Saturday, June 23, 2012

Kids Beyond Limits: Breakthrough Results for Children with Autism, Brain Damage, ADHD and Developmental Delays
Presented by: Anat Baniel 
Hosted by: Institute of HeartMath Education Coordinator Jeff Goelitz
On Saturday, June 9, 2012 

I was planning to write a blog from my notes…..but I don’t think that’s going to happen.  So here are my notes from the webinar. Please send me an email if you have any questions.

Movement is the language of the brain….Movement provides information to form cells. Brain can change under the right conditions.
We need to start from where they (the children) are….if your child can’t do it, trying to make them do it won’t work. Impossible to fix a human being. Nothing to fix. We can only evolve.

Stop looking at the limitations.

“connect before you correct” Jane Nelsen.

The changes need to occur in the brain, rather than physical therapy.

Information = perception of a difference.

We need to stop trying to make the child do what they can’t do. When you make them do it, they are learning that they can’t….becomes a barrier.

All children have special needs. A child is born with 22% of size of adult brain. All children brains can become “brilliant”!

Children have to learn everything.

The nine essentials

Babies randomness is actually learning differentiation. Randomness provides vast experiences.

Movement with attention: huge brain growth….attention to the self…not to the task or teacher…

The learning switch: only on for 20 mins at a time (at the most). Once there is a new learning….stop. The new connections are fragile,….harping will hinder the learning.

Subtlety:  Reducing the effort …they can feel things they never felt before…there is more learning. Don/t force them to stand …don’t make them work hard…make it as easy as possible. Work closely to where they are right now. Learning is emotional, cognitive and physical. Brain can’t learn under stress. …lazy land…emotional ease. Connect in here and now….ease…you can see the slight changes.

Variation: just provide variation…stop getting them to do it the right way.  Variation is the source of learning.

Slow: Enthusiasm: a skill adults need to focus on…children are usually good at this. Don’t clap….alarms the child…distracts them. Parents need to feel enthusiasm…without doing anything…there is a transmission to the child and this is what helps the child. Celebrate with quiet enthusiasm.

Flexible goals: put process ahead of the outcome. Create conditions for child to learn…celebrate small changes. A change is a change.

Imagination: turns the lights on throughout the brain. Allowing for new possibilities.

Awareness: child observing what’s going on …. Little infants are mega observers….transform limitations to possibilities. Let the brain patterns fire really quickly…makes the brain work on a hirer level.

Pay attention to what they feel as they move….once they start feeling what’s going on with them…they engage in all levels. 

Sensory Processing Disorder (SPD)

Sensory processing disorder (SPD) is a neurodevelopmental disorder that affects at least one in twenty children. Children with SPD don't process or experience sensory information the way other typical children do; therfore, they don't behave the way other children do. They struggle to perform tasks that come easier for other children. Consequently they suffer a loss of quality in their social, personal, emotional and academic life.

The Sensory Processing Disorder Foundation is dedicated to continue their research into the knowledge and treatment of SPD, so that, as Lucy Jane Miller writes in her book "Sensations Kids", "the millions of sensational children currently "muddling through" daily life will enjoy the same hope and help that research and recognition already have bestowed on coutless other conditions that once baffled science and disrupted lives."