Parallel Assessment: sensation, movement and the beginning of intention
Post #4 in category. We recommend reading posts in numerical order. Early sensorimotor responses in infancy are largely automatic, reflexive, immediate and constrained to the present moment. They are narrow in range, rigid, and often disconnected from planning and intention. Only when these early sensations and movements are stored, associated, and integrated with experience across […]
Parallel Assessment: an overview
Post #3 in category. We recommend reading posts in numerical order. To truly understand a child, we need to attend to the child as a whole human being living in the real world, not as a collection of isolated skills, deficits, or test scores. Both Parallel Assessment and Parallel Development involve ongoing, individualized processes of […]
Neuroplasticity and Learning: shaping the mind and the brain
Post #2 in category. We recommend reading posts in numerical order. “Relationships between neuronal structure and function underpin the complexity of human organization: the individual’s thinking, feeling and doing.” – Gerald Edelman Neuroplasticity (the brain’s capacity to alter its structure and function in response to experience) has transformed how we understand learning and human development. […]
Interactive Developmental Domains, OM
Post #2 in category. We recommend reading posts in numerical order. Parallel Assessment and Parallel Development are models of successful child development interventions shaped by biological, societal and cultural strategies for connection and learning. They are concerned not only with what a child can do, but with how the child comes to do it through […]
Integrated Developmental Domain Systems
Post #3 in category. We recommend reading posts in numerical order. Introduction Some of the prevailing assumptions guiding the parenting, assessment, teaching and treatment of children with significant developmental delays may need to change if we want to improve the child’s interpersonal connections, learning and development. We may be diligent, compassionate and technically skilled but […]
The Child is an Integrated Relational System
“Every essential part of a system can affect the performance of the whole but cannot do so independently of other essential parts. Therefore, in changing performance of any essential part, its effect on the system as a whole should be taken into account.” – Russell Ackoff, Jamshid Gharajedaghi Post #2 in category. We […]
A Systems Approach, Newell
Post #2 in category. We recommend reading posts in numerical order. Organizing Minds is a Parallel Systems Approach Committed to the Integration of all Domains of Development for the Child with Developmental Delays and for their Adult Mediators “A single mind produces all aspects of behavior. It is one mind that minds them all. Even […]
You are not Alone
Post #3 in category. We recommend reading posts in numerical order. You are not Alone Parents and family members are not peripheral to a child’s development; they are central. And yet, in clinical, therapeutic, and educational settings, they are often sidelined, treated as well-meaning supporters and transporters rather than vital participants in their child’s progress. […]
Learning How to Play, Learning through Play
Post #1 in category. We recommend reading posts in numerical order. Children learn through play, yet many must first learn how to play. For young children and for many children with developmental delays, early play does not emerge spontaneously. It is nurtured. These children rely on adults to mediate their early experiences, to draw them […]
To Understand and To Be Understood
“Nobody can develop freely in this world and find a full life without feeling understood by at least one person.” – Paul Tournier Post #1 in category. We suggest you read posts in numerical order. To Understand and To Be Understood To understand and to be understood are needs shared by all human beings. They […]