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Consulting Behavioral Management Team
Published in Norman S. Giddan, Jane J. Giddan, Autistic Adults at Bittersweet Farms, 2020
Paul Mitch, Thomas O. Karst, Joan Koch
The use of psychotropic drugs to treat behavior and emotional problems in developmentally disabled and autistic persons tends to be a distinct clinical discipline. It requires an understanding of the ways in which developmental disabilities manifest themselves in the diagnostic and treatment process. Autistic people have many unique stereotypic behaviors, compulsions and behavioral disturbances. To treat them effectively one needs to understand some of the commonplace or “normal” emotional and behavioral responses in the autistic developmentally disabled.
Behavioral Genetics and Developmental Disabilities
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
Behavioral genetic approaches examining developmental disabilities hinge on two key assumptions. First, the approach assumes that most developmental disabilities are dimensional as opposed to categorical. Taking general cognitive ability, for example, mild mental impairment is defined as a cognitive ability score falling below the first standard deviation. However, these individuals are selected by virtue of falling on the lower tail of the larger population distribution of general cognitive ability. Similarly, communication disorders and reading disorders are thought to represent the lower tail of communication and reading ability. Of course, there are cases where developmental disabilities are outside of this normal distribution, in many cases through the result of a major gene or chromosomal abnormality (such as Down’s syndrome) or a severe form of environmental deprivation or insult (such as severe environmental neglect or closed head injury). While these kinds of developmental disabilities are important and merit intensive study, it is also the case that many instances of developmental disability arise through no identifiable genetic or environmental cause. These kinds of cases may represent the lower end of a continuum of ability.
Social-emotional aspects of visual impairment
Published in John Ravenscroft, The Routledge Handbook of Visual Impairment, 2019
Children who do not develop these skills are more likely to go on to have difficulties throughout their lives and children with developmental disabilities are more likely to have social-emotional difficulties (Ladd, 2005; Squires et al., 2012).
Dealing with disability: challenges in Dutch health care of parents with a non-Western migration background and a child with a developmental disability
Published in Disability and Rehabilitation, 2022
In a meta-analysis on the prevalence of intellectual disability, Maulik et al. [19] concluded that the worldwide prevalence of intellectual disability is 1.04%. However, in some low-income countries, such as Nepal and Pakistan, much lower prevalence rates were reported (0.06% and 0.09%) [20]. This contradicts the findings of the meta-analysis by Maulik et al. [19], who saw prevalence rates in low- and middle- income countries that were up to twice as high as in high income countries. Reasons for this higher prevalence of developmental disabilities in developing countries are factors such as malnutrition, lack of perinatal and medical care and limited resources and care [19,21]. The previously mentioned explanation of socio-cultural differences in the meaning of what constitutes a disorder, offers an alternative explanation for lower reported levels of disability. Moreover, the level of stigmatization of people with disabilities in various countries may lead to differences in reported levels of disability. People who are judged to be “disruptive” or “incompetent”, may be stigmatized, hidden, or neglected, leading to an underrepresentation of intellectual disability [20]. For example, almost half of the parents in a low-income African country reported feeling ashamed about their child’s disability and were worried their child would be treated badly because of it. As a result, a quarter of parents reported making an effort to keep their child’s disability a secret [22].
Speech language therapy services for children in Small Island Developing States – the situation in the Maldives
Published in Speech, Language and Hearing, 2021
Mariyam Z. Zahir, Anna Miles, Linda Hand, Elizabeth C. Ward
To gather data for children between two to nine years, in the ‘Demographic and health survey’ (Ministry of Health and Family - Maldives & ICF, 2010), parents or caregivers were provided with a list of possible difficulties and asked to indicate whether children had disabilities related to them. Table 4 presents the percentages provided in this report along with our estimated figures for them. It is difficult to interpret the areas that were included in the category ‘does not learn to do things like other children’, they provided. It might be more closely associated with developmental disabilities or physical disabilities than communication difficulties. Hence, we cannot be certain they will require SLT services, though it is very possible that they may benefit from them. It is highly likely that the children with the rest of the difficulties presented in the table would require SLT services.
Impact of medical home-consistent care and child condition on select health, community, and family level outcomes among children with special health care needs
Published in Children's Health Care, 2021
Rebecca Wells, Patricia Daniel, Brian Barger, Catherine E. Rice, Maitreyi Bandlamudi, Daniel Crimmins
Following the example of past studies using the NS-CSHCN, health conditions were categorized into four mutually exclusive groups (Cheak-Zamora et al., 2013; DuPaul et al., 2013; Nageswaran et al., 2011). Physical health conditions (PHC) included allergies, asthma, blood problems, cystic fibrosis, diabetes, epilepsy/seizure disorder, heart problems, arthritis/joint problems, migraines/frequent headaches, and muscular dystrophy. Mental health conditions (MHC) included attention deficit hyperactivity disorder (ADHD), anxiety, behavioral/conduct disorder, and depression. Developmental disabilities (DD) included autism spectrum disorder, cerebral palsy, Down syndrome, developmental delay, intellectual disability, and traumatic brain injury. Children with any combination of PHC, MHC, and DD were defined as having multiple condition types.