Zone'in Workshops » Inquiries & Responses

Human evolution and technology – are they mutually exclusive?

Amy — Thu, 30 Apr 2009 16:11:58 +0000

Hi Mr. Miller,

I’m a pediatric occupational therapist and sensory specialist with expertise on the impact of technology on human development and productivity. I would like to respond to your request for information regarding technology and human evolution.

The human body, mind and soul were biologically designed to live close to nature, and have done so for thousands of years. Evolution has enabled humans to lead the animal pack by providing a strong body, creative mind and expansive soul. 250 years ago we moved to survive, and our sensory world was nature based and calm.

The rapidity with which technology has impacted the slow process of human evolution, has left little time for human adaptation, an essential feature for survival. Technology is a train that is moving very fast, and people are silently falling off without our awareness of why or how. Children are especially vulnerable, and their failure to adapt to technology is gravely impacting their health and academic performance.

14.3% of Canadian children have a diagnosed mental illness, and many are taking adult psychotropic medication that has never been tested on children. 15% of US and Canadian children are developmentally delayed, and 15% are obese. Soaring child aggression is creating behavior management problems in classrooms and at home, necessitating the US to recently classify media violence as a public health risk.

Addicted to technology, maldeveloped, hypervigalent, aggressive, in states of high adrenalin and PTSD, the sustainability of our children is now in question. The 21st century body is weak, the mind overloaded, and the soul non-existent. Truly, the saddest result of technology in children’s lives is the loss of their hearts. Overexposure to violence and sex has desensitized children, and eliminated the ability to empathize.

Connection to technology is disconnecting humans from themselves, each other and nature. Balanced technology management initiatives at home, school and workplaces would ensure humans balance what they need to grow and succeed, with technology use. We need to bring the technology train back to the station, until society can figure out how to slow it down to allow humans to adapt.

Let me know if you’d like more information. I’ve attached a bio and fact sheet, with loads of articles, interviews and research on my website below.

Have a GREAT day!

Sincerely,

Cris Rowan, BScOT, BScBi, SIPT, Approved Provider AOTA and CAOT
CEO Zone’in Programs Inc.
6840 Seaview Rd.
Sechelt, BC V0N3A4
604-885-0986 office, 604-885-0389 fax
email crowan@zonein.ca
website www.zonein.ca

A quick read isn’t a good read

Amy — Mon, 27 Apr 2009 19:00:59 +0000

Hi Gloria,

I’m a pediatric occupational therapist and sensory specialist with expertise on the impact of technology on child health and academic performance, and would like to comment on your request for information regarding book vs. screen reading.

Studies have shown that when children read screens, they “skim” the information, resulting in much lower comprehension and retention scores compared to book reading. Technology is all about speed, and for actual learning to take place, children need to slow down to fully grasp concepts. Book reading utilizes the frontal lobes of the brain, necessary for impulse control and making sense of information. Screen reading “short circuits” frontal lobes, using faster and more efficient neural pathways, but at the cost of comprehension and retention.

Children are hard wiring their brains for high speed, at a great cost to literacy and learning.

Have you ever rented an old movie, and notice how slow the plot progresses? TV, movies, internet and video games now operate at a much faster pace than the brain can assimilate. While this is great for adrenalin and endorphin rushes, this chronic stressed state is overwhelming our children, and gravely affecting their ability to pay attention and learn.

Let me know if you’d like additional information or elaboration. I’ve attached a fact sheet and bio.

Have a GREAT day!

Sincerely,

Cris Rowan, BScOT, BScBi, SIPT, Approved Provider AOTA and CAOT
CEO Zone’in Programs Inc.
6840 Seaview Rd.
Sechelt, BC V0N3A4
604-885-0986 office, 604-885-0389 fax, 604-740-2264 cell
email crowan@zonein.ca
website www.zonein.ca

Reduce body anxiety by unplugging your kid

Amy — Mon, 27 Apr 2009 18:59:56 +0000

Hi Jennifer

Obesity, poor body image and eating disorders are causally linked to technology overuse (TV, video games, movies, internet). Parents should work toward helping children learn how to manage a balance between what they need to grow and succeed, and technology use. This is best achieved by helping children develop interest and performance skills in alternate activities to technology.

I’ve attached my Ten Steps to Manage Balanced Technology Use with Your Children, as well as a fact sheet and bio. Radio interviews and published articles can be viewed on my website below.

Let me know if you’d like any additional information on this subject.

Have a GREAT day!

Sincerely,

Sleep and academics

Amy — Thu, 23 Apr 2009 16:40:07 +0000

Current research indicates that technology overuse is causally related to difficulty falling asleep, interrupted sleep, and has a detrimental effect on a child’s ability to pay attention and perform academically.

Why is this?

In my capacity as a pediatric occupational therapist and sensory specialist, I am aware of three critical factors for achieving optimal child health and academic performance, and those are to move, touch and be touched, and to connect with other human beings and nature. These critical factors of movement, touch and human connection are grossly limited in this day and age of technology overuse, and have significantly impacted on children’s quality of sleep, and also their subsequent ability to perform academically at school.

Can you explain this further?

An average of 8 hours per day combined technology use by children, with 75% of children having TV’s in their bedrooms, means that many children are using technology unsupervised at all hours of the day and night. This extensive use of technology means that children are not getting enough exercise, fresh air, rough and tumble play, imaginary play, socialization with peers and family, (the list goes on and on) to enable adequate sensory, motor, speech, social and cognitive development. Children require 3-4 hour per day of rough and tumble play to meet milestones for development. These activities provide the human body and mind with what it needs to grow and be productive, sensation.

Sensory input to the vestibular (balance) sensory system promotes postural tone, motor coordination and achieves optimal arousal states needed to focus and learn. Sensory input to the tactile (touch) sensory system grounds body energy and reduces anxiety, creating a relaxed and focused child. Sensory input to the proprioceptive (muscles) sensory system achieved through “heavy work” techniques such as push, pull, lift and carry (gardening, chores, climbing trees) allow an outlet for pent up body energy, reducing anger and frustration. Nature is the purest form of sensory input, and has been shown to reduce ADHD, improve sleep, and reduce aggression.

So…disconnecting to reconnect with family, friends and nature will go a long way toward improving sleep and academic performance!

What do children need to sleep and prevent school failure?

In order to sleep properly at night, attain optimal development, and do well in school, experts (American Academy of Pediatrics and Cris Rowan) state that children should not use more than 1-2 hour per day of combined technology, get 3-4 hours per day of rough and tumble play (movement), converse and eat dinner at the dining table with no TV (human connection), and have one half hour at night cuddling with parent(s) on bed reading books, talking, playing (touch).

I’ve attached my Ten Steps to Successfully Unplug Families from Technology with numerous suggestions that you could pick and choose from, or reprint in its entirety.

I suggest families follow a “technology free” diet of one hour per day (during dinner), one day per week (Saturday), and one week per year (holiday) to manage balanced technology use. To help, I’ve developed two products the Unplug’in Game and the Live’in Resource Guide. Unplug’in takes players through four dimensions of Me, We, Earth and Spirit, building confidence and skill so they can unplug themselves. Live’in contains tools and techniques to help schools and families achieve a balance between technology use, and what they need to grow and succeed.

Have a GREAT day!

Sincerely,

Psychotropic drugs for children

Amy — Thu, 23 Apr 2009 16:38:16 +0000

Hi Paola,

Please see responses below to your questions.

What do you think about prescription of psychotropic drugs to child?

Diagnosis of mental illness in children and subsequent use of psychotropic medication has significantly escalated in the previous decade, even with the young toddler population (Julie Zito found that the use of psychotropic medication tripled between 1991 and 1995 in the two – four year old population). In Canada, 14.3% of children have received a mental health diagnosis, with an undetermined amount receiving psychotropic medication. Having worked as a school occupational therapist for a decade, I have witnessed without a doubt that some children do have mental illness that requires use of psychotropic medication. I have also witnessed children with significant technology overuse problems receive diagnoses of Autism, Aspergers, ADHD, anxiety and depression. Children now use an average 8 hours per day of combined technology (TV, internet, video games, cell phones), and as a result are not meeting critical milestones for normal physical and psychological development. Children require 3-4 hours per day of unstructured physical play with their peers to achieve sensory, motor and speech milestones. Unstructured play promotes necessary sensations of movement, touch and human connection, to eventually achieve optimal growth and success at school. Family physicians and pediatricians prescribe 80% of psychotropic medication, and are responding to parent and teacher concerns regarding complex child behaviors by diagnosing and medicating many of these children who overuse technology with drugs that have never been tested on this young population. Referencing pharmaceutical research literature will uncover information indicating that drug trials are usually performed on an age population 13 years or older, as they have great difficulty finding parents of young children who would volunteer to participate in a trial of an untested drug. Another issue with drug trials is that there is no long term data on use of psychotropic medication with young children. Psychotropic medication is referred as “neurotoxic” in much of pharmaceutical research literature due to the permanency of changes to neurotransmitter structures. Without clinical trials and long term data, in my opinion use of psychotropic medication with children younger than 13 years of age should be under the supervision of a child psychiatrist, and not performed by a family physician or pediatrician.

Do we need to have a new labeling changes for stimulant drugs?

As stated above, use of psychotropic medication with children younger than 13 years of age should be under the supervision of a child psychiatrist, and not family physician or pediatrician, and should be used only in conjunction with ongoing psychotherapy by a trained professional. I also advocate in my Unplug – Don’t Drug policy initiative, family physicians and pediatricians take a family technology usage history and if usage is high, request the family undergo a three month technology unplug trial prior to costly and lengthy psychiatric diagnosis and use of psychotropic medication (see www.zonein.ca for Unplug – Don’t Drug document). This technology usage history and technology unplug trial would offer the family physician or pediatrician crucial information with which to make an accurate diagnosis, or determine if the child should be referred onto a child psychiatrist for further investigation.

How to alert parents of the side effects of psycotropic drugs for children?

Read the packaging…it’s pretty scary. I’ve attached an advertisement for Vyvanse, a drug used to treat ADHD from Home, a design magazine Nov/Dec 2007 issue where a host of side effects are listed, taking up literally 1/3 of the full page advertisement.

Do we need changes in prescription strategy for paediatric psycotropic medications?

I pretty much answered this above, but from a pediatric occupational therapy perspective, would like to add some additional comments. Technology is a wonderful and necessary part of living in a advanced society, and in and of itself is not a bad thing. Parents, children and child health advocates in government and communities need to come together to help promote Balanced Technology Management, where we teach children to balance technology use with the critical factors of movement, touch and human connection, in order for them to grow and succeed.

Zone’in Programs Inc. offers products, workshops and training to address the impact of technology overuse on child health and academic performance. See www.zonein.ca or ZPI attachment for further information on how you can work with your parents, teachers and community to create Balanced Technology Management.

Aside note of interest – Zone’in Programs Inc. is partnering with Microsoft Canada Corporate Citizenship to promote Balanced Technology Management initiatives in homes and schools.

Have a GREAT day!

Sincerely,

Dizziness and balance problems

Amy — Thu, 23 Apr 2009 16:17:18 +0000

Hi Bill,

I’m a pediatric occupational therapist and sensory specialist with expertise on the impact of technology on child health and academics, and I would like to comment on your request for information on dizziness and balance problems.

Balance is controlled by three sensory systems: vestibular, proprioception and vision. The vestibular system is two semicircular canals filled with fluid, located on both sides of the brain (commonly called the “inner ear”), and basically gives the person feedback regarding where their centre of gravity is. The proprioceptive system is located in the joints and the muscles, and when activated with “heavy work” tells the person where their body is relative to the space around them. The visual system is obvious in it’s location, but what is often not understood is it’s ability to compensate when there is dysfunction in either the vestibular or proprioceptive systems.

These systems worked together and integrated well for many thousands of years because the human body moved enough to promote optimal development and maintenance of this system. With the onset of technology overuse, the human body is being bombarded with chaotic and intense visual sensory stimulation, and deprived of vestibular and proprioceptive sensory stimulation. This has resulted in children with low postural tone, poor coordination, difficulty reading, problems printing and….an explosion in balance disorders!!!

Please let me know if this is a subject that you would like me to expand on further. I’ve an extensive website with media kit, bio, published articles etc.

Have a GREAT day!

Sincerely,

Homework headaches…it’s all in the writing

Amy — Thu, 23 Apr 2009 16:16:43 +0000

Hi Vicky,

I’m a pediatric occupational therapist and sensory specialist with expertise on the impact of technology overuse on children, and I would like to comment on getting children to do homework.

Working as a school based OT on the Sunshine Coast with children who had difficulty learning, I had the opportunity to witness a salient feature in children who hate homework…they don’t know how to print! They would never tell you this, but when watching them make their letters and numbers, they were slow, and often didn’t know which way to go, when to turn, or when to stop during letter production.

Not having subconscious letter and number production affects every subject (except maybe PE), and divert precious brain power away from spelling, sentence production, math, science etc. You may think this failure to print is just a feature of young children, but this problem stretches into high school, and recently has been reported in the research with illiterate university students.

The reason why children can’t print is multi-factorial, but largely due to the fact that teachers are not teaching printing anymore. A 2008 study by Steven Graham reports that in the primary grades, teachers only teach printing for 14 minutes per day, compared to an hour per day in the 70’s.

Another reason children can’t print is the 8 hours on average they are spending using combined technology (TV, video games, cell phones, internet etc). The sedentary aspect of technology overuse is grossly affecting their sensory and motor system development, impacting on printing acquisition.

Let me know if you’d like more? My website has a media kit with bio, published articles etc.

Have a GREAT day!

Sincerely,

Sleeping better by limiting technology use

Amy — Thu, 23 Apr 2009 16:15:36 +0000

Hi Steven,

I’m a pediatric occupational therapist and sensory specialist, with expertise on the impact of technology overuse on child health and academic performance. As technology overuse is causally related to difficulty falling asleep and interrupted sleep, and effects school and workplace productivity, this might be an interesting topic for your listeners.

There are three critical factors for human mental and physical health, and those are to move, touch and be touched, and to connect with other human beings and nature. These critical factors of movement, touch and human connection are grossly limited in this day and age of technology overuse, and have significantly impacted on human ability to sleep.

An average of 8 hours per day combined technology use by children means not getting enough exercise, fresh air, rough and tumble play, imaginary play, socialization with peers and family, sitting on laps…(the list goes on). These activities promote good restorative sleep largely because they provide the human body and mind with what it needs to grow and be productive, sensation.

Sensory input to the vestibular (balance) sensory system promotes postural tone, motor coordination and achieves optimal arousal states needed to focus and learn. Sensory input to the tactile (touch) sensory system grounds body energy and reduces anxiety, creating a relaxed and focused individual. Sensory input to the proprioceptive (muscles) sensory system achieved through “heavy work” techniques such as push, pull, lift and carry (gardening, working out in the gym) allow an outlet for pent up body energy, reducing anger and frustration. Nature is the purest form of sensory input, and has been shown to reduce ADHD, improve sleep, and reduce aggression.

So…disconnecting to reconnect with self, others and nature will go a long way toward improving sleep.

Let me know if you’d like more???

Have a GREAT day!

Sincerely,

Developmental Screening: Preschool Screening Tests

Amy — Mon, 20 Apr 2009 17:23:01 +0000

Interview Questions

1. Why do preschoolers undergo developmental screening?

Brain maturation is most rapid when children are young. Developmental research has shown that interventions are most effective during times of rapid neuronal growth. Assessing and treating developmental delay (DD) at the infant and toddler level will achieve optimal results. Presently 15% of elementary children are developmentally delayed (1), 15% are obese (2), and 14.3% have psychiatric disorders (3). The sooner these conditions are assessed through developmental screening, the more effective will be the subsequent treatment.

2. Are all children screened?

Most definitely not! Studies have shown that only 50% of developmental delays are detected prior to school entry (1). One of the problems with developmental screening is that there is no standardized assessment process, leaving each community, state or province to determine their own methods. Sweden is quite advanced, requiring monthly physician visits from 0-18 months. Process for detecting DD is usually by primary physician initial assessment who is acting on reports from either parent or preschool staff. Referral is usually then initiated to a child development center for further assessment by physical, occupational or speech and language therapists.

3. At what age are they screened?

As stated previously, there is no standardized method for developmental screening. As a pediatric occupational therapist, I’ve observed the following developmental screening periods:

Early Infant Screening
Infants are brought to the family physician for developmental screening at around 12-18 month of age, when they have failed to meet the three primary developmental milestones of sit (6 mo.), stand (9 mo.) and walk (12 mo.).

Toddler Screening
Toddlers are often referred to the physician by the preschool when the toddler is 2.5-3 years of age and shows significant gross and fine motor delays, is not communicating or socializing with peers, exhibits unusual behavior, or is aggressive.

School Age Screening
Children are usually referred to the school based physical (PT), occupational (OT), or speech and language (SLP) therapists anywhere from grade 1-3. These referrals are generally made by the school’s special education team, and are based on the child’s performance skills in gym (PT), printing, reading, socializing, and paying attention (OT), or expression or comprehension of speech (SLP).

4. Can you describe the tests?

Physicians and Pediatricians – tests assess for quality of reflexes, strength and muscle tone, meeting milestones for sit, stand, walk, talk.

Physical therapy – tests assess and treat delays or impairment in the following: gross motor skills, mobility, posture, strength, muscle tone, reflex inhibition, bilateral coordination.

Occupational therapy – tests assess and treat delays or impairment in the following: fine motor skills, sensory processing and integration, visual-motor integration, visual perception, oral motor skills, activities of daily living, play skills, social skills, foundation skills for eventual school entry.

Speech and Language therapy – tests assess and treat delays or impairment in the following: expressive and comprehensive communication.

5. What types of tests do they take and what do they measure?

While there are numerous tests, I’ve only listed the ones I am familiar with and that are used in our area. You may want to contact a few more professionals to gain a more comprehensive list.

Physicians – Parents Evaluation of Developmental Status (parent concerns regarding child development), Ages and Stages Questionnaire (communication, gross and fine motor, problem solving, personal-social), Brigance Screens (speech-language, motor skills, readiness, general knowledge), Bayley Infant Neurodevelopomental Screen (screen for high risk infants).

Physical therapists – Bruininks Test of Motor Proficiency (Gross Motor Composite) measures , Peabody Developmental Motor Scales-2, Brigance Screen, Bayley Scales of Infant Development-II (neurodevelopment).

Occupational therapists – Sensory Integration and Praxis Test (proprioceptive, tactile and vestibular integration), Bruininks Test of Motor Proficiency – Fine Motor Composite (response speed, visual motor, bilateral integration), Miller Assessment for Preschoolers (foundation, coordination, verbal, nonverbal and complex task skill), Peabody Developmental Motor Scales-2, Test of Visual Motor Skills-2, Sensory Profile (sensory processing, modulation, and behavioral and emotional responses), Clinical Observations of Motor and Postural Skills-2 (motor coordination), Berry Developmental Test for Visual Motor Integration, Developmental Test of Visual Perception-2.

Speech and Language Pathologists – Test for Auditory Comprehension of Language – Revised (understanding of word classes e.g. nouns, verbs, adjectives, grammatical morphology and sentence structures), Beery Picture Vocabulary Test (expressive vocabulary by requiring the naming of pictures), Preschool Language Assessment Instrument (use of varying length of abstract language), Structured Photographic Expressive Language Test (expressive grammar).

6. What special services might a child need or what type of intervention is necessary if a child is at risk for developmental delays?

Physicians – referral onto pediatrician is generally first line approach. Pediatrician may then refer onto other specialists depending on area of impairment e.g. genetics, orthopedics, neurology, gastroenterology, physiatry, ophthalmology etc.

Physical therapists – treatment sessions might be one to one or group based, performed in hospital, child development center, preschool or school, private clinic, or community gym settings, and might consist of education and a variety of exercises to improve muscle strength, reduce or increase muscle tone, improve bilateral coordination, improve overall endurance etc.

Occupational therapists – treatment sessions might be one to one or group based, performed in hospital, child development center, preschool, or private clinic, and might consist of education regarding environmental modifications, prescription of equipment, instruction in use of sensory or motor tools or techniques etc.

Speech and Language therapists – treatment sessions might be one to one or group based, performed in hospital, child development center, preschool, or private clinic, and might consist of parent and child instruction and training of a variety of expressive and receptive language acquisition techniques.

7. Any resources you might suggest for more information?

American Academy of Pediatrics, CanChild Centre for Childhood Disability Research, Sensory Processing Disorder Foundation, local health unit, child care centers, family physician, school special education directors.

8. Any additional comments?

Technology overuse by infants, toddlers and children is causally linked to developmental delays, mental illness and behavior disorders. Parents and child care workers in the preschool setting should identify children with high usage patterns, and refer to appropriate information sources for technology reduction and management. Please refer to attached Creating Sustainable Futures Program for additional information and research.

Foundation skills for learning are not being achieved in pre-school settings, and children are entering the school system with low postural tone, poor motor coordination, and unable to maintain arousal states necessary to pay attention and learn (4). Eight hours per day combined technology use by the elementary population is rapidly destroying family structure and eroding the health and education systems as we know them, and it’s time to act (5). School-based Balanced Technology Management programs would ensure children and their families get the information and tools they need to achieve a balance between technology use, and what they need to grow and succeed.

Research

1. Hamilton S. Screening for developmental delay: Reliable, easy-to-use tools. Journal of Family Practice. 2006; 55 (5): 416-422.
2. Birmingham CL, Muller JL, Palepu A, Spinelli JJ, Anis AH. The cost of obesity in Canada. Canadian Medical Association Journal. 1999; 160:483-488.
3. Waddell C. Improving the Mental Health of Young Children. Children’s Health Policy Centre, Simon Fraser University, Vancouver BC, Canada. 2007. Available at: http://www.firstcallbc.org/pdfs/Communities/4-alliance.pdf.
4. Jennings JT. Conveying the message about optimal infant positions. Physical and Occupational Therapy in Pediatrics. 2005; 25 (3); 3-18.
5. Rideout VJ, Vandewater EA, Wartella EA. Zero to six: electronic media in the lives of infants, toddlers and preschoolers. Menlo Park (CA): Kaiser Family Foundation; Fall 2003.

Let me know if you should require any additional information. These questions could be quite exhaustive, and I’ve just touched the surface so to speak.

Have a GREAT day!

Sincerely,

What makes babies smart

Amy — Wed, 15 Apr 2009 03:06:30 +0000

Hi Wyatt,

I’m a pediatric occupational therapist and sensory specialist with expertise on the impact of technology use on child development and academic performance and would like to comment on what makes babies smart (and it isn’t products).

The three critical factors for optimal physical and mental development for infants are to move, touch and connect with other humans. Movement provides vestibular and proprioceptive sensory input to the body, resulting in development of postural tone, bilateral coordination and optimal arousal states for attention, learning and cognition. Touch provides tactile sensory input, important for the development of praxis and body sense, as well as an integral component for development of primary attachment with parents and partners. Touch is a biological need without which infants die. Connection or attachment is the foundation for attention and behavior. Poor attachment formation results in children with anxiety and depression.

The American Academy of Pediatrics recommends no technology use for infants 0-2 years, and 1-2 hours per day for toddlers and children. Our national average combined technology use for infants is 2.2 hours per day, and for children 8.5 hours per day (Kaiser Foundation study 2005). Connection to technology is resulting in a disconnection from self, others, nature and spirit. Identity malformation and low self esteem, poor social skill development, ignorance of nature, and lack of spirit sense are just a few of the negative results of technology overuse.

We are a quick fix, plugged in generation, constantly looking for fast ways to make our kids smart. The way to a infants brain is through their body, and the way to stimulate their body is with movement, touch and connection. There is no piece of electric plastic that can replace a human being.

I’ve attached our Fact Sheet and my bio, and would direct you to our Media Kit on website zonein.ca for additional information. I’m available for interviews or can answer further question by email if you like.

Have a GREAT day!

Sincerely,