The document discusses modules for training on autism spectrum disorders. It covers 10 topics related to autism including cognition and learning, behavior challenges, functional behavior assessments, and special issues in adolescence and adulthood. One module focuses on sensory differences that individuals with autism may experience, including sensitivity or seeking of sounds, visual input, smells, tastes, touch, and movement. Strategies are provided for addressing each type of sensory sensitivity.
Adults with autism training series module four v2sworaac
The document discusses sensory differences that individuals with autism spectrum disorders may experience. It covers reactions and strategies related to sound, vision, smell, taste, touch, and movement. The key message is that behaviors in individuals with autism may be related to sensory over- or under-responsiveness, and preparing them for sensory experiences can help reduce negative reactions.
Adults with autism training series module four v2sworaac
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.
The document outlines training modules for understanding autism spectrum disorders. It covers 18 modules that address topics such as defining autism, cognition and learning, communication, behavior, sensory processing, and transitioning to adulthood. One module focuses specifically on sensory differences in individuals with autism and strategies for managing sensitivity or seeking across the senses of sound, vision, smell, taste, touch and movement. The goal is to help understand behaviors that may seem "illogical" or "extreme" from a sensory perspective.
Certain behaviors are common in people with dementia, such as repetitive questioning, trailing the caregiver, hiding things, and shouting. These behaviors often communicate underlying feelings and needs. By understanding what a behavior means, caregivers can better address the situation rather than feel stressed or helpless. The document provides examples of common behaviors and potential causes to help caregivers cope.
A look at how autistic children shut down their hearing mechanism and thus shut out relationships, and how retoning and retraining their ear can help open them up to communication and relationships.
This document provides information about autism, including that it is a developmental disorder appearing in the first 3 years of life that affects social and communication skills. Early signs include lack of speech, repetitive movements, impaired social skills, lack of eye contact. Autism affects boys more than girls and family factors do not affect risk. Symptoms include difficulties with pretend play, social interaction, and behavior. Treatment involves applied behavior analysis, medications, occupational therapy and more to address each child's individual needs.
Internationally and in our home countries, the number of students on the autism spectrum is increasing. In fact, in some estimates, the numbers are 1 in 45! At ISB, we have students on the autism spectrum at each division. How can we best serve our students with ASD? To answer this question, we’ll delve into the basics of autism. What is it and what does current research tell us about it? Lori Boll will share her experiences as both the parent of a child with ASD and as a special educator with experience teaching children with mild to profound special needs. You should walk out of this workshop with some new strategies for your tool belt in working with these incredible students.
Adults with autism training series module four v2sworaac
The document discusses sensory differences that individuals with autism spectrum disorders may experience. It covers reactions and strategies related to sound, vision, smell, taste, touch, and movement. The key message is that behaviors in individuals with autism may be related to sensory over- or under-responsiveness, and preparing them for sensory experiences can help reduce negative reactions.
Adults with autism training series module four v2sworaac
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.
The document outlines training modules for understanding autism spectrum disorders. It covers 18 modules that address topics such as defining autism, cognition and learning, communication, behavior, sensory processing, and transitioning to adulthood. One module focuses specifically on sensory differences in individuals with autism and strategies for managing sensitivity or seeking across the senses of sound, vision, smell, taste, touch and movement. The goal is to help understand behaviors that may seem "illogical" or "extreme" from a sensory perspective.
Certain behaviors are common in people with dementia, such as repetitive questioning, trailing the caregiver, hiding things, and shouting. These behaviors often communicate underlying feelings and needs. By understanding what a behavior means, caregivers can better address the situation rather than feel stressed or helpless. The document provides examples of common behaviors and potential causes to help caregivers cope.
A look at how autistic children shut down their hearing mechanism and thus shut out relationships, and how retoning and retraining their ear can help open them up to communication and relationships.
This document provides information about autism, including that it is a developmental disorder appearing in the first 3 years of life that affects social and communication skills. Early signs include lack of speech, repetitive movements, impaired social skills, lack of eye contact. Autism affects boys more than girls and family factors do not affect risk. Symptoms include difficulties with pretend play, social interaction, and behavior. Treatment involves applied behavior analysis, medications, occupational therapy and more to address each child's individual needs.
Internationally and in our home countries, the number of students on the autism spectrum is increasing. In fact, in some estimates, the numbers are 1 in 45! At ISB, we have students on the autism spectrum at each division. How can we best serve our students with ASD? To answer this question, we’ll delve into the basics of autism. What is it and what does current research tell us about it? Lori Boll will share her experiences as both the parent of a child with ASD and as a special educator with experience teaching children with mild to profound special needs. You should walk out of this workshop with some new strategies for your tool belt in working with these incredible students.
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.
Child care training series module five updated sensorysworaac
The document describes a training series on autism spectrum disorders. It covers 11 modules related to autism characteristics and strategies for working with autistic children. A key module discusses sensory differences that autistic children often experience, including sensitivity or attraction to sounds, sights, smells, tastes, touch, and movement. The document provides strategies to help children with different sensory needs.
School training module seven,autism and sensory differencessworaac
This document outlines training modules for understanding autism spectrum disorders. It focuses on module seven which discusses autism and sensory differences. Students with ASD often experience differences in processing sensory input. They may overreact or underreact to sounds, sights, smells, tastes, touches, and movement. Preparing students for upcoming sensory experiences and avoiding unexpected stimuli can help reduce anxiety. The document provides examples of sensory sensitivities and strategies to support students.
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❤
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
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*.
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.
Coping with Challenging Behaviors in Dementia Care and Successful Staff Appro...JasonSchmitz
This document summarizes strategies for caring for individuals with dementia who exhibit challenging behaviors. It discusses using a person-centered approach that focuses on understanding behaviors as communication and entering the person's reality. Specific techniques are provided like validation therapy, life story work, and balancing activity levels to reduce stress and agitation. Regulations around discharge and appropriate use of medications and hospice are also addressed.
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.
The document discusses Donna Williams' "Fruit Salad" model of autism which conceptualizes autism as a combination of various sensory, perceptual, information processing, and emotional disorders. It provides information and strategies for addressing different challenges including meaning deafness, meaning blindness, social emotional agnosia, visual verbal agnosia, disconnectedness from the body, and alexithymia. The strategies emphasize hands-on, experiential learning and finding ways to process information outside of traditional visual or verbal methods. It also stresses seeing the person first, not just the disability.
The document provides an overview of modules in an adult training series on autism spectrum disorders. It discusses some physical challenges commonly experienced by those with ASD, including differences in experience of pain, stomach/digestion issues like reflux or constipation, eating problems like being picky eaters or pica, sleep problems, and risk of seizures. The slides provide examples and suggestions for recognizing and addressing these issues.
This document provides an overview and summary of autism spectrum disorders (ASDs) and attention deficit hyperactivity disorder (ADHD). It discusses the key features of ASDs including social and communication impairments, repetitive behaviors, and the "triad of impairment". Subtypes and diagnostic criteria for ADHD are also outlined. The document emphasizes the importance of early diagnosis and treatment for both conditions and lists support resources available in Ireland.
The document provides guidance on addressing common challenging behaviors in children and students, including attention seeking, rambling, shyness, talkativeness, sharpshooting, arguing, grandstanding, hostility, griping, and side conversations. For each behavior, it lists strategies such as acknowledging comments, redirecting questions, giving positive reinforcement, making eye contact, limiting speaking time, validating points, and remaining calm. The overall recommendations are to recognize the feelings behind behaviors, redirect attention back to the topic, and avoid embarrassment when addressing disruptions.
NMDOH - NMBHI - Long Term Care - Trauma Informed CareMMIStudios
This document provides information on trauma-informed care and effective communication strategies when working with individuals who may have experienced trauma. It discusses how trauma can impact people's responses and behaviors. The key aspects of trauma-informed care are ensuring safety, building trust, giving choices, collaborating with individuals, and empowering them. Effective communication involves speaking calmly, allowing time for responses, asking questions respectfully, actively listening, and using body language and appropriate physical contact to show care and understanding.
This document provides information about Autism Spectrum Disorder (ASD) and Obsessive Compulsive Disorder (OCD). It defines each condition and compares their symptoms. Both disorders involve repetitive behaviors and can cause anxiety, but ASD is characterized by difficulties with social skills and communication while OCD involves obsessive thoughts and compulsive behaviors. Treatment may include medication, cognitive behavioral therapy, social skills training, and occupational therapy. Individuals with these disorders can be included in the community through advocacy, volunteering, artistic expression, and by sharing their unique skills and perspectives.
Sensory processing disorder (SPD) occurs when the brain has difficulty receiving and responding to sensory information from the environment. Children with SPD may struggle with tasks due to hypersensitivity or hyposensitivity to touch, movement, sights, sounds, and smells. This can impact social skills, motor skills, attention, and behavior. While estimates vary, around 1 in 20 children experience SPD symptoms significant enough to interfere with daily life. Educators need to understand SPD to better recognize signs in students and help implement strategies to support their learning. Occupational therapy can also help children process sensory information more effectively.
Autism is a neurological disorder that affects communication, social interaction, and behavior patterns. It is diagnosed in approximately 1 in 150 children and is the fastest growing developmental disability. While the exact causes are unknown, genetics and abnormal brain development are thought to play a role. Students with autism exhibit a wide range of abilities and challenges, and often have difficulties with social skills, communication, behavior, and sensory processing. Effective teaching strategies focus on clear expectations, preparation for changes, praise, and accommodation of individual needs.
This document provides an overview of 11 modules on supporting adults with autism spectrum disorders. The modules cover topics like defining autism, characteristics of autism, communication, behavior challenges, sexuality, medications, check-ups, and physical activity. The overall messages are that adults with autism continue to need support with social skills, behaviors, health, and independence; and that addressing topics like sexuality openly and factually helps promote safety.
The document discusses teaching leisure skills to individuals with autism spectrum disorders. It is divided into 11 modules that cover topics such as defining autism, communication differences, behavior challenges, and special issues in adolescence and adulthood. Module 9 focuses on teaching leisure skills, which are an important part of life but individuals with ASD may have limited interests or not learn them automatically. The module provides strategies for teaching new leisure activities step-by-step using visuals and choice-making, either alone or in groups, to increase variety and prevent repetitive behaviors.
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.
Child care training series module five updated sensorysworaac
The document describes a training series on autism spectrum disorders. It covers 11 modules related to autism characteristics and strategies for working with autistic children. A key module discusses sensory differences that autistic children often experience, including sensitivity or attraction to sounds, sights, smells, tastes, touch, and movement. The document provides strategies to help children with different sensory needs.
School training module seven,autism and sensory differencessworaac
This document outlines training modules for understanding autism spectrum disorders. It focuses on module seven which discusses autism and sensory differences. Students with ASD often experience differences in processing sensory input. They may overreact or underreact to sounds, sights, smells, tastes, touches, and movement. Preparing students for upcoming sensory experiences and avoiding unexpected stimuli can help reduce anxiety. The document provides examples of sensory sensitivities and strategies to support students.
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❤
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
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*.
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.
Coping with Challenging Behaviors in Dementia Care and Successful Staff Appro...JasonSchmitz
This document summarizes strategies for caring for individuals with dementia who exhibit challenging behaviors. It discusses using a person-centered approach that focuses on understanding behaviors as communication and entering the person's reality. Specific techniques are provided like validation therapy, life story work, and balancing activity levels to reduce stress and agitation. Regulations around discharge and appropriate use of medications and hospice are also addressed.
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.
The document discusses Donna Williams' "Fruit Salad" model of autism which conceptualizes autism as a combination of various sensory, perceptual, information processing, and emotional disorders. It provides information and strategies for addressing different challenges including meaning deafness, meaning blindness, social emotional agnosia, visual verbal agnosia, disconnectedness from the body, and alexithymia. The strategies emphasize hands-on, experiential learning and finding ways to process information outside of traditional visual or verbal methods. It also stresses seeing the person first, not just the disability.
The document provides an overview of modules in an adult training series on autism spectrum disorders. It discusses some physical challenges commonly experienced by those with ASD, including differences in experience of pain, stomach/digestion issues like reflux or constipation, eating problems like being picky eaters or pica, sleep problems, and risk of seizures. The slides provide examples and suggestions for recognizing and addressing these issues.
This document provides an overview and summary of autism spectrum disorders (ASDs) and attention deficit hyperactivity disorder (ADHD). It discusses the key features of ASDs including social and communication impairments, repetitive behaviors, and the "triad of impairment". Subtypes and diagnostic criteria for ADHD are also outlined. The document emphasizes the importance of early diagnosis and treatment for both conditions and lists support resources available in Ireland.
The document provides guidance on addressing common challenging behaviors in children and students, including attention seeking, rambling, shyness, talkativeness, sharpshooting, arguing, grandstanding, hostility, griping, and side conversations. For each behavior, it lists strategies such as acknowledging comments, redirecting questions, giving positive reinforcement, making eye contact, limiting speaking time, validating points, and remaining calm. The overall recommendations are to recognize the feelings behind behaviors, redirect attention back to the topic, and avoid embarrassment when addressing disruptions.
NMDOH - NMBHI - Long Term Care - Trauma Informed CareMMIStudios
This document provides information on trauma-informed care and effective communication strategies when working with individuals who may have experienced trauma. It discusses how trauma can impact people's responses and behaviors. The key aspects of trauma-informed care are ensuring safety, building trust, giving choices, collaborating with individuals, and empowering them. Effective communication involves speaking calmly, allowing time for responses, asking questions respectfully, actively listening, and using body language and appropriate physical contact to show care and understanding.
This document provides information about Autism Spectrum Disorder (ASD) and Obsessive Compulsive Disorder (OCD). It defines each condition and compares their symptoms. Both disorders involve repetitive behaviors and can cause anxiety, but ASD is characterized by difficulties with social skills and communication while OCD involves obsessive thoughts and compulsive behaviors. Treatment may include medication, cognitive behavioral therapy, social skills training, and occupational therapy. Individuals with these disorders can be included in the community through advocacy, volunteering, artistic expression, and by sharing their unique skills and perspectives.
Sensory processing disorder (SPD) occurs when the brain has difficulty receiving and responding to sensory information from the environment. Children with SPD may struggle with tasks due to hypersensitivity or hyposensitivity to touch, movement, sights, sounds, and smells. This can impact social skills, motor skills, attention, and behavior. While estimates vary, around 1 in 20 children experience SPD symptoms significant enough to interfere with daily life. Educators need to understand SPD to better recognize signs in students and help implement strategies to support their learning. Occupational therapy can also help children process sensory information more effectively.
Autism is a neurological disorder that affects communication, social interaction, and behavior patterns. It is diagnosed in approximately 1 in 150 children and is the fastest growing developmental disability. While the exact causes are unknown, genetics and abnormal brain development are thought to play a role. Students with autism exhibit a wide range of abilities and challenges, and often have difficulties with social skills, communication, behavior, and sensory processing. Effective teaching strategies focus on clear expectations, preparation for changes, praise, and accommodation of individual needs.
This document provides an overview of 11 modules on supporting adults with autism spectrum disorders. The modules cover topics like defining autism, characteristics of autism, communication, behavior challenges, sexuality, medications, check-ups, and physical activity. The overall messages are that adults with autism continue to need support with social skills, behaviors, health, and independence; and that addressing topics like sexuality openly and factually helps promote safety.
The document discusses teaching leisure skills to individuals with autism spectrum disorders. It is divided into 11 modules that cover topics such as defining autism, communication differences, behavior challenges, and special issues in adolescence and adulthood. Module 9 focuses on teaching leisure skills, which are an important part of life but individuals with ASD may have limited interests or not learn them automatically. The module provides strategies for teaching new leisure activities step-by-step using visuals and choice-making, either alone or in groups, to increase variety and prevent repetitive behaviors.
The document outlines 11 modules for training adults on autism spectrum disorders. It discusses defining autism, prevalence, characteristics, cognition, learning, sensory differences, behaviors, understanding behavior, functional behavior assessments, leisure skills, adolescence and adulthood, and safety. A functional behavior assessment examines the antecedent, behavior, and consequence to understand the reason for a behavior. Strategies are provided for behaviors related to attention, escape, tangible rewards, and automatic behaviors, focusing on changing environmental factors rather than the person.
This document provides an overview of modules in an adult training series on autism spectrum disorders. The 11 modules cover topics such as defining autism, characteristics, cognition, learning, sensory differences, communication, behavior challenges, understanding behavior, functional behavior assessment, leisure skills, adolescence and adulthood issues, and safety. The document emphasizes that understanding the reasons for behaviors is important before trying to change them. It outlines steps to understand behaviors and notes that behaviors are reinforced through consequences, so changing reinforcement can change behaviors.
The document outlines an 11-module training series on autism spectrum disorders for adults. The modules cover topics such as defining autism, characteristics, cognition and learning, sensory differences, communication, behavior challenges, functional behavior assessment, leisure skills, adolescence and adulthood, safety, and social interaction strategies. The document also discusses categories of behaviors commonly seen in autism including social interaction, activity level, repetitive behaviors, and aggression, and provides strategies for addressing challenging behaviors.
The document discusses communication challenges for individuals with autism spectrum disorders (ASD). It is comprised of 11 modules that cover topics such as defining autism, characteristics, cognition, behavior, leisure skills, and safety issues. Specific challenges addressed include difficulties with speech, understanding language, making choices, and comprehending words or concepts. The document provides tips for communicating effectively, such as using visual aids, speaking simply, avoiding fast speech, and ensuring the individual understands before discussing their behavior or talking about them to others.
The document discusses 11 modules on autism spectrum disorders for adults. Module 3 focuses on cognition and learning in autism. It notes there is a wide range of cognitive ability among those with autism, from intellectual disability to gifted. The module provides strategies for teaching people with autism, such as using visual aids like pictures and objects rather than just speaking, breaking tasks into steps, and allowing extra time for responses. Visuals can help with learning for those with autism.
This document provides an overview of 11 modules on autism spectrum disorders. The modules cover topics such as defining autism, characteristics, cognition, learning, sensory differences, communication, behavior challenges, functional behavior assessment, leisure skills, adolescence and adulthood issues, and safety. The safety module discusses emergency preparedness, dangerous situations, and safety strategies at home and in the community. It emphasizes the importance of identification, understanding behavior signs, and planning for potential problems.
This document outlines modules for a training series on autism spectrum disorders. It defines autism as a brain-based developmental disorder that affects social interaction, communication, and behavior. The document notes that autism is more commonly diagnosed in boys and occurs in all races and socioeconomic groups. It provides statistics on the increasing prevalence of autism diagnoses.
One health condition that is becoming more common day by day is diabetes.
According to research conducted by the National Family Health Survey of India, diabetic cases show a projection which might increase to 10.4% by 2030.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC SWO)
(RAAC-SWO)
Adults with Autism Spectrum Disorders
Task Force
2. Adult Training Series
Modules
M d l
Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
Module Two: Physical Characteristics of Autism
Module Three Cognition and Learning in Autism
Three:
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 N
d l Nine: Autism and Leisure Skills to Teach
dL k ll h
Module Ten: Special Issues of Adolescence and
Adulthood
Ad lth d
Module Eleven: Safety and Autism
4. Autism and Sensory
Differences
ff
The brain needs sensory information to operate.
y f p
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
systems.
A person’s reaction is not always the same. They can
over react at one time and und react at another.
v ct t n tim nd under ct t n th
Be a detective to figure out the reason for the
reaction (ex. avoiding a certain food could b h
ti ( x idi t i f d ld be how
the food feels, looks, smells, tastes or sounds when
chewing).
6. Big
Bi Idea
Suspect s s
S s t sensory diffi lti s when
difficulties h
the person’s behaviors seem
“illogical” or “extreme”.
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
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
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
sounds. example,
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
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traffic.
10. Big
Bi 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
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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.
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
pp p ( p ,
tank).
14. Strategies for Visual
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Seekers
Provide visually interesting materials for
leisure time
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
odors, deodorizers
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
th smell and no longer be bothered.
ll d l b b th d
This may be why changing environments is so
difficult for
diffi lt f some i di id l with ASD
individuals ith ASD.
19. Strategies for Smell
g
Sensitivity
Try not to use scented products.
Keep the environment clean and dry.
K h l dd
If something smells bad to us, it is likely that it
smells even worse to the person with ASD.
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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
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Seeker
Some people may seek smells. For them a variety of
S l k ll F th i t f
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.
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22. Reactions to Taste
The person with ASD eats only a few kinds of food.
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They may prefer bland foods.
They
Th may prefer keeping foods separated not mixed.
f k i f ds s t d t i d
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
Don’t force the person to eat food they do not like
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
g
Seeker
Know what spices and sauces can be used to increase
K h t i d b dt i
taste.
Think b
Thi k about the texture or temperature of favorite
h ff i
foods (for example-crunchy, cold, hot).
Watch h
W h what the person puts into their mouth for
h i h i hf
safety and cleanliness.
Sometimes a person with ASD cannot tell when food
h D ll h f d
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
touched.
They may strike out or withdraw when touched unexpectedly.
They may have problems with hair cuts combing hair.
cuts, hair
They may dislike getting hands dirty.
Or
Or
The person with ASD may not feel pain easily.
They
Th may seek out rough surfaces.
k t h f
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
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Touch
Never tickle the person with ASD, even if they
laugh.
l h
It may be helpful to wash new clothes before they
wear them to make the clothes softer
softer.
Be aware that problems can be caused by new shoes,
textured socks or tags in clothes.
socks, clothes
28. Reactions to Movement
The
Th person with ASD may be scared when balance is
ith b d h b l i
needed, like going down stairs or when walking on
uneven ground.
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They may avoid physical activity, preferring to sit.
Or
Or
The person may jump, bounce, pace, rock, twirl.
They may be more active than others.
29. Strategies for Movement
g
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
p p p y
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 th
t ti i t the
person is uncomfortable or seems
afraid.
31. Strategies for a Movement
g
Seeker
Provide opportunities for the person with ASD to move
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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
Bi Idea
Prepare the person for what is
P th s f h t
going to happen. Anything
unexpected is more likely to be
negative or scary.
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