Developmental Disability : A Diverse Group Of Chronic Conditions

This essay will explore how developmental psychology has improved the lives of children diagnosed with specific learning difficulties (SpLD). It will explore how these improvements have been made from diagnosis to assessments, consequences to intervention.

In the context of education, the criteria for some intellectual disabilities, such as autism, vary from state to state. Federal guidelines do not require states to use the DSM-V to identify these disorders. Furthermore, understanding of the processes of identifying and coding intellectual disability is lacking

Research studies have shown that Cognitive behavior therapy (CBT) is effective for treating depression and anxiety with patients with a mental health diagnosis with an intellectual disability. the American Psychiatric Association defines cognitive behavioral therapy as an evidenced based approach for treatment of depression and is recommended as the treatment of choice is proven to reduce anxiety and depression. The purpose for my paper is to research weather or not cognitive behavior therapy is effective for decreasing anxiety and depression in patients with a mental health diagnosis and an intellectual disability. This paper explores four litature review articles that report on results of using CTB in patients with mental health clients with an intellectual disability. Mental illness is characterized by dysregulation of mood, thought, and/or behavior, as recognized by the Diagnostic and Statistical Manual, 4th edition, of the American Psychiatric Association (DSM-IV). According to the Center for Disease Control (CDC) mood disorders are among the most pervasive of all mental disorders and include major depression, in which the individual commonly reports feeling, for a time period of two weeks or more, sad or blue, uninterested in things previously of interest, psychomotor retardation or agitation, and increased or decreased appetite since the depressive episode ensued.

Intellectual development disorder (IDD) is comprised of three areas of deficiency. The first is deficit is intellectual functioning which is characterized by insufficiency in abstract thinking, judgment, executive functioning, and academic deficiency when compared to their normal peers. The second deficit is diminished social functioning which is characterized by lack of communication and language; impaired interpreting and acting on social cues. The last area of deficit is the area of activities of daily living. The person with intellectual development disorder cannot initiate or complete school work or self care. Psychosocial interventions can include therapy to teach ADLs to individuals and therapy in schools should be used to help the child with IDD to reach their full potential. In order

In conclusion, developmental coordination disorder (DCD) is a chronic psychological disorder that permanently limits mobility skills. Developmental coordination disorder is most prevalent in male children between the ages of five to eleven. Primary symptoms of DCD include a deficiency in gross motor and fine motor skills. Individuals with developmental coordination disorder experience daily barriers that challenge their everyday lives. These limitations include getting dressed and buttoning up or zipping up a shirt or jacket, using certain tools such as dinner utensils or scissors and riding a bicycle. In addition, some barriers can include turning to drugs and illegal actions as a means of coping with their disability. However, with the help

According to the discussion DSM p31 the intellectual developmental disorder differs from global developmental delay from specific limitation of learning or control a description is attention-deficit/hyperactivity disorder {ADHD} and Autism. The intellectual developmental disorder deficits diagnoses of mental disabilities; reasoning, problem solving, planning, abstract thinking, judgement, academic learning and experience. Moreover, Intellectual developmental fails to meet personal independence of daily life as to adaptive functioning. In addition, in a community setting individuals fails to in daily life as to communication, social participation occupational functioning. Contrast global developmental delay diagnose is when an individual fail

The Developmental Disabilities Association was established in 1952 by twelve parents of children with developmental disabilities seeking to have their children enrolled in public school. Since then it has evolved into a large multi-service Society, serving 1,600 individuals and their families in fifty community based programs. Programs include infant development, pre-schools and childcare, vocational, recreational and life skills programs and supported group homes.

The first step in becoming informed is knowing what exactly a developmental disorder is. Developmental disorders are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions typically begin during the developmental period and last throughout a person’s entire life. Cerebral palsy, the second most common developmental disorder, describes a

Intellectual and developmental disabilities [ID and DD] are defined as those having “significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18” (Hallahan et al., 2009, p. 178). There are different levels of ID and DD depending on a person’s intellectual quote [IQ]. Mild is an IQ between 50-70, moderate is an IQ between 35-50, severe is an IQ between 20-35, and profound is an IQ below 20. Theoretically 2.27% of the population would be expected to have ID or DD. However, only one percent of the school-age population are labeled as such. One reason for the low prevalence is that parents want their child labeled as learning disabled because this label has a less negative stigma.

Aditi Shankardass (2009) argues that the information received from EEG tests have the potential to unlock the hidden issues in the brains of children with developmental disorders Developmental disorders, such as autism spectrum disorders and sensory processing disorders, affect approximately 1 in 6 children (Shankardass, 2009), suggesting that advancement in the diagnoses of these conditions can impact many. The current and most commonly used model of diagnosis of developmental disorders is anchored on observing the frequency, intensity, and duration of atypical behaviors. While this method of observation is sufficient in diagnosing some mental illnesses, it fails to capture the physiological causes of brain disorders. This failure is evidenced

The anomaly of birth defect of the people with developmental disabilities limits their life functioning and cause these individuals to live with many difficulties that impact their life in many areas such as language, mobility, learning, self-help, and independent living. To promote a state of living on these individuals, the government of Miami-Dade County has many programs to which these people can go for service. Each individual has a right to live, to make their own choice, and to act according to their desire. Administration for Community Living (2011) relates one of the first article in the Developmental Disabilities Assistance and Bill of Rights Act of 2000 by stating that individuals with developmental disabilities has the right to live independently, to exert control and choice over their own lives, and to fully participate in and contribute to their communities through full integration and inclusion in the economic, political, social, cultural, and educational mainstream of United States

People with developmental disabilities (DD), particularly Intellectual/Developmental Disabilities (I/DD), represent a diverse group with a varied range of highly complex needs. Including both the young and the old, I/DD is described with inconsistent and arguable terms and categories; some with diverse viewpoints which can be stigmatizing. I/DD affects approximately 2.5 percent of the population in the United States (US) and United Kingdom (UK) (Baldor, 2017), however due to the different characterizations in different countries and the many ill-defined and changeable social labels in many cultures, it is very possible that I/DD could potentially encompass larger segments of the population than recorded. For example,

Persons with disabilities come in all shapes and sizes and none of them look the same. Disabilities range from Psychical, Mobile, Cognitive, Psychological, Learning, and invisible, to Spinal cord, Brain, Hearing, and Vision. Physical and Mobility disabilities are those of Limbs, Co-ordination, and Dexterity. Cognitive and Learning are often grouped together along with Psychological and some disabilities within this group are Dyslexia, ADHD, Schizophrenia, and Mood disorders. Brain and Spinal cord injuries are SCI’s, ABI’s,

Developmental disability is generally defined as a chronic condition, with an onset before age 22, that cause impairment in one or more areas that impact day-to-day functioning such as learning, communication (expressive and receptive language), mobility, cognitive function (information processing), self-help, health/physical functioning and independent living. Conditions such as Down’s syndrome, autism, cerebral palsy, and fetal alcohol syndrome are some of the most prevalent causes of impairment. Often these conditions create a need for lifelong support.

Intellectual disability is a disability described as a significant limitation in both academic performance and in use to behavior, which characterize many daily social and useful skills. This disability starts off earlier than the age of 18. An intellectual disability is usually seen as occurring if the problem has existed during childhood, rather than happening later in life. People with developmental disabilities shows difficult behavior, that is, a capacity or how long of that the physical safety of the person or others that is in serious trouble, or behavior which is possible to badly limit or reject contact to a normal group of people facilities. Common types of difficult behavior contain self-injurious behavior like hitting with the physical body or biting him or herself; aggressive behavior such as hurting others, assault and battery; and the usage of objects as weapons that be thrown to harm others. Use physical items and models to clarify new ideas and offer practice in accessible skill areas. Role model preferred attitudes, and clearly name what behaviors you expect in the classroom. Plan in