This document discusses several childhood disorders including neurodevelopmental disorders, learning disorders, dyslexia, mathematics disorder, written expression disorder, and conduct disorder. It provides details on the diagnostic criteria and features of each disorder, noting they are usually diagnosed in childhood and may be caused by genetic and environmental factors. Common characteristics include difficulties with academic skills, processing non-verbal information, mathematics calculations and reasoning, spelling, writing, and dissocial or aggressive behavior. The document recommends treatments should include direct instruction tailored to the specific deficits, such as focusing on the connection between sounds and letters for dyslexia or problem solving skills training for conduct disorder. Early intervention can help improve skills.

1. CHILDHOOD DISORDERS

2. Diagnosed in childhood
Mainly diagnosed in infancy, childhood or adolescence
May occur due to psychological, behavioral and
emotional factors
Here we discussed about-
learning disorder
Conduct disorder

4. Neuro developmental disorder
produced by the interaction of heritable and
environmental factors that influence the
brain’s ability to efficiently perceive or
process non verbal information
Characterized by persistent difficulty in
academic skills
Finds difficult to keep up with peers
2 to 3 times more often in males

6. The term developmental alexia was used historically to
define a developmental deficit in recognition of printed
symbols
The term dyslexia was adopted in 1990
Means impairment in reading
For many Dyslexia was used extensively years to describe
reading disability syndrome
Speech & language deficit, right left confusion
Co morbid with other disorders particularly ADHD

7. Neurobiological disorder with significant genetic
contribution
Has deficit in speech sound processing skill
Poor processing of speech sounds and deficit in
comprehension, spelling and sounding out words.

8. Child’s reading achievement is significantly below
compared to a child of the same age
Diagnostic features include difficulty in recalling,
evoking, sequencing printed letters and words,
processing sophisticated grammatical construction,
making inferences

9. Mainly focuses on direct instruction that leads to child’s
attention to the connection between speech sound and
spelling
Teach to make accurate association between letters and
sounds followed by words
Exact focus can only be done after the accurate
assessment of a child’s specific deficit and weakness
Small & structured reading groups offers individual
attention is a positive coping up strategy

11. Means impairment in mathematics
Congenital arithmetic disorder, acalculia, Grestman
syndrome, developmental arithmetic disorder have
been used to denote the difficulties present in
mathematic disorder
Core deficit are in processing numbers, good language
abilities

12. Has significant genetic contribution
Causes of deficit in mathematics are
believed to be multi factorial
Genetic, cognitive, emotional, educational and socio
economic factors, pre maturity, low birth weight
Depends more on quality of instructions

13. Child’s skills in mathematical reasoning
or calculation remains significantly
below what is expected for the age
Different skills like linguistic skills,
conceptual skills and computation skill
contribute to mathematics proficiency

14. Remediated with early intervention lead to improved
skills in basic computation
Require help in understanding which digit in pair is
larger, counting abilities, identification of numbers,
remembering sequence of numbers
Most helpful when focus is on problem solving
activities, including word problem rather than
computation

16. Impaired in written expression
Writing skills significantly below the
expected level for child’s age
Include poor spelling, errors in grammar
and punctuation, poor hand writing
disorder, spelling errors
Spelling mistakes are most often
phonetic errors

17. Significant genetic factors
Trouble in understanding grammatical rules, finding
words and expressing ideas clearly
Hereditary predisposition from first degree
relatives
Limited attention spans and high level of
distractibility may find writing a difficult task

19. Poor ability to use punctuation and grammar
accurately in sentences
Inability to organize paragraph
Non legible formation of letters, inverted letters,
mixture of capital and lower case letters in a given
word.

20. Direct practice in spelling and sentence writing
a review of grammatical rules, intensive and
continuous administration of individually tailored, one
on one expressive and creative writing therapy
appears to affect favorable outcome
Effectiveness depends largely on optimal relation
between child and specialist

22. Characterized by repetitive and persistent pattern
of dissocial, aggressive or defiant conduct disorder
Severe than ordinary childish mischief or adolescent
rebellious
May proceed to dissocial personality disorder

23. Conduct disorder confined to family context :
dissocial or aggressive behavior entirely confined to
the home or to the interaction with members of
family or immediate household
Unsocialised conduct disorder : combination of
persistent dissocial or aggressive behavior with
significant abnormality in the individual relationship
with other children.

24. Socialised conduct disorder : persistent dissocial or
aggressive behavior occurring in individuals who are
generally well integrated into their peer
Oppositional defiant disorder : seen in children below 10
years
presence of markedly defiant, disobedient, proactive
behavior and by the absence of more severe dissocial or
aggressive acts that violate the law or the right of
others.

25. Risk factors that predict conduct disorder includes
impulsivity, physical or sexual abuse or neglected
poor paternal supervision, harsh and punitive parental
discipline, low IQ and poor school achievement
will have decreased gray matter in limbic brain
structures and in the bilateral anterior insula and
left amigdala

26. Express overt aggressive behavior in various forms
Bullying, physical aggression, anti social behavior
towards peer
Hostile, verbally abusive, impudent, defiant and
negativistic towards adults
Persistent lying, frequent truancy, vandalism are
common

27. Problem solving skill training (PSST)
 it is a 12 week sequential program
 Parents behavior management
 Child social cognitive skills
 Reading
 Home visiting monitoring
 Help them to solve conflictual situation
School setting can also use behavioural techniques to
promote socially accepted behavior towards peers,
discourage anti social behavior