Methods

Treatment Methods

For the design and selection of appropriate therapeutic intervention (which must be customized), there are some criteria by which we choose which method we are going to use to approach the child, or if we use a component with data from other treatments.

These criteria are
• Particular features of the child
• In what extent are shown the disturbances and how should the child be treated in each approach
• The level of his/her skill
• If the behaviour disrupts our collaboration with him/her
• His/her age
• What are the goals set by the intervention for his/her progress
• What scientific data documenting the achievement of the goals
• Whether this approach fits with his/ her own style, ideas, philosophy of parents and therapists, trainers
• And finally something we can not overtake the cost is of the program

Neurodevelopment Treatment (Bobath-NDT):

The Neurodevelopment treatment is a great and internationally accepted and applied therapeutic method for children who have disabilities, neurodevelopment, kinetic difficulties of organization.
Such problems may include: weak static control, inadequate control body-head, direct deficiency in balance reactions, absent or deficient automatic reactions, abnormal activity, abnormal muscle tone.
The basic idea of this method is the reduction of abnormal reflexes and kinetic models and the strengthening of natural attitude, movement and standards.
The techniques used to achieve these goals are:
• Interception (inhibition)
• Facility (facilitation)
• Irritation (stimulation)
• Tapping
• Weight bearing and shifting

Details Sensory integration (SI-Sensory Integration)

Sensory integration is a neurobiological process, which happens to us all and in which, the stimuli taken from the environment around us and from our own body (proprioceptive stimuli), the neurological mature body processes and organize successfully in order to meet the demands of the environment. The most common models of sensory integration dysfunction include: disorders of visual perception, visual-kinetic disorders, disorder of visual design and operations (optical dyspraxia), disturbances of visual discrimination, disorder of vestibular treatment proprioceptive processing disorders and poor body shape perception, two-way integration disorder and succession and included poor attitude control (bilateral integration and successiveness), dyspraxia with body sensory basis (body dyspraxia), linguistic base dyspraxia (verbal dyspraxia in command), sensory sensitivities especially tactile defensiveness and gravitational insecurity.

Standards sensory integration dysfunction, which includes kinetic clumsiness, delay in fine and coarse mobility, balance disorders, poor practice, often included in the diagnostic category of Developmental Coordination Disorder.
Usually the method used in children with high functioning autism, or else called Asperger syndrome.
So necessary for the application is the creation of a safe environment with equipment which provides proprioceptive, vestibular, tactile stimuli.
The aim is to enable the individual to maintain a distance, motor control while moving in the environment and interacting with people and objects efficiently.

Myofascial solution (Myo-Fascial Release)

The fascia is a resilient connective tissue that is widespread in the body as a three-dimensional membrane from head to toes. The fascia is everywhere and surrounds every muscle, bone, nerve, blood vessel and organ from the outer surface to the cell level. Overall fascia provides support, stability and security, as it is a moving and flexible system. An injury can cause tightening of the fascia, which is an industrial and normal tissue response. It loses its flexibility is limited and becomes a source of tension throughout the body. The basic substance solidifies, the collagen is dense and fibrous and elastin loses its resilience. With time this situation leads to problematic industrial muscles, changing the structural alignment and reduces the strength, endurance and mobility synchronization. So the patient has pain and loses its functional capacity.
Restriction-tightening of fascia can be caused by:
• Injury
• Bad posture
• Diseases of the CNS (e.g. cerebral palsy)
• Emotional, stressful situations (p.ch. tension headache)

The Myofascial solution is a manipulation techniques in soft tissue which facilitates the extension of the fascia restricted. It applied a constant pressure over the area of restriction and after a specific period of time, is histological changes brought aboutby the first release. After the resumption of technical and sometimes after a few solutions, the tissue becomes soft and flexible.
The restoration of the length and health of the Myofascial system, it removes the pressure from areas that are sensitive to pain, such as nerves, blood vessels and restore the alignment and mobility of joints.
The BL (MFR), is a multidimensional treatment in terms of the theory and technique. The ultimate goal of treatment is to extend the limited connective tissue, the neuromuscular remove tightening standards and facilitate the structural alignment of the body. These can be achieved through three-dimensional traction or compression.
It is therefore an excellent therapeutic tool, which helps to reduce any increased muscle tone and relaxation.

PECS
(Picture Exchange Communication System)

Communication by Exchange System Image
Developed by: Andrew S. Bondy, Ph.D., & Lori Frost, M.S., CCC / SLP
PECS begins with teaching a student to exchange a picture with his trainer to gain the desired object, which (instructor) immediately fulfil the desire of the student. Protocol Education is based on the book of BF Skinner «Understanding verbal behaviour» (Verbal Behaviour), in order to be taught systematically functional verbal factors (verbal operant) using technical guidance (prompts) and reinforcing strategies that will contribute to self-contact. We do not use verbal guidance to achieve the development of direct initiative and to avoid dependency of the student from any form of support or assistance. The teaching system is being continued with the distinction of images and then how to put pictures in simple sentences. In more advanced stages, people are taught to comment on things they observe around them and answer direct questions. It is observed that preschoolers that use PECS developing speech.

PECS method has been successful with adults and adolescents with wide array of communicative, cognitive and motor difficulties. The principles of the method PECS mentioned in the PECS Training Manual PECS (second edition) written by Lori Frost, MS, CCC / SLP and Andrew Bondy, PhD. The manual provides all the information necessary for the effective implementation of the method of PECS. It guides readers through the six phases of PECS in the use of the system, provides examples, helpful hints for using templates fordata and progress reporting. This training manual is recognized by professionals in the field of communication and behaviour analysis as an effective and practical guide to one of the most innovative systems available. PECS is especially successful if appropriately combined with elements of behaviour analysis. The manual offers many suggestions on how to assess reinforces, teaching strategies, fading prompts and other issues.
PECS at a glance
Stage I: Teaches students to initiate communication right by exchanging images to obtain desired items.
Stage II: Teaches students to persist in communication, searching their images and transfer the desired image, by going to the person who will satisfy their request.
Stage III: Teaches students to discriminate pictures and to choose the image that represents the desired object for them.
Stage IV: Teaches students to construct a sentence to express a request in the form 'I + (epithet) + object'
Stage V: Teaches students to respond to the question "What do you want?".
Stage VI: Teaches students to comment spontaneous things in their environment and make their own questions.
Expanding Vocabulary
Teaches students to use adjectives such as colours, shapes, sizes, when they ask things.

TEACCH
(Treatment and Education of Autistic and Communication related handicapped CHildren)
(STRUCTURED TEACHING METHOD FOR THE PEOPLE on the spectrum of autism)

Under the structured approach, autism is considered as a disorder of cognitive development with special features. People with autism have a unique way of thinking, which is accepted and respected. Autism, according to the TEACCH approach is characterized as a different "culture", meaning that people with autism share similar characteristics and cognitive behaviours (Mesibov, Shea & Schopler, 2005).
A prerequisite of appropriate special education is to understand the specific cognitive characteristics of people with autism and to adapt the environment to be understood.
Therefore, the goal of special education is not the normalization of children with autism but to support them with appropriate adjustments to the natural environment. Educational support is provided for life and adapted in terms of the difficulties of each person on the autistic spectrum.
The structured approach builds on the findings of psychological and educational research for the especially good visual perception and thinking of people with autism (Quill, 1997 Schuler, 1995). Therefore, the role of the therapist is to decode the expectations and rules of non-autistic environment so that people with autism are able to communicate more easily and successfully with people of non-autistic culture. This means that the teacher by understanding the particular way of perceiving and thinking of people with autism will modify the learning environment for the person with autism to understand and be able to respond more independently to it.

The teaching using visualization hardware has become very successful method for gaining autonomy in students with autism (MacDuff, Krantz & McClannachan, 1993? Pierce & Schreibman, 1994). The structured approach provides appropriate methods for achieving this goal. The implementation of a structured approach based on a continuous and systematic evaluation it is being focused on the skills, interests and emerging skills of children with autism. It should be emphasized that the main goals of the evaluation is not to identify the weaknesses of individuals with autism but the skill that can be conquered with a little help ("emerging"). The information collected for the interests and obsessions of children with autism are being used in the design and development of the educational material. For example, if a child with autism has been obsessed with trains, educational materials to teach concepts such as colours, shapes, numbers, letters or words may be related to the topic of trains. Another important pedagogical principle underlying the structured approach is the collaboration with parents (Marcus, Kunce & Schopler, 1997). Parents are considered as co-therapists that are expected to actively participate in their child's education, so that can be allowed for generalization of skills in the home environment and community. Parents participate as students in seminars on the implementation modalities of a structured approach at home and receive guidance and support from therapists TEACCH. The first goal of the structured approach is the understanding of the environment by people with autism (Shulman 2004, 2004b). The built environment best suited to the particular mindset of people with autism. When the functions of each area of the environment are clear, then the requirements are understood by those invited to respond to it. Furthermore, organized environment is predictable and easier to accommodate persons with autism in this. The second goal of building the environment is the spontaneous communication of individuals with autism. When a child with autism knows and is familiar with the surroundings, he/she can better express their needs in it. Even in an organized environment, marked by convenience and clarity of the completion of an activity. In addition, a structured environment routine incorporated easily and people with autism can follow them smoothly.

Methods of structured teaching

• The structuring of the environment of the class

The following description is limited to a classroom space for preschool and school age. Each area of instruction should be defined by visual clarity.

• The daily program of classroom activities

the structured approach to plan classroom activities is individualized and daily (Collia-Faherty, 1999? Mesibov, Browder & Kirkland, 2002). A simple program includes two activities: first job after the game and not vice versa. a program like this provides information on children with autism to what precedes and what follows.

The form of visual signalling activity in each program may vary depending on the cognitive level of each child with autism. Usually, the first signalling formats are the objects of the activity will address the child. For this purpose, we select objects that have meaning for the child. For example, a Lego brick may mark aactivity building game activity. In more advanced levels of visual representation of an activity can be used photographs or images, or images and words, just words or sentences.

Working system

the third element of structured teaching is the personalized system of work. In a complete working system containing the following information for students with autism: a) what will he/she do, b) how much work will be done, c) how he/she will know when it is finished, d) what to do after completing this activity. The working system is presented to the child either vertically or horizontally in each area of instruction.

. The structured learning materials

the structured approach involves the design and development of educational material with visual organization and visual instructions for use, which should be very clear to the child with autism to understand the requirements of each activity. With the visualization equipment exploited by the exceptional abilities of people with autism in visual perception and thinking and creating incentives for their involvement with an activity. Under the structured approach, the parameters for the development of educational materials for children with autism are: a) visual instructions, b) the visual organization and c) the visual clarity (Mesibov, Shea, & Schopler, 2005? Schopler, Mesibov , & Hearsey, 1995). The visual instructions provide information on how to perform an activity. Regardless of the format of the optical drive, a child with autism learn to follow visual instructions of activities, modifying the reactions in an activity and thus fosters a flexible way of thinking, an important asset for the conquest of autonomy to the extent that is possible.

With the visual organization limited sensory stimuli that are included in the materials of the activity. By placing the materials in separate boxes / baskets / bowls / or folders, the student facilitates to focus his attention only to information related to the execution of the activity. Also, the stabilization of materials (using Velcro) facilitates the organization of activities.
Visual clarity refers to the signalling of objects or parts of the activity, so that the student is able to better understand the meaning of the activity. The visual clarity is achieved in several ways, such as using colours to highlight words or sentences, the text formatting (bold or capital letters), use numbers. For example, an activity of identifying the initial letters of words, the first letter of each word is underlined and in uppercase form so that the child with autism to focus on this part of the activity and complete the activity successfully. The structured approach offers a structured learning environment using the visual abilities of children with autism respond better to the educational needs and specific treatment processes of sensory information in relation to more traditional teaching conditions based on principal use of spoken language.

MAKATON
(alternative method of communication)

Makaton is a program that enables all those who have a wide range of developmental disabilities to communicate and the reason to cultivate those skills and use them with a simple but very functional way, so they can participate in social life, to enjoy, make choices and assert their rights.

Makaton can be applied to all environments, ie at home, at school, at work and employment in leisure and sports, Hospital, Boarding House etc.
the teaching approach focuses at first level, in the acquisition of basic communication skills and language and at a higher level of achievement in reading and writing. The understanding and the use of speech achieved by using meanings or graphic symbols that accompany and support the spoken word.

ABA
(Applied Behaviour Analysis)

one of the most known educational interventions in the spectrum of autism is Applied behaviour analysis, ABA (Applied Behaviour Analysis). Applied behaviour analysis is based on the principles of behaviourism in behavioural basic theories formulated by Watson (1913), Thorndike (1921), Skinner (1938) and others. In the 1960's these theories have been applied to the creation of educational practices for individuals with autism. The analysis of behaviour is related to variables that affect behaviour. The basic assumption is that behaviour is the product of interaction with the environment. The consequence of any conduct is what determines the recurrence or not. Emphasis is placed on social learning, and emphasizes the influence of social environment on human behaviour. Regarding the desired behaviour we want to strengthen, a strategy is applied for learning new skills.
The Applied Behaviour Analysis is based on the triad A. B. C.
A. Antecedent, what drives behaviour.
B. Behaviour, behaviour is observed.
C. Consequence is the consequence of behaviour.
As occurs the behaviour, follow the consequence of this behaviour. Analyzing the effects of the behaviour and we record the events that enhance the repetition.

The award is a very important part of Applied Behaviour Analysis. Every little piece of learning is associated with a good booster, in order to try the repetition of the correct response, which is the desired behaviour. In this way we interfere in the child's temperament, we discover the ideal amplifier and maintain the desired behaviours while we are able to teach new skills. It is important that the NDP the undesirable behaviours are not punished but are ignored and not rewarded so the child to quit them. The child chooses the conduct of providing aid, rewarding, because it is something that pleases me.

PORTAGE

Portage began in 1969 in Wisconsin of the United States by a public agency for the Education of Persons with Disabilities. The aim was to give solution to the lack of provision of educational services to preschool children who lived in a sparsely populated rural area. The first experimental version was published in 1972. The demand was immediately very large where it was among the interested government agencies of other U.S. states and several foreign countries, Australia, Belgium, Venezuela, Canada, Japan, Israel, Sweden, New Zealand, Uruguay, Jamaica, and Lebanon, Mexico. A few years after 1976 were adopted also by Great Britain, where it spread in to many cities of the country. The spread of Preschool Education Guide Portage relied on the fact that parents discovered through the program how to educate their own children to new skills or how to deal with any special / difficult behaviour. The Portage focuses on each child individually it finds what can and can not do and provide practical help and encouragement. The staff of the program, taking into account the survey data, observations and suggestions of buyers who had applied the Guidelines, developed improvements in all parts of the Guide in almost two years. In 1997 completed the updated version where the same year was translated into Greek by Ms. Diana Sakellariadis. The translation of pilot released in a limited number of 50 copies of the Special Interest Group on Portage in Greece of Occupational Therapists Association. To Portage characterized by two basic elements:
1) Structured teaching method
(Structured Teaching Technigue) through modules and analysis project.
Initial assessment capabilities
• Instructional goal
• Select priority goal
• Teaching method
• Weekly activities
• Review of the goal
• Feedback program

2) Positive Model Monitoring
(Positive Monitoring System)
• Daily activities with the child
• Weekly meeting with instructor
• Periodically meet with the supervisor

Parents & trainer of the program "Portage"
As already noted, the Portage Guide to Early Childhood Education is designed to help parents of children with disabilities to teach their child at home on a daily basis. Implementation of the program is based on the cooperation of the instructor "guest house" with the parents and the child. For the success of the program is essential the recognition of the vital role of parents, something that Portage considers as a "key". The teacher works with parents and the child once a week. Initially, parents and teachers are marking together the skills / behaviours of the child in a list of competency assessment. Every week agree at least on one goal they wish to achieve by next week along with an activity that is taught every day. Together they are also planning a short and a long term goals. The trainer helps in the management of problem behaviours and supports the parents when the need arises. The Portage program recommends the rotation of teaching methods and their application in different ways for different children, taking into consideration their individual differences. The teaching methods are applied either separately or in combination. The child regardless of the method is able to accept some form of assistance such as practical, verbal, visual or example. The conditions for effective learning of the child are the level of cooperation the maintenance of attention and the concentration ability of imitation.

METHOD PNF
(Proprioceptive neuromuscular facilitation)

The proprioceptive neuromuscular facilitation (PNF) is an advanced form of flexibility training that involves stretching and contraction of muscle groups in which we focus. .
The method was originally developed as a form of rehabilitation and for this purpose is very effective. It is also excellent in focusing on specific muscle groups, as well as to increase flexibility and to improve muscle strength.

THE SYSTEM MORE
(Motor-Oral-Respiration-Eye)

This approach has to do with the tasty system, i.e., where the recruitment of taste stimuli and the processing by the brain, they are affecting sensory motor the child and thus are affecting other important areas such as speech, posture, etc. The primary oral-kinetic mechanism, the model that the extracting-swallowing-breathing plays an important role in sensory-motor organization of the children and can be clearly affect areas such as speech, feeding, and areas that do not pertain by mouth, such as attitude control, visual-motor coordination (eye-hand coordination), their emotional maturity.

PARENTS EDUCATION-EARLY INTERVENTION

In all cases is considered the necessary the involvement of family and school environment in the educational process because communication is not taught in the office of every specialist, but in everyday's life in its natural context.
So an important element in the evolution of the child is the cooperation and training of parent-guardian.
Parents of physically handicapped children should be educated as early as possible in the proper handling and positions, so not to enhance the pathology but normal condition and kinetic models.
Alongside parents of children with autism, hyperactivity, learning disabilities, behavioural problems, need training in handling psychological aptitude to manage in the best possible way any negative feelings and attitudes of their children, reinforcing positive behaviour and ignoring the negative. The open communication between parents and experts will help identify the child's difficulties and prioritize goals. The cooperation of parents and special contribution to the advancement and development of the child. At the same time is very important to make possible early therapeutic intervention in children even find a minimum failures and deviations, to provide the best and quickest possible improvement.

Diagnostic tools

In the field of diagnostic labels are not like in many of us. However, it can be useful and beneficial in some cases as children with autism and Asperger syndrome. Without a proper and timely diagnosis, children in autistic spectrum can be sentenced to an unjust and undignified life without having realized their potential.
The purpose of diagnosis is:

• To help us understand the problems
• To give guidance to therapists, teachers, parents for the child's situation
• To suggest ways for effectively control and educational strategies.

An important tool to diagnose a deviation is:

DSM-IV
(4th ed) - (Diagnostic and Statistical Manual of the American Psychiatric Association)

This detects disturbances in three broad areas:
1. social interaction
2. communication
3. the stereotyped behavior patterns or special interests

Another important guide registration conditions are:

ICD 10
(10th Rev.) - (International classification of diseases), where are categorized several discrepancies/deviations.

Early Childhood tests where will provide useful information are those that assess the reason, speech and phonological awareness. Currently in the Greek language there are no standardized tests of speech and phonological awareness. The evaluation is based primarily on linguistic considerations and brief analysis of a sample speech. In seeking an objective assessment can be used in translation test from English such as:

CELF
(Clinical Evaluation of Language Fundamentals-Preschool) (Wiig, Secord, Semel, 2000)

This test is for children who have speech and used to assess the language skills for ages 3.0 -6 .11 years. It consists of six scales, three concept (linguistic concepts, concept proposals, concepts) and three expressions of speech (repetition of suggestions, name objects and functions, structure of word production that grammatical structures).

DENVER II
(Denver Developmental Screening Test Revised)

this is used to examine the development of children up to age 6 years

It is one of the most popular and commonly used tools from the specialists to assess the level of development of a child. It examines areas:

• Coarse / fine moves
• Socialization
• Problem-solving
• Speech by both cognitive ability and the level of expression of speech.

It is a tool used for quick and easy 15-20 minutes by a person qualified, and it refers to children from 0-6 years. The results derived through the synthesis of the responses of the parents and the direct assessment and observation of the children from the specialist. It provides information that helps to outline the image on the psychomotor development of the children, and overall functionality at this time both in motor skills and in terms of cognitive and emotional capacities. It does not provide a clear prediction of long-term development and progress of the child's future adjustment and should not be confused with tools and tests provided for school readiness. It is one of a series of tools with the same purpose and are part of a comprehensive diagnostic evaluation that involves interviews with parents taking full history of the family and the child (pregnancy, childbirth, perinatal period, lactation), assess the functioning of the family, relations among members, the relationship of each parent with the child, and direct assessment and observation of the same child and the interaction with parents.

DETROIT Test
(DTLA-P: 3)

The DTLA-P: 3 is a quick, easy test administration to measure the overall capacity of small children. It is particularly useful in low-functioning children of school age 3-0 with 9-11. It consists of six sub-tests, measuring cognitive ability in areas such as language, attention, and motor skills.

GRIFFITHS TEST No II

During the 1960 Griffiths scales, where originally designed to measure children from birth to two years, extended to cover the birth to eight years and sixth scale (practical reasoning) was added to the five scales that constitute the measure the early years. The first edition was published in 1970 and revised in 1984. The third and most recent edition was published in 2006.

The six sub-scales are:

Sub-scale A: kinetic: Rough motor skills including the ability to balance, coordinate and have control of movement.

Sub-scale B: Personal-Social: To have capacity in activities of daily living, level of independence and interaction with other children.

Sub-scale C: Language: receptive and expressive.

Sub-scale D: Visual-motor coordination (eye-hand): fine moving skills, skilful manipulation and visual-motor skills.

Sub-scale E: Performance: visuospatial skills, including working speed and precision.

Sub-scale, F: practical reasoning: The ability to solve practical problems, understand basic mathematical concepts and understanding of ethical issues.

Package weighted equipment required for managing data on the Griffiths scales. The set consists of 39 pieces which are transferred in a case. In addition, a book design and a registration form.

So a professor of Physical Education may, by an easy method to determine the kinetic development situation, which is very important because, with the motor development (fine and coarse) of the child, will be prepared and the training program which will make further education. Furthermore, it can assess the visual and motor visuali perception of the child, which are essential for the development of mature movement.
The physical scales of the Griffiths test offers the possibility of an objective evaluation of kinetic status, the rate of motor development and early disclosure of a latent exemption without requiring significant time or specific organs. Moreover, the large number of skills the test exam is achieved by setting the motor level in children with disabilities and the monitoring of motor development of normal children and children with disabilities after therapeutic intervention.

EARLY DYSLEXIAS DETECTION TEST
(Zakopoulos B.)

This test makes it possible to diagnose suspected, information and trends for future occurrence of dyslexia. (It is the main gauge in kindergarten children).

TEST OF LANGUAGE PERCEPTION AND EXPRESSION
(Vogindroukas I.)

It examines the communication chain with core the social interaction. As skills are developed: sociability, communication, play, language, speech or writing.

BOSTON TEST

Aimed at presenting facts speech difficulties after a stroke. It covers part of the socialization of adaptation activities.

ATHENS TEST

The Athena Diagnostics Test-learning difficulties are; a set; of the individual diagnostic tests, fourteen main (14) and one (1) supplement, which assess a wide range of motor, perceptual, cognitive and psycholinguistic processes. These climate, as shown by the educational psychology research and clinical practice related; with the difficulties faced by children to meet the learning requirements of the school.
Tests of the Athena-Test is in form of psychometric scales and assess the level and growth of the child in various fields, such as: intellectual ability, immediate; memory; sequence, the completion of incomplete performances, writing, phonological awareness, and neuron-psychological maturity, such as visual-motor coordination, plefriosi and orientation of the body.

A-TEST

This test is a screening tool for school readiness.
The A'Test is the first Greek test for detecting learning difficulties. It is the result of scientific study conducted by Stelios Mantoudis and Thomaidou Loretta at the Developmental Paediatric Clinic Children's Hospital "Agia Sofia".
The A'-Test has been recognized by official bodies and institutions such as the Paediatric Society, the Medical School, Department of Health and Education, and conferences. It is the most appropriate test to become a school readiness screening in large populations of young children because it is easy and fast to apply. A'-test is statistically significant because it was implemented in 2000 Greek children, a number larger than any other test. The results of clinical studies have shown that has a99.8% reliability rate. It also applies the same criteria and the same methodology for all Greek students. This automatically makes the test objective, it is the same for all children and also paediatricians and therapists to know and can easily interpret. The test is not commercially available but made only by certified partners of A'-tests and the adoption of the results are made only from the PC

VINELAND
(Adaptive Behaviour Scales)

This is a diagnostic tool which measures and monitors performance in several areas such as communication, life skills, motor skills, dys adaptive behaviours. Used by psychologists and other specialists developmental pediatrician and applies to children in the autistic spectrum, with pervasive developmental disorder, children with ADHD (Attention Deficit-Hyperactivity Disorder).

GMFCS For Cerebral Palsy
(Gross Motor Function Classification System)
(A. Papavasiliou, CH.-A. Rapidi, K. Petropoulou)

It is a rough classification system for motor function of children with cerebral palsy and is based on the move starts spontaneously mere child, with particular emphasis on sitting and walking. The classification is done in 5 levels (levels), depending on the capabilities and limitations of the motor functions of the child.

CARS
(Childhood Autism Rating Scale) (range of childhood autism) - (E. Schopler, R. Reichler, B. Rochen Renner)

It is an evaluable tool which assesses the performance or otherwise the child's behaviour in several areas including: emotional response, use of body movement, use of games, adapting to change, visual response, auditory reaction, use the senses of taste-smell- touch, fear or nervousness, verbal, non-verbal communication, activity level, degree of mental stability and response. This scale helps to determine the severity of the symptoms of autism, as according to the rating (score), the child is classified into non-autistic in moderate or severe autism.

DLS
(Derbyshire Language Scheme)
Derbyshire Language Scheme is a system of intervention for children with delays or difficulties in developing the understanding and expression of language (Masidlover, 2005). The purpose of DLS is to enable children to develop understanding and expression of the language at their own pace following the expected pattern of development. The DLS teaches children the right content, form and use in order to encourage language development. It is also the pragmatics and syntax to transport them in everyday speech of the child.

It consists of two textbooks, a series of language tests and forms to record the progress of the child.
The textbooks contain descriptions of individual and group activities aimed at improving the use and understanding of language. They start from a low level where it is assumed that the child has no understanding of language and expressive capacity. From this point, the curriculum moves in small steps at a level where the child is expected to follow a sequence of two instructions after hearing them only once (for example: Put the painting book on your table, and go get me Your sneakers). The expression of the child should have progressed to a point where a simple narration can be connected (e.g.: I went to the park with my mom, and feeding the ducks. My brother came up with ... etc...). There should be different types of complex motions in use, i.e.: those with more than one main verb (eg He fell down because he did not see the box Lock the door, so we can go out, etc.) .

CONNERS PARENT RATING SCALES

It is an instrument that uses observer is ratings (paediatrician-specific) and the parent or teacher to help assess attention deficit / hyper-mobility (ADHD) - (ADHD) and behavioural problems in children and adolescents.

Short Version (CPRS-R: S)
CPRS-R: S contains 27 items and covers a subset of the subscales and items from the full form for the parent. The scales include:
• Reactivity
• Cognitive problems / attention deficit
• Hyper-mobility
• ADHD list

thus provided valuable information for diagnosis and a point before the start of treatment and its effectiveness over time. The test is used to give information about ADHD, it basically tells us whether the child has symptoms of inattention, hyper-mobility or both together, but it shows us if there are behaviours such as anxiety (stress). Your child may seem inattentive in school but not at home. Remember that you are the person who assesses the situation and if you do not see any symptoms, it will be in scale. If your child shows signs of "carelessness" in school, but not at home, it is likely that "recklessness is" nothing more than a strategy to avoid what is difficult for him - and the professionals in this school know .

M-CHAT

M-CHAT is a questionnaire developed at the University Of Connecticut School Of Psychology, and is designed to examine children aged 16 to 30 months in autistic spectrum disorders (ASD).
The 23 elements, complete Form parent, certified, it generally takes 2-5 minutes to complete, and briefly for the special or the paediatrician to make the score. Note: The American Academy of Paediatrics (AAP) now recommends two visit exams: 18 months and 24 months. Overview of scoring. The options are "Yes" and "No". Children, who fail in more than 3 ofany questions or 2 critical questions, especially if the scores remain high after the follow-up interview, should be referred for diagnostic evaluation by a specialist trained in the assessment of ASD in very young children.
The main goal is to maximize the sensitivity, ie to detect as many cases sect. Auto. Spectrum. This form is copyrighted, but is free and available online.