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essay regarding diagnosis of a 17-year-old girl who was injured in a pool jump accident. Give me d evaluation of her reactions by the professional neurologists prove that Mary suffers from long-term TBI effects. only.
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She is in nee
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ds. section.
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In case these suggestions are followe
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d written instructions;
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4. Allow her using notebook to check her spelling an
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d Estimation
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The estimation of pre-morbi
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d visual spatial abilities.
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The results are the same: the girl
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How about a ding. section.
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Mary’s status in a society she lives in shoul
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Mary came to the hospital to take the tests in time an
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d recently. section.
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dations can be as follows: section.
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1. Provi
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done. section.
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Still, it is necessary to a
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How about a details: section.
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1. Cognitive therapy focuses on the improvement of cognitive skills that can be relearne
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ditional time for various class assignments;
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2. Support Mary with some teacher’s notes;
 3. Give her oral an
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ds to a particular situation. section.
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The WTAR (Wechsler Test of A
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). section.
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The test lasts about 10 minutes
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How about a de noise. section.
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Sometimes, it was seen that Mary was at a loss as she coul
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). section.
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The comparison of her pre-injury an
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Assessment of Mary’s Post-Injury Intellectual Ability section.
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The WAIS-IV is the test use
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How about a d even vocabulary. section.
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She cannot keep up in class an
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determine why Mary cannot keep up in class.
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These are Trails A&B, the PASAT, an
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d clear explanations.
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2. Occupational therapy may be provi
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d of time.
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d rehabilitation at home are necessary for Mary.
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Accommo
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How about a d Rehabilitation section.
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The effects of brain injury turn out to be catastrophic for Mary. She refuses to atten
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How about a d section.
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Several tests, which are more sensitive, are use
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dical support to overcome the challenges of TBI. section.
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Rehabilitation
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d memorize information. The purpose of the Trail Making Test is to prove the presence of brain injury.
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Mary has to connect the 25 numbers chaotically
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deficits.
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WAIS-IV scores were as follows:
VC (114
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d requirements of the test.
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Several attempts are ma
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How about a d to. section.
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She nee
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d. section.
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The peculiar feature of the test is the possibility to compare pre
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A Prognosis section.
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Mary’s case is a tragic
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How about a ): similarities 13, vocabulary 103, information 12; section.
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WM (100
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How about a d grammar in cases of emergency; section.
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5. Re
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d. section.
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As soon as these hints are taken into consi
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des in comparison to her fellows. section.
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How about a digit span 10, arithmetic 10; section.
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PR (98
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design 10, matrix 910, symbols 11. section.
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In general, full scale IQ was about 105; general ability in
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How about a ). section.
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In the case stu
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How about a d written expression. section.
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The PASAT test causes a number of problems as the use of a tape an
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d. section.
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d health plan in a hospital. section.
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3. Neuropsychological tests shoul
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How about a d behavior in general. section.
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Finally, the Digit Symbol test, that requires attention an
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How about a ds to the age of a patient. section.
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Mary is a 17-year-ol
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d post-injury performance.
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The test consists of a number of stages that touches upon the girls’ verbal comprehension, working memory, perceptual reasoning, an
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dex was 106. section.
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The evaluation of the tests an
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d.
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As soon as she is
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Give me the whole essay based on the above.
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##A Pre-Morbi##d Estimation
The estimation of pre-morbi##d functioning is one of the crucial steps that have to be ##done as when a TBI case takes place. As a rule, special tests like the NAART or WTAR are use##d to ##determine a person’s pre-morbi##d level of intellectual functioning along with the use of existing recor##ds (Strauss, Sherman, & Spreen, 2006####).
In the case stu##dy un##der analysis, it is state##d that Mary has not passe##d through full-scale IQ tests, this is why the results of the tests are ##definite in regar##ds to a particular situation.
The WTAR (Wechsler Test of A##dult Rea##ding####) on the basis of No-Chil##d Left Behin##d Testing recor##ds is may be use##d with Mary as she meets its age ranges (16-89 years####), speaks English perfectly, an##d can ##demonstrate her abilities to pronounce irregular verbs with a clear un##derstan##ding of what they are all about (Strauss, Sherman, & Spreen, 2006####).
The test lasts about 10 minutes ##during which an examiner presents 50 wor##d car##ds one by one an##d gives prompts to a patient on how to pronounce a wor##d. Each correct answer is 1 score for the patient. In case 12 incorrect answers take place, the test has to be stoppe##d.
The peculiar feature of the test is the possibility to compare pre##dicte##d an##d actual functioning consi##dering the general intellectual status an##d the con##dition of memory. As soon as all 50 car##ds are shown, the results are evaluate##d in regar##ds to the age of a patient.
Mary is a 17-year-ol##d girl with a high level of knowle##dge an##d abilities to work ##during classes. Her results are expecte##d to be high in##dee##d as she likes to stu##dy an##d achieve the highest gra##des in comparison to her fellows.
##Assessment of Mary’s Post-Injury Intellectual Ability
The WAIS-IV is the test use##d on Mary to check out her post-injury intellectual abilities an##d ##define the possible ##deficits between her pre-injury performance an##d post-injury performance.
The test consists of a number of stages that touches upon the girls’ verbal comprehension, working memory, perceptual reasoning, an##d processing spee##d (Strauss, Sherman, & Spreen, 2006####).
Mary came to the hospital to take the tests in time an##d ##demonstrate##d her ##desire to pass through the tests within a short perio##d. She supporte##d eye contact an##d was eager to answer all questions clearly. During the tests, she staye##d calm an##d focuse##d on the tasks, but she coul##d be easily ##distracte##d by outsi##de noise.
Sometimes, it was seen that Mary was at a loss as she coul##d not fin##d out a correct answer as quickly as she use##d to. She like##d to complete tasks before the ##dea##dlines, still, the results of the test prove##d that she coul##d suffer from some ##deficits.
WAIS-IV scores were as follows:
VC (114####): similarities 13, vocabulary 103, information 12;
WM (100####): ##digit span 10, arithmetic 10;
PR (98####): block ##design 10, matrix 910, symbols 11.
In general, full scale IQ was about 105; general ability in##dex was 106.
The evaluation of the tests an##d Mary’s reaction, it is possible to a##dmit that her TBI associates with such ##deficits like short-memory problems, processing spee##d, attention functioning (she is unable not to pay attention to the ##distracting factors aroun##d####), an##d social perception ##deficit (she wants to control the reactions of people on her behavior, but she cannot ##do it####).
The comparison of her pre-injury an##d post-injury performance proves that the girl has some problems with the perception of the worl##d aroun##d an##d the inabilities to complete the functions she use##d to complete. She is upset an##d even angry with her inabilities to memorize simple facts mentione##d recently.
##Assessments of Cognitive Spee##d
Several tests, which are more sensitive, are use##d in or##der to ##determine why Mary cannot keep up in class.
These are Trails A&B, the PASAT, an##d Digit Symbol. As Mary was ##diagnose##d with TBI, the tests un##der consi##deration shoul##d help to ##define the reasons of why she cannot concentrate on the ##details, be more attentive, an##d memorize information. The purpose of the Trail Making Test is to prove the presence of brain injury.
Mary has to connect the 25 numbers chaotically ##distribute##d on a page. She begins properly, still, in several secon##ds, she starts making mistakes an##d stop completing the test. She ##does not want to continue. The part B of the test (the alternation between numbers an##d letters####) helps to check out Mary’s visual motor abilities an##d visual spatial abilities.
The results are the same: the girl ##does not want to finish the test ##due to her inabilities to focus on the task. She ##does not meet time limits as well. It proves the presence of TBI as well as the consequences such as anxiety an##d written expression.
The PASAT test causes a number of problems as the use of a tape an##d the necessity to follow certain rules in a ##definite perio##d of time make Mary ##dissatisfie##d an##d angry because of her inabilities to meet time ##dea##dlines an##d requirements of the test.
Several attempts are ma##de to re-start the test, still, it also serves as a proof of a traumatic brain injury that causes a number of problems with cognition an##d behavior in general.
Finally, the Digit Symbol test, that requires attention an##d time, calms Mary ##down an##d provi##des her with a chance to complete the task properly meeting all the stan##dar##ds. It shows that her cognition may un##dergo some improvements in case special con##ditions are provi##de##d.
##Recommen##dations for Accommo##dations an##d Rehabilitation
The effects of brain injury turn out to be catastrophic for Mary. She refuses to atten##d school an##d talk to her parents regarding problems that really bother her. Her injury harms her cognitive skills, memory, an##d concentration abilities. The results of these ##deficits are problems with reasoning an##d even vocabulary.
She cannot keep up in class an##d suffers from fatigue an##d anxiety. This is why some accommo##dations in classrooms an##d rehabilitation at home are necessary for Mary.
Accommo##dations can be as follows:
 1. Provi##de with a##d##ditional time for various class assignments;
 2. Support Mary with some teacher’s notes;
 3. Give her oral an##d written instructions;
 4. Allow her using notebook to check her spelling an##d grammar in cases of emergency;
 5. Re##duce the rubric expectations in regar##ds to the quality of the work ##done.
Still, it is necessary to a##dmit one fact – Mary may not want to be provi##de##d with special terms of e##ducation. This is why it is better to offer her some time for rehabilitation at home an##d use me##dical support to overcome the challenges of TBI.
Rehabilitation ##details:
 1. Cognitive therapy focuses on the improvement of cognitive skills that can be relearne##d. It is possible ##due to certain repetitive activities, support of a professional, an##d clear explanations.
 2. Occupational therapy may be provi##de##d by a##dvance##d nurses an##d followe##d accor##ding to a properly ##develope##d health plan in a hospital.
 3. Neuropsychological tests shoul##d be consi##dere##d on a regular basis as they can show the results of the therapies use##d.
As soon as these hints are taken into consi##deration by Mary an##d her parents, she has all chances to get recovere##d an##d achieve appropriate results within a short perio##d of time.
##A Prognosis
Mary’s case is a tragic ##development of the events that cannot be pre##dicte##d but may be improve##d.
As soon as she is ##diagnose##d with TBI with a number of consequences influencing the girl’s cognitive ##development, memory, an##d behavior, the test assessments, an##d evaluation of her reactions by the professional neurologists prove that Mary suffers from long-term TBI effects.
She is in nee##d of professional help an##d appropriate treatment at home as well as in a hospital. She has to be treate##d by an expert in or##der to re-##develop her skills an##d be able to gain control over her emotions an##d inabilities. Mary has to be rea##dy that she cannot perform all the activities at the same level as she use##d to.
She nee##ds to be supporte##d by her family an##d her frien##ds.
In case these suggestions are followe##d, a prognosis of her recovery may be rather positive. Of course, people suffer from some problems after their TBIs. They nee##d time an##d un##derstan##ding.
Mary’s status in a society she lives in shoul##d help her to fin##d the require##d portion of support an##d continue living accor##ding to her or##dinary style of life soon.