The human papillomavirus (HPV) is considered a virus, which was discovered in the early 1980s. It creates
epithelial tumors of the mucous membranes and skin. HPV infection can manifest itself differently depending to
the area of the body it affects. It can affect different parts of the human anatomy though there are more than
forty types of HPV that can infect the genital area of women and men. Some conditions associated with HPV
include but are not limited to anal cancer, anogenital warts, nonanogenital mucosa disease (such as respiratory
papillomas and oral warts), and cervical disease. Most of the physical manifestation include papules on the
shaft of the penis, keratotic wars on the dry surface on dry surfaces (such as the labia majora), amongst
others. Diagnosis of external genital warts and most of the cutaneous types can be done through application of
acetic acid and biopsy or clinical analysis. Lab studies can be done to assist in diagnosis include HPV DNA
testing, Cervical cytologic testing with the Papanicolaou (Pap) test to screen for cervical neoplasia, and
colposcopy done in conjunction with the acetic acid test. All the medicines used to treat HPV are applied
topically, though they should not be used to treat some types (such as verrucous carcinoma and dysplastic
lesions) or applied to mucosal surfaces. Two broad medications that have proven to be effective are cytotoxic
agents and immune response modifies (i.e. interferon alfa). Surgical options can also be explored if a large
number of warts are present or the affected area is large. HPV infects more than fifty percent of sexually active
adults. Treatment of the disease can be lengthy and difficult. Therefore, it is important to educate patients of
the risk of infection and sexual prevention is a viable way to prevent infection. The HPV vaccine (Gardasil 9),
which was approved in 2014, is shown to lower the risk of certain precancerous lesions and cancers for
individuals ages 9-45. Virulence factors of HPV include E6 & E7, which are proteins with the ability of
inactivating tumor suppressor proteins. This can lead to the development of caner uncontrolled cell division
(Gearhart, 2020).
Sample Solution
o start as early as possible. Since parents can instruct incidental teaching, it could be beneficial to start in a natural home environment. McGee, Morrier, and Daly (1999) completed a study where the participants were toddlers instead of preschool-aged children, and there was a home-based component. The study included both a natural environment of a childcare center and the home of the child (McGee et al., 1999). The study consisted 28 children with ASD who participated in the program for at least months with more than thirty hours a week of planned early intervention through a combination of home based program and a center-based program (McGee et al., 1999). The parents had ten additional hours of hands-on training so they can implement the procedure at home. The study found that, by the time the children left the program to go to preschool, 82% of the toddlers with ASD were verbalizing meaningful words, so majority had functional language going into preschool (McGee et al., 1999).
Incidental teaching is a procedure that meets the needs for an inclusive group of toddlers and preschool aged children who have ASD and who are typically developed (McGee et al., 1999). Incidental teaching is a method that can use typical peers to aid the advancement of language and development with children who have ASD, but since it is in a more natural setting it diminishes the social barriers. In addition, it is a method that provides intensive instruction for children with ASD, but it also allows the children to be engaged in age-appropriate play with their peers (McGee et al., 1999). Hart and Risley (1975) discussed that peers in a naturalistic setting can also provide the instruction. This could not only aid the advancement of verbal skills with autistic children, but it could also promote social interaction.
McGee and Daly (2007) discussed that there is evidence that incidental teaching and stimulus-fading techniques can enhance autistic children’s communication in a socially meaningful way. A study was done that evaluated peer incidental teaching as a way to increase peer interactions by children with ASD (McGee