Posts Tagged ‘Brainjogging’

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Connecting with Children with Autism

Monday, January 30th, 2017 by Karishma Bakshani

Nonverbal communication can be one of the most important forms of communication between a parent and a child with autism. Given the challenges communicating verbally, sometimes the best way to form a connection with a child with autism is through the way you look at them, the way you touch them,  by the tone of your voice,  and your body language.  Also, when appropriate, do not be afraid to give control to your child.  Children with autism often feel frustrated because they have no sense of control over themselves or their surroundings.  Giving your child on the spectrum a chance to be the decision maker often relieves built up anxiety and makes him more willing to cooperate with you!  Below are some tips for connecting with your child with autism.

Observing Nonverbal Communication

Nonverbal cues in children with autism can help to clue you in to how they are thinking or feeling. Parents who practice observing the body language of their children will learn to understand their feelings much better and this can help you to form a closer connection. If your child is not particularly adept at verbal communication, tune into their sounds, the changing expressions on their face and take note of any similarities they make – nonverbally or verbally – when they are attention-seeking, tired, hungry, upset or frustrated.  A child may pull back when you hold his hand.  He is not being defiant, he simply has no clue where you are taking him!  Try saying, “We need to go to school now.  Let’s walk to the car together.”  Say the sentence calmly and give him a chance to process.  You might need to repeat the sentence (with the same exact words).  Children with autism are very smart!  They just need a few more minutes to process.  Many children on the spectrum are not verbal, but most do understand your words and your tone of voice.  You can teach them kindness and respect by having your facial expressions, words, and actions match the behavior you want to teach.

Prevent Tantrums by Understanding Nonverbal Cues

A tantrum thrown by any child, especially a child with autism, is a sign that they are feeling ignored, misunderstood, or out of control. As verbal communication between a parent and a child with autism can be difficult or nonexistent, it is up to the parent to determine how their child is communicating their feelings nonverbally.  Since many tantrums are the result of feeling a lack of control, before changing routines, take a moment to sit down with your child and explain the changes through pictures and words.  Using both pictures and words will help your child to learn more vocabulary to be able to better understand you in the future.

Learn the Scenarios that Elicit Response

You may find that your child is particularly sensitive to certain sights, sounds, touch, tastes, smells or light. Parents who figure out which senses elicit negative responses can prepare their child before any event or activity.  If your child is having a particularly disorganized day, you might choose to skip that event altogether!  Helping our children live in our world is important.  Helping them realize when they have had enough is equally important as well!

Have Fun Nonverbally

If you had to be in class and therapy sessions, hour after hour, how would you feel?  Probably tired and a little stressed out!  Imagine how our children with autism feel?  At the end of the day, they are still children and ALL CHILDREN learn best when they are having fun!  If your child has sensory issues, take him to a local playground where he can swing and slide, and climb to get rid of the wiggles!  Maybe your child needs deep pressure.  Wrap her in a blanket, hug her tight, and read some fun stories together.  Are you trying to teach vocabulary?  Bring out a matching game, and be sure to say the name of each match that you find.  Vocabulary and turn-taking all in one game?  Perfect!!  Anything can be a game if you and your child are having fun.  Be sure to praise your child any time she does something positive.  You’ll be more likely to see that positive behavior again!

Contact Camp Academia for Extra Help

Camp Academia has been helping children with autism for over 30 years!  By using Brainjogging, a web-based computer learning program that uses visual stimuli to enhance learning, children are able to improve their capacity for learning.  When used for just five to seven minutes, two times a day, children with autism quickly see improvement in eye contact, behavior, and processing speed.  Contact Camp Academia, at 1-888-7-I- LEARN today to learn more.

 

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Five reasons why we need to curb screen time…

Tuesday, January 3rd, 2017 by admin

If someone approached you to enroll your child in a social experiment, would you agree?  Probably not.  But that is exactly what we have done for the past decade since the introduction of smart phones and tablets.  With only a handful of studies on the effects of screens, many of us allow our children so much more hours of screen time than is recommended by American Academy of Pediatrics.   We aren’t even sure of the long term effects of daily tablet and smart phone use, and yet statistics show that many of the apps downloaded and 50% of the Netflix accounts are geared towards children.  What’s the big deal you might ask.  Here we go…

1.  Excessive screen time is detrimental to overall health.

Children and adults who spend too much time in front of any type of screen often exercise less.  Even if they are not overeating, lack of exercise can lead to obesity.  In fact, too much exposure to screens, especially at night, can lead to sleep problems that can lead to obesity, attention, and cognitive issues.  Two hours before bedtime, all screens (TV, phones, tablets) need to be turned off and a bedtime routine needs to be established to ensure a good night’s sleep!  Children who get a good night’s sleep are more alert, have better processing, and are less likely to gain excessive weight.

2.  Giving young children screens can lead to behavior issues.

Have you ever gone to the supermarket with your child, and to prevent a meltdown, given her your smartphone?  We all have!  But we all know that rewarding bad behavior with a screen is not going to solve anything.  In fact, you are more likely to have meltdowns from your children if they think you will give them a tablet or phone each time.  What about when you take your child for their annual shots?  Some parents like to distract or comfort children with an app or a video on their phone.  Although the child might stop crying, think about what they missed.  What the child really needed was a warm hug, not an app!

3.  Too much screen time can lead to attention issues.

Did you know that ADHD is ten times more prevalent than it was 20 years ago?  A study from Iowa State University showed that kids ages 6-12 who spent more than 2 hours in front of a screen were more likely to have attention issues in school.  In fact, Demetri Christakis, an expert on children and media consumption, feels the speed and flash of modern video games and TV is a big concern.

“I think that the concern is that the pacing of the program, whether its video games or TV is over stimulating and contributes to attention problems,” Christakis says.
4.  Apps and video games provide TOO MUCH stimulation to developing minds.
 It seems so much easier to put on a story-time app for your toddler than to actually tell her a story.  The child, however, misses out on so much when we do that.  When a mother tells her child a story, the child listens to her mother’s voice, She has to listen for changes in intonation as well as try to read the expression on the faces of the characters in the book.  If her mother is a story-time pro, she might ask the child about the characters’ feelings, or what might happen next!  All these points might seem simple, but they are training the child’s brain to read social cues, to think critically, and to be imaginative.  When a child watches a story on a tablet, the characters move as the story is told.  There is often background music and sound effects.  Also, the child can often touch part of the story to make characters and other parts of the screen move.  All this while the bright light of the tablet is inches from her face!  In this scenario, the child has no chance to use her own imagination.  If she wants to move a long with the story she simply has to push an arrow.  She doesn’t even have to wait for the app’s narrator to finish the sentence.  So many important social skills are missing, when we depend on a tablet to entertain our kids.
5.  Therapies and treatments cannot overcome the effects of video games.
After 30 years of helping children overcome learning difficulties, Shirley Pennebaker has observed the following:  Lack of sleep and over exposure to video games are detrimental to learning!  While Brainjogging can definitely help a child affected by screens and video games, the child must STOP playing video games first.  The next step would be to call Camp Academia and get the child on Brainjogging.
 Resources:
https://www.psychologytoday.com/blog/behind-online-behavior/201604/what-screen-time-can-really-do-kids-brains
http://www.wsj.com/articles/banning-tablets-is-best-for-children-1477245370

 

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Do Brain Games work?

Wednesday, December 21st, 2016 by admin

Over the past couple years, people have been turning to apps such as Luminosity in the hopes of improving memory and reversing the effects of aging on the brain. Unfortunately, none of the studies done on these games show any strong evidence or measured real-world outcomes. In fact, in October 2014 a group of more than 70 scientists published an open letter objecting to the marketing claims made by brain training companies. Soon after, another group of scientists published a letter saying there was a scientific basis!  Confusing, right!?

Not really.  Daniel Simons, a professor at the University of Illinois, reviewed over 130 studies with six other scientists to understand the discrepancies.  What they concluded was the following:

1.  Some brain games only work in making you better at that specific game.  The skills learned aren’t transferable to real-life situations.

2.  In many of the studies, the placebo effect wasn’t accounted for.  In other words, many people improved simply because they were trying harder or were more confident.

3.  Most of these brain games do not work the brain hard enough or over a long enough period of time.

BUT WAIT!  What about BrainJogging!?  Brainjogging can counter all three of the points mentioned above!

1.  Information entered into the Brainjogging program is customized to person.  Individuals who do the cognitive exercises are using information they need in school and in their everyday lives!

2.  Brainjogging has helped individuals improve processing, memory, and attention for the past 35 years!  Studies have been done in the University of Tennessee, The Boys and Girls Club, and other locations.  This doesn’t include the hundreds of students who have come to Camp Academia to have Brainjogging sessions.   Children have come with dyslexia, ADHD, processing issues and autism.  All of these individuals have been able to overcome cognitive deficits and lead productive lives. What better study could there be?

3.  As for the last point, Brainjogging works specific areas of the brain.  By targeting the areas of the brain needed for language, processing, and reading, Brainjogging is more effective than a brain video game that simply has the individual striving to get a higher score.   When done twice a day, Brainjogging helps individuals process information faster and retain the information as well!

So to answer the question:  Do brain games work?  No!  But BrainJogging does!  Brainjogging is not a “game”.  It is a cognitive therapy that helps strengthen weak neuronal connections by doing exercises created to target specific areas in the brain.

Resources:

Brain Game Claims Fail a Big Scientific Test, Jon Hamilton, NPR, Oct. 3, 2016

 

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Follow the Leader!

Tuesday, December 20th, 2016 by admin

Learning to follow directions is an important part of the learning process. For children with learning disabilities this can be even more difficult especially if they have processing or focus issues. Teachers often use direct instruction in which the teacher models what is being taught and then the students copy and practice what was modeled to learn the new information.

But what if we reversed the process and had the students model and the teacher follow? Would these students be able to explain and model the concepts?

When students are only taught through direct instruction, they are missing out on a stage of learning that requires critical thinking and application of knowledge. For special educators, the goal should be to have the children be able to learn and think on their own.

For students who have shown the ability to easily learn what their teacher has modeled, the next step would be to have the student model the lesson back to the teacher, or even better, he could teach another student!

This method of teaching gives the student a chance to use social skills, critical thinking, and of course working memory! More than just memorizing different lessons in school, we want our kids to be able to apply what they learned towards achieving goals!

For students who are not at the point where they are able to explain important concepts learned in school, Brainjogging is the answer.  Doing Brainjogging twice a day helps strengthen cognitive weaknesses that make processing new information and applying key concept difficult for some students.

Resources:  “Follow the leader: Letting students take ownership”, Pamela Hill,  December 5, 2016

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Is Screen Time Worth the “Quiet time”?

Friday, October 21st, 2016 by admin

Screens are everywhere! Even as we enter a bookstore, we see a variety of tablets and big HD screens playing the latest movie releases. But, when all is said and done, are the 30 minutes of quiet time we get from giving a child a smart phone or iPad a good exchange?

There are emergency situations that pop up, and as parents we need to do what is right for our children based our individual situations.  But what about our daily regular daily routines?  What are we trying to accomplish by giving a child a smart phone? Maybe we want a quiet dinner, or we want to be able to finish cleaning the kitchen.  We might need some extra time to respond to work emails. And we should be able to have time to do these important tasks. But when we give a child an iPad at dinner, he may be quiet, but he is missing an important part of growing up! The interaction children get at dinner when they can sit with their family in a safe environment and discuss the day’s events is important for social development.

Instead of turning on Netflix while you clean, maybe have an activity they can work on in the kitchen. Better yet, divide the chores according to age and everyone is able to help clean the kitchen faster!

Responding to work emails is trickier! If you can’t wait until the kids are sleeping, maybe you can respond during homework time, and let the kids know that you have work to complete as well.

When a child is misbehaving at the supermarket, will giving him a smartphone solve the problem? Probably not. The child has learned that the reward for misbehaving is getting to play on your smart phone!  Instead, plan on quick trips to the store or make a list with your child to make your food shopping a fun learning experience too.  The supermarket is a great place to talk about eating healthy, letters, counting, money,  manners, and more!

Numerous studies have shown that children who play games on iPads and smartphones, talk later, have less focus and attention, and can even have delays in basic motor skills. Have you ever tried to take an iPad away from a 5 year old? The hour it takes to bargain with your child to get the iPad back makes the 30 minutes of quiet seem irrelevant!

The next time you need to occupy your children to get work done, take a second to think of the pros and cons before handing them a screen.  If you can’t think of any other activity, I’ve given you a list below!

Here is a list of some activities they could do instead (there are a lot more!):

  1. Read a book/listen to an audiobook
  2. Play a board game with siblings.
  3. Pick up their toys.
  4. Play outside.
  5. Call Grandma.
  6. Help with chores.
  7. Help younger siblings learn something new.
  8. Bake cookies.
  9. Find different colored leaves and press them in books.
  10. Call a friend over to play.
  11. Go to a friends house to play.
  12. Write a story.
  13. Paint
  14. Help cook dinner.
  15. Go for a run or bike ride.
  16. Play doh.
  17. Legos/blocks
  18. Workbooks
  19. Make a fort/play in a tent.
  20. Write a letter/draw a picture for Santa.

 

 

 

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Here’s why we need to provide much needed support for children living in poverty!

Thursday, September 15th, 2016 by admin

Imagine living on a street filled with gangs and crime, going to school where teachers have no expectations of your potential, and then coming home to arguing, overworked parents. Unfortunately, that is reality for many children in America. Children living in poverty often have to deal with violence and malnutrition, and these factors contribute to physical changes in the brain regions involved with memory, decision making, impulse control, and judgement.

Why does this happen? Our body’s stress-response system has a direct connection to our brain development. Living in neighborhoods filled with violence and trauma causes the stress hormones, cortisol and epinephrine to be constantly released. These children’s brains are constantly in a state of flight-or-flight! Chronic stress impedes brain development and leaves the brain constantly disorganized.

The GOOD NEWS is there is a way to counter these negative effects!
1.  A strong support system at home and school gives children a sense of security. A child who comes home to loving, supportive parents can learn coping mechanisms and does not have to be in a constant state of stress.

2.  Schools can provide classes in social skills, empathy, and stress-relieving methods

3.  Cognitive behavioral therapy such as Brainjogging, can help to reduce the achievement gap in poorer communities.  Don’t underestimate the plasticity of the human brain.  When the right areas of the brain are targeted, new neural connections can be created!  Now you have a child who can learn and succeed!

 

Resources:

Newsweek August 2016, “Growing up poor is so stressful, it can affect brain development” Erika Hayasaki

http://newsweek.tumblr.com/post/149705393935/growing-up-poor-is-so-stressful-it-can-affect

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Mowat-Wilson Syndrome GOOD news!!!!

Wednesday, September 14th, 2016 by admin

A new student who is 5 years old is making progress since starting Brainjogging!!! After only two weeks!!!  The parent says that they’ve definitely seen advancement!  As they were going through the letter flash exercises with him, he was very engaged and focused.  He repeated clearly the letters “f” “b” “I” and “a”!  He continues to say “up” and “out”, and his teacher stated he said “all done”!  He is watching their mouths more and you can see him trying to form his mouth correctly for certain sounds. His babbling has started sounding more like language, too!  One of the biggest surprises to his family, has been his engagement in his toys and environment, and not asking us for the television.  This is amazing progress considering Mowat-Wilson Syndrome is a genetic disorder that impairs cognitive development. Most children with Mowat-Wilson are non-verbal, however, our little superstar is making big strides with Brainjogging!!

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New Research supports science behind Brainjogging!

Friday, September 9th, 2016 by admin

The Journal of Neuroscience has recently published a ground-breaking study about the significance of brain training. The purpose of the study was to examine the neurophysiological changes that accompany improvements following working memory training.

In the study a group of children were split into two groups and were given tasks that tested their short-term memory. In one group the difficulty level remained at ‘easy’, while the other group’s games slowly got harder.  The team found that compared to the control group, the children’s memory significantly improved and that the memory boost crossed over to when they performed untrained memory tasks.  More importantly, the researchers discovered that when the children’s brains were scanned there was a change in the rhythmic electrical signal in different areas of the brain, including the areas responsible for visual processing. After brain training the rhythm became stronger!

What does this mean for our “Brainjoggers”?  Keep doing Brainjogging!!  The exercises in the Brainjogging program are designed to stimulate the areas of the brain that control processing and memory.  The more you do Brainjogging, the more these crucial areas of the brain get activated, and the better individuals are able to process and retain new information!

“Training Working Memory in Childhood Enhances Coupling between Frontoparietal Control Network and Task-Related Regions” – Journal of Neuroscience

http://www.jneurosci.org/content/36/34/9001.full#abstract-1

 

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Congratulations Josh!

Thursday, September 3rd, 2015 by admin

Former Camp Academia and Brainjogging student, Josh Jones was honored yet again! Congratulations for being named Atlanta Braves 2015 Sales Trainee of the year!

 

Congratulations Josh!

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Bedtime Reminders for Holiday Break

Tuesday, December 17th, 2013 by admin

We have said it before and it is a great reminder over the holidays: Kids need a bedtime routine and a regular bedtime hour. Researcher Yvonne Kelly, from University College, London, has been studying all the details surrounding bedtime in thousands of homes in the U.K. She found that kids with irregular bedtimes exhibited more behavioral issues. Kids with no bedtime schedule were more likely to hit, act out, not get along with peers, and be emotionally withdrawn.

“Kelly thinks young children probably experience an inconsistent bedtime like having jet-lag.” If the time switches from 7:00 to 9:00 to 10:00 to 8:00, the kids experience a jet-lag effect and behavior problems increase. Just like adults, kids are lethargic, become cranky and can have difficulty interacting with others. As parents, we want our kids to be able to handle some of the social expectations that we encounter during the holidays – parties, shopping, and last-minute changes in the family schedule.

We have this biological clock deep inside the brain called the suprachiasmatic nucleus. “This tiny cluster of nerve cells, no bigger than a grain of rice, is super-sensitive to sunlight and other light coming in through our eyes. At the end of the day, when the ambient light starts to fade, a brain hormone called melatonin starts to rise, causing drowsiness.”

Sleep researcher Russell Rosenberg says that children have this rise in melatonin earlier in the evening than teenagers or adults. The natural time for young children to fall asleep is around 7 or 8 o’clock at night. It’s very important to turn off light sources starting about 30 minutes before bedtime. Make it a part of the routine: TV off, computers off, and video games definitely OFF, then brush teeth, read and snuggle into bed. This way, the child’s natural melatonin release will maintain a healthy level in the body and help your child drift naturally off to sleep.

Over the holidays, remember to get your child Brainjogging every day, twice daily, as a way to keep the brain healthy and more prepared to face the inconsistencies that come with the holiday season! If you have questions or need a boost of cheerleading, contact Camp Academia at www.campacademia.com!

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