EMOTIOn, EDUCATION, ai, MOTIVATIOn & AR multi-device platform

A team of individuals from UCI, UCLA, USC and UC Berkeley with over 100 years of education, healthcare, AI & robotics technology experience at Verizon, Kaiser Permanente, IBM Watson, Panasonic, Intel, ATT, Qualcomm, Nuance, Jibo Robot and Google Health.   Brainotion inspired with the notion to create something great for today that will also benefit our kids of the future tomorrow!


 "Whether you think you can, or you think you can't -- you're right." 

Henry Ford

one in five kids have have a LEARNING DISABILITy including autism or adhd! WHAT ARE THE DIFFERENT TYPES?

Learn about Learning Disabilities (different types) from Dr. Sheldon Horowitz at the National Center for Learning Disabilities    

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KID'S NEED OUR HELP!

ROBOT TEACHES KIDS WITH MENTAL DISORDERS

 

Brainotion's EduBuddy Robot exists today because the founder's sons both had brain disorders. Tony believed that his sons, including James that passed from a brain disorder and Ed today that is diagnosed with Schizophrenia, could have both benefited from EduBuddy.  The founder's mother was diagnosed with Parkinson's, it was long after that the Senior home founder's mother lived in requested a robot, SrBuddy was born named after Tony's grandma Silvia Rosenberg with her vibrant personality. 


The founder leveraged his background developing robotics for Panasonic and developing the No. 1 ITunes App and Staff Pick Award.  Brainotion, a founding team of doctors and education experts is offering EduBuddy, a robot, PC and health monitor all in one for $249 with a discount of $110 for pre-orders. 

The founder leveraged his background developing robotics for Panasonic and developing the No. 1 ITunes App and Staff Pick Award.  Brainotion, a founding team of doctors and education experts is offering EduBuddy, a robot, PC and health monitor all in one for $249 with a discount of $110 for pre-orders. 


 

The Robot That Teaches Kids And Helps Educators!

A companion of ASD Learners and Mentally Challenged Kids:

EduBuddy is a non-threatening companion who helps learners with ASD practice their communication and social skills.  He can walk, talk, and emulate/mirror human facial expressions. Plus, he never gets frustrated or tired!


Special Education Educators and Therapists:

Our curriculum of cognitive learning and games help support the number of instruction hours for ASD students, improve the effectiveness of lessons, and reduce the cost of personalized one-on-one instruction.

Schedule your personal trial with EduBuddy, where you’ll see how EduBuddy and emotional and cognitive game-based curriculum will help ASD and mental challenged students learn how to:

•Awareness and learning emotions related to real-life context •Cognitive logic learning and expression of empathy •Self-motivation and learning real-world objects  •Increase willingness and capacity for social engagement  Bridges Digital-To-Physical Toys For Autistic & Learning Challenged Kids! Some of the Key Benefits with EduBuddy Software 


 The Robot, PC and Health Monitor all in one! 

1. Delivers “Peace of Mind“ For Parents - Trusted Companion For Kids  With Health Wristband (EKG, Pulse, Activity Tracker)

2- Provides “Positive Educational Feedback Loop“ For Parents and Teachers/Therapists

3- Increases child developmental process using interactive training and instruction.

PRE-ORDER TODAY, SAVE $110

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In Reading Facial Emotion, Context Is Everything

Edu Buddy Games with emotional intelligence built-in to real life context of real life experiences and situations of children

In a close-up headshot, Serena Williams’ eyes are pressed tensely closed; her mouth is wide open, teeth bared. Her face looks enraged. Now zoom out: The tennis star is on the court, racket in hand, fist clenched in victory. She’s not angry. She’s ecstatic, having just beaten her sister Venus at the 2008 U.S. Open.


“Humans are exquisitely sensitive to context, and that can very dramatically shape what is seen in a face,” says psychologist Lisa Feldman Barrett of Northeastern University and Massachusetts General Hospital/Harvard School of Medicine. “Strip away the context, and it is difficult to accurately perceive emotion in a face.” That is the argument of a new paper by Barrett, her graduate student Maria Gendron, and Batja Mesquita of the University of Leuven in Belgium. It appears in October’s Current Directions in Psychological Science, a journal published by the Association for Psychological Science.

The paper—reviewing a handful of hundreds of studies supporting the authors’ position, says Barrett—refutes the contention that there are six to 10 biologically basic emotions, each encoded in a particular facial arrangement, which can be read easily in an image of a disembodied face by anyone, anywhere.


Facial-emotional perception is influenced by many kinds of contexts, says the paper, including conceptual information and sense stimuli. A scowl can be read as fear if a dangerous situation is described or as disgust if the posture of its body indicates reaction to a soiled object.  Eye-tracking experiments show that, depending on the meaning derived from the context, people focus on different salient facial features. Language aids facial perception, as well.  Study participants routinely did better naming the emotions in pouting, sneering, or smiling faces when the experimenter supplied words to choose from than when they had to come up with the words themselves.


Equally important is the cultural context of an expressive face. People from cultures that are psychologically similar can read each other’s emotions with relative ease, an effect that similar language or even facial structure does not produce. Culture even influences where a person seeks information to interpret a face. Westerners, who see feelings as inside the individual, focus their attention on the face itself. Japanese, meanwhile, focus relatively more on the surroundings, believing emotions arise in relationship.


The real-world implications of such research are “substantial,” says Barrett. For instance, it offers needed nuance to the understanding changes in emotion perception in people with with dementia or certain psychopathologies, and even in healthy older people, all of whom “may have difficulty accurately perceiving emotion in static caricature faces, but might do fine in everyday life,” where context is available.  In law enforcement, “the Transportation Safety Administration and the other government agencies are training agents to detect threat or deception using methods based on the idea that a person’s internal intentions are broadcast on the face.” If they’re learning to decipher faces out of context, “millions of training dollars might be misspent,” says Barrett. This means that a misguided psychological notion could be putting public safety at risk.


 “Similar to a how a flower grows incrementally, people also blossom in stages. As we age, we expand our knowledge of how the world works and how other people respond to our deeds. We also expand our language skills in order to communicate both our thoughts and feelings.”
Kilroy J. Oldster

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FOUNDER INTERVIEWED BY SHARK TANK ORIGINAL KEVIN HARRINGTON

Discount $110 for Pre-orders View Excerpt From Interview

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STUDENTS NEED OUR HELP - education platform and edu buddy robot provides individualized motivational learning

Very few students receive individualized education programs

 ONLY 1 In 16 Public school students have individualized education programs. ONLY 1 in 50 public schools have 504 plans for any type of disability including Learning Disability and ADHD.


Autism: At a young age kids “without” autism can identify emotion using their internal linguistic tools, those children learn (and think) though language.  But many autistic kids visualize and think in pictures (adjectives and nouns are virtually impossible)  


Learning disability: LD is the disorder of brain to receive, store and respond to the new information. Kids suffering from learning disabilities have problems in listening, paying attention, reading, speaking, writing, reasoning and performing mathematical operations. 


Learning disability is actually a group of disorders, not a single disorder which includes dyslexia, dyscalculia, dysgraphia, dyspraxia, attention-deficit hyperactivity disorder (ADHD) and auditory and visual processing disorders. Learning disorders occurs at very young age but they are usually recognized at an early age of five years.   

Learn More

 The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. 

Martin Luther King, Jr.


Basic language and communication skills are formed during a child’s

 first three – five years

Early detection and intervention is key in helping a child with autism live a more normal life in society. 

Contact us to learn how EduBot Platform and BuddyBot Robot that helps solve this problem.  

Contact us
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team work and and collaboration of progress and emotion data gathered will be the key difference with learning challenged

Share observations and identify child's strengths & interests

 Being the parent of a child with a learning disability can be an emotionally charged experience. Frustration and confusion can complicate the conversations between parents and teachers about what to do. Respect for each other and open communication can reduce tension and enable parents and teachers to benefit from each other’s expertise and knowledge of the child. Working together, either informally or during formal evaluation, parents, teachers, and children can inform one another about how best to address a child’s needs.


Share observations.

  • Discuss your child’s successes and struggles in school and identify where breakdowns are occurring. What worries or concerns do you and your child’s teacher share?

Identify and discuss the child’s strengths and interests.

  • How can they be used to enhance his or her ability to learn? Can reading a book, writing a report, or creating a drawing on a topic of interest help a child sustain attention?

Clarify the instructional program.

  • If the child is struggling in reading or math, for example, discuss with the teacher how the instructional program or text being used is working for the child. Examine and evaluate accommodations and interventions, such as extra time or individualized instruction.

Acknowledge emotional reactions to the situation.

  • Discuss how children who experience frustration because of learning difficulties at school may become so anxious that they give up or turn their energy to acting out. Share strategies that have worked in the classroom and at home to help the child cope.

Strategize together.

  • Discuss possible strategies, including those you have tried that were successful and ask about strategies that might work both at school and at home. Establish a plan for ongoing discussion and problem solving.


 

“Don’t compare yourself with anyone in this world… if you do so, you are insulting yourself.” 

Bill Gates


Everyone is unique, and they should be proud of it. Being acceptable or successful is subjective. It is important to be happy with your life.



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Teachers Experience - the world is changing fast

"The world our kids are going to live in is changing four times faster than our schools"

-Dr. Willard Daggett, Director of International Center for Leadership and Education

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the key is data that relates to understanding and adjusting while brains are growing

 

The cognitive benefits of play: Effects on the learning brain

© 2008 - 2014, Gwen Dewar, Ph.D., all rights reserved

Science supports many of our intuitions about the benefits of play.

Playful behavior appears to have positive effects on the brain and on a child’s ability to learn. In fact, play may function as an important, if not crucial, mode for learning.

Want specifics? Here are some examples.

Animal experiments: Play improves memory and stimulates the growth of the cerebral cortex

In 1964, Marion Diamond and her colleagues published an exciting paper about brain growth in rats. The neuroscientists had conducted a landmark experiment, raising some rats in boring, solitary confinement and others in exciting, toy-filled colonies.

When researchers examined the rats’ brains, they discovered that the “enriched" rats had thicker cerebral cortices than did the “impoverished" rats (Diamond et al 1964).

Subsequent research confirmed the results—rats raised stimulating environments had bigger brains.

They were smarter, too--able to find their way through mazes more quickly (Greenough and Black 1992).

Do these benefits of play extend to humans? Ethical considerations prevent us from performing similar experiments on kids. But it seems likely that human brains respond to play and exploration in similar ways.

Play and exploration trigger the secretion of BDNF, a substance essential for the growth of brain cells

Again, no one has figured out an ethical way to test this on humans, so the evidence comes from rats: After bouts of rough-and-tumble play, rats show increased levels of brain-derived neurotrophic factor (BDNF) in their brains (Gordon et al 2003). BDNF is essential for the growth and maintenance of brain cells. BDNF levels are also increased after rats are allowed to explore (Huber et al 2007).

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our education platform with educational games and learning apps

Games with emotional intelligence built-in to better understand the child's journey.

Our platform with BuddyBot robot knows  in real-time when the child is emotionally challenged or frustrated.   

  • EduBot Platform with BuddyBot acknowledges emotional reactions to the situation.

Children who experience frustration because of learning difficulties at school may become so anxious that they give up or turn their energy to acting out. Share strategies that have worked in the classroom and at home to help the child cope.  

  • BuddyBot understands the challenge and provides motivation

The information gathered is passed on to the parent, teacher and/or therapists in real-time to help make adjustments to accelerate progress during the crucial years of brain growth. 


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brainotion team-up because that is what it takes!

Every child deserves a champion: someone that will never give up on them, who understands the power of connection and insists they become they best they can possibly be!  - Rita Pierson, Educator 

Each student receives personalized monitored CURRICULUM - kids with autism and mental health challenges can benefit from repetitive emotional awareness learning using edubot t.e.a.m.-u.p.

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buddybot knows the child's face when they enter they room, individualized learning programs by buddybot provide a trusted non-judgmental buddy

Edubot Platform embedded into BuddyBot Robot Demonstrates and Inspires!!

  “I believe that education is all about being excited about something. Seeing passion and enthusiasm helps push an educational message.“
- Steve Irwin

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tHE MOST VERSATILE ROBOT - very few learning challenged kids have individualized learning programs

Edubot Platform embedded into BuddyBot Robot Demonstrates and Inspires!!

 “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”
William Arthur Ward 

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Buddybot can be used to foster independence in children

Fostering Independence in Children

Every parent and caregiver wants their children to lead a happy life. When we dream about the future, parents have hopes that their children will be part of a community, have friends, live independently, and enjoy health and well-being. We already know that the skills and behaviors children develop early in life lay a strong foundation for their adolescence and adulthood. For this reason, we need to think about how we can begin early to promote lifelong independence for our children.

Consider for a moment what the following three images have in common:

  • An infant smiles widely at her reflection as she looks into a mirror which is placed on the floor in front of her.
  • A toddler reaches for and grabs the toy he wanted off the shelf.
  • A preschooler uses her walker to get to the other side of the playground where her friends are playing.

All of these images show a child interacting with the world by making simple choices. Another way to think about this is that these children have some sense of control over their environment. You may hear professionals use the term self-determination to describe this important concept. Self-determination is about being able to express choices, identify preferences and have a sense of independence or autonomy about our own lives. To read a personal story about one young woman’s journey to independence, please read Journey Toward Independence and The Journey Continues.

What Should We Know About Self-Determination in the Early Years?
Basically, self-determination is about making choices and decisions that affect one’s own life. It’s about a child knowing who she is, what she wants, and how to go about getting it. Some examples of self-determination in early childhood are choosing who to play with, where to create a block tower, or getting napkins from the drawer to help set the table for dinner.

Many people think of self-determination as a basic civil right that all human beings deserve. Many also believe that having opportunities for self-determination improves a person’s quality of life. For children with disabilities, acquiring skills related to self-determination is especially important. This is because their freedom to move around, express themselves clearly or interact with others may look different than what other children typically do. Some adults may mistakenly provide more support for a young child with disabilities than the child might actually need. We know that sometimes when a child is consistently overprotected or prevented from taking even small risks, he may learn to feel helpless or dependent, rather than self-reliant.

Self-determination is not about letting young children make every single decision that affects their lives, such as what time to go to bed or deciding not to wear a coat in the winter time. We know that children need very clear expectations, protection from harm, and loving guidance from the adults in their lives. Self-determination is about providing opportunities so that children develop the skills necessary to become independent as well as to interact freely and joyfully within their environment.

When children grow up to be adults, we want them to have the necessary survival skills such as speaking up and voicing opinions. Self-advocacy, the ability to speak on one’s own behalf, is an important and powerful outcome for children and adults, especially those with disabilities. By learning skills that promote self-determination as a young child, we begin paving the way for them to effectively use their voice or other means to speak up on their own behalf.

Just like we need to practice the piano to become proficient, young children need on-going practice to gain skills related to self-determination. When children have numerous opportunities to practice making basic choices or solving simple problems, they build confidence and trust in their own abilities. Children also build the competence and ability to master new skills that can last a lifetime.

How Parents Can Promote Self-Determination in the Home and Community
It is important to remember that some families may feel more comfortable than others when it comes to independence and their young child. Each family has unique views about independence that are shaped by their own cultural beliefs and personal values. For some families, the value of interdependence may be more important than independence, especially in young children. Therefore, families might find it helpful to explore some of their values and beliefs to get a clearer understanding of how important self-determination may be in their lives. Here are some questions to get you started:

  • What are our family’s ideas about becoming a successful adult?
  • How does our family make decisions? Do children have a say?
  • How might my child participate in decision making? In what ways does our family support choice making for young children?

Additional questions may help parents to see what opportunities are needed during daily routines and activities to promote self-determination.

  • What is a typical day like for my child?
  • What would an ideal day be for my child?
  • How does my child play with toys and how does he/she get those toys?
  • How does my child move about in our home?
  • Where does my child like to play?
  • Does my child have any favorite places to be alone?

Creative Strategies for Fostering Opportunities for Self-Determination
The following strategies are designed to offer suggestions for promoting early self-determination at home as well as in the community. You can choose the ones that work for you or adapt some of the suggestions so they match the preferences of your child and the rest of the family.

  • Make play spaces available for your child in common living areas. For example, fill a kitchen cupboard with art supplies or place a basket of your child’s favorite books in the living room.
  • Provide accessible play spaces with access to toys. For example, place toys on a low shelf or in a drawer that your child can get to on his own.
  • Provide your child ways to be independent or interdependent in dressing and personal care. For example, make some closets or drawers accessible to your child or make her toothbrush or hair brush easy to reach.
  • Offer choices and solicit your child’s preferences for objects and activities. For example, ask your child which book of two books she wants or ask if he wants to sit up or lie down to hear the story.
  • Encourage your child’s movement and expression at home. For example, encourage him to express anger, protest in a positive way, or to move around and explore stimulating sights and sounds freely.
  • Make a personal space for your child’s privacy and comfort. For example, create spaces at home where she can go safely to be alone or encourage her to adjust lighting or to turn on the television by herself.
  • Provide spaces where your child can see himself. For example, place a full length mirror in his room or use the mirror when washing hands or dressing.
  • Create opportunities for your child to see her work or art displayed. For example, proudly show “found treasures”, artwork or other creations at her eye level.

These are just some suggestions to help you start thinking about ways to promote self-determination at home. The key is to create opportunities where your child can feel happy, safe, and free within the world around him.

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edubot platform integrated into buddybot robot is a tool for teachers, parents, therapists and clinicians to help with learning disabilities

Causes of Learning Disabilities

  What causes learning disabilities? Are they preventable? If I have one, will my child inherit it? Hear what experts have to say about causality and learning disabilities.

Gail Grodzinsky, Ph.D.:
As of now, no one is certain what causes learning disabilities. It is thought that learning disabilities may be caused by hereditary, teratogenic factors (for instance, alcohol or cocaine use during pregnancy), medical factors (premature birth, diabetes, meningitis of mother or offspring), and/or environmental factors (malnutrition, poor prenatal healthcare). A leading theory among scientists is that learning disabilities stem from subtle disturbances in the way brain structures are formed. Researchers are also studying genetic links.


Sheldon Horowitz, Ed.D.:
Experts aren’t exactly sure what causes learning disabilities. Some possibilities include:

  • Heredity: Often, learning disabilities run in the family, so it’s not uncommon to find that people with learning disabilities have parents or other relatives with similar difficulties.
  • Problems during pregnancy and birth: Learning disabilities may be caused by illness or injury during or before birth. It may also be caused by low birth weight, lack of oxygen, drug and alcohol use during pregnancy, and premature or prolonged labor.
  • Incidents after birth: Head injuries, nutritional deprivation, and exposure to toxic substances (i.e. lead) can contribute to learning disabilities.

Learning disabilities are NOT caused by economic disadvantage, environmental factors, or cultural differences. In fact, there is frequently no apparent cause for learning disabilities.


David Urion, M.D.:
There appears to be no one cause of learning disabilities. We know that some appear to be hereditary — for example, dyslexia and certain other language-based learning disorders seem to pass through families. In other instances, early brain injury — such as can occur as a consequence of prematurity — is associated with learning disabilities. Certain toxic exposures, such as lead, can produce injury to the developing brain and lead to learning disabilities. Many remain obscure in their origins.


Cheryl Weinstein, Ph.D.:
The most is known about the learning disability known as dyslexia. Individuals with dyslexia do not have the typical pattern of left hemisphere brain organization for reading. Dr. Sally Shaywitz at Yale University (2003) has done remarkable research with functional magnetic resonance imagings (MRIs) showing that dyslexic adults have under-activation of the reading area of the brain and over-activation of brain regions responsible for attention and recognition of sounds. It is no wonder that the adult with a reading disorder is more fatigued after work. Their brain is literally working harder.

More generally, there are multiple factors that cause learning disabilities, including atypical brain organization. Specifically, there may be differences in cells or in the basic “hard-wiring” of the brain. One patient explained that his brain “was wired by a non-union electrician.” There also may be differences in brain development due to metabolic disorders such as maternal diabetes or thyroid disease. Parental alcohol abuse and maternal smoking are well-known agents contributing to childhood learning problems. In addition, there may be stress to the baby during birth when there is sudden lack of oxygen to the baby’s brain (anoxic events).

WHAT IS AUTISM SPECTRUM DISORDER

Learn about Autism Spectrum Disorder from Dr. Sheldon Horowitz at the National Center for Learning Disabilities  

Do what is right, always what is right!

  

  • simplify, make it easy
  • smart dedicated results oriented, team players 
  • fun, love what you are doing
  • be remarkable
  • be empathetic
  • be candid
  • take ownership
  • be curious
  • be introspective
  • execute, not just talk
  • be honest
  • own outcomes
  • live passionately
  • be mindful
  • be transparent
  • be trustworthy
  • think growth
  • drive innovation
  • move fast and think big
  • give back

Live and breathe your culture, and take stock of it daily. Listen, get feedback, and get a very good sense of how your team members are feeling and reward accomplishments.  Tony Meador, Founder/CEO Brainotion Corporation  

 

 "LITERACY IN ITSELF IS NO EDUCATION. LITERACY IS NOT THE END OF EDUCATION OR EVEN THE BEGINNING. BY EDUCATION I MEAN AN ALL-ROUND DRAWING OUT OF THE BEST IN THE CHILD AND MAN-BODY, MIND AND SPIRIT."


GANDHI 

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