Sentences with phrase «experience cognitive problems»

The number of people who experience cognitive problems following cancer therapy is broad, with an estimate range of 15 to 70 percent.

People in charge of implementing laws and policies may misunderstand or fail to recognize that persons with disabilities are experiencing cognitive problems which prevent them from understanding the information they are being given.

Not exact matches

In some cases, a student - athlete may experience more long - lasting (e.g. chronic) problems with cognitive function and physical / emotional / sleep symptoms, which may require consideration of one or more of the following academic accommodations:

Intelligence is a general cognitive ability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience.

She has extensive experience providing cognitive behavioral therapy (CBT) to children, teenagers, and young adults struggling with psychiatric disorders, school difficulties, and behavioral problems.

When you experience these abrupt changes in hormone levels it can lead to nausea, headaches, and even cognitive problems like the short term memory loss many moms report experiencing.

Dr. Busman has extensive experience providing cognitive behavioral therapy (CBT) to children, teenagers and young adults struggling with anxiety disorders, school difficulties and behavioral problems.

She has experience in providing cognitive behavioral treatments to children, teenagers and young adults struggling with those disorders, as well as behavioral problems and post-traumatic stress disorder.

It's estimated that 20 to 50 per cent of these survivors continue to experience memory and cognitive problems that impact their quality of life.

Half of all patients who survive a cardiac arrest experience problems with cognitive functions such as memory and attention.

Anita Holdcroft, the anaesthetist leading the team, based at the Royal Postgraduate Medical School in London, believes that this unexpected observation could be linked to the cognitive problems experienced by some pregnant women and new mothers.

Richard Chin, Director of the University of Edinburgh's Muir Maxwell Epilepsy Centre, who led the study, said: «Our study indicates that children with pre-existing neurological conditions are far more likely to experience chronic neurological and cognitive problems following convulsive status epilepticus.

These findings resemble those reported for Gulf War veterans, suggesting that the cognitive problems suffered by veterans may be similar, even if their war experiences are not.

«Computerized cognitive training is a more feasible, portable and efficient intervention than we've had in the past and is likely to result in meaningful improvement in the cognitive problems survivors experience,» she said.

They also were significantly more likely than children exposed to low levels to experience attention problems and delays in cognitive and motor skills [PDF].

MS is the most common progressive neurological disorder in working age adults, nearly 70 percent of whom will experience cognitive impairment with symptoms including slower information processing and difficulties with memory and problem solving.

Of these individuals, 44 documented cognitive issues; the remainder of the group experienced no memory problems.

Additionally, a person suffering from MS can experience problems with speech, swallowing, bladder or bowel dysfunction, sexual dysfunction and cognitive problems, such as loss of memory or difficulty with a normal thought process.

Cognitive problems - One study found that 60 % of perimenopausal women experience short - term memory loss, do not learn as well, and have a hard time concentrating.

It's also no wonder that so many people with autoimmune disease can experience problems with mental clarity, word recall, and cognitive sharpness given the inflammatory fire in the body that also permeates the brain.

# 5: All students should be taught «the cognitive skills of social problem solving so they can try different solutions instead of giving up when they experience failure» (p. 142).

These seminars and trainings are designed specifically for educators who are interested in learning how to promote cognitive rigor through inquiry in a certain content area or to deliver a distinctive learning experience such as project - based or problem - based learning.

In response to this problem, Birdville designed a pilot to increase personalized instruction and cognitive rigor, while also providing students with opportunities to develop specific learning objectives, monitor their progress, and participate in more engaging experiences.

Children from disadvantaged families suffer disproportionately from many similar problems — lead poisoning that diminishes cognitive and behavioral capacity; toxic stress, with similar harms to student outcomes, from experiencing or witnessing violence; housing instability; parental incarceration; and many others.

Phobias and other anxiety - related behavior problems your dog already has may be intensified if she is experiencing cognitive dysfunction.

We are often presented with pets experiencing behavioral problems, including separation anxiety, storm phobias, obsessive / compulsive activity, urine marking / house soiling, senility (cognitive dysfunction), and aggression.

Next, after reports of those «health attacks» — and U.S. embassy workers in Havana reported experiencing «hearing loss, dizziness, headaches, fatigue, cognitive issues, visual problems, and difficulty sleeping» — the State Department warned broadly against travel to Cuba.

Such scientific and reality based sources extend far beyond climate science domain into other scientific domains such as cognitive science and psychology and human history and my own person life experience tackling «hard problems» to generate positive change within groups of people and rallying the troops to try to adjust their own pre-conditioning and beliefs of what is possible.

Denise King also experienced cognitive issues like short - term memory problems and retaining new information.

• Demonstrated ability to provide care and encourage learning and developmental activities and specialized programs • In depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom environment

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Children living in socioeconomic disadvantage are more likely to experience cognitive delays and emotional problems (Brooks - Gunn and Duncan, 1997), but the underlying causal pathways between disadvantage and developmental outcomes are not clear.

As we discuss below, one recent study found that family stability trumps family structure as it pertains to early cognitive development even after controlling for economic and parental resources.26 It has been shown that children living in stable single - parent families (that is, families that were headed by a single parent throughout childhood) do better than those living in unstable two - parent families (that is, families that had two parents present initially but then experienced a change in family structure).27 Another study finds that children living in stable cohabiting homes (that is, families where two parents cohabit throughout the child's life) do just as well as children living with cohabiting parents who eventually marry.28 But other research challenges the conclusion that it is family stability that is crucial for child wellbeing One study, for instance, found that children who experience two or more family transitions do not have worse behavioral problems or cognitive test scores than children who experience only one or no family transitions.

Nevertheless, like children with divorced parents, children who grow up with a single parent because they were born out of wedlock are more likely than children living with continuously married parents to experience a variety of cognitive, emotional, and behavioral problems.

Researchers have several theories to explain why children growing up with single parents have an elevated risk of experiencing cognitive, social, and emotional problems.

Research clearly demonstrates that children growing up with two continuously married parents are less likely than other children to experience a wide range of cognitive, emotional, and social problems, not only during childhood, but also in adulthood.

«I have had considerable experience working with adult clients with relationship problems, developing interventions which involve stress management, and the management of both anxiety and depression using cognitive - behavioral techniques.

Cognitive impairment makes it difficult for the child to comprehend events and learning problems create stressful school experience.»

Child Well - Being Spotlight: Children Placed Outside the Home and Children Who Remain In - Home After a Maltreatment Investigation Have Similar and Extensive Service Needs (PDF - 211 KB) U.S. Department of Health and Human Services, Office of Planning, Research and Evaluation (2012) Summarizes recent research from the National Survey of Child and Adolescent Well - Being (NSCAW) that indicates children reported for maltreatment have a high risk of experiencing developmental problems, cognitive problems, behavioral / emotional problems, or substance use disorders, regardless of whether they were placed in out - of - home care or remained in - home with or without receiving services.

I have training and experience in Ericksonian Therapy, Narrative Therapy, Mindfulness and Relaxation Therapies, Brief Therapies (Problem and Solution Focused), Trauma Informed (Trauma Focused Cognitive Behavioral) Therapy, CBT, Neo-Jungian Therapy and Neuro - Linguistic Programming.

Children raised in families that experience multiple transitions do not consistently have higher levels of behavioral problems or lower test scores than do children in family types with one or fewer transitions, even when only child characteristics are controlled... Finally, maternal psychological well - being is shown to be an important mechanism by which family structure affects behavioral outcomes, but not cognitive ones.»

Widespread concerns about the effects of routine non-maternal care in a child's first 2 years of life have focused primarily on how such experiences may affect the developing mother — child relationship, but have also addressed effects on a child's developing language and cognitive development, social competencies, problem behaviours, and peer relations.

She also gained clinical experiences through training at a broad range of hospital and community - based clinics, including the Ottawa Institute of Cognitive - Behavioural Therapy, The Ottawa Hospital (Maternal Fetal Medicine Unit), the University of Ottawa Couple and Sex Therapy Training program, and the Ottawa Mindfulness Clinic, during which she treated a wide variety of clients experiencing problems such as relationship difficulties, interpersonal trauma, post-traumatic stress disorder, concerns related to sexual desire and dysfunction, anxiety, and depression.

Over 30 years of clinical experience in cognitive therapy aiding in insight, options, communication techniques, and problem - solving.

Our licensed, experienced therapists offer help in Bellevue for: • Adults • Couples • Families • Children • Adolescents Our therapy options include therapy for: • Trauma • Attachment Problems • Anxiety • Addiction • Depression • Bipolar • Suicidality • Continuing Care for Inpatient Treatment • Child and Adolescent Issues • And more Our types of treatment include: • Couples Counseling • Alternative & Mindfulness Based Chemical Dependency Treatment • Over 50 Opiate Replacement / Detox / Maintenance Psychotherapy Group • Somatic Experiencing Body Psychotherapy For Trauma and High Stress • Cognitive Behavioral and Dialectical Behavioral Therapy • Gottman Method Relationship Counseling • Family Therapy and Education • Co-Occurring Primary Chemical Dependency Treatment (Both IOP and OP) • Group Therapy And More...

I am experienced in various evidence - based modalities including Cognitive Behavior Therapy, Solution Focused Therapy and Eye Movement Desensitization and Reprocessing.I am passionate about educating people on the impact of trauma and helping individuals, children, couples and families recover from severe, debilitating traumatic experiences as well as everyday negative experiences that change the way we think and act; resulting in distress and impairment often in the form of anxiety, depression, anger and irritability, sleep disturbance, relationship problems and poor health.»

The Adolescent Coping With Depression Course (CWD - A) is a cognitive - behavioral group intervention that targets specific problems typically experienced by depressed adolescents.

Children who witness domestic abuse are also at higher risk of experiencing behavioral, social, emotion, and cognitive problems.

Program Theory Childhood risk factors for becoming violent offenders are frequently experienced before adolescence and may include conduct problems, violence exposure, and social — cognitive processes (Aber, Jones, and Brown 2003).