This document contains confidential information about a 14-year-old boy named Ali Jawaid who is being evaluated for possible autism spectrum disorder or Asperger syndrome. It includes his birth and medical history, developmental milestones, education history, and assessments of his oral structures, physiological speech factors, and associated motor behaviors. The forms were completed by his mother and provide background for his evaluation.
The document provides guidance for conducting an effective medical interview:
- It outlines the typical stages of a medical interview, including opening the consultation, taking a history, physical exam, diagnosis, and closing.
- For each stage, it describes the doctor's role and what they should do, such as greeting the patient, eliciting the chief complaint, reviewing systems, and discussing treatment options.
- Additional sections provide examples of language for opening a consultation, as well as "dos and don'ts" for a speaking exam roleplay interview. The goal is to react naturally to the patient while demonstrating English proficiency.
- Autism spectrum disorder (ASD) is a lifelong neurological disorder that affects social interaction and communication. Symptoms typically appear before age 3 and vary widely between individuals.
- There is no single known cause of ASD, but genetic and environmental factors likely contribute. Diagnosis involves evaluating a child's behavior and development compared to typical milestones.
- Common treatments aim to improve social and communication skills, such as applied behavior analysis, occupational therapy, and communication methods using pictures or symbols. Medications can also help treat associated medical conditions, but not ASD itself. Nutrition is important for overall health and development.
Speech development- Delay and other problemsBabu Appat
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
dental management of autism patients is very important to understand how we can treat those children in our clinic, cause they need special care from us not like the other normal children.
we must understand everything associted with them in order to treat them.
if we understand how to deal with autistic patient so we can treat other handicapped children in our dental clinic like Mongolism, mental retarded child and others.
we must know the classification of autism and types of them, social skills, communication, behavioral problems.
The document discusses models of deafness and counseling approaches for deaf individuals and their families. It contrasts medical and social models of deafness and outlines the history of deaf education. It also summarizes informational and adjustment counseling, types of responses to use in counseling, and ways to address common parent and child concerns. Key approaches discussed include using open-ended questions, reflective responses, setting goals using "Dreams and Maps," and knowing when to refer to other professionals.
Practical Oral Care for People With Autism
Health Challenges in Autism and Strategies for Care
Communication Problems and Mental Capabilities
Behavior Problems
Unusual Responses to Stimuli
Unusual and Unpredictable Body Movements
Seizures
Oral Health Problems in Autism and Strategies for Care
Damaging Oral Habits
Dental Caries
Periodontal Disease
Tooth Eruption
Trauma and Injury
This document discusses Tourette Syndrome (TS), dispelling common myths and providing guidance for educators. Key points:
- TS is more common than assumed (1% of children) and is characterized by involuntary vocal and motor tics, though not all patients exhibit coprolalia or disruptive tics.
- It often co-occurs with disorders like ADHD, OCD or learning disabilities, complicating management. Diagnosis typically brings relief from long uncertainty.
- Educators should focus on the whole child, ignore mild tics, and educate others about TS to foster acceptance. Modifications may aid students like preferential seating, testing accommodations, and movement breaks.
The document provides guidance for conducting an effective medical interview:
- It outlines the typical stages of a medical interview, including opening the consultation, taking a history, physical exam, diagnosis, and closing.
- For each stage, it describes the doctor's role and what they should do, such as greeting the patient, eliciting the chief complaint, reviewing systems, and discussing treatment options.
- Additional sections provide examples of language for opening a consultation, as well as "dos and don'ts" for a speaking exam roleplay interview. The goal is to react naturally to the patient while demonstrating English proficiency.
- Autism spectrum disorder (ASD) is a lifelong neurological disorder that affects social interaction and communication. Symptoms typically appear before age 3 and vary widely between individuals.
- There is no single known cause of ASD, but genetic and environmental factors likely contribute. Diagnosis involves evaluating a child's behavior and development compared to typical milestones.
- Common treatments aim to improve social and communication skills, such as applied behavior analysis, occupational therapy, and communication methods using pictures or symbols. Medications can also help treat associated medical conditions, but not ASD itself. Nutrition is important for overall health and development.
Speech development- Delay and other problemsBabu Appat
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
dental management of autism patients is very important to understand how we can treat those children in our clinic, cause they need special care from us not like the other normal children.
we must understand everything associted with them in order to treat them.
if we understand how to deal with autistic patient so we can treat other handicapped children in our dental clinic like Mongolism, mental retarded child and others.
we must know the classification of autism and types of them, social skills, communication, behavioral problems.
The document discusses models of deafness and counseling approaches for deaf individuals and their families. It contrasts medical and social models of deafness and outlines the history of deaf education. It also summarizes informational and adjustment counseling, types of responses to use in counseling, and ways to address common parent and child concerns. Key approaches discussed include using open-ended questions, reflective responses, setting goals using "Dreams and Maps," and knowing when to refer to other professionals.
Practical Oral Care for People With Autism
Health Challenges in Autism and Strategies for Care
Communication Problems and Mental Capabilities
Behavior Problems
Unusual Responses to Stimuli
Unusual and Unpredictable Body Movements
Seizures
Oral Health Problems in Autism and Strategies for Care
Damaging Oral Habits
Dental Caries
Periodontal Disease
Tooth Eruption
Trauma and Injury
This document discusses Tourette Syndrome (TS), dispelling common myths and providing guidance for educators. Key points:
- TS is more common than assumed (1% of children) and is characterized by involuntary vocal and motor tics, though not all patients exhibit coprolalia or disruptive tics.
- It often co-occurs with disorders like ADHD, OCD or learning disabilities, complicating management. Diagnosis typically brings relief from long uncertainty.
- Educators should focus on the whole child, ignore mild tics, and educate others about TS to foster acceptance. Modifications may aid students like preferential seating, testing accommodations, and movement breaks.
The document discusses speech disorders, their classification, causes, treatment and social effects. It notes that speech disorders can negatively impact a child's educational performance, social and emotional development. Children with speech disorders may be targets of bullying resulting in lower self-esteem, though bullying tends to decrease as people age and become more understanding. Speech therapy can help improve communication skills and lead to better educational, social and emotional experiences for children with speech disorders.
Behavioral Management Technique For Patient With Special Needs DrGhadooRa
done by : ( ABCD'S &G )
alaa ba-jafar
abrar alshahranii
sahab filfilan
nada alharbi
shahd rajab
Ghadeer suwaimil
I hope that you enjoy and you benefit❤
Diagnosis &management of autistic spectrum disordersAbhishek Joshi
Autism spectrum disorders are characterized by difficulties with social interaction and communication. The cause is unknown but believed to involve both genetic and environmental factors. Diagnosis involves developmental screening followed by a comprehensive evaluation. Treatments aim to improve social and communication skills and include applied behavioral analysis, speech therapy, occupational therapy, and others. Prognosis depends on the individual, with early intervention improving outcomes for many.
The document discusses the needs of a teenage mother and her 4-month-old infant who both have hearing impairments. As the mother is only 16 years old, she requires significant assistance in caring for her baby while also fulfilling her own responsibilities. Both the mother and baby would benefit from diagnosis and treatment for their hearing impairments, as well as financial assistance, home visits, and social support services to help the mother care for her child. Early intervention is important to address any delays and ensure the child's needs are met as they develop.
Everything You Always Wanted to Know About Hearing But Were Afraid To Askearlyintervention
This document provides information about hearing loss in infants and early intervention services. It discusses the CDC 1-3-6 goals for screening babies and providing early intervention before certain age milestones. Various communication options for children with hearing loss are outlined, including auditory-oral, sign language, cued speech, and total communication approaches. The importance of an unbiased provision of information and connecting families to resources is emphasized.
Autism Spectrum Disorders for Primary Care Providersdrsengupta
This document provides an overview of autism for primary care physicians. It defines autism as a spectrum disorder characterized by difficulties with social interaction, communication, and repetitive behaviors. The prevalence of autism is increasing, and early screening and treatment can help improve social and language skills. Screening all children at 18 and 24 months is recommended, and physicians should observe for signs of autism and refer to specialists as needed to help children with autism and support their families.
This document provides an overview of autism including:
- Definitions and classifications of autism spectrum disorder.
- Early signs and screening methods like the M-CHAT screening tool.
- Associated genetic syndromes like tuberous sclerosis, fragile X syndrome, and Rett syndrome.
- Medical evaluations and testing to consider when evaluating a child for autism.
- Proposed severity levels for autism spectrum disorder in the DSM-V.
1. Language Disorders: Why do You Need Speech Therapist
2. Does Your Child have a Language and Speech Delay: Speech Therapy Can Help You?
3. Importance of speech therapy for children
4. How To Identify If A Child Needs Speech Therapy
5. Effectiveness Of Speech Therapy
6. Speech Therapist and Speech Disorders
Find out more at: https://therapyspot.ca/service-handbooks/
This document provides tips and advice for nurturing a child's language skills. It discusses the importance of talking, reading, and interacting with children from an early age. Specific recommendations include talking about daily activities, expanding on a child's remarks with more words, asking open-ended questions, reading interactively by discussing pictures and letting the child make up stories, playing word games, singing songs, and playing interactive games. It also advises taking field trips for new experiences and listening to the child. The document warns against pretending to understand if you can't, allowing too much TV/computer time, over-correcting, and pressuring a child to talk. It provides typical language development milestones and signs of possible speech delays.
This is a great resource for parents of young children with autism spectrum disorders. It is intended to be completed by parents about their children and shared with the child’s teacher, babysitter, therapist, etc.
This document provides information for parents and carers of children with autism spectrum disorders (ASD). It defines ASD and explains common signs at different ages. The assessment process involves referral to a specialist team who evaluate development history, observe the child, and make a diagnosis. Treatments aim to help with social, communication and behavioral difficulties through educational and medical support. Ongoing services are available and information sources are listed.
autism is a treatable disease nowadays, so early diagnosis can prevent or treat autism by intensive behavior modification setting . the aim of the lecture is to suggest red flags for early diagnosis of autism
This presentation is about Language Disorders, their symptoms and treatment. It also tells how parents can help their own children who suffer from such disorders.
Autism is a developmental disorder that appears in early childhood and affects social and communication skills. Boys are affected more than girls. While the causes are unknown, early signs may include lack of speech, repetitive movements, lack of eye contact and social skills. Treatment options include applied behavior analysis therapy, occupational therapy, speech therapy and sometimes medications to treat related symptoms. Diet changes eliminating gluten have helped some children with autism.
Importance of hearing mechanism in speech and language developmentDuaShaban
Hearing is critical for speech and language development in children. When a child has untreated hearing loss, it can delay their language development and cause problems with speaking, reading, social skills, and school success. The document discusses how hearing loss affects different aspects of speech and language development in children, including vocabulary, sentence structure, academic performance, and socialization. It stresses the importance of early testing and treatment for hearing loss to minimize impacts and help children develop speech and language skills comparable to their hearing peers.
Making Best Use of Speech-Language Therapy: When to Refer and What to ExpectBilinguistics
In this presentation, we discuss speech and language in school-age youth, identify when referral for Speech-Language Evaluation and Therapy would benefit the patient, and explain utilization of Alternative and Augmentative Communication (AAC).
The document discusses a common scenario where parents notice their young child is slow to start talking compared to peers and hesitate to seek professional advice. It provides developmental milestones for speech and language from infancy through age 3 to help parents determine if a child's development is normal or warrants concern. Potential causes of delayed speech are discussed, as well as the role of speech-language pathologists in evaluating children and developing treatment plans when needed. The importance of early intervention and parent involvement are also highlighted.
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Handicapped children and medical problemssaad alani
1. The document discusses various types of disabilities that affect children including cerebral palsy, muscular dystrophy, spina bifida, and others. It notes the physical, mental, social, and developmental challenges these disabilities can cause.
2. Effective communication with disabled children requires bending down to their level, using simple language, listening to understand their perspective, and providing encouragement and praise.
3. Different disabilities may require tailored approaches like breaking tasks into steps, using positive reinforcement, adapting materials, and ensuring inclusion through acceptance by other children.
1. The document discusses various types of disabilities that affect children including cerebral palsy, muscular dystrophy, spina bifida, and others. It notes the physical, mental, social, and developmental challenges these disabilities can cause.
2. Effective communication with disabled children requires bending down to their level, using simple language, listening to understand their perspective, and providing encouragement and praise.
3. Different disabilities may require tailored approaches like breaking tasks into steps, using positive reinforcement, adapting materials, and ensuring inclusion through acceptance by other children.
This document is the preface to a Home Economics textbook for classes 9-10 in Bangladesh. It provides background on the development and revision of textbooks in Bangladesh. It explains that the textbook covers topics like home management, childcare, nutrition, textiles, and practical skills so students can learn to build prosperous homes and families. The preface emphasizes the importance of creating skilled citizens and teaching applied knowledge and respect for labor. It thanks contributors and hopes the textbook will be useful for students.
consumer markets and consumer buyer behaviorFahad Masood
This document discusses consumer buyer behavior and the consumer decision-making process. It outlines several key topics: 1) a model of consumer behavior that is influenced by marketing stimuli and other forces; 2) characteristics affecting consumer behavior such as cultural, social, and psychological factors; 3) the five stages of the buyer decision process - need recognition, information search, evaluation of alternatives, purchase decision, and post-purchase behavior; and 4) the adoption process for new products which progresses through awareness, interest, evaluation, trial, and adoption stages.
The document discusses speech disorders, their classification, causes, treatment and social effects. It notes that speech disorders can negatively impact a child's educational performance, social and emotional development. Children with speech disorders may be targets of bullying resulting in lower self-esteem, though bullying tends to decrease as people age and become more understanding. Speech therapy can help improve communication skills and lead to better educational, social and emotional experiences for children with speech disorders.
Behavioral Management Technique For Patient With Special Needs DrGhadooRa
done by : ( ABCD'S &G )
alaa ba-jafar
abrar alshahranii
sahab filfilan
nada alharbi
shahd rajab
Ghadeer suwaimil
I hope that you enjoy and you benefit❤
Diagnosis &management of autistic spectrum disordersAbhishek Joshi
Autism spectrum disorders are characterized by difficulties with social interaction and communication. The cause is unknown but believed to involve both genetic and environmental factors. Diagnosis involves developmental screening followed by a comprehensive evaluation. Treatments aim to improve social and communication skills and include applied behavioral analysis, speech therapy, occupational therapy, and others. Prognosis depends on the individual, with early intervention improving outcomes for many.
The document discusses the needs of a teenage mother and her 4-month-old infant who both have hearing impairments. As the mother is only 16 years old, she requires significant assistance in caring for her baby while also fulfilling her own responsibilities. Both the mother and baby would benefit from diagnosis and treatment for their hearing impairments, as well as financial assistance, home visits, and social support services to help the mother care for her child. Early intervention is important to address any delays and ensure the child's needs are met as they develop.
Everything You Always Wanted to Know About Hearing But Were Afraid To Askearlyintervention
This document provides information about hearing loss in infants and early intervention services. It discusses the CDC 1-3-6 goals for screening babies and providing early intervention before certain age milestones. Various communication options for children with hearing loss are outlined, including auditory-oral, sign language, cued speech, and total communication approaches. The importance of an unbiased provision of information and connecting families to resources is emphasized.
Autism Spectrum Disorders for Primary Care Providersdrsengupta
This document provides an overview of autism for primary care physicians. It defines autism as a spectrum disorder characterized by difficulties with social interaction, communication, and repetitive behaviors. The prevalence of autism is increasing, and early screening and treatment can help improve social and language skills. Screening all children at 18 and 24 months is recommended, and physicians should observe for signs of autism and refer to specialists as needed to help children with autism and support their families.
This document provides an overview of autism including:
- Definitions and classifications of autism spectrum disorder.
- Early signs and screening methods like the M-CHAT screening tool.
- Associated genetic syndromes like tuberous sclerosis, fragile X syndrome, and Rett syndrome.
- Medical evaluations and testing to consider when evaluating a child for autism.
- Proposed severity levels for autism spectrum disorder in the DSM-V.
1. Language Disorders: Why do You Need Speech Therapist
2. Does Your Child have a Language and Speech Delay: Speech Therapy Can Help You?
3. Importance of speech therapy for children
4. How To Identify If A Child Needs Speech Therapy
5. Effectiveness Of Speech Therapy
6. Speech Therapist and Speech Disorders
Find out more at: https://therapyspot.ca/service-handbooks/
This document provides tips and advice for nurturing a child's language skills. It discusses the importance of talking, reading, and interacting with children from an early age. Specific recommendations include talking about daily activities, expanding on a child's remarks with more words, asking open-ended questions, reading interactively by discussing pictures and letting the child make up stories, playing word games, singing songs, and playing interactive games. It also advises taking field trips for new experiences and listening to the child. The document warns against pretending to understand if you can't, allowing too much TV/computer time, over-correcting, and pressuring a child to talk. It provides typical language development milestones and signs of possible speech delays.
This is a great resource for parents of young children with autism spectrum disorders. It is intended to be completed by parents about their children and shared with the child’s teacher, babysitter, therapist, etc.
This document provides information for parents and carers of children with autism spectrum disorders (ASD). It defines ASD and explains common signs at different ages. The assessment process involves referral to a specialist team who evaluate development history, observe the child, and make a diagnosis. Treatments aim to help with social, communication and behavioral difficulties through educational and medical support. Ongoing services are available and information sources are listed.
autism is a treatable disease nowadays, so early diagnosis can prevent or treat autism by intensive behavior modification setting . the aim of the lecture is to suggest red flags for early diagnosis of autism
This presentation is about Language Disorders, their symptoms and treatment. It also tells how parents can help their own children who suffer from such disorders.
Autism is a developmental disorder that appears in early childhood and affects social and communication skills. Boys are affected more than girls. While the causes are unknown, early signs may include lack of speech, repetitive movements, lack of eye contact and social skills. Treatment options include applied behavior analysis therapy, occupational therapy, speech therapy and sometimes medications to treat related symptoms. Diet changes eliminating gluten have helped some children with autism.
Importance of hearing mechanism in speech and language developmentDuaShaban
Hearing is critical for speech and language development in children. When a child has untreated hearing loss, it can delay their language development and cause problems with speaking, reading, social skills, and school success. The document discusses how hearing loss affects different aspects of speech and language development in children, including vocabulary, sentence structure, academic performance, and socialization. It stresses the importance of early testing and treatment for hearing loss to minimize impacts and help children develop speech and language skills comparable to their hearing peers.
Making Best Use of Speech-Language Therapy: When to Refer and What to ExpectBilinguistics
In this presentation, we discuss speech and language in school-age youth, identify when referral for Speech-Language Evaluation and Therapy would benefit the patient, and explain utilization of Alternative and Augmentative Communication (AAC).
The document discusses a common scenario where parents notice their young child is slow to start talking compared to peers and hesitate to seek professional advice. It provides developmental milestones for speech and language from infancy through age 3 to help parents determine if a child's development is normal or warrants concern. Potential causes of delayed speech are discussed, as well as the role of speech-language pathologists in evaluating children and developing treatment plans when needed. The importance of early intervention and parent involvement are also highlighted.
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Handicapped children and medical problemssaad alani
1. The document discusses various types of disabilities that affect children including cerebral palsy, muscular dystrophy, spina bifida, and others. It notes the physical, mental, social, and developmental challenges these disabilities can cause.
2. Effective communication with disabled children requires bending down to their level, using simple language, listening to understand their perspective, and providing encouragement and praise.
3. Different disabilities may require tailored approaches like breaking tasks into steps, using positive reinforcement, adapting materials, and ensuring inclusion through acceptance by other children.
1. The document discusses various types of disabilities that affect children including cerebral palsy, muscular dystrophy, spina bifida, and others. It notes the physical, mental, social, and developmental challenges these disabilities can cause.
2. Effective communication with disabled children requires bending down to their level, using simple language, listening to understand their perspective, and providing encouragement and praise.
3. Different disabilities may require tailored approaches like breaking tasks into steps, using positive reinforcement, adapting materials, and ensuring inclusion through acceptance by other children.
This document is the preface to a Home Economics textbook for classes 9-10 in Bangladesh. It provides background on the development and revision of textbooks in Bangladesh. It explains that the textbook covers topics like home management, childcare, nutrition, textiles, and practical skills so students can learn to build prosperous homes and families. The preface emphasizes the importance of creating skilled citizens and teaching applied knowledge and respect for labor. It thanks contributors and hopes the textbook will be useful for students.
consumer markets and consumer buyer behaviorFahad Masood
This document discusses consumer buyer behavior and the consumer decision-making process. It outlines several key topics: 1) a model of consumer behavior that is influenced by marketing stimuli and other forces; 2) characteristics affecting consumer behavior such as cultural, social, and psychological factors; 3) the five stages of the buyer decision process - need recognition, information search, evaluation of alternatives, purchase decision, and post-purchase behavior; and 4) the adoption process for new products which progresses through awareness, interest, evaluation, trial, and adoption stages.
This document discusses managing marketing information. It outlines the marketing information system and the steps in the marketing research process. The marketing information system consists of people, equipment, and procedures to gather, sort, analyze, evaluate, and distribute timely and accurate information. Marketers can obtain internal data, marketing intelligence, and conduct marketing research to develop needed information. Marketing research involves defining problems/objectives, developing a research plan, implementing the plan through various methods, and reporting findings.
The document discusses the marketing environment, which consists of a company's microenvironment and macroenvironment. The microenvironment includes internal groups like the company itself, suppliers, marketing intermediaries, customers, competitors, and publics. The macroenvironment comprises larger societal forces like demographic, economic, natural, technological, political, and cultural factors. It provides examples of trends in each macroenvironmental area and how they impact marketing management.
This chapter discusses companywide strategic planning and marketing's role in it. It covers defining a market-oriented mission, setting objectives and goals, designing the business portfolio, analyzing current businesses, and developing growth and downsizing strategies. It also discusses partnering with other departments and companies to build customer relationships and deliver value. Additionally, it outlines developing a customer-driven marketing strategy and integrated marketing mix, as well as managing the marketing effort through analysis, planning, implementation, and control. The chapter concludes with measuring return on marketing investment.
This document discusses the key concepts and principles of marketing. It defines marketing as creating value for customers and building strong customer relationships to capture value in return. It covers understanding customer needs and the marketplace, designing a customer-driven marketing strategy through market segmentation and value propositions, developing integrated marketing programs using the marketing mix, building customer relationships through satisfaction and loyalty, and capturing value from customers over their lifetime. It also discusses new developments in marketing like digital technologies, globalization, ethics and social responsibility, and the growth of not-for-profit marketing.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
STATEMENT OF THE PROBLEM
Goals of Study
PURPOSE OF CASE STUDY
DEFINITIONS OF TERM
CHAPTER TWO
LITERATURE REVIEW
CASE STUDY
ASPERGER SYNDROME
CHAPTER III
METHODOLOGY
DEWA ACADEMY
PROCEDURE
Chapter IV
Findings
Demographic Features
Hydra can exchange gases through simple diffusion across their thin body wall. As they lack more complex respiratory structures, gas exchange occurs directly across their non-specialized epidermis. This allows oxygen to diffuse into the cells of Hydra and carbon dioxide to diffuse out, meeting their gas exchange needs through a basic cutaneous process.
This document discusses key aspects of the human respiratory system. It notes that tidal volume should not exceed 10 ml/kg to avoid injury and reduce cardiac output, and that residual volume is unaffected by respiratory muscle weakness. It also outlines the roles of hemoglobin and myoglobin in oxygen transport and storage in red blood cells and muscle tissue, respectively.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Stuttering cases forms practical
1. All the information in this form is confidential and will not be made public to any
persons without the consent of the child’s parent or legal guardian.
STUTTERING
CASE PRACTICAL
BY
FOUZIA REHMAN
Date:
2. 2
CHILD CASE HISTORY Form # 1
BASIC INFORMATION
Name: Ali Jawaid Birth Date 2/june/2000 Age: 14
Home Language Urdu Tel# ---- School/ Preschool. Dewa Academy
Home Address: Nazimabad Father Name: Jawaid Ahmed
Father Occupation Banker Phone #: _----_____- E-mail Id ___----
Mother Name: Nida Jawaid Mother Occupation: House wife
Date of Evaluation: 18/2/2015 Referred By: -------
Problem Statement: . Autistic spectrumdisorder possible Asperger syndrome
Identifying Information of Child
Please fill in the form as accurately and complete as possible. If there are any questions regarding the information asked, those sections will
be filled in with the therapist during the parental interview.
PRENATAL AND BIRTH HISTORY:
How was the mother’s general health during the pregnancy? (Illnesses, accidents, medications used, complications,
procedures performed?) Normal
Duration of pregnancy: Normal Duration of labor: Normal
Birth weight: Normal Was your child placed in an incubator? No
If yes why and for how long? -
CIRCLE APPLICABLE BIRTH:
Head first Feet first Bridge Planned C-section Unplanned C-section
Was your child breastfed and for how long? 8th
Months
Until when was your child bottle fed? After 8th
Months
MEDICAL HISTORY:
Provide approximate ages at which the child suffered from following illnesses & conditions:
Allergies
Asthma
Chicken Pox
Colds
Convulsions
Croup
Dizziness
Ear Infections
Encephalitis
German measles
Headaches
High fever
Influenza
Mastoiditis
Mumps
Pneumonia
Seizures
Sinusitis
Ringing in ear
Tonsillitis
Other
Where any procedures or surgery done to improve any of the above conditions. If yes Please describe
Does your child use any chronic medication? If yes please specify. Retalin
GENERAL INFORMATION:
Brothers and sisters (include names and ages). Zeeshan is elder brother Age: 18 years
What languages does your child speak? English Primary language: Urdu
What languages are spoken at home? Both Other:
With whom does child spend most of his time? Mother
How does your child usually communicate? [Gestures, single words, short phrases, sentences (how many words in a
sentence)] sentences
When the problem was first noticed? Mother
What do you think may have caused the problem? Asperger Syndrome
Has the problem changed since it was first noticed? yes
Have any other speech-language therapists or audiologists seen your child? No
Have any other professionals seen your child? If yes, who?
Physician yes
Pediatrician yes
Psychologists yes
Optometrist orOphthalmologist
Specialeducation teachers' yes
Neurologist’s
Ear nose and throatspecialist
Physiotherapist
Are there any speech, language, hearing or cognitive (brain related) problems in your family? If
Yes please describe. No
DEVELOPMENTALHISTORY:
Please provide the approximate ages at which your child mastered the following milestones (if applicable):
Crawl 10th
months Sit 1 year Stand 1 1/5 years
Walk 2 years Feed self 2 1/5years Dress self 3 1/5 years Use toilet 2 years
3. Speech / Language Assessment
3
Use single words (e.g., no, mom, doggie, etc.) 4 years
Combine words (e.g., me go, daddy shoe, etc.) 6years
Name simple objects (e.g., dog, car, tree, etc.)
Does your child have difficulty walking, running, or participating in other activities, which require small or large
muscle coordination? clumsy -
Are there or have there ever been feeding problems (e.g. problems with sucking, swallowing, drooling, chewing, reflux
etc.) if yes, please describe No
Describe the child’s response to sound (e.g. responds to all sounds, responds to loud sounds only, or inconsistently
responds to sounds). yes
EDUCATIONAL HISTORY:
School: DEWA Academy Grade: learner
How is the child performing academically (or pre-academically)? Does the teacher have any concerns? If yes please
specify. He has behavior issuse , he doesnot develop interest in academics although he is good in
extra curricular activities
How does your child interact with others (e.g., shy, aggressive, uncooperative etc.)? Sometime
aggressive, but mostly in a friendly way, but he did not listen to other he speaks only has a short temperament of
listening
Provide any additional information that might be helpful in the evaluation or remediation of your child’s problem. He
ilike to make friends, he like cartoon movies and games , he like to prank others that also cause problems for peoples
specially in school.
ORAL-FACIAL EXAMINATION Form # 2
Evaluation of Face Comments
_______ symmetry: normal/droops on right/droops on left
_______ abnormal movements: none/grimaces/spasms
_______ mouth breathing: yes/no
Evaluation of Jaw and Teeth
Tell client to open and close mouth.
_______ range of motion: normal/reduced
_______ symmetry: normal/deviates to right/deviates to left
_______ movement: normal/jerky/groping/slow/asymmetrical
_______ TMJ noises:absent/grinding/popping
Observe dentition.
_______ occlusion (molar relationship): normal/neutroclusion (Class I)/ distoclusion (Class II)/ mesioclusion
(Class III)/
_______ occlusion (incisor relationship): normal/overbite/underbite/crossbite
_______ teeth:all present/dentures/teeth missing (specify)
_______ arrangement of teeth: normal/jumbled/spaces/misaligned
_______ hygiene:
Evaluation of Lips
Tell client to pucker.
_______ range of motion: normal/reduced
_______ symmetry: normal/droops bilaterally/droops right/droops left
_______ strength (press tongue blade against lips): normal/weak
Tell client to smile.
_______ range of motion: normal/reduced
_______ symmetry: normal/droops bilaterally/droops right/droops left
Tell client to puff cheeks and hold air.
_______ lip strength:normal/reduced
_______ nasalemission: absent/present
Evaluation of Tongue
_______ surface color: normal/abnormal (specify)
_______ abnormal movements: absent/jerky/spasms/writhing/fasciculations
_______ size: normal/small/large
_______ frenum: normal/short
Tell client to protrude the tongue.
_______ excursion: normal/deviates to right/deviates to left
_______ range of motion: normal/reduced
_______ speed ofmotion: normal/reduced
_______ strength (apply opposing pressure with tongue blade): normal/reduced
Tell client to retract tongue.
4. 4
_______ excursion: normal/deviates to right/deviates to left
_______ range of motion: normal/reduced
_______ speed ofmotion: normal/reduced
Tell client to move tongue tip to the right.
_______ excursion: normal/incomplete/groping
_______ range of motion: normal/reduced
_______ strength (apply opposing pressure with tongue blade): normal/reduced
Tell client to move the tongue tip to the left.
_______ excursion: normal/incomplete/groping
_______ range of motion: normal/reduced
_______ strength (apply opposing pressure with tongue blade): normal/reduced
Tell client to move the tongue tip up.
_______ movement: normal/groping
_______ range of motion: normal/reduced
Tell client to move the tongue tip down.
_______ movement: normal/groping
_______ range of motion: normal/reduced
Observe rapid side-to-side movements.
_______ rate: normal/reduced/slows down progressively
_______ range of motion: normal/reduced on left/reduced on right
Evaluation of Pharynx:
_______ color: normal/abnormal
_______ tonsils:absent/normal/enlarged
_______ other:
Evaluation of Hard and Soft Palates:
_______ color: normal/abnormal
_______ rugae: normal/very prominent
_______ arch height: normal/high/low
_______ arch width: normal/narrow/wide
_______ growths:absent/present (describe)
_______ fistula: absent/present (describe)
_______ clefting: absent/present (describe)
_______ symmetry at rest: normal/lower on right/loweron left
_______ gag reflex: normal/absent/hyperactive/hypoactive
_______ other:
Tell client to phonate using /ɑ/.
_______ symmetry of movement: normal/deviates
right/deviates left
_______ posteriormovement: present/absent/reduced
_______ lateral movement: present/absent/reduced
_______ uvula: normal/bifid/deviates right/deviates left
_______ nasality: absent/hypernasal
ASSESSMENT OF PHYSIOLOGICAL FACTORS ASSOCIATED WITH STUTTERING
Form # 3
Respiratory Factors
_____ normal respiration at rest
_____ normal respiration during speech
_____ shallow breathing
_____ audible inhalation
_____ prolonged inhalation
_____ audible exhalation (nonspeech)
_____ gasping
_____ arhythmical breathing
_____ other(describe)
Phonatory Factors
_____ normal phonatory functions
_____ delays of phonatory onset
_____ hard glottal attacks
_____ pitch breaks
_____ excessive pitch variations
_____ too loud
_____ too soft
_____ alternating loudness
_____ arhythmical breathing
_____ other(describe)
Articulatory Factors
_____ normal articulatory contacts
_____ easy articulatory contacts
_____ hard articulatory contacts
5. Speech / Language Assessment
5
_____ normal articulation (place, manner)
_____ other(describe)
Prosodic Factors
_____ normal prosody
_____ prolonged sound productions
_____ excessive stressing
_____ atypical stressing
_____ other(describe)
Rate When Fluent
_____ appropriate
_____ excessively fast
_____ excessively slow
FINDINGS:
ASSESSMENT OF ASSOCIATED MOTOR BEHAVIORS # 4
Instructions: Check all associated motor behaviors theclient exhibits. Use blank to describe behaviors or record frequency counts.
Eyes
blinking
shutting
Upward movement
Downward movement
Vertical movement present .
Nose
flaring
Dilation
wrinkling
Leg
tensing
kicking
Rapid movement
Tongue
clicking
Extraneous movement
Head
shaking
upward movement
downward movement
lateral movement to right
lateral movement to left
Lips
quivering.
pursing
Invert lower lip
Hands
Fist clenching
wringing
splaying
Teeth
clenching
grinding
clicking
Jaw
clenching
Opening
Closing
Fingers
Tapping
rubbing
clenching
Excessive movement
clicking
Neck
tightening
twitching
Upward movement
downward movement
Lateral movement to the right
Lateral movement to left
Arms
Excessive movement
banging against side
banging against leg
Jerky movement
tensing
Forehead
wrinkling/creasing
Breathing
speaking on little air
Unnecessary inhalation
Jerky breathing
Audible inhalation
Audible exhalation
Dysrhythmic
THE S/Z RATIO # 5
Instructions: Say to the client, “Takea breathandmake the longest /s/ youcan, like this, /s---s/” (model the target response).Time thedurationof the client’s
productionis in seconds. Repeat the instructions, replacing /s/ with /z/. Complete at least 2 trials of each phoneme, recording seconds per trial below:
To determine the s/z ratio, divide the longest /s/ production by the
longest /z/ production
Interpretation:
A 1.0 ratio with normal duration on productions of /s/ and /z/ (approximately 10 seconds for children and 20–25 seconds for adults) suggests
normal respiratory ability and the absence of vocal cord pathology.
A 1.0 ratio with reduced duration of /s/ and /z/ indicates possible respiratory inefficiency. The patient may have a reduced vital capacity or
poor control of expiration.
Trial in Sec /S/ /Z/
Trial 1
Trial 2
Trial 3
Total
Total Average
Longest /S/
Longest /Z/
S/Z Ratio
6. 6
An s/z ratio of 1.2 or greater with normal duration of the /s/ production indicates possible vocal cord pathology. Unlike /s/, the voiced /z/
requires phonation. Therefore, unequal phonatory control of the /s/ and /z/ is indicative of a laryngeal pathology rather than a respiratory
problem. The higher the s/z ratio is above 1.0, the greater the likelihood of laryngeal pathology.
FREQUENCY CONT FOR DYSFLUENCIES Form # 6
Speech sample duration:
REPETITIONS: Part-word (PWR)
Whole-word (WWR
phrases
PROLONGATION: Sound (SoPr)
Silent (SPr)
INTERJECTIONS: Sound/Syllable (I)
Whole-Word
Phrase
SILENT PAUSES (SP)
BROKEN WORDS (B)
INCOMPLETE PHRASES (Inc)
REVISIONS (x)
BLOCKS (B)
FLUENCY CHARTING GRID FORM # 7
Instructions:Make an appropriatemark in each square for every word uttered using thesuggested symbols or make up your own to
indicate typeof dysfluency present. Themajor categories of dysfluencies are in bold print
CODE:
(R) = repetition
(*) = no dysfluency
(I) = Interjection
(SP) = Silent Pause
(BW) = Broken words
(Inc) = Incomplete Phrases
(SPr) = Silent prolongation
(SoPr) = Sound Prolongation
(P) = prolongation
(B) = block
(x) = revision
(F) = filler/starter
(PWR) = Part word repetition
(WWR) = Whole-word repetition
(PR) = Phrase repetition
Steps in the Frequency Count Assessment
1. Prepare eithera video oraudio tape recorder
2. Assessthefrequencyofstuttering in each caseusingthe following
No. of syllables stuttered * 100 = * 100 = %Syllable stuttered
No of syllables spoken
CALCULATING THE DYSFLUENCY INDEX # 8
Instructions: Transfer your findings fromthe Fluency ChartingGridto the appropriate blanks below and calculate dysfluency indexes for general or
specific dysfluency types. E.g., Repetitions are general fluency types which consist of specific types: Part -word, Whole-word, and Phrase Repititions.
Total Number of Words:
No# of Dysfluencies Dysfluency Index Dysfluency Acc. To Type
Repetitions (R)
Part-Word (PWR)
Whole-Word (WWR)
Phrases (RP)
Prolongation (P)
Sound Pro (SoP)
Silent-Pro (SP)
Interjections (I)
Sound/Syllable (SS)
Whole-word (WWI)
Phrases (PI)
7. Speech / Language Assessment
7
Silent Pauses (SPh)
Broken Words (BW)
Incomplete Phrase (InP)
Revisions (Rev)
TOTALNUMBER OF DYSFLUENCIES:
THE MODIFIED S-SCLAE # 9
Instruction:Answer the following by circling 'T' if the stutteringis generally true for you or tick 'F' if the statement is generally false
for you. If the situation is unfamiliar or rare, judge it on a "if it was familiar.." basis.
1. I usually feelthat I am making a favorable impressionwhen Italk. T F
2. I find it easy to talk with almost anyone. T F
3. I find it very easy to lookat my audience while talking in a group. T F
4. A person who is my teacherormy boss is hard to talkto. T F
5. Even the idea of giving a talk in public makes me afraid. T F
6. Some words are harder than others for me to say. T F
7. I forget all about myselfshortly afterIbegin to give a speech. T F
8. I ama good mixer. T F
9. People sometime seemuncomfortable when Iamtalking to them. T F
10. I dislike introducing one person to another. T F
11. I often ask questions in group discussion. T F
12. I find it easy to keep controlofmy voice when speaking. T F
13. I don’t mind speaking before a group. T F
14. I don’t talkwell enough to do thekind ofwork I would really like to do. T F
15. My speakervoice is ratherpleasant&easy to listen to. T F
16. I amsometimes embarrassed by the way I talk. T F
17. I face most speaking situationswith complete confidence. T F
18. There are few people I can talk with easily. T F
19. I talk better than I write. T F
20. I often feel nervous while talking. T F
21. I often find it hard to talk when I meet new people. T F
22. I feel pretty confident about my speaking abilities. T F
23. I wish I could say things as clearly as others do. T F
24. Even though Iknewthe right answer,Ihave often failed to give it because T F
I was afraid to speakout.
Diadochokinetic Syllable Rates Worksheet # 10
Instructions: Time the number of seconds it takes your client to complete each task the prescribed number of times. The average number
of seconds for children 6 to 13 years of age is reported in the right-hand side of the table. The standard deviation (SD) from the norm (mean
or average) is also found in the table. Subtract the SD from the norm to determine each SD interval. For example, using the /puh/ norm with
a 6-year-old, 3.8 (4.8 - 1.0) is one SD, 2.8 (4.8 - 2.5) is two-and-a-half SDs, etc. Therefore, a 6-year-old child who needed the 2.6 seconds
to complete the /puh/ sequence would be two SDs below the mean.
Norms in seconds for Diadochokinetic syllable rates
Task Repetitions Seconds 6 7 8 9 10 11 12 13
puh 20 . 4.8 4.8 4.2 4.0 3.7 3.6 3.4 3.3
tuh 20 . 4.9 4.9 4.4 4.1 3.8 3.6 3.5 3.3
kuh 20 . 5.5 5.3 4.8 4.6 4.3 4.0 3.9 3.7
1.0 1.0 .7 .7 .6 .6 .6 .6
Standard deviation: σ2
= Σ x /n – (Σx /n)
Task Repetitions Time (Sec) x X2
Mean = ∑x/n σ 2
= Σ x2
/n – (Σ x /n)2
puh 20
tuh 20
kuh 20 σ 2
=
Total 60 σ =
Task Repetitions Seconds 6 7 8 9 10 11 12 13
puhtuhkuh 10 ______ 10.3 10.0 8.3 7.7 7.1 6.5 6.4 5.7
SDs 2.8 2.8 2.0 2.0 1.5 1.5 1.5 1.5
8. 8
EVALUATION BY DDK:
ASSESSING INTELLIGIBILITY WORKSHEET # 11
Instruction Write out each word in each utterance (use phonetics if possible), Use a dash (----) to indicate each unintelligible word, An
utterance is considered intelligible only if the entire utterance can be understood, & Calculate intelligibility for words and utterances
Intelligible Word = X 100 = % .
Total Word
Serial
#
UTTERANCES # of
Intelligible
Words
Total
Words
# of
Intelligible
Utterances
Total
Utterances
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
9. Speech / Language Assessment
9
UnIntelligible Word = X 100 % .
Total Word
MEAN LENGTH of UTTERANCE (MLU) # 12
Mean length of utterance (MLU) is the average number of morphemes per utterance. It is an index of expressive language development
used beyond the stage of single words, when a child uses two or more words together in an utterance. It is calculated in 50 or 100
utterances by counting the number of morphemes in each utterance divided by the total number of utterances. MLU is used as a benchmark
to assess individual differences and developmental changes in grammatical development in children in the early stages of language
acquisition. The mean length of children’s utterances is a valuable estimate of their early language acquisition. A child’s MLU typically
corresponds closely to their age. Roger Brown described five stages of language development based on MLU.
MLU for the child by the formula
Total No. of Words = = MLU
Total No. of utterances
Table shows MLU in normal individuals (1 to 4 years)
COMMENTS on MLU & WPM
ASSESS OVERALL SPEAKING RATE or WPM # 13
NOTE; Speech rate is the term given to the speed at which you speak. It's calculated in the number of words spoken in a minute. A normal
number of words per minute (wpm) can vary hugely. The average speaking rate for people who don't stutter is 167 words per minute, 1st
grade child’s WPM is about 125 and 5th
grade child has 142 WPM (Darley, 1940). Generally people are not conscious of their habitual
speaking speed and if they are understood by those listening there is little reason to change. Their speech could be considered too slow or
too fast by people outside of their normal environment but if they are not routinely communicating with them it doesn't really matter.
Total words =
Word per minute = total number of words / time in seconds X 60
WPM = ( / 20) x 60 = wpm
COMMENTS
Phase MLU Approximate age
1
2
3
4
5
1.0 – 2.0
2.0 – 2.5
2.5 – 3.0
3.0 – 3.75
3.75 – 4.5
1 – 2.5 years
2 – 2.5 years
2.5 – 3 years
3 – 3.5 years
3.5 – 4 years
10. 10
EVALUATION REPORT of sadia arshad
Name: Birth Date: Age:
Home Language Tel# Date of Evaluation:
School/ Preschool.
Home Address:
Father Name: Father Occupation Phone #:
E-mail Id Mother Name: Mother Occupation: