This document discusses autism and sensory differences. It notes that people with autism spectrum disorder often experience differences in how they process and react to sensory input, such as sounds, sights, smells, tastes, touch, and movement. These sensory issues can impact behavior and learning. The document provides examples of how individuals may over-react or under-react to sensory experiences and strategies to help manage sensory sensitivities.
What are the signs and symptoms of Sensory Processing Disorder and how can th...Butterfly Learnings
Sensory processing is how our brains use what we sense (see, hear, taste and smell) to make sense of the world. A child with Sensory Processing Disorder (SPD) is either very sensitive or not sensitive enough to the things around them. Children with ‘SPD’ can feel overwhelmed, stressed and anxious by their senses and go into flight or fight mode and feel in danger. They often have meltdowns - a way of them letting you know they are feeling really uncomfortable. Because their brain sees the sensory input as "not enough," sensory seekers respond to sensory stimuli with an urge to seek out more. Sensory sensitive children often respond with a fight, flight or freeze response because their brain experiences the input as *too much*.
Providing oral care to people with autism requires adaptation of the skills you use every day. In fact, most people with mild or moderate forms of autism can be treated successfully in the general practice setting
Behavioral Management Technique For Patient With Special Needs DrGhadooRa
done by : ( ABCD'S &G )
alaa ba-jafar
abrar alshahranii
sahab filfilan
nada alharbi
shahd rajab
Ghadeer suwaimil
I hope that you enjoy and you benefit❤
The staffs at Kick Start Therapy are certified in various music therapy programs to assist individuals with auditory processing and, inevitably, positively influence their social and communication skills. The staffs are equipped with certifications in an array of different programs such as the Safe and Sound Protocol and Bellis Model, to be able to appropriately utilize the most suitable program for the individual.
Autism is a complex developmental condition that typically appears during early childhood and is characterised by difficulties in social interaction, communication, restricted and repetitive interests and behaviours, and sensory sensitivities. It is called a ‘developmental’ condition because symptoms of autism generally appear in the first two years of a child’s life. It is called a ‘spectrum’ disorder because it is most influenced by different combinations of genetic and environmental factors and affects people differently and to varying degrees. Each autistic person has a set of strengths and challenges that are distinct from any other autistic person and the way (s)he/she learns, thinks or solves problems can range from highly skilled to severely challenged. ASD may occur in persons across all ethnic, racial, and economic groups.
dental management of autism patients is very important to understand how we can treat those children in our clinic, cause they need special care from us not like the other normal children.
we must understand everything associted with them in order to treat them.
if we understand how to deal with autistic patient so we can treat other handicapped children in our dental clinic like Mongolism, mental retarded child and others.
we must know the classification of autism and types of them, social skills, communication, behavioral problems.
What are the signs and symptoms of Sensory Processing Disorder and how can th...Butterfly Learnings
Sensory processing is how our brains use what we sense (see, hear, taste and smell) to make sense of the world. A child with Sensory Processing Disorder (SPD) is either very sensitive or not sensitive enough to the things around them. Children with ‘SPD’ can feel overwhelmed, stressed and anxious by their senses and go into flight or fight mode and feel in danger. They often have meltdowns - a way of them letting you know they are feeling really uncomfortable. Because their brain sees the sensory input as "not enough," sensory seekers respond to sensory stimuli with an urge to seek out more. Sensory sensitive children often respond with a fight, flight or freeze response because their brain experiences the input as *too much*.
Providing oral care to people with autism requires adaptation of the skills you use every day. In fact, most people with mild or moderate forms of autism can be treated successfully in the general practice setting
Behavioral Management Technique For Patient With Special Needs DrGhadooRa
done by : ( ABCD'S &G )
alaa ba-jafar
abrar alshahranii
sahab filfilan
nada alharbi
shahd rajab
Ghadeer suwaimil
I hope that you enjoy and you benefit❤
The staffs at Kick Start Therapy are certified in various music therapy programs to assist individuals with auditory processing and, inevitably, positively influence their social and communication skills. The staffs are equipped with certifications in an array of different programs such as the Safe and Sound Protocol and Bellis Model, to be able to appropriately utilize the most suitable program for the individual.
Autism is a complex developmental condition that typically appears during early childhood and is characterised by difficulties in social interaction, communication, restricted and repetitive interests and behaviours, and sensory sensitivities. It is called a ‘developmental’ condition because symptoms of autism generally appear in the first two years of a child’s life. It is called a ‘spectrum’ disorder because it is most influenced by different combinations of genetic and environmental factors and affects people differently and to varying degrees. Each autistic person has a set of strengths and challenges that are distinct from any other autistic person and the way (s)he/she learns, thinks or solves problems can range from highly skilled to severely challenged. ASD may occur in persons across all ethnic, racial, and economic groups.
dental management of autism patients is very important to understand how we can treat those children in our clinic, cause they need special care from us not like the other normal children.
we must understand everything associted with them in order to treat them.
if we understand how to deal with autistic patient so we can treat other handicapped children in our dental clinic like Mongolism, mental retarded child and others.
we must know the classification of autism and types of them, social skills, communication, behavioral problems.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
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2 Case Reports of Gastric Ultrasound
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
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This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
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New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
Adults with Autism Spectrum Disorders
Task Force
2. Adult Training Series
Modules
Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
Module Two: Physical Characteristics of Autism
Module Three: Cognition and Learning in Autism
Module Four: Autism and Sensory Differences
Module Five: Communication and Autism
3. Adult Training Series
Modules
Module Six: Behavior Challenges and Autism
Module Seven: Understanding Behavior in Persons
with Autism
Module Eight: Functional Behavior Assessment
Module Nine: Autism and Leisure Skills to Teach
Module Ten: Special Issues of Adolescence and
Adulthood
Module Eleven: Safety and Autism
4. Autism and Sensory
Differences
The brain needs sensory information to operate.
It needs sound, vision, smell, taste, touch and
movement.
The way our brain organizes this information
affects the way we learn and our behavior.
People with ASD usually have differences in how
they react to sensory input. They can be:
Sensory Seekers Sensory Avoiders
5. Autism and Sensory
Differences
Possible difficulty with one or all sensory systems.
A person’s reaction is not always the same. They can
over react at one time and under react at another.
Be a detective to figure out the reason for the
reaction (ex. avoiding a certain food could be how
the food feels, looks, smells, tastes or sounds when
chewing).
7. Reactions to Sounds
Puts hands over ears
Tries to escape from noises
Becomes upset by sirens or other loud noises
Hears sounds you do not even notice like buzz from a light.
Or
Makes sounds, like humming, to block out other sounds
Seeks noises
Does not respond to certain sounds or their name being called
8. Strategies for Sound
Sensitivity
Talk more softly and slow down.
Use short direct sentences and do not chatter on and on.
Don’t repeat what you just said, give time to think it through.
Use soft music or other “good” sounds to block out “bad” sound
(consider some thing like an iPOD).
Have a quiet place where the person with ASD can go.
Have sound blocking headphones available in places where you
can’t avoid stressful sounds.
9. Strategies for Sound
Sensitivity
Know that unexpected sounds can be frightening.
Be aware of crowd sounds. For example, you may need to
help the person be ready for applause or help them move
to a quieter area.
Be aware of acoustics that may be irritating (theaters,
gyms, churches, cafeterias). Make plans for possible
behavior problems in these settings.
Be ready in case an individual bolts from distressing
sounds. Be prepared for dangerous situations such as
traffic.
10. Big Idea
Prepare the person for what is
going to happen. Anything
unexpected is more likely to be
negative or scary.
11. Reactions to Visual Input
Person with ASD may look off to the side.
May be upset around bright lights or sunshine.
May be upset around fluorescent lighting.
May be upset in busy or cluttered places.
Or
May stare at bright lights or moving objects like fans.
May seek bright colors and movement.
May finger flick or spin objects in front of eyes.
12. Strategies for Visual
Sensitivity
Allow the person with ASD to use peripheral
vision (look out the corner of their eyes).
Do not insist on eye contact, but do require
the person to look in your direction.
Keep the environment as neutral as needed if
the person gets over-stimulated. Consider
keeping one wall or area more plain.
13. Strategies for Visual
Sensitivity
If possible, do not use fluorescent lights.
Do not hold instructional materials close to your
face. It may be difficult for the person with
ASD to concentrate on two things at the same
time.
For those seeking visual input, look for
appropriate activities (i.e. kaleidoscope, fish
tank).
14. Strategies for Visual
Seekers
Provide visually interesting materials for
leisure time.
Use visual schedules, calendars and lists
Use photo albums to talk about family or
past events
15. Reactions to Smells
Avoids cooking smells.
Gets upset around noticeable smells, such as cleaning
smells.
Breathes through mouth.
Covers nose.
Or
Seeks strong aromas.
Sniffs objects and people.
Holds things up to nose.
16. Reactions to Smells
For a person with a strong reaction to smells, any
environment can be too much.
Smells may be the cause of behaviors.
Human odors may be a problem. The person may be
uncomfortable with the smell of their own urine and
bowel movements. This may explain why some
individuals put off going to the bathroom as long as
possible.
17. Reactions to Smells
What is a good smell to one person can be an
unpleasant smell for another person.
Strong food smells may affect behavior.
Certain petroleum products such as diesel engines
may cause problems.
Cleaning odors, room deodorizers, scented lotions or
soaps can all change behavior.
18. Reactions to Smells
People with ASD may continue to be bothered by
the smell after others would have gotten used to
the smell and no longer be bothered.
This may be why changing environments is so
difficult for some individuals with ASD.
19. Strategies for Smell
Sensitivity
Try not to use scented products.
Keep the environment clean and dry.
If something smells bad to us, it is likely that it
smells even worse to the person with ASD.
20. Strategies for a Smell
Sensitivity
If you smell something unpleasant, let the person
know that you smell it too. It may be reassuring for
the individual to know that they aren’t the only one
affected by the odor.
Sometimes you can cover up an unavoidable bad
smell with a positive smell on a handkerchief or with
a food item such as a tic tac.
21. Strategies for a Smell
Seeker
Some people may seek smells. For them a variety of
scents may be helpful. Examples: lotions, spices, air
fresheners.
Scents can be used to help people with ASD be more
alert or calm down.
A good scent can be added to an activity such as
scented markers or pencils when drawing.
22. Reactions to Taste
The person with ASD eats only a few kinds of food.
They may prefer bland foods.
They may prefer keeping foods separated not mixed.
Therefore they may not like food such as casseroles.
Or
They may prefer strong flavors and spices.
They may like to dip food in sauces.
They may lick or chew non-food items.
23. Strategies for Sensitivity
to Taste
Try to know what foods that the person likes.
Don’t force the person to eat food they do not like.
Offer a variety of foods.
Think about how smells in the room may make it
hard to eat, even if the food tastes okay.
24. Strategies for a Taste
Seeker
Know what spices and sauces can be used to increase
taste.
Think about the texture or temperature of favorite
foods (for example-crunchy, cold, hot).
Watch what the person puts into their mouth for
safety and cleanliness.
Sometimes a person with ASD cannot tell when food
is too hot. Make sure food or drink is not too hot.
25. Reactions to Touch
The person with ASD may not like to be touched.
They may strike out or withdraw when touched unexpectedly.
They may have problems with hair cuts, combing hair.
They may dislike getting hands dirty.
Or
The person with ASD may not feel pain easily.
They may seek out rough surfaces.
They may put non-food items in their mouth or lick them.
26. Strategies for Sensitivity to
Touch
Give the person space.
Don’t touch the person without warning them that
you are going to touch them.
Firm but gentle touch is often better than light
touch.
27. Strategies for Sensitivity to
Touch
Never tickle the person with ASD, even if they
laugh.
It may be helpful to wash new clothes before they
wear them to make the clothes softer.
Be aware that problems can be caused by new shoes,
textured socks, or tags in clothes.
28. Reactions to Movement
The person with ASD may be scared when balance is
needed, like going down stairs or when walking on
uneven ground.
They may avoid physical activity, preferring to sit.
Or
The person may jump, bounce, pace, rock, twirl.
They may be more active than others.
29. Strategies for Movement
Sensitivity
Let the person know that you understand it is scary
and you are there to help.
Give extra support if needed.
If possible, do not push the person with ASD to try
something when they are afraid. You may need to
practice the activity with them when they are calm.
Expect the person to run off if you are putting
them into a situation that is scary to them.
30. Big Idea
Offer a variety of sensory
experiences but do not force the
person to participate if the
person is uncomfortable or seems
afraid.
31. Strategies for a Movement
Seeker
Provide opportunities for the person with ASD to move
around, clearing space in living areas as needed.
Give movement breaks during a task.
Choose chores that give movement and physical work as
part of the task.
Provide opportunities for exercise with an understanding
of any physical limitations.
Challenging behaviors can happen if the person is not
getting enough movement.
32. Big Idea
Prepare the person for what is
going to happen. Anything
unexpected is more likely to be
negative or scary.