This course was developed by the Centers for Disease Control and Prevention (CDC) as a self-study course. Continuing education is available for certified public health educators, nurses, physicians, pharmacists, veterinarians, and public health professionals. CE credit is available only through the CDC/ATSDR Training and Continuing Education Online system at http://www.cdc.gov/TCEOnline.

To receive CE credit, you must register for the course (SS1978) and complete the evaluation and examination online. You must achieve a score of 70% or higher to pass the examination. If you do not pass the first time, you can take the exam a second time. For more information about continuing education, call 1-800-41-TRAIN (1-800-418- 7246) or by e-mail at [email protected].

The International Institute of Therapeutic Intervention and Learning is a great resource for those utilizing brain entrainment and neurofeedback. Their soundscapes specifically target areas where a client may be having trouble. For those unfamiliar with Brain Entrainment, it refers to the capacity of the brain to naturally synchronize its brainwave frequencies with the rhythm of periodic external stimuli, most commonly auditory, visual, or tactile. The external stimuli elicit the brain’s ‘frequency following response’, encouraging the brainwaves to align to the frequency of a given medium. FFR can be useful because brainwaves are very much related to mental state. For example, a 10 Hz brainwave is associated with relaxation, so a 10 Hz sound pattern would help reproduce the relaxed state in your brain. I have successfully used it with varying conditions including; ADHD, ASD, PTSD, Anxiety, and Sensory Integration. However, one does not have to have a diagnosis to utilize brain entrainment. Positive research on brain entrainment continues to grow and expand.

Many early childhood educators report feeling ill equipped to meet the needs of children with challenging behavior and frustrated in their attempts to develop safe and nurturing early learning environment. If you work with young children, you are not alone in your feelings! Increasing evidence suggests that an effective approach to addressing problem behavior is the adoption of a model that focuses on promoting social-emotional development, providing support for children’s appropriate behavior, and preventing challenging behavior. In this class, you will learn a framework for addressing the social and emotional development and challenging behavior of young children.

The overarching goal of this course is to learn evidence-based practices to support the social and emotional development of infants and young children. We will read current research on the developmental trajectory of children with early-onset aggressive behaviors; positive behavior support program models; and intervention efforts that promote positive early childhood mental health. Evidence-based classroom management skills will also be studied and you will leave the course with a solid understanding of how to design supportive environments. This course incorporates a community with which you can learn from others, share your own current approaches and discuss your attempts to incorporate the learnings of this course into your early childhood practice.

• Prevent and address challenging behavior and to foster social emotional competence in young children
• Apply intensive and evidence based strategies to address almost any problem with young children
• Reframe your own thinking in difficult situations
• Reinforce peaceful problem-solving techniques with young children

ENROLL IN THIS COURSE:

https://www.edx.org/course/positive-behavior-support-young-children-uwashingtonx-ecfs312x-0#

The World Federation of Neurological Surgeons (WFNS) developed a classification scale of patients with subarachnoid hemorrhage (SAH) using the Glasgow coma scale (GCS) for level of consciousness combined with the presence or absence of focal deficits to determine severity of injury and to predict patient outcomes.

This guide is designed to support the hospital visit experience for patients with autism spectrum disorder (ASD) and the hospital staff that provides services to theses patients and their families. The information in this guide is derived from evidence based methodology that has been effective for individuals with ASD. Designed for use by caregivers and hospital staff through collaboration with nurses, doctors, social workers, developmental therapists, teachers, behavioral specialists and clinical psychologists, this guide includes resources for caregivers and staff working in the hospital environment.

Here is a visit to Valkenberg Psychiatric Hospital in Cape Town, South Africa.  It was amazing to see how art and creativity is used as a therapeutic medium. Seeing other approaches, from other therapists, can always broaden your therapeutic ideas.

When a child is diagnosed with ADHD, it affects not only the child, but also the parents, families, teachers, and anyone else who cares for the child. Through exercises, information, and lessons, this workbook was designed to help families understand and efficiently function. 

Have you ever heard, "Play the long game".  If not it is an expression to ensure that your goals are not short-sighted and you are not looking for immediate gratification.  In "the long game" scenario, you are looking at the bigger picture and for greater gains over a longer period of time.  Here is an excellent example of two well known individuals and how one benefited from playing the long game.

In occupational therapy, both with our patients/clients and with ourselves, we should always play the long game. 

The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being. Yet millions of people have no access to health-care or even basic sanitation. Faced with this reality, people living in poverty often feel powerless. Unaware of their human rights, they are resigned to the fact that health services are too far away or cost too much. Those lucky enough to access health services are often treated badly. All this has to change. People need to be more aware of their rights so that they can take more control over their lives. Only then can effective action be generated to hold governments, and other powerful actors, accountable. WHO is pleased to issue this publication as a contribution to the UN Decade on Human Rights Education (1995-2004). I hope it constitutes a step in the direction of making the right to health more widely known and understood as an instrument to empower those most in need.