Provide Structure for Children With Learning and Behavior Problems

Lock, Robin H.; Swanson, Terri Cooper

doi:10.1177/10534512050400030801

Cited by 4 publications

(1 citation statement)

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“…Involve the child in any choices made to address the problem (e.g., informing teachers or school adminis-Guidance for children with headaches to support emotional health and minimize stress as a headache trigger during COVID-19 pandemic Maintain a consistent schedule with sleep/wake time, good sleep hygiene, healthy eating habits (not skipping meals), daily exercise and good hydration99 (See Gelfand "Lifestyle Advice" for discussion37 ). Write this schedule down or design a "reward system" for adherence (B) When possible, set up a workspace that it is free of clutter or distractions, maximizing focus and concentration 100. This could be a desk or a table but not the bed, which should only be used for sleep…”

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confidence: 99%

The intersection of COVID‐19, school, and headaches: Problems and solutions

et al. 2020

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Objective: To equip clinicians with recommendations specific to concerns related to the novel coronavirus disease 2019 (COVID-19), which impact the physical, emotional, and social health of youth with headache disorders. Background: COVID-19 has affected societies on a global scale including children and youth with chronic headache disorders. Many concerns are predicted to arise in the 2020-2021 school year, whether classes are conducted in-person or virtually. Methods: Clinical impressions were combined with a review of the literature, although limited due to the recent nature of this issue. Results: We describe recommendations to support caregivers and youth as they face changes expected with the return to school in the fall of 2020. Conclusion: Although there are significant concerns for caregivers and youth with migraine given the context of changes related to the pandemic, there are many recommendations that can help minimize exacerbations of the physical, emotional, and social health of youth with chronic migraine.

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confidence: 99%

The intersection of COVID‐19, school, and headaches: Problems and solutions

et al. 2020

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“Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism

Vaiouli

Grimmet

Ruich

2013

Autism

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Young children with autism spectrum disorder meet significant challenges in joint attention skills and in social communication. A child-centered, improvisational, music therapy intervention model was implemented to promote engagement in three young children with autism in a kindergarten classroom. A multiple baseline design compared the children's performance through three phases of intervention: focus on faces, response to joint attention, and initiation of joint attention. A complimentary qualitative analysis of teacher and parent experiences allowed for an in-depth understanding of the role of social environment in supporting emerging social communication skills among three children. As all children showed improvement in joint attention and actions of social engagement, this study bears evidence on the potential of music therapy as a promising intervention for promoting social skills of young children with autism spectrum disorder.

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