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Sensory processing
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
Sensory processing is a developmental process – it changes with time and experience – with a wide range of patterns seen in typically developing children. And like with any other developmental process, some children show atypical patterns. Such atypical patterns are seen mostly, though not exclusively, in association with other neurodevelopmental disorders, for example, autism spectrum disorder (ASD), attention deficit and hyperactivity disorder (ADHD), cerebral palsy and developmental coordination disorder (DCD). Poor sensory processing makes it hard for the child to coordinate actions and movements and creates functional difficulties across various activities – hand function, mobility, communication, socialising and organising.
Hyperkinetic Movement Disorders
Published in Philip B. Gorelick, Fernando D. Testai, Graeme J. Hankey, Joanna M. Wardlaw, Hankey's Clinical Neurology, 2020
Morales-Briceno Hugo, Victor S.C. Fung, Annu Aggarwal, Philip Thompson
Neurodevelopmental disorders: Down's syndrome.Klinefelter's syndrome.Fragile X syndrome.Autism spectrum disorders.
Early Development and Childhood Emotional and Behavioral Disorders
Published in Hanno W. Kirk, Restoring the Brain, 2020
Neurodevelopmental disorders are a group of neurologically based conditions with onset in the developmental period that can interfere with the acquisition, retention, or application of specific skills or sets of information. They may involve dysfunction in attention, memory, perception, language, problem-solving, or social interaction. Neurodevelopmental disorders include attention-deficit/hyperactivity disorder (ADD/ADHD), autism spectrum disorders, learning disabilities and intellectual disabilities. Neurodevelopmental disorders frequently co-occur, for example, individuals with autism spectrum disorder often have intellectual disability (intellectual developmental disorder), and many children with ADHD also have a specific learning disorder. Looking beyond the formal diagnoses, our clinical work focuses on the wide range of developmental, behavioral, and emotional symptoms for which the families of these younger clients seek neurofeedback.
An Evaluation of the Structure of Attention in Adolescence
Published in Developmental Neuropsychology, 2023
Paul T. Cirino, Abigail E. Farrell, Marcia A. Barnes, Greg J. Roberts
Most of the above works generally limit their perspective to the cognitive neuroscience of visual attention. The present study makes many of the same assumptions but uses the relatively unique sample and broader measures to address a broader range of questions involving neurodevelopmental disorders and common functional outcomes for children. We agree with the general ideas that attention as a word is most useful for organizing communication, that dichotomies are much more likely to be continuua, and that there is need to focus on the specific stimulus parameters and cognitive and biological mechanisms that give rise to attentional phenomenon. More bluntly, our results underscore the need for a more careful consideration of the relationship of constructs discussed and the measures used in their operationalization. If distinctions among types of attention are to be used and be useful, particularly in the latent context, core constructs will need to share measurement features (as well as be differentiated from other constructs). We do not argue from hegemony, but consensus at a fundamental level will be necessary to a more nuanced understanding of attention as a meaningful construct. This is particularly important for constructs, such as attention that can be considered a “hub” or one involved in many other cognitive processes, therefore making it potentially confusable with most other domains of cognition.
Understanding Current Staff Experiences, Practices and Needs in Supporting Young People with Neurodevelopmental Disorders in the Queensland Youth Justice System
Published in International Journal of Forensic Mental Health, 2022
Alanna Heanue, Matthew J. Gullo, Nicole Hayes, Hayley Passmore, Natasha Reid
Qualitative findings of the current study identified several areas where staff recommended modifications. Key modifications included increased resources, language modifications, adaptive interventions, preventative/restorative justice, liaison with other stakeholders, and increased knowledge and understanding of neurodevelopmental disorders. A key area identified was the need for additional training to increase knowledge and understanding of NDDs, consistent with the Capability results. This theme has been recognized in previous studies by Passmore et al. (2018) where there was a lack of FASD knowledge, and also by Mutch et al. (2016) where participants stated an increase in FASD knowledge would lead to better outcomes in their work. The findings of the current study align and expand upon the existing literature, indicating that the need for additional training is not specific to just FASD, but applicable to all NDDs. Justice professionals also identified a need for practical and adaptable interventions when working with young people with NDDs. Previous research has highlighted the importance of practical management strategies that are tailored to the individual, in order to produce effective outcomes, which in turn reduces reoffending (Henry et al., 2015; Passmore et al., 2020). Evidently, the findings imply justice professionals lack practical strategies and this may be an area of focus for future training.
The moderating effect of types of child’s neurodevelopmental disorder on the relationship between Indonesian mothers’ perception of child’s maladaptive behaviour and maternal parenting stress
Published in International Journal of Developmental Disabilities, 2022
Neurodevelopmental disorders (NDD) are a group of conditions with onset in the developmental period and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning (American Psychiatric Association 2013). This present study examined children with three different types of neurodevelopmental disorders including children with intellectual disability (ID), children with autism spectrum disorders (ASD), and children with attention-deficit/hyperactivity disorder (ADHD). These different types of disorders shed light on neurodevelopment from different perspectives. Children with ASD are characterized by deficits in social interaction and communication, and the presence of restricted and repetitive behaviours. Children with ID (intellectual developmental disorder) are characterized by deficits in general mental abilities such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and experiential learning. Children with ADHD are characterized by impaired levels of inattention, disorganization, and/or hyperactivity-impulsivity (American Psychiatric Association 2013).