Therapies
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Behavioral Management
We've found to wonderful reports regarding behavioral
management that we wanted to share with you. The credit for both of these
reports are listed please visit their sites for additional information as well
as the links to other sites we've provided for you. Thank you to those sites for
preparing this important information.
Total Credit for this report below goes
to
http://treatmentofcerebralpalsy.com/
Because the symptoms of cerebral
palsy can cause behavioral and emotional problems, many children
benefit from counseling or behavior therapy. Behavioral therapy
utilizes psychological techniques to improve physical, mental,
and communicative skills. The activities used vary greatly
according to age and disability. Some techniques will be used to
discourage destructive behavior, others to encourage
self-sufficiency. Ultimately, a behavioral therapist will act as
a coach to patient and family, suggesting ways to improve
behavior, as most of the work will be done in the home.
Behavioral therapy can complement physical therapy, employing psychological
techniques that encourage the mastery of tasks that promote muscular and motor
development. Praise, positive reinforcement, and small rewards can encourage a
child to learn to use weak limbs, overcome speech deficits, and stop negative
behaviors like hair pulling and biting. Living with a disability, no matter what the severity,
can feel like a limitation to the disabled person. It is for this reason that
people, especially children who are subjected to the limitations of a disability
from early on in life, can at times develop negative behavioral traits that may
further affect the person’s ability to live life fruitfully and independently.
It is in such conditions, in which the person’s quality of life is being
effected or they are affecting the environment around them that behavioral
therapy can be so valuable Even in situations where no such personality traits
have surfaced, behavioral therapy is an important part of a child’s ongoing
therapeutic schedule. In cases involving behavioral therapy, at times also
known as psychotherapy, the child with cerebral palsy will undergo treatment
aimed at helping them not only become more independent and productive, but also
more able to function in every-day life. In these ways, behavioral therapy is
similar to other forms of CP therapy, however behavioral therapy tends to be
more subtle in its approach. For instance, in physical therapy the therapist will
help the child to learn to walk with more ease by walking with them, or pick
things up with more ease while helping their muscles develop, while in
behavioral therapy the therapist might put an object of interest, perhaps a toy
or a piece of candy, into a box. They will then request that the cerebral
palsied child reach into the box with his or her weaker hand. It is the reward
aspect of coaching the child to use his or her weaker hand that connects with
his or her psyche. In addition to helping a child physically using
psychological practices, a behavioral therapist will also talk with his or her
patient to help work through the emotional stresses that cerebral palsy can
place on a child. Sometimes children with cerebral palsy can become violent or
aggressive, resorting to things such as biting or hair-pulling to help release
their anger. It is the job of the behavioral therapist to help the child find
new ways to release their aggression and frustrations, either vocally or, if the
child is able to control his or her hand enough, perhaps drawing or writing,
with the aid of new computer technology that makes it possible for people with
cerebral palsy to type and have full use of a computer. In areas where a behavioral therapist is not completely
adequate in helping your child with his or her emotional stresses, counseling is
not only suggested, but encouraged. Whether or not your child attends behavioral
therapy, counseling is invaluable in helping your child’s developmental
progress. Counselors will be able to help your child see his or her situation in
the best light, and hopefully help to alleviate many of the stresses cerebral
palsy and cause a person to feel. Regardless of advancements in technology, a behavioral
therapist can have a profound impact on your child’s life. Because cerebral
palsy can so greatly affect a child’s physical ability, one may become last in
dealing with only the physical aspect. It is most important, however, to not
forgo such important therapy for a child’s psychological health and development.
Behavior
Total Credit for this report goes to:
http://www.chasa.org/
There
is very little information available regarding behavioral issues
that specifically deals with children who have Hemiplegia or
stroke. The information provided on this page is more general
and deals with behavior issues in children who have a traumatic
brain injury. These issues may or may not be similar to
behavioral issues in children with Hemiplegia or stroke. This
hope that the research community will notice this lack of
information and begin to design and implement studies in this
area.
Behavioral Issues resulting from
Traumatic Brain Injury in Children
Children with a "mild" brain injury
may experience difficulties with concentration, organization,
managing multiple tasks simultaneously, memory, and
relationships with others. Children with a
"moderate to severe" injury may
experience varying degrees of difficulty in emotional,
behavioral, physical, social, and cognitive areas. Some
challenges do not become apparent until the child matures and
more complex skills are required of the child. In other words,
a child may not experience these problems at age three, when
little organizational or behavior control are expected, but may
experience problems as a teenager when more control is expected.
The following lists
possible outcomes of traumatic brain injury. While children who
have Hemiplegia/stroke from birth may not have "changes" in
skills, they may still experience some of the following issues.
Changes in Cognitive (Thinking) Skills
Less attention and concentration; trouble paying
attention to someone who is talking; changing from one topic to another; trouble
staying on task or completing a task |
Memory
difficulties; unable to organize and remember
information; may get lost, forget names, miss
instructions, and/or have trouble learning new
information |
Speed of
Processing |
Impulsiveness |
May have
problems with judgment, problem solving and considering
others' ideas |
Language
Processing |
"Executive
Functions" - refers to difficulties relate to planning,
organizing and strategizing behaviors |
Less
endurance; tires more quickly, takes longer to
understand information, reacts less quickly, and is
easily overwhelmed with even small amounts of
information |
Unable to
interpret the actions of others and therefore have great
problems in social situations |
Challenges in Language
and Learning
Changes in
Social-Emotional Functions
Dependent/regressive behaviors |
Mood Swings |
Depression or
Anger |
Irritability/aggression |
Dis-inhibition/risk
taking behaviors |
Anxiety
(mentioned
on the Hemi help site as being specific to Hemiplegia) |
Irritability
(mentioned
on the Hemi help site as being specific to Hemiplegia) |
Other possible long
lasting effects of a brain injury include:
Behavior or
Personality Changes
(Source: Intermountain Health Care)
Easily frustrated |
Easily upset or angered |
Anxious/moody |
Withdrawn or isolated |
Impulsive/bold; causing you to have concern for child's
safety |
Does not tolerate daily routine
(cannot go
to school all day, sleeps early or late, gets upset with
daily activities) |
Sources: New York Department of Family
Assistance; Utah Primary Children's Medical Center Pediatric
Education Services
Temper Tantrums from KidsHealth
Finding a
therapist for your child
from KidsHealth
Bullying and your child
from KidsHealth
Self-image, adolescence, and disability.
Oct. 2003. Sweden
Factors associated with self-esteem in
pre-adolescents and adolescents with cerebral palsy.
June 2003. North Carolina.
Ecology of development in children with
brain impairment. March
2003. Belgium.
Does the Child Behavior Checklist
Reveal Psychopathological Profiles of Children with Focal
Unilateral Cortical Lesions?
2002. Canada.
Treatment of attention-deficit
disorder, cerebral palsy, and mental retardation in epilepsy.
Oct. 2002. New York
Problems of
Children with Hemiplegia in Mainstream Primary Schools
A representative sample of 55 mainstreamed 9–10-year-olds
with
Hemiplegia were compared with all
classmates on psychometric
measures of popularity and friendship, and with 55 matched
controls on measures of victimization. Children with
Hemiplegia were more rejected and less popular, had fewer
friends, and were more often victimized; they were not more
likely to be bullies themselves. These differences were not
fully accounted for by group differences in
teacher-estimated IQ and behavior. Possible explanations
range from neurologically determined deficits in mental
skills to peer prejudices about children with disabilities.
The development of appropriate intervention strategies
should be a high priority, particularly since peer problems
not only result in current distress but also predict
psychosocial problems in the future. Abstract from The
Journal of Child Psychology and Psychiatry, Vol. 39, Issue
4, pp. 553-541.
Pain in
children with cerebral palsy: common triggers and expressive
behaviors,
Sept. 2002. To obtain parents' identification and
description of the behaviors, health care procedures and
daily living situations associated with pain in children
with cerebral palsy. Canada.
Behavioral profiles of children and
adolescents after pre- or perinatal unilateral brain damage
May 2001
Cognitive and neuropsychological
functioning in children with cerebral palsy
Jan. 2001
Health and educational outcomes of
children who experienced severe neonatal medical
complications. 1999, Utah
A population-based analysis of behavior
problems in children with cerebral palsy.
1996
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