A mental imbalance in the Visually Impaired Child

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Their practices (e.g., stereotypies, customs; confinements in play) seen as: demonstrative of passionate unsettling influence connected with tangible hardship (e.g., turn inwardfor incitement) identified with mother-youngster connection (e.g., inincubators longer; absence of eye contact so hardto read signs; maternal sadness furtherlimiting her inclusion with tyke).

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A mental imbalance in the Visually Impaired Child Terese Pawletko, Ph.D. & Lorraine Rocissano, Ph.D. Brain science Department Maryland School for the Blind AER/DENVER, July 18, 2000

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Explanations for "Mentally unbalanced like" Behaviors in Blind Children Their practices (e.g., stereotypies, ceremonies; limitations in play) seen as: characteristic of enthusiastic unsettling influence related with tangible hardship (e.g., turn inward for incitement) identified with mother-tyke connection (e.g., in incubators longer; absence of eye contact so hard to read signals; maternal sorrow further limiting her contribution with tyke) T. Pawletko, Ph.D. & L. Rocissano, Ph.D., July, 2000

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NON-AUTISTIC AND AUTISTIC RUBELLA CHILDREN - Distinctions noted by Chess et al. Non-mentally unbalanced rubella kids with tactile deformities: 1. Are extremely aware of their surroundings through their different faculties 2. Show fitting responsiveness - "Some are bashful, some moderate to warm up, some maybe vigilant; however one is inspired by their readiness to react to suitably chose and painstakingly timed overtures." Rubella kids with a mental imbalance and tangible deformities 1. Try not to investigate with option detects 2. Keep up separation from individuals that is not clarified by the tactile deficits nor by level of impediment 3. Their full of feeling practices don't look like those of the same mental age. From Chess et al.

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Caveats in Diagnosing 1. Extreme introvertedness is a formative handicap, not parent induced, not actuated by visual deficiency 2. It is a disorder; nobody indication yields an analysis. 3. Extreme introvertedness is a range issue, with a wide range of functional levels, and behavioral introductions. 4. While side effects indicate change after some time, the individual stays extremely introverted. A mental imbalance is a lifelong disorder and for most people some level of support might be required.

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Jim… as a state of clarification for you...the 'ice sheets that take after' detail the key symptomatic components of a mental imbalance utilizing an ice sheet approach - the practices one may see at first glance, and the preparing troubles that may represent them.

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Problems with Socialization Fails to or experiences issues taking part in equal interactions Treats others just as they were articles Seems uninterested in companions Problems moving consideration Unable to process social data adequately Difficulty handling complex boosts because of difficulties telling figure from ground, and issues making very quick moves of consideration Cannot prepare numerous tangible jolts at the same time T. Pawletko, Ph.D. & L. Rocissano, Ph.D., July, 2000

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Implications for Parents and Educators 1. Perceive that the social world is more intricate and less predictable for a person with a mental imbalance, and therefore more anxiety delivering. 2. Try not to accept that basic presentation to associates will come about in the obtaining of social aptitudes. 3. A youngster can't be pushed to procure social aptitudes. Begin with something short, organized, educator coordinated, and success situated.

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Problems in Language Seems extremely verbal yet can't follow instructions Poor responsive dialect Echolalia Pronoun inversion Non-verbal May utilize words expressively which they don't generally understand (receptive dialect lower than expressive) Difficulties separating dialect sounds - poor focal auditory processing Difficulties with sequencing phonemes and words Can't break the semantic code T. Pawletko, Ph.D. & L. Rocissano, Ph.D., July, 2000

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Implications 1. Look at whether kid comprehends what he/she is saying (e.g., "what does that mean?") 2. Utilize controlled dialect (e.g., short, solid expressions with time between proclamations to take into account preparing) 3. In the event that understudy has vision, attempt to give some information visually; if not, give data tangibly.

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Problems in Communication Perseverates on one theme Shows no enthusiasm for other individuals' subjects Too close or too far when talking Says something disconnected to the conversation May get to be distinctly irate when he hears certain words Can't have any significant bearing tenets in setting Problems with drive control Inability to take the point of view of another, also as problems moving consideration T. Pawletko, Ph.D. & L. Rocissano, Ph.D., July, 2000

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Implications 1. Coordinate direction in the real setting is vital. 2. Distinguish clear, solid decides that the kid needs to take after in particular circumstances. 3. Social stories can be useful in giving a youngster a script to take after.

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Perseverative or Narrowly Focused Interests Need for equality, consistency Motor stereotypies Focuses on parts of articles in play (e.g., wheels, spins everything, flips handle of basket more than once) Age fitting imagine play not watched Restricted and perseverative intrigue (e.g., elevators, Xerox machines, CD titles) Difficulty getting importance from condition because of all cognitive processing deficiencies Repetitive occasions are less demanding to comprehend and understand than multifaceted input Repetitive conduct might be experienced as alleviating T. Pawletko, Ph.D. & L. Rocissano, Ph.D., July, 2000

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Implications 1. Perceive that the schedules and self-stimulatory conduct are the things that the tyke sees best and may serve as an "existence preserver" for the tyke. It is the child's withdraw to his usual range of familiarity. 2. The tyke's dependence on such practices will tend to increase in times of stress and uneasiness (e.g., transition, lack of clear desire, challenges). Ask yourself "why is the tyke participating in this now?" 3. Distinguish a period when the kid can take part in his self- stimulatory conduct; take care of the structure, schedule, routine to abatement uneasiness and increment non-verbal data.

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Hypo-and Hyper-Sensory Systems Over-responds to specific commotions (e.g., fire-alarms, vacuum cleaner, fan engine) Finds certain material encounters aversive (e.g., certain sustenances, surface of dress, soft furry articles, being touched) Often finds warm temperatures aversive May not respond to knocking head, tumbling down, and so forth. Quits tuning in to guidelines when solicited to open book Has poor control from sound-related framework (e.g., on occasion may find raindrops seeming like discharges, different circumstances not a problem; instinctive frenzy direction to sudden uproarious sounds like fire caution - heart and breath rate don't return to typical for a few hours) Can just process one tangible contribution at any given moment Brains handle temperature, surface, multi-tactile things diversely T. Pawletko, Ph.D. & L. Rocissano, Ph.D., July, 2000

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Implications 1. Be aware of how the tangible condition might be impacting on your understudy. 2. Attempt to keep nature as serene as would be prudent (e.g., visually clear, stable retaining materials, no extraneous commotion or discussion; adjust lighting needs for kids' visual hindrance with those of arousal). 3. Know about conceivable multi-tangible info issues and adjust guideline as needs be.

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Autistic Spectrum Disorders and Cortical Visual Impairment: Two Worlds on Parallel Courses Mary Morse, Ph.D.*, Terese Pawletko, Ph.D. & Lorraine Rocissano, Ph.D.** AER/DENVER, July 18, 2000 * Educational Consultant, N.H., ** Psychology Department, Maryland School for the Blind

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Pattern and Predictability YOU SEE: Autism CVI Gets focused on specific exercises Fixated on certain tangible jolts (e.g., or tactile boosts (e.g., certain certain hues, lights, finger or hand visual and sound-related patterns) looking, certain visual examples) Insistence on things remaining Performance might be better w/some the same (e.g., arrangement of sorts of visual boosts than others occasions, situation of items) (e.g., objects, faces, spatial Performance might be better with introduction) and in commonplace setting – certain materials or in well known may appear to be more disabled in new setting – may appear to be more setting hindered in new context Brain is searching for examples it can perceive (e.g., visual, sound-related; sequencing) in the earth - kid may not recognize different phonemes and their example and succession, yet recognize design in enunciation or music and along these lines, more probable to attend to the last T. Pawletko, Ph.D., L. Rocissano, Ph.D., M. Morse, Ph.D., July, 2000

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Processing Problems: Figure-ground YOU SEE: Autism CVI Cannot separate forefront Difficulty segregating what visual from foundation clamor (e.g., jolts is imperative to go to appears to go to conversations Does not see or potentially indicate acknowledgment over the room while of a few sorts of visual boosts overlooking dialect coordinated toward him). Fiddles with string while disregarding toy the string is joined to. Cerebrum is experiencing issues sorting basic from non- essential data, mind may see things as a entire for a few people, or go to just to certain points of interest slighting the gestalt. T. Pawletko, Ph.D., L. Rocissano, Ph.D., M. Morse, Ph.D. July, 2000

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Processing Problems: Multi-tactile Input YOU SEE: Autism CVI Stops listening when feline jumps Tends to turn away when achieving/addressing lap Sensory over-burden can prompt to Has more trouble in utilizing vision aggregate or halfway shutdown, or while overseeing other tangible over-arousal or engine requests Sensory over-burden can prompt to add up to or fractional shutdown, or over- excitement Brain is experiencing issues managing and preparing information coming in (e.g., sort, rate, sum, variety) Brain may just have the capacity to process data from just one modality at once Can experience the ill effects of total impacts of overstimulation T. Pawletko, Ph.D., L. Rocissano, Ph.D., M

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