Developmental Coordination Disorder
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This presentation gives an overview of developmental coordination disorder or dyspraxia as it is commonly known
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أمراض العظام / علاج العظام في الاردن / افضل دكتور عظام في الاردن / افضل اخصائي عظام في الاردن / استشاري عظام/ افضل استشاري عظام في الاردن / عمليات تطويل العظام في الاردن / اطباء العظام في الاردن / دكتور عظام في الاردن / الاطباء في الاردن / خلع الورك / عمليات اليزاروف في الاردن /علاج الكسور / خلع الولادة / تركيب المفاصل الاصطناعيه للركبه والورك / افضل طبيب عظام اطفال في الاردن / استشاري اطفال عظام في الاردن / علاج خلع الكتف / علاج التواء الكاحل / مشاكل العظام والمفاصل /مستشار جراحة العظام والمفاصل والكسور / مستشار جراحة عظام الأطفال / علاج اصابات الركبة / اسباب آلام الركبة / علاج الاصابات الرياضية / مفصل الركبة / علاج مفصل الركبة / عمليات مفصل الركبة / صابونة الركبة / علاج الم صابونة الركبة / استشاري جراحة العمود الفقري في الاردن / جراحة العمود الفقري بالتداخل المحدود / عمليات الديسك أو الإنزلاق الغضروفي / علاج الديسك / عمليات الديسك / الم الظهر من الديسك / علاج الديسك في الاردن / اطباء الديسك في الاردن / اسباب الديسك / الم العمود الفقري / اسباب الانزلاق الغضروفي / اعراض الديسك / افضل اطباء الديسك في الاردن / افضل طبيب لعلاج الانزلاق الغضروفي في الاردن / تحرير عصب اليد / عمليات تحرير العصب / اعراض الديسك / خدران او تنميل اليد / خدران الرجل / خدران الساق / خدران الاطراف / تنميل الاطراف / تنميل اليد / رجوع الديسكAlexiev Harcke - US Predict Pavlik DDH Residua - JPO 26(1)16-23
1) The study evaluated 55 children treated with Pavlik harnesses for developmental dysplasia of the hip (DDH) to identify early ultrasound predictors of late acetabular dysplasia or avascular necrosis.
2) Three sonographic findings on initial ultrasounds predicted late sequelae: a dynamic coverage index of 22% or less, an alpha angle less than 43 degrees, and abnormal echogenicity of the cartilaginous roof.
3) Abnormal echogenicity of the cartilaginous roof, indicating early transformation of the roof cartilage, was the most specific single predictor of residual dysplasia after Pavlik harness treatment.
Power dispraxia
La dispraxia es un trastorno psicomotor que consiste en una falta de coordinación de los movimientos y que suele ir acompañada de otros trastornos como verbales y cerebrales. Se diagnostica mediante observación continuada por más de 7 meses, y los profesionales que ayudan en el tratamiento son terapeutas ocupacionales y psicólogos. El tratamiento incluye terapia ocupacional y tecnología de asistencia.
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ASD
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties with social interaction, verbal and nonverbal communication, and stereotypical or repetitive behaviors. It is generally agreed that ASD is caused by genetic and environmental factors interacting early in development. ASD affects approximately 1 in 68 children in the US and is diagnosed based on behaviors that manifest within the first year of life. While there is no single treatment, therapies including applied behavior analysis, speech therapy, social skills training and visual supports can help children with ASD develop communication and social skills.
Odu%20 clinical%20science%20iii%20dcd%202011[1]
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Noori, a 3-year old girl, has been diagnosed with nonverbal learning disorder (NLD). Her parents are upset by the diagnosis and do not understand what it means. They ask the educator to "fix" Noori and make the diagnosis go away.
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The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
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The document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities as disorders that affect processes like reading, writing, math, memory, and executive functions. Learning disabilities are neurological and can occur across intelligence levels. Attention deficit hyperactivity disorder is characterized by inattention, hyperactivity, and impulsivity. It affects around 3-7% of school-aged children and often co-occurs with learning disabilities. The document provides examples of simulations to illustrate challenges faced by those with learning disabilities or ADHD.
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This document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities and ADHD, describes their characteristics and prevalence. It discusses the identification process and assessments used to diagnose these disabilities. It also outlines common academic and behavioral issues associated with them, as well as recommended intervention strategies.
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Learning disabilities are disorders that affect around 10-15% of children and cause difficulties with reading, writing, math, or language skills despite average or above average intelligence. They are caused by issues with information processing and perception. Common types include dyslexia, dyscalculia, and dysgraphia. Children with learning disabilities may experience low self-esteem and behavioral problems due to school struggles. Diagnosis involves evaluating a child's strengths, deficits, and needs, while treatment focuses on specialized teaching methods, perceptual training, language therapy, and sometimes medication.
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The document defines the key differences between disabilities and handicaps. A disability refers to a physical or mental condition that limits a person's activities, while a handicap is a condition that restricts a person's ability to function. The document then provides examples of common disabilities like autism, intellectual disabilities, learning disabilities, and hearing or visual impairments. It explains that disabilities may require an Individualized Education Program to provide supports, while handicaps refer to the limitations imposed by disabilities that can sometimes be corrected through assistive technologies or special education.
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This document discusses interventions for intellectual disability (ID). It describes early intervention programs that provide enriched environments for young children with ID to enhance their intellectual and social skills. Behavioral treatments aim to control negative behaviors through techniques like functional analysis and using reinforcement to strengthen desirable behaviors. Early educational intervention is most effective during preschool years. A multi-component approach is needed considering the individual's development, family/institutional setting, and community. Screening during pregnancy can identify risks and preventions can help when causes are known like fetal alcohol syndrome.
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This document discusses common psychiatric problems seen in children. It begins by introducing specific developmental disorders like dyslexia, dysphasia, dyscalculia, and dyspraxia. It then covers pervasive developmental disorders (PDD) such as autism spectrum disorder. Finally, it examines disruptive behavior disorders including oppositional defiant disorder, conduct disorder, and attention deficit hyperactivity disorder. For each condition, it discusses signs, symptoms, causes and management strategies such as behavioral therapy, psychotherapy, and medication.
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ADHD (attention-deficit/hyperactivity disorder) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It often appears before school age and about half of children with ADHD continue experiencing symptoms into adulthood. Diagnosis involves observing a child's behavior in multiple environments, reports from parents and teachers, interviews, and tests. Potential causes include abnormalities in dopamine levels and the frontal-striatal brain region, as well as environmental factors like stress. Treatment options are drug therapy, behavior therapy, or a combination of the two.
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Attention Deficit Hyperactivity Disorder (ADHD) is characterized by inattention, hyperactivity, and impulsiveness. Children with ADHD may display behaviors like hyperactivity, impulsiveness, inattention, poor coordination, disorganization, and mood swings. The causes of ADHD are not fully known but studies show it tends to run in families and is more common in boys. Effective treatment of ADHD uses a variety of approaches including medication, behavioral therapies, school interventions, social skills training, and parenting support.
ADHD
This document provides information on attention deficit hyperactivity disorder (ADHD), including its diagnostic criteria, epidemiology, etiology, clinical features, diagnosis, differential diagnosis, treatment, and prognosis. Some key points include:
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Poysky Boston 2011
This document provides an overview of behavior and learning concerns that are common in Duchenne Muscular Dystrophy (DMD). It summarizes data showing that 65% of boys with DMD experience behavior concerns and 61% experience learning concerns. Potential causes of these issues are explored, including how DMD impacts brain functioning. Specific neurobehavioral disorders seen in DMD like ADHD, autism, anxiety, and social problems are then described. Learning disorders like dyslexia, dyscalculia, and dysgraphia that are prevalent in DMD are also outlined. The document concludes by recommending treatments and interventions for these common behavior and learning issues.
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III. Notable changes in the DSM-5, including combining autism subtypes and adding disruptive mood dysregulation disorder.
It describes how these disorders can impact learning through absences, suspensions, medication adjustments, and issues with memory, motivation, and homework completion.
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ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children and 2.5% of adults globally. Genetics play a major role in causation, with heritability estimated around 75-80%. Neuroimaging studies show decreased prefrontal cortex volume and activity. Stimulant medications and behavioral therapies are effective treatments. Left untreated, individuals with ADHD are at higher risk for academic underachievement, accidents, substance abuse, and legal/occupational problems.
Chapter 9: Attention Deficity Hyperactivity Disorder
ADHD is a neurodevelopmental disorder affecting about 3-7% of school-aged children, with boys being affected more often than girls. It is characterized by inattention, hyperactivity, and impulsivity. It is caused by differences in the frontal brain regions and neurotransmitters. Students with ADHD often have coexisting disabilities and academic and social challenges. Effective interventions include classroom accommodations, behavioral and academic strategies, social skills training, medication management, and functional behavior assessment.
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- 16. Thank you