Motor Mvt Interventions For Clinical Practice


Published on

Movement enhances learning. In this presentation we explore the cerebellar-cortical connection and practice strategies such as motor math. Via the book The Family Coach Method.

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Motor Mvt Interventions For Clinical Practice

  1. 1. Lynne Kenney, PsyDPLAY
  2. 2.   Neuroscience in therapy  Motor-Intelligence Therapy  The Family Coach in-home intervention methodology  Play Math

  3. 3.   Brain Facts – Society for Neuroscience  The Brain That Changes Itself – Norman Doidge  The Woman Who Changed Her Brain – Barbara Arrowsmith-Young  The Whole Brain Child Dan Siegel, MD  How To Reach and Teach Children with Challenging Behavior Otten & Tuttle  Thinking Mathematically – Thomas Carpenter et al.
  4. 4. Biological Theory Neuropsychology PsychotherapyOccupational Cognitive Kinesiology Therapy Psychology
  5. 5.   An intervention that engages cognitive or motor parts of the brain  One that increases neuronal communication  One that builds skill sets  One that increases collaborative parenting strategies
  6. 6.   What is the behavioral expectation?  Does the child possess the skill set to meet the task demand?  Right now under these circumstances?  If yes, expect it.  If no, teach it.
  7. 7.  Frequency Duration Intensity
  8. 8. The FamilyCoach MethodSECTION II
  9. 9.   A three tiered methodology for in- home and in-office interventions that moves families away from coercion, threats and time-out and into brain- based skills and strategies.
  10. 10.   When your child is first diagnosed sometimes it’s hard to know where to begin.  Do you have a brief neuropsych eval to assess IQ and executive function?  Do you see an OT for sensory issues?  Do you improve food and nutrition?  Do you look into amino acids to impact neurotransmitters?  Do you do brain training?  What behavioral interventions do you consider?  Is it time for a medication trial?
  12. 12. THE FAMILY COACH METHOD! ! WWW.LYNNEKENNEY.COM The Family Coach Pyramid MEDICINE NEUROT amino acids REALFOOD omega 3s greens water protein Developmental Behavioral Learning SkillsPAGE 1 OF 1! ! PYRAMID S Organization
  13. 13. Domains ofInterventionLanguage Cognition Motor Self- MoodImpulsivity Regulation Modulation SocialBody Space Self-Help Interactions
  14. 14. Domains ofIntervention II Fine Gross Safety InfoMotor MotorPlay Reading Writing Classroom FamilyMath Skills Skills
  15. 15. SKILL 
 SETSThe Foundation: A Culture of Respect
  16. 16. Expectations Skill Sets Outcomes Inhibition + Self-regulation Planning Previewing Organization Task initiation Task completion Self-observation Needs
  17. 17. THE FAMILY COACH METHOD! ! WWW.LYNNEKENNEY.COM The Family Coach ToolsThe FOUNDATION SKILL SETS SKILL SETS SKILL SETS Your Home as a Picture Teaching The Beginning, The do-over (39) The Circle of Peace Middle and end (83)The Family Coach Playbook Learning To Listen -For Teaching Boundaries and Collaborative Parents Behavior with Hoolahoops CommunicationYour Mission Statement (23) Write it, draw it post, it Managing Moments of SPARKPE Cognitive Shift (94)Your Family Values List (30) Role-play (112) Maria Bailey’s Secret Dr. Lynne’s Fab 5 Foods Handshake (42) As a Family We Value (28) Charades Daily Points For Teaching Look, Listen and Learn Behaviors (134) I Will Be Happier When Pillow Hops Social Emotional IQ with The Space Between (141) KIMOCHIS Proactive Rules (32) Creating Buy-In Sprinkling Skills Sets (107) The Space Within (143) Kathy Ireland’s Bubble The Family Security Blanket The Preparation Habit (109) “I’m Your Best Coach” Time (11) Defining RESPECT 30 Family Activity List (189) The Night Before The Corral of Nurturance Creating a culture of The Clean Sweep (83) Skill Deficits vs Willfull The Clarity Process (163) RESPECT Non-compliance (116)Seven Signs of Respect (43) The Saturday Box (85) The ABC Detective Tool The Line of Demarcation (121) (145) Raining on Your Children Tackling Procrastination Situational Non-compliance Create The Pond (174) (88) The Family Schedule (68) Skill Set Breakdown ABC Task Delegation Deputizing Kids (176) Routine Task Lists (62) Activity Previews Direct Communications Seek To Understand (178) Michelle LaRowe (81) The Check It Method (73) Why Children Misbehave The Who What When The Walk and Talk Game (159) Where How (125) (191) Dinner Routine (63) Independence and The Bridge (129) The Caveman and The Responsibility are partners Thinker (211) (79) Family Rules List (33) Nurture Yourself (216) Know Yourself (218) Be Accountable (245)PAGE 1 OF 1! ! TOOLS MENU
  18. 18.   Identify family fit, in-home work is for medium to high functioning parents with children who need skills (family organization, better food choices, parent hierarchy work, expectations, emotional- social, academic, executive function, self-regulation, calming, routines, motor skills and more).  Intake  Consents  Establish pieces of work: One office meeting, two to four in-home meetings, two follow-up 30 minute phone sessions, one summary meeting for future planning.
  19. 19. The Family Coach Skills Delineation TASK: Begin/Complete NEXT STEPS _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________
  20. 20. Session I Review needs,consents, motivations,interests, goals and processplanning.Draw it write it discuss itWHEN WE WERE A HAPPIERFAMILY … what will be better
  21. 21. Session II Interact to learn andgrowPlay is the center of the workSit and play where you areDetermine do I teach thefoundation or do I move to skillsMake lessons live and actionableThe SMYTH FAMILY ~ Ready to livein the space between
  22. 22. Session III the workis where we areJeremy and his notso ready for eatingskills.
  23. 23. The foundation is clear,the mission, values andrules have beencommunicated now it’sdeeper into the skill sets.Bobby and his tantrums ~a boundaries andcommunicationintervention.
  24. 24. Freedomland Parents are not consistent, they fluctuate in expectations, do not The space of respond rapidly enough. resistance and defiance. Freedomland The Circle of Nurturance, love and abundant Freedom. Children are encouraged to have fun, explore The parents are clear inChildren feel unsafe as expectations. Parents are calm andthey have too much consistent. They focus on what thepower and control. They child does well. The children buildtest their parentʼs trust and competence.consistency. Pushbuttons and parentʼsescalate their response(The Family Tantrum). When children push up against the outer-edge of defiance, they may get aggressive or violent, feeling overwhelmed, angry and internally out of control.
  25. 25. Play MathSECTION III
  26. 26.   Cerebellar-Cortical Math  See it  Say it  Write it  Build it  Play it
  27. 27.   In ten 45 minute sessions, the children went from being students to mentors, teaching other children their math facts. 90% of the children who “played math” doubled their multiplication math scores in six to twelve weeks.
  28. 28.   The motor-cognitive components of Play Math. When we alternated gross motor movement (tossing, throwing, passing, bouncing balls) with fine motor movement (touching, counting, sliding, building base ten blocks) the childrenʼs brains took in the knowledge in a multi-sensory manner.
  29. 29.   WE SEE ~ We see the number relationships with base ten blocks and marker boards. We begin with pre-symbolic math looking at and talking about the numbers represented by base ten blacks. Many children experience “AH-HA” when they can see what 9 + 4 actually looks like.  WE SAY ~ Math is a language based activity. We say what we see, we ask questions and we communicate about math as we play.  WE WRITE ~ As we progress we start to write number equations, fact families and factors.  WE PLAY ~ We introduce the math concepts, we wonder aloud and allow the child to see, say, play and build math. It is important that we do not instruct. Children get enough instruction in school. We want to play and have fun with numbers and math concepts.  WE TOUCH ~ We encourage the children to touch the base ten blocks. They count the ones, move the rods and talk about the numbers they are building.  WE MOVE ~ Each activity has a motor component, some use fine motor manipulation and others use gross motor movement. This way we engage the whole brain not just the visual and auditory brain systems.  WE CROSS ~ We incorporate large motor movement in all directions using rhythm. We begin with simple ball bouncing to establish rhythm. Then we move to passing balls across the body, to the side and overhead. Crossing the midline integrates brain hemispheres and enables the brain to organize itself.
  30. 30.   Rhythm Mirroring and Skip Counting  Stuck? Slide and Glide  How do the numbers fit together?  Multiplication is a square or a rectangle  Multiplication and division are fast counting  Enhance the play aspects of learning with marker boards, polyspots, tennis balls and more. Weʼll show you how.
  31. 31. Your Passion Matters! What’sin yourtool kit?