Pinnacleblooms

19/05/2023

Good Morning sir/madam
Today's collab topic by sreepriya garu

Self-injurious behaviors (SIBs) are non-normative behaviors performed with the intent of physical self-harm but without the intent to die.Self-injurious behaviors include self-directed repetitive actions such as biting, hitting, head and limb banging, face slapping, hair pulling, and eye poking, which can result in severe injury and represent a troubling problem for patients and caregivers alike.SIBs can occur in two groups of individuals: (i) those with psychopathologic conditions such as depression, borderline personality disorder, and eating disorders, which typically involve nonsuicidal self-injury such as cutting, and (ii) those with neurodevelopmental disorders (NDDs)
NDDs, defined as disorders caused by changes in early brain development resulting in behavioral and cognitive alterations, changes in sensory and motor systems, and speech and language deficits, affect roughly 1% to 2% of the population
General knowledge of commonly used assessments and objective evaluation tools is important for managing patients with SIBs, as it allows for interpretation of the literature, application to practice, choice of therapy, and determinations of therapeutic response. Applied behavior analysis (ABA) is a systematic approach to behavior intervention.36 Functional behavioral assessment (FBA), the most common application of ABA to the assessment of SIBs, helps determine physical and social environmental causes of specific behaviors as well as frequency, duration, and contributing comorbidities and identification of a function-based behavioral treatment.

18/05/2023

Good Morning sir/madam
Today's collab topic by Dr.Ayesha

*THE TRIANGULAR FIBROCARTILAGE COMPLEX* *(TTCC)* *INJURY*

The triangular fibrocartilage complex (TFCC) is formed by the triangular fibrocartilage discus (TFC), the radioulnar ligaments (RULs) and the ulnocarpal ligaments (UCLs)

Anatomy:-

Origin: Medial border of distal radius
Insertion: Base of ulnar styloid
Vascular Supply: central disc is avascular, peripheral blood vessels pe*****te TFCC margins
Function of TFCC: Main stabilizer of distal radioulnar joint (volar portion of TFCC prevents dorsal displacement of ulna and is tight in pronation and dorsal portion of TFCC prevents volar displacement of ulna and is tight in supination). Contributes to ulnocarpal stability

Etiology
Occurs with compressive load on TFCC during marked ulnar deviation
Commonly associated with positive ulnar variance
Forced ulnar deviance

Pathology:-

Degenerative failure pattern of its ulnocarpal axial shock absorber function.

Symptoms :-

TFCC tear include pain on the outside of the wrist, reduced range of motion, swelling in the wrist, popping or clicking when moving the wrist, or limited ability to grasp objects. While anyone can develop TFCC, athletes, being over 50 and having chronic inflammation are risk factors for developing TFCC.

Diagnostic Imaging:-

Radiographs: may reveal avulsion of ulnar styloid, scaphoid fracture, distal radial fracture, volar tilt of lunate or triquetrum; ulnar variance.
Triple Injection Arthrography
MRI

Treatment:-

Physiotherapy
rest
activity modification
splint
corticosteroid injections.

17/05/2023

Good morning sir/Madam
Today's Collab topic by Ms Sujatha garu.

What is causes and classification types
Of learning disability?

Experts say that there is no single, specific cause for learning disabilities. However, there are some factors that could cause a learning disability:

Heredity: It is observed that a child, whose parents have had a learning disability, is likely to develop the same disorder.

Illness during and after birth: An illness or injury during or after birth may cause learning disabilities. Other possible factors could be drug or alcohol consumption during pregnancy, physical trauma, poor growth in the uterus, low birth weight, and premature or prolonged labor.

Stress during infancy: A stressful incident after birth such as high fever, head injury, or poor nutrition.

Environment: Increased exposure to toxins such as lead (in paint, ceramics, toys, etc.)

Comorbidity: Children with learning disabilities are at a higher-than-average risk for attention problems or disruptive behavior disorders. Up to 25 percent of children with reading disorder also have ADHD. Conversely, it is estimated that between 15 and 30 percent of children diagnosed with ADHD have a learning disorder

7 main types of learning disability

Dyslexia. ...

Dysgraphia. ...

Dyscalculia. ...

Auditory processing disorder. ...

Language processing disorder. ...

Nonverbal learning disabilities. ...

Visual perceptual/visual motor deficit.

16/05/2023

Good morning sir/Madam
Today's Collab topic by Ms. Priyanka garu.

PERCEPTION EXERCISE:
- Perception training is important because if you can’t hear a distinction in the new language, you will never be able to produce it consistently.
-It is possible to hear
distinctions and still not be able to produce it
-Perception exercises are carefully-designed practice in learning to hear new sound
contrasts. Many perception exercises make use of minimal pairs (two words that are
distinguished only by a single sound, such as light-right or cup-cuff).
-Minimal pairs
may be spelled similarly or differently. But the two words have all the same sounds except one.
-Finally, the minimal pairs should include the sound that is difficult for a learner next to the sound that is easier for the learner.

1. LISTENING TO THE TARGET SOUND (this can also be used for repetition)
Directions: “Listen to the words I read. What sound do they all have in
common?” (Read them with some quickness, then elicit the answer from
the learners.)
2. LISTENING TO A RANGE OF SIMILAR SOUNDS:Reason for exercise: This type of exercise is challenging and is meant to give a
picture of the range of similar sounds. In Pronunciation Pairs, this is a review
exercise after all possible contrasts have been practiced in pairs.
3. LISTENING AFTER BEING Told WHAT TO LISTEN FOR.

RaiseAgainstAutism

15/05/2023

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15/05/2023

Good morning sir/Madam
Today's Collab topic by Ms. Mounica.

Self-talk is the way you talk to yourself, or your inner voice. You might not be aware that you're doing it, but you almost certainly are. This inner voice combines conscious thoughts with inbuilt beliefs and biases to create an internal monologue throughout the day.
Self-talking is a kind of self-stimulatory behaviours that all of us would do. It can serve the functions of helping us to attend to reading tasks, retaining long information, or even reassuring our beliefs. For example, we would repeat ‘I can do it’ to ourselves when we attempt a daunting task. But for individuals with ASD, because of their lack of social awareness and self-regulatory skills, they may engage in self-talking in a social setting in which others may feel confused or even offended.
To prevent or stop a child talking to himself, probably the fastest way is to direct the child to engage in an incompatible behaviour like drinking or eating. But just like any other disruptive behaviours, the most effective and long-term solution to self-talking is to teach replacement skills.

If a child with ASD often talks to himself when he is not engaged, it is likely that the behaviour serves the function of killing boredom. The best way to manage the behaviour is to teach the child age-appropriate play skills, increase his interests to easy-to-access toys and activities, and to learn how to occupy his time independently. At a more advanced level, an individual may need to learn to be aware of the current social setting and to identify what is the more appropriate way to spend his free time.
Sometimes, a child self-talks to cope with the nervousness, anxieties or even excitement he experiences in social settings, like crowds, novel places and activities, and interaction with strangers or unfamiliar people. To help a child to cope with these challenges appropriately, they may have to go through tolerance training or a desensitisation process, acquire stress-management skills, and learn coping strategies like excusing themselves and distracting themselves appropriately, e.g. listening to preferred music in novel places.

12/05/2023

12/05/2023

Good morning sir/madam

Today's collab topic by Mr. Maruthi

*ULNAR NERVE ENTRAPMENT*

Ulnar nerve entrvapment occurs when the ulnar nerve in the arm becomes compressed or irritated.

The ulnar nerve is one of the three main nerves in your arm. It travels from your neck down into your hand and can be constricted in several places along the way, such as beneath the collarbone or at the wrist.

Ulnar nerve neuropathy at the elbow is the second most common entrapment neuropathy (the first most common is the median nerve at the wrist).

*CAUSES*
Ulnar nerve entrapment at the elbow (Cubital Tunnel Syndrome) and wrist (Guyon's Canal Syndrome) occur due to repetitive compression, from leaning on the elbows or wrists (cyclist's palsy) and prolonged elbow flexion. It can also occur from trauma, swelling, fractures, and vascular and bony pathologies/abnormalities.

*SYMPTOMS*
Symptoms of ulnar nerve entrapment include tingling in fingers 4 and 5, weak grip strength, pain and sensitivity on the ulnar side of the forearm, wrist and hand, muscle atrophy, clawing of digits 4 and 5.

*DIAGNOSIS*
Diagnostic Tests for Ulnar Nerve Entrapment

Imaging for OA, bone spurs, or bone cysts
Nerve Conduction Studies (EMG)
If fracture/dislocation is suspected, plain film x-ray.

*TREATMENT*
Conservative treatment is effective about 50% of the time[3], while surgical intervention is effective 60-95% of the time
Conservative management has been proven effective when incorporating splinting and manual therapy including neural glides and joint mobilizations; though a recent study has highlighted more studies are needed to know when to treat conservatively or to opt for surgery.[13]
Patient’s seeking conservative treatment earlier rather than waiting have a thirty percent greater chance of avoiding surgery.

05/05/2023

Good morning sir/Madam
Today Collab topic by Ms.Mounica.

learning disability is a reduced intellectual ability and difficulty with everyday activities – for example household tasks, socialising or managing money – which affects someone for their whole life.
Screening is the first step in the process of gathering relevant information about an individual with a suspected learning disability. Screening does not determine whether or not the person has a learning disability. It may include observations,
informal interviews, the use of a written tool, and/or a review of medical, school, or work histories.

An LD diagnosis is a formal assessment that determines the actual presence of a learning disability. LD screening is an informal process that shows whether there is a probability that the person might have an undiagnosed learning disability. Informal screening can be done by an advocate for the person with a suspected learning disability, but formal diagnosis must be done by a qualified professional who can evaluate learning disabilities.
There are a number of screening tools available for advocates to use with the person who may have an undiagnosed learning disability. Some of these tools require special training, while others are available online. Some tools are free; others require training and may have associated training costs.

It is important, however, to choose a screening tool that is designed for the appropriate age group. When conducted and reviewed appropriately, using the right screening tool can be a valuable step in determining the need to seek further advice and evaluation.
Screening tools should also be:
Inexpensive
Quick to administer, score, and easy to interpret
Narrow in purpose
Able to provide information in several areas, such as language, motor and social skills.
Observations Formal Interviews plays a greater role in LD screening.

04/05/2023

Good morning sir/Madam
Today collab topic by Ms. Ram Priyanka

DIFFERENCE BETWEEN STUTTERING AND SLURRED SPEECH :

STUTTERING :
- Stuttering refers to a speech disorder that interrupts the flow of speech.
- Stuttering can have causes that aren't due to underlying disease. Examples include family history of stuttering or nervousness.
- including genetics, language development, environment, as well as brain structure and function.

SLURRED SPEECH:
-Muscle weakness in the face, lips, throat or chest can make speaking very difficult causing dysarthria.
-Dysarthria symptoms are slurred speech,mumbling, or speaking too slowly or too quickly.
A stroke is the usual cause of slurred speach.

03/05/2023

Good Morning sir/madam

Today's collab topic by Dr.Ayesha

*What your child can gain from types of group therapy?*

There are different groups available to address different issues. In general, a small group of kids working through similar stressors are placed together. Groups are typically small in size, about 8 to 10 participants depending on the nature of the group. In some cases, groups are organized by gender, but many groups focus on working through a specific issue (ex: social skills, anxiety, etc.). Examples of group therapy include:
Group therapy gives therapists an opportunity to see how kids relate to one another in a group setting. For kids struggling with social anxiety, poor social skills, or inattentiveness, the group setting offers the therapist a chance to help kids work through their obstacles with other kids as they occur. Group therapy can also be a source of support for kids dealing with grief, bullying, anxiety and depression, and other mental health issues.

BENEFITS OF GROUP THERAPY

Group therapy can build self-confidence and assertiveness and empower kids to sidestep negative peer pressure. It can also equip kids with the tools they need to process and manage negative emotions and work through stress and anxiety. Check out these benefits from group therapy for kids:

Say hello to social confidence

Working through complex emotional issues with a peer group helps kids learn new ways of relating to others. Through group work, kids find their voices and practice new skills in a safe environment with feedback from a therapist.

Say goodbye to unmanageable emotional stress

Kids often feel overwhelmed by their emotional responses to stressors. Groups offer kids a place to vent their emotions, connect with other kids, and empathize with one another. This decreases their stress level.

They’ll feel heard and supported

When kids struggle with anxiety, depression, and other mental health issues, they often feel isolated or alone. They feel like others don’t understand them. Groups help kids feel heard and known. They also help kids learn to talk openly about their struggles and learn from peer modeling.

Friendships will be fostered

Whether your child enrolls in a social skills group to learn friendship making skills or a support group for kids who have been bullied, friendships will improve as a result of the group.

It can be difficult to find the right words when you’re overwhelmed with negative emotions.

02/05/2023

Good morning sir/madam
Today's collab topic by mrs Sujatha

Secondary motor stereotype

Motor stereotypies (also called stereotypic movement disorder), are rhythmic, fixed movements that do not seem to have a purpose, but are predictable in pattern and location on the body.
These movements are involuntary and typically last for seconds to minutes, appear multiple times a day, and are associated with periods of engrossment, excitement, stress, fatigue or boredom. Episodes stop when the person is distracted. Sometimes they are misdiagnosed as obsessive-compulsive disorders or tics.

Types of Motor Stereotypies

Common: This category is not well defined and there may be overlap with very common habits in children. Typical motor stereotypies may include activities such as thumb sucking, nail or lip biting, hair twirling, body rocking, self-biting, teeth clenching or grinding, and head banging. These behaviors typically resolve in childhood, but some may persist into young adulthood.
Head nodding: Children with this sort of motor stereotypy nod their heads from side to side (as if signaling “no”), up and down (“yes”), or shoulder to shoulder. The nodding is occasionally accompanied by up-gaze eye deviations or movements of the hands or feet.
Complex motor stereotypies (CMS): These movements include hand or arm flapping or waving, wiggling fingers in front of the face, rotating or opening and closing the hands and finger wiggling. Generally, a child will simultaneously perform the movement bilaterally (on both the right and left sides). Movements are often accompanied by mouth opening or head posturing and are often performed while pacing or hopping. CMS usually appear in the first three years of a child’s life and often persist. Though primary motor stereotypies are common, the cause is unknown.