Oral motor dysfunction is common in people with CP. The face and tongue are affected and the person can have a hard time swallowing and speech can be affected due to breathing problems and tongue and vocal chord control which results in difficulty communicating; these are considered secondary conditions of cerebral palsy. Other associative conditions such as intellectual impairment, epileptic seizures, hearing impairment, or vision impairment do not result from the same brain injury that caused cerebral palsy, but do occur frequently in those with the condition. It is estimated that approximately 50% of children with CP have some form of learning difficulties, however it must be noted also that some children with CP are very intelligent. Sometimes children with CP have difficulty processing information about shapes, speed and space – this is often referred to as a visual or spatial perception difficulty.
Muscles in the jaw and tongue, required for proper speech and oral movements can be impacted by cerebral palsy which can cause difficulty talking, drooling, chewing and even breathing. Depending on the type of cerebral palsy you have, there are different impairments involving speech. People with spastic cerebral palsy have slow and tend to struggle with oral movements that require a lot of effort. Athetoid cerebral palsy cases have difficulty controlling their face movements. They cannot control their movements that their face makes and vocal cords, this results in random sounds and mumbling.
I. Attention-Deficit Hyperactivity Disorder, more well-known as ADHD, is a disorder that affects 9% of children in the U.S. When left untreated, ADHD can lead the sufferer to be unable to cope in school or socially and possibly leads to depression. ADHD is a hyperactivity disorder with many symptoms that can be treated through therapy, emotional counselling, and use of medications. II. There is a plethora of symptoms when it comes to ADHD.
Katie is seen to have the most severe case of autism between all three kids, while both Stephen and Scott are diagnosed with a high functioning form of autism. In the United States it is estimated that 1 in 68 children are diagnosed with autism, about 1 in 42 boys and 1 in 189 girls are estimated to have this disorder (What is Autism?, 2018). When a child is diagnosed with autism or autism spectrum disorder, it means that the child is having challenges and difficulties with their “social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences” (What is Autism?, 2018). There are many strengths and weaknesses that a child can have when they are autistic, however, not every child will have the same strengths or weakness. Some of the strengths associated with autism can be having a great attention to detail, high skilled in a
Symptoms can cause clinically significant impairment in social, occupational, or other important areas of current functioning. These disturbances are not better explained by intellectual disability or global developmental delay . Furthermore, not until in 1943, when Leo Kanner published his paper ‘Autistic Disturbance of Affective Contact’ were people identified and recognised with a similar definition of what we consider autism to be today . However, for many years Autism Spectrum Disorder was included under the umbrella term of schizophrenia and beforehand they were classified as simply having mental retardation . Consequently, throughout
Autism is a brain development disorder characterized by continuous problems in social communication and interaction, besides with restricted and repetitive patterns of behavior, interests or activities. ASD stands for Autism Spectrum Disorder and can sometimes be referred to as Autistic Spectrum Disorder. As stated by the Medical News Today (2015), Autism Spectrum Disorder is a wide-spectrum disorder. This means that there will be no same people who will have the exact and same symptoms. And as well as experiencing altering combinations of symptoms, because some people will have mild symptoms while others will have severe ones.
PHONOLOGICAL AWARENESS SKILLS OF CHILDREN WITH COCHLEAR IMPLANT Shivraj L Bhimte : Shrikrushna Gawande Introduction : Earliest study in children with hearing impairment reported that, the average high school graduate who was deaf demonstrated a third-to-fourth grade reading level (Furth, 1966; Krose, Lotz, Puffer, & Osberger, 1986). Due to technological advancement recent studies now consistently report that, as a group, school-age children with Cochlear implant demonstrate reading comprehension scores that are near or within the average range compared with their hearing peers (i.e. within 1.5 standard deviations of the mean of their normal-hearing peers; Des Jardin, Ambrose, & Eisenberg, 2008; Geers & Hyes, 2011; Johnson & Goswami, 2010;
In older patients, the skin appears to be loose, and they may become very sleepy, confused or develop changes in behavior. Infants and children who are dehydrated are noted to have sunken eyes and dry mouths. Urination is also less frequent than usual. They may also appear very sleepy, cry a lot, or may refuse to take in any
Prelingual deaf children experience a lag in auditory and visual language access. This will have an effect on the neural organization and the neurocognitive skills which rely on the sensory experiences and the language processing of spoken language (Pisoni et al, 2008). Recent research attempts to study the EF ability in deaf children. Beer et al (2014) reported deficits in attention and inhibitory control in preschoolers with cochlear implant. A parent
Eye problems, like tear duct abnormalities, eye misalignment, “lazy eye” (relying on one eye to see), jerking eye movement, are evident in about two-third of individuals with DS, and resulting in vision impairments (Holbrook, 2006). Hearing and Speech