Brain Study Units BIERDZ.ORG. special education theory and practice

The Brain Study Units 1 - 4

NOTE: The information in this unit represents a modeled way of thinking and does not strictly adhear to neurological/psychological processes.

UNIT^#1

UNIT^#1- PART 1

INTRODUCTION

All learning (Learning about things “knowledge” and learning to do things, “behaviors”)- is a function of the central nervous system CNS (Brain and spinal cord). The function of the brain is to create a perceptual world and then act upon it. To help you better understand how the brain learns (to know things, to do things), Bierdz has broken the brain’s function into seven sub-functions and uses the categories of Perception, Attention, Memory, Processing, Executive functioning/metacognition, Response, and Socialization (Mnemonic = PAMPERS). The below Brain Study Unitst defines and explains each of these categories.

It is useful to always keep in mind (in your working memory) that PAMPERS are contrived categories to help us better understand how the brain functions. The brain is really not broken into such disparate elements, for the brain is a complex and deeply intergraded system. Hence, you may find there is, at times, some overlap in each element that constitutes PAMPERS. (For example working-memory- which is your ability to hold information in your mind while you work on a task- can also be conceived of as attention, in that one must “attend” to one thing in one’s memory while “attending” to the task at hand). Conceptual incongruity’s arise in all contrived categorical systems and are the source of debate and frustration among researchers, practitioners, and learners alike. Such conflicts can be minimized by remembering that PAMPERS is “a tool” for learning about how the brain functions and not a set of ultimate truths. In short, PAMPERS is a model that helps us better understand how the brains functions, and like all models it is better viewed as “useful” rather than “true.”. With this in mind, let us begin, but first a warning:

BE THE MASTER, NOT A SLAVE: Because the brain, and how it functions, is being discussed here, you are at risk of mindlessly applying the Elitist Medical Model. Meaning you are at risk of viewing some brains as normal/functioning/healthy and other brains as dysfunctional, sick, and broken. Remember you have been conditioned by the Western Culture to have this view. But to be a master of the models, not the slave of any, you must work hard to keep the Neuro/Physical-Diversity Model actively alive in your mind as you learn about how the brain functions. Under the Neuro/Physical-Diversity Model “All brains function, but not all brains function the same way. There is variety.” To help you not be the Elitist Medical Model’s slave, say the following out loud a few times, memorize this phrase… Under the Neuro/Physical-Diversity Model “All brains function, but not all brains function the same way. There is variety”

MEMORIZE THE FOLLOWING:

Under the Neuro/Physical-Diversity Model “All brains function, but not all brains function the same way. There is variety”.

WHY LEARN ABOUT THE 7 FUNCTIONS OF THE BRAIN (PAMPERS)?

Your learning and understanding PAMPERS will allow you to recognize- using the Handicap Model- how accommodations designed for Neuro/Physically-Typical brains may fail when applied to brains that are Neuro/Physically-Divers. (Notice the “failure”e is in the accommodations, not the brain). It will also help you recognize why certain alternative accommodations, this is to say changes to Method, Amount, Materials, Assistance, and Environments (MA-MA-E), are functional when they are designed to match how an individual’s brain functions (Notice that “functionality” is in the fidelity between accommodations and the brain.). We do not study the brain from the perspective that it is diseased or dysfunctional as is overwhelmingly done in the field of special education. We study the brain from the perspective that it comes in divers forms, each being functional, but that one must consider the context in which it is being asked to function, with a focus on the context to understand functionality and dysfunctionality in terms of interactions between brain and environment- which is not the overwhelming view in the field of special education.

WHO NEEDS TO KNOW ABOUT THE 7 FUNCTIONS OF THE BRAIN (PAMPERS)?

Regardless of your calling (Teacher, Counselor, SLP, School Psychologist, Social Worker…) this information is vital to your success, or should I say, to the success of those you were called to serve. Each of these fields, in the end, work with people who have brains. To understand how the brain functions is to understand how and why accommodations do or do not function, for any person. Consider this: You would not take your car to a mechanic who does not know how engines function. You would not see a Dr. who does not know how the heart functions. You recognize that if they don’t know these things, they will not be effective. Likewise, if you do not know how the brain functions, you are like a mechanic that knows nothing about engines or a Dr. who knows nothing about the heart.

Answer question 1 for The Brain Study Unit ^#1 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#1- PART 2

THE BRAIN”S FUNCTION

The function of the brain is to create a perceptual world and then act upon it. Because most brains are structured and develop in a similar manner, they tend to perceive and act upon the world in similar ways. But some brains differ in their construction and development, and hence not all brains perceive, attend to, memorize, process, employ executive functioning, metacognition, launch responses, and perform socialization the same. I know this confuses some students, so here is a crude analogy: There are many different types of bicycles: racing, sports, pleasure, tandom, and so on. You can tell how each will function depending on how it is designed. If you go to a bike race, you will encounter many racing bikes. Because they all are designed the same, they will all function the same. But what if a few sports and pleasure bikes come along? They have a different design, so they will function differently. The brain is rather the same, brains designed the same function the same, brains designed differently function differently.

Let’s take this further by way of consideration. Consider yourself, a two-year-old, and a dog. You all enter a room where there is a brightly colored toy, but it is covered in dirt and oil, there is another dog, and a bone with some meat on it. Do you run over to the dog and start sniffing its butt? Probably not. Why not? The answer is because your brain and a dogs brain are wired differently. Both your brain and the dog’s brain create different perceptual worlds. Each of you act according to the perceptual world that was created. The dog’s brain has created a perceptual world that includes odors as information: yours does not. The dog’s brain perceives the other dog’s butt as a résumé. Your brain perceives is as, hum, well, perhaps a dog’s butt? The dog’s created perceptual world is acted upon by butt sniffing- which is to say, reading the other dog’s résumé. You act differently because, not only can’t your brain perceive the other dogs résumé, your brain can’t read it. And, even if it could, it might not be of any interest to you concerning where that dog stands on the doggy social hierarchy relative to you. To the dog’s brain, the other dog’s but has a highly attractive story to tell, for your brain, the dogs butt is something to be ignored, or perhaps even avoided. That wasn’t so ruff, was it?

Consider the bone with meat on it, does it capture your attention, do you want to run over to it and put it in your mouth? Again, perhaps not.! But, you are likely pretty sure that is what the dog is going to do, so why not you? The answer once again is that your brain, and the dog’s brain have each created a different perceptual world, and each is acting upon that created perceptual world. In short, you and the dog do not perceive the same bone. It is different for each of you (atractive to the dog, but not to you), and hence you each act differently towards it. My point is that cifferent perceptual worlds = different responses. Different perceptual worlds = Different responses. Different perceptual worlds = Different responses. (Why do you think I repeated that three times? Hopefull you perceived it is important and are responding by memorizing it.)

I am optimistically sure you recognize that your brain and a dog’s brain are rather different, after all, the dog has a dog’s brain, and you have a human brain. Even though they both are doing the same thing- creating a perceptual world and then acting upon it-, a dog is a dog, and a human is a human. So let’s compare human to human. The brightly colored toy is seen by you, the dog, and the two-year-old, but who is running towards it? Not you or the dog. Why? The child’s brain has created a perceptual world that is different than yours and is acting upon it. What about you? Perhaps you are trying to prevent the child from playing with that toy that is covered in dirt and oil. Why are you doing this? Can you explain it yet?

Did your brain and the child’s brain create the same perceptual world concerning the dirt and oil on the toy? (What is your answer). Are you and the child sharing the same perceptual world but acting differently? (What is your answer.) OR is it that you and the child’s brain are each creating different perceptual worlds (Golly a fun toy! vs. Yuck, that thing is filthy and could make one sick!), and hence each has a different way of acting (Lets play with the toy vs. Lets keep away from it!) on the unique perceptual world each brain has created.

When people act the same to stimuli (bones, toys, dog’s butts, whatever), it is because their brains are simularlly wired and hence they create a similar perceptual world. And when people act differently towards the same stimuli, it is because their brains are wired differently and hence have created a different perceptual world. Racing bikes, pleasure bikes, sports bikes.

WHY DO PEOPLE ACT THE SAME OR DIFFERENT IN THE SAME SITUATION?

People who are statistically normal, have a brain that is structured and functions like other brains. Hence they tend to perceive the world the same way. This is why they all behave more or less the same way. But those who have brains that differ from the norm create a different perceptual world. Their world is different from the world perceived by the norm. The things and events in their world do not mean the same things as the things and events in the world perceived by the norm. And hence they behave differently.

So now, let’s pretend you walk into the same room, but not with a dog or a child, but with a person who is the same age as you and the same sex as you. They are the same height and weight as you, The same race and religion. Lets just say that they are the same everything as you; except, their brain is quite different from yours. Will you and this person perceive the toy, the bone, and the dog the same? What if the person drops to the floor and begins to rock back and forth while screaming and hitting their head. Why are they doing this? What if they pick up the bone and begin to inspect it for hours. Why are they doing this? What if they pet the dogs and attend to them rather then interacting with you. Why are they doing this? And what if they start to ask you lots of questions and are fantastically social towards you? Why are they doing this? The answer is…

MEMORIZE THE FOLLOWING

If you memorize this phrase, you will have memorized the main message of this section of The Brain Study Units. If you memorize this phrase, it will be easier for you to learn and understand all of the materials in The Brain Study Units that follow.

Of course memorizing a paragraph is not true learning, but it is a first step to true learning. If you memorize it, you will begin to think about it. And, as you think about it, you will start to perceive it differently. It will begin to “open up to you.” You will find that with it, you can answer questions you could not answer before. You will find that it changes how you perceive the world and work with others. But if you do not memorize it, it will remain closed, and you will deprive yourself of its power and insights.

If you made the effort and time investment to memorize the paragraph, congratulations, you are making yourself powerful! And, if you did not make the effort and time investment to memorize it, well, you do not perceive its importance!! (NOTE: Only those who understand the materials in this section will find this last sentence to be humorous).

Answer question 2 for The Brain Study Unit ^#1 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#1- PART 3

LET’S AGREE ON TERMANOLOGY:

Before we launch into PAMPERS it is useful, and needful, to establish a few terms and review a few key models. Recall that we do not perceive reality, only what our brain perceives as reality. Hence, our background knowledge and remembrance of certain items will influence how we interact with the information presented in these study units. (In short, what is already in your head impacts what you will and will not perceive). Also, to make use of PAMPERS one must have some basic understandings of how the brain is constructed and operates. (But don’t worry, I wont get too complex, for our goal is to use this information as helping professionals in various fields related to education, not to become neurologists. So I promise to keep it simple while remaining as fundamentally accurate as I can.

Time to learn a few simple terms:

Etiology (Congenital vs Acquired)

Etiology= The origin of a neuro/physical-difference: from where did it come:

Etiology, it tied to models. For example, what is the origin of the world? God, Physics, A computer simulation? Each perspective offers a different answer. When answering any question, the first return question should always be, “According to which model?”

According to the Biological Model (explained below), the etiology of a neuro/physical-differences is either congenital or acquired

Congenital = In the genes. Meaning…

The neuro/physical-difference was inherited from parents (The genes were passed along to the child)

The neuro/physical-difference occurred due to genetic mutations (Something caused the child’s genes to change. For example: Mom or dad was exposed to drugs or radiation which altered their sex genes, or the genes of the child as it develops. But make no mistake; the change is still in the child’s genes)

Acquired = Not in the person’s genes. Meaning…

The difference is obtained from the environment (e.g., the person has an accident, is poisoned, is abused or neglected).

NOTE: All acquired disabilities can be prevented. Also note, that Bierdz finds that the Elitist Medical Model is the most useful model for understanding acquired disabilities, as the person was once “Normal” and then became “Abnormal” because of injury, disease, or some other damage. )

Remember, if a Neuro/Physical-difference is congenital, it is in the person’s genes, however, it it was acquired, it was never in their genes, but something happened to them to cause the Neuro/Physical-Difference. You can remember that the term congenital means in one’s genes by this simple trick. When asked to define congenital, ask yourself “Where are my genitals? The answer “in your jeans!”

QUICK MODEL REVIEW

In studying the brain and how it functions, it helps to recognize “neurodiversity.” This model states, life is not standardized but appears in numerous variations. Nature does not have systems of classification, this is a human invention. Those classified, by their fellow humans, as disabled are not “broken” they do not need to be “fixed” but represent part of life’s diversity. Only the human creation of an elitist culture and society demands that life be standardized and all human should be this way or that way. Under a Neurodiversity view, disability does not exist; there is only “variety.” If the term “disability” was demanded to be used, the model would say, “disability is normal, because variety is normal,”

Likewise, it is helpful for us to quickly review three more models: elitist medical, Interaction, and Handicap. The Elitist Medical Model states that “disabilities” result from how the brain is structured and how it functions. It would argue that because the “difference” is in the brain, and the brain is in the person, the “problem” is in the person. On the other hand, the Interaction Model acknowledges that each person has differences in their brain’s structure and function, but points out that such variations are normal across all forms of life. This model states that “disability” arises when the expectations designed for a “normal” brain are erroneously applied to a brain that is outside of the norm. This is to say that society’s expectations and accommodations are designed for the norm. Hence, the Interaction Model argues that because the “difference” is actually the mismatch between the person’s design and the expectations and environmental design, the “problem” is this mismatch. This is to say the mismatch causes a disabled interaction between the person and the accommodations/expectations. The interaction is disabled. The Handicap Model states that the Neuro/Physical-Difference is in the person, but the “Disability” is in the environment. When the Handicap model speaks of “environment” it means “accommodations.” Which is the tools society offers for a person to get their needs fulfilled. Accommodations appear in the form of Methods, Amounts, Materials, levels of Assistance, Environmental set ups, and Assessments.

Note: Watch how the word “environment” is used in the above. For example, to say a disability is acquired means its etiology is from the environment (the person has an accident, poisoning, abuse, neglect), but when the Handicap model says the “environment” is the etiology of the disability (e.g., The MA-MA-E-A is not working for that person. If you don’t pay attention to this, you will become confused.

What Disabled a Person? The answer depends on which model one uses.

Eletist Medical Model: Etiology = The neuro/physical difference.

Interaction Model: Etiology = The interaction between person and task/demand/accommodation

Handicap Model: Etiology = The accommodation/demand

It should also be noted that the biological model states that neuro/physical-differences (sensory, physical, emotional, cognitive, communication and social…) arise from one’s genes, brain structure, and brain/body chemistry, which are in turn tempered by environmental influences. Multiple identical twin studies demonstrate that concordance rates are not 100% showing that what is written into one’s biology does not determine what one will be and how he or she will function. (e.g., Identical twins have the exact same DNA/genes. So if one twin has a genetic condition such as Autism, Anxiety, Dyslexia, ADHD, and so on, the other should also. But this is not the case. Sometimes one twin is Neuro/Physically-Different, where as the other is Neuro/Physically Typical). It turns out that genes only make up about 50% of who you are, the rest comes from your environment. This means that MA-MA-E A matters!

MA-MA-E A matters!

MA-MA-E-A matters! It is vital that we recognize that the teaching methods that are deployed, their amount of application, the materials used, the levels of assistance provided, and the environments in which education is delivered all have the power to transform the brain/body and how it functions. The MA-MA-E-A you use will change the child’s body/brain in ways that will help them, OR the MA-MA-E-A you use will change the child’s body/brain in ways that will not help them, or even harm them.

It is helpful to you as a professional to keep these views in mind as you study these materials, as to only hold one of them is to become its slave and hence limit how you conceptualize the following materials. This activity of willfully holding these models alive in one’s mind is what separates the true professional from the rest. A degree or certification does not a true professional make. We have all met, what I term “degreed ignorance” with degrees, certifications, and titles but are ignorant of the very subject in which they should be knowledgeable. You meet them and ask “How in the hell did they get that degree? Why are they so ignorant?” Personally, I blame the universities who treat students as customers rather than students and seek enrollment over education. You can become one of the degreed ignoramuses- membership is easy, just cheat on your assignments and do the minimum. Or you can make yourself a true professional, it takes investments in effort, time, and reflection, and although membership is not regulated by any, it is recognized by many.

Answer question 3 for The Brain Study Unit ^#1 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#1- PART 4

Neurons

This section provides extremely simplified information concerning neurons, neuro-conections, and neurotransmitters. We need not go much further than what is presented here as we are seeking to develop a model for understanding PAMPERS in a widely functional level, not to become neurologists. The main items upon which to focus are, what are neurons? What do they do? What is the power of neuro-conections? What are neurotransmitters? What do they do? How are neurons, neuroconnections, and neurotransmitters related to PAMPERS?

Neurons are specialized cells in the body that store and send information. Neurons have dendrites (arms that take in information) and axons (arms that send information out). When you learn new information neurons connect (connect / wire together). Brain neurons are what allow you to acquire, retain, process, and express information. Most people do these things the same way because their brain's neurons are arranged and work in a similar manner. But when a brain has neurons that are not arranged or working like "normal" (slower, faster, less than, extra) then that person will have differences in how they acquire, retain, process, and express information along with their ability to control their movements, impulses, and emotions. What is the difference between your perceptions, attention, memory, and thinking skills and that of a fish, lizard, bird, cat, or dog? Answer: The quantity and quality of neurons and their connections.

Please access the following video: (Its so short and easy to do) It is only 1 min 55 seconds

https://www.youtube.com/watch?v=vyNkAuX29OU

MEMORIZE THE FOLLOWING

The power of neurons is in their connections.

When you learn, neurons are connecting. When you forget, neurons have lost their connections. Everything you know, and everything you do, is governed by the quantity and quality of your brain’s neuro-conections. But remember, not all brains are structured the same, and hence not all brains function the same. The quantity and quality of one’s neuro-connections explains differences in perceptions and responses. Differences in the quantity and quality of neuroconnections explains differences in PAMPERS when the same MA MA E A is depoyed. It also explains why a MA MA E A that does not work for one person, can work for another.

Neurotransmission

Neurotransmission refers to how neurons communicate with each other. Neurons never touch, but use neurotransmitters (communication chemicals) to send messages to each other. Some people's brains work differently because their brains have differences in neurotransmitters (more than the norm or less then the norm). There are lots of different neurotransmitters. Each neurotransmitter does different things (e.g., Dopamine= motivation, movement, pleasure; Serotonin = Confidence, relaxation; Oxytocin = Socialization, Feeling connected to others, Empathy; Glutamate = Learning, memory.) There are many other neuro transmitte5rs. You will not need to learn their names, but you should know they exsist and a little about what they do.

When the brain has differences in its neurotransmitters (e.g, too much, not enough) then a person may experience differences in how they acquire, retain, process, and express information along with their ability to control their movements, impulses, and emotions. Drugs that change a person's perceptions, emotions, and behaviors work because they act upon the brain's neurotransmitters. Because of brain differences, a drug that works for one person may not work for another. Such factors as diet, exercise, and even how one thinks about events can change a person's neurotransmitters.

Answer question 4 for The Brain Study Unit ^#1 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#1- PART 5

Plasticity & Early Intervention

If anyone is going to place her or his child in an early childhood setting, they would do well to ask the teachers what they know about brain plasticity and early intervention. If they offer a solid explanation, WONDERFUL! However If they don't know about, and cannot explain brain plasticity and why early intervention is vital and effective, it may cause one to say "Good day" and look for a new place. Why? Read the below and find out for yourself.

Plasticity is the brains ability to grow new neurons, allow unused neurons to die (pruning) and change how it uses existing parts of the brain to do related tasks (recruitment). Plasticity is high when children are first born and decays as the person ages. This means it is easier to change how the brain is wired when a person is young. For example it was once believed, and taught by EXPERTS- that the best time to teach a person a new language is when they were an adult. But adults find learning a new language difficult. It turned out what the EXPERTS taught was wrong. Why? Adult brains do not have high plasticity! The EVIDENCE showed us that the best time to teach a person a new language is when they are young; , and the younger the easier. Why? Because learning a new language happens when the brain makes, keeps, and uses the new language neuro-connections. Brains with high plasticity easily make new neuro-connections, where as older brains do not. Remember that everything you know, and everything you do is governed by the quantity and quality of your brain's neuro connections.

To access, and hence benefit from, society's accommodations for learning, it helps to have a brain that is wired like the brain's of the norm. Why? The Handicap Model and Interaction Model both say, because society and school are designed to accommodate the norm. For example, PRINT (e.g., books, handouts, webpages, and even this study unit) is the standard accommodation for sharing information. But not all brains can access print with the same ease as the norm. There is nothing wrong with these brains, they are just wired differently.

If a child is young, their brain's plasticity is high. If this child has a brain that is wired differently than the norm, the PRINT tool may not work all that well for them. However, through intensive and skilled training, the child's brain can be rewired so it is more like the brains of the norm. Once this happens, the print accommodation is easier for them to use: as it was designed to work for the norm. BUT!, if the child is older- six, seven, eight, and so on, their brains have lower plasticity. Now, even though the same intensive and skilled training is being applied, the child's brain will not rewire as well as the younger child. (Note, not as well as not the same as not at all). Hence, the older child will become a better reader, but the print tool will always cause them difficulties. (NOTE “print tool will cause them difficulty”)

Early intervention takes advantage of young children's high plasticity. If a learning difference is detected early, the person can receive specialized teaching/therapy that rewires the brain. Remember that under an Interaction Model, it is recognized that society (e.g., school) is designed for brains with a statistically normal structure. So if early intervention training can make a child's brain function like the brains of the norm, then life and school becomes easier. But the Interaction Model would not say "We are fixing their brain". The child's brain is not impaired or diseased, it is not broken. It is just another way a brain can be. The problem is the interaction between society's accommodations and the child's brain. The interaction is broken. One way to FIX THE INTERACTION is to change the child's brain, the other way to FIX THE INTERACTION is to change the MA-MA-E-A. (NOTE: The “interaction” is being “fixed” not the person).

The Early Childhood teacher who knows and understands brain plasticity and why early intervention is vital, and why it works is prepared to change lives! The Early Childhood teacher is the professional that can recommend early intervention takes place. The Early Childhood teacher is the one in a strong position to refer a child for screening and assessment. (See the Child Find Study Units for more on this). And when this is done when a child is younger rather than older, that child's entire future becomes easier and more successful! The Early Childhood teacher can be the one who makes this happen!

Early intervention is perhaps the most powerful tool available for changing the life of a person. The Early Childhood teacher is in the most important role in the ENTIRE education system! If the Early Childhood teacher firmly knows and understands brain plasticity and why early intervention works, she or he will be in a position to help many children have a better quality of life. But, if she or he ignores this information, if she or he didn't bother to learn it, then this Early Childhood teacher's ignorance and inaction may damn that child to a life of needless distress and suffering.

All professionals (education, SLPs, social workers, counselors…) should KNOW about plasticity. Why? Plasticity is the answer to all of the following questions: Why can people learn? Why do they forget? When I teach/provide therapy what am I attempting to change in the student/client? A professional who does not know about plasticity is ignorant concerning what they are doing and why their services work. I would not recommend placing children with such a person.

Answer question 5 for The Brain Study Unit ^#1 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#2

UNIT^#2- PART 1

QUICK REVIEW

In Part 1 of the Brain Study Unit the following was covered

1. The function of the brain is to create a perceptual world and then act upon it.

2. All brains function, but not all brains function the same way. There is variety (Neuro/physical-diversity model)

3. Hence not all brains create the same perceptual world

4. Hence, not all people act the same (because each person acts according to the perceptual world her or his brain created)

5. Brains are composed of neurons.

6. When neurons connect, things happen in the brain (e.g., learning, skill development) Everything you know, and everything you do, is governed by the quantity and quality of your brain's neuroconnections.

7. School is designed for those with statistically normal brains: The Methods, Amounts, Materials, Levels of Assistance, Environments, and Assessments used in school are primarily designed to serve the norm.

8. Tthe MA MA E A accommodations that work for the norm do not work all that well, or at all, for those outside of the norm. (Handicap Model, & Interaction Model). School professionals have special needs: they need to change the MA MA E A they offer as to make school accessible to all. (Smile if you caught what I did here).

9. The brain has plasticity: the ability to be rewired.(Which is high when brains are young, and diminishes as brains age.)

10. Through such things as Early Intervention and Intensive Focused Teaching/Therapy, statistically abnormal brains can be rewired to function more like statistically normal brains.

11. The Elitist Medical Model views this brain rewiring as "fixing the person"

12. The Interaction Model views this brain rewiring as a way to" fix the dysfunctional Interaction between accommodations that are designed for the norm and a person who is outside of the norm."

If you can recall each of these points, you are ready to learn about PAMPERS.

Bierdz has broken the brain's function into seven sub-functions and uses the categories of

Perception,

Attention,

Memory,

Processing,

Executive functioning/metacognition,

Response, and

Socialization

(Mnemonic = PAMPERS).

Answer question 1 for The Brain Study Unit ^#2 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#2- PART 2

PERCEPTION

Perceptions begin with sensory input from the body and/or the brain.

Perception has two parts:

1. The information captured by the body (eyes, ears, nose…) how these are turned into electrical impulses, and

2. How the brain processes these electrical impulses into perceptions.

When you see a dog, hear it, and pet it, there is really no dog for your brain to perceive. What I mean is that your brain is really processing electrical impulses from your eyes into visual perception, processing electrical impulses from your ears into auditory perceptions, and processing electrical impulses from your skin into touch perception. Your brain changes these electrical impulses into your experience of seeing, hearing, and petting the dog. It sounds crazy, but it is true. Outside of your brain ther is a dog, but inside of your brain there are only electrical impulses creating your personal perceptions of the dog.

Your brain perceives electrical impulses as reality. This is why when you read about, or listen to someone talk about, seeing a dog, the sounds dogs make, and what it is like to pet a dog, your brain must create its own thoughts about what it is like to see the dog, hear it, and pet it. Your brain must create its own electrical impulses so it can process them into your perceptions of seeing, hearing, and petting the dog. This example shows us how the dog exsists only in your mind: as there is no real dog present. The same thing happens when you dream about a dog. Sometimes when you awake from a dream, you are unsure if you were really dreaming. The point to remember here is that your perceptions are constructed in your brain via electrical impulses. There are two types of perception: Concrete and Abstract:

Concrete perception refers to the brain processing electrical impulses from the body’s 5 senses into perceptions (e.g., perceptions that arise when you are actually seeing, hearing, smelling, and petting a dog)

Abstract perception refers to when the brain must use symbols and itself to create its own electrical impulses which it processes into perceptions. (Thinking about what a dog looks like, sounds like, smells, and feels like).

Either way- concrete or abstract- it is all electrical impulses being changed into perceptions. Either your brain changes electrical impulses from your 5 senses into perceptions (see, hear, touch, smell, and taste the dog) CONCRETE, or your brain changes electrical impulses from your 6 sense (your thoughts) ABSTRACT and hence you can imagine seeing, hearing, touching, smelling, and tasting a dog when there is no dog around. (FYI: Dog tastes pretty good, but cat is better).

Ideas, concepts, and thoughts are all abstract perceptions (e.g, you can see, hear, and touch a friend, but you cannot see, hear, or touch the concept of friendship). You can see, hear, touch, smell, and taste food, but you can’t do this to the concept of “a good meal” vs. “a bad meal.” This is an easy test you can use to determine if something is concrete or abstract. If you can see it, hear it, feel it, smell it, and taste it, it is concrete; if you cannot, it is abstract.

Perception and School

Perception is a large part of school. School professionals use tools to help students perceive. Some of the MA-MA-E tools are concrete, where as others are abstract. To be a skilled professional you must know the difference between concrete perceptual tools and abstract perceptual tools and when to use each.

As you should know from the Brain Study Unit Part 1, The brain creates a perceptual world and then acts upon it. Brains that are wired the same process electrical impulses more or less the same, and hence they share similar concrete perceptions and abstract perceptions. However, brains that are wired differently process electrical impulses in unique ways, and hence they create unique concrete perceptions and abstract perceptions. The point here is there are many different brains each creating its own perceptual world. So how will you get these brains to perceive what you want them to perceive?

Do you think that how a person’s 5 senses function (e.g., how their eyes work, their ears work) impacts the quantity and quality of electrical impulses received by the brain for processing? It does! When a person’s eyes, ears, nose, tongue, skin and joint receptors work the same as the norm, then the brain receives a certain set of electrical impulses to process into perceptions. But when there are differences in how these things work, then the person’s brain receives different amounts of electrical impulses to process into perceptions. (Put some ear plugs in, heavy gloves on your hands, and smear butter on sunglasses and where them, and then try to brush your teeth and you will directly experience this. You will find that your brain is now receiving a different set of electrical impulses, and this is changing your ability to perceive as you did before).

The message hear is that a superior professional is aware that perceptual differences can result from both sensory differences and brain differences. For example a student classified as having an auditory processing disorder and a hearing impairment may perceive the word “base” as “vase” or vice versa as the B and V can be perceived as sounding the same. But the reasons for this are different. For the person classified as hearing impaired, the ears are not creating the same set of electrical impulses as in the norm. When people do not speak with clear diction, the electrical impulses for B and V are similar. (Put your fingers in your ears and have someone say base and vase with poor diction from across a noisy room.) For the person classified as having an audiytory processing disorder, the ears are creating the same electrical impulses as the norm, but when the brain processes these into language, sometimes the B and V are perceived interchangeably. The solution here relies in the Method and Amount. The method is to create a high Amount of contrase between the B and V sound. Crisp and clear diction, attending the the lips to see the difference, and showing the words all increase contrast.

In grades K, 1, 2, and 3 teachers tend to use lots of MA-MA-E that provide students concrete perceptual experiences. Students are shown actual objects, do activities, and so on. But as school continues (grades 3 and up) the MA-MA-E used tend to rely on abstract perception. Students listen to the teacher talk about things, they discuss things, and read about doing this or that. This is because, for the statistical norm, the brain creates neuro-connections for abstract perception as a child matures. Hence school follows this maturation, and teaching method become increasingly abstract. Also the subject matter becomes increasingly abstract (Meaning, rather than learning about things, students learn about concepts).

As you should understand from the Neuro/Physical-Diversity model, in general, all brains are strong in concrete perception, but not all brains wire up to become strong abstract perceivers. So when a student, who has a brain that is a strong concrete perceiver, is exposed to teaching techniques that rely on abstract perception, what do you think will happen? If you said there will be a mismatch between the method and the student’s perceptual style, you are correct (Interaction model). If you said the student will struggle learning because they are being required to use abstract teaching methods- the method is failing them, you are correct! (Handicap Model). If you say, “Because there is something wrong with the kid, the kid is disabled” you are still correct, but you are using an (Elitist Medical Model).

In being guided by the Handicap Model skilled professionals use their metacognition to individualize MA-MA-E-A when the MA-MA-E-A being deployed makes it difficult for the student to perceive. When a student is having difficulty learning when an abstract perceptual method is being used, a skilled professional will switch to a concrete perceptual method. Skilled school professionals also recognize that asking students to learn abstract ideas and concepts is not always a good match for all students. Not all students have brains wired to perceive such abstracts directly. A skilled professional will use concrete perceptual teaching techniques to aid in explaining abstract concepts. The skilled professionals may also use analogies, as such comparisons help bridge the gap between the concrete and the abstract.

For example, defining MA MA E A as human created accommodations that produce teaching success or failure; and noting that, the student is not to blame when a school professional does not understand MA MA E A and the MA-MA-E-A they use fails, is an abstract concept. This abstract concept may be difficult to apprehend. However, by using an n analogy grasping the concept becomes easier as shown below:

Abstract = MA MA E A are human created accommodations that produce teaching success or failure

Analogy = MA MA E A is like a tool box of tools. Let’s say you want to remove a glass cover to change a lightbulb. To do so you need to pick the right tool for the job. Picking and using a screwdriver to remove the screws that fasten the glass cover will result in success. But, picking and using a hammer will likely result in failure: it won’t remove the screws and will likely break the glass.

Abstract = The student is not to blame when a school professional does not understand MA MA E A and the MA-MA-E-A the professional uses fails,

Analogy = Lets say one wants to remove a class cover to change a lightbulb, but they don’t know what they are doing. If they pick and use a hammer, when the glass breaks it is not the glasses fault. The glass is not weak, inferior, or disabled because it broke. The problem is the person does not know how to pick and use the right tool for the job.

Analogies work when they use objects and situations with which the learner is very familiar. You likely know about tool boxes, screwdrivers, and hammers. You are likely familiar with removing screws with a screwdriver and what happens to glass when struck with a hammer. Hence, it is easy for you to picture in your mind changing a glass cover with a screwdriver verses a hammer. Because these are easy for you to picture in your mind, the abstract concept is easier to perceive. Hence “MA MA E A are human created accommodations that produce teaching success or failure” is easier to perceive by thinking about using the right tool for the job.

TIP: Reading materials twice increases your learning. Why? The answer is perception. Each time you read, you perceive more of the abstract concepts. Try it with this small section and you should find you understand the materials with greater depth.

Answer question 2 for The Brain Study Unit ^#2 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#2- PART 3

ATTENTION: Focusing in on a perception while blocking out other perceptions).

Attention depends on the brains formation and use of neuro-pathways allowing one to focus in on one thing, while blocking out other things. (Attention = Focusing in on a perception while blocking out other perceptions). Attention is a vital component in one’s ability to perceive, memorize, and process. Things slip past your perception because you are not paying attention to them. For example you forget where you placed your keys because you did not pay attention when you put them down. Or you do not remember what you read, because you were not attending while reading. (e.g., Stopping and reflecting on what you just read to ensure you perceived it).

As was just covered in the section on abstract and concrete perception, to help you learn about attention, it helps to have a concrete example. Watch the following short video: https://www.youtube.com/watch?v=yzjCbvPyo6c (The part you want to view begins 2.15 minutes into the clip. The highlight of this trick (The part to watch) starts at 4 min and ends at 4.20. Yep, it’s only 20 seconds! You can do 20 seconds!

Why did you perceive the live rabbit as magically appearing from the hat? That is what we are about to find out! Ready? You perceived MAGIC because the magicians were manipulating your attention. They used a method that helped your brain focus in on one set of perceptions while blocking out other perceptions. They used MA-MA-E-A to regulate your attention and hence you perceived MAGIC!

Consider how difficult it would be to figure out cause and effect relationships when you don’t perceive them or cannot remain focused on figuring them out. The art of magic primarily operates by manipulating your attention, hence you perceive and process events differently than they actually occur. The magicians use method to draw your attention away from the actual cause and effect relationships. Hence, although you say a rabbit getting pulled out of a hat, you do not know how it was done. So if I were to pass you a rabbit, hat, and magic wand, you could not reproduce the trick even though you saw it.

A bag magician does not know how to control the MA-MA-E-A of magic. When this happens, you attend to and perceive what they want to conceal, and hence there is no magic. Likewise, in school, when the school professional does not know how the trick of attention and perception is done, their students attend to the wrong things. Hence students do not learn what the school professional wants them to learn. Just like a skilled magician, a skilled school professional uses MA-MA-E-A to help her students attend to what they want them to perceive. Through the professinals knowledge and skill with MA-MA-E-A and PAMPERS her students learn what she wants them to learn. (Don’t let this slip by your attention, read the last two paragraphs again).

Automatic and Willful Attention

The brain has two ways of paying attention. The first is automatic where the second is willful. (What were the 2 ways? Say them out loud).

Automatic attention is when the brain’s attention is directed by the environment. The magic trick in the above link, or any magic trick, works because your automatic attention is being manipulated by the environment set up by the magician. The trickster stimulates your brain to attend to one thing, as they perform some other action that will go unperceived, because you are not attending to it. (What a skilled use of MA MA E A).

Automatic attention is controlled by parts near the brain’s stem (a part that controls many basic survival functions). Automatic attention does not use much of the brain’s energy. People can pay attention to video games for countless hours without their attention fading because games tend to capitalize on the brains automatic attention.

Willful attention uses the brains frontal lobes and is energy intensive. In willful attention one forces themselves to actively attend while fighting off the impulses seeking to grab their automatic attention. This is why focusing on boring or complex materials makes you tired, as there are so many things in your environment or in your mind that are knocking at the door of your automatic attention that you must keep locked out. (What’s that sound? Did you just get a text message or a new post on social media? Which would you rather attend to: reading this artical or attending to that message? It takes a lot of your brain’s energy to ignore that message and keep reading. (How is your willful attending right now?)

MEMORIZE THE FOLLOWING:

Automatic Attention = The brain focuses in on perceptions because they stimulate the brain in a way that makes you automatically attend to them. This uses little brain energy.

Willful Attention = The brain’s frontal lobes work hard to focus on perceptions that are not stimulating, while working to prevent automatic attention from taking control of ones perceptions. This uses lots of the brain’s energy.

It is useful for you to recognize that people are always paying attention; the question is to what are they attending? Most human brains are structured in a way that they can, for average amounts of time, maintain willful attention (This is the statistical norm). But some brains are structured in a way that automatic attention is more abundant than willful attention. Such an arrangement is not a moral failing; it is simply a matter of brain structure and chemistry. These people have willful attention, but it tires out quicker than the norm. (Use your willful attention to review the materials on plasticity and you should find that attention can be taught and improved).

SCHOOL, MA MA E A & ATTENTION

The MA-MA-E-A deployed in school is primarily designed to be accessible by brains that have more willful attention than automatic attention. Students are expected to sit for hours and are required to attend to items of low interest. The brain must use lots of energy to maintain willful attention. What do you think happens when the brain runs out of the energy used for willful attention? It is not that the person stops attending! NO NO NO! Rather the brain switches over to automatic attention. This means the student starts attending to things that are more stimulating.

Skilled school professionals recognize that the MA-MA-E they use either supports automatic attention or willful attention. A skilled professional looks at the type of attention the student is displaying- automatic or willful- and then changes the method, amount, materials, levels of assistance, or environment in a way that helps the student focus in on the lesson. We will discuss these MA MA E As in class.

Answer question 3 for The Brain Study Unit ^#2 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#2- PART 4

MEMORY (This section contains many terms to memorize)

Review the following short 2 minute video before reading this section: https://www.youtube.com/watch?v=vyNkAuX29OU

Memory is a record of past perceptions- concrete or abstract. This record is stored in neuronal connections, the stronger the connections, the stronger the memory. (Stop Take a moment to attend to and perceive this, as it will make learning the materials in this section easier.)^.

Memory is subdivided into many different types. Two types of memory are: Episodic (A record of "concrete" life experiences: e.g., recall seeing a rainbow, can you recall where you were and who you were with?) and semantic (A record of "abstract / intellectual information" a body of knowledge: e.g., Can you recall the 7 colors of the rainbow?)

Some memories take place at a conscious level and we can explain them, these are called Declarative (e.g., Why do you shake others hands when you meet them?) Other memories are unconscious and hence a person cannot explain them, these are called nondeclarative (You can write your name, but I doubt you can explain exactly how you know how to do it).

Can you explain: Episodic, Somantic, Declarative, and nondeclarative memory?

Statistically normal brains are fairly good at all types of memory but lean towards episodic. Our culture and school system places high value on declarative memory (i.e., requiring students to explain rather than perform what they know), and tends to devalue or dismiss the powers and utility of nondeclarative memory.

Recall that not all brains are constructed the same, should you should expect differences in how they work. Memory is partially dependent on brain structure.The brains of some people use one form of memory much better than the others. Some brains have a hard time creating new memories or recalling old memories. The MA-MA-E-A you use also impacts how well one will memorize information. But to effectively use memory MA-MA-E-A, you need learn more about the brain and memory.

Statistically normal brains hold a few items for a short time (short-term memory) and then it is forgotten. (Think of short term memory as a neuro connection that is established and then quickly lost).

Some memories are never forgotten (long-term memory) unless some type of damage (injury) is done to the brain. (Think of long term memory as a neuro-connection that is formed and remains forever).

Finally there is working memory in which a person must hold information in their mind, information used to reach a goal, as they work on the goal. Working memory is highly valued in our culture and school system, and those who have lower than normal working memory do not do well in a culture that demands its high use. (e.g., Jim is doing a work-sheet. Starts to look up an answer to a question, but then forgets the question when he is interrupted by an incoming text messaÈZ|þ¼äUge).

Can you explain: Short-term memory, Long-term memory and Working memory?

Memory is not just one thing: There is a memory system for each of the senses: visual memory, auditory memory, kinesthetic (touch and movement) memory, olfactory (smell) memory, and taste memory. A person might do better with one memory system over another. One thing is known, memorizing information is easier when several perceptual and memory systems are combined. Several different cultures have a saying like the following that attest to this point

Tell me I forget, show me and I can recall, have me do it and I remember

Notice that the power of memory and perceptions increases in each of these: Tell: Show: Do. To hear uses hearing, to see involves, hearing and seeing, but doing involves all of the senses. Because each sense has its own memory system, multiple systems are making a record of these past perceptions.

When brains are similarly designed, the same memory MA-MA-E-As can be used, but when brains are designed differently, memory MA-MA-E-A must be individualized. We will cover memory MA-MA-E-A sin class.

Answer question 4 for The Brain Study Unit ^#2 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#3

UNIT^#3- PART 1

PROCESSING

The points you need to retain in this question of the study unit are:

· Processing can be abstract or concrete.

· School primarily uses abstract processing methods.

· Abstract methods are not always a good match for all brains.

· A poor match between one’s brain processing style and the teaching method being used results in learning difficulties.

· When a poor match happens, switching to a concrete method may allow the student to successfully learn.

Processing is the brain making connections between sets of information and predictions about what should happen next. (e.g., Costumes, Candy, October- what is the connection between these items? Glass of milk set near the edge of the table where children are playing. What is your prediction of what likely will happen?) Concrete processing is when the brain processes information directly through the 5 senses where as abstract processing is where the brain processes information through the 6th sense: its own thoughts.

MEMORIZE THE FOLLOWING

Concrete processing The brain makes connections between sets of information received directly through the 5 senses

Abstract processing The brain makes connections between sets of information, generated by the 6th sense, including predictions about what should happen next

For example, there are two ways we can process the question, “What will happen if you place an egg in your hand and squeeze it?” We can process this question abstractly or concretely. If you process this question in your head you are using abstract processing- also called Top down processing. You are making connections between what you “think” you know about eggs and the action of squeezing, and based on this you are making a prediction about what is likely to happen. But if you get an egg, squeeze it in your hand, and EXPERIENCE what actually happens you are working with real items and gathering information directly through your senses: concrete- Also called bottom up processing). In short, abstract processing is all done in one’s mind. Concrete processing is done in reality.

Processing is at the heart of learning. If you abstractly process the egg squeezing, you use what you THINK you know to perceive what YOU THINK should happen. But, are you right? Hmmm, consider that, in abstract processing, the only perceptions you have to process this question are stored in your memory. (Recall memory is a record of past perceptions). So, if your brain has made an accurate model about the property of eggs and squeezing, AND you are able to recall ALL, yep ALL, of this information when you abstractly process, you stand a good chance of being right. But if not, the processing will be unrealistic along with your answer!

Abstract processing is often wrong because you are not working in the real concrete world, but rather through your 6th sense: the brain’s self-generated perceptual world. Will the egg break? I am sure you abstractly think so. Concretely process the egg squeezing experiment and concretely perceive and process what happens! Place the egg in the palm of your hand, wrap your fingers around it, and squeeze- but ensure the egg does not have any cracks before you begin. And, do this over the sink. (You might be amazed) - - - Iam sure you won’t bother to do this if you are part of the statistical norm, only those away from the norm in this regards will do the egg experiment to learn the difference between concrete and abstract processing. It seems the statistical norm is comfortable harboring ignorance. Does that seem harsh? Well, did you do the egg exparament?

Although statistically normal brains can perform abstract processing, the fact is that most people find concrete processing to be easier than abstract processing when it comes to learning. Another way to say this is that most people find concrete learning experiences easier than abstract learning experiences. To aid in your understanding of what makes this so, we can use the quote from the unit on Memory:

Tell me I forget, show me and I can recall, have me do it and I remember

Let’s change quote to match processing:

Tell me I somewhat understand, show me and I understand better, have me do it and I understand the best!

Notice that the power of processing increases in each of these: Tell: Show: Do. Telling uses hearing; showing involves, hearing and seeing, but doing involves all of the senses. Notice that this sequence of teaching methods: tell, show, do moves from abstract processing to concrete processing.

· Tell Method= Abstract processing

· Show Method= A mix of abstract and concrete processing

· Do Method= Concrete processing

How does knowing this help you as a school professional? Consider that the methods, materials, levels of assistance and, environments (MA-MA-E) used in school are primarily abstract. (e.g., talking about, reading about, and seeing pictures about something). These abstract learning accommodations work best for brains that are wired a certain way. They are designed for brains that have a certain level of abstract perception and processing. This also means these learning accommodations discriminate against those who are not at a certain level of abstract processing. -- (Do you know what model was used here?)

When a student is having a problem learning something, it may be that the teacher is using an abstract method, hence forcing the student to use abstract processing. If the student brain is mostly wired, and hence skilled, for concrete processing, this INTERACTION is broken and the student will struggle as he or she attempts to use a failing method. However, if the school professional changes over to a concrete processing method, the INTERACTION is fixed, and the student will gain success because the learning accommodation is now working. (i.e., Real experiences are processed by the brain better then imaginary ones). -- (What model was used here?)

This is exactly why NASA (The folks who send people into space) trained their astronauts using concrete processing methods. The folks at NASA are pretty bright! Yes they use abstract processing methods of reading, and discussing when teaching astronauts what to do in various situations. But the concrete processing method of doing is heavily relied upon and the most valuable. Astronauts are placed in simulations that are as close to reality as possibles so they can do what they learned. Why, because, when it comes to learning, concrete processing methods are often more effective than abstract processing methods. Why? Because the brain is first and foremost a concrete processing organ, it is only as it develops that it is later wired for increasing levels of abstract processing.

So, IF when it comes to learning, concrete processing methods are often more effective than abstract processing methods, THEN why aren’t they most often used? The short answer is, IN THE BIG PICTURE, when it comes to sharing information, abstract methods are vastly superior to concrete methods. For example, we cannot raise the dead to learn from them, but we can read the words of people who lived thousands of years ago and learn their thoughts. Think of the abstract advantages of this study unit. It is abstract instruction; where in even the concrete examples are abstract- in that you must process them through your 6th sense to perceive them. Consider the abstract models (Neuro/Physical-Diversity, Handicap, Interaction, Elitist, Statistical) or the philosophy of Normalization, how these completely change how you view a situation and resolve it. This is the human advantage; we can and do represent information and learn abstractly! It is the abstract processing abilities of humans that have brought us to where we are today.

The points you need to retain in this section of the study unit are, what is processing (abstract and concrete)? School primarily uses abstract processing methods. Abstract methods are not always a good match for all brains. A poor match between one’s brain processing style and the teaching method being used results in learning difficulties. And that, when a poor match happens, switching to a concrete method may allow the student to successfully learn.

By the way: You saw the above paragraph at the beginning of this section. Can you explain to yourself why you apprehend and comprehend its meaning better now as compared to when you first read it? You can reach the answer by using what was covered concerning PAMPERS thus far.

Answer question 1 for The Brain Study Unit ^#3 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#3- PART 2

RESPONSE

Recall that PAMPERS represents the 7 functions of the brain, and stands for Perception, Attention Memory, Processing, Executive Functioning/Metacognition, Response, and Socialization. So what should come next is Executive Functioning/Metacognition. But remember that PAMPERS is a contrived tool, and the value of a tool is in how you use it. Recognize that ttools are to serve us, we do not serve tools. So I am skipping forward for reasons that will become obvious after I layout Response and Socialization in this section:

Response: refers to expressing what is thought, felt, known, or desired. Our society has response tools, but of course they are designed to serve the norm. Certain modes of communication may work for those outside of the norm, but these tools that accommodate the norm may handicap the response communications of those away from the norm.

Consider that in school, the way we assess if a student has learned something is by performing assessments. For example, you teach a student, and then ask questions to determine if she or he can provide the expected responses. It might seem reasonable to give all students the same assessment and conclude that if they pass it they know the information. But let us test that assumption.

Pretend that today I place you in a residential school for people who are blind. You listened to the lectures and know the information. Now it is test time. The class is issued an exam in braille and asked to provide braille responses. Will you pass the assessment? Of course you will fail. But what was really assessed here? Was it your knowledge of the topic, or was it how well the braille accommodations worked for you? Clearly the braille response accommodation works for the norm, but the questions we need ask here are, “Did the braille response accommodation work for or against you? Did it assess what you know about the topic, or did it assess your ability to use the response tool?”

Consider that a person categorized as having a learning disability (one of 13 disability catagories) may find it difficult to write their thoughts on paper. It may be hard for them to use the print tool to respond to questions. However, this same person may find it easy to say what they mean, or show you what they know by doing it. A person with an expressive language disorder, traumatic brain injury, stroke, or a cognitive impairment might have a hard time with verbal expression but an easiert ime drawing a picture or pointing to communicate. If you demand they use response tools that don’t work for them, your assessments of their knowledge will be flawed. You will not be assessing what they know. You will be, in part, assessing how well the response tool you made them use worked for them. (Actually, I say you will be assessing how badly you screwed up in providing functional MA-MA-E-A).

Some communication handicaps are removed by students communicating with body language, pictures, or computers that talk for them. Others simply use differing amounts of processing time to gather their thoughts to say what they want to say. Still, others may respond correctly after they concretely process out their thoughts before changing them into abstract written or spoken answers. When a school professional restricts how a student is to present information (e.g., write a paper, fill in the blank, multiple choice, and so on…) she or he might be creating a handicapping condition preventing the student from expressing what they actually know or displaying what they can do.

Consider if all of your assignments had to be written to rhyme and set to music, how well would you do in school? Would the product you finally produce reflect what you know, or would you be spending so much time attempting to meet the demands of the assignment’s response requirements that you would lack focus on the topic? And, if you fail should your teacher take this as a sign that you are ignorant of the materials, or should they recognize that the assignment handicapped you? (Oh, MA, MA, E, A!)

FYI: Once Bierdz required students -in a Masters level class on behavior- to read a book and then produce a book report all in rhyme. He did this so students could concretely process and perceive how a forced response demand can handicap anyone and impact their emotions and behaviors. This method worked all too well. The assignment had to be discontinued as too many students were stressing out over the assignment, experiencing high anxiety, frustration, and despair. Clearly the assignment was doing it job, but the cost to students was too high so this teaching method was ended.

Remember that not all brains Process, Attend to, Memorize, and Process information in the same way. Hence not all brains will respond the same way. The Handicap Model reminds us that the accommodation makes the difference.

Answer question 2 for The Brain Study Unit ^#3 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#3- PART 3

PROCESSING SPEED & 2 TYPES OF PROCESSING

Your goals here are to learn about processing speed, and about two types of processing called Gestalt processing and Monotrophic processing, which both change one’s perceptions and responses.

Processing Speed

Not all brains process at the same speed. Processing speed is how much time it takes a person to make connections and draw conclusions. Some neuro/physical differences are seen in processing speed. Differences in processing speed are not only found between individuals but are also found with in the same brain. Most people process information at about the same speed. Because this is MOST people, they are the statistical norm. However, some people have a faster than normal processing speed (they ‘get it” before anyone else does), where as others have slower than normal processing (e.g., ask a student with an auditory processing disorder, or depression, a question it might take them 5-7 seconds for their brain to register/understand what you said.).

Consider a joke being told in a group of people. Each person must process the joke before it becomes funny. This means they must make the connections between the sets of information. Their laughter is the sign they have finished processing the joke. But do they all laugh at the exact same time? No. First a few laugh, then more, then the majority, then a few more, and some much later. What you are witnessing is their processing speed. (e.g., One student asks another “Have you had Bierdz for any classes?” The other answers, “Why Yes.” The first asks, “How is he as an instructor?” The second responds, “I can confidently say, he is out of sight!”) - - - Some of you got this right away, others will get this much later.

To better understand processing speed more concretely, simply think of yourself. I suspect that most of the time you process information at the same speed as those around you. But, I am sure you find that for some subjects you ‘get it” quickly, but for others it takes time to “get it.” Why does this happen? It is because there is neuro-diversity in your own brain. Although most of your brain processes information at about the same speed, some sets of your brains neuro-connections process information faster, and other sets of neuro-conections process slower.

The takeaway here is that although most brains share a similar processing speed, this is not the case for all brains. The other take away is that, even in a single brain, some parts have a higher processing speed then other parts. The third take away is, recall from the Neuro/Physical-Diversity model that variety in processing speed is to be expected. Those who process faster or slower than the norm are just as valid as those who process at about the same speed as the norm. It is only the Elitist Medical Model that conceptualizes those who process slower than normal as being broken and disabled. The Handicap Model reminds us to consider that the world (school) is set up for the statistical norm, and hence the AMOUNT of time allocated for processing favors the norm and works against those outside of the norm.

Types of Processing & Perception:

Recall that in PERCEPTION the information captured by the 5th / 6th senses are turned into electrical impulses, then the brain PROCESSES these electrical impulses into PERCEPTIONS. An example of this is, if you are about to go outside, and you see rolling gray clouds and hear thunder, you will likely PROCESS and hence PERCEIVE that it is going to rain, and that if you want to stay dry you need your umbrella. Notice here that your PROCESSING leads to your PERCEPTIONS, and your PERCEPTIONS leads to your ACTIONS. (Yep, the brain creates a perceptual world and then acts upon it).

The concept in the above paragraph may be difficult for some to grasp because of how it was abstractly presented, so let me give you an example to assist. But before I do, let me present that paragraph again…. “Recall that in PERCEPTION the information captured by the 5th / 6th senses are turned into electrical impulses, then the brain PROCESSES these electrical impulses into PERCEPTIONS. An example of this is, if you are about to go outside, and you see rolling gray clouds and hear thunder, you will likely PROCESS and hence PERCEIVE that it is going to rain, and that if you want to stay dry you need your umbrella. Notice here that your PROCESSING leads to your PERCEPTIONS, and your PERCEPTIONS leads to your ACTIONS. (Yep, the brain creates a perceptual world and then acts upon it).”

EXAMPLE:

In this example we will consider processing and perceiving “Danger”. Let’s pretend that you are playing with a ball. The ball rolls into a busy street. You want to retrieve the ball. But before you do, you will likely PROCESS the “danger” of running out onto the street to get the ball, and hence you will PERCEIVE this as a “dangerous situation” and act accordingly

Now, replace you with a three-year-old. When the ball rolls into the street, does the child PERCEIVE the danger? Clearly the child sees all of the things you see (the rolling ball, the cars) so why does the child not PERCEIVE the danger and act accordingly? Hmmmm? The answer is PROCESSING. The child’s brain is not making the connection between the fast moving cars, getting hit by a car, and being injured or killed.). The child is not making the connections of, IF I run into the street to retrieve the ball, and the drivers do not notice me, or cannot react to me being there in time to avoid hitting me, THEN I can get hit by a car, THEN I might get injured or killed. Because they do not PROCESS this, they do not PERCEIVE the danger. And because they do not PERCEIVE the danger, they do not act accordingly. (The brain creates a perceptual world and then acts upon it). --- NOTICE THAT: the example I provided is a method to help you PROCESS the very concept of processing. The example is written in a manner in which it is easier for you to “make connections between sets of information.” It contains IF/THEN statements: which is what is being processed, “If this happens, THEN what will happen next.”

Now, here is a super hard question, is “the danger” concrete or abstract? The answer is: it is abstract before it happens, and concrete after it happens. The child does not perceive the abstract danger, but your brain does. This is exactly why we rely on education. We want to teach the child to perceive the abstract danger and avoid it by performing the correct action when entering the street to retrieve the ball.

Here is the role of education: “To change ones perceptions and actions.” Here is the role of education: “To change ones perceptions and actions.” One more time, Here is the role of education: “To change ones perceptions and actions.”

MEMORIZE THE FOLLOWING:

The role of education is to change how the brain perceives the world and acts upon it

Given what you just read, can you answer why you are learning these materials concerning PAMPERS?

The child who learns to perceive the danger takes care when entering the street. Meaning, this child attend to the ball and the traffic, devises a plan to retrieve the ball without getting hit by a car, and then uses that plan to retrieve the ball safely. However the child who has not learned to perceive the danger will only focus on the ball when running into the street.

Here are two new terms for you to remember:

MEMORIZE THE FOLLOWING:

Gestalt processing is the brains ability to see the whole picture whereas

Monotropism is when the brain focuses in like a funnel (seeing parts rather then the whole).

Statistically normal brains have a mix of Gestalt and Monotrophic processing. When you want to get a sense of what is taking place, you use your Gestalt processing, and this gives you a Gestalt perception. (e.g., you walk into a room of strangers, stop for a moment and look around. You want to get a feel for the room and how to socialize in it. You are seeking the Gestalt- the BIG PICTURE) so you can fit in with the group.

When you want to have a more detailed understanding of something, you use your brains Monotrophic processing which gives you a Monotrophic perception. (e.g., You are taking a class and glance at the syllabus. Of course this only gives you a Gestalt- a sense of what will take place. But now you want to see when a particular assignment is due and exactly what is expected of you. Because you want the fine details, you carefully read those sections of the course syllabus. You are Monotrophically perceiving the details).

Some brains have way more neuro-connections for Gestalt processing then they have for Monotrophic processing. These students start work, but won’t pay attention to the details. On the other hand, some brains have way more neuro-connections for Monotrophic processing than they do for Gestalt processing. These students get lost in the details of an assignment. They complete each part, but somehow it does not all fit together to form the BIG PICTURE.

The above explanation might be confusing, as it relies on your brain’s abstract processing to perceive what these terms mean. So let me change the method to one that is more concrete making it easier for you to process and perceive what each term means. I will now provide a semi-concrete example of each:

Three students write a book report: The first student has a brain that can easily switch between Gestalt and Monotrophic processing. This student produces a balanced paper of the BIG PICTURE and the details. The second student is primarily a Gestalt processer, her paper tells the story of the book, but lacks details, skips important plot points, and is missing some information. The third student is primarily a Monotrophic processer, but his paper focuses on particulars. It is rich in details on a few points, but it does not tell the story of the book.

Let us consider MA-MA-E and how it supports processing: When a student’s brain is a strong Gestalt processer, your MA MA E needs to help them access Monotrophic processing. Likewise, when a student’s brain is a strong Monotrophic processer, your MA MA E needs to help them access Gestalt processing. In short your MA-MA-E must support the opposite of how they process. What does this mean? Below is a brief and incomplete explanation of each. Once more: Below is a brief and incomplete explanation of each.

When a student’s brain is a strong Gestalt processer the brain processes/perceives the BIG PICTURE easier than the details. To create success you must ensure the interactions between their brain functioning and your accommodations are valid. If you provide an assignment and the student returns work with items missing, or responses that do not match your criteria, you can change your method.

By providing step-by-step instructions, highlighting key items, and training the student to systematically check their finished work against the instructions, higher success is achieved. When one follows step-by-step instructions, no step can be missed. When key items are highlighted, the student is more likely to perceive and process them. When one checks their finished work against the instructions in a systematic way, they have a way to ensure the directions were followed and no step or information is missing.

When a student’s brain is a strong Monotrophic processer the student focuses on the details nore than the BIG PICTURE. The student sees all of the assignment’s parts, but not how they all come together.

Providing a sample of high-quality finished work can help them see the Gestalt. By setting limits on their responses (e.g.,” answer this question is 50 words or less”, or “spend about 5 minutes on this section”), and by helping them blend elements together (e.g., telling them to explain the relationship between this and that) you are helping them reduce their focus on the details and see BIG PICTURE relationships.

Once again: The above is a brief and incomplete explanation of each. (Notice I stated this 3 times. Do you think this is an example of a method that helps you process/perceive the Gestalt, or Monotrophically?

You may have noticed that, in this section, PAMPERS has some overlaps: Gestalt and Monotrophic can be viewed as belonging to perception, or attention, or processing. Which one is it really? The answer is NONE! Remember that PAMPERS is a concept not a reality. It is a conceptual tool to help us better understand the brain and how it functions to create a perceptual world and then act upon it. If it helps you can think of Gestalt and Monotrophic as belonging to each. Meaning you can have Gestalt perception and Monotrophic perception; OR you can have Gestalt attention and Monotrophic attention; OR you can have Gestalt processing and Monotrophic processing. The big key here is that you understand what is meant by Gestalt and Monotrophic, and that most brains can switch between these two, where as other brains have way more of one over the other and find switching between them mildly, moderately, severely, or profoundly difficult when the MA-MA-E you provided works against them. (NOTE: “when the MA-MA-E you provided works against them.”)

Answer question 3 for The Brain Study Unit ^#3

UNIT^#3- PART 4

SOCIALIZATION

Socialization or the lack thereof, is a function of the brain and its chemistry. Not all animals on the planet are wired to be social, and the same goes for people. Those who are socially adept can thank their brain’s structure and chemistry, along with how their social environments shaped each.

Some parts of your brain allow you to read facial expressions, other parts vocal tones. Some parts allow you to read other’s intentions, where as different parts allow you to be contents alone (Hey that rhymes). Some parts of your brain allows you to see things from another’s perspective and identify with their emotions. Brains that do these things to a high degree find socialization easier then those who do not. Why? How well would you socialize if you could not perceive the difference between a smile and a froun, an inviting tone and an angry snarl, signs of interest vs. disinterest? Answer: not that well.

As noted earlier, the brains neuro transmitters (Chemicals neurons use to communicate with each other) impact ones socialization. Serotonin is associated with confidence, relaxation; and oxytocin with Feeling connected to others, and empathy. A brain rich in serotonin and oxytocin will display differences in socialization then will brains with less of these neurotransmitters.

Now consider this, all societies have tools to guide people’s socialization. These come in the form of rules and those who enforce the rules. The majority of the rules that govern social interactions are abstract. In addition, the way most rules are taught is abstract (e.g., we are told the rules, but not taught the rules by practicing them and receiving corrective feedback). This means that students who have brains that can perceive, attend to, and process abstract rules and expectations will outperform those that do this concretely.

Now consider that those who follow the rules are rewarded, and those who break the rules are punished. for the most part, socialization is treated as if it is “a choice” not a matter of how rules are taught and how a person’s brain performs PAMPERS, along with the accommodations provided to help people learn and follow social rules.

Take a moment to reflect on the philosophy of Normalization. In short is says “People act normal when treated normal.” As was pointed out by Bierdz, those outside of the norm do not receive normal treatment. They live in a world designed to accommodate the norm, a world that, at times, works for others as it works against them. A world that sends the message, “you are not equal, valued, or welcome.” This is not normal treatment, and hence it is ignorance that expects those so treated to display normal social behaviors.

For example, three people go to a fast food place and order a soda. Each is handed a cup. They go to the soda dispensing machine. The first person accesses the touch screen soda dispenser, selects the ice option and the beverage desired. The soda fills the cup and their need is fulfilled. The second person uses a wheelchair for mobility. The touchscreen is up so high that they cannot reach it. The third has visual differences. The touchscreen display is all visual, and hence it cannot be accessed. These last two did not get their needs fulfilled by society’s accommodation. (Read these words again “Tthose outside of the norm do not receive normal treatment. They live in a world designed to accommodate the norm, a world that, at times, works for others as it works against them. A world that sends the message, “you are not equal, valued, or welcome.”)

This is not normal treatment, and hence it is ignorance that expects those so treated to display normal social behavior. These two protest, throwing their cups to the ground while yelling, “This is Bull-Shit!” Are they acting normal? At first you may be tempted to say “No.” but this answer comes from the model we are using.

School is a humongous social landscape. Children are grouped together into classrooms, given tasks to perform, and sets of accommodations to use. Sometimes the accommodation tools do not work. Sometimes the social expectations and interactions are not a good fit to their Neuro/Physical-Differences. The social landscape can be highly subjective and abstract. There is a great deal of decoding that must take place. A brain wired for concrete and monotrophic perceptions and processing will experience the actions and intentions of another much differently from a brain wired to be a gestalt and abstract processer. The same goes for those having brains with executive functioning wiring differences.

This is why the Individuals with Disabilities Education Act has a provision concerning punishment. Recall that, in the school system, when a student is classified as “disabled” under IDEA a manifestation determination is to be done when a student breaks a rule. IDEA recognizes that the rules that serve the norm may not always be applicable to those outside of the norm. But sadly, this part of the IDEA law is frequently ignored and students classified as disabled are punished and expelled from school at a higher rate than the norm.

Socialization will be covered more in part 4 of this unit

Answer question 4 for The Brain Study Unit ^#3 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#4

UNIT^#4- PART 1

EXECUTIVE FUNCTIONING

Executive functioning is a teachable and learnable skill allowing one to consciously control Behaviors, Emotions, and Thinking processes. You can remember this using the mnemonic BET = Control Behavior, Control Emotions, Control Thinking). This is worth repeating: Executive functioning is a skill allowing one to consciously control his or her BET.

Pay attention to the fact that executive functioning is a skill. This is important because skills can be taught, skills can be learned. This means you can teach executive functioning skills. But how? To do this, it helps to understand the relationship between the brain, neuro-connections, and executive functioning.

The brains frontal lobes houses executive functioning abilities. How this part of the brain is structured and functions determines to what degree one can use his or her executive functioning skills and what levels of support should be deployed for them to be use successfully in society. Remember that society is a collection of accommodations primarily designed to serve the norm. One thing that makes the statistical norm “normal” is that their brain’s develop neuro-connections for executive functioning at about the same time and at about the same level. Society is designed around this “normal development.” (Notice: society is designed to accommodate statistically normal development. Students who have not developed a “normal level” of executive functioning skills will act differently from the norm.)

I trust you understand, and rather accept, that toddlers and young children will impulsively grab things, impulsively move about from task to task, are easily distracted, quickly frustrated, spontaneously hit, kick, pinch, pull at people or throw items. You likely understand that young children are governed by their emotions, expressing happiness, anger, frustration, and sadness with little to no restraint. What you are observing here are humans who have not yet developed a high quantity and quality of neuro-connections in their frontal lobes: which we call executive functioning skills. Recall that everything you know and everything you can do is governed by the quantity and quality of your brain’s neuro connections. (Deeply consider this again, “What you are observing here are your fellow humans who have not yet developed a high quantity and quality of neuro-connections in their frontal lobes which we call executive functioning skills.). But, of course you understand these children are growing-up, they are not bad, evil, or stupid, because their brains have not yet formed the quantity and quality of neuro-connections that allows them to consciously/deliberately self- control their behaviors, emotions, and thinking.

As children age, their brains develop a higher quantity and quality of neuro connections in their frontal lobes. These connections represent executive functioning skills that are acquired through training, being reminded, and lots and lots of supportive practice (e.g., Waite your turn; Talk rather than hit; Remain positive and persistent; Think before you do, be patient, organized, mindful of the time and so on…). As their frontal lobes- through supportive training- build a higher quantity and quality of executive functioning neuro connections, the ability to willfully controle one’s BET becomes easier for them to learn and deploy.

FYI: For most people, executive functioning skills are not strongly wired into the brain until a person is around 25 years old., and that they continue to develop one’s entire life!

Now, process this…. In those who are neuro/physically-different executive functioning skills may develop ahead of schedule (our society values these individuals as they are great at following all of societies abstract rules of how we are expected to behave, how we should express our emotions, and how we should think about things). However, for others with neuro/physical-differences the brain is differently structured, and their executive functioning skills develop slower than the norm.

You might ask, “What exactly does this mean? How does their behavior appear?” Such people may be seven, twelve, sixteen or twenty-one and in school still impulsively grab things, impulsively move about from task to task, are easily distracted, quickly frustrated, spontaneously hit, kick, pinch, pull at people or throw items. They may be governed by their emotions, expressing happiness, anger, frustration, and sadness with little to no restraint. Why are they behaving like this? Of course, as always, the answer depends on which model you use.

When the student is a young child, we tend to give one answer, “They are still developing and should receive support in their development.” But, when they are older, we often become the unconscious slave of the moral model. As slaves of the moral model our brains process and perceive the world in accord with the model, and so we believe and say, “they are bad and need to be punished). As a professional you are to remain the MASTER of the models, not their foolish and mindless slave. How can you view their behaviors differently?

The answer is to use a different model. Mindfully use the Neuro/Physical-Diversity model. Say out loud, “I know that everything one knows and everything one can do is governed by the quantity and quality of his or her brain’s neuro-connections. What I am observing here is MY fellow human being who has not yet developed a high quantity and quality of neuro-connections in their frontal lobes: called executive functioning skills. This person is not bad, evil, or stupid, because his or her brains have not yet formed the quantity and quality of neuro-connections that allows them to consciously/deliberately self- control their behaviors, emotions, and thinking.

Saying this out loud is a Metacognitive Method that HELPS YOU use your executive functioning skills. Saying it out loud pulls the Neuro/Physical-Diversity model from your memory (6th sense), which then allows you to PROCESS and PERCEIVE the student’s behaviors differently. After saying this out loud, you may find that “punishment” is not what comes to mind, but rather providing guidance and support: just as you would a child who is having a hard time governing their behaviors, emotions, and thinking.

MEMORIZE THE FOLLOWING:

I know that everything one knows and everything one can do is governed by the quantity and quality of his or her brain’s neuro-connections. What I am observing here is MY fellow human who has not yet developed a high quantity and quality of neuro-connections in their frontal lobes which are called executive functioning skills. They are not bad, evil, or stupid, because their brains have not yet formed the quantity and quality of neuro-connections that allows them to consciously/deliberately self- control their behaviors, emotions, and thinking.

It takes intensive, frequent, and relentless education to cause one’s brain to build a higher quantity and quality of neuro-connections for executive functioning. Professionals must provide ample opportunities for students to practice their executive functioning skills so their brains can make executive functioning neuro-connections. It is only AFTER their brain has made executive functioning neuro connections that the student will demonstrate the ability to INDEPENDENTLY control their behaviors, emotions, and thinking. (Everything one knows and everything one does- such as controlling his or her BET- is governed by the quantity and quality of the brains neuro connections).

When students with less executive functioning than the norm do not perform as expected, should they receive support or punishment? Think about it! Bierdz’s answer is, when they do not perform as expected they should receive support, not punishment. Why? Well, because punishment does not rewire the brain to create a high quantity and quality of neuro-connections for executive functioning. (Be reasonable, If you are learning to ride a bike, will you learn better if I punish your every fall, or help you get back up, figure out what went wrong, how to fix it, and encourage you to try again? What about if you are learning math? Do I show you once, expect you to get it, and punish you when you fail? Or should I show you several time, give you lots of opportunities to practice. Watch what you do and help get you back on track when you make mistakes, and praise your successes? Why is learning to control your BET any different than these?)

Recall that school is primarily designed for those with statistically normal brains. When children are young, we help them control their behaviors. We help them control their emotions. We help them think through and solve problems. All of this help is wiring up the frontal lobes. The help is building a higher quantity and quality of executive functioning neuro-connections. As these children age, their executive functioning skills develop. Their brains develop a higher quantity and quality of executive functioning neuro-connections in their frontal lobes. BUT NOTICE, as these children develop, age, and advance through school, we help them less and less as we rely more on their frontal lobes’ executive functioning skills to self-regulate, to self-control their own BET. In short, we keep removing external executive functioning supports, as their brains get better at creating internal executive functioning. This is to say, as they get better at riding their bikes, the training wheels come off, we hold them less, and soon stop watching to see if they are doing okay.

This system works great for the norm, but may work against those who have brains that did not develop as others. Their brains do not yet have the quantity and quality of neuro-connections to independently manage their executive functioning. This means the supports must remain in place. When you demand that such a child should control their BET independently, you are setting up a failing INTERACTION. Your expectation does not match the child’s brain structure and functioning. The Interaction Model would say, “The child is not broken, and your expectations and levels of support are fine. But when you apply those expectations and levels of support to that child, it just an’t gonna work! That Interaction sucks.” (E.g., the bike is fine, the kid is fine, they just don’t go together yet.)

The Handicap Model would say, “Oh school professional, it is YOU who violated Normalization! The child is acting appropriately, they are using the supports you provided and the supports are failing. Your expectation that the child can use their executive functioning independently- as do those in the norm group- is inappropriate. Change your expectation, so you can change your MA-MA-E-A, so the child can succeed!” (This is to say, this student cannot ride the bike independently. You must watch him, perhaps replace the training wheels, and possibly hold him upright as he rides).

And now, a word of caution to the wise: None of this means a student gets a free pass and can be irresponsible and out of control because of differences in their executive functioning. (Only the ignorant would suggest this). Such a child gets away with nothing! Rather, what they get is reasonable expectations and support. Support is not the same as enabling. Support is not letting students do as they please. No, that is pure ignorance! Support means helping the student learn to control their behavior. Support means you help the student govern their emotions. Support means you teach them critical thinking skills, so their brain will develop a higher quantity and quality of neuro-connections so they can start to willfully control their BET independently. And finally, support is not punishment. (Or do you think having difficulty self-regulating and controlling one’s behaviors, emotions, and thinking when everyone around you is able to do it easily doesn’t seem hard enough? Is there really a need to make it any harder?).

To support students who have not yet developed their executive functioning skills, you, YES YOU, must have strong executive functioning skills yourself. Your emotions can, and at times will, run high. How will you manage them? What will this do to your behaviors? Working with these students is not your “normal circumstances” and your expectations can quickly be dashed. When this happens, it is all too easy to slip into the Elitist medical model or moral models and say “There is something wrong with this kid! He must be trying to piss me off! He should be punished!” You too need a method for keeping your executive functioning online so you remain in willful control of your BET. One method is to remain MASTER of the models (to be explained more in the next section of this study unit).

THREE EXAMPLES

As you should know by now, executive function is housed in the brain’s frontal lobes and is what allows one to consciously/deliberately control his or her Behaviors, Emotions, and Thinking rather than being controlled by them. Let us consider three students all age sixteen each with different quantities and qualities of neuro-connections for executive functioning. Each student has had bad experiences with math in the past. Each student is given a pop quiz with 20 math problems. and begins to feel anxious and wants to avoid the assignment:

Bart

What’s this? I an’t doing this!. Get the hell away from me!!

Eileen

What’s this? Crap! I hate math. (Student dives into working and begins to make mistakes). I suck at math! I suck! (Student’s anxiety increases. Student does not notice many of the problems are one’s she can do easily. Student makes careless mistakes and begins to furiously scratch out problems changing answers”). “I can’t do this stuff! (Student comes to a hard problem; she tosses down her pencil and exclaims, “Shit! I’m too stupid! This is impossible! I give up!”

Tarzan

What’s this? Crap! I hate math, I suck at it! Oh man. Okay, before I get too worked up about this, let me look at this math. I’ll take a few deep breaths and calm down. Let me circle the ones I don’t know how to do. Hmm, looking at this now, I see that most of these are ones I can do. Actually there are only three I am unsure about. Let me do the ones I know first. Perhaps I can figure the others out. I’m pretty smart, I can do this. This really isn’t so bad, let me get started).

Notice how Bart is controlled by anxiety, negative perceptions, and acts on these emotions and feelings. Bart does not even consider the math to “act” but rather “reacts” to what he automatically feels and perceive. Eileen is able to control her emotions and behaviors at first. Like Bart she does not consider the math problems and her skills, but starts working. She sees all of the problems as difficult. She tells herself she sucks at math and becomes more anxious, and this increases as she makes “careless mistakes.” Her frontal lobes are overheating. Soon she convinces herself she will fail and gives up. Tarzan feels the same as Bart and Eileen, but takes conscious/deliberate control over his thinking, emotions, and behavior. He willfully uses slow breathing to cool his frontal lobes down: to help them work better. He assesses the math paper to determine the situation. After he perceives thats he knows most of the materials he feels better and finds it easier to work with confidence. He also provides himself with words of encouragement. (Tarzan is king of the Jungle of neuro-connections!)

Now consider MA MA E A.

Bart

You- THE PROFESSIONAL:

§ Preorder the problems from easiest to hardest (method) Remind him he has some good math skills and that you are going to test them. Tell him the quiz will only be a few minutes long and ask, “You can do this for just a few minutes, right?” (Method/Assistance)

§ Give him one problem at a time (one problem per page) starting with the easiest going to the hardest (Method/Environment/Materials)

§ When he gets one right, let him know (Good job, Assistance/Method).

§ When he gets one wrong, remind him of the one’s he got right, help him remain positive (Assistance)

§ If he gets overly frustrated, give him a break, let him do a preferred activity to help his frontal lobes bounce back, then resume. Tell him “Let’s do a few more and then you can take another break” (Method, Amount, Asstance)

Eileen

You- THE PROFESSIONAL:

· Remind her she has some good math skills, and that the quiz will only last a short time.” (Method/Assistance)

· Before you hand her the paper, tell her to first look at the paper and, not do the math, just look and find the problems she knows she can do. (Method/Assistance)

· Have her circle the easiest ones (Method/Environment- she is changing how the quiz looks to her).

· Ask her to work on the first five easy problems (Method/Amount)

· Help her reflect on her success and provide praise for correct answers (Method/Assistance)

· Have her work on the next five easiest and one hard one (Method/Amount/Assistance).

· If she gets frustrated, agree that the math can be hard, but as she continues to learn it will get easier (Method/Assistance)

· If frustration continues, ask her to take a short break (do a preferred activity) and then point to individual problems (two easy ones followed by one hard one and then two easy ones again) and work on them one at a time. (Method/Amount/Assistance)

Notice that in the above examples you are acting as the student’s frontal lobes. You are providing the executive function via your MA MA E A. Also, you are showing them how to approach a difficult task. You are not only helping the student to succeed, but are also helping their brain to build a higher quantity and quality of neuro-connections in their frontal lobes for executive functioning and metacognition.

YOU ARE BEING A HIGH QUALITY PROFESSIONAL WITH THE MA-MA-E-A SKILLS TO REMOVE THE HANDICAPPING CONDITION, TO ENSURE THE INTERACTIONS ARE BALANCED!

Answer question 1 for The Brain Study Unit ^#4 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

UNIT^#4- PART 2

METACOGNITION

Just as attention can be viewed as automatic or willful, the same can be said for one’s thinking. Recall that the brain’s function is to create a perceptual world and then act upon it. This can happen automatically or willfully. The brain’s default mode of functioning is automatic. The automatic function works pretty well (most creatures with brains run on primarily automatic perception and actions. Evolutionary history demonstrates that automatic functioning is very successful).

Humans and a few other creatures have some measures of willful control. Meaning they can consciously/deliberately apply thought energy to perceive a situation in a new way and plan how they will act. Of course, they can do this because of the quantity and quality of neuro-connections in their brain. (Most things with brains do not have this neurological hardware, and hence do not have metacognition- well, not at the level of your typical human). Some primates, birds, pigs, dogs, dolphins, whales, octopuses and a few others have some amount of metacognition, and hence are “Problem solvers usually working at about the level of three-year-old humans).

Please note that Metacognition IS NOT ‘Thinking about thinking” as some say, and is often noted in books. Such a statement is devoid of insight and rather useless. Ask anyone who explains it this way to really tell you the details on metacognition; they likely will not be able to do so, as they are barfing up a line in ignorance. After this question in the study unit, you should be able to explain Metacognition in some depth.

What is Metacognition?

The first thing to note about metacognition is that it involves conscious and deliberate thinking. Remember some thoughts are automatic, were as others are willful. In Metacognition one uses his or her willful thinking over their automatic thoughts. The next thing is that the willful thinking is used to change one’s perceptions. This is called “sizing up the problem” & “Formulating a goal.” Once this is done, Metacognition is used to form a plan- a way to solve the problem or achieve the goal. Finally, Metacognition is used to track the progress of the plan, or to consider if the problem/goal needs to be reassessed. (This is a far cry from automatic thinking or the insipid statement “Metacognition is thinking about thinking”--- Whoever came up with that one, or repeats it does not understand Metacognition!)

MEMORIZE THE FOLLOWING:

Metacognition is a teachable/learnable skill in which one willfully sizes-up situation/sets a goal, devises a plan to reach the goal, and track progress towards the goal’s obtainment, or to reevaluate the situation.

Because metacognition is housed in the brains frontal lobes, how this part of the brain is structured and functions determines how well one can use his or her metacognition skills. When a student has not yet developed their metacognition skills, the professional with which they are working should act as the student’s frontal lobes and ask them questions related to the three areas of metacognition. For example: “What should you be doing? Are you doing it? Is what you are doing working?” (Practice saying these often, so that when you need to use this method, it is available to you).

Metacognition is not your normal way of thinking. Most of the time we act with minimal thought. Often we do not formally size up a problem/pick a goal, then find a solution, try it, and then monitor our progress. This is because most of our day-to-day lives are composed of the same situations. There really is not much to think about, and most of what we do, can be done, and rather is done, with our brain on autopilot (i.e., minimal conscious/deliberate thinking). But when situations change, and one’s thinking does not switch over to metacognition, errors can arise in a flash! (Have you ever stopped yourself and asked, “What the hell am I doing?” That is the voice of your Metacognition).

The number one rule in a disaster is, “Remain calm, think willfully, and act quickly.” In other words, use your executive functioning and metacognition. It turns out, that those who have the highest chances of surviving a dangerous situation are those who use their willful, conscious, and deliberate control over their emotions, thinking, and behaviors. Those who do not do this perceive and respond to the danger automatically and don’t do as well. It also turns out that the more one practices their executive functioning and metacognition skills in increasingly dangerous simulations, the better they do when the real thing takes place. Can you explain why yet?

ANSWER: Because their brain’s frontal lobes build a higher quantity and….

EXAMPLES

Let’s reconsider the cases of Bart, Eileen, and Tarzan. Recall that all three students are age sixteen, and that each has different quantities and qualities of neuro-connections for executive functioning & metacognition. Each student has had bad experiences with math in the past. Each student is given a pop quiz with 20 math problems. And begins to feel anxious and wants to avoid the assignment: As you review each case, this time, willfully attend to how each is performing Metacognition (Size up situation/set goal, Plan a solution, track progress)

Bart

What’s this? I an’t doing this!. Get the hell away from me!!

Notice that Bart is on automatic; he is automatically perceiving and reacting. He does not challenge his perceptions, he has no plan, and hence there is no progress to track. He is overwhelmed.

Eileen

What’s this? Crap! I hate math. (Student dives into working and begins to make mistakes). I suck at math! I suck! (Student’s anxiety increases. Student does not notice many of the problems are one’s she knows. Student makes careless mistakes and begins to furiously scratch out problems changing answers”). “I can’t do this stuff! (Student comes to a hard problem; she tosses down her pencil and exclaims, “Shit! I’m too stupid! This is impossible! I give up!”

Notice that Eileen is using some Metacognition, but in a self-destructive manner. We already know she has had a bad history with math. We know she dislikes math, but please attend to how she is sizing up the problem. She perceives the math as hard, herself as stupid, and the task as impossible. What is her plan? She has none, she just starts working, becoming more anxious, and making careless mistakes (Note: Careless mistakes happen more frequently as executive functioning and metacognition start to shut down as a person’s anxiety and or frustration increases).

As for tracking her progress, we don’t know how many problems she actually got correct vs wrong, and apparently neither does she. Her frontal lobes’ neuro-connections are working hard to keep it together, but mostly she keeps energizing her anxiety through negative perceptions and self-degrading talk. It is not long before her frontal lobes are overwhelmed by seeing herself as stupid and the task as impossible. Her brain acts upon this perceptual world she created: she tosses down her pencil and exclaims, “Shit! I’m too stupid! This is impossible! I give up!” (By the way: Does it sound like Eileen needs punishment, or is she being punished enough by her world of self-created pain? How about some support to help her succeed?)

Tarzan

What’s this? Crap! I hate math, I suck at it! Oh man. Okay, before I get too worked up about this, let me look at this math. I’ll take a few deep breaths and calm down. Okay, that’s better. Right, now hmm, how bad is this really? It looks pretty bad! Damn, I suck at math. Okay, think clearly, wait, how bad is it really? I know, let me circle the ones I don’t know how to do. Hmm, looking at this now, I see that most of these are ones I can do. Actually there are only three I am unsure about. That’s not so bad. Not bad at all. I feel much better about this. Let me do the ones I know first. Perhaps I can figure the others out. I’m pretty smart, I can do this. Later, checking his progress he says, “Wow that was easier than I thought, I bet I will do fine on those last three problems.”

Tarzan, just like Bart and Eileen, starts with an automatic negative perception and high anxiety, but he uses his WILLFUL, CONCIOUS, DELIBERATE Metacognition to challenge it, to change it. His frontal lobes are working hard as he sizes up his emotions and realizes they are not helping him. He uses willful thinking to create a plan “a few deep breaths” and notices he feels better. He almost starts to lose it the second time he looks at the math, again automatically he says it looks pretty bad, but then he regains willful control of his thinking and reevaluates the situation. The neuro-connections in his frontal lobes are pulsing with energy as he sizes up the quiz (considering the problems, how many he knows and does not know), and as he creates a plan for completing the work. And did you notice how he also changes how he perceives himself? At first he automatically told himself “I suck at math” but using his Metacognition he changed his self-perception, he resized himself and his abilities by telling himself, “I’m pretty smart, I can do this!” He does so again when he checked his progress and said, “Wow that was easier than I thought, I bet I will do fine on those last three problems.”

This is all due to the high quantity and quality of the neuro-connections in Tarzan’s frontal lobes. If he had less, he may feel, think, and behave like Eileen. And, with even less, his brain would get stuck in the automatic perceptual world and automatic actions displayed by Bart. But, for Tarzan, this willful control over his BET through his metacognition did not come easy. He had to consciously, size up the situation. He had to deliberately plan a solution. And, he had to willfully track his progress. Someone invested time and effort in teaching him this skill set.

THE HIGH QUALITY SCHOOL PROFESSIONAL

High Quality School Professionals work to develop their metacognition. The high quality school professional is a problem solver. She or he must size up a situation and set a goal (Being the master of the models helps you do this willfully rather than slavishly). She or he must come up with a solution (Knowing about MA MA E A and PAMPERS along with the interaction model helps them do this.) Finally, they must track how well their MA MA E A is working, and if it is not, change it.

If you have memorized the models, MA MA E A, and have a solid understanding of PAMPERS you are on the path of the high quality professional. You will find that you see solutions where others only see problems. You will find that you see students and their abilities rather than disabilities. And finally, you will see that it was YOU who made yourself powerful by your MA MA E A in regards to these study units.

Okay, One last time:

Metacognition is really part of Executive Functioning. Recall that Executive function is housed in the brain’s frontal lobes and is what allows one to consciously/deliberately control his or her Behaviors, Emotions, and Thinking (BET) rather than being controlled by them. Metacognition is the conscious/deliberate control of the “T” in BET. The first thing to note about metacognition is that it involves conscious and deliberate thinking. Remember some thoughts are automatic, were as others are willful. In Metacognition one uses his or her willful thinking over their automatic thoughts. The next thing is that the willful thinking is used to change one’s perceptions. This is called “sizing up the problem” & “Formulating a goal.” Once this is done, Metacognition is used to form a plan- a way to solve the problem or achieve the goal. Finally, Metacognition is used to track the progress of the plan, or to consider if the problem/goal needs to be reassessed.

FYI: After I completed this unit (it took several 8 hour days and multiple revisions), I told myself “Nice, You really worked hard on this. You created a quality product. You should be pleased.” (This is me using my metacognition to remain motivated. What do you tell yourself when you are working hard and need to remain motivated?)

Answer question 2 for The Brain Study Unit ^#4 by picking all items consistent with the information in this section. Remember to take the unit as many times as needed to earn 100% prior to taking the associated test.

NOTICE: that this entire study unit is still a work in progress and will be revised in the summer of 2019.