Asthma case study

 

 

A 6 year old female child that came to the clinic with accompanied by her mother complaining of cough since 8 weeks ago. The cough is triggered when she laugh or cry. Her cough get worse when she is exposes to cold air, exercise, and at night. Patient past medical history of mild eczema and chronic nasal congestion. No shortness of breath, wheezing or fever reported. She is currently talking no medications. No known allergies reported. On her examination she is not in acute distress. Positive findings during examination: nasal turbinates little pale and edematous. During lungs auscultation she had end- expiratory wheezing, but no use of accessory muscle of respiration. The child was born in India moved to United Stated when she was 1 year old. Her family recently moved to a new area, since that, she is complaining of worsening nasal congestion. The house has some carpets on the floor. She also has a dog in her house. Patient has a history of mother and cousins diagnosed with asthma. The primary diagnosis is asthma based on her past history, clinical presentation and family history.

Introduction
Should be a paragraph that provides a brief overview of the case and main diagnosis:
1-Asthma
Differential Diagnoses
Provide EACH differential diagnosis with the rationale and supporting evidence with the REFERENCE for each one. Also explain why differentials Viral pneumonia and sinusitis) were not the main diagnosis.
1- Asthma:
2- Viral pneumonia:
3- Sinusitis:

Diagnostics
Identify the lab, radiology, or other tests needed for Asthma with supporting evidence.
Treatment
Include the initial treatment plan for Asthma. It should include medication names, dosages, and frequencies
Education
Patient/family education in patient with asthma

Sample Solution

cceptable codes of behaviour are, a teacher must apply them consistently, and does not let standards slip. Children listen to a new teacher politely at first, then disruption grows over time if expectations of behaviour are allowed to lessen; it is therefore vital to constantly model the high expectations of behaviours you wish the pupils to aim for and “remind them that this is how you wish them to behave” (Robinson et al. 2013) For example, I observed a teacher reinforcing the boundary that pupils could not answer questions unless they raised their hands quietly; this was stated on the “rewards and sanctions” (classroom rules) poster. This helps manage over-zealous behaviour such as shouting out or fidgeting due to a child’s eagerness to answer. I also observed that the teacher called on a variety of pupils who did not raise their hands. This indicated to pupils that the teacher was actively monitoring their involvement in the lessons and that she expected everyone to participate. Finally, when selecting a pupil who had quietly raised their hand in accordance with the classroom behaviour policy, the teacher explained to the class that she had chosen that child because they followed the rules, thereby reinforcing the high expectation of good behaviour to the whole class. This is an example of a reward (warm verbal praise) that encourages children to meet the behavioural expectations they have been set.

I also observed that the teacher sometimes had to employ sanctions as an immediate intervention against poor behaviour. When the noise and chatter in class got out of hand, the teacher rose and silently stood next to the “rewards and sanctions” (classroom rules) poster and pointed at it until the pupils noticed. This was usually sufficient as the implication of possible sanctions to follow was obvious even to primary-age pupils. This meant the teacher was able to model this expectation to the class next time, by silently drawing attention to the agreed classroom rules using her body language. However, when this practice was insufficient, the teacher set a sand timer on her desk and explained to the entire class that she would stop the timer when the entire class was following the rules by sitting quietly in their seats: the time it took them to do this would be taken out of their next break time. This was an immediate and effective sanction that restore

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