In fitness magazines sold all throughout the country, we continuously hear “health and wellness” lumped together as one thing. But if wellness isn’t the exact same thing as health…

A 31 Day Mental Wellness Challenge to challenge to encourage you to focus on your mental health. This is great for anxiety, depression, or PTSD.

Overcoming procrastination is key for student success. We have 7 tips from research to help them concentrate on school work.

I have a confession---when I see something good, I take it and use it. I don't like to recreate the wheel, and I'm really not all that creative. I also work with people that are very hard-working and creative, so when I stepped into my co-worker's office (Heather Petrusa, SLP) and saw this homemade self-regulation scale, I grabbed it (with her permission) and told her that this was worth using and sharing with all of my blogging friends! She said that our mutual friend, an autism itinerant teacher, Leah Wilson, was actually the one who created it, and she (Heather) just tweaked it. I'm sure Leah won't mind sharing, so here it is! Anyone who works with children with autism knows the difficulties in regulating emotions. Within an hour, a child can go from 'sleepy' to 'boiling' and not have strategies to get to the 'green' area. I liked this scale that Heather and Leah developed because it integrated elements from the 'How does your engine run?' program with emotional states and specific strategies (worded with 1st person statements encouraging more independence with handling regulation in the classroom.) A therapist and teacher can use this scale to first teach emotions, strategies, and self-reflection, and then teach the child to apply these in the classroom. So---thanks Heather and Leah! I'm so happy to work with you! I'm sure your kids are too! To download in Boardmaker, click here! (You can then edit to fit your child's particular needs) To download in pdf, click here! .

Image: Creative Commons License (details and further references here) The idea of culture as an iceberg reminds us that only a smaller proportion of cultural aspects are more ‘visible’ and therefore more obvious than many other facets of culture which, while far less tangible and visible, are just as essential to our understanding of how cultures work. In fact, the sub-surface aspects shown above will directly influence those on the ‘tip’ of the iceberg. For example, religious beliefs influence holiday customs and notions of beauty influence the arts. In terms of intercultural education at an International School such as ours, the relevance of this analogy is that we need to take care to focus our learning opportunities on the less visible aspects if it is to be genuinely meaningful. That is not to say that celebrating and learning about the more obvious aspects of culture (such as the three Fs - food, flags, and festivals) is not important – far from it. However, without embracing the important stuff beneath the surface, there is a risk that learning events claiming to raise intercultural understanding do not go deep enough on their own. To quote from an article I have recently written for our Term 2 magazine: Visible and obvious cultural aspects – such as clothing, flags, food, performing and visual arts - are often essential to culture and are well worth celebrating, as happens during International Day and other school festivals. However, there are also many cultural aspects of any community which may not be so visible. We need to continually provide our students with chances to reflect on the many beliefs, values, assumptions and expectations which they and those around them hold. Similarly, we should explore various attitudes towards gender, age, social status, time, space and more. What notions of beauty, courtesy, friendship and ‘self’ do we hold? And how do these reflect our own cultural heritages? To facilitate deep reflection on these vital but less tangible aspects of culture we need to embed such opportunities across the full range of age groups and learning activities, both curricular and extra-curricular. The iceberg analogy of culture is very common. Below are some links to sites that explain the concept further and in some cases offer a related activity. An alternative version of the iceberg on a pdf file can be found here. A simplified but nicely animated version is here. Another pdf version here divides the aspects in to three parts (doing, thinking and feeling) An exercise asking you to identify where different cultural aspects might be located on the iceberg is here. A good summary of the concept as applied to a school’s planning of a Year 4 unit on understanding other cultures is here. There is a useful point on turning the iceberg upside down. This impressive cross-cultural training guide by the Peace Corps gives an iceberg activity on page 10 – click here.

Making Conversation a Cornerstone in the Art Classroom % %

I was recently teaching a musician wellness class for a group of high schoolers (with a few college students/grownups mixed in), and the bulk of the girls were very hypermobile, especially in their knees and elbows. They were also, coincidentally very disembodied and disconnected from thei

This is a cranial nerves downloadable PDF file along with a worksheet :) This study guide includes: -mnemonics to memorize the names of each sensory nerve as well as whether it is sensory, motor, or both -the function of each nerve -a test for each cranial nerve you can do on your patient -a color coded brain diagram depicting the location of each sensory nerve This is an instant download PDF file and can either be printed or uploaded onto an app such as GoodNotes. Please note that when printing the PDF file, there will be a small white border on the page. I am happy to answer any and all questions. Please feel free to contact me :)

ContentsIntroductionJaundice in the first day of lifeJaundice in days 2- 14Jaundice after 14 daysSigns and symptomsInvestigations of the Jaundiced NeonateInterpretation of bilirubinManagementUseful ResourcesFlashcardReferencesRelated Articles Introduction Neonatal Jaundice is very common, with 60% of babies becoming jaundiced within the first week of life. It is however, often very worrying for parents, and for clinicians, the challenge is […]

Learning about the Human Body is great fun! Exploring and understanding the amazing structure and design within the composition of human life, inevitably points to a Creator. Oh what a blessing to be made in

When a person feels that they are being blamed—whether rightly or wrongly—it’s common that they respond with defensiveness. “I” statements are...

Checkout my shop to gain access to tons of FREE downloadable CHEAT SHEETS, art work, STUDY AIDS and more! New products added monthly!

This is a fun worksheet to practice jobs and professions as well as

(Click Here to get the printable version of the exercise!) Are you right-brained or left-brained? That is the question! Understanding which side of your brain you use most to learn can totally tran…

The Active Learning and Student Performance Infographic presents how students in an active learning environment demonstrate better improvement in conceptual understanding.

"As a teacher, I would like to ask you what method you use to find the real reasons [or triggers] for behavior problems in students with high functioning autism?" In order to identify the underlying causes of difficult behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), a Functional Behavioral Assessment (FBA) must be performed. An FBA is an approach that incorporates a variety of techniques to diagnose the causes and to identify likely interventions intended to address difficult behaviors. An FBA looks beyond the actual problem behavior, and instead, focuses on identifying biological, social, affective, and environmental factors that initiate, sustain, or end the problem behavior in question. The FBA is important because it leads the researcher beyond the "symptom" (i.e., the behavior) to the child's underlying motivation to escape, avoid, or get something (i.e., the cause of the behavior). Behavior intervention plans stemming from the knowledge of why a child misbehaves are extremely useful in addressing a wide range of issues. The “functions” of behavior are not usually considered inappropriate. Rather, it is the behavior itself that is judged appropriate or inappropriate. For example, getting good grades and engaging in problematic behavior may serve the same function (e.g., to get attention), but the behaviors that lead to good grades are judged to be more appropriate than those that make up acting-out behavior. As an example, if the IEP team determines through an FBA that a child is seeking attention by misbehaving, they can develop a plan to teach the child more appropriate ways to gain attention, thus fulfilling the child's need for attention with an alternative behavior that serves the same function as the inappropriate behavior. By incorporating an FBA into the IEP process, team members can develop a plan that teaches “replacement behaviors” that serve the same function as the difficult behavior. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Before an FBA can be implemented, it is necessary to identify the behavior that is causing problems, and to define that behavior in concrete terms that are easy to communicate and simple to measure and record. If descriptions of behaviors are vague (e.g., child has a “bad attitude”), it is difficult to determine appropriate interventions. It will be necessary to observe the child's behavior in different settings and during different types of activities, and to conduct interviews with parents and teachers in order to identify the specific traits of the behavior. Once the difficult behavior has been defined concretely, the IEP team can begin to devise a plan for conducting an FBA to determine the functions of the behavior. Since difficult behavior stems from a variety of causes, it is best to examine the behavior from as many different angles as possible. The IEP team should assess what the "pay-off" for engaging in problem behavior is, or what the child escapes/avoids/gets by engaging in the problem behavior. This assessment will enable the team to identify workable techniques for developing and conducting an FBA and developing behavior interventions. When carrying out these tasks, the IEP team should find answers to a few critical questions. Addressing these questions will assist the team in determining the necessary components of the assessment plan, and will lead to more effective behavior intervention plans. Questions to ask include the following: Are there any settings where the problem behavior does not occur? Does the child find any value in engaging in appropriate behavior? Does the child have the skills necessary to perform expected behaviors? Does the child realize that he is engaging in unacceptable behavior, or has that behavior simply become a "habit"? Does the child understand the behavioral expectations for the situation? In what settings is the problem behavior observed? Is it possible that the child is uncertain about the appropriateness of the behavior? Is it within the child's power to control the behavior, or does she need support? Is the behavior problem associated with certain social or environmental conditions? Is the child attempting to avoid a demanding task? Is there a more acceptable behavior that might replace this behavior? Is there evidence to suggest that the child does not know how to perform the skill – and therefore can’t? What activities or interactions take place just prior to the behavior? What current rules, routines, or expectations does the child consider irrelevant? What usually happens immediately after the behavior? Who is present when the behavior occurs? Interviews with the child may be useful in identifying how he perceived the situation and what caused him to act in the way he did. Questionnaires, motivational scales, and checklists can also be used to structure indirect assessments of behavior. For example: 1. Hypothesis statement— Drawing on information that emerges from the analysis, school staff can establish a “working hypothesis” regarding the function of the behaviors in question. This hypothesis predicts the general conditions under which the behavior is most - and least - likely to occur, as well as the likely consequences that serve to maintain it. 2. Direct assessment— Direct assessment involves observing and recording situational factors surrounding a difficult behavior (e.g., antecedent and consequent events). A member of the IEP team may observe the behavior in the setting that it is likely to occur, and record data using an Antecedent- Behavior- Consequence (ABC) approach. 3. Data analysis— Once the IEP team is satisfied that enough data have been collected, they should compare and analyze the data. This analysis will help the team to determine whether or not there are any patterns associated with the behavior. If patterns can’t be determined, the team should revise the FBA to identify other methods for assessing behavior. After collecting data on a child's behavior, and after developing a hypothesis of the function of that behavior, the IEP team should develop the child's behavior intervention plan. It is helpful to use the data collected during the FBA to develop the plan and to determine the discrepancy between the youngster's actual and expected behavior. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Intervention plans emphasizing the skills that AS and HFA children need in order to behave in a more appropriate manner will be more effective than plans that simply serve to control behavior. Interventions based upon “control” often fail to generalize (i.e., fail to continue to be used for long periods of time, in many settings, and in a variety of situations). Control measures usually only serve to suppress behavior, resulting in the youngster meeting unaddressed needs in alternative, inappropriate ways. It is good practice for IEP teams to include two evaluation procedures in an intervention plan: one designed to measure changes in behavior one designed to monitor the accuracy with which the plan is implemented In addition, IEP teams must determine a timeline for implementation and reassessment, and specify the degree of behavior change consistent with the goal of the overall intervention. To be meaningful, plans need to be reviewed at least annually and revised as needed. However, the plan may be reviewed and re-evaluated whenever any member of the youngster's IEP team feels that a review is necessary. Circumstances that may warrant a review include the following: It is clear that the original behavior intervention plan is not bringing about positive changes in the child's behavior. The situation has changed, and the behavioral interventions no longer address the current needs of the child. The youngster has reached his behavioral goals and objectives, and new goals and objectives need to be established. The IEP team makes a change in placement. If done correctly, the net result of an FBA is that school personnel are better able to provide an educational environment that addresses the special learning needs of the AS/HFA child. CLICK HERE for an example of a completed Functional Behavioral Assessment (FBA) form… CLICK HERE for a blank FBA and Behavior Intervention Plan (BIP) form… More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Do you need an effective behavior management plan? I recently posted on my blog about how to create a behavior management plan with measurable goals and progress monitoring forms. I also share an I-Message template that can be used in your class to help de-escalate student conflicts and promote positive social interaction. Check out this ... Read More about Managing Problematic Behavior

This levophed cheat sheet includes pertinent information important to bedside nurses. Cheat Sheets by RyannPDatsMe are designed to help nursing students grasp concepts as well as learn important practical knowledge in order to ensure they become safe practicing RNs. Once you buy this PDF, you can download it, print it, and add it to your studyng materials. This is meant to be a tool that aids in the grasping of large ICU concepts. It is not intended to cover the medication in depth.

**PURCHASE INCLUDES DIGITAL DOWNLOAD, NO HARD COPIES** Are you looking to improve your ECG skills for nursing school, the NCLEX, or in the hospital setting? Look no further! I've helped thousands of nursing students, nurses, and nurse practitioner students pass their cardiac exams with the help of this study guide. The ECG Rhythm Recognition and Interpretation Study Packet is perfect for all nursing students or nurses who learn best by looking at pictures and diagrams! This packet will help you improve your skills for understanding ECG rhythms. This study guide is the best choice for visual learners and is the ONLY cardiac review that you will need! That's because instead of just reading boring lists of information, it has pictures and diagrams to help you understand the material better! The packet includes information about: - The basics of ECGs - Different types of rhythms, like Sinus and Atrial Arrhythmias - How to treat each rhythm As a special bonus, you'll get: - A chart to fill out and check your understanding - Easy-to-follow instructions for using a medical device called a LifePak - Fun memory tricks to help you remember the rhythms and treatments! ................................ Product details: - ECG Basics Review - Sinus Rhythms - Atrial Arrhythmias - Ventricular Dysrhythmias - Lethal Ventricular Arrhythmias - Junctional Arrhythmias - AV Heart Blocks - Review of each rhythms' etiology, impulse origin, conduction sequence, and treatment options. .................................. ECG Study Guide Cardiac Rhythm Analysis Nursing ECG ECG Interpretation Cardiac Rhythm Interpretation Nursing Cardiology ECG for Nurses Cardiac Rhythm StudyGuide Nursing ECG Interpretation ECG Analysis for Nurses NCLEX Review NCLEX Cardiac Review NCLEX Heart Rhythms Pass NCLEX Cardiac Section ICU Nurses Cardiac ICU Nurses CCRN Review CCRN Cardiac Review Material

Depression is one of the leading causes of disability in the U.S., according to the DSMA. There is no definitive cause for depression.