down syndrome congress workbook · 2017. 11. 17. · grew as part of my theory of human...

Copyright 2015© Carol T. Brown 1 www.equippingminds.com Equipping Minds Cognitive Development Curriculum

Equipping Minds Handouts Down Syndrome Congress

Nov. 2017

Carol T. Brown, Ed.D www.equippingminds.com [email protected] 859-613-2290 751 Stoneleigh Drive Frankfort, KY 40601


Take My Hand and Run With Me! When people look at me, A great student they see, Spoken well of by the faculty, Who constantly excels academically, Who will go into vocational ministry, This path has been far from easy, For me, nothing ever came naturally, Since a child I worked more rigorously, Than all my fellow classmates, Always falling behind in my classes, No matter how much effort, It never looked well on my report, Despite my failures, I pressed forward, Discouragement was constant, yet I endured, The hope and love my parents showed, And the Lord's hand of providence, Brought me from shame and disgrace, To a place filled with faith and grace, Fellow student, have hope and rejoice, For you also can be set free, From all these struggles and miseries, For nineteen years it haunted me, But now I can run with ease, See and learn from me, oh please! I wish to see you at peace, So take my hand during this race, We will run a steady pace, Confident with hope and success, Until we unlock your gifts.

By Clayton Brown 2014 Graduate of Boyce College B.S. Biblical Counseling


Meet the Author Carol, Executive Director and Educational Specialist of Equipping Minds, has been working with children and families who have struggled academically and psychologically since 1981. While receiving her bachelor’s degree in Rehabilitation Counseling from Marshall University and master’s degree in Social Services from Southwestern Seminary, she saw that many of the actual difficulties the children were experiencing were NOT addressed in their coursework. She sought additional training in cognitive development therapy, primitive reflex therapy, sound therapy, vision therapy, and vestibular therapy and combines these in her multi-disciplinary therapy program. In 2012, Carol was licensed and certified as an FIE Mediator by the Feuerstein Institute for the Enhancement of Learning Potential. In 2016, Carol completed a Doctor of Education (EdD).

She has seen personally how the brain can be changed. In 1992 her son, Clayton, would need all of these interventions. Clayton and her students were, and continue to be, her greatest teachers. In 2009, Carol and her husband, Kyle, stepped out of private school administration and teaching to form Equipping Minds, formerly The Academic Success Center of Kentucky, which provides individualized programs for students and adults. Their primary mission is to work with children and adults to help them overcome learning, emotional, and social challenges by equipping their minds to reach the full potential God has for them. Equipping Minds now serves individuals of all ages with a broad range of abilities, from the gifted, to those with Down syndrome, Autism spectrum disorders, traumatic brain injuries, anxiety, memory loss, and developmental delays in school and in the workplace. Because of the statistically significant gains in working memory and processing, the Equipping Minds cognitive development program and workbook is being used in research studies with students with Down syndrome and other neurodevelopmental disorders.

Carol is a certified school counselor, special education specialist, teacher, and principal with over 35 years of experience as a principal, teacher, cognitive developmental therapist, social worker, reading and learning specialist, speaker, and consultant. She has served at schools in North Carolina, Georgia, Northern Virginia, and Lyon, France. Carol and Kyle live in Frankfort, Kentucky and have three adult children. In 2014 Clayton graduated from Boyce College with a 3.25 grade point average.

Please contact Carol at [email protected] for training workshops and online cognitive training for you and/or your children.


Introduction The brain and IQ are not stagnant but can be changed with the right methods. “Everyone—regardless of age, etiology, or disability—has immeasurable ability to enhance their learning aptitude and heighten their intelligence,” states Dr. Reuven Feuerstein. IQ measures what we know, not what we can know.

There is an abundance of published books and articles that discuss training the brain. However, many will focus on areas in isolation. The Equipping Minds Workbook is a unique and multi-disciplinary approach to increasing anyone’s capacity to learn. It is a progressive system of physical, visual, auditory, vestibular, and cognitive exercises meant to strengthen existing neural connections and, more importantly, to create missing neural pathways which may inhibit one’s ability to learn. It is crucial for individuals to do the exercises at least 30-60 minutes a day, 5 days a week for 8-12 weeks. Individuals over 40 years of age and those with neurodevelopmental disorders may benefit from doing these exercises daily to keep memory, processing, and critical-thinking abilities strong. Students and adults who are given these interventions to strengthen their brains are showing us that anything is possible as our brains are capable of change throughout our entire lives. There is hope for everyone!

Whether you are an interventionist, classroom teacher, or parent, you are reading this because someone you know is struggling academically and/or personally. You may have been given a diagnosis or a label such as dyslexia, ADHD, language processing disorder, conduct disorder, autism spectrum disorder, developmental delay, Down Syndrome…the list can seem unending. If you have an IEP, 504, neurological or psychological evaluation, you may see that the working memory scores are low and possibly processing in the visual or auditory systems. Many times, the interventions you are given revolve around classroom strategies and remediation of reading and math skills. While these can be excellent supports, they will not increase working memory, attention, processing, and comprehension skills. Students who have difficulties in school generally have missed some developmental stages in infancy, causing sensory and cognitive deficiencies. The workbook provides interventionists, teachers, and parents a complete and proven set of exercises designed to address these deficiencies. In addition to the standard exercises, the workbook provides “Classroom Connection” strategies that can be used to strengthen students’ neural connections in the classroom setting.

Many learning theories have come and gone. Variations of the exercises in this workbook have been used successfully for centuries. Imagery seems to have first attracted learned attention by the Greek poet Simonides (c.556 – c.468 B.C.). While attending a banquet, he was called outside. During this time, the roof collapsed and crushed the others in attendance. Simonides was able to identify the bodies that were beyond recognition by using his visual memory. This began the practice of training one’s memory by forming visual images of people and events. Other rhetoricians such as Aristotle and Quintilian would use this discovery in a variety of forms to increase comprehension and improve speaking and writing abilities. This practice


would continue throughout the classical and renaissance periods. The importance of having strong visual and auditory memory for success academically and personally is currently regaining attention in many fields.

In 1947 Reuven Feuerstein, a cognitive and clinical psychologist, and Jean Piaget studied together in Geneva. While Feuerstein had great admiration for Piaget, he saw restrictions in Piaget’s theory that a person’s intelligence was fixed and could not be changed. Feuerstein believed that intelligence was changeable or modifiable. His theory is known as Structural Cognitive Modifiability (SCM), which led to his theory of Mediated Learning Experience (MLE). He explains: “MLE theory was motivated by historical events. My ideas about mediation initially grew as part of my theory of human development, called Structural Cognitive Modifiability (SCM).” “Mediation means any interaction in which an adult intends to convey a particular meaning or skill and encourages the child to transcend, that is, to relate the meaning to some other thought or experience. Mediation means interacting with intention, meaning and transcendence with the intent of helping children expand their cognitive capacity, especially when ideas are new or challenging.” What Learning Looks Like: Mediated Learning in Theory and Practice, K-6

Feuerstein’s theories of Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) have been embraced by 80 countries within the last 50 years. His theories and applied systems have been implemented in both clinical and classroom settings. More than 2,000 scientific research studies and countless case studies have been conducted, spanning various populations of all ages and conditions. Today, neuroscience confirms that the brain can change, supporting Feuerstein’s theory that human beings are modifiable.

Mind and Body Health Mind and body health need to be evaluated. It is essential that students are eating healthy. A diet high in protein, vegetables, and fruits is best. Try to avoid white foods (sugar, flour, potatoes, rice, etc.) and eat in moderation. A multi-vitamin and omega 3 supplements are beneficial. It may be necessary to eliminate gluten and dairy for some individuals.

Aerobic exercises 3 times a week for 30 minutes is needed.

Students need 8-12 hours of sleep a night. A 30-minute nap is encouraged when they get home from school. The brain processes what we learned while we sleep.

Stress and trauma take a tremendous impact on the brain and learning. Address these issues as appropriate. In particular, bullying has been shown to cause depression and a drop in academic performance.

Neuro-Development Neuro-development begins with Primitive Reflex Movement Therapy. Students are evaluated on the integration of six primitive reflexes. These reflexes are the first to develop and help provide the newborn with learning experiences, acting as a foundation for more complex


muscle movements and later cognitive tasks. The reflexes are integrated in a sequential fashion the first year of life. The lack of integration can interfere with processing and affect learning, movement, and attention.

The visual motor system is intimately involved in the transition from primitive reflexes to control of movement patterns. By replicating the stages of development, the neuro pathways can be strengthened allowing for treatment to be successful. Per Sally Goddard, in Reflexes, Learning, and Behavior, “Most education and many remedial techniques are aimed at reaching higher centers in the brain. A Neuro-Developmental approach identifies the lowest level of dysfunction and aims therapy at that area. Once problems there have been remedied, it attempts to build links from lower to higher centers through the use of specific stimulation techniques.”

Sensory-Motor Development Sensory-motor development includes vision therapy, auditory processing therapy, and vestibular therapy. It is implemented while integrating the primitive reflexes. These skills help improve balance and orientation, reciprocal interweaving of right and left, upper body and lower body control like hopping, skipping, or jump rope, and other visually guided movement patterns like bike riding or rollerblading. These exercises or activities recall the movements naturally done during the first years of life when learning to coordinate the eyes, ears, hands, and whole body.

Vision therapy includes visual tracking, visual localization and fixation, visual coordination, and visual cognitive problem-solving skills. Students with poor visual-motors development have a hard time finding the words for objects they are viewing or, if asked to get an object, they might look right at it and say they can’t find it. This is because, although they are seeing it, their brains are not efficiently processing the fact that they are seeing it.

Consider ordering Eye-Q Advantage for students with visual processing difficulties at www.eyeqadvantage.com. You can also look at www.eyecanlearn.com, which is a free site with visual processing and visual memory exercises. Next, go to www.dyslexiaonline.com and read Dr. Harold Levinson’s work on symptoms of dyslexia, ADD, and phobias/anxiety. He has identified a vestibular/inner ear imbalance, which can be treated with anti-motion sickness medications such as meclizine. This imbalance can send blurred messages to the brain interfering with visual and auditory processing. Many of these students have balance, coordination, and motion sickness difficulties.

Auditory development includes helping students with fluency disorder, providing auditory feedback to help the students detect their errors (articulation, phonological processing), helping to regulate vocal intensity and self-monitor their fluency, and increasing auditory memory. A student hears what is being said, but the brain does not process it fast enough or accurately enough. The result is that the student misunderstands what was said or it takes a


Equipping Minds: Typical Cognitive Development Program

Most individuals will benefit from intensive one-on-one intervention 5 days a week for 1 hour a day for 12 weeks. The following are our recommended programs:

• Cognitive Therapy Exercises using the Equipping Minds Workbook: Cognitive therapy is a fully integrated system of drills and training exercises that are delivered in an intense, one-on-one environment, and are designed to attack and rapidly correct weak or underdeveloped cognitive learning skills. It is not designed to tutor or teach academic subjects, rather it will develop the underlying skills required to learn effectively. Cognitive skills—auditory processing, visual processing, working and long-term memory, comprehension, logic and reasoning, and attention skills—are fundamental to a person's ability to receive, process, and retain information. The training program strengthens these skills allowing one to learn efficiently. Online sessions are available with our therapist until a parent is ready to take over. Contact Carol Brown [email protected]

• EyeQ™ Advantage: The EyeQ™ program was developed to engage more of the brain when reading or learning. The EyeQ™ training strengthens the eye-brain connection, enabling users to see and process information faster while improving the eye’s ability to track efficiently. The eye exercises strengthen all six sets of eye muscles and generally increase peripheral vision, which is why athletes love EyeQ™! Athletes not only improve their vision but also their reaction time. Near-sighted users generally see an improvement in their vision and may need to have their eyeglasses adjusted. EyeQ™ is an effective tool for brain enhancement, reading improvement, and vision therapy. www.eyeqadvantage.com

• Neuro-Development Intervention: Primitive Reflex Movement Therapy starts with the testing and integration of the Primitive Survival Reflexes. These reflexes help provide the newborn with learning experiences which act as a foundation for more complex muscle movements and later cognitive tasks. The reflexes are integrated in a sequential fashion from 3-11 months. Lack of integration of these reflexes past 6-12 months can interfere with cortical and cerebellum processing and affect learning, movement, and attention. The visual motor system is intimately involved in the transition from primitive reflexes to cortical cerebellum control of movement patterns. By replicating the stages of development, the neuro-pathways can be opened allowing for treatment to be successful. According to Sally Goddard, in Reflexes, Learning, and Behavior, “Most education and many remedial techniques are aimed at reaching higher centers in the brain. A Neuro-Developmental approach identifies the lowest level of dysfunction and aims therapy at that area. Once problems there have been remedied, it attempts to build links from lower to higher centers through the use of specific stimulation techniques.” www.pyramidofpotential.com, DVD: Maintaining Brains Everyday. Is available from www.equippingminds.com.


• Sound therapy: Sound Therapy is a unique listening system using new knowledge about the brain. The Sound Therapy SYNERGY program is designed to work synergistically with other treatments, meaning that both methods enhance each other. Based on the discoveries of the ear specialist, Dr. Tomatis, the Sound Therapy method developed by Patricia and Rafaele Joudry is now available as a portable self-help program that can be used by anyone, anywhere. Specially recorded programs of highly filtered classical music are used to rehabilitate the ear and stimulate the brain. Sound Therapy stimulates the ear by presenting it with constantly alternating sounds of high and low tone within the complex structure of classical music. Stimulation via the sensory pathways re-maps the brain, improving the way we understand and process sound. The brain, in turn, sends signals back to the ear to improve its function. One theory suggests that this feedback loop results in better performance of the middle ear muscles and of the tiny, hair-like receptor cells in the inner ear. As the ear becomes open and receptive to high frequency sounds these are then passed on to the brain. Research has shown that brain function is improved through high-frequency sound. There is an increase in blood flow to certain centers along with increased electrical activity. The results observed in Sound Therapy listeners include increased energy, reduced fatigue with improved focus and creativity, a reduction in the need for sleep, and an almost permanent state of peace and relaxation. You can order from Equipping Minds. www.equippingmind.com SHOP www.soundtherapyinternational.com

Instructional Methods – Examples Using Blink Cards or Directions

It is imperative that you communicate the directions clearly. The most effective way to do this is by modeling for the student first. When the student is doing an exercise and says the incorrect thing, simply tell them to “check.” If they say the same thing, ask them what they see or what they heard. You always want to make sure that you are seeing and hearing the same thing. Always allow students time to “STOP and THINK.” Many times their processing may be slow, and you want to allow them time to answer. The following examples are taken from the Processing Games and Directions exercises.

Modeling: I say, I do. Instructor models the action or activity by stating what they are doing as they do it.

Blink Cards Working Memory Exercise: Flip the cards one at a time, and alternate by saying the number of the first card, the color of the second card, and the shape of the third card. Continue this pattern with the entire deck.*You can put the cards down for the student initially. Then the students can take the cards from your hand. Next, the student would hold the cards themselves. Some students may need to place numbers in one pile, colors in another pile, and shapes in a third pile initially. The goal is to have one pile.

Instructor: “As I lay down cards, I say the number of the first card (“three”), then I say the color of the second card (“blue”), then I say the shape of the third card (“triangle.”) Demonstrate this for three rounds.


Directions – Colored Arrows: Take linking cubes and place the matching color and turn the cube to match the direction of the arrow. Alternate saying the color, then the direction while placing them.

Instructor: “I place the yellow cube on the yellow arrow and say “yellow” while I turn the cube to point in the direction that the arrow is facing “up.” Then I place the blue cube on the blue arrow while I turn the cube to point in the direction that the arrow is facing and say “down.” Demonstrate this for the first row.

Receptive: I ask, you say. Instructor gives the language first. Student says the function mentioned.

Blink Cards Instructor: “Now it is your turn. Say the number of the first card.” Student: “Three.” Instructor: “Then say the color of the second card.” Student: “Blue.” Instructor: “Then say the shape of the third card.” Student: “Triangle.” Instructor: “Now, let’s continue this pattern.”

Directions: Colored Arrows Instructor: “Now it’s your turn. I am placing the first cube down, turning it up, and

you would say the color.” Student: “Yellow.” Instructor: “I am placing the blue cube down, turning it to match the direction, and

you would say the direction.” Student: “Down.” Instructor: “Now, let’s continue this pattern.”

Expressive: You say, you do. Student explains the directions. He then speaks the language corresponding to the action and performs the action himself.

Blink Cards Instructor: “What do you see yourself doing?” Student: “I see myself saying the number of the first card, then the color of the

next card, and then the shape.” Instructor: “Now do it.” Student: “Three… Yellow… Stars.”

Directions: Colored Arrows Instructor: “What do you see yourself doing?” Student: “I see myself placing the cube facing up and saying ‘yellow,’ then I see

myself putting the blue cube facing down and saying ‘down.’” Instructor: “Now do it.”


Reflective: You do on your own. Instructor may or may not be present with the student at this point. Student performs actions or activities on their own or with someone other than the instructor. A great way to ensure that instructions are retained in a student’s long-term memory is to have the student play the role of the instructor with someone else. Students can do this by teaching a friend or a family member how to play the game or perform the actions that they had learned earlier themselves. Some students may need continued repetition when learning difficult tasks. A difficult task is anything a student has challenges learning. For example, when a student has difficulty saying “th”, the mediator and student would jump together while saying ‘th’ 100 times. This intense level of imitation may be necessary for some students. Including physical activity may make the repetition more of a fun game.


Cognitive Exercises

Let’s Match

Cognitive Skill: visual memory, visual processing, spatial reasoning

Challenge: Place colored linking cubes on the grid, and ask the student to match what they see. You may begin with 1 item on each board and see if they can match. Then add 2 items on each board, then 3 items, then 4 items on the 4-grid, 6-grid, and 9-grid boards. Variations: Use linking cubes, shapes, pictures, letters, or numbers.

• Alter the location of the cube on the individual grid to the right corner, stack 2-3 cubes on top of each other on one grid, or turn the cube to the left, right, up, or down.

• Give only auditory instructions: “I see a red cube on 1, a blue cube on 2…” etc.

Round 1 Round 2 Round 3 Match Patterns Take 3-grid board and have student match what he sees. Begin with 1 item, then 2, and then 3.

Take 4-grid board and have student match what he sees. Begin with 2 items, then 3, and then 4.

Take 6-grid board and have student match what he sees. Begin with 3 items, then 4, then 5, and then 6.

Take 9-grid board and have student match what he sees. Begin with 3 items, then work up to 4, 5, 6, etc.

Match Numbers and Letters Take the Tic Tac Toe number or letter board, the number line, or the hundred number board. Touch 2 numbers, and have the student touch and repeat the sequence forwards and backwards.

Take the Tic Tac Toe number or letter board, the number line, or the hundred number board. Touch 3 numbers, and have the student touch and repeat the sequence forwards and backwards.



Find and Match Number Line or Hundred Number Board Cover some of the numbers and letters, and ask the student to tell you what is covered.


Xtreme Memory

Cognitive Skill: visual memory, working memory, spatial reasoning

Challenge: Place colored tiles or linking cubes on grid without your partner watching. Ask the student to take a picture of what they are seeing in their mind. Ask if they have the picture, then cover the items, and have your partner match the board. The student will then place the items. Lift the covering and ask the student, “Do we have a match?” If not, what do you need to do to match. When you can do this successfully 2-3 times, advance to the next challenge.. Take turns and allow them to make a pattern for you.

Variations: Use linking cubes, colored tiles, shapes, pictures, letters, or numbers. • Play alone. You will place the items on the board, cover them, and wait 10-15 seconds. • Alter the location of the cube on the individual grid to the right corner, stack 2-3 cubes

on top of each other on one grid, or turn the cube to the left, right, up, or down. • Give only auditory instructions: “I see a red cube on 1, a blue cube on 2…” etc. • Notice if it is more difficult to recall the information if you wait 5 seconds or 10-15

seconds. The goal may be to recall in a shorter amount of time if that is more difficult.

Linking Cubes/Tiles

Shapes/ Pictures

Write Letters

Write Numbers

2-3 items on a 3-grid

3-4 items on 4-grid board


3-4 items on 6- or 9-grid board to check perception

5 items on 6- or 9-grid board

6 items on 6- or 9-grid board

7 items on 9-grid board


Memory Exercises with Blink, Qwitch, deck of cards, and picture cards 0 moves 1 move 2 moves Play with Blink, Qwitch, Set, deck of cards, or picture cards. First focus on the number, then number and color, then number, color, and shape.

3 cards: turn over cards, recall – move 1, 2, and 3 times.

4 -6 cards: turn over cards, recall – move 1, 2, and 3 times.


3-Grid Board


4-Grid Board: Single Row


4-Grid Board with Numbers

1

2

3

4

1

2

3

4


4-Grid Board


6-Grid Board


Stroop Effect Animals

Cognitive Skill: working memory and attention

Challenge: Identify the animals in Set 1 and Set 2 in the same amount of time. Set 1’s written word is the same as the picture. Set 2 will require you to ignore what is written and only look at the picture. You should record your time after each round. * Emphasize the prepositions in the directions: around, under, above, on, beside, and over. “I see myself putting a circle around the brown bear.”

Time Time Time Animal Sets Set 1: Say the animals’ names, reading from left to right.

Set 2: Say the animals’ names, ignoring the words.

Set 1: Read in reverse order, saying the animals’ names. Set 2: Read in reverse order, saying the animals’ names, while ignoring the words.

When the times of Set 1 and Set 2 match, use Set 2, and alternate between the real name and the wrong name. For example: “penguin, camel, bear, cow, spider.”

Animal Set with Directions Set 1: Place a page protector over the animals. Add 1-2 directions at a time until you can do all 20 steps forwards and backwards. You may need to only add one direction at a time. This may take up to 2-4 weeks to remember all of the steps. Say “I see myself” 1) put a circle around the bear 2) a box around the snake 3) X on the fish 4) triangle around the cat 5) a line under the elephant 6) a line above the turtle 7) smiley face on the penguin’s belly 8) a nest under the bird 9) unicorn on the horse 10) claws on the tiger 11) spider web around spider 12) 3 eggs under the chicken 13) bacon on the pig 14) a tree beside the giraffe 15) a bucket under the cow 16) another hump on the camel 17) lily pad under the frog 18) stinger on the bee 19) tall grass around zebra 20) waves over the crab.

Remove the page protector, look at the symbols, and read them from left to right. Next, use Animal Set Grid and place the symbols in the correct grid.

Classify the animals. Create sentences. “The big brown bear is walking in the woods.” “The little green fish is swimming in the lake.” Connect to grammar and writing.


Animal Set 1


Animal Set 2


Animal Set Grid


Directions

Cognitive Skill: attention, working memory, visual processing, auditory processing, spatial reasoning

Challenges: Directionality, or knowing your right and left, is essential. It is important to complete the entire page. Try to stay on beat with the metronome. Use pincer grip with cubes.

Directions with Arrows Time Say the colors of the arrows. Say the direction each arrow is pointing. Use the colored up and down arrows first. Then say the left and right. Touch the left arrows with the left finger and the right arrows with the right finger or use full hand/arm motions while saying each direction. It is important that L/R are solid before saying all 4 directions.

Alternate saying the color and then the direction. Use up/down and then L/R/U/D. You can place the colored cube when saying color. * North/South/East/West can be added.

Draw a straight line in front of each arrow. Remove the page protector and read the direction according to the placement of the line.

Take linking cubes and place the matching color and turn the cube to match the direction of the arrow. Alternate saying the color, then the direction while placing them. Then place the colored cube for the color and only say the direction.

Green=1, Blue=2, Red=3, Yellow=4 Black = 5 Take linking cubes, place on the matching color, turning the cube to match the direction of the arrow. Alternate saying the number, color, and direction while placing them. Then read it back after they are all in place. Ex. “Four, blue, right”

Presidents can be added when the student knows the first 20. Say color, Washington, color, Adams, color, Jefferson, color, Madison, color, Monroe. Add number, color, direction, president. Use page protector and write 4, b(blue), r (right), W (Washington)/ 1, b (blue) u (up), A (Adams),3, g (green) r (right) J (Jefferson)

Say the direction of the arrow if turned ¼ clockwise. Use the matching colored linking cube and turn ¼. Now read the page back. * This will have them read counter clockwise. Remove the cube when they read back to check. Then do ½ turn(opposite) then ¾ a turn. Add these one at a time.

Alternate saying the correct direction, ¼ turn, ½ turn, ¾ turn, and continue this pattern. Now read the page back and say what is under each cube.


Colored Arrows: Up & Down and Left & Right


Colored Arrows: Four Directions


Number Hunt and Fluency 1-5 Cognitive Skill: visual processing, working memory, attention

Challenges: It is important to complete the entire page. You can use a dry erase marker or linking cubes. You will need 10 linking cubes in 5 different colors. Adaptation: To work on their pincer grip, have students hold a ping pong-sized ball in their hand while picking up the cubes. Use a metronome when reading at 54-60 bpm and gradually increase.

Symbols Cubes Times Numbers Read the numbers. Add the metronome. Find the numbers on each row that are the same. Circle the 1’s, or place a green linking cube on the 1’s. Next, circle the 1’s, then “X” the 2’s.Or you can place a green linking cube on the 1’s and a blue cube on the 2’s. Start at the top left, and move left to right. You will come to the 2 first, then the 1…. Do NOT find all of the 1’s first, then all of the 2’s.

Next, circle the 1’s, “X” the 2’s, then box the 3’s. Or you can place a green cube on the 1’s, a blue cube on the 2’s, and a red cube on the 3’s.

Next, circle the 1’s, “X” the 2’s, box the 3’s, then underline the 4’s. Or, you can place a green cube on the 1’s, a blue cube on the 2’s, a red cube on the 3’s, and a yellow cube on the 4’s.

Next, place a line above the 5’s. Do 1-5.You can place a green cube on the 1’s, a blue cube on the 2’s,a red cube on the 3’s, a yellow cube on the 4’s, and a black cube on the 5’s.

Read the numbers back out loud while they are covered by the cubes.

Remove the page protector and read back the numbers by looking at the symbols: circle say 1, X say 2, box say 3, underline say 4, and line above say 5.

Read the color of the cube and then say the number of the next cube. Continue alternating color and number.

Place the symbols on the numbers. Remove the page protector. Say the number, color, and animal. Circle is bear, X is fish, Box is snake, Line above turtle, Line below elephant.

Add 1 to each number. (5 is 6, 3 is 4) When fluid, read the numbers by alternating what the first number is (=) and the next number +1. Do this with cubes and without.

Subtract 1 (5 is 4, 1 is 0) When fluid, read the numbers by alternating saying what the first number is (=), the next number +1, and the next number –1.

Read the numbers by alternating saying the first number +2 and the next +3. Do this with the cubes and without.

Read the numbers by alternating the first number x2, the next x5, then x10. Do this with the cubes and without.


Number Hunt 1-5

2 1 5 4 1 3 3 4 1 2 5 4 1 4 3 5 2 5 3 1 5 4 3 2 1 3 4 5 2 1 3 1 4 2 5 3 2 4 3 2 1 5 4 1 5 4 3 2


Number Hunt 1-5 with Colors

2 1 5 4 1 3 3 4 1 2 5 4 1 4 3 5 2 5 3 1 5 4 3 2 1 3 4 5 2 1 3 1 4 2 5 3 2 4 3 2 1 5 4 1 5 4 3 2


Number Board: 100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100


Number Line

Use linking cubes when teaching value, addition, subtraction, and multiplication.

___________________________________________________________________________

1 2 3 4 5 6 7 8 9 10 11 12

___________________________________________________________________________

13 14 15 16 17 18 19 20 21 22 23 24

___________________________________________________________________________

25 26 27 28 29 30 31 32 33 34 35 36

___________________________________________________________________________

37 38 39 40 41 42 43 44 45 46 47 48


Aristotle & Socratic Questions Ask these questions when beginning a project or addressing a problem. These support the Cognitive Functions by Reuven Feuerstein.

Collecting Processing Expressing What or who do you see, hear, feel, taste, touch, and smell? What can you visualize or imagine in your mind? What is the name of what you see or are thinking?

What am I to do? Problem, what problem? What do you need to figure out? What is relevant to the problem? What is needed, and what can be ignored/omitted?

What does the other person believe and why? How does the other person feel? Can you imagine how you would feel in their position? How would the other person want to be viewed and treated?

Where are you starting? Do you have the correct information and materials? What parts do you need, and what order will you need to follow to make the finished product?

What is similar? What characteristics are different? Consider: number, color, shape, size, direction, position, feeling

Have you thought through what you want to say or write? Are your words relevant to the situation? Is your language clear to the audience?

What do you know to be true, or what is constant and does not change?

What different categories do you see?

Do you need to take a break and attempt later or tomorrow?

What is to your right? What is to my right? If you are facing in this direction, what is to your right? Left? Front? Back?

East? West? North? South? Northwest? Southeast?

How are these related to each other? Ask: What is your plan? What are the steps you will follow and the reasons? Avoid trial and error! Have a plan.

Perseverance! “Continuous effort—not strength or intelligence—is the key to unlocking our potential.”

—Winston Churchill

“You will never do anything in this world without courage. It is the greatest quality of the mind next to honor.”

—Aristotle When do you see this happening – past, present, future? How long did the event occur? In what order did it happen?

Does this make sense? If this is true, then what else must be true? Are their different possibilities? How can you see if this is true?

“If we all did the things we were capable of doing, we would literally astound ourselves.”

—Thomas A. Edison

“Many of life's failures are people who did not realize how close they were to success when they gave up.”

—Thomas A. Edison

down syndrome congress workbook · 2017. 11. 17. · grew as part of my theory of human...

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