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Developmentally Informed Classroom Management

Creating a Trauma Informed Classroom

Kirk Ward, LCSW

Clinical Director, Mount Saint Vincent

NMT Fellow

Kyle Bixenmann, MBA

Senior Workforce Training Specialist

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Training Objectives

Develop foundational knowledge the Neurosequential Model of Therapeutics including brain development and how negative experiences during developmentally critical periods can lead to challenging behavior in the classroom

Explore tools to be able to identify, analyze, and reframe challenging behavior from your students

Provide an overview of strategies to prevent and mitigate challenging behavior in the classroom

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Cortex

Limbic

Diencephalon

Cerebellum

Brainstem

Abstract thought

Concrete Thought

Affiliation/reward

"Attachment"

Sexual Behavior

Emotional Reactivity

"Arousal"

Appetite/Satiety

Blood Pressure

Heart Rate

Body Temperature

Sleep

Motor Regulation

NE

DA

ANS - body

SER

The human brain has a hierarchical organization. The multiple parallel systems in the brain are organized in various brain regions with the most simple in the brainstem and the most complex in the cortex. While somewhat simplified, it is clear that functional complexity correlates with the organizational complexity of the brain, with the most simple regulatory functions mediated by the lower less complex brainstem and the most complex functions - those functions that confer the most unique human properties - are in the cortex.

The human cortex is amazingly complex - rich in both nerve cells (neurons) and functional connections between neurons (synapses). The human cortex contains approximately 40 % of the total neurons in the brain.

A key to understanding human behavior is recognizing the complexity of and the organizational rationale of the brain. Different systems and areas of the brain mediate unique functions. The systems of the brain that allow us to “think” are different (but connected with) the systems that allow us to move or to regulate heart rate.

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Abstract Cognition	Math/ Symbolic Cognition	Performance	Modulate Reactivity/ Impulsivity	Verbal	Values/ Beliefs/ Morality
Speech/ Articulation	Language/Communication	Somato/ Motorsensory Integration	Sense Time/Delay Gratification	Self Awareness/ Self Image	Concrete Cognition
Share/ Relational	Attunement	Reward	Affect Regulation/ Mood	Psycho-sexual	Short-term memory/ Learning
	Neuroendocrine/ Hypothalamic	Dissociative Continuum	Arousal Continuum	Primary Sensory Integration
	Fine Motor Skills	Feeding/ Appetite	Sleep	Coordination/ Large Motor Functioning
		Suck/Swallow/ Gag	Attention/ Tracking
		Temperature regulation/ Metabolism	Extraocular Eye Movements
		Cardiovascular	Autonomic Regulation

Functional Brain Map Key

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Cortical

Limbic

DE

BS

Cortex

Limbic

DE

BS

Cortex

Limbic

Cortical Modulation

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Templates

Templates are created from early life experiences to dictate the meaning of interactions and experiences

Becomes your Worldview

Your brain organizes the environment, the environment doesn’t organize your brain

The brain perceives all new stimuli as threatening until it recognizes it’s not scary.

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Intimacy Barrier

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Power Differential

Adult

Child

ΔP

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Power Differential

Adult

Child

ΔP

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Abstract Cognition	Math/ Symbolic Cognition	Performance	Modulate Reactivity/ Impulsivity	Verbal	Values/ Beliefs/ Morality
Speech/ Articulation	Language/Communication	Somato/ Motorsensory Integration	Sense Time/Delay Gratification	Self Awareness/ Self Image	Concrete Cognition
Share/ Relational	Attunement	Reward	Affect Regulation/ Mood	Psycho-sexual	Short-term memory/ Learning
	Neuroendocrine/ Hypothalamic	Dissociative Continuum	Arousal Continuum	Primary Sensory Integration
	Fine Motor Skills	Feeding/ Appetite	Sleep	Coordination/ Large Motor Functioning
		Suck/Swallow/ Gag	Attention/ Tracking
		Temperature regulation/ Metabolism	Extraocular Eye Movements
		Cardiovascular	Autonomic Regulation

Functional Brain Map Key

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4	1	3	1	1	1
7	8	4	2	3	2
3	2	5	3	3	3
	7	3	3	5
	4	4	5	10
		10	4
		4	9
		6	6

Functional Brain Maps and Key (NMT metrics – Part C)

Client (6 years, 0 months)

7	7	7	7	7	7
9	10	9	7	7	8
8	9	10	10	8	10
	10	9	9	10
	9	11	10	8
		12	10
		12	12
		11	12

Age Typical – 6 to 7

DEVELOPMENTAL
Functional
12	DEVELOPED
11	TYPICAL RANGE EPISODIC/EMERGING
10
9
8	MILD Compromise PRECURSOR CAPACITY
7
6
5	MODERATE Dysfunction UNDEVELOPED
4
3
2	SEVERE Dysfunction
1

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Trauma Informed Concepts

Cortical Modulation
Relational Templates
Intimacy Barrier
Power Differential
Chronological Age vs Developmental Age
State Dependence

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Cognition

Abstract

Concrete

Emotional

Reactive

Reflex

Hyperarousal

Continuum

Rest

Vigilance

Resistance

Defiance

Aggression

Dissociative

Continuum

Rest

Avoidance

Compliance

Dissociation

Fainting

Mental State

CALM

ALARM

FEAR

ALERT

TERROR

Primary

secondary

Brain Areas

F-CORTEX

Cortex

CORTEX

Limbic

LIMBIC

Midbrain

MIDBRAIN

Brainstem

BRAINSTEM

Autonomic

Rest

Vigilance

Freeze

Flight

Adaptive

Response

Fight

Arousal Continuum

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BREAK

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Cognition

Abstract

Concrete

Emotional

Reactive

Reflex

Hyperarousal

Continuum

Rest

Vigilance

Resistance

Defiance

Aggression

Dissociative

Continuum

Rest

Avoidance

Compliance

Dissociation

Fainting

Mental State

CALM

ALARM

FEAR

ALERT

TERROR

Primary

secondary

Brain Areas

F-CORTEX

Cortex

CORTEX

Limbic

LIMBIC

Midbrain

MIDBRAIN

Brainstem

BRAINSTEM

Autonomic

Rest

Vigilance

Freeze

Flight

Adaptive

Response

Fight

Arousal Continuum

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Arousal Continuum

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Co-dysregulation

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Co-regulation

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Core Elements of a Positive Developmental Experience

Relevant (developmentally-matched)
Repetitive (patterned)
Rewarding (pleasurable)
Relational (safe)
Rhythmic (resonant with neural patterns)
Respectful (child, family, culture)

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Reason

Relate

Regulate

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Training Objectives

Develop foundational knowledge the Neurosequential Model of Therapeutics including brain development and how negative experiences during developmentally critical periods can lead to challenging behavior in the classroom

Explore tools to be able to identify, analyze, and reframe challenging behavior from your students

Provide an overview of strategies to prevent and mitigate challenging behavior in the classroom