types of rewards for ADHD children

 

Rewards

Daily rewards

·     Snacks

·     Desserts after dinner

·     Staying up X minutes beyond bedtime

·     Having a bedtime story/reading with a parent for X minutes

·     Choosing radio station in car

·     Extra bathtub time for X minutes

·     Choosing family T.V show

·     Talking on phone to friend(local call)

·     Video game time for X minutes

·     Playing outside for X minutes

·     Television time for X minutes

·     Listening to radio/ stereo for X minutes

·     Other as suggested by child

Daily or weekly rewards

·     Going over to a friends house to play

·     Having a friends come over to play

·     Allowance

·     Bike riding/ skating/ scootering/ skateboarding (in neighbourhood for daily reward: longer trip with family or bike rewards)

·     Special activity with mom or dad for X minutes

·     Earn day off from chores

·     Game of choice with parent/ family

·     Other as suggested by child

Weekly rewards

·     Making a long distance call to relatives or friends

·     Going to the video arcade at the mall

·     Going fishing

·     Going shopping / going to the mall

·     Going to the movies

·     Going to the park

·     Getting ice cream

·     Bowling, miniature golf

·     Selecting something special at the store

·     Making popcorn

·     Having friend over to spend night

·     Choosing family movie

·     Renting movie video

·     Going to the fast- food restaurant with parent and or family

·     Watching taped T.V shows

·     Other as suggested by child

Older children could save over weeks to get a monthly (or longer) reward as long as visual (eg. pieces  of picture of activity) are used;

e.g., camping trip with parent, trip to baseball game, purchase of a videogame cartridge.

Rewards for an individual child need to be established a a menu. Children may make multiple choices from the menu for higher levels of reward, or may choose a longer period of time for a given reward.

 Sample school rewards

·     Free time for X minutes

·     Talk to best friend

·     Listen to tape player (head phones)

·     Read a book

·     Help clean up classroom

·     Clean the erasers

·     Wash the chalkboard

·     Be teacher’s helper

·     Eat lunch outside on a nice day

·     Extra time at recess

·     Write o chalk board

·     Use magic markers

·     Draw a picture

·     Choose book to read to the class

·     Read with a friend

·     Care for class animals

·     Play”teacher”

·     See a movie/filmstrip

·     Decorate bulletin board

·     Be messenger for office

·     Grade papers

·     Have treats

·     Earn class party

·     Class field trip

·     Student of the day/ month

·     Pop pocorn

·     Be a line leader

·     Visit the janitor

·     Use the computer

·     Make ice cream sundaes

·     Teach a classmate

·     Choose stickers

·     Take a good note home

·     Receive a positive phone call

·     Give lots of praise

·     Hide a special note in desk

·     Choose seat for specific time

·     Playing card games

·     Receive award certificate

·     Take polaroid pictures

·     Draw from “grap bag”

·     Eat at special table

·     Visit the principal

LEVELS OF AUTISM

 THERE ARE THREE LEVELS 

Level 1: Requiring  support

 A person who meets the criteria for level 1 may face social challenges that require some support.

They may find it difficult to:

• initiate conversations with others
• respond as others would expect
• maintain interest in the conversation

As a result, it can be hard to make friends, especially without the right support.

The person may also:

• feel a need to follow rigid behavioral patterns
• feel uncomfortable with changing situations, such as a new environment
• need help with organization and planning

How does it feel to have high functioning autism? Read about one person’s experience.

Level 2: Requiring substantial support

People who meet the level 2 criteria need more support than those with level 1 autism. Social challenges can make holding a conversation very difficult.

Even with support, the person may find it hard to communicate coherently, and they are more likely to respond in ways that neurotypical people consider surprising or inappropriate.

The person may:

• speak in short sentences
• only discuss very specific topics
• have difficulty understanding or using nonverbal communication, including facial expression

For example, they may face away from the person with whom they are communicating.

People with level 2 autism may also find daily functioning difficult due to the challenges of coping with change. Facing change might cause them to experience significant distress.

Level 3: Requiring very substantial support

Among autistic people, those with level 3 autism will need the most support. They will find it very difficult to use or understand verbal and nonverbal communication.

The person may:

• avoid or limit interaction with others
• find it difficult to join in imaginative play with peers
• show limited interest in friends
• have difficulty forming friendships

They may:

• face extreme difficulty in changing their daily activities or routine
• follow repetitive behavioral patterns, such as flipping objects, to the point that it affects their ability to function
• experience a high level of distress if a situation requires them to alter their focus or task

PROJECTIVE TECHNIQUES

 

PROJECTIVE TECHNIQUES

 

PROJECTIVE TECHNIQUES

Introductions

The use of vague, ambiguous unstructured stimulus objects or situations in which the subjects “projects” his or her personality, attitude, opinions and self- concepts to give the situation some structure

Uncover  feelings , beliefs, attitudes and motivation which many consumers find difficult to articulate.

Discover the person’s characteristic modes of perceiving his or her world and how to behave in it.

Enter the private worlds of subjects to uncover their inner perspectives in a way they feel comfortable with.

Practical approach of Projective techniques

Ø  A way of transcending communication barriers.

Ø  Design and structure of projective techniques

Ø  Types of projective techniques

Ø  Analysis and interpretation of data

Ø  Positive and negative of projective techniques

A way of transcending communication barriers

              Not always share their inner most feelings.

Unaware of their underlying motives, aspiration, values, and attitudes.

Fear being considered irrational (or) stupid.

Reluctant to admit to certain types of behaviour. Tend to offer answers that are socially acceptable and stereotypical in an interview situation

Instead of questioning them directly. In talking about a third party an object, the subjects project their convert feeling to the third party or object.

              Low literate consumers

              Children and adolescents

              Impulsive/ compulsive/ addictive buyers

              People in the face of catastrophe Hurricane Katrina

Design and structure of projective techniques  

The more ambiguous a stimulus, the more the subjects will project their emotions, motives, attitudes and values

1.       Structured stimuli : Answer “T” or “F”

2.       Ambiguous stimuli

3.       Semi – ambiguous picture and sentences completion techniques

1.       THEMATIC APPERCEPTION TEST (TAT)

 

Types of projective techniques

1.       Association

2.       Construction

3.       Completion

4.       Expressive

5.       Choice ordering

1. Association

Rule

Ø  The subjects are presented with a stimulus and they respond by indicating the first word, image or thought elicited by the stimulus.

Objective

Ø  Consumer vocabulary

Ø  Brand personification

2. Construction

Rule

Ø  The subject is asked to construct a story or picture from a stimulus concept

Objective

Ø  Build a story around each picture, what led to it and what may happen in future

Ø  Present opinions of other people’s actions, feeling or attitudes.

3 Completion

Rule

Ø  The subject is given an incomplete sentence, story, argument or conversation and asked to finish it.

Objective

Ø  Brand mapping

4 Expressive

Rule

Ø  A subject is asked to role -play, act draw or paint a specific concept or situation

Objective

Ø  Focus on the manner in which the subject constructs some things, rather than on what it represents.

5. Choice Ordering

Rule

Ø  A subject has to explain why certain things are “most important” or “least Important” or to “rank” or “order” or “categorize” Certain factors associated with a product brand or service

Positive and negative of projective techniques

Positive	Negative
The amount of richness and accuracy of the information   A view of the overall functioning of individuals   “Breaking the ice” in a focus – group discussion	The complexity of the data and the corresponding skills   Expressive to administer   Sampling & Generalization   The reliability of measures

 

multi sensory environment for autism child

 

Multi Sensory Environments: The Benefits

Motivation to be involved in one’s daily activities depends largely on the senses (Kristen Meyer). Cognitive psychologists suggest that the main ingredient of the intellectual phenomenon is sensory stimulation that allows a human being to apprehend through its senses its environment and respond towards it.

Multi Sensory Environments improve the development of thought, intellegence and social skills. Multi Sensory Environments offer people with cognitive impairments and other challenging conditions the opportunity to enjoy and control a variety of sensory experiences.

These populations rarely, if ever, experience the world as the majority of us do. Limitations of movement, vision, hearing, cognitive ability, constrained space, behavioral difficulties, perception issues, pain, and other problems create obstacles to their enjoyment of life. Multi Sensory Environments provide opportunities for bridging these barriers.

Multi Sensory Environments generates a relaxing and calming effect, but also activates different perception areas aimed at basal stimulation for those who are neurologically impaired.

Time spent in a Multi Sensory Environment has been shown to increase concentration, focus attention, improve alertness, awaken memories, and to improve mobilization, creativity, social relations and communications, and general awareness of the surrounding world. The varied optical, acoustic, olfactory and tactile stimuli help hyperactive individuals concentrate and focus better. Multi Sensory Environments have not only provided alternative and powerful forms of sensory stimulation for individuals previously isolated in their perceptual disabilities; they have also managed to break into cultures within health and education, providing new ways of encouraging learning, motor development, cognitive development, language and social interaction skills.

Multi Sensory Environments can open up a whole new world for individuals with cognitive and physical impairments. Providing a stimulating environment can:

·       Increase concentration and focus attention

·       Develop or reactivate senses of hearing, sight, smell, touch, and taste

·       Heighten awareness and improve alertness

·       Improve coordination and motor development

·       Promote cognitive development by increased brain function

·       Lead participants to explore their environment

·       Provide security

·       Be an unrestrained atmosphere where participants feel able to enjoy themselves.

·       Improve creativity

·       Stimulate the sensory building blocks

·       Develop of a sense of cause and effect

·       Develop language – more vocalization

·       Promote social interactions

·       Promote mental and physical relaxation  – Stress levels drop dramatically

·       Result in more calmness and lower aggressive behaviors

·       Increase opportunity for choice and self-determination

·       Improve communication and sharing

·       Lead to non-responsive patients becoming communicatative

·       Provide relief from pain and painful physiotherapy

COORDINATION TEST

Coordination Test

1.  Finger to nose

1.  shoulder abducted 90 degree - Elbow extended

2.  Finger to  therapist  finger\

1. Sit opposite each other

2.  index finger

3.  finger to finger

1.  Both shoulder abducted to 90 degree with elbow extended

4. Alternate nose to finger

1.  Alternately touches the tip of his or her nose And the tip of the therapist finger

5.  Finger opposition

1.  the patient touches the tip of the thumb to the tip of each finger in sequence

2.  speed may be gradually increased

6.  mass grasp

1.  An alternation is made between opening and closing fist ( from finger flexion to full extension)

7.  pronation /supination

1.  Elbow flexion 90 degree and held it close to body

2. The patient alternately turns the palm up and down

3. Shoulder 90 Degree and elbow extended

4.  Gradually increased

8.  Rebound test

1. The patient is positioned with the elbow flexed

2. The therapist give resistance

3. Suddenly released

4.   contraction in elbow extensor

9.  Tapping (hand)

1.  Tap the hand alternatively

2.   Use both the hand

10.   Tapping ( foot)

1.  Tab  both legs alternatively

11.  Alternate heel to toe, knee, heel to toe

1.  Supine  position

2.  Touch the knee and big toe  with opposite extremity

12.   Toe to examiner finger 

1.  Supine position

2.  touch the great toe  to examiner’s finger

13.  heel to chin

1.  Supine position

2.  The heel of one foot is slight up and down the chin of the opposite lower extremity

14. Drawing a circle

1.   Figure 8 pattern

2.  I en air with upper extremity

3. Lower extremity supine position

15.  Fixation or Position  holding

1. Upper extremity:  the patient hold arms horizontally in front (Sitting or standing)

2.  Lower extremity: The patient hold the leg  in extension in sitting