AUTISM DEFINITION / GEJO

                     AUTISM DEFINITION


AUTISM IS A COMPLEX DISORDER, WHICH DIVERT , DETERIORATE AND VANISH INBORN/INNATE CAPACITY OF HUMAN BRAIN. HOWEVER, SOME HAVE VERY SUPERIOR SKILLS IN A CERTAIN TASK.IT ALSO TERMINATING THE LEARNING CAPACITY OF HUMAN BRAIN. MOREOVER, AUTISM DIMINISHES THE BEHAVIOR AND LOSING THE QUALITY OF PERSONALITY. SOME AUTISTICS DIVERSE THEIR THOUGHTS INTO SUPERNATURAL WORLD AND FINALLY THEY ARE EXPERTISE IN A PARTICULAR TASK.
(KUNNAMPALLIL GEJO JOHN 2009)

AUTISM REHABILITATION PROCESS ONLY THROUGH INDIVIDUAL BEHAVIORAL OBSERVATION / KUNNAMPALLIL GEJO

              INDIVIDUAL BEHAVIORAL OBSERVATION (IBO)

INDIVIDUAL BEHAVIORAL OBSERVATION (IBO) IS INTRODUCED BY KUNNAMPALLIL GEJO JOHN (2012), IN LIFE GROUP OF AUDIOLOGY AND SPEECH THERAPY CLINIC; THERE ARE 26 AUTISTIC CHILDREN OF DIFFERENT SEVERITY. WE HAVE A EXPERT SPEECH LANGUAGE PATHOLOGIST/ THERAPIST, WHO ADVISES THEM. FOR DETAIL ASSESSMENT OF THE CHILDREN ON THE WAY THEY ARE SEND INTO PLAY THERAPY, MUSICAL THERAPY AND SPEECH THERAPY. AFTER SOME TIME THEY ARE SHOWN PICTURES OF PLAYING OBJECTS AND ASKED TO POINT THEM OUT AND NAME THEM, THEY POINT OUT TOWARDS PICTURES WHICH THEY HAVE INTEREST IN .OUR THERAPIST KEENLY OBSERVES EACH INDIVIDUAL FOR 3 TO 4 WEEKS EVERYDAY .FINALLY, WE UNDERSTAND THEIR SKILLS LEVEL AND THEY ALSO UNDERGO TEST BATTERIES AND DIRECT ONE TO ONE SESSIONS. AT LAST WE START SPEECH THERAPY FOR EACH CHILD DAILY FOR 2 YEARS WITH A PARTICULAR CURRICULUM. AFTER WE HAVE ASSESSED EACH INDIVIDUAL THROUGH DIFFERENT TEST BATTERIES AND WE FOUND THAT 15 CHILDREN HAVE TREMENDOUS CHANGES. IT HAPPENED BECAUSE OF THE KEEN OBSERVATION OF BEHAVIOR AMONG AUTISTIC CHILDREN.IBO HAS IMPORTANT ROLE IN THE ABA METHOD AND AUTISM TREATMENT.

 AN AUTISTIC CHILD HAS POOR BEHAVIOR SKILLS, THERAPIST OR PARENTS SHOULD CAREFULLY OBSERVE. EACH INDIVIDUAL HAS THEIR OWN CAPABILITY TO ACHIEVE SKILLS. HOWEVER, SOME INDIVIDUALS DO NOT HAVE INBORN SKILLS AND ALSO A POOR SENSE OF UNDERSTANDING THINGS. SPEECH THERAPIST OR PARENTS SHOULD GIVE VERBAL ADVICE TO THE CHILD TO DO THE ACTIVITY IN THE CORRECT MANNER AND ALSO MODEL THE SITUATIONS. ABA METHOD IS SUITABLE FOR AUTISTICS OR AUTISM SPECTRUM DISORDER’S GROUP. MOREOVER, IT IS THROUGH THE ASSESSMENT WE CAN IDENTIFY THE INNER MOST PART OF THE PROBLEM. IBO IS ESSENTIAL AMONG AUTISTICS AND AUTISM SPECTRUM DISORDER’S GROUP, ON SOME OCCASIONS WE FORGET WHAT ALL THINGS THEY WANT AND WHAT ALL THINGS THEY KNOW.

IN IBO WE MUST KEENLY ANALYZE THE CHILD; SOME PARENTS DO NOT HAVE MUCH PATIENCE TO OBSERVE EACH AND EVERY FACTOR RELATED TO THEIR CHILD, AT THE SAME TIME THEY HAND OVER THEIR DUTIES TO A THERAPIST OR CARETAKER. THESE PEOPLE HELP IN FULFILLING THE CHILD’S NEED AND TAKE CARE OF THEM. AS A RESULT THIS FACTOR THERE IS A RISK OFLOSING AFFECTION FROM THEIR OWN PARENTS AND ALSO BREAKING THE BOND .THESE THING WILL CHANGE THE ENTIRE LIFE PATTERN AND BEHAVIOR OF THE CHILD. THROUGH IBO, WE CAN DIAGNOSE THE  EXACT PROBLEM AND BEHAVIOR. BASED ON IBO FINAL REPORT WE CAN START THERAPY, IT WILL BE REALLY HELPFUL  IN EVERY STEP OF THE TREATMENT.       MORE DETAIL OF THIS PAPER:kunnampallilgejo@gmail.com

AUTISM THERAPY TECHNIQUE / KUNNAMPALLIL GEJO

                                       HILO VOICE MODULATION TECHNIQUE

HILO VOICE MODULATION IS A SPECIAL TECHNIQUE USED FOR AUTISM REHABILITATION.IT IS INTRODUCED BY KUNNAMPALLIL GEJO JOHN (2012) FROM LIFE GROUP OF AUDIOLOGY AND SPEECH THERAPY CLINIC (INDIA). FOR THIS STUDY, WE TOOK 3 TO 4 YEAR OLD AGE GROUP, 12 CHILDREN WHO HAVE MODERATE AUTISM. AMONG THEM 6 ARE UNDERGOING SPECIAL SCREENING WHO HAVE HYPER ACOUSTIC REFLEX AND OTHER 6 HAVE NORMAL ACOUSTIC REFLEX AUTISTIC CHILDREN. WE GIVE VERBAL COMMANDS IN NORMAL LIVE VOICE TO DO THE ACTIVITES LIKE THROWING BALLS INTO A BUCKET AND PICKING BEADS, PUT IT INTO THE BOX.( WE GAVE ONE WEEK DAILY TRAINING TO DO THESE ACTIVITES, WHENEVER CLINICIAN ASKS USING VERBAL COMMANDS).AFTER TWO DAYS OF TRAINING SESSION,SAME CLINICIAN GIVES THE  SAME ACTIVITES TO DO. FIVE CHILDREN DID THESE ACTIVITIES THROUGH NORMAL VOICE, FOUR NORMAL REFLEX AND ONE HYPER REFLEX AUTISTIC CHILDREN DID THE ACTIVITY.SUDDENLY CLINICIANS CHANGE THEIR VOICE  WITH HIGH AND LOW MODULATION, INSTANLY ALL THE OTHER CHILDREN IN THE GROUP  TRY TO DO THE ACTIVITY FAST.

MOREOVER, THIS TECHNIQUE IS USEFUL FOR AUTSTIC CHILDREN AND THIS TECHNIQUE IS EASILY UNDERSTANDABLE BY MOST OF THE AUTISTIC CHILDREN’S PARENTS OR THERAPIST.

NOTE: DO NOT USE THIS TECHNIQUE CONTINUOUSLY BECAUSE IT WILL BE ADAPT THE AUDITORY SYSTEM AND FURTHER RESULT SHOWS DECLINE.

MORE DETAIL: kunnampallilgejo@gmail.com

Fish Oils For Autism – How Taking The Right Fish Oils For Autism / KUNNAMPALLIL GEJO JOHN

Fish Oils For Autism – How Taking The Right Fish Oils For Autism

There has been much discussion about fish oils for autism and the results of recent research show how this oil can really help to improve in many areas of an autistic child’s development. Let’s look at how it works and how to select the most effective and safe one.

Scientists have discovered that over two-thirds of those with the condition, which restricts the ability to communicate and make sense of the world, have a deficiency in crucial omega 3 fatty acids which quality fish oils for autism can replace.

It is now known that omega 3 fatty acids play a key role in the health of our children’s neurological development. The two main ones are DHA and EPA and it is now accepted that DHA is responsible for most of the health benefits.

Our brains are composed of over 30% DHA fats to illustrate just how important they are and it is estimated that over 90% of us are deficient in them as we cannot manufacture them ourselves so it must come from our diet.

In a recent study by two American researchers (Patrick-Salik), children diagnosed with autism were given a daily supplement of fish oil/borage oil for 90 days. At the end of 90 days, the children on the fish oil supplements showed significant improvements in their language and learning abilities.

Trials like these and the results many parents have found show just how important fish oils for autism really are, even though more research is needed.

They have already been proven to significantly improve brain health and mental well-being in adults, and with autistic kids the main ones are noticeable improvements in speech and comprehension, better sleep patterns, and less hyperactivity and anxiety.

Obviously every child is individual so whilst many parents see an improvement, some may not.

I have been an avid fan and researcher of fish oils for a long time and when my own three year old son was diagnosed with mild autism some months ago, he went straight onto these oils as you can imagine!

I noticed after about six weeks of taking a daily supplement his speech and how he was using the words was much improved as was his general ability to make sense of what was going on around him, and it was nice when family and friends also commented on this.

One of the hurdles I see facing parents is how to give your child these supplements. The one I use is extremely pure and has only a faint ocean aroma so as my son will not swallow pills, I simply cut one open and put it in his morning juice which works great, and you can put them into their food too.

I personally do not use special ones for kids as they tend not to be as good and have many additives to make them more palatable. A high amount of DHA is vital and I would recommend at least 250 mg of DHA per capsule, twice the amount of EPA.

Also ensure they have undergone molecular distillation to remove all the impurities like lead and mercury to make the fish oils for autism totally safe otherwise your child may be ingesting these harmful toxins.

There is no doubt in my mind that high quality pure and safe fish oils for autism can really help to improve the quality of life for these children and with all the other health benefits they bring, it’s no wonder they are so popular.

If you would like to learn more about the high quality DHA omega 3 supplements I personally take daily and give to my son, visit my website today.

 

By: Rich Hawkins

 

source : http://www.articledashboard.com/Article/Fish-Oils-For-Autism-How-Taking-The-Right-Fish-Oils-For-Autism-Can-Increase-a-Childs-Development/1007517

 

PROFORMA FOR FLUENCY DISORDERS / KUNNAMPALLIL GEJO JOHN

PROFORMA FOR FLUENCY DISORDERS

Name:                                                                                         No:                                                  Date:

Age/Gender:                                                                    Student clinician:                                     Informant:

Mother tongue:

Presenting complaint:

Onset/Nature of the problem:

Family history:

Reaction to the problem:

Variation in stuttering:

                  Sound/ word/ language specificity:

                  Situation specificity:

                  Individual specificity:

                  Word position specificity:

Consistency in errors:

Anticipatory behaviour:

Avoidance behaviour:

Coping mechanism (if any):

OSME:

Language skills:

Secondary language skills:

Speech skills:

           Respiration:

           Phonation:

           Articulation:

           Prosody:

           Rate of speech:

           Intelligibility of speech:

Components of stuttering:

           Core behaviors:                                                                                                               Reading/conversation:

         Secondary behaviors:

         Feelings and attitudes:

         Naturalness of speech:

Tests administered:

         Results:

Severity of the problem:

Previous history of treatment:

Provisional Diagnosis:

Recommendations:

                                                                                                                                                                Signature of the Staff:

KUNNAMPALLIL GEJO JOHN

PROFORMA FOR DELAYED SPEECH AND LANGUAGE / KUNNAMPALLIL GEJO JOHN

PROFORMA FOR DELAYED SPEECH AND LANGUAGE

Name:                                                                                        No:                                Date:

Age/Gender:                                                                    Student clinician:                    Informant:

Mother tongue:

Chief complaint:

Onset/Nature of the problem:

Birth History:

Pre-natal:

Peri-natal:

Post-natal:

Family History:

Consanguinity:

Sibling History:

Nuclear/Joint Family:

Any other:

Medical History:

Developmental History:

1. Motor milestones:

                a) Head control:

                b) Turning over:

                c) Crawling:

                                d) Sitting with support:

                                e) Sitting without support:

                                f) Standing with support:

                                g) Standing without support:

                                h) Walking with support:

i) Walking without support:

                j) Bowel & bladder control:

2. Social development:

               a) Social smile:

               b) Recognition of mother:

               c) Discrimination of strangers:

               d) Solo play:

               e) Group play:

               

3. Sensory development: Hearing/ Sensory

4. Language development:

                a) Babbling:

                b) First word:

                c) Phrases & sentences:

Speech & language skills:

a)        Oral Speech Mechanism Examination:

b)       Vegetative functions:

c)        Speech skills:

d)       Language skills:

             Mode of communication:

             Regression, if any:

            Languages exposed to:

           Comprehension:

            Expression:

            Language test Results:

Behavioral deviations, if any:

Education:

Regular/special:

Age of entry:

Performance at school:

Reading skills:

Writing skills:

Provisional Diagnosis:

Recommendation:

 
                                                                                                                                             Signature of the Staff:       
KUNNAMPALLIL   GEJO JOHN