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The Brain-Informed

Classroom

Kathy Van HornJoshua MacNeill

Pulse Oximeters

Time for a Brain Break

Brainstem

Midbrain

Limbic

Cortex

The brain develops from the bottom up and inside out.

©Bruce Perry, MD, PhD. www.childtrauma.org. All rights reserved. May not be duplicated. Used with permission.

http://www.childtrauma.org

Brainstem

Midbrain

Limbic

Cortex Abstract thought

Concrete thought

Affiliation, Attachment

Sexual behavior

Emotional reactivity

Motor regulation

States of arousal

Appetite, Sleep

Blood Pressure

Heart Rate

Body Temperature



Intervention Following Neglect

• The earlier the better

• No part of the brain will change in an organized way unless it is activated

• Many of the primary areas of deficit are in the brainstem, diencephalon and limbic areas

• Repetitive, specific and sequential experience can recapture potential

All rights reserved © 2006-2012 Bruce D. Perry and The Child Trauma Academy

Brain Maps



NME Mini-map: Struggling

1 1 1 1

1 1 1

2 2

1

Date

2 2 1 2

2 2 3

1 3

2

3/3/13

1 1 1 1

2 2 2

1 2

1©Bruce Perry, MD, PhD. www.childtrauma.org. All rights reserved. May not be duplicated. Used with permission.


Cortical

Limbic

DE

BS

Cortex

Limbic

DE

BS

CORTICAL MODULATION

Cortex

Limbic

All rights reserved © 2006-2011 Bruce D. Perry and The ChildTrauma Academy

Students capable of independentlyperforming in a traditional classroom(EFS above 2.5)

Students who need assitance toappropriately perform in a traditionalclassroom (EFS between 1.5 and 2.5)

Students who would find it verydifficult to function in a traditionalclassroom (EFS below 1.5)

Cortical Modulation Graph

Time for a Brain Break

Terror

Fearful

Alarm

CalmAlert

Cortex

Limbic

Midbrain

Brainstem


Brain Region


Terror

Fearful

Alarm

CalmAlert

Abstract/Creative

Concrete

Emotional

Reactive

Reflexive


Thinking


Terror

Fearful

Alarm

CalmAlert

Future

Week/day

Hours/Minutes

Minutes/Seconds

Loss of sense of time


Sense of Time


Terror

Fearful

Alarm

CalmAlert

70-90

90-100

101-110

111-135

136-160


Heart Rate


Terror

Fearful

Alarm

CalmAlert

110-100

100-90

90-80

80-70

70-60


Functional IQ


Terror

Fearful

Alarm

CalmAlert

N/A

60%

30%

20%

N/A


LTM Potential


Before Choosing Your Response

Attunement is the key

• Know the developmental stage

• Watch the brain state

Regulate

Relate

Reason Approach your work with students from a bottom up brain perspective.

1. Regulate

2. Relate

3. Reason



Healing Touch / Massage

Primary Somatosensory

Rocking

Swinging

Animal-Assisted Therapy

Music / Drumming

Martial Arts

Healing Brainstem Level

OT Directed Activities

Sleep Hygiene

Walk / Run / Exercise

Animal-Assisted Therapy

Breathing Exercises

Creative Arts

Gardening

Music

Healing Midbrain Level

Interventions

• Fidgets

• Rocking chairs

• Swings

• Walking Track

• Music

• Drumming

• Pulse oximeter

• Chew items

• Weight room

• Weighted blankets

• Lycra wraps

• Yoga/Breathing/Mindfulness exercises

• Animal assisted interventions

• Horticulture

• Creative Arts

• Sand trays

“Kids do well if they can.If they can’t, something is getting in the way.We need to figure out what, so we can help.

Your understanding determines your solution.”

Dr. Stuart Ablon

In Closing

The Brain-Informed

Classroom

Kathy Van HornJoshua MacNeill

Thank you for attending!

.

the brain-informed classroom - pottstownfoundation.org · sleep hygiene walk / run ... the...

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