PPT on Childhood Disorders

Special Problems

among

Children

Special Problems

ADHD Dyslexia Mental Retardation Autism

Attention-deficit hyperactivity disorder (ADHD)

Attention-deficit hyperactivity disorder (ADHD) is found in many children and adults. Children with ADHD have trouble paying attention in school, at home or at play. They are much more active and/or impulsive than what is usual for their age. These behaviors contribute to significant problems in relationships, learning and behavior.

Diagnostic Criteria for ADHD

Six or more of the following symptoms of

inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level.

Inattention

•Often does not give close attention to details or makes careless mistakes in schoolwork, or other activities. •Often has trouble keeping attention on tasks or play activities. •Often does not seem to listen when spoken to directly. •Often does not follow instructions and fails to finish schoolwork•Often has trouble organizing activities.

•Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework). •Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools). •Is often easily distracted. •Is often forgetful in daily activities.

Six or more of the following symptoms of

hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level.

Hyperactivity

•Often fidgets with hands or feet or squirms in seat. •Often gets up from seat when remaining in seat is expected. •Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).

•Often has trouble playing or enjoying leisure activities quietly. •Is often "on the go" or often acts as if "driven by a motor." •Often talks excessively.

Impulsivity

•Often blurts out answers before questions have been finished. •Often has trouble waiting one's turn. •Often interrupts or intrudes on others (e.g., butts into conversations or games).

Dyslexia

Dyslexia is a specific learning disability that is neurological in origin.

It is characterized by difficulties with accurate and/or fluent word recognition, and by poor spelling and decoding abilities

Diagnostic Criteria for Dyslexia

Generally

•Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level

•Labeled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."

•Isn't "behind enough" or "bad enough" to be helped in the school setting

•High in IQ, yet may not test well academically; tests well orally, but not written

•Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing

•Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering

•Seems to "Zone out" or daydream often; gets lost easily or loses track of time

•Difficulty sustaining attention; seems "hyper" or "daydreamer."

•Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids

Vision, Reading, and Spelling

•Complains of dizziness, headaches or stomach aches while reading

•Confused by letters, numbers, words, sequences, or verbal explanations

•Seems to have difficulty with vision, yet eye exams don't reveal a problem

•Extremely keen sighted and observant, or lacks depth perception and peripheral vision

•Reads and rereads with little comprehension

•Spells phonetically and inconsistently

•Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words

•Complains of feeling or seeing non-existent movement while reading, writing, or copying

Hearing and Speech

•Has extended hearing; hears things not said or apparent to others; easily distracted by sounds

•Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking

Writing and Motor Skills

•Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible

•Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness

•Can be ambidextrous, and often confuses left/right, over/under

Math and Time Management

•Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time

•Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper

•Can count, but has difficulty counting objects and dealing with money

•Can do arithmetic, but fails word problems; cannot grasp algebra or higher math

Memory and Cognition

•Excellent long-term memory for experiences, locations, and faces. •Poor memory for sequences, facts and information that has not been experienced.

•Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

•Extremely disorderly or compulsively orderly. •Can be class clown, trouble-maker, or too quiet.

Behavior, Health, Development and Personality

•Had unusually early or late developmental stages (talking, crawling, walking, tying shoes). •Prone to ear infections; sensitive to foods, additives, and chemical products.

•Can be an extra deep or light sleeper; bedwetting beyond appropriate age

•Unusually high or low tolerance for pain

•Strong sense of justice; emotionally sensitive; strives for perfection

•Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health

Mental Retardation

Mental retardation (MR) is a generalized disorder, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors

Types of Mental Retardation:

Mild intellectual disability Moderate intellectual disability Severe Intellectual ability Profound Intellectual ability

Significant limitations in two or more areas of adaptive behavior

•Daily living skills, such as getting dressed, using the bathroom, and feeding oneself•Communication skills, such asunderstanding what is said and being able to answer•Social skills with peers, family members, spouses, adults, and others

Signs

Children with mental retardation may learn to sit up, to crawl, or to walk later than other children, or they may learn to talk later. Both adults and children with mental retardation may also exhibit the following characteristics:

•Delays in oral language development •Deficits in memory skills •Difficulty learning social rules •Difficulty with problem solving skills •Delays in the development of adaptive behaviors such as self-help or self-care skills •Lack of social inhibitors

Class IQ

Profound mental retardation Below 20

Severe mental retardation 20–34

Moderate mental retardation 35–49

Mild mental retardation 50–69

Borderline intellectual functioning 70–80

AUTISM is a pervasive developmental disorder characterized by severe deficits in social interaction and communication, by an extremely limited range of activities and interests, and often by the presence of repetitive, stereotyped behaviors.

Social and Communication Symptoms

Delayed or unusual speech patterns (many autistic children, for example, memorize video scripts and repeat them word for word with the precise intonation as the TV characters)

High pitched or flat intonation Lack of slang or "kidspeak" Difficulty understanding tone of voice and body

language as a way of expressing sarcasm, humor, irony, etc.

Lack of eye contact Lack of Empathy : Inability to take another's

perspective (to imagine oneself in someone else's shoes)

Sensory and Motor Symptoms

A majority of autistic people are either hyper or hypo sensitive to light, sound, crowds and other external stimulation. Some have both hyper and hypo sensitivities. This often results in autistic people covering their ears, avoiding or reacting negatively to brightly lit areas, or -- on the other hand -- crashing hard into sofas and craving strong bear hugs.

While it's unusual to find an autistic person who is obviously physically disabled as a result of the disorder, most autistic people do have some level of fine and gross motor difficulty. This often manifests itself in poor handwriting, difficulty with athletic coordination, etc. As a result, when autistic people get involved with sports, it's usually in individual, endurance sports such as running and swimming.

Personality Differences

Engage in repetitive behaviors and ritualized activities, ranging from lining up items to following a rigid routine,

Have one or a few passionate interests, Have difficulty in making and keeping multiple

friends, Prefer activities that require relatively little verbal

interaction.

Red Flag Symptoms of Autism

unresponsiveness to people, and/or intent focus on one item to the exclusion of others for long periods;

lack of response to their name; lack of eye contact; difficulty interpreting what others are thinking or

feeling; (empathy) delay in gaining speech and/or odd speech patterns; repetitive movements such as rocking or twirling, or

self-abusive behavior such as head-banging; speaking in a flat or sing-song voice; unusually low or high sensitivity to pain, noise, light

or crowds

Treatments

1. Applied Behavioral Analysis (ABA)

Applied Behavioral Analysis (ABA) is the oldest and most fully researched treatment specifically developed for autism. ABA is a very intensive system of reward-based training which focuses on teaching particular skills.

2. Speech Therapy

Almost all people with autism have issues with speech and language. Sometimes these issues are obvious; many people with autism are non-verbal or use speech very poorly. Sometimes the issues relate not to articulation or grammar but to "speech pragmatics" (the use of speech to build social relationships). Across the board, though, speech and language therapy is likely to be helpful for people with autism.

3. Social Skills Therapy

One of autism's "core deficits" is a lack of social and communication skills. Many children with autism need help in building the skills they need to hold a conversation, connect with a new friend, or even navigate the playground. Social skills therapists can help out setting up and facilitating peer-based social interaction.

4. Physical Therapy

Autism is a "pervasive developmental delay." Many autistic people have gross motor delays, and some have low muscle tone (they're unusually weak). Physical therapy can build up strength, coordination, and basic sports and skills.

5. Play Therapy

Strange as it may sound, children with autism need help learning to play. And play can also serve as a tool for building speech, communication, and social skills. Play therapists may have training in particular therapeutic techniques such as Floor time or The Play Project - or they may incorporate play therapy into speech, occupational or physical therapy

7. Behavior Therapy

Children with autism are often frustrated. They are misunderstood, have a tough time communicating their needs, suffer from hypersensitivities to sound, light and touch ... no wonder they sometimes act out! Behavior therapists are trained to figure out just what lies behind negative behaviors, and to recommend changes to the environment and routines to improve behavior.

8. Visually-Based Therapies

Many people with autism are visual thinkers. Some do very well with picture-based communication systems. Video modeling, video games and electronic communication systems also tap into autistic people's visual strength to build skills and communication

9. Biomedical Therapies

Biomedical treatments may include pharmaceuticals.

Children with these disorders are really helpless and need our co-operation.

Lets’ join our hands for the normal and healthy growth of these children