Common Diagnoses

Common Diagnoses/Developmental Disorders : 

Common Diagnoses/Developmental Disorders Kids’ Pals MinistryAnnual Volunteer Training December 4, 2010 Brentwood Baptist Church

Pervasive Developmental Disorders(Autism Spectrum Disorders) : 

Pervasive Developmental Disorders(Autism Spectrum Disorders) Usually Boys with a wide variety of symptoms, increasing numbers of girls Range: Persistent repetitive movements normal motor functions Avoids all eye contact to focuses on others Completely nonverbal to conversational Avoids social interactions to freely engages in social contact

Rett Syndrome : 

Rett Syndrome Non inherited genetic disorders of girls Symptoms vary as in traditional autism Neurodevelopmental early normal development loss of purposeful hand movements Slowed brain/head growth Abnormal walking, speech Poor eye contact

Aspberger’s Syndrome : 

Aspberger’s Syndrome Variation of austism limited to severe social disability Not pick up on social cues and may lack inborn social skills, Dislike any changes in routines. Appear to lack empathy. Be unable to recognize subtle differences in speech tone, pitch, and accent that alter the meaning of others’ speech.. Have a formal style of speaking that is advanced for his or her age. Avoid eye contact or stare at others. Have unusual facial expressions or postures. Be preoccupied with only one or few interests, Talk a lot, usually about a favorite subject. One-sided conversations are common. Internal thoughts are often verbalized. Have delayed motor development.

Cerebral Palsy : 

Cerebral Palsy Due to any brain injury present at birth In utero – infection Birth process injury Immediate post partum injury Varying levels of mental abilities Varying levels of functioning Muscle tone abnormalities Hypo/hypertonia of limbs Truncal hypotonia Poor facial muscle tone – causing difficulty with eating, speaking

Attention Deficit/Hyperactivity Disorder : 

Attention Deficit/Hyperactivity Disorder Varying levels of symptoms and response to treatment Difficulty focusing and staying on task Highs and Lows of energy Overstimulation of self and others

Sensory Integration Disorders : 

Sensory Integration Disorders Difficulty processing sensory information – touch, sound, movement, smell Easily distracted Sometimes hyperactive Sometimes clumsy Have problems calming down

Down’s Syndrome : 

Down’s Syndrome Maternal transmission, non-inherited genetic disease, commonly associated with advanced maternal age Decreased tone, decreased coordination, impaired speech and developmental delay Social and friendly with varying degrees of mental retardation, can follow verbal and visual commands and communicate with family and caregivers

Addressing these behaviors : 

Addressing these behaviors Challenge – parental methods must be established and maintained Parental behaviors that increase behavior problems Inconsistent Discipline Corporal punishment Parental behaviors that decrease behavior problems Praise for good behavior Complimenting child often Ignoring poor behavior when possible

Where to Draw the Line : 

Where to Draw the Line For our Pals - a safe environment for all is our first concern Respite may be providing a free night out for the siblings

Cerebral Palsy/Seizure Disorder : 

Cerebral Palsy/Seizure Disorder Involves muscle tone, movement, and motor skills Can lead to vision, hearing and learning difficulties Usually caused by injury to the brain during pregnancy or delivery, can occur due to injury in early infancy or during the first 3-5 years of life Three Types: Spastic – stiffness and movement difficulties Athetoid – involuntary, uncontrolled movements Ataxic – balance disturbances with improper depth perception

Seizures : 

Seizures Approximately ½ of children with CP have a seizure disorder Caused by the area of brain injury that discharges abnormal nerve impulses Although frightening to the observer, seizures are not usually dangerous or life threatening to the child Triggers – illness/infection, stress, flashing lights

Response to a Seizure : 

Response to a Seizure If standing or sitting upright, gently and gradually lower the child to a flat position Make sure that head is turned Loosen any tight clothing Wait for seizure to gradually become less forceful

Signs to look for : 

Signs to look for In our Pals – knowing what the “usual” seizure looks like is extremely important – call the parent Describe in terms of body parts affected, types of movements, loss of bladder or bowel functions In general, wait for seizure to end on its own. Watch for breathing, change in skin color, repetitive seizures without a break in between, prolonged – lasting over 15 minutes After seizure is over confusion, disorientation, and fatigue are common

Caring for our “pals” : 

Caring for our “pals” In general Ask for and follow the specific instruction of parents Have a variety of activities Allow rest periods Allow participation whenever possible Speak clearly, but don’t yell

Caregiving Specifics : 

Caregiving Specifics Physical Slow movement for those with spastic limbs Provide ample support on low tone muscles Use appropriate transfer techniques – always two person, for diapering, etc Behavioral Use redirection: Use rewards: choose rewards that are meaningful to the child. Use clear and simple instructions: it is helpful to keep instructions short and concise. Use prompts verbal instructions, gestures, or physical assistance are three prompts that are often used in working with children with autism.