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Sequence 22disorders are very rare. The place to start, the place where you will best be able to help the child, is in helping them… |
Sequence 23No. So in some sense we need to do something to help encourage that activity and I'm interested in learning how you folks… |
Sequence 24What do you suppose the numberone referral question is to a pedia tric neuropsy- chologist or child psycholo- gist? [t… |
Sequence 25• often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due… |
Sequence 26And here are the symptoms of impulsivity: • often blurts out answers before questions have been completed • often has… |
Sequence 27some kind of insult to the developing brain, either in utero or in the environment later on. It should be understood to be a… |
Sequence 28symptoms that we would associate with ADHD, it's not ADHD, it's a traumatic brain injury. ADHD is a developmental… |
Sequence 29explaining to the parent that it's not a character flaw and you need not increase your punishment level because, believe… |
Sequence 30to say, it is easy to do medication treatment poorly. How many of you have seen a child who's shown a striking change of… |
Sequence 31are outside the scope of this lecture. We are going to talk about autism, Asperger's disorder (also called Asperger… |
Sequence 32this world than there needs to be. And a lot of children who get this diagnosis really don't qualify for it-many of them… |
Sequence 33complex movements, such as self-caressing, crossing and uncrossing the legs, or marching in place. Autistic children may also… |
Sequence 34very odd social behavior. It turned out that this boy was obsessed with the solar system, and also that he often used this… |
Sequence 35an antidepressant, anti-anxiety action. What it seems to do for them is to increase their span of coping. Rather than melting… |
Sequence 36the world; the gene for that implicit social learning is gone. Social Stories describe a situation, skill, or concept in terms… |
Sequence 37Sometimes, r may be the Line Leader. This means that the other children in my class will walk behind me. Sometimes, l may be… |
Sequence 38An acute stressor, with the right help, tends to take care of itself in days or weeks. You identify it as a problem in social… |
Sequence 39beliefs about the world that are held without evidence, can become self-perpetuating, and can really drive mood problems. CBT… |
Sequence 40Temperament Before we talk about anxiety, I want to say the most interesting part of the talk begins now. I want to talk… |
Sequence 41high and there's low. That's just how people are. And how are most people? Think about that bell-shaped curve for a… |
Sequence 42• extraversion versus introversion • emotional stability versus stress reactivity • conscientiousness versus irresponsibility… |
Sequence 43tend to overcategorize them as high or low. In reality, most people are somewhere near the middle in most of these… |
Sequence 44Anxiety This is how we are built, and some of us are built a little more emotionally unstable than others. Consider the… |
Sequence 45There will be an activating event-something that elicits a startle response. "What do you mean we're going out… |
Sequence 46ea II) (1.) :, > e (1.) <( I Figure 5. Arousal level over time for three children. have an upset, that… |
Sequence 47Maybe he needs detailed, advanced planning, so you may draw a map of how the new room will be and show it to him and explain… |
Sequence 48comes back down. It's a biological phenomenon: Adrenaline goes into the blood and it gets metabolized out of the blood,… |
Sequence 49What we are working against here, again, is nature. No one signs up to be at the ninety-eighth percentile of stress reactivity… |
Sequence 50Well the short answer is I don't see patients any more so I can't help, but I can refer, which is what l did. But… |
Sequence 51that after hearing a little about temperament and anxiety disorders you might consider that model, too. This is not to say… |
Sequence 52cal processing and that it essentially bas nothing to do with ocular motor tracking. That's how we arrived at what we… |
Sequence 53250 100 so oJ;.e:._ ____________________ ---4 0 so 100 150 zso Chronologle-.1 Age Figure 6. Mental age versus… |
Sequence 54agree are legit, all we have is opinion and anecdote, which is just one step above opinion in terms of its usefulness as… |
Sequence 55study, the more carefully you compare intervention A to experimen- tal intervention B, the less likely some of these novel,… |
Sequence 56Irlen Lenses Let's talk about one very unusual intervention that many have heard of: It's called Iden lenses. This… |
Sequence 57Like clockwork it cycles around. Every five toeightyears that story reappears because everybody forgot that it seemed kind… |
Sequence 58the close supervision of a trained therapist. The time for listening can vary from up to thirty minutes once a day to thirty… |
Sequence 59Whereas: There has been recent interest in the treatment of autism through a technique of auditory training called"… |
Sequence 60Educational Kinesiology Now I will talk about an issue that's of some sensitivity to many of us here in the room:… |
Sequence 61Again, learning disabled children still develop. We must design a way of investigating interventions that allows us not to… |
Sequence 62Frankly, in your pedagogy, in the method of Montessori educa- tion that you practice, J believe that everything you need is… |
Sequence 63tells you that, suspect other things that they are telling you. They have a model, a theory, which may be quite interesting,… |
Sequence 64how a child is doing relative to other children in the same school. It can crate comparative reports that can be printed out.… |
Sequence 65Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
Sequence 1Nimal Vaz 140 The NAMTA Jo11mal • Vc>I. 34, No. 2 • Spring 2009 |
Sequence 2MONTESSORI SPECIAL EDUCATION AND NATURE'S PLAYGROUND by Nimal Vaz Nimal Vnz takes us to the esse11tia/s of Montessori… |
Sequence 3"Why isn't this child who appears to be of normal intelligence learning to read?" "Well,… |
Sequence 4the day (also today). But the "methods" were not particular to an "inferior mentality,"… |
Sequence 5midst of nature for the young child or for bringing nature into our environments. Dr. Montessori has been called the greatest… |
Sequence 6Nature has, Ii ttle by little, been restricted in our conception to the little growing flowers, and to the domestic animals… |
Sequence 7form a word, we then get: OMBIUS .... The social ombius dominates the child. (50-51) Adults think they know what is good for… |
Sequence 8things and then perhaps discuss and question his observation. This was one way of developing intelligence, his ability to find… |
Sequence 9the electrical activity produced when neu ra I pathways are activated gives rise to chemical changes that stabilize the… |
Sequence 10is central to education. Equally important in the future will be bi- ology" (cited in Kantrowitz & Winger 45… |
Sequence 111. The material necessary for carrying out the exercises of practical life. 2. The sensorial materials. 3. The language and… |
Sequence 124. Grace and courtesy exercises to help oil the wheels of society as well as to learn the ground rules of the prepared environ… |
Sequence 13Play listening games outdoors. Rachel Carson says, "I believe children can be helped to hear the many voices of the… |
Sequence 14pieces, big and small, revealed the same inner structure when ex- amined with the magnifying glass. All crystals of a given… |
Sequence 15THE MATHEMATICS MATERIALS AND NATURE As Dr. Montessori often remarked, geography, biology, and mathematics are not in books.… |
Sequence 16laundry to be folded precisely and exactly, to calculate how many place settings a re needed for lunch. Repetition of these… |
Sequence 17picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 18Montessori, Maria. Tile For111alion of Man. 1949. Trans. A.M. Joosten. Oxford: Clio, 1989. Montessori, Maria. Spo11taneo11s… |
Sequence 1Nilda Cosco and Robin Moore 158 The NAMTA .!oumaf • Vol. 34, No. 2 • Spring 2009 |
Sequence 2SENSORY INTEGRATION AND CONTACT WITH NATURE: DESIGNING OUTDOOR INCLUSIVE ENVIRONMENTS by Nilda Cosco and Robin Moore Nilda… |
Sequence 3weather, built environments, and the social circumstances of daily life). Carefully designed natural environments can help… |
Sequence 4climates, indoor prepared environments and gardens can similarly provide rich contact with natural materials (small trees,… |
Sequence 5Figure 1. A whimsical planter attracts children's attention and stimulates their imagination. It is a type of semi-… |
Sequence 6posed of entities and events (people, objects, behavior) and other processes (sound, shade, etc.), their spatial and temporal… |
Sequence 7Figure 2. A low "rollable" hill stimulates the vestibular system and encourages vigorous activity. Observe… |
Sequence 8Figure 3. A low stump supports jumping with the intent of touching the low-hanging tree branch. Again, the stump-plus-low-… |
Sequence 9and more expansive activities for older children, for enjoying the fresh air or conducting "scientific"… |
Sequence 10Kingdom is a current education effort explicitly aimed at providing children with natural settings, with exploration rather… |
Sequence 11significant improvement for all motor test items except flexibility. Notably, the experimental group showed marked improvement… |
Sequence 12Orient the garden site to receive year-round sun and shelter fro111 winter winds. Plants are the essence of "healing… |
Sequence 13Infants' and toddlers' gardens. Provide direct access from the building to infants' and toddlers' gardens… |
Sequence 14translucent awnings, pergolas, shade trees, or other shading devices should be located at exit thresholds. Accessibility/U sa… |
Sequence 15find planting a flower in a pot a new and exciting experience. Other children might seek rest rather than challenge. They need… |
Sequence 16nature. Natural settings should contain the greatest diversity of plants possible, selected for their collective year-round… |
Sequence 17excellent opportunities for children and teachers to interact. Sand should stay covered with a light, fine-mesh net when not… |
Sequence 18integrate the arts (in children's eyes). Therapeutic gardens offer innumerable opportunities for in- tegration of the… |
Sequence 19Hannaford, C. S111nrl Moves: Why Leaming ls Not All i11 Your Head. Arlington, VA: Great Ocean Publishers, 1995. Hart, R.… |
Sequence 20Swarbrick, N., G. Eastwood, & K. Tutton. "Self-Esteem and Successful Interaction as Part of the Forest School… |
Sequence 12009 NAMTA BASELINE SPECIAL EDUCATION SURVEY analysis by Barbara Kahn Whnt does n survey of eighty-two Montessori schools… |
Sequence 2• 18% Midwest (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,… |
Sequence 3elementary level because primary is the time for exposure and learning. Therefore it was surprising to have 8 small schools… |
Sequence 4population (Kidsource.com), it is to be expected that Montes- sori would have a fair share of chil.dren with ADHD. • Dyslexia… |
Sequence 5ing" (cited by Cornell University, http:/ /www.ilr.cornell. ed u / edi/DisabilityStatistics/ sources.cfm#acs). •… |
Sequence 6• • • 186 Education and other governmental agencies, autism is grow- ing at a startling rate of 10-17 percent per year. At… |
Sequence 7even when wearing glasses, representing 448,000 children and youths." Prenatal cataracts are a leading cause of child… |
Sequence 8Another disruptive behavior disorder, called op- positional defiant disorder, may be a precursor of conduct disorder. A child… |
Sequence 9• Speech-language pathologist: 34 schools (41%). Thirty-four schools had a speech-language pathologist on staff or avail-… |
Sequence 10from the local school district. The learning specialists worked from 1 to 40 hours per week. Although several schools… |
Sequence 11To fully answer the referral question, however, one must first look at the admissions policies of Montessori schools, which… |
Sequence 122. "Teacher calls parents in for a meeting to discuss observa- tions and concerns as well as approaches she has tried… |
Sequence 13cent Springs). Schools often provide a list of local resources and referrals for evaluation. 10. Sometimes a student can be… |
Sequence 14classroom. In addition, there is a lower elementary class for 4 students diagnosed within the autistic spectrum. The goal is… |
Sequence 15ln addition to the clinic, Rivendell Preschool is an inclusion model, accepting children with a variety of learning styles and… |
Sequence 16The capsule summaries of the three schools with modified pro- grams for a specific population were received by email or fax,… |
Sequence 1MARIA MONTESSORI, SAMUEL ORTON, AND ANNA GILLINGHAM by Barbara Kahn This brief biography of Samuel T. Orton and his… |
Sequence 2Montessori far more than her American counterparts. At the same time it offered opportunities to enhance and enrich her… |