Wednesday, October 24, 2012

Some simple Procedures to check insurance Rates at

obtaining life insurance quotes is extremely necessary for you to try and do before obtaining a insurance. Not all of insurance services recognize okay what you wish, therefore you ought to notice data regarding them 1st so as to search out the most effective insurance service that suits your want best. Moreover, in conjunction with the event of the net currently, obtaining insurance quotes is extremely simple to try and do. There are plenty of on-line services which will provide you with insurance quotes instantly once you be part of them on-line. Interested? 
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Monday, October 8, 2012

Repay day Loans With Ease

The popularity of online payday loan has growing its variety of candidates. A quick approval has become the foremost tempting matter that invitations additional folks to become new borrowers. For lenders, they'll reap edges in terms of receiving additional profits from the rates of interest and having less risks of losing an outsized quantity of cash. Besides, a investor should bear in mind that he/she features a new responsibility once applying for a day loan. That's compensation. So as to be able to repay a day loan with ease, there area unit many things we must always concerning|contemplate|take into account} about. Would like|we'd like|we want} to solely borrow cash that we actually need. During this case, we must always relate to our want, emergency money, and our cash management. We'd like to listen to the terms and conditions yet. Usually, we'll be charged for a further fee after we cannot repay the loan supported the due time. That's why we must always make certain that we tend to perceive the terms and conditions right before we tend to apply for a day loan. Considering that the rates of interest will be a lot of higher, we'd like to form positive that we'll have enough cash to meet the compensation on time.

How To choose the correct automobile insurance

Auto insurance or automobile insurance is among the items that we want to own in our life today. You would like to own the most effective motor vehicle insurance with you as a result of we tend to cannot predict the items which may happen in our means home or our thanks to our workplace. To create positive that there is someone WHO will assist you after you get AN accident and you have got to be hospitalized, you would like to own motor vehicle insurance with you. Nowadays, finding smart motor vehicle insurance is taken into account as a simple factor to try and do since there area unit numerous websites that offer you data regarding explicit automobile insurance. The advantages of those websites area unit several. For instance, if you are doing not understand what quite automobile insurance that you simply can purchase, you'll be able to open the web site so seek for the maximum amount data as attainable. There's lots of data regarding costs and coverage that you simply can would like so as to search out the most effective automobile insurance company. If you, for example, don't have a lot of cash to shop for a automobile insurance program, you may got to check that one is that the least expensive one. By selecting the most cost effective one, you'll be able to save lots of cash.

Tuesday, September 11, 2012

ACCA Full Time

ACCA is a globally recognised business program which has been successful in engaging a very huge number of students globally and more and more people look forward to step into this program each year. In this short piece, we shall look to address some fundamental questions about ACCA: What is ACCA? What is taught in this program? How long does this run? and finally, is it more appropriate to do ACCA full time or ACCA part time? Let us first turn our attention to the questions related to the program specifically.
A Brief Description Of ACCA As A Program Before We Talk About ACCA Full Time Or ACCA Part Time:
ACCA, as expressed earlier, is among the most popular and successful business education programs. ACCA stands for the Association of Certified Chartered Accountants which is the internationally recognised official body of certified chartered accountants. This body initiated this program and is responsible for running it to date. All functions pertaining to ACCA course management, from policy making to getting policy into action, from developing of syllabuses to designing of course materials, from setting up of exams to conducting exams, are performed by this Association of Certified Chartered Accountants. The syllabus was initially developed for an ACCA full time course but now it can also be studied part time. The syllabus is divided into different sections, and these different sections are tested in different papers. At least 14 papers need to be cleared before one can be given the certification of ACCA, and out of these 14, some are essential while some are to be chosen from a list of options. Some of these papers test knowledge, some test skills and a few test professional abilities. The whole course is divided into different modules which include different subjects and up to different extents of difficulty. The basic aim of this ACCA full time or part time course, as defined by the international body, is to impart all the professional, technical or ethical skills among the students which may be demanded from them when they take an accountant's, auditor's, analyst's or manager's position in a business. The syllabus of ACCA is developed carefully so that it consists of all the tools which may be necessary for imparting these skills in the students. The huge popularity of the course implies that it has, to a good extent, been able to reach its aim.
ACCA Full Time And ACCA Part Time, What Is The Difference?
Both of the ACCA courses deal with exactly the same course and have exactly the same syllabus. The only difference is that the former allows you to study the same course at more flexible times and the latter comes with fixed schedules.
The first thing you need to understand in this regard is that not all colleges offer part time teaching services so your only option might be with ACCA full time. This kind of ACCA course is feasible for people who like to get their work done in the day, and it also allows students more time to revise. The faculty may be different for part time and full time services, and in most cases the better faculty lies with the students of ACCA full time.

Wednesday, August 15, 2012

Suggestions for Boosting English Learning Disabled Students' Motivation

How many times have we encountered as teachers, parents, friends - and even ourselves - the saying "it won't work, I won't succeed; why bother?"
Most of teachers and other personnel who work as instructors meet with students who are not interested to learn a certain topic, as a second language (English in my case) for example. This is so, in spite of the fact that they are well aware of its importance for their future. It will be more correct to say that they usually want to master the knowledge but not to invest in acquiring it and go through the process of learning it.
In this article I will address the different reasons that cause lack of motivation and a few ways to deal with them, in the hope they will help those in need and their surroundings. Often, learners can not explicitly describe the difficulty and its origins. In addition they rarely admit that they understand the importance of the knowledge they need to acquire but lack the motivation or the know-how to learn it.
I believe there are various reasons for the lack of motivation to learn English. Some lie in the past of the students, some derives from their personalities, the learning environment; the tutor's personality and his or her ability to "reach" the pupil and reasons that are connected to a certain momentary/temporary state of mind or personal issue/s.
In order to determine what are the causes I would advise to check if there have been failures in the past and what caused them; If there were any problems with English teachers or difficulties involving the learning environment either at home or at school, that might have hindered proper studying. In addition, there is a possibility that the pupil did not get proper foundations for this subject matter and feels that this lack of knowledge brings him to a dead end. Finally, parents and teacher must address the possibility that the child/student might have some learning disability or a certain distinctive learning style that makes it hard for him/her to learn the way others do.
Personality or personal issues are, of course, more complex as is the course of action they require. Sometimes the student is in need to be in total control (and therefore finds it difficult to learn something new); is a "perfectionist" that cannot cope with the thought of making a mistake; is prone to procrastination or is dealing with personal difficulties (especially when addressing teenagers).
An open "talk" with the student might lead to insights about the causes and the possible solution or way of action. This talk, in itself, can be a first step towards getting the student to cooperate and boost his, or her, motivation.
In addition it is advisable to talk to a close friend. Sometimes those around us have a better perspective and can enlighten us about things we (or the learner) are oblivious of.
Another aspect we should be aware of is the student's surroundings and peer friends. Sometimes there is a counterproductive atmosphere in class that should be reported to school authorities. In other cases the learner's age group develops a sub-culture which praise those who do not learn for different reasons. Either way, we should explore the course of action with the school councilor, the home-room teacher and in cooperation with the pupil's different social circles.
Boosting a learner's motivation is a long process. The student and his entourage should constantly check for ways to stimulate learning and find solutions as the learning process progress. It is more so for students with learning disabilities. One should take into account that it is almost impossible to cope alone and be prepared to get help for oneself or for the child, putting our "egos" aside.

Thursday, July 19, 2012

Asperger Highs and Lows

Sometimes our Asperger child soars so high and achieves so much it's easy to pretend that Autism doesn't affect him that much any more... we tell ourselves that maybe the worst is over... and we are lulled into a false sense of security. So we pull back support a little, we let nagging fears and worries subside and we coast along feeling content. Then suddenly our AS child's world implodes and the fantasy life we have created for him in our imagination disintegrates in an instant!
Life seems to have a way of tapping us on the shoulder when we become too complacent. I'm guilty of this... again! In all fairness though, I think it's human nature to hope for the best, to think positively and ignore nagging doubts, but I do believe this is what gets me into trouble every time our son crashes and burns. It feels like I'm starting over each time... it shouldn't be this hard - we've been doing this for 21 years - surely we know what to expect?
I can't decide which is the better approach - should we (as parents) be on our guard the entire time with our son and support him with military-like precision, even if he doesn't want it? Or should we relax and stand back and watch him soar when he's achieving, and celebrate his success with him?
I always thought the 'highs' and 'lows' of life with an Asperger child would even out and become more like a series of speed bumps, but I'm beginning to see that we may have to climb mountains and tumble into crevasses instead. I guess I just need to adjust my picture of life with Autism because not only is the view from the top of the mountain glorious, there are many hidden treasures awaiting in the crevasses.
Recently our Asperger child successfully applied for an apartment, in a city far from home. He was emotionally and sensorily exhausted from living out of a suitcase and sleeping on a friends couch - no privacy - no space to call his own. We celebrated his delight at finally being able to afford an apartment on his own - he would never have to struggle with interacting with flat mates who didn't understand him again. He would never again be at their mercy when it comes to renewing a lease... "We have another friend who'd like to share, and we'd rather him". We also know this will contribute to his success - he needs a 'safe space' where he can be himself, recharge, chill out and most importantly, get away from people.
To add to his joy, the next day he was offered some freelance design work! This would really boost his bank account as he was starting out. He was so excited, so happy! Finally, everything seemed to be coming together. His Dad and I were happy too - for the first time in many weeks we could finally exhale! This move interstate was going to work!
Our Asperger child rang early on his first morning of work. Anxiety had kept him awake all night... a panic attack had nearly crippled him at 3am. "I can't do it Mum - it's too much all at once!" So distraught - so disappointed in himself - so scared that this will be the pattern for his future!
As parents we've just learned a valuable lesson. Sometimes the 'pace' of life can cause anxiety. We will have to be vigilant and help him learn to 'put the brakes on' and how to say no, or at least hold off a potential job offer until he can cope.

Wednesday, June 20, 2012

If Your School Were a Hospital, Would the Patients Be Dead?

As a teacher who has worked in several special education settings since 2004, two major issues stand out. The most pressing matters I have encountered include contention over the No Child Left Behind Act (NCLB) in regard to how it affects students with disabilities, as well as the cumbersome referral process.
As part of testing required by the No Child Left Behind Act, an anonymous local school district (not mine) mandated a former colleague to administer a modified version of the High School Proficiency Exam (HSPE) to an eighteen-year-old student, "Lucia" with developmental delays. According to my teacher friend, the district required her to rewrite grade-level test and content area questions to assess Lucia. My colleague did not administer the test with glee, as Lucia performs academically on a first/second grade level and has severe speech delays. How is it possible to test a student on twelfth grade level content when she performs academically on a primary grade level? Is that an accurate measure of data?
Instead of spending hours creating the test, assessing Lucia, and conjuring voodoo data, would not time, efforts, and educational dollars be better spent on teaching the student important and meaningful life skills, and assessing her on information that is important and pertinent for Lucia as an individual?
The referral process for students to be evaluated for special education services is daunting to navigate. Parents and guardians have told me horror stories of advocating for their children. They have recounted woeful tales where their efforts were met with hostility and incompetence on the part of the schools. For example, last year I tutored a middle school student with dyslexia in language arts and executive functioning. Previously the girl, "Lulu," had attended a nonpublic school for students with learning disabilities. This was her first year in public school. Lulu's grandmother, a feisty retired attorney, contacted various parties at the school in vain attempts to facilitate special services for Lulu. Finally, she researched special education law, whipped up the requisite written documents, and the school stopped dragging their feet. On one of the documents for the initial child study meeting, the teacher indicated that Lulu's dyslexia was due to vision problems! Earlier this school year, I heard Lulu was skipping class on a regular basis.
I personally witnessed resistance to referring students for evaluation when I taught third grade in California. Teachers were overtly discouraged from initiating referrals of students, and the principal limited us to referring two students per month. In a child study meeting, the principal poo-pooed a student's difficulty with decoding one-syllable words as an "ELL processing issue." If it were an ELL issue, he would have been able to decode just fine in Spanish, his native language. During the meeting, she encouraged several teachers to watch student's behavior and learning and then take action if the children continued to struggle.
Since it is common knowledge that early intervention is vital, then why wait? So many students drop out and languish in our school systems because of this wishy-washy wait-and-see attitude. If the aforementioned public school districts were hospitals, students would be bleeding to death in epidemic numbers. If your school were a hospital, what would it look like? Would the patients be dead?

Friday, May 25, 2012

Why You Need HGV Driver Training

Heavy good vehicle (HGV) driver training is a prerequisite for obtaining a HGV driver license. Driving a heavy goods vehicle is not as easy as driving cars or other lightweight vehicles. Specialized driving knowledge is essential for maneuvering the heavy commercial vehicles.
What is a heavy good vehicle?
Good vehicles above 3500 kg are known as heavy good vehicles. These comprise of lorries and trucks used for transporting heavy commercial goods such as heavy equipments, construction material, foods and chemicals.
How to become a HGV driver
Appropriate driving licenses are required to become a HGV driver in the European Union. HGV driving is divided into four categories - C1, C1+E, C and C+E. Although the aspiring HGV drivers take the same driving test regardless of category, the qualifying marks vary from category to category.
Features of HGV driving training course
The HGV driving training course prepares candidates for different HGV driving categories. The course emphasizes on practical driving, training students to handle the vehicle in diverse driving conditions. The trainer always takes into account the initial driving experience or aptitude of the candidate before designing the appropriate course. While the practical driving sessions prepare the candidate for passing the driving test needed for obtaining a provisional vocational license, to be eligible for the driving license of the relevant category, candidates are required to clear the theoretical test. During the practical training, candidates are exposed to different types of roads. They are trained in handling the vehicles in different types of environment. Depending upon the driving skills and learning ability of a candidate, it usually takes 5 to 7 days to complete the practical training.
The theoretical test is divided into two parts. The multiple-choice part tests the overall driving aptitude and knowledge of the candidate. The second part deals with hazard perception. It is a computer-based test. Only candidates who clear both the parts of the theoretical tests receive the HGV driver's certificate. The multiple-choice test varies according to the category of the HGV driver license. Regardless of category, candidates are required to take identical hazard perception test.
To obtain a driving license for the higher driving category, the candidate must be at least 21 years of age. To upgrade your HGV driving license to a higher category, you have to clear the practical test for that category. However, candidates are usually exempted from appearing in the theory test that they have cleared during the earlier driver license test.

Saturday, May 12, 2012

PCV Training for Driving Minibuses

You need PCV training from experienced trainers to become a passenger carrying vehicle (PCV) driver. According to the strict driving regulation of UK and the European Union, obtaining the PCV driver license of a specific category is a prerequisite for driving vehicles of the relevant category.
Categories of PCV driving licence
The PCV driving licence is divided into two categories - D1 and D. People with the D1 licence can drive minibuses with 9 to 16 passenger seats. Larger buses can only be driven by people with category D licence.
In addition to driving minibuses, the category D licence holders are eligible for driving passenger carrying recovery vehicle of weight not more than 10.2 tonnes for transporting disabled or injured passengers. In addition to the category D licence, the driver should hold a public service vehicle operators licence.
However, drivers of certain categories of passenger carrying vehicles can drive minibuses without a D or D1 category licence. People with a full category B or car licence can drive minibuses with 16 seats, provided the driver is at least 21 years of age, drives a vehicle owned by a non-commercial organization for a social purpose and not for hire or reward, and the maximum weight of the minibus including equipments for disabled people is 4.25 tonnes. An elderly driver above 70 years of age who meets the medical standards essential for driving a D1 category vehicle can drive a minibus. Passenger carrying vehicles at least 30 years old with not more than eight seats can be driven by a driver with a full category B licence for purposes other than hire or reward.
Why you need PCV driving training
By enrolling in a reputed PCV training course, you will receive the best quality training from experienced trainers that will help you to pass the PCV driving test. Candidates at least 18 years of age are eligible for obtaining PCV driving licence. However, until the age of 21, you can only drive minibuses that run up to a distance of 50 km.
Only candidates who meet the stringent medical regulations can apply for a provisional driving licence. You will receive the category D1 or D driving licence only after passing both the practical and the theory tests.
The PCV driving training courses are tailored to meet the requirement of individual candidates as assessed by the initial driving aptitude test conducted by the training organization. During the training program, candidates learn the different methods of handling a passenger carrying vehicle in diverse driving conditions.

Saturday, April 28, 2012

Contents of Some Scaffolding Training Courses

Those who are interested in the right scaffolding training courses should check out the industry approved CISRS courses which are widely available in the market.
Basic Scaffolder Course
The CISRS scaffolder course is a basic one day skills course which includes an acute assessment of the candidate. Those who have already undergone the CISRS scaffolding training of parts 1 and 2 are eligible for this one day skills test course as they are usually working at work at height jobs.
The course content basically assesses the candidate's competency in interpreting work instructions and deciphering information which would not be a problem if they are familiar with their on-site responsibilities and having applied the course contents of scaffolding training parts 1 and 2 diligently.
Candidates would also be tested on understanding the material list and statement on methods; their skills on components selection and checking would be assessed to confirm their competence. They would also be practically tested on the erection and dismantling of various types of scaffold such as cantilever scaffold.
CISRS scaffold courses
It is a legal requirement that any erection, alteration and dismantling of scaffolding must be handled by a qualified person who has undergone the appropriate training such as CISRS scaffold course. These are held in two parts; both courses are conducted on 10 consecutive days.
A successful completion of these scaffold training courses would qualify the candidate with an industry approved certification to handle scaffolding works or to supervise such works at the work site.
The CISRS scaffold course of part 1 is the basic scaffolding course which allows the candidate to understand the statutory regulations of scaffolding works with the current Codes of Practice. There would be the practical sessions of erecting and dismantling of scaffolds from basic to complex natures.
Independent scaffolds with bridging would be taught with various components used in the industry such as truss out, cantilever drop, roof saddle, gantries, sheeting and safety harness. There would be a great emphasis on safety and health issues as a reminder and caution to candidates on the possible dangers and risks that lurk around the work site.
Hence, the PPE is necessary to be worn as a safety requirement during the course.
When the successful candidates have at least 6 months of work experience, they can proceed to the part 2 of the CISRS scaffold course. This course is also 10 days long with a maximum of 12 candidates to ensure a good ratio of machineries to candidates in the practical usage of equipment.

Saturday, April 14, 2012

Typical Learning Contents From PASMA Training Courses

There are several PASMA training courses which would benefit those who are in the work at height industries. These are accredited courses which are recognized by the local authorities on safety and health as well as industries.
There are basic as well as advanced courses offered by PASMA which is a well recognized training agency that contributes to the development of safety and health courses in various industries. 
Types of courses
PASMA offers a variety of training courses to benefit those in the relevant industries. Its Towers for Managers course is essential for managers involved with mobile access towers while the Cantilever Access Tower training proves useful to those who are using Cantilever access methods and equipment.
The PASMA courses on Towers on Stairs, Bridging and Linked towers are important to those who are involved in building and dismantling such items.
These courses can be conducted in a day to 10 days depending on the level of training. After the successful completion of any PASMA course, candidates would receive a content booklet and a PASMA Code of Practice as well as the PASMA certification and photo card as a valid identification which are valid for five years.
Course Contents
Some of the contents of a typical PASMA training course include understanding of towers, inspection, building and maintenance as well as dismantling of the item. The classes for most PASMA courses are kept small for better facilitation especially when it comes to the practical sessions.
PASMA courses are well tailored to those in the building, maintenance and dismantling of mobile access towers and their inspection or usage. Various types of materials on mobile access towers such as fiberglass and aluminum would be considered in the courses for familiarity.
Candidates would be able to understand statutory regulations on mobile access towers, health and safety regulations, Codes of Practice, safety in working at heights, identification of types of equipment and reading of instruction manuals.
The course contents would also cover ground conditions for the erection of mobile towers and the use of appropriate equipment in the setting up, maintenance and dismantling of such towers. There is also the identification and familiarity with other related tools such as outriggers, sole pads and stabilizers which are needed in mobile tower operations.
End of the course
At the end of each PASMA course, candidates would take a multiple choice test; successful candidates would receive the coveted PASMA certificate and photo identification card which are valid for 5 years.

Saturday, March 31, 2012

Illiteracy - A Modern World Problem

When thinking about teaching someone to read, we invariably think about a child of about 6. When we hear about illiteracy, our minds immediately goes to a middle-aged person in some third-world country who did not have the time or resources to learn to read because they had to take up guns and fight a civil war. But this is not the biggest problem in literacy anymore. Illiteracy has become a problem in many first-world and developing countries. According to reports the number of teenagers unable to read at a functional level, are staggering.
What are the reasons for this? Why, in a modern, developed world where reading is a skill we readily accept everyone has, are there so many who cannot read?
It is a vicious cycle. Poverty is one of the reasons people never learn to read properly. Without that proper education, one cannot find a good job, leading to having to accept a menial salary or even long periods of unemployment. Children born in such circumstances have an even more difficult time to learn how to read than others.
One of the things you always hear when you are a teacher, is that you cannot teach a hungry child. When a child is not properly fed, his brain chemicals start changing. This causes the brain to focus only on survival and all energy go to the vital organs to sustain life. It leaves the reasoning and learning part of the brain depleted so even though the child is trying his best, he is just not able to concentrate on what the teacher is trying to teach him.
Another reason is the over-population of classrooms and teachers being pressured by authorities to stick to a certain program. Children are supposed to be sufficiently literate by the time they reach the end of grade 3. Teachers have big classes and a program to follow. In some places it is now popular practice to have a teacher's salary determined by his/her performance in class. So if there are a few children in class who, for whatever reason, cannot keep up with the prescribed program, they easily fall by the wayside.
After grade 3 it is not part of any syllabus to teach basic literacy. Laws on promoting students to the next level differ between different countries, states and schools. But at some stage the child will get stuck in a grade. When this happens it is easy for the child to become despondent. A child like this will easily leave school without any further education. He has now fallen through the cracks in the system and there is no more help for him in the mainstream schooling system.
There are many reasons why children beyond grade 3 cannot read. And probably it is not my fault or yours. But if we leave this to world leaders and government to solve, no help will be coming for this generation. It is up to each and every one of us to teach someone to read.
By teaching a child to read, you empower her to make a better life for herself and those she will need to take responsibility for one day. One better life will make one better country, which will hopefully make one better world.

Thursday, March 15, 2012

Care Training: An In Demand Course For Everyone

Every person on earth would reach a point where they would need professional medical assistance and this is where nurses and other experts in the field comes into play. The government knows that by the year 2020, the number of people who will need the service of nurses and doctors would double and decide to act on it as fast as possible. Their objective is to provide programs that can help ease other people's suffering as they enter the hospital with regard to the billing and quality of service. If you are seeking for a profession that not only pays well but is fun and rewarding as well, then there are many health care training facilities in Australia that you can enroll into. There are unlimited opportunities that await people who take medical professions because of the list of individuals who are seeking health care assistance in maintaining their body's good physical shape. Medical trainings are given to individuals who are seeking greener pastures.
The government has increased the salary of doctors and nurses in an effort to entice others to consider taking health courses. The scarcity of doctors and nurses today are among the many problems that every government in the world is facing right now. The government needs to produce professional nurses and doctors to provide the sick citizens with the utmost care and quality services. There are private organisations that render their help to the citizens with regard to providing medical assistance and are receiving help from the government since they have the same vision thus making this faster and more efficient.
People who have undergone the proper training and passed the appropriate exams can easily get a job since they are qualified to do so. There are many facilities that graduates in this field can go to, like hospitals, aged care facilities, local clinics, and many others. With so many facilities that are looking for professionals, getting a job in the medical field is as easy as singing the ABC song.
If you are currently stuck with your job and can't find time to enroll in an actual school, then you can always study and get certifications online. There are many online sites that are willing to take in individuals who are fed up with their current jobs and want to start anew. Greener pastures await people who take allied health professions. Not only will they get a higher salary, but the job is fun and rewarding as well

Wednesday, February 29, 2012

Top 5 Ways to Reduce Problem Behavior in Children With Autism

If you have a child who has behavior outbursts, it can leave you desperate for things to try to stop the behavior or reduce its intensity. As a behavior specialist, I have learned many reactive strategies that help to reduce behavior if it is already occurring. Without giving you too much technical terms about ABC data, finding functions of behavior, and setting up a behavior intervention plan, (which you should have a behavior therapist do), here are 5 strategies/consequences you can try when you are in the heat of the moment:
1. Ignore the Behavior. Please know that this means you are not to verbalize the behavior that is happening. If your child is doing something dangerous to himself or others, you obviously have to intervene but you still do not have to draw attention to the actual behavior. This strategy only works if you know that your child is doing this behavior to get attention, even if the attention is negative. You don't want to reinforce inappropriate behavior, so ignore and then also try a strategy below.
2. Redirection. If your child is a acting out, verbally or physically, it is important to redirect her to another task or activity. Instead of focusing on the behavior, focus on what you want her to do next.
3. Decrease Demands. Sometimes, your child becomes frustrated with the task at hand and does not know how to ask for help, so instead, he acts out. Lower the demands that are placed on him. This can include lowering the amount of time he has to be on task before he gets a break. You may just have him work for one more minute. Decrease the number of questions or offer assistance to complete the task together.
4. Decrease Stimulation. Often with children with sensory processing disorders, the environment or setting can be causing your child to demonstrate behaviors. If the setting is too loud, has too many people, too many pictures, or is too lit up or too dark, it may be overstimulating for her. Use headphones, a preferred electronic device like an iPhone or iPad to distract her, or simply take a walk outside or to a quieter location. This may help you get through a trip to a restaurant, family party, supermarket, or store.
5. Use a Calming Down Protocol. It is very important to try to help your child self-regulate and calm down before the behavior escalates to a dangerous situation. Teach him how to take deep breaths, fold his hands to avoid hitting/punching, count to a designated number, close his eyes, go for a walk, etc. You can also try some sensory integration in your protocol like deep pressure or light scratching on the arms if your child is calmed by this.

Wednesday, February 8, 2012

Handling Self-Injurious Behavior in Children With Autism

I have read recently and understand that some parents are desperately seeking advice for handling their child's self-injurious behavior. Self-injurious behavior, also known as SIBs, are classified as any aggression towards oneself. The most common forms of self-injurious aggression is hitting or biting but some older children may also be involved with cutting. Other forms of SIBs may also include head butting, body slamming, picking or scratching, and using other objects to hit. Before talking about strategies that help to replace these SIBs and decrease the severity of the injury, let's discuss how critical SIBs are.
If your child is demonstrating SIB, then it is time to get a behavior consultant involved if there is not one already. The reason for this is because it is crucial to get to the root of the problem and find out exactly why your child is acting out in an aggressive way. He may be desperate with communicating his needs and incredibly frustrated. She may be seeking out deep sensory input. He may be trying to gain access to some tangible that he can't have. Unless a functional behavior assessment is done, you will not be able to truly address the SIB because you won't know exactly what is causing it. I will focus another few posts on functions of behavior but it is important to note that when you know the function of the behavior, you can act proactively to help prevent and/or at least decrease the behavior that is inappropriate. So seeking out the help of a professional behavior consultant may be your first step. Now, this may take some time to get set up. In fact, just getting an agency, evaluation, behavior consultant, and/or services in place, (if you do not have already) can take a tremendous amount of time. So, here are some tips that you can try now to handle the everyday occurrences until you have more help in place.
I know it must be SO incredibly frustrating and disheartening to see your child hurting himself. You're willing to try anything because you know your child may end up causing himself severe injury, if not hospitalization. You also may be very puzzled as to why your child is acting this way. Some children will casually bite their hand and stop biting because it hurts. This is a natural consequence. They will stop biting because they feel pain. However, many children with Autism Spectrum Disorders do not feel pain like typical children do. Many of them have an extremely high tolerance for pain and may not even cry when they get hurt. Many of them also seek out deep sensory input. They crave, not only deep pressure, but some kind of impact to their bodies in order to help feel more regulated. These are children with sensory processing disorders known as the "sensory seekers." Biting can be due to an oral fixation, the need for sensory input to the mouth. As odd as it may sound, children who are orally fixed and may be biting, may continue to bite because it brings them a sense of joy and regulation, NOT pain. Don't forget that most SIBS are caused by some level of frustration in the child, not just sensory needs. A biter may be seeking input but may also be acting out of frustration for another need or want. That is why a behavior assessment needs to be done to truly understand the cause.
Let' also discuss the issue of restraint. When a child is acting out against himself or someone else, retraining him/her can be an option. HOWEVER, it is very important to note 3 things. 1. Restraining a child should only be done to help prevent further injury to the child or someone else, especially in extreme measures. 2. There is a protocol, a heirarchy, and training involved with restraining a child appropriately so that you and the child do not continue to get hurt in the process. If you are not trained properly, nor understand the protocol, then I would not recommend restraint in any way. 3. If restraining the child makes matters worse, i.e. causes your child to completely lose control, fight back, and increase rage, frustration, SIBS, and/or aggression, then restraint should not be used. I will discuss the methodology of restraint in other posts but please keep these tips in mind if considering it as a reactive measure to SIBs.
Biting can be very harmful as bite marks and bruises can occur without too much force. If you have a child that bites, you should invest in some kind of a chew object. There are companies that sell chew tubes that help children who need to chew or bite due to lower oral motor function or who may need sensory input to the mouth because of a sensory disorder. Chew tubes also work great for children who bite because you may be able to replace the biting of one's arm to biting this rubbery object and still give your child the oral input that they may be craving. If the biting is done out of frustration, it is still done in a safer way. One company, The Sensory University, offers a pack of chew toys called CHEWY RETRACTABLE BITE BUDDIES that can be attached and retractable to a belt loop so they are on hand immediately whenever they are needed. There are also CHEWY TUBES as well as a TRI CHEW toy that looks like a triangle.
Hitting can be a little trickier, depending on where the child is hitting himself. Some times, hitting can be prevented by holding down the child's arms. You want to do this only with enough force to prevent the child from lifting his arms to hit. You can also place your hand between your child's hand and the place your child is hitting. For example, if your child is hitting his forehead, you may be able to place your hand on the child's forehead to block the hit. This has worked with some children. I had a student who stopped hitting once he felt another hand there, blocking his face. He may hit one to two more times but then stopped. Another idea is to have the child wear a helmet if he engages in repetitive and severe hits or blows to his head. The best type of helmet to use is a soft foam helmet that is easy to put on and does not harm the head further if pounded on. It simply creates a soft space between the hand and the head to protect the head. One such helmet would be Playmaker Headgear. Be sure to get a helmet that fits your child's head properly. The helmet should only be put on while head hitting is occurring and then it can be removed.
Remember that these are measures that can be taken to help reduce the severity and/or harm that can happen as a result of SIBs. They are only tips that can be tried as a reactive strategy. They are not to be considered solutions. The best way to handle SIBS is to assess what is causing the SIB and address the specific function of the behavior. In this way, you can learn to be proactive and help prevent SIBs from happening at all.

Friday, January 20, 2012

USMLE Step 1 Exam - Briefly Explained

Toppers are always looked with awe, be it USMLE or any other exams. They are some who think that toppers possess some mysterious powers or intelligence, which helps them score, while others are left scratching their heads in wonder. However there is no such special power; the thing that differentiates the two is their approach towards the examination.
Passing the USMLE exams needs great effort as these are conducted over a series of varying levels. Clearing the very first step is considered the most strenuous for medical graduates hoping to practice in the United States. USMLE is not just confined to US nationals only; foreign nationals can apply too, but with some differentiated procedural rules.
Clearing USMLE step 1 exam with good scores can open up more doors than you might have thought. A decent step 1 score is not just confined to obtaining a license, but is a determinant factor for hospital residency programs. Score good and you have two great options to choose from. Step 1 exam score also plays a pivotal role in making up your choice for further medicinal courses. Prestigious residential hospitals are obviously looking for the smartest graduates around and those with high scores fill in the gap.
While step 2 is used to assess a student's skill to put into use of what he/she studied, USMLE step 1 checks for a student's understanding and knowledge levels. The various sections that the step 1 exam covers include physiology, pathology, anatomy, microbiology among others. With around 322 multiple choice questions divided in 7 sections, USMLE step 1 exam looks scary enough.
USMLE exams are thought to be one of the toughest to appear for and passing the first level is itself considered to be a game only for nerds. Students are always in a self doubt mode as to whether they are ready to appear for USMLE exams or not. Getting good scores in USMLE exams is not impossible at all; some smart tactics and you would get through. Why exactly is this exam so dreadful? Apprehensions say that it is the time constraint that medical students are faced with, which plays the spoilsport. Medical students do find it hard to adjust their studies and prepare for exams in short stipulated times.
Having a question bank by your side is a must if you are appearing for USMLE step 1 exam. This step 1 exam is meant to assess a student's theoretical knowledge to the practical field of medicine. A multiple choice examination like this is sure to set in a lot of confusion with similar answer choices. No wonder students find this 8-hour examination tough enough but they have to deal with it if they are to enter the medicinal world. Additionally, the various rules set in to answer the MCQ's are looked upon with fear by students. A single mistake here and there and your scores are on the risk mode.
Why take risk in your USMLE exam scores when there is easy help available? Preparing with online test guides is a good way out to avoid treading the wrong path. Regular practice with dummy exams can be a good confidence booster.

Friday, January 6, 2012

Is Your Child Struggling to Read? Symptoms of Dyslexia in Children

Is your child struggling to read? If your child isn't keeping up with his classmates in terms of reading or writing then he may have some kind of learning difficulty.
Could he be dyslexic? There's a chance that he is if he's displaying any of the following symptoms of dyslexia in children.
Dyslexic children are often bright and intelligent with a high IQ but are often labelled "lazy" or "stupid" by their peers and teachers may think that they aren't trying or that they have behavioural problems so they don't receive the help that they need. As a result the child himself thinks he's stupid and develops low self-esteem. He tries to hide his weaknesses by misbehaving or daydreaming in class and becomes frustrated easily when faced with reading, writing or mathematical tasks. In general, such a child will be:
• unable to read, write or spell at a level considered to be normal for his age 
• not able to complete written tests although he may do well orally 
• good at non-academic subjects such as music, art, drama, business, woodworking, design or engineering 
• able to learn more effectively by demonstration and visual aids 
• able to count but will have problems with counting objects or money 
• unable to do sums without using his fingers or other such aids; he will come up with the right answer to simple sums in this way but won't be able to put the workings down on paper and won't be able to progress to higher maths or algebra

Specifically, the child will read haltingly, leaving out words or substituting different words, reversing letters or numbers or even words and will understand little of what he's read. Letters, words, numbers and explanations may cause confusion and spelling will be inconsistent. There are also some physical manifestations such as:
• headache, dizziness or stomach ache while reading or a feeling that a fictional something is moving and causing distraction 
• vision problems although an eye test reveals nothing 
• very keen sight and observational skills or poor peripheral vision 
• hearing things not audible to others 
• speech problems including mispronunciations, transposition of syllables, words and phrases and stuttering when stressed 
• being ambidextrous 
• repeated ear infections 
• a sensitivity to food additives or chemicals

Other symptoms of dyslexia in children concern motor skills and may include:
• writing difficulties often because of an unusual way of holding a pencil; writing may be inconsistent or illegible 
• clumsiness and a lack of co-ordination, not good at ball sports or team games, difficulties carrying out simple tasks that require a degree of motor skills 
• a confusion between left and right or over and under

In addition, a dyslexic child may have problems telling the time, managing time or learning or remember sequences, facts or information that he hasn't personally experienced but will probably have a good long-term memory for people, places and experiences.
Behaviour and development can be an accurate indicator that a child has dyslexia and shouldn't be confused with normal childish behaviour. Behaviour can be compulsive or obsessive and could be at either end of the spectrum such as:
• tidiness or untidiness 
• too noisy or too quiet in class 
Development can be either very early or very late when it comes to crawling, walking and talking and the child may be a very light or deep sleeper or may continue to wet the bed long after it is normal to do so.

The child may have a very high or low pain threshold and may be sensitive emotionally.
Any of these symptoms of dyslexia in children will appear to a greater degree if the child is confused, stressed, under pressure of any kind or in poor health.
If your child is displaying any of these behaviours or traits, do get him tested for dyslexia right away so that the appropriate education can be started before the symptoms become worse or eventually unmanageable.