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Assessment of fetal behavior
Published in Hung N. Winn, Frank A. Chervenak, Roberto Romero, Clinical Maternal-Fetal Medicine Online, 2021
Asim Kurjak, Milan Stanojevic, Badreldeen Ahmed, Guillermo Azumendi, Lara Spalldi-Barisic
In the recent study by Yan and his group, 10 healthy fetuses aged from 28 to 34 weeks were recorded continuously for 15 minutes with a 4D ultrasonographic machine, and the occurrence rates of blinking, mouthing, yawning, tongue expulsion, smiling, scowling, and sucking were evaluated (38). As in previous reports, mouthing was found to be the most active facial expression during this gestational period (3,36). However, the frequency of blinking was lower in this study. This could be due to the differences in the characteristics of the samples recruited and differences in interpreting the definition of each facial expression.
Principles of neuromotor development
Published in Mijna Hadders-Algra, Kirsten R. Heineman, The Infant Motor Profile, 2021
Mijna Hadders-Algra, Kirsten R. Heineman
The chemical senses of smell and taste primarily serve the evaluation of nutritional substances. But in infants, these senses also assist in the development of motor behaviour, in particular the development of reaching, grasping, and manipulation. Infants do not just explore objects with their hands and eyes. They virtually always combine manual and visual exploration with probing by mouth; the mouthing serves the multimodal exploration of objects (Hadders-Algra 2018c). Mouthing continues to be a favourite means of object exploration during the first nine months post-term but shows a significant decline thereafter (Ruff 1984).
Major Schools of Psychology
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
The mouth is the center of pleasure during the oral stage. Babies derive pleasure from sucking and mouthing various objects, including their own fingers. The child follows the pleasure principle during this stage.
Therapeutic approach to neurological manifestations of Angelman syndrome
Published in Expert Review of Clinical Pharmacology, 2022
Michele Ascoli, Maurizio Elia, Sara Gasparini, Paolo Bonanni, Giovanni Mastroianni, Vittoria Cianci, Sabrina Neri, Angelo Pascarella, Domenico Santangelo, Umberto Aguglia, Edoardo Ferlazzo
Sadhvani et al. [9] used structured parental interviews and a standardized questionnaire to evaluate maladaptive behaviors of 301 individuals with AS. They found that short attention span was reported by more than 70% of caregivers and higher cognitive functioning was associated with increased irritability and hyperactivity [9]. Moreover, irritability increased with age across all genotypes [9]. In another parental survey, physical aggression was reported in up to 73% of adolescents, and in 72% of adults with AS [48]. A study population conducted on 92 children, showed that non-deletion subjects had higher ABC irritability scores (a marker of aggression) than those with deletion (p = 0.004) [49]. Self-injurious behaviors are present in 52% of adolescents and adults with AS [50]. Food-related disorders, such as mouthing objects, pica, are more common in individuals with AS than in other subjects with intellectual disability (ID), and there is a genotype–phenotype correlation for mouthing, which prevails in deletion 15q11-13, and for hyperphagia, more frequent in uniparental disomy (UPD) [51,52]. Anxiety is another relevant challenging behavior in persons with AS, as a possible maladaptive response to changes in routine or separation from a preferred caregiver [53].
Physician Associate students and primary care paradigmatic trajectories: perceptions, positioning and the process of pursuit
Published in Education for Primary Care, 2020
Megan Brown, William Laughey, Gabrielle M Finn
Finally, there is a theme within our data that GPs, in particular, should be sensitive to, having themselves been adversely affected by this for many years. This theme involves in-group loyalty and out-group disdain within medicine, which we refer to using Haidt’s term ‘groupishness’ [30], instead of using the previously popular but problematic term ‘tribalism’ [31]. In particular, our work highlights the previously unearthed perils of ‘bad mouthing’ any particular health-care professionals [32]. Evidence suggests bad mouthing of GPs by secondary care doctors makes medical students less likely to consider a primary care career [33]. Arguably, GPs should know better, yet PA students were receiving negative comments from GPs about the PA profession, in line with groupish mentality. In some cases, student PAs were even urged to switch to a medical career by GPs, in an attempt to bring such students into the GP’s ‘in-group’. In other cases, negative comments come from other team members, such as practice nurses. Previous work we conducted regarding PA identity demonstrated attacks on the PA profession which left students with long-lasting impressions [10]. GPs who supervise PAs may wish to involve their whole practice team to ensure messages about the PA profession do not become demotivating.
The development and implementation of the Nottingham early cognitive and listening links (Early CaLL); A framework designed to support expectation counselling and to monitor the progress, post cochlear implantation, of deaf children with severe (SLD) and profound and multiple learning difficulties (PMLD) and associated complex needs
Published in Cochlear Implants International, 2020
Gill Datta, Karen Durbin, Amanda Odell, Jayne Ramirez-Inscoe, Tracey Twomey
Cognition: During the assessment process R’s family reported that they understood that his mobility was compromised and he was developmentally delayed, particularly as he had triplet siblings with whom to compare progress. However, they remained hopeful of accelerated development over time and a formal diagnosis of PMLD was not confirmed until the completion of the paperwork required to secure his provision on school entry, three years later. After one year, R’s behaviours remained largely exploratory (Stage Three) but after three years, he could produce a hand swipe to reject something unwanted. He noticed some adult actions, such as turning a handle to activate a musical jack-in-a box and would reach out his hand to show he wanted to be involved (Stage Four). After five years, R was more physically mobile and his right side had strengthened considerably. He could roll around on the floor at some speed and could sometimes push up onto his forearms. He was able to grip and hold objects more purposefully and transfer them from hand to hand. He still explored objects by mouthing and it was sometimes hard to prevent him from chewing his own hands. However, he was able to anticipate familiar routines and could make some causal links. For example, his parents reported that he understood that being dressed in his school uniform meant it was a school day. He was beginning to use simple switches to activate computer games and recognized the button for his wheelchair lift (Stage Five, with elements of Six emerging).