Lynne Kenney, PsyD PLAY MATH www.lynnekenney.com

  Neuroscience in therapy   Motor-Intelligence Therapy   The Family Coach in-home intervention

methodology   Play Math

  Brain Facts – Society for Neuroscience   The Brain That Changes Itself – Norman

Doidge   The Woman Who Changed Her Brain – Barbara

Arrowsmith-Young   The Whole Brain Child Dan Siegel, MD   How To Reach and Teach Children with

Challenging Behavior Otten & Tuttle   Thinking Mathematically – Thomas Carpenter

et al.

Biological Theory

Neuropsychology

Occupational Therapy

Cognitive Psychology

Psychotherapy

Kinesiology

  An intervention that engages cognitive or motor parts of the brain

  One that increases neuronal communication   One that builds skill sets   One that increases collaborative parenting

strategies

  What is the behavioral expectation?   Does the child possess the skill set to meet

the task demand?   Right now under these circumstances?   If yes, expect it.   If no, teach it.

 Frequency  Duration  Intensity

The Family Coach Method SECTION II

 A three tiered methodology for in-home and in-office interventions that moves families away from coercion, threats and time-out and into brain-based skills and strategies.

  When your child is first diagnosed sometimes it’s hard to know where to begin.

  Do you have a brief neuropsych eval to assess IQ and executive function?

  Do you see an OT for sensory issues?   Do you improve food and nutrition?   Do you look into amino acids to impact

neurotransmitters?   Do you do brain training?   What behavioral interventions do you consider?   Is it time for a medication trial?

STEP

1 DATA

STEP

2 DECISION

MAKING

STEP

3 INTERVENTION

and/or REFERRAL

The Family Coach Pyramid

THE FAMILY COACH METHOD! ! WWW.LYNNEKENNEY.COM

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Developmental Behavioral Learning Skills

REALFOOD omega 3s greens water protein

NEUROTamino acids

MEDICINE

Organization

Domains of Intervention Language

Impulsivity

Body Space Social Interactions

Self-Regulation

Cognition Motor

Mood Modulation

Self-Help

Domains of Intervention II

Fine Motor

Play

Math Classroom Skills

Reading

Gross Motor Safety Info

Writing

Family Skills

SKILL SETS

The Foundation: A Culture of Respect

Expectations

Needs

Skill Sets Outcomes

Inhibition Self-regulation Planning Previewing Organization Task initiation Task completion Self-observation

+

The Family Coach ToolsThe FOUNDATION SKILL SETS SKILL SETS SKILL SETS

Your Home as a Picture Teaching The Beginning, Middle and end (83)

The do-over (39) The Circle of Peace

The Family Coach Playbook Learning To Listen -For Parents

Teaching Boundaries and Behavior with Hoolahoops

Collaborative Communication

Your Mission Statement (23) Write it, draw it post, it Managing Moments of Cognitive Shift (94)

SPARKPE

Your Family Values List (30) Role-play (112) Maria Bailey’s Secret Handshake (42)

Dr. Lynne’s Fab 5 Foods

As a Family We Value (28) Charades Daily Points For Teaching Behaviors

Look, Listen and Learn (134)

I Will Be Happier When Pillow Hops Social Emotional IQ with KIMOCHIS

The Space Between (141)

Proactive Rules (32) Creating Buy-In Sprinkling Skills Sets (107) The Space Within (143)

Kathy Ireland’s Bubble Time (11)

The Family Security Blanket The Preparation Habit (109) “I’m Your Best Coach”

Defining RESPECT 30 Family Activity List (189) The Night Before The Corral of Nurturance

Creating a culture of RESPECT

The Clean Sweep (83) Skill Deficits vs Willfull Non-compliance (116)

The Clarity Process (163)

Seven Signs of Respect (43) The Saturday Box (85) The ABC Detective Tool (121)

The Line of Demarcation (145)

Raining on Your Children Tackling Procrastination (88)

Situational Non-compliance Create The Pond (174)

The Family Schedule (68) Skill Set Breakdown ABC Task Delegation Deputizing Kids (176)

Routine Task Lists (62) Activity Previews Direct Communications Michelle LaRowe (81)

Seek To Understand (178)

The Check It Method (73) Why Children Misbehave (159)

The Who What When Where How (125)

The Walk and Talk Game (191)

Dinner Routine (63) Independence and Responsibility are partners

(79)

The Bridge (129) The Caveman and The Thinker (211)

Family Rules List (33) Nurture Yourself (216) Know Yourself (218) Be Accountable (245)

THE FAMILY COACH METHOD! ! WWW.LYNNEKENNEY.COM

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  Identify family fit, in-home work is for medium to high functioning parents with children who need skills (family organization, better food choices, parent hierarchy work, expectations, emotional-social, academic, executive function, self-regulation, calming, routines, motor skills and more).

  Intake   Consents   Establish pieces of work: One office meeting, two to

four in-home meetings, two follow-up 30 minute phone sessions, one summary meeting for future planning.

The Family Coach Skills DelineationTASK:

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

NEXT STEPSBegin/Complete

_______________________

_______________________

_______________________

_______________________

Session I Review needs, consents, motivations, interests, goals and process planning.

Draw it write it discuss it

WHEN WE WERE A HAPPIER FAMILY … what will be better

Session II Interact to learn and grow

Play is the center of the work Sit and play where you are Determine do I teach the foundation or do I move to skills Make lessons live and actionable

The SMYTH FAMILY ~ Ready to live in the space between

Session III the work is where we are Jeremy and his not so ready for eating skills.

The foundation is clear, the mission, values and rules have been communicated now it’s deeper into the skill sets. Bobby and his tantrums ~ a boundaries and communication intervention.

Freedomland

FreedomlandThe Circle of Nurturance, love and abundant Freedom. Children are encouraged to have fun, explore

The parents are clear in expectations. Parents are calm and consistent. They focus on what the child does well. The children build trust and competence.

The space of resistance and defiance.

Parents are not consistent, they fluctuate in expectations, do not respond rapidly enough.

Children feel unsafe as they have too much power and control. They test their parentʼs consistency. Push buttons and parentʼs escalate their response (The Family Tantrum).

When children push up against the outer-edge of defiance, they may get aggressive or violent, feeling overwhelmed, angry and internally out of control.

Play Math SECTION III

  Cerebellar-Cortical Math   See it   Say it   Write it   Build it   Play it

  In ten 45 minute sessions, the children went from being students to mentors, teaching other children their math facts. 90% of the children who “played math” doubled their multiplication math scores in six to twelve weeks.

  The motor-cognitive components of Play Math. When we alternated gross motor movement (tossing, throwing, passing, bouncing balls) with fine motor movement (touching, counting, sliding, building base ten blocks) the childrenʼs brains took in the knowledge in a multi-sensory manner.

  WE SEE ~ We see the number relationships with base ten blocks and marker boards. We begin with pre-symbolic math looking at and talking about the numbers represented by base ten blacks. Many children experience “AH-HA” when they can see what 9 + 4 actually looks like.

  WE SAY ~ Math is a language based activity. We say what we see, we ask questions and we communicate about math as we play.

  WE WRITE ~ As we progress we start to write number equations, fact families and factors.

  WE PLAY ~ We introduce the math concepts, we wonder aloud and allow the child to see, say, play and build math. It is important that we do not instruct. Children get enough instruction in school. We want to play and have fun with numbers and math concepts.

  WE TOUCH ~ We encourage the children to touch the base ten blocks. They count the ones, move the rods and talk about the numbers they are building.

  WE MOVE ~ Each activity has a motor component, some use fine motor manipulation and others use gross motor movement. This way we engage the whole brain not just the visual and auditory brain systems.

  WE CROSS ~ We incorporate large motor movement in all directions using rhythm. We begin with simple ball bouncing to establish rhythm. Then we move to passing balls across the body, to the side and overhead. Crossing the midline integrates brain hemispheres and enables the brain to organize itself.

  Rhythm Mirroring and Skip Counting   Stuck? Slide and Glide   How do the numbers fit together?   Multiplication is a square or a rectangle   Multiplication and division are fast counting   Enhance the play aspects of learning with

marker boards, polyspots, tennis balls and more. Weʼll show you how.

 What’s in your tool kit?

Your Passion Matters!