PDD-NOS is diagnosed when the criteria are not met for a more specific disorder. B) What about the Rett and Childhood Disintergrative Disorder? Rett syndrome and childhood disintegrative disorder, both share several signs with autism but usually have unrelated causes. 4. ASD is a form of diability whereby there is need of intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills.
Autism covers a large array of complex developmental brain disorders such as Pervasive Developmental Disorders Pervasive Developmental Disorder – Not Otherwise Specified, Asperger's Syndrome, Rett Syndrome and Childhood Disintegrative Disorder. Autism disorder is characterized by extreme withdrawal, self-stimulation, intellectual deficits and language disorder. These symptoms can be noticed as young as 24 months. It is important to identify Autism as early as possible so that an appropriate treatment and educational program can be developed. The early intervention has proven to improve behavioral outcome.
UNIT 4222-378 (LD 310) Outcome 1 1. People on the autistic spectrum have share certain difficulties, their condition effect them in different ways. Some people with autism are able to live reactively independent lives but others may have accompanying learning disabilties and need a life time of specialist support. Therefore its important that we recognise each person on the spectrum will need different type of support. 2 Triad of impairments is the term that describes the difficulties that people with autism experience in differing degrees.
It purports to explain quality of life as a critical part of early intervention for both children with ASD, and their families. As I plan to discuss, Occupational Therapists play a unique role in understanding the families’ energy level for accomplishing everyday tasks and supporting all caregivers to help the child adapt and cope with everyday life. Autism Spectrum Disorder is a neurological condition characterized by impairment of communicative, social, and behavioral competencies. Most children with an ASD experience limited functionality in daily routine, community involvement, and sociability. As this article explains, caring for a child with an ASD is often associated with high stress levels, often requiring mental health treatment.
Health Chronic conditions such as asthma can cause children to have time off school, infections like meningitis causes development delay. Disability Cerebral palsy can result in brain damage and can cause problems with mobility. Sensory impairment Hearing difficulties are one of the most common causes of language delay and speech problems in young children. Learning difficulties Down syndrome can result in development delay , learning difficulties and health problems. Family background can effect a child's development by the family's values the culture and the way the child is encouraged and cared for all can effect the child development.
ADHD is one of the most common childhood disorders and can carry on through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behaviour and hyperactivity. Scientists are not sure what causes ADHD, but many studies suggest that genes are a factor. In addition to genetics, researchers are looking at possible environmental factors, and are studying how brain injuries, nutrition, and the social environment might cause ADHD. Children who have suffered a brain injury may show some behaviour similar to those of ADHD.
Introductory awareness of autistic spectrum conditions 1.1 Describe the types of difficulty that individuals with an autistic spectrum condition may have with language and other ways of communicating with others. The different types of Autism in the autistic spectrum are: * social interactions (ie people with autism would often find it difficult to understand others' mental states and emotions, and respond accordingly) * verbal and non-verbal communication The sort of problems that adults with Autism may have include one or more of the following: * Not being able to express themselves well. * Not being able to understand gestures, facial expressions, or tone of voice. * Saying odd things. For example, repeating your words back to you, time and time again.
1.2 The influence that legislation and policies have on the day-to-day experiences of an individual with a learning disability and of their families is as follows i.e. covert discrimination; overt discrimination; harassment; rights; labelling; vulnerability; stereotyping; inclusion; prejudice; empowerment; abuse; opportunity and equality. 2.1 The meaning of learning disability means i.e. ‘an incomplete or state of arrested development of the mind’, an individual with a learning disability will have significant impairment of intellectual function/social and adaptive. Stages of learning disability can range from mild, moderate, severe and profound.
Greater numbers of young children with complicated, seriousphysical health, mental health, or developmental problems areentering foster care during the early years when brain growth is most active. Every effort should be made to make foster care a positive experience and a healing process for the child. Threats to a child's development from abuse and neglect should be understood by all participants in the child welfare system. Pediatricians have an important role in assessing the child's needs, providing comprehensive services, and advocating on the child's behalf. The developmental issues important for young children in fostercare are reviewed, including: 1) the implications and consequences of abuse, neglect, and placement in foster care
Many people who do not realize these dissociative experiences are greatly affected. Living life normally is very hard and for these people. Everyday life for them is different FROM those who are not dissociative. Dissociative states are very different from the outside world and thus can be very harmful to ones life which ultimately limits their perception of reality. CITATIONS Armstrong, Karen.