A literature review on osteoporosis risk factors and prevention: the importance of an early approach

Osteoporosis is a condition characterized by deterioration of bone microarchitecture resulting in loss of total bone mass, decreased tissue resistance and increased susceptibility to fractures. The study in question aimed to analyze and debate the risk factors and the effectiveness of forms of prevention related to osteoporosis, given their implication for the general population and the need to disseminate safe and effective forms of behavioral management that can contribute to the decrease in the condition, mainly in the most susceptible individual. For this, 42 articles indexed in Bireme, PubMed, Scielo and UpToDate platforms were selected for discussion of the topic. Thus, it was concluded that the need for active investigation of risk factors by health professionals, as well as the encouragement of preventive practices, especially in the population with higher incidence of the disease.

Influence of Pair-housing on Sleep Parameters Evaluated with Actigraphy in Female Rhesus Monkeys

Rhesus monkeys are naturally social animals, and behavioral management strategies have focused on promoting pairhousingin laboratory settings as an alternative to individual or group housing. In humans, co-sleeping can have a major impact on bed partners’ sleep, raising the possibility that pair-housing also may influence sleep parameters in monkeys. In the present study, we investigated if pair-housing would impact home-cage partner’s sleep in female rhesus monkeys, and if nighttime separation using socialization panels would alter this pattern. Sleep parameters of 10 experimentally naïve adult female rhesus monkeys (5 pairs) were evaluated for 7 consecutive days using actigraphy monitors attached to primate collars. Paired animals then were separated by socialization panels during the night, and sleep-associated measures were evaluated for 7 consecutive days. The data showed that sleep efficiency was significantly lower when monkeys were pairhoused as compared with when they were separated. On the nights when subjects were pair-housed, a positive correlation was detected for sleep measures (both sleep latency and efficiency) of both members of a pair (R2’s = 0.16–0.5), suggesting that pair-housing influences sleep quality. On nights when subjects were separated, no correlations were observed for sleep measures between members of the pairs (R2’s = 0.004–0.01), suggesting that when separated, the home-cage partner’s sleep no longer influenced the partner’s sleep. Our results indicate that pair-housing has a strong impact on the home-cage partner’s sleep, and that this pattern can be prevented by nighttime separation using socialization panels. Studies evaluating sleep in pair-housed monkeys should consider the effects that the partner’s sleep may have on the subject’s sleep. Sleep is a biologic phenomenon and experimental outcome that affects physical and behavioral health and altered sleep due to pair-housing may affect a range of research outcomes.

O processo de escolarização de crianças com TEA: interface entre manejo comportamental e hiperlexia / The scholling process of children with ASD: interface between behavioral management and hyperlexia

O processo de escolarização da criança com Transtorno do Espectro Autista (TEA) apresenta desafios ímpares aos agentes educacionais (professores, gestores e funcionários). O manejo comportamental configura-se como fulcral para que os estudantes com o transtorno tenham suas habilidades potencializadas e consigam conviver bem com os pares e os profissionais no ambiente da sala de aula regular, minimizando ou extinguindo os comportamentos disruptivos. A hiperlexia que algumas pessoas diagnosticadas com TEA podem desenvolver, se caracteriza pela leitura precoce sem que tenha tido um ensino sistematizado e fascínio por letras e números, aponta para necessidade da utilização de novas estratégias pedagógicas a fim de impulsionar a assimilação de novos conhecimentos e não os estagnar. Este trabalho é fruto de uma pesquisa exploratória e descritiva com abordagem qualitativa que objetivou contribuir para novas reflexões acerca da escolarização da criança com TEA e da ampliação do conhecimento docente sobre as especificidades do transtorno. Relata-se o estudo de caso de um menino matriculado em uma Creche Escola Municipal de Educação Infantil (CEMEI) de uma pequena cidade do Centro-oeste Paulista, o qual tinha quatro anos de idade, diagnosticado com TEA e apresentando hiperlexia. Os resultados apontam para a importância dos agentes educacionais ficarem atentos aos seus alunos com TEA, a buscarem informações sobre o transtorno e suas variabilidades, estarem em contato com os familiares e profissionais da área da saúde que os atendem, além de desenvolverem práticas pedagógicas inclusivas que respeitem as necessidades educativas de cada educando em prol de uma educação inclusiva, equitativa e de qualidade.

Effectiveness of the EIT-4-BPSD Intervention on Resident and Setting Outcomes

The effectiveness of EIT-4-BPSD was based on testing the following hypotheses: (1) Settings exposed to EIT-4-BPSD will demonstrate improvements in Environment and Policy assessments, better quality of care interactions, and more person-centered care approaches for management of behavioral symptoms in care plans compared to Education Only settings; and (2) Residents in EIT-4-BPSD settings will have fewer behavioral symptoms and less pain, maintain or improve function, use fewer psychotropic medications, and have improved quality of life compared to residents in Education Only settings. There was not a significant treatment effect at the setting or resident level. Reasons for lack of effectiveness include limited evidence of behavioral symptoms at baseline, nationally based environment and policy requirements related to behavioral management, and measurement challenges in identifying behaviors and other outcomes. Future work should focus more on process and changing how staff approach care which was demonstrated in this trial.

A STUDY ON THE ROLE OF TEACHERS IN MITIGATING GENDER ISSUES IN CLASSROOM TRANSACTION

The aim of this study on the Role of Teachers in Mitigating Gender Issues in Classroom Transactions was to explore the key aspects related to the teacher’s role in alleviating gender issues and biases and the means through which teacher tends to minimize the gender discriminations and issues. The literature review done to collect data showed that Administrative Management Theory and Behavioral Management Theory can play a major role in bringing a positive change in the classroom environment. The study relies on extensive analysis and interpretation of secondary qualitative data through surveys of related studies. The researcher could come up with some themes that can play extensively in diminishing gender divides in learning environments. Even though primary data is not analyzed, which can be seen as a limitation of the study, the present probe into the areas of gender equality in the classroom and the importance of starting it from the schools focus lights on to new avenues of gender sensitization in the education system.

Aesthetic and functional advantages of early orthodontic treatment in a child with Asperger's Syndrome: case report

Angle Class III malocclusion results in aesthetic and functional concerns, thus it is essential that this malocclusion is treated as early as possible, so that dentocraniofacial development occurs properly. A 7-year-old male patient with Asperger's syndrome had a Class III subdivision right malocclusion, anterior and posterior crossbite. To gain the patient's trust and collaboration, we used the behavioral management technique tell-show-do, in addition to the behavioral analysis method. Orthodontic treatment started using the Hyrax palatal expander, but the patient was not able to adapt to it. Correction of the crossbite was achieved using a removable expander with digital springs, which was better accepted by the patient and provided aesthetic and functional improvement.

Application of virtual reality on non-drug behavioral management of short-term dental procedure in children

Background Due to the inherent characteristics of immersion, imagination, and interactivity in virtual reality (VR), it might be suitable for non-drug behavior management of children in dental clinics. The purpose of this trial was to measure the role of VR distraction on behavior management in short-term dental procedures in children. Methods A randomized clinical trial design was carried out on 120 children aged between 4 and 8 years to identify the comparative efficacy of VR and tell-show-do (TSD) to improve behavioral management during dental procedures. The primary outcomes were evaluated anxiety, pain, and compliance scores in perioperative children. The levels of operative anxiety and pain were assessed using the Children’s Fear Survey Schedule-Dental Subscale (CFSS-DS) and Wong Baker FACES Pain Rating Scale (WBFS), respectively. The Frankl Behavior Rating Scale (FBRS) was tested before and during dental procedures. The length of the dental procedure was compared between both groups after treatment. Results The average anxiety and behavioral scores of the VR group significantly reduced compared with the control. The decreased anxiety score for the VR group and control group were 8 (7, 11) and 5 (5, 7), p < 0.05. The compliance scores of the control group during treatment were 3 (2, 3), and the same in the VR intervention were 3 (3, 4), p = 0.02. A significant reduction in pain was observed when using VR distraction (p < 0.05). Comparing the length of the dental procedure, the VR group (19.0 2 ± 5.32 min) had a shorter treatment time than the control group (27.80 ± 10.40 min). Conclusion The use of VR significantly reduced the anxiety and pain of children and the length of the dental procedure and improved the compliance of children that underwent short-term dental procedures without an adverse reaction. Trial registration Chinese Clinical Trial Registry, ChiCTR2000029802. Registered on February 14, 2020