Pervasive Developmental Disorders are characterized by “severe and pervasive impairment in several areas of development” (Tsai, 1998). In the 1994 edition of the Diagnostic Statistic Manuel version IV, three new categories were introduced under Pervasive Developmental Disorders. These include: Childhood Disintegrative Disorder, Asperger's Disorder, and Rett's Syndrome (Volkmar, 2005). All these disorders occur in early childhood and are often not noticed by a parent or primary caregiver until it is noticed that the child is not achieving normal developmental milestones.
A: Child was alert and compliant most of the time. He was able to follow the sequence of task for obstacle course with min verbal, visual and tactile cues. He was noted to exhibit good attention span with the speech therapist in answering questions from buddy bear book. However, he exhibited difficulty in distinguishing color of jumbo beads during the structured sit-down activity.
include autism, Rett disorder, and childhood disintegrative disorder, which all have to be ruled out in order to get a diagnosis of Asperger disorder. You also have to rule out schizophrenia, Schizoid personality in childhood, and Schizotypal personality disorder.
Speech and language pathologists can address these speech delays as early as possible. However, accurate identification encompasses three types of differential diagnosis: a) speech sound disorder, b) language disorder, and c) global intellectual disabilities. In a few cases children have hearing loss, and some other minor impairments. Understanding that autism is a serious lifelong disability is important because these children continue their lives with deficits in social engagement. They develop lifelong routines that are both specific and rigid. They display behavior patterns that makes them comfortable. They also tend to have difficulty expressing themselves, and in some cases, they tend to injure themselves. The speech and language pathologist could identify the disorder and diagnose its pervasiveness depending on the impairment and the child's development of speech. Children who suffer from severe and pervasive impairment in social and communication skills, speech and language skills, and display stereotyped behaviors, interest in activities, are more likely to be diagnosed because they display symptoms of autism, one of the Pervasive Developmental Disorders (PDD) (Camarata, 2014). According to the Diagnostic and Statistical Manual of the American Psychiatric Association (2013) children who are diagnosed with PDD might suffer from autism, Asperger syndrome and other impairments in speech language and social communication. There is a correlation between the severity of the child's condition, and early identification of children with autism (Rondeau et al., 2011). In other words, children who display severe impairments are easily identified and diagnosed. The research also shows that toddlers aged 24 months who are identified early with autism have a
According to the Diagnostic and Statistic Manual, to be diagnosed with A.D.H.D, a person must have persisting symptoms of hyperactivity, impulsivity, or inattentiveness for at least six months. These symptoms must occur in two or more settings (e.g. school and home). A student’s life must also be adversely affected by these symptoms for a diagnosis to be made. These symptoms must have also been present before the age of seven. There are also certain people who can diagnose students with this disorder, these people include a family doctor, psychiatrist, psychologist and a neurologist. There can be exceptions to this list, but the professional providing the diagnosis of A.D.H.D must be licensed to do so. Teachers are unable to diagnose their students; however, teachers are able to refer their students to be tested for
Attention-Deficit/Hyperactivity Disorder (ADHD) is real. In this response paper, I will discuss the associated impairments and potential etiology of ADHD, and underlying reason of the sharply increased diagnosing cases in the United States.
The majority of this research focuses on communication, socialization, verbal use, repetitive movements, the assessment, and behavioral responses in children with ASD. Each study focused on a different aspect of the development of children with ASD, but they all reached the same conclusions in the results. Children with ASD develop differently in many areas than typical children.
About three youths out of every one thousand will wind up with Autism Spectrum disorder. The development of autism usually is recognized between the ages of one and three, and it impacts the interaction and how youths communicate with others. This disorder is one of the quickest developing disorder that has many researchers doing studies of it. In recent times, autism awareness has been promoted from being ignored and looked down upon to becoming the leading edge of research and knowledge as more youths and individuals with Autism Spectrum disorder have gained attention. This paper will endeavor to investigate the numerous aspects of autism, such as, identifying, conceivable causes, treatment, and societal response.
Attention Deficit Hyperactivity Disorder, better known as ADHD, is a chronic condition affecting millions of children, and often persisting to adulthood. Individuals with this mental disorder face struggle with concentration, and controlling hyperactivity along with impulsive behaviour. It seems that more and more children are diagnosed with ADHD in ties with bad behaviour, and the inability to focus; however, ADHD is a real issue which can be too often looked past. Although treatment will not cure ADHD, treatment is a great option for many individuals, and studies show that medication such as Ritalin or Concerta, and behavioural interventions or therapy can help a great deal. ADHD can lessen with age and maturity, and treatment provides that extra push to deal with the symptoms. Many believe that medication and treatment is not the best approach for children with this illness; yet in most cases, medication and treatment is a beneficial tool which eases the individual of difficulty with focus or concentration, resulting in improvements with social behaviour, academics, and lifestyle.
SCHWARTZ, D. (2005). Including children with special needs: a handbook for educators and parents. Westport, Conn, Greenwood Press.
The term Autism Spectrum Disorder (ASD) encompasses 5 neurobiological disorders (Phetrasuwan). These include Autistic Disorder, Asperger’s Disorder, Pervasive Developmental Disorder not Otherwise Specified (PDD-NOS), Childhood Disintegrative Disorder, and Rett’s Disorder (Phetrasuwan). Autism itself can be diagnosed in about 1 out of every 88 children, and it is estimated that it is more prevalent in boys than in girls (autismspeaks.org). All children with ASD have issues with social and communication skills, however, the range of these developmental delays vary by individual (music in SpEd book). While the characteristics of ASD last throughout the individual’s life, with the aid of interventions
...L., Golding, J., Jongmans, M., & Emond, A. (2009). Prevalence of developmental coordination disorder using the DSM-IV at 7 years of age: A UK population-based study. Pediatrics, 123(4), e693-700. doi: 10.1542/peds.2008-1770
ADHD is a neurobiological condition defined by the presence of severe and pervasive symptoms of inattention, hyperactivity and impulsivity (Daley & Birchwood, 2010). ADHD can interfere with many aspects of a child’s life. One of the biggest concerns of professionals and parents is schooling children with attention deficit hyperactive disorder. The article, “ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom,” (2010) breaks down the disorder and classifies the differences in cognition and actions between children with ADHD of different age groups. Although ADHD is generally perceived as affecting children of elementary school age, the disorder is also prevalent in pre-school children, high schoolers, and sometimes adults (Daley & Birchwood, 2010). Although the numbers are low, Daley and Birchwood’s (2010) research says that ADHD is identified in two
My mother worked in an integrated preschool that had kids with many different disabilities and also children without disabilities. Many of theses kids were diagnosed with autism, and a few that weren’t officially diagnosed but had many symptoms that could lead to a diagnosis of autism. I would go in every once in a while and help my mother and other teachers out when I was in high school. Around that time there was no diagnosis of ASD that I was aware of, it was simply known as autism. As I got older I was more and more aware of the fact that there was a wide range of autism based on the functionality of each individual. Some were high functioning and able to do most things by themselves where as others were heavily dependent on caregivers all day. I think that is when I really became more fascinated by ASD because it wasn’t a cookie cutter diagnosis; there wasn’t a set regiment for diagnosing or treating individuals with ASD. This paper is the most in-depth research I have done on ASD and have learned so much more about this diagnosis, which may come along with all the research that has been done since the last time I did a project about ASD. But these projects were also not as focused on treatments or as keen on the research part of ASD they were more of just what is autism and who can be diagnosed with
“Attention-deficit/hyperactivity disorder (ADHD) is a condition affecting children and adults that is characterized by problems with attention, impulsivity, and overactivity” (CHADD). “It is a neurobiological disorder that affect 3-7 percent of school age children and may be seen as before the age of 7. The current diagnostic label is attention-deficit/hyperactivity disorder, however, in the past several other names have been used, such as brain-damaged, minimal brain dysfunction, hyperkinetic impulsive disorder, and attention deficit disorder (CHADD). ADHD is a controversial disorder. Some understand it to be a true disability, while others believe “good teaching and discipline at home resolve the problems” (Kauffman 2005).