{"id":292,"date":"2014-09-27T15:24:06","date_gmt":"2014-09-27T15:24:06","guid":{"rendered":"https:\/\/courses.candelalearning.com\/lifespandevelopment1x1\/?post_type=chapter&p=292"},"modified":"2016-03-16T18:37:14","modified_gmt":"2016-03-16T18:37:14","slug":"developmental-problems","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/chapter\/developmental-problems\/","title":{"raw":"Developmental Problems","rendered":"Developmental Problems"},"content":{"raw":"\"GirlChildren's cognitive and social skills are evaluated as they enter and progress through school.\u00a0Sometimes this evaluation indicates that a child needs special assistance with language or in learning how to interact with others.\u00a0\u00a0 Evaluation and diagnosis of a child can be the first step in helping to provide that child with the type of instruction and resources needed.\u00a0But diagnosis and labeling also have\u00a0social implications.\u00a0It is important to consider that children can be misdiagnosed and that once a child has received a diagnostic label, the child, teachers, and family members may tend to interpret actions of the child through that label.\u00a0The label can also influence the child's self-concept.\u00a0Consider, for example, a child who is misdiagnosed as learning disabled.\u00a0That child may expect to have difficulties in school, lack confidence, and out of these expectations, have trouble indeed.\u00a0This\u00a0self-fulfilling prophecy\u00a0or tendency to act in such a way as to make what you predict will happen comes true, calls our attention to the power that labels can have whether or not they are accurately applied.\u00a0\u00a0 It is also important to consider that children's difficulties can change over time; a child who has problems in school, may improve later or may live under circumstances as an adult where the problem (such as a delay in\u00a0math skills or reading skills) is no longer relevant.\u00a0That person, however, will still have a label as learning disabled.\u00a0It should be recognized that the distinction between abnormal and normal behavior is not always clear; some abnormal behavior in children is fairly common.\u00a0Misdiagnosis may be more of a concern when evaluating learning difficulties than in cases of autism spectrum disorder where unusual behaviors are clear and consistent.\r\n\r\nKeeping these cautionary considerations in mind, let's turn our attention to some developmental and learning difficulties.\r\n

Autism Spectrum Disorders<\/h2>\r\nThe estimate published by the Center for Disease Control (2006) is that about 1 out of every 166 children in the United States has an autism spectrum disorder.\u00a0Autism spectrum disorders include autism, Asperger's disorder and pervasive developmental disabilities.\u00a0Many\u00a0of these children are not identified until they reach school age.\u00a0In 2003, about 141,000 children received special education through the public schools (Center for Disease Control, 2006).\u00a0These disorders are found in all racial and ethnic groups and are more common in boys than in girls.\u00a0All of these disorders are marked by difficulty in social interactions, problems in various areas of communication, and in difficulty with altering patterns or daily routines.\u00a0There is no single cause of ASDs and the causes of these disorders are to a large extent, unknown.\u00a0In cases involving identical twins, if one twin has autism, the other is also autistic about 75 percent of the time.\u00a0Rubella, fragile X syndrome and PKU that has been untreated are some of the medical conditions associated with risks of autism.\r\n\r\nNone of these disorders is curable.\u00a0Some individuals benefit from medications that alleviate some of the symptoms of ASDs.\u00a0But the most effective treatments involve behavioral intervention and teaching techniques used to promote the development of language and social skills, and to structure learning environments that accommodate the needs of these children.\r\n\r\nAutism\u00a0is a developmental disorder more commonly known than Asperger's or Pervasive Developmental disorders.\u00a0A person with autism has difficulty with and a lack of interest in learning language.\u00a0An\u00a0autistic child may respond to a question by repeating the question or might rarely speak.\u00a0Sometimes autistic children learn more difficult words before simple words or complicated tasks before easier ones.\u00a0The person has difficulty reading social cues such as the meanings of non-verbal gestures such as a wave of the hand or the emotion associated with a frown.\u00a0Intense sensitivity to touch or visual stimulation may also be experienced.\u00a0Autistic children have poor social skills and are unable to communicate with others or empathize with others emotionally.\u00a0An\u00a0autistic views the world differently and learns differently than others.\u00a0Autistic children tend to prefer routines and patterns and become upset when routines are altered.\u00a0For example, moving the furniture or changing the daily schedule can be very upsetting.\r\n\r\nAsperger's syndrome\u00a0is considered by some to be the same as high functioning autism.\u00a0Others suggest that Asperger's disorder is different from autism in that language development is generally not delayed (Medline Plus, 2006).\u00a0A person with Asperger's syndrome does not experience cognitive developmental delays, but has difficulty in social interactions.\u00a0This person may be identified as strange by others, may have difficulty reading or identifying with other\u00a0people's emotions, and may prefer routine and become upset if routines are disrupted.\u00a0Many\u00a0people with Asperger's syndrome may have above average intelligence and may have an intense focus of interests in a particular field.\u00a0For example, a person may be extremely interested in and knowledgeable about cars.\u00a0Another might be very interested in the smell of people's shoes.\r\n\r\nPervasive developmental disorder\u00a0is a term used to refer to difficulties in socialization and delays in developing communicative skills.\u00a0This is usually recognized before 3 years of age.\u00a0A child with PDD may interact in unusual ways with toys, people, or situations, and may engage in repetitive movement.\r\n

Learning Disabilities<\/h2>\r\nWhat is a learning disability?\u00a0The spectrum disorders just described impact many areas of the child's life.\u00a0And if a child is mentally retarded, that child is typically slow in all areas of learning. \u00a0However, a child with a learning disability has problems in a specific area or with a specific task or type of activity related to education.\u00a0 A learning difficulty refers to a deficit in a child's ability to perform an expected academic skill (Berger, 2005).\u00a0These difficulties are identified in school because this is when children's academic abilities are being tested, compared, and measured.\u00a0Consequently, once academic testing is no longer essential in that person's life (as when they are working rather than going to school) these disabilities may no longer be noticed or relevant, depending on the person's job and the extent of the disability.\r\n\r\nDyslexia<\/strong>\u00a0is one of the most commonly diagnosed\u00a0disabilities and involves having difficulty in the area of reading.\u00a0This diagnosis is used for a number of reading difficulties.\u00a0 For example, the child may reverse letters or have difficulty reading from left to right or may have problems associating letters with sounds. It appears to be rooted in some neurological problems involving the parts of the brain active in recognizing letters, verbally responding, or being able to manipulate sounds (National Institute of Neurological Disorders and Stroke, 2006).\u00a0Treatment typically involves altering teaching methods to accommodate the person's particular problematic area.\r\n\r\nAttention Deficit Hyperactivity Disorder<\/strong>\u00a0is considered a neurological and behavioral disorder in which a person has difficulty staying on task, screening out distractions, and inhibiting behavioral outbursts.\u00a0The most commonly recommended treatment involves the use of medication, structuring the classroom environment to keep distractions at a minimum, tutoring, and teaching parents how to set limits and encourage age-appropriate behavior (NINDS, 2006).","rendered":"

\"GirlChildren’s cognitive and social skills are evaluated as they enter and progress through school.\u00a0Sometimes this evaluation indicates that a child needs special assistance with language or in learning how to interact with others.\u00a0\u00a0 Evaluation and diagnosis of a child can be the first step in helping to provide that child with the type of instruction and resources needed.\u00a0But diagnosis and labeling also have\u00a0social implications.\u00a0It is important to consider that children can be misdiagnosed and that once a child has received a diagnostic label, the child, teachers, and family members may tend to interpret actions of the child through that label.\u00a0The label can also influence the child’s self-concept.\u00a0Consider, for example, a child who is misdiagnosed as learning disabled.\u00a0That child may expect to have difficulties in school, lack confidence, and out of these expectations, have trouble indeed.\u00a0This\u00a0self-fulfilling prophecy\u00a0or tendency to act in such a way as to make what you predict will happen comes true, calls our attention to the power that labels can have whether or not they are accurately applied.\u00a0\u00a0 It is also important to consider that children’s difficulties can change over time; a child who has problems in school, may improve later or may live under circumstances as an adult where the problem (such as a delay in\u00a0math skills or reading skills) is no longer relevant.\u00a0That person, however, will still have a label as learning disabled.\u00a0It should be recognized that the distinction between abnormal and normal behavior is not always clear; some abnormal behavior in children is fairly common.\u00a0Misdiagnosis may be more of a concern when evaluating learning difficulties than in cases of autism spectrum disorder where unusual behaviors are clear and consistent.<\/p>\n

Keeping these cautionary considerations in mind, let’s turn our attention to some developmental and learning difficulties.<\/p>\n

Autism Spectrum Disorders<\/h2>\n

The estimate published by the Center for Disease Control (2006) is that about 1 out of every 166 children in the United States has an autism spectrum disorder.\u00a0Autism spectrum disorders include autism, Asperger’s disorder and pervasive developmental disabilities.\u00a0Many\u00a0of these children are not identified until they reach school age.\u00a0In 2003, about 141,000 children received special education through the public schools (Center for Disease Control, 2006).\u00a0These disorders are found in all racial and ethnic groups and are more common in boys than in girls.\u00a0All of these disorders are marked by difficulty in social interactions, problems in various areas of communication, and in difficulty with altering patterns or daily routines.\u00a0There is no single cause of ASDs and the causes of these disorders are to a large extent, unknown.\u00a0In cases involving identical twins, if one twin has autism, the other is also autistic about 75 percent of the time.\u00a0Rubella, fragile X syndrome and PKU that has been untreated are some of the medical conditions associated with risks of autism.<\/p>\n

None of these disorders is curable.\u00a0Some individuals benefit from medications that alleviate some of the symptoms of ASDs.\u00a0But the most effective treatments involve behavioral intervention and teaching techniques used to promote the development of language and social skills, and to structure learning environments that accommodate the needs of these children.<\/p>\n

Autism\u00a0is a developmental disorder more commonly known than Asperger’s or Pervasive Developmental disorders.\u00a0A person with autism has difficulty with and a lack of interest in learning language.\u00a0An\u00a0autistic child may respond to a question by repeating the question or might rarely speak.\u00a0Sometimes autistic children learn more difficult words before simple words or complicated tasks before easier ones.\u00a0The person has difficulty reading social cues such as the meanings of non-verbal gestures such as a wave of the hand or the emotion associated with a frown.\u00a0Intense sensitivity to touch or visual stimulation may also be experienced.\u00a0Autistic children have poor social skills and are unable to communicate with others or empathize with others emotionally.\u00a0An\u00a0autistic views the world differently and learns differently than others.\u00a0Autistic children tend to prefer routines and patterns and become upset when routines are altered.\u00a0For example, moving the furniture or changing the daily schedule can be very upsetting.<\/p>\n

Asperger’s syndrome\u00a0is considered by some to be the same as high functioning autism.\u00a0Others suggest that Asperger’s disorder is different from autism in that language development is generally not delayed (Medline Plus, 2006).\u00a0A person with Asperger’s syndrome does not experience cognitive developmental delays, but has difficulty in social interactions.\u00a0This person may be identified as strange by others, may have difficulty reading or identifying with other\u00a0people’s emotions, and may prefer routine and become upset if routines are disrupted.\u00a0Many\u00a0people with Asperger’s syndrome may have above average intelligence and may have an intense focus of interests in a particular field.\u00a0For example, a person may be extremely interested in and knowledgeable about cars.\u00a0Another might be very interested in the smell of people’s shoes.<\/p>\n

Pervasive developmental disorder\u00a0is a term used to refer to difficulties in socialization and delays in developing communicative skills.\u00a0This is usually recognized before 3 years of age.\u00a0A child with PDD may interact in unusual ways with toys, people, or situations, and may engage in repetitive movement.<\/p>\n

Learning Disabilities<\/h2>\n

What is a learning disability?\u00a0The spectrum disorders just described impact many areas of the child’s life.\u00a0And if a child is mentally retarded, that child is typically slow in all areas of learning. \u00a0However, a child with a learning disability has problems in a specific area or with a specific task or type of activity related to education.\u00a0 A learning difficulty refers to a deficit in a child’s ability to perform an expected academic skill (Berger, 2005).\u00a0These difficulties are identified in school because this is when children’s academic abilities are being tested, compared, and measured.\u00a0Consequently, once academic testing is no longer essential in that person’s life (as when they are working rather than going to school) these disabilities may no longer be noticed or relevant, depending on the person’s job and the extent of the disability.<\/p>\n

Dyslexia<\/strong>\u00a0is one of the most commonly diagnosed\u00a0disabilities and involves having difficulty in the area of reading.\u00a0This diagnosis is used for a number of reading difficulties.\u00a0 For example, the child may reverse letters or have difficulty reading from left to right or may have problems associating letters with sounds. It appears to be rooted in some neurological problems involving the parts of the brain active in recognizing letters, verbally responding, or being able to manipulate sounds (National Institute of Neurological Disorders and Stroke, 2006).\u00a0Treatment typically involves altering teaching methods to accommodate the person’s particular problematic area.<\/p>\n

Attention Deficit Hyperactivity Disorder<\/strong>\u00a0is considered a neurological and behavioral disorder in which a person has difficulty staying on task, screening out distractions, and inhibiting behavioral outbursts.\u00a0The most commonly recommended treatment involves the use of medication, structuring the classroom environment to keep distractions at a minimum, tutoring, and teaching parents how to set limits and encourage age-appropriate behavior (NINDS, 2006).<\/p>\n\n\t\t\t

\n\t\t\t

Candela Citations<\/h3>\n\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
CC licensed content, Shared previously<\/div>