Pinnacle Blooms Network (Kachiguda)

Collaborative practice between therapists and parents is a key element of family-centred care and is essential if we want to address family priorities and needs in interventions. However, collaborative practice is challenging for speech and language therapists (SLTs) and parents. To facilitate collaboration, collaborative practices need to be implemented into speech and language therapy for young children with developmental language disorders (DLD) and their families. Actual change and implementation of collaboration in practice will be successful only when it corresponds with patients' needs, in our case the needs of parents of young children with DLD. Aims: To explore parents' needs in their collaboration with SLTs during therapy for their young child with DLD. Methods & procedures: Parents of children with (a risk of) DLD in the age of 2-6 years were eligible for participation. We recruited parents via SLTs. Twelve parents of children with DLD participated in semi-structured interviews about their needs in collaboration with SLTs. We used a phenomenological approach focusing on parents' lived experiences. We transcribed the interviews verbatim. All interviews were read/listened to and discussed by our parent panel, multiple researchers and the interviewer. Two researchers independently analysed the data using the reflective thematic analysis of Braun and Clarke. Outcomes & results: The analysis of the interviews resulted in six themes: (1) knowing what to expect, (2) knowing how to contribute, (3) feeling capable of supporting the child, (4) trusting the therapist, (5) alignment with parents and children's needs, preferences and priorities and (6) time and space for asking questions and sharing information. Conclusions & implications: Parents want SLTs to invest time in collaborating with them. Parents need SLTs to empower them to become a collaborative partner and enable them to support their child in daily life. Parents need knowledge about the therapy process and diagnosis and skills in how to support their child's language development. Also, they need emotional support to feel secure enough to support their child, to ask questions to therapists and to bring up their own thoughts and opinions in therapy. Parents' needs are in line with collaborative working as described in literature, which underlines the importance of implementing collaborative working in speech and language therapy for young children with DLD. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

The National Center for Complementary and Integrative Health indicates that integrative health "brings conventional and complementary approaches together" and "emphasizes multimodal interventions, which are two or more interventions such as conventional medicine, lifestyle changes, physical rehabilitation, psychotherapy, and complementary health approaches in various combinations, with an emphasis on treating the whole person rather than, for example, one organ system.[2] There are several factors that may help patients manage disease. For example, healthcare providers can: encourage patients to get regular medical checkups, provide patient education and self-care tips, encourage healthy eating behaviors, teach strategies to manage stress, and provide sleep hygiene guidelines. Figure 1 outlines various disease management strategies. Disease Management Chart.jpg There are several approaches used in integrative medicine. For example, Traditional Chinese Medicine is one approach to healing that uses acupuncture, medicinal herbs, diet, massage, and meditative exercises such as qigong. Ayurvedic Medicine is another integrative approach that uses diet, herbs, massage, meditation, yoga, and therapeutic detoxification for healing. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

What are voice disorders? Voice disorders affect your ability to speak. They may change the quality, pitch or loudness of your voice. Normally, when you speak, air moves through your lungs, up into your windpipe (trachea) and through your voice box (larynx). You have two vocal cords at the top of your windpipe inside your larynx. They’re in an open position when you breathe. They touch and vibrate as air moves through them, producing the sound of your voice. Advertisement Cleveland Clinic is a non-profit academic medical center. Advertising on our site helps support our mission. We do not endorse non-Cleveland Clinic products or services. Policy But with a voice disorder, something interferes with this process and makes your voice sound different. Voice disorders may be: Organic. There are problems with the structure of your voice box, vocal cords or lungs. Organic disorders are usually structural (like abnormal growths on your larynx). Neurological. A disorder affects the nerves that control your larynx. Functional. The structures that produce vocal sounds — your voice box, vocal cords and lungs — are normal, but you have problems using them. Usually, this happens when you have difficulty using your vocal cord muscles. Additionally, it’s possible for stress, emotion and changes to your psychological state to influence your voice. Some voice disorders may involve more than one category. For example, you could have a vocal fold paralysis — when one vocal cord doesn’t move the way it should (neurological). In response, the other vocal cord may overcompensate for the paralyzed one, causing you to develop tension in your throat (functional). Or excessive tension (functional) in the throat could lead to the development of vocal fold nodules (organic). A voice disorder can prevent you from communicating with others or expressing yourself. This can have a serious impact on your quality of life. But there are treatments that can help. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Stemming is a process in natural language processing (NLP) that reduces words to their base or root form, known as the stem. Here are some types of stemming: Types of Stemming: 1. *Inflectional Stemming*: Removes inflectional endings, such as -ed, -ing, -s. Example: running → run 2. *Derivational Stemming*: Removes derivational endings, such as -ful, -less. Example: hopeless → hope 3. *Lemma Stemming*: Reduces words to their base or dictionary form. Example: better → good Algorithms for Stemming: 1. *Porter Stemmer*: A widely used algorithm for English words. 2. *Snowball Stemmer*: An improvement over Porter Stemmer, supporting multiple languages. 3. *WordNet Stemmer*: Uses the WordNet lexical database to reduce words to their base form. Challenges in Stemming: 1. *Over-stemming*: Reduces words too aggressively, leading to incorrect stems. 2. *Under-stemming*: Fails to reduce words sufficiently, resulting in incorrect stems. 3. *Language complexities*: Handling irregular words, homophones, and context-dependent meanings. Applications of Stemming: 1. *Information Retrieval*: Improves search query matching and document indexing. 2. *Text Classification*: Enhances feature extraction and classification accuracy. 3. *Sentiment Analysis*: Helps analyze sentiment by reducing words to their base form. Stemming is a crucial step in many NLP applications, enabling more accurate and efficient text processing. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Cubital valgus: Cubitus valgus is a deformity that causes the forearm to angle away from the body when the arm is fully extended. It can be caused by a number of factors, including congenital conditions, fractures, Turner syndrome, or Noonan syndrome. A small degree of cubitus valgus is normal, but if present at birth, it could indicate Turner or Noonan syndrome. Depending on the severity of the condition, treatment options may include observation or surgery. Milch osteotomy is an effective procedure for cubitus valgus deformity correction and its associated tardy ulnar nerve palsy without a decrease in elbow ROM. Correction of even severe valgus deformities without concurrent anterior transposition of the ulnar nerve is likely to improve ulnar nerve symptoms. Milch osteotomy is an effective procedure for cubitus valgus deformity correction and its associated tardy ulnar nerve palsy without a decrease in elbow ROM. Correction of even severe valgus deformities without concurrent anterior transposition of the ulnar nerve is likely to improve ulnar nerve symptoms. Doctors believe that the Llzarov technique is a safe approach to treating cubitus valgus without an ugly scar or a limited range of motion. With progressive controlled, coordinated stretching a positive result occurs. It is a sequela of non-union or malunion of the lateral humeral condyle. Patients with post-traumatic cubitus valgus may present in several ways including limitation of elbow motion, pain, joint instability as well as tardy ulnar nerve palsy. All patients achieved healing of the osteotomy, and regained preoperative arcs of elbow motion at a mean of 7.3 weeks (range, 2–12 weeks) postoperatively. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Aggressive behavior in autism can stem from various factors, often linked to challenges in communication, sensory processing, emotional regulation, or environmental stressors. Understanding these triggers can help manage and reduce aggressive outbursts. Common Causes of Aggression in Autism 1. Communication Difficulties – Many autistic individuals struggle to express their needs, emotions, or frustrations, leading to aggression as a way to communicate distress. 2. Sensory Overload – Overstimulation from lights, sounds, textures, or crowded spaces can lead to frustration and aggressive reactions. 3. Frustration with Change – Difficulty adapting to changes in routine or unexpected events can trigger aggression. 4. Emotional Dysregulation – Trouble processing and managing emotions may lead to outbursts, particularly when overwhelmed. 5. Pain or Discomfort – Difficulty recognizing or expressing physical pain (such as headaches, GI issues, or fatigue) can result in aggression. 6. Anxiety and Stress – High levels of anxiety, social expectations, or unclear demands can contribute to aggressive responses. 7. Learned Behavior – If aggression previously led to getting a desired outcome (e.g., avoiding a task), it might become a pattern. Strategies to Manage and Reduce Aggression Identify Triggers – Observe patterns in behavior to recognize specific triggers. Improve Communication – Use visual supports, AAC (Augmentative and Alternative Communication), or social stories to help express needs. Create a Predictable Routine – Providing structure and visual schedules can reduce anxiety and frustration. Address Sensory Needs – Offer sensory-friendly spaces, noise-canceling headphones, or weighted items for regulation. Teach Coping Strategies – Encourage self-soothing techniques like deep breathing, fidget tools, or movement breaks. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

What is Integrated Education? Integrated education is an approach that equips students with multi-disciplinary skills and prepares them to navigate and succeed in today’s rapidly changing global economy. As employers increasingly seek individuals skilled in multiple disciplines, the ability to think critically, adapt, collaborate, and innovate has become invaluable. In a cohesive learning setting, students develop skills in various fields, comprehending the relationships that illustrate real-world intricacies. This method connects ideas from various disciplines, promoting creativity and flexibility as learners utilize their understanding to tackle new obstacles. By emphasizing interconnected learning throughout the curriculum, integrated education aids students in cultivating a comprehensive skill set essential for success in the future. What are the Characteristics of Integrated Learning? Here are the key characteristics that define an integrated approach to education and learning: 1. Emphasizes problem-solving Integrated education focuses on building students’ problem-solving skills by using real-world challenges that require critical thinking in various fields. This promotes rational thoughts and problem solving mentality, preparing them for complex scenarios. By addressing challenges that go beyond individual topics, students develop the ability to examine problems from various angles and improve adaptability and creativity. 2. Combines evaluation, curriculum development and faculty development In a unified approach, education, assessment, curriculum, and faculty development are mutually reliant. This indicates that while educators create curricula and pursue professional development, they also take into account how students will be evaluated on practical applications of their knowledge. By synchronizing curriculum objectives with assessment methods and faculty skills, integrated learning guarantees that every facet of instruction is aimed at promoting a unified and comprehensive educational experience. 3. Researches and effectively applies information Integrated learning emphasizes the ability to research and apply information in diverse contexts. Rather than memorizing isolated facts, students learn to seek out Information, critically assess its relevance, and utilize it to address questions or challenges. This characteristic encourages integrated teaching methods that help students connect theory with practice, making learning more relevant and impactful. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

What is a fluency disorder? Having a fluency disorder means you have trouble speaking in a fluid or flowing way. You may say the whole word or parts of the word more than once. Or you may pause awkwardly between words. This is called stuttering. You may speak fast and jam words together, or say "uh" often. This is called cluttering. These changes in speech sounds are called disfluencies. Many people have a few disfluencies in their speech. But if you have a fluency disorder, you will have many disfluencies when you talk. Speaking and being understood may be a daily struggle. What causes a fluency disorder? Experts don’t know the exact causes of fluency disorders. They may be genetic and run in families. They can happen at the same time as another speech disorder. The symptoms of a fluency disorder can be made worse by emotions such as stress or anxiety. Who is at risk for a fluency disorder? Theories have included organic, behavioral, and psychological causes of fluency disorders. If members of your family have a fluency disorder, you may be at higher risk to develop one. What are the symptoms of a fluency disorder? A fluency disorder causes problems with the flow, rhythm, and speed of speech. If you stutter, your speech may sound interrupted or blocked. It may sound as if you're trying to say a sound, but it doesn't come out. You may repeat part or all of a word as you to say it. You may drag out syllables. Or you may talk breathlessly, or seem tense while trying to speak. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

Pulled elbow, also known as nursemaid's elbow, is a common injury in young children. Here's a possible response: "Pulled elbow, or nursemaid's elbow, is a subluxation of the radial head, typically occurring in children under the age of 5. It often happens when a child is lifted or pulled by the hand, causing the radius bone to partially dislocate. Symptoms include: - Pain and refusal to move the arm - Limited mobility in the elbow - Holding the arm in a flexed position Treatment typically involves: - Reduction of the subluxation through gentle manipulation - Immobilization with a splint or sling - Pain management - Education on prevention and proper lifting techniques As an occupational therapist, I would focus on helping the child regain range of motion, strength, and function in the affected arm, as well as educating caregivers on how to prevent future occurrences." #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork

parent implemented behavioral strategies for children with co-occuring ADHD and autism 1. Establishing Routine & Structure Use visual schedules, timers, and clear expectations to help with transitions. Maintain consistent daily routines to reduce anxiety and improve predictability. 2. Positive Reinforcement Use rewards and praise to encourage desired behaviors. Implement token systems or sticker charts to reinforce positive actions. 3. Managing Attention & Impulsivity Break tasks into smaller, manageable steps with clear instructions. Provide movement breaks to help with hyperactivity. Use fidget tools or sensory-friendly items to aid focus. 4. Social & Communication Support Teach and model social skills through role-playing and visual cues. Use clear, concise language and visual supports to enhance understanding. Encourage peer interactions in structured environments. 5. Emotional Regulation & Coping Skills Teach self-regulation strategies such as deep breathing, squeezing a stress ball, or using a quiet corner. Validate emotions and help children label their feelings. 6. Reducing Sensory Overload Identify sensory triggers (e.g., loud noises, bright lights) and modify the environment accordingly. Provide sensory breaks using activities like swinging, weighted blankets, or chewing gum. 7. Addressing Challenging Behaviors Use a proactive approach by recognizing triggers and implementing preventive strategies. Implement functional communication training (FCT) to replace problem behaviors with appropriate alternatives. Use redirection and visual cues instead of punishment. #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork