Archives: Lessons
Ask the Mom
Video Library
Developmental Disabilities
Developmental Disabilities – Introduction to Developmental Disabilities
A developmental disability is a chronic disability of a person that:
- Is attributable to a mental or physical impairment or combination of impairments; is manifested before the person attains age 22
- Is likely to continue indefinitely
- Results in substantial functional limitations in three or more of the following areas of major life activity- self care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
- Reflects the person’s need for a combination and sequence of special interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated.
(Source: The ARC website, retrieved February 2003. http://www.thearc.org/ga/mrdd.html Please scroll down the page.)
We estimate that the prevalence of developmental disability in the United States is approximately 1.5%, or 4.5 million persons.
As evidenced by the statistics above, developmental disabilities affect a large segment of our population. In addition, many more lives are touched by the incidence of developmental disabilities than may be reflected by the numbers reported. Family dynamics are often permanently altered when a child is born with a developmental disability. As these children grow into adults, their family connections grow, as do their contacts with society at large. Healthcare providers need to develop the knowledge and skills required to provide competent services to this often neglected segment of our communities.
Individuals born with developmental disabilities frequently encounter a lifetime of challenges. These challenges often include struggles for accessibility of services centered around education, habilitation, workplace accommodations, and healthcare. Developmental disabilities may impose various alterations in function; thus each individual will require a unique approach to care. A person with a developmental disability may experience difficulty with mobility, communication, coordination, growth (meeting milestones), cognition, learning, or seizure activity to varying degrees. The type and extent of support required depends on the particular person with the disability and the manner in which that person interacts with his or her environment. Healthcare professionals should certainly make efforts to accommodate and thus respect such individuals in the clinic setting.
For further reading on developmental disabilities, and healthcare issues for persons with developmental disabilities, see: “Serving Persons Who Have Developmental Disabilities in the Healthcare Setting: Resources for Medical Student Training in Developmental Disability.” Matheny Institute for Research in Developmental Disabilities. Available online at www.disabilityhealth.org
PHT Project Information
Introduction to the Project
The Preservice Health Training Project was developed out of a need to train healthcare workers to be responsive to the needs of persons with developmental disabilities. In designing the project, a team consisting of physicians, experts in disabilities, parents, individuals with disabilities, and technical experts identified a series of core objectives, which based on both the medical education literature and personal experience, seemed to be those things that physicians most needed to know about such patients. We have also considered the critical communication objectives for medical school students as outlined in such documents as the report on Communication in Medicine (1999) by the Association of American Medical Colleges. Our project has been designed around two main goals:
- First, to impart substantive knowledge to students regarding developmental disabilities, common characteristics and secondary conditions of persons with developmental disabilities, and ways in which to most professionally treat such individuals in a clinical setting.
- Second, and perhaps more importantly, to allow students to become familiar with interacting with persons with developmental disabilities in a simulated, though realistic, format.
Module Components
Several items are included with the modules. First is a section of supplemental material. This includes general background material on developmental disabilities (e.g., types of developmental disabilities, person-first language, etc.). The supplemental material also includes specific information for each of the two virtual patient cases (an adult with cerebral palsy, a child with autism) in which you will have the option of participating. Multiple choice questions are included for the supplemental material as an optional review exercise for students.
The video section (virtual patient interview) represents the core of the module. Each virtual patient interview includes a series of video clips; at the end of each video clip, the student is asked to respond to a “decision point” about how best to proceed with the interview. Interspersed with the videotaped interactions of patient and physician are additional information points. At the conclusion of the video sections are remarks by the virtual patient actors (themselves individuals with developmental disabilities and family members) about their personal experiences with physicians.
The modules include a diagnostic tool, which we refer to as the Disability Situations Inventory (DSI). The purpose of the DSI is to gauge the degree to which the physician feels comfortable in performing routine examination procedures for patients with a variety of developmental disabilities. The DSI will be given as both a pre-test and a post-test in order to gauge the effectiveness of our modules in familiarizing medical students with persons with disabilities.
The modules also contain an Instructor’s Manual with several suggestions for further activities. Among these activities are two additional case studies with discussion questions. Two contemporary issues are also included to generate further classroom discussion. A series of possible paper topics are suggested, as well as the framework for a sub-specialty interview.
References:
Association of American Medical Colleges. 1999. Report III: Contemporary Issues in Medicine: Communication in Medicine. Medical School Objectives Project.
Lesson 1: Introduction
About The Case
Carrie is a young woman with an intellectual disability.
In this gynecological case the patient, Carrie, is being seen for complaints of generalized pelvic pain.
Observe how best to facilitate effective clinical interactions in this situation.
As you go through this case, notice in particular how the Primary Care Provider develops excellent working rapport and communication with the patient.
Use links below to learn more about…
- Accommodating Patients
- Behavioral Management Strategies
- Biological Setting Events and Hormonal Cycling
- Cultural Considerations and the Patient with Intellectual Disability
- Dysmenorrhea and Endometriosis
- Legal and Ethical Issues
- Preventative Reproductive Health Care
- Reproductive Management Strategies
- Sedation and General Anesthesia
- Sexual Abuse
- Sexuality and Self-Determination
- Sexuality Education for Adults with Intellectual and Developmental Disabilities
- Sexually Transmitted Disease
- Social Stories: A Women’s Health Example
- Carrie Case Information Points
- A Visit to the Women’s Health Clinic
- Health Care for a Young Woman with Complex Needs
Lesson 2: Patient History
Lesson 3: Probing Patient Concerns
Lesson 4: Breast Exams
Lesson 5: Pelvic Exam
Lesson 6: Patient Follow-Up
Real Experiences
Explore important issues related to women’s health care from real life experiences.
Select from the options below.
Video Library
Developmental Disabilities
Introduction to Developmental Disabilities
A developmental disability is a chronic disability of a person that:
- Is attributable to a mental or physical impairment or combination of impairments; is manifested before the person attains age 22
- Is likely to continue indefinitely
- Results in substantial functional limitations in three or more of the following areas of major life activity- self care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
- Reflects the person’s need for a combination and sequence of special interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated.
(Source: The ARC website, retrieved February 2003. http://www.thearc.org/.)
We estimate that the prevalence of developmental disability in the United States is approximately 1.5%, or 4.5 million persons.
As evidenced by the statistics above, developmental disabilities affect a large segment of our population. In addition, many more lives are touched by the incidence of developmental disabilities than may be reflected by the numbers reported. Family dynamics are often permanently altered when a child is born with a developmental disability. As these children grow into adults, their family connections grow, as do their contacts with society at large. Healthcare providers need to develop the knowledge and skills required to provide competent services to this often neglected segment of our communities.
Individuals born with developmental disabilities frequently encounter a lifetime of challenges. These challenges often include struggles for accessibility of services centered around education, habilitation, workplace accommodations, and healthcare. Developmental disabilities may impose various alterations in function; thus each individual will require a unique approach to care. A person with a developmental disability may experience difficulty with mobility, communication, coordination, growth (meeting milestones), cognition, learning, or seizure activity to varying degrees. The type and extent of support required depends on the particular person with the disability and the manner in which that person interacts with his or her environment. Healthcare professionals should certainly make efforts to accommodate and thus respect such individuals in the clinic setting.
For further reading on developmental disabilities, and healthcare issues for persons with developmental disabilities, see: “Serving Persons Who Have Developmental Disabilities in the Healthcare Setting: Resources for Medical Student Training in Developmental Disability.” Matheny Institute for Research in Developmental Disabilities. Available online at www.disabilityhealth.org
PHT Project Information
Introduction to the Project
The Preservice Health Training Project was developed out of a need to train healthcare workers to be responsive to the needs of persons with developmental disabilities. In designing the project, a team consisting of physicians, experts in disabilities, parents, individuals with disabilities, and technical experts identified a series of core objectives, which based on both the medical education literature and personal experience, seemed to be those things that physicians most needed to know about such patients. We have also considered the critical communication objectives for medical school students as outlined in such documents as the report on Communication in Medicine (1999) by the Association of American Medical Colleges. Our project has been designed around two main goals:
- First, to impart substantive knowledge to students regarding developmental disabilities, common characteristics and secondary conditions of persons with developmental disabilities, and ways in which to most professionally treat such individuals in a clinical setting.
- Second, and perhaps more importantly, to allow students to become familiar with interacting with persons with developmental disabilities in a simulated, though realistic, format.
Module Components
Several items are included with the modules. First is a section of supplemental material. This includes general background material on developmental disabilities (e.g., types of developmental disabilities, person-first language, etc.). The supplemental material also includes specific information for each of the two virtual patient cases (an adult with cerebral palsy, a child with autism) in which you will have the option of participating. Multiple choice questions are included for the supplemental material as an optional review exercise for students.
The video section (virtual patient interview) represents the core of the module. Each virtual patient interview includes a series of video clips; at the end of each video clip, the student is asked to respond to a “decision point” about how best to proceed with the interview. Interspersed with the videotaped interactions of patient and physician are additional information points. At the conclusion of the video sections are remarks by the virtual patient actors (themselves individuals with developmental disabilities and family members) about their personal experiences with physicians.
The modules include a diagnostic tool, which we refer to as the Disability Situations Inventory (DSI). The purpose of the DSI is to gauge the degree to which the physician feels comfortable in performing routine examination procedures for patients with a variety of developmental disabilities. The DSI will be given as both a pre-test and a post-test in order to gauge the effectiveness of our modules in familiarizing medical students with persons with disabilities.
The modules also contain an Instructor’s Manual with several suggestions for further activities. Among these activities are two additional case studies with discussion questions. Two contemporary issues are also included to generate further classroom discussion. A series of possible paper topics are suggested, as well as the framework for a sub-specialty interview.
References:
Association of American Medical Colleges. 1999. Report III: Contemporary Issues in Medicine: Communication in Medicine. Medical School Objectives Project.
Developmental Disabilities
Developmental Disabilities – Introduction to Developmental Disabilities
A developmental disability is a chronic disability of a person that:
- Is attributable to a mental or physical impairment or combination of impairments; is manifested before the person attains age 22
- Is likely to continue indefinitely
- Results in substantial functional limitations in three or more of the following areas of major life activity- self care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
- Reflects the person’s need for a combination and sequence of special interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated.
(Source: The ARC website, retrieved February 2003. http://www.thearc.org/ga/mrdd.html Please scroll down the page.)
We estimate that the prevalence of developmental disability in the United States is approximately 1.5%, or 4.5 million persons.
As evidenced by the statistics above, developmental disabilities affect a large segment of our population. In addition, many more lives are touched by the incidence of developmental disabilities than may be reflected by the numbers reported. Family dynamics are often permanently altered when a child is born with a developmental disability. As these children grow into adults, their family connections grow, as do their contacts with society at large. Healthcare providers need to develop the knowledge and skills required to provide competent services to this often neglected segment of our communities.
Individuals born with developmental disabilities frequently encounter a lifetime of challenges. These challenges often include struggles for accessibility of services centered around education, habilitation, workplace accommodations, and healthcare. Developmental disabilities may impose various alterations in function; thus each individual will require a unique approach to care. A person with a developmental disability may experience difficulty with mobility, communication, coordination, growth (meeting milestones), cognition, learning, or seizure activity to varying degrees. The type and extent of support required depends on the particular person with the disability and the manner in which that person interacts with his or her environment. Healthcare professionals should certainly make efforts to accommodate and thus respect such individuals in the clinic setting.
For further reading on developmental disabilities, and healthcare issues for persons with developmental disabilities, see: “Serving Persons Who Have Developmental Disabilities in the Healthcare Setting: Resources for Medical Student Training in Developmental Disability.” Matheny Institute for Research in Developmental Disabilities. Available online at www.disabilityhealth.org
PHT Project Information
Introduction to the Project
The Preservice Health Training Project was developed out of a need to train healthcare workers to be responsive to the needs of persons with developmental disabilities. In designing the project, a team consisting of physicians, experts in disabilities, parents, individuals with disabilities, and technical experts identified a series of core objectives, which based on both the medical education literature and personal experience, seemed to be those things that physicians most needed to know about such patients. We have also considered the critical communication objectives for medical school students as outlined in such documents as the report on Communication in Medicine (1999) by the Association of American Medical Colleges. Our project has been designed around two main goals:
- First, to impart substantive knowledge to students regarding developmental disabilities, common characteristics and secondary conditions of persons with developmental disabilities, and ways in which to most professionally treat such individuals in a clinical setting.
- Second, and perhaps more importantly, to allow students to become familiar with interacting with persons with developmental disabilities in a simulated, though realistic, format.
Module Components
Several items are included with the modules. First is a section of supplemental material. This includes general background material on developmental disabilities (e.g., types of developmental disabilities, person-first language, etc.). The supplemental material also includes specific information for each of the two virtual patient cases (an adult with cerebral palsy, a child with autism) in which you will have the option of participating. Multiple choice questions are included for the supplemental material as an optional review exercise for students.
The video section (virtual patient interview) represents the core of the module. Each virtual patient interview includes a series of video clips; at the end of each video clip, the student is asked to respond to a “decision point” about how best to proceed with the interview. Interspersed with the videotaped interactions of patient and physician are additional information points. At the conclusion of the video sections are remarks by the virtual patient actors (themselves individuals with developmental disabilities and family members) about their personal experiences with physicians.
The modules include a diagnostic tool, which we refer to as the Disability Situations Inventory (DSI). The purpose of the DSI is to gauge the degree to which the physician feels comfortable in performing routine examination procedures for patients with a variety of developmental disabilities. The DSI will be given as both a pre-test and a post-test in order to gauge the effectiveness of our modules in familiarizing medical students with persons with disabilities.
The modules also contain an Instructor’s Manual with several suggestions for further activities. Among these activities are two additional case studies with discussion questions. Two contemporary issues are also included to generate further classroom discussion. A series of possible paper topics are suggested, as well as the framework for a sub-specialty interview.
References:
Association of American Medical Colleges. 1999. Report III: Contemporary Issues in Medicine: Communication in Medicine. Medical School Objectives Project.
Developmental Disabilities
Developmental Disabilities – Introduction to Developmental Disabilities
A developmental disability is a chronic disability of a person that:
- Is attributable to a mental or physical impairment or combination of impairments; is manifested before the person attains age 22
- Is likely to continue indefinitely
- Results in substantial functional limitations in three or more of the following areas of major life activity- self care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
- Reflects the person’s need for a combination and sequence of special interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated.
(Source: The ARC website, retrieved February 2003. http://www.thearc.org/ga/mrdd.html Please scroll down the page.)
We estimate that the prevalence of developmental disability in the United States is approximately 1.5%, or 4.5 million persons.
As evidenced by the statistics above, developmental disabilities affect a large segment of our population. In addition, many more lives are touched by the incidence of developmental disabilities than may be reflected by the numbers reported. Family dynamics are often permanently altered when a child is born with a developmental disability. As these children grow into adults, their family connections grow, as do their contacts with society at large. Healthcare providers need to develop the knowledge and skills required to provide competent services to this often neglected segment of our communities.
Individuals born with developmental disabilities frequently encounter a lifetime of challenges. These challenges often include struggles for accessibility of services centered around education, habilitation, workplace accommodations, and healthcare. Developmental disabilities may impose various alterations in function; thus each individual will require a unique approach to care. A person with a developmental disability may experience difficulty with mobility, communication, coordination, growth (meeting milestones), cognition, learning, or seizure activity to varying degrees. The type and extent of support required depends on the particular person with the disability and the manner in which that person interacts with his or her environment. Healthcare professionals should certainly make efforts to accommodate and thus respect such individuals in the clinic setting.
For further reading on developmental disabilities, and healthcare issues for persons with developmental disabilities, see: “Serving Persons Who Have Developmental Disabilities in the Healthcare Setting: Resources for Medical Student Training in Developmental Disability.” Matheny Institute for Research in Developmental Disabilities. Available online at www.disabilityhealth.org
PHT Project Information
Introduction to the Project
The Preservice Health Training Project was developed out of a need to train healthcare workers to be responsive to the needs of persons with developmental disabilities. In designing the project, a team consisting of physicians, experts in disabilities, parents, individuals with disabilities, and technical experts identified a series of core objectives, which based on both the medical education literature and personal experience, seemed to be those things that physicians most needed to know about such patients. We have also considered the critical communication objectives for medical school students as outlined in such documents as the report on Communication in Medicine (1999) by the Association of American Medical Colleges. Our project has been designed around two main goals:
- First, to impart substantive knowledge to students regarding developmental disabilities, common characteristics and secondary conditions of persons with developmental disabilities, and ways in which to most professionally treat such individuals in a clinical setting.
- Second, and perhaps more importantly, to allow students to become familiar with interacting with persons with developmental disabilities in a simulated, though realistic, format.
Module Components
Several items are included with the modules. First is a section of supplemental material. This includes general background material on developmental disabilities (e.g., types of developmental disabilities, person-first language, etc.). The supplemental material also includes specific information for each of the two virtual patient cases (an adult with cerebral palsy, a child with autism) in which you will have the option of participating. Multiple choice questions are included for the supplemental material as an optional review exercise for students.
The video section (virtual patient interview) represents the core of the module. Each virtual patient interview includes a series of video clips; at the end of each video clip, the student is asked to respond to a “decision point” about how best to proceed with the interview. Interspersed with the videotaped interactions of patient and physician are additional information points. At the conclusion of the video sections are remarks by the virtual patient actors (themselves individuals with developmental disabilities and family members) about their personal experiences with physicians.
The modules include a diagnostic tool, which we refer to as the Disability Situations Inventory (DSI). The purpose of the DSI is to gauge the degree to which the physician feels comfortable in performing routine examination procedures for patients with a variety of developmental disabilities. The DSI will be given as both a pre-test and a post-test in order to gauge the effectiveness of our modules in familiarizing medical students with persons with disabilities.
The modules also contain an Instructor’s Manual with several suggestions for further activities. Among these activities are two additional case studies with discussion questions. Two contemporary issues are also included to generate further classroom discussion. A series of possible paper topics are suggested, as well as the framework for a sub-specialty interview.
References:
Association of American Medical Colleges. 1999. Report III: Contemporary Issues in Medicine: Communication in Medicine. Medical School Objectives Project.
Introduction
About The Case
This case involves a patient with autism, presenting with upper respiratory symptoms.
The patient is played by an actor with this developmental disability.
Observe how best to facilitate effective clinical interaction in this situation.