How do I know if my child has a developmental disorder?

Childhood is considered particularly important in any person’s development, because the brain changes significantly for several years after birth. This is also when critical developments occur in social, emotional, cognitive, and other important competency areas.These changes mostly follow a pattern – it implies that any disruption in the development of early skills will, by the very nature of a sequential process, disrupt the development of later skills.
When do first signs appear?
The earliest possible diagnosis of developmental disorders can occur as early as infancy, during childhood or even within adolescence. There are many forms of developmental disorders, the most common which are:
*Attention deficit hyperactivity disorder (ADHD)
* Specific learning disorders
* Autism spectrum disorder (ASD)
* Intellectual Disability (ID)
Attention deficit hyperactivity disorder:
Central features which can be noted in your child are inattention, hyperactivity and impulsivity. People with the disorder have a great deal of difficulty sustaining their attention on a task or activity.
As a result, their tasks are often unfinished and they often seem not to be listening when someone else is speaking.
Some people with ADHD display motor hyperactivity. Children with this disorder are often described as fidgety in school. They are unable to sit still for more than a few minutes and demonstrate impatience and excessive activity. In addition to hyperactivity and problems sustaining attention, impulsivity – acting apparently without thinking – is a common complaint made about people with ADHD.
Children with ADHD often shout out responses to questions even before the person had a chance to finish his sentence.
The DSM-5 differentiates two main categories of symptoms:
Problems of Inattention
* People may appear not to listen to others.
* They may lose necessary school assignments,books, or tools.
* They may not pay enough attention to details, making careless mistakes.
Problems of Hyperactivity and Impulsivity
* Hyperactivity includes fidgeting.
* Having trouble sitting for any length of time.
* Always being on the go.
* Impulsivity includes blurting out answers before questions have been completed.
* Having trouble waiting turns.
Specific learning disorder
A child may have a specific learning disorder when their performance in scholastic and other activities are substantially below what would be expected given their age, IQ and education.
The criteria require that the person perform academically at a level significantly below that of a typical person of the same age, cognitive ability (as measured on an IQ test), and educational background.
A specific learning disorder can be seen in a significant discrepancy between a person’s academic achievement and what would be expected for someone of the same age; not due to sensory deficits or the result of poor or absent instruction.
The DSM-5combines three subcategories into specific learning disorder, including:
* Reading disorder
* Mathematics Disorder
* Written Expression
Autism spectrum disorder
Autism spectrum disorde ris a neuro developmental disorder that affects how a child perceives and socializes with others. The DSM-5 combined the following disorders into Autism spectrum disorder:
*Autistic disorder
* Asperger’s disorder
* Childhood disintegrative disorder
The two major characteristics of ASD include communication and social interaction; and restricted, repetitive patterns of behavior, interests, or activities. There are three levels of severity in ASD:
Level 1— “Requiring support”
Level 2— “Requiring substantial support”
Level 3— “Requiring very substantial support”
1. Impairment in social communication and social interaction can be seen in children with ASD, as they fail to develop age-appropriate social relationships. Thus, this will affect their social communication and social interaction skills. Children with ASD present with the inclusion of three aspects:problems with social reciprocity; non verbal communication and initiating and maintaining social relationships.
2. Restricted, repetitive patterns of behavior, interests, or activities can be seen where the child has a maintenance of sameness within their behaviours. Stereotyped and ritualistic behaviors can form, although are different in each which with ASD. For those with less severe ASD, these behaviours can take the form of an almost obsessive interest in certain, very specific subjects, such as following airline schedules or memorizing ZIP codes.
Intelectual disability
Intellectual disability (ID) is a disorder evident in childhood as significantly below-average intellectual and adaptive functioning. Children with ID experience difficulties with day-to-day activities to an extent that reflects both the severity of their cognitive deficits and the type and amount of assistance they receive.
The DSM-5 identifies difficulties in three domains:
* Conceptual – skill deficits in areas such as language, reasoning, knowledge, and memory.
* Social – problems with social judgment and ability to make and retain friendships.
* Practical – difficulties managing personal care or job responsibilities.
Children with ID present with below-average intellectual functioning, which is measured by standardized tests, and have an IQ of 70 – 75 or below. They will also have impairments in adaptive functioning in areas such as communication, self-care, home living, social and interpersonal skills, the ability to use community resources, self-direction, functional academic skills, work, leisure, and health and safety.
What can I do if I suspect my child has a developmental disorder?
The first step in helping your child is understanding that you are not to blame for the problems which your child may be facing. Secondly, understanding that overcoming denial and seeking help is the best chance your child has of living their lives as independently and optimally as possible.
In order for the diagnosis procedure to start, your child will need to be seen by a paediatrician. The doctor will be able to diagnose and refer you to further medical help which you may require in order for your child to receive proper medication.
It is likely that your child will require occupational therapy and possible home programs. You can call me at 056 816 2154 to book an appointment, or if you have any questions or concerns.