The Future Hope Project Powerpoint presentation

the-future-hope-project-powerpoint2

Future Hope Project 2nd phase(improving school climate through student brain centered training) -seeking funding support for next steps

The Future Hope Project (FHP) was a grant funded after school project designed and managed by Steve Taylor, project manager for the Future Hope Project. It is the third after school program that Mr. Taylor has developed and managed.

The FHP experienced success in meeting benchmarks with K-12 students affected by ADHD. Social behaviors and sleep patterns were improved across the board. Video testmimonialsfrom parents, teacher and administrator support this assertion. Academic improvement was more difficult to measure. A third of the students experienced improvements in reading test scores. Two thirds did not show improvement. However, annecdotal responses from teachers and parents support observed improvements in focus and improved grades.

The abstract for the second phase of the Future Hope Project FHP2, is included in the paragraph below. Our research group has a tentative committment from a university research partner and we are now seeking private and/or public grant support for a longitudinal study.

THE FUTURE HOPE PROJECT 2 (FHP2)- A brain centered after school intervention program to improve school climate

The unfortunate component of the traditional school model is that most are not equipped to deal with the mental health needs of students. However, the universal paradox affecting schools is that their inability to meet these needs is the missing link in creating effective school climate.

The Future Hope Project 2 (FHP2) is an extension of a successfully completed after-school intervention program called The Future Hope Project. FHP2 is a sustainable, turn-key research project for individual or multiple education sites. A primary goal of the project is to improve school climate by reducing student suspensions and drop out rates. From an educator’s perspective, a chronically disruptive student in each classroom can dramatically reduce the quality of teaching and student engagement.  If an after school program could be created to meet these needs, independent of the schools scheduling and curriculum patterns, problems with school climate could be resolved. The intervention steps are designed to improve the temporal, deep limbic system and pre-frontal lobe activity of the student participant employing Audio Visual Entrainment (AVE), a form of nuerofeedback with a focus on brain wave training, augmented by rhythmic exercise routines, music stimulation and other forms of brain centered intervention for at risk learners affected by ADHD and associated behaviors. In addition to the brain centered approach, a regimen of vitamin supplements, with a focus on reducing Vitamin D deficiency, will be provided to each student. Current world wide research examining the impact of vitamin D and other anti-oxidant deficiencies on mood and learning behaviors strongly suggest that adding four vitamin supplements to the diet of at risk learners could provide positive change in behaviors.

Assessment Tools

Assessment tools will include the Coopersmith self esteem student survey, STAR reading assessment, PACE parent and teacher behavioral assessment. A new assessment tool will be designed to assess the quality of school climate.

Project Time-Frame and students served

The training protocols can be implemented as 1 hour or 1 ½ hour programs in twelve week scheduling blocks. The programs will run Monday through Thursday. Friday serves as a data collection and reporting day.

Student groups of 10-15 will participate in FHP2 for the duration of the AVE training phase of 36-40 sessions, or twelve weeks of the semester. This time frame will establish habits of replication that will allow participants to continue the other components of the intervention protocol on their own.

Multiple groups of students could be served in a larger after school model and this accommodation would allow the school(s) to serve a larger number of students per 12 week cycle. It is conceivable that a school could serve 90 students per school year with 2 after school programs running concurrently throughout the school year for 3 twelve week sessions.

Nutrition and student performance in school: Lit review

A reveiw of the literature from The Future Hope Project and Ourmindalive

All too often, claims are made about the value of foods, vitamin supplements and drinks without the supporting research. This is not to say that all supporting research is infallable.

Need for increased levels of Vitamin D was not readily shared by American research: One need only look toward the recomendations for Vitamin D requirements  in children by the stalwarts of American medicine prior to this year. While the European research community had identified clear requirements for Vitamin D levels 3 to 4 times as high as those recomended by American medical experts as early as 2003, the American health consumer remained ignorant of the significant new research. To be fair, a handful of visionaries at Temple University, the University of California and Harvard were leading the discussion stateside at the same time, but our monolithic screening process and outside influences on health information disemination marginalized the importance of their message. European researchers were aggressive with their message about the importance of raising the RDA for Vitamin D in children to at least 1000-2000 IU per day. We should all be fully aware at this time.

So, while there is pyschic comfort in requesting and reviewing the data, the consumer has to be open to all opinions from around the world before they make a decision.

A literature review: To this end, I would like to present a powerful resource for the health care consumer, educator, parent or researcher that provides an excellent compendium of research that delves into the benefits of nutritional supplements and innovative approaches to improving education standards, student behaviors and learning.

The paper, “Nutrition and Student Performance at School” by Dr. Howard Taras, is a literature review that lists research from around the world as nutritional influences on student performance are challenged, initiated and argued.

The PDF is available online. The link below will provide the Pub Med listing.

http://www.ncbi.nlm.nih.gov/pubmed/16014126

Future Hope Project video testimonials

Video testimonials from parent, teacher and school administrator about the efficacy of audio visual entrainment in a K-12 setting.
Four video testimonials are on the You-Tube website
www.youtube.com/ourlifedesigns

website: http://www.ourlifedesigns.com

What is audio visual entrainment (AVE)?

 

What is Audio Visual Entrainment (AVE)?

AVE is a technique that provides light pulses complimented by sound at specific frequencies, tones and beats. This stimulus connects with the brain at the specified frequency which can be programmed into the control device by the user. Typical brainwave frequencies are described as Alpha, Beta, Theta and Delta. Each of these frequencies has a corresponding brain behavior associated with them. Alpha and Theta are associated with a dreamy languid state of mind and less focus, Beta is associated with a highly focused mind set and Delta is associated with a sleep state.

Based on the desired change in behavior the light and sound pulses enhance the production of the specific brain wave frequency targeting the desired behavior(s), settles down an agitated mind, increases cerebral blood flow and increases the metabolism of glucose in the brain for improved neuronal function. All of this activity adds up to improved mental performance. The lights and sound are delivered through a full line of patented training devices known as the DAVID series. The David Alert is specifically designed to provide benefits to people with ADD and ADHD.

 

Key Objective of AVE is to induce deep relaxation

A key objective of entrainment is to produce a dissociative state, which is similar to a near sleep like state of deep relaxation. One could envision sitting in front of a campfire, staring into the campfire and becoming very relaxed.  When AVE is used the dissociative or relaxed state can be observed by noticing a deeper and diaphragmatic breathing than before the use of the device. A student’s hands and feet will become warmer due to improved blood circulation. Blood flow to the frontal lobe will also improve. The relaxed feeling that is experienced is facilitated by beneficial neurotransmitters being released into the brain. When the student or adult is in this deeply relaxed state, the regenerative repair chemicals of the body/brain (parasympathetic hormones) and the good neurotransmitters such as serotonin, endorphins and dopamine are released, which will restore good brain function. The “stress break” that is achieved from using AVE improves cerebral blood flow and encourages impaired neuronal firing and allows the brain to return to normal function.

 

AVE is useful for sleep problems

AVE has many benefits for adult users as well. The regenerative process has proven useful for many of the emotional and physical challenges that our stressful lives present to us daily. These conditions include anxiety, depression, insomnia, migraines, PMS, high blood pressure and chronic fatigue, along with improved attention, learning and reduction in symptoms of ADD and ADHD. Those adults and students who have experienced problems with getting the proper sleep will also find AVE to be beneficial.

 

website: http://www.ourlifedesigns.com

Vitamin D- intervention for people at risk: from K-12 at risk learners to senior citizens

Vitamin D, Brain Function and Quality of Life Issues for Seniors
An online review by Dr. Richard Huemer of a 2006 study that appeared in the American Journal of Geriatric Psychology reported higher than normal risk factors for mood disorders and cognitive impairment in seniors with deficient serum levels of vitamin D. Another study appearing in the online health journal, Third Age, examined the increase in SAD in senior populations that were deficient in Vitamin D. Another approach to treating SAD is with the use of light and sound or audio visual entrainment. This simple approach has been shown to relieve the symptoms of SAD in seniors within a few weeks of using the AVE device.

NPR Broadcast: Vitamin D and brain health
A recent National Public Radio (NPR) radio report by Allison Aubry about the relationship of Vitamin D and exposure to sunshine identifies a Vitamin D driven link to improved brain function. Researcher Dr. Joyce McCann, Children’s Hospital of Oakland Research Institute in California suggests that with higher exposure to sunshine and vitamin D, brain health is enhanced. Vitamin D receptors located throughout the brain bind the Vitamin D in its active form, called Calcitriol. By the age of 65 there is a four fold decrease in the brains ability to bind Vitamin D to the receptors when compared to a 25 year old. It is not clear if the researcher is trying to imply that residents of the left coast are smarter than those of us from the rust belt.

Other Vitamin D research: A 2006 study by Deborah Gold, Ph.D appeared as a supplement of the Journal of Managed Care Pharmacy that cited the benefit of Vitamin D and calcium supplements in the diet of senior citizens. The study examined the effect of supplementation and other life style intervention strategies on the number of bone fractures from falls endured by many seniors. Ambulatory seniors or those who were mobile and active appeared to benefit most from the supplements.
Vitamin Supplement Program for minority K-12 students needed: Students in K-12 that present with attention deficit behaviors in school and at home can benefit Vitamin D and calcium nutritional supplements. All too often in urban settings, these students are African America. In addition, these students are often products of poverty stricken families and as a result, have dietary deficiencies.
A diet of red hot chips, orange soda and gum is not for the faint of heart but can lead to the faint of thought.  A closer look at the school lunch program at many urban schools suggests that the old habits imbued by southern roots are hard to break. Not enough dietary fiber, little fresh fruit, little or no whole grain, too many sugar and salt infused prepared foods. A call to action to correct these dietary inequities is in order.

Vitamin specific intervention strategy/ No-Child Left Behind: This author would propose a vitamin supplement program be introduced at every urban K-12 school in the United States. The supplements should include a minimum of 2000 IU of Vitamin D daily, with 600 mg. of calcium, Omega 3 fortified with EPA and DHA, iron tablets, and an analysis of the childs zinc/copper blood ratios. In addition, 6 bottles or glasses of water daily, and daily consumption of half cup of blueberries or dried blueberries as a snack. The latest research shows the value of blueberries in enhancing brain function. It is important to consume berries without the presence of meat or milk protein because the most current research suggests that the anti-oxidant benefits are lost in the presence of milk and other protein sources. Getting hooked on phonics, vitamins, berries and a hydration protocol can improve school cliamate and student outcomes. Not to mention slaying the failure to perform dragons of No Child Left Behind that schools with significant populations of at-risk learners face each semester.website: http://www.ourlifedesigns.com

K-12 students with ADHD improve academically

The Future Hope Project: An After School Intervention Program for K-12 at risk learners

The Future Hope Project, under the direction of Milwaukee psychologist Dr. Raymond Lueck as the P.I. and AVE trainer and education researcher Steve Taylor as the project manager, engaged in a 10 week (36 session), after school demonstration project to assess the strength of intervention of audio visual entrainment in the lives of at-risk learners in 1st through 12th grade. Previous research studies investigating the efficacy of AVE have taken place in Minneapolis in 2005, Yonkers N.Y in 2001, and multiple sites in Minnesota in 1997, and 2000-2001. Research for the Future Hope Project took place at Wings Academy, a Milwaukee charter school for children that learn differently.

The Future Hope Project is the 3rd after school program to be developed and managed by Mr. Taylor and to receive grant funded support.

Ten students participated in the project with twelve enrolling. Two students dropped out. All students had I.E.P.’s with diagnosis ranging from autistic spectrum to self injurious behavior. Providing AVE as a form of non prescription intervention can be especially beneficial to children living in poverty. Few students have health insurance or access to psychological services. In many cases basic insurance does not provide coverage for alternative treatments of behavior disorders.

What is Audio Visual Entrainment
Audio visual entrainment uses coordinated pulses of light and sound delivered through a patented viewing and listening device, called the DAVID Alert, to stimulate the auditory and visual cortex, improve cerebral blood flow and improve the production of neurotransmitters that improve mood, attention and reduce impulsivity. The primary brain waves include Alpha, Delta, Beta and Theta and each have a corresponding behavior associated with them. The control device for the DAVID Alert can be programmed to increase or decrease each of these brainwave frequencies and hence over a period of time, influence the behaviors of the user. The devices are commercially available at: http://www.ourlifedesigns.com .

Student Assessment
School staff selected the student participants. Student cumulative folders and IEP’s were reviewed by the research team. Each parent and teacher was interviewed by Dr. Lueck and Mr. Taylor to gain a better understanding of student’s behavior dynamics. A battery of assessment questionnaires were completed by the parents and teachers that included:
• the Pace Learning and Behavior Scale for parent and teacher,
• the Coopersmith self esteem inventory,
• and the AVE symptom scale. The AVE symptom scale provided a guide for the researcher to establish the settings for the training protocols.
• Woodcock Johnson
Students participate in the 25 minute AVE training protocol four times per week in a controlled setting. La Fuma zero gravity chairs were used to provide comfort, and each student was asked to consume twelve to twenty ounces of water an hour prior to the training session.

Preliminary observations
In the first four weeks of the project, parents reported that sleep patterns of all students have improved. The mood of the students had improved as well. Of particular interest, all three children with autistic spectrum disorders showed marked improvement in sociability and cooperation.

Post AVE demonstration project results
Students realized significant improvement in self esteem and sleep patterns as reported by parents, teachers and students and recorded on the Coopersmith assessment. One third of the students showed marked improvements in reading while the other 2/3 students remained the same. All of the children in the autistic spectrum showed improvements in social behaviors and sleep patterns. The four children who were low birth weight, with systemic cocaine and fetal alcohol improved their social behaviors, on task focus and sleep patterns.

Turnkey After-School intervention model
There is great value in providing after school intervention models that can facilitate improvements in student performance and enhance the effectiveness of the organization as well. The many benefits to the student and their family include but are not limited to access to a service that might be out of their realm of access due to the impact of poverty, access to health care, insurance issues. Schools benefit because it can reduce costs for special needs staffing yet improve the ability of the organization to meet the needs of at risk learners.
The template that the Future Hope Project manifests, allows schools in any location to start the intervention process within a week to ten days of, securing the training equipment, identifying the student participants, securing parent permission, and establishing a date to train staff.

Next Steps- Two new strategies for multi-year study
There are two new strategies that the Future Hope Project will implement that will add value to the project. The first strategy is to provide a model that satisfies the needs of high school students. This approach is presented as a longitudinal study attempting to respond to the following needs. How can we apply the value of the Future Hope Project after school program to improve the social and academic outcomes for at risk students? Can the Future Hope Project after school program help schools reduce student suspensions and reduce drop out rates? How do we measure school climate and what strategies should the Future Hope Project engage in to measure its potential to create the proposed changes? The Future Hope Project 2 will be a brain centered after school program serving at-risk learners that uses innovative methods to create the positive changes identified above.
The second strategy to be implemented is the inclusion of vitamin supplements to support improved outcomes of the student participants. Current research suggests that schools could enjoy a significant reduction in the rate of suspensions and drop out rates with an elegant plus (4) supplementation model that introduces four vitamins into the dietary plan of all students. The vitamin supplements plus the use of audio visual entrainment is a cost effective model that could quickly yield dramatic results.

A Book is in the Works
Dr. Lueck and Mr. Taylor are completing a book for parents and teachers that discusses a variety of methods to improve the symptoms of ADD/ADHD with non pharmacologic approaches. The book also leverages Mr. Taylor’s experience in developing after school enrichment programs direction to learning communities on how to develop and launch specific after-school projects. It should be ready for press by June 2009.

website: http://www.ourlifedesigns.com

Sponsoring Organizations of the Future Hope Project outreach effort
Family Care Psychological Services http://www.familycare4u.com

Extreme Thought Makeover http://www.extremethoughtmakeover.com

The Cash Coupon.com http://www.thecashcoupon.com/greatvalue

Dr. Gael Riverz http://www.drgaelriverz.com

Wings Academy http://www.greatschools.net/modperl/browse_school/wi/3285

Mind Alive, Inc. http://www.mindalive.ca