378,112 research outputs found

    Working memory in children with developmental disorders

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    The aim of the present study was to directly compare working memory skills across students with different developmental disorders to investigate whether the uniqueness of their diagnosis would impact memory skills. The authors report findings confirming differential memory profiles on the basis of the following developmental disorders: Specific Language Impairment, Developmental Coordination Disorder (DCD), Attention-Deficit/Hyperactivity Disorder, and Asperger syndrome(AS). Specifically, language impairments were associated with selective deficits in verbal short-term and working memory, whereas motor impairments (DCD) were associated with selective deficits in visuospatial short-term and working memory. Children with attention problems were impaired in working memory in both verbal and visuospatial domains, whereas the children with AS had deficits in verbal short-term memory but not in any other memory component. The implications of these findings are discussed in light of support for learning

    Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists

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    © The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).Background: For many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The language practitioner aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the language practitioner in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder. Aims: This study aimed to provide a detailed qualitative description of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder. Methods & Procedures: The qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from three NHS Trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of practitioner experience ranged from 2 years to 38 years. The data was analysed using a thematic analysis in accordance with the principles set out by Braun & Clarke (2006). Outcomes & Results: The data showed a number of key themes concerning the experiences of speech and language therapists in assessing children with Developmental Language Disorder (DLD). These themes ranged from the participants’ experiences of the barriers to early referral, challenges for assessment and the concerns over continued future support. Conclusions & Implications: This study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from language practitioners from different regions. The findings provide insight to the barriers to referral, the potential variations in the assessment process, the role of practitioner expertise and the challenges faced them. The importance of early intervention, useful assessment tools and future support were expressed. Taken together, the results relate to some issues to be addressed on a practical level and a continuing need for initiatives to raise awareness of DLD in the public domain.Peer reviewe

    Toward specifying Pervasive Developmental Disorder - Not Otherwise Specified

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    Pervasive developmental disorder-not otherwise specified (PDD-NOS) is the most common and least satisfactory of the PDD diagnoses. It is not formally operationalized, which limits its reliability and has hampered attempts to assess its validity. We aimed, first, to improve the reliability and replicability of PDD-NOS by operationalizing its DSM-IV-TR description and, second, to test its validity through comparison with autistic disorder (AD) and Asperger's disorder (AsD). In a sample of 256 young people (mean age = 9.1 years) we used Developmental, Diagnostic and Dimensional (3Di) algorithmic analysis to classify DSM-IV-TR AD (n = 97), AsD (n = 93) and PDD-NOS (n = 66). Groups were compared on independent measures of core PDD symptomatology, associated autistic features, and intelligence. Contrary to the assumption that PDD-NOS is heterogeneous, almost all (97%) of those with PDD-NOS had one distinct symptom pattern, namely impairments in social reciprocity and communication, without significant repetitive and stereotyped behaviors (RSB). Compared to AD and AsD, they had comparably severe but more circumscribed social communication difficulties, with fewer non-social features of autism, such as sensory, feeding and visuo-spatial problems. These individuals appear to have a distinct variant of autism that does not merely sit at the less severe end of the same continuum of symptoms. The current draft guidelines for DSM-V, which mandate the presence of RSBs for any PDD diagnosis, would exclude such people from the autistic spectrum. Autism Res 2011, 4: 121-131. (C) 2011 International Society for Autism Research, Wiley Periodicals, Inc

    Developmental Coordination Disorder, Historical Beginnings and Development

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    This article contains theoretical analysis about Developmental Coordination Disorder historical evolution. Studies include a wide variation in terminology and criteria to describe . Developmental Coordination Disorder. Developmental Coordination Disorder is a complex neurological condition, which affects muscle coordination and perception

    Constrained action selection in children with developmental coordination disorder

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    The effect of advance (‘precue’) information on short aiming movements was explored in adults, high school children, and primary school children with and without developmental coordination disorder (n = 10, 14, 16, 10, respectively). Reaction times in the DCD group were longer than in the other groups and were more influenced by the extent to which the precue constrained the possible action space. In contrast, reaction time did not alter as a function of precue condition in adults. Children with DCD showed greater inaccuracy of response (despite the increased RT). We suggest that the different precue effects reflect differences in the relative benefits of priming an action prior to definitive information about the movement goal. The benefits are an interacting function of the task and the skill level of the individual. Our experiment shows that children with DCD gain a benefit from advance preparation in simple aiming movements, highlighting their low skill levels. This result suggests that goal-directed RTs may have diagnostic potential within the clinic

    Autism spectrum disorders

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    The earlier that children with an Autism Spectrum Disorder (ASD) receive referral, diagnosis and intervention, the better the long-term results are for those children and their families (Barbaro & Dissanyake, 2009; Wiggins et al., 2006; Mandell et al., 2005). Primary health care professionals, such as child and family health nurses and GPs, can listen to parent concerns and be alert to the signs of developmental delay in infancy and early childhood to facilitate early referral and diagnosis. Indeed, Barbaro & Dissanayake state that primary health care professionals, given their extensive knowledge and training on developmental milestones, are the best placed – and most expert – to observe young children’s development and to identify early signs of ASDs (2010, p. 377). ASD IN AUSTRALIA: AN OVERVIEW ASD is the term used to refer to three types of developmental disorder: Autism, Asperger’s Syndrome and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS). A diagnosis of one of the three indicates a developmental deficit of varying severity in the areas of: communication social skills and/or behaviour No two children with an ASD are the same, as they each have varying degrees of developmental deficit in the above three areas. This is why the term ‘spectrum’ is used when describing the disorder. In this article we will use the term ASD when referring to the all three of the disorders. Diagnoses of ASD have increased markedly since the 1990s. Prior to this, children were generally diagnosed with Global Developmental Delay or intellectual disability. Williams et al. (2008) found that: The current rate of prevalence in Australia is estimated at 1 in 160. Rates of diagnosis vary by state and territory due to differences in the way a diagnosis can be reached. Australian data show that about four boys are diagnosed with ASD for every one girl. The cause of ASD is not known, but is thought to be a combination of genetic and environmental factors. It is not caused by anything the family does or does not do. Despite the recognition that signs of ASD can appear in infancy, one study from America found that the average age of diagnosis is around three or four years old (Mandell et al., 2005). In specialist centres, diagnoses can be made for some children as early as 24 months, and rarely earlier. Significant research is being done to try and reduce the average age of diagnosis as this may lead to an earlier intervention. In turn, earlier intervention could help improve developmental outcomes for children and their families and lessen the long-term impact of an ASD for an individual child (Barbaro & Dissanyake, 2009)

    RESEARCH EXCHANGE. Reactive Attachment Disorder: Developing a Developmental Perspective

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    Reactive Attachment Disorder is a relatively young disorder. Researchers are just beginning to hash out the implications of this disorder on current children and future generations. However, there is much needed from criteria setting and researching leadership to mediate the process of gaining ground in assessing and treating this disorder. This meta-­‐analysis will provide an overview that will point out the diagnostic ambiguities, theoretical conflicts, and disjointed research of the previous decade’s work on RAD
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