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Children with developmental disorders can have a significant impact on their lives and the lives of those around them. Robin Hornik Parritz and Michael F. Troys book Disorders of Childhood: Development and Psychopathology evaluates the various developmental disorders, including those that manifest during early childhood. Intellectual disability, communication disorders, autism spectrum disorder, and attention-deficit/hyperactivity disorder are some of the most common disorders in this area (ADHD). Analyzing the disorders of early development discussed in the book by summarizing their symptoms and behaviors highlights their impacts on children.
Mental retardation, or intellectual disability, is a neurodevelopmental disorder characterized by significant limitations in adaptive behavior and intellectual functioning. Children with intellectual disabilities typically have delays in language development, difficulties with abstract thinking, and social skills issues. They may also face challenges with self-care tasks and require assistance with daily living activities (Parritz & Troy, 2019). Intellectual disability can range in severity from mild to profound, and the causes can include brain injury, genetics, and environmental factors such as malnutrition or toxic exposure.
Communication disorders are a group of developmental disorders that affect a childs capacity to interact. One type of communication disorder is a language disorder diagnosed with symptoms of difficulties with spoken or written language, such as using correct grammar or vocabulary, understanding language, or expressing ideas. Children with speech sound disorders may struggle with individual sounds like th or r, or they may struggle with entire classes of sounds like fricatives or plosives (Lang et al., 2019). Speech sound disorders can have a negative impact on a childs ability to communicate effectively, resulting in frustration and social isolation.
Another type of communication disorder is sound speech disorder, which involves difficulty pronouncing sounds, making it difficult for the child to communicate effectively with others. Fluency disorders cause children to repeat sounds, syllables, or words or to prolong sounds or syllables. These disruptions can affect a childs communication patterns leading to social anxiety and avoidance of speaking situations. However, early intervention is vital for children with communication disorders, considering that communication delays implicate other development areas (Parritz & Troy, 2019). Speech and language therapy, as well as other interventions, can help children improve their communication skills, gain confidence, and reduce the impact of their symptoms on their daily lives. Children with communication disorders may struggle with social interactions, leading to social isolation and low self-esteem. Notably, language and fluency disorders are resultant to low self-esteem.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication, interaction difficulties, and monotonous behaviors and interests. Children with ASD may exhibit various symptoms and behaviors, varying in severity and impact. First, children with ASD may struggle with social interactions, such as understanding social cues and maintaining eye contact. They may also exhibit repetitive behaviors, have an intense interest in specific topics or activities, and have high sensitivity (Lang et al., 2019). While the causes of ASD are unknown, researchers establish that genetic and environmental factors may play a role. Early diagnosis and intervention can help children with ASD improve their social and communication skills and reduce the impact of their symptoms on their daily lives.
ASD diagnosis can be difficult because there is no established medical test. A comprehensive evaluation, including assessments of a childs behavior, communication, and development, is typically used to make a diagnosis. Early detection and intervention are critical in assisting ASD children in developing communication, social, and self-regulation skills (Lord et al., 2019). Behavioral and educational therapies, such as Applied Behavior Analysis (ABA) and speech therapy, are common ASD and pharmacological interventions for specific symptoms. According to Parritz & Troy (2019), parents and caregivers play a critical role in supporting children with ASD by providing a structured and supportive environment and collaborating closely with healthcare professionals to develop individualized treatment plans.
ADHD is a neurodevelopmental disorder marked by inattention, hyperactivity, and impulsive behavior. Children with ADHD may struggle to focus on tasks, plan activities, or adhere to instructions. They may be fidgety or restless, have difficulty sitting still, and frequently interrupt others. ADHD can significantly impact a childs academic performance and social interactions, resulting in self-esteem and self-confidence issues. As Parritz & Troy (2019) emphasize, early detection and intervention are critical in assisting children with ADHD in managing their symptoms and improving their functioning at home, school, and social situations. Like other developmental disorders, ADHD has severe impacts on a childs behavior, performance, and social dynamics.
To conclude, Early development disorders, as discussed in Robin Hornik Parritz and Michael F. Troys Disorders of Childhood: Development and Psychopathology, can have a significant impact on a childs functioning and development. Among the most common disorders in this area are intellectual disability, communication disorders, autism spectrum disorder, and ADHD. Early detection and intervention are critical in assisting children with these disorders to reach their full potential and improve their quality of life. More research on the symptoms of developmental disorders can be elemental in providing appropriate support to parents, clinicians, and educators.
References
Lang, S., Bartl-Pokorny, K. D., Pokorny, F. B., Garrido, D., Mani, N., Fox-Boyer, A. V.,& & Marschik, P. B. (2019). Canonical babbling: A marker for earlier identification of late detected developmental disorders. Current developmental disorders reports, 6, 111-118. Web.
Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2019). Autism spectrum disorder. The lancet, 392(10146), 508-520. Web.
Parritz, R. H., & Troy, M. F. (2019). Disorders of childhood: Development and psychopathology (3rd ed.). Cengage Learning.
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