China
Africa
Explore chapters and articles related to this topic
General assessment of children and young people
Published in Miriam Orcutt, Clare Shortall, Sarah Walpole, Aula Abbara, Sylvia Garry, Rita Issa, Alimuddin Zumla, Ibrahim Abubakar, Handbook of Refugee Health, 2021
Sylvia Garry, Joia de Sa, Emma Sherwood, Sarah May Johnson, Amy Potter, Jess Atkinson
General details for screening include routine newborn screening that may have taken place (blood spot, hearing check and physical examination). Caregivers should be asked about child development,2 including key developmental milestones, school attendance (to what level) and difficulties noted.
Fine motor development and hand function
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
About 6 per cent of children have DCD (Gibbs et al. 2007). They present with some or all the following features: delayed developmental milestones, particularly crawling, walking or talkingpoor handwriting and drawing skillsdifficulty in doing activities of daily living, such as putting clothes on or playing with toys or at times a non-specific concern, such as being messymany children with DCD have associated difficulties of sensory processing, attention, learning and behaviour.
Making sense of findings
Published in Ajay Sharma, Helen Cockerill, From Birth to Five Years, 2021
The significance of any delay in achieving developmental milestones depends on the child's age; for example, a 3-month delay is more significant during infancy than during the second year of life or later. Also, the presence of a ‘red flag' at any age is often indicative of significant difficulties. A framework to describe the significance of variations at some selected ages (adjust for other ages) is described below (Table 12.4).
Ride-on car training using sitting and standing postures for mobility and socialization in young children with motor delays: a randomized controlled trial
Published in Disability and Rehabilitation, 2023
Hsiang-Han Huang, Yu-Hsin Hsieh, Ching-Hao Chang, Wan-Ying Tsai, Ching-Kai Huang, Chia-Ling Chen
The therapist asked caregivers to identify goals and measure progress using the GAS in the pre-, post-, and follow-up tests for all three groups. Each group had 2-h sessions conducted twice weekly over 12 weeks, resulting in a total of 24 training sessions. To avoid interfering with the participants’ lunch and naptime, the therapist planned the training sessions with the caregivers to accommodate their routines. In addition, all groups continued their pre-existing therapies (regular therapy) throughout the study, including physical, occupational, and speech therapy. To promote developmental milestones, the therapeutic programs were child-focused and involved gross motor, fine motor, cognitive, socio-emotional, and language activities depending on each child’s developmental level. The established goals emphasized the development of these skills.
An Investigation of Sensory Processing in Children and Adolescents in Congregate Foster Care
Published in Occupational Therapy in Mental Health, 2021
Amy Armstrong-Heimsoth, Sarah A. Schoen, Tessa Bennion
Children need consistency, predictability and attachment to a caring adult to thrive and achieve developmental milestones (Casey Family Programs, 2018). Therefore, each placement in foster care, including the initial OOH placement, disrupts his/her social-emotional health and self-concept (Stott & Gustavsson, 2010). Literature consistently shows that an increased number of placements leads to poorer outcomes such as academic difficulties as a result of changing schools, increased behavioral and mental health issues, and struggles to develop meaningful attachments (Casey Family Programs, 2018). Children who experienced placement instability were estimated to have a 36−63% increased risk of behavioral problems compared with children who achieved any stability in foster care (Rubin et al., 2007).
Neuropsychological Risk Factors to Consider When Assessing for Sexually Abusive Youth
Published in Journal of Child Sexual Abuse, 2018
Trisha M. Karsten, Rachyll Dempsey
In addition to asking about family of origin, many professionals neglect to ask about prenatal and postnatal experience. Questions to ask may include: (a) Was the pregnancy planned? (b) How late into the pregnancy did the mother know she was pregnant? (c) Was there any exposure to drugs or alcohol in utero? (If yes, how much, when, etc.?) (d) Was there prenatal care? (e) Were there any major stressors during the pregnancy (domestic violence?) (f) Were there any illnesses during the pregnancy? (g) Was the child born on time? (h) Were there complications with the birth? (i) What was the attachment relationship like with the primary caregiver (insecure or secure?) (j) Were there any disruptions in the child–caregiver relationship? (k) Was there any post-partum depression? (l) Did the child meet developmental milestones (e.g., walking, talking) on time or were there delays? Neurodevelopmental issues are poorly identified in the sexual offending population, including sexually abusive youth (Barron et al., 2002). The aforementioned questions are aimed at identifying potential neurodevelopmental issues needing clarification through further specialized assessment.