Can barometic pressure cause behavioral changes in the developmental delayed children?
535634
Changes in barometric pressure do cause changes in both human and animal behavior. Ask any veteran teacher...they can tell a lot about how the day will go just by the weather that morning...
265969
http://www.as.wvu.edu/~scidis/behavior.html\n\ngood luck
70955
My only experience with this is in wound care.  I can't really think of anything it could offer a child with developmental delays.  If the person recommending this isn't an M.D. or similar, be really, really carful to read as much as possible before you invest a fortune.
346291
Childhood Disintegrative Disorder (also known as Heller's Syndrome) is a condition in which a child develops normally for 2 years, then begins to lose ground. Previous gains in language and social skills, motor abilities, play, and even in continence are eroded. \n\nHow it is diagnosed\nA. Apparently normal development for at least the first 2 years after birth as manifested by the presence of age- appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.\n\n B.   Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:\n\n          (1) expressive or receptive language\n          (2) social skills or adaptive behavior\n          (3) bowel or bladder control\n          (4) play\n          (5) motor skills\n\nC.   Abnormalities of functioning in at least two of the following areas:\n\n (1)  Qualitative impairment in social interaction (e.g., impairment in nonverbal behaviors, failure to develop peer \nrelationships, lack of social or emotional reciprocity)\n (2)  qualitative impairments in communication (e.g. delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play).\n(3)  restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, including motor stereotypes and mannerisms.
520692
Oh, yes, that's a big one for me! I think special ed teachers should be better trained then they are. None of the ones I've seen seem to be trained on how to handle the behavior issues that go hand in hand with things like autism, adhd, odd, etc. I don't even agree with integration with kids with those disorders, to be honest. The type of socialization those happens in a regular classroom is not the kind of socialization that children with autism/pdd-nos need. I don't agree with the theory that you throw a child with social issues into a social setting to sink or swim, because all to often, they will sink. They can't force themselves to be social, no matter what we do. If schools were the cure all for social anxieties then we wouldn't have 'social misfits' in school, we wouldn't have shy people, there would be no such thing as introverts. So, it's a failed philosophy, and I think they should be in smaller, special ed classes where the teachers have received MUCH MORE TRAINING than what they are getting now, so they know how to deal with each individual dx and work with them. So, yes, it stands to reason that general teachers should have the same training if they're going to have special kids in there class. It's not fair to expect the kids to react normally when they don't have the skills to do so, to me, that's just cruel. Most of these disorders have sensory issues that make it so hard to perform in a classroom, and those are not addressed in school therapy too often. I chose to homeschool my kids long before my Tim came along with autism/pdd-nos (they're not sure of which dx), but having him, and learning about his needs and his limits confirmed in me to homeschool him, I feel it's the best thing in the world for him. He still socializes, but it's on his terms. I know he can only handle it for about an hour, then he tantrums, so we stay within that guideline. He was on a bowling league this last season and it was about an hour, and he did WONDERFULLY. Anything longer, and it would have been a nightmare!
55807
Yes, it can! I am a doctor of psychology, so I have seen firsthand the effects of traumatic events in childhood. Remember, what is traumatic for one person may not be for someone else, so not every child who received and/or witnessed corporal punishment will be affected.\n\nAs someone else mentioned, it could be post traumatic stress disorder. But it may not be quite that severe; without knowing your exact symptoms, a diagnosis cannot be made. Also, there may be other factors at work.\n\nYou may want to consider some therapy if your nervousness is affecting your life. I am partial to cognitive/behavioral therapy myself because it is action- and goal-oriented, but there are various types that might help.\n\nDr. Barb Nefer, http://www.bnlifeskills.com
202378
Interactive play and comforting behaviors help enormously to bring this type of child out.\n\nThe use of ASL is a great idea, but should be kept as informal as possible in order to avoid pushing the child to oppositional behaviors (since he's already defiant of society in his refusal to communicate orally).\n\nDoes the child have cognitive differences? Does the child allow other methods of communication? Does the child show an interest in any social activity?\n\nIt has been my experience that most children exhibiting some form of anti-social behavior are in fact in need of 'empathetic parenting'.\n\nA teacher can do this and maintain her professional stance by shoulder touches, meaningful smiles and by creating a more natural learning environment which gives room for alternative behaviors and encourages basic curiosity and fairness.\n\nGood luck. I hope you are able to reach him.
1136574
look up bernoulis theorum...this will tell you all you need to know reference changes in pressure with respect to aeronatical engineering.\n\nGood Luck
218030
You asked this question twice.\n\nAn apparently straightforward question with an elegant and profound underlying answer.\n\nA classic primate study has yielded the answer, which you may submit to your tutor. =)\n\n"Cerebellar ablations in monkeys result in postural and movement disorders, including hypotonia of limb extensor muscles. An important mechanism underlying the hypotonia is a depression of the responses to muscle extension of spindle primary afferents owing to a decrease of fusimotor activity."
988717
I would like to bring to your attention a new concept in ADD testing. An objective physiological measure of ADHD has been elusive. However, research has shown that when an ADD person tries to sit still, do a boring task, or concentrate- they actually enter stress as measured by electro dermal activity. Measuring electron flow in a circuit the body operates largely by a series of electrical impulses which have been shown to follow certain pathways and measure changes in the electrical resistance or the ability of the tissue to conduct electricity. This marker is positive in the majority of ADD clients tested. Then GSR biofeedback may be used to improve the stress result. A protocol using this valid objective physiological marker has just been published in a video- "Guide for GSR Biofeedback Techniques for the Natural ADHD Practitioner".\n\n\n\nhttp://www.opednews.com/articles/life_a_jasonmar_060608_new_concept_in_testi.htm\n\nPod-cast interviews \nhttp://www.theadhdspecialist.com/gsraudio.html\n\nhttp://www.theadhdspecialist.com/gsraudio2.html\n\nResources/ books videos- published on helping ADHD naturally\n\n Screening test concept for ADHD with GSR biofeedback techniques \nhttp://www.amazon.com/gp/product/9659025149/
778527
i'm not sure but try this link: http://www.ninds.nih.gov/disorders/alternatinghemiplegia/alternatinghemiplegia.htm
721738
Sounds like mild epilepsy. Happened to myself and several people I know when we were around your daughter's age. Did not affect our daily lives at all, in fact, we became more careful about what we did. \n\nFor example, we avoided swimming and climbing high places. I started having a more healthy diet, did plenty of stretching to ease the tension in my body, take short and long breaks during studying times.\n\nShe will be fine :)
1049332
No, immaturity causes that. Blood pressure is a result of that behavior though.
1039820
I hope you have taken some of the above advice and seen a doctor.  As a teacher I have both heard and seen children who have "behavior problems" and it is because of epileptic (sp) seizures that are not typical--staring into space or they stop talking mid sentence.  I am sure whatever the situation is you'll get it checked out!
863519
I don't think that slowing down is the answer, but letting off the pressure is.  I am a Texas teacher and have felt the pressure to have ALL my students pass a test.  I do believe that the medicating of the ADHD (which schools cannot legally diagnose, only doctors can) is not the answer for the kids, but differetiating instruction often enough to keep their attention is. \n\nFor the past 3 years I taught at a school with low economic status, actually the poorest in our county, and a large majority of the students enrolled were native Spanish speakers.  I had students that enrolled in our school as late as January from Mexico and they had to take the Reading TAKS test in English.  A miracle to pass!  I think that there is too much pressure on both the students and the teachers on this stupid test.  I have argued that the TAKS is not the answer, but I can't think of a better way to ensure that students are performing on grade level across a large population.  Before the exit level tests were instated students were graduating without basic skills.  How?  I don't know how the teachers passed them on, but I do speculate that they were behavior problems and they were glad to get rid of them.  (The behavior was probably a reaction to not understanding the content.)\n\nAs for your son, help him as much as you can without adding to the pressure.  Ensure him that he can do the work.  Believe in him and let him know you also understand the difficulty of the school work.  Speak with his teacher and get on the same team.  Nothing is more detrimental to your son's education than you guys being on different teams.  When the teacher backs you up at school, and you back her up at home, he has no choice than to perform up to the expectations!  Good luck!
738835
I don't know if i would be much help to you but i am a psychologist for intellectually delayed children and the general steps is obviously to first find the cause of the delay as you probably know there are numerous - then using the IPA; the symbols are divided into three categories: letters, diacritics, and suprasegmentals (symbols that indicate such things as the tone and inflection of a spoken utterance). These categories are then divided into smaller sections. For example, letters are divided into vowels and consonants, and diacritics and suprasegmentals are divided according to whether they indicate articulation, phonation, tone, intonation, or stress.\nSo starting from the cause and working with the child slowly until they grasp every step of the IPA is usually the best way
615328
Physiological changes that occur in the human body in motion as a result of rapid increase of speed. Rapid acceleration and surges in acceleration are felt more critically than are gradual shifts.\n\nRiders of roller coasters are especially subject to the effects of acceleration because of the high-speed drops, turns, and inversions of the coaster. Acceleration forces are measured in units of gravitational acceleration, or g. One g is a force equivalent to the weight of the coaster on the surface of the earth. A force of 3 g, for example, is equivalent to an acceleration three times that of a body falling near the Earth.\n\nThree kinds of acceleration stress are distinguished--positive, negative, and transverse--according to the position of the body with relation to the direction of acceleration.\n\nPositive acceleration stress occurs when the direction of acceleration is along the long axis of the body from head to foot, experienced, at 1 to 2 g, by a general feeling of heaviness in the seat, hands, and feet.\n\nNegative acceleration stress occurs when the direction of acceleration is from feet to head, causing a slight displacement of the internal organs in the abdomen and chest and a rush of blood to the face accompanied by the feeling of congestion. The average endurable times for negative stress are a few seconds at 5 g, 15 seconds for 4.5 g, and around 30 seconds for 3 g.\n\nTransverse acceleration stress occurs when the direction of acceleration is sideways with relation to the long axis of the body. Accelerations up to 6 g directed across the body produce sensations of increased pressure on the part of the body that supports the weight.\n\nAT THIS POINT IN THE RIDE . . . the coaster approaches the vertical loop, entering at a high rate of speed. Entry may create a heavy force on the riders as high as 5 g, but only for a few seconds--any longer and riders may blackout from acceleration stress. Modern vertical loops are tear-shaped, clothoid loops that have a tighter curve at the top, where the velocity is smaller, than at the exit and entry points at the bottom. The larger radius at the bottom of the loop reduces centripetal acceleration, thereby lowering the overall g-forces, which naturally increase by 1 g owing to gravitation. Often the designer will adjust the radius at the top of the loop to create a centripetal force of 2 g, allowing the riders, after subtracting the value of gravitation (1 g), to experience normal weight levels while upside down. The queasiness associated with looping rides is owing to some internal organs floating upward, counter to their natural hanging position.