Pinnacle Blooms Network (Gajuwaka)

Respected sir/madam Today Collab topic given by lavanya garu(OT) Sensory overload happens when you’re getting more input from your five senses than your brain can sort through and process. Prevention tips include identifying and avoiding your triggers. Multiple conversations going on in one room, flashing overhead lights, or a loud party can all produce the symptoms of sensory overload. Anyone can experience sensory overload, and triggers are different for different people. Sensory overload is associated with several other health conditions, including autism, sensory processing disorder, post-traumatic stress disorder (PTSD), and fibromyalgia. Symptoms of sensory overload Symptoms of sensory overload vary by case. Some common symptoms include: ? difficulty focusing due to competing sensory input ? extreme irritability ? restlessness and discomfort ? urge to cover your ears or shield your eyes from sensory input ? feeling overly excited or “wound up” ? stress, fear, or anxiety about your surroundings ? higher levels than usual of sensitivity to textures, fabrics, clothing tags, or other things that may rub against skin What causes sensory overload? Your brain functions like a beautiful, complicated computer system. Your senses relay information from your environment, and your brain interprets the information and tells you how to react. But when there’s competing sensory information, your brain can’t interpret it all at the same time. For some people, this feels like getting “stuck”; your brain can’t prioritize what sensory information it needs to focus on. Your brain then sends your body the message that you need to get away from some of the sensory input you’re experiencing. Your brain feels trapped by all the input it’s getting, and your body starts to panic in a chain reaction. Conditions associated with sensory overload Anyone can experience sensory overload. Sensory overload is also a common symptom of certain health conditions. Scientific research and firsthand accounts tell us that autistic people experience sensory information differently. Autism is associated with hypersensitivity to sensory input, making sensory overload more likely. With attention deficit hyperactivity disorder (ADHD), sensory information competes for your brain’s attention. This can contribute to symptoms of sensory overload. Mental health conditions such as generalized anxiety disorder and PTSD can also trigger sensory overload. Anticipation, fatigue, and stress can all contribute to a sensory overload experience, making senses feel heightened during panic attacks and PTSD episodes. Fibromyalgia is related to abnormal sensory processing. Researchers are still working to understand how this relates to fibromyalgia pain. Frequent sensory overload can be a symptom of fibromyalgia. Some people who have multiple

Respected sir/madam Today Collab topic given by lavanya garu (OT) THE GATE CONTROL THEORY OF PAIN Introduction The Gate Control Theory of Pain is a mechanism, in the spinal cord, in which pain signals can be sent up to the brain to be processed to accentuate the possible perceived pain, or attenuate it at the spinal cord itself. The 'gate' is the mechanism where pain signals can be let through or restricted. One of two things can happen, the gate can be 'open' or the gate can be 'closed': * If the gate is open, pain signals can pass through and will be sent to the brain to perceive the pain. * If the gate is closed, pain signals will be restricted from travelling up to the brain, and the sensation of pain won't be perceived. Physiology The pain gate mechanism is located in the dorsal horn of the spinal cord, specifically in the Substantia gelatinosa. The interneurons within the Substantia gelatinosa are what synapse to the primary afferent neurons, and are where the gate mechanism occurs. [1]Thus, the substantia gelatinosa modulates the sensory information that is coming in from the primary afferent neurons. Primary neurons come in three different types: * A-β fibers, large diameter fibers, have a quick transmission of impulses, due to their myelination - these type of fibers are activated by non-noxious stimuli, such as light touch, pressure, and hair movement. * A-δ fibers, a smaller diameter fiber - they are thinly myelinated, and are stimulated by noxious stimuli, such as pain and temperature, specifically sharp, intense, tingling sensations. * C fibers, similar to A-δ fibers, have the slowest transmission of impulse since they are not myelinated - these type of fibers are activated by pain and temperature, namely prolonged burning sensations. If the interneurons in the substantia gelatinosa are stimulated by the non-noxious large diameter A-β fibers, an inhibitory response is produced and there are no pain signals sent to the brain, and in this instance the 'pain gate' is closed. When the interneurons are stimulated by the smaller diameter A-δ or C fibers, an excitatory response is produced. In this case, pain signals are sent to the brain, these can be modulated, sent back down through descending modulation, and perceived as varying amounts of pain. The activation of the large diameter A-β fibers also can help reduce and inhibit the transmission of the small diameter A-δ and C fibers. At the Spinal Cord The primary afferent neurons come from the periphery and synapse with the second order neurons in the dorsal horn in the spinal cord, and release respective neurotransmitters or neuropeptides. Possible neurotransmitters or neuropeptides that can be released are: * Glutamate, which is excitatory - the activation of NMDA receptors by glutamate increases receptive field size, decreases activation threshold, and extends depolarization, which leads to activation of the dorsal horn neurons.

To day collob topic given by hyma garu (ST) which conditions are treated speech therapy ? Speech therapy, also known as speech-language pathology, can treat a wide range of communication and swallowing disorders. Here are some conditions that can benefit from speech therapy: *Communication Disorders* 1. *Articulation disorders*: Difficulty pronouncing sounds, such as lisps or stuttering. 2. *Fluency disorders*: Stuttering, stammering, or cluttering. 3. *Voice disorders*: Changes in voice pitch, volume, or quality due to vocal cord damage or misuse. 4. *Language disorders*: Difficulty understanding or using language, including aphasia, apraxia, or selective mutism. 5. *Cognitive-communication disorders*: Difficulty with communication due to traumatic brain injury, stroke, or dementia. *Swallowing Disorders* 1. *Dysphagia*: Difficulty swallowing food, liquids, or saliva. 2. *Feeding disorders*: Difficulty eating or drinking due to physical or sensory challenges. *Neurological Conditions* 1. *Stroke*: Speech and language difficulties following a stroke. 2. *Traumatic brain injury*: Communication and cognitive challenges after a head injury. 3. *Parkinson's disease*: Speech and voice changes due to Parkinson's disease. 4. *Alzheimer's disease*: Communication difficulties due to dementia. 5. *Cerebral palsy*: Speech, language, and swallowing challenges due to cerebral palsy. *Developmental Disorders* 1. *Autism spectrum disorder*: Communication and social interaction challenges. 2. *Down syndrome*: Speech, language, and cognitive difficulties. 3. *Apraxia of speech*: Difficulty coordinating speech sounds and movements. *Other Conditions* 1. *Hearing loss*: Communication challenges due to hearing impairment. 2. *Cleft lip and palate*: Speech and feeding difficulties due to cleft lip and palate. 3. *Head and neck cancer*: Speech, voice, and swallowing changes due to cancer treatment. Speech therapy can help individuals with these conditions improve their communication, swallowing, and cognitive skills, enhancing their overall quality of life.

*Kurminaidu lenka* Special educator Pinnacle blooms network (Gajuwaka visakhapatanam ) Today collab topic : *Different types of learning disabilities* *Learning Disabilities and Disorders in Children* Does your child struggle with school? Do they dread reading out loud, writing an essay, or tackling math? Here’s how to recognize the signs of different types of learning differences and disorders. **What are learning disabilities* Learning disabilities or learning disorders are umbrella terms for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation and kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently—and this difference affects how they receive and process information. Children with learning disabilities can, and do, succeed It can be tough to face the possibility that your child has a learning disorder. No parent wants to see their child suffer. You may wonder what it could mean for your child’s future, or worry about how they will make it through school. Perhaps you’re concerned that by calling attention to your child’s learning problems they might be labeled “slow” or assigned to a less challenging class. Signs and symptoms of learning disabilities and disorders Learning disabilities look very different from one child to another. One child may struggle with reading and spelling, while another loves books but can’t understand math. Still another child may have difficulty understanding what others are saying or communicating out loud. The problems are very different, but they are all learning disorders.

Today collab topic given by hyma garu (ST) How to Reduce to parallel and self talk ? Reducing parallel talk and self-talk requires practice, self-awareness, and strategies to manage your thoughts and conversations. Here are some tips: *Parallel Talk* Parallel talk refers to talking alongside someone without actively listening or responding to their thoughts. 1. *Active listening*: Focus on the speaker, maintain eye contact, and avoid interrupting. 2. *Ask open-ended questions*: Encourage the speaker to share their thoughts, and listen attentively to their responses. 3. *Paraphrase and summarize*: Repeat back what you've understood from the conversation to ensure you're on the same page. 4. *Avoid planning your response*: Focus on listening rather than preparing your next statement. *Self-Talk* Self-talk refers to your internal dialogue, which can be positive or negative. 1. *Mindfulness*: Practice mindfulness meditation to become more aware of your thoughts and emotions. 2. *Challenge negative self-talk*: Notice when you're engaging in negative self-talk and reframe those thoughts into positive, realistic ones. 3. *Practice self-compassion*: Treat yourself with kindness, understanding, and patience, just as you would a close friend. 4. *Focus on the present*: Instead of dwelling on the past or worrying about the future, focus on the present moment. *Additional Strategies* 1. *Set goals and priorities*: Establish clear goals and priorities to help you stay focused and avoid mind-wandering. 2. *Practice relaxation techniques*: Regularly practice relaxation techniques, such as deep breathing, progressive muscle relaxation, or visualization, to help manage stress and anxiety. 3. *Seek social support*: Surround yourself with supportive people who encourage positive self-talk and help you stay focused on your goals. 4. *Get enough sleep*: Aim for 7-9 hours of sleep per night to help regulate your thoughts, emotions, and behaviors.

Respected sir/madam Today Collab topic given by shyamala garu Early behavioral intervention can be an effective way to help children with neurodevelopmental disorders (NDDs) develop to their full potential: When to start Early intervention is most effective when it begins as early as possible, often in the first two years of life. Why it's effective A child's brain is still forming during this time, making it more malleable and responsive to treatment. What it can help with Early intervention can help children develop new skills and minimize challenging behaviors. How it's done Behavioral interventions are based on applied behavior analysis (ABA), which uses environmental events to shape behavior. Interventions can include: Token reinforcement: Children earn tokens for meeting behavioral goals, which they can then redeem for privileges or goods. Identifying problem behaviors: Parents and teachers work with children to identify problem behaviors and create goals to address them. Other common treatments for NDDs include: Speech and language therapy, Physical therapy, and Occupational therapy. Some common NDDs include: Autism, Cerebral palsy, Attention-deficit/hyperactivity disorder, and Learning disabilities.

KNOCK KNEES ( Genu Valgum ) *Causes knock knees?* Many children develop knock knees during early childhood. As they begin to walk, an inward tilt at the knees can help children balance. This stance also helps if one or both of their feet roll inward or turn outward. Less often, knock knees is caused by a more serious disorder: *Genetic conditions such as skeletal dysplasias or metabolic bone disease such as rickets can cause knock knees. *Obesity can contribute to knock knees or cause gait abnormalities that resemble knock knees. *An injury to the growth area of the shinbone (tibia) or thighbone (femur) may result in just one inward-tilting knee. *Metabolic disease. *bone infection (osteomyelitis) *Knock knees in infants:** Knock knees are not typical in infants. However, many infants have bowlegs, a condition in which both legs curve outward, up until they are about 24 months old. *Knock knees in toddlers:* Knock knees usually become apparent when a child is 2 to 3 years old. The knees may tilt increasingly inward up until about age 4 or 5. *Knock knees in young children:* Children’s legs usually become aligned by the time they are about 7. Some children continue to have knock knees into adolescence. *SYMPTOMS* : The symptoms of knock knees are visible when a child stands with their legs straight and toes pointed forward. Symptoms include: *Symmetric inward angulation of the knees. *Ankles remain apart while the knees are touching. *Unusual walking pattern. *Outward rotated feet. *DIAGNOSIS* *Weight and body mass index (BMI) *Height and length *Position of the knees as the child extends and rotates their legs *Leg lengths and symmetry *Walking pattern. *TREATMENT* *Physical Therapy:* Physical therapy plays a crucial role in helping children with knock knees. Skilled therapists can provide exercises that target muscle strength around the knees while improving alignment. Additionally, they can teach proper walking and standing techniques to aid in correction. *Orthotic Devices:* Sometimes, custom-made shoe inserts or orthotic devices may be recommended for children. These devices support the feet and assist in improving alignment, particularly when walking or standing. *Bracing:* A brace or knee orthosis may be prescribed for more severe cases that do not respond to other treatments. Braces are designed to gradually guide the bones' growth and correct alignment issues over time. *Guided Growth Surgery:* In instances where knock knees persist and the child still has open growth plates, guided growth surgery might be considered. This surgical procedure involves the insertion of plates or screws to influence bone growth towards a more normal alignment. *Knock Knee Surgery* : Surgery for knock knees is rarely necessary, although it may be recommended if the condition is severe or persistent.

Respected sir/madam Today Collab topic given by Priyanka garu(ABA) Autism spectrum disorder (ASD) is a developmental and neurological disorder that affects how people communicate, learn, behave, and interact with others. It can be diagnosed at any age, but symptoms usually appear in the first two years of life. Some psychosocial factors that may relate to autism include: Social difficulties Children with autism may have difficulty interpreting and communicating human emotions. This can lead to less peer socialization and social problems. School absence Internalization may be related to school absence in children with autism. Special needs education Children with autism who receive special needs education may have fewer autistic symptoms. Social skills training groups Social skills training groups (SSTGs) may help children with ASD improve their social skills. However, the effectiveness of SSTGs for children with ASD is mixed. Adapted judo programs Adapted judo programs may help children with ASD improve their motor skills and psychosocial behaviors. Erik Erikson's model of psychosocial development can help explain how social difficulties can lead to identity confusion. During the teenage years, the psychosocial crisis is identity vs. confusion, where teens search for a sense of identity.

ATAXIA GAIT Introduction Ataxia refers to impaired coordination of voluntary muscle movement. It refers to a physical finding and not a disease, and the underlying etiology should be investigated. * Ataxia is usually caused by cerebellar dysfunction or impaired vestibular or proprioceptive afferent input to the cerebellum. * Ataxia can have an insidious onset with a chronic and slowly progressive clinical course (eg, spinocerebellar ataxias of genetic origin) or have an acute onset, especially those ataxias resulting from cerebellar infarction, hemorrhage, or infection, which can have a rapid progression with catastrophic effects. * Ataxia manifests by a wide-based unsteady gait, errors of extremity trajectory or placement, errors in motor sequence or rhythm and/or by dysarthria. Tone is usually decreased and stretch reflexes may be “pendular.” Nystagmus, skew deviation, disconjugate saccades, and altered ocular pursuit can be present. Truncal instability and tremor of the body or head may occur, especially with cerebellar midline disorders. Clinically Relevant Anatomy Ataxia is usually caused by cerebellar dysfunction or impaired vestibular or proprioceptive afferent input to the cerebellum.? Any of the following can be implicated in pathology: Cerebellum, spinal cord, brain stem, vestibular nuclei, basal ganglia, thalamic nuclei, cerebral white matter, cortex(especially frontal), and peripheral sensory nerves. Classification of Disorders Causing Ataxia Ataxia can be a manifestation of a variety of disease processes. * Pure ataxia is rare in acquired ataxia disorders, and associated symptoms and signs almost always exist to suggest an underlying cause. * The spectrum of hereditary degenerative ataxias is expanding. * Attention should be addressed to those treatable and reversible etiologies, especially potentially life-threatening causes. Clinical Presentation Ataxia is usually caused by cerebellar dysfunction or impaired vestibular or proprioceptive afferent input to the cerebellum. * Ataxia can have an insidious onset with a chronic and slowly progressive clinical course (eg, spinocerebellar ataxias of genetic origin) * Ataxia can have an acute onset, especially those ataxias resulting from cerebellar infarction, haemorrhage, or infection, which can have a rapid progression with catastrophic effects. * Ataxia can also have a subacute onset, as from infectious or immunologic disorders, which may have a limited window of therapeutic opportunities[1] Symptoms and signs are often related to the location of the lesions in the cerebellum. * Lateralized cerebellar lesions cause ipsilateral symptoms and signs, whereas diffuse cerebellar lesions give rise to more generalized symmetric symptoms. Lesions in the cerebellar hemisphere produce limb (appendicular) ataxia.

Respected sir/madam Today Collab topic given by shyamala garu (ABA) DEVELOPMENT DELAYS AND MILESTONES: Developmental delays occur when a child doesn't reach a developmental milestone at the expected age. Developmental milestones are a set of behaviors that children are expected to reach as they grow up. Some examples of developmental milestones include: 6 months: Can lift their head and chest while on their front, use their hands to grasp small objects, and turn and listen to a familiar voice. 12 months : Can crawl or shuffle, use a pincer grip, and respond to their own name. 18 months : Can walk with their feet slightly apart, build a tower of three blocks, and hold a spoon to get food to their mouth. 2 years : Can run, stop, and start, pick up and place small objects, and lift a cup to drink. 3 years : Can walk up stairs alone, cut with toy scissors, and join in active play with other children. 4 years : Can walk or run up and down stairs alone, use a spoon and fork, and spread butter with a knife. Signs of developmental delays can vary depending on the type of delay and the age of the child. Some common signs include: Rolling over, crawling, or walking later than expected Difficulty communicating, talking, or fitting in socially. Problems connecting actions to consequences. Inability to perform everyday tasks without help. Trouble remembering instructions Some causes of developmental delays include: Genetic or hereditary conditions like Down syndrome : Metabolic disorders like phenylketonuria (PKU) Trauma to the brain, such as shaken baby syndrome : Severe psychosocial trauma, such as post-traumatic stress disorder Exposure to certain toxic substances Some very serious infections Deprivation of food or environment