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Create a Healing Environment for Patients with Pseudobulbar Affect by Maude Mcgill, Phd, RN-BC, and Marzell Mcgill, BA, LPN
Strictly Clinical Create a healing environment for patients with pseudobulbar affect By Maude McGill, PhD, RN-BC, and Marzell McGill, BA, LPN tact their provider for prompt appropriate treatment. • Signs and symptoms include: Teach patients how to manage PBA • emotional responses (such as crying or laughing) for optimal quality of life. that don’t fit the situation • emotional episodes lasting longer than expected • sudden emotional outbursts (these outbursts can I just don’t understand why Mom is crying. When I include frustration, anger, laughter, or crying) walked in the room, she was happy and calm. Then, • moments of intense emotions that are out of the when I asked her about her day, her smile turned into patient’s control a frown and she started crying uncontrollably. I’ve nev - • facial expressions that don’t match the emotional er seen her cry like that. I’m concerned. response. EMOTIONS ARE NATURAL . We’ve all heard the cliché, “Emotions make us human.” People cry when they’re hurt and laugh when things are funny. However, mil - lions of people find that controlling their emotions is hard because of pseudobul - bar affect (PBA). PBA refers to inappropriate, involun - tary, or uncontrollable laughing or crying caused by the residual effects of a nervous system disorder. Al - though PBA is closely asso - ciated with post-stroke pa - tients, it can occur with any nervous system condition, including Alzheimer’s dis - ease, traumatic brain injury, and multiple sclerosis. Sci - entists have labeled PBA a disorder of emotional incon - tinence (patients can’t control their emotional respons - Navigating the new normal of PBA es). -
Measuring the Effectiveness of Play As an Intervention to Support
Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis by Gregory V. Boerio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership Program Youngstown State University May, 2021 Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis Gregory V. Boerio I hereby release this dissertation to the public. I understand that this dissertation will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: _______________________________________________________________ Gregory V. Boerio, Student Date Approvals: _______________________________________________________________ Dr. Karen H. Larwin, Dissertation Chair Date _______________________________________________________________ Dr. Patrick T. Spearman, Committee Member Date _______________________________________________________________ Dr. Carrie R. Jackson, Committee Member Date _______________________________________________________________ Dr. Matthew J. Erickson, Committee Member Date _______________________________________________________________ Dr. Salvatore A. Sanders, Dean of Graduate Studies Date ii © G. Boerio 2021 iii Abstract The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age. -
Advice for Parents of Young Autistic Children: Spring (2004) by James B
Advice for Parents of Young Autistic Children: Spring (2004) By James B. Adams, Ph.D., Arizona State University, Tempe, Arizona Stephen M. Edelson, Ph.D., Autism Research Institute, San Diego, California Temple Grandin, Ph.D., Colorado State University, Fort Collins, Colorado Bernard Rimland, Ph.D., Autism Research Institute, San Diego, California Authors’ Note: James B. Adams, Ph.D., is the father of a young girl with autism, and has served for several years as the President of the Greater Phoenix Chapter of the Autism Society of America. He is also a professor of Chemical and Materials Engineering at Arizona State University, where much of his research is focused on finding the biomedical causes of autism and effective treatments for it. His website is www.eas.asu.edu/~autism Stephen M. Edelson has a Ph.D. in experimental psychology, and has worked in the field of autism for 25 years. He is the director of the Center for the Study of Autism in Salem, Oregon, which is affiliated with the Autism Research Institute in San Diego, CA. He is also on the Board of Directors of the Oregon chapter of the Autism Society of America (ASA), and is on ASA’s Professional Advisory Board. His main autism website is: www.autism.org Temple Grandin, Ph.D. is an associate professor of Animal Science at Colorado State University and a person with autism. She is the author of Emergence: Labeled Autistic and Thinking in Pictures and a designer of livestock handling facilities. Half of the cattle in North America are handled in facilities she has designed. -
Autism Society History
Feature | Autism Society History Where We’ve Been and Where We’re Going The Autism Society’s Proud History s the nation’s oldest grassroots autism organization, the Autism Society has Abeen working to improve the lives of all affected by autism for 46 years. When the organization was founded in 1965, the autism community was very different than it is today: the term “autism” was not widely known, and doctors often blamed the condition on “refrigerator mothers,” or parents who were cold and unloving to their children – a theory that we now know to be completely false. Perhaps even more discouraging than the blame and guilt placed upon parents of children with autism at this time was the complete lack of treatment options. Parents were often told that their child would never improve, and that he or she should be institutionalized. “All practitioners we saw had one characteristic in common – none of them was able to undertake treatment,” wrote Rosalind Oppenheim, mother to a then-6-year-old son with autism, in an article in the June 17, 1961, Saturday Evening Post. “‘When will you stop running?’ one well-meaning guidance counselor asked us along the way. When indeed? After eighteen costly, heartbreaking months we felt that we had exhausted all the local medical resources.” Oppenheim’s article garnered many letters from other parents of children with autism who had had similar experiences. She sent them on to Dr. Bernard Rimland, another parent of a child with autism who was also a psychologist. Not long after, Dr. Rimland published the landmark book Infantile Autism, the first work to argue for a physical, not psychological, cause of autism. -
Public Law 109-416
PUBLIC LAW 109–416—DEC. 19, 2006 120 STAT. 2821 Public Law 109–416 109th Congress An Act To amend the Public Health Service Act to combat autism through research, screen- Dec. 19, 2006 ing, intervention and education. [S. 843] Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, Combating Autism Act of SECTION 1. SHORT TITLE. 2006. 42 USC 201 note. This Act may be cited as the ‘‘Combating Autism Act of 2006’’. SEC. 2. CENTERS OF EXCELLENCE; IMPROVING AUTISM-RELATED RESEARCH. (a) CENTERS OF EXCELLENCE REGARDING RESEARCH ON AUTISM.—Section 409C of the Public Health Service Act (42 U.S.C.284g) is amended— (1) in the section heading, by striking ‘‘AUTISM’’ and inserting ‘‘AUTISM SPECTRUM DISORDER’’; (2) by striking the term ‘‘autism’’ each place such term appears (other than the section heading) and inserting ‘‘autism spectrum disorder’’; and (3) in subsection (a)— (A) by redesignating paragraph (2) as paragraph (3); and (B) by striking paragraph (1) and inserting the fol- lowing: ‘‘(1) EXPANSION OF ACTIVITIES.—The Director of NIH (in this section referred to as the ‘Director’) shall, subject to the availability of appropriations, expand, intensify, and coordinate the activities of the National Institutes of Health with respect to research on autism spectrum disorder, including basic and clinical research in fields including pathology, developmental neurobiology, genetics, epigenetics, pharmacology, nutrition, immunology, neuroimmunology, neurobehavioral development, endocrinology, gastroenterology, and toxicology. Such research shall investigate the cause (including possible environmental causes), diagnosis or rule out, early detection, prevention, serv- ices, supports, intervention, and treatment of autism spectrum disorder. -
Does Ohio Provide Autistic Children a Free Appropriate Public Education
Journal of Law and Health Volume 3 Issue 1 Article 7 1988 Does Ohio Provide Autistic Children A Free Appropriate Public Education Sheila M. McCarthy Follow this and additional works at: https://engagedscholarship.csuohio.edu/jlh Part of the Disability Law Commons How does access to this work benefit ou?y Let us know! Recommended Citation Note, Does Ohio Provide Autistic Children A Free Appropriate Public Education, 3 J.L. & Health 129 (1988-1989) This Note is brought to you for free and open access by the Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Journal of Law and Health by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. DOES OHIO PROVIDE AUTISTIC CHILDREN A FREE APPROPRIATE PUBLIC EDUCATION? by SHEILA M. MCCARTHY I. INTRODUCTION ........................................ 129 II. AUTISM DEFINED ...................................... 131 III. THE EAHCA ...................................... 135 IV. Board of Education v. Rowley .......................... 138 V. CASE LAW .......................................... 143 VI. Matta v. Indian Hill Exempted Village School District...... 146 VII. COMPARISON OF STATE LEGISLATION ....................... 151 VIII. CONCLUSION .......................................... 154 I. INTRODUCTION To facilitate the special educational needs of handicapped" children,2 Con- gress enacted the Education for All Handicapped Children Act of 19751 (EAHCA) which provides federal funds to encourage states to educate their handicapped -
IHH Notification Form Guide
Integrated Health Home Health Home Notification Form Guide Introduction This is to assist in providing the Health Home with information on criteria and how to enroll the member into an Integrated Health Home (IHH). Enrollment Criteria Member needs to 1. Be eligible for Medicaid. 2. Have 1 or more Serious Mental Illness (SMI) or Serious Emotional Disturbance (SED). 3. Meet the Functional Impairment (FI) as determined by a Licensed Mental Health Professional. SMI & SED Definitions Diagnosis must be determined by use the Diagnostic and Statistical Manual (DSM) of Mental Disorders published by the American Psychiatric Association or its most recent International Classification of Diseases (ICD). SMI is defined as an Adult that has a persistent or chronic mental illness, a behavioral, or emotional disorder that causes serious functional impairment and substantially interferes with or limits one or more major life activities including functioning in the family, school, employment or community. SMI may co-occur with substance use disorder, developmental, neurodevelopmental or intellectual disabilities but those diagnoses may not be the clinical focus for health home services. SED is defined by a Child having a diagnosable mental, behavioral or emotional disorder which results in a functional impairment that substantially interferes with or limits the child’s role or functioning in family, school, or community activities. SED may co-occur with substance use disorder, developmental, neurodevelopmental or intellectual disabilities but those diagnoses may not be the clinical focus for health home services. Mental Health Professional Definition Mental health professional meets all of the following conditions: 1. Holds at least a master’s degree in a mental health field including, but not limited to, psychology, counseling and guidance, psychiatric nursing and social work; or is a doctor of medicine or osteopathic medicine; and 2. -
Nuedexta, INN-Dextromethorphan/Quinidine
ANNEX I SUMMARY OF PRODUCT CHARACTERISTICS 1 1. NAME OF THE MEDICINAL PRODUCT NUEDEXTA 15 mg/9 mg hard capsules 2. QUALITATIVE AND QUANTITATIVE COMPOSITION Each capsule contains dextromethorphan hydrobromide monohydrate, equivalent to 15.41 mg dextromethorphan and quinidine sulfate dihydrate, equivalent to 8.69 mg quinidine. Excipient with known effect: Each hard capsule contains 119.1 mg of lactose (as monohydrate). For the full list of excipients, see section 6.1. 3. PHARMACEUTICAL FORM Hard capsule Brick red gelatin capsule, size 1, with “DMQ / 20-10” printed in white ink on the capsule. 4. CLINICAL PARTICULARS 4.1 Therapeutic indications NUEDEXTA is indicated for the symptomatic treatment of pseudobulbar affect (PBA) in adults (see section 4.4). Efficacy has only been studied in patients with underlying Amyotrophic Lateral Sclerosis or Multiple Sclerosis (see section 5.1). 4.2 Posology and method of administration Posology The recommended starting dose is NUEDEXTA 15 mg/9 mg once daily. The recommended dose titration schedule is outlined below: Week 1 (day 1-7): The patient should take one NUEDEXTA 15 mg/9 mg capsule once daily, in the morning, for the initial 7 days. Weeks 2-4 (day 8-28): The patient should take one NUEDEXTA 15 mg/9 mg capsule, two times per day, one in the morning and one in the evening, 12-hours apart, for 21 days. From Week 4 on: If the clinical response with NUEDEXTA 15 mg/9 mg is adequate, the dose taken in weeks 2-4 should be continued. 2 If the clinical response with NUEDEXTA 15 mg/9 mg is inadequate, NUEDEXTA 23 mg/9 mg should be prescribed, taken two times per day, one in the morning and one in the evening, 12 hours apart. -
The Persistence of Fad Interventions in the Face of Negative Scientific Evidence: Facilitated Communication for Autism As a Case Example
Evidence-Based Communication Assessment and Intervention ISSN: 1748-9539 (Print) 1748-9547 (Online) Journal homepage: http://www.tandfonline.com/loi/tebc20 The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane To cite this article: Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane (2014) The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example, Evidence-Based Communication Assessment and Intervention, 8:2, 62-101, DOI: 10.1080/17489539.2014.976332 To link to this article: http://dx.doi.org/10.1080/17489539.2014.976332 Published online: 02 Feb 2015. Submit your article to this journal Article views: 5252 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=tebc20 Download by: [University of Lethbridge] Date: 05 October 2015, At: 05:52 Evidence-Based Communication Assessment and Intervention, 2014 Vol. 8, No. 2, 62–101, http://dx.doi.org/10.1080/17489539.2014.976332 EBP Advancement Corner The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld1, Julia Marshall1, James T. Todd2 & Howard C. Shane3 1Department of Psychology, Emory University, Atlanta, GA, USA, 2Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA, 3Boston Children’s Hospital, Boston, MA, USA ................................................................................................................................................. Abstract Communication disorder and mental health professionals may assume that once novel clinical techniques have been refuted by research, they will be promptly abandoned. -
What's New in Psychopharmacology
Wednesday, 3:00 – 4:30, F2 What's New in Psychopharmacology Joel M. Sanchez, MD [email protected] Objectives: Identify advances in clinical assessment and management of selected healthcare issues related to persons with developmental disabilities Notes: 4/7/2016 What’s New in Nuedexta Psychopharmacology • A new medication for pseudobulbar affect (PBA) • Pseudobulbar Affect: Joel M. Sanchez, M.D. • Frequent, uncontrollable outbursts of crying or laughing in people with certain neurologic conditions or brain injuries Diplomate of the American Board of Psychiatry and Neurology, Psychiatry • Episodes may occur several times per day and can last seconds to minutes Diplomate of the American Board of Psychiatry and Neurology, Child/Adolescent Psychiatry • “emotional incontinence” • “pathological laughing and crying” The Right Door for Hope, Recovery and Wellness Wedgwood Christian Services Turning Leaf Behavioral Health Services Community Mental Health Authority - CEI ADHD Medications Antidepressants • Stimulants • SSRIs • Adzenys XR-ODT (amphetamine extended release oral dissolving tablet) • Brintellix (vortioxetine) • Quillivant XR (methylphenidate extended release liquid) • Viibryd (vilazodone) • Daytrana (methylphenidate transdermal) • SNRIs • Non-Stimulants • Fetzima (levomilnacipran) • Clonidine (Catapres / Kapvay) • Pristiq (desvenlafaxine) • Guanfacine (Tenex / Intuniv) • Strattera (atomoxetine) Antipsychotics Blood Pressure Medications • Abilify Maintena & Aristada (aripiprazole) • What’s Old is New • Every 4 weeks or Every 4-6 -
What Is Autism? Autism Is a Complex Brain Disorder That Affects a Child’S Ability to Communicate, Respond to Surroundings, Or Form Relationships with Others
What is autism? Autism is a complex brain disorder that affects a child’s ability to communicate, respond to surroundings, or form relationships with others. Autism is a developmental disorder of the brain that occurs in people of all racial, ethnic and social backgrounds. Children with autism are not unruly kids who choose not to behave. Generally diagnosed at age 2 or 3, few disorders are as devastating to a child and his or her family. Many children with autism will never be able to tell their parents they love them. While some people with autism are mildly affected, most people with the condition will require lifelong supervision and care and have significant language impairments. In the most severe cases, affected children exhibit repetitive, aggressive and self-injurious behavior. This behavior may persist over time and prove very difficult to change, posing a tremendous challenge to those who must live with, treat, teach and care for these individuals. The mildest forms of autism resemble a personality disorder associated with a perceived learning disability. First described over 50 years ago, the incidence of autism is rising steadily. While criteria for diagnosing autism have changed over time and the number of cases reported have increased, studies indicate that: . An estimated one in 1,000 children have autism . Two to five children per 1,000 show some form the disorder . As many as 1.5 million Americans today are believed to have some form of autism. Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at a rate of 10-17 percent per year. -
Cambridge University Press 978-1-108-41059-5 — Autism and Pervasive Developmental Disorders Edited by Fred R
Cambridge University Press 978-1-108-41059-5 — Autism and Pervasive Developmental Disorders Edited by Fred R. Volkmar Index More Information Index AAC, see alternative follow-up/outcome studies APA, see American Psychiatric communication in adulthood, 225 Association (APA) strategies (AAC) future directions, 238–40 applied behavior analysis AAP, see American Academy quality of life and mental (ABA), 197 of Pediatrics (AAP) health, 231–8 growth in United States, 199 ABA, see applied behavior trajectories of development multi-state program to ASD analysis (ABA) from childhood to insurance, 210–12 ABC Hyperactivity subscale adulthood, 226–30 applied research, 193 (ABC-H subscale), advocacy, 192, 195, 198, 204, ARBD, see Alcohol-Related 164–5 210, 212–13, 215 Birth Defects (ARBD) ABC Social Withdrawal sub- AEDs, see Antiepileptic drugs aripiprazole, 159–60 scale (ABC-SW), 167 (AEDs) ARND, see Alcohol-Related Aberrant Behavior Checklist– afective disorders, 232 Neurodevelopmental Irritability subscale Afordable Care Act (ACA), Disorder (ARND) (ABC-I subscale), 159 198, 211 articulation development, 94 ACA, see Afordable Care Act AFIRM, see Autism Focused AS, see Asperger syndrome (ACA) Intervention (AS) adaptive behavior, 65–7, 179, Resources and ASD, see autism spectrum 228 Modules (AFIRM) disorder (ASD) impairments, 67 age-appropriate language ASHA, see American Speech- informant ratings of work- forms, 98 Language- Hearing ing memory, 64 AIR-B, see Autism Association (ASHA) patterns of change in, 226 Intervention Research Asperger syndrome