scholarly journals Noradrenaline state in children with a tic disorders

2009 ◽  
Vol 8 (1(2)) ◽  
pp. 87-89
Author(s):  
I. F. Fedoseyeva ◽  
T. V. Poponnikova ◽  
A. V. Veremeyev
Keyword(s):  
Blood Serum ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Tic Disorders ◽  
Healthy Children ◽  
Tic Disorder ◽  
Metabolism Of Noradrenaline

The content of noradrenaline in blood serum in 28 children 6–16 years of age with tic disorder was analyzed. It was detected reliable descent the content of noradrenaline in blood serum of the children with a tic disorders compared the group of healthy children. Authors suppose that metabolism of noradrenaline takes part in pathogenesis of tic disorder, emotional and behavioral disorders.

Cervical Myelopathy as a Complication of Untreated Motor Tics: A Cautionary Tale

2020 ◽  
Author(s):  
Mariam Hull ◽  
Mered Parnes
Keyword(s):  
Cervical Myelopathy ◽  
Management Strategies ◽  
Vertebral Artery Dissection ◽  
Tic Disorders ◽  
Artery Dissection ◽  
Cautionary Tale ◽  
Eye Injuries ◽  
Tic Disorder ◽  
Aggressive Management ◽  
Motor Tics

AbstractTic disorders are common, affecting approximately 0.5 to 1% of children and adolescents. Treatment is required only when symptoms are bothersome or impairing to the patient, so many do not require intervention. However, on occasion tics may cause significant morbidity and are referred to as “malignant.” These malignant tics have resulted in cervical myelopathy, subdural hematoma secondary to head banging, biting of lips leading to infection of oral muscles, self-inflicted eye injuries leading to blindness, skeletal fractures, compressive neuropathies, and vertebral artery dissection. We describe a case of malignant tic disorder, with accompanying video segment, resulting in cervical myelopathy and quadriparesis in a child. We also discuss aggressive management strategies for neurologists to prevent potential lifelong disability. This case emphasizes that these malignant tics must be treated with all due haste to prevent such complications.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom

2021 ◽  
pp. 107429562110218
Author(s):  
Tia N. Barnes ◽  
Christina Cipriano ◽  
Yu Xia
Keyword(s):  
Best Practices ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
The Self ◽  
Daily Functioning ◽  
Classroom Setting ◽  
Effective Teacher ◽  
Training Opportunities

Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

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