Wednesday, August 9, 2017

Left-Handed Perks

Lefties can have an advantage when it comes to boxing, tennis and baseball, but only after they can find the appropriate sports equipment.

They are better at solving math problems, tend to think outside the box, and amongst other things, are more satisfied with their sex lives... 😉

Head over to 17 Things You Didn't Know About Left-Handed People to find out more. 

Tuesday, July 18, 2017

It Took Till 1875 to Figure Out Where Babies Came From

The early study of anatomy must have been frightening. “Buying corpses from grave-robbers, or bribing hangmen to turn over bodies fresh from the gallows,” sounds horrid. 

Why It Took Scientists So Long to Figure Out Where Babies Come From outlines quite a few curious early notations. Among them, a Da Vinci drawing which details two channels within the penis - one channel for urine, the other connecting with the spine and brain. Sperm was referred to as ‘a drop of brain.’

Another of his drawings shows a woman, lacking ovaries, but having a tube from the uterus to the nipple. Milk was thought to come from menstrual blood - ‘explaining’ why a woman seizes to menstruate once pregnant....


We certainly have come a long way. (Maybe I should reword that... 😉)

Monday, July 17, 2017

The Positive to Insomnia

It turns out insomnia has a positive. (sort of...) 

Living Another Day, Thanks to Grandparents Who Couldn’t Sleep claims that age related sleep variations were key to survival. Hence, our ancestral grandparents were critical in human evolution.

an older member of a community who woke before dawn might have been crucial to spotting the threat of a hungry predator while younger people were still asleep. It may explain why people slept in mixed-age groups through much of human history.”


I know many people who could be deemed official nighttime ‘spotters!’ Heck... between my lack of sleep, and hearing, my tribe/community would have been safe from any hungry predator.

Monday, July 10, 2017

Combat Addiction with Alternative Medicines

Chronic Pain. Ugh. 

Opioids. UGH!

“...as many as 1-in-4 people who receive prescription opioids long term for non-cancer pain subsequently struggle with addiction...”

“Over the counter acetaminophen, non-steroidal anti-inflammatory drugs, topical medications and injections are just some of the medications increasingly being used by patients to manage chronic pain without opiates, but the medical treatment that's perhaps shown the most promise in treating chronic pain is cannabis.”


Options listed in the article: Acupuncture, Dry Needling, Chiropractic, Electrotherapy, Electroacupuncture, are all excellent... but to list massage under relaxation therapies, as almost a side note, made me chuckle - especially when thinking of my clients. (They may beg to differ - my treatments tend to be a functional, therapeutic workout for both of us. 😊)

Yes, the opioid epidemic seems far from over. Every one of us has a responsibility to our Self to search out Healthy Self-Care options. What works for one individual, may not for another. 

I would like to add to this list - aka urge you to look into Myofascial Release, and Sports Massage. (life is a sport!) So many ailments can be successfully treated with bodywork. This is not to skip over necessary management of pain. Working hand in hand - pun intended - with a qualified practitioner, while managing pain, could make all the difference. 

Our bodies hold memories from experiences - both physical and emotional. Pain rears its head in sometimes surprising and ‘unnoticed’ ways - then wreaks havoc. There is much information on this as well. (Psychoneuroimmunology - the mind/body/immune systems connection) (This is my current study - absolutely amazing. I’ve shared many links on my site www.humankneads.com)

Friday, July 7, 2017

Change your DNA

The Mind/Body/Immune System (a.k.a. Psychoneuroimmunology) connection is deep. Literally and figuratively!

What we subject our Self to, impacts us to core levels. I've listed many links on this topic on my massage website. (www.humankneads.com)

Self-care is essential. In 'Meditation and Yoga Change DNA' it states that "the behavior of human genes is impacted by different mind-body interventions including yoga, Tai Chi, and meditation. Mind-body interventions, commonly referred to with the acronym of MBI, do much more than relax people. They also reverse molecular reactions within DNA that spur the onset of depression and health maladies."

In today's world we seem to be in a constant state of fight-or-flight. Anything we can do to balance, reduce, or reverse the effects, is beneficial short term - and long term.

Yes, Yoga, Tai Chi, Meditation... but also positive self-talk, time in nature, journaling, time with loved ones... and Massage. (Let's not leave out massage. 😉 )

Posture is key to proper flow - circulation, nerve functioning, muscles, etc. Our bodies react based on messages from our tissue. A smile releases feel good hormones... a frown, not so feel good... (try it)
If we are in a state of poor posture, blocked 'flow,' our mind/body/immune system follows. 

We have the ability to make healthy choices. There are many options to positively impact our Self. The important thing is to actually pick something that resonates, and not only continually inspires you, but prods you towards consistency. 

Monday, July 3, 2017

Steps to manage CAPD

Educational Strategies and Accommodations 
for Auditory Processing Difficulties

Consider the following:

Room Arrangement~ Minimize auditory distractions~ Isolate in separate part of room~ Give preferential seating

Assignments/Worksheets
 ~ Develop use of consistent attention getting devices before giving an assignment
~ Use word processor with spell checker
~ Use books on tape when reading
~ Use note taker in class; tape lectures, write notes later
~ Provide written directions
~ Keep directions brief
~ Write assignments down for student (peer or teacher)
~ Have students underline words they believe are misspelled
~ Check calendars before student leaves class
~ Have student write directions and teacher or peer checks for accuracy
(I strongly disagree with peers 'checking' - it sets up a negative scenario in terms of self-esteem, authority/balance, and student maturity/training. This proved to be a nightmare for us.)
~ Use highlighter during reading assignments

Test Taking~ Read test directions, circle key words

Organization/Study Skills
~ Use data/information cards (e.g., for job applications)
~ Teach SQ3R approach (skim reading, skim questions, read, recite, review)
~ Use daily assignment calendar
~ Teach how to develop and maintain an organized notebook to aide in memory
~ Teach outlining techniques and cognitive mapping
~ Practice cumulative reviewing
~ Practice sequencing dates, parts of essay, steps in math problems, etc.
~ Use flash cards to study~ Have student write when memorizing
~ Write directions given orally, teacher checks

Lesson Presentation
~ Use "pretuner" words such as "listen, read, begin"
~ Ask student to repeat directions
~ Use a visual approach to correct spelling errors
~ Use flash cards for vocabulary and spelling words
~ Use a high degree of visual cues and examples along with auditory information
~ Keep directions brief
~ Explain the meaning of vocabulary, check for understanding
~ Use visual maps
~ Highlight important information using colored highlighters
~ Present only one or two tasks or directions at one time
~ Use semantic story organizers and story maps
~ Provide an overview of the "big picture."
~ Use manipulatives whenever possible
~ Demonstrate learning through projects, skits, discussions
~ Act things out, create physical representations or make models
~ Present vocabulary after concrete presentation/example
~ Give short breaks from listening
~ Allow study buddy to interpret directions
~ Allow to doodle in order to listen
~ Give "alert" cues when you are about to deliver input instructions
~ Strengthen sight vocabulary
~ Ask short questions
~ Give visual cues/aids whenever possible
~ Have student paraphrase directions
~ Increase length of orally presented material as student demonstrates readiness
~ Accept yes, no, maybe responses and increase length of response expected
~ Teach vocabulary, idioms, sarcasm, etc.
~ Teach paraphrasing, questioning, summarizing
~ Vary pitch, tone, speed to help students listen closely
~ Use overhead projector

Behavior/Training Programs
~ Teach differences between extraneous noises and what needs to be the focus of attention 
~ Use frequent and tangible reinforcers
~ Use ADD (Auditory Discrimination in Depth) program
~ Teach visualizing and Verbalizing program 
~ Teach sound-symbol relationships
~ Check for understanding in conversations
~ Develop an individualized communication system (such as a private signal) for use when the student is frustrated or needs assistance
~ Teach the use of key words and phrases such as who, what, where, when, why, and how much, therefore, in addition, consequently, next, finally, in conclusion, etc.
~ Teach ability to describe disability, how to ask for accommodations

Misc Notes:
Provide visual outlines and graphic organizers for tasks involving listening. 
Give clear, direct instructions for all tasks, limited in length and complexity. 
Do not penalize the student for difficulties in reading decoding or spelling. 
Allow extra time for reading and writing activities. 
Provide assistance with note taking.
Education of teachers and other school personnel about teaching strategies, modification of environment, and recognizing at-risk children 
Preferential seating so the child can see the teacher as he or she speaks, see the board easily, and have some distance from distracting noises
Documentation and, when possible, reduction of classroom noise levels and echoes 
Reduction of noise, when possible, by use of acoustic ceiling tile, soft furniture, wall panels, and so on.

Interesting FYI Side Note:  In pretty much every article and/or book, glare free lighting was repeatedly recommended...  I found this very interesting, as my daughter constantly, and consistently, turns off the lights... especially when doing homework. She insists on, and functions better in, a dimly lit work area. (Even outside of schoolwork, she requests that the lights be dimmed stating that they are ‘too bright.’  ex: playing games, watching a movie, playing piano, reading, etc.) My feeling is that, although this is not auditory stimulation, it is still input... and when she is in the 'throws' of overload, that excess sensory stimulant is just that... too much. 

*****

What else helps

Noise canceling headphones and/or comfortable earplugs.

Invest in a good sound machine.  {Every night... Northland Woods and earplugs for me.} 

Sounds of Nature works wonders...

White Noise - great for reading, writing, studying, and anything else that requires focus. 
Pink Noise - great for melting away stress while keeping you alert and energized. The airy pulse creates a therapeutic environment that relaxes your mind and body. {My daughter takes a MP3 - loaded with Pink Noise - to school... Works wonders during tests, reading, and other focus requiring activities.  She does not use or need it all the time, but it is a great tool to have available. I also use Pink Noise over White, as the octave is more soothing.} 

Brown Noise - excellent for aiding sleep, pacifying children and pets, and even masking Tinnitus. It's also great for breaking in audio equipment and soothing migraines.

Declutter!  Organize!  Clean!
Having surroundings in order helps!  There is so much going on with one sense... It is a struggle to sort the magnitude of input on another.  
Any means in which overload can be subdued, will only help to maintain and/or stay in overall balance.  
(And vice versa... I find when my house is a mess, the noise issues are worse.)

Educate!
I do what I can to inform and educate... mostly to quell the personal 'attack' approach by uninformed and frustrated-to-have-to-alter-their-volume people.  Unfortunately, education only goes so far.  After all, if one is hard of hearing and refuses to make concessions - let's say by donning a set of headphones - then there is an unavoidable impass.  {The education then becomes truely personal... Ex: I have personally learned my limitations and have many times graciously removed myself...} 

*****
Disclaimer:  I am not a doctor. I'm just offering information collected from our journey ~ what worked for usEvery individual should do their own research. There is nothing set in stone regarding what meets a 'need' - every individual is unique. Please use this for information only. Double check and adjust for your own uniqueness.

I have listed resources below, though I did not keep track of every detail and exact location. I apologize, but at the time the focus was on our dire situation. This information page came about after receiving several inquiries regarding CAPD...well past the personal 'research' phase. What I remember, or did keep track of, I have disclosed, giving credit where credit is due. Should I have crossed any copyright lines, please contact me and I will gladly, and immediately, correct.

*****
Resource List

1035 Park Blvd. - Suite 2B
Massapequa, NY  11762
516-799-8599
www.thebrainlabs.com 

Website Links

AIT Institute - Auditory Integration Training
Awesome website!  LOADED with information!

CAPDUS - Auditory Processing Disorder - Awareness & Advocacy in the U.S.A.  
Another GREAT website! 

KEY Hearing - The Key to Better Hearing  
Yet another website LOADED with pertinent information..

Must Read Articles

by Maxine L. Young, M.S., CCC-A/SLP, FAAA


References

An Introduction to Auditory Processing Disorders in Children
Edited by Teralandur K. Parthasarathy
Kids in the Syndrome Mix of ADHD, LD, Aspergers’s, Tourette’s, and More!  
by Martin L. Kutscher, MD  (Chapter 13) 
The Misunderstood Child, 
by Larry B. Silver, ME  Clinical professor of psychiatry, 
Georgetown University Medical Center
Children with Anxiety, 
by Hyne Sandas, MA LP, Christine Siegel, MA LP 
and Deborah D. White, Ph.D. LP 


Sunday, July 2, 2017

What is CAPD?

Central Auditory Processing Disorder

CAPD “disorders are problems with one or more aspects of the central nervous system’s processing of auditory information coming from our auditory nerves into something useful.  The analysis and interpretation of information from our ears, or ‘what we do with what the ear hears.” It is not a disease entity, but rather a group of problems that can occur singly or in combination. 
(Page 178-179 of Kids in the Syndrome Mix)


Relevant Symptoms:
  • Not able to block out meaningless/excess background noise, may appear to the observer to be easily distractible and/or inattentive.  
  • Fear of loud noises. Sensitivity to sound. 
  • Experiences excessive auditory fatigue - frequently requires ‘quiet’ downtime/breaks. 
  • (One of the characteristics of CAPD is described as, or compared to, being at a very loud crowded party.)
  • Days fatiguing - many times comes home exhausted.
  • Difficulty following a series of spoken and/or long directions. Multi-step directions given orally need to be given one direction at a time. 
  • Unusually forgetful of information previously memorized, or of household or school routines and responsibilities, despite frequent reminders.  
  • Issues regarding short term memory. Forgets what is said within a few minutes. 
  • Impaired ability to attend to, discriminate, remember, recognize, or comprehend auditory information. Exhibits poor listening skills.
  • Have trouble paying attention to and remembering information presented orally, and may cope better with visually acquired information.
  • Needs more time to process information.  
“Under such circumstances, the repetition of information stops the processing process and often adds and emotional overlay. Students are often quick to pick up impatience or irritation.”
  • Slow responses to questions. 
  • Slower Pace for everything (Another characteristic of having CAPD is that the world moves faster than the individual with CAPD does. They absolutely march to their own beat.)
  • Have difficulty with reading, comprehension, spelling, and vocabulary. (Reads very slow.)
  • Difficulty recalling names, dates, times, numbers, words, and so on.
  • Academic difficulties 
  • Better performance in small groups.
  • Disorganization/messiness.
  • Self-esteem issues.
  • Says ‘Huh?” and “What?” repeatedly.
  • Daydreams.

“Comparison to or competition with others is never productive... competition with one self is motivating.” (Not: “You are the last one... everyone else did XYZ, not you...” Do not use shame based tactics. Rather, “Are you doing better than you did before?”)

“CAPD often presents a confusing and inconsistent profile.”

“Test results confuse teachers, and they often mistakenly assume 
the child is simply not trying hard enough.”  

Also emphasized, is that it is important to “blame the disorder, not the child.”

The goal is to manage negative symptoms... build on what is right. Strengths must be developed and focused on, rather than focusing on weaknesses... which can and will prove daunting.

“Too often, teachers, parents, and the student notice the weaker areas and ignore or minimize the stronger areas.These strengths can become the foundations upon which an intervention program is planned. The student who believe he or she has tools to work with is often motivated to improve outcomes. This student becomes vested in the process. Psychological/academic burnout is far too common in students with auditory processing disorder. They have already given up. This unfortunate outcome may be the result of inadequate or delayed identification/assessment, poor program planning, or ineffective communication within the intervention team, among other reasons.”  
(Page 240-241 of Intro to APD)

When a child hears an adult comment in disapproval, 
not only is judgment being modeled, but so is intolerance. 
Different is just different. 
Judgement shouldn’t have a role. 
Be mindful of comments and tones.

*****
Disclaimer:  I am not a doctor. I'm just offering information collected from our journey ~ what worked for usEvery individual should do their own research. There is nothing set in stone regarding what meets a 'need' - every individual is unique. Please use this for information only. Double check and adjust for your own uniqueness.

I have listed resources below, though I did not keep track of every detail and exact location. I apologize, but at the time the focus was on our dire situation. This information page came about after receiving several inquiries regarding CAPD...well past the personal 'research' phase. What I remember, or did keep track of, I have disclosed, giving credit where credit is due. Should I have crossed any copyright lines, please contact me and I will gladly, and immediately, correct.

*****

Resource List

1035 Park Blvd. - Suite 2B
Massapequa, NY  11762
516-799-8599
www.thebrainlabs.com 

Website Links

AIT Institute - Auditory Integration Training
Awesome website!  LOADED with information!

CAPDUS - Auditory Processing Disorder - Awareness & Advocacy in the U.S.A.  
Another GREAT website! 

KEY Hearing - The Key to Better Hearing  
Yet another website LOADED with pertinent information..

Must Read Articles

by Maxine L. Young, M.S., CCC-A/SLP, FAAA


References
An Introduction to Auditory Processing Disorders in Children
Edited by Teralandur K. Parthasarathy
Kids in the Syndrome Mix of ADHD, LD, Aspergers’s, Tourette’s, and More!  
by Martin L. Kutscher, MD  (Chapter 13) 
The Misunderstood Child, 
by Larry B. Silver, ME  Clinical professor of psychiatry, 
Georgetown University Medical Center
Children with Anxiety, 
by Hyne Sandas, MA LP, Christine Siegel, MA LP 
and Deborah D. White, Ph.D. LP