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May 3, 2021 Social/ Emotional0

 

Hey parents, how many times have you gone through this? Your children are playing a game together and they get into a disagreement. The situation starts at a level 2 and expands into a level 10. Arguing and crying ensue, and they all walk away hurt, disgruntled, or angry. If you’re familiar with this, you’ve probably been concerned about how you can train your children to experience their emotions and handle them in a healthy way. So how do we use proactive parenting here? We want to give you three tips to teach your child emotional awareness and regulation. 

Time to role model! 

It’s no secret, but maybe a good reminder, that your child exhibits what they see modeled. This includes what they watch on TV and social media, how they see their friends behave, as well as any adult in their life–especially you. They mimic your every move, even the things you think they don’t see (your facial expressions, tone, emotional temperature). Children sense their parents’ emotions and respond with similar emotions. When they see an appropriate response, it will help them with their own. 

When playing with your child, demonstrate healthy techniques for emotional wellness, such as verbalizing what you’re feeling in a given situation (e.g. “Oh no! I was working on ___ and it got ruined! I feel disappointed!”), taking deep breaths, or even verbalizing that you need a break–and then returning to solve it later. These exercises are great to intentionally practice in front of your child at play, and they’re just as important to practice when the rubber hits the road with real stress. Nothing is more powerful to your child’s learning than watching you handle a real life stressor with emotional maturity. 

Be proactive. 

Preparing for the future can give children the confidence they need to tackle new situations. When your child feels equipped for conflicts, they are much more likely to exhibit strength and poise when a problem arises. Play a game with your child where you discuss how to respond to different hypothetical scenarios. What is an appropriate emotion to feel, how strongly, and what action would they take? You can write down these scenarios on pieces of paper and draw them out of a bowl, or even create a workbook of them. These scenarios may be things like, “Your friend borrowed your bike and returned it scratched” or “Your brother says you can’t play with him.” 

This is a great time to bring up “size of the problem” with your child: how big is a problem, and how big should my reaction be? Identifying the size of the problem when it arises will help your child assess what an appropriate course of action would be. 

Practice calming exercises. 

You can and should practice these calming exercises for yourself as well as with your children. Seeing that this is something we must all do no matter our age normalizes them, rather than making them seem like something we’re lording over them or using as a “consequence.” Demonstrate breathwork with your child. Following a guided breathwork regularly can even be an activity you do together to bond and set as an example of wellness. Play relaxing music in a quiet space when your child feels tense. Allowing this time to calm and settle high emotions before dealing with them can prevent explosive emotions and miscommunication when we feel emotionally overwhelmed. 

Are you curious about what “emotional temperature” is? Download this parent activity

 


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April 26, 2021 Social/ Emotional0

 

Last week we explored how parents can help children develop healthy social communication skills with their peers. Our Parent Representative, Pam Garrity, gives parents three tips on how to tackle bad habits in social interactions, and teach children healthy and assertive strategies for getting along with others.

So what are “social skills”? What does a healthily socialized child look like? Let’s look at some skills children need to learn to thrive with others:

  • Accepting differences
  • Asking for help
  • Conversation skills
  • Complimenting others
  • Disagreeing graciously
  • Encouraging others
  • Following directions
  • Active listening
  • Participating equally
  • Conflict resolution
  • Sharing
  • Staying on task
  • Taking turns
  • Taking risks
  • Adjusting voice volume
  • Personal space (of others and themselves)
  • Patience
  • Handling disappointment

 

Your child will face any number of challenges in their childhood that present opportunities for them to develop these skills. As parents, we often have a natural tendency to jump in to solve problems as they arise–especially when our child comes to us for help! But are we disempowering them when we do that? 

Our Parent Representative, Pam Garrity, provides three tips for parents to empower their children with the tools they need to deal with the social dilemmas they inevitably will face. How many times has your child felt frustration when playing with their friends, then had a meltdown because they didn’t know how to deal with the situation? What is the best way to respond as a parent? When is the best time to step in? And how much? Try these strategies the next time this issue arises.

  1. Fight the natural tendency to swoop in and solve the problem for your child. “Fixing” the problem may not ultimately be in a child’s best interest, as it teaches them to disengage from a problem rather than thinking creatively to solve it. 

It may be counterintuitive, but we want children to experience challenges that require them to make natural mistakes while they problem-solve. This is going to be hard! It’s going to get messy (quite literally!). Encourage your child to hash out issues with their peers on their own, try new techniques, and make mistakes. 

2.  Break the bad patterns. For example, according to a parent our Parent Rep spoke with, their child had their space invaded by another child in a sandbox at a park. The parent took initiative during the situation, yet spoke for their child and scolded the other. When these incidents arise, pause. Allow the space for your child to attempt a solution. Be open to feedback. If your child comes to you seeking a solution, encourage communication, but allow the children to come to a solution. 

Make sure to get everyone on the same page! Discuss the autonomy you would like your child to develop with other adults that may take care of them–parents, grandparents, nannies, etc. Even communicating with other parents on the playground is important. Suggest working together, such as, “Help us practice some role-modeling,” when opportunities arise. 

3.  Role-model! This can be done any time, with almost any adults, while your child is watching. The truth is, adults are role-modeling to children every second of the day. Whether or not you want your children to emulate what you do, that is up to you. Children will imitate the behavior and attitudes of the adults they are surrounded by, for better or worse. We must apply conscious effort to model the skills we want to see exhibited in our own children. 

Download this interactive Communication Skills Builder Checklist to assess your child’s individual strengths!

Do you have more questions about your child’s social needs, and what you can do as a parent to help? Fill out this form to reach our Parent Representative.


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April 20, 2021 About Us0

 

Focused attention is one of the main concerns parents of young and tween children have been expressing to educators. While absenteeism has risen during the 2020-2021 school year, the students who are present in class may still be struggling to be present. Are they attending to and retaining the lessons being taught virtually? Here are some signs parents can look for that shows a child may be struggling to pay attention in class:

  • Fail to give close attention to details
  • Not following through in tasks
  • Difficulty organizing tasks and activities 
  • Blurting out an answer before a question is completed
  • Difficulty waiting their turn
  • Wiggly, fidgeting/squirming
  • Leaving their seat
  • Lose belongings
  • Being forgetful 

The best way to support a child when you see these signs is to look at the cause of the behavior. If it’s hard for your child to listen, understand, and follow through with an activity, let’s ask: are these symptoms of inattention an imbalance, or is the task just not interesting to them in the way they’re doing it? What distractions may be impeding their attention, and perhaps most importantly, why should they complete this task?

Incentives can make a world of difference in how engaged your child is in a task at hand, and what they are able to accomplish. Here are some changes you can make to your child’s day that will set them up for success. 

 

Give kids breaks throughout the day. 

Just like a regular school day, breaks should be part of a regular schedule, and be a true mental rest. A healthy break should involve changing the physical space from where they work to where they rest. Encourage them to involve movement such as stretching, walking, taking a quick bike ride, or jumping on a mini trampoline. 

Want some variety to choose from to make breaks dynamic? Students can follow along with these group videos. 

 

Implement a sticker system

This is especially helpful for younger children (10 and under) to support follow-through. With a simple DIY poster or chart, your child can earn a set amount of stickers or tokens for each task as they complete it. When they’ve earned them all, they get a reward (e.g. break, toy, game). The great thing about this motivator is that it can be tailored exactly to your child’s interests. The “tokens” they earn can be nearly anything they like: pictures of their favorite character, food, sport ball–the options are endless. 

For older students and teens, a more mature version of this that still packs a punch would be to list out the responsibilities they have ahead of them for the day so that they can see it and check it off as they go. Write what they will earn on the list when they are finished. 

 

Involve others

Talk with your child’s teacher about what your child liked in the classroom–it may be something you don’t have at home! If possible, try coordinating breaks or lunches with neighbors. Why take breaks alone when peers in the neighborhood may be looking for someone to have “recess” with as well?

 

Keep in mind that what may work one day may not work the next. It’s important to keep a robust toolbox to choose from when motivating attention. It’s normal for a child to find something motivating at one point and then lose interest in it later. The most parents can do is set kids up for success. 

 


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April 12, 2021 Regression0

 

Last week we launched our first virtual Parent Huddle! These live virtual meetings bring parents together to bring out in the open the concerns they have for their children’s development and progress, and empower and educate parents through community. 

Each week we focus our discussion on one of our five pillars of support: regression, attention, social, emotional, and sensory. Last week we began with regression. So, what is regression when it comes to education?

Academic regression refers to learning loss in children: skills, milestones, or concepts they had previously mastered they now struggle with or cannot do at all. Regression typically occurs after a hiatus in learning, such as at the end of summer break. However, a nationwide academic regression (and beyond) has occurred due to school closures. Virtual learning has proven to be ineffective for most students, with many disengaging, dropping out, or simply not retaining information. Moreover, struggling young readers tend to remain struggling readers without intervention and support. (Read more about statistics about the effects of distance learning on our blog here.)

You may be able to clearly see learning loss in your child when you look at their handwriting, math skills, level of independence in schoolwork, reading fluency and comprehension, vocabulary, and even social skills and self-care skills. Most students are experiencing some amount of decline. Our Director of Programs, Katerina Violante, noted some tell-tale signs of regression in literacy for parents to catch: rereading or skipping words, erring on words they know, guessing based on a few letters, or mixing up words that look similar. (Guessing and mixing up similar-looking words is appropriate up until about second grade. However, if your child is making these mistakes frequently, or more than they used to, they may have regressed.)

What areas have you noticed don’t seem the same in your child since a year ago, or even several months ago? So, what do parents do when all we’re told to do is “wait till things go back to normal”? 

Getting a baseline with an evaluation for where your child is currently functioning will give you an in-depth understanding of what their needs are. Your child’s regression may be visible to you as a parent, but are you aware of the underlying functions that are affecting their performance? Triton’s Multisensory Evaluations give parents a snapshot of exactly where their child is functioning according to age, grade, and percentile, when it comes to language processing, orthographic processing and literacy, and even non-academic skills such as social-emotional and sensory processing. 

The best part is, Triton puts parents at the center of evaluations and instruction. We involve parents in their child’s instructional goals and coach them in how to apply the same concepts and tasks at home. 

In the meantime, even after getting support for your child, what if virtual learning isn’t working in your home? Our Parent Representative, Pam Garrity, suggests these modifications in your child’s day. 

  • Create a school schedule with your child. Set aside a time during the weekend to plan the week ahead, then post it in your child’s view. This not only holds them accountable, but gives them some agency over their time and themselves. 
  • Make weekdays to simulate a school environment during school hours. Your child should have a separate learning space away from distractions (that they use only when they are “in school”) and organized. 
  • Motivate your child in creative ways! For example, create a velcro board and put their favorite toy at the end. They can earn “tokens” on their velcro board while looking forward to the toy when they finish. 
  • What works at school should work at home. Talk to your child’s teacher about strategies they may have used in the classroom that your child enjoyed. Can you make those conducive at home? 

Follow us on Instagram and Facebook to stay in the loop for our Parent Huddles every Thursday at 12:30pm. This week we will be discussing attention. Whether your child has an ADHD diagnosis, or simply struggles to pay attention to a virtual class (can we blame them?), you are invited to the next Huddle! We’ll see you there on Instagram live!

 


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April 7, 2021 About UsRegression0

 

Triton exists to serve families and students where they have the greatest needs. Triton began this journey in the midst of a pandemic last year–a time when parents were desperate for school support. Now, over a year after school closures, select schools are just starting to return to classes in person, with many continuing distance learning. This is why Triton focuses on educational therapy that is one-on-one, and is designed to target a student’s needs and challenges as an individual. 

Why education therapy?

Learning Loss

The duration of distance learning has greatly impacted students’ academic growth and social-emotional development. According to a report on high school students in Los Angeles, 40,000 of them are at risk of not graduating this year, 6,000 of them this year alone. “In middle school, about a third of students in the district are currently on grade level in reading and math. Some of the worst learning loss was found in the early grades, where reading skills declined the most in kindergarten and first grade compared to the 2019-20 school year” (Yahoo! News). Great Public Schools Now describes the losses L.A.’s youngest students are experiencing according to annual assessments.

According to early literacy assessment results from the beginning of the 2020-21 academic year, 49% of students in grades K-5 were on track in early reading skills, compared to 59% at the be- ginning of the 2019-20 academic year, just before the pandemic. When K-5 students were tested again in the middle of the 2020-21 academic year, results remained stagnant with 49% on track. Students in kindergarten and first grade suffered the biggest learning losses, with the percentage of students not on track increasing by 13- 20%. Literacy skills in those early grades are critical for students to learn how to read. Without additional support, there is a 90% chance that a struggling reader in first grade will remain a struggling reader.

Strengthening sensory cognitive skills

Triton offers the intervention struggling readers need, and we offer a multisensory approach to instruction that typical classrooms do not incorporate. When it comes to teaching reading, the average student is expected to learn to read using phonics and memorization. For a typical student, this may be sufficient for literacy; yet it is taught with the assumption that the underlying sensory cognitive skills that support literacy are stable. Orthographic processing and phonological awareness are two key skills essential for literacy. For students who have weaknesses in these areas, reading will be a struggle until they are addressed. With Triton’s approach, students work one-on-one with instructors to strengthen these underlying functions, allowing literacy to become possible. 

Literacy, however, is only the beginning of learning. Comprehension and critical thinking can present challenges for students even if they are strong readers. This is because understanding what you language relies on a different skill than reading words. Concept imagery is the ability to hold a mental image or picture of an object or idea. This is an essential skill to understanding what you read and even how you use and interpret spoken language. Without strong concept imagery, a student will rely on memorizing the words they read, rather than picturing it in their mind’s eye. Memorization without imagery will not sustain understanding. 

What does Triton’s education therapy look like?

Education therapy is not tutoring. Traditional tutors focus on academics and typically act as a second teacher to help a child complete work already assigned to them from school. Educational therapists use a broader approach. This illustration from Understood explains, “If your child has dyscalculia and math anxiety, a tutor might practice math problems over and over. An educational therapist, on the other hand, might see that your child struggles with number sense. She might teach your child strategies for recognizing basic number facts, or suggest accommodations. She might also teach your child coping skills for anxiety.” Triton’s education therapy focuses on providing students with the tools they currently lack so that they can become more independent in school and life. 

Prior to instruction, every student is assessed with a multisensory evaluation that determines where their current skills lie in areas of language comprehension, phonics, literacy and comprehension. Based on their performance, students receive specialized instruction tailored to their needs. Their education plan can focus on everything from literacy to social emotional skills to language acquisition. Triton’s instructors work one on one with each student to strengthen their sensory cognitive skills through imagery techniques. These techniques develop a student’s mental acuity in picturing letters, words, and concepts. Read more about our multisensory instruction here

Triton’s multisensory instruction is founded on the principle that imagery is the key to learning. Without intensive instruction, students who fall behind rarely catch up on their own. It’s no secret that performance in school is not merely a matter of willpower. Students who are disengaged or completely lost in a virtual setting can’t rely on a prayer. Triton’s in-person educational intervention is designed to help each student perform to their potential in an environment they are excited about. Reach out to our Parent Representative here today. 

 


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March 30, 2021 About Us0

 

Multisensory instruction is a powerful alternative to standard practices for teaching reading. Especially for children with dyslexia and other reading disabilities, multisensory methods open up a new world of opportunity on the road to literacy and education. Triton takes a multisensory approach to instruction, and coaches parents on how they can incorporate these simple strategies at home.

Literacy involves the use of two key cognitive functions: orthographic processing and phonological awareness. Let’s dive into what roles these functions play, and how a multisensory approach strengthens them. 

Phonological Awareness

This function also contributes to the ability to know how many sounds are in a word, how many syllables are in a word and what each syllable sounds like, and how many words are in a sentence. Read more here about phonological awareness.

Phonemic awareness, part of phonological awareness, is the ability to distinguish individual sounds within words and hear the differences between them. For example, some sounds that are commonly confused are -ch and -sh, or the short vowel sounds for i and e. This also helps a child identify singular sounds within words and being able to manipulate the sounds. This ability to hear the differences in sounds will help them sound out new words. 

Orthographic processing 

Awareness of sounds is not the only skill we need to read. Given that only one third of all words in the English language are phonetic, it would not only be arduous to sound them all out, it would be impossible. Hence, literacy cannot happen without strong orthographic processing. 

This is the ability to create mental representations of letters, and therefore recognize whole words upon sight. This process is essentially what we would call visual memory. Visual memory is essential to reading fluency. Students who struggle with reading fluency may struggle to recognize common words that cannot be sounded out, such as you, of, what, come, etc. Imagine the difficulty with reading if every time you saw a word, it felt like the first time! 

“Students with weak orthographic processing will rely heavily on sounding out very common words that should be in memory, leading to a choppy, halting style of decoding sometimes called “spit-and-grunt” decoding. They will likely confuse simple words like ‘it’ and ‘on’, and may not be able to apply their knowledge of root words to decode a variation of the word. The student’s ability to image individual letters is linked to orthographic processing as well. If the shape and orientation of a letter is not firmly rooted in the student’s visual memory, she may reverse letters and not notice that they look wrong.” (Applied Learning Processes)

So let’s get down to how we can strengthen these processes with multisensory learning. Here are some methods Triton uses in instruction that parents can easily try at home!

Airwriting

Students employ this practice to aid in visual memory. They “write” the letters to a word in the air, imagining what each letter looks like. The child says each letter as they write it. A modified form of this for students just starting to practice imagining letters and words, they can write with their finger on a surface, such as a table or wall. Airwriting can be done by spelling out the letters to a given word, or writing given letters and then saying the word they spell. 

Sand or shaving cream writing

This practice is great for so many reasons. Not only does it make reading a game, it involves a tactile component to word formation. Children write out letters in sand or shaving cream on a baking sheet, saying the sound for each letter, then saying the whole word at the end. This is a fantastic technique for children who show anxiety or resistance when it comes to reading. It can be presented as just messing around for fun without any pressure to “get it right”; after all, it’s just sand! It can easily be wiped away! 

Sandpaper letters

Writing letters on sandpaper adds a tactile component to letter imagery. Adding the tactile component solidifies the mental imagery of the letter they write. For very young children, using a letter stencil on a piece of paper can help guide them fingers in the letter formation. 

Word Building 

Letter tiles or magnets help children build basic words. Rather than simply giving the child a word and asking them to read it, children build their own words, which provides them more variety and simplicity. These words do not have to be real. Practicing word chains with a single change, such as fă, tă, să, dă, yă, allows a child to focus on only one letter while still blending sounds together. One-letter changes can be necessary for very young or severe students. 

Learn more here about multisensory techniques your child can practice!

Triton’s multisensory approach to teaching reading uses simple and effective techniques that really work! One of the best parts about Triton’s instruction is that parents are at the center of growth! Through consistent parent coaching, these practices can be applied effectively at home for lasting transformation! 

If you have a child who needs intervention, fill out this form to get started! 

 


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March 22, 2021 About Us0

Does your child understand personal space? Do their friends? Young children can sometimes be unaware of what personal space is, and why it’s important for interacting with others. We know we need to teach children about personal space if we see them invading others’ personal space, or showing signs of discomfort or stress when their space is invaded. 

 

When we talk to kids about personal space, using a metaphor can help them understand why we need it. For instance, when we see cars on the highway, they are all moving together and yet they never come close enough to touch each other. They each give each other enough space so everyone feels safe. People are the same way!

 

Our Education Specialist, Julianne Bigler, gives some examples of games and props anyone can use to illustrate personal space in an engaging way for kids. 

 

Provide a concrete representation

Use a carpet square, mat, or hula hoop to represent a child’s personal space. Tell them to imagine there is a bubble surrounding their space that only they can be inside. Children can explore the bounds of their space in many different ways. Tell the child to imagine they have a paintbrush in their hand and they are going to paint the inside of their bubble. When they get to “paint” their bubble how they want, this gives them a sense of ownership around it, making them more likely to preserve it.

 

Bring awareness to their body

While inside their personal bubble, have children bring awareness to their bodies by acting out movements that explore high, medium, and low, as well as what their body can do inside their bubble. They can show how high and low they can get, how far their arms reach and legs stretch while remaining inside their bubble. Children can pretend they are plucking a star from the sky, playing a board game, or picking a flower. The song “Heads, Shoulders, Knees, and Toes” is a perfect song for this activity. Bring as much fun into this as possible! The more differentiated motor skills they practice, the more control they begin to gain over their body. 

 

Play personal space games

“Shrinking Room” is a game that requires children to adjust their bodies to accommodate for personal space in a changing environment. Children hold hoops and must be careful not to touch anyone else’s hoops while playing. The adult acts as a moveable wall with their arms out to the side. When they take a step forward, there is less space available, and the children must move so that they and their neighbors have enough space. 

A modified “Red Light, Green Light” can also teach personal space. Have one child who will demonstrate their need for personal space stand at one end of the room, and the others stand at the opposite end. One child advances (not running) toward the one who is “it”. The child who is “it” will hold up their hand in a “stop” signal when the child walking toward them gets close enough. To gauge the appropriate amount of space, use a carpet mat, or establish the “arm’s length away” rule. 

Some children may struggle more than others with personal space due to vestibular processing difficulties. The vestibular system helps our bodies detect and interpret movement. Children with a vestibular dysfunction struggle with motor skills and can present as clumsy. These children tend to invade others’ personal space without realizing the discomfort it causes other people. Simply telling a child with these difficulties what they “should” do to respect this space is not effective. Presenting a physical model for them develops the vestibular awareness they need. The following exercise can bring awareness to personal space by experiencing their own space being invaded. 

 

While the child stands inside a small hoop they are holding, have someone else come inside their hoop. Note how the child responds. Do they back up, shy away, or in other ways establish personal space? This exercise gives them a good metric of the space to give others. If they are uncomfortable when their space is invaded, this is a perfect time to help them advocate for themselves by requesting space or backing away. 

 

Using a social story is a tool many children find helpful. A personal story should outline what personal space is, what good personal space looks like, social cues for a child to look for to determine whether or not they are personal space invaders, and what to do when they need personal space.

 

One aspect these activities do not address when first teaching personal space, is that our bubbles fluctuate. After a child has mastered their space with concrete objects, teach them how our abstract bubbles shrink and expand depending on who we’re with. Talk with your child or student about the differences in how close we get with our family, friends, acquaintances, and community members. Role playing can make this a fun to practice while in a safe space. When implementing this task, take turns playing different people the child may encounter any given day. 

 

This visual from Social Skilled Kids illustrates how personal space changes depending on who we are with. This is a helpful visual to hang in a classroom for children to reference when they need.

Stay tuned for Julianne’s full video on personal space later this week!


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March 16, 2021 Social/ Emotional0

Mindfulness is a word we hear often, and we may associate it with relieving stress or finding rest in our busy lives, or practicing presence with a demanding schedule. How many of us picture it as a practice for children? Yoga instructor, Ellie Polsky, knows the importance of mindfulness practices for people of all ages. In Bloom Yoga 4 Kids, Ellie teaches children and teens mindfulness and emotional intelligence practices to implement into their everyday lives. Beginning these practices at a young age is key to maintaining a healthy, balanced mind throughout our lives. 

 

A mindfulness practice is more important than ever when so many of us continue to spend most of our time at home. Fewer opportunities for social interaction, events, and experiences brew feelings of anxiety,, loneliness, and can cause a shorter fuse. Children have more tantrums and meltdowns during times of prolonged stress. 

 

Through mindfulness practices–yoga, breathing exercises, creative expression–we release emotions that build up inside of us. For so many children and teens, finding a healthy way to release stress is just not something that comes naturally. It often manifests as overreactions, withdrawing, talking back, emotional outbursts, and many other ways that only leave everyone feeling defeated. 

 

Ellie focuses on using the body’s calisthenics and breathing to bring awareness to our body. In stress, we are often consumed with our emotional experience and lose our awareness of our body. This can lead to emotional takeover, or what we may explain as, “I just wasn’t thinking clearly.” Practicing aligning our mind to our body (even when we’re not in an especially emotional state) brings us back to a state of emotional clarity and balance. Polsky explains, “As we stretch and breathe with the stretch, we focus on the breath, we get out of our heads and into our bodies. In this way, our bodies, minds, and spirits become in alignment.”

 

A couple yoga poses children can try at almost any time is Child’s Pose and Rock Pose.

 

Child’s Pose

From a kneeling position, plant your hands to the Earth making a tabletop with your back and your hands and knees as the legs of the table. Touch your big toes together making a “V” shape with your legs. Move your hips backwards toward your toes then reach your hands away from your shoulders keeping them on the ground. Now touch your forehead to the ground; and breathe. 

 

Rock Pose 

Bring your arms back like you’re a rock on the ground. Sit on your heels, pressing on the buttocks nerves. Keep the spine straight, and take some nice breaths feeling yourself melt into the ground.

 

Ellie recommends a breathing exercise a child can do any time they feel stressed. 

“Maybe you’re taking a test and you need to relax and breathe it out in your chair. Bringing your feet to the ground, sitting up tall, put one hand to your heart and one hand to your belly. As you take a breath in, count to five at whatever pace you’d like, making sure your chest is above your belly. Count again as you breathe out. Doing those a few times shifts your awareness out of your head and into your body. It opens up the heaviness that you may feel in your chest, and flows the movement from your chest to your belly.”

 

Mindfulness practices go far beyond yoga. Polsky teaches children tools in the practice of yoga that can be utilized in every day life. Here are some practices that parents can teach children in every day tasks:

 

Meal time: What are five tastes or textures you can identify while eating? Sweet, spicy, salty, squishy? What does it smell like? What does it feel like on the tongue?

Taking a walk: Take breaks throughout the day by taking a walk. Look for objects with certain attributes while walking to increase awareness of your surroundings (e.g. five things that are green). Try stopping and smelling plants, and expressing gratitude for the things around you. 

Mindfulness involves more than one practice. Bloom Yoga 4 Kids incorporates journaling, art, and dance as a conduit for emotional balance. These practices may be thought of as special interests, however they have little to do with talent when it comes to mindfulness. Using these art forms as daily practices for the simple purpose of emotional release–rather than a skill they must improve–contributes to a child’s emotional health. Help them find a practice that inspires them, so that each day it will be something they return to with enthusiasm. 


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One of the biggest concerns parents have had for their children the past year is regression, or learning loss. Regression shows up in all sorts of ways depending on the child, their age, and their learning needs. Parents have seen it manifest in academic, social-emotional, verbal, behavioral areas, and more. “National data from McKinsey & Company suggests that on average, students lost the equivalent of three months of learning in math and 1.5 months of learning in reading going into the academic year.” (WMTW8News). 

Besides losing skills they had once mastered, completing or even attempting tasks is more of a battle with their child, many parents report. School closures have affected more than just learning. Anxiety is becoming a regular experience in school-aged children. 

This regression is happening across all levels of abilities. However, it is particularly concerning for students with special needs. Schools are still held to the same standards mandated in the Individuals with Disabilities Education Act (IDEA) as before closures, yet they are struggling to conform to them. 

“The difficulties of transitioning individualized special education academic and behavioral services to online and hybrid formats have been challenging for teachers and school administrators since the onset of the pandemic — not only because of the potential for regression of students’ skills, but also because of the vulnerability of districts to be sued or otherwise held accountable for the potential violation of students’ rights under the Individuals with Disabilities Education Act even as they navigate never-before-seen situations of educating students during a global pandemic.” (K12Dive). 

Pam Garrity, Parent Representative and Community Liaison for Triton Support Services, addresses three main areas of concern parents report. 

Impact of virtual learning – Keeping a child challenged and on grade level continues to present the greatest struggle for parents. They want them mastering new skills each school year but this past year has been at a stand still. In fact, many students with IEPs have not received the accommodations legally due them. A class action lawsuit in California is now underway to demand that schools provide the same accommodations a student’s IEP requires, regardless of students being at home. “Under the settlement, it is understood parents and students can immediately demand services in their child’s IEP be implemented. Students can immediately demand compensatory services for regression and file lawsuit against the school district if they fail to provide compensatory services or failed to provide services in the students’ IEPs.” (Newswise). 

Even typically developing students show the need for supplemental educational support in addition to their school day to keep them on track. Triton can target your child’s areas of needs with a multidisciplinary evaluation. Triton’s evaluations show where a child’s needs lie, and puts a plan into action in addressing those needs. 

If you want specific coaching on how you can help your child at home, sign up for our free parent activities here

Socialization with peers – The lack of socialization with their peers during virtual learning impacts a child’s emotional well-being, and ultimately their relationships and performance in school. Children are not being exposed to the outings they used to on a regular basis. Everyday experiences that keep life dynamic like going to the grocery store, library, mall, and family outings, are conspicuously missing. Missing out on exercise and social opportunities at playgrounds and other social gathering places for kids (e.g. Chuck E. Cheese) leave parents with few options to give their children. 

Encourage and help your child reach out to friends and family via phone or video chats. Write cards or letters to friends and family together whom they cannot see in person. Parents and teachers can promote greater interaction in the classroom by playing games even if we’re not together in person. Talk with your child’s teacher about boosting social interaction in class!

Lack of motivation – Children’s motivation to stay on task is not as strong as it was when they attended school in person. Without the regular changes in the day, monotony can decrease morale. 

Some parents have found that creating a routine boosts motivation and productivity. You can create a visual schedule together and hang it somewhere for them to see on a daily basis. This should include regular activities such as lunchtime, recess, and breaks between subjects. This will reassure them when they are on task and they more easily hold themselves accountable. This offers them a sense of control over their day, and empowers them to stay on track.

For younger kids, you can use pictures instead of words. Build consistency by following the schedule each day. Parents have noted that their child does much better when they know what is expected of them each day.

If you want direction in identifying what areas your child needs support with most right now, take this 2-minute quiz

Stay tuned this week for resources for parents! You will not want to miss Pam Garitty’s full interview on parent concerns from parents just like you. If you want to hear from other parents who know exactly what this is like, and what we can do about it, Triton is offering a virtual parent group with open discussion on regression. Coming soon!


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March 1, 2021 About Us0

 

This school year, our children have experienced academic regression unlike ever before. The virtual education students have received for the past year has included everything from technical difficulties to lack of student engagement, and even a deterioration of mental well-being. Some parents have thrown the towel in and disenrolled their child from school altogether.  

Most students have lost a lot of ground in the meantime due to an entire year of ill-equipped virtual learning. Skills they once mastered long ago now present a challenge for them; and it’s showing up more than one area. 

“It’s painful to watch our children suffer in the midst of this”. 

Parents have watched students’ confidence and motivation decline drastically, their discouragement at attending “class” without personal interaction with their peers, and their overall learning declining. Besides the learning recession, this has become a larger mental health crisis for many students. 

Parents of children with special needs have grave concerns about their child’s development. The social and academic loss for special needs students is so significant, many parents fear the past year will have caused a lifelong impact on their children. Many little ones within the sensitive age window of 3-6 are most at risk. 

If we aren’t addressing this learning loss now, when are they going to catch up? 

Triton is here to step in when it comes to academic regression. Triton is offering a free online activity for parents who want to know what they can do right now to address learning loss. This 30-minute activity helps parents identify areas their child has regressed, and what their current skills are. 

If you’re a parent, and you’re not willing to wait until schools “return to normal”, Triton provides in-person services your child can receive today. Triton’s offerings include:

  • Multidisciplinary evaluations
  • Speech Therapy
  • Occupational Therapy 
  • Educational Therapy
  • Ongoing Parent coaching

 

Fill out this form to speak to our Parent Representative for more information. 

 


MISSION STATEMENT

Our mission is to provide a multisensory educational care platform for students, while providing support and coaching for their families. We use a team approach to provide efficient and effective services, helping special needs children to thrive.

Free *must-have* resource for parents

The Silence Game:
6 Steps to End Boredom

Learn a new technique to tackle your child's boredom
(+ discover an easy way to have your child slow down in a fun, engaging way!)

Imagine the next time your child says “I’m bored”, they are able to look within themselves and work through their thoughts rather than getting upset. Dreamy right?

Parents: this is the perfect starting point even if your child is young or can generally comfort themselves. Grab The Silence Game workbook to get started!