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It will be clinicians and support workers who are at the forefront when it comes to recruitment to such trials cholesterol from shrimp is it good buy zetia australia. Clinicians and those who support people with intellectual disabilities are the gateway to recruitment and the attitude taken to research by these two groups of people has a powerful impact on whether the potential participant is willing to meet those doing the research cholesterol pregnancy buy zetia no prescription. Ultimately it must be for the person with intellectual disabilities to decide or cholesterol levels measurement units order zetia 10mg, where he/she lacks the capacity to consent cholesterol levels male discount 10mg zetia overnight delivery, the protocols and safeguards in the appropriate European and national legislations then apply cholesterol-laden definition order zetia paypal. European Clinical Trials Regulation 536 (2014) cholesterol medication and muscle breakdown zetia 10 mg discount, Mental Capacity Act (2005), Adults with Incapacity [Scotland] Act (2000). Guidance on their Assessment, Diagnosis, Interventions and Support 95 With the advent of electronic health records searches are now possible according to particular diagnostic categories. The identification of potential participants for research has therefore become more feasible. Specialist services for adults with intellectual disabilities should ensure that all people with intellectual disabilities seen and who have received a diagnosis of dementia are identifiable by the service and at the time of diagnosis those concerned and those supporting them are informed about the importance of research, including any trials that are taking place. Specialist services have a responsibility for the identification of people with intellectual disabilities and dementia and to be willing to approach those meeting the necessary criteria for inclusion in a study on behalf of the research group undertaking the study. In clinical practice different clinicians and services may have their own approaches but for research it is usually necessary to have more formal and time-consuming assessments so that findings can be compared across studies – see section 6 for examples of diagnostic instruments and cognitive and functional assessments. Whilst it is through additional research funding that these more extensive assessments can be undertaken than is possible in clinical practice the use of agreed diagnostic assessments and of standard cognitive assessments would enhance recruitment on a larger scale for studies of, for example, risk and protective factors or for treatment trials. Clinicians working in local specialist services should establish diagnostic and assessment protocols that are agreed and in general use. There are no specific funding streams for dementia research in intellectual disabilities, and it may be seen as a ‘niche” area for mainstream funders. Funders may therefore benefit from being made aware of the importance of research in this area. Staff in services seeing adults with intellectual disabilities and, specifically adults with Down’s syndrome, where the diagnosis of dementia is being considered, should ensure that when a diagnosis of dementia is made the person concerned and those who support them are made aware of research projects being undertaken and permission requested to pass on their details to any approved and relevant research project. Services have the means to retrospectively identify any person with intellectual disabilities diagnosed as having dementia and specifically people with Down’s syndrome either in the age at risk for dementia or with a diagnosis of dementia and be willing to be a point of contact with them if approved and appropriate research is being undertaken that is looking for potential participants. In specialist memory clinics and in services for adults with intellectual disabilities the use of standardised diagnostic and neuropsychological assessments for the diagnosis and monitoring of dementia, as it affects people with intellectual disabilities, is encouraged. This will ensure that comparison can be made across services and over time thereby providing consistent and reliable data on prevalence and incidence of dementia in this population and also enabling recruitment into future trials of any new intervention or treatment. Guidance on their Assessment, Diagnosis, Interventions and Support 97 References Abbey, J. The Abbey pain scale: a 1-minute numerical indicator for people with end stage dementia. The relationship between acquired impairments of executive function and behavior change in adults with Down syndrome. The Test for Severe Impairment: an instrument for the assessment of people with severe cognitive dysfunction. Personality and behaviour changes mark the early stages of Alzheimer’s disease in adults with Down’s syndrome: findings from a prospective population-based study. Executive dysfunction and its association with personality and behaviour changes in the development of Alzheimer’s disease in adults with Down syndrome and mild to moderate learning disabilities. Theoretical exploration of the neural bases of behavioural disinhibition, apathy and executive dysfunction in preclinical Alzheimer’s disease in people with Down’s syndrome: potential involvement of multiple frontal-subcortical neuronal circuits. Aging and developmental disabilities: demographic and policy issues affecting American families. Challenging behaviours: Psychological interventions for severely challenging behaviours shown by people with learning disabilities. Dementia and people with learning disabilities: Guidance on the assessment, diagnosis, treatment and support of people with learning disabilities who develop dementia. Risk factors for dementia in people with Down syndrome: Issues in assessment and diagnosis. Reflections upon the development of a dementia screening service for individuals with Down’s syndrome across the Hyndburn and Ribble Valley area. Intellectual and daily living skills of 30-year-olds with Down’s syndrome: continuation of a longitudinal study. Environmental design to maximize autonomy for older adults with cognitive impairments. See me, Not the dementia: understanding people’s experiences of living in a care home. Epidemiology of psychiatric disorders in elderly compared with younger adults with learning disabilities. The outpatient clinic for adults with Down syndrome; a model to diagnose dementia. The neuropsychological assessment of age-related cognitive deficits in adults with Down’s syndrome. Development and psychometric properties of the Glasgow Depression Scale for people with a learning disability. Using medication to manage behaviour problems among adults with a learning disability: Quick reference guide. The dementia screening questionnaire for individuals with intellectual disabilities. Winterbourne View – Transforming care: A national response to Winterbourne View Hospital. Everybody’s business: Integrated mental health services for older adults: a service development guide. A comparative study of stress and unmet needs in carers of South Asian and white adults with intellectual disability. Happy eating: Making eating and drinking safe an enjoyable for people with dementia. Evaluation of a screening instrument for dementia in ageing mentally retarded persons. Cognitive functioning in relation to brain amyloid-b in healthy adults with Down syndrome. Supporting South Asian families with a child with severe disabilities: A report to the Department of Health. Informal carers of adolescents and adults with learning difficulties from the South Asian communities: Family circumstances, service support and carer stress. Establishing a database for proactive screening of adults with Down’s syndrome: when services work together. The prevalence of dementia in Europe: a collaborative study of 1980–1990 findings. Population-based study of the prevalence and presentation of dementia in adults with Down’s syndrome. The debate on ethnicity and dementia: from category fallacy to person-centred care. How we developed a multidisciplinary screening project for people with Down’s syndrome given the increased prevalence of early onset dementia. Difficulties of dealing with dementia in individuals with intellectual disabilities: the healthcare perspective. Understanding learning disability and dementia: Developing effective interventions. Donepezil for treatment of cognitive dysfunction in children with Down syndrome aged 10–17. Milton Keynes: Open University Press Guidance on their Assessment, Diagnosis, Interventions and Support 103 Lai, F. Using positron emission tomography and Carbon 11–Labeled Pittsburgh compound B to image brain fibrillar b-Amyloid in adults with Down syndrome: Safety, acceptability, and feasibility. One chance to get it right: Improving people’s experience of care in the last few days and hours of life. Down syndrome and dementia: a randomized, controlled trial of antioxidant supplementation. Assessment and diagnosis of depression in adults with intellectual disabilities: a review. A prospective 14-year longitudinal follow-up of dementia in persons with Down syndrome. The national task group on intellectual disabilities and dementia practices consensus recommendations for the evaluation and management of dementia in adults with intellectual disabilities. The physical environment of special care units: Needs of residents with dementia from the perspective of staff and family. Psychiatric symptoms associated with dementia in older people with learning disability. Dementia: Supporting people with dementia and their carers in health and social care. Medicines adherence: Involving patients in decisions about prescribed medicines and supporting adherence. Guidance on their Assessment, Diagnosis, Interventions and Support 105 National Institute for Health and Clinical Excellence (2010). The route to success in end of life care – Achieving quality for people with intellectual disabilities. Evaluation of the effect of orientation cues on wayfinding in persons with dementia. The clinical efficacy of citalopram in treatment of emotional disturbances in dementia disorders in Nordic multicentric study. Behavioural excesses and deficits associated with dementia in adults who have Down syndrome. A 24-week, double-blind, placebo controlled trial of donepezil in patients with Down syndrome and Alzheimer’s disease – Pilot study. Long-term safety and efficacy of donepezil in the treatment of dementia in Alzheimer’s disease in adults with Down syndrome: open-label study. Rivastigmine in the treatment of dementia in Alzheimer’s disease in adults with Down syndrome. Rivastigmine transdermal patches in the treatment of dementia in Alzheimer’s disease in adults with Down syndrome – pilot study. Royal College of Psychiatrists, British Psychological Society & Royal College of Speech and Language Therapists (2007). Guidance on their Assessment, Diagnosis, Interventions and Support 107 Strydom, A. Prevalence of dementia in intellectual ability using different diagnostic criteria. Report on the state of science on dementia in people with intellectual disabilities. Dementia in older adults with intellectual disabilities– epidemiology, presentation, and diagnosis. Does behavioral improvement with Haloperidol or Trazodone treatment depend on psychosis or mood symptoms in patients with dementia? Misplaced and forgotten: People with learning disabilities in residential services for older people. Sharing the diagnosis of dementia: Breaking bad news to people with an intellectual disability. Risperidone, haloperidol, and placebo in the treatment of aggressive challenging behaviour in patients with intellectual disability: a randomised controlled trail. Prospective study of the prevalence of Alzheimer-type dementia in institutionalized individuals with Down syndrome. Keep talking about dementia: Information for siblings and professionals about Down’s syndrome and dementia. Towards understanding individual experiences of people ageing with an intellectual disability and dementia In K. A checklist to help know when to be concerned about dementia in adults with Down syndrome and other intellectual disabilities. Occurrence of neuropathological changes and dementia of Alzheimer’s disease in Down syndrome. Down syndrome disintegrative disorder new-onset autistic regression, dementia, and insomnia in older children and adolescents with Down syndrome. Guidance on their Assessment, Diagnosis, Interventions and Support 109 110 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 111 112 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 113 114 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 115 116 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 117 118 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 119 120 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 121 122 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 123 124 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 125 126 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 127 128 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 129 130 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 131 132 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 133 134 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 135 136 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 137 138 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 139 140 Dementia and People with Intellectual Disabilities Guidance on their Assessment, Diagnosis, Interventions and Support 141 142 Dementia and People with Intellectual Disabilities Appendix 3 Leaflet for Commissioners of Services for People with Intellectual Disabilities and dementia 1. TheSpecificIssues the life-expectancy of people with mild intellectual disabilities now approaches that in the general population of a similar socio-economic status, but the life–expectancy of people with more severe levels of intellectual disabilities remains reduced compared to the general population. Given these improvements, the overall population with intellectual disabilities is steadily increasing and it has been predicted that the proportion of people with intellectual disabilities over 65 years of age will have doubled by 2020, with over a third of all people with intellectual disabilities being over 50 years of age by that time. There is an increase in the prevalence rates of clinically diagnosed dementia with increasing age that starts when people with Down’s syndrome are in their 30s and steadily increases in prevalence into the 60s. It has been calculated that nearly 70% of older adults with Down’s syndrome are likely to develop dementia symptoms should they all live to age 70. The exact rates have to be considered with caution but the trend represented in this figure is now increasingly accepted. For those with intellectual disabilities but without Down’s syndrome, age-related prevalence rates are brought forward to a small degree compared to the general population but not to the same extent as for people with Down’s syndrome. This latter group would appear to have a uniquely early risk for developing dementia, almost invariably of the Alzheimer’s-type. What should happen Commissioners of health services need to be clear about the care pathway for the assessment, diagnosis, interventions and support for people with intellectual disabilities who develop dementia from primary care, through to appropriate secondary care services, and on to palliative care services. In practice, good quality care will involve active partnership working between intellectual disability services, older people’s services, primary and secondary health care, palliative care and social care. These areas should develop an integrated dementia strategy for the care of people with intellectual disabilities and dementia. This should involve the development of an integrated care pathway involving all relevant agencies. This will inevitably involve the funding of waking night staff as the dementia progresses.

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Playing games and listening to music are also typical activities on the phone for F6b7 normal cholesterol ratio uk cheap zetia 10mg with amex. On a desktop computer cholesterol new study discount zetia 10mg on line, F6b7 likes to play Minecraft and some kind of a penguin game cholesterol levels after quitting smoking order generic zetia from india. On the penguin game he and his friends can play online in the same game environment cholesterol medication for life discount 10mg zetia. They usually use Skype while they are playing the game to tell each other where they will go and what they will do next cholesterol values high purchase zetia toronto. They might watch Voice of Kids or other programs together on the iPad or on television cholesterol levels yogurt buy 10 mg zetia visa. Now they have changed the system so that every other day is either a game day or a screen day. F6b7 and his friends are so clever that they always go to the home where there is a game day, with the result that the parents try to decide on common game days. The children can use only familiar websites and apps they have in their own folders. The parents have told the children that they are not allowed to tell their real names or addresses on the Internet. Besides, the parents have configured the settings in such a way that F6b7 cannot use a data connection outside the home. If the children want to download new apps, the parents have to enter a password that they have not revealed to the children. According to the mother, the children think that parents have much more screen time than the children. But the mother think it is not about screen time when the parents, for example, pay the bills or read eBooks, but as a result of this discussion, she has increased reading normal books instead of eBooks. Even the youngest girl (F7g7) has her own smartphone, which used to belong to F7og17 earlier. The older sister has taught F7g7 how to use the iPhone, while the older brother taught F7ob9 to use his iPhone. According to the father, F7g7 does not so much play games on the iPad or computer but likes to visit the Pikku Kakkonen website, for instance. However, F7g7 herself says that she plays at least two different Littlest PetShop games, Nail Salon and Dragon city games. The girl likes to play Nail Salon because it allows the player to use her own imagination and creativity. The player can decide which nail she decorates, what kind of nail polish and nail art she creates. Sometimes F7g7 and her classmates are also allowed to use iPads at school, because there are not enough computers for everyone. At school they play the 10 Monkeys game, for instance, which is a mathematics learning game. She also communicates 21 with her friends and parents by using WhatsApp, text messages and phone calls. At times F7g7 uses Google together with her parents or older siblings to seek cake recipes or information on some issue such as an animal that they have seen, for example. F7g7 has also visited the website of a local department store to check the prices of toys. For example, she does not know what the Internet is but when the interviewer used the word ?net, she understood. She is aware that when a game is downloaded to a computer, for example, it can bring some viruses along. If the children want to download apps to their smartphones or the iPad, they have to ask one of the parents to enter the password for the AppStore. However, the father has figured out that the children possibly already know the password. They have installed Anti-Virus software on the computer which limits the availability of content on certain user profiles. Dad is aware that children can accidentally find too violent or inappropriate material on Google, for example. The older children (F7ob19, F7og17) can use the Internet and devices as they like. The younger ones (F7ob9, F7g7) have at least one day per week when they are not allowed to use any devices. They are a double income family where the mother has completed a degree at the University of Applied Sciences and works as a project manager. The biological father has completed a degree at the University of Applied Sciences and is a software designer. F8g7 is interested in singing and swimming which she is going to start to practice after the autumn holiday. She loves to play with her toys such as Littlest Petshop and Lego Friends and she is keen on outdoor activities. Friends are very important to her; she plays traditionally with the friends without any digital activities. They do not have any desktop computers at the moment, because their computer broke down about a year and a half ago. One of the girls is a candidate for the matriculation examination and she has her own laptop. A Nintendo Wii game console is located upstairs and there is a PlayStation 3 in the living room. F8g7 does not use PlayStation much, no more than once a month she plays Sly on it. More often she watches while her older siblings are playing football on the PlayStation. The mother gives an iPad to F8g7 twice a week on Tuesdays and Thursdays which are their game days. The parents may publish their own hobby videos on the Internet, but the children are not allowed to do that. Mum thinks that the children do not even know when they are publishing some videos on the Internet. F8g7 thinks that the mother usually helps with the devices but in the end, she herself knows best how the technology is supposed to be used. She also mentions that new apps and technological knowledge are learned through others. She usually plays MovieStarPlanet and Momio as well as watches Littlest Petshop and music videos on YouTube. F8g7 knows how to search for videos on YouTube by simply typing in the suitable keywords in the search field. Sometimes they have extra game time, for example if there is bad weather during the weekend. According to the mother, the children spend their leisure time usually outdoors, so it is not very often that they play games even if it is a game day. When winter comes, the situation changes because it is usually already dark after school and not so nice to play outside. They usually play when they come from school and the 24 game time ends when the parents come home. F8g7 says that she sometimes does not follow the rules and begs for more game time, but begging is of no use. There are passwords on both devices and when they are switched off, the children cannot switch them on. Sometimes she takes the phone away especially from F8ob11, but she can also take phones from the children to check what kind of apps they have on their phones. The children know that and usually there is nothing on them that is against the rules. The mother knows that especially F8ob11 can immerse himself in the virtual world and, for example, throw a joystick away when he gets angry. Thanks to that experience, he knows now that it is not a good idea to watch just everything on the Internet, even if it is available. Further, the children enjoy outdoor activities very much; they can spend several hours playing outside on a daily basis. The family owns a desktop computer, which is located upstairs and has no Internet connection. F9b7 uses a phone only for making calls to his parents as he does not know how to send text messages yet. His phone does not have Internet access, whereas the older brother has a smartphone with an Internet connection. F9b7 has a couple of games in his phone but mum thinks that he does not know that. He also thinks that he can use every device by himself, not needing help from anyone. The boys can play games twice a week, but in their opinion it is not often enough. When the family decided on the rules, they chose that one of the game days would be a weekday and the other one a weekend day. So the days are Monday and Saturday, because the boys want to play games at the earliest opportunity. They do not have a specific playing time, but the parents decide when it is enough and the game should be finished. The children use the iPad to watch YouTube, play games on game days and to make their own films. They do funny things and film it, but they have not published their films on the Internet. F9ob9 is interested in making Lego animations with the iPad and would like to learn how to edit pictures. On game days the children also play on Xbox in which their favorite games are Minecraft and Lego Star Wars. That is because she thinks that with the iPad boys play alone and with the Xbox they play together and playing is thus more social. Anyway, the mother encourages the boys to outdoor activities or a squash contest instead of playing inside with the technological device. The mother is worried about the boys use of the iPad and tries to limit it by hiding the device. Unfortunately, she does not remember to do that at all times, and thus the boys sometimes use the iPad a lot when mum is not at home. The boys can use the iPad for something other than playing games even if it is not a game day. Mum takes the iPad away from the boys when she feels that it is time to stop using it. Mum uses computers at work a lot, but she is not interested in playing games on any device, even if the boys report that she had been hooked on a certain animal game before. The mother would like to control more what the children can face amongst new online technologies. Nevertheless, she has not done much about it and child locks or a safety mode are not in use. F9ob9 once saw the picture of a half-naked woman on his laptop, because a computer virus got into the laptop. Mum thinks that it was not a very upsetting thing and does not remember exactly how the issue was dealt with. Later, when cleaning up the laptop, the mother found another dubious picture, but she hopes that she has got rid of the virus by now. During the interview the mother came to notice that the boys could actually sometimes use the iPad when she was not at home. The boys may thus intentionally search for or unintentionally find inappropriate material on the Internet. She thinks that it is difficult to understand what is going on with the new technologies and how to control the content. F9b7 and F9ob9 watch programs that are aimed at their age, and if they accidentally see something awkward on the television, they just move to 27 another room. The family occasionally watches movies together, in which case they may connect the iPad to the television and watch programs on Areena or some other website. She likes playing traditional plays with her friends and they like spend time outdoors with a preference for trampoline jumping, hobby horsing and tag. F10g8 does not have any guided hobbies yet, but she is going to start to play violin or join the Scouts. F10g8 has a basic phone herself which she uses for calling and sending messages as well as photographing and video recording. She does not edit the videos because she does not know how to do it, besides she is afraid of breaking the phone. She uses her phone about half an hour per day and threads with her friends can include 5-7 text messages. She likes to watch Pikku Kakkonen and Galaxi; Avatar: the Last Airbender is her new favorite program. When F10g8 wants to use the laptop, the father switches it on and opens a Web browser. On the laptop she usually plays MovieStarPlanet, MonsterHigh and the games on the Pikku Kakkonen website.

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Table of Contents About Autism Why was My Child Diagnosed with Autism and What Does it Mean? Perhaps you suspected autism foods high in cholesterol chart order zetia 10mg line, but held out hope that an evaluation would prove otherwise cholesterol ratio units buy 10 mg zetia with mastercard. You may that the concerns you have had for your child are wonder: Why does my child need a diagnosis of valid cholesterol q10 order 10 mg zetia. Now that you have is a far cry from the time when parents were given the diagnosis cholesterol test equipment discount zetia 10mg without a prescription, the question is lowering cholesterol with diet tips cheap zetia 10 mg fast delivery, where do you go from no hope for their children cholesterol lowering foods mayo clinic order 10mg zetia overnight delivery. It contains informa tion and advice collected from trusted and respected It is important to remember that your experts on autism and parents like you. You probably noticed that your child was help create a roadmap for treatment by identifying developing differently from his or her peers. Unfortunately, parents concerns are sometimes not taken seriously by their doctor and as a result, a diagnosis is delayed. In some cases, a team of specialists may have evaluated your child and provided recommendations for treatment. The team may have included an audiologist to rule out hearing loss, a speech & language therapist to determine language skills and needs and an For more information, visit the Autism Speaks occupational therapist to evaluate physical and Autism Treatment Network at autismspeaks. A multi-disciplinary evaluation is important for diagnosing autism and other challenges Once you have received a formal diagnosis, it is im that often accompany autism, such as delays in portant to make sure that you ask for a comprehensive motor skills. If your child has not been evaluated by report that includes the diagnosis in writing, as well as a multi-disciplinary team, you will want to make sure recommendations for treatment. Studies show that autism is pregnancy, extreme prematurity, very low birth weight four times more common among boys than girls. There is no established explanation for this continuing increase, although improved diagnosis A small but growing body of research suggests that and environmental infuences are two reasons autism risk is lower among children whose mothers often considered. Autism Speaks is Not long ago, the answer to this question would have working to increase awareness and investigation of been ?we have no idea. First and foremost, we now know that the potential to enhance the quality of life for people there is no one cause of autism, just as there is no with autism. Over the last fve years, scien While the causes of autism are complex, it is abun tists have identifed a number of rare gene changes dantly clear that it is not caused by bad parenting. Leo Kanner, the psychiatrist who frst described identifed more than 100 autism risk genes. However, most cases in Bettelheim, a renowned professor of child develop volve a complex and variable combination of genetic ment, perpetuated this misinterpretation of autism. They gaze at faces, turn toward voices, grasp a While autism is usually a life long condition, we know fnger and even smile by 2 to 3 months of age. By that at any age, there can be signifcant benefts from contrast, most children who develop autism have interventions, or therapies, that can reduce symp diffculty engaging in the give-and-take of everyday toms and increase skills and abilities. By 8 to 10 months of age, many best to begin intervention as soon as possible, the infants who go on to develop autism are showing benefts of therapy can continue throughout life. Many have normal have diffculty playing social games, don?t imitate the cognitive skills, despite challenges in social and actions of others and prefer to play alone. Many individuals with autism de fail to seek comfort or respond to parents displays velop speech and learn to communicate with others. Both the information following on the social children and adults with autism also tend to have diff symptoms, communication disorders and culty interpreting what others are thinking and feeling. When language begins to develop, people with autism Without the ability to interpret gestures and facial may use speech in unusual ways. They may speak only single words or repeat the same phrase Many people with autism have similar diffculty over and over. Most fve-year-olds understand that other people have different thoughts, feelings and goals than they Many parents assume diffculties expressing language have. It can also lead to disruptive and physically Therefore, the fact that your child may seem unable to aggressive behavior. The tendency to ?lose control express him or herself through language does not may be particularly pronounced in unfamiliar, over necessarily mean he or she is unable to comprehend whelming or frustrating situations. Pragmatics are social frustration so that he or she doesn?t have to resort rules for using language in a meaningful context or to challenging behaviors. While it is important that your child learns how to communicate through words or sentences, it is also key to emphasize both when and where the Communication diffculties specifc message should be conveyed. Challenges in pragmatics are a common feature of spoken language Young children with autism tend to be delayed in bab diffculties in children with autism. Others experience signif delays in language or even develop precocious cant language delays and don?t begin to speak until language and unusually large vocabularies yet have much later. For example, need and demand extreme consistency in their even an adult with autism might interpret a sarcastic environment and daily routine. Conversely, individuals affected by autism may not Repetitive behaviors can take the form of intense exhibit typical body language. This can make it diffcult for detailed information about Thomas the Tank Engine others to know what they want and need. Children with autism often have diffculty letting others know what they want or need until they are taught how to communicate through speech, gestures or other means. Repetitive behaviors Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are another core symptom of autism. Common repetitive behav iors include hand-fapping, rocking, jumping and twirling, arranging and rearranging objects and repeating sounds, words or phrases. The tendency to engage in a restricted range of activities can be seen in the way that many children with autism play with toys. Similarly, some adults are preoccupied with having household or other objects in a fxed order or place. They can be very creative in fguring out ways to climb up on the counter to reach a cabinet that has their favorite cere al or even how to use the key to unlock the dead bolt on the back door so they can go outside to play on the swing. Clearly, these are not behaviors that you would even think about trying to teach a two-year-old child. How can a child who can?t understand a simple direction like ?get your coat fgure out how to unlock a door to get outside? We all pay attention better to the things that interest us, so we become much more profcient at learning them. Experts propose that some of the brain abnormalities that are associ ated with autism may contribute to seizures. Overloads or disturbances in the activity of these neurons can result in imbalances that cause seizures. These genetic seizures have effects on language, cognition and disorders include Fragile X syndrome, Angelman behavior. One study identifed a history of gastrointes tinal symptoms (such as abnormal pattern of bowel movements, frequent constipation, frequent vomiting and frequent abdominal pain) in 70% of the children with autism. In other cases, when there is no medical cause, diet in the treatment section of this kit. In January 2010, as limiting the amount of sleep during the day and Autism Speaks initiated a campaign to inform establishing regular bedtime routines. These responses are due to diffculty in processing and integrating sensory information. Vision, hearing, touch, smell, taste, the sense of movement (vestibular system) and the sense of position (proprioception) can all be affected. An example of hypersensitivity would be an inability to tolerate wearing clothing, being touched Visit the Autism Speaks Tool Kits page to down or being in a room with normal lighting. Treatment for Sensory Integration Dysfunction is usually addressed with occupational therapy and/or sensory integration therapy. Children showing signs of persistent mouthing chronic problems with inattention, impulsivity and of fngers or objects, including toys, should be tested hyperactivity. However, these or similar symptoms for elevated blood levels of lead, especially if there can likewise result from autism. For this reason, it is a known potential for environmental exposure to is important that evaluation be made by someone lead. It is important for your child to be evaluated by a professional who has expertise in both autism and anxiety so he or she can provide the best treatment options for your child. It is a healthy and expected reaction to suicidal thoughts, sleep diffculties, low self-esteem or feelings of loss and stress that come with this diag loss of interest in daily activities, consult your family nosis. Many parents will ask themselves the child with autism may never experience the nega questions like: What if we had gotten our child in to tive emotions associated with the diagnosis, parents, the doctor earlier? You may also question the diagnosis or process the diagnosis in different ways, and at differ search for another doctor hoping that he or she might ent rates. Diffcult emotions may resurface from time to Many parents must mourn the loss of some of the time. Take a moment to answer these questions: Where Getting your child started in treatment will help. It may also free up some of your time so you can educate yourself, advocate for your Remember that if you want to take child and take care of yourself. Don?t hesitate to use whatever support is available to Parents often fail to evaluate their own sources of you. People around you may want to help, but may strength, coping skills or emotional attitudes. Or cook you don?t allow yourself time to relax, cry or simply dinner for your family one night so that you can think. Can someone pick a few stressed out that you can barely carry on before you things up for you at the store or do a load of laundry? Reaching this point is not Or let other people know you are going through a helping you or your family. Autism is a pervasive, multi-faceted been or are going through a similar experience. You may your fears and concerns will help you to deal with the fnd you aren?t a ?support group kind of person. As some parents may tell many parents in your situation, support groups you, you may be a better person for it. This may Louise DeSalvo, in Writing as a Way of Healing, notes be a good way to meet other parents just like you. You may fnd a listing of support groups in There are many paths to take, treatment options and the Autism Speaks Resource Guide at opinions. If you are getting regular sleep, you will be better prepared to make good decisions, be more patient with your child and more able to deal with the stress in your life. Research has revealed several key el aspects of your life) can be critical in maintaining a ements in fostering resilience and by considering the hopeful outlook. Care: Eventually, your journey will lead to a place where you can balance negative emotions with Connectedness: One of the strongest pillars in positive ones. While the diagnosis of autism opportunities and considering the event in a broader may be extraordinary at frst, it no longer is synony context can be an important factor to resilience. This tool kit is only one example of the ways try, being determined to persevere until success is in which Autism Speaks can lend support. Care also refers to parents munities who have experience with navigating the attending to their own mind and body, exercising autism diagnosis. When relationships with friends, regularly, as well paying attention to basic needs neighbors and family are based on mutual, reciprocal and feelings. In many learning about autism and then taking action on cases, adversity can act as a spring board for growth realistic goals will help you gain a sense of control. Butler, who has a recently diagnosed son, describes her experience being part of the autism community. This was the right had just walked into a gymnastics class for kids with place for him. We had received his diagnosis only three exercise and develop his muscles in an environment weeks before and we hadn?t shared our news with that understood his special needs. No one here like mine and I wasn?t really ready to talk to a total was giving me the usual disapproving looks we get stranger about it. How long have you known your son was It took everything I had to have that conversation, but on the spectrum? I wasn?t even sure we to make a connection to fnd someone else who belonged at this class and all I wanted to do was pay struggles on a daily basis like she does something attention to my son to see how he was responding I myself had been desperate to do for weeks and to the class. Finally, we were him try to run away to jump into the comfort of the somewhere that felt like we belonged. The pace of this research has grown ongoing research studies that are studying the recur exponentially over the past decade, supported by rence rate or likelihood that autism will be diagnosed the formation of the consortium, which has enabled in a second or third child. These studies provide intense observation, documentation and feedback by experts in the feld on the development of your child with autism and any other children at risk for autism. Everyone asked what If you are interested in other intervention they could do to help and they showed us so much programs that are not part of these studies, visit support. Well, Even though it is your child who has the diagnosis, now we have a name for them and an explanation for it is important to acknowledge that autism affects the why they occur. But once he had a formal diagnosis, everyone cut us a lot of slack, and instead of wondering what the hell was wrong with us as parents, most people we knew admitted to a newfound respect for us for dealing with so much. Make friends with other parents who have at each other when it really the challenges you?re children with autism. Try will have the support of families who understand your to have some semblance of an adult life. Getting involved with autism to not let autism consume every waking hour of your advocacy is empowering and productive. Spend quality time with your typically developing doing something for yourself as well as your child by children and your spouse and refrain from constantly being proactive. Focus on what he or she can reaching out for support has enabled do instead of making comparisons with a typically my husband and me to be better developing child.

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With this option ratio cholesterol total sur hdl purchase zetia no prescription, you must pay for Medicare-covered costs (coinsurance cholesterol jimmy moore discount zetia online amex, copayments good cholesterol foods hdl purchase zetia amex, and deductibles) up to the deductible amount of $2 cholesterol levels pregnancy buy cheapest zetia and zetia,340 in 2020 before your policy pays anything cholesterol levels chart south africa purchase generic zetia online. Also cholesterol shrimp order cheapest zetia, if you join a Medigap policy and a Medicare Prescription Drug Plan ofered by the same company, you may need to make 2 separate premium payments for your coverage. However, the same insurance company may ofer Medigap policies and Medicare Prescription Drug Plans. The best time to buy a Medigap policy is during your Medigap Open Enrollment Period. This 6-month period begins on the frst day of the month in which you’re 65 or older and enrolled in Part B. If you’re under 65, you might not be able to buy the Medigap policy you want, or any Medigap policy, until you turn 65. However, some states require Medigap insurance companies to sell Medigap policies to people under 65. If you’re not planning to leave your Medicare Advantage Plan, and someone tries to sell you a Medigap policy, report it to your State Insurance Department. Your Medigap policy can’t be used to pay your Medicare Advantage Plan copayments, deductibles, and premiums. In most cases, if you drop your Medigap policy to join a Medicare Advantage Plan, you won’t be able to get it back. Even if you don’t use prescription drugs now, you should consider joining a Medicare drug plan. If you decide not to join a Medicare drug plan when you’re frst eligible, and you don’t have other creditable prescription drug coverage or get Extra Help, you’ll likely pay a late enrollment penalty if you join a plan later. Generally, you’ll pay this penalty for as long as you have Medicare prescription drug coverage. To get Medicare prescription drug coverage, you must join a plan approved by Medicare that ofers Medicare drug coverage. Medicare Advantage Plans or other Medicare health plans that offer Medicare prescription drug coverage. You get all of your Part A, Part B, and prescription drug coverage (Part D), through these plans. In either case, you must live in the service area of the Medicare drug plan you want to join. Call your benefts administrator before you make any changes, or sign up for any other coverage. Signing up for other coverage could cause you to lose your employer or union health and drug coverage for you and your dependents. If you want to know how Medicare prescription drug coverage works with other drug coverage you may have, see page 58. Your changes will take efect on January 1 of the following year, as long as the plan gets your request before December 7. Special Enrollment Periods Special Enrollment Periods are times when you can join, switch, or drop your Medicare drug coverage if you meet certain requirements. Generally you must stay enrolled in your Medicare drug plan for the entire year, but you may be able to change your coverage mid-year if you qualify for a Special Enrollment Period when certain events happen in your life. You can switch to a new Medicare drug plan simply by joining another drug plan during one of the times listed above. Your old Medicare drug plan coverage will end when your new drug plan coverage begins. You should get a letter from your new Medicare drug plan telling you when your coverage with the new plan begins. If you want to drop your Medicare drug plan and don’t want to join a new plan, you can only do so during certain times. If you drop your plan and want to join another Medicare drug plan later, you have to wait for an enrollment period. You may have to pay a late enrollment penalty if you don’t have creditable prescription drug coverage. Below and continued on the next page are descriptions of what you pay in your Medicare drug plan. Your prescriptions and whether they’re on your plan’s formulary (list of covered drugs) and depending on what “tier” the drug is in. Your out-of-pocket prescription drug costs may be less at a preferred pharmacy because it has agreed with your plan to charge less. Some ways include choosing generics over brand name or paying the non-insurance cost of a drug. Ask your pharmacist—they can tell you if there’s a less expensive option available. You can also submit your receipts to your plan to have these costs counted toward your yearly out-of-pocket costs. If you’re in a Medicare Advantage Plan or a Medicare Cost Plan that includes Medicare prescription drug coverage, the monthly premium may include an amount for prescription drug coverage. If you want to stop premium deductions and get billed directly, contact your drug plan. You’ll also have to pay this extra amount if you’re in a Medicare Advantage Plan that includes drug coverage. If you have to pay a higher amount for Part D, you’ll also pay an extra amount for your Part B premium. You may not be able to enroll in another plan right away, and you may have to pay a late enrollment penalty for as long as you have Part D. Yearly deductible this is the amount you must pay before your drug plan begins to pay its share of your covered drugs. Copayments or coinsurance these are the amounts you pay for your covered prescriptions after the deductible (if the plan has one). If you pay coinsurance, these amounts may vary throughout the year due to changes in the drug’s total cost. The late enrollment penalty is an amount that’s permanently added to your Part D premium. You may owe a late enrollment penalty if at any time after your Initial Enrollment Period is over, there’s a period of 63 or more days in a row when you don’t have Part D or other creditable prescription drug coverage. Even if you don’t take prescriptions now, you should consider joining a Medicare Prescription Drug Plan or a Medicare Advantage Plan that offers drug coverage to avoid a penalty. You may be able to find a plan that meets your needs with little to no monthly premiums. If you go 63 days or more in a row without a Medicare drug plan or other creditable prescription drug coverage, you may have to pay a penalty if you join later. Keep records showing when you had creditable drug coverage, and tell your plan if they ask about it. If you don’t tell the plan about your creditable prescription drug coverage, you may have to pay a penalty for as long as you have Part D coverage. The cost of the late enrollment penalty depends on how long you didn’t have creditable prescription drug coverage. Currently, the late enrollment penalty is calculated by multiplying 1% of the “national base benefciary premium” ($32. Since the “national base benefciary premium” may increase each year, the penalty amount may also increase each year. After you join a Medicare drug plan, the plan will tell you if you owe a penalty and what your premium will be. She joined a Medicare drug plan during November 2019, and her coverage began on January 1, 2020. Martin was without creditable prescription drug coverage from July 2017–December 2019, her penalty in 2020 is 30% (1% for each of the 30 months) of $32. She’ll continue to pay a penalty for as long as she has Part D coverage, and the amount may go up each year. Generally, you must request this review within 60 days from the date on the frst letter you get stating you have to pay a late enrollment penalty. You’ll need to fll out a reconsideration request form (that your Medicare drug plan will send you) by the date listed in the letter. You can provide proof that supports your case, like information about previous creditable prescription drug coverage. Information about a plan’s list of covered drugs (called a “formulary”) isn’t included in this handbook because each plan has its own formulary. In some cases, if your drug is in a higher tier and your prescriber thinks you need that drug instead of a similar drug in a lower tier, you or your prescriber can ask your plan for an exception. Your plan will notify you of any formulary changes that afect drugs you’re taking. Prior authorization: You and/or your prescriber must contact the drug plan before you can fll certain prescriptions. Your prescriber may need to show that the drug is medically necessary for the plan to cover it. Plans may also use prior authorization when they cover a medication for certain medical conditions, but not all medical conditions for which a drug is approved. When this occurs, plans will likely have alternative medications on their formulary (drug list) for the other medical conditions, for which the drug can be prescribed. These checks also include checking for possible unsafe amounts of opioids, limiting the days supply of a frst prescription for opioids, and use of opioids at the same time as benzodiazepines (commonly used for anxiety and sleep). Opioid pain medications (like oxycodone and hydrocodone) can help with certain types of pain, but have serious risks like addiction, overdose, and death. If you get opioids from multiple doctors or pharmacies, your plan will contact the doctors who prescribed these drugs to make sure they are medically necessary and that you’re using them appropriately. If your Medicare drug plan decides your use of prescription opioids and benzodiazepines may not be safe, the plan will send you a letter in advance. This letter will tell you if the plan will limit coverage of these drugs for you, or if you’ll be required to get the prescriptions for these drugs only from a doctor or pharmacy that you select. You and your doctor have the right to appeal these limitations if you disagree with the plan’s decision (see page 90). The letter will also tell you how to contact the plan if you have questions or would like to make an appeal. If you or your prescriber believe that one of these coverage rules should be waived, you can ask for an exception. Talk with your doctor about your dosage and the length of time you’ll be taking them. You and your doctor may decide later you don’t need to take all of your prescription. There also may be other pain treatment options available that Medicare doesn’t cover. For more information on safe and efective pain management and opioid use, visit Medicare. Some people with Medicare get their prescription drugs by using an “automatic refll” service that automatically delivers prescription drugs when they’re about to run out. To make sure you still need a prescription before they send you a refll, prescription drug plans may ofer a voluntary auto-ship program. Medicaid: If you have Medicare and full Medicaid coverage, Medicare covers your Part D prescription drugs. Employer or union health coverage: this is health coverage from your, your spouse’s, or other family member’s current or former employer or union. If you have prescription drug coverage based on your current or previous employment, your employer or union will notify you each year to let you know if your prescription drug coverage is creditable. Call your benefts administrator for more information before making any changes to your coverage. Note: If you join a Medicare drug plan, you, your spouse, or your dependents may lose your employer or union health coverage. Medicare Supplement Insurance (Medigap) policy with prescription drug coverage: You may choose to join a Medicare drug plan because most Medigap drug coverage isn’t creditable, and you may pay more if you join a drug plan later. Medigap policies can no longer be sold with prescription drug coverage, but if you have drug coverage under a current Medigap policy, you can keep it. If you join a Medicare Prescription Drug Plan, tell your Medigap insurance company so they can remove the prescription drug coverage under your Medigap policy and adjust your premiums. Note: Keep any creditable prescription drug coverage information you get from your plan. The types of insurance listed below are all considered creditable prescription drug coverage, and in most cases, it will be to your advantage to keep this coverage if you have it. Veterans’ benefts: this is health coverage for veterans and people who have served in the U. You may join a Medicare Prescription Drug Plan, but if you do, you can’t use both types of coverage for the same prescription at the same time. Otherwise, you can fle your own claim to get paid back for your out-of-pocket expenses. Many Indian health facilities participate in the Medicare prescription drug program. If you get prescription drugs through an Indian health facility, you’ll continue to get drugs at no cost to you, and your coverage won’t be interrupted. Joining a Medicare drug plan may help your Indian health facility because the drug plan pays the Indian health facility for the cost of your prescriptions. Talk to your local Indian health benefts coordinator who can help you choose a plan that meets your needs and tell you how Medicare works with the Indian health care system. If you have limited income and resources, you may qualify for help to pay for some health care and prescription drug costs.

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If a child is yelling or screaming cholesterol ratio formula uk order zetia 10mg mastercard, say cholesterol values guidelines zetia 10 mg with mastercard, ?I can?t understand you when you yell cholesterol tester purchase discount zetia line, or cholesterol ziola purchase 10mg zetia free shipping, ?You need to tell me why you are upset so that I can help cholesterol test london buy discount zetia online. For example cholesterol test alcohol order zetia with amex, if a child is having a hard time getting over being upset, you can try acting goofy or using a joke to lighten the mood, but do not make fun of the child. If you cannot do what the child wants right away, let him or her know you are listening and have heard the request. For example, if a child wants to go to the park and you need to ask his or her parent or guardian frst, explain this to the child. The way you speak with parents can highlight your leadership skills and increase the chances that they will hire you. If you ever have to talk to parents about an issue with their children, make sure you also mention positive things. If the children misbehave, then use corrective feedback to stop or change how they are acting. Corrective feedback means telling children what to do instead of what they did wrong. As long as things are safe and you follow the household rules, then it is okay to change plans. For example, if there is a choice between playtime activities, ask the children what they want to do. A leader will risk sounding foolish or standing out to make the right choice in a dif? Don?t worry about looking foolish or standing out and take action to fx the situation. Often, physically abused children are afraid of contact, such as hugging or being held. Some neglected children may be dressed in improper or worn-out clothing, display a lack of cleanliness or are overly concerned with cleanliness and may beg or steal food or money. All kids get bruises and sometimes are sad or cry, but if you notice these signs continuing over time, the child might be abused. Tell an adult you trust, like your parent or guardian or a teacher, about your concerns and ask him or her for help. As a babysitter, you will have to be able to answer these and many other questions. When families hire you, they are entrusting you with the care of their children and their homes. It doesn?t matter if you are the best babysitter in the world?if you are late or cancel appointments all the time, then you won?t receive job offers. Parents want to hire babysitters who take their jobs seriously?babysitters who act professionally from start to? This chapter is designed to help you learn the business of babysitting, which is the key to a successful babysitting career. Getting Started Ask Your Parents Before beginning your career as a babysitter, talk to your parents. They will have rules and expectations about when, where, how often and for whom you can babysit. There may also be state or local laws governing how old you must be to babysit and the number of hours or children you are allowed to babysit. Assessing Your Skills the next step to becoming a safe and successful babysitter is assessing your babysitting skills. Just as science teachers are different than English teachers, babysitters differ from one another. For example, one babysitter may be especially good at crafts while another babysitter may have experience taking care of infants. Some jobs may require special skills or extra experience, such as babysitting for infants, several young children at the same time, children with special needs or when babysitting at night or for several hours. Parents would rather hire a babysitter they know, but the next best thing would be to hire a babysitter recommended by someone they trust. Ask parents to ask friends, relatives and neighbors if they need a babysitter or if they know someone else who does. Things to Discuss with Your Parents Before starting out as a babysitter ask your parents these questions. For example, if a family member has ofered to drive you home but you suspect he or she may have been drinking, call your parents and use the code word so they would know to come pick you up. Ask friends, relatives and neighbors to give your cards to people they know who might need a babysitter. It is alright for you to give out your business cards to people you know and trust and to ask them to distribute your cards to people they know, but you should not advertise to the general public. It is unsafe to allow total strangers to get your name, address, phone number or even e-mail addresses. If your networking results in job offers from families you don?t know, be sure to talk to your parents. Whether or not you should accept a job from a stranger is an important decision that your parents should help you make. Additional duties sometimes include light housework, preparing simple meals and/or cleaning up. You should have a resume ready to give to families interested in hiring you as their babysitter. It should also include the names and phone numbers of families you have babysat for in the past, who were satis? If you are just starting out, you can use teachers, coaches or other adults who know you well as references. Make sure anyone who has agreed to serve as a reference knows that you have put them on your resume and understands that they may get phone calls asking for a reference about you. Money, Money, Money the next thing you need to do before you get started in the business of babysitting is to? When you meet with a new family, you should be prepared to answer the question, ?How much do you charge? Sometimes babysitters charge more for additional children or extra duties, such as cleaning and/or cooking. Make sure to discuss your rate and payment details before accepting any babysitting job. If the parents don?t mention the rate, you can politely tell them what you charge. If a parent tries to bargain for a lower rate, you can counter with a different rate until you and the family reach an agreement. Babysitting a well-behaved 7 year old on a school night is quite different from babysitting two rowdy toddlers on a Saturday afternoon. Even if you have babysat for a family before, you still need to assess the job and update any new information. Your main goal during an interview should be to assess the job and gather detailed information. Compare the job details with your babysitting skills, availability, expectations and preferences, as well as with the expectations of your parents. Even if you really like the family or want the money, you should never take on a babysitting job that exceeds your abilities or one that you are uncomfortable with for any other reason. Likewise, you may not be able to take a job if you have homework to do or have plans with your friends. Be sure to check your schedule for conficts and ask your parents before accepting any babysitting jobs. Use your self-assessment form and talk to your parents about how many kids they feel you can handle. If there are too many children for you to safely babysit, ask if you can bring along another babysitter to help. Make sure the other babysitter meets the family before the job and you discuss payment and the job details with them. If you have a friend babysit with you, remember your focus should be on the kids you are babysitting, not each other. Babysitting jobs where you are expected to watch several young children (three or more) by yourself can be very challenging. New babysitters should not babysit infants or more than one toddler until they have some experience. Long hours make the job harder and may interfere with your homework, activities or free time. If you are new to babysitting, you might want to start out with short shifts (1?2 hours). Watching children at night when they are sleeping is easier than watching them during the day. Some families may ask you to do other chores like bathing a child or preparing meals. Do not accept any additional responsibilities unless you are willing and can do them safely. For example, it is better to know if children are allowed to play certain video games or have dessert after dinner before they tell you, ?My mommy said I can! Before babysitting a child with special needs make sure you learn the specifc duties, tasks and responsibilities to care for that child and determine if you are capable of meeting his or her needs while babysitting. You do not have to accept a babysitting job if you do not feel comfortable performing any of the care duties, tasks or responsibilities that are expected of you. Find out if the family has any pets, if they are friendly and if you are expected to care for them. Be prepared to answer questions about your availability, but do not accept a job without your parents permission. Be sure to mention activities such as scouting, youth groups, summer camps or sports from which you gained leadership skills. Make sure you wash your hands before playing with or holding children, especially infants. Professional Behavior the families that hire you expect you to keep their children safe, to interact with their children and to respect their homes and rules. For example, if you tell the family you will call them back the next day, be sure to do so. Review this handbook and the emergency reference guide before each babysitting job and take them with you to each job. Do not use the equipment unless you have permission, even if the children have gone to bed. Call the parents in emergencies or for situations that you cannot handle on your own. Wash your hands before preparing or eating food; and after going to the bathroom, changing diapers, helping a child clean up, handling garbage, coughing or blowing your nose. Do not have your friends come over unless you have been given permission by the family. Note any lessons you learned or if you are interested in babysitting for this family again. If you want to improve your babysitting skills, then you can ask the parents for feedback about your babysitting abilities. Remember to call your parents when you are ready to leave, unless the parents are driving you home. Never accept a ride home from a babysitting job from a stranger or if you don?t feel safe. We have worked babysitting jobs (check all that apply): On weekdays In my neighborhood. Our special abilities include (check all that apply): Music Patience Arts and crafts. Using your group reume and the tips on how to ace an interview on page 21 in your handbook, write down fve things you can do during a babysiting job interview that will help you land the job. Your claroom instructor will be asking you some ?w at if quetions about how you might act in certain situations. Using the information on proeional behavior on page 22-24 in your handbook to help you prepare, be ready to answer the following quetions: What would you do if you started feeling sick one hour before your babysiting job begins? What would you do if you found out you had to study for a really big tet on the same night as your babysiting job? What would you do if the children asked if you would bake them some cookie, but the parents told you no to use the oven? In this chapter, you will fnd many helpful lists that highlight what you need to do to keep yourself and the children you are watching safe. This chapter will also teach you how to avoid injuries and illnesses by following guidelines on how to prevent, recognize and, if needed, fx safety-related problems. Use the lists in this chapter to guide you in keeping the house and the children you watch safe. Here are some things to keep in mind about telephone use when you are babysitting: Ask the parents if and how they would like their phone answered. Use the phone for calls related to the job only, not for personal calls, unless the parents have given you permission to use it for a short personal call. Remember that you may tie up the phone line when you use the Internet; so keep your time on the Internet brief. Keep all conversations as short as possible and avoid personal calls that aren?t absolutely necessary.

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