This document discusses the role of hippotherapy in autism. It summarizes insights from autistic individuals and new research findings on autism. Some key points made include: autistic individuals may have hypersensitivity to stimuli rather than lack of empathy; stereotypic behaviors may help regulate their autonomic nervous system; fixations could be gateways for learning if incorporated into education; and similarities exist between how horses and autistic individuals respond to environmental cues. The discussion considers integrating these understandings to create a more supportive therapeutic environment.
Analysis Of Hippotherapy Outcome Measureslacygardner
This paper describes the use of hippotherapy with children who have autism spectrum disorders (ASD). It details the rationale, frames of references and a review of the literature. Furthermore, descriptions of a capstone project are provided on the investigation of hippotherapy outcome measures being used by current occupational therapists. Five hippotherapy sites were visited and at least one full day of sessions was observed at each. Occupational therapists were also interviewed about current practices. Findings support the use of non-standardized testing for measuring outcomes of children with ASD. Also noted are the various methods for delivering hippotherapy services.
In Switzerland, Hippotherapy-K® is applied for central neurological disorders in the brain and spine. It is acknowledged and paid for by health insurances in the case of Multiple Sclerosis. Riding the horse loosens spasms in the legs and reduces coordination disorders while sitting. The movements and rhythm of the horse are optimally used.
Hippotherapy-K® („K“ stands for its Swiss founder, Ursula Künzle) is an acknowledged medical method in which the threedimensional gait of the horse is transferred to the patient. This trains the muscles that sustain the torso, stabilises the spine and supports balancing abilities. The joints of the pelvis and spine are mobilised in an optimal way.
This document summarizes research on the effects of hippotherapy on several disorders. It discusses studies that found hippotherapy improved outcomes for children with cerebral palsy, autism spectrum disorder, and attention deficit hyperactivity disorder. For cerebral palsy, hippotherapy reduced spasticity, improved gross motor functions and muscle activity. For autism, it increased engagement, social behaviors and self-regulation. For ADHD, hippotherapy improved executive functioning. The document reviews participant characteristics, assessment scales, and results from multiple clinical studies on hippotherapy for each of these disorders.
This document summarizes a project providing specialized training in hippotherapy for professionals working with children with disabilities. Hippotherapy involves using horseback riding as a therapeutic or rehabilitative treatment. The project aims to train professionals to become certified hippotherapists, allowing this treatment to be widely available in Turkey, Bulgaria, and Romania. It will create training materials like modules and videos to teach therapists how to properly implement hippotherapy. Hippotherapy has been used for centuries to help people with disabilities and was formalized in the 1960s, with standards and research on its benefits in areas like physical, cognitive, and behavioral goals.
This document discusses hippotherapy and its benefits for children with disabilities such as cerebral palsy. It describes how hippotherapy can improve motor skills, balance, coordination, muscle tone, and psychosocial well-being. It explains that the three-dimensional movement of the horse is similar to human gait and provides sensory input that strengthens the rider's trunk, pelvis, and improves overall motor function and developmental outcomes. Studies show hippotherapy can effectively address issues common in disabilities like CP such as spasticity, mobility, and quality of life.
This capstone project describes the use of hippotherapy with children who have autism spectrum disorders (ASD). It details the rationale, frames of references and a review of the literature. Also provided are descriptions of the investigation of hippotherapy outcome measures being used by current occupational therapists. Five hippotherapy sites were visited and at least one full day of sessions was observed at each. Occupational therapists were also interviewed about current practices. Findings support the use of non-standardized testing for measuring outcomes of children with ASD. Also noted are the various methods for delivering hippotherapy services.
Final Project: Understanding The Brain: The Neurobiology of Every Life Marisol Parrao
This document discusses sensory integration therapy and the underlying neurobiology. It describes a typical sensory integration session, focusing on how the vestibular and motor systems are engaged. It explains the basic premise of sensory integration theory, which is that adequate sensory processing and integration in the brain leads to adaptive behaviors. Specific sensory systems like vision, touch, and balance are involved. The interventions aim to enhance a child's ability to utilize sensation through controlled vestibular, proprioceptive and tactile input. The vestibular system relies on acceleration signals being integrated in the midbrain. Motor modulation involves the cerebellum organizing movement based on sensory feedback and the basal ganglia initiating movement.
Analysis Of Hippotherapy Outcome Measureslacygardner
This paper describes the use of hippotherapy with children who have autism spectrum disorders (ASD). It details the rationale, frames of references and a review of the literature. Furthermore, descriptions of a capstone project are provided on the investigation of hippotherapy outcome measures being used by current occupational therapists. Five hippotherapy sites were visited and at least one full day of sessions was observed at each. Occupational therapists were also interviewed about current practices. Findings support the use of non-standardized testing for measuring outcomes of children with ASD. Also noted are the various methods for delivering hippotherapy services.
In Switzerland, Hippotherapy-K® is applied for central neurological disorders in the brain and spine. It is acknowledged and paid for by health insurances in the case of Multiple Sclerosis. Riding the horse loosens spasms in the legs and reduces coordination disorders while sitting. The movements and rhythm of the horse are optimally used.
Hippotherapy-K® („K“ stands for its Swiss founder, Ursula Künzle) is an acknowledged medical method in which the threedimensional gait of the horse is transferred to the patient. This trains the muscles that sustain the torso, stabilises the spine and supports balancing abilities. The joints of the pelvis and spine are mobilised in an optimal way.
This document summarizes research on the effects of hippotherapy on several disorders. It discusses studies that found hippotherapy improved outcomes for children with cerebral palsy, autism spectrum disorder, and attention deficit hyperactivity disorder. For cerebral palsy, hippotherapy reduced spasticity, improved gross motor functions and muscle activity. For autism, it increased engagement, social behaviors and self-regulation. For ADHD, hippotherapy improved executive functioning. The document reviews participant characteristics, assessment scales, and results from multiple clinical studies on hippotherapy for each of these disorders.
This document summarizes a project providing specialized training in hippotherapy for professionals working with children with disabilities. Hippotherapy involves using horseback riding as a therapeutic or rehabilitative treatment. The project aims to train professionals to become certified hippotherapists, allowing this treatment to be widely available in Turkey, Bulgaria, and Romania. It will create training materials like modules and videos to teach therapists how to properly implement hippotherapy. Hippotherapy has been used for centuries to help people with disabilities and was formalized in the 1960s, with standards and research on its benefits in areas like physical, cognitive, and behavioral goals.
This document discusses hippotherapy and its benefits for children with disabilities such as cerebral palsy. It describes how hippotherapy can improve motor skills, balance, coordination, muscle tone, and psychosocial well-being. It explains that the three-dimensional movement of the horse is similar to human gait and provides sensory input that strengthens the rider's trunk, pelvis, and improves overall motor function and developmental outcomes. Studies show hippotherapy can effectively address issues common in disabilities like CP such as spasticity, mobility, and quality of life.
This capstone project describes the use of hippotherapy with children who have autism spectrum disorders (ASD). It details the rationale, frames of references and a review of the literature. Also provided are descriptions of the investigation of hippotherapy outcome measures being used by current occupational therapists. Five hippotherapy sites were visited and at least one full day of sessions was observed at each. Occupational therapists were also interviewed about current practices. Findings support the use of non-standardized testing for measuring outcomes of children with ASD. Also noted are the various methods for delivering hippotherapy services.
Final Project: Understanding The Brain: The Neurobiology of Every Life Marisol Parrao
This document discusses sensory integration therapy and the underlying neurobiology. It describes a typical sensory integration session, focusing on how the vestibular and motor systems are engaged. It explains the basic premise of sensory integration theory, which is that adequate sensory processing and integration in the brain leads to adaptive behaviors. Specific sensory systems like vision, touch, and balance are involved. The interventions aim to enhance a child's ability to utilize sensation through controlled vestibular, proprioceptive and tactile input. The vestibular system relies on acceleration signals being integrated in the midbrain. Motor modulation involves the cerebellum organizing movement based on sensory feedback and the basal ganglia initiating movement.
Sensory integration therapy is highly adaptable and effective for a variety of pediatric conditions. It can be tailored to each individual child's needs and motivations. Sensory integration treatment addresses a child's vestibular and proprioceptive senses in addition to the typical five senses. At the Theraplay clinic in Newtown, Pennsylvania, sensory integration therapy is commonly used to treat children on the autism spectrum as well as those with sensory processing disorders, neurological disorders, cerebral palsy, and developmental delays. Co-treatments between occupational and physical therapists are beneficial as they allow both disciplines to address a child's sensory and motor goals simultaneously.
Hippotherapy is a form of physical, occupational, and speech therapy that uses the unique three-dimensional walking gait of horses. The pelvic motion provided by the horse can help patients with conditions such as cerebral palsy, Down syndrome, and orthopedic injuries. Therapy sessions involve riding or being near horses and are aimed at improving patients' strength, flexibility, coordination, balance, and motor skills. Hippotherapy can be used with patients as young as 19 months old and as old as 76 years old.
Application of Affolter approach to occupational therapy intervention. The presentation ended with a case study of a patient management using affolter techniques.
The document is a chapter assignment submitted by Jacob Ryan Stotler for a counseling course. It includes responses to 4 questions about what Stotler learned from textbook readings, a video, and a website on Adverse Childhood Experiences (ACEs). For question 1, Stotler discusses learning about the counseling technique of "chaining" from textbook chapters on behavioral counseling. For question 2, Stotler discusses the counselor's role in directing sessions. For question 3, Stotler provides an overview of an article on critical periods in brain development. For question 4, Stotler discusses learning about the high frequency of ACEs from the ACEs website.
این ارائه توسط دکتر محمد خیاط زاده، عضو هیات علمی دانشگاه جندی شاپور در کارگاه بررسی رویکرد جدید بوبت در درمان بیماران مبتلا به فلج مغزی تدریس شده است.
برای مشاهده دیگر مباحث مربوط به فلج مغزی، به وب سایت فروردین مراجعه کنید.
www.farvardin-group.com
The document summarizes a study that evaluated the effectiveness of an 8-week mindfulness training program for mental health professionals. Key findings include:
1) Compared to baseline measures, participants demonstrated significant increases in mindfulness knowledge and attitudes, therapeutic mindfulness skills, and well-being after completing the training.
2) Participants reported being more confident and intentional about integrating mindfulness into their clinical work after training.
3) While therapeutic mindfulness increased, this seemed to be more due to changed attitudes like acceptance rather than clear gains in attention regulation skills.
4) The study provides preliminary evidence that a brief, standardized mindfulness training can achieve positive outcomes for therapists and potentially improve client care, but more research is still needed.
این پاورپوینت در کارگاه تخصصی رویکرد جدید بوبات در توانبخشی کودکان مبتلا به فلج مغزی ارائه شده است.
برای مشاهده مطالب بیشتر در این زمینه به وب سایت فروردین مراجعه کنید.
www.farvardin-group.com
NDT, BOBATH TECHNIQUE, BASIC IDEA OF BOBATH, CONCEPT OF BOBATH, NEUROPHYSIOLOGY OF NDT, ICF MODEL, PRINCIPLES OF TREATMENT OF NDT IN STROKE AND CP, AUTOMATIC AND EQUILIBRIUM REACTIONS, KEY POINTS OF CONTROL, FACILITATION, INHIBITION AND HANDLING IN NDT
Bobath physiotherapy. evidence based or habit based.Mepsted Roger
The evidence for the use of Bobath methods is reviewed. The reasons for the continued popularity of this approach despite its poor objective evidence base are then discussed.
The document discusses the history and development of suit therapy. It began with the development of the Penguin suit in Russia's space program to counter the harmful effects of weightlessness on the body during space flights. Suit therapy aims to normalize sensory and motor inputs, bone density, muscle strength, balance, and body fluid balance that are impacted by reduced weight bearing.
The Adeli suit, developed by the Russian Academy of Sciences, showed successful results in treating cerebral palsy and other neurological disorders, opening the door for suit therapy as a new treatment method. The modified TheraSuit was designed by Polish therapists Richard and Izabela Koscielny for intensive suit therapy in the US and abroad. Research shows TheraSuit can
This document provides an overview of various nursing theories, including their components, applications, and criticisms. It discusses meta-theories, grand theories, middle-range theories, and practice theories. Examples of descriptive and prescriptive theories are given. Several influential nursing theories are described in depth, including Nightingale's Environmental Theory, Henderson's Nursing Need Theory, King's Goal Attainment Theory, Roy's Adaptation Model, Orlando's Nursing Process Theory, and Watson's Theory of Human Caring. The methods of theory development and potential barriers to applying theory in practice are also summarized.
Integrated Psychological Therapy (IPT) and Wellness Self-Management (WSM) are two multimodal workbook-based treatments for individuals with schizophrenia. IPT was developed in 1994 and focuses on remediating cognitive deficits through group exercises before building social skills. Research shows IPT improves neurocognition, symptoms, and functioning. WSM was developed in 2001 from Illness Management and Recovery and uses a personal workbook to build competencies like medication management. Over 80% of facilities using WSM continued ten months later. Both treatments aim to improve functioning through cognitive and social rehabilitation, though IPT has more extensive research support currently.
This document provides a summary of a Master's dissertation on using nature as a clinical psychological intervention. It discusses the history of integrating nature into mental healthcare. Research has found contact with nature can promote stress recovery, attention restoration, well-being, and positive emotions. Nature can also buffer stress and enhance exercise. Clinical applications include healing gardens, nature-guided psychotherapy, wilderness therapy, and more. The dissertation reviews the evidence and implications for clinical psychology practice, and suggests future research directions. It also explores conceptualizing human-nature relationships and nature's role in an eco-systemic model of psychotherapy.
Application of theories in nursing processArun Madanan
This document discusses several nursing theories and their application in nursing process. It summarizes King's Theory of Goal Attainment, which focuses on the nurse-client relationship and how communication and mutual goal setting can lead to increased satisfaction and goal attainment. It also reviews Roy's Adaptation Model and its concepts of adaptive modes and coping mechanisms. Additionally, it outlines Johnson's Behavioral Systems Model for holistically assessing an individual's needs based on their subsystems. Finally, it summarizes Henderson's 14 Basic Needs which encompass the possible functions of nursing care for a patient.
Nursing theory provides a framework for nurses by defining concepts, describing relationships between variables, and guiding practice, research, education and communication. There are four levels of theory from metatheory to practice theory. Common nursing theories were developed to explain phenomena like human caring, adaptation to illness, and achieving self-care. Theories influence assessment, intervention, and evaluation in nursing and help define the profession.
The staffs at Kick Start Therapy are certified in various music therapy programs to assist individuals with auditory processing and, inevitably, positively influence their social and communication skills. The staffs are equipped with certifications in an array of different programs such as the Safe and Sound Protocol and Bellis Model, to be able to appropriately utilize the most suitable program for the individual.
The document discusses treatment strategies for children with obsessive-compulsive disorder (OCD), including cognitive-behavioral therapy which aims to influence dysfunctional behaviors and thoughts, medication options like selective serotonin reuptake inhibitors, and behavioral strategies and play therapy techniques that can help children express feelings and address issues like resistance to change.
Sensory integration therapy is highly adaptable and effective for a variety of pediatric conditions. It can be tailored to each individual child's needs and motivations. Sensory integration treatment addresses a child's vestibular and proprioceptive senses in addition to the typical five senses. At the Theraplay clinic in Newtown, Pennsylvania, sensory integration therapy is commonly used to treat children on the autism spectrum as well as those with sensory processing disorders, neurological disorders, cerebral palsy, and developmental delays. Co-treatments between occupational and physical therapists are beneficial as they allow both disciplines to address a child's sensory and motor goals simultaneously.
Hippotherapy is a form of physical, occupational, and speech therapy that uses the unique three-dimensional walking gait of horses. The pelvic motion provided by the horse can help patients with conditions such as cerebral palsy, Down syndrome, and orthopedic injuries. Therapy sessions involve riding or being near horses and are aimed at improving patients' strength, flexibility, coordination, balance, and motor skills. Hippotherapy can be used with patients as young as 19 months old and as old as 76 years old.
Application of Affolter approach to occupational therapy intervention. The presentation ended with a case study of a patient management using affolter techniques.
The document is a chapter assignment submitted by Jacob Ryan Stotler for a counseling course. It includes responses to 4 questions about what Stotler learned from textbook readings, a video, and a website on Adverse Childhood Experiences (ACEs). For question 1, Stotler discusses learning about the counseling technique of "chaining" from textbook chapters on behavioral counseling. For question 2, Stotler discusses the counselor's role in directing sessions. For question 3, Stotler provides an overview of an article on critical periods in brain development. For question 4, Stotler discusses learning about the high frequency of ACEs from the ACEs website.
این ارائه توسط دکتر محمد خیاط زاده، عضو هیات علمی دانشگاه جندی شاپور در کارگاه بررسی رویکرد جدید بوبت در درمان بیماران مبتلا به فلج مغزی تدریس شده است.
برای مشاهده دیگر مباحث مربوط به فلج مغزی، به وب سایت فروردین مراجعه کنید.
www.farvardin-group.com
The document summarizes a study that evaluated the effectiveness of an 8-week mindfulness training program for mental health professionals. Key findings include:
1) Compared to baseline measures, participants demonstrated significant increases in mindfulness knowledge and attitudes, therapeutic mindfulness skills, and well-being after completing the training.
2) Participants reported being more confident and intentional about integrating mindfulness into their clinical work after training.
3) While therapeutic mindfulness increased, this seemed to be more due to changed attitudes like acceptance rather than clear gains in attention regulation skills.
4) The study provides preliminary evidence that a brief, standardized mindfulness training can achieve positive outcomes for therapists and potentially improve client care, but more research is still needed.
این پاورپوینت در کارگاه تخصصی رویکرد جدید بوبات در توانبخشی کودکان مبتلا به فلج مغزی ارائه شده است.
برای مشاهده مطالب بیشتر در این زمینه به وب سایت فروردین مراجعه کنید.
www.farvardin-group.com
NDT, BOBATH TECHNIQUE, BASIC IDEA OF BOBATH, CONCEPT OF BOBATH, NEUROPHYSIOLOGY OF NDT, ICF MODEL, PRINCIPLES OF TREATMENT OF NDT IN STROKE AND CP, AUTOMATIC AND EQUILIBRIUM REACTIONS, KEY POINTS OF CONTROL, FACILITATION, INHIBITION AND HANDLING IN NDT
Bobath physiotherapy. evidence based or habit based.Mepsted Roger
The evidence for the use of Bobath methods is reviewed. The reasons for the continued popularity of this approach despite its poor objective evidence base are then discussed.
The document discusses the history and development of suit therapy. It began with the development of the Penguin suit in Russia's space program to counter the harmful effects of weightlessness on the body during space flights. Suit therapy aims to normalize sensory and motor inputs, bone density, muscle strength, balance, and body fluid balance that are impacted by reduced weight bearing.
The Adeli suit, developed by the Russian Academy of Sciences, showed successful results in treating cerebral palsy and other neurological disorders, opening the door for suit therapy as a new treatment method. The modified TheraSuit was designed by Polish therapists Richard and Izabela Koscielny for intensive suit therapy in the US and abroad. Research shows TheraSuit can
This document provides an overview of various nursing theories, including their components, applications, and criticisms. It discusses meta-theories, grand theories, middle-range theories, and practice theories. Examples of descriptive and prescriptive theories are given. Several influential nursing theories are described in depth, including Nightingale's Environmental Theory, Henderson's Nursing Need Theory, King's Goal Attainment Theory, Roy's Adaptation Model, Orlando's Nursing Process Theory, and Watson's Theory of Human Caring. The methods of theory development and potential barriers to applying theory in practice are also summarized.
Integrated Psychological Therapy (IPT) and Wellness Self-Management (WSM) are two multimodal workbook-based treatments for individuals with schizophrenia. IPT was developed in 1994 and focuses on remediating cognitive deficits through group exercises before building social skills. Research shows IPT improves neurocognition, symptoms, and functioning. WSM was developed in 2001 from Illness Management and Recovery and uses a personal workbook to build competencies like medication management. Over 80% of facilities using WSM continued ten months later. Both treatments aim to improve functioning through cognitive and social rehabilitation, though IPT has more extensive research support currently.
This document provides a summary of a Master's dissertation on using nature as a clinical psychological intervention. It discusses the history of integrating nature into mental healthcare. Research has found contact with nature can promote stress recovery, attention restoration, well-being, and positive emotions. Nature can also buffer stress and enhance exercise. Clinical applications include healing gardens, nature-guided psychotherapy, wilderness therapy, and more. The dissertation reviews the evidence and implications for clinical psychology practice, and suggests future research directions. It also explores conceptualizing human-nature relationships and nature's role in an eco-systemic model of psychotherapy.
Application of theories in nursing processArun Madanan
This document discusses several nursing theories and their application in nursing process. It summarizes King's Theory of Goal Attainment, which focuses on the nurse-client relationship and how communication and mutual goal setting can lead to increased satisfaction and goal attainment. It also reviews Roy's Adaptation Model and its concepts of adaptive modes and coping mechanisms. Additionally, it outlines Johnson's Behavioral Systems Model for holistically assessing an individual's needs based on their subsystems. Finally, it summarizes Henderson's 14 Basic Needs which encompass the possible functions of nursing care for a patient.
Nursing theory provides a framework for nurses by defining concepts, describing relationships between variables, and guiding practice, research, education and communication. There are four levels of theory from metatheory to practice theory. Common nursing theories were developed to explain phenomena like human caring, adaptation to illness, and achieving self-care. Theories influence assessment, intervention, and evaluation in nursing and help define the profession.
The staffs at Kick Start Therapy are certified in various music therapy programs to assist individuals with auditory processing and, inevitably, positively influence their social and communication skills. The staffs are equipped with certifications in an array of different programs such as the Safe and Sound Protocol and Bellis Model, to be able to appropriately utilize the most suitable program for the individual.
The document discusses treatment strategies for children with obsessive-compulsive disorder (OCD), including cognitive-behavioral therapy which aims to influence dysfunctional behaviors and thoughts, medication options like selective serotonin reuptake inhibitors, and behavioral strategies and play therapy techniques that can help children express feelings and address issues like resistance to change.
- Autism is diagnosed before age 3 based on behaviors including social and communication impairments and repetitive behaviors. The exact causes are unknown but likely involve genetic and environmental factors.
- People with autism often struggle with social development, communication, and repetitive or restrictive behaviors. They may have difficulties with tasks like interpreting emotions, maintaining relationships, and adapting to changes.
- Autism is a spectrum disorder with a wide range of symptoms and challenges. Individuals and their families face stigma, a lack of support services, and barriers to education, employment and community integration. Advocacy aims to promote acceptance and opportunities for people with autism to reach their full potential.
Autism is a disorder characterized by difficulties with social skills, attention, and sometimes aggression. People with autism are just as human as others and deserve respect. They often think visually and can understand more than people realize, even if they cannot speak. With the right teaching methods like visual aids, understanding fixations, and addressing sensory issues, people with autism can learn and accomplish much. They experience the world in a unique way and teach compassion.
1) The document discusses the difference between mind talk and brain talk. Mind talk refers to thinking, feeling, remembering, which people commonly attribute to the mind. Brain talk refers to the specific neurological processes in the brain.
2) While neuroscientists see the mind as a product of the brain, most people believe the mind is distinct from the brain. This is why criminal cases consider motives and intentions versus just biological factors.
3) The document argues that while the mind is physically produced by the brain, the concept of the mind is still useful for understanding human experience in a way that just discussing the brain is not.
The document provides information about autism spectrum disorder (ASD), including prevalence rates, characteristics, challenges, and perspectives. Some key points:
- 1 in 59 children have ASD with higher rates in boys. Common characteristics include difficulties with social communication and interaction, repetitive behaviors, and sensory processing.
- Individuals with ASD may struggle with social reciprocity, nonverbal communication, relationships, and restricted/repetitive behaviors or interests.
- Perspectives from those with ASD emphasize sensory challenges, difficulties with change and transitions, and the importance of communication supports.
This document provides information about autism spectrum disorder (ASD) including what causes it, its symptoms, and treatment approaches. It discusses that ASD is likely caused by a combination of genetic and environmental factors. The symptoms are deficits in social skills, communication, and repetitive behaviors. Applied behavioral analysis (ABA) is the primary treatment, using techniques like discrete trial teaching to break down skills into small steps and use reinforcement to shape desirable behaviors.
Positive reinforcement training is the only humane way to teach your pet how to behave. Shock collars and other abusive devices hurt your pet and weakens your bond. Learn how to effectively train your dog and create a lifelong mutual trust.
This document summarizes Terry L. Ledford's presentation on using therapeutic stories and metaphors to convey cognitive behavioral therapy principles for overcoming negative self-esteem. The presentation reviews principles of cognitive therapy and schema therapy, provides examples of helpful stories, and allows participants to practice developing therapeutic stories and metaphors in small groups. Ledford has developed various programs and publications that incorporate storytelling to address dysfunctional schema and improve self-esteem.
Autism is a complex developmental disability that impacts communication and social skills. It is defined by challenges with social interaction, communication, and repetitive behaviors. There are several types of autism which can range from mild to severe. While the exact causes of autism are unknown, it is generally thought to involve abnormalities in brain development and genetics. Autism is diagnosed through observation and evaluation by a team of professionals. Characteristics include difficulties with social interaction, communication delays or lack of language, repetitive behaviors, and sensitivity to sensory stimuli. Treatment focuses on individualized early intervention, social skills training, positive behavior support, and in some cases medication management of associated symptoms. Caring for autistic children requires a structured and predictable environment with visual schedules
KCA London presentation - making experiences accessible for visitors with aut...leilaschembri
Leila Chapman discusses facilitating experiences for visitors with autism at museums and attractions. She provides an overview of autism as a spectrum condition, common difficulties including issues with social communication, interaction, and imagination. Chapman also describes characteristic behaviors such as sensitivity to routines, senses, and special interests. The document offers tips for supporting people with autism, such as using clear language, visual aids, sensory-friendly spaces, and staff training. The goal is for all to have an inclusive, engaging experience.
This document provides an introduction to studying mental health. It discusses that nearly half of Australians will experience a mental disorder in their lifetime. It emphasizes studying the topic scientifically and not diagnosing oneself or others. It defines key concepts like normality, mental health, mental illness and psychological dysfunction. Normality is explained using six approaches: socio-cultural, functional, statistical, medical, situational and historical. Mental health involves well-being and coping skills, while mental illness causes distress and dysfunction. The document provides learning activities to further explain these concepts.
World Autism Awareness Day is observed on April 2nd each year. Autism is a disorder characterized by impaired social interaction and communication, as well as restricted and repetitive behaviors. It is more prevalent than conditions like diabetes or cancer among children. While the exact causes are unknown, autism is believed to involve genetic factors. Early intervention through behavioral and educational programs can help autistic children develop skills and independence. However, greater awareness and support is still needed in society.
Farmer: Serving Children with Autism Spectrum Disorder WorkshopALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and tips for interacting successfully. Key points include identifying sensory issues youth may have, providing structure and routines, promoting inclusion, managing behaviors, training staff on ASD, and facilitating peer interaction through programs like "Circle of Friends." The goal is to make the library a comfortable place that supports the developmental needs of youth with ASD.
Similar to The role of hippotherapy in autism pdf (17)
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kol...rightmanforbloodline
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Versio
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Version
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Version
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Kat...rightmanforbloodline
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
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The role of hippotherapy in autism pdf
1. The role of hippotherapy in autism
XIV International Congress
of Therapeutic Riding, Athens 26.4.2012
Danilopoulos Daniil, MD
Child and Adolescent Psychiatrist, Narrative Therapist and Basic Level
Therapeutic Riding Instructor in private practice, Greece, e-mail:
daniildan@gmail.com
2. This talk is not about
• I will not talk to you about how good
hippotherapy or therapeutic riding is for
people with autism because those of you who
do this kind of work already know that.
• I will also not talk about research of my own.
I am a clinician practicing Narrative therapy
and Equine Assisted Narrative Therapy (A
term recently used by David Epston, one of
the founders of Narrative Therapy and by
Colin Emonson)
3. This talk is about
• Some new research findings of other people that
attracted my attention, triggered my curiosity and
prompted me to experiment with new ideas and
practices in my work with horses and autistic
people.
• Insider knowledges of autistic people which I
hope that may be useful in your hippotherapy /
therapeutic riding practice.
4. Insider vs expert knowledges
• Insider knowledges are considered to be of
special importance in Narrative therapy which
is an approach that privileges the client’s
experience, voice, theories, ideas,
knowledges and generally every effort they
do to overcome their problems.
• Expert knowledge is also valid and useful but
they are positioned at the same level as the
insider knowledges in narrative therapy. This
positioning shows a lot of respect for people
who seek help from us.
5. Intense World Theory 1
• The progression of the disorder is proposed to be driven
by overly strong reactions to experiences that drive the
brain to a hyper-preference and overly selective state,
which becomes more extreme with each new experience
and may be particularly accelerated by emotionally
charged experiences and trauma. This may lead to
obsessively detailed information processing of fragments
of the world and an involuntarily and systematic
decoupling of the autist from what becomes a painfully
intense world. The autistic is proposed to become
trapped in a limited, but highly secure internal world with
minimal extremes and surprises (Markham & Markham
2010).
6. Intense World Theory 2
• It is also likely that providing an enriched environment
and a directive teaching and aggressive rehabilitation
program may in fact accelerate the progression of the
disorder.
• The child should be introduced to new stimuli and tasks
gently and with caution, retracting at any sign of distress.
The adoption of a responsive rehabilitation program
would ensure that the teacher works carefully to avoid
triggering adverse reactions. Introduction to strangers
should be controlled, brief, indirect, and as inert as
possible (Markham & Markham 2010).
7. Does that remind you of
anything?
• Don’t we do the same thing with horses when
we try to train them?
• We don’t overwhelm them, we present to
them one thing at a time and we do it gently.
• Many horse trainers have talked about the
approach of advance and retreat. We don’t
crowd the horse, we do one thing at the time
and we do it slowly and carefully and if the
horse cannot bare it or reacts, we retreat and
then make another effort gently.
8. Intense World Theory 3
• An important consideration in any rehabilitation program as
predicted by the Intense World Theory is the complication of
hyper-emotionality, which may be well masked from the
observer and which would demand even greater care in
how the autistic is handled. Punishments may be greatly
amplified for the autistic and imprinted rigorously and
indefinitely into the future (Markham & Markham 2010).
• My comment: any inappropriate behaviour on behalf of the
therapist or the helper may be perceived as a punishment
by the autistic person. And they never forget. They have an
extraordinary memory.
• Does this remind you of anything?
• Horses also have an amazing memory and unless they
become familiar with the things that caused them fear, they
never forget.
9. hypersensitivity to experience and
overwhelming fear response
• As posited by Henry and Kamila Markram
of the Swiss Federal Institute of Technology
in Lausanne, suggests that the fundamental
problem in autism-spectrum disorders is not
a social deficiency, but rather an
hypersensitivity to experience, which
includes an overwhelming fear response
(Szalavitz).
10. Autistics lack empathy?
• In terms of the caring aspect of empathy, a lively discussion
that would seem to support the Markrams’ theory appeared
on the Web site for people with ASD called WrongPlanet.net,
after a mother wrote in to ask whether her empathetic but
socially immature daughter could possibly have Asperger’s.
• “If anything, I struggle with having too much empathy” one
person commented. “If someone else is upset, I am upset.
There were times during school when other people were
misbehaving, and if the teacher scolded them, I felt like they
were scolding me.”
• Said another, “I am clueless when it comes to reading subtle
cues, but I am *very* empathic. I can walk into a room and
feel what everyone is feeling, and I think this is actually quite
common in AS/autism. The problem is that it all comes in
faster than I can process it.” (Szalavitz)
11. Increased perceptual expertise
• Increased perceptual expertise may be implicated in the
choice of special ability in savant autistics, and in the
variability of apparent presentations within PDD (autism
with and without typical speech, Asperger syndrome) in
non-savant autistics (Mottron et.al. 2006).
12. Hyperfunctioning autonomic system?
• We sketch a hypothesis about autism according to which
autistic children use overt behaviour in order to control a
malfunctioning autonomic nervous system and suggest that
they have learned to avoid using certain processing areas in the
temporal lobes.
• The large reductions in sympathetic activity that we observed
could explain why autistic children so relentlessly seek out self-
stimulatory actions. They are seeking to control an autonomic
system that, in spite of its name (`autonomic’ means `self-
governing’) fails to govern itself and seems to require certain
behaviours on their part for its regulation. Hence, the advice
often given to parents, namely to prevent their children from
self s
- timulating, may be unwise. At the very least, children may
need to engage briefly in relaxing activities when their arousal
levels become too high (Hirstein et al, 2001) .
13. Practically
• If we stop autistic people from doing
stereotypic movements or even if we stop
them from hitting themselves, we intervene in
the regulation they themselves are doing to
keep their body function in a balance.
• Yet the prevailing advice until that research
was done, was to prevent autistic people
from doing stereotypic movements. In doing
so we may be bringing them to a more
difficult position by adding more stress on
them…
14. Insider views of autism 1
• ‘Intellectual training also requires skilled educators who draw
out a child's strengths rather than emphasizing learning deficits,
Grandin said’ (Crawford 2007).
• My comment: autistic people do have strengths, they do things
right, but only if we are willing and curious and on the lookout
to see them we may notice them.
• ‘My senses were oversensitive to loud noise and touch. Loud
noise hurt my ears and I withdrew from touch to avoid over-
whelming sensation’ (Grandin). - oversensitivity to experience.
• If the therapist pushed too hard I threw a tantrum, and if she did
not intrude far enough no progress was made. My mother and
teachers wondered why I screamed. Screaming was the only
way I could communicate. Often I would logically think to
myself, "I am going to scream now because I want to tell
somebody I don't want to do something“(Grandin).
15. Practically
• When an autistic person screams they are
communicating something to us, their
behaviour is not just another symptom of
the disorder.
• If we try to find the thing that they don’t
want or can’t do or that annoyed them,
then we may become more able to dance
more harmoniously the therapy dance
together…
16. Insider views of autism 2
• I often misbehaved in church, because the petticoats
itched and scratched. Sunday clothes felt different than
everyday clothes. … My parents had no idea why I
behaved so badly. A few simple changes in clothes
would have improved my behavior. … Some tactile
sensitivities can be desensitized. Encouraging a child to
rub the skin with different cloth textures often helps. The
nerve endings on my skin were supersensitive. Stimuli
that were insignificant to most people were like Chinese
water torture (Grandin).
• ‘Pressure is calming, and many people with autism will
do things like wear tight belts or very tight clothes.’
(Grandin in interview with White)
17. Practically
• Is it time to think about the materials with
which riders come into contact in the
therapeutic riding programs?
• Could we possibly have a variety of
textures of clothes, shoes, tack equipment
to use?
• Could we assist autistic people to become
desensitized to the materials we use?
• Could we try to imagine how these
materials feel on their skin?
18. Insider views of autism 3
‘The movements of the hands and of the body are a
safety valve that allows the autistic child to calm down
itself and channel the accumulated energy to movement
in order not to end up in throwing a tantrum or to
exhibiting aggressive behaviour. Therefore, it is
expected to become uneasy, aggressive and oppositional
in case you prevent it from performing it’s stereotypic
behaviours. In these moments you can use deep skin
pressure and massage to help it relax’ (Perla Messina,
President of the Greek Association of Asperger and High
Functioning Autistic Adults)
19. Fixations of autistics as
gateways for their learning?
• ‘Let's say that a child loves trains -- that's a very
common fixation. Well, read a book about trains, do
math problems with trains, read about the history of the
railroad. In other words, if a kid loves trains, you can
somehow drag a train into just about every subject in
school to get him motivated to study it. Fixations are
tremendous motivators. Look at someone like me. Curie,
who discovered radium; she certainly was fixated on
what she was doing. A little bit of fixation gets things
done’ (Grandin in interview with White)
20. Isn’t it surprising how close are
the findings of the above studies and the
suggestions of these theories
to the insider knowledges, experiences and
advice given by autistic people themselves?
Isn’t it surprising how many things horses and
autistic people have in common?
Shy, silent, oversensitive to experience, curious,
with rare talents, with overwhelming fear
responses and with extraordinary memory
21. Great progress is achieved in the human –
horse relationship since we started to try to
understand how horses feel and react to
environmental cues and communicate.
Learning the silent language of horses and
responding appropriately, has allowed us to
establish intimate partnerships with them and
enter the hippotherapy – therapeutic riding
dance in our effort to assist people in need.
22. Is it time to integrate in the triad
‘therapist – horse – autistic person’
these new learnings about the
often silent language and unusual
behaviour of the autistic person?
23. Are we ready to move beyond our
comfort zones and experiment
with these ideas that allow space
for our contingent responses to
the great diversity of each autistic
body’s and mind’s needs,
difficulties and marvels?
Thank you.
24. References - Bibliography
• Crawford F., ‘Professor Temple Grandin discusses the most personal issue of her
life: autism’. Chronicle Online. March 19, 2007
• Grandin, T., An Inside View of Autism. http://www.autism.org/temple/inside.html
Retrieved online 23.4.2012
• Hirstein, W., Iversen P., and Ramachandran V. S., (2001) Autonomic responses
of autistic children to people and objects . Proceedings of the Royal Society of
London, Series B: Biological Sciences. 268, 1883-1888.
• Markram, K. & Markram, H., (2010 ) The Intense World Theory – a unifying
theory of the neurobiology of autism. Frontiers in Human Neuroscience, 4, 1:29.
• Messina P., personal communication, 18.4.2012
• Mottron, L., Dawson,M., Soulieres, I., Hubert, B., and BurackJ., (2006) Enhanced
Perceptual Functioning in Autism: An Update and Eight Principles of Autistic
Perception. Journal of Autism and Developmental Disorders. 36(1) 27-43.
• White, R.F. Autism First-Hand: An Expert Interview With Temple Grandin.
http://www.medscape.com/viewarticle/498153_print Retrieved online 5.5.2005
• Szalavitz, M., A Radical New Autism Theory.
http://www.thedailybeast.com/blogs-and-stories/2009-05-11/a-radical-new-
autism-theory/full/ Retrieved online 25.3.2010
25. Discussion: Questions and comments
by conference participants
• Comment 1: One participant said that she
was discussing earlier with another
participant about the similarities between
horses and autistic people.
• Question 1: So if we leave autistic people
being comfortable with their behaviours, then
what is our part in therapy, just we leave
them be like that? Do we contribute or what?
26. • Answer 1: Thanks for asking. We ‘ve got
responsibility when we do therapy. We are not
observers. We are participants and our role is
active. What this theory suggests and what I
personally suggest and try to apply in my work
is not to rush to impose my agenda o the
autistic person and do whatever I think is right
to do. I am trying to be on the lookout about
signs that may indicate about the cause of the
autistic person’s discomfort and try to provide
an environment that makes them feel
comfortable.
27. • Answer 1 continued:
And when we try to train horses, we just don’t let
the horse do whatever it wants to do. Because
we humans have decided to put the horse in an
arena or in a stable or something like that. When
horses are in nature they will do whatever they
KNOW to do by their instinct. And children they
don’t come in this world with their own decision,
they don’t fall from the sky. Some people decide
to have children. And children they don’t decide
to have autism or whatever difference or
problem. It is our responsibility to try to help
them. So we try to help in a way that is
acceptable by them. We try to inspire them and
to invite them in our world which is different.
They need to learn social skills to survive.
28. • Question 2: I also found really interesting the
parallel between horses and autistic people.
What if we put them together? I have in mind
that the autism spectrum is a very broad
spectrum and that horses are a huge range
and we see that even within narrow herds. It
would be very interesting I think to take this
theory much further with some hard evidence
which I think it needs. Including if anything
that we see about the communication
between them that needs to be recorded.
29. • Answer 2: I am not aware of research that has
been done on this topic, about the communication
between horses and autistic people, but
anecdotally from autistic people I know, they tell
me and I have observed that they communicate
really well with horses. Not little kids, because little
kids are in a process of evolving their skills. Young
and older adults with Aspergers, high functioning
autistics, they communicate really really well with
horses. Temple Grandin is one example and she
has been involved with a lot with horses and with
many other animals. I suggest that you read her
book ‘Animals in translation’ which is great, I found
it very enlightening. But yes research should and
needs to be done on this field because autistic
people somehow bridge the gap between animals
and people.
30. • Question 3: You said that when an autistic kid
is screaming or hitting is communicating in a
way ‘I don’t want to do that’. But sometimes I
think the kid is spoiled. How can you difference
that and how much time do you give to that?
• Answer 3: There is a possibility that some kids
either autistic or not may be spoiled. When we
are conducting a therapeutic riding session we
have a responsibility to get things done. So if a
child is behaving aggressively towards either
people or animals, personally I won’t tolerate
that at all.
31. • Answer 3 continued: I will tell the child ‘I don’t like
what you are doing, that’s not safe, take time to
think or relax’ or if a child doesn’t talk, I will
physically try to move them in a safe distance
from the horse and other people and later try
again to get the child in contact with the horse
and the TR team. This approach takes time.
Maybe you need to spend a few sessions just for
the initial contact of the child with the horse and
the team. But it’s very important for this initial
contact to be done slowly and in a positive
manner for all involved – people and horses –
rather than rushing to get the child on the horse
to ride. That’s what I suggest.
32. • Comment 2: I would like to add that sometimes
you need to know well the parents, because
they know clues about these stereotypic and
manipulative behaviours.
• Response to comment 2: Yes they are the
people who best know this child. In narrative
therapy (in which I have been trained) we
privilege the parent’s and the family’s views,
ideas, suggestions and solutions. We do not try
to impose on them our expert knowledge. We
try to cooperate with them to do things together.
And yes they know the clues to such
behaviours better. I always consult with parents.
33. • Comment 3: Going back to screaming or shut
down, that is a form of communication rather
than being spoiled or anything else. I think it is
mostly our fault or our misconception because
people are autistic we regarded it as a
symptom rather than as a communication
process. In any other case we would think ‘he
is trying to communicate something’. We
should begin to say, ok, look at the kid as a
kid, forget the autistic, forget the label, forget
everything, just try to communicate and
intervene when it’s possible. Would you agree
with that?
34. • Response to comment 3:
Definitely. Absolutely. I don’t remember who
said thet but it comes from systemic and
cybernetic approaches an idea that says ‘You
can not not communicate. It’s impossible not
to communicate.
• Comment 4: I was working with a 12 year old
autistic and we had a lot of problem to
communicate with him because he had a lot of
stereotypic behaviours. He likes to put
something circular in his hand and shake it. So
one time because nobody could communicate
with him and he was doing this all the time, I
took a ball, not his ball but another ball and I
simulate what he was doing.
35. • Comment 4 continued: That was the first time
when he stopped and looked at me, really
looking at me, it was fascinating and he took
my ball, did it again and then gave it back to
me. It was the first time we communicated
and had something in common. He started to
try to have something in common with me.
• Response to comment 4: You spoke his
language! Thanks for sharing, that’s a great
example!