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Developmental Social Neuroscience and the Autism Spectrum of Disorders
Published in Christopher J. Nicholls, Neurodevelopmental Disorders in Children and Adolescents, 2018
Given the delineation of these diagnostic criteria, consensual diagnostic strategies have begun to emerge. It has become common that most children with ASD are first identified by primary care physician screening. The Centers for Disease Control suggests but does not endorse multiple tools for pediatric autism screening, including the Ages and Stages Questionnaire (Ages & Stages Questionnaire, 2017); the Communication and Symbolic Behavior Scales (Wetherby & Prizant, 2002); the Modified Checklist for Autism in Toddlers-revised (Robins, Fein, Barton, & Green, 2001); and other screening tools that focus upon the symptoms of autism in toddlers and young children (CDC, 2017). If the outcome of this screening process suggests the possible presence of ASD, the CDC recommends a more comprehensive evaluation be performed by a child development professional.
Sensible drinking
Published in Dominic Upton, Katie Thirlaway, Promoting Healthy Behaviour, 2013
Dominic Upton, Katie Thirlaway
People in the UK have always drunk alcohol, sometimes sensibly and sometime stupidly, so fundamentally nothing has changed. Overall, the majority of adults drink at least occasionally and most people drink moderately with few harmful effects. They are many reasons why people drink: because they enjoy the taste, because they like the disinhibiting effects of alcoholic drinks and because consuming them is a sociable thing to do in our culture (Plant and Plant, 2006). Young people often start to drink as part of their transition into adulthood (Paglia and Room, 1999). In the UK, drinking is a symbolic behaviour that facilitates social bonding and peer status in adolescents. Alcohol can provide young people with a seemingly adult status (Paglia and Room, 1999). Alcohol consumption at any age can be functional, providing pleasure, alleviating boredom, satisfying the desire for sensation seeking or acting as a coping or escape mechanism.
Cry and response
Published in Anthony Korner, Communicative Exchange, Psychotherapy and the Resonant Self, 2020
The “cry” needs to be recognized as a sign as well as a signal. In the conceptualization of the sign developed by C. S. Peirce, it fits with the definition of “quali-sign: a quality which is a Sign. It cannot actually act as a sign until it is embodied” (Peirce, 1897). In keeping with his view of the significance of the sign in human life, the cry is a primary, powerfully embodied sign. For Peirce the living human body forms the basis for human symbols: There is no element whatever of man’s consciousness that has not something corresponding to it in the word; and the reason is obvious. It is that the word or sign that man uses is the man himself. For, as the fact that every thought is a sign, taken in conjunction with the fact that life is a train of thought, proves that man is a sign; so, that every thought is an external sign, proves that man is an external sign. That is to say, the man and the external sign are identical, in the same sense in which the words homo and man are identical. Thus my language is the sum total of myself; for the man is the thought.(Peirce, 1897, p. 2) This is an understanding of communication as a whole person phenomenon. “All symbolic behaviour is a projection of feeling” (Browning, 2017) where feeling itself represents the whole person integration of all sources of perception. Humans encompass and embody language, thought and feeling as living symbols. This holds true from the cradle to the grave. It is similar to the definition of psyche that identifies psyche simply with the living, breathing human being: “Socrates and Socrates’ Psyche are identical. The psyche, in sum, is the living self” (Gregory, 1987).
Oromotor dysfunction in minimally verbal children with cerebral palsy: characteristics and associated factors
Published in Disability and Rehabilitation, 2022
Cristina Mei, Madeleine Hodgson, Sheena Reilly, Bethany Fern, Dinah Reddihough, Fiona Mensah, Lindsay Pennington, Annabel Losche, Angela Morgan
To identify factors associated with oromotor function, a number of additional measures were completed. This included the Gross Motor Function Classification System (GMFCS) [28], the Manual Ability Classification System (MACS) [29], and the Columbia Mental Maturity Scale, a measure of non-verbal intellectual functioning [30]. Two measures of communication were completed; the Communication Function Classification System [31] and the Communication and Symbolic Behaviour Scales-Developmental Profile Behaviour Sample, as described elsewhere [32]. As the Eating and Drinking Ability Classification System [33] was not published at the time of testing, parent report was used to determine mealtime duration (<15 min, 15–30 min, 30–45 min, and >45 min) and the frequency of feeding problems on a scale of (almost) never, sometimes, often, and (almost) always [34]. Other potential associated variables examined were gender, CP motor type and distribution, gestation, birth weight, plurality, socioeconomic status, and the presence of vision impairment and epilepsy. All assessments were administered by a speech pathologist.
Whispering Hypnosis: Phylogenetically Programmed Behavior and a Pluralistic Understanding of Hypnosis
Published in American Journal of Clinical Hypnosis, 2020
In classical forms of hypnosis, the operator seeks to communicate with the subconscious mind of his or her subject by means of verbal interaction, just as would be done when speaking to the conscious mind, which specializes in linguistics and logic. But what if instinctual behavior is the language of the reflexive mind, the part that has greater control over automatic reactions and physiological responses? In other words, could there be some advantage in focusing on symbolic behaviors rather than the spoken symbolism of language during hypnosis? As Skinner (1957) pointed out in his behavioral analysis of language, language is behavior. Thus conversely, symbolic behavior is a form of language. But how do we know which behaviors have symbolic importance for interpersonal relations versus those that lack a universality of meaning? The answer is a study of instinct, as observed in human and non-human animals. The behavior may be as subtle as the direction of your gaze, the positioning of your spine, or a slight change in proximity by leaning forward or leaning back (Short, 2010). Even deeper influence is achieved when we incorporate the patient’s imaginative involvement to trigger phylogenetically programmed behaviors (e.g., imagining that your child is in danger). With the use of imagination, every conceivable scenario becomes available for activating the desired instinctual response. The operator merely has to state, “Just imagine that … ”
From form to function: Values and committed action strengthen mindful practices with context and direction
Published in Journal of Sport Psychology in Action, 2019
Patrick Smith, Emily Leeming, Michelle Forman, Steven C Hayes
Monitoring verbal/symbolic behavior seems daunting at first, but can be accomplished through daily diaries, workout notes, or momentary assessments (brief electronic surveys at specific times delivered via text message or email). Much like overt behavior, these tools are customized to each athlete based on their values. We suggest that diary, notes, and assessments have a consistent set of questions that are a mix of closed-scale rankings and open-ended short responses. An example of a type of question concerning the day’s workout may be “On a scale of 0 (absolutely not willing) to 7 (totally willing) how willing were you to attempt this workout? What contributed to this rating?” Here the athlete provides both a numeric and short written response that can be used for reference as well as analyzed for functional content later. As above, self-monitoring in a structured notes manner can produce changes in behavior of the athlete. It is recommended that the practitioner also practice their own mindfulness skills of non-judgmental limited reactivity to the content of these diary, notes, or assessment responses in addition to consistent reward for their timely completion with an acknowledgement such as “thank you for your notes” or “good notes.” Response completeness scores can also be incorporated to encourage providing enough detail.