...In conclusion, it is evident that each independent variable offers benefits of their own in regards to the best practices for early autism intervention. Special education programs in schools have always existed and is a fairly consistent program for a child with a considerable support system beneficial for students with high-functioning ASD. For students with low-functioning ASD, a more appropriate program would include early autism intervention. A residential, center-based option would allow for more a more personalized program tailored to a child’s needs through an intense program targeting individual goals and developmental functionality. In contrast, an ABA-based classroom within a mainstream school has proven beneficial to improving social...
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...abnormalities, predominantly weight gain, are related with the use of Antipsychotic medications. Objectives: This paper will help us understand the underlying factors that cause metabolic and cardiovascular abnormalities; and to advice interventions that would help improve the condition of mental health consumers. Background: The review articles used in this paper shows a high linkage between metabolic and cardiovascular abnormalities with the use of Antipsychotic medications; which is one of the leading causes of mortality and morbidity among metal health consumers. Approach: Selective Article Reviews are being used. Findings and Implications: Metabolic and cardiovascular side effects such as weight gain, diabetes and hypertension are some of the risks of Antipsychotic drugs; however, there are other underlying factors that cause this such abnormalities such as genetic factors, lifestyle, and other medications. Hence, education, early monitoring and lifestyle modification is highly recommended. Conclusion: Atypical drugs are the frequently used treatment for mental disorders, particularly schizophrenia; but despite of its metabolic and cardiovascular side effects still it’s used is increasing. Therefore, early intervention and monitoring must be implemented, with the promotions of education, lifestyle and diet management. Introduction It is well known that psychotropic drugs, in general and antipsychotic drugs, in particular have as one of their...
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...Abstract This paper includes a reference list of literature relating to early intervention and children with special needs. In general, the literature seems to indicate that early intervention makes a impact on the success of children with disabilities when entering school. They perform to the abilities to that of their typically developing peers. Intervention programs are set up to help children and families. The articles research the affects of these programs on children with disabilities. Introduction The purpose of this review is to further understand early intervention and its role in special education. I wanted to study this topic because it is something I work with on a daily basis. The idea for my research came about during a staff meeting with the institute’s new president. As the president was asking questions and getting to know the staff and workings of the institute, the statement that the students who leave here are not as prepared for kindergarten when they leave here as they have been in the past. As a teacher this troubled me because isn’t the point of prekindergarten to prepare a child for kindergarten? If the typically developing peers aren’t prepared for kindergarten what does that mean for the students with disabilities? Are they farther behind or are they the ones being prepared to move forward in their education? With these questions in mind I wanted to see how an early intervention program helped children with disabilities when it comes time to go to school...
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...TBI in Early Childhood: Impact of Early Intervention on Childhood Development TBI in Early Childhood: Impact of Early Intervention on Childhood Development Traumatic brain injury (TBI) is a growing concern for children in their preschool years. Children of young ages undergo many developmental changes during the ages of two through five. These changes are significant for their growth and maturity. They include cognitive, social, and behavioral development as well as development in executive functioning. Sustaining a traumatic brain injury during these years can pose as a direct risk of developmental deficits in any or all of these areas. After an extensive literature review, it was found that most of the previous research resulted in areas of consensus. These areas compare the how TBI severity and the age of the TBI effect developmental. Results from multiple studies show that the more sever the TBI, the more prevalent the developmental deficiencies (Gerrard-Morris, A., Taylor, H., Yeates, K., Walz, N., Stancin, T., Minich, N., & Wade, S., 2009; McKinlay, A., Grace, R., Horward, L., Fergusson, D., & MacFarlane, M., 2008; Morse, S., Haritou, F., Ong, K., Anderson, V., Catroppa, C., & Rosenfeld, J., 1999; Taylor, H., Swartwout, M., Yeates, K., Walz, N., Stancin, T., & Wade, S., 2008). It is also found that children injured in early childhood are more vulnerable to developmental deficits, According to Taylor et. al (2008), a younger age at the time of injury is a predictor...
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...REVIEW OF THE IMPACT OF EARLY YEARS PROVISION ON YOUNG CHILDREN, WITH EMPHASIS GIVEN TO CHILDREN FROM DISADVANTAGED BACKGROUNDS Edward C. Melhuish Institute for the Study of Children, Families & Social Issues Birkbeck, University of London Prepared for the National Audit Office The views expressed in this paper are not necessarily those of the National Audit Office. Address of author Institute for the Study of Children, Families & Social Issues 7 Bedford Square London WC1B 3RA Email: e.melhuish@bbk.ac.uk Table of Contents Executive Summary 3 1. Introduction 1.1. The context of childcare research 1.2 Types of childcare and pre-school provision 1.3 Evidence on developmental effects 1.4 Structure of report 7 7 8 10 10 2. Childcare as intervention 2.1 Research methodology 2.2 Randomised Control Trials (RCTs) 2.2.1 Ypsilanti/High Scope/Perry Pre-school Study 2.2.2 Abecedarian Project 2.2.3 Project CARE 2.2.4 Milwaukee Project 2.2.5 Infant Health and Development Program (IHDP) 2.2.6 Early Head Start (EHS) 2.2.7 Hackney study Table 1: Summary of Randomised Control Trials of Interventions 2.3 Quasi-experimental Studies 2.3.1 Head Start 2.3.2 Chicago Child – Parent Center Program 2.3.3 Syracuse Study 2.3.4 Brookline Early Education Project 2.3.5 Diverse State-based programmes in the US 2.3.6 Meta-analyses and reviews Table 2: Summary of Quasi-experimental Evaluations of Interventions 2.3.7 Summary of childcare...
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...National Early Literacy Panel (NELP; 2008) was convened with the purpose of “summarizing scientific evidence on early literacy development and on home and family influences on that development” (p. iii). The project was aimed specifically to influence educational policy and practice as well as to “determine how teachers and families could support young children’s language and literacy development”(p. iii). The NELP report provides an initial framework for considering the effectiveness of parent and family literacy programs on young children’s literacy acquisition, but there are several important pieces to the puzzle that remain to be addressed. The charge to the NELP was to determine what instructional practices promote the development of children’s early literacy skills. Toward that end, the panel posed four questions: 1. What are the skills and abilities of young children (birth through 5 years or kindergarten) that predict later reading, writing, or spelling outcomes? 2. Which instructional approaches or procedures contribute to gains in children’s skills and abilities that are linked to later outcomes in reading, writing, or spelling? 3. What environments and settings are related to improvements in children’s skills and abilities that are linked to later literacy outcomes? 4. What child characteristics are related to gains in children’s skills and abilities that are linked to later literacy outcomes? To set the foundations for their study, the researchers...
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...important practical lesson that can be given to nurses, is to teach them what to observe (Nightingale 1969). Having the ability to observe and interpret critical situations are the essential key features applied in clinical practice. Effective observation of ward patients is the first step in identifying the deteriorating patient and effectively managing their care (Odell, Victor & Oliver 2009, p. 1993). Studies have shown that poor vital sign recording, lack of knowledge, failure to respond to abnormal signs, lack of knowledge, lack of supervision and failure to report deterioration or seek advice, have all contributed to the suboptimal care of ward patients (Odell, Victor & Oliver, cited in McGloin et al. 1999; McQuilla et al. 1998; Smith & Wood 1998; Hodgetts et al. 2002, p. 1993). With constant observation established, patient safety is implemented and surveillance is then incorporated to be able to identify and prevent possible medical errors and adverse events that may be encountered. The purpose of surveillance is the early identification of risk and the need for intervention and to alert nurses to both anticipated and unanticipated changes in patient’s condition (Henneman, Gawlinski & Giuliano 2012). With both effective observation and surveillance integrated to the nursing practice,...
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...Summary: The study conducted by Buchanan et al. 2015 investigated the “feasibility” and “utility” of intervention methods as conducted by Students With Involved Families and Teachers (SWIFT) with at youth at risk for behavioral problems. This particular investigation utilized maximum variation purposive sampling in conjunction with a parent and teacher interview process that resulted in six themes related to the refinement of the intervention conducted by SWIFT. The six major themes included the recruitment and intervention timeline, length of transition supports, behavioral progress monitoring collection and data entry, case management coordination, benefits of skills coaching supports, and the parent coach role. The study determined that an increase in the involvement of parents and teacher in the early stages of SWIFT intervention, time of support provided, and communication between case manager, parent coach, skills coach, parents and teacher would be feasible and positively influence the successful transition from day treatment school (DTS) to the home district school (DS). This study looks to address the problem relating to the transition of emotionally disturbed (ED) at risk youth as they make the transition from individually focused day treatment schools (DTS)...
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...The early intervention is a national program that initiated in the 1975 Education of All Handicapped Children Act. This law aims to help children in 36 months with disability, just like giving services like checking the children, giving some medications and urgent actions. This law also is centered to children who are not growing according to the standard pattern of development or children who are at risk and even those who are developmentally delayed. The first thirty sixth month of a baby’s life is the most critical of development. It might be physically or cognitively. Due to it criticality, the said months offer a window gives an opportunity that will maybe or not be available in the later part of the development. Early intervention programs...
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...DIAGNOSED RESEARCH PROJECT A PROSPECTIVE STUDY MARCH 2008 FACULTY OF HEALTH SCIENCES DEPARTMENT OF HEALTH EXTENSION DIVINE WORD UNIVERSITY Page | 3 Contents Title Page… ………………………………………………………………………………...........……….3 Table of Contents…………………………………………………………………………………………...4 Map of West Sepik Province……………………………………………………………………………….5 Lateral View of the study site……………………………………………………………………………....6 Acknowledgements………………………………………………………………………………………....7 Glossary and Abbreviations………………………………………………………………….......................8 Summary…………………………………………………………………………………………………....9 Introduction…………………………………………………………………………………………….10-11 Background……………………………………………………………………………….….....................11 Provincial & District Profile…………………………………………...........................................11 Aims and Objectives of the study…………………………………………………………………………12 Methods and Materials………………………………………………………………………………...12-13 Study population and sites…………………………………………………………......................12 Data collection tools……………………………………………………………………………....12 Verbal interview questionnaires…………………………………………………………………..13 Results……………………………………………………………………………………….................14-17 Figure 1-Simple & Treatment Failure malaria cases in table…………………………………….14 Figure 2- Severe Malaria & Deaths arising from in tables……………………………………….14 Figure 3-Line graph showing simple malaria cases, 2001 to 2007……………….........................15 Figure 4-Line graph showing Treatment Failure cases, 2001 to 2007………………………..15-16 Figure...
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...Psychology PSY/480 October 24, 2011 Catie Brodehl, Psy.D Application of Clinical Psychology Clinical psychologists must deal with many mental disorders. The mental disorders can include anything from Obsessive Compulsive Behavior to Schizophrenia. To understand the application of clinical psychology in a real-world environment, the case study of Theodore Kaczynski was chosen for review. Theodore Kaczynski suffered from schizoid personality disorder. The symptoms of people suffering from schizoid personality disorder (SPD) are usually exhibited by asocial behavior, shyness, problems with expression of emotions and dysfunction in his or her ability to form social relationships. Although SPD falls into the ‘schizophrenic spectrum’ of disorders it is different because the person with SPD is in touch with reality, unlike an individual with a true schizophrenic disorder. The case study of Theodore Kaczynski is also interesting in that the prevalence of SPD in the general American population is less than 1% with individual studies showing occurrences as high as 3% in some communities (Hessess & Thylstrup, 2009). Case Study – Theodore John Kaczynski Theodore John Kaczynski known as Ted was born on May 22, 1942. During his childhood he did not interact with other children and stayed to himself in his neighborhood. Growing up his mother was concerned with Ted because he did not play with other children. Ted was a fairly quiet, shy, and a loner. When Ted graduated...
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...Many children suffer from different forms of child abuse such as physical, mental, and sexual abuse. The definition of child abuse according to (child help.org) “is when a parent or caregiver, fails to act, causes injury, death, emotional harm or risk of serious harm to a child”. There are two types of child abuse that takes place every day, physical and sexual abuse, but the major form of child abuse based on years of research and study is physical abuse. According to (childhelp.org) physical abuse is define as “when a parent or caregiver causes any non-accidental physical injury to a child. Physical abuse can have detrimental effects on children. “The effects of child physical abuse may last a lifetime and can include brain damage and hearing...
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...to a recent interview with a client suffering from PD over the course of ten years, the disability directly impacted his personal life, financial status, and family members. The next discussion talks about how the patient learned about his disease and the personal impact it created at the beginning of the disease process until the peak onset later in his life. How the patient learned about his disease During the interview with the 65 year old male client, who was recently hospitalized for shortness of breath and worsening peripheral edema, the wife also gave a brief history on how the disease was discovered. The patient currently lives at home with his wife as the caretaker and the mother of two young adults. According to the recent studies, signs and symptoms typically begin between 40 and 70 years of...
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...Section 5 School Examples, Student Case Studies, and Research Examples • School Examples, page 5.3 – School-Wide Screening, page 5.4 – Progress Monitoring, page 5.5 – Tiered Service Delivery, page 5.9 – Data-Based Decision Making, page 5.13 – Parent Involvement, page 5.16 – Resources, page 5.22 August 2006 Overview In November 2002, the United States Department of Education requested that the National Research Center on Learning Disabilities (NRCLD) identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. The NRCLD staff worked with the six Regional Resource Centers (RRCs) to identify potential sites and solicit school participation. More than 60 schools across the country initially were considered, and information from 41 of those schools was submitted. The NRCLD research staff reviewed the extensive amount of information submitted and judged that 19 of those schools were engaging in one or more commendable RTI practices based on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth...
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...EARLY ONSET SCHIZOPHRENIA Samuel Wilson III April 19, 2015 Introduction to Early Onset Schizophrenia Schizophrenia is a mental disorder that has long been a taboo in American society. Schizophrenics have been perceived as being crazy, insane, and outcasts in society. People suffering from this disorder lose touch with reality and often experience hallucinations. One very unlooked aspect of this disorder is the children who are diagnosed with the illness. Early onset schizophrenia (EOS) describes children and adolescents identified with having some form of schizophrenia before age 18 (American Psychiatric Association 2000). Although early onset schizophrenia is very rare, it is important to acknowledge the aspects of this disorder within children. Discovering patterns in the development of mental illnesses among children can drastically enhance the understanding and treatment of the illness. Until recently very little research was done involving children and adolescents dealing with schizophrenia (Nillinghouse and Trotman, 2009). There has been an increased understanding of the onset appearance of schizophrenia in recent years. Frequently, the age of onset schizophrenia is between 16 and 35 years. EOS is usually identified during school age years and the rate of the disorder usually escalates during adolescence (Li, Pearrow, & Jimerson, 2010). There are two forms of onset schizophrenia: childhood-onset schizophrenia (COS) is a very rare...
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