Autism is a neurodevelopmental disorder characterized by impaired social interaction and communication, as well as restricted and repetitive behaviors. It is diagnosed based on criteria from the DSM-V. While the exact causes are unknown, genetic and environmental factors are involved. Treatments include applied behavior analysis, speech therapy, and medications to target specific symptoms, though there is no cure. Nursing care focuses on meeting basic needs, behavior modification, communication skills training, ensuring safety, and supporting parents.
ADHD also known as hyperkinetic disorder is a common childhood disorder among school aged children that is characterised by persistent patterns of inattention, hyperactivity and impulsivity resulting in an underachievement in the school or work performance.
Autism Spectrum Disorder (ASD) previously known as pervasive developmental disorder is a childhood disorder characterized by lack of communication skills and social interactions resulting in social withdrawal
ADHD also known as hyperkinetic disorder is a common childhood disorder among school aged children that is characterised by persistent patterns of inattention, hyperactivity and impulsivity resulting in an underachievement in the school or work performance.
Autism Spectrum Disorder (ASD) previously known as pervasive developmental disorder is a childhood disorder characterized by lack of communication skills and social interactions resulting in social withdrawal
The word ‘Autism’ is derived from Greek word ‘autos’ means ‘self’.
Autism is a developmental disorder that is characterized by impaired development in communication, social interaction, and behavior.
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
mental retardation power point presentationjagan _jaggi
Intellectual disability (ID), once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly.
The DSM-IV definition utilizes four degrees of severity that reflect the level of intellectual impairment: IQ levels between 50–55 to approximately 70 characterize mild mental retardation, 35—40 to 50–55 characterize moderate mental retardation, 20–25 to 35–40 characterize severe mental retardation,
Play therapy is a method of meeting and responding to the mental health needs of children and is extensively acknowledged by experts as an effective and suitable intervention in dealing with children’s brain development.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
The word ‘Autism’ is derived from Greek word ‘autos’ means ‘self’.
Autism is a developmental disorder that is characterized by impaired development in communication, social interaction, and behavior.
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
mental retardation power point presentationjagan _jaggi
Intellectual disability (ID), once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly.
The DSM-IV definition utilizes four degrees of severity that reflect the level of intellectual impairment: IQ levels between 50–55 to approximately 70 characterize mild mental retardation, 35—40 to 50–55 characterize moderate mental retardation, 20–25 to 35–40 characterize severe mental retardation,
Play therapy is a method of meeting and responding to the mental health needs of children and is extensively acknowledged by experts as an effective and suitable intervention in dealing with children’s brain development.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Different people with autism can have very different symptoms. Health care providers think of autism as a “spectrum” disorder, a group of disorders with similar features. One person may have mild symptoms, while another may have serious symptoms. But they both have an autism spectrum disorder.
Currently, the autism spectrum disorder category includes:
-- Autistic disorder (also called “classic” autism)
-- Asperger syndrome
-- Pervasive Developmental Disorder Not Otherwise Specified (or atypical autism)
In some cases, health care providers use a broader term, pervasive developmental disorder, to describe autism. This category includes the autism spectrum disorders above, plus Childhood Disintegrative Disorder and Rett syndrome.
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.
Mania is a facet of type I bipolar disorder in which the mood state is abnormally heightened and accompanied by hyperactivity and a reduced need for sleep.
Bipolar disorder, also known as manic-depressive illness, is a brain disorder that causes unusual shifts in mood, energy, activity levels, and the ability to carry out day-to-day tasks.
Depression (major depressive disorder) is a common and serious medical illness that negatively affects how you feel, the way you think and how you act. Fortunately, it is also treatable. Depression causes feelings of sadness and/or a loss of interest in activities once enjoyed. It can lead to a variety of emotional and physical problems and can decrease a person’s ability to function at work and at home.
Adolescence, transitional phase of growth and development between childhood and adulthood. The World Health Organization (WHO) defines an adolescent as any person between ages 10 and 19.
Rheumatoid arthritis (RA) is a long-term autoimmune disorder that primarily affects joints. It typically results in warm, swollen, and painful joints.Most commonly, the wrist and hands are involved, with the same joints typically involved on both sides of the body.
Head injuries are one of the most common causes of disability and death in adults. The injury can be as mild as a bump, bruise (contusion), or cut on the head, or can be moderate to severe in nature due to a concussion, deep cut or open wound, fractured skull bone, or from internal bleeding and damage to the brain.
A stroke is a medical condition in which poor blood flow to the brain results in cell death. There are two main types of stroke: ischemic, due to lack of blood flow, and hemorrhagic, due to bleeding.Both result in parts of the brain not functioning properly.
A spinal cord injury refers to any injury to the spinal cord that is caused by trauma instead of diseases resulting in a change either temporary or permanent, in its normal motor, sensory or autonomic function.
In 1911, Eugen Bleuler, first used the word "schizophrenia."The word schizophrenia does come from the Greek words meaning "split" and "mind," & refers to the way that people with schizophrenia are split off from reality; they cannot tell what is real and what is not real.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
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- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
2. Introduction
Autism is a disorder of neural
developmental characterized by
impaired social interaction and
communication, and by restricted
and repetitive behavior.
Impairment is in three primary areas:
1. Social interaction
2. Verbal and nonverbal
communication, and
3. Repetitive behaviors or interests
3. The risk is 3-4 times higher in males than
females.
The onset is before 3 years of age.
Autism is a group of developmental
brain disorders, collectively called
autism spectrum disorder (ASD) &
Pervasive Developmental Disorder
(PDD).
4.
5.
6. In the DSM-IV, PDD included five types or
categories:
1. Autistic disorder (classic autism)
2. Asperger’s disorder (Asperger
syndrome)
3. Pervasive developmental disorder not
otherwise specified (PDD-NOS)
4. Rett’s disorder
5. Childhood disintegrative disorder
(CDD).
7. 1. Autistic Disorder/Autism /Classic
Autism
Impairments in social & communication ar
eas are severe &
sustained & present before age of 3 years.
Speech delay is a core feature of Autism.
There is likely to be a restricted range of ac
tivities &
interests.
Also referred to as classic autism.
Individuals with Autism may also have an i
ntellectual disability.
8. 2.Asperger’s Syndrome
Social impairments is severe &
sustained, but impairments are not as sev
ere in
communication area & language generally
develops at typical age.
Impairments seem less in very young chil
d, and
become more apparent in preschool or sch
ool.
Individuals with Asperger’s Syndrome ha
ve an average or high IQ level.
9. 3. Pervasive developmental disorder not
otherwise specified ( atypical autism)
Individuals is
diagnosed with PDD‐NOS if they
have some characteristics of ASDs that imp
act their daily life, but do not meet criteri
a for a diagnosis of Autism or Asperger’s S
yndrome
PDD‐NOS is also known as Atypical Auti
sm.
10. 4. Childhood disintegrative disorder
Is very rare
Child develops autism after age of 3
years of age.
Child has a normal development up until
this.
11. 5. Rett syndrome
Is a neuro-developmental disorder that
exclusively affects girl child.
Characterized by normal development till 6
months to 2years of age followed by
gradual loss of purposeful hand
movements & development of
characteristic, stereotypical hand
movements; loss of previously acquired
speech; psychomotor retardation; ataxia,
deceleration of head circumference; and
autistic symptoms.
12. Etiology
Exact cause of autism is unknown.
Genetic Factors
• concordance rate for monozygotic twins
– 92% and
• concordance rate for dizygotic twins –
30%
13. • Chromosomal abnormalities
- Fragile X syndrome; is most common
known genetic cause for autism.
- Tuberous sclerosis,
- Phenylketonuria and
- Angelman syndrome.
Children with severe congenital sensory
impairments (visual and/or auditory)
14. Environmental Factors
Children born to mothers over 35 & to
fathers over 50 years of age.
Closer spacing of pregnancies, prematurity,
low birth weight, & being a first-born child.
Infection during pregnancy e.g. rubella
infection, cytomegalovirus infections.
First-trimester exposure to thalidomide,
valproic acid during pregnancy
15. Biochemical Factors
At least 1/3rd of patients with autistic
disorder have elevated plasma
serotonin.
Medical factors
- Post-natal neurological infections
(meningitis, encephalitis)
- Congenital rubella,cytomegalovirus,
phenylketonuria & perinatal axphyxia.
16. Psychodynamic, parenting influences and
social environment
Parental rejection
Child responses to deviant parental
personality characteristics,
Family break-up, Stress
Insufficient stimulation & faulty
communication patterns.
refrigerator parents indicates lack of warmth
and affectionate behavior of parents.
17. Neuro-anatomical studies
- Enlargement of lateral ventricles &
cerebellar degeneration.
Abnormalities in brain functioning
- Defects in temporal lobe & lateral lobe
of brain, limbic system, 3rd ventricle of
brain & brain stem.
23. Impairment in social interaction
- Absent social smile
- Lack of eye-to- eye contact
- Lack of awareness of others' existence
or feelings; treats people as furniture.
24. - Lack of attachment to parents and
absence of separation anxiety.
- No or abnormal social play; prefers
solitary games.
- Marked impairment in making friends
- Lack of imitative behavior
- Absence of fear in presence of danger
25. Impairments in communication
- Lack of or delay in spoken language
- Inability to sustain conversation with
others
- Stereotyped or repetitive use of
language
- No mode of communication such as
babbling, facial expression, gestures,
etc.
26. - Absence of imaginative activity
- Marked abnormality in production of
speech (volume, pitch, stress, rhythm,
rate etc).
- Abstract thinking is impaired.
27. Restricted, repetitive & stereotyped
patterns of behavior, interests, and
activities
- Rigid and ritualistic
- Stereotyped body movements e.g. hand
flicking or twisting, spinning, head
banging, etc.
- Persistent preoccupation with parts of
objects (e.g. spinning wheels of toys
cars) or attachment to unusual objects.
28. - Marked restricted range of interests and
a preoccupation with one narrow
interest.
Delays or abnormal functioning in
symbolic or imaginative play
29.
30. Diagnosis
History taking
Observation the clinical features of child
DSM-V diagnostic criteria
A. Deficits in social communication & social
interaction
1. Deficits in social-emotional reciprocity
2. Deficits in nonverbal communicative
behaviors used for social interaction
3. Deficits in developing, maintaining, &
understanding social relationships
31. B. Restricted, repetitive patterns of
behavior, interests, or activities
1. Stereotyped or repetitive motor
movements
2. Inflexible adherence to routines, or
ritualized patterns
3. Highly restricted, fixated interests
4. Hyper- or hypo-reactivity to sensory
input
32. C. The onset should be before 3 years
of age.
D. Symptoms cause significant
impairment in social, occupational, or
other important areas of current
functioning.
33. Treatment
There is no cure for Autism, there are
many behavioral therapies that can
significantly improve an autistic child’s
symptoms, ability to learn, and overall
quality of life.
There is no medication currently available
to treat autism itself; medication may be
used to treat specific symptoms, such as
hyperactivity, sleep disruption, or
gastrointestinal discomfort.
34. Behavior and communication
treatments teach children to express
themselves and behave appropriately.
Applied Behavior Analysis (ABA) is most
effective treatment for autism spectrum
disorder, and uses behavioral principles
to understand and increase positive
behaviors and decrease negative
behavior.
35. Speech therapy focuses on improving
verbal and non-verbal communication
skills.
Occupational therapy helps children
function in their home and school
environments.
36. Medications are usually combined with
ABA to target specific symptoms:
Antidepressants like SSRI’s reduce
frequency & intensity of stereotyped
behaviors, decrease anxiety, irritability,
tantrums, and aggressive behavior.
Antipsychotics like risperidone decrease
hyperactivity, irritability, and ritualistic self-
harming behaviors like skin picking or
head banging.
37. Stimulants like adderall improve
concentration & decrease hyperactivity
in children who have mild symptoms of
autism spectrum disorder.
Anticonvulsants like carbamazepine
decrease seizures.
Dietary approaches manage eating-
related problems and treat nutritional
deficits caused by food selectivity,
ritualistic eating, or food sensitivities and
allergies.
38. Nursing Management
Serve child one to one basis.
Meet child's basic human needs, as
child may not be able to verbalize, nurse
has to be aware of those needs and set
up routine and meet them, e.g.
hydration, nutrition, elimination and rest,
etc.
Utilizes and teaches certain "behavior
modification techniques", formulates
schedule and fix up activities.
39. Encourage child to do activities on his
own, e.g. dressing, hygienic needs.
Provide moral support to parents as
they were very anxious, depressed and
feeling guilty, clarify their doubts and try
to involve them in meeting child's needs,
as they play an integral and vital role in
providing care to the child.
Permit limited number of caregivers to
ensure warmth, acceptance, affection
and availability to the child.
40. Teaches patients about disease and it's
prognosis, so that they will able to work
with him at appropriate developmental
level.
Teach child signs, symbols, eye contact
(non-verbal).
Demonstrate "communication skills",
"social skills". teach importance of
establishing and maintaining good
interpersonal relationship.
41. Encourages, appreciates child, ensures
positive and social reinforcement to the
child for exhibition of desirable
behavior, e.g. touching, cuddling,
hugging.
Motivates child to express or to
communicate his needs verbally.
42. Clarifies and makes child to interpret his
behavior.
Provide the 'language training' to the
child, e.g. verbs, objects and show
action or motion what it means, then he
will follow it easily.
43. • Help child to learn creative activities,
e.g. drawing, art, mirroring.
Ensure security and diversion to child.
Give familiar objects to the child, e.g.
blanket, toys etc. to feel comfortable.
Assist child to learn their own body
parts
44. Protect the child from injuries and
hurting others.
Administer the medications as
prescribed.
Make the child to adjust socially to the
environmental.