Assessment
The following can be done to assess for dyslexia:
Apply a multidisciplinary team approach involving the childs parent(s) and teacher(s), school psychologist, pediatrician, and, as appropriate, speech and language pathologist (speech therapist), and occupational therapist.Gain familiarity with typical ages children reach various general developmental milestones, and domain-specific milestones, such as phonological awareness (recognizing rhyming words; identifying the initial sounds in words).Do not rely on tests exclusively. Careful observation of the child in the school and home environments, and sensitive, comprehensive parental interviews are just as important as tests.Look at the empirically supported response to intervention (RTI) approach, which "... involves monitoring the progress of a group of children through a programme of intervention rather than undertaking a static assessment of their current skills. Children with the most need are those who fail to respond to effective teaching, and they are readily identified using this approach." Assessment tests
There is a wide range of tests that are used in clinical and educational settings to evaluate the possibility of dyslexia. If initial testing suggests that a person might have dyslexia, such tests are often followed up with a full diagnostic assessment to determine the extent and nature of the disorder. Some tests can be administered by a teacher or computer; others require specialized training and are given by psychologists. Some test results indicate how to carry out teaching strategies. Because a variety of different cognitive, behavioral, emotional, and environmental factors all could contribute to difficultly learning to read, a comprehensive evaluation should consider these different possibilities.
During regrowth, nerves are generally able to track the original path to the right destination—but some nerves may sidetrack leading to a condition known as synkinesis. For instance, regrowth of nerves controlling muscles attached to the eye may sidetrack and also regrow connections reaching the muscles of the mouth. In this way, movement of one also affects the other. For example, when the person closes the eye, the corner of the mouth lifts involuntarily. Around 9% of people have some sort of ongoing problems after Bells palsy, typically the synkinesis already discussed, or spasm, contracture, tinnitus or hearing loss during facial movement or crocodile-tear syndrome. This is also called gustatolacrimal reflex or Bogorads syndrome and results in shedding tears while eating. This is thought to be due to faulty regeneration of the facial nerve, a branch of which controls the lacrimal and salivary glands. Gustatorial sweating can also occur. Epidemiology
The number of new cases of Bells palsy ranges from about one to four cases per 10,000 population per year. The rate increases with age. Bells palsy affects about 40,000 people in the United States every year. It affects approximately 1 person in 65 during a lifetime. A range of annual incidence rates have been reported in the literature: 15, 24, and 25–53 (all rates per 100,000 population per year). Bells palsy is not a reportable disease, and there are no established registries for people with this diagnosis, which complicates precise estimation. Frequency
About 40,000 people are affected by Bells Palsy in the United States every year.