Category: Science
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A Mother’s Appeal to Bloomingdale Public Schools Regarding the Use of Restraint and Seclusion
Nearly a year ago, I addressed this Board with significant concerns about the use of seclusion in our District. At that time, I specifically spoke about the practice of surrounding children with mats, enclosing them against a wall for unrestricted periods of time. During that time, I addressed Bloomingdale’s higher reporting of restraint and seclusion…
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Challenging Outdated Practices in Behavioral Assessment: A Call for Change
In an era where education must rise to meet the needs of all learners, the recently released guidance titled “Using Functional Behavioral Assessments to Create Supportive Learning Environments” (November 2024) fails to reflect approaches grounded in trauma-sensitive care, neuroscience, and neurodiversity-affirming practices. The guidance reinforces outdated frameworks that prioritize managing behavior over fostering safety, connection,…
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Comprehensive Strategies for Fostering Cognitive and Emotional Growth in Trauma-Affected Children
Children placed in out-of-home care often face trauma and various adversities that significantly impact their cognitive, emotional, and social development. While trauma-informed practices offer a foundation, there is a growing need for targeted, long-term strategies that directly address cognitive challenges and foster recovery.
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Stickers Don’t Work for Adults Either
We are a society of “earners.” The transactional systems many of us have been raised on that focus on earning prizes, tickets, and rewards do not have the expected effect. It does not create intrinsic motivation. I could quote Alfie Kohn from his book “Punished by Rewards” here. But what I am seeing is that…
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A Journey of Hope and Healing Through Neuroscience
I have been a fan of Dr. Lori Desautels on Social Media for some time. I even had a chance to interact with her as part of the Alliance Against Seclusion and Restraint’s Book Study for her book, “Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth.” I had also read her…
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A Literature Review Examining the Ineffectiveness of Punitive Discipline and Corporal Punishment
Punitive discipline and corporal punishment have long been widespread practices in schools to address stress behavior of students. Over the last two decades, a growing body of evidence has shown that such approaches are not effective in correcting stress behavior and are detrimental to students’ well-being. In fact, evidence-based data suggests that punitive discipline and corporal punishment have a…
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The Lost Years of “Treatment”
My experience in the troubled teen industry began when I was 12 years old and was unnecessarily sent to rehab. There, I was regularly interrogated and pressured into admitting to drug use and forced to identify as an “addict.” Despite knowing that I didn’t belong there initially, with everyone around me telling me otherwise and…
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Creating a Culture of Belonging with Affect Imagery
We are all prewired with a need for connection and belonging. From the moment we enter any given space, our nervous systems scan the environment for the presence of threats and the existence of connection. The absence of connection often creates feelings of fear, isolation, and pain, all of which are conditions that make learning…
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Behaviors Charts: Helpful Strategy or Harmful Practice?
We have many thoughts and ideas about behavior charts, most of which would not surprise our long-time readers. While perhaps well-intentioned, behavior charts can cause anxiety, shame, a loss of intrinsic motivation and can increase stress behaviors. I remember the frustration behavior charts caused my son and our family. He would come home from school…
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Unpacking “Do your best”: More Than Just Three Words
From a learning and brain science standpoint, “do your best” is a complex directive. The all too common classroom expectation of “do my best” is a staple in many classrooms. Yet, from perspectives grounded in learning science and brain mechanics, “do my best” is far from straightforward or clear, especially for neurodivergent learners.