The Brain And Different Disorders Involving Children

Development of an intervention is the final step in the functional behavior assessment (FBA) process. In the completion of the FBA antecedent and reinforcing contingencies are identified which can be manipulated to prevent the behavior from occurring, remove reinforcement for engaging in the undesired behavior, or be utilized to reinforce alternate behaviors (Cooper, Heron, & Heward, 2007). An FBA is a necessary component of the intervention process in that it provides the necessary information with regard to the function of the behavior through the systematic manipulation of environmental variables thought to maintain the problem under controlled conditions; yielding a clear demonstration of the interaction between the independent variable

When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the

The earliest memories I have are of being pulled out of my classroom in the first grade, and then being hospitalized on multiple occasions. Memories of being treated differently as a kid are still fresh in my mind. The reason behind such treatment was kept from me and the only explanation my family and doctors could afford was that I was “different”. It wasn't before medical school I understood that, I had epilepsy. Had my parents received appropriate knowledge about my condition before and had I received regular pediatric care, my epilepsy would have been diagnosed and treated earlier and effectively. This, however, is a harsh and unfortunate reality a lot of families with limited resources face. Coming to terms with my reality motivates me to work hard every day and pursue a career in pediatric neurology.

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..

Evidence indicates that genetic factors may play a role in development of disruptive behavior disorders (Hansell & Damour, 2005). A biological structure of an infant’s brain has preposition genes and chemical responses to develop into an adult (Perry, 2002). Disorders in lifespan development are not biologically set to occur (Dombeck, 2010). Issues’ dealing with environment, education, and way of life has made changes in developments, childhood behavior keeps a child on a continuum between normal and abnormal behavior (Hansell & Damour, 2005). Several disorders currently exist in the Diagnostic and Statistical Manual (DSM-IV-TR) because studies on children, adolescent, and young adult disorders evolved from DSM-II (Hansell & Damour, 2005).

In this case study I will describe the observation of a child while applying psychodynamic thinking and theory. The whole observation took place in a secondary school within a 9 week period, one hour every week. However, I was able to observe this particular child 6 times as at the beginning I was given a different child. Due to the fact that the first child was not attending the lessons they had to change him and find me a different one. For confidentiality reasons all the names that will be referred in this case study are going to be pseudonymous. The second child will be referred as Marissa, the Learning Support Assistant (LSA) as Anna, the Inclusion Manager as Alison and the school as Roots. In this observation the main purpose was to attempt to understand the unconscious inner world of the child, the verbal and non-verbal

Technological advances in the past decade have allowed scientists to study the brain in ways that have led to new understanding about how young children develop. There is a new understanding of both the capabilities and the vulnerabilities of infants and young children and that understanding is has influenced the work of caregivers and teachers. During pregnancy, the basic architecture of the brain is formed. Although, certain experiences do influence the developing brain during pregnancy, such as maternal health and stress, intake of drugs and/or alcohol, and quality of maternal nutrition.

Indirect assessments involve the gathering of information from the individual or those close to them through the utilization of structured interviews, rating scales, checklists, or questionnaires (Cooper et al., 2007). The objective of the indirect assessment is to clearly identify the behavior; under what circumstances it is most likely to occur; what the individual gains from engaging in the behavior; what interventions, if any, have been utilized previously; and what antecedents, both immediate and more distant motivating operations, occur prior to the display of the behavior. Further, when conducting the indirect assessment, concerns regarding medical or psychological issues may present which may require further investigation or referrals prior to initiation of services and may influence the course or need for treatment. Through the gathering of this information a tentative hypothesis concerning the contingencies that

Neurodevelopmental psychiatric disorders such as autism spectrum disorders, schizophrenia and anxiety disorders, which typically emerge in children and adolescents, have been extensively investigated worldwide for decades. The pathogenesis and mechanism remained unclear, and no effective treatment has been identified so far. Recently, a variety of studies identified prenatal stress (PS) as a risk factor for neurodevelopmental socioemotional disorders (Khashan et al., 2008, Kinney et al., 2008, Ronald et al., 2010, Monk et al., 2012). A popular thesis proposed that socioemotional disorders arise from PS-induced perturbations to early brain development, especially the neurophysiology of amygdala. Various studies have shown that the amygdala is implicated in the pathophysiology of neurodevelopmental psychiatric disorders (Quirk and Gehlert, 2003), also several studies have identified that PS affects amygdala development (Kraszpulski et al., 2006, Laloux et al., 2012). However, little is known about how PS influences the amygdala developmental trajectory. Ehrlich et al. conducted this study to first investigate whether PS has an effect on socioemotional behavior of adolescents and adults, and secondly whether and how PS alters amygdala neuron excitability. They were motivated to explain the relationship among PS, amygdala neuronal activity and socioemotional behaviors because understanding the trajectory of brain development can provide potential targets for intervention of the

The purpose of the Ervin, DuPaul, Kern and Friman (1998) study was: to explore previous research and expand upon those finding to determine if the identification of a behavior’s function is valuable and/or necessary in developing appropriate, effective and acceptable interventions in the natural setting the behaviors occur. (p.67)

Neurological disorders have existed for thousands of years, but were only recently discovered in the past one hundred years. The most commonly discussed disorders of the brain in children and teens are ADHD, depression, and anxiety. There are hundreds of others that are constantly overlooked, including epilepsy, speech disorders, and short term memory loss. All of these have a major impact on the way students learn. The topic of this paper is how neurological disorders affect education in children and teenagers. The idea is to spread the word about some of the disorders to help students have a bigger chance of excelling in the classroom. The goal of this project is to inform students, parents, and teachers of ways to help teens improve grades

I choose to write an essay on topic number two. Teenage suicide being linked to lack of sleep. The article gave good stastics and made it easy for the reader to understand where they were coming from. She used one study to help readers see and understand that there are links of lack of sleep and teenage suicide. The writer of the Laura Zuckerman was particularly interested in a study done by Maria Wong. Maria Wong was a psychology professor at Idaho state university. Wong partnered with people whom she worked with at the University of Michigan.

In applied behavior analysis behaviorists use techniques such as functional behavior assessment (FBA), to create functionally-based interventions that target maladaptive behavior. The goal of an FBA is to identify the conditions that predict behavior and the consequences that maintain behavior (Carr et al., 2002). If the link between antecedent, behavior, and consequence can be established, it will be possible to alter a behavior by changing its predictive stimuli and maintaining consequences (Bender, 2015). After forming this link by collecting data, a behavior intervention plan (BIP) will be created to diminish problem behavior (Bender, 2015). This BIP must target the function of the behavior and

The neurodevelopmental disorders, according to the DSM 5, are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. Autism spectrum disorder (ASD) is newly classified as such; it was once classified as “Asperger’s Syndrome.” ASD is a severe neurodevelopmental impairment. The disorder limits the functioning capabilities of children and their capacity to communicate as well as interact with others. ASD effects how children perceive the world around them; socializing with others happens to be the most vital piece of development. Onset for ASD can occur as early as infancy, some children, however, may develop normal and then begin to suddenly withdraw and become unusually aggressive with those around them, they also begin to lose vocabulary and language skills they’ve once had. Other medical conditions may be comorbid with ASD; for example, epilepsy, intellectual and structural language disorders, mental disorders, sleep disorders, and avoidant-restrictive food intake disorders, (DSM 5, pg. 59).

HOW ARE ABNORMAL BEHAVIOR PATTERNS METHODS OF ASSESSMENT 80–99 CLASSIFIED? 70–77 The Clinical Interview The DSM and Models of Abnormal Behavior Computerized Interviews Psychological Tests STANDARDS OF ASSESSMENT 77–80 Neuropsychological Assessment Reliability Behavioral Assessment Validity Cognitive Assessment Physiological Measurement SOCIOCULTURAL AND ETHNIC FACTORS IN ASSESSMENT 99–100 SUMMING UP 100–101