GAIRS Checklist For Rett Syndrome: A Complete and Practical Instrument of Assessment and Intervention

Name: GAIRS Checklist For Rett Syndrome: A Complete and Practical Instrument of Assessment and Intervention
Brand: Nova Science Publishers Inc
Price: 241.99 EUR
Availability: OnlineOnly

Angela Fabio Rosa(Author)

Nova Science Publishers Inc

Published on 15. November 2021

267 pages

E-Book

PDF with Adobe-DRM

System requirements

978-1-68507-414-2 (ISBN)

€241.99incl. 7% vat

System requirements

for PDF with Adobe-DRM

E-Book Single Licence

Available for download

Description

More details

Other editions

Content

Intro
Contents
Chapter 1
Characteristics and Challenges in the Evaluation of Patients with Rett Syndrome
1.1. Rett Syndrome
1.1.1. Stages of Development in RTT
1.2. They Know More Than They Are Able to Express - Methodological Issues in the Assessment of Patients with Rett Syndrome
1.3. The Role of Context
1.4. Assessment Scales in Rett Syndrome
Conclusion
Chapter 2
A New Scale for the Global Assessment of Rett Syndrome: GAIRS
2.1. Task Analysis to Assess Behavioral, Cognitive, and Emotional Abilities
2.2. Task Analysis to Assess Behavioral, Cognitive, and Emotional Abilities in Rett Syndrome
Chapter 3
Description of Assessment Procedure with GAIRS
3.1. Basic Behaviors - Prerequisites: Assessment
3.1.1. Assessment of Spontaneous Eye Contact
3.1.2. Assessment of Eye Contact on Request
3.1.3. Assessment of the Ability to Look at Objects
3.1.4. Assessment of Tracking Objects and Faces
3.1.5. Assessment of Functional Gestures
3.1.6. Assessing Cooperation with Simple Spoken Request
3.1.7. Assessing the Ability to Sit Long Enough to Complete a Task
3.1.8. Assessment of Object Permanence
3.1.9. Assessing of the Ability to Wait for Their Turn before Starting an Activity
3.1.10. Assessing of the Ability to Communicate Basic Needs
3.2. Neuropsychological Area
3.2.1. Assessment of Selective Attention
3.2.2. Assessment of Types and Intensity of Stereotypes
3.2.3. Assessment of Lateralization
3.2.4. Assessment of Temporal Orientation
3.2.5. Assessment of Spatial Orientation
3.2.6. Assessment of Memory Span
3.2.7. Assessment of Logical Sequences
3.2.8. Assessment of Categorization
3.3. Basic Cognitive Concepts: Assessment
3.3.1. Assessment Basic Cognitive Concepts
3.3.2. Assessment of Color Discrimination
3.3.3. Assessment of Geometric Forms
3.3.4. Assessment of Measure Concepts
3.3.5. Assessment of Spatial Concepts
3.3.6. Assessment of Human body Discrimination
3.3.7. Assessment of time Concepts on Images
3.3.8. Assessment Cause-Effect Relationship
3.4. Advanced Cognitive Concepts
3.4.1. Assessment of Global Words Recognition
3.4.2. Assessment of Syllable Recognition
3.4.3 Assessment of Recompleting Words Through Syllables
3.4.4. Assessment of Alphabetic Symbols Recognition
3.4.5. Assessment of Recompleting Words with Alphabetic Symbols
3.4.6. Assessment of Recognition of Words Representing Actions
3.4.7. Assessment of the Ability of Using Words to Communicate
3.4.8. Assessment of Math Pre-Requisite Concepts
3.4.9. Assessment of Number Recognition
3.4.10. Assessment of Biunivocal Relationship between Number and Quantity
3.5. Communication
3.5.1. Assessment of the Ability to Express a Basic Need at a Physiological Level
3.5.2. Assessment of the Ability to Recognize and Express a Basic need Through Pictures
3.5.3. Assessment of the Ability to Understand the Biunivocal Relationship between the Physiological Level of the Need and the Picture That Represents It
3.5.4. Assessment of the Ability to Recognize and Express a Basic Need Through Words
3.5.5. Assessment of the Ability to Understanding the Biunivocal Relationship of a Basic Need between a Picture and the Word That Expresses It
3.6. Emotional Area
3.6.1. Assessment of the Ability to Identify Emotions
3.6.2. Assessment of the Ability to Express Emotions
3.7. Handwriting Motricity Area
3.7.1. Assessment of Musculoskeletal Alterations
3.7.2. Assessment of Eye Coordination during Motor Tasks
3.7.3. Assessment of Lateralization
3.7.4. Assessment of Reaching Movement
3.7.5. Assessment of Touching Ability
3.7.6. Assessment of Grasping Ability
3.7.7. Assessment of Releasing Ability
3.7.8. Assessment of Repositioning Movement
3.7.9. Assessment of Bimanual Coordination
3.7.10. Assessment of Ability to Push and Pull an Object
3.8. Handwriting Motricity Area
3.8.1. Assessment of Grasping of Pencil
3.8.2. Assessment of Drawing Patterns
3.8.3. Assessment of Use of School Tools
3.9. Gross Motor Area
3.9.1. Assessment of Standing Ability
3.9.2. Assessment of Sitting Ability
3.9.3. Assessment of Parachute Reactions
3.9.4. Assessment of the Ability to Roll from Supine Position to One Side
3.9.5. Assessment of Rolling Supine - Prone Movement
3.9.6. Assessment of the Ability to Move from Supine to Sitting on the Floor
3.9.7. Assessment of the Ability to Move from Sitting on the Floor to Standing
3.9.8. Assessment of the Ability to Move from Sitting on a Chair to Standing
3.9.9. Assessment of the Ability to Move from Standing Position to Sitting on the Floor
3.9.10. Assessment of the Ability to Move from Standing Position to Sitting on a Chair
3.9.11. Assessment of Walking Ability
3.9.12. Assessment of Body Spatial Orientation in Standing
3.9.13. Assessment of Stepping Ability
3.9.14. Assessment of Running Ability
3.9.15. Assessment of Climbing Upstairs Ability
3.9.16. Assessment of Descending Stairs Ability
3.9.17. Assessment for Jumping Ability
3.9.18. Training for Picking up an Object from the Ground (Small Ball)
3.9.19. Assessment of the Ability to Play with a Ball
3.9.20. Assessment of the Ability to Walk on a Slope
3.10. Autonomy Area
3.10.1. Assessment of Eating
3.10.2. Assessment of Drinking
3.10.2.1. Assessment of Cough Episodes or Breathing Difficulties during the Meals
3.10.2.2. Assessment of Types of Food Consistencies Usually Eaten
3.10.2.3. Assessment of Washing
3.10.2.4. Assessment of Toilet Personal Autonomy
3.10.2.5. Assessment of Dressing
3.10.3. Playing Area
3.10.4. Socialization Area
3.10.5. Advanced Autonomy Area
Chapter 4
GAIRS Training
4.1. Introduction
4.2. The Psychological Bases of Cognitive Empowerment
4.3. Biological Bases of Cognitive Empowerment
4.4. Operational Principles of Cognitive Empowerment
4.4.1. When to Modify
4.4.2. Where to Modify
4.4.3. Who Can Modify?
4.4.4. Basic Methods of Cognitive Empowerment
4.4.5. Unconditional Acceptance
4.4.6. Rules
4.4.7. Reinforcement
4.4.8. Containment
4.4.9. Shaping
4.4.10. Fading
4.4.11. Prompting
4.4.12. Hierarchy
4.4.13. Automatism
4.4.14. Abstraction
4.4.15. Economy
4.5. Description of Training Procedure with GAIRS
4.5.1. Basic Behaviours - Prerequisites: Intervention
4.5.1.1. Training of Spontaneous Eye Contact
4.5.1.2. Training of Eye Contact on Request
4.5.1.3. Training of the Ability to Look at Objects
4.5.1.4. Training of Tracking Objects and Faces
4.5.1.5. Training of Functional Gestures
4.5.1.6. Training of Cooperation with Simple Requests
4.5.1.7. Training of Sitting Long Enough to Complete a Task
4.5.1.8. Training of Object Permanence
4.5.1.9. Training of the Ability to Wait for Their Turn before Starting an Activity
4.5.1.10. Training of the Ability to Communicate Basic Needs
4.5.2. Neuropsychological Area
4.5.2.1. Training of Selective Attention
4.5.2.2. Training of Intensity and Type of Stereotypies
4.5.2.3. Training of Lateralization
4.5.2.4. Training of Temporal Orientation
4.5.2.5. Training of Spatial Concepts
4.5.2.6. Training of Memory Span
4.5.2.7. Training of Logical Sequences
4.5.2.8. Training of Categorization
4.5.3. Basic Cognitive Concepts
4.5.3.1. Training of Object Recognition
4.5.3.2. Training of Color Discrimination
4.5.3.3. Training of Geometric Form Discrimination
4.5.3.4. Training of Measure Concept Discrimination
4.5.3.5. Training of Spatial Concept Discrimination
4.5.3.6. Training of Human Body Discrimination
4.5.3.7. Training of Time Concept
4.5.3.8. Training of Cause-Effect Relationship
4.5.4. Advanced Cognitive Concepts
4.5.4.1. Training of Global Word Recognition
4.5.4.2. Training of Syllable Recognition
4.5.4.3. Training of Recompleting Words Through Syllables
4.5.4.4. Training of Alphabetic Symbol Recognition
4.5.4.5. Recompleting Words with Alphabetic Symbols
4.5.4.6. Training of Words Representing Actions
4.5.4.7. Training of the Ability of Using Word to Communicate
4.5.4.8. Training of Math Prerequisite Concepts
4.5.4.9. Training of Recognition of Numbers
4.5.4.10. Training of Biunivocal Relationship between Number and Quantity
4.5.5. Communication
4.5.5.1. Training of Expressing a Basic Need at a Physiological Level
4.5.5.2. Training of the Ability to Recognize and Express Basic Needs Through Pictures
4.5.5.3. Training of the Ability to Understand the Biunivocal Relationship between the Physiological Level of the Need and the Picture that Represents It
4.5.5.4. Training of the Ability to Recognize and Express a Basic Need Through Words
4.5.5.5. Training of the Ability to Understand the Biunivocal Relationship of a Basic Need between a Picture and the Word that Expresses It
4.5.6. Emotional Area
4.5.6.1. Training to Identify Emotions
4.5.6.2. Training to Express Emotion
4.5.7. Handwriting Motricity Area
4.5.7.1. Training of Musculoskeletal Alterations
4.5.7.2. Training in Hand-Eye Coordination during Motor Tasks
4.5.7.3. Training in Lateralization
4.5.7.4. Training in Reaching Movements
4.5.7.5. Training of Touching Ability
4.5.7.6. Training of Grasping Ability
4.5.7.7. Training of Releasing Ability
4.5.7.8. Training of Repositioning Movement
4.5.7.9. Training Bimanual Coordination
4.5.7.10. Training of Ability to Push and Pull an Object
4.5.8. Handwriting Motricity Area
4.5.8.1. Training to Grasp a Pencil
4.5.8.2. Training to Draw patterns
4.5.8.3. Training in the Use of School Tools
4.5.9. Gross Motor Area
4.5.9.1. Training in Standing Ability
4.5.9.2. Training of Sitting Ability
4.5.9.3. Training of Parachute Reactions
4.5.9.4. Training in the Ability to Move Rolling from Supine Position to one Side
4.5.9.5. Training in Rolling Supine - Prone Movement
4.5.9.6. Training in the Ability to Move from Supine to Sitting on the Floor
4.5.9.7. Training in the Ability to Move from Sitting on the Floor to Standing
4.5.9.8. Training on the Ability to Move from Sitting on a Chair to Standing
4.5.9.9. Training in the Ability to Move from Standing Position to Sitting on the Floor
4.5.9.10. Training in the Ability to Move from Standing Position to Sitting on a Chair
4.5.9.11. Training in Walking Ability
4.5.9.12. Training in Body Spatial Orientation in Standing
4.5.9.13. Training in Stepping Ability
4.5.9.14. Training in Running Ability
4.5.9.15. Training in Climbing Upstairs Ability
4.5.9.16. Training in Descending Stairs Ability
4.5.9.17. Training in Jumping Ability
4.5.9.18. Training in Picking up an Object from the Ground (Small Ball)
4.5.9.19. Training in the Ability to Play with a Ball
4.5.9.20. Training in the Ability to Walk on a Slope
4.5.10. Autonomy Area
4.5.10.1.
4.5.10.1.1. Eating
4.5.10.1.2. Drinking
4.5.10.1.3. Washing
4.5.10.1.4. Personal Toilet Autonomy
4.5.10.1.5. Dressing
4.5.10.2. Playing Area
4.5.10.3. Socialization Area
4.5.10.4. Advanced Autonomy Area
Chapter 5
Examples and Applications of the GAIRS Scale
Conclusion
References
Appendix: GAIRS Scale and Scoring
Global Assessment and Intervention in Rett Syndrome (GAIRS) Checklist
GAIRS Areas
Basic Behaviours - Prerequisites
Neuropsychological Area
Basic Cognitive Concepts
Advanced Cognitive Area
Communication
Emotional Area
Motor Area
Handwriting Motricity Area
Gross Motor Area
Autonomy Area
Scoring
About the Authors
Index
Blank Page

System requirements

Save as PDF Copy link into clipboard

Schweitzer Fachinformationen

GAIRS Checklist For Rett Syndrome: A Complete and Practical Instrument of Assessment and Intervention

Description

More details

Other editions

Additional editions

Content

System requirements