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Mental Health: Clinical Issues
Published in Miriam Orcutt, Clare Shortall, Sarah Walpole, Aula Abbara, Sylvia Garry, Rita Issa, Alimuddin Zumla, Ibrahim Abubakar, Handbook of Refugee Health, 2021
Peter Ventevogel, Peter Hughes, Claire Whitney, Benedicte Duchesne
Measures to protect these children include child protection case management and providing support and training to parents of children with developmental disorders to help them support their child’s development.30 The World Health Organization (WHO) and international partners recently published an evidence-based caregiver skills training (CST) programme for families of children with autism and other developmental disorders. It consists of nine group sessions and three home visits and can be delivered by non-specialist providers to groups of caregivers. The package is currently being tested in Syria, Jordan and Ethiopia.31
Introduction
Published in Mijna Hadders-Algra, Kirsten R. Heineman, The Infant Motor Profile, 2021
Mijna Hadders-Algra, Kirsten R. Heineman
Developmental disorders are disorders originating from the disruption of developmental processes during foetal and early postnatal life, due to a mix of genetic, social, prenatal, perinatal, and neonatal risk factors (Hadders-Algra 2018a). Examples are cerebral palsy (CP), developmental coordination disorder (DCD), and autism spectrum disorders. Accumulating evidence indicates that infants at high risk of or with developmental disorders may profit from early intervention (Spittle et al. 2015, Morgan et al. 2016, Hadders-Algra et al. 2017): that is, intervention at an age when the brain is characterized by high plasticity. This invokes the need for early detection of these infants.
Substance misuse and comorbid psychiatric disorders
Published in Ilana B. Crome, Richard Williams, Roger Bloor, Xenofon Sgouros, Substance Misuse and Young People, 2019
Comorbid disorders may precede as a related risk factor, develop as a consequence, moderate the severity, or originate from common risks as do SUDs (Hovens et al., 1994). Both can be considered developmental disorders, in the sense that they generally begin in childhood or adolescence while the brain is still developing. Inevitably, the question arises as to which type of disorder tends to emerge first. According to Mueser and colleagues (1998), there are four general types of model for people developing co-occurring disorders: (1) common factor models, in which shared risk factors predispose persons to both mental health and substance abuse disorders;(2) secondary substance abuse disorder models, which posit that mental illness increases risk for developing a substance use disorder;(3) secondary mental/psychiatric disorder models, in which substance abuse precipitates a mental disorder in people who might not otherwise develop problems;(4) bidirectional models, which state that the presence of either a mental health or substance abuse disorder increases vulnerability for developing the other disorder.
“I still have issues with pronunciation of words”: A mixed methods investigation of the psychosocial and speech effects of Childhood Apraxia of Speech in adults
Published in International Journal of Speech-Language Pathology, 2023
Courtney Cassar, Patricia McCabe, Steven Cumming
The psychosocial effects of generic speech and language disorders on children and adolescents have been well researched. However, studies examining the psychosocial impacts of such developmental disorders on adults who were diagnosed as children are less common (Beitchman, Brownlie, & Bao, 2014). For example, Beitchman et al. reported a range of group studies, which may or may not have included CAS, and these suggest children with speech and language disorders have a higher risk of psychiatric disorders and behavioural problems when compared with controls (e.g. Beitchman et al., 1996, 2001). By contrast, Felsenfeld, Broen, and McGue (1994) reported that adults with a general history of moderate- severe speech disorders in childhood were not adversely affected by their speech disorder psychologically and were also satisfied with their educational and employment outcomes.
Communication disability in Bangladesh: issues and solutions
Published in Speech, Language and Hearing, 2023
Md Jahangir Alam, Linda Hand, Elaine Ballard
Communication disorders in children are developmental disorders. They can occur by themselves (now in the Minority World termed ‘Developmental Language Disorders’; Bishop, Snowling, Thompson, Greenhalgh, & Consortium, 2017), or they can have co-morbid conditions such as hearing loss or physical disability. In the Minority World, the education system (including early education or pre-school) is seen as an appropriate site for SLTs to work with children who have developmental disorders but no other acute health condition (e.g., they may have a condition such as cerebral palsy, but they are not ill). This is especially true in countries where integration is an educational principle (i.e., that children with disabilities should be mainstreamed and schooled with their non-disabled peers) (Paul, Norbury, & Gosse, 2018).
A SWOT analysis of parent-mediated intervention for children with autism spectrum disorder: Oman as a Regional Model
Published in International Journal of Developmental Disabilities, 2022
Ahmed B. Idris, Reem Abdulrahim, Watfa Al-Mamari, Andy Shih, Marios Kantaris
Considering the above, it can be argued that PMI can be a game-changer in increasing accessibility to services and reducing socioeconomic impact. It was shown in previous studies that PMI can ameliorate core autism features, advance language level and improve social interaction among autistic children (Rahman et al. 2016). From another prospect, providing parents of children with developmental disorders with skills to cope with their children’s challenges can increase their competence, reduce stress and improve family integrity (Koegel et al. 2002). In early intervention studies, parent-mediated intervention refers to the parent-training procedure that qualifies them to lead the intervention program. One of the practical applications of the PMI approach which incorporates ABA principles is the “WHO Caregiver Skills Training Program for Developmental Disorders or Delays” (WHO CST). The program is adopting a family-centred approach which is cheaper and comparable to paid specialist-based interventions. The program is intended to benefit a wide array of developmental disorders including children with ASD. It consists of nine core module sessions complemented by three home visits and three optional group sessions. The overall aim of the program is to enhance child development, improve social communication and behavioural skills, improve the caregiver-child relationship, boost child’s participation in home and community activities and enforce parents coping strategies and psychological-well being (Salomone et al. 2019).