Posts Tagged ‘success’

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Boost Brainjogging: Create new word lists!

Tuesday, February 21st, 2017 by Karishma Bakshani

Updating your child’s word list often is important to Brainjogging’s success. Adding concepts from daily homework, key steps in a newly acquired life skill, or even new vocabulary from a book will help your child learn and retain the information. A child who has working memory is able to apply learned information and concepts. Children who do Brainjogging are able to increase the capacity of their working memory, leading to greater success in school and in life!

enter new word lists

Here are some key tips to Creating Word Lists:

  • Separate big words into syllables. The word community can be typed com mun it y.
  • Only include key words and phrases. For example, do not type “A robin is a red bird.” Instead, enter the following:

robin

red

bird

  • Word lists are not only for vocabulary. You can include math concepts as well! Does your child have to learn “Common Core”? Common core math requires children to show the thought process in reaching an answer to a problem. Enter these steps in the form of words and short phrases. This will help your child remember and be able to apply the sequence of steps for homework and exams. Let’s use number bonds as an example:

number

bonds

split

tens

ones

add tens

add ones

add sums

check answer

You might find that you’ve reached 30 words and you still have a lot to enter in your new word list. Don’t be discouraged! Just start a new word list.

When it comes to word lists, aim to enter a few new word lists each week, and to have your child be able to enter those word lists himself. Here at Brainjogging, we are constantly adding new and relevant content as well!

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Sensory Processing Disorder: The struggle is real!

Thursday, February 9th, 2017 by Karishma Bakshani

Do you have a bright child who can’t seem to focus when asked to perform a sequence of tasks?  Does your son or daughter jump from activity to activity?  Do you know a child that NEEDS to climb, run, and touch everything?  These are all examples of children displaying sensory processing disorder (SPD).  A  lot of kids with ADHD and autism, also have sensory processing issues that affect their organization and focus.  You know your child is smart, if only she would just calm down for a minute!  Sound familiar?

swinging

courtesy of pixabay

 

Carol Stock Kranowitz, author of The Out of Sync Child recommends the “3Rs”:

  • Recognize that your child may have a sensory issue.  Kranowitz suggests putting on “sensory goggles” to observe what your child needs more or less.  Noise may cause your child to have outbursts.  A quick run around the block, may be what your child’s body is seeking to organize his thoughts again.
  • Re-channel the behavior.  Avoid punishing your child for his extra energy.  Find a way for him to use that energy purposefully.  Take younger kids to the playground or have them jump on the trampoline.  As children get older, assigning chores around the house (think raking leaves or vacuuming) are a great way to teach responsibility and have them expend excess energy.
  • Reward the child with specific and positive words.  Rather than a treat and a “Good job!”, try saying “Wow, you read that passage very well!”  Avoid sugary and material awards.  Praise from a parent is usually the biggest reward for a child.

Therapists will often recommend a sensory diet to help “sync’ the brain and body.  Here are some activities recommended by Kranowitz, plus a few more!

  1. Reach for the sky – While laying on her back, have your child stretch one are to the sky while you both count to five.  Hold it high while counting to five.  Then tell your child to pretend she is melting, and slowly bring her arm down for five counts.  Do the same with the other arm.  Repeat this exercise alternating between right and left arm and then right and left leg.  This slow and calming activity encourages patience and improves coordination. (Kranowitz)
  2. Copy Cat – Face your child and say, “Watch and copy what I do.”  Do different movements that require balance and coordination and let your child copy you.  For example, you can balance on one foot and wiggle the other foot in the air.  You can even take turns being the leader!
  3. Copy Can’t – In this variation, have your child do the OPPOSITE.  When you reach high with your hands, your child will have to reach low.  This is a great activity for building body awareness, visual processing, and motor planning.  (Kranowitz)
  4. Make your house sensory sensitive. – Be sure to have designated quiet areas.  A quiet area can be as simple as a corner with a bean bag chair or weighted blanket.  Providing a small trampoline or exercise ball in your child’s room or playroom are simple activities for releasing energy.  Your child should also have a designated area for homework.  His desk or table should be clear of all distractions to help him focus on his work.
  5. Encourage outdoor play and exercise.– Exercise is important for everyone.  However, for individuals with SPD, physical activity helps with processing, focus, and self-regulation.  Biking, running, and other sports help children use excess energy, increase body awareness, and improve focus.

No matter how mild or severe your child’s SPD is, remember that many of their behaviors have an underlying cause.  Refrain from over the top reactions such as, “Why do you always do that?”  Instead, put on your investigator’s hat, and try to figure out what caused the behavior.  Once you have the cause, find an activity or a sensory tool to help your child become more aware of his own body and regulate his own sensory issues.

Brainjogging helps with SPD by helping to syncing the auditory, visual, and language pathways in the brain.  A child who is better able to understand the world around him will feel more in control and will be able to remain calm in different situations.  Combine Brainjogging with a sensory diet and you’ll have a calm, melt-down free child in no time at all!

Resources:

Kranowitz, Carol, “When Your Child is Out-of-Sync”  ADDitude Magazine, Winter 2016.

Arky, Beth, “Treating Sensory Processing Issues” https://childmind.org/article/treating-sensory-processing-issues/

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Managing ADHD Symptoms

Friday, February 3rd, 2017 by Karishma Bakshani
girl-1532519_640

courtesy of pixabay

Parents are often uncomfortable with the idea of giving medicine to treat their child’s ADHD.  However, simple changes in diet and routine can often make the biggest impact!  Try some of these helpful tips.

Diet

  • Avoid  artificial flavors, colors and preservatives.  Many artificial colors and preservatives such as sodium benzoate and calcium proprionate  enhance hyperactivity in children.
  • Concentrate on high-protein, complex carbohydrate, unprocessed foods.  Avoid prepared foods that contain five or more ingredients.  Whole, unprocessed foods will provide the right kind of energy to maintain healthy energy levels and focus throughout the day.   Simple carbs like foods with high fructose corn syrup, sugar, candy, white flour or honey should be minimized.  These foods are likely to cause outbursts and mood swings.
  • Healthy fats– healthy fasts such as omega-3 are considered to be excellent brain food. These are found in olive oils, cold water fish like salmon and tuna, as well as in walnuts and Brazil nuts.

Sleep

Most children need a consistent bed time to avoid being cranky and lethargic.  The importance of a regular bedtime routine is greater  for children with ADHD.  During sleeping hours, a child’s brain is strengthening neural connections and repairing daily damage.  Children who do not get enough sleep often seem disorganized and less attentive.  No amount of vitamins, tutoring, or exercise will help her development if she is not getting the correct hours of sleep for her age.  Try these tips to help make bedtime more effective for your children.

  • Avoid screens, even TV at least two hours before bedtime.
  • Avoid sugar snacks before bed. 
  • Dim lights and offer quiet activities such as coloring or reading.  Even just snuggling with a parent can be enough to calm a child after a long day of school and extracurricular activities.
  • Keep a set bed time routine that starts at the same time each day.  For example, your child should know that at 6:30pm each day, she will be expected to start getting ready for her bedtime at 8:00pm.
  • No matter how your day went, maintain peace and calm for your child.  The most important activity she will do each day is get the right amount of sleep.  Children can sense stress in their parents.  Take a minute to have a snack or do some stretches so that you can be the best version of yourself for your child.

Manage and Model Behavior

Children with ADHD have a hard time organizing their thoughts.  To minimize disruptive behavior, parents should be very clear with their expectations.

  • Be sure your child knows what behaviors are acceptable.  Your child should also be aware of the consequences of inappropriate behavior.  Whether you use a counting method, time-outs, or charts, be sure to be consistent and avoid negotiations with your child.  Negotiating behaviors and punishments can be confusing and can also open the door for children to test their limits with their parents.
  • Explain new environments and what will be expected from your child.  The rules that apply to a playground are different that the rules at a doctor’s office.  Be sure that your child is aware of the difference.
  • Model good behavior!  Have you ever said, “I don’t know where she learns these things?!!”  We don’t have to look far.  Children refer to examples around them.  None of us are perfect, but we can do our best to model kindness and respect for others.  You’ll be surprised how simply modeling the behavior you want to see can make all the difference!

Brainjogging

Camp Academia, Inc.’s patented cognitive processing software, Brainjogging has helped students successfully manage ADHD and its traditional symptoms when used in conjunction with a healthy diet, and structured routine.  

Call to learn more at 1-888-7-I-LEARN.

Resources:

http://www.healthline.com/health/adhd/parenting-tips#Overview1

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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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What’s your gift?

Wednesday, January 25th, 2017 by Karishma Bakshani

When you think of ADHD,  do you think of hyperactive children who need medication to calm down and focus?  Did you ever consider that within this “disability”, there could be an EXTRAORDINARY ability?

Yes, children diagnosed with ADHD have difficulty sticking to routines, concentrating, and keeping themselves organized.  Some of the world’s top entrepreneurs have ADHD, such as business mogul Sir Richard Branson, Ikea founder Ingvar Kamprad, and JetBlue founder David Neeleman.  All of them attribute their success in large part to their ADHD diagnosis!

Individuals with ADHD may not be able to sit calmly at school or at a desk job, but if they find something they love, they are able to focus for hours on end!  Additionally, ADHD-ers are often at their best in crisis mode.  They are out of the box thinkers that are able to intuitively reach a solution!  These are the people that make discoveries that change the world!!

Studies suggests that becoming an entrepreneur can be a positive career move for those with hyperactivity, fitting their specific talents and harnessing their highly re-active minds. The high energy levels associated with this trait can support those taking the initiative, being risk averse and running a business.

When JetBlue founder, David Neeleman was asked if he would rather be “normal”, or would he continue to have ADD,  Neeleman said, “I would take ADD.  I can distill complicated facts and come up with simple solutions. I can look out on an industry with all kinds of problems and say, ‘How can I do this better?’ My ADD brain naturally searches for better ways of doing things.”

The take-home lesson here is do not focus on what an individual cannot do.  Encourage them to enhance their gifts and strengthen their weaknesses.  You never know if the next Sir Richard Branson is living under your roof!

Resources:

http://www.forbes.com/sites/dalearcher/2014/05/14/adhd-the-entrepreneurs-superpower/#3fd1bf527063

http://pressreleases.responsesource.com/news/92373/new-research-shows-hyperactives-are-more-likely-to-become-entrepreneurs/

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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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What’s Recess?!?

Wednesday, September 28th, 2016 by admin

What seems like a silly question, is actually a warning sign for where our children are headed. Can you imagine a day without recess? In many schools across the country recess has been shortened and even eliminated to make more time for teachers to prepare their students for the many standard exams they are required to take each year. In fact, physical education (P.E.) classes have been reduced as well. Many schools offer P.E. only once a week!

On the surface, you might agree that to improve test scores, children need to study more. However, how can children learn if they are fidgeting in their seats and are unable to focus due to lack of exercise? Giving children time to run around and play with their peers in an unstructured environment is NOT a waste of time. In fact, scheduling such activities into the school day can actually IMPROVE academic performance in our schools!

In a study at the University of Illinois at Urbana-Champaign,  8- and 9-year-old students were recruited for an after-school exercise program.  Half the students were put on a waiting list and did not attend the program.  The other half attended the after school program where they played games and received instruction on various sports’ techniques.

At the end of the study, the students who attended the program were not only leaner and healthier, but their scores on cognitive exams showed the most improvement!  The students who did not exercise improved, but not by a lot.  The study showed that as children develop, their cognitive skills develop as well.  However, children who participate in regular physical activity are more likely to show greater cognitive development as they grow older.

play

How does exercise improve brain health and cognition?

The answer is surprisingly simple!  Exercise increases blood flow to the brain which helps enhance various functions.  As a result, exercise promotes the growth of new brain cells in the hippocampus which controls memory and learning.  In addition, the brain produces more BDNF (Brain Derived Neurotrophic Factor) that helps protect and repair memory cells.  Exercise also boosts the production of various chemicals called neurotransmitters that help with mood.  Overall, exercise clears a foggy brain, and prepares it to learn and grow!

How can we encourage our children to get more physical activity?

1.  Sign them up for a local sports team.

2.  Swap screen time for backyard or playground time.

3.  Register for a local 5k together.

4.  Take tennis (or any sport) lessons as a family.

While preparing our children for academic success is important, if our children are not given enough time to exercise and play, we will not see their true potential as students, and as contributing members of our communities!

Resources:

“How Exercise Can Boost Young Brains”, The New York Times  

http://well.blogs.nytimes.com/2014/10/08/how-exercise-can-boost-the-childs-brain/?_r=0

“Seven Surprising Benefits of Exercise”, Time

http://time.com/4474874/exercise-fitness-workouts/

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Reading is FUNdamental!

Wednesday, September 21st, 2016 by admin

What was the last book your child was excited to read? What was the last book you were excited to read? We know the importance of reading, but how do we get our children to love books? As with anything, we need to make it fun!

If you were give a choice between reading Poor Richard’s Almanac and the latest New York Times bestseller, what would you choose? I’d choose the book I was more eager to read! Think about your kids for a minute. You can choose books you think they should read, or you can take them to the library or bookstore and have them choose books that they WANT to read.

One of our students with language processing issues had a tough time choosing a book to read for his weekly reading comprehension test. His mother sent a note asking for an age appropriate book from the Flat Stanley series. When her son brought home the book, he quickly lost interest after reading one or two chapters. It was a struggle to finish the book and an even bigger struggle to get him to review the main concepts.

At a trip to the book store she noticed her son looking at the Mercy Watson series of books. She asked her son, “Why don’t you bring home a book about Mercy Watson from the library?” Well that did it! He not only brought home one book about that silly little pig named Mercy, he has been bringing every book in the series, and reading on his own!! He even got a 90% on his last test!

Let’s get our kids on the path to succeed by helping them them love to read!

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