If a child has issues with proper social interaction, they will most likely go to a speech language pathologist for services. Speech language pathologists will also need to work in collaboration with audiologists to create the best treatment plan for their patients
Studies have been made into why childhood trauma affects the adult life of its victim. But now, researchers have begun to reveal what happens in the brain following this kind of trauma. Trauma can cause lasting changes in the areas of the brain that deal with stress, namely the amygdala, hippocampus, and prefrontal
This patient will participate in several speaking exercises, may learn new forms of communication like gestures and may possibly use Melodic Intonation Therapy as well (Schlaug). At this individual’s young age, he should be placed in individual therapy in order to receive the one on one attention that is required in order for him to
Finally, the vegetative state can be a as a result of progressive brain damage. This is a situation where the brain gets damaged gradually as a result of diseases such as Alzheimer’s, Parkinson’s disease or a brain tumour and eventually leads to the individual going into a vegetative state (Gosseries et al, 2011). Categories of the Vegetative stage There are two categories of the vegetative state depending on the length that the patient has been in the state. The two categories are the following: i. Continuing/ persistent vegetative
Muscles in the jaw and tongue, required for proper speech and oral movements can be impacted by cerebral palsy which can cause difficulty talking, drooling, chewing and even breathing. Depending on the type of cerebral palsy you have, there are different impairments involving speech. People with spastic cerebral palsy have slow and tend to struggle with oral movements that require a lot of effort. Athetoid cerebral palsy cases have difficulty controlling their face movements. They cannot control their movements that their face makes and vocal cords, this results in random sounds and mumbling.
If the professionals find out that the hearing impairment in their patient is from birth but can hear certain types of sound faintly, they are likely to fit a hearing aid in the patient’s ear. Additionally, audiologists also arrange for hearing rehabilitation sessions. In this program patients are trained to hear sounds and if they catch up with the training
The weakness of bulbar and respiratory muscle will become worsen in Class IIIb. Patient who suffered from Myasthenia gravis at this stage will having breathing difficulty. The patient might struggler gasping for air sometime. Any expression also could not be shown due to the weakness of facial muscles. In Class IV, the condition is worse.
It shows symptoms of loss of motor control, pain and paraesthesia. When there is an inflammation in the white matter or gray matter region of the spinal cord or connecting with brain results myelitis. In myelitis, paralysis and sensory loss can occur due to the damage caused in myelination of the axon. Anterior spinal artery syndrome is a condition that arouse when the blood carrying artery is interrupted. It is common syndrome with symptoms of loss of sensory and motor sensation due to injury.
There were two health-related organizations named Ped-IMMPACT and the Society of Pediatric Psychology who have conducted studies regarding the pain assessment and is where the results of this article has been derived from. Although their methodologies of retrieving there results were different, Both organizations recommend different pain assessment scales for different age groups to provide the most reliable assessment information. The Society of Pediatric Psychology recommended professionals to use the Pieces of Hurt tool for children between the ages of 4 and 7 years old, the Faces pain Scale-Revised for children aged between 4 and 16 years; and the Oucher scale for children aged between 3 and 12 years old. Out of these three tests, the recommended ages may overlap; this is because for some ages, some tests are proven to be just as reliable as the
Assessment is continuous throughout the nursing process collecting subjective and objective data to identify individual needs (Webber & Kelly, 2014). Communication underpins the formation of the therapeutic relationship (Whitehouse, 2006). The learning disability nurse must be competent in receptive and expressive communication and interpersonal skills to communicate effectively with individuals with learning disabilities who have cognitive, communication, and sensory impairments, adhering to reasonable adjustments (Royal College of Speech and Language Therapists, 2013; NMC, 2010; Equality Act, 2010). Historical information should be collected; assessment of emotional development can identify childhood experiences that could lead to arrested emotional development, attachment disorders, psycho social masking and difficulties with trust (Beckett, 2013; Frankish, 2013; Bowlby, 1982). Having knowledge of this area can provide rationale for interventions and support the development of the therapeutic relationship (Larson et al., 2011).