The first step in helping your child is understanding that you are not to blame for the problems your child may be facing.
Childhood is considered particularly important in any person’s development because the brain changes significantly for several years after birth. This is also when children develop socially, emotionally, cognitively and in 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 of which are:
*Attention deficit hyperactivity disorder (ADHD)
* Specific learning disorders
* Autism spectrum disorder (ASD)
* Intellectual Disability (ID).
Attention deficit hyperactivity disorder:
The central features are inattention, hyperactivity and impulsivity. People with the disorder have difficulty sustaining their attention on a task or activity. As a result, their tasks are often unfinished and they 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 in people with ADHD.
Children with ADHD often shout out responses to questions, even before the person has had a chance to finish their 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 detail, making careless mistakes.
Problems of hyperactivity and impul- sivity
* 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 for their turns.
Specific learning disorder
A child may have a specific learning disorder when their performance in academic and other activities is substantially lower than others of the same age, IQ and education.
The criteria require that the person performs 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 when there is a big difference between a person’s academic achievement and the average expectation. This would not be due to sensory deficits or the result of poor or absent instruction.
The DSM-5combines three subcate- gories into specific learning disorder, including:
* Reading disorder
* Mathematics disorder
* Written expression
Autism spectrum disorder
Autism spectrum disorder is a neuro- developmental disorder that affects how a child perceives and socialises with others. The DSM-5 combines the following disorders into Autism spectrum disorder:
*Autistic disorder
* Asperger’s disorder
* Childhood disintegrative disorder.
The two main characteristics of ASD include communication and social interaction and restricted, repetitive patterns of behaviour, 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 following three aspects: problems with social reciprocity; non-verbal communication and initiating and maintaining social relationships.
2. Restricted, repetitive patterns of behaviour, interests or activities can be seen where the child maintains sameness within their behaviours. Stereotyped and ritualistic behaviours can form, although they are different in each child who presents with ASD. For those with less severe ASD, these behaviours can take the form of an almost obsessive interest in certain, very specific subjects, like following airline schedules or memorising ZIP codes.
Intellectual disability
Intellectual disability (ID) is a disorder evident in childhood as significantly below-average mental and adaptive functioning. Children with ID experience difficulties with day-to-day activities to the 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 like language, reasoning, knowledge and memory.
* Social – problems with social judgement and ability to make and retain friendships.
* Practical – difficulties in managing personal care or job responsibilities.
Children with ID present with below-average intellectual functioning, which is measured by standardised tests and have an IQ of 70 – 75 or below. They will also have impairments in adaptive functioning in areas like 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 realising that you are not to blame for the problems 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.
For the diagnosis procedure to start, a paediatrician must see your child. The doctor will be able to diagnose and refer you to further medical help that you may require for your child to receive proper medication.
Your child will likely require occupational therapy and possibly home programmes. You can call 056 816 2154 to book an appointment.
