CLINICAL CARE
The first area of work of Neurodesarrollo Quito is direct care in the office based on international care agreements in the area as well as scientific evidence.
Our hotline seeks to offer all reliable, professional and evidence-based comprehensive care services in neurodevelopment. We have all the accreditations for the techniques we use, our main objective being the well-being of our patients, so if we require the attention of other professionals we will provide them with all the information about it to continue teamwork. In the same way, our work team serves in different places in the city since we are independent professionals who carry out interdisciplinary work. Certain intervention processes require direct work in homes, schools or different spaces where people develop.
We have the following lines of care in order to respond to young children or adults who present or have presented difficulties in neurodevelopment, syndromes, special educational needs, behavior disorders among others.
DEVELOPMENTAL ASSESSMENT AND EARLY INTERVENTION
One of the certainties that we handle at the moment in terms of Neurodevelopmental disorders is the importance of early detection and intervention. The development evaluation focuses on analyzing in depth each one of the areas that compose it with the appropriate use of specific batteries developed for this purpose that must be handled by accredited and experienced personnel. This analysis allows us to know from the first months of life the indicators of developmental delays that can be intervened early.
Not all children need this type of evaluation, but only those who have presented risk factors in pregnancy or birth, such as premature children, who have undergone surgeries at birth or in the first years of life, among others.
After said evaluation, which takes between 30 to 60 minutes depending on the child's age, the parents are given an intervention plan with exercises to be carried out at home and, according to each case, a monthly, quarterly or monthly follow-up is carried out. biannual.
Another advantage of maintaining follow-up in cases of children who have presented risk indicators is that possible neurodevelopmental disorders can be identified and intervened early. The first evaluation can be done from the baby's 6 months of age.
EVALUATION AND DIAGNOSIS OF NEURODEVELOPMENTAL DISORDERS
Neurodevelopmental disorders are those that occur at an early age and indicate abnormalities in the proper course of the same.
Early intervention is the ideal, it can be possible to reduce the symptoms of the disorders at a high level and allow the greatest possible functionality. At the beginning of school age it is possible to make an accurate diagnosis using specific psychological batteries for this purpose that must be used by qualified and experienced professionals, many of them require specific international certifications to do so. Knowing the diagnosis makes it possible to use the advances made in research regarding the appropriate intervention in each type of disorder with its specific characteristics.
The number of evaluation sessions depends on the child's age, specific characteristics and symptoms, between 4 and 6 sessions approximately.
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Some neurodevelopmental disorders are:
Intellectual disability
Communication disorders
Autism Spectrum Disorders
Attention deficit disorder
Specific Learning Disorder
Motor disorders
Other neurodevelopmental disorders
CASE ADVICE
In the attention of some specific cases a coordinated and interdisciplinary work is required, in these cases a professional may be necessary to coordinate the evolution, therapeutic interventions, curricular adaptations. In other cases, a counseling process may be required regarding the therapeutic management that is given to the people who require care.
PECS (PICTURE EXCHANGE COMMUNICATION SYSTEM)
PECS is an evidence-based intervention method that seeks to achieve communication through the exchange of images with the child or adult who has not achieved communication.
The decision of the relevance of the use of the method must be made with the team of professionals in charge of the case and depends on the particular characteristics of each person.
Children, youth and adults who have not been able to achieve functional verbal communication benefit from being able to transmit their needs through the image exchange mechanism that does not limit the development of communication in any way.
For the use of the technique it is necessary to carry out specific training by authorized professionals who are part of the accrediting institutions.
ABA (APPLIED BEHAVIOR ANALYSIS) PYRAMID APPROACH TO EDUCATION
There is consistent evidence that demonstrates the efficiency of ABA-based techniques in Neurodevelopmental Disorders. The Pyramid Approach to education based on ABA proposes a method in which a functional evaluation of behavior is carried out for work with efficient reinforcement systems so that specific results are achieved in the behavioral difficulties that may arise in these cases .
The decision of the relevance of the use of the method must be made with the team of professionals in charge of the case and depends on the particular characteristics of each person.
For the use of the technique it is necessary to carry out specific training by authorized professionals who are part of the accrediting institutions.
ESDM EARLY START DENVER MODEL
The ESDM intervention is a technique based on scientific evidence developed at the MIND Institute at the University of California, Davis. It works in the first stage of childhood to reduce the symptoms of children with early symptoms of Autism Spectrum Disorders.
The decision of the relevance of the use of the method must be made with the team of professionals in charge of the case and depends on the particular characteristics of each person.
To use the technique, it is necessary to carry out specific training with accredited personnel.
SPECIFIC INTERVENTION IN READING AND WRITING
In cases of Learning Disorders affecting Reading and Writing, specific intervention is carried out based on the particularities of each case with measurable and quantifiable results.
The best intervention option will always be that provided by professional experts in the area.
SPECIFIC INTERVENTION IN CALCULATION
In cases of Learning Disorders with Calculus impairment, specific intervention is carried out based on the particularities of each case with measurable and quantifiable results.
The best intervention option will always be that provided by professional experts in the area with specific experience in it.
NEUROPSYCHOLOGICAL REHABILITATION
Aimed specifically at the rehabilitation of weakened neurodevelopmental areas such as attention, memory, inhibitory control, etc.
It begins with an intervention plan developed based on the evaluation of the functions. Measurable and quantifiable objectives must be set. In the same way, it must be coordinated, planned and supported by professionals in neuropsychology.
SOCIAL SKILLS INTERVENTION FOR YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS (SEN)
Work on social skills is planned with a cognitive-behavioral approach, intervening in the areas of common difficulty in each SEN. The intervention is carried out with both the young people and their parents in individual work with each of them. Processes are proven to be most successful when parents are fully involved.
EMOTIONAL AND CLINICAL PSYCHOTHERAPY, INTERVENTION AND COUNSELING FOR PARENTS IN ISSUES OF DIVORCE AND GRIEF, COUNSELING IN PARENTING, FAMILY THERAPY WITH A PSYCHOANALYTICAL APPROACH
Emotional psychotherapy and in the clinic of child-adolescent behavior disorders.
Clinical psychotherapy for children, adolescents and young people with difficulties in interpersonal relationships, learning difficulties (clinical learning difficulties), childhood fears, phobias, anxiety and depression.
Intervention and counseling for parents on issues of divorce and grief.
Parenting counseling with a program endorsed by the APA (American Psychological Association) known as: "Raising Children in Safe Environments" and "Circle of Parental Safety."
Family therapy with a psychoanalytic approach.
SOCIO-EMOTIONAL SKILLS DEVELOPMENT GROUP
Socio-emotional skills are a set of behaviors that allow children to function appropriately in social situations and in different environments such as: at school, home, groups of boys and girls of the same age. It allows them to establish appropriate relationships with others, to know and identify emotions in themselves and in others, to communicate their feelings and thoughts assertively, and to resolve conflicts.
These skills develop from early childhood, thanks to the relationships that children establish with their families, and continue to develop with daily experiences.
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The workshop is focused on:
Develop self-awareness.
Increase tolerance for frustration.
Recognize, understand feelings and express them.
Manage emotions
Understand and respect the feelings of others.
Improve emotional self-regulation during interaction with others.
Develop communication and cooperative skills.
Resolution of interpersonal conflicts.
SENSORY INTEGRATION THERAPY VIA TELETHERAPY
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According to the current situation we are experiencing, it has been necessary to adapt sensory integration therapies to the tele-therapy modality. For this I have taken the certification in tele therapy at CLASI (The collaborative for leadership in Ayres Sensorial Integration). According to the guidelines for good management of sensory integration therapies based on CLASI. I am developing evaluations and treatments for children with sensory deficits in children with ASD, neurodevelopmental problems and learning deficits. The application of the evaluations is carried out through specific tests of sensory integration and neurodevelopment that are completed by the parents, complementing with exact tests of the senses that are evaluated synchronously through tele therapy, where parents or caregivers are guided For me to achieve effective results, clinical observation is done through videos and online communication where I fully observe the children in their daily routines. The platform that I use for Tele-therapies is Zoom medico, acquired by Neurodesarrollo Quito.
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The interventions are applied through treatment plans, according to the results of the evaluations and other tests applied. Each treatment plan is individual according to the needs of each child. The therapy sessions are developed synchronously where I seek to achieve real goals that are previously raised in the treatment plan. Also, to carry out a comprehensive intervention, I work through weekly programs specifically created to develop skills at home. Parents or caregivers become co-therapists, this means that they are the ones who carry out the actions and activities that I am directing from the screen, in some cases tele therapy must be combined with face-to-face therapies as it is necessary to give preparation tools to the co-therapists (parents or caregivers of how to carry out these). According to the case, he developed treatment plans that the co-therapists applied to the children throughout the week. These plans are based on the sensory needs of each child and are not difficult to execute, nor do they require a large amount of time, but they do require perseverance (perform them every day).
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I am currently implementing teleotherapy for two months with successful results in children.
Address: Pablo Arenas Lavayen y José Ascasubi, pasando la Urbanización Mirácoli, Nayón.
+593 98-747-4317 - 2885070
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