Neurological-Based Atypical Behavior (NBB)

Another social and communication disorder is Asperger syndrome, this is characterised by the following; the individual may have difficulties in social interactions, a restricted range of interests, repetitive behaviours and also they may have a delay in motor development. This may be shown in the individual 's clumsiness or uncoordinated movements, however, those with Asperger 's syndrome don’t have significant delays in both language and cognitive development. There are a number of different symptoms of Asperger 's yet it is unlikely that they would all be present in one person. Each

In a study by Hemmeter et, al, (2011) a framework was presented, ‘The Teaching Pyramid Model, (Figure 1) for promoting SEBD (Fox et, al, 2010). The framework has four levels intended to encourage the social and emotional development of children, including those with insistent challenging behaviour (Fox, et al, 2010; Hemmeter,et, al, 2006).

When it comes to neurocognitive disorders and neurodevelopmental disorders, reaserchers have been able to diagnose symptoms of a variety of disorders pertaining to the brain and growth development. Once knowing what the symptoms are behaviors become noticed and there becomes a reason for certain behaviors in individuals allowing different treatments for these disorders..

There are four main factors of emotional and behavioral disorders; biological disorders and diseases, pathological family relationships, undesirable experiences at school, and negative cultural influences. Most students with EBD fall into the normal IQ range, but EDB can prevent students from performing their best. They are smarter than their tests show, but their disability holds them back from showing us their potential on said tests. EBD individuals normally have aggressive behavior and act out, as well as being immature, withdrawn

The field of FASD research is growing rapidly and includes medical researchers, diagnosticians, social scientists, educators, social service agencies, community-based organizations, public health experts, justice practitioners and scholars. In this multidisciplinary field, the focus is on the role of alcohol during pregnancy and the impact of FASD on the individual, family, and society. The FASD Center for Excellence held a series of town hall meetings in 2002 and 2003 with individuals who have an FASD, their families and caregivers, service providers, researchers, policymakers, and community leaders. The purpose of the meetings where to identify needs, share information that prevent and treat FASD. More than 800 people participated across

The CDC talks about the Fetal Alcohol Spectrum Disorders; the causes, prevention, symptoms, treatment and ways to get help. The FASDs causes the baby to have problems when they are born and throughout their whole life. The cause of FASDs is when a woman drinks alcohol when she’s pregnant, or does not know that she is pregnant will cause problems to herself and the baby. When the mother drinks alcohol it’s in her blood, and it passes to the baby through the umbilical cord (CDC). Obviously, the prevention of FASDs is to avoid alcohol when you’re pregnant or start feeling nausea, morning sickness or any other pregnancy symptoms. The symptom and signs of having this disorder are learning disabilities, poor memory, problem learning math, problems

Fetal alcohol spectrum disorder (FASD) is a concise, uniform definition for conditions caused by prenatal alcohol exposure. FASD is a broad term used to describe the range of effects that can occur in an individual whose mother drank alcohol during pregnancy (Caley, Kramer, & Robinson, 2005). Fetal alcohol spectrum disorder can also cause growth retardation, birth defectscomma and deficits in cognitive, languagecomma and motor development (Coles et al., 2015). Fetal alcohol spectrum disorder is a teratogenic effect, which is caused by daily, chronic, heavy and frequent alcohol use while in utero. Chances of an infant diagnosed with FASD are 0.5 to 3 in 1,000 live births (Cone-Wesson, 2005). Fetal alcohol spectrum disorder has many different diagnoses. There is fetal alcohol syndrome (FAS), partial fetal alcohol syndrome (PFAS)comma and alcohol-related neuro-developmental disorder (ARND)comma all under the fetal alcohol spectrum disorder umbrella (Brown et al., 2015). Maternal alcohol use is correlated to the timing, frequencycomma and quantity of the consumption of alcohol during pregnancy. Drinking during the first trimester may not be as detrimental as drinking during the second or third trimester. The frequency of alcohol consumed is also a key factor in FASD, such as how often per day drinks are consumed, the quantity of alcohol consumed, and how many glasses or cans per day the mother consumes

“Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications” (HHS, 2005). FASD refers to conditions such as: fetal alcohol syndrome including partial FAS, fetal alcohol effects (FAE), alcohol related neurodevelopment disorder, alcohol-related birth defects. The conditions that are involved with FASD can range from mild to severe and it is not likely that two people share the exact same symptoms.

In the study of abnormal psychology, one of the contentions often debated upon is the determination of abnormal behavior in terms of specific demographics, such as age, gender, and race. However, determining abnormal behavior in terms of age (for example) is a problematic endeavor in that the concept of 'abnormal behavior' itself is subject to different social (cultural) interpretations. One of the challenges encountered in determining normal and abnormal behavior in general (which includes age) is social norms. Because social norms vary across societies and cultures, an acceptable behavior in one culture might be considered abnormal in another. Another challenge to determining normal/abnormal behavior is "historical variation" in terms of acceptable and unacceptable behavior. An example would be the hyperactivity of children: before, this behavior is considered normal as children are considered playful and have short attention span as a result. However, over time, psychologists have identified this kind of behavior as not normal for children, and individuals who demonstrate hyperactivity and very short attention span as having attention-deficit hyperactivity disorder (ADHD) (Butcher, 2010:146).

A mother who doesn’t consume alote of alcohol could give birth to a baby with FAS while another that drinks alote could give birth to a healthy baby because of genetics.

Lehtonen, Howie, Trump, and Huson (2012) conducted a systematic review of the literature in order to identify and further study the behavioral systems and attentions of children with NF Type I. Lehtonen et al. (2012) examined empirical studies of children with NF Type I who ranged in age from 6 to 16 years and used electronic resources such as MEDLINE, PsycINFO, and EMBASE as search engines. A total of 57 research studies met their inclusion criteria and data found from the studies was synthesized using the narrative

Investing resources in the prevention of FASD is likely to have the biggest impact on the cost and rates of FASD in Aotearoa (Ministry of Health, 2015). An example of prevention of FASD is to ensure health professionals are conveying similar messages regarding alcohol consumption during pregnancy. In the late 90’s, only 46% of general practitioners advised women about alcohol consumption during pregnancy, despite their knowledge of the possible adverse events (Leversha, & Marks, 1995).

Additional impairments have been noted. These include: anxiety, depression, short-term memory problems, and attention problems (Appleford School, 2008; Vasconcelos, 2009). As such, a variety of comorbid disorders have also been identified, such as ADHD, dyslexia, and Asperger’s syndrome. Due to the high prevalence of co-occurrence, some psychologists question

Not much is known about where shyness comes from. It is known though, that shyness occurs when there is fear or discomfort around others. Most research states that shyness comes from a combination of genetics and the environment. Based on twin and adoption studies there seems to be a significant heritable component for shyness (Fordham & Stevenson-Hinde, 1999). Xu, Farver, & Shin (2014) believe that the behavior inhibition system may have an effect on shyness. A physiological sign of shyness is increased cortisol levels (Doey, Coplan, & Kingsbury, 2014). Cortisol levels are associated with stress and people who are shy experience stress in social situations. Eggum-Wilkens, Lemery-Chalfant, Aksan, & Goldsmith, (2015) state that even though shyness

Another comparison of externalized and internalized behaviors is the causal factors consistent to students with EBD problems. The causes of EBD and associated behaviors have been attributed to four major factors which include biological, family, school, and culture. Similar to the comorbidity of externalizing and internalizing behaviors, causal factors are often combined rather than singular in theory of origin. There is no conclusive evidence that one of these factors is directly attributed to the behavior disorder, but some factors give a student a predisposition to exhibit problem behavior, and others might precipitate or trigger it. Behavior can be influenced by genetic, neurological, or biochemical factors, or a combination of these. There is an affiliation between body and behavior; therefore, it seems reasonable to analyze some kind of biological causal factors for externalizing and internalizing behaviors of students with EBD. It is well known that prenatal exposure to alcohol or drugs can contribute to various types of disability, including EBD; but it is hardly possible to assess