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Showing results for "mental health aboriginal"
Rett syndrome (RTT) is a genetically caused neurodevelopmental disorder associated with severe disability. We assessed the feasibility of a telehealth program supporting gross motor skills in RTT. Five girls with RTT were assessed and a home-based exercise program developed in response to functional goals. Families then participated in monthly Skype sessions for 6 months, guided by a physiotherapist to monitor progress and adjust the program as necessary.
Behavioural support for young people with Prader-Willi syndrome (PWS) is necessary in home and school environments. The Trauma Informed Practice (TIP) framework has been used to support young people with complex behavioural needs in school settings. To identify parent and professional perspectives on behavioural challenges experienced by young people with PWS and strategies for supports, to inform understanding of how they are aligned with the TIP framework.
These data suggest that empathy for pain is disrupted at the neurophysiological level in schizophrenia
The current study highlights the specificity of brief imagery-based interventions in influencing psychophysiological reactivity in social anxiety disorder
For most individuals, there is initial developmental progress followed by regression at around 6–30 months. The classic signs of RTT then become apparent.
This chapter reviews the prevalence, characteristics, and clinical management of orthopedic problems in RTT.
Our objective is to synthesize the best available evidence to determine the incidence and prevalence of falls in intellectually disabled adults in the community
The objective of this study was to evaluate areas of clinical uncertainty among pediatric spine surgeons regarding the treatment of early-onset scoliosis.
CDKL5 Deficiency Disorder (CDD) is a rare, X-linked dominant condition that causes a developmental and epileptic encephalopathy (DEE). The incidence is between ~ 1:40,000 and 1:60,000 live births. Pathogenic variants in CDKL5 lead to seizures from infancy and severe neurodevelopmental delay.
In this paper, we describe the developmental process of a culturally grounded Moombaki virtual reality (VR) game. We share how Aboriginal children’s drawings have informed the creation of an interactive learning platform for primary school-aged children attending schools in Wadjuk Boodja. The project focused on connecting students to cultural knowledge through immersive storytelling, creative exploration, and collaborative design by using small group yarning circles and game development activities.