for Life Vitamin/Supplement Packs and have noticed a positive difference in my energy, well-being and even sleep. I do not need to take sleep supplements anymore.
   
   
3. Nature's Way EFAs for Children is a big hit with us, too. Soft gel caps that you can easily put within thick and creamy yogurt (yoplait) and then they are easy to swallow. http://www.amazon.com/Natures-Way-Blend-Children-softgels/dp/B00014DTQW/ref=pd_bbs_sr_1?ie=UTF8&s=hpc&qid=1226624643&sr=8-1
   
   
4. Yummi Bears are a favorite here, too. There is a whole line of Yummi Bear products all natural, no additives or dyes, wheat or gluten. They cover calcium, fiber, minerals vitamins, whole food supplements, omega's, and more. http://www.yummibears.com/
   
   
5. We also looked into Juice Plus for daily fruits and vegetable intake. My children did not like their overall taste so we went to Yummi Bears for fruits and vegetables.

As promised, here are some resources you can use to further research supplementation. Most of these resources are backed by research either by the doctor promoting the supplement or industry research. Good Luck and remember to work with your doctor.

The following two documents are from Dianne Craft. She offers these free from her website.

1. The Biology of Learning and Behavior (Part 1)
2. The Biology of Learning and Behavior (Part 2)

Natural Supplement Research link http://www.amenclinics.com/brain-science/natural-supplement-research/ is provided from Dr. Daniel Amen.

This next link is for supplementing during traditional cancer treatment. http://www.lef.org/protocols/cancer/alternative_cancer_therapies_01.htm

An article on using supplements safely in your everyday nutrition can be found here http://www.healthcastle.com/herb_tips.shtml


Colleen Bain, M.A.
http://els4kids.com

50 Brain Dos and Brain Don'ts

50 Brain Dos and Brain Don’ts
A Summary of Ways to Optimize Brain Function and Break Bad Brain Habits by Dr. Daniel Amens. This was taken from Dr. Amens Blog. Very Interesting overview of good habits to follow relative to keeping your brain healthy.
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Based on Dr. Daniel Amen’s research and the research of many other neuroscientists here is a list of brain Dos and Don’ts to optimize your own brain function.

Brain Dos:Edit Posts

1. Wear a helmet in high risk situations
2. Drink lots of water
3. Eat healthy
4. Take gingko biloba, Vitamin E and ibuprofen everyday
5. Think positive healthy thoughts
6. Love, feed and exercise your internal anteater to rid yourself of ANTs (automatic negative thoughts)
7. Everyday focus on the things you are grateful for in your life
8. Watch the Disney movie Pollyanna
9. Spend time with positive, uplifting people
10. Spend time with people you want to be like (you are more likely to become like them)
11. Work on your people skills to become more connected to enhance limbic bonds
12. Talk to others in loving, helpful ways
13. Surround yourself with great smells
14. Build a library of wonderful experiences
15. Be nice to others
16. Exercise
17. Eat in ways specifically tailored to your brain
18. Learn diaphragmatic breathing
19. Learn and use self-hypnosis and meditation on a daily basis
20. Remember the 18/40/60 rule
21. Effectively confront and deal with conflictual situations
22. Develop clear goals for your life (relationships, work, money and self) and look at them everyday.
23. Focus on what you like a lot more than what you don’t like
24. Collect penguins, or at least send them to me
25. Have meaning, purpose, excitement and stimulation in your life
26. Do not be another person’s stimulant
27. Use brainwave biofeedback or audio-visual stimulation when needed
28. Notice when you’re stuck, distract yourself and come back to the problem later
29. Think through answers before automatically saying no
30. Write out options and solutions when you feel stuck
31. Seek the counsel of others when you feel stuck (often just talking about feeling stuck will open new options)
32. Memorize and recite the Serenity Prayer daily and whenever bothered by repetitive thoughts (God, grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.)
33. Don’t try to convince someone else who is stuck, take a break and come back to them later
34. Use paradoxical requests in dealing with cingulate people
35. Make naturally oppositional children mind you the first time (through a firm, kind, authoritative stance)
36. Strive for wonderful experiences
37. Enhance your memory skills
38. Sing and hum whenever you can
39. Make beautiful music a part of your life
40. Make beautiful smells a part of your life
41. Touch others often (appropriately)
42. Make love with your partner
43. Move in rhythms
44. Use a skilled psychotherapist when needed
45. Use an EMDR therapist to deal with trauma
46. Take head injuries seriously, even minor ones
47. Take medications when needed
48. Take herbal remedies when needed to optimize brain function
49. Look for underlying brain problems in substance abusers
50. Do full brain evaluations for people who do terrible things

Brain Don’ts

1. Isolate a developing baby
2. Use alcohol, tobacco or drugs or much caffeine when pregnant
3. Ignore erratic behavior
4. Lie around the house and never exercise
5. Ignore concussions
6. Smoke
7. Drink much caffeine
8. Drink much alcohol
9. Do drugs (NO heroin, inhalants, mushrooms, PCP, marijuana, cocaine, methamphetamines (unless in prescribed doses for ADD)
10. Eat without forethought on what foods are best for your brain
11. Drive without wearing a seatbelt
12. Ride a motorcycle without a helmet
13. Ride a bicycle, skateboard, roller blade, snowboard, etc. without a helmet
14. Hit a soccer ball with your head
15. Bang your head when you’re frustrated (protect the head of children who are head bangers)
16. Bunje jump
17. Hang out with people who do drugs, fight, or are involved in other dangerous activities (unless you are looking for brain damage)
18. Allow your breathing to get out of control
19. Think in black-or-white terms
20. Think in words like always, never, every time, every one
21. Focus on the negative things in your life
22. Predict the worst
23. Think only with your feelings
24. Read other people’s minds
25. Blame other people for your problems
26. Label yourself or others with negative terms
27. Beat yourself or others with guilt (very ineffective)
28. Personalize situations that have little to do with you
29. Feed your ANTs
30. Use sex as a weapon with your partner
31. Talk to others in a hateful way
32. Push people away
33. Be around toxic smells
34. Be around toxic people
35. Focus too much on what other people think of you (odds are they aren’t thinking about you at all)
36. Allow your life to just happen without you directing and planning it
37. Take the “stimulant bait” from other people
38. Allow thoughts to go over and over in your head
39. Automatically say no to others, think first if what they want fits with your goals
40. Automatically say yes to others, think first if what they want fits with your goals
41. Argue with someone who is stuck
42. Isolate yourself when you feel worried, depressed or panicky
43. Allow naturally oppositional children to be oppositional
44. Listen to toxic music
45. Blame substance abusers as morally defective
46. Refuse to take medications when needed
47. Self-medicate, when there are problems get help from professionals
48. Deny you have problems
49. Refuse to listen to the people you love who are trying to tell you to get help
50. Withhold love, touch and companionship to those you love as a way to express anger

Brain Gym - Exercises to Improve Learning

When I was pursuing my Master's in Special Education, a major research project revolved around Educational Kinesiology. One of my roles on this project team, besides leading the overall project, was to provide the background on Brain Gym. Our team which had members in Japan as well as across the country, decided to work with a class of students in a Japanese classroom. The goal of the study was to implement successful teaching strategies resulting in effective learning in the selected 1st grade self-contained classroom. Achievement of the goal was demonstrated through the increased measures of reading abilities of the children in the class. The following is an introduction to what Brain Gym is all about along with an embedded youtube video of a set of Brain Gym Exercises.

Brain Gym is a program of physical movements that enhance learning and performance in all areas (Brain Gym International, 2005). Brain Gym includes 26 activities that promote whole brain learning resulting in rapid and often dramatic improvements in concentration, memory, reading, writing, organizing, listening, physical, coordination, and more. Brain Gym develops the brain's neural pathways through movement. Dennison Laterality Repatterning is a specific set of Brain Gym activities that helps the brain link information that the person takes in and makes the data useful (Hannaford, 1995, p. 111).

Brain Gym began in the 1970’s with the work of educators Dr. Paul Dennison and Gail E. Dennison (Hannaford, 1995, p.113). Dr. Dennison was struggling with his own dyslexia and visual difficulties. He put together the Brain Gym in the Valley Remedial Group Learning Center in California. Dr. Dennison has been helping children there for over nineteen years now.

For more than seventy years, early researchers in sensory-motor training, applied kinesiology and developmental optometry have provided statistical research relative to the effects of movement to learning (Hannaford, 1995, p.113). Dr. Dennison adapted this research, as it related to children with specific language disabilities into quick, easy, task-specific movements that help any type of learner.

Today Brain Gym supports people with or without learning disabilities. This program is making huge changes in many lives. Brain Gym is used in more than 80 countries and is taught in thousands of public and private schools worldwide and in corporate, performing arts, and athletic training programs (Brain Gym International, 2005).

An example of a Brain Gym movement from the Energy Exercises is called the “thinking cap.” Prior to doing it however, turn your head to the left and see how far you can look and notice if there is any tension in your neck. Now turn your head to the right and notice how far you can look and if there’s any tension in your neck. Massage your ears by unrolling the fold of them by beginning at the top and going all the way to the bottom. Do this three times. (In Brain Gym, we call this the “thinking cap.”) Now, turn your head to the left and notice how far you can look and if there is any tension in your neck; and repeat with your head towards the right. Most of you (98%) will notice a very positive difference in your ability to turn your head. You’ve just relaxed your mind/body system so that you are better able to organize yourself as witnessed by your body’s ability to subconsciously organize itself so that turning your head is easier (Koester, 2004.

Personally, I have begun to incorporate Brain Gym movements into my Brain Training sessions. Especially working with children who are weak, below their peers, in the areas of reading and remembering, reading and comprehension, spelling, listening, attending and processing both auditorily and visually.





Sources:
About brain gym. Retrieved May 12, 2005, from http://www.braingym.org/about.html
Hannaford, C., Ph.D. (1995). Smart moves: Why learning is not all in your head. Salt Lake City, Utah: Great River Books.
Koester, C., M.Ed. (2000). A summary of a brain gym research project on reading. Brain Gym Journal.

How Enhanced Learning Skills for Kids Came into Existence

Mrs. Bain owned Kids of the Kingdom Tutoring since 2005 but due to her own children with special needs and her student's inability to transition into independent learners, ELSK was born into existence. The following tells the story of her journey with her daughter's brain injury and the quest to find solutions to help her daughter and others become independent learners and not just compensate for their weaknesses.

On April 26, 1998, Colleen and Thomas Bain rushed their 11 month old baby girl, Shannon, into Children's Hospital of Philadelphia (C.H.O.P.). Shannon was sent there from her pediatrician after the doctor witnessed Shannon's eyes literally "dancing" around. Shannon had a very bad cold, double ear infection and was starting to lose balance whenever she moved around.

After being in C.H.O.P. for two weeks, the neurologist came in and informed Mrs. Bain that if someone was to have Cancer, than Shannon had the better kind of Cancer!! The docs informed her that Shannon most likely had neuroblastoma. The fact that Shannon's eyes were dancing around probably meant she also had Opsoclonus Myoclonus Syndrome. The two usually pair together but the docs wouldn't know for sure until they found a tumor. They did find a tumor after looking for it for two weeks and the tumor was quickly resected. We would later find out that OMS is 50% paired with a tumor and 50% viral based.

Colleen and Tom would unfortunately discover that the OMS was worse than the cancer itself. Being a very rare disorder that impacts only a handful of children around the world each year, little was known about OMS other than it would cause a brain injury if not treated immediately. Apparently, there were only two doctors in the world, at this time, that were researching and studying OMS. C.H.O.P. was privileged to have a doctor on staff that was familiar with OMS and had seen it a few times before Shannon. They were quickly assigned to their first of many neuro-oncologists at C.H.O.P.

OMS turned out to be an auto-immune disorder where Shannon's B and T cells (antibodies) were attacking her brain on a daily basis whenever she had a viral or bacterial infection. The doctors used immunosuppressant therapy to stop the attacks and successfully placed her "bad" antibodies into remission within three years of treatment using ACTH (steroids) daily injections. However, Shannon's brain did suffer from injury but Colleen and Tom would not know the extent of the injury as OMS is thought to injure at the synaptic level. In other words, even if Tom and Colleen requested a picture of Shannon's brain, the injury would not be visible because the injury is so deep within the brain structure. Functional MRIs could tell us cognitive measures but doctors are not supporting these tests other than clinical trials. We are going to the Amen's Clinic in December for SPECT imaging. That is another blog entry :-)

Shannon was treated with speech, occupational and physical therapies immediately because the OMS completely stripped Shannon of all her learning skills. Once a child that was able to speak, crawl, stand, sit and communicate as little ones do, Shannon was now held captive within a small body that lay lifeless unless she had great assistance from those around her.

Shannon made great strides from the onset of OMS through the years to learn to sit, talk, walk, run and even ride a bike! Her disability is considered a hidden disability because in most areas Shannon looks and acts like any other girl her age. However, once Shannon needs to use her learning skills to read, write and do math (memory, visual and auditory processing, logic, attention) Shannon then exhibits the impact of her brain injury. She is considered to have a Language Learning Disability - Mild that impacts her academically and in every day life.

Like every other parent of a child with disabilities, Colleen and Tom sought after every possible therapy that might "cure" Shannon's brain injury and allow her to learn to read, write and do math. They did help Shannon compensate through individualized programs that worked her strengths and avoided her weaknesses. At age 10, Shannon resided at about a first grade level in reading and beginning second grade level for math. Shannon had no fluency in reading and could not do any math mentally. Tom and Colleen, like other parents, wanted to blame the school. They could not understand why the school was not "teaching" Shannon and why they were not helping to "close the academic gap". Later, they would realize that the teachers were teaching but Shannon did not have adequate learning skills (memory, attention, visual and auditory processing) to internalize, retain, and retrieve new concepts or material. Shannon currently has a 4yr. academic gap and is being homeschooled as of October 16, 2008.

Colleen had tutored Shannon for years but never saw true independent progress. Shannon was not retaining and recalling information easily and sometimes not at all. This prohibited successful progress in learning because her knowledge base was sparse and scattered. For Shannon, her entire educational journey has been with the use of prompting and she never became independent of needing the supports of an adult. Because she did not show strength in any of her learning skills, she could not initially use the support of an adult to introduce material and then promote her own learning skills to build upon that newly acquired knowledge.

Colleen recognized that Shannon required cognitive and processing training. She discovered a researched based program called Processing and Cognitive Enhancement (PACE) and became certified as a provider and trainer. Shannon continues through this program as medical challenges continue to present themselves and delay completion. At the time of this posting, Shannon has experienced another setback medically and is being treated. Shannon is mid-point through PACE and beginning the Reading Program called Master the Code. Both of these programs support educational establishments. Neither compete with teachers. In fact, they help to make the teachers more successful in helping the student to learn.

Shannon will be the first to tell you that PACE has helped her learn to read (fluency). This is because the program has strengthened her auditory and visual processing and memory skills. She is able to remember and recall words. She is processing her auditory and visual perception much better now and her visual acuity (eye teaming) has been strengthened. Shannon was able to read "Enjoy the Show" on the movie theater screen. She screamed out "I just read that all by myself!!"

Shannon has a way to go yet and the important message for her to internalize is that she is perfect the way she is right now. She is no "less" than others because she has an academic gap and that strengthening her learning skills will improve her academic abilities. She will still have to close the gap after the cognitive training but with the skills to learn she will progress and show success academically. Because her skills needed to read and comprehend, read and remember, listen, attend, focus, spell, visualize and others are being strengthened, Shannon has the chance to become an active participant in the learning process at school and in life.

Shannon's present skill levels reflecting mid-point in the program . Pre-test measures reflect initial assessment from 1/08 prior to beginning the program. The Post-test measures reflect her recent assessment (taken in august). You can see the gains made in her learning skill set.

All Scores
Test Name	Pre-Test	Post-Test	Change
Processing Speed GCTB	7	9.9	+2.9
Working Memory GCTB	9.9	14.5	+4.6
Visual Processing GCTB	8.4	10	+1.6
Word Attack GCTB	7.3	8.8	+1.5
Auditory Analysis GCTB	5	18	+13
Logic-Reasoning GCTB	6	10	+4

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A Child's IVIG Experience - Help is on the Way!

Thanks for your continued prayers for our family - especially for Shannon's well being. We appreciate everyone's support and understanding. Shannon is such a trooper !! She is so brave and courageous. She sat on her daddy's lap for the IV (needle) portion and even joked to the nurses that perhaps they should secretly get daddy with the needle instead of her? LOL ... Nurses found that hilarious - daddy - not so much. :-)

I got a bit nervous while waiting for IVIG MEDS to arrive because another little girl was so scared she ran away from nurses and parents screaming in horror. Shannon was the shade of a ghost by now .. so I found humor with it and no sooner had Shannon chuckling up a storm. The little girl was fine by the way. Behaviors like this are normal when their little bodies are not well. Shannon calmed down a bit and got a little color back in her face :-0

Next, we all hunkered down for what turned out to be 4 hours of IV drip within a total 6 hour day at the hospital. Children's of Philly is great and provided Shannon with whatever she wanted - we were even allowed to walk her and her IV pole to a computer room and set up shop there for a bit - so Shannon could play her webkinz online for a while. When she was just sitting in the chair in the pictures (via links below) they gave her a personal TV so she could watch a movie, play video games or watch cable TV. So, they really, really try their best to keep the kids minds off the discomfort. Of course, the water main break back home did not help and we tried not to show panic in front of Shannon while coordinating coverage for Sean who was getting let out of school with no prior notice. We got him home safely - Thank you Kathy (our sitter/teacher/tutor/the list goes on).

We had all the nurses and even the cleaning folks laughing hysterical at one point. I really do enjoy family like atmospheres ... we got all the people going with Tom does all the cooking and cleaning .. which Tom loved and the ladies were so jealous ... at first they looked at tom and laughed hysterically but Shannon made me come over and I admitted Tom does a lot of cooking and cleaning .. I did not say I have to tend to Shannon 24/7 but I know they could figure it out .. I did not want to add to Shannon's thoughts right now ... Thank God Tom steps up to help out. So then, I just took advantage of the humor for Shannon's sake and started telling the ladies what he can cook and they were like No Way? Get Out of Here! Tell me More! so you had to be there but we had everyone around "us" at one point which was great for Shannon. We got a good 30 minutes of belly laughs and by the time we left everyone was wishing we could stay just a bit longer. Call me a sap but I enjoy people and making a family wherever I go!

Blessings to all --- we will keep you updated on Shannon's progress. Thanks for continued prayers!