My Personal Thanks to my Classmates and Instructors

     I want to take this opportunity to say Thank You to all of my classmates and instructors for your encouraging words and responses to my blogs and discussion posts. I appreciate and respect your suggestions and knowledge and for always having a positive attitude about our topics even though some were quiet challenging. 

     I would take this time to say a very special thank you to Kate Turner because we have so much in common with regards to special needs children and it has been great reading and responding to you posts and gaining new insights and information I can take with me into my profession. 

     Last I would like to give a very special shout out to Adrienne Stephens and even though we have never met in person, we have had some great laughs via email and hangouts! Thanks for all your help and advice. I wish each of you the best of luck and success in you future endeavors and I hope to see you all in my next classes and at graduation.

     I would love to keep in touch with everyone so my personal email address is diannansykes@aol.com or diannasykes@gmail.com. I look forward to receiving some emails!

                     

Sincerely,

Dianna Sykes

               Team Development               

A group that I was a part of and was hardest to leave was the PTA at my children’s school where I served at president for 2 years. We also went thru the 5 stages of development and by the second half of the school year, were a cohesive group. The best aspect of that group was that each of us as parents, teachers and administrators genuinely cared about the well being of the children and were able to develop fundraisers and programs that were for the benefit of all the students. This school had some deficits with regards to its special needs children and the parents were particularly concerned with inclusion, accommodations, and services or lack thereof. When I came on board, and being a parent of a special needs child attending that school, I was empathetic to the concerns and together we were able to develop plans to raise money in order to address the students needs. For example, we were able to convert an unused portable on the campus to a Sensory room and purchase/acquire all of the items needed for the children to go and receive the stimulation/soothing they needed to function optimally throughout the day. 

We also had parents express they would like diversity with regards to Halloween because not everyone celebrated, felt it was safe, or convenient but didn’t want their children to miss out on the candy, costumes, and fun. We established Harvest Day at the school that was held on the same day as Halloween as an alternative and invited the entire community. We had games, food, candy, etc. and it was so successful it became an annual event. I also suggested we implement this idea to our church and it was started there as well.

There was an informal celebration after each event during my tenure as PTA president in the form of dinner but the hardest was when my children moved to other schools which meant I needed to shift my PTA focus to those schools. They had a big going away party for me with many parents and teachers alike filled with warm wishes and thank yous for my diligent service. I was sad to leave this group because we worked so well together and I was unsure how the successor would function. Adjourning, I feel is important because it provides closure and also provides the team the opportunity to say good-bye to each other and wish each other luck as they pursue their next endeavor.

With regards to my master’s degree program, I am not sure how we will adjourn outside of emails and posts since we are all in different parts of the country. I do hope to see some of you at graduation and although Maryland is a ways away, it is important for me to walk across the stage.

Reference

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Conflict in our lives is unavoidable unfortunately and how we choose to address it determines our level of effective communication. As I reflect on the conflicts I experience I am finding myself regurgitating and applying the information I am learning in this course. One of the strategies is being a better listener and to be empathetic by trying to see through the eyes of others while withholding any judgments I may have because of my perceptions and schemas. 

Another strategy involves the 3 Rs; respect, reciprocal, responsive and in my opinion, the most important is respect. Being respectful of others beliefs, allowing them to honesty express themselves without fear of repercussions is also vital to me because it keeps the lines of communication open whether the interaction is positive or negative in nature. 

Last, being willing to apologize, and even compromise for my part in the conflict, and initiate that communication rather than waiting for the other person(s). Doing so exhibits maturity and willingness to resolve that conflict quickly.

Does anyone have any other advice or input about what you have learned to be better communicators with regards to conflict resolution?that conflict quickly.

Evaluating My Communication Styles

Communication Anxiety, Verbal Aggressiveness, Listening Styles

     This week I and two people I chose took several tests to evaluate how I communicate. I chose to be evaluated by my daughter and one of my closest friends. I chose my daughter because she and I interact on a daily basis and she is somewhat sensitive so I was curious what her responses would be, especially in the Verbal Aggressiveness Scale. I chose my friend because she knows me very well and is willing to be honest in her evaluation.

     I was surprised to see the range of Communication Anxiety Inventory and that my friend’s score. She has seen me speak publicly on many occasions and even though I am very nervous and prefer not to speak, I have been told that no one can tell I am nervous.

    I learned that even though I that feel a bit uneasy in some communication situations and somewhat more confident in other contexts, I feel comfortable communicating in most situations and feel confident anticipating such encounters. 
     With regard to verbal aggressiveness I have a good balance between respect and consideration for others’ viewpoints, and the ability to argue fairly by attacking the facts of a position rather than the person holding that position. 
     Last, the Listening Styles profile was a little ambiguous but I feel I fall between group 2 and 3 respectively which are action and content oriented meaning I am business-like, prefer clear to the point communication that outlines a plan of action, and although my efficiency is respected but may intimidate more sensitive listeners. Also, I focus on detail and prefer to have all information before making a decision and will likely succeed  in classroom settings but struggle in more fast paced environments.

     I feel this is a fair assessment and it indicates that even though I am a good communicator I still need to improve on various communication skills that may impact my professional work and personal life.

Category	Dianna	Cookie	Dijone
*CAI (Communication Anxiety Inventory)	50	29	63
*LSP (Listening Styles Profile)	41	26	30
*VAS (Verbal Aggressiveness Scale)	63	62	53

*VAS-(53, 62, 63)

Moderate: You maintain a good balance between respect and consideration for others’ viewpoints, and the ability to argue fairly by attacking the facts of a position rather than the person holding that position.

*CAI-(29, 50, 43)

Low: You reported that you feel comfortable communicating in most situations and feel confident anticipating such encounters.

Mild: You reported that feel a bit uneasy in some communication situations and somewhat more confident in other contexts. Communication does not seem to be something you worry a great deal about.

Elevated: This range of scores indicates you feel uncomfortable in several communication contexts.

*LSP- Group 2 ( Action-Oriented), Group 3 (Content-Oriented)

Group 2- Business-like, prefer clear to the point communication that outlines a plan of action. Your efficiency is respected but may intimidate more sensitive listeners.

Group 3-You focus on detail and prefer to have all information before making a decision. You likely succeed  in classroom settings but struggle in more fast paced environments.

Competent communication is effective and appropriate for a given situation in which I, as a communicator will evaluate and reassess my own communication process and adjust my behavior to suit individuals and situations. I feel if I am to be a competent communicator, I must be able to do so with people from different groups and cultures. Some of the strategies I could use to help me communicate more effectively include the following:

·       Try to look at things from others eyes

·       Withhold judgment in order to gain a deeper understanding

·       Accept/embraces differences

·       Don’t assume that helping children will cripple their independence

·       Become consciously aware of nonverbal behaviors

·       Recognize your own patterns of nonverbal behaviors

·       Be sensitive

·       Don’t think that because you know a person’s culture you can predict their behavior

References

Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc."Understanding and Appreciating Cultural Differences" (pp. 36–38)"Looking at Nonverbal Communication Across Cultures" (pp. 80–81)

O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd. ed). New York: Bedford/St. Martin's.

Chapter 1, Communication: Essential Human Behavior

Nonverbal Communication-It Matters

                                               

I watched an episode of “Reba” first muted and then with the sound on. I was not sure what the relationship of the characters were with regards to being family but I know they were related or very good friends because they were in each other’s homes and people were walking in without knocking. A woman came in obviously upset based on her facial expressions and actions, and as I watched learned that it was because she thought she scratched her son’s new car that he cherished. Reba, along with the other ladies was trying to hide it but he found out and was very upset.

Based on the communication I observed when I watched with the sound on, I was correct in my assumptions about the car being scratched but it turned out to be Reba who did it although his mother and his wife also thought they scratched it.

My assumptions about the relationships would have been more correct because I would know the characters and their relationships with each other.
Nonverbal communication is, in my opinion, as important as verbal communication because you can’t have one without the other. Many times the nonverbal behaviors are more believable than verbal especially when channel discrepancy is evident.

My Competent Communicator

Competent communication must be effective and appropriate and as such communicators must adjust their behavior to suit particular individuals and situations (O'Hair eta al, 2015) person who demonstrated that for me was my father, Rev. Earl Nobles. He was an educated, highly intelligent (he was a rocket scientist), articulate, and most importantly a Pastor.  All of those attributes didn’t make him a competent communicator, it was the fact that he knew how to treat people and interact with them. He was a great listener and I feel that is one of the most important characteristics of effective communication. His disposition was calm, inviting, and comforting that drew and welcomed anyone who spoke to him. He had a wonderful sense of quirky humor and that along with all of his other attributes are what I have tried to model for years. Why? My dad, in my opinion, was one of the greatest people that walked the face of the earth, not perfect, but a wonderful person, husband, father, friend, confidant, and grandfather, just to name a few and I can only wish to walk in his shadow and hope to catch the rays of the sun that shined so brightly on his life.

Reference

O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd. ed). New York: Bedford/St. Martin's.Chapter 1, "Communication: Essential Human Behavior" (pp. 3-26)

PROFESSIONAL HOPES AND GOALS

One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length)

I hope that I can make a positive difference in all the lives of the children and families I work with.

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length)

The goal I would like to set is to stand up to the inequities and injustices I see.

A brief note of thanks to your colleagues

Colleagues,

It has once again been a pleasure to collaborate, share, and learn from you.  I look forward to seeing your names in the next course.

Dr. H

This has been one of my favorite and enriching courses thus far. Thank you for your encouragement and support.

WELCOMING FAMILIES AROUND THE WORLD

I have chosen a family from Paraguay and will list 5 ways I will be culturally responsive towards this family and how it will be a benefit not only the family, but the child as well.

• Ways in which I will be culturally responsive towards this family

1.     Learn how much English they know. If very little learn some basic phrases to help them feel more comfortable communicating with me.  I have learned that when I speak, even just to say hello and how are you doing in a family’s native language, they are very appreciative and responsive. 

2.     Find out about the family culture such as the roles of the parents, family structure, who is the primary care taker of the children, socioeconomic status etc. This will enable me to make sure I am inclusive and sensitive with regards to the activities I plan for the children and their families.

3.     Prepare correspondences such as the parent survey to get in depth information about the child and family beliefs and routines in their native language, and let them know it is fine to respond in their native language.

4.    Self reflection and examination is also advisable to make sure any and all biases are eliminated prior to interacting with the family. Also, be cognizant of any microaggressions that may results because of their presence and be prepared to stand up and address them.

5.     Make sure I have books, toys, pictures, posters, etc. that reflect each child’s culture conspicuous in my classroom or work space.

• I hope that these preparations will benefit the family, myself, and the child because I have taken the time to learn about the family, their culture, familiarize myself with some basic language, translate correspondence, and provide an inclusive, culture rich environment. My goal is to empower the family so that they will feel welcome to offer input and so that the child can feel a sense of belonging.  In order for a child to develop and excel academically, socially, and emotionally, they will need positive input from everyone who interacts with them and each other.

The Personal Side of Bias, Prejudice and Oppresion

When my son was very young, around the age of 3, we transitioned him to the autistic preschool program at our zoned elementary school. The first thing I noticed was that all the self-contained classrooms were located in the very back corner of the school furthest away from the cafeteria, media center, bus loop and car rider area.

 My initial thoughts were how inconvenient this was for these students and their parents because, like my son, some of them were orthopedically impaired, wore braces, and that was a long walk for them to get anywhere. I felt the reason they were back there was to keep them hidden and separated and this, in my opinion was unfair and definitely diminished equity because the principal was not sensitive about the needs of these children. Therefore, as usual, I went to battle for my son and confronted the principal about my (our) concerns.  He conceded in letting the parents drop their children off at the back of school where the classrooms were located and agreed to consider relocating the classrooms the next school year to accommodate their needs.

I believe not only does the victim need to change and/or speak up about the injustice, but the offender must be willing to be open minded and really willing to listen to the concerns of those they have offended and attempt to put themselves in their shoes to truly understand other’s point of view in order to turn these types of incidents into opportunities for greater equity. Furthermore, in my experience, I have learned one will need to be ready to fight for that equity because often times I had to go to the next level i.e. a person’s boss, or that bosses boss in order to get what I needed. I have truly become the squeaky wheel advocate for my son in order to make sure he is treated equitable, especially within the school system. 

Practicing Awareness of Microaggressions

         Unfortunately, as a black woman, I am subjected to microaggressions not only from those of different ethnicities but also gender as well. The most recent significant microaggression I suffered was when I took my son to a neurologist a few weeks ago. My son has been followed by several specialists since birth because of his diagnosis of Autism and CP and moving to a new state, I wanted to establish with one here. As I began to divulge information about his very extensive history of therapists and specialists, I was interrupted by the doctor on several occasions to compliment me on how articulate I was, to which I did not respond. The final interruption came in the form of a question when he asked me if I was a doctor. When I told him I was not, he then asked what exactly I did for a living. I told him that I was currently an at home mom who advocates for her children and again came another compliment that I was so knowledgeable and well versed, which again, I took offense to but did not express what I now can identify as a microinsult. His hidden message in my opinion was that black people are not intelligent and don't speak well. I also felt slighted as a woman and I think simply because he was male, I believe though, he could tell from my tone and facial expression that I was offended, seemed a bit confused as to why since he was showering me with accolades. 

         As I think back on the numerous microaggressions I am subjected to, the most common one is the way I speak.  I've been told so many times, not only from white people but black as well that I don't "sound black." What the hell does that mean?? How are "black" people supposed to sound or talk? I respond by telling them I speak "correctly" and that it's not a racial language, it's plain grammar! I feel it is degrading to my ethnicity and heritage to think I am supposed to Not be able to speak or know how to behave properly. I come from a long line of highly educated well versed people that include doctors, engineers, government officials, lawyers, journalists, musicians, and more. For people to assume a race of people lacks the capacity to aspire to operate on their "level" is microinvalidation in its highest form and unfortunately, this happens more times than not and worse yet, the offenders are totally unaware of their aggressions, which Dr. Sue explains is the most damaging.

         How I wish everyone could see or hear his video but then again, I am sure many will doubt what he is saying applies to them; yet another form of microinvalidation. 

Therefore I continue to exist in the realm of catch 22. 

Reference

Laureate Education (Producer). (2011). Microaggressions in everyday life [Video file]. Retrieved from https://class.waldenu.edu

Perspectives on Diversity and Culture

Studying diversity and culture has opened my eyes to the vast number of diverse people here in the US.  As our country is continuing to become more and more diverse, it is imperative that we accept and embrace those from all walks of life. Asking friends and family their definition of culture and diversity gave me some insight as to how we view others.




Friends/Family Definitions of Culture 

• Daughter: Social set of rules set by generations before us. Examples of culture include ethnicity, how people act, and eating habits.
• Friend: Culture to me is the fabric of how a race celebrates who they are, i.e. Spanish people celebrate their Latin culture with Cinco de Mayo, African Americans with Kwanzaa, and Jewish people with Rosh Hashanah.
• Friend: Culture what defines me as a member of a particular group.  I am Jamaican and I therefore do the things Jamaicans would do, not because it’s the thing to do but who I am, my parents, their parents, etc. I am proud of my heritage and hope to continue our family legacy.

Friends/Family Definitions of Diversity

• Daughter: Group with different types of people like racial, shy, outgoing, personality
• Friend: Diversity is how you would describe the various types of people within the US by race, creed, color and sex. 
• Friend: Diversity to me means difference. Race, sex, gender, even economic status in the US is so different/diverse. I like that because it gives us a taste of how the rest of the world is without actually having to travel to all the different places.

Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?
Aspects of culture and diversity that I have studied in this course are included in the responses I received from friends and family includes ethnicity, gender, and socioeconomic status.  

Which aspects have been omitted—and what are some examples of such omission?
Those aspects that have been omitted include the diverse population of people who are disabled and/or have special needs. 

In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics? 
When I reflect on other people’s definition of culture and diversity, it lets me know that they are topics that many people, it seems, don’t consider very often and maybe, and possibly even something that is taken for granted, which may be the reason why there is so much inequality in this country.

                                          My Family Culture
If a catastrophic event caused my immediate family and me to take refuge in another country as our new home and I was forced to choose only 3 small items to take with me, they would be our family bible, family pictures, and my children’s birth and my marriage certificates.

• How you would explain to others what each of these items means to you
Our bible is the foundation of our family and beliefs.  Our pictures help us to maintain the memories of our lives and how we lived in our country. Last I would bring birth and marriage certificates in case I have to prove my children and husband belong to me.

• Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you?
If I were told I could only bring one item, I would, needless to say, be highly upset because choosing three items was difficult enough.

• Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise?
I feel it is important for people to maintain family values and cultures even when faced with adversity because these are the things that help us to feel a sense of belonging to this world.

When I think of Research.....

• If someone were to ask me what I thought of research at the beginning of this course, I would say that research was synonymous with grueling work! I feel there are so many different resources available, and not all credible, that one can truly become lost and derailed trying to plow through and pick out the exact information they need. This course had taught me that there is an easier more reliable way to research that doesn’t require hours and hours of reading irrelevant information such as scanning a scholarly article for the abstract, discussions, and conclusion sections (Lepuschitz, 2011).
• My ideas concerning the nature of doing research has changed because I have a new respect and better understanding of it with regards to the intricacies of the research process from choosing a topic to developing subtopics that are more refined and focused to help narrow down exactly what I want to research. It allowed me to not feel as overwhelmed and frustrated during the process.
• I learned that there are many different research design practices and approached including qualitative, quantitative, mixed methods, as well as various triangulation methods to explore. Once my research topic had been chosen, planning, designing and conducting research became somewhat easier to accomplish.
• One of the biggest challenges I encountered was the terminology in some of the course readings.  Because I was unfamiliar with the terms, I found t difficult to comprehend what I was read and apply it to my research topics.  By reading other sources and examples, I was able to gain a better understanding.
• My perceptions of an early childhood professional has not been modified as a result of this course, but I have a greater respect for those who choose research because although it can be overwhelming and frustrating, it is very necessary to gain knowledge and insight to address some of the issues we face in our society and with our children.

I would like to say Thank you not only to my colleagues but to Dr. Todd as well.

This group has always been very supportive and encouraging and I look forward to seeing many of you in the subsequent classes!! Good Luck!

References

Lepuschitz, J.K. (2011). A practical guide to reading research articles. Laureate Education    Inc., Baltimore, MD.

Lepuschitz, J.K. (2011). Quantitative designs: An overview. Laureate Education Inc., Baltimore, MD.

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

RESEARCH AROUND THE WORLD

     I chose to explore Early Childhood Australia (ECA) because I love the country and their culture and I especially love their accents! 

Early Childhood Australia (ECA) is a non-profit organization that promotes and works towards what is best for children and the Early Childhood Education and Care (ECEC) sector. Since 1938, ECA’s main focus has been advocacy, influencing many significant issues relevant to the care, wellbeing and education of young children in Australia. We develop projects in the sector and produce a variety of resources by way of subscription-based publications for our members and the broader sector which includes early childhood educators, services, academics and students. Our vision is that every young child is thriving and learning. 

     One of their current international research topics is “Supporting literacy learning in the early years.”

The book explores the connections between speaking and listening, reading and writing and offers practical advice and reflections on how to incorporate literacy learning into everyday practice.

     

As I perused the media segment I found the article, “Restricting access to Paid Parental Leave will leave children worse off, interesting because it discusses how unfair the government is being to parents who desire to take maternity leave to bond with their newborn child(ren). They are proposing  restrictions on the Paid Parental Leave Scheme to remove so called ‘double dipping’ which in essence is parents receiving both government and employment funds during leave. Ms Samantha Page, CEO of ECA says ‘The level of attachment formed between parents and their children in the first year is critical to children’s long-term development and family wellbeing.’ ‘We totally reject that mothers and fathers are “double-dipping”.

These are parents that are cobbling together enough time to do what is in the best interest of their family—forming a relationship with their newborn children (Early Childhood Australia, 2015).’ 

     Another article I read that I found noteworthy discussed Australia’s Family Package budget that has just received another $3.5 billion over the next 5 years.

 It would make access to early childhood education and care more affordable for a majority of working families from 2017 but the concern is for the families that will be affected by the stringent requirements or activity tests, particularly:

• Children in families where both parents aren’t working / don’t meet the activity test—will only have access to 12 hours subsidy (currently have access to 24 hours Child Care Benefit)
•  Children in families earning over $65 000 and less than around $150 000 where only one parent is in work—will have no access to subsidies (currently have access to 24 hours of Child  Care Benefit per week).
•  Children in families where one parent doesn’t work sufficient hours (under eight hours per fortnight)—will lose access to 24 hours of Child Care Benefit and Child Care Rebate.

     It is not surprising that Australia contends with the same issues as the US when it comes to child care costs and government funding.  It there is money available to the severely disadvantaged but it’s the middle class that needs it most and unfortunately, they make just enough to be disqualified from services.  As ECE we must continue to advocate for equity and inclusion for all children and families.

References

http://www.earlychildhoodaustralia.org.au/

Eating Breakfast

Research that Benefits Children and Families

I am not and never have been a breakfast eater and as a child, I hated when my mother made me eat breakfast!  First, my stomach, I felt, was not “awake” enough to consume anything and second, I wanted to take advantage of all the sleep I was able to get. Although she had her own reasons why she made us eat, research has proven that when children habitually eat breakfast, whether well-nourished, undernourished and/or from deprived or low socioeconomic (SES) backgrounds, their academic and behavioral school performances improved. Undernourished, deprived, and children from low SES backgrounds showed a particular improvement in mathematics and arithmetic grades.

I love this type of research because not only does it adhere to the OHRP regulations regarding research not involving greater than minimal risks, it provides children an opportunity to eat everyday who does not receive that luxury and this is definitely a positive example of the effects of research on children and/or families. 

The CDC reports the following:

Evidence on dietary behaviors and academic achievement

·         Student participation in the United States Department of Agriculture (USDA) School Breakfast Program (SBP) is associated with increased academic grades and standardized test scores, reduced absenteeism, and improved cognitive performance (e.g., memory).

·         Skipping breakfast is associated with decreased cognitive performance (e.g., alertness, attention, memory, processing of complex visual display, problem solving) among students.

·         Lack of adequate consumption of specific foods, such as fruits, vegetables, or dairy products, is associated with lower grades among students.

·          Deficits of specific nutrients (i.e., vitamins A, B6, B12, C, folate, iron, zinc, and calcium) are associated with lower grades and higher rates of absenteeism and tardiness among students.

·          Hunger due to insufficient food intake is associated with lower grades, higher rates of absenteeism, repeating a grade, and an inability to focus among students.

Evidence on physical activity and academic achievement

·          Students who are physically active tend to have better grades, school attendance, cognitive performance (e.g., memory), and classroom behaviors (e.g., on-task behavior).

·          Higher physical activity and physical fitness levels are associated with improved cognitive performance (e.g., concentration, memory) among students.

·         More participation in physical education class has been associated with better grades, standardized test scores, and classroom behavior (e.g., on-task behavior) among students.

·         Increased time spent for physical education does not negatively affect students’ academic achievement.

·         Time spent in recess has been shown to positively affect students’ cognitive performance (e.g., attention, concentration) and classroom behaviors (e.g., not misbehaving).

·         Brief classroom physical activity breaks (i.e., 5-10 minutes) are associated with improved cognitive performance (e.g., attention, concentration), classroom behavior (e.g., on-task behavior), and educational outcomes (e.g., standardized test scores, reading literacy scores, math fluency scores) among students.

·         Participation in extracurricular physical activities such as interscholastic sports has been associated with higher grade point averages (GPAs), lower drop-out rates, and fewer disciplinary problems among students.

References

Adolphus, K., Lawton, C. L., & Dye, L. (2013). The effects of breakfast on behavior and academic performance in children and adolescents. Frontiers in Human Neuroscience, 7,425. doi:10.3389/fnhum.2013.00425

Health and Academic Achievement. (2014). Retrieved from http://www.cdc.gov/healthyyouth/health_and_academics/pdf/health-academic-achievement.pdf