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.

Pediatric occupational therapy seeks to improve children’s engagement and participation in life
roles. A wide variety of intervention approaches exist.
The  aim of this research was to summarize the best-available intervention evidence for children with disabilities, to assist families and therapists choose effective care.

Use this book to better understand and to better prepare treatment protocols. CP is the most common cause of motor disability in children and also affects a large adult population. The term cerebral palsy describes a group of movement disorders caused by an
injury or disturbance in the early developing
brain and specifically the areas involved with
creating, coordinating and controlling movement
and posture. 

Here is an excellent example of acceptance. In the class you are about to see, A student raised his hand and asked to speak to the class. His teacher never imagined the beautiful moment that would unfold next. He explained autism, from his point of view, to his class. He spoke of how autism affects him, and how some repetitive tendencies make him 'feel good', and that he is not weird. He simply wants to be accepted on his own terms and his discussion helps him to do just that.

How much are young children affected by events that take place around them?
A lot. Young children are active players in the world. Even though they may not understand the meaning of what they see or hear, children absorb the images that surround them and are deeply impacted by the emotions of the people they rely on for love and security.
Playing is how children learn. Play comes naturally to children. They play during daily routines. They play during learning experiences you provide. Think about a baby who starts a peek-a-boo game with you when you pull her shirt over her head. The toddler or two-year-old who imitates the way you read to her as she reads to her doll. Or the three-or-four year old who scribbles and marks on a large sheet of paper you put out on the table, then announces proudly, “I wrote my name.”  Sometimes it may look like not much is happening. Filling and dumping small objects from a can may seem boring to you. Playing blocks seems like just stacking them and knocking them down.

This multidisciplinary resource develops topics of interest to all those who care about and for individuals with co-occurring intellectual disabilities and mental illness. Each chapter presents current evidence informed practice knowledge. 

Introducing public health ethics poses two special challenges. First, it is a relatively new field that combines public health and practical ethics. Its unfamiliarity requires considerable explanation, yet its scope and emergent qualities make delineation difficult. Moreover, while the early development of public health ethics occurred in a western context, its reach, like public health itself, has become global. A second challenge, then, is to articulate an approach specific enough to provide clear guidance yet sufficiently flexible and encompassing to adapt to global contexts. Broadly speaking, public health ethics helps guide practical decisions affecting population or community health based on scientific evidence and in accordance with accepted values and standards of right and wrong. In these ways, public health ethics builds on its parent disciplines of public health and ethics. This dual inheritance plays out in the definition the U.S. Centers for Disease Control and Prevention (CDC) offers of public health ethics: “A systematic process to clarify, prioritize, and justify possible courses of public health action based on ethical principles, values and beliefs of stakeholders, and scientific and other information” (CDC 2011). Public health ethics shares with other fields of practical and professional ethics both the general theories of ethics and a common store of ethical principles, values, and beliefs. It differs from these other fields largely in the nature of challenges that public health officials typically encounter and in the ethical frameworks it employs to address these challenges. Frameworks provide methodical approaches or procedures that tailor general ethical theories, principles, values, and beliefs to the specific ethical challenges that arise in a particular field. Although no framework is definitive, many are useful, and some are especially effective in particular contexts. This chapter will conclude by setting forth a straightforward, stepwise ethics framework that provides a tool for analyzing the cases in this volume and, more importantly, one that public health practitioners have found useful in a range of contexts. For a public health practitioner, knowing how to employ an ethics framework to address a range of ethical challenges in public health—a know-how that depends on practice—is the ultimate take-home message

 This is an excellent resource to share with your clients family. This book has been written primarily for parents who have a child with cerebral palsy. If your child has recently been diagnosed as having cerebral palsy, you are probably feeling shocked by the news and overwhelmed by the implications of the diagnosis. This is a normal reaction and completely understandable. We know that parents have many questions, concerns and fears in relation to their child’s health and development. Remember that you are not alone and that there are many supports for children and their families that will provide assistance and guidance when you need it.

We have written this book to help answer some of your questions. Every child with cerebral palsy is different. In some children the condition may be so slight that he or she is only a little clumsy with certain movements. Other children may have more complex problems.

Because each child is different, the information is presented in a general way, and may or may not be relevant to your child. Please discuss your own child’s needs with his or her therapists, social worker, nurse, psychologist or doctor. They may not be able to answer all your questions, but they will honestly try to tell you what they do know, or direct you to someone who may be able to help.

This book will discuss the different types of cerebral palsy, the causes of cerebral palsy, some associated problems, and the range of treatments available. We have provided information about support services and where to turn to for help. We hope to convey the message that no matter how difficult things may seem at present, and despite the many challenges that you and your family may face over the coming years, help and support is available.

Autism is a group of developmental brain disorders, collectively called autism spectrum disorder (ASD). The term “spectrum” refers to the wide range of symptoms, skills, and levels of impairment, or disability, that children with ASD can have. Some children are mildly impaired by their symptoms, but others are severely disabled. 

This information packet will focus on autism, Asperger syndrome, and PDD-NOS, with brief � descriptions of Rett syndrome and CDD in the section, “Related disorders.”