Cognition and Learning in Autism
•Download as PPTX, PDF•
1 like•582 views
The document outlines 21 training modules on autism spectrum disorders. Module 3 focuses on cognition and learning in autism, noting there is a wide range of cognitive ability from intellectual disability to gifted. It provides strategies for teaching students with autism such as using visuals like objects, pictures and words to help with learning as visuals mean more than verbal instructions alone. The key idea is that students with autism can learn, and teachers must find the best methods for teaching each student.
Report
Share
Report
Share
Recommended
Dorka brozik.vy lactivities
This document provides guidance for teaching very young learners (VYLs). It notes that VYLs should not be expected to sit still, write, read extensively, discuss various topics, or work in pairs. Instead, VYLs enjoy colors, numbers, stories, drawing and individual attention. Teachers should establish a routine, use gestures and movement to engage short attention spans, and limit materials. Suggested activities include using rhythm and melody to teach vocabulary, asking for numbers and colors, using storybooks and flashcards, miming animals, hiding flashcards, whispering, guessing, miming, mimicking, and chanting. Literacy exercises can be adapted and tracing helps familiarize VYLs with letters, while
Slow learners, socially maladjusted and emotionally disturbed students
The document discusses slow learners, emotionally disturbed students, and socially maladjusted students. Slow learners learn at a slower pace than peers but do not have a disability, emotionally disturbed students have severe behavioral or emotional issues affecting their learning, and socially maladjusted students choose not to conform to rules. The document provides characteristics, factors, methods of identification, and strategies for teaching these different types of students.
How to teach large groups
This document provides tips for teaching large groups of students. It advises teachers to introduce themselves with an engaging activity to grab students' attention. Teachers should observe their class to understand each group's characteristics and tailor their lessons accordingly. Rules should be set firmly but kindly. Lessons plans need to consider each group's dynamics and overcome potential obstacles. Effective strategies for large groups include using posters, call-and-response, videos, group work, relating new topics to old, and interactive songs and movements.
Classroom management
Mrs. Sepulveda had issues with disruptive students talking and playing with objects during class discussions. Possible solutions include establishing a deep relationship with students so they respect the teacher, doing creative activities in class like using objects students brought from home to engage them, and creating group cohesion through activities that involve everyone. The teacher should get to know students on a human level to understand their behaviors and feelings.
Mathematical Learning Difficulties and Dyscalculia Wirral Dyslexia Association
This document discusses mathematical learning difficulties and dyscalculia. It begins by explaining that dyscalculia affects 4-6% of the population and causes difficulties with numeracy skills. Next, it defines dyscalculia as a condition that impacts the ability to learn arithmetic skills and discusses common symptoms like weak subitizing abilities and poor number sense. Finally, it promotes multi-sensory teaching methods that incorporate visual, auditory and tactile materials to build numeracy skills in a structured and repetitive way.
Instructional Development Project: Accessibility Challenges in education
This document discusses dyslexia, dysgraphia, and dyscalculia - three specific learning disabilities. It defines each disability and how it impacts reading, writing, and math skills. Teaching interventions aim to improve learning for all students using universal design, while accommodations alter the environment for individual students with disabilities. The document concludes with an activity where students role play different learning disabilities and suggest interventions or accommodations to help peers.
Teaching students with disabilities
The document provides tips and resources for teaching students with disabilities. It discusses reviewing students' IEPs and accommodation pages. It emphasizes staying calm and positive to avoid frustration, making lessons engaging by using manipulatives, assistive technology like iPads and laptops, and online resources for additional support in different subjects. These include interactive math and science websites, educational videos, and platforms for creating class websites and giving formative assessments.
School training module four,getting the student ready to lea
The document outlines a training series on autism consisting of 21 modules. It discusses strategies for engaging students with autism, including floor play to build social interactions, structured table work focusing on joint attention and imitation, teaching basic play and social skills, and using demand fade to teach new skills. The goal is to actively engage students through meaningful learning experiences tailored to their needs and motivation.
Recommended
Dorka brozik.vy lactivities
This document provides guidance for teaching very young learners (VYLs). It notes that VYLs should not be expected to sit still, write, read extensively, discuss various topics, or work in pairs. Instead, VYLs enjoy colors, numbers, stories, drawing and individual attention. Teachers should establish a routine, use gestures and movement to engage short attention spans, and limit materials. Suggested activities include using rhythm and melody to teach vocabulary, asking for numbers and colors, using storybooks and flashcards, miming animals, hiding flashcards, whispering, guessing, miming, mimicking, and chanting. Literacy exercises can be adapted and tracing helps familiarize VYLs with letters, while
Slow learners, socially maladjusted and emotionally disturbed students
The document discusses slow learners, emotionally disturbed students, and socially maladjusted students. Slow learners learn at a slower pace than peers but do not have a disability, emotionally disturbed students have severe behavioral or emotional issues affecting their learning, and socially maladjusted students choose not to conform to rules. The document provides characteristics, factors, methods of identification, and strategies for teaching these different types of students.
How to teach large groups
This document provides tips for teaching large groups of students. It advises teachers to introduce themselves with an engaging activity to grab students' attention. Teachers should observe their class to understand each group's characteristics and tailor their lessons accordingly. Rules should be set firmly but kindly. Lessons plans need to consider each group's dynamics and overcome potential obstacles. Effective strategies for large groups include using posters, call-and-response, videos, group work, relating new topics to old, and interactive songs and movements.
Classroom management
Mrs. Sepulveda had issues with disruptive students talking and playing with objects during class discussions. Possible solutions include establishing a deep relationship with students so they respect the teacher, doing creative activities in class like using objects students brought from home to engage them, and creating group cohesion through activities that involve everyone. The teacher should get to know students on a human level to understand their behaviors and feelings.
Mathematical Learning Difficulties and Dyscalculia Wirral Dyslexia Association
This document discusses mathematical learning difficulties and dyscalculia. It begins by explaining that dyscalculia affects 4-6% of the population and causes difficulties with numeracy skills. Next, it defines dyscalculia as a condition that impacts the ability to learn arithmetic skills and discusses common symptoms like weak subitizing abilities and poor number sense. Finally, it promotes multi-sensory teaching methods that incorporate visual, auditory and tactile materials to build numeracy skills in a structured and repetitive way.
Instructional Development Project: Accessibility Challenges in education
This document discusses dyslexia, dysgraphia, and dyscalculia - three specific learning disabilities. It defines each disability and how it impacts reading, writing, and math skills. Teaching interventions aim to improve learning for all students using universal design, while accommodations alter the environment for individual students with disabilities. The document concludes with an activity where students role play different learning disabilities and suggest interventions or accommodations to help peers.
Teaching students with disabilities
The document provides tips and resources for teaching students with disabilities. It discusses reviewing students' IEPs and accommodation pages. It emphasizes staying calm and positive to avoid frustration, making lessons engaging by using manipulatives, assistive technology like iPads and laptops, and online resources for additional support in different subjects. These include interactive math and science websites, educational videos, and platforms for creating class websites and giving formative assessments.
School training module four,getting the student ready to lea
The document outlines a training series on autism consisting of 21 modules. It discusses strategies for engaging students with autism, including floor play to build social interactions, structured table work focusing on joint attention and imitation, teaching basic play and social skills, and using demand fade to teach new skills. The goal is to actively engage students through meaningful learning experiences tailored to their needs and motivation.
School training module eight, sensory in the classroom
The document outlines a training series from the Regional Autism Advisory Council of Southwest Ohio on autism spectrum disorders. The training consists of 21 modules covering topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. One module discusses addressing sensory needs in the classroom through individualized sensory diets created by occupational therapists. Sensory diets involve activities throughout the day to help students regulate and be ready to learn.
School training module five,structuring the classroom enviro
The document outlines 20 modules for training on autism spectrum disorders. It discusses the importance of considering physical structure, visual supports, and work systems when arranging classrooms for students with autism. Specifically, it emphasizes that the physical layout and organization of furniture and materials can help reduce sensory overload. Visual supports like schedules, directions and labels are described as crucial for improving predictability, independence, and reducing anxiety. Work systems are presented as a way to clearly define tasks and expectations to promote engagement and independent completion of skills.
School training module seven,autism and sensory differences
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.
Physical Characteristics of Autism
This document outlines 21 training modules on autism spectrum disorders. It discusses several physical challenges students with ASD may experience, including difficulties sensing and expressing pain, stomach and digestion issues, eating problems, sleep difficulties, and potential for seizures. Key recommendations include paying close attention if a student's behavior changes dramatically, as this could indicate pain or illness.
Using Reinforcement in the Classroom
This document outlines training modules for teaching about autism spectrum disorders. It discusses 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning. It emphasizes the importance of reinforcement and describes strategies like using rewards, praise, and preferences to motivate students. Reinforcers need to be tailored to each individual student and assessed frequently as their interests may change. Providing ample opportunities to earn reinforcement is key to building new skills.
School training module 1 autism defined and overview
This document outlines the modules of a training series on autism spectrum disorders. It defines autism as a brain-based disorder that affects social interaction, communication, and causes repetitive behaviors. There are three main types of autism spectrum disorders: autistic disorder, Asperger syndrome, and PDD-NOS. Autism affects each person uniquely and is more commonly diagnosed in boys than girls. While the causes are unknown, the prevalence of autism has been rising in recent decades.
Child care training module eleven updated safety
This document provides an overview of safety considerations and strategies for children with autism spectrum disorder (ASD). It discusses emergency responses, dangerous situations, identification, safety strategies at home and in the community, and managing behavior to prevent safety issues. The key ideas are that children with ASD may not recognize dangerous situations or be able to communicate in emergencies, so identification and planning are important to promote their safety.
Child care training series module ten updated play
The document describes a training series on autism spectrum disorders consisting of 11 modules that cover topics such as the characteristics and signs of autism, cognition and learning in autism, communication challenges, behavior issues, functional behavior assessment, and teaching play skills to children with autism. The specific section summarized discusses how play skills need to be directly taught to children with autism as they may not learn them automatically, and outlines strategies for increasing play skills such as adapting activities to interests and abilities, breaking skills into steps, using visual and physical prompts, providing choices, and initially practicing with an adult before peers.
School training module ten, communication in the classroom
The document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It discusses 20 modules covering topics like defining autism, cognition and learning, communication, behavior, social skills, and transitioning to adulthood. Key points emphasized include that communication skills vary widely in students with autism and communication systems should be used consistently across environments to ensure students can express themselves. Examples of communication systems include picture books, boards, voice output devices, single pictures/words, and technology.
School training module nine, communication and autism
This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers topics like defining autism, characteristics, cognition, learning, classroom environment, reinforcement, sensory differences, communication, behavior, social skills, functional behavior assessment, adolescence issues, and more. Key points are that communication can be difficult for those with ASD and may involve nonverbal methods, repetition, or challenges with understanding language. Visual supports are recommended to help with communication and choices. Care should be taken with word choice, speed of speaking, and not discussing behaviors while the individual is upset.
Child care training series module four updated cognition
The document outlines a training series on autism spectrum disorders consisting of 11 modules that cover topics such as the characteristics and signs of autism, cognition and learning in autism, behavior challenges, safety, and play skills. The module on cognition and learning discusses the wide range of cognitive ability in autism from intellectual disability to giftedness. It emphasizes that children with autism can learn and provides strategies to help teach them, such as using visuals like objects, pictures and writing to enhance understanding.
Adults with autism training series module three v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module 3 discusses cognition and learning in autism, noting a wide range of cognitive ability from intellectual disability to giftedness. It emphasizes that people with autism can learn, and provides strategies to help teach them, such as using visual aids like objects, pictures and written words instead of only hearing instruction. The key idea is that visuals help with learning for those with autism.
Autism 003
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.
Cognition and Learning in Autism
This document outlines modules for a training series on autism spectrum disorders for adults. It discusses cognition and learning in autism, noting there is a wide range of cognitive ability from intellectual disability to giftedness. Key strategies for learning in autism include using visual aids like pictures and objects instead of just hearing instruction, breaking tasks into steps, and giving individuals extra time to process information and respond. The overall message is that people with autism can learn, and teachers need to find the best methods that work for each individual.
School training module eleven.behavior challenges and autism
This document outlines training modules on autism spectrum disorders for educators. It describes 21 modules that cover topics such as defining autism, physical and cognitive characteristics, classroom environment, communication, behavior, social skills, and issues throughout adolescence. The document also discusses characteristics of autism including social interaction, activity level, repetitive behaviors, and challenging behaviors. It provides strategies for addressing each of these characteristics. The overarching message is that understanding the reasons for behaviors is crucial before attempting to change them.
Behavior Challenges and Autism
This document outlines training modules on autism spectrum disorders. It describes 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. The document also discusses different types of behaviors commonly seen in students with autism, including social interaction styles, activity levels, repetitive behaviors, and challenging behaviors. It provides strategies for addressing each of these behavior types. The overall message is that understanding the reasons for problematic behaviors is crucial before attempting to change them.
School training module sixteen autism and leisure skills to
The document outlines training modules on autism spectrum disorders. Module sixteen discusses teaching leisure skills to students with autism. It notes that students with autism may not learn leisure skills automatically and will need them to be taught step-by-step with visual supports. Example strategies include incorporating preferred interests, breaking activities into simple steps, and providing choices to encourage a variety of activities.
Autism and Leisure Skills to Teach
The document outlines a training series on autism spectrum disorders. It includes 21 modules that cover topics such as defining autism, physical and cognitive characteristics, communication, behavior, social skills, leisure skills, and transitioning to adulthood. One module focuses on teaching leisure skills to students with ASD, noting that they may not learn or have limited leisure skills and interests without being taught. It recommends teaching new activities that build on their interests to increase choice, using their special interests to guide activities, and breaking activities into simple visual steps with help and practice.
Communication and Autism
This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers topics like defining autism, characteristics, cognition, learning, classroom environment, reinforcement, sensory differences, communication, behavior, social skills, functional behavior assessment, adolescence issues, and more. Key points are that communication can be difficult for those with ASD and may involve nonverbal methods, repetition, or challenges with understanding language and making choices. Visual supports are recommended to help with communication.
Asperger Syndrome Social Skills
This document outlines training modules on autism spectrum disorders. It focuses on module 21 which addresses social skills deficits seen in all students with Asperger syndrome. Students with Asperger syndrome do not learn social skills implicitly through observation like others and must be explicitly taught concepts like the "hidden curriculum," which contains unwritten social rules and conventions. Teachers should not assume students with Asperger syndrome know even basic social skills and must teach these skills repeatedly in different locations.
School training module twenty one, asperger syndrome social skills
This document outlines training modules on autism spectrum disorders. It focuses on module 21 which addresses social skills deficits seen in all students with Asperger syndrome. Specifically, it discusses the "Hidden Curriculum" - unwritten social rules and norms that neurotypical students intuitively understand but must be explicitly taught to those with Asperger syndrome. Key social skills like those that differ by gender, age, and social context should never be assumed known and must be systematically reinforced across environments.
Learning Disabilities
This document discusses learning disabilities and how they are identified in children. It notes that each child is different based on their strengths and needs. Children with learning disabilities struggle to learn and may need additional support in school. The Informative Processing Model provides strategies to support students with learning disabilities across different subjects and skills. While some evidence suggests learning disabilities have a genetic component, a child's environment may also play a role. The document also discusses different types of memory and how memory challenges can influence students with learning disabilities.
More Related Content
Viewers also liked
School training module eight, sensory in the classroom
The document outlines a training series from the Regional Autism Advisory Council of Southwest Ohio on autism spectrum disorders. The training consists of 21 modules covering topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. One module discusses addressing sensory needs in the classroom through individualized sensory diets created by occupational therapists. Sensory diets involve activities throughout the day to help students regulate and be ready to learn.
School training module five,structuring the classroom enviro
The document outlines 20 modules for training on autism spectrum disorders. It discusses the importance of considering physical structure, visual supports, and work systems when arranging classrooms for students with autism. Specifically, it emphasizes that the physical layout and organization of furniture and materials can help reduce sensory overload. Visual supports like schedules, directions and labels are described as crucial for improving predictability, independence, and reducing anxiety. Work systems are presented as a way to clearly define tasks and expectations to promote engagement and independent completion of skills.
School training module seven,autism and sensory differences
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.
Physical Characteristics of Autism
This document outlines 21 training modules on autism spectrum disorders. It discusses several physical challenges students with ASD may experience, including difficulties sensing and expressing pain, stomach and digestion issues, eating problems, sleep difficulties, and potential for seizures. Key recommendations include paying close attention if a student's behavior changes dramatically, as this could indicate pain or illness.
Using Reinforcement in the Classroom
This document outlines training modules for teaching about autism spectrum disorders. It discusses 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning. It emphasizes the importance of reinforcement and describes strategies like using rewards, praise, and preferences to motivate students. Reinforcers need to be tailored to each individual student and assessed frequently as their interests may change. Providing ample opportunities to earn reinforcement is key to building new skills.
School training module 1 autism defined and overview
This document outlines the modules of a training series on autism spectrum disorders. It defines autism as a brain-based disorder that affects social interaction, communication, and causes repetitive behaviors. There are three main types of autism spectrum disorders: autistic disorder, Asperger syndrome, and PDD-NOS. Autism affects each person uniquely and is more commonly diagnosed in boys than girls. While the causes are unknown, the prevalence of autism has been rising in recent decades.
Child care training module eleven updated safety
This document provides an overview of safety considerations and strategies for children with autism spectrum disorder (ASD). It discusses emergency responses, dangerous situations, identification, safety strategies at home and in the community, and managing behavior to prevent safety issues. The key ideas are that children with ASD may not recognize dangerous situations or be able to communicate in emergencies, so identification and planning are important to promote their safety.
Child care training series module ten updated play
The document describes a training series on autism spectrum disorders consisting of 11 modules that cover topics such as the characteristics and signs of autism, cognition and learning in autism, communication challenges, behavior issues, functional behavior assessment, and teaching play skills to children with autism. The specific section summarized discusses how play skills need to be directly taught to children with autism as they may not learn them automatically, and outlines strategies for increasing play skills such as adapting activities to interests and abilities, breaking skills into steps, using visual and physical prompts, providing choices, and initially practicing with an adult before peers.
School training module ten, communication in the classroom
The document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It discusses 20 modules covering topics like defining autism, cognition and learning, communication, behavior, social skills, and transitioning to adulthood. Key points emphasized include that communication skills vary widely in students with autism and communication systems should be used consistently across environments to ensure students can express themselves. Examples of communication systems include picture books, boards, voice output devices, single pictures/words, and technology.
School training module nine, communication and autism
This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers topics like defining autism, characteristics, cognition, learning, classroom environment, reinforcement, sensory differences, communication, behavior, social skills, functional behavior assessment, adolescence issues, and more. Key points are that communication can be difficult for those with ASD and may involve nonverbal methods, repetition, or challenges with understanding language. Visual supports are recommended to help with communication and choices. Care should be taken with word choice, speed of speaking, and not discussing behaviors while the individual is upset.
Viewers also liked (10)
School training module eight, sensory in the classroom
School training module eight, sensory in the classroom
School training module five,structuring the classroom enviro
School training module five,structuring the classroom enviro
School training module seven,autism and sensory differences
School training module seven,autism and sensory differences
School training module 1 autism defined and overview
School training module 1 autism defined and overview
Child care training series module ten updated play
Child care training series module ten updated play
School training module ten, communication in the classroom
School training module ten, communication in the classroom
School training module nine, communication and autism
School training module nine, communication and autism
Similar to Cognition and Learning in Autism
Child care training series module four updated cognition
The document outlines a training series on autism spectrum disorders consisting of 11 modules that cover topics such as the characteristics and signs of autism, cognition and learning in autism, behavior challenges, safety, and play skills. The module on cognition and learning discusses the wide range of cognitive ability in autism from intellectual disability to giftedness. It emphasizes that children with autism can learn and provides strategies to help teach them, such as using visuals like objects, pictures and writing to enhance understanding.
Adults with autism training series module three v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module 3 discusses cognition and learning in autism, noting a wide range of cognitive ability from intellectual disability to giftedness. It emphasizes that people with autism can learn, and provides strategies to help teach them, such as using visual aids like objects, pictures and written words instead of only hearing instruction. The key idea is that visuals help with learning for those with autism.
Autism 003
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.
Cognition and Learning in Autism
This document outlines modules for a training series on autism spectrum disorders for adults. It discusses cognition and learning in autism, noting there is a wide range of cognitive ability from intellectual disability to giftedness. Key strategies for learning in autism include using visual aids like pictures and objects instead of just hearing instruction, breaking tasks into steps, and giving individuals extra time to process information and respond. The overall message is that people with autism can learn, and teachers need to find the best methods that work for each individual.
School training module eleven.behavior challenges and autism
This document outlines training modules on autism spectrum disorders for educators. It describes 21 modules that cover topics such as defining autism, physical and cognitive characteristics, classroom environment, communication, behavior, social skills, and issues throughout adolescence. The document also discusses characteristics of autism including social interaction, activity level, repetitive behaviors, and challenging behaviors. It provides strategies for addressing each of these characteristics. The overarching message is that understanding the reasons for behaviors is crucial before attempting to change them.
Behavior Challenges and Autism
This document outlines training modules on autism spectrum disorders. It describes 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. The document also discusses different types of behaviors commonly seen in students with autism, including social interaction styles, activity levels, repetitive behaviors, and challenging behaviors. It provides strategies for addressing each of these behavior types. The overall message is that understanding the reasons for problematic behaviors is crucial before attempting to change them.
School training module sixteen autism and leisure skills to
The document outlines training modules on autism spectrum disorders. Module sixteen discusses teaching leisure skills to students with autism. It notes that students with autism may not learn leisure skills automatically and will need them to be taught step-by-step with visual supports. Example strategies include incorporating preferred interests, breaking activities into simple steps, and providing choices to encourage a variety of activities.
Autism and Leisure Skills to Teach
The document outlines a training series on autism spectrum disorders. It includes 21 modules that cover topics such as defining autism, physical and cognitive characteristics, communication, behavior, social skills, leisure skills, and transitioning to adulthood. One module focuses on teaching leisure skills to students with ASD, noting that they may not learn or have limited leisure skills and interests without being taught. It recommends teaching new activities that build on their interests to increase choice, using their special interests to guide activities, and breaking activities into simple visual steps with help and practice.
Communication and Autism
This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers topics like defining autism, characteristics, cognition, learning, classroom environment, reinforcement, sensory differences, communication, behavior, social skills, functional behavior assessment, adolescence issues, and more. Key points are that communication can be difficult for those with ASD and may involve nonverbal methods, repetition, or challenges with understanding language and making choices. Visual supports are recommended to help with communication.
Asperger Syndrome Social Skills
This document outlines training modules on autism spectrum disorders. It focuses on module 21 which addresses social skills deficits seen in all students with Asperger syndrome. Students with Asperger syndrome do not learn social skills implicitly through observation like others and must be explicitly taught concepts like the "hidden curriculum," which contains unwritten social rules and conventions. Teachers should not assume students with Asperger syndrome know even basic social skills and must teach these skills repeatedly in different locations.
School training module twenty one, asperger syndrome social skills
This document outlines training modules on autism spectrum disorders. It focuses on module 21 which addresses social skills deficits seen in all students with Asperger syndrome. Specifically, it discusses the "Hidden Curriculum" - unwritten social rules and norms that neurotypical students intuitively understand but must be explicitly taught to those with Asperger syndrome. Key social skills like those that differ by gender, age, and social context should never be assumed known and must be systematically reinforced across environments.
Learning Disabilities
This document discusses learning disabilities and how they are identified in children. It notes that each child is different based on their strengths and needs. Children with learning disabilities struggle to learn and may need additional support in school. The Informative Processing Model provides strategies to support students with learning disabilities across different subjects and skills. While some evidence suggests learning disabilities have a genetic component, a child's environment may also play a role. The document also discusses different types of memory and how memory challenges can influence students with learning disabilities.
Visual supports seven shares
This document discusses visual supports for students with special needs who are often visual learners. It notes that visual communication is the most effective form of communication for most students. It provides examples of visual supports like schedules, routines, rules, checklists and organizers that can help students understand expectations and communicate their needs. The document emphasizes that visual supports should be used everywhere and can benefit all students, teachers, and staff by improving understanding and reducing anxiety.
Sensory in the Classroom
The document outlines a training series from the Regional Autism Advisory Council of Southwest Ohio on autism spectrum disorders. The training consists of 21 modules covering topics like defining autism, cognition and learning, communication, behavior, social skills, and more. One module discusses addressing sensory needs in the classroom by creating individualized "sensory diets" consisting of activities in four categories - core muscle strength, crossing midline, heavy work, and calming activities - to help students be ready to learn. These activities can occur throughout the school day in various environments.
Strategies that work!.ppt 2011
The document provides strategies for teaching students with autism spectrum disorder. It discusses characteristics of autism including difficulties with communication, social interaction, and behavioral patterns. It then outlines various classroom strategies such as using visual schedules, social stories, and positive behavior management plans to help students with organization, social skills, transitions, and behavioral issues. Sensory strategies are also discussed to address students' sensory processing challenges.
Grits conference
This document summarizes the redesign of a social skills instruction curriculum based on two instructional design theories: Multiple Intelligences theory and Open Learning Environments theory. The original curriculum, called Skillstreaming, uses a formulaic approach of role-playing that may not engage all learners. The redesign suggests alternative activities aligned with different intelligences, like creating simulations, comics, or music. It also proposes giving students more autonomy through projects like creating apps or writing blog posts to practice skills in real-world contexts with peer support. The redesign aims to make the content more accessible, promote greater participation, and support self-directed learning.
Autism spectrum disorders
Autism
1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
Definition of Autism:
-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
□ May prefer to be alone
□ Average intelligence □ Not very adaptable
□ May be inattentive
□ Repetitive and restrictive behaviour patterns
□ May have difficulty conducting a conversation
□ Appear to be insensitive to others,
□ Correct others often
□ May say inappropriate or insulting
Qed520 pbl group assignment (final)
An effective teacher should engage in objective post-lesson reflection by overcoming fundamental attribution error, plan lessons with student learning processes in mind by facilitating Gagnes' 8 learning processes and using constructivist approaches with advance organizers and mediators, and create a safe positive classroom environment by increasing positive reinforcement and associations.
Understanding Learning Styles
This article is intended to help teachers, especially children's ministry teachers, understand why Learning Styles is such an important issue to understand in order to connect with one's students. A clear and concise definition and examination of all three learning types- auditory, visual, and kinesthetic will be conducted and practical will be shared as to how teachers can structure their lessons to meet the needs of children from each learning type
A what are some signs or symptoms of adhd
The document provides information on signs and symptoms of ADHD, strategies for teaching children with ADHD, common characteristics of gifted individuals, and strategies for teaching gifted learners. It discusses two main characteristics of ADHD - inattention and hyperactivity. Signs of inattention include difficulty concentrating, being distracted, and problems planning tasks. Signs of hyperactivity include inability to sit still, being restless, and doing multiple things at once. It provides suggestions to help children with ADHD, such as varying activities, using interests in lessons, and teaching self-monitoring strategies. Common traits of gifted children include rapid learning, strong memory, advanced comprehension, and intense focus or wide interests. The document recommends differentiating instruction, allowing acceleration,
Similar to Cognition and Learning in Autism (20)
Child care training series module four updated cognition
Child care training series module four updated cognition
Adults with autism training series module three v2
Adults with autism training series module three v2
School training module eleven.behavior challenges and autism
School training module eleven.behavior challenges and autism
School training module sixteen autism and leisure skills to
School training module sixteen autism and leisure skills to
School training module twenty one, asperger syndrome social skills
School training module twenty one, asperger syndrome social skills
More from sworaac
Test module
The document outlines an 11-module training series on autism spectrum disorders for adults. The modules cover topics such as defining autism, characteristics, cognition, behavior, communication, leisure skills, adolescence, adulthood, safety, and more. Specific challenges in adolescence and adulthood discussed include potential increases in anxiety and aggression, importance of addressing sexuality issues, using medication appropriately to treat symptoms, ensuring regular medical checkups, daily precautions, and engaging in physical activity.
Adults with autism training module eight
The document outlines an 11-module training series on autism spectrum disorders for adults. Module topics include autism characteristics, cognition, learning, behavior, leisure skills, and safety. The training emphasizes understanding behavior through functional assessment of antecedents, behaviors, and consequences. Strategies are provided for addressing behaviors related to attention, escape, tangible rewards, and automatic responses by changing environmental factors rather than expecting changes from the individual.
Adults with autism training module eight v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module topics include autism characteristics, cognition, learning, behavior, leisure skills, and safety. The training emphasizes understanding behavior through functional assessment of antecedents, behaviors, and consequences. Strategies are provided for addressing behaviors related to attention, escape, tangible rewards, and automatic responses by changing environmental factors rather than expecting changes from the individual.
Guidance document for use 71411
The eleven adult training modules were developed by a regional task force to assist agencies in providing ongoing professional development to staff serving adults with autism. The modules cover general autism characteristics and specific strategies to better serve adults with autism. Each module can be reviewed in 10-15 minutes for self-study or used as part of formal group instruction. The modules are designed to be easily understood by all staff and use non-specialized language. Agencies are encouraged to download and distribute the modules to staff and family members for wider access to training resources.
Adults with autism training module eleven v2
The document discusses safety considerations and strategies for individuals with autism spectrum disorders. It covers emergency preparedness, dangerous situations, identification, home safety, community safety, behavior and safety. The key ideas are that individuals with ASD may not recognize dangerous situations or be able to communicate effectively in emergencies. Identification, knowledge of behaviors and safety protocols can help mitigate risks.
Adults with autism training series module ten v2
The document outlines modules for a training series on autism spectrum disorders for adults. The modules cover topics such as defining autism, physical and cognitive characteristics, sensory differences, communication, behavior, leisure skills, adolescence, adulthood, safety, sexuality, medications, medical checkups, and physical activity. The document provides information and guidance on challenges individuals with autism may face as they age and strategies to address these challenges.
Adults with autism training series module nine v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module 9 focuses on teaching leisure skills to individuals with autism. It notes that leisure skills may not be learned automatically and must be taught. Suggested strategies include incorporating special interests, breaking activities into simple steps, using visual and physical cues, offering choices to prevent routines, and helping the individual participate in a variety of activities.
Adults with autism training module seven v2
The document outlines an 11-module training series on autism spectrum disorders for adults. The modules cover topics like defining autism, characteristics, cognition, communication, behavior, leisure skills, and safety issues. It emphasizes understanding why behaviors occur by analyzing antecedents and consequences, and that behaviors are motivated and can be changed by reinforcement. Reinforcement makes behaviors more or less likely, and individuals with autism often require frequent reinforcement to motivate learning and participation.
Adults with autism training module six v2
The document outlines modules in an adult training series on autism spectrum disorders. It discusses four categories of behaviors commonly seen in autism - social interaction, activity level, repetitive behaviors, and aggression. For each behavior, it provides examples of where a person with autism may fall on the spectrum and suggests strategies to address challenges. The overarching message is that challenging behaviors often communicate an underlying need, so the goal should be understanding the reason for the behavior before attempting to change it.
Adults with autism training series module one v2 _2
This document outlines an 11-module training series on autism spectrum disorders for adults. It defines autism as a brain-based developmental disorder that affects social interaction, communication, and behavior. The modules cover topics like characteristics, cognition, sensory differences, communication, behavior, leisure skills, adolescence and more. It describes the different types of autism spectrum disorders and their prevalence compared to other conditions. While autism affects everyone differently, improved diagnosis and awareness have led to higher rates.
Adults with autism training module two v2
The document discusses some of the physical challenges commonly seen in autism spectrum disorders (ASD), including atypical experiences of pain, gastrointestinal issues like reflux and constipation, eating problems like being a picky eater or pica, sleep difficulties, and seizures. It notes that 70% of individuals with ASD have stomach or digestion problems and some tips for addressing sleep problems.
Adults with autism training series module four v2
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 module five v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module topics include defining autism, characteristics, cognition, learning, sensory differences, behavior, leisure skills, and issues in adolescence and adulthood. Key communication challenges discussed are difficulties with talking, understanding, choice-making, and comprehension of language. Visual supports like pictures are recommended to help with communication and understanding. The document stresses the importance of using simple language, avoiding assumptions, and considering that misunderstandings may be due to how people communicate with those on the autism spectrum.
School training module two,physical characteristics of autis
This document outlines 21 training modules on autism spectrum disorders. It discusses several physical challenges students with ASD may experience, including difficulties sensing and expressing pain, stomach and digestion issues, eating problems, sleep difficulties, and potential for seizures. Key recommendations include paying close attention if a student's behavior changes dramatically, as this could indicate pain or illness.
School training module twenty, asperger syndrome managing and organizing the env
The document outlines training modules for teaching about autism spectrum disorders. It describes 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning to adulthood. It also provides characteristics and strategies specific to students with Asperger's syndrome, such as difficulties with social skills, sensory issues, and organizational skills. The training emphasizes using visual supports and clear routines to help students with autism comprehend lessons and manage their environment.
School training module twelve,understanding behavior in stud
This document outlines training modules on autism spectrum disorders for educators. It discusses 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environment, communication, behavior, social skills, and transitioning to adulthood. A key point is that behaviors must be understood in context by examining antecedents and consequences to determine the function or motivation behind them. Reinforcement, whether positive or negative, plays an important role in influencing behavior and students with autism often require reinforcement to encourage participation and learning. The document stresses finding each individual student's unique reinforcers.
School training module fourteen,functional behavior assessme
The document outlines training modules on autism spectrum disorders for educators. It describes 21 modules that cover topics like the characteristics of autism, cognition and learning, classroom environments, communication, behavior challenges, social skills, and transitioning to adulthood. The document emphasizes that behaviors are a form of communication and coping, and stresses using functional behavior assessments to understand the underlying reasons for behaviors in order to help change them.
School training module three,cognition and learning in autis
The document outlines 21 training modules on autism spectrum disorders for educators. It discusses the wide range of cognitive abilities in autism from intellectual disability to gifted. Key strategies for teaching students with autism include using visual aids like objects, pictures and words; teaching skills in each environment; and allowing extra time for processing information.
School training module thirteen, social skills. (2)
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.
School training module six, using reinforcement in the classr
This document outlines training modules for teaching about autism spectrum disorders. It discusses 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning. It emphasizes the importance of reinforcement and describes strategies like using preferred items, tangible rewards, and praise to positively reinforce new behaviors. Reinforcers need to be tailored to each student's individual interests and preferences to be effective.
More from sworaac (20)
Adults with autism training series module one v2 _2
Adults with autism training series module one v2 _2
School training module two,physical characteristics of autis
School training module two,physical characteristics of autis
School training module twenty, asperger syndrome managing and organizing the env
School training module twenty, asperger syndrome managing and organizing the env
School training module twelve,understanding behavior in stud
School training module twelve,understanding behavior in stud
School training module fourteen,functional behavior assessme
School training module fourteen,functional behavior assessme
School training module three,cognition and learning in autis
School training module three,cognition and learning in autis
School training module thirteen, social skills. (2)
School training module thirteen, social skills. (2)
School training module six, using reinforcement in the classr
School training module six, using reinforcement in the classr
Recently uploaded
Breast cancer: Post menopausal endocrine therapy
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
PGx Analysis in VarSeq: A User’s Perspective
Since our release of the PGx capabilities in VarSeq, we’ve had a few months to gather some insights from various use cases. Some users approach PGx workflows by means of array genotyping or what seems to be a growing trend of adding the star allele calling to the existing NGS pipeline for whole genome data. Luckily, both approaches are supported with the VarSeq software platform. The genotyping method being used will also dictate what the scope of the tertiary analysis will be. For example, are your PGx reports a standalone pipeline or would your lab’s goal be to handle a dual-purpose workflow and report on PGx + Diagnostic findings.
The purpose of this webcast is to:
Discuss and demonstrate the approaches with array and NGS genotyping methods for star allele calling to prep for downstream analysis.
Following genotyping, explore alternative tertiary workflow concepts in VarSeq to handle PGx reporting.
Moreover, we will include insights users will need to consider when validating their PGx workflow for all possible star alleles and options you have for automating your PGx analysis for large number of samples. Please join us for a session dedicated to the application of star allele genotyping and subsequent PGx workflows in our VarSeq software.
Call Girls In Mumbai +91-7426014248 High Profile Call Girl Mumbai
Call Girls In Mumbai +91-7426014248 High Profile Call Girl Mumbai
Pharmacology of Prostaglandins, Thromboxanes and Leukotrienes
This presentation gives information on the pharmacology of Prostaglandins, Thromboxanes and Leukotrienes i.e. Eicosanoids. Eicosanoids are signaling molecules derived from polyunsaturated fatty acids like arachidonic acid. They are involved in complex control over inflammation, immunity, and the central nervous system. Eicosanoids are synthesized through the enzymatic oxidation of fatty acids by cyclooxygenase and lipoxygenase enzymes. They have short half-lives and act locally through autocrine and paracrine signaling.
biomechanics of running. Dr.dhwani.pptx
The biomechanics of running involves the study of the mechanical principles underlying running movements. It includes the analysis of the running gait cycle, which consists of the stance phase (foot contact to push-off) and the swing phase (foot lift-off to next contact). Key aspects include kinematics (joint angles and movements, stride length and frequency) and kinetics (forces involved in running, including ground reaction and muscle forces). Understanding these factors helps in improving running performance, optimizing technique, and preventing injuries.
Gene Expression System-viral gene delivery Mpharm(Pharamaceutics)
Gene therapy can be broadly defined as the transfer of genetic material to cure a disease or at least to improve the clinical status of a patient.
One of the basic concepts of gene therapy is to transform viruses into genetic shuttles, which will deliver the gene of interest into the target cells.
Safe methods have been devised to do this, using several viral and non-viral vectors.
In the future, this technique may allow doctors to treat a disorder by inserting a gene into a patient's cells instead of using drugs or surgery.
The biggest hurdle faced by medical research in gene therapy is the availability of effective gene-carrying vectors that meet all of the following criteria:
Protection of transgene or genetic cargo from degradative action of systemic and endonucleases,
Delivery of genetic material to the target site, i.e., either cell cytoplasm or nucleus,
Low potential of triggering unwanted immune responses or genotoxicity,
Economical and feasible availability for patients .
Viruses are naturally evolved vehicles that efficiently transfer their genes into host cells.
Choice of viral vector is dependent on gene transfer efficiency, capacity to carry foreign genes, toxicity, stability, immune responses towards viral antigens and potential viral recombination.
There are a wide variety of vectors used to deliver DNA or oligo nucleotides into mammalian cells, either in vitro or in vivo.
The most common vector system based on retroviruses, adenoviruses, herpes simplex viruses, adeno associated viruses.
Giloy in Ayurveda - Classical Categorization and Synonyms
Giloy, also known as Guduchi or Amrita in classical Ayurvedic texts, is a revered herb renowned for its myriad health benefits. It is categorized as a Rasayana, meaning it has rejuvenating properties that enhance vitality and longevity. Giloy is celebrated for its ability to boost the immune system, detoxify the body, and promote overall wellness. Its anti-inflammatory, antipyretic, and antioxidant properties make it a staple in managing conditions like fever, diabetes, and stress. The versatility and efficacy of Giloy in supporting health naturally highlight its importance in Ayurveda. At Planet Ayurveda, we provide a comprehensive range of health services and 100% herbal supplements that harness the power of natural ingredients like Giloy. Our products are globally available and affordable, ensuring that everyone can benefit from the ancient wisdom of Ayurveda. If you or your loved ones are dealing with health issues, contact Planet Ayurveda at 01725214040 to book an online video consultation with our professional doctors. Let us help you achieve optimal health and wellness naturally.
What is Obesity? How to overcome Obesity?
Obesity is a chronic complex disease defined by excessive fat deposits that can impair health.
NARCOTICS- POLICY AND PROCEDURES FOR ITS USE
This document outlines policies and procedures for handling narcotic and controlled drugs in NABH accredited hospitals.
Helminthiasis or Worm infestation in Children for Nursing students
Brief description worm infestation/Helminthiasis for Basic B.Sc Nursing students
5 Effective Homeopathic Medicines for Irregular Periods
Discover the benefits of homeopathic medicine for irregular periods with our guide on 5 common remedies. Learn how these natural treatments can help regulate menstrual cycles and improve overall menstrual health.
Visit Us: https://drdeepikashomeopathy.com/service/irregular-periods-treatment/
acne vulgaris -Mpharm (2nd semester) Cosmetics and cosmeceuticals
cosmetics and cosmeceuticals
Muskan
mpharm
2nd semester
Guru Gobind Singh college of pharmacy, yamunanagar, haryana
June 2024 Oncology Cartoons By Dr Kanhu Charan Patro
une 2024 Oncology Cartoons By Dr Kanhu Charan Patro
Foundation of Yoga, YCB Level-3, Unit-1
Unit -1 of Yoga certification board, level 3, all topics covered. An exam conducted by ministry of Ayush for yoga enthusiastic students.
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
Pharmacology of 5-hydroxytryptamine and Antagonist
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
Patellar Instability: Diagnosis Management
Pictorial and detailed description of patellar instability with sign and symptoms and how to diagnose , what investigations you should go with and how to approach with treatment options . I have presented this slide in my 2nd year junior residency in orthopedics at LLRM medical college Meerut and got good reviews for it
After getting it read you will definitely understand the topic.
Recently uploaded (20)
Call Girls In Mumbai +91-7426014248 High Profile Call Girl Mumbai
Call Girls In Mumbai +91-7426014248 High Profile Call Girl Mumbai
Pharmacology of Prostaglandins, Thromboxanes and Leukotrienes
Pharmacology of Prostaglandins, Thromboxanes and Leukotrienes
Gene Expression System-viral gene delivery Mpharm(Pharamaceutics)
Gene Expression System-viral gene delivery Mpharm(Pharamaceutics)
Giloy in Ayurveda - Classical Categorization and Synonyms
Giloy in Ayurveda - Classical Categorization and Synonyms
Helminthiasis or Worm infestation in Children for Nursing students
Helminthiasis or Worm infestation in Children for Nursing students
5 Effective Homeopathic Medicines for Irregular Periods
5 Effective Homeopathic Medicines for Irregular Periods
acne vulgaris -Mpharm (2nd semester) Cosmetics and cosmeceuticals
acne vulgaris -Mpharm (2nd semester) Cosmetics and cosmeceuticals
June 2024 Oncology Cartoons By Dr Kanhu Charan Patro
June 2024 Oncology Cartoons By Dr Kanhu Charan Patro
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...
Pharmacology of 5-hydroxytryptamine and Antagonist
Pharmacology of 5-hydroxytryptamine and Antagonist
Cognition and Learning in Autism
- 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. Cognition and Learning in Autism There is a wide range of cognitive ability. Intellectual Disability Gifted
- 7. Big Idea Students with autism can learn. It is up to us to figure out the best way to teach them.
- 8. Strategies for Learning Differences Many students with autism understand better by seeing than hearing something. When possible, use a picture or written words. Actual objects mean more than photographs or line drawings for some. They may have great memory for numbers, facts, directions, but they may have a hard time retelling events. Use pictures or reminders to help remember past events.
- 9. Strategies for Learning Differences Skills learned in one place may not be used in a new place. May have to teach the skill in each place it is used. The student may not learn by watching others. We may have to teach them by going through each step. A list of steps can be helpful for some tasks.
- 10. Strategies for Learning Differences It might take longer for them to think through what was said before they are able to respond. Give them time. They might not even see why they should respond. Prompt them to respond. Some days it may be harder to concentrate or the student may be more stressed making it harder to think and learn.
- 11. Big Idea Visuals help with learning. This can be objects, pictures, or written words.
Editor's Notes
- Visual schedule
- You-tube medical issues for Autistic people.