By M. S. Thambirajah
Children and adolescents with emotional and behavioural difficulties who are referred to psychological future health prone for assessment often have undiagnosed gentle studying disabilities, and this guide is written for clinicians interested by making such assessments.
It provides complete counsel on universal developmental issues and their overview, concentrating on gentle to average disabilities within the school-aged baby. It covers highbrow disabilities, dyslexia, dyscalculia (mathematical disability), autism spectrum issues, speech and language impairment, developmental coordination affliction, and emotional and character improvement. each one bankruptcy comprises an account of ordinary improvement, together with developmental milestones, an outline of the ailment, and its medical overview.
This vital specialist consultant could be worthwhile for all baby overall healthiness and psychological future health pros and trainees, together with paediatricians, psychiatrists, psychological medical experts, medical psychologists and academic psychologists.
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Extra info for Developmental assessment of the school-aged child with developmental disabilities : a clinician's guide
Psychological Medicine 6, 313–332. Sices, L. ’ Journal of Developmental and Behavioral Pediatrics 28, 47–52. , Gringras, P. et al. ’ Journal of Child Psychology and Psychiatry 47, 8, 828–839. L. W. ’ Nature Neuroscience 6, 309–315. Chapter 2 Developmental Disabilities (Disorders) Developmental disorders have been recognised for more than a century. For example, the first case of developmental dyslexia (specific reading disability) was described by Morgan Pringle, a general practitioner, in the British Medical Journal (BMJ) in 1896 (Morgan 1896), and generalised learning (intellectual) disability had been given various pejorative names (imbecile, feeble minded and so on) since the time of Griesinger (1857), a prominent psychiatrist who used the term ‘cretin’ to describe intellectual disability.
In fact, there are many classifications. The two most commonly classificatory systems in research and clinical practice are ICD-10 (World Health Organization 1992) and DSM-IV TR (American Psychiatric Association 2000). Unfortunately, they are out of step with current research findings. Both are undergoing revision at the moment and it is hoped that the ICD-11 and DSM-V will rectify the weaknesses of the previous versions. In the ICD-10, developmental disorders are placed in Chapter V: Mental and Behavioural Disorders and include the following: 1.
Diagnosis vs. needs Studies show that diagnosis alone does not predict service or individual needs. Nor is the presence of a disorder an accurate predictor of functional outcomes or likelihood of social integration. This means that if we use a medical classification of diagnoses alone we will not have the information we need for management or service planning (World Health Organization 2001). Differentiation from normal variation As discussed in Chapter 1, there are marked variations in the age at which children master the various developmental skills.