This slide contains information regarding Childhood Psychiatric Disorders (Mental Retardation and Attention Deficit Hyperactive Disorder). This can be helpful for proficiency level and bachelor level nursing students. Your feedback is highly appreciated. Thank you!
Classification
Mild, moderate, severe and profound mental retardation
Mental retardation F70-F79
F70- mild mental retardation
F71- moderate mental retardation
F72- severe mental retardation
F73- profound mental retardation
F78- other mental retardation
F79- unspecified mental retardation
Definition
Significantly subaverage general intellectual functioning, associated with significant deficit or impairment in adaptive functioning, which manifests during the developmental period - American association (1983)
Intellectual functioning – Result of standardized Intelligence Tests
Subaverage – Below 70 IQ
Adaptive behavior – Ability to meet the responsibilities of social, personal, occupational and interpersonal areas of life according to his age and socio cultural background
Developmental Period – Below 18 years
Genetic Causes
Perinatal Causes
Acquired Physical Disorders in childhood
Socio cultural causes
Psychiatric disorders
Mild MR
Commonest type
Accounts for 85 – 90% of all cases
Minimal retardation in sensory - motor areas
They can progress up to VI standard
They can achieve vocational skills
They can achieve social self-sufficiency
They can develop social and communication skills
But they have deficits in cognitive function like poor ability for abstraction and egocentric thinking
Moderate MR
Accounts for 10% of all cases
They have poor social awareness during early years
Communication skills develop very slowly in these individuals
They drop out of school after 2nd Grade
They can be trained to perform semi skilled or unskilled work under supervision
Even mild stress can destabilize them
Severe MR
Recognized early in life
Significantly delayed developmental mile stones
Absent or markedly delayed speech or communication skills
Self care (ADL) can be taught
They can perform very simple tasks under supervision
They require a great amount of assistance for living
They require a structured environment
Profound MR
Accounts for 1-2% of all cases
Often associated with physical disorders
Marked delay in developmental milestones
They need nursing care or life support
Usually cared in a residential setting
Diagnosis
History collection from Parents and Care Takers
Physical Examination
Neurological examination
Assessing milestones development
Investigations
Urine and blood examination for metabolic disorders
Culture for cytogenic and biochemical studies
Amniocentesis in infant chromosomal disorders
Chorionic villi sampling
Hearing and speech evaluation
EEG, especially seizures present
CT scan or MRI brain (Tuberous sclerosis)
Thyroid function test (Cretinism)
Psychological Tests
Stanford Binet Intelligence Test
Wechsler Intelligence Scale for Children (WISC)
Prevention
Primary
Secondary
Tertiary
Complications
Seizures
Cerebral palsy
Sensory deficit
Communication disorders (speech and language)
Neuron degenerative disorders
Psychiatric illnesses
Care
Team approach
Fostering (bring up)
Boarding school / residential care
Special education
This slide contains information regarding Childhood Psychiatric Disorders (Mental Retardation and Attention Deficit Hyperactive Disorder). This can be helpful for proficiency level and bachelor level nursing students. Your feedback is highly appreciated. Thank you!
Classification
Mild, moderate, severe and profound mental retardation
Mental retardation F70-F79
F70- mild mental retardation
F71- moderate mental retardation
F72- severe mental retardation
F73- profound mental retardation
F78- other mental retardation
F79- unspecified mental retardation
Definition
Significantly subaverage general intellectual functioning, associated with significant deficit or impairment in adaptive functioning, which manifests during the developmental period - American association (1983)
Intellectual functioning – Result of standardized Intelligence Tests
Subaverage – Below 70 IQ
Adaptive behavior – Ability to meet the responsibilities of social, personal, occupational and interpersonal areas of life according to his age and socio cultural background
Developmental Period – Below 18 years
Genetic Causes
Perinatal Causes
Acquired Physical Disorders in childhood
Socio cultural causes
Psychiatric disorders
Mild MR
Commonest type
Accounts for 85 – 90% of all cases
Minimal retardation in sensory - motor areas
They can progress up to VI standard
They can achieve vocational skills
They can achieve social self-sufficiency
They can develop social and communication skills
But they have deficits in cognitive function like poor ability for abstraction and egocentric thinking
Moderate MR
Accounts for 10% of all cases
They have poor social awareness during early years
Communication skills develop very slowly in these individuals
They drop out of school after 2nd Grade
They can be trained to perform semi skilled or unskilled work under supervision
Even mild stress can destabilize them
Severe MR
Recognized early in life
Significantly delayed developmental mile stones
Absent or markedly delayed speech or communication skills
Self care (ADL) can be taught
They can perform very simple tasks under supervision
They require a great amount of assistance for living
They require a structured environment
Profound MR
Accounts for 1-2% of all cases
Often associated with physical disorders
Marked delay in developmental milestones
They need nursing care or life support
Usually cared in a residential setting
Diagnosis
History collection from Parents and Care Takers
Physical Examination
Neurological examination
Assessing milestones development
Investigations
Urine and blood examination for metabolic disorders
Culture for cytogenic and biochemical studies
Amniocentesis in infant chromosomal disorders
Chorionic villi sampling
Hearing and speech evaluation
EEG, especially seizures present
CT scan or MRI brain (Tuberous sclerosis)
Thyroid function test (Cretinism)
Psychological Tests
Stanford Binet Intelligence Test
Wechsler Intelligence Scale for Children (WISC)
Prevention
Primary
Secondary
Tertiary
Complications
Seizures
Cerebral palsy
Sensory deficit
Communication disorders (speech and language)
Neuron degenerative disorders
Psychiatric illnesses
Care
Team approach
Fostering (bring up)
Boarding school / residential care
Special education
Developmental delay is the spectrum of problems encompassing delay in the cognitive, social, emotional, sexual and physical developmental skills. This presentation briefs the Cognitive developmental delay
The term “mentally handicap” is now used for the conduction “mental retardation”.
At least 2 to 3 % of Indian population are mentally handicapped in any form.
Mental handicapped is the significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior manifested during the developmental period.
It includes the learning disability, poor maturation and social mal adjustment in combination.
Developmental delay is the spectrum of problems encompassing delay in the cognitive, social, emotional, sexual and physical developmental skills. This presentation briefs the Cognitive developmental delay
The term “mentally handicap” is now used for the conduction “mental retardation”.
At least 2 to 3 % of Indian population are mentally handicapped in any form.
Mental handicapped is the significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior manifested during the developmental period.
It includes the learning disability, poor maturation and social mal adjustment in combination.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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Ethnobotany in herbal drug evaluation,
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Childhood Psychiatric Disorder
• Disorders usually first diagnosed in infancy, childhood or
adolescence.
• Child psychiatry is concerned with the assessment and treatment of
children’s emotional and behavioral problems.
• Psychological disturbances in childhood is most usefully defined
as an abnormality in at least one of the three areas: emotions,
behavior or relationships.
3. Contd.
• Psychiatric disorders among children are described as serious
changes in the way children typically learn, behave, or handle their
emotions, which cause distress and problems getting through the
day.
4. Prevalence
• Worldwide 10-20% of children and adolescents experience mental
disorders.
• Half of all mental illnesses begin by the age of 14 and three-
quarters by mid-20s.
• Neuropsychiatric conditions are the leading cause of disability in
young people in all regions.
5. Types
• Intellectual disability (Mental
Retardation)
• Attention Deficit Hyperactive
Disorders
• Emotional disorders
- Separation anxiety
- School Phobia
• Other behavioral and emotional
disorders
- Enuresis, encopresis, pica
• Sleep disorder
- Nightmares, night terror
6. Mental Retardation (F70 – F79)
• Mental retardation is a condition of arrested or incomplete
development of the mind, which is especially characterized by
impairment of skills manifested during the developmental period,
which contribute to the overall level of intelligence, i.e. cognitive,
language, motor, and social abilities.
9. Mild Mental Retardation
IQ range from 50 – 70
• Individuals in this group can often live on their own with
community support
• These individuals have minimum retardation in sensory – motor
areas
• They can be called as Educable Mentally Retarded (EMR)
• Capable of learning basic academic skills of reading, writing and
arithmetic.
10. Moderate Mental retardation
ID range from 35 – 50
• They are challenged academically and often are not able to achieve
academically above a second to third grade level.
• They can go to special schools.
• As adults, persons with moderate mental retardation may be able
to perform semiskilled work under appropriate supervision.
11. Severe Mental Retardation
IQ range from 20-35
• Individuals in this category can often master the most basic skills
of living, such as cleaning and dressing themselves.
• Is often recognized early in life with poor motor development &
absent or markedly delayed speech & communication skills.
12. Profound Mental Retardation
IQ range below 20
• Individuals at this level can often develop basic communication
and self-care skills.
• Most individuals with profound mental retardation have
identifiable causes for their condition.
17. Contd.
5. Environmental and sociocultural factors
Cultural deprivation
Child abuse
Low socioeconomic status
Inadequate caretakers
18. Signs and Symptoms
• Failure to achieve developmental milestones
• Deficiency in cognitive functioning such as inability to follow
commands or directions
• Failure to achieve intellectual developmental markers
• Reduced ability to learn or to meet academic demands
• Expressive or receptive language
19. Contd.
• Psychomotor skill deficits
• Difficulty performing self-esteem
• Irritability when frustrated or upset
• Depression or labile moods
• Acting-out behavior
• Persistence of infantile behavior
• Lack of curiosity.
20. Diagnosis
• History collection from parents & caretakers
• Physical examination
• Neurological examination
• Assessing milestones development
22. Contd.
• EEG, especially if seizure are present
• CT scan or MRI brain, for example, in tuberous sclerosis
• Thyroid function tests when cretinism is suspected
• Psychological tests like Stanford Binet Intelligence Scale &
Wechsler Intelligence Scale for Children’s (WISC), for
categorizing the child’s level of disability.
23. Management
• Behavior management
• Environmental supervision
• Monitoring the child’s development needs & problems.
• Programs that maximize speech, language, cognitive,
psychomotor, social, self-care, & occupational skills.
• Ongoing evaluation for overlapping psychiatric disorders, such as
depression, bipolar disorder, &ADHD.
24. Contd.
• Family therapy to help parents develop coping skills & deal with
guilt or anger.
• Early intervention programs for children younger than 3 with
mental retardation Provide day schools to train the child in basic
skills, such as bathing
• Medications –Associated behavioral and psychiatric disorders
only
• Multidisciplinary care
25. Some Do’s and Don’ts for parents
• Look at abilities rather than disabilities in the child.
• Notice successes and praise them, however small these may be.
• Try to learn the techniques of training and practice them.
• Remember that those with mental retardation are slow in learning
but they can still be taught with patience, persistence, and the
correct approach.
26. Contd.
• Find out about services that are available and utilize them.
• There is no need to feel ashamed about having a retarded child.
• There is no need to blame oneself or other family members for the
child's condition.
• Do not overprotect the child; as far as possible encourage them to
stand on their own feet.
• Do not waste money unnecessarily on dubious treatments, which
have not been proven.
27. Prevention
• Preconception
• During
gestation
• At delivery
• Childhood
Primary
Prevention
• Early detection and
treatment of
preventable disease
• Psychiatric treatment
for emotional and
behavioral difficulties
Secondary
Prevention
Rehabilitation
(vocational,
physical and
social areas)
Tertiary
Prevention
29. Introduction
• ADHD is the most common neurobehavioral disorder of
childhood, among the most prevalent chronic health conditions
affecting school-aged children, and the most extensively studied
mental disorder of childhood.
• ADHD is characterized by inattention, including increased
distractibility and difficulty sustaining attention; poor impulse
control and decreased self- inhibitory capacity; and motor over
activity and motor restlessness.
30. Contd.
• Affected children commonly experience
academic underachievement,
problems with interpersonal relationships with family members
and peers,
low self-esteem.
• ADHD often co-occurs with other emotional, behavioral,
language, and learning disorders
31. Epidemiology
• Amean worldwide prevalence ofADHD of ~2.2% overall (range:
0.1–8.1%) has been estimated in children and adolescents (aged
<18 years).
• A relatively common disorder, it occurs in about 3% of school age
children. Males are 6-8 times more often affected. The onset
occurs before the age of 7 years and a large majority of patients
33. Etiology
1. Biological Influences
a. Genetic factors
There is greater concordance in monozygotic than in dizygotic
twins.
Siblings of hyperactive children have about twice the risk of
havingADHD
First degree relatives
34. Contd.
b. Biochemical theory:
A deficit of dopamine and norepinephrine, this deficit
neurotransmitters is believed to lower the threshold for stimuli input.
2. Pre, peri and postnatal factors
Prenatal toxic exposure, prenatal mechanical insult to the fetal
nervous system
Prematurity, fetal distress, precipitated or prolonged labor,
perinatal asphyxia and lowAPGAR scores
35. Contd.
3. Postnatal infections, CNS abnormalities resulting from trauma
4. Environmental influences
Environmental lead
Food additive, coloring preservatives and sugar have also been
suggested as possible causes of hyperactive behavior but there is
no definite evidence
36. Contd.
5. Psychosocial factors
Prolonged emotional deprivation
Stressful psychic events
Distribution of family equilibrium
37. Diagnosing ADHD: DSM - V
Persisted for at least 6 months to a degree that is inconsistent
with developmental level and that negatively impacts directly on
social and academic/occupational activities
Lacks attention to detail; makes careless mistakes.
Has difficulty sustaining attention
Doesn’t seem to listen.
Fails to follow through/fails to finish instructions or schoolwork.
Has difficulty organizing tasks.
Avoids tasks requiring mental effort.
Often loses items necessary for completing a task.
Easily distracted.
Is forgetful in daily activities.
Inattention
A1
38. Diagnosing ADHD: DSM - V
Persisted for at least 6 months to a degree that is inconsistent with
developmental level and that negatively impacts directly on social and
academic/occupational activities
Fidgets or squirms excessively
Leaves seat when inappropriate
Runs about/climbs extensively when inappropriate
Has difficulty playing quietly
Often “on the go” or “driven by a motor”
Talks excessively
Blurts out answers before question is finished
Cannot await turn
Interrupts or intrudes on others
Hyperactivity/
Impulsivity
A2
39. B. Several inattentive or hyperactive-impulsive symptoms were
present prior to age 12 years.
C. Several inattentive or hyperactive-impulsive symptoms are
present in two or more settings.
Diagnosing ADHD: DSM - V
40. Contd.
B. There must be clear evidence of clinically significant impairment
in social, academic, or occupational functioning.
C. Symptoms do not occur exclusively during the course of a
pervasive developmental disorder, schizophrenia, or other
psychotic disorder, and are not better accounted for by another
mental disorder (e.g., mood disorder, anxiety disorder,
dissociative disorder, personality disorder)
41. Contd.
• Specify whether:
Combined presentation: If both CriterionA1 (inattention) and CriterionA2
(hyperactivity- impulsivity) are met for the past 6 months.
Predominantly inattentive presentation: If Criterion A1 (inattention) is met
but Criterion A2 (hyperactivity-impulsivity) is not met for the past 6
months.
Predominantly hyperactive/impulsive presentation: If Criterion A2
(hyperactivity-impulsivity) is met and Criterion A1 (inattention) is not met
for the past 6 months.
42. Treatment
1. Medicine
- Stimulants medicine such as methylphenidate administered in a
divided dose of 50 – 60 mg/day
- Antidepressants such as desipramine have been effective
alternative agents in some children
43. Contd.
2.Behavior modification therapies, but psychotherapy is not the
mainstay therapy for this disorder.
3.Environmental engineering is of great benefit in this disorder,
because children with ADHD do not readily adapt to change or
function well in highly stimulating environments.