Childhood Disintegrative Disorder (CDD) also termed as Heller’s Syndrome after its founder Austrian educator Theodor Heller in 1908, is a regressive disorder that carries symptoms like those of autism but is characterized as a pervasive developmental disorder. CDD is often mistaken for children with Childhood Schizophrenia or children seeking attention. With CDD, children will develop normally through to about age 3 and 4, then the skills acquired within that period will begin to regress. The cause is unknown, yet it affects 1 in 100,00 children globally, with only a little over 100 cases in the past century. Within the first couple months, the child will become anti-social and non-verbal. And as time progresses they will return to a state that is like that of an infant. Their physical appearance will continue to grow normally, but functionality will remain childlike. 90% of CDD children will completely lose the ability to walk, to feed, wash, and toilet themselves before age 10. By age 10 a CDD child will reach The Plateau Point and their development skills will stop regressing. After the developmental issues cease, there is typically no further regression. …show more content…
Area 2- Receptive language skills The child’s ability to understand and process information Area 3-Social and Self-help skills The child’s ability to interact and relate to others appropriately, and the ability to take care of oneself, like feeding and washing themselves. Area 4-Bowel and Bladder Control The child’s ability to recognize when they need to use the bathroom, and the control of not using the bathroom on oneself Area 5- Play Skills The child’s ability to understand basic rules and concepts like sharing and understanding that “play time” is over Area 6- Motor Skills The child’s ability to walk, hold oneself up, grasp objects, and control muscle
Early Childhood is marked by a time in children’s lives when they develop “a confident self-image, more effective control over their emotions, new social skills, the foundations of morality, and a clear sense of themselves as boy or girl” (Berk, Kauffman & Landrum, 2011, pg. 45). According to Erik Erikson, early childhood is a period of “vigorous unfolding,” one where children have a sense of autonomy and a new sense of purposefulness or initiative (Berk, Kauffman & Landrum, 2011, pg. 45). Play is a means for children to learn about themselves and they begin to adopt the moral and gender-role standards of the society in which they live (Berk, Kauffman & Landrum, 2011). A negative outcome of early childhood is the guilt children feel as a result of excessive punishment and criticism by the adults in their lives (Berk, Kauffman & Landrum, 2011)....
My observation was an hour and fifteen minutes long. This is an at- home facility, she takes care of kids of all ages, day and night. She separated the children by age group, allowing infants/ young toddlers to be together and older toddlers to be with the bigger age kids. She has a room in her house designated for play. In the room, she has a painting station, a reading area, a doll house and kitchen station for play. I arrived when they were in play time. She explained to me that she allows the children to play 1 hour each day so that they can express their creative minds and so that they are cognitively
any child who fails to pay attention or seems overly active might be deemed as suffering from
It was a pleasure to see Daniel (age 4 years, 2 months) in clinic on January 9, 2014 as part of his ongoing developmental assessment. Developmental testing was performed to assess his social communication, behavior and interactions, and to identify any restrictive interests or repetitive behaviors. A physical examination and some brief cognitive measures were also obtained. Daniel’s father accompanied him to this visit.
It is most often characterized by difficulty in the child's ability to respond to people, events, and objects. Responses to sensations of light, sound, and feeling may be exaggerated. Delayed speech and language may be associated. Other characteristics include: impairment in ability to make peer friendships, absence of imaginative activity, stereotyped body movements, persistent preoccupation with parts of objects, marked distress over changes in trivial aspects of the environment, unreasonable insistence on following routines in precise detail, a restricted range of interests and a preoccupation with one narrow interest, along with many others.
This cry usually is observed in children under the age of 2. Other things that characterize those who carry this disease are less obvious. One could have a small head and mouth, a low birth weight, or weak muscle tone. The eyes may be farther apart, the ears lower, and the face rounder. A child with CdCS often will have a developmental delay, and can have severe intellectual disability (D). Some people born with Cri du Chat also have a heart defect, and respiratory problems are known to occur frequently. Like almost every other genetic disease,
Some characteristics of DS are: deep folds at the corners of the eyes, hypotonia, short stature, flexible joints, small oral cavity and heart defects (Taylor, Richards, & Brady, 2005). Most individuals with DS have a moderate intellectual disability, although there is a range of disability, from severe to high functioning (IQ above 70). Since DS is a birth defect and not a disease, there are no treatment options. Improvement can be made through physicians, special education, physical therapy, speech therapy, occupational therapy, and psychol...
Do you know there is a medically diagnosed disorder that affects over two American children?” Experts on the subject say there are many more undiscovered cases out there and the cause is still unknown. It sounds like we have a really big problem. The thing is, the disorder that affects all these children, isn’t a disorder at all.
Attention-Deficit Hyperactivity Disorder (ADHD), once called hyperkinesis or minimal brain dysfunction, is one of the most common mental disorders among children. (Elia, Ambrosini, Rapoport, 1999) It affects 3 to 5 percent of all children, with approximately 60% to 80% of these children experiencing persistence of symptoms into adolescence and adulthood, causing a lifetime of frustrated dreams and emotional pain. There are two types of attention deficit hyperactivity disorder: an inattentive type and a combined type. The symptoms of ADHD can be classified into three categories: inattention, hyperactivity, and impulsivity. This behaviour stops ADHD sufferers from focussing deliberately on organising and completing a specific task that they may not enjoy, learning new skills or information is proved to be impossible. An example of such behaviour is recognised by the report written by the National Institute of Mental Health where one of the subjects under study was unable to pass schooling examinations due to her inattentive behaviour. Such behaviour can damage the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem. (National Institute of Mental Health 1999) There are also secondary symptoms which are associated with ADHD, such as learning disorders, anxiety, depression and other mood disorders, tic disorders, and conduct disorders. (Spencer, Biederman, and Wilens 1999 in Monastra V, Monastra D, George, 2002)
The neurological disorder is generally diagnosed in children aged between six and twelve years, the condition affecting boys three times more often than girls (Hamilton, 2002; Gardner, 2008). Despite the fact that DCD affects roughly 6.4 percent of children, few individuals are familiar with the condition (Hamilton, 2002). In fact, a study by Kirby, Davies, & Bryant (2005) revealed that only 54.3% of teachers and 26.7% of general practitioners could accurately define DCD (p. 124). In response, the condition will be briefly outlined here.
Thompson, R. G., Lizardi, D., Keyes, K. M., & Hasin, D. S. (2008). Childhood or adolescent
It discusses how children are born with that needs to connect with individuals around them. Teachers and providers create positive relationship with children from birth through the early years. The foundation for that healthy social and emotional development because it affects her children see the world, express themselves, manages their emotions, in establishing a positive relationship with others. There were several areas of development that included social interactions that focus on the relationship that we share and include relationship with adults and peers. Emotional awareness recognized and understands your feelings and actions of other people, and self-regulation where you have that ability to express your thoughts, feelings, and behavior in a socially appropriate way. There were many tips that were listed when working with infants from talking and reading, having that warm, responsive, and consistent care, maintaining predictable routines, and getting to know each child while following their lead. The importance of supporting children and developing social skills is critical for learning, happiness, and long-term. This development begins during infancy and can be supported through simple social games, emotional role model, and imitating an infant's facial expression and sounds. The importance of social-emotional development and toddlers makes an impact in a child life when these skills are developed starting in infancy. Encouraging positive behaviors and using positive discipline practices that helped to develop the ability to make good choices as well as recognizing the confidence that is built when these behaviors are repeated. This is a process for young children to learn these behaviors always remembering that a patient response will help especially when the behaviors are
In the developing stages of a child, psychological factors play a huge role in th...
This study focused on the complete process of toilet training while having the goal of fewer accidents, they accomplished this study by using a multi-0component training program that included: fluid loading, in which beverages were provided every thirty minutes, scheduled sits on the toilet every thirty minutes, and a differential reinforcement contingent on remaining dry (Greer, 2013). In this study the loading of beverages every thirty minutes played a tremendous part on the children’s unconditioned stimulus, which in this study is the urge to use the restroom. Naturally any human being that consumes a liquid as frequent as every thirty minutes their unconditioned response will be to eventually eliminate. Azrin and Foxx created a thirty minute interval that was designated just for the child sit on the toilet to familiarize oneself with the toilet and when one should use the toilet. This familiarization with the toilet helped with the unconditioned response, which is the child using the restroom in their pants. According to Greer early training studies were essentially management minded interventions to improve health conditions and decrease the amount of soiled laundry (Greer, 2013). The last part of Azrin and Foxx study was to administer differential reinforcers when the toilet training task was completed in the correct manner the client was offered a reward which consisted of edibles, social