Behaviour · Communication · Sensory Integration · Uncategorized

Octagonal Awareness

Photo by Kyaw Tun on Unsplash

Those involved in teaching and caring for children and adults with exceptionalities are familiar with sensory processing challenges. Heightened or even diminished sensitivity to stimuli reaching the five senses of hearing, sight, touch, smell and taste cause either avoidance or seeking of certain sensations. Often, occupational therapy (OT) is recommended for sensory integration – a common route to help individuals cope with their sensitivities.

Some examples of sensory processing issues include:

  • Excessive preference for particular textures of clothing or food.
  • Experiencing a panic attack when the school bell rings.
  • Or in contrast, having no response upon hearing a fire alarm.
  • Covering eyes when faced by bright lights.
  • Anger at getting a waft of a certain scent.
  • Hitting, screaming, throwing tantrums or isolating oneself in reaction to an unpleasant feeling.

Continue reading “Octagonal Awareness”

Behaviour · Uncategorized · Workshops

Workshop on Behaviour Management

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I returned to Learning Arc on 7 February 2016 for yet another workshop for parents and teachers. It was encouraging to see a packed room and familiar faces from the ADHD workshop in December. This time we tackled Behaviour Management in children with learning difficulties. A lively discussion ensured everybody’s attention. While there were a few sceptics of Behaviour Therapy most agreed on its benefits in children with additional learning needs.  Continue reading “Workshop on Behaviour Management”

Behaviour · Social Skills · Uncategorized

Bobo Dolls and Learning

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In 1961, against the backdrop of the prevalent Behaviourism perspective in Psychology, Albert Bandura conducted his famous Bobo doll experiments at Stanford University. The principles of Bandura’s Social Learning Theory hold true even over half a century later.  Continue reading “Bobo Dolls and Learning”

Behaviour · Uncategorized

Praiseworthy

An embarrassed Kiran showed me his English test paper on which he had scored poorly. A quick glance revealed that the fifth grader from a reputed school in Bengaluru had to work on a number of aspects of grammar and spelling. What struck me most about his paper was that it was replete with negative remarks and cross marks. On several subtests, the child had scored full marks, but the teacher had not written a single ‘Good’ on his paper. A unidimensional focus on what a child has done wrong without acknowledging what he has got right can indeed be demotivating. Continue reading “Praiseworthy”