Early life stress can leave lasting impacts on the brain Researchers at the University of Wisconsin - Madison, have taken a close look at the amygdala and hippocampus of children…
In previous posts, we have talked about what classroom integration is, examples of classroom integration, collaborative consultation, and natural environments. In part 5 of this discussion on school-based practice, we take on another factor that influences successful classroom integration of related services: parent perception. Parents are experts on their own children, and are key members of the IEP team. As such, it is very important that the relationships between therapists and families are mutually trusting and respectful. Maintaining open communication is a way to form and maintain a relationship with parents.
Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development An article to be published in School Psychology Quarterly describes the findings of a large study of preschool classroom in the US Southeast. The researchers found that preschool classroom environments had an impact on the development of executive functioning. More specifically, they found that positive interactions in the classroom supported the development of self-regulation skills. The researchers discuss the need for more preventative classroom management, rather than using "behavior disapproval" to correct young children. The Influence of Childhood Aerobic Fitness on Learning and Memory
Did you know there are many ways to further your knowledge of research and evidence on a budget? In this post, we summarize a variety of resources to keep up with current evidence and best-practice!
As we return to school, everyone starts feeling the stress. Students, parents, teachers, and therapists, all experience the seemingly abrupt transition from summer fun to the classroom. But there are ways to manage the stress and ease the back to school pains!
Welcome to the third part of our discussion on classroom integration - check out part 1 and part 2, where we talked about the different models of integrating therapy services into the classroom, and the factors that can support more integrated services. Now that we have talked about the factors supporting integration of related services into the classroom - how do we engineer these factors into our environment?
What can inclusion look like? In our last post on including therapy sessions in the classroom, we talked about the range of service delivery models, from individual, pull-out sessions, to providing individual support within the classroom routine. In this post, we share two references that discuss what inclusion can look like in the school setting.
Going Through the Motions Improves Dance Performance Researchers at the University of California Irvine have looked at ballet dancers' practice methods. Dancers use a strategy called "marking" to practice routines.…
Breakthrough Study Reveals Biological Basis for Sensory Processing Disorders in Kids Researchers at USCF have completed an important study about the biological characteristics of Sensory Processing Disorder. They matched boys…
Salk scientists discover previously unknown requirement for brain development Salk researchers are publishing an article this month in Science magazine. Their experiment on mice found that when the thalamus is disconnected from the cortex of the brain during development visual processing was affected. The thalamus is a centrally located area of the brain primarily involved with connecting other areas of the brain involved with sensory processing and movement. It also controls sleep and levels of consciousness. When this area was separated from the cerebral cortex at birth in the mutated mice, differentiation between higher and lower level visual processing areas did not occur. This resulted in deficits in visual perception and other higher level visual tasks. This is new information, as it was previously thought that this differentiation was determined solely through genetics and predisposed to occur. Researcher Dennis O'Leary and his team are planning to continue researching areas of the brain related to autism and other developmental disorders.