Hong-Bo Zhao, M.D., Ph.D. Last edited 3/2007 Overview Non-Syndromic Deafness Syndromic Deafness Mitochondrial Disorders Non-Inherited. About autism spectrum disorder interventions for older children and teenagers. Many types of interventions for younger children with autism spectrum disorder (ASD. Autism interventions: older kids & teens. Many children get a diagnosis of autism spectrum disorder (ASD) later in childhood. If this happens with your child, it’s never too late to try an intervention. And there are lots of interventions that can help older children and teenagers. About autism spectrum disorder interventions for older children and teenagers Many types of interventions for younger children with autism spectrum disorder (ASD) can also help older children and teenagers. There are also programs that have been developed specifically for older children and teenagers with ASD. These should take into account the common mismatch between an older child’s cognitive or developmental age and her age in years. For example, your child might be 1. These therapies and interventions should also help your child with the skills and understanding he needs to: Below we list some types of interventions you might want to think about for your older child with ASD. You’ll want to make sure that the time, energy and money you invest in interventions are worth it. Two key questions can help you choose worthwhile interventions: is the intervention supported by reliable evidence? Will it be a good fit for your family? Social skills training. Social skills training can include teaching children and teenagers to read non- verbal cues like eye contact, body language, tone of voice and facial expression. It often includes skills like seeing things from other people’s perspectives, solving social problems and understanding social and emotional rules. Your child might be able to do some social skills training one on one with a therapist or teacher, or as part of a group. Some programs include outings so your child can try out her new skills in the community. This helps her apply the skills she’s learned in one setting to other settings, situations and people. Some social skills programs are designed by a therapist or a teacher for a specific child or group of children. Others might be run by someone who is trained to use a particular program, like the Secret Agent Society program, Emotion- based Social Skills Training, the Social Thinking Program or Stop Think Do. Cognitive behaviour therapy (CBT)Cognitive behaviour therapy (CBT) is based on the idea that how we think, how we feel and how we act are all related. That is, the way we think about something shapes our feelings and our behaviour. For example, negative or unrealistic thoughts can cause us to feel bad, which in turn affects how we behave, and the choices we make. For example, if your child thinks, ‘Nobody likes me and I’m never going to have any friends’, he’s likely to feel sad and lonely, and his actions will reflect this. He might hang out by himself or close himself off to opportunities to mix with other children. CBT could teach your child to replace this negative thinking with something more positive and realistic.
This could be, ‘It’s hard to make friends but I’m a good person and I’m going to keep trying’. This will help your child feel better about herself, so she’s more likely to try to socialise with her peers. CBT programs also often teach relaxation strategies that your child can use to reduce and manage anxiety associated with autism spectrum disorder (ASD). CBT is a ‘talking therapy’, which means your child needs an adequate understanding of language to use it. Cartooning strategies. Cartooning or comic strip strategies use visual symbols to help children and teenagers with autism spectrum disorder (ASD) understand social situations. By drawing cartoons, children can turn abstract or confusing events into pictures that they can understand and think about with an adult’s help. For example, your child is sent to the principal’s office after a playground conflict. With an adult’s help, your child could draw the situation as a cartoon, using speech bubbles. An adult could then talk about what happened with your child and help him understand the thoughts and feelings of the other people involved. Modelling. Modelling involves an adult or peer showing your child how to do something or how to behave, which your child then copies. Modelling can be useful for teaching many skills – for example, social skills like smiling and saying hello, skills for self- care and hygiene, and educational tasks. Video- modelling is another option. There are some ready- made videos that show people modelling different skills, but you could also make your own. For example, you could record yourself or someone else joining in conversations, inviting a peer to play, using body language or using different tones of voice. Peer training. Interventions that use peer training teach typically developing children – for example, siblings or classmates – strategies for playing and interacting with children who have trouble with social skills. This means that when your child plays and socialises with the typically developing children, your child has more and better opportunities to develop social skills. For example, classmates might be taught to appreciate how everybody is different, how to start an interaction with a child with autism spectrum disorder (ASD) and how to keep that interaction going. Self- management techniques. Children with autism spectrum disorder (ASD) can develop independence by learning to regulate their own behaviour. One way for them to do this is by recording how often a particular behaviour happens using tick sheets, stickers or a wrist counter. For example, your child’s goal might be to stay sitting down until she has finished eating. Each time your child achieves this goal, she puts a sticker in her book. Stepping Stones Triple PStepping Stones Triple P is a parenting program that has been modified for parents of children, up to 1. It can help you: manage challenging behaviour and developmental issuesencourage behaviour you likedevelop a close relationship with your childteach your child new skills. In this short video, parents talk about interventions for teenagers with autism spectrum disorder (ASD). A person’s ASD can change over time, and different interventions can become more useful. For example, therapies focused on social skills are often relevant in the teenage years. Also, parents can sometimes do training to help them pass on skills to their teenage children in daily life. Nursing Diagnosis for Nurses and BSN students. RISK FOR IMPAIRED LIVER FUNCTIONDEFINITIONAt risk for liver dysfunction. RISK FACTORS• Hepatotoxic medications (e. Viral infection (e. A, B, or C, Epstein- Barr)• HIV coinfection• Chronic biliary obstruction• Substance abuse (e. Nutritional deficiencies. ASSESSMENT FOCUS (Refer to comprehensive assessment parameters.)• Risk management• Pharmacological function• Fluids/electrolytes. EXPECTED OUTCOMESThe patient will• State effects of environmental and ingested chemicals andsubstances on their health and liver function.• Work with industry managers and with public health officials tolower or eliminate the presence of environmental chemicals andsubstances in their work or living environment.• Have liver function indicators within normal limits.• Modify lifestyle and risk behaviors to avoid behaviors leading tohepatic dysfunction and inflammation.• Maintain long- term follow- up for chronic illness with healthcareprovider.• Manage concurrent disease processes that impact hepatic function.• Optimize nutritional intake for needs.• Acknowledge the impact of medications on hepatic function.• Observe measures to avoid the spread of infection to self and toothers. SUGGESTED NOC OUTCOMESHealth- Promoting Behavior; Risk Control—Alcohol; Risk Control—Drug Use; Safe Home Environment; Substance Addiction. Consequences. INTERVENTIONS AND RATIONALESDetermine: Assist patient and family to assess workplace and homeenvironments for potential hepatotoxic substances to increasepatient’s awareness of hazards in the environment and to lowerpotential for hepatic injury. Monitor for clinical manifestations of hepatic inflammation anddysfunction to notify physician in order to initiate treatment if liverfunction is compromised. Clinical manifestations may includefatigue, depression or mood changes, anorexia, RUQ tenderness,pruritis, jaundice, bruising, or nontraumatic bleeding. Monitor customary clinical laboratory tests to alert the healthcareprovider of the status of the immune/inflammatory response, thedegree of hepatic metabolic dysfunction, and the impact of concur- rent disorders on liver function. Clinical laboratory tests includecomplete blood cell (CBC) count: lower red blood cell count,elevated WBC (increased immunocyte and inflammatory responses); basic metabolic panel—altered electrolyte balance, elevated glucose,elevated blood urea nitrogen and creatinine level, elevated Hb. A1c; hepatic plasma markers: elevated liver enzymes (alanine aminotrans- ferase, aspartate aminotransferase, and - glutamyltranspeptidase); positive immunoassays for pathogen and viral antigens; elevatedammonia; elevated bilirubin; low coagulation factors; low totalprotein/albumin; elevated lipid panel. Perform: Carry out postprocedure measures, as ordered, to identifyand/or minimize complications. Inform: Teach patient about the following: perform hand hygienebefore and after personal hygiene and care; cover draining and non- healing wounds; report to care provider; inform others of infectiouscondition so that each observes barrier precautions; adhere toprescribed plan of care and treatment with immune system modifiers(antibiotics, antivirals, interferon, others); maintain a balanced nutri- tional diet intake. These measures minimize patient’s risk for self- infection and spread of infection and allow the patient to help modifylifestyle to maintain optimum health level for self and for others. Along with healthcare team, prepare the patient for and later evaluatethe results of liver biopsy and provide explanation to patient and family. The patient and family need understanding of purpose for andimplications of results obtained from a liver biopsy. This support andeducation helps the patient understand rationale for plan of treatmentand genetic counseling for genetically linked hepatic disorders. Attend: Provide a nonjudgmental attitude toward patient’s lifestylechoices to promote feelings of self- worth. Manage: Refer patient to counseling and therapy to address lifestylechoices and risk behaviors. Modification of behaviors will providerisk avoidance for drug and alcohol abuse and exposure to body- substance pathogen infection. SUGGESTED NIC INTERVENTIONSBehavioral Modification; Environment Risk Protection; Infection. Protection; Risk Identification; Risk Identification—Genetic; Self- Modification Assistance; Sports Injury Prevention; Surveillance. Reference. Mc. Cance, K. L., & Huether, S. E. (2. 00. 6). Pathophysiology: The biologic basisfor disease in adults and children (5th ed., pp. St. Louis, MO: Elsevier- Mosby. Nursing intervention | definition of nursing intervention by Medical dictionary. Table 4: Most helpful nursing interventions in situations of conflict Nursing intervention (n=2. Total score Providing clear, consistent, and honest information 5. Arranging for the physician to meet with the patient/ 2. Arranging a formal family conference 2. Ensuring that other health care team members 1. Referring patient/family to other resources (e. This study explored the effects of a family centered nursing intervention on family members of critical care patients as measured by support, collaboration, and respect. Contract award: the current two- year maintenance of green founded in the years 2. For Nursing Interventions: The University of Iowa's Nursing Intervention Classification (NIC), The Omaha System, and HHCC; The Iowa Nursing Intervention Classification (NIC) System, funded by the National Institute of Nursing Research, has done much to help standardize and codify the language. Evidence- Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. Wilczynski, S. M., Fisher, L., Sutro, L., Bass, J., Mudgal, D., Zeiger, V., et al. Evidence- based practice and autism spectrum disorders. In M. Bray & T. Kehle (Eds.), The Oxford handbook of school psychology (pp. New York, NY: Oxford University Press.
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