Revolutionary New Breakthrough From the Natural World Can Give You “The Best Brain of Your Life” While Preventing Illness, Reversing Mental Decline and Dramatically Improving Your Quality of Life… Especially if You’re Over 40
Revolutionary new breakthrough from the natural world can give you “The Best Brain of Your Life” while preventing illness, reversing mental decline and dramaticallyi mproving your quality of life… Especially if you’re over 40
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Now you can get "The Best Brain of Your Life" and at the same time prevent illness and mental decline. Thanks to Cognizine.
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1. Common Characteristics/Symptoms 1. Social interactions and relationships. 1. Significant problems developing nonverbal communication skills, such as eye-to-eye gazing, facial expressions, and body posture. 2. Failure to establish friendships with children the same age. 3. Lack of interest in sharing enjoyment, interests, or achievements with other people. 4. Lack of empathy. People with autism may have difficulty understanding another person's feelings, such as pain or sorrow. 2. Verbal and nonverbal communication 1. Delay in, or lack of, learning to talk. As many as 40% of people with autism never speak.1 2. Problems taking steps to start a conversation. Also, people with autism have difficulties continuing a conversation after it has begun. 3. Stereotyped and repetitive use of language. People with autism often repeat over and over a phrase they have heard previously (echolalia). 4. Difficulty understanding their listener's perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning. 3. Limited interests in activities or play. 1. An unusual focus on pieces. Younger children with autism often focus on parts of toys, such as the wheels on a car, rather than playing with the entire toy. 2. Preoccupation with certain topics. For example, older children and adults may be fascinated by video games, trading cards, or license plates. 3. A need for sameness and routines. For example, a child with autism may always need to eat bread before salad and insist on driving the same route every day to school. 4. Stereotyped behaviors. These may include body rocking and hand flapping. Source: http://www.webmd.com/brain/autism/autism-symptoms 2. Evidence-based instructional strategies 1. Applied Behavior Analysis (ABA) 2. Additional Teaching Methods Often Used with Students with Autism 1. Discrete Trial Teaching (DTT)/ Lovaas Model 2. Floortime or Difference Relationship Model (DIR) 3. Picture Exchange Communication System (PECS) 4. Pivotal Response Treatment (PRT) 5. Relationship Development Intervention (RDI) 6. Social Communication/Emotional Regulation/Transactional Support (SCERTS) 7. Training and Education of Autistic and Related Communication Handicapped Children (TEACCH) 8. Verbal Behavior source: https://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf 3. Accommodations/Modifications 1. Develop and use visuals for instruction, such as: • Individual visual schedule • Highlighting important information • Using completed models • Color coding relevant information • Providing visual directions • Making endings obvious by the use of the finished box, folder, etc. 2. Evaluate and assess sensory needs and schedule sensory activities throughout the day. Ideas for sensory activities include: • Use swing and monkey bars • Carry heavy objects and provide other ways to incorporate proprioception (heavy work) into the day • Chair push-ups • Provide fidget toys • Put something in mouth to bite, crunch, suck, chew, or blow • Continually assess lighting, temperature, smells, and sounds within the environment • Incorporate exercise into the day 3. Develop social stories and social scripts. 4. Give the student choices and control. 5. Adapt the physical environment to include: • Close proximity to materials and instruction • Limitation of distractions (auditory, visual) • Development of clear visual boundaries, where appropriate • Make the key learning centers visually obvious within the classroom (carpet squares, furniture arrangements, masking tape, etc.) 6. Provide trained peer support and/or a buddy system throughout the day for the individual. This person should assist with peer social interaction, as well as provide additional support as needed. 7. Conduct training in autism spectrum disorders for all staff members that come in contact with the student. Include detailed training for classroom and therapy staff members, as well as general training for office and administrative staff, bus drivers, cafeteria support staff, and janitorial staff. 8. Actively use a home/school communication book that outlines specific progress and challenges that occurred during the home and school environments. The book is exchanged with classroom staff members and the family on a daily basis. 9. Provide small group instruction, rather than large group instruction. Directions and classroom instruction should be offered in a small group setting so that as much one-to-one and peer interaction is provided as is needed by the student (instruction by peers also). 10. Assess and use interests and strengths of the person to structure both curriculum and free-time activities. source: http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdf 4. Awareness activities for middle and/or high school students 1. Wear Blue on April 2: Ask your entire school to wear Blue on World Autism Awareness Day. 2. Sensory Input Exhibit: Set up a sensory exhibit if you have access to sensory materials, ie: tunnels, weighted vests, body sock, squeeze machine, swing, scooter, deep pressure, brushes, etc. 3. Technology Lab: Set up a tech lab and include available school AAC devices, iPads for ASL apps/communication apps and low tech pages. Have kids explore conversations with toys and games with the devices and books. Experience the difference between low and high tech. When they don’t have voice output, they will need a partner to say things out loud to them or read what they are saying. When they use AAC, it will take longer to make a message, so they will need their partners to be patient, etc. (Note: If your school does not have access to these items, check with local OT/PT therapy centers or family support centers for resource assistance) 4. Film Festival: Set up a series of YouTube videos in the library, play “Autism the Musical” during lunch periods or choose a full-length film about autism. (See Internet Resource Guide) 5. Recess Resources: Gather a group of students at recess to explore ways to make recess games more inclusive. Create materials to illustrate new ideas. 6. Sign Language Club: Create a lunch group to explore ASL (American Sign Language). Students can learn and practice signs. source: http://media.autismspeaks.org/liub/LIUB+Educational+Toolkit.pdf
Our "Freak Flags" Should Be Flying Half-Staff Right Now. Last week, the R&B world lost a noteworthy singer/songwriter/producer whose passing went largely unnoticed by music fans and music journalists alike. Leon Haywood, 74, died April 5 in Los Angeles and, although his name is not one you'll hear mentioned alongside the many legendary artists who've left us in recent years, he left behind a small but memorable legacy that is worth celebrating nonetheless. Haywood gave us early '80s post-disco hits like "Don't Push It, Don't Force It" (all of you diehards over the age of 40 remember that one, admit it) and the timeless "She's A Bad Mama Jama," the smash million-selling tune he wrote and produced for the late Carl Carlton in 1981. Those two tunes alone don't qualify Haywood as a legend in music circles, but they're considered R&B staples of their day, especially "Mama Jama," which is included on many funk compilations and retro old-school playlists some 35 years after its initial popularity. But Haywood should also be remembered for the song that became his only top-40 pop hit as a singer: the sexy, slow-burning, "I Want'a Do Something Freaky To You" in 1975. That tune is notable for several reasons, not the least of which was the famous intro that was looped and sampled for Dr. Dre's "Nuthin' But a 'G' Thang" in 1993. That legendary rap hit introduced the world to Snoop Dogg and has been considered by some to be the best hip-hop song of the 1990s. But there's another reason Haywood's hit should be celebrated today. "I Want'a Do Something Freaky To You" introduced the pop radio market to a never-before-used (in music, that is) "F" word that has since been like a call to arms to the many who dare to self-identify with it: "Freak." That's right. In 1975, Leon Haywood flew his freak flag high before anyone ever thought about doing "Le Freak," getting their freak on, or hanging with "Super Freaks." Haywood incorporated the word "freak" in his song's title and watched it literally moan and slither its way to the upper portion of the charts (both R&B and pop), thus paving the way for other one-track-minded songs to grace popular music radio. Memorably, 1970s R&B was already well known for its subtle use of vague metaphors and innuendo when describing bedroom affairs, but Haywood left no doubt what he was referring to as he sang lyrics like "your love is like a mountain, I'd love to slide down into your canyon." To add to his "freakish" tendencies, Haywood sang of acrobatic prowess ("all twelve positions of the zodiac signs, I won't quit until I blow your mind"), embraced reckless abandon ("compatible or not, I'll hit the spot") and incorporated sexy female backing vocals, including one whose climactic moans you hear throughout the song, particularly during that famous "Nuthin' But A 'G' Thang" intro. Those moans and others like 'em were becoming more commonplace during the decade, with prominent examples being Donna Summer ("Love to Love You Baby") and Major Harris ("Love Won't Let Me Wait"). But lyrically (excluding the moans of course), both those two tunes could still pull off a G rating - or at worst, a PG one. This was less so for Haywood, whose song's X-rated imagery was both vivid and inescapable (to wit, he sang "I'll put it where you want it, as long as you need it...I won't mistreat it"). Now, I doubt Haywood realized at the time just how revolutionary his only top-40 pop hit would become, but never before then had a song that celebrated being a "freak" wrapped itself around mainstream radio airwaves like his did (although I'd be willing to bet many stations likely banned the song during its height in popularity). Nevertheless, "I Want'a Do" was indeed revolutionary, and we've been getting our freak on - musically and otherwise - ever since. Today, the urban dictionary has an entry for "freak" that is more aligned with Haywood's thinking than the traditional definition found in Webster's. Of course, there's no evidence to suggest that Haywood should receive ALL the credit for that cultural shift, but it's certainly true that his 1975 soul classic was a game changer, one that made it okay to hear the word "freak" and it's various derivatives on American pop radio...for the first time in 1975, and in every year since. And, as his tune's lyrics would suggest, he did it "in the name of love with everything he had." So, as a celebration of Haywood's legacy, I've created the following countdown of the 15 most memorable "freaky" songs - with all eligible songs incorporating a variation of the word "freak" in their titles. It's a countdown you'll be tempted to play over and over again... To Leon Haywood: May you rest well. To the readers: I hope you enjoy the musical freak show that Haywood was instrumental in starting. And, as always, thanks for all the love and support of djrobblog.
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