Establishing the transdiagnostic contextual pathways of emotional outbursts

2020 ◽  
Author(s):  
Justin Chung ◽  
Carmel Mevorach ◽  
Kate Woodcock
Keyword(s):  
Sensory Processing ◽  
Neurodevelopmental Disorders ◽  
Childhood Adversity ◽  
Intervention Strategies ◽  
Specific Intervention ◽  
Setting Events ◽  
Safety Perception ◽  
Expression Of Emotions ◽  
Context Specific ◽  
Caregiver Report

Emotional outbursts (also known as temper outbursts) are commonly experienced by people with neurodevelopmental disorders and people who have experienced childhood adversity, which can negatively impact individuals and their families. Emotional outbursts may manifest via different pathways that are related to context-specific differences in the regulation and expression of emotions. Caregivers (N = 268) of young people (6-25 years) with neurodevelopmental disorders and/or childhood adversity completed a newly designed caregiver-report questionnaire. Six contextual factors were derived from the Emotional Outburst Questionnaire. The responses were classified based on these factors into three clusters, which may represent potential pathways of emotional outbursts. The three clusters were characterised by the increased likelihood of outbursts: 1) across all setting events and triggers; 2) in safe setting events; 3) across setting events. These potential pathways might be related to the following mechanisms: 1) differences in sensory processing; 2) masking of emotions in unsafe environments; 3) differences in safety perception. Establishing the potential pathways of emotional outbursts may facilitate the identification of the context-dependent cognitive and emotional differences that distinguish these pathways, which may consequently inform the development of pathway-specific intervention strategies.

Family Caregiver Experience of Resistance to Care: Occurrence Patterns, Context, and Impact on Caregiver

2021 ◽  
pp. 104973232110426
Author(s):  
Yumi Shirai ◽  
Susan Silverberg Koerner ◽  
Shuo Xu
Keyword(s):  
Family Caregiver ◽  
Qualitative Content Analysis ◽  
Well Being ◽  
Intervention Strategies ◽  
Specific Intervention ◽  
Structured Interviews ◽  
Support Intervention ◽  
Stress Theory ◽  
Potential Impact ◽  
Occurrence Patterns

Although the extant literature identifies resistance to care (RTC) as one of the most frequently reported and impactful caregiver (CG) stressors, typical studies that rely on quantitative measures of RTC do not fully explain how and why RTC negatively influences CGs’ well-being. As such, it is difficult to develop specific intervention strategies to support CGs in dealing with RTC. Informed by existing literature and tenets from Stress Theory, the current study includes semi-structured interviews with 19 family CGs of community-dependent (non-institutionalized) elders, regarding their RTC experiences. Through a directed qualitative content analysis, we explored occurrence patterns, contextual factors of when and how RTC occurs, how CGs respond to RTC, and its potential impact on CGs’ subjective stress. The results revealed distinguishable characteristics of four types of RTC: Frequent-Pervasive, Frequent-Delimited, Transition-Activated, and Shock-to-Unfamiliar/Unexpected. We discuss how recognition of those types of RTC can be integrated into CG support intervention strategies.

Cardiovascular Disorders

2019 ◽  
pp. 309-326
Author(s):  
Lyla E. Hampton ◽  
Abigail C. Demianczyk ◽  
Casey Hoffman
Keyword(s):  
Quality Of Life ◽  
Birth Defects ◽  
Neurodevelopmental Disorders ◽  
Congenital Heart ◽  
Heart Defects ◽  
School Setting ◽  
The United States ◽  
Intervention Strategies ◽  
School Based

Congenital heart disease (CHD) is one of the most common birth defects in the United States, affecting approximately 1% of births per year, with most children surviving into adulthood. Despite improved survival, individuals with CHD remain at high risk for neurological, cognitive, and psychosocial challenges that affect quality of life across the lifespan and have specific implications for working with children with CHD in the school setting. This chapter describes several common complications of CHD, as well as acquired heart defects, that have implications for how children with the conditions present in the school setting. The chapter also provides information about common neurodevelopmental disorders associated with these medical conditions and the effects of the conditions on psychological adjustment and quality of life in children. Finally, the chapter concludes with a review of intervention strategies that school-based professionals may adopt when working with children with heart conditions.

Neurodevelopmental Disorders Presenting in Early Childhood

2019 ◽  
pp. 245-260
Author(s):  
Jack Dempsey ◽  
Amy K. Barton ◽  
Allison G. Dempsey ◽  
Stephanie Chapman
Keyword(s):  
Early Childhood ◽  
Cerebral Palsy ◽  
Neurodevelopmental Disorders ◽  
School Setting ◽  
Intervention Strategies ◽  
Medical Complications ◽  
Medical Conditions ◽  
School Based Intervention ◽  
School Based ◽  
Broad Overview

Neurodevelopmental disorders are a group of conditions that manifest in early childhood and are associated with differences in brain development. They are associated with difficulties with learning, movement, language, or social behaviors. This chapter provides school-based clinicians with a broad overview of neurodevelopmental disorders that present in early childhood, with a particular focus on those associated with specific underlying medical conditions. The reviewed medical conditions and complications include genetic and congenital anomalies, cerebral palsy, and preterm birth. For each of the varying medical complications and conditions, the chapter discusses the assessment and management of the associated neurodevelopmental difficulties, with a focus on applications for the school setting. The chapter ends with a broad overview of school-based intervention strategies and approaches that are commonly implemented when working with children with neurodevelopmental disorders.

Intervention Strategies for Learning Disabled Children with Oral Communication Disorders

1984 ◽  
Vol 7 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Nancy J. Spekman ◽  
Froma P. Roth
Keyword(s):  
Social Organization ◽  
Oral Communication ◽  
Communication Disorders ◽  
Learning Disabled ◽  
Intervention Strategies ◽  
Specific Intervention ◽  
Disabled Children ◽  
Communicative Intention ◽  
Instructional Activities ◽  
Organizational Framework

This paper presents intervention strategies for managing learning disabled children with oral communication disorders. The strategies are based on a comprehensive organizational framework of pragmatic abilities comprised of three major components: communicative intention, presupposition, and social organization of discourse. Following a brief description of the components, specific intervention goals and instructional activities related to each area will be addressed.

scholarly journals Country-specific intervention strategies for top three TB burden countries using mathematical model

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0230964
Author(s):  
Soyoung Kim ◽  
Aurelio A. de los Reyes V ◽  
Eunok Jung
Keyword(s):  
Mathematical Model ◽  
Intervention Strategies ◽  
Specific Intervention ◽  
Country Specific

Language Intervention Strategies

1977 ◽  
Vol 8 (2) ◽  
pp. 107-125 ◽  
Author(s):  
John R. Muma
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Intervention Strategies ◽  
Language Intervention ◽  
Specific Intervention ◽  
Basic Principles ◽  
Natural Language Learning ◽  
Spontaneous Exploration ◽  
Content Sequencing

Comparisons are drawn between natural language learning and language intervention concerning content, sequencing, pacing, reinforcement, and context. The Lockean and Rousseauean philosophies of intervention as respective precursers of behaviorism and psychosociolinguistic orientations are compared. Six specific intervention strategies are presented in terms of basic principles, underlying assumptions, applications, and limitations. The six strategies are first-language learning, second-language learning, intermodality transfer, language rehabilitation, systematic extension of available repertoire, and spontaneous exploration and variation of available verbal repertoire.

Caregiver Stress and the Association Between Clinically Observed and Caregiver-Reported Sensory Responsiveness

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505099p1-7512505099p1
Author(s):  
Emily Campi ◽  
Cristin Holland ◽  
Susan Agostine ◽  
Stephanie Bristol ◽  
John Sideris ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Observational Measures ◽  
Sensory Responsiveness ◽  
Stress Influences ◽  
Caregiver Report ◽  
Primary Author

Abstract Date Presented 04/13/21 Sensory processing challenges are measured by caregiver report and clinician observation and affect many people with autism spectrum disorder and their caregivers. It is unclear how caregiver stress influences the correlation between scores on caregiver report and observational measures. The present analysis explores correlations between two formats of tools to assess sensory processing and indicates that caregiver stress moderates the association between sensory-seeking scores on the measures. Primary Author and Speaker: Emily Campi Additional Authors and Speakers: Abdullah S. Alsaeed, Kecia Doyle, Shanda N. Geil, and Kristen A. Pickett Contributing Authors: Noah T. Herzog

Gender Differences in the Accumulation, Timing, and Duration of Childhood Adverse Experiences and Youth Delinquency in Fragile Families

2021 ◽  
pp. 002242782110032
Author(s):  
Hayley Pierce ◽  
Melissa S. Jones
Keyword(s):  
Delinquent Behavior ◽  
National Sample ◽  
Intervention Strategies ◽  
Fragile Families ◽  
At Risk Youth ◽  
Specific Intervention ◽  
Youth Delinquency ◽  
Adverse Experiences ◽  
And Gender ◽  
Gender Specific

Objective: The purposes of this study are twofold. First, we explore how the accumulation, timing, and duration of ACEs influences youth delinquency. Second, because few studies to date have examined how the effect of ACEs may vary among different groups, we explore how these patterns may vary by gender. Methods: Analyses were based on data from the Fragile Families and Child Wellbeing Study (FFCW), which employs a national sample of urban-born, at-risk youth. Results: The results showed that as the number of early ACEs experienced incrementally increases, the likelihood of youth reporting delinquent behavior also increases, even after adjusting for recent adversity. Moreover, exposure to early ACEs that are high but late, intermittent, or chronically high significantly increase the risk of youth participating in delinquency. Our results also indicate that ACEs are significantly related to delinquency for girls, but not for boys. Conclusions: Prevention and intervention efforts should screen for ACEs—especially in early childhood. Given that the accumulation, timing, and duration of ACE exposure is linked to youth delinquency, interventions that target ACEs early may have greater success at reducing delinquency. Moreover, prevention programs need to consider gender-specific responses to ACEs and gender-specific intervention strategies.

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