Childhood Disorders

Childhood Disorders: Terminology

• “Psychological disorders” [DSM of psych disorders]

• “Neurotypical”… “Atypical”… “Neurodiversity”… “Neurodivergent”

Childhood Disorders: Neurotypical

• Reaching development milestones similar to others

• Having similar social/organizational skills to others

• Able to tolerate some sensory discomforts

• Able to adapt to change in routines

• Able to focus for prolonged periods

What is a Developmental Disorder?

• Physical or brain-based conditions that affect a child’s progress as they grow and develop necessary life skills

Areas of Impact

• Motor/mobility

• Biological functions

• Cognition/learning

• Emotional independence

• Language

• Sensation/perception

• Social/social cognition

Some Basic Facts

• Many disorders present before birth

• Some last throughout life

• Can occur as the result of injury, trauma, or other medical factors during childhood

• Upwards of 20% of children between 3-17 yrs live with one disorder

• Any condition that impacts development in childhood and persists into adulthood may be classified as a childhood developmental disorder

Common Development Disorders

• Autism spectrum disorder (ASD)

• Learning disorders (LD)

• Attention deficit hyperactivity disorder (ADHD)

• Fetal alcohol spectrum disorders (FASD)

• Speech & language disorders (SLD)

• Physical (motor) challenges

• Social, emotional, conduct disorders

• Other developmental delays

Autism Spectrum Disorder

• Often lumped in under “learning disorders”, autism is a neurodevelopment disorder& doesn’t always affect a child’s ability to learn

• Behavioural, communication, sensory, and social skills challenges may be the most noticeable signs

• While there may also be learning difficulties in some skill areas, many autistic children are also “gifted”

ADHD

• Like autism spectrum disorder, ADHD is often incorrectly considered a learning disorder

• Symptoms of ADhD can include hyperactivity & difficulty focusing on the task at hand

• Could lead to challenges in a learning environment, but not a learning disability

Learning Disorders

• Learning disorders affect how well children processes information

• Can be present no matter what the child’s “g level” is — linked with academic weak spots, not IQ

• Reversing letters while reading or difficulty distinguishing left from right may indicate a learning disorder (dyslexia - trouble matching letters to sounds)

• Finding math challenging or difficulty with writing skills (dysgraphia - writing difficulties, spelling/correct word use/impaired handwriting)

Intellectual Disorders (ID)

• Not the same as learning disorders

• Diagnosed when a child has lower capacity for reasoning, learning, and applying skills - linked to IQ

• Lower than average IQ can be reflected in daily functioning is the primary trait of IDs

• Child may experience an ID as the result of a different cooccurring developmental disorder

Neurodivergence may Include Some of:

• ADHD

• Learning disabilities

• Autism

• Tourette’s syndrome (a neurological condition that causes them to make involuntary movements)

• Synesthesia (experience the senses in different ways - may see colours or shapes when they hear music or taste certain flavours when they hear words)

Neurodivergence as Non Mental Health

• The diagnoses are not necessarily mental health conditions — they are neurodevelopmental in origin & come with long term traits that change little over time

• Others consider mental health conditions to be part of neurodivergence because they an hinge how someone thinks and behaves

• People with these conditions can also face some of the same challenges (feeling misunderstood or experiencing stigma)

Neurodivergence as Mental Health Condition

• Distinct characteristics

  • Quality of life

  • Identity

  • Treatment

Quality of Life

• Being neurodivergent does not necessarily reduce quality of life

Identity

• Neurodiversity is/can be part of one’s identity

Treatment

• Many mental health conditions are treatable, though more challenging for autism, learning disabilities and other types of neurodivergence

Childhood Disorders: Treatments

• Early intervention is always key

  • Educational support

  • Behavioural strategies

  • Medication

  • Therapies

  • Family support

  • Cognitive behavioural therapy (CBT)

Educational Support

• Tailored educational programs to help with learning disabilities, such as dyslexia, improve reading and language skills

Behavioural Strategies

• Behavioural therapies, such as ABA, can be effective in teaching new skills and reducing unwanted behaviours

Medication

• Medication might be prescribed to manage symptoms of cognitive impairments, such as ADHD

Therapies

• Speech therapy, occupational therapy, and physical therapy can play a significant role in addressing cognitive impairments

Family Support

• Educating family members about cognitive impairments

Cognitive Behavioural Therapy (CBT)

• Structured, problem-focused, and goal-oriented helps children (7+ yrs) learn to identify, question, and change how their thoughts, attitudes, and beliefs relate to emotional and behavioural reactions that cause them difficulty

  • Short-term: focuses on here-and-now, helping children examine how they make sense of what is happening around them and how these perceptions affect the way they feel

  • Effective in addressing a variety of emotional and behavioural problems, including anxiety, depression, and anger

  • Beneficial for children and adolescents (adapted to their developmental stages)

Childhood Disorders: Earliest Interventions

• DSM 5/DSM 6 (expected) continue to refine criteria including early biological markers

• ASD typically diagnosed 3-7 yrs

• Yet, we know that ASD is linked to a visual-motor component “visual sticky-ness”

• Recent success (twin studies) exploring motor, vision, and attention allowing for potential diagnosis in infancy

Childhood Disorders: Possible Future Directions

• Children with special needs often have difficulty handling perceptual-emotional stress, especially when they are young

• What if e provide light, vibro-tactile stimulation, in order for them to detect and interpret sounds

• Can we enhance the emotional connection between parents and their children?

• By boosting a child’s feelings of intimacy and security with visual and tactile stimulants, goal is to decrease stress for children with special needs

• The BabyVibe

The BabyVibe

• Based on the EmotoChair

• 16 cell-phone “speakers” variable frequencies (cochlea)

• Voice-activated vibrio-tactile stimulation

• Social-Emotional Framework

• Coordinating the “attentional space”