Check out these great tips on how to use Interactive Metronome® in the school setting. See how to work with children from resource classes to gifted students in public and private schools. A great way to boost your private practice and make more money while advancing your career.
Introduction to Interactive Metronome®: Professional Application in Hospitals...Interactive Metronome
- All videos available on Youtube (IMetronome) -
Introduction to Interactive Metronome®: Professional Application in Hospitals, Clinics and Schools
Synchronous timing of neural networks is fundamental for cognitive, communicative, sensory, and motor performance in individuals of all ages. Numerous peer reviewed research studies have implicated poor neural timing & synchronization, which manifests as poor auditory-motor timing & rhythm, in Dyslexia and other reading disorders; speech and language disorders; Auditory Processing Disorder; ADHD; Autism Spectrum Disorders; Sensory Processing Disorders; cognitive, communicative (aphasia) & motor dysfunction following stroke and TBI; Parkinson’s Disease; schizophrenia; and Alzheimer’s Disease. Some of the observable symptoms of impaired neural timing & synchronization include trouble with attention, working memory, processing speed, auditory processing, speech & language, academic achievement in reading & math, sensory processing, and motor coordination & control. This informative presentation will introduce you to a patented biometric technology, called the Interactive Metronome® that is specifically designed to help you objectively evaluate and treat this underlying impairment in auditory-motor timing & rhythm in order to help your clients and students accelerate outcomes and exceed expectations. There is no prerequisite to attend this introductory course.
Matthew Wukasch and Kevin McGrew, presenting clinical uses of Interactive Metronome.
This session took place at the 2013 SharpBrains Virtual Summit: http://sharpbrains.com/summit-2013/agenda/
DEVELOPMENTAL PHYCHOLOGY AND LEARNING ( II Bimestre Abril Agosto 2011)Videoconferencias UTPL
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Elvia Ivanova Pinza Tapia
Ciclo: Quinto
Bimestre: Segundo
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe many educational institutions are collecting vast amounts of small and big data about students and their learning behaviour, such as their class attendance, online activities, or assessment scores. As a result, the emerging field of Learning Analytics (LA) is exploring how data can be used to empower teachers and institutions to effectively support learners. In the recent Innovative Pedagogy Report Ferguson et al. (2017) encourage researchers and practitioners to move towards a new form of learning analytics called student-led learning analytics, which enable learners to specify their own goals and ambitions. They also support learners to reach these goals. This is particularly helpful for individuals who have little time to spare for study. In this ESRC session, based upon 6 years of experience with LA data and large-scale implementations amongst 450000+ students at a range of context, I will use an interactive format to discuss and debate three major questions: 1) To what extent is learning analytics the new holy grail of learning and teaching? 2) How can instructional design be optimised using the principles of learning analytics?; 3) With the introduction of student-led analytics, to what extent can learning analytics promote ‘personalisation’ or ‘generalisation’ for diverse populations of students?
We share a potential model for online recitation sessions for MIT residential courses based on our experiences running similar sessions for courses in the MITx MicroMasters Program in Statistics and Data Science.
Introduction to Interactive Metronome®: Professional Application in Hospitals...Interactive Metronome
- All videos available on Youtube (IMetronome) -
Introduction to Interactive Metronome®: Professional Application in Hospitals, Clinics and Schools
Synchronous timing of neural networks is fundamental for cognitive, communicative, sensory, and motor performance in individuals of all ages. Numerous peer reviewed research studies have implicated poor neural timing & synchronization, which manifests as poor auditory-motor timing & rhythm, in Dyslexia and other reading disorders; speech and language disorders; Auditory Processing Disorder; ADHD; Autism Spectrum Disorders; Sensory Processing Disorders; cognitive, communicative (aphasia) & motor dysfunction following stroke and TBI; Parkinson’s Disease; schizophrenia; and Alzheimer’s Disease. Some of the observable symptoms of impaired neural timing & synchronization include trouble with attention, working memory, processing speed, auditory processing, speech & language, academic achievement in reading & math, sensory processing, and motor coordination & control. This informative presentation will introduce you to a patented biometric technology, called the Interactive Metronome® that is specifically designed to help you objectively evaluate and treat this underlying impairment in auditory-motor timing & rhythm in order to help your clients and students accelerate outcomes and exceed expectations. There is no prerequisite to attend this introductory course.
Matthew Wukasch and Kevin McGrew, presenting clinical uses of Interactive Metronome.
This session took place at the 2013 SharpBrains Virtual Summit: http://sharpbrains.com/summit-2013/agenda/
DEVELOPMENTAL PHYCHOLOGY AND LEARNING ( II Bimestre Abril Agosto 2011)Videoconferencias UTPL
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Elvia Ivanova Pinza Tapia
Ciclo: Quinto
Bimestre: Segundo
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe many educational institutions are collecting vast amounts of small and big data about students and their learning behaviour, such as their class attendance, online activities, or assessment scores. As a result, the emerging field of Learning Analytics (LA) is exploring how data can be used to empower teachers and institutions to effectively support learners. In the recent Innovative Pedagogy Report Ferguson et al. (2017) encourage researchers and practitioners to move towards a new form of learning analytics called student-led learning analytics, which enable learners to specify their own goals and ambitions. They also support learners to reach these goals. This is particularly helpful for individuals who have little time to spare for study. In this ESRC session, based upon 6 years of experience with LA data and large-scale implementations amongst 450000+ students at a range of context, I will use an interactive format to discuss and debate three major questions: 1) To what extent is learning analytics the new holy grail of learning and teaching? 2) How can instructional design be optimised using the principles of learning analytics?; 3) With the introduction of student-led analytics, to what extent can learning analytics promote ‘personalisation’ or ‘generalisation’ for diverse populations of students?
We share a potential model for online recitation sessions for MIT residential courses based on our experiences running similar sessions for courses in the MITx MicroMasters Program in Statistics and Data Science.
این فایل در کارگاه تخصصی بررسی مقایسه ای رویکردهای باتم آپ و تاپ داون در مداخلات کاردرمانی کودکان مبتلا به فلج مغزی ارائه شده است.
تهیه و ارائه: دکتر محمد خیاط زاده
Problem solving is a process to choose and use the effective and beneficial tool and behaviours among the different potentialities to reach the target.
It contains scientific method, critical thinking, taking decision, examining and reflective thinking.
This method is used in the process of solving a problem to generalize or to make synthesis.
What Works? Applying Evidence-Based Teaching and Learning Practices in D2L Br...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
What Works? Applying Evidence-Based Teaching and Learning Practices in D2L Brightspace- Maggie Glazer, St. Cloud Technical & Community College
Visual processing is not determined solely by retinal inputs.
The internal attentional state of the individual can
alter visual processing of the same stimuli. This can
influence visual cortex, boosting neural responses
to an attended stimulus.
Bright IDEAS : Reducing emotional distress in mothers of Children recently diagnosed with cancer
Présentation de O.J. Sahler au colloque "Recherche interventionnelle contre le cancer : Réunir chercheurs, décideurs et acteurs de terrain » - 17 et 18 novembre 2014, BnF, Paris
Reasons Primary Teachers Give About Teaching Mathematical Problem Solving: A ...Prince Armah, PhD
Since the 1980s, problem solving has been considered the central theme of school mathematics as students are now required to develop investigational and problem solving skills. But teachers’ beliefs regarding teaching mathematical problem solving has been questioned. These beliefs, mediated by intentions, have also been noted as precursors to any shift from the traditional show and tell approach towards teaching mathematical problem solving. However, little research has addressed teachers’ beliefs and intention to teach mathematics problem solving in primary schools. Particularly, research about mathematics teachers’ attitudes, subjective norms, and perceived behavioural control beliefs relative to teaching mathematics problem solving in primary schools remains sparse. This study, which is part of a larger project, begins a line of research investigating the behavioral intentions of primary teachers to teaching mathematical problem solving. The purpose study was to investigate primary school teachers’ salient behavioural, normative and control beliefs regarding the teaching problem solving using the Ajzen’s (1991) Theory of Planned Behavior. The study reports on an elicitation study with a diverse sample of 50 primary teachers from six private and public schools from a municipality in the Central Region of Ghana. The participants responded to nine open-ended survey questions designed following Ajzen’s (1991) Theory of Planned Behaviour. In general, the study suggests that participating school teachers believe there are benefits to teaching mathematical problem solving. However, limited resources (time, teaching and learning materials), language and class level present substantial barriers to teaching mathematical problem solving in the primary schools. Specific suggestions for addressing teachers’ beliefs about teaching MPS are recommended.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
This presentation provides an overview of RAIT, a tool for predicting the effectiveness of learning.
To watch a screencast of this presentation with audio commentary, please go to http://www.youtube.com/watch?v=Cgqzn-tEgm4
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
این فایل در کارگاه تخصصی بررسی مقایسه ای رویکردهای باتم آپ و تاپ داون در مداخلات کاردرمانی کودکان مبتلا به فلج مغزی ارائه شده است.
تهیه و ارائه: دکتر محمد خیاط زاده
Problem solving is a process to choose and use the effective and beneficial tool and behaviours among the different potentialities to reach the target.
It contains scientific method, critical thinking, taking decision, examining and reflective thinking.
This method is used in the process of solving a problem to generalize or to make synthesis.
What Works? Applying Evidence-Based Teaching and Learning Practices in D2L Br...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
What Works? Applying Evidence-Based Teaching and Learning Practices in D2L Brightspace- Maggie Glazer, St. Cloud Technical & Community College
Visual processing is not determined solely by retinal inputs.
The internal attentional state of the individual can
alter visual processing of the same stimuli. This can
influence visual cortex, boosting neural responses
to an attended stimulus.
Bright IDEAS : Reducing emotional distress in mothers of Children recently diagnosed with cancer
Présentation de O.J. Sahler au colloque "Recherche interventionnelle contre le cancer : Réunir chercheurs, décideurs et acteurs de terrain » - 17 et 18 novembre 2014, BnF, Paris
Reasons Primary Teachers Give About Teaching Mathematical Problem Solving: A ...Prince Armah, PhD
Since the 1980s, problem solving has been considered the central theme of school mathematics as students are now required to develop investigational and problem solving skills. But teachers’ beliefs regarding teaching mathematical problem solving has been questioned. These beliefs, mediated by intentions, have also been noted as precursors to any shift from the traditional show and tell approach towards teaching mathematical problem solving. However, little research has addressed teachers’ beliefs and intention to teach mathematics problem solving in primary schools. Particularly, research about mathematics teachers’ attitudes, subjective norms, and perceived behavioural control beliefs relative to teaching mathematics problem solving in primary schools remains sparse. This study, which is part of a larger project, begins a line of research investigating the behavioral intentions of primary teachers to teaching mathematical problem solving. The purpose study was to investigate primary school teachers’ salient behavioural, normative and control beliefs regarding the teaching problem solving using the Ajzen’s (1991) Theory of Planned Behavior. The study reports on an elicitation study with a diverse sample of 50 primary teachers from six private and public schools from a municipality in the Central Region of Ghana. The participants responded to nine open-ended survey questions designed following Ajzen’s (1991) Theory of Planned Behaviour. In general, the study suggests that participating school teachers believe there are benefits to teaching mathematical problem solving. However, limited resources (time, teaching and learning materials), language and class level present substantial barriers to teaching mathematical problem solving in the primary schools. Specific suggestions for addressing teachers’ beliefs about teaching MPS are recommended.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
This presentation provides an overview of RAIT, a tool for predicting the effectiveness of learning.
To watch a screencast of this presentation with audio commentary, please go to http://www.youtube.com/watch?v=Cgqzn-tEgm4
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
8 PEER RESPONSES DUE IN 20 HOURSFLYER DISCUSSIONGuided.docxfredharris32
8 PEER RESPONSES DUE IN 20 HOURS
FLYER DISCUSSION
Guided Response:
Please respond to at least two of your peers, as early in the learning week as possible so they can make improvements to their final draft. Offer your peers feedback based on the following points:
· Is the flyer clear and easy to follow?
· Is the flyer engaging and does it make you want to attend the workshop?
· Is the objective of the workshop clear? Do you know what you should be learning?
· Do you know who should attend this workshop?
· Does this flyer make you interested in attending the workshop? Why or why not?
· What other suggestions do you have for your peers?
JENNIFER’S POST: (FLYER ATTACHED)
State your degree program- Bachelor of Arts in Early Childhood Education
The position you interviewed for at the University of Arizona Global Campus Multigenerational Center- Assistant Teacher
Your clients- parents and caregivers of babies through children age 10 years old
Title of your workshop- Conscious Discipline (Dr. Becky Bailey)
The topic of your workshop- Conscious Discipline ways and methods for social-emotional growth
Why you chose this topic for your workshop- It is a very helpful program for children that attend the center. We use it here at the multi-generational enter and it would help the children to have the same methods echoed at home. It also lets the parents know what we do and why.
Your biggest concern about hosting this workshop- Some parents may find it too "new school" and not effective.
KELLIE’S POST: (FLYER ATTACHED)
Hello, my degree program I am currently in is Bachelors of Arts Early Childhood Education. I applied for the Assistant Teacher posting. My workshop is geared toward parents who have children attending preschool. The title of my workshop is The Art of Teaching Preschoolers. This particular workshop aims to assist parents with fun and creative ways to keep their preschooler engaged while learning. I choose this topic for my workshop because, during parent-teacher conferences, parents have stressed that their child shows no interest in learning when they are at home. My biggest concern about hosting this workshop is speaking in from of a crowd.
Regards,
Kellie
QUESTIONNAIRE DESIGN DISCUSSION
Respond to at least two of your classmates’ postings by providing evaluations of their questionnaires. Responses to students should be at least 200 words in length. In addition, remember that this is a group discussion forum so be sure to ask questions or provide direction to your classmates as needed. The discussion format was designed to give you an opportunity to learn from your peers and talk about your understanding of different survey research and questionnaires.
SHEMAIAH’S POST:
1. Do you enjoy listening to music?
2. What types of music do you enjoy listening to?
3. What types of food or dishes do you enjoy eating?
4. What activities do you enjoy doing in your leisure time?
5. What culture (s) do you identify w.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
Educational needs for Children with EpilepsyA.J. Lawrence
In order to make well thought out decisions for children with epilepsy, it is necessary to acknowledge all objective data including scores from testing, observations, outside therapists, history, emotional and personality variables, family and school data. One must pay close attention to their child and look for early signs of epilepsy in order to address specific educational needs and prevent hindered development.
Health Improvement Programme for Bexhill Schools Alliance PartnershipRecipe for Change
A health improvement programme presented to the Bexhill Schools Alliance Partnership on 1 July 2016. For more information please visit http://www.recipeforchange.co.uk/
Interactive Metronome is a research backed technology that has shown to improve everything from the lingering effects of brain injury to ADHD. However, it doesn't stop there. World class athletes and "healthy" individuals have been using it to gain an edge over the competition. That means you can dominate on the field and in the boardroom, so what are you waiting on?
Interactive Metronome® training is an innovative program that has been proven to help improve attention, impulse control, behavior, sensory processing, fine and gross motor skills and coordination. Find out how IM training is also able to help those dealing with the symptoms of Tourette syndrome in this new presentation.
An in-depth look at the dangers of concussions, signs & symptoms, and how Interactive Metronome® training can be used to help with the lingering effects, such as post-concussive syndrome (PCS). Brain injuries are becoming more common, especially in the military, manufacturing/construction jobs, the NCAA, NFL, NHL, NASCAR, rugby, soccer and many other sports leagues.
Baking ware, fireworks and car parts are good for your health? Well, not exactly, but major components of those items are essential to your daily health...more importantly for us, your brain health. See what you should be eating to stay healthy in this entertaining new ebook.
Highlights from the Effect of Interactive Metronome® Rhythmicity Training on Children with ADHD, published in the American Journal of Occupational Therapy (March/April 2001)
* NOTE - Must be IM Certified to receive CEU credit for webinar *
- All videos available on Youtube (IMetronome) -
Get the Most from IM-Home: Tips and Motivational Strategies
This course is designed to help IM Providers of all professional disciplines successfully transition clients from Interactive Metronome® (IM) training in the clinic or school setting to training in the home setting with IM Home. Lisa Poe, an experienced IM Provider, IM Instructor, & IM-Home Specialist, will share tips & strategies developed in clinical practice to elicit the most from each client with regard to motivation, compliance & performance in order to achieve optimal results. Lisa will discuss age-specific training considerations, specific tips & motivational strategies, including “tools” that can be found in and around the home to enhance motivation toward training and results. Several photos and videos have been incorporated into this presentation to best illustrate the ideas shared.
Building a Successful Practice with IM
Starting a private practice is challenging, creating a successful private practice is even harder. This course is designed to help the new or established practice owner or manager grow their practice. The presenter will draw upon his experience of incorporating Interactive Metronome® treatment in both Pediatric and Adult private practices. Strategies designed to facilitate greater financial and clinical success will be shared and attendees will leave with new marketing strategies and emerging practice areas that will enhance their practice.
Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
The Valsalva maneuver exerts pressure to expel faeces through a voluntary contraction of the abdominal muscles while maintaining forced expiration against a closed airway. Patients with cardiovascular disease, glaucoma, increased intracranial pressure, or a new surgical wound are at greater risk for cardiac dysrhythmias and elevated blood pressure with the Valsalva maneuver and need to avoid straining to pass the stool.
Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
Constipation is a symptom, not a disease. Improper diet, reduced fluid intake, lack of exercise, and certain medications can cause constipation. For example, patients receiving opiates for pain after surgery often require a stool softener or laxative to prevent constipation. The signs of constipation include infrequent bowel movements (less than every 3 days), difficulty passing stools, excessive straining, inability to defecate at will, and hard feaces
IMPACTION
Fecal impaction results from unrelieved constipation. It is a collection of hardened feces wedged in the rectum that a person cannot expel. In cases of severe impaction the mass extends up into the sigmoid colon.
DIARRHEA
Diarrhea is an increase in the number of stools and the passage of liquid, unformed feces. It is associated with disorders affecting digestion, absorption, and secretion in the GI tract. Intestinal contents pass through the small and large intestine too quickly to allow for the usual absorption of fluid and nutrients. Irritation within the colon results in increased mucus secretion. As a result, feces become watery, and the patient is unable to control the urge to defecate. Normally an anal bag is safe and effective in long-term treatment of patients with fecal incontinence at home, in hospice, or in the hospital. Fecal incontinence is expensive and a potentially dangerous condition in terms of contamination and risk of skin ulceration
HEMORRHOIDS
Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
As gas accumulates in the lumen of the intestines, the bowel wall stretches and distends (flatulence). It is a common cause of abdominal fullness, pain, and cramping. Normally intestinal gas escapes through the mouth (belching) or the anus (passing of flatus)
FECAL INCONTINENCE
Fecal incontinence is the inability to control passage of feces and gas from the anus. Incontinence harms a patient’s body image
PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
An enema is the instillation of a solution into the rectum and sig
CRISPR-Cas9, a revolutionary gene-editing tool, holds immense potential to reshape medicine, agriculture, and our understanding of life. But like any powerful tool, it comes with ethical considerations.
Unveiling CRISPR: This naturally occurring bacterial defense system (crRNA & Cas9 protein) fights viruses. Scientists repurposed it for precise gene editing (correction, deletion, insertion) by targeting specific DNA sequences.
The Promise: CRISPR offers exciting possibilities:
Gene Therapy: Correcting genetic diseases like cystic fibrosis.
Agriculture: Engineering crops resistant to pests and harsh environments.
Research: Studying gene function to unlock new knowledge.
The Peril: Ethical concerns demand attention:
Off-target Effects: Unintended DNA edits can have unforeseen consequences.
Eugenics: Misusing CRISPR for designer babies raises social and ethical questions.
Equity: High costs could limit access to this potentially life-saving technology.
The Path Forward: Responsible development is crucial:
International Collaboration: Clear guidelines are needed for research and human trials.
Public Education: Open discussions ensure informed decisions about CRISPR.
Prioritize Safety and Ethics: Safety and ethical principles must be paramount.
CRISPR offers a powerful tool for a better future, but responsible development and addressing ethical concerns are essential. By prioritizing safety, fostering open dialogue, and ensuring equitable access, we can harness CRISPR's power for the benefit of all. (2998 characters)
India Clinical Trials Market: Industry Size and Growth Trends [2030] Analyzed...Kumar Satyam
According to TechSci Research report, "India Clinical Trials Market- By Region, Competition, Forecast & Opportunities, 2030F," the India Clinical Trials Market was valued at USD 2.05 billion in 2024 and is projected to grow at a compound annual growth rate (CAGR) of 8.64% through 2030. The market is driven by a variety of factors, making India an attractive destination for pharmaceutical companies and researchers. India's vast and diverse patient population, cost-effective operational environment, and a large pool of skilled medical professionals contribute significantly to the market's growth. Additionally, increasing government support in streamlining regulations and the growing prevalence of lifestyle diseases further propel the clinical trials market.
Growing Prevalence of Lifestyle Diseases
The rising incidence of lifestyle diseases such as diabetes, cardiovascular diseases, and cancer is a major trend driving the clinical trials market in India. These conditions necessitate the development and testing of new treatment methods, creating a robust demand for clinical trials. The increasing burden of these diseases highlights the need for innovative therapies and underscores the importance of India as a key player in global clinical research.
We understand the unique challenges pickleball players face and are committed to helping you stay healthy and active. In this presentation, we’ll explore the three most common pickleball injuries and provide strategies for prevention and treatment.
Struggling with intense fears that disrupt your life? At Renew Life Hypnosis, we offer specialized hypnosis to overcome fear. Phobias are exaggerated fears, often stemming from past traumas or learned behaviors. Hypnotherapy addresses these deep-seated fears by accessing the subconscious mind, helping you change your reactions to phobic triggers. Our expert therapists guide you into a state of deep relaxation, allowing you to transform your responses and reduce anxiety. Experience increased confidence and freedom from phobias with our personalized approach. Ready to live a fear-free life? Visit us at Renew Life Hypnosis..
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
One of the most developed cities of India, the city of Chennai is the capital of Tamilnadu and many people from different parts of India come here to earn their bread and butter. Being a metropolitan, the city is filled with towering building and beaches but the sad part as with almost every Indian city
How many patients does case series should have In comparison to case reports.pdfpubrica101
Pubrica’s team of researchers and writers create scientific and medical research articles, which may be important resources for authors and practitioners. Pubrica medical writers assist you in creating and revising the introduction by alerting the reader to gaps in the chosen study subject. Our professionals understand the order in which the hypothesis topic is followed by the broad subject, the issue, and the backdrop.
https://pubrica.com/academy/case-study-or-series/how-many-patients-does-case-series-should-have-in-comparison-to-case-reports/
1. By: Mary Jones, OTR/L
Sensational Kids LLC
Bradenton, FL
Using Interactive
Metronome in Schools
2. Which School Environment?
Public - traditional
An educational institution funded with tax
revenue and administered by local
government or government agency.
Public - Charter
Elementary or high schools that receive
public money but have been freed from
some of the rules, regulations and statutes
that apply to other public schools in
exchange for some kind of accountability for
producing certain results, which are set forth
in each schools charter. No tuition fees are
rendered due.
3. Which School Environment?
Private
• Not administered by local, state or
national governments.
• Funded by student tuition and
sometimes private donation.
Home Based
• The education of children at
home, usually by parents or
tutors , as an alternative to a
traditional school setting.
4. What Age?
Pre-school (age 3-5 years)
Elementary (kindergarten
to 5th
or 6th
grade)
Middle (also known as
intermediate or junior high
school – 6th
or 7th
grade to 8th
or 9th
grade)
High (also called secondary
school – 9th
to 12th
grade)
5. Groups?...What Size
Group – small: 2-4; Large: 6-8; Class: 18-24
Individual - Direct
Single IM station
Multiple IM stations
Multiple Triggers
6. What Space?
Classroom – assigned
Classroom - generic
Designated treatment
space
Indoors
Outdoors
Large
Small
8. Marketing to Schools….
What do you say?
1. What is Interactive Metronome?
2. Why is timing important?
3. How does IM help children?
4. The neurological influence of IM
5. The academic relevance of IM
6. The athletic relevance of IM
9. 1) What is Interactive Metronome?
A computerized brain training program
Administered by certified licensed
professionals
Addresses a child’s mental/interval timing
10. 2) Why is timing important?
Improved timing and rhythm perception
translates into significant improvements in
developmental progress, academic
achievement and sports performance.
11. 3) How does IM help children?
All daily activities involve timing and rhythm:
- Listening - Daily Routines - Play - Movement
- Reading - Writing - Math - Sports - Attention
There is a strong connection between rhythmic
ability and skilled motor acquisition.
IM training involves reducing timing error during a
child’s interaction with a synchronized metronome
beat
12. 4) Neurological influence of IM
Brain plasticity
Hemispheric interaction
Inter-hemispheric coupling
(bimanual coordination)
Inhibitory/excitatory
facilitation
Association
Motor planning
Attention
Sensory feedback
13. 5) The Academic Relevance of IM
Pathways Center Pilot Study
Jacokes (2004)
Use of IM in Benton Public Schools
Pilot study by Debra Law, OT;
Patricia Snowden, SLP; Aamie
Mason, SLP
Improvement in Interval Time
Tracking and Effects of Reading
Achievement
Taub, McGrew & Keith (2007)
14. Pathways Center Pilot Study
Jacokes (2004)
13 subjects
Pre/post assessments included:
1. CLEF-3: Clinical Evaluation of Language Fundamentals, Third
Edition
2. Bruininks-Oseretsky Test of Motor Proficiency
3. Sensory Profile – Care Giver Questionnaire
4. Interactive Metronome Parent Questionnaire
5. Self Perception Survey
6. Handwriting Evaluation Tool
7. The Listening Test
8. Draw A Person
15. Pathways Center Pilot Study
Jacokes (2004)
Improvements noted in:
Balance & bilateral coordination
Sensory processing (10 subscales of Sensory Profile)
Handwriting (legibility, copying speed, simple dictation)
Auditory processing (concept formation, reasoning)
Attention/concentration (parent report)
All improvements were maintained at 3 months, with
further improvements 6 months post-IM treatment
16. Applied Intelligence
• Problem Solving & Critical
Thinking Skills
• Ability to Retain & Apply
Learning
Developmental
• Fine Motor Skills
• Gross Motor Skills
• Communication Skills
• Adaptive Behavior
• Independence
• Hearing/Vision
• Sensory Awareness &
• Tolerance
Classroom Behavior
• Self Control
• Attend Over Time
• Work Independently
• Organizational Skills
• Attention to Detail
• Willingness to Work
Perceptual Processing
• Ability to Interpret & Analyze
Information
Psychological/Social Skills
• Self Management
• Self Esteem/Self Concept
• Responsibility
• Integrity
The Use of IM in the Benton Public Schools
Pilot study by Debra Law, OT; Patricia Snowden, SLP;
Aamie Mason, SLP
18. Improvement in Interval Time Tracking
and Effects of Reading Achievement
Taub, McGrew & Keith (2007)
86 children grades 1 – 4
IM training accounted for
18-20% growth in reading
fluency
Significant impact on critical
early reading skills
Phonics
Phonological awareness
Rapid automatized naming
(reading fluency)
Published in Psychology in the
Schools
19. 6) Athletic relevance
Performance Training of St.
Thomas Aquinas High
School Student-Athletes
Jackokes (2003)
Motor Study: Journal of
General Psychology
Libkuman & Otani (2002)
20. 6) Athletic Relevance
St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
29 student-athletes
IM training in groups of 15-17 over 15 days
Pre/Post Measures:
Team timing (IM Short Form Test scores)
Team focus (IM IAR Scores)
Team mental processing (WJ III Reading & Math
Fluency)
Team execution (survey)
21. 6) Athletic Relevance
St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Results:
Team timing
increased from 55th
to 99th
percentile
decrease from 46ms to 15 ms
Team focus
90% increase in IAR on Short Form Test
Team mental processing
Reading fluency increased 2.03 years
Math fluency increased .99 years
22. 6) Athletic Relevance
St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Team execution survey results:
Improved Team Focus by 45%
Increased Overall Team Synchronization/Timing
by 62%
Raised Overall Team Execution by 56%
Decreased Offensive Miscues by 50%
23. 6) Athletic Relevance
St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Student-athlete comments post-IM training:
“I am in the right place at the right time.”
“I feel I get less mentally tired at practice since we started training.”
“I tend to have a better time of zoning out all that is around me
aside from the task at hand.”
“I can adjust to a defense better, especially reading the blitz and
calling audibles.”
“My ability on defense to read routes and offensive formations and
react to plays has improved greatly.”
“My reading concentration has improved and I now read much
faster.”
“I feel my body is more in sync with my mind and it reacts better
than prior to IM training.”
24. 6) Athletic Relevance
Motor Study
The Journal of General Psychology
Comparison of IM-
trained golfers to a
control group
Pre/post tested on
computerized driving
range
Significant
improvements in golf
shot accuracy
25. 20% Overall Gain in Shot Accuracy
35% Increase for advanced golfers who had consistent swing
mechanics
6) Athletic Relevance
Motor Study
The Journal of General Psychology
26. Research Considerations
where to start…
Go to www.interactivemetronome.com
Open “Research” tab
Follow listings for :
- Published and completed scientific papers
- Papers in the process of publication
- Ongoing Research
- Efficacy of timing and rhythm interventions
- Temporal Processing and Gait
- Research Packets.
Temporal Research Resources are available in the following areas:-
* ADHD * Executive Functions
*Attention * Intelligence
* Auditory Processing * Memory/working memory
*Autism * Mental Timing Theory
*Brain Injury * Motor Skills
* Dyslexia * Music
* Processing Speed * Reading
* Speech
27. How to fit IM into the school
curriculum
Individual or small-to-medium group sessions
during non-academic periods (i.e.,
break/lunch periods).
Individual or small-to-medium groups in
designated therapy space during periods
assigned by teaching staff.
Individual interventions during homeroom
based activities
Before or after-school, onsite scheduling for
individual or group sessions
Laptop set up most flexible with use of
mobile storage i.e. bag/cart
30. Managing attentional challenges
Learning differences
SPD
Spectrum
ADHD/ADD/NDD
Strategies
Motivation
Size of room
Pacing of sessions
Allow for more repetition
Allow for more concrete presentation of session material
Calming strategies pre-during-post IM
31. Keeping a student engaged
Useful tools to help modify IM activities:
Velcro
Multiple Triggers
Specialized Triggers
Colored Tape
Weighted tape
Fidget items
‘Quick fix’ items
Reinforcement items
Age-appropriate toys and games
32. Group considerations
Rhythm group with passive metronome
Obstacle course with IM component
Multiple triggers – turn taking/social
skills/game playing/speech and
cognitive overlay.
Speakers over headphones
33. Session content and duration
Content
discipline considerations
age considerations
modifications
Duration
the more repetitions and
engagement, the better the
results….
however, a little can go a
long way…
34. Determining treatment goals and
reviewing progress – collaboration with
professionals and parents.
Treatment goals: Functionally and academically based Discipline specific
Progress based on gains as measured by standardized tests
DeGangi - Berk Test of Sensory Integration
Bruininks - Oseretsky Test of Motor Proficiency (BOT2)
Woodcock Johnson III
Academic Benchmark test scores
Minnesota Handwriting Test
Beery Visual Motor Integration Testing (VMI)
Sensory Integration and Praxis Test (SIPT) or parts of.
ADHD Monitory System (Rabiner, D. Phd)
Gray Silent Reading Test
Stanford Reading Test
Developmental test of Visual Perception (DTVP)
Connor’s Behavior Rating Scale
35. Determining treatment goals and
reviewing progress – collaboration with
professionals and parents.
IM software and documentations
Specific scoring and performance checklists
Functional performance gains
Functional rating scales
Highlight specific problem areas
Review the course of neuro-plasticity….prepare staff and families for
potential clinical/academic down turn or ‘funk’ period before leveling
out.
Academic gains
Classroom performance
Ability to complete homework assignments
36. Determining treatment goals and
reviewing progress – collaboration with
professionals and parents.
Formal and informal reporting from staff and family
Use of checklists and verbal reporting
Written and aural samples
Collect before, during and after.
Photographic and video samples
Use for data collection, education and as a reward system
Collaboration…education-education-education!
Availability – whenever you set out to influence the development of a child’s
central nervous system, have a communication system set up for staff and
families
Bricole….once again, I will leave the formatting and layout up to your magic!! Feel free to split slides if too busy…mj
Charter: State run charters are schools not affiliated with local school districts. They are often established by universities, non-profit groups and some government entities.
In addition, some school districts permit corporations to open chains of for-profit charter schools.
Home-schooling: It allows parents a legal option for providing a learning environment for their children other than publicly-provided schools.
Build rapport with classroom teachers
2. Take the time to educate the administrators about IM; starting at building level principals and working up to Dept heads for Special Ed and Curriculum.
3. Be sure when you talk to administrators that you tie in the benefits of IM with writing, math, behavior, attention/concentration and especially test scores. School Districts who perform poorly on State exams are put into performance improvement and could lose money if the trend continued. Building Principals want their building to perform well and know that their job ultimately is on the line if scores don't stay at satisfactory levels. In Arkansas, state benchmark exams are given for Literacy, Math and Science. The students who have received IM have demonstrated positive improvements in the Math and Literacy scores, with increases in Math scores happening before increases in Reading/Literacy.
4. Talk to the Director of Curriculum for the district and give them numbers from research and what that could do for the district. Again tie it into testing scores, Response to intervention (RTI). Changes in scores are definitely documented and something that can be followed over time. That is what we are doing to prove efficacy to our district. That way they will continue to pay for the minutes/units year after year. We didn't know just how much IM would affect these, but, now we can say that it definitely does!
5. You need to have a point person who will collect information, test scores, etc. to help prove efficacy over time, do training or be there to help with people who are new to IM, initiate scheduling etc. otherwise it can get overwhelming for everyone.
6. Take time to familiarize yourself with the machine and reports on the machine. Play with it for awhile and get your own task average down before you try to pattern anyone.
7. A weekly schedule is imperative if the machine is being shared, almost as much as putting the machine on a cart so that set up and take down time is minimized. Post the schedule on the cart and give copies to others using the machine so they know where it goes next.
8. IEPS: if you see a child more than their scheduled time on the IEP, get a permission slip signed by the parent allowing this. It just covers you.
9. Scheduling can be difficult and three times a week might not be possible. While more is better, any time is better than none. (You have to be intentional especially during certain times during the school year Christmas and spring are difficult) We also see kids before or after school if scheduling is too hard during school or if the student isn't a therapy kid but needs intervention. Beginning an IM program at the start of the school year has worked best for us.
In our study some of our kids who showed awesome gains only got 9/12 sessions (4weeks) and only 200-300 reps each time. My thought here is that any amount of time you can do it is better than not getting IM. I do think that at least twice a week is good and best case is 3x a week. You'll see bigger gains with more reps as long as the student doesn't become overwhelmed, bored etc.
We do a master schedule each nine weeks and move the machine to the next person on the schedule to make things flow better.
A weekly schedule is imperative if the machine is being shared, almost as much as putting the machine on a cart so that set up and take down time is minimized. Post the schedule on the cart and give copies to others using the machine so they know where it goes next.
I would consider your 3-5th graders at first only because they have more testing that you can track before and after IM (especially if you can start in Jan and go until Benchmarks) that way you'll have the documentation you'll need to get the schools to buy more machines. Of course that doesn't go with the portfolio kids.
When writing our notes we document IM as an activity to achieve a certain goal that way Medicaid will pay for it. Our speech path doesn't even mention it in her notes, rather states that she worked on timing and rhythm for fluency or something like that. Talk to the Director of Curriculum for the district and give them numbers from research and what that could do for the district. Again tie it into testing scores, Response to intervention (RTI). Changes in scores are definitely documented and something that can be followed over time. That is what we are doing to prove efficacy to our district. That way they will continue to pay for the minutes/units year after year. We didn't know just how much IM would affect these, but, now we can say that it definitely does! Our pilot study helped demonstrate to the district the cost effectiveness of using IM, they then funded through the curriculum budget 6 IM stations for the 4 elementary schools and the middle school and junior high last year. We did not and I would not charge for IM specifically, just use it as a modality part of your therapy time, just like you would heavy input activities or visual perceptual activities, etc. I agree the cost is a bit of a challenge, but well worth it. Our district/state is really into raising standardized test scores and we have proof that our kids who did IM definitely raised scores. Of course our district also offered remediation but the kids with the most significant improvements were our IM kids.