My Elbert (2011-2021) Research On Attentional Processing

#education #ASC #mentalhealth #ADHD #student #dyslexia #myelbert

Brain networks of attention arise in infancy and are related to individual differences, including pathology during childhood. Methods of training attention may improve performance and ameliorate pathology. Retrieved from https://pubmed.ncbi.nlm.nih.gov/27552068/. “There is research on longitudinal and reciprocal relations among behavioral sleep problems and emotional and attentional self-regulation in a population sample of 4,109 children participating in Growing Up in Australia by “The Longitudinal Study of Australian Children (LSAC)–Infant Cohort” (Williams, Berthelsen, Walker, & Nicholson, 2015).

Note: They found sleep problems have a persistent negative effect on emotional regulation, which in turn contributes to ongoing sleep problems and poorer attentional regulation in children over time. Findings suggest that sleep behaviors are a key target for interventions that aim to improve children’s self-regulatory capacities.

What is also interesting is that ‘child maltreatment and efficiency of the conflict attention (Alerting, Orienting, and Executive Function Networks) and their interactions of the networks along with their independently predicted scores on the Borderline Personality Disorder (BPD) precursors composite. Maltreated children had higher mean scores on the BPD precursors composite, and children classified as having high levels of these precursors were more prevalent in the maltreatment group.’ Development and Psychopathology Volume 17, Issue 4, December 2005, pp. 1071 – 1089 DOI: https://doi.org/10.1017/S0954579405050509.

Another study examined the visuo-spatial mechanism which is responsible for omissions and a perceptual integration process for substitution errors. They measured the performance of six patients with both ‘neglect and neglect dyslexia’, analyzing their reading errors as a function of letter spacing. In visual processing as well as decision-making, a separate study (2021), examined brain activity monitoring using EEG in the study showed synchronized activity over the centro-parietal regions of the brain involved in decision-making steadily increased in all of the children during the task until they made a decision. However, this happened more gradually in the children with dyslexia. [Retrieved from https://www.sciencedaily.com, https://lnkd.in/dCz6AqiX; https://pubmed.ncbi.nlm.nih.gov/20812140//].

ADHD

Note: In previous studies, children with Attention-Deficit Hyperactivity Disorder (ADHD) have been found to have more difficulties with processing speed, working memory, and attentional tasks. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6093610/.

ASC

Note: “Confusion is present as to possible diagnostic differences between Autism Spectrum Condition (ASC) and Nonverbal learning disabilities (NLD) and the relation of these disorders to attentional difficulties” (Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010). Note: There was also a significant verbal-performance IQ split in this group related to difficulty in social functioning. This study extends the findings from previous studies and extends these findings to differences between AS and NLD groups. “These findings demonstrate that JOLs predict not only recollection, but also automatic influences of memory” (Undorf, Böhm, & Cüpper, 2016).

Dyslexia

Note: Those with ADHD suffer more from Auditory Processing than those with dyslexia, retrieved from https://www.additudemag.com/adhd-dyslexia-connection/

Note: The problem for people with BPD is that the disorder distorts both the messages they hear and those they try to express. BPD expert and author, Randi Kreger, likens it to “having ‘aural dyslexia,’ in which they hear words and sentences backwards, inside out, sideways, and devoid of context.” Retrieved from https://www.helpguide.org/articles/mental-disorders/helping-someone-with-borderline-personality-disorder.htm.

Neurodiversity in Auditory, Visual & Vestibular

Environment

ADHD

Note: In previous studies, children with Attention-Deficit Hyperactivity Disorder (ADHD) have been found to have more difficulties with processing speed, working memory, and attentional tasks. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6093610/.

ASC

Note: “Confusion is present as to possible diagnostic differences between Autism Spectrum Condition (ASC) and Nonverbal learning disabilities (NLD) and the relation of these disorders to attentional difficulties” (Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010). Note: There was also a significant verbal-performance IQ split in this group related to difficulty in social functioning. This study extends the findings from previous studies and extends these findings to differences between AS and NLD groups. “These findings demonstrate that JOLs predict not only recollection, but also automatic influences of memory” (Undorf, Böhm, & Cüpper, 2016).

Dyslexia

Note: Those with ADHD suffer more from Auditory Processing than those with dyslexia, retrieved from https://www.additudemag.com/adhd-dyslexia-connection/

Note: The problem for people with BPD is that the disorder distorts both the messages they hear and those they try to express. BPD expert and author, Randi Kreger, likens it to “having ‘aural dyslexia,’ in which they hear words and sentences backwards, inside out, sideways, and devoid of context.” Retrieved from https://www.helpguide.org/articles/mental-disorders/helping-someone-with-borderline-personality-disorder.htm.

Neurodiversity in Auditory, Visual & Vestibular

Environment

After about three years into researching the emotions of anger and shame in learning apathy and needing resilience, motivation and focus: https://lnkd.in/dpHvptKw

BF is correct, but lets help others heal too, should say, ‘then you heal’!! Also, for kids, just think about that 🤔

Emotions

Due to anger and shame, there is a difference in attentional processing level when developing early social and emotional skills.

Can we turn off (DOC) Disorders of Conscious with Epigenetics?? Holistic, Alternative, Natural means? I say…YES

Borderline Personality Disorder (BPD) another name Emotionally Intense or Sensitive: https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens

Note: Gene 17- This gene encodes an integral membrane protein that transports the neurotransmitter serotonin from synaptic spaces into presynaptic neurons. The encoded protein terminates the action of serotonin and recycles it in a sodium-dependent manner. This protein is a target of psychomotor stimulants, such as amphetamines and cocaine, and is a member of the sodium: neurotransmitter symporter family.

Note: A polymorphism is when there are two or more possibilities of a trait on a gene. A repeat length polymorphism in the promoter of this gene has been shown to affect the rate of serotonin uptake. There have been conflicting results in the literature about the possible effect, if any, that this polymorphism may play in behavior [learning] and depression. [provided by RefSeq, May 2019] (see Gifted & Talented, 2e w/ Dyslexia). [Retrieved from https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens].

Note: Developmental factors, including problems with emotional attunement [shame] between a developing child and caregivers, seem to play a role, as do physical or sexual abuse, or emotional neglect (stems from temperament and trauma, triggered by Events such as Abandonment). [See List Of Characteristics-Retrieved from https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/; https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/?fbclid=IwAR0wDlXw9oH6Dr2Ezvi-w4U5bIFjOACgugstR4KN93cAOPBBbOmKMuNCxno].

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Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

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