This document outlines training modules for teaching social skills to students with autism spectrum disorders. It discusses how social skills must be explicitly taught through strategies like social scripts, social stories, video modeling, and power cards. These strategies use the student's interests and provide visual supports to teach appropriate behaviors in social situations. Regular practice of the social skills in different settings is important for students to learn the skills.
It presents strategies on how to deal with adult learners for Alternative Learning System in the Philippines which will serve as an ideal guide for ALS facilitators.
It presents strategies on how to deal with adult learners for Alternative Learning System in the Philippines which will serve as an ideal guide for ALS facilitators.
Mental ability tests vs personality tests
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Test-retest, equivalent forms, split-half, interscorer / interrater
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Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
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New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
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Social Skills in the School Environment
1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011
2. 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: Getting the Student Ready to Learn
Module Five: Structuring the Classroom
Environment
Module Six: Using Reinforcement in the Classroom
3. Training Series Modules
Module Seven: Autism and Sensory Differences
Module Eight: Sensory in the Classroom
Module Nine: Communication and Autism
Module Ten: Communication in the Classroom
Module Eleven: Behavior Challenges and Autism
Module Twelve: Understanding Behavior in
Students with Autism
4. Training Series Modules
Module Thirteen: Social Skills in the School
Environment
Module Fourteen: Functional Behavior Assessment
Module Fifteen: Working Together as a Team
Module Sixteen: Autism and Leisure Skills to
Teach
Module Seventeen: Special Issues of Adolescence
Module Eighteen: Safety and Autism
Module Nineteen: Special Issues: High School,
Transition, and Job Readiness
5. Training Series Modules
Module Twenty: Asperger Syndrome: Managing and
Organizing the Environment
Module Twenty-One: Asperger Syndrome:
Addressing Social Skills
6. Social Skills
Typical students learn social skills through natural
development and observation of their peers.
Students with Autism, however, must be taught
social skills for every environment they will be
participating in.
We can not assume that students with Autism know
what the social “rules” are in an environment. For
example, students with Autism have to be taught
that when walking up and down the steps at school,
stay on the right side and try not to crowd the
person in front of you.
7. Social Skills
For students with Autism that are considered “lower
functioning” social skills instruction can include
teaching : 1. taking turns during a game, 2. waiting
their turn, and 3. standing in line.
For students with Autism that are considered
“higher functioning” social skills instruction can
include teaching: 1. bathroom rules, 2. rules in the
hallway and lockers, 3. rules in the lunchroom, 4.
conversational rules, and 5. recess rules.
8. Big Idea
When a student with Autism is demonstrating
inappropriate social behavior (i.e. yelling out in
class), one must not assume that they are
doing it “on purpose”. We should assume that
the student with Autism does not know that
the social rule for talking in class is to raise
your hand quietly and wait for the teacher to
call on you.
9. Strategies
Strategies for teaching social skills to students with autism
include:
1. Social Scripts
2. Social Stories
3. Video Modeling
4. Power Cards
These strategies should be utilized on a daily basis prior to
the student entering into the social situation the strategy is
targeting. For example if the social skill being targeted is
teaching a student how to walk in the hallway, and the team is
utilizing a social script to do this, the social script should be
read every time before the student goes out into the hallway.
10. Social Scripts
Provide support and Social scripts often contain
instruction by describing pictures and/or photographs.
social cues and appropriate
responses to social behavior
and teaching new skills.
These are written by an
educator.
Social Scripts match the
reading level of the student
that will be utilizing it.
13. Video Modeling
Students learn how to do something by observing a
video of others doing the desired task, activity, or
behavior.
Video modeling is proactive. The student watches the
video before the specific activity, task, or behavior
occurs.
Video modeling can be used to teach a student
expected behaviors in various situations.
14. Power Card
The Power Card is a visual aid that uses the student’s
interest to help him/her understand social situations,
routines, and expected behaviors.
The Power Card is the size of a business card or trading
card, contains a picture of the special interest and a
summary of the behavior the student should exhibit in a
specific situation or how to handle a stressful situation.
The Power Card Strategy consists of a script and a Power
Card.
The Power Card should be portable, used across multiple
environments, and portable.
15. Example of Power Card
Scenario:
Ben is a 9 year old boy. His special interest is the Cincinnati
Bengals. If Ben does not understand what he is expected to do,
he becomes frustrated, quickly pacing around the room, becoming
verbally aggressive and refusing to listen to what people are trying
to explain.
Using a hero based on his interest (Carson Palmer, the Bengal’s
quarterback), Ben’s Power Card gives him 4 options or appropriate
choices to help him calm down.
16. Carson Palmer wants you to
remember to choose one of the
Power Card following to help you calm down.
Example
Script: Being a quarter back is fun. It is exciting to
play football. Sometimes though, Carson gets
frustrated, especially when he does not understand a
play or what the coach is saying to him. He used to
get upset and yell, but he realized this was not the
best way to handle his frustrations.
Instead he has learned several ways to calm down.
He wants to share these ideas with you. If you get 1. Take 5 deep breaths
upset, just try one of the following. If you are still
upset, try a different one.
2. Close your eyes and count to 20
1. Take 5 deep breaths.
3. Listen to your favorite CD with headphones
on.
2. Close your eyes and count from 1-20.
4. Go to quiet place and look at football
3. Listen to your favorite CD with your
magazines.
headphones on.
4. Go to a quiet place and look at football
magazines.
17. Big Idea
Use the student’s special interests as a
way of motivating him and teaching him
social skills. These skills must be
practiced several times a day, with
different people, and in different
places when they are first being
learned.