How to prevent child with special needs from getting sick?

I am looking for ideas on how to prevent a child with sepcial needs from making themselves sick. They are able to do this without putting hands down their throat, although this does happen also. Child is non verbal. It seems to happen in the afterrnoon during activity transitions. Thers is no obvious reason for it other than not wanting an activity to end. It seems to be sensory as the child likes to feel the sick and attempts to digest it again. Also there are no medical reasons for it. Thanks for your help.

In addition to the above answers, some children find transition times very difficulty. It may help to structure this child's transition time and give him or her something predictable and nice to do during transitions. You may want to seat him or her in a predictable 'transition' place and give him say a box of activities that he likes and let him choose one. By the afternoon the child maybe tired and in need of learning breaks. Then when everything is set up for the next activity, signal that it is time to do that. It is helpful if the new activity can start and finish with things he or she likes that he or she is successful at and get rewards for doing. Anything more demanding should be sandwiched in the middle. That way he/ she will hopefully want to engage in activities after transition.

How to do electronics with failing eyesight?

The 0.1 inch matrix on solderless breadboards is fiddly. Is there another system or are kits suitable for serious work?

Get glasses...

How to tutor a 5-year-old boy that is hyper?

I starting tutoring a kid in French, he is very sweet but a little hyper. What are some methods to teach him? I try to use games and drawing to interest him. After a half-hour he is a little restless and starts changing the subject and looking at different things in the room and can't concentrate.
Thank you!

I feel bad for him because more and more people are willing to shout ADD! And put him on meds. Try teaching him with activities. Take him out in the back yard and play a ball game with him. Get him running and moving and teach him the french words for what's around him. He's 5, they have a lot of energy. When you're outside you can teach him colors in French, the words for the things surrounding him and all sorts of things! Get creative. Games like "Red light, Green light" in french! Do crafts with him and teach him the names of the items he's using "Scissors, glue, paint, stickers etc."

how to chose a piezoelectric sensor for audio signals of heart?

Wanted the most optimum choice for a piezo crystal, a quality to economy balance, it should be capable of sensing the heart beat sounds and convert them into an appropriate voltage, atleast the 2nd beat sound, which is of the highest frequency though low in intensity. This is for my college learning project, i would greatly appreciate if i could be directed in what direction i should move.

Thank you!

Friend , please read the following : 1.The piezoelectric effect is understood as the linear electromechanical interaction between the mechanical and the electrical state in crystalline materials with no inversion symmetry. The piezoelectric effect is a reversible process in that materials exhibiting the direct piezoelectric effect (the internal generation of electrical charge resulting from an applied mechanical force) also exhibit the reverse piezoelectric effect (the internal generation of a mechanical strain resulting from an applied electrical field). For example, lead zirconate titanate crystals will generate measurable piezoelectricity when their static structure is deformed by about 0.1% of the original dimension. Conversely, those same crystals will change about 0.1% of their static dimension when an external electric field is applied to the material. 2.Piezoelectric sensors especially are used with high frequency sound in ultrasonic transducers for medical imaging and also industrial nondestructive testing (NDT). 3. For many sensing techniques, the sensor can act as both a sensor and an actuator – often the term transducer is preferred when the device acts in this dual capacity, but most piezo devices have this property of reversibility whether it is used or not. Ultrasonic transducers, for example, can inject ultrasound waves into the body, receive the returned wave, and convert it to an electrical signal (a voltage). Most medical ultrasound transducers are piezoelectric. 4. A recent application of piezoelectric ultrasound sources is piezoelectric surgery, also known as piezosurgery.Piezosurgery is a minimally invasive technique that aims to cut a target tissue with little damage to neighboring tissues. For example, Hoigne et al. reported its use in hand surgery for the cutting of bone, using frequencies in the range 25–29 kHz, causing microvibrations of 60–210 μm. It has the ability to cut mineralized tissue without cutting neurovascular tissue and other soft tissue, thereby maintaining a blood-free operating area, better visibility and greater precision.

How to handle students who protest modification in learning for disabled students?

Disabled students often need modification in their learning experiences such as extended time on tests, no penalty for spelling errors, etc. Some students without disabilities protest this and claim it is unfair. How would you handle this issue in a professional manner?

The kid with the disability gets what he needs. We wouldn't smash John's glasses and say he can't use them because it's unfair to the other students because all of them don't have glasses. We also don't mandate that all students have to wear prescription glasses of this type no matter what...that s a disadvantage to everyone. Would you take away someone's wheelchair? Say that crutches provide an unfair advantage? Complain that you don't get chemotherapy, too? Fair is not when everyone gets the same thing. Fair is where everyone gets what they need.

How to deal with a complaining neighbor regarding my Autistic child's melt downs?

I am a single mum with an 12 year old Autistic child who has loud melt downs. My neighbor complains about it and ive apologised to her and explained that my child is autistic and can't help it. I try to calm my child but when she's having a melt down nothing works. Im Very stressed out and worried that I will be evicted. If any one has been in the same situation and can give any advise or ideas that would be great.

I would write her a letter telling her about your child's condition, but don't focus too much on the condition itself. In a sense write about what your daily life is like and how difficult is it. Nicely tell her that when she complains it doesn't make things any better (make a copy of it too). Even though she is entitled to her peace in her home I would call the landlord and let them know about the situation and that you've written to her in hopes that the complaining would ease. One the side, is there something particular that causes the meltdowns? Like is she playing with something shes not suppose to and you take it away? Or is it bed time and she doesn't want to go? My son for the longest time would have extreme meltdowns, the hardest part was that there was no consoling him. In the grocery store, at home, a friends house...the location didn't matter. I never cared for what others thought, but my heart would break because he had no communication skills and couldn't tell me how he felt or what happened. I talked to a occupational therapist about it, and we tried massaging his legs and arms. Not all the time did it work, but it did sometimes. If she falls to the floor while having a meltdown, turn off the t.v. or anything that is making noise. Even though she might be thrashing around lay next to her and hug her, and sing a lullaby or hum a tune that she likes. If she doesn't like the physical contact (as some don't) get something that she can use to get out her frustrations. Like a pillow or a bean bag chair. There was a child in my son's therapy sessions that during his meltdowns he would squeeze and hit the bean bag chair and once he was finished, he would return to the activity.

How to teach math to children with autism?

I know that not all ASD are inclined to math. What I'm asking are the strategies that parents or teachers had used that was proven effective in teaching mathematics to ASDs of different levels and degrees. I'm looking for other methods that are not computer based or needs any medication prior to any lecture. I'm living in the Philippines and we could not afford, not even the government to give those medications. I'll be testing the methods you are to answer against TouchMath. I would appreciate it if you would as well include the source(s) of your replies.

Good teachers helped me to achieve success. I was able to overcome autism because I had good teachers. At age 2 1/2 I was placed in structured nursery school with experienced teachers. From an early age I was taught to have good manners and to behave at the dinner table. Children with autism need to have a structured day, and teachers who know how to be firm but gentle. 1.) Many people with autism are visual thinkers. I think in pictures. I do not think in language. All my thoughts are like videotapes running in my imagination. Pictures are my first language, and words are my second language. Nouns are the easiest words to learn because I could make a picture in my mind of the word. To learn words like "up" or "down," the teacher would should demonstrate them to the child. For example, take a toy airplane and say "up" as you make the airplane takeoff from a desk. 2.) Avoid long strings of verbal instructions. People with autism have problems remembering the sequence. If the child can read, write the instructions down on a piece of paper. I am unable to remember sequences. If I ask for directions at a gas station, I can only remember three steps. Directions with more than three steps have to be written down. I also have difficulty remembering phone numbers because I cannot make a picture in my mind. 3.) Many children with autism are good at drawing, art, and computer programming. These talent areas should be encouraged. I think there needs to be more emphasis on developing the child's talents. 4.) Many autistic children get fixated on one subject like trains or maps. The best way to deal with fixations is to use them to motivate school work. If the child likes trains, then use the trains to teach reading and math. Read a book about a train and do math problems with trains. For example, calculate how long it takes a train to go between New York and Washington. 5.) Use concrete visual methods to teach number concepts. My parents gave me a math toy which helped me to learn numbers. It consisted of a set of blocks which had a different length and a different color for the numbers one through ten. With this I learned how to add and subtract. To learn fractions my teachers had a wodden apple that was cut up into four pieces and a wooden pear that was cut in half. From this I learned the concept of quarters and halves. 6.) I had the worst handwriting in class. Many autistic children have problems with motor control in their hands. Neat handwriting is sometimes very hard. This can totally frustrate the child. To reduce frustration and help the child to enjoy, let him type on the computer. Typing is often much easier. 7.) Some autistic children will learn reading more easily with phonics, and others will learn best by memorizing whole words. I learned with phonics. My mother taught me the phonics rules and then had me sound out my words. 8.) When I was a child, loud sounds like the school bell hurt my ears like a dentist drill hitting a nerve. Children with autism need to be protected from sounds that hurt their ears. the sounds that will cause the most problems are school bells, PA systems, buzzers on the score board in the gym, and the sound of chairs scraping the floor. In many cases the child will be able to tolerate the bell or the buzzer if it is muffled slightly by stuffing it with tissues or duct tape. Scraping chairs can be silenced by placing slit tennis balls on the ends of the legs or installing carpet. A child may fear a certain room because he is afraid he may be suddenly subjected to squealing microphone feedback froom the PA system. The fear of the dreaded sound can cause bad behavior. 9.) Some autistic people are bothered by visual distractions and fluorescent lights. They can see the flicker of the 60-cycle electricity. To avoid this problem, place the child's desk near the window or try to avoid using fluorescent lights. If the lights cannot be avoided, use the newest bulbs you can get. New bulbs flicker less. 10.) Some hyperactive autistic children who fidget all the time will often be calmer if they are given a padded weighted vest to wear. Pressure from the garment helps to calm the nervous system. For best results, the vest should be worn for twenty minutes and then taken of for a few minutes. This prevents the nervous system from adapting to it. 11.) Some individuals with autism will respond better and have improved eye contact and speech if the teacher interacts with them while they are swinging on a swing or rolled up in a mat. Sensory input from swinging or pressure from the mat sometimes helps to improve speech. Swinging should always be done as a fun game. It must NEVER be forced. 12.) Some children and adults can sing better than they speak. They may respond better if words and sentences are sung to them. Some children with extreme sound sensitivity will respond better if the teacher talks to them in a low whisper. 13.) Some nonverbal children and adults cannot process visual and auditory input at the same time. They are mono-channel. They cannot see and hear at the same time. They should be given either a visual task or an auditory task. Their immature nervous system is not able to process simultaneous visual and auditory input. 14.) In older nonverbal children and adults, touch is often their most reliable sense. It is often easier for them to feel. Letters can be taught by letting them feel plastic letters. They can learn daily schedules by feeling objects a few minutes before a scheduled activity. For example, fifteen minutes before lunch give the person a spoon to hold. Let them hold a toy car a few minutes before going in the car. 15.) Some children and adults with autism will learn more easily if the computer keyboard is placed close to the screen. This enables the individual to simultaneously see the keyboard and the sscreen. Some individuals have difficulty remembering if they have to look up after they hit a key on the keyboard. 16.) Nonverbal children and adults will find it easier to associate words with pictures if they see the printed word and a picture on a flashcard. Some individuals do not understand line drawings, so it is recommended to work with real objects and photos first. 17.) Some autistic individuals do not know that speech is used for communication. Language learning can be facilitated if language exercises promote communication. If the child asks for a plate, when he wants a cup, give him a plate. The individual needs to learn that when he says words, concrete things happen. It is easier for an individual with autism to to learn that their words are wrong if the incorrect word resulted in an incorrect object. 18.) Many individuals with autism have difficulty using a computer mouse. Try a roller ball (or tracking ball) pointing device that has a separate button for clicking. Autistics with motor control problems in their hands find it very difficult to hold the mouse still during clicking. This was written by an Autistic adult with a Ph.D

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