Autism and Intellectual Disability

"Understanding development from the synapse to the society."

Mon, 09 Jan 2023 22:31:03 GMT

The Five Model Subsystems that Influences Development

Welcome to this presentation "Understanding development from the synapse to the society." This presentation will begin by addressing the question, "What is development?" You will observe that there is substantial debate regarding this intricate problem.

Next, I shall explain the development from a developmental systems perspective. This methodology will be implemented throughout the presentation. I will illustrate this methodology by referencing two famous beliefs. I discuss these theories because they can help you organise your thoughts regarding how numerous interacting elements might influence growth at multiple organisational levels, from the synaptic level to the societal level. Therefore, let us begin by asking, "What is development?"

Most developmental experts believe that development requires sequential and systematic change. Unfortunately, there is no consensus beyond this point. Throughout history, several development-related questions have been contested and have significantly impacted thought.

Here, I will concentrate on one topic that has influenced thoughts on development for more than two millennia: How much development is determined by nature, our genes, nurture, and the environment.

According to the developmental systems theory, nature and nurture interact continuously and contribute to growth through this interaction. Nature never directly influences growth; it always functions within the framework of internal and external conditions. Similarly, the influence of the environment on an organism will depend on its genetic traits.

It is essential to recognise that it is futile to enquire about the proportional contributions of nature and nurture to a specific behaviour. Nature and nurture are not distinct and cumulative entities. They are intrinsically united.

The concept that the trajectory of development is not predetermined (or determined by our genes), but dependent on continual interaction with the environment, has important practical implications: If you do not believe that the environment can influence development, it makes little sense to design interventions to encourage it.

The developmental systems concept asserts that development is susceptible to manipulation. This also suggests that there is more than one path to development. Children grow up in distinct contexts, which are distinct mixes of personal and environmental situations that might result in distinct paths of transformation. Therefore, the difficulty is determining how, where, and when to intervene most effectively.

The developmental systems approach accounts for all this complexity. This method assumes that development is driven by factors interacting at different organisational levels. Now that we've covered the broad concept of what development is according to the developmental systems approach, let's delve into more depth. I shall now review two influential ideas of developmental systems.

These theories are relevant because they can help you arrange your thoughts regarding how various levels of the organisation are influenced by the interaction of multiple causes. The first idea I shall address was proposed by Russian-born American developmental psychologist Uri Bronfenbrenner. Bronfenbrenner referred to his theory as the bioecological model. It discusses how a child's development is shaped by the interaction of biologically driven dispositions and ecological circumstances.

According to this view, the environment is a multilayered, nested system that influences development.

The model separates five subsystems, which I shall now address briefly.

The microsystem is the initial system. This is the innermost level of the environment and is comprised of the child's activities and interactions with its immediate surroundings. The interactions between the youngster and his parents at home and the child and a teacher at school are examples. It is essential to recognise that the biopsychosocial traits of the individuals involved in such interactions are part of the microsystem. For instance, interactions between a youngster and a teacher will depend on the features of both the child and the teacher. Individual differences or developmental alterations in these features affect the nature of the activities and interactions in a certain microsystem and vice versa. In daily life, individuals traverse several microsystems.

Mesosystem is the second system. This system comprises links between all microsystems associated with an individual at a given time in his or her life. When parents participate in school life and share their experiences and knowledge with the school, for instance, growth in both settings can benefit. Academic learning can be transferred to the home, and teacher-child contact may be enhanced if the teacher is aware of what is occurring at home. The mesosystem also incorporates consistent characteristics of persons in the child's local environment, such as their socioeconomic status.

The ecosystem is the third system. This system refers to non-child-containing social situations that influence children's experiences in immediate surroundings. Examples include parents' workplaces and community health and welfare agencies. The fact that parents work, for example, may permit special leave when children are ill, but it can also produce stress that affects the way parents respond to their children at home. A second example is the social network of parents, which provides advice and social companionship. All these variables impact the child indirectly.

The macrosystem is the fourth system. This system includes cultural values, laws, traditions, and resources. The importance given by the macro system to a child's requirements influences the assistance they receive at the more immediate levels of their environment. For instance, a country's paternity and parental leave legislation or childcare standards may have an impact on the lives of individual children in that country.

The chronosystem is the last system. This system refers to the recurrent impact of time on all other subsystems and their relationships. Change over time is, in fact, the defining feature of development. Time affects the physical, intellectual, and personality qualities of children on an individual level. Time also affects the developmental obstacles and opportunities that children face in various environmental settings. For example, the introduction of a new sibling has vastly different effects on a toddler confined to the house vs a school-aged youngster with numerous interactions and activities outside the home. In this instance, the timing of an environmental change influences its consequences.

How therefore may Bronfenbrenner's theory assist you to arrange your thoughts regarding development? It achieves this by offering a clear framework for organising and categorising the vast number of factors that can influence growth. This can help you maintain your perspective. The power of Bronfenbrenner's theory, however, lies mostly in its description of how environmental effects might be arranged at multiple levels. Therefore, I will also describe a theory that places greater emphasis on the individual's levels.

Another American developmental psychologist, Gilbert Gottlieb, established this hypothesis, which is known as the Probabilistic epigenesis model. This model describes the bidirectional relationships between genetic activity, brain activity, behaviour, and the environment. The term "epigenesis" describes a shift in genetic expression caused by environmental factors. Gottlieb suggested that the emergent outcomes of development are genetic and epigenetic. Although this concept is now universally recognised, when Gottlieb initially proposed it, it was exceedingly controversial. He put the term "probabilistic" in the name of his model to suggest that the developmental result of some effects is frequently uncertain due to the substantial number of variables involved. Thus, certain gene-environment interactions may raise or decrease the likelihood of certain development.

The most fundamental level of organisation in his approach is gene activity. Genes serve as the blueprint from which proteins are created in the cells of an organism. Thus, genetic activity refers to the type and quantity of proteins produced. Proteins are essential for the structure, function, and regulation of the body's tissues and organs and perform most of the work within cells. Thus, genetic activity produces the brain and other structures that enable us to function and interact with the environment.

In contrast, genetic activity is regulated by brain activity, behaviour, and the environment. Therefore, the model offers bidirectional linkages between and within the four organisational levels. In addition, it is considered that these interactions are dynamic; they may undergo ongoing change throughout time. Gottlieb claimed that to adequately relate genes and neurological systems to behavioural outcomes, it is necessary to account for the dynamic bidirectionality of interactions between levels.

Two instances of developmental systems theories have been explored previously. There are numerous additional theories that emphasise the need for multiple levels of description while attempting to comprehend growth. And because of the associated complexity, all of these theories emphasise the importance of interdisciplinary collaborations in order to achieve meaningful knowledge of development.

The most important result is that it is beneficial to explore for qualities of individuals and their environments that, when taken together, might affect the creation of policies and programmes supporting healthy development. This endeavour transcends the realm of science and is relevant to anyone interested in or involved in encouraging the optimal development of children in any way.

This presentation explains how development can be understood from the standpoint of developmental systems. In addition, I described two ideas that offer systematic methods for composing many impacts on an individual's development at multiple organisational levels within and without the individual.

Sensory Processing Disorder (SPD)-Full Article-All you need to know

Tue, 03 Jan 2023 16:15:50 GMT

Sensory Processing Disorder (SPD)-Full Article- All you need to know

What you are about to read
Overview
Symptoms
Causes
Diagnosis
Prevention
Treatment
Everyday Life
Questions

What is sensory processing disorder?

SPD is a disorder that alters the way in which the brain interprets sensory information (stimuli). Sensory data consists of what you see, hear, smell, taste, and touch. SPD can affect one or all of your senses. SPD typically involves heightened sensitivity to stimuli that others do not experience. However, the disorder can also have a reverse impact. In such situations, it takes more stimuli to have an impact. Children are more prone to develop SPD than adults. However, adults can also exhibit symptoms. It is likely that these symptoms have existed in adults since childhood. However, adults have evolved coping mechanisms that allow them to hide the SPD from others.

Doctors are divided on whether SPD is a distinct condition. Some physicians claim it is not. Some argue that it is diagnostic for behaviours that may be explained as typical child behaviour. Others claim that certain children are simply hypersensitive. Some physicians assert that SPD is a sign of other disorders, such as autism spectrum disorder, hyperactivity, attention deficit disorder, anxiety, etc., rather than a disorder on its own. Other physicians believe that your child may have SPD without the additional disorder. Some claim that it is evident that some children have difficulty processing regular sensory input (stimuli). SPD is not currently recognised as a medical diagnosis.

sensory processing disorder symptoms

SPD can impact one sense or multiple senses. Children with SPD may have exaggerated responses to sounds, clothing, and food textures. Or they may not react adequately to sensory information. This results in an increased need for more intense thrill-seeking stimuli. Examples include jumping off of towering objects and swinging too high on playground equipment. Moreover, children with SPD are not necessarily a single type. They may exhibit both oversensitivity and hyposensitivity.

Children may be oversensitive if they exhibit the following characteristics:

Consider garments to be too irritating or rough.
Consider lighting to be overly bright.
Consider noises to be too loud.
Consider mild touches to be unpleasant.
The experience of food textures causes individuals to gag.
Lack of balance or appear awkward.
Are hesitant to use the swings.
Poorly responding to quick movements, touching, loud noises, and bright lights.
Have behaviour difficulties.

Occasionally, these symptoms are also associated with inadequate motor abilities. Your child may have difficulty grasping a pencil or pair of scissors. They may have difficulty climbing stairs or low muscle tone. Additionally, he or she may have linguistic delays.

In older children, these symptoms may contribute to low self-esteem. They may result in social isolation and sadness.

Children may be sensory seeking (under-sensitive) if they:

Cannot be still
Pursue thrills (loves jumping, heights, and spinning).
Can spin without dizziness.
Do not recognise social cues.
Don't recognise personal space.
Chew on items (including their hands and clothing).
Seek visual stimulation (like electronics).
Have trouble sleeping.
Do not acknowledge that their face is unclean.

What causes sensory processing disorder?

Doctors do not understand the cause of SPD. They are investigating a genetic relationship, which suggests that it may run in families. Some physicians feel there may be a connection between autism and SPD. This may suggest that adults with autism are more likely to have children with SPD. However, it is crucial to highlight that most persons with SPD do not have autism.

How does one diagnose sensory processing disorder?

Parents may detect their child's unusual behaviour. But most parents may not understand why. Discuss your child's conduct with your paediatrician without fear. The physician may recommend the patient to an occupational therapist. These specialists can evaluate your child for SPD. He or she will likely observe your child's behaviour in particular settings. The therapist will pose questions to your youngster. All of these factors will aid in the diagnosis.

Can sensory processing disorder be averted?

SPD cannot be prevented or avoided because its causes are unknown.

Treatment of sensory processing disorder

Typically, treatment is administered via therapy. Research indicates that early therapy initiation is essential for curing SPD. Children can learn how to manage their issues through therapy.

A qualified therapist conducts therapy sessions. The therapist will assist you and your child in learning how to manage the disorder. Sessions are focused on whether your child is oversensitive, undersensitive, or both.

There are various forms of therapy:

Integration of sensory input therapy (SI). This sort of therapy employs enjoyable activities in a controlled setting. Your youngster experiences stimuli with the therapist without feeling overwhelmed. It is possible for him or her to build coping abilities to deal with these stimuli. Through this therapy, these coping techniques can become automatic, daily responses to stimuli.

Sensory diet. Frequently, a sensory diet complements other SPD therapy. A sensory diet differs from a standard food diet. It is a list of home and school sensory activities. These exercises are intended to help your child maintain concentration and organisation throughout the day. Like SI, a sensory activity/diet is tailored to your child's needs.

A sensory activity at school could consist of:

An hourly interval during which your child could take a 10-minute walk.
Twice every day, your youngster will get 10 minutes to swing.
Access to headphones within the classroom so that your child can listen to music while working.
Use of fidget toys.
A desk chair bungee cord is available. This allows your child to stretch his or her legs while seated in class.

Occupational treatment Your child may also require this therapy to treat additional SPD-related symptoms. It can aid in the development of fine motor skills, such as writing and using scissors. It can also improve gross motor skills, such as stair climbing and throwing a ball. It can teach skills such as putting on clothing and using utensils.

Check your Medicare or NDIS funding

Discuss how a therapist fits into your health insurance with your physician. Frequently, insurance will not cover the therapy needed to treat SPD. Because SPD is not yet an officially recognised disorder.

Experiencing sensory processing disorder

Living with SPD may be difficult. Parents of children affected by SPD may feel alone. They may refrain from bringing their child out in public to prevent sensory overload. Additionally, parents may feel the need to justify their child's behaviour.

Adults with SPD may also feel alone. They may be prevented from leaving the house by sensory overload. This can make going to the supermarket or even work difficult.

Occupational therapists should be consulted by adults struggling with SPD. The therapist may be able to assist them in learning alternative responses to stimuli. This can result in adjustments to how they handle specific situations. And this may result in a better lifestyle.

Even if SPD improves with therapy or age, it may never completely disappear. A major life event or stress can produce symptoms.

Questions to pose to your physicians/Doctors

How do I diagnose myself or my child with SPD?
My child or I have SPD. What now?
How can I assist my young child with SPD in enjoying the playground?
Can my child live a typical existence?
How may my child respond to specific stimuli?
Will SPD disappear as my child ages?
Exist medications that treat SPD?
Can you assist me in determining whether my insurance covers therapy?

Naomi Peprah is the author of this article (Special Education)

Categories: Family Health, Infants and Toddlers, Children and Adolescents

Keywords: child, Neurologic, adolescent

Copy of Understanding intellectual disability

Tue, 22 Nov 2022 03:01:33 GMT

What intellectual disability is all about?

Overview of intellectual disability

Intellectual disability is a difficult topic since those with it are typically ostracised, mistreated, and isolated from society.

We've seen offensive names like idiot, moron, and retarded used to describe people. I'll focus on two common definitions. The first definition comes from DSM-5.

This American Psychiatric Association manual describes and defines mental disorders for professionals worldwide. The second definition, which we'll discuss, was created by the AAIDD. We'll be discussing intellectual disabilities and intelligence tests.

Intellectual disability is a developmental deficit that comprises intellectual and adaptive functioning disorders in conceptual, social, and practical domains. Unpacking this definition reveals a complex disorder.

What's intellectual functioning? DSM-5 says this refers to reasoning, problem-solving, planning, abstract thinking, judgement, academic learning, and learning from experience.

Clinical assessment and personalised standardised intelligence testing confirm this. The intellectual function is only part of the impairment. Adaptive functioning is failing to satisfy developmental and sociocultural requirements for independence and social responsibility.

Without continued help, adaptation impairments hinder everyday life tasks like communication, social involvement, and independent living at home, school, work, and community.

This means a person with an intellectual disability can only do more with support. Intellectual impairment is defined by considerable restrictions in intellectual functioning and adaptive behaviour, which includes many social and practical abilities. This is related to the DSM-5 concept of intellectual function, adaptive function, and age onset. DSM-5 and AAIDD both define an adaptive function with three dimensions. Conceptual, social, and practical dimensions help us understand what's happening. Language, literacy, money, time, number concepts, and self-direction are conceptual skills.

Social skills include interpersonal skills, social responsibility, self-esteem, gullibility, naivete, social problem-solving, and the ability to follow rules or obey laws and avoid being victimised.

Practical skills include daily living activities such as personal care, occupational skills, healthcare, travel, transportation, schedules routine, safety, use of money, and use of the telephone. All these skills can be tested using standardised testing.

Let's discuss intellectual disabilities and intelligence testing.

Definition: Intelligence tests measure intellectual functioning. While these tests are useful in the hands of expert psychologists, we shouldn't lay too much stress on scores for children with severe to profound intellectual disabilities.

Explanation: First, the intellectual function is part of the diagnostic. Once the only factor, it's now paired with an adaptable function. IQ and adaptive function measure intelligence. IQ testing often overestimates a child's learning potential. This is clear when a 16-year-old is compared to a 3-year-old. No matter their level, 16-year-olds aren't comparable to 3-year-olds. Intelligence and adaptability. It's better to focus on the 16-year-old and the help they need to develop them.

Third, low IQ values are less dependable and harder to analyse. They help less with child needs. Spending time and effort on an IQ score doesn't always assist enhance a child's skills. With mild intellectual disability, this may be more relevant.

Intelligence tests can be classified as culturally prejudiced. Unstandardized tests can lead to low performance among test-takers. The AAIDD definition includes "additional aspects" beyond intellectual functioning. They emphasise looking at the individual's peers and culture's community context. This includes variances in language, movement, and behavior. They warn against merely looking at a person's disadvantage and say that everyone, regardless of impairment, has strengths to improve on.

The right help can build on these strengths. Our whole-hearted care and support services focus on how to maximise support for people with intellectual disabilities and prepare them for specialised, long-term support. This means we must consider all levels in child-support circles. Intellectual disability isn't just impaired reasoning and learning, though. With help, a person who interacts with others daily can learn and grow.

For more information contact WHCSS:

Email: info@wholeheartedcare.au

Phone: 1300151618/0416938484

Copy of Intellectual Disability and learning

Tue, 22 Nov 2022 03:00:56 GMT

can people with intellectual disabilities learn?

Today, I will examine the notion that children with severe to profound intellectual disabilities are capable of learning. This document will focus on understanding the various learning domains, including early learning and lifetime learning, education and care, and skill development. Now, let's examine what is being learned.

The definition of learning is acquiring new information or abilities. This can be accomplished by instruction, experience, practice, or study. Children with intellectual disabilities are frequently perceived as incapable of learning and incapable of acquiring new information. This is a fallacy. Intellectually disabled individuals can and do learn. When we think about intellectual impairment and how it affects different learning areas, we frequently focus on the intellectual disability itself, yet every child learns and develops skills in multiple learning areas. So, what are the primary developmental learning areas?

There are four primary developmental learning domains. Also known as development areas; physical or body, cognitive or mental capacity, social or communication, and functional ability. In each of these domains, the child acquires skills sequentially and in a particular order. Typical or normal development is described as the average or anticipated growth of specific physical, mental, social, and functional milestones across specific age groups. We shall examine skill development a little bit later.

We can use regular developmental milestones as a reference for children with intellectual disabilities because our goal is always to get the child to the next stage of skill development. Physical or body needs include aspects such as gross and fine motor, meaning large and small muscle movements, and sensory-motor, which involves the body's Physical or body needs include aspects such as gross and fine motor, meaning large and small muscle movements, and sensory-motor, which involve the body's Possessing some memory and focus abilities.

Social skills include communication, the ability to comprehend others or express oneself, as well as sharing and interacting with others. Social and emotional skills include the ability to correctly express feelings to individuals or in groups. Functional ability includes daily actions such as eating, dressing, using the restroom, and bathing. Early and lifelong learning includes playing correctly with items or people and playing with purpose or meaning. There are a variety of developmental stages and factors that influence the development of intellectually disabled children.

Let's proceed to early childhood education and lifelong learning. Early learning implies that a child requires early stimulation and learning for optimal growth. Children develop the foundations for greater ability and future potential through early learning experiences and learning opportunities. When a kid has developmental delays, he or she requires early stimulation and activities to aid in the development of all body and mind systems. Therefore, early childhood education is extremely vital for our children with severe to profound intellectual disabilities. The development of all children is influenced by numerous factors, including early stimulation, in addition to intellectual disability. Some of these aspects include social, psychological, and biological factors that have a significant impact on our early development.

The location and context in which we reside have an impact on our learning possibilities, health, and family structure. This is also true for children with intellectual disabilities. It is vital to remember that the earlier we initiate learning and development stimulation, the better off the learner with severe to profound intellectual disability will be in the future. It is essential to recognise that human development is a continual and lifetime process when it comes to learning. Lifelong education When assessing the development of children and young people with intellectual disabilities, it is essential to examine learning from a lifelong perspective. Personal development occurs throughout a person's lifetime, and we've gained knowledge from a variety of life situations. Play. Play should be a component of early stimulation and learning for children with intellectual disabilities since children learn through play.

The most effective technique to promote a child's development and well-being is through play. When we play, we provide children with the opportunity to engage in activities that promote their growth. We learn by movement, touching items or toys, singing, smiling, and using body language while playing. Play is also the best way for a child to acquire new information or experience. Children play naturally, and when we want to teach them something, we can motivate them to practice new skills in a fun and engaging way by including play. Children can develop their creativity, imagination, functional skills, and physical, cognitive, and emotional strength through play. Play is essential for healthy brain development, and it is through play that young children learn to engage and interact with their environment. Play enables children with severe to profound intellectual disabilities to create, explore, and conquer their fears of the outside world.

When we, as adults and caregivers, play with our children, we teach them new skills that lead to increased self-assurance and the fortitude, or resilience, they will need to confront future obstacles. Let's shift our focus to education and care. It is essential to keep in mind that education occurs outside of official education settings. Education is the process of learning, and learning can occur anywhere. Education occurs through care for our children with intellectual disabilities; how we care for and nurture our children with special needs is crucial to their development. Every day, we can help them learn by communicating with them about something new in their surroundings or simply by tending to their everyday requirements. When caring for children with intellectual disabilities, we can teach them through our physical interactions and the words we use to introduce them to new concepts. Learning can take place not only in a school setting but also in a child's home or community.

We can assist children with severe and profound intellectual disabilities in learning by providing them with early stimulation as well as regular stimulation throughout the day. Stimulation and learning can occur anywhere if we seize the opportunity. Stimulation in learning simply refers to stimulating and motivating learning in various ways. Occasionally, children may require a motivational toy to complete a specific activity. On occasion, a child may benefit from a communication book designed just for them to retain something they have learnt. It is essential to understand that education and care can occur simultaneously and do not require different places. Through the care and stimulation of children with intellectual disabilities, learning is possible.

The last topic I wish to discuss is skill development. Development is a process that can be viewed as the path to acquiring new abilities. To make each region easier to comprehend and monitor, development has been segmented into several sub-areas. A child's skill development simultaneously produces a wide range of abilities. These distinct development regions overlap and mature concurrently, rather than in isolation.

All development areas should be examined together, rather than separately. Commonly, skill development is referred to as developmental milestones, which are typical or average markers of a child's growth. These skill indicators are used to monitor a child's growth when he or she reaches different achievement levels. These average developmental milestones were determined based on when most children are projected to acquire a particular skill within a given time frame or the average range throughout time. When recognising that children with severe to profound intellectual disabilities are capable of learning, we must also remember to modify our expectations of the child before attempting to instruct.

It is recommended that we adhere to conventional developmental norms, but we must adapt and change our techniques based on each child's aptitude. We must also alter our teaching methods so that children with intellectual disabilities can learn in a new manner by making education more participatory and enjoyable.

What is sensory processing?

Sun, 20 Nov 2022 22:33:07 GMT

Sensory processing and sensory processing difficulties

What is Sensory Processing?

SENSORY PROCESSING is the capacity to organise and evaluate the sensory data we receive. The central nervous system (CNS) is responsible for processing sensory information. Our central nervous system consists of the brain and spinal cord. Sensory processing problems can develop when the CNS fails to process sensory information normally.

There are seven systems that contribute to the creation of our sensory experiences.

Tactile Proprioception

Olfactory

Auditory gustation

Sensory Approaches

Sensory Visual Vestibular Processing

Auditory - hearing sense Vision - perception of sight

Vestibular – balancing sense

Tactile - pertaining to the sense of touch

Gustatory - pertaining to the sense of taste

Olfactory - perception of odour

Proprioception - body position perception

Sensory Processing Difficulties

Typically, children with sensory processing issues are:

• over-sensitive / over-responsive or

• under-sensitive / under-responsive.

These sections are grouped into four groups that describe how children cope with a variety of situations.

either excessive or insufficient sensory information.

Children with low sensitivity (Low Registration and Sensory Seeking)

Children with excessive sensitivity (Sensory Avoidance and Sensory Sensitivity)

As you instruct more children with challenges in sensory processing, you will discover certain students are easily categorizable, whereas others are not. For instance, Jack may exhibit every evident sign. Jill may have a combination of sensory sensitivity and low sensory seeking

registration practises. This is commonplace. Children might overlap over various

categories. Additionally, a child's disposition, the time of day, and recent experiences might influence behaviour. The way a child interprets the day.

Do not fret if you are unable to determine which category a youngster falls into. Utilize these classes to guide which research tactics you employ. Keep in mind that each pupil is hardwired

differently and has unique requirements. An approach may work very well for one youngster but not for another. ineffective for someone else. Determine which method works best for each learner by utilising your judgement and trial and error.