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Category Archives: General

Sighing May Help Improve Lung Function

By Honor Whiteman

Scientists have pinpointed the brain cells responsible for sighing and how it is crucial to proper lung function.

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Jack Feldman, a professor of neurobiology at the David Geffen School of Medicine at the University of California-Los Angeles (UCLA), and colleagues publish the details of their discovery in the journal Nature.

According to Feldman, a sigh is a deep breath, but it is not a voluntary one. “It starts out as a normal breath, but before you exhale, you take a second breath on top of it.”

The average person sighs every 5 minutes – equating to around 12 times an hour. This may sound excessive, but we need to sigh this frequently in order for our lungs to function properly.

Sighing is required in order to inflate the alveoli in the lungs – the tiny sacs that enable oxygen and carbon dioxide to move between the lungs and the bloodstream. However, some of these alveoli can collapse.

“When alveoli collapse, they compromise the ability of the lung to exchange oxygen and carbon dioxide,” explains Feldman. “The only way to pop them open again is to sigh, which brings in twice the volume of a normal breath. If you don’t sigh, your lungs will fail over time.”

Two groups of neurons found to control sighing
While sighing is crucial to health, there are situations when it can become a problem.

Sighing can increase in response to psychological stress, meaning people with depression, anxiety disorders and other mental illnesses may experience excessive sighing that becomes debilitating.
There are two groups of around 200 neurons (highlighted) in the brain stem that control sighing.

On the other hand, there are some conditions that make it difficult for a person to sigh, such as respiratory problems, meaning their lung function may be compromised.

For their study, Feldman and colleagues set out to gain a better understanding of what role the brain plays in sighing and breathing rhythm – information that could one day help people who experience debilitating sighs or who have difficulty sighing.

Previous research has identified peptides in the brain – including frog bombesin – that can influence sighing in rodents, though the mechanisms underlying the release of such peptides have been unclear.

With the aim of unraveling this mystery, the researchers analyzed more than 19,000 gene expression patterns in the brain cells of mice, identifying around 200 neurons, or brain cells, in the brain stem that are responsible for the production and release of bombesin-like peptides.

Further investigation revealed that these peptides stimulated another group of 200 neurons that led the breathing muscles of mice to significantly increase the number of sighs produced, from around 40 an hour to more than 400.

“These molecular pathways are critical regulators of sighing and define the core of a sigh-control circuit,” says study coauthor Mark Krasnow, a professor of biochemistry at Stanford University School of Medicine in California. Read More…
Article Source: http://www.medicalnewstoday.com/articles/306281.php

 
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Posted by on February 12, 2016 in General

 

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Compulsive Facebook Checking Linked to Lack of Sleep

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By the University of California – Irvine

Study shows that compulsive Facebook checking may be linked to lack of sleep.

In a recently completed study, researchers at the University of California, Irvine demonstrated that lack of sleep — in addition to affecting busy college students’ moods and productivity — leads to more frequent online activities such as browsing Facebook.

“When you get less sleep, you’re more prone to distraction,” said lead researcher Gloria Mark, a UCI informatics professor. “If you’re being distracted, what do you do? You go to Facebook. It’s lightweight, it’s easy, and you’re tired.”

Sleep deprivation can lead to loss of productivity throughout the economy. It can cause workplace mishaps and make drivers fall asleep at the wheel. Experts in the field of human-computer interaction want to know how sleep loss impacts people so they can design better technologies and products.

“There have been lots of studies on how information technology affects sleep. We did the opposite: We looked at how sleep duration influences IT usage,” said Mark, who will present the findings at a leading computer-human interaction conference in May.

She and her colleagues collected data from 76 UCI undergraduates — 34 males and 42 females — for seven days during the spring 2014 quarter. The study controlled for students’ gender, age, course load and deadlines and relied on sensors to objectively gauge their behavior, activities and stress levels.

Students’ computers and smartphones were equipped with logging software, and time stamps recorded when subjects switched from one application window to another and when they spoke on the phone or texted. They were asked to fill out a sleep survey each morning and an end-of-day survey at night.

Participants also filled out a general questionnaire and sat for an exit interview. Periodically throughout the week, they received probing questions from researchers regarding their mood, the perceived difficulty of whatever task was at hand, and their level of engagement in their work.

Central to the study was a concept known as “sleep debt,” the accumulated difference between the amount of sleep needed and the amount experienced.

Mark said the study’s findings show a direct connection among chronic lack of sleep, worsening mood and greater reliance on Facebook browsing. She also found that the less sleep people have, the more frequently their attention shifts among different computer screens, suggesting heightened distractibility. Article Source

Continuing Education Courses on Social Media

Is it useful or appropriate (or ethical or therapeutic) for a therapist and a client to share the kinds of information that are routinely posted on Social Networking Services (SNS) like Facebook, Twitter, and others? How are psychotherapists to handle “Friending” requests from clients? What are the threats to confidentiality and therapeutic boundaries that are posed by the use of social media sites, texts, or tweets in therapist-client communication? The purpose of this course is to offer psychotherapists the opportunity to examine their practices in regard to the use of social networking services in their professional relationships and communications. Included are ethics topics such as privacy and confidentiality, boundaries and multiple relationships, competence, the phenomenon of friending, informed consent, and record keeping. A final section offers recommendations and resources for the ethical use of social networking and the development of a practice social media policy.

 

Bullies have moved from the playground and workplace to the online world, where anonymity can facilitate bullying behavior. Cyberbullying is intentional, repeated harm to another person using communication technology. It is not accidental or random. It is targeted to a person with less perceived power. This may be someone younger, weaker, or less knowledgeable about technology. Any communication device may be used to harass or intimidate a victim, such as a cell phone, tablet, or computer. Any communication platform may host cyberbullying: social media sites (Facebook, Twitter), applications (Snapchat, AIM), websites (forums or blogs), and any place where one person can communicate with – or at – another person electronically. The short and long-term effects of bullying are considered as significant as neglect or maltreatment as a type of child abuse. This course reviews evidenced-based research for identification, management and prevention of cyberbullying in children, adolescents and adults. It will describe specific cyberbullying behaviors, review theories that attempt to explain why bullying happens, list the damaging effects that befall its victims, and discuss strategies professionals can use to prevent or manage identified cyberbullying. Cyberbullying is a fast-growing area of concern and all healthcare professionals should be equipped to spot the signs and provide support for our patients and clients, as well as keep up with the technology that drives cyberbullying.

Professional Development Resources is approved to offer online continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

 
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Posted by on February 9, 2016 in Continuing Education, General

 

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Beach Benefits – It’s Healthy to Live Oceanside

By Tanya Lewis

Beach Living

It looks like seaside living can have some very healthy advantages.

People often focus on the threats the ocean poses to human health, whether it’s storms and floods, harmful algal blooms or pollution. But research shows that spending time by the ocean has many positive effects on health and well-being, epidemiologist Lora Fleming of the University of Exeter in England, said here on Wednesday (June 26) at a science policy conference of the American Geophysical Union.

The notion that being near a beach makes one feel healthy is not new, of course. Doctors were prescribing trips to the shore or visits to “bathing hospitals” — special clinics that offered seawater bath treatments — as early as the 18th century. But only recently have scientists begun studying the ocean’s health benefits experimentally, Fleming said.

Fleming’s colleagues at the University of Exeter’s European Centre for the Environment and Human Health have begun a project called “Blue Gym” to study how natural water environments can be used to promote human health and well-being. [Stunning Sands Gallery: A Rainbow of Beaches]

In one experiment, study participants were shown photographs of ocean views, green fields or cities, and asked how much they were willing to pay for a hotel room with each of those views. People were willing to pay more for the room with an ocean view, the results showed.

When you put a person in a beach environment, “It’s not going to be any great surprise to you that people relax,” said study researcher Mathew White, an environmental psychologist at Exeter. The question, he said, is how many people experience such health effects, and how much they impact people’s health.

White and colleagues have also looked at census data in England to see how living near a coast affects people’s health. They found that people who lived closer to the coast reported better health.

It’s possible that the people living closest to the coast are simply wealthier and have better access to health care. But the study found that the health benefits of ocean proximity were greatest for socioeconomically deprived communities.

The researchers also looked at the effect of moving near a coast. Moving closer to the sea “significantly improves people’s well-being,” White said — by about a tenth as much as finding a new job. The seaside environment may reduce stress and encourage physical activity, he added.

The researchers are now doing lab experiments to study the physiological benefits of coastal life. In the experiments, people in stressful situations, such as dental surgery, look at either a virtual beach, or the dental room. The trial is ongoing, but early studies suggest people report feeling less pain when immersed in a beach setting.

These studies suggest ocean exposure could be a useful form of therapy, Fleming said. For instance, surfing might improve the well-being of troubled kids, she said.

Still, many questions remain. Future studies will need to consider whether children and other populations show the same benefits from coastal living, what the optimal “dose” of time spent at the ocean might be, and how long the health effects last.

It also remains unclear how growing human communities might affect the beach environment. It’s not going to be so great if everyone starts moving to the beach, Fleming said. Original Article

Follow Tanya Lewis on Twitter and Google+. Follow us @livescience,Facebook & Google+. Original article on LiveScience.com.

 
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Posted by on February 5, 2016 in General

 

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Louisiana OT Continuing Education Requirements

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There are new continuing education requirements for occupational therapists licensed in the state of Louisiana.

Twelve (12) hours of continuing education are required for license renewal. There are no limits for online CE courses if AOTA-approved.

Licenses expire on the last day of the birth month, every year.

Louisiana OT’s can earn all 12 hours for renewal through online courses available on the Occupational Therapy page of this website.

Click Here to View AOTA-approved online CEU’s!

 

Occupational Therapy Continuing Education Courses

This is the first course in a three part series and includes the story of Deirdre Rand’s journey with her animal companions and the lessons learned from the challenges and rewards of those relationships. Also discussed are temperament, socialization and training; the role of the neurohormone oxytocin in strengthening the human-companion animal bond; the founding of the three major organizations which register volunteer handler/therapy teams, along with the contributions of key historic figures in developing animal-assisted therapy as we know it today; examples of animal-assisted interventions with dogs, cats and other animals; and attributes of a great therapy animal and a great handler.

 

Occupational therapists work in a variety of settings. The most common workplace is schools, followed by private practice and hospitals. A growing number of occupational therapists, however, are working full or part-time in skilled nursing facilities as the population of the United States ages. Every practice setting has unique characteristics that affect clinical practice. Skilled nursing facilities have a multitude of regulations, complicated billing practices, and a culture of care that must be learned and integrated into the clinician’s treatment habits. This can make it difficult for the OT working part-time or PRN in a skilled nursing facility. This introductory course will provide an overview of the important aspects of long-term care that affect treatment, including the structure, organization and reimbursement system of skilled nursing facilities. The average resident and common treatment areas will also be discussed.

 

This is a test only course (book not included). The book (or e-book) can be purchased from Amazon. This CE test is based on the book “Treating Explosive Kids: The Collaborative Problem-Solving Approach” (2006, 246 pages). This book provides a detailed framework for effective, individualized intervention with highly oppositional children and their families. Many vivid examples and Q&A sections show how to identify the specific cognitive factors that contribute to explosive and noncompliant behavior, remediate these factors, and teach children and their adult caregivers how to solve problems collaboratively. The book also describes challenges that may arise in implementing the model and provides clear and practical solutions. Two special chapters focus on intervention in schools and in therapeutic/restrictive facilities.

 

Physical inactivity is among the most critical public health concerns in America today. For healthcare professionals, the creation and implementation of sustainable fitness solutions is a relevant cause. This course will help you become familiar with the physical and psychological rewards involved in the activity of running, identify risks and the most common running injuries – along with their symptoms and most probable causes – and describe strategies that can be used in preventing running injuries and developing a healthy individualized running regimen.

 

Medication for chronic pain is addictive; therefore, the treatment of individuals with both substance abuse disorders and pain presents particular challenges. This course is based on a document from the Substance Abuse and Mental Health Services Administration (SAMHSA) of the U.S. Department of Health and Human Services, Managing Chronic Pain in Adults With or in Recovery from Substances Use Disorders: A Treatment Improvement Protocol (SAMHSA Tip 54). Intended for all healthcare providers, this document explains the close connections between the neurobiology of pain and addiction, assessments for both pain and addiction, procedures for treatment of chronic pain management (both pharmaceutical and non-pharmaceutical), side effects and symptoms of tolerance and withdrawal from pain medication, managing risk of addiction to pain medication and nonadherence to treatment protocols, maintaining patient relationships, documentation, and safety issues. Written by panel consensus, SAMHSA TIP 54 provides a good introduction to pain management issues and also a good review for experienced clinicians.

Professional Development Resources is approved to offer online continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

 
 

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Why is it So Hard to Break a Habit?

A Study from Duke University

love-apples-1089476_640Getting hooked on a habit causes actually causes changes in the brain.
 
Taming that sweet tooth for your New Year’s resolution might be harder than you think. New research suggests that forming a habit leaves a lasting mark on specific circuits in the brain, which in turn seems to prime us to further feed our cravings. The research deepens scientists’ understanding of how habits manifest and may suggest new strategies for breaking the bad ones.
 
New research by Duke University scientists suggests that a habit leaves a lasting mark on specific circuits in the brain, priming us to feed our cravings.

Published online Jan. 21 in the journal Neuron, the research deepens scientists’ understanding of how habits like sugar and other vices manifest in the brain and suggests new strategies for breaking them.

“One day, we may be able to target these circuits in people to help promote habits that we want and kick out those that we don’t want,” said the study’s senior investigator Nicole Calakos, M.D., Ph.D., an associate professor of neurology and neurobiology at the Duke University Medical Center.

Calakos, an expert in the brain’s adaptability, teamed up with Henry Yin, an expert in animal models of habit behavior in Duke’s department of psychology and neuroscience. Both scientists are also members of the Duke Institute for Brain Sciences.

Their groups trained otherwise healthy mice to form sugar habits of varying severity, a process that entailed pressing a lever to receive tiny sweets. The animals that became hooked kept pressing the lever even after the treats were removed.

The researchers then compared the brains of mice that had formed a habit to the ones that didn’t. In particular, the team studied electrical activity in the basal ganglia, a complex network of brain areas that controls motor actions and compulsive behaviors, including drug addiction.

In the basal ganglia, two main types of paths carry opposing messages: One carries a ‘go’ signal which spurs an action, the other a ‘stop’ signal.

Experiments by Duke neurobiology graduate student Justin O’Hare found that the stop and go pathways were both more active in the sugar-habit mice. O’Hare said he didn’t expect to see the stop signal equally ramped up in the habit brains, because it has been traditionally viewed as the factor that helps prevent a behavior.

The team also discovered a change in the timing of activation in the two pathways. In mice that had formed a habit, the go pathway turned on before the stop pathway. In non-habit brains, the stop signal preceded the go.

These changes in the brain circuitry were so long-lasting and obvious that it was possible for the group to predict which mice had formed a habit just by looking at isolated pieces of their brains in a petri dish.

Scientists have previously noted that these opposing basal ganglia pathways seem to be in a race, though no one has shown that a habit gives the go pathway a head start. O’Hare said that’s because the go and stop signals had not been studied in the same brain at the same time. But new labeling strategies used by the Duke scientists allowed researchers to measure activity across dozens of neurons in both pathways simultaneously, in the same animal.

“The go pathway’s head start makes sense,” said Calakos. “It could prime the animal to be more likely to engage in the behavior.” The researchers are testing this idea, as well as investigating how the rearrangements in activity occur in the first place.

Interestingly, the group observed that changes in go and stop activity occurred across the entire region of the basal ganglia they were studying as opposed to specific subsets of brain cells. O’Hare said this may relate to the observation that an addiction to one thing can make a person more likely to engage in other unhealthy habits or addictions as well.

To see if they could break a habit, the researchers encouraged the mice to change their habit by rewarding them only if they stopped pressing the lever. The mice that were the most successful at quitting had weaker go cells. But how this might translate into help for humans with bad habits is still unclear. Because the basal ganglia is involved in a broad array of functions, it may be tricky to target with medicines.

Calakos said some researchers are beginning to explore the possibility of treating drug addiction using transcranial magnetic stimulation or TMS, a noninvasive technique that uses magnetic pulses to stimulate the brain. “TMS is an inroad to access these circuits in more severe diseases,” she said, in particular targeting the cortex, a brain area that serves as the main input to the basal ganglia.

For more ordinary bad habits “simpler, behavioral strategies many of us try may also tap into similar mechanisms,” Calakos added. “It may be just a matter of figuring out which of them are the most effective.”

Meanwhile, Calakos and her team are studying what distinguishes ordinary habits from the problematic ones that can be seen in conditions like obsessive-compulsive disorder. Original Article

Related Continuing Education Courses for Mental Health

Self-defeating behaviors are negative on-going patterns of behaviors involving issues such as smoking, weight, inactive lifestyle, depression, anger, perfectionism, etc. This course is designed to teach concepts to eliminate these negative patterns. The course is educational: first you learn the model, then you apply it to a specific self-defeating behavior. A positive behavioral change is the outcome. Following the course, participants will be able to identify, analyze and replace their self-defeating behavior(s) with positive behavior(s). The course also provides an excellent psychological “tool” for clinicians to use with their clients. The author grants limited permission to photocopy forms and exercises included in this course for clinical use.

 

Caffeine is a rapidly absorbed organic compound that acts as a stimulant in the human body. The average amount of caffeine consumed in the US is approximately 300 mg per person per day – the equivalent to between two and four cups of coffee – with coffee accounting for about three-fourths of the caffeine that is consumed in the American diet. This is considered to be a moderate caffeine intake, which, according to many studies, can promote a variety of health benefits.But some studies claim otherwise, even suggesting that one or two cups of coffee a day may negatively impact our health. So, what are we to believe? This course will analyze the potential health benefits, as well as the negative side effects, of caffeine consumption on a variety of health conditions, including: dementia and Alzheimer’s disease, headache, cancer, Parkinson’s disease, gallstones, cardiovascular disease, hypertension, type 2 diabetes mellitus, fibrocystic breast conditions, premenstrual syndrome, pregnancy and lactation, osteoporosis, athletic performance, and weight control.

 

This course is a self-instructional module that “walks” readers through the process of replacing their self-defeating weight issues with healthy, positive, and productive life-style behaviors. It moves beyond the “burn more calories than you consume” concept to encompass the emotional aspects of eating and of gaining and losing weight. Through 16 included exercises, you will learn how to identify your self-defeating behaviors (SDBs), analyze and understand them, and then replace them with life-giving actions that lead to permanent behavioral change.* Please note – this course contains common material on eliminating SDBs with Living a Better Life with Chronic Pain: Eliminating Self-Defeating Behaviors

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the Commission on Dietetic Registration (CDR Provider#PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501) and the Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 

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Vitamin B12 Deficiency Can Lead to Brain Shrinkage

From the Rush University Medical Center

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A study published in Neurology shows that low levels of vitamin B12 may lead to brain shrinkage and cognitive problems in older adults. 

The results of the study are published in the Sept. 27 issue of Neurology, the medical journal of the American Academy of Neurology.

Foods that come from animals, including fish, meat, especially liver, milk, eggs and poultry are usual sources of vitamin B12.

The study involved 121 older residents of the South side of Chicago who are a part of the Chicago Health and Aging Project (CHAP), which is a large, ongoing prospective Rush a biracial cohort of 10,000 subjects over the age of 65.

The 121 participants had blood drawn to measure levels of vitamin B12 and B12-related markers that can indicate a B12 deficiency. The same subjects took tests measuring their memory and other cognitive skills.

An average of four-and-a-half years later, MRI scans of the participants’ brains were taken to measure total brain volume and look for other signs of brain damage.

Having high levels of four of five markers for vitamin B12 deficiency was associated with having lower scores on the cognitive tests and smaller total brain volume.

“Our findings definitely deserve further examination,” said Christine C. Tangney, PhD, associate professor in the department of clinical nutrition at Rush University Medical Center, and lead author of the study. “It’s too early to say whether increasing vitamin B12 levels in older people through diet or supplements could prevent these problems, but it is an interesting question to explore. Findings from a British trial with B vitamin supplementation are also supportive of these outcomes.”

On the cognitive tests, the scores ranged from -2.18 to 1.42, with an average of 0.23. For each increase of one micromole per liter of homocysteine — one of the markers of B12 deficiency — the cognitive scores decreasedby 0.03 standardized units or points.

Tangney noted that the level of vitamin B12 itself in the blood was not associated with cognitive problems or loss in brain volume. She said that low vitamin B12 can be difficult to detect in older people when looking only at blood levels of the vitamin.

“Our findings lend support for the contention that poor vitamin B12 status is a potential risk factor for brain atrophy and may contribute to cognitive impairment,” said Tangney.

Source: http://www.sciencedaily.com/releases/2011/09/110926165852.htm

 

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Autism and Sensory Overload

Sensory overload can leave you feeling overwhelmed. The video compares it to your brain crashing like a computer with all of the sounds and visual distractions. This video demonstrates how people with autism might experience sensory overload on a shopping trip to Walmart.

Sensory overload is a common issue for people that have autism, and may make it difficult for them to travel to busy and loud places such as the mall, convenience stores, or festivals.

Sensory overload occurs when one or more of the body’s senses experiences overstimulation from the environment.

When faced with an environment that may cause you to feel overloaded, it triggers a fight or flight response. You either explode into a temper tantrum or your brain shuts down because it is too overwhelmed.

Here is one person’s take on how it may feel to walk into a Walmart if you have autism.

Go through the experience with them now.

Source: http://blog.theautismsite.com/sensory-overload-simulation/

 

Autism: Sensory Overload Simulation
This simulates what a trip to a store like Walmart can be like for me on a “bad” day. It’s an excerpt from the “Inside Autism” documentary, which you can find…https://youtu.be/IcS2VUoe12M

 

Continuing Education Courses of Interest

 

Epidemiological studies indicate a progressively rising prevalence trend in the number of individuals identified with autism spectrum disorder (ASD) over the past decade. Yet, compared with general population estimates, children and youth with mild to moderate symptoms of ASD remain an underidentified and underserved population in our schools and communities. The DSM-5 conceptualizations of autism require professionals in clinical, school, and private practice settings to update their knowledge about the spectrum. In addition, professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that individuals with ASD are being identified and provided with the appropriate programs and services. The objectives of this course are to identify DSM-5 diagnostic changes in the ASD diagnostic criteria, summarize the empirically-based screening and assessment methodology in ASD, and describe a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD.

 

Autism Movement Therapy® is an emerging therapy that combines movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD) in meeting and achieving their speech and language, social and academic goals. Its purpose is to connect left and right hemisphere brain functioning by combining patterning, visual movement calculation, audile receptive processing, rhythm and sequencing into a “whole brain” cognitive thinking approach that can significantly improve behavioral, emotional, academic, social, and speech and language skills. This course is presented in two parts. Part 1 summarizes what is known about the brain functioning of individuals with ASD and illustrates how participation in dance, music and the arts can render the brain more amenable to learning social and language skills. Part 2 is a documentary created by Joanne Lara – Generation A: Portraits of Autism and the Arts, which spotlights – from a strikingly positive perspective – the challenges and accomplishments of eight individuals with ASD.

 

The first section of this course traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed.

 

This is a test only course (book not included). The book (or e-book) can be purchased from Amazon or some other source.This CE test is based on the book “Early Childhood Music Therapy and Autism Spectrum Disorders: Developing Potential in Young Children and their Families” (2012, 304 pages). This text includes the work of many researchers and practitioners from music therapy and related disciplines brought together to provide a comprehensive overview of music therapy practice with young children who present with Autism Spectrum Disorder (ASD). The authors present an overview of ASD including core characteristics, early warning signs, prevalence rates, research and theories, screening and evaluation.  The book explores treatment approaches and strategies as applied in music therapy to the treatment of ASD.  The authors present a wealth of practical applications and strategies for implementation of music therapy within multi-disciplinary teams, school environments and in family-centered practice.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the Commission on Dietetic Registration (CDR Provider#PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board(#RCST100501) and the Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 
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Posted by on January 22, 2016 in General

 
 
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