SIRRI Arizona







Gluten-Free Recipe:


 Baked Eggs with Tomatoes and Feta


Most of this low-fuss egg dish can be made in advance; prepare step 1, refrigerate for up to two days, and add 4–5 minutes to final baking time. This is wonderful served over cooked polenta.




1 tablespoon olive oil

1/3 cup diced onion

2 cloves garlic, minced

1 (14.5-ounce) can salt-free tomatoes, preferably petite dice

1 teaspoon paprika

1/8 teaspoon crushed red pepper flakes

3/4 teaspoon dried oregano

3/4 teaspoon dried oregano

1/4 teaspoon sea salt

2 tablesppons minced fresh parsley (divided)

4 large eggs

1/4 cup crumbled feta cheese





  1. Preheat oven to 375º. Heat a medium skillet over medium-high heat. Add oil, and then onion and garlic. Cook, stirring constantly, 1–2 minutes, until garlic turns pale gold. Stir in tomatoes, paprika, red pepper flakes, oregano, and salt. Cook, uncovered, 5–7 minutes, until liquid mostly evaporates and tomatoes are saucy. Stir in 1 tablespoon parsley
  2. Spread tomato mixture into a 9-inch pie plate. Using a spoon, make four circular indentations in the tomatoes, spacing equally. (Not so deep that the pie plate shows through; the tomatoes insulate the eggs so they don’t scorch.) Carefully drop one egg into each indentation. (It’s OK if some egg whites ooze into tomatoes.) Bake on middle oven rack for 18–22 minutes, to desired doneness. Sprinkle with feta and remaining parsley. Serve at once.


PER SERVING: 150 cal, 10g fat (5g mono, 2g poly, 3g sat), 193mg chol, 9g protein, 7g carb, 2g fiber, 326mg sodium


By Laurie Gauguin, Delicious Living

Poor Parenting -- Including Overprotection -- Increases Bullying Risk




April 25, 2013

Children who are exposed to negative parenting -- including abuse, neglect but also overprotection -- are more likely to experience childhood bullying by their peers, according to a meta-analysis of 70 studies of more than 200,000 children.


The research, led by the University of Warwick and published in the journal Child Abuse & Neglect, found the effects of poor parenting were stronger for children who are both a victim and perpetrator of bulling (bully-victims) than children who were solely victims.


It found that negative or harsh parenting was linked to a moderate increase in the risk of being a 'bully-victim' and a small increase in the risk of being a victim of bullying. In contrast, warm but firm parenting reduced the risk of being bullied by peers.


The study authors, Professor Dieter Wolke, Dr Suzet Lereya and Dr Muthanna Samara, called for anti-bullying intervention programmes to extend their focus beyond schools to focus on positive parenting within families and to start before children enter school.


Professor Wolke said: "The long shadow of bullying falls well beyond the school playground -- it has lasting and profound effects into adulthood.


"We know that victims and bully-victims are more likely to develop physical health problems, suffer from anxiety and depression and are also at increased risk of self-harm and suicide.


"It is vital we understand more about the factors linked to bullying in order to reduce the burden it places on the affected children and society.


"People often assume bullying is a problem for schools alone but it's clear from this study that parents also have a very important role to play.


"We should therefore target intervention programmes not just in schools but also in families to encourage positive parenting practices such as warmth, affection, communication and support."


The study categorised behaviours such as abuse/neglect, maladaptive parenting and overprotection as negative parenting behaviour.


It categorised authoritative parenting, parent-child communication, parental involvement and support, supervision and warmth and affection as positive parenting behaviours.


Professor Wolke highlighted the finding that overprotection was linked to an increased risk of bullying.

"Although parental involvement, support and high supervision decrease the chances of children being involved in bullying, for victims overprotection increased this risk.


"Children need support but some parents try to buffer their children from all negative experiences.

"In the process, they prevent their children from learning ways of dealing with bullies and make them more vulnerable.


"It could be that children with overprotective parents may not develop qualities such as autonomy and assertion and therefore may be easy targets for bullies.

"But it could also be that parents of victims become overprotective of their children.


"In either case, parents cannot sit on the school bench with their children.


"Parenting that includes clear rules about behaviour while being supportive and emotionally warm is most likely to prevent victimisation.


"These parents allow children to have some conflicts with peers to learn how to solve them rather than intervene at the smallest argument."



University of Warwick. "Poor parenting -- including overprotection -- increases bullying risk." ScienceDaily, 25 Apr. 2013. Web. 9 May 2013.

Did You Know?


SIRRI offers these services for both children & adults:

  • Neurofeedback & Biofeedback
  • QEEG / Brain Mapping
  • Cognitive Retraining: memory, processing & problem solving skills
  • Attention, Concentration & Focus Training
  • Auditory & Visual Processing
  • Reading Development: fluency & comprehension
  • Balance, Coordination & Motor Planning Development
  • Stress & Anxiety Management
  • IEP Advocacy

Mother's Day Humor

Sunday school teacher: Tell me, Johnny. Do you say prayers before eating? 

Johnny: No, ma’am, I don’t have to. My mom’s a good cook.


A mother is trying to get her son to eat carrots. “Carrots are good for your  eyes,” she says. 

“How do you know?” the boy asks.

The mother replies, “Have you ever seen a rabbit wearing glasses?”


Robbie: Larry’s mother had four children. Three were named North, South  and West. What was her other child’s name?

Bobbie: East?

Robbie: No. Larry.


The mother says to her daughter, “Did you enjoy your first day at school?”

The daughter answers, “First day? Do you mean I have to go back again tomorrow?”


The child comes home from his first day at school. Mother asks, ‘What did you learn today?’ The kid replies, ‘Not enough. I have to go back tomorrow.’


George knocked on the door of his friend’s house. When his friend’s mother  answered he asked, “Can Albert come out to play?” "No,” said the mother, “It’s  too cold.”

“Well, then,” said George, “Can his football come out to play?”


Little Johnny had finished his summer vacation and gone back to school. Two days later his teacher phoned his mother to tell her that he was misbehaving.”Wait a minute,” she said. “I had Johnny with me for three months and I never called you once when he misbehaved.”

Free Information Session


Tuesday, June 4th


6:30 PM - 8:30 PM 


More Information


Please contact SIRRI

at (480) 777-7075 or e-mail

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If you are unable to attend,

please call for a free

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 Mediterranean Diet Linked to Preserving Memory


by Bob Shepard,

University of Alabama at Birmingham




April 29, 2013

A University of Alabama at Birmingham (UAB) study suggests that the Mediterranean diet, which emphasizes consuming foods that contain omega-3 fatty acids found in fish, chicken and salad dressing, and avoiding saturated fats, meat and dairy foods, may be linked to preserving memory and thinking abilities. However, the same association was not found in people with diabetes. The research is published in the April 30, 2013, print issue of Neurology®, the medical journal of the American Academy of Neurology. 


"Since there are no definitive treatments for most dementing illnesses, modifiable activities, such as diet, that may delay the onset of symptoms of dementia, are very important," said Georgios Tsivgoulis, M.D., a neurologist with UAB and the University of Athens, Greece.


Data came from the Reasons for Geographic and Racial Differences in Stroke (REGARDS) study, housed at UAB. REGARDS enrolled 30,239 people ages 45 and older between January 2003 and October 2007, and it continues to follow them for health changes.


In this study, the largest yet done on the Mediterranean diet, dietary information from 17,478 African-Americans and Caucasians, average age of 64, was reviewed to see how closely they adhered to a Mediterranean diet. Study subjects also underwent tests that measured memory and thinking abilities over an average of four years. A total of 17 percent of the participants had diabetes.


The study found that in healthy people, those who more closely followed the Mediterranean diet were 19 percent less likely to develop problems with their thinking and memory skills. There was not a significant difference in declines between African-Americans and Caucasians. However, the Mediterranean diet was not associated with a lower risk of thinking and memory problems in people with diabetes.


"Diet is an important modifiable activity that could help in preserving cognitive functioning in late life," said Tsivgoulis. "However, it is only one of several important lifestyle activities that might play a role in late-life mental functioning. Exercise, avoiding obesity, not smoking cigarettes and taking medications for conditions like diabetes and hypertension are also important."

The study was supported by the National Institute of Neurological Disorders and Stroke, one of the National Institutes of Health, and the Department of Health and Human Services.



University of Alabama at Birmingham. "Mediterranean diet linked to preserving memory." ScienceDaily, 29 Apr. 2013. Web. 9 May 2013.

Understanding Student Weaknesses


May 2, 2013

If you had to explain what causes the change in seasons, could you? Surprisingly, studies have shown that as many as 95 percent of people -- including most college graduates -- hold the incorrect belief that the seasons are the result of the Earth moving closer to or further from the sun.


The real answer, scientists say, is that as Earth's axis is tilted with respect to its orbit, when on its journey it is angled inward, the sun rises higher in the sky, and that results in more direct sunlight, longer days, and warmer temperatures. Distance plays no role; we are actually closest to the sun in the dead of winter, during the first week of January.


Why do so many people continue to hold the wrong idea? The answer, said Philip Sadler, the Frances W. Wright Senior Lecturer in the Department of Astronomy and director of the science education department at the Harvard-Smithsonian Center for Astrophysics (CfA), may be found in what science teachers know.

As part of an unusual study, Sadler and colleagues tested 181 middle school physical science teachers and nearly 10,000 of their students, and showed that while most of the teachers were well-versed in their subject, those better able to predict their students' wrong answers on standardized tests helped students learn the most. The findings are described in a paper published last month in the American Educational Research Journal titled "The Influence of Teachers' Knowledge on Student Learning in Middle-School Physical Science Classrooms."


"What our research group found was that for the science that people considered factual, teacher knowledge was very important. If the teachers didn't know the facts, they couldn't convey them to the students," Sadler said. "But for the kinds of questions that measure conceptual understanding, even if the teacher knew the scientific explanation, that wasn't enough to guarantee that their students would actually learn the science."


Sadler pointed to the question of what happens to a lamp when the power cord is squeezed.


"Middle school students say if you squeeze hard you will see the light gets dimmer, even though they've stepped on that cord before, or they've put the corner of their chair on that cord before, and nothing has happened," he said. "Their theoretical understanding of the way the world works includes the idea that electricity is like water flowing through a garden hose. If you put some pressure on the cord, you will get less electricity out the other end. It turns out that for most major scientific concepts, kids come into the classroom -- even in middle school -- with a whole set of beliefs that are commonly at odds with what scientists, and their science teachers, know to be true."


If teachers are to help students change their incorrect beliefs, they first need to know what those are. That's where the standardized tests developed by Sadler and his colleagues come in. Multiple-choice answers were gleaned from hundreds of research studies examining students' ideas, particularly those that are common -- such as electricity behaving like water.


For the study described in their paper, Sadler and his colleagues asked teachers to answer each question twice, once to give the scientifically correct answer, and the second time to predict which wrong answer their students were likeliest to choose. Students were then given the tests three times throughout the year to determine whether their knowledge improved.


The results showed that students' scores showed the most improvement when teachers were able to predict their students' wrong answers.


"Nobody has quite used test questions before in this way," Sadler said. "What I had noticed, even before we did this study, was that the most amazing science teachers actually know what their students' wrong ideas are. It occurred to us that there might be a way to measure this kind of teacher knowledge easily without needing to spend long periods of time observing teachers in their classrooms."


To help teachers hone this knowledge, Sadler and his colleagues have made the kind of tests used in their study publicly available. More than a dozen tests covering kindergarten through grade 12 are downloadable here, after completing a tutorial on their development and interpretation.


Going forward, Sadler said he hopes to conduct similar studies in the life sciences, particularly around concepts such as evolution and heredity. He also plans to study what types of professional development and new teacher preparation programs help improve instructors' facility in knowing what their students know.

Ultimately, Sadler said, he hopes teachers will be able to use the tests to help design lessons that change students' incorrect ideas and help them learn science more quickly and easily. This is particularly important as states adopt the recently released Next Generation Science Standards.


"State certification for teaching science might well include making sure that new teachers are aware of the common student misconceptions that they will encounter, as well as being proficient in the underlying science," said Sadler. "Prior to this, there has never been an easy way to measure teachers' knowledge of student thinking, while we have probably been placing too much emphasis on testing for advanced scientific knowledge.


"Everyone has had a teacher or professor who is incredibly knowledgeable about their field, yet some of them are less-than-stellar teachers," he continued. "One of the reasons for this is that teachers can be unaware of what is going on in their students' heads, even though they may have had exactly the same ideas when they were students themselves. Knowledge of student misconceptions is a critical tool for science teachers. It can help teachers to decide which demonstration to do in class, and to start the lesson by asking students to predict what's going to happen. If a teacher doesn't have this special kind of knowledge, though, it's nearly impossible to change students' ideas.


"The best teachers base their lessons on what the American humorist-philosopher Will Rogers observed: It ain't what they don't know that gives them trouble, it's what they know that ain't so."


Harvard University. "Understanding student weaknesses." ScienceDaily, 2 May 2013. Web. 9 May 2013.


Upcoming Session Dates

for the

Sensory Learning Program



Monday, June 3 through

Friday, June 14


Monday, June 17 through

Friday, June 28


Monday, July 8 through

Friday, July 19


Monday, July 22 through

Friday, August 2




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