ASD A Guide for Practitioners Working in Pre School / Primary / Special Schoo...ASDInfoWales
This document provides guidance for practitioners working with students who have autism spectrum disorders (ASD) in pre-school, primary, and special school settings in Wales. It discusses the characteristics of ASD and their impact in educational settings, including strategies to support students with social skills, communication, transitions between activities and schools, sensory processing, and alternative curricula focusing on life skills. The document emphasizes the importance of multi-agency collaboration between families and professionals to best support students with ASD.
The referral process is not always straightforward based on the needs of the patient, family or the clinician. Frequently they need to follow systemic rules that govern the availability and eligibility to services. These slides are meant to elicit a discussion among learners and to raise awareness of how these rules might impact the quality of healthcare. The cases were created by Dr. Ronit Mesterman and the members of the board of PONDA (Physicians of Ontario Neurodevelopmental Advocacy Network). You can follow PONDA on Twitter @pondanetwork.
The word ‘Autism’ is derived from Greek word ‘autos’ means ‘self’.
Autism is a developmental disorder that is characterized by impaired development in communication, social interaction, and behavior.
Autism spectrum disorders (ASD) affect over 400 children born in Jamaica each year based on international rates. Boys are four times more likely to have ASD than girls. ASD can impact many aspects of life including education, employment, healthcare and family relationships. While each person with ASD is unique, common challenges include difficulty socializing and communicating as well as engaging in repetitive behaviors.
The document discusses the history and key differences of child and adolescent psychiatric nursing compared to adult psychiatric nursing. It notes that child psychiatric nursing evolved in the 20th century as the therapeutic value of nurses' relationships with children was realized. The first graduate program in child psychiatric nursing opened in 1954. Key differences include that children are usually brought for consultation by parents due to abnormal behaviors, greater consideration of developmental stage is needed, and treatment focuses more on changing parental attitudes than individual therapies. The document also provides a brief classification of common childhood disorders.
Topic 5 - Classification, Assessment and Diagnosis 2010Simon Bignell
Autism, Asperger's and ADHD
Topic 5 - Classification, Assessment and Diagnosis.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Clinical assessment of child and adolescent psychiatric emergenciesCarlo Carandang
This document provides guidance on clinically assessing child and adolescent psychiatric emergencies. It discusses goals of acute assessment including determining risk of harm, ruling out acute medical issues, and determining need for inpatient care. It also covers distinguishing between psychiatric diagnoses and mental health problems. Common acute mental health problems presented in the emergency department that are discussed include suicide, aggression, adjustment issues, borderline traits, abuse/homelessness, and acute psychiatric disorders like psychosis, mania, depression, and anxiety disorders. The document provides assessment approaches and case examples for managing these various psychiatric emergencies.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects 3-7% of school-aged children, with boys being affected 4-9 times more than girls. Genetics play a role in about 75% of cases. Symptoms include difficulty paying attention, hyperactivity, and impulsivity. The first line treatment is stimulant medication along with behavioral therapies to help children develop routines and skills to manage their behavior. Nursing care involves ensuring a safe environment and adequate supervision to prevent injury due to impulsive behaviors.
ASD A Guide for Practitioners Working in Pre School / Primary / Special Schoo...ASDInfoWales
This document provides guidance for practitioners working with students who have autism spectrum disorders (ASD) in pre-school, primary, and special school settings in Wales. It discusses the characteristics of ASD and their impact in educational settings, including strategies to support students with social skills, communication, transitions between activities and schools, sensory processing, and alternative curricula focusing on life skills. The document emphasizes the importance of multi-agency collaboration between families and professionals to best support students with ASD.
The referral process is not always straightforward based on the needs of the patient, family or the clinician. Frequently they need to follow systemic rules that govern the availability and eligibility to services. These slides are meant to elicit a discussion among learners and to raise awareness of how these rules might impact the quality of healthcare. The cases were created by Dr. Ronit Mesterman and the members of the board of PONDA (Physicians of Ontario Neurodevelopmental Advocacy Network). You can follow PONDA on Twitter @pondanetwork.
The word ‘Autism’ is derived from Greek word ‘autos’ means ‘self’.
Autism is a developmental disorder that is characterized by impaired development in communication, social interaction, and behavior.
Autism spectrum disorders (ASD) affect over 400 children born in Jamaica each year based on international rates. Boys are four times more likely to have ASD than girls. ASD can impact many aspects of life including education, employment, healthcare and family relationships. While each person with ASD is unique, common challenges include difficulty socializing and communicating as well as engaging in repetitive behaviors.
The document discusses the history and key differences of child and adolescent psychiatric nursing compared to adult psychiatric nursing. It notes that child psychiatric nursing evolved in the 20th century as the therapeutic value of nurses' relationships with children was realized. The first graduate program in child psychiatric nursing opened in 1954. Key differences include that children are usually brought for consultation by parents due to abnormal behaviors, greater consideration of developmental stage is needed, and treatment focuses more on changing parental attitudes than individual therapies. The document also provides a brief classification of common childhood disorders.
Topic 5 - Classification, Assessment and Diagnosis 2010Simon Bignell
Autism, Asperger's and ADHD
Topic 5 - Classification, Assessment and Diagnosis.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Clinical assessment of child and adolescent psychiatric emergenciesCarlo Carandang
This document provides guidance on clinically assessing child and adolescent psychiatric emergencies. It discusses goals of acute assessment including determining risk of harm, ruling out acute medical issues, and determining need for inpatient care. It also covers distinguishing between psychiatric diagnoses and mental health problems. Common acute mental health problems presented in the emergency department that are discussed include suicide, aggression, adjustment issues, borderline traits, abuse/homelessness, and acute psychiatric disorders like psychosis, mania, depression, and anxiety disorders. The document provides assessment approaches and case examples for managing these various psychiatric emergencies.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects 3-7% of school-aged children, with boys being affected 4-9 times more than girls. Genetics play a role in about 75% of cases. Symptoms include difficulty paying attention, hyperactivity, and impulsivity. The first line treatment is stimulant medication along with behavioral therapies to help children develop routines and skills to manage their behavior. Nursing care involves ensuring a safe environment and adequate supervision to prevent injury due to impulsive behaviors.
Chapter 7: Emotional Behavioral DisordersSue Anderson
This document defines emotional and behavioral disorders and outlines practices for identifying and supporting students with EBD. EBD is defined by IDEA as exhibiting behaviors like inability to learn or build relationships that negatively impact education. Students are identified through evaluating behavior, social skills, and academics. Primary characteristics include externalizing behaviors like aggression and internalizing behaviors like withdrawal. Functional behavior assessments and positive behavior support plans identify the function or need behind problem behaviors and teach replacement behaviors. Best practices include academic, social, and behavioral interventions.
This document provides an overview of Autism Spectrum Disorder (ASD) including predictive factors, characteristics, changes from DSM-IV to DSM-V criteria, the diagnostic process, screening tools, controversies, and service options. It discusses how early diagnosis is important for intervention outcomes. Screening tools like MCHAT and diagnostic tools like ADI-R and ADOS are described. The capstone goal is to survey pediatricians on ASD diagnostic practices and training.
This document provides an overview of several topics in child and adolescent psychiatry. It discusses the tiers of child and adolescent mental health services (CAMHS), ranging from primary care providers (Tier 1) to highly specialized services (Tier 4). It also summarizes several common disorders seen in youth, including conduct disorder, oppositional defiant disorder, attention deficit hyperactivity disorder, enuresis, encopresis, learning disabilities, anxiety disorders like separation anxiety disorder and generalized anxiety disorder, and panic disorder. For each topic, it covers characteristics, causes, symptoms, comorbidities, and management approaches.
Early recognition of autism is important for maximizing developmental outcomes through early intervention. Autism is characterized by impairments in social communication and interaction, as well as restrictive and repetitive behaviors. Diagnosis involves screening during well-child visits followed by a comprehensive evaluation by a team using tools like the ADOS and ADI-R. While there is no cure, treatments aim to improve skills through behavior, communication, and occupational therapies while also addressing sensory and medical issues.
Checklist for Autism in Toddlers (Chat)Breona Smith
The Checklist for Autism in Toddlers (CHAT) is a screening tool developed in 1992 to identify toddlers aged 18 months who may be at risk for autism or other social-communication disorders. The CHAT consists of questions for parents about behaviors like pretend play, pointing, and bringing objects to show others, as well as observations by a healthcare provider. The Modified Checklist for Autism in Toddlers (M-CHAT) was later developed to screen children at 24 months and add additional questions, screening for a broader range of disorders. Both checklists aim to identify children in need of further evaluation rather than diagnose autism and have limitations but provide an objective, quick way for pediatricians to assess early signs of social
Conduct Disorder and Oppositional Defiant Disorder are disruptive behavioral disorders characterized by antisocial or hostile behavior. Conduct Disorder involves violating the rights of others through aggression, destruction of property, deceitfulness or theft. Oppositional Defiant Disorder involves a recurrent pattern of negativistic, defiant, disobedient and hostile behavior. The disorders are prevalent in 3-16% of children and adolescents. Risk factors include genetics, early life experiences such as abuse or neglect, environmental stressors like poverty, and influences like peer relationships. Treatment involves parental training, family therapy, and in some cases medication, with the goal of improving behavior and relationships. Untreated, the disorders often persist and in severe early-onset cases may lead
The document provides an overview of assessing child and adolescent psychiatry. It discusses conducting a clinical interview, considering special issues like development and adolescence. It outlines assessing domains like cognitive/academic functioning, family/peer relationships, and interests. Rating scales and other standardized instruments are described. The summary should formulate assessments using a biopsychosocial model and the 4 Ps approach, and consider appropriate laboratory tests and treatment recommendations.
The document provides information about autism spectrum disorder (ASD), including prevalence rates, characteristics, challenges, and perspectives. Some key points:
- 1 in 59 children have ASD with higher rates in boys. Common characteristics include difficulties with social communication and interaction, repetitive behaviors, and sensory processing.
- Individuals with ASD may struggle with social reciprocity, nonverbal communication, relationships, and restricted/repetitive behaviors or interests.
- Perspectives from those with ASD emphasize sensory challenges, difficulties with change and transitions, and the importance of communication supports.
School refusal is defined as a child's refusal to attend or difficulties remaining in school for the entire day. It is not a formal diagnosis but rather a symptom that can be associated with several diagnoses like separation anxiety, social phobia, and depression. Risk factors are multi-factorial and can be at the individual, family, school, or community level. Assessment involves interviews with the child, parents, teachers and psychological testing. Treatment goals are to facilitate the child's return to normal functioning and school attendance without distress through interventions like rewards and addressing any comorbid conditions.
Behavioral disorders are commonly diagnosed in children and can negatively impact one's ability to maintain relationships and employment if left untreated. They include conditions like anxiety disorders, ADHD, dissociative disorders, emotional disorders, and pervasive developmental disorders like autism. ADHD is characterized by an inability to focus and control impulsive behaviors. It is more commonly diagnosed in boys than girls. While behavioral disorders mainly present with emotional symptoms like anger and frustration, they can also lead to physical issues like substance abuse problems. Treatment options include medication and therapy, though medication alone is not a cure and symptoms may still persist into adulthood.
Autism is a complex developmental disability that impacts communication and social skills. It is defined by challenges with social interaction, communication, and repetitive behaviors. There are several types of autism which can range from mild to severe. While the exact causes of autism are unknown, it is generally thought to involve abnormalities in brain development and genetics. Autism is diagnosed through observation and evaluation by a team of professionals. Characteristics include difficulties with social interaction, communication delays or lack of language, repetitive behaviors, and sensitivity to sensory stimuli. Treatment focuses on individualized early intervention, social skills training, positive behavior support, and in some cases medication management of associated symptoms. Caring for autistic children requires a structured and predictable environment with visual schedules
Emotional and behavioral disorders are characterized by both external behaviors such as temper tantrums, aggression, and non-compliance, as well as internal behaviors like poor social skills, withdrawal, and anxiety. Common diagnoses include depression, bipolar disorder, oppositional defiant disorder, and ADHD. These disorders are assessed through screening procedures, behavior checklists, rating scales, observations, interviews, and functional behavior assessments. Screening procedures like the Standardized Screening for Behavioral Disorders use multiple stages including behavior ratings and observations to identify students for further assessment.
The document discusses attention deficit hyperactivity disorder (ADHD). It describes ADHD as a neurobehavioral condition characterized by impulsivity, inattention, and hyperactivity. Boys are diagnosed more often than girls. While the specific causes are unknown, ADHD is thought to involve genetic and environmental factors and differences in brain development and function, particularly involving the neurotransmitters dopamine and norepinephrine. Left untreated, ADHD can negatively impact individuals academically, socially, and increase risks such as accidents and school dropout. Diagnosis involves clinical evaluation and treatment typically includes behavior modification, cognitive therapy, and medication.
Oppositional defiant disorder (ODD) is defined as a recurrent pattern of negativistic, defiant, disobedient, and hostile behavior toward authority figures that persists for at least 6 months according to the DSM-IV. Children with ODD display uncooperative, defiant, and annoying behavior toward people in authority that often disrupts their daily activities. ODD is caused by biological factors like neurotransmitter imbalances, familial influences like family conflict or parenting styles, genetics as close family may have mental illnesses, and environmental factors such as a dysfunctional family or inconsistent discipline. ODD is diagnosed when at least four behaviors like arguing, defiance, blaming others, anger, and spitefulness occur frequently for 6 months.
This was released as Episode 387 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
This document provides information on various child behavior problems including definitions, categorization, causes, signs and symptoms, and management strategies. It discusses common behavior problems such as habit problems, eating problems, sleep problems, speech problems, and antisocial behavior in children from infancy through adolescence. Specific problems covered in detail include thumb sucking, nail biting, tics, enuresis, encopresis, pica, anorexia nervosa, and bulimia nervosa. Nursing considerations are also outlined for assessing, treating, and educating parents on many of these childhood behavior issues.
Conduct disorder (CD) is a psychological disorder, sometimes also referred to as a behavioural disorder. This disorder is often diagnosed during childhood or adolescence.
ADHD is a common childhood disorder characterized by inattention, hyperactivity, and impulsiveness. It is caused by differences in brain development and may run in families. Symptoms include lack of attention, hyperactivity, and impulsive behavior. Treatment involves medication, behavior therapy, and support systems to help manage symptoms and prevent associated problems.
The document discusses several childhood disorders:
- Rett's syndrome is a condition seen only in girls that involves normal early development followed by loss of hand skills and speech between ages 7-24 months.
- Asperger's syndrome involves severe social abnormalities like autism but no language or cognitive delays.
- Sibling rivalry disorder can involve hostility towards siblings following the birth of a new sibling with loss of skills or regression.
- Elective mutism involves a child being mute in some situations like school but speaking in others like home.
From Concerns to Conditions 013 print_edition- jom and jaruwanatocmarketing
This document discusses a research-based approach to medical diagnosis in neurodevelopmental and neuropsychiatric fields. It emphasizes gathering information from multiple sources to understand a patient's full profile before determining if significant concerns warrant a medical condition. A case study of a 5-year-old boy struggling socially and academically is presented, highlighting the need for clinical assessments from various perspectives to identify strengths and needs to guide appropriate interventions.
From Concerns to Conditions by Dr. Jaruwan Kittisopit and Dr. Joom Chomchuayatocmarketing
This document discusses a research-based approach to medical diagnosis in neurodevelopmental and neuropsychiatric fields. It outlines gathering concerns from multiple sources, considering developmental norms and individual factors, and using a biopsychosocial model to evaluate significant concerns and determine appropriate conditions or diagnoses. A case example demonstrates this process to diagnose major depressive disorder in a teenage girl based on DSM-5 criteria.
Chapter 7: Emotional Behavioral DisordersSue Anderson
This document defines emotional and behavioral disorders and outlines practices for identifying and supporting students with EBD. EBD is defined by IDEA as exhibiting behaviors like inability to learn or build relationships that negatively impact education. Students are identified through evaluating behavior, social skills, and academics. Primary characteristics include externalizing behaviors like aggression and internalizing behaviors like withdrawal. Functional behavior assessments and positive behavior support plans identify the function or need behind problem behaviors and teach replacement behaviors. Best practices include academic, social, and behavioral interventions.
This document provides an overview of Autism Spectrum Disorder (ASD) including predictive factors, characteristics, changes from DSM-IV to DSM-V criteria, the diagnostic process, screening tools, controversies, and service options. It discusses how early diagnosis is important for intervention outcomes. Screening tools like MCHAT and diagnostic tools like ADI-R and ADOS are described. The capstone goal is to survey pediatricians on ASD diagnostic practices and training.
This document provides an overview of several topics in child and adolescent psychiatry. It discusses the tiers of child and adolescent mental health services (CAMHS), ranging from primary care providers (Tier 1) to highly specialized services (Tier 4). It also summarizes several common disorders seen in youth, including conduct disorder, oppositional defiant disorder, attention deficit hyperactivity disorder, enuresis, encopresis, learning disabilities, anxiety disorders like separation anxiety disorder and generalized anxiety disorder, and panic disorder. For each topic, it covers characteristics, causes, symptoms, comorbidities, and management approaches.
Early recognition of autism is important for maximizing developmental outcomes through early intervention. Autism is characterized by impairments in social communication and interaction, as well as restrictive and repetitive behaviors. Diagnosis involves screening during well-child visits followed by a comprehensive evaluation by a team using tools like the ADOS and ADI-R. While there is no cure, treatments aim to improve skills through behavior, communication, and occupational therapies while also addressing sensory and medical issues.
Checklist for Autism in Toddlers (Chat)Breona Smith
The Checklist for Autism in Toddlers (CHAT) is a screening tool developed in 1992 to identify toddlers aged 18 months who may be at risk for autism or other social-communication disorders. The CHAT consists of questions for parents about behaviors like pretend play, pointing, and bringing objects to show others, as well as observations by a healthcare provider. The Modified Checklist for Autism in Toddlers (M-CHAT) was later developed to screen children at 24 months and add additional questions, screening for a broader range of disorders. Both checklists aim to identify children in need of further evaluation rather than diagnose autism and have limitations but provide an objective, quick way for pediatricians to assess early signs of social
Conduct Disorder and Oppositional Defiant Disorder are disruptive behavioral disorders characterized by antisocial or hostile behavior. Conduct Disorder involves violating the rights of others through aggression, destruction of property, deceitfulness or theft. Oppositional Defiant Disorder involves a recurrent pattern of negativistic, defiant, disobedient and hostile behavior. The disorders are prevalent in 3-16% of children and adolescents. Risk factors include genetics, early life experiences such as abuse or neglect, environmental stressors like poverty, and influences like peer relationships. Treatment involves parental training, family therapy, and in some cases medication, with the goal of improving behavior and relationships. Untreated, the disorders often persist and in severe early-onset cases may lead
The document provides an overview of assessing child and adolescent psychiatry. It discusses conducting a clinical interview, considering special issues like development and adolescence. It outlines assessing domains like cognitive/academic functioning, family/peer relationships, and interests. Rating scales and other standardized instruments are described. The summary should formulate assessments using a biopsychosocial model and the 4 Ps approach, and consider appropriate laboratory tests and treatment recommendations.
The document provides information about autism spectrum disorder (ASD), including prevalence rates, characteristics, challenges, and perspectives. Some key points:
- 1 in 59 children have ASD with higher rates in boys. Common characteristics include difficulties with social communication and interaction, repetitive behaviors, and sensory processing.
- Individuals with ASD may struggle with social reciprocity, nonverbal communication, relationships, and restricted/repetitive behaviors or interests.
- Perspectives from those with ASD emphasize sensory challenges, difficulties with change and transitions, and the importance of communication supports.
School refusal is defined as a child's refusal to attend or difficulties remaining in school for the entire day. It is not a formal diagnosis but rather a symptom that can be associated with several diagnoses like separation anxiety, social phobia, and depression. Risk factors are multi-factorial and can be at the individual, family, school, or community level. Assessment involves interviews with the child, parents, teachers and psychological testing. Treatment goals are to facilitate the child's return to normal functioning and school attendance without distress through interventions like rewards and addressing any comorbid conditions.
Behavioral disorders are commonly diagnosed in children and can negatively impact one's ability to maintain relationships and employment if left untreated. They include conditions like anxiety disorders, ADHD, dissociative disorders, emotional disorders, and pervasive developmental disorders like autism. ADHD is characterized by an inability to focus and control impulsive behaviors. It is more commonly diagnosed in boys than girls. While behavioral disorders mainly present with emotional symptoms like anger and frustration, they can also lead to physical issues like substance abuse problems. Treatment options include medication and therapy, though medication alone is not a cure and symptoms may still persist into adulthood.
Autism is a complex developmental disability that impacts communication and social skills. It is defined by challenges with social interaction, communication, and repetitive behaviors. There are several types of autism which can range from mild to severe. While the exact causes of autism are unknown, it is generally thought to involve abnormalities in brain development and genetics. Autism is diagnosed through observation and evaluation by a team of professionals. Characteristics include difficulties with social interaction, communication delays or lack of language, repetitive behaviors, and sensitivity to sensory stimuli. Treatment focuses on individualized early intervention, social skills training, positive behavior support, and in some cases medication management of associated symptoms. Caring for autistic children requires a structured and predictable environment with visual schedules
Emotional and behavioral disorders are characterized by both external behaviors such as temper tantrums, aggression, and non-compliance, as well as internal behaviors like poor social skills, withdrawal, and anxiety. Common diagnoses include depression, bipolar disorder, oppositional defiant disorder, and ADHD. These disorders are assessed through screening procedures, behavior checklists, rating scales, observations, interviews, and functional behavior assessments. Screening procedures like the Standardized Screening for Behavioral Disorders use multiple stages including behavior ratings and observations to identify students for further assessment.
The document discusses attention deficit hyperactivity disorder (ADHD). It describes ADHD as a neurobehavioral condition characterized by impulsivity, inattention, and hyperactivity. Boys are diagnosed more often than girls. While the specific causes are unknown, ADHD is thought to involve genetic and environmental factors and differences in brain development and function, particularly involving the neurotransmitters dopamine and norepinephrine. Left untreated, ADHD can negatively impact individuals academically, socially, and increase risks such as accidents and school dropout. Diagnosis involves clinical evaluation and treatment typically includes behavior modification, cognitive therapy, and medication.
Oppositional defiant disorder (ODD) is defined as a recurrent pattern of negativistic, defiant, disobedient, and hostile behavior toward authority figures that persists for at least 6 months according to the DSM-IV. Children with ODD display uncooperative, defiant, and annoying behavior toward people in authority that often disrupts their daily activities. ODD is caused by biological factors like neurotransmitter imbalances, familial influences like family conflict or parenting styles, genetics as close family may have mental illnesses, and environmental factors such as a dysfunctional family or inconsistent discipline. ODD is diagnosed when at least four behaviors like arguing, defiance, blaming others, anger, and spitefulness occur frequently for 6 months.
This was released as Episode 387 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
This document provides information on various child behavior problems including definitions, categorization, causes, signs and symptoms, and management strategies. It discusses common behavior problems such as habit problems, eating problems, sleep problems, speech problems, and antisocial behavior in children from infancy through adolescence. Specific problems covered in detail include thumb sucking, nail biting, tics, enuresis, encopresis, pica, anorexia nervosa, and bulimia nervosa. Nursing considerations are also outlined for assessing, treating, and educating parents on many of these childhood behavior issues.
Conduct disorder (CD) is a psychological disorder, sometimes also referred to as a behavioural disorder. This disorder is often diagnosed during childhood or adolescence.
ADHD is a common childhood disorder characterized by inattention, hyperactivity, and impulsiveness. It is caused by differences in brain development and may run in families. Symptoms include lack of attention, hyperactivity, and impulsive behavior. Treatment involves medication, behavior therapy, and support systems to help manage symptoms and prevent associated problems.
The document discusses several childhood disorders:
- Rett's syndrome is a condition seen only in girls that involves normal early development followed by loss of hand skills and speech between ages 7-24 months.
- Asperger's syndrome involves severe social abnormalities like autism but no language or cognitive delays.
- Sibling rivalry disorder can involve hostility towards siblings following the birth of a new sibling with loss of skills or regression.
- Elective mutism involves a child being mute in some situations like school but speaking in others like home.
From Concerns to Conditions 013 print_edition- jom and jaruwanatocmarketing
This document discusses a research-based approach to medical diagnosis in neurodevelopmental and neuropsychiatric fields. It emphasizes gathering information from multiple sources to understand a patient's full profile before determining if significant concerns warrant a medical condition. A case study of a 5-year-old boy struggling socially and academically is presented, highlighting the need for clinical assessments from various perspectives to identify strengths and needs to guide appropriate interventions.
From Concerns to Conditions by Dr. Jaruwan Kittisopit and Dr. Joom Chomchuayatocmarketing
This document discusses a research-based approach to medical diagnosis in neurodevelopmental and neuropsychiatric fields. It outlines gathering concerns from multiple sources, considering developmental norms and individual factors, and using a biopsychosocial model to evaluate significant concerns and determine appropriate conditions or diagnoses. A case example demonstrates this process to diagnose major depressive disorder in a teenage girl based on DSM-5 criteria.
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
Module 3In this module, you will continue to explore specific hi.docxgilpinleeanna
Module 3
In this module, you will continue to explore specific high-incidence exceptionalities, including those related to behavior, emotions, communication, intellect, and autism spectrum disorders.
Complete the following readings early in the module:
· Human exceptionality: School, community, and family (10th ed.), read the following chapters:
· Emotional/behavioral disorders
· Communication disorders
· Intellectual and developmental disabilities
· Autism spectrum disorders
· Handel, A. (Producer), & Puchniak, T. (Director). (2001). Is love enough? [Documentary]. United States: Filmakers Library. Retrieved from http://flon.alexanderstreet.com.libproxy.edmc.edu/view/1641316/play/true/
· Ravindran, N., & Myers, B. J. (2012). Cultural influences on perceptions of health, illness, and disability: A review and focus on autism. Journal of Child & Family Studies, 21(2), 311–319. doi: 10.1007/s10826-011-9477-9. (EBSCO AN: 73325870)
http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=73325870&site=ehost-live
As our focus for this module is the specific dynamics between peer groups and the development of children, pay special attention to the assigned readings that deal with the topics listed below. You can even use the search feature in your digital textbook to help pinpoint specific text sections to review.
Keywords to search in your digital textbook and journal articles: strength-based assessment, behavior intervention plan, oppositional defiant disorder, conduct disorder, social maladjustment, adaptive behavior, chromosomal abnormalities, metabolic disorder expressive language, receptive language, Asperger syndrome or Asperger disorder, and stereotypic behavior.
Module 3 learning resources
Use Module 3 learning resources provided on the pages that follow to enhance your understanding of high-incidence disabilities. Take a moment to check out some of these featured learning resources:
· Exceptional Children: This self-assessment activity presents a scenario of Serafina, an exceptional child, and provides you the opportunity of identifying the exceptionalities presented and suggesting an intervention.
· Ethical Considerations: This self-assessment activity presents a scenario of Andrea, an exceptional child, and provides you the opportunity of identifying the ethical considerations that should be taken in this case.
Module Topics:
· High-Incidence Disabilities
· Emotional Disorders
· Behavioral Disorders
· Communication Disorders
· Intellectual Disorders
· Autism Spectrum Disorders
Learning outcomes:
· Describe and discuss the continuum of exceptional development, including identification of exceptionalities and individual strengths.
· Apply current, peer-reviewed research on environmental, biological, and cognitive influences on development to design systemic support and/or intervention plans for home, school, and transition for children with exceptionalities.
· Evaluate cultural, ethical, and legal ...
Autism spectrum disorder (ASD) is a developmental disability that affects communication and behavior. It involves persistent deficits in social communication/interaction and restricted/repetitive behaviors. ASD is diagnosed based on symptoms in early childhood and their impact on functioning. Treatment may include applied behavior analysis, occupational therapy, and picture exchange communication systems. Attention deficit/hyperactivity disorder (ADHD) is a mental health disorder involving inattention, hyperactivity and impulsiveness. It is diagnosed based on symptoms present for at least six months. Treatment often involves behavioral psychotherapy, medication, or both to improve time management, organization and decrease distractions.
This document discusses the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) in diagnosing autism spectrum disorder (ASD). It provides a history of ASD diagnoses and criteria from the DSM-IV to the current DSM-5. The DSM-5 consolidated several ASD diagnoses into one category of autism spectrum disorder. It also modified some diagnostic criteria, such as removing language impairment and adding sensory issues as criteria. The document reviews early signs of social, communication, and cognitive delays that differentiate ASD from other developmental disorders.
- Autism is diagnosed before age 3 based on behaviors including social and communication impairments and repetitive behaviors. The exact causes are unknown but likely involve genetic and environmental factors.
- People with autism often struggle with social development, communication, and repetitive or restrictive behaviors. They may have difficulties with tasks like interpreting emotions, maintaining relationships, and adapting to changes.
- Autism is a spectrum disorder with a wide range of symptoms and challenges. Individuals and their families face stigma, a lack of support services, and barriers to education, employment and community integration. Advocacy aims to promote acceptance and opportunities for people with autism to reach their full potential.
This document discusses common health issues that adolescents face including depression, anxiety, substance abuse, eating disorders, risk-taking behaviors, and death from accidents or suicide. It outlines the typical stages of adolescent development and notes that anxiety disorders often co-occur with depression. Depression affects 1-6% of community adolescents and prevalence is higher in females. Anxiety is characterized by apprehension disproportionate to the situation and impacts functioning. Alcohol, marijuana, and tobacco are often gateway drugs to more addictive substances. Prevention strategies address psychoeducation, social support programs, and policy measures like gun control and graduated driver's licensing.
The document provides information about conduct disorder for students, parents, and teachers. It defines conduct disorder as a repetitive pattern of violating the rights of others that impairs social and academic functioning. Signs include bullying, fighting, rule-breaking and cruelty. Early intervention is important, and treatment may involve therapy, medication, and special education. Left untreated, it can worsen and potentially lead to antisocial personality disorder. Resources for more information are provided.
This document provides an overview of topics that need to be covered to teach boys with social learning challenges like ASD and ADHD about hygiene, puberty, and sexuality. It emphasizes teaching these topics from a social learning perspective to address their learning gaps. Key points include discussing the importance of comprehensive sexuality education, covering topics like hygiene, puberty, consent through visuals and context, strategies like father-son sessions, and addressing problematic behaviors by teaching social appropriateness and perspective taking. The goal is to provide boys with the information and skills they need to understand their development and behave appropriately.
This document discusses mental health problems in children. It begins by stating that around 1 in 10 children will experience some type of mental health problem before age 18. Mental health problems typically manifest in two age periods - ages 5-12 and ages 12-18 - and can affect children emotionally, cognitively, educationally, and behaviorally. Common problems for children include ADHD, conduct disorders, and disorders like Asperger's syndrome, while teenagers commonly experience depression, anxiety, self-harm, and eating disorders. The document goes on to discuss factors that can influence children's mental health, developmental milestones, types of mental health problems, recognizing problems, autism spectrum disorder, and supporting children with mental health issues.
The document discusses the need for school psychology in India. It outlines many issues faced by Indian children today, such as parent-child misunderstandings, school pressures, lack of guidance, unrecognized mental health disorders, and more. These issues can lead to outcomes like depression, illegal sex, violence, and suicide. The document argues that school psychologists are needed to assess students, consult with teachers and parents, implement prevention programs, provide interventions, educate others, and provide mental health care. Their goal is to promote high achievement, positive social skills, healthy relationships, tolerance, and overall well-being for students.
Children's mental and emotional health issues can negatively impact their development in several key ways:
Physically, living with an undiagnosed illness can decrease children's desire or ability to be active and lead to poor diet and physical health over time. Socially and emotionally, children may experience a lack of motivation, risky behaviors, and difficulties with relationships. Cognitively, developmental delays or difficulties with language skills can interfere with normal cognitive development processes.
Effective treatment approaches depend on each individual child but may include medication management from psychiatrists, therapy from psychologists or social workers, and coping techniques tailored for their specific diagnoses like taking breaks for anxiety or using fidget toys for ADHD. Supporting healthy physical
The presentation provided an overview of autism spectrum disorder (ASD) for faculty at the Rhode Island School for the Deaf. It defined ASD, discussed its core characteristics including difficulties with social skills, communication, and restricted or repetitive behaviors. The presentation aimed to dispel myths about ASD and provide resources for further information. Next steps included identifying classroom needs to focus on for a future professional development session on strategies for teaching students with ASD.
Don Frazier, Jr. presented on problematic behaviors in children and adolescents. He defined emotional and behavioral disorders and discussed factors that can influence problem behaviors, including self-related, home, community, and school factors. Early warning signs of problematic behaviors were outlined. Diagnosing and medicating behaviors was discussed, noting concerns about racial disparities in diagnoses. Individual and institutional racism and their impact on health disparities were reviewed. Educational recommendations were provided for schools, students, parents, and the community to support youth.
1) Autism is a neurodevelopmental disorder characterized by difficulties in social interaction and communication, as well as restricted and repetitive behaviors. It is part of a spectrum of conditions known as autism spectrum disorder (ASD).
2) ASD is diagnosed based on difficulties in social interaction, communication, and restricted or repetitive behaviors observed before age 3. There are different classifications of ASD including autistic disorder, Asperger's syndrome, and others.
3) Treatment for ASD is multidisciplinary and includes behavioral training, education supports, and sometimes medical interventions. However, there are significant challenges to diagnosis and support for those with ASD in Sri Lanka due to lack of awareness, services, and
Autism spectrum disorders (ASDs) are a range of neurodevelopmental conditions characterized by social and communication impairments and repetitive behaviors. The document provides an overview of ASDs, including epidemiology, core features, diagnostic criteria, and common comorbidities. It summarizes that ASDs are lifelong, though early intervention improves prognosis; prevalence is increasing globally; and impairments involve social interaction, communication, and rigid/repetitive behaviors appearing in the first 3 years.
This document discusses emotional disturbances and their impacts. It defines emotional disturbance and lists some key characteristics. It then discusses the prevalence of emotional disturbances in children and adults. Some key causes are biological factors, environmental stressors, family dynamics, and cultural influences. The document outlines several impacts of emotional disturbances on curriculum learning, social behavior, and independent functioning. It also discusses conditions like hyperactivity, juvenile delinquency, self-injurious behavior, and suicidal risk. Prevention of suicide is mentioned.
This document discusses truancy, which is when a school-aged child frequently misses school without an excuse. Truancy can be caused by factors related to the child, parents, or school and can lead to conduct problems, low academic achievement, and involvement in criminal behavior. The document outlines approaches for assessing and managing truancy through cognitive behavioral therapy, educational support, pharmacotherapy, and collaborating with parents and teachers. Prevention emphasizes addressing underlying issues through a multifaceted approach involving the school, parents, and child.
Similar to Complex Needs of Children and Youth with Dual Diagnosis - a Role for the ICF (20)
F-Words y Comunicación desde el nacimiento y los 1ros años del bebé - Estrat...Olaf Kraus de Camargo
Ponencia presentada durante el curso de diplomatura para la intervención temprana en la Fundación Kinesiológica del Funcionamiento Humano. Ofrece una introducción al marco de las palabras F y la CIF y da ejemplos de cómo pueden utilizarse estos marcos en la intervención temprana para capacitar a los padres y desarrollar intervenciones terapéuticas significativas.
The presentation titled "NDIS after 10 years" focuses on evaluating the National Disability Insurance Scheme (NDIS) a decade after its implementation. It outlines the principles behind NDIS, emphasizing increased funding for disability through tax increases, and the process for individuals with disabilities to apply for support. The presentation reviews the system's needs assessment, highlighting that only a fraction of people with disabilities qualify for NDIS support. It addresses market failures, due to thin markets, leading to a failure of the NDIS in the current market economy. This has led to inequities, cost explosions and loss of workforce emphasizing the need for further investment and funding. The final sections suggest a change of focus from "choice" to "voice" in decision-making, strengthening public service infrastructure, and enhancing workforce development.
Presentation at the 60th Anniversary of the Hong Kong Physiotherapy Association conference "Glocalisation of WHO's ICF in Clinical Practice:
Worldwide Experience Sharing" https://www.icf-conf2023hk.com
The document discusses the impact of the International Classification of Functioning (ICF) on collaboration and communication. It provides an overview of the ICF framework which considers body functions, structures, activities, participation and environmental/personal factors in understanding health and disability. The ICF is seen as having positive impacts by providing a dynamic, interconnected model that focuses on what people can do and is applicable to health for everyone. The ICF also influences policy, decision making, and the role of patients in healthcare. Considerations for applying the ICF include taking a child rights-based and personalized approach while ensuring functioning assessments are collaborative and change over time and context.
How participatory action research informed practice and policy at a Canadian ...Olaf Kraus de Camargo
CanChild is a childhood disability research organization at McMaster University that has developed a culture of participatory action research (PAR) by involving families as partners. Over time, CanChild created infrastructure like an advisory board and Facebook group to facilitate engagement. Examples of PAR projects include revising a family-centered care measure with heavy parent involvement and a COVID time capsule project partnering with youth. CanChild also established training programs to build capacity for PAR. This participatory approach has informed policies by providing evidence in accessible language to various stakeholders.
How Participatory Action Research (PAR) informed practice and policy at a Can...Olaf Kraus de Camargo
Presentation at the 77th Annual Meeting of the American Academy of Cerebral Palsy and Developmental Medicine on Sep 13th 2023 in Chicago. Olaf Kraus De Camargo, Alice Soper and Elizabeth Chambers provide an overview of the approach to engage families and patients in research with several projects as examples.
Participação de Pacientes e Familiares em Pesquisa - Reflexões do Centro CanC...Olaf Kraus de Camargo
Palestra dada no Encontro de Reumatologia Pediátrica descrevendo a história de um centro de pesquisa canadense no engajamento de pacientes e familiares para eles se tornarem parceiros ativos nas pesquisas desenvolvidas.
Using the ICF framework for children, families and carers to formulate health...Olaf Kraus de Camargo
Presentation at the International Conference of Autism Acceptance and Neurodiversity at Ambedkar State Institute of Medical Sciences, India
April 1 & 2 2023
Invited talk at the Joint Symposium of WFNR and ICF Education | Functioning science – The future of the biopsychosocial model and its impact on rehabilitation
A description of the pathway towards a patient-driven ICF platform enabling users to share their lived experience.
Presentation at the 8th ICF Education International Symposium and 5th Neuro Socio Psycho Rehab Conference - 2022 in India
An overview of current best practice and guidelines in treatment approaches for developmental disabilities and tools to implement a patient centred approach.
How participatory research can inform practice and policy? The CanChild exper...Olaf Kraus de Camargo
Conférences scientifiques du Département de pédiatrie
CHU St. Justine, Montréal, Québec – 23 November 2022
Invited Rounds describing CanChild approach to participatory research.
International Classification of Functioning, Disability and Health - From Pat...Olaf Kraus de Camargo
Presentation at the First Conference of the National Developmental and Behavioral Disorders Program in Riyadh, Saudi Arabia, on November 15th 2022. It provides an overview of the ICF, its uses in clinical care, patient engagement and health systems design.
CanChild is a research center focused on childhood disability and development located at McMaster University. It was founded in 1989 and currently has over 60 scientists, 30 staff members, and engages families and youth. CanChild conducts research to develop tools for assessing child development and functioning. It also creates knowledge translation materials for families and healthcare providers. CanChild aims to facilitate collaboration between researchers and involve families in all aspects of research.
Milestones are variable benchmarks in a child's development. A child's development is driven by their environment which should provide healthy soil ingredients like curiosity, opportunities, modeling, responsiveness, unconditional acceptance, praising effort, respect, and love. The document then lists various milestones without descriptions to provide a high-level overview of typical developmental benchmarks. It concludes with an invitation for questions.
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
The skin is the largest organ and its health plays a vital role among the other sense organs. The skin concerns like acne breakout, psoriasis, or anything similar along the lines, finding a qualified and experienced dermatologist becomes paramount.
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
Discover the benefits of homeopathic medicine for irregular periods with our guide on 5 common remedies. Learn how these natural treatments can help regulate menstrual cycles and improve overall menstrual health.
Visit Us: https://drdeepikashomeopathy.com/service/irregular-periods-treatment/
The biomechanics of running involves the study of the mechanical principles underlying running movements. It includes the analysis of the running gait cycle, which consists of the stance phase (foot contact to push-off) and the swing phase (foot lift-off to next contact). Key aspects include kinematics (joint angles and movements, stride length and frequency) and kinetics (forces involved in running, including ground reaction and muscle forces). Understanding these factors helps in improving running performance, optimizing technique, and preventing injuries.
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
Know the difference between Endodontics and Orthodontics.Gokuldas Hospital
Your smile is beautiful.
Let’s be honest. Maintaining that beautiful smile is not an easy task. It is more than brushing and flossing. Sometimes, you might encounter dental issues that need special dental care. These issues can range anywhere from misalignment of the jaw to pain in the root of teeth.
Computer in pharmaceutical research and development-Mpharm(Pharmaceutics)MuskanShingari
Statistics- Statistics is the science of collecting, organizing, presenting, analyzing and interpreting numerical data to assist in making more effective decisions.
A statistics is a measure which is used to estimate the population parameter
Parameters-It is used to describe the properties of an entire population.
Examples-Measures of central tendency Dispersion, Variance, Standard Deviation (SD), Absolute Error, Mean Absolute Error (MAE), Eigen Value
5. Complexity
v Individual:
§Multiple impairments
§severe/profound intellectual
impairment
§Coexisting mental health issues
§Significant health conditions
§Behaviours of harm, alcohol and/or
drug misuse
§Experiences of trauma or neglect
v Environment
§ Socioeconomic disadvantage
§ Social isolation
§ Lack of service coordination
§ Lack of cross-sector collaboration
6. Environment
Healthy People 2030, U.S. Department of Health and Human Services, Office of
Disease Prevention and Health Promotion. Retrieved Feb 22, 2021, from
https://health.gov/healthypeople/objectives-and-data/social-determinants-health
1. Economic Stability
2. Education Access and Quality
3. Health Care Access and Quality
4. Neighborhood and Built Environment
5. Social and Community Context
Environmental factors: The physical, social and attitudinal environment
in which people live and conduct their lives; these are either barriers to
or facilitators of the person’s functioning
7. ICF & RDoC (NIMH)
Body
Functions and
Body
Structures
Activities
and
Participa
tion
Environmental
Factors
https://www.nimh.nih.gov/research-priorities/rdoc/index.shtml
9. Health & Functioning
§ Health is ‘the ability to adapt and self-manage in the face of social,
physical and emotional challenges’ (Huber et al. 2011).
§ In other words, functioning (however it is done, regardless of
ability/disability) can be understood as the evidence of health.
Huber M, Knottnerus JA, Green L, et al. How should we define health? BMJ
2011; 343: d4163.
10. Case Example
§ Adam*, 6 yo
§ Started walking with 3 yo, running with 4 yo
§ Now struggles with fine motor difficulties: printing, self-help
§ Well developed speech, bilingual
§ Good academic performance
§ Socially a bit shy and awkward but has friends
§ Diagnosis: Developmental Coordination Disorder
§ Functioning: limited mobility, some restrictions in social participation
§ SupportTeam: Parents, Occupational Therapist, Pediatrician
*Pseudonym
11. Case Example
§ Adam, 7 yo
§ Continues with low fine-motor skills, impacting written output
§ School feels he struggles with reading-comprehension, parents disagree
§ Refuses social activities and sports as he feels uncomfortable
§ No supports at school for his motor difficulties, as marks are not so bad
§ Diagnosis: Developmental Coordination Disorder, Query Learning Disability
§ Functioning: limited mobility, limited reading abilities?, some restrictions in
social participation
§ SupportTeam: Parents, Occupational Therapist, Pediatrician
12. Case Example
§ Adam, 10 yo
§ Struggles with motor tasks persist and more social isolation
§ Developed special interest in trivia and reading non-fiction articles
§ More frequent conflicts with peers, has screaming fits at home when things are
denied
§ Neuropsychological assessment diagnoses Non-verbal Learning Disability and Autism
Spectrum Disorder
§ Diagnosis: Developmental Coordination Disorder, Non-verbal Learning Disability
and Autism Spectrum Disorder
§ Functioning: limited mobility, limited reading abilities, restrictions in social
participation, restrictions in school participation
§ SupportTeam: Parents, OccupationalTherapist, Pediatrician, Community
Psychologist
13. Case Example
§ Adam, 12 yo
§ Low mood, lying on his bed, crying/angry, feels that life is too difficult
§ Very reluctant to pursue treatment – feels that “nobody can help him”
§ Eventually started on SSRI + CBT from ASD therapist
§ Diagnosis: Developmental Coordination Disorder, Non-verbal Learning
Disability and Autism Spectrum Disorder, Depression, 1st episode
§ Functioning: depressed mood, emotional dysregulation, limited mobility,
limited reading abilities, restrictions in social participation, restrictions in
school participation
§ SupportTeam: Parents, Pediatrician, Community Psychologist, Nurse
14. Case Example
§ Adam, 15 yo
§ Is in an Autism Social Skills classroom (he says he does not like it)
§ Mood has been stable and mostly positive over 2 yrs
§ Has acquired more social skills and made friendships
§ Is doing academically well
§ Started participating in a weight management program due to obesity
§ Is following well the suggestions for a healthier diet
§ Started to wean off SSRI
§ Diagnosis: Developmental Coordination Disorder, Non-verbal Learning Disability
and Autism Spectrum Disorder,
§ Functioning: emotionally stable, limited mobility, limited reading abilities,
restrictions in social participation, restrictions in school participation
§ SupportTeam: Parents, School-based therapist, Pediatrician, Nurse
15. Case Example
§ Adam, 16 yo
§ Struggles with pandemic restrictions
§ With lower dose SSRI he became more withdrawn
§ Extremely attached to mother and jealous of father
§ Wants his mother to separate from his father (no marital problems)
§ More angry episodes with sibling and friends
§ Prefers to stay in his room, keeps it dark, plays videogames
§ Referred to Child Psychiatry for additional input
§ Diagnosis: Developmental Coordination Disorder, Non-verbal Learning Disability
and Autism Spectrum Disorder, Depression, 2nd episode
§ Functioning: emotionally stable, limited mobility, limited learning abilities,
restrictions in social and family participation, restrictions in school participation
§ SupportTeam: Parents, Pediatrician, Nurse, Psychiatrist
16. Case Example
§ Adam, 17 yo
§ Started obsessively following influencers on Social Media and wants to move out of
his parents' home to live with them in a different country
§ Is more verbally aggressive against his father
§ Started also avoiding interactions with his mother
§ Feels that the lockdown is unfair and limits him to pursue his dream of moving out
§ Started therapy again, SSRI + antipsychotic
§ Diagnosis: Developmental Coordination Disorder, Non-verbal Learning Disability
and Autism Spectrum Disorder, Depression, 2nd episode
§ Functioning: emotionally stable, limited mobility, limited learning abilities,
restrictions in social and family participation, restrictions in school participation
§ SupportTeam: Parents, Nurse, Centre Psychologist, Psychiatrist, Pediatrician
17. Spectra of Functioning
ASD FASD
BF
A&P
EF-Barriers
BS
Xu A, Moore C, Kraus de Camargo O. Comparing the Spectra of Functioning in Children with FASD and ASD. In:WHO - Family of
International Classifications Network Annual Meeting.World Health Organization; 2020. p. 401. DOI: 10.13140/RG.2.2.26358.83524