Narcolepsy and psychosomatic illnesses
S.R. Pandi-Perumal, Meera Narasimhan, Milton Kramer in Sleep and Psychosomatic Medicine, 2017
What is a developmental disability? An advisory from the New York State Office of Mental Retardation and Developmental Disabilities states that under Section 1.03(22) of the New York State Mental Hygiene Law, which is the legal base for eligibility determination, a developmental disability is defined as a disability of a person that: Is attributable to mental retardation, cerebral palsy, epilepsy, neurological impairment, or autism;Is attributable to any other condition of a person found to be closely related to mental retardation because such condition results in similar impairment of general intellectual functioning or adaptive behavior to that of mentally retarded persons or requires treatment and services similar to those required for such persons; orIs attributable to dyslexia resulting from a disability described in (1) or (2); Originates before such person attains age twenty-two;Has continued or can be expected to continue indefinitely; andConstitutes a substantial handicap to such person’s ability to function normally in society.
Introduction: The study of blind children’s development
Miguel Pérez-Pereira, Gina Conti-Ramsden in Language Development and Social Interaction in Blind Children, 2019
It is difficult to know with certainty how many people are blind because registers are not always reliable (Webster & Roe, 1998). It is even more difficult to know the incidence of blindness in childhood, and specially congenital blindness. Figures vary depending on the institution which offers the data. Discrepancies between the criteria used to define blindness in different countries adds complexity to the task. In general, the prevalence of visual impairment under the age of 16 as estimated by the Royal National Institute for the Blind in Great Britain reaches 1 in 1000 children (Walker, Tobin, & McKennell, 1992). In Spain, the estimate of visual impairment prevalence reaches 1.63 per 1000. According to the data of the ONCE (Organización Nacional de Ciegos de España, “Spanish National Organisation for the Blind”), 44% of the population of blind people were born blind, and 24% of the total population of blind people lost vision from 1 to 15 years of age (Alvira, 1988; Rosa, 1993). Therefore, 68% of the total population of blind people were blind under 16 years of age, which makes a prevalence of blindness under 16 years of age of 1.1 in 1000. This figure is very similar to the estimates for Great Britain. Estimates of the population of children born blind in Spain are predicted to reach 0.7 in 1000. Guralnick and Bennett (1987) discuss a prevalence of 0.4 per 1000 of developmental disability due to visual impairment in the early years in the USA.
An Approach to Learning About Social Work with People with Disabilities
Francis K. O. Yuen, Carol B. Cohen, Kristine Tower in Disability and Social Work Education, 2013
The usefulness of a definition, of course, depends on who is using is for what purpose. The term “developmental disability,” now considered a clinical term, evolved out of the need to capture the functional limitations of people with chronic conditions manifested before age five (developmental) with corresponding needs that would continue indefinitely. In California, the evolution of the definition and the service system was much affected by a political context. Initially targeted to people with “mental retardation,” it changed in 1969 when powerful parent groups representing family members with similar needs began pounding on the doors for entrance. In 1973 regional centers for people with “developmental disabilities” opened those doors to people with cerebral palsy, autism, epilepsy, and other neurologically handicapping conditions.
Selection of employee personal protective equipment based on aggressive behavior in pediatric neuropsychiatry
Published in Developmental Neurorehabilitation, 2018
Nancy M. Daraiseh, Lauren A. Summerville, Li Lin, DaVona Tucker, Adam K. Hill, Katherine Salisbury, Michael A. Lind
Dual-diagnosis patients present with a developmental disability and an acute psychiatric emergency. The most common developmental disability is intellectual disability, which presents as significant limitations in functioning and adaptive behaviour.23 Children diagnosed with autism spectrum disorder (ASD) and/or have an intellectual disability are at a higher risk for hospitalization with a co-occurring psychiatric disorder than children who do not.24–27 For ASD, the third most common developmental disability, the likelihood of the individual presenting with co-occurring psychiatric diagnoses ranges upwards of 70–90%.23,28 Salazar et al.28 found most young children with ASD meet the criteria for dual diagnosis. For young children with ASD, the most common psychiatric disorders included generalized anxiety disorder, specific phobias, and attention deficit-hyperactivity disorder; additionally, boys were more likely to also be diagnosed with oppositional defiant disorder.28
Parenting of children with Down syndrome compared to fragile X syndrome
Published in Developmental Neurorehabilitation, 2018
Audra Sterling, Steven F. Warren
The acquisition of language is an essential, remarkably complex part of child development. It can be disrupted by a number of factors, including the presence of a developmental disability. Developmental disabilities with known genetic origins, such as Down syndrome (DS) and fragile X syndrome (FXS), are of particular interest to researchers since they provide a unique opportunity to explore the interaction of different genetic disorders and a child’s environment over time on language development. The influential work of Hart and Risley (1995) has shown the cumulative impact of parenting in the development of a child’s early language skills such as vocabulary. A wide range of studies have demonstrated that highly responsive parenting throughout the early childhood period is associated with a number of benefits in terms of language, cognitive, social, and emotional development.1–6 Conversely, long-term exposure to a harsh and/or unresponsive and directive style of parenting is associated with suboptimal outcomes across the same developmental domains.7,8 This work is grounded in the transactional model of language development that posits that a mother’s ability to engage in responsive parenting is influenced by both maternal and child factors. Research has found maternal factors such as education level, mental health, and overall stress as well as child factors such as the presence of a developmental disability, intelligibility, autism spectrum disorder (ASD) status, and behavior problems can have a significant impact on responsive parenting.6
The Crisis Facing Older People Living with Neurodiversity and Their Aging Family Carers: A Social Work Perspective
Published in Journal of Gerontological Social Work, 2021
Shari Brotman, Tamara Sussman, Laura Pacheco, Daniel Dickson, Lucyna Lach, Émilie Raymond, Marie-Hélène Deshaies, Zelda Freitas, Élise Milot
According to the Canadian Survey on Disability (Morris et al., 2018), 22% of people aged 15+ report having a disability, with approximately 1.1% identifying a developmental disability.3Estimates of the proportion of people with a developmental disability range between 1–3%, depending on the data source (CACL, 2018). There is a gender variation in the population with males more likely to be diagnosed with a developmental disability. Almost 73% of people with a developmental disability reported having a severe or very severe disability (Canada Mortgage and Housing Corporation, 2010). Advances in medical and public health practices have led to an increase in life expectancy among neurodiverse people (Kripe, 2018). As a result, it is expected that the rate of ND within the older population will rise over the next decade (Janicki et al., 2008). Since reaching old age is a relatively recent reality in the lives of some neurodiverse people, we still know little about the impact of social exclusion and other challenges on the aging experiences of both people living with ND and their families.
Related Knowledge Centers
- Asperger Syndrome
- Autism Spectrum
- Developmental Coordination Disorder
- Dyscalculia
- Dysgraphia
- Dyslexia
- Global Developmental Delay
- Tourette Syndrome
- Irlen Syndrome
- NONverbal Learning Disorder