Health Chronic conditions such as asthma can cause children to have time off school, infections like meningitis causes development delay. Disability Cerebral palsy can result in brain damage and can cause problems with mobility. Sensory impairment Hearing difficulties are one of the most common causes of language delay and speech problems in young children. Learning difficulties Down syndrome can result in development delay , learning difficulties and health problems. Family background can effect a child's development by the family's values the culture and the way the child is encouraged and cared for all can effect the child development.
(Feldman, 2014). Although it may seem like a sensitive issue, race issues could become traumatic as well and cause neural developmental issues. It has been also proven through studies the effects of early maltreatment of babies can prepare a child to associate crying when hungry with a negative environment, this could significantly impair what should be developed: nurturing and kindness processes in early brain development. (Shonkoff & Phillips, 2000). As stated in Spiritual Development and Religious Development, Children develop in their own ways in reference to the way they act, the way they feel and even the way they perceive God.
A 6 year old child is extremely vulnerable at this age because too much cortisol can cause permanent damage to the hippocampus thus causing learning and memory disabilities. Berger, also, stressed that young children who are victims of maltreatment and highly stressful experiences may incur damaged limbic systems resulting in physical and mental disorders, poor emotional regulation that may affect health many years later (Quas et al., 2004, p. 797). One of the many signs of a maltreatment is a child is quick, impulsive reactions. The prefrontal cortex or frontal lobe part of the brain is known as the ”executive of the brain” because this is where everything that happens in all other parts of the cortex has to be channeled through for regulation. Even though, the prefrontal cortex’s hierarchy of duties of anticipation, planning, and impulse control reins over all other areas of the cortex, this is the last part of the brain to mature (Berger, 2011 p. 132; 215).
PSY481U Assignment 2 Theme 1: Learning and Behaviour Disorders Attention- Deficit Hyperactivity Disorders “Children with ADHD continue to pose a considerable challenge to their families and society at large” Attention deficit/hyperactivity disorder (ADHD) is a disorder associated with socially disruptive behaviours such as inattentiveness, hyperactivity and impulsivity. Cantwell (1996) explained that these behaviours may cause significant impairment and interference in numerous areas of a child’s normal development. Furthermore, according to Tutorial letter 101 for PSY481U (2010) children with ADHD also have a consequential impact on the lives of those surrounding the child. The focus of this essay will be a discussion on the challenges
Well A.D.D. stands for attention deficit disorder it is a neurobehavioral developmental disorder affecting about 3-5% of the world's population. It typically presents itself during childhood, and is characterized by a persistent pattern of inattention and/or hyperactivity, as well as forgetfulness, poor impulse control or impulsivity, and distractibility. A.D.D. is currently considered a persistent and chronic condition for which no medical cure is available, although medication and therapy can treat symptoms.
Both AD/HD and Conduct disorder list difficulty following rules as one of their criteria (Lee, 2012). In mild cases of Conduct Disorder it can be very easily confused with a child who is suffering from AD/HD. A child who is constantly calling out, up and out of their seat and trouble controlling themselves can look as though they are suffering from AD/HD but if they psychologist or
To what extent can transactional models help in understanding the origin and development of disturbed behaviour? This essay will look at the factors underlying disturbing behaviour in children and whether a transactional model best describes how disturbed behaviour develops. We will begin by looking at what constitutes “disturbing behaviour” and then look at the two traditional explanations for its development, discussing the different factors involved. From there we will then look at how the inadequacies of these models can be resolved with the transactional model. Disturbed behaviour is not always an easy thing to describe.
According to IDEA, “Traumatic Brain Injuries is the injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment” that affects a student’s educational accomplishments (Cave, 2004). When a student has TBI, it will affect how they think, therefore the teacher must be prepared on a variety of strategies based on the student’s individual learning ability and their learning style. The student also will have a change in their cognition as well as their behavior, so it is not easily stated that two students will display the same characteristics even though the diagnosis is the same. There are three levels of TBI: mild, moderate, and severe. There is a test that measures the severity of TBI called Glasgow Coma Test (GCT).
Over Diagnosing Autism in American Children Autism is defined by the Autism Society of America (ASA) as a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. While once rare autism has reached epidemic proportion in the United States. The increase cannot be attributed to changes in diagnostic criteria which have actually become more restrictive or be linked to childhood
Recent research has raised the prospect that somewhat small everyday lapses of attention can have significant penalties with regard to one’s emotional state, and may even lead to emotional dysfunction. This conclusion is consistent with research conducted by Farrin, Hull, Unwin, Wykes, and David (2003), who examine the level to which cognitive failures are related. Previous work on everyday attention lapses (Cheyne, Carriere, & Smilek, 2006), in which the relation between self-report measures of attention lapses, attention-related cognitive faults, and boredom proneness. One of the results of this research was the result of a strong relation between the tendency to experience attention lapses and boredom proneness, again suggesting attention intervals can play a significant role in