Pinnacle Blooms Network (Gajuwaka)

*Kurminaidu lenka* Special educator Pinnacle blooms network (Gajuwaka Visakhapatnam) Today collab topic *social comunication and language across the spectrum* The following article on Social Communication and Children on the Autism Spectrum has been written by the Speech and Language Therapist based at The Retreat, York. The article offers a brief overview of social communication and provides some general strategies that may support the development of social communication skills, for children on the autism spectrum. Communication Communicating and socialising with others can often be challenging for children on the autism spectrum. There can also be a huge variability in the way autistic children communicate and interact with others. While some children on the autism spectrum may have no spoken language and find initiating interactions very challenging, others may have strong verbal language skills. Successful social communication is a complex process, supported by the foundations of language skills, social-cognitive skills (including understanding the perspective and knowledge of the listener) and executive function (the mental ability to plan, act and solve problems). It is commonly accepted that difficulties, or differences with social communication and interaction, are a common feature for people on the autism spectrum and forms part of the diagnostic criteria outlined in the DSM-V (Diagnostic and Statistical Manual of Mental Disorders). *Social Communication* Social communication also termed pragmatics, describes the way we use language in social contexts and interactions with others. It involves the ability to share our thoughts and feelings with others and respond when others share their thoughts and feelings with us. Social communication relies on an individual’s ability to use and understand a range of verbal (speaking and listening) and non-verbal communication skills (eye contact; body language; gestures; facial expressions; posture; use of space; tone of voice).

TO DAY COLLAB TOPIC IS WHAT IS DYSPHAGIA? : Dysphagia is a medical term for difficulty swallowing Definition: Dysphagia refers to the difficulty or discomfort in swallowing food, liquids, or saliva. Causes: It can result from various conditions, including neurological disorders (e.g., stroke, Parkinson's disease), esophageal problems (e.g., narrowing, inflammation), or muscular issues. Symptoms: Symptoms might include pain while swallowing, coughing or choking during meals, a sensation of food being stuck in the throat or chest, or frequent heartburn. Diagnosis: Diagnosis often involves a physical examination, patient history, and tests like a barium swallow study or endoscopy. Treatment: Treatment depends on the underlying cause and may include dietary changes, swallowing therapy, or medication. If you suspect dysphagia, it's important to consult a healthcare provider for proper evaluation and management.

Monday all smiles at Pinnacle Blooms network Gajuwaka Facility 5th August 2024. We wish you all a wonderful week ahead. Best empowerment to your kids from #1 Autism Treatment, Child Development, Rehabilitation Centres Network. Whatsapp: https://lnkd.in/gRAS_nWj #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

TODAY COLLAB TOPIC IS : SOCIAL ANXIETY AND AUTISM PREPARED BY: VIJAYA LAKSHMI (ABA THERAPIST) anxiety may avoid social situations altogether, while those with autism usually have difficulty understanding social cues or expressing themselves, leading them to also avoid socialising. Thus, autistic people may also feel isolated. people with social anxiety are likelier to talk in a timid voice and stand far from others. Autistic people (who aren't masking) may be less aware of typical neurotypical social expectations and stand too close to peopleAnxiety disorders are common in autistic people compared to non-autistic people. Contributing factors for autistic people could include sensory differences, communication differences, intolerance to uncertainty, and disruptive changes to routine. CAUSES AND EFFECTS: Individuals with ASD often suffer severe social anxiety because they struggle to understand social cues, maintain eye contact, interpret non-verbal cues like facial expressions or body language, or participate in reciprocal conversation. To 'fit in' and not be seen as different, autistic people might mask or camouflage. This can increase anxiety and have a negative effect on their mental health. Other reasons that autistic people may experience anxiety include: a change to routine, particularly an unexpected change. TREATMENT: *Use Sensory Objects. Sensory objects and toys are perfect for soothing the early stages of a meltdown.. *Provide an Escape.... *Offer Distractions.... *Try Breathing Techniques... *Don't Underestimate Exercise and Movement... *Start a Yoga Routine ... *Have a Game Plan Ahead of Time. 16 An analysis of 14 studies involving a total of 511 youth with "high-functioning" autism found that individual and group CBT therapy worked to reduce anxiety symptoms by a moderate amount.

Monday all smiles at Pinnacle Blooms network Gajuwaka Facility 29th July 2024. We wish you all a wonderful week ahead. Best empowerment to your kids from #1 Autism Treatment, Child Development, Rehabilitation Centres Network. Whatsapp: https://lnkd.in/gRAS_nWj #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Conditioning, in physiology, a behavioral process whereby a response becomes more frequent or more predictable in a given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a desired response. Early in the 20th century, through the study of reflexes, physiologists in Russia, England, and the United States developed the procedures, observations, and definitions of . After the 1920s, psychologists turned their research to the nature and prerequisites of conditioning. There are several types of conditioning schedules. Continuous reinforcement schedules provide a reinforcement for every correct response, while intermittent reinforcement schedules reinforce some responses but not others. There are several variations of the intermittent reinforcement schedule; for example, a fixed-ratio schedule provides reinforcement only after a fixed number of correct responses, while a variable-ratio schedule provides reinforcement after a variable number of correct responses. In a slightly different approach, a fixed-interval schedule provides reinforcement for the first correct response after a specific time interval. With a variable-interval schedule, reinforcement is given after a variable amount of time. Conditioning that is based on intermittent reinforcement schedules will create more powerful results relative to fixed conditioning schedules; that is, behaviour produced by intermittent reinforcement schedules is much more difficult to unlearn or discard.

Kurminaidu lenka Special educator Pinnacle blooms network (Gajuwaka Visakhapatnam) Today collab topic **class room behavior modification* * Behavior Modification in the Classroom N. Mather, Sam Goldstein The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. This article describes how understanding these problems and seeing the world through the eyes of your students, and then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom. Behavior modification assumes that observable and measurable behaviors are good targets for change. All behavior follows a set of consistent rules. Methods can be developed for defining, observing, and measuring behaviors, as well as designing effective interventions. Behavior modification techniques never fail. Rather, they are either applied inefficiently or inconsistently, which leads to less than desired change. All behavior is maintained, changed, or shaped by the consequences of that behavior. Although there are certain limits, such as temperamental or emotional influences related to ADHD or depression, all children function more effectively under the right set of consequences. Reinforcers are consequences that strengthen behavior. Punishments are consequences that weaken behavior. Students’ behaviors are managed and changed by the consequences of classroom behavior. To manage behavior through consequences, use this multi-step process: The problem must be defined, usually by count or description. Design a way to change the behavior. Identify an effective reinforcer. Apply the reinforcer consistently to shape or change behavior. Consequences of behavior are directly related to the events that either come immediately before or after them. Table 4.2 provides examples of behavioral outcomes as they relate to various events.

*Kurminaidu lenka* Special educator Pinnacle blooms network (Gajuwaka Visakhapatnam) Today collab topic *early intervention* Why early intervention matters What is early intervention?Early intervention means identifying and providing effective early support to children and young people who are at risk of poor outcomes. Effective early intervention works to prevent problems occurring, or to tackle them head-on when they do, before problems get worse. It also helps to foster a whole set of personal strengths and skills that prepare a child for adult life. Early intervention can take different forms, from home visiting programmes to support vulnerable parents, to school-based programmes to improve children’s social and emotional skills, to mentoring schemes for young people who are vulnerable to involvement in crime. While some have argued that early intervention may have its strongest impact when offered during the first few years of life, the best evidence shows that effective interventions can improve children’s life chances at any point during childhood and adolescence. Video What is early intervention? Watch our 2-minute introduction to early intervention and the role it plays in providing support for the children, young people and families who need it most. Watch video How does it work? Early intervention works to reduce the risk factors and increase the protective factors in a child’s life. We have a good understanding of the risk factors that can threaten children’s development, limit future social and economic opportunities, and increase the likelihood of mental and physical health problems, criminal involvement, substance misuse, or exploitation or abuse in later life. These factors exist at different levels within the child’s environment – at the individual, family, community and society level – and interact in complex ways

Monday all smiles at Pinnacle Blooms network Gajuwaka Facility 22nd July 2024. We wish you all a wonderful week ahead. Best empowerment to your kids from #1 Autism Treatment, Child Development, Rehabilitation Centres Network. Whatsapp: https://lnkd.in/gRAS_nWj #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

*Today's Collab topic:* *What is Juvenile Myoclonic Epilepsy ?* Kids with juvenile myoclonic epilepsy have myoclonic seizures that usually begin during the teen years. They may also have absence seizures and generalized tonic-clonic seizures. *Signs and symptoms:* Myoclonic Seizures - • has brief muscle twitches or jerks in the upper arms, shoulders, or neck • has movements on one or both sides of the body at the same time • usually is awake and can think clearly during and right after the seizure Absence Seizures - • blanks out or has staring spells that last 5–20 seconds • may flutter their eyes or look upward • is unaware of what is going on during the seizure • returns to normal activity and won't remember having the seizure after it’s over • has lip-smacking, chewing movements, or fumbling movements in their hand(s) Tonic-Clonic Seizures - • has convulsions, or rigid muscles and rhythmic body jerks • rolls the eyes back • cries out • may pee or poop • can't respond during seizure • is confused and sleepy after the seizure *Causes:* Genetic changes (mutations) have been associated with the condition. *Treatment:* Seizures are usually well-controlled with medicine, which many people will need to take for life.