Autism

Autism spectrum disorder (ASD) is considered a developmental disability that is characterized by challenges with speech, language and non-verbal communication, social skills and repetitive behaviors. These individuals have difficulty forming and maintaining relationships, engage in stereotypical or repetitive motor movements, have fixated interests, and often have difficulty processing sensory information. These deficits do not look the same in every individual and. It should be noted that can range greatly in severity these individuals often have very unique strengths and according to the Centers for Disease Control and Prevention (CDC), almost half demonstrate average or above average intelligence. Some typical signs of autism include: Deficits in social interaction – avoids eye contact, prefers to be alone, can’t understand others’ feelings Delayed communication – speech and language deficits Echolalia – repeats words/phrases over and over Tendency to engage in repetitive behaviors Restricted interests Difficulty tolerating changes to routine or environment Sensory processing problems – responds unusually to touch, sound, light, etc.
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Sensory Processing Disorder

Sensory processing disorder and sensory integration dysfunction occur when children have difficulty processing normal information from their typical senses – sound, sight, smell, taste, touch and hearing, and two hidden senses – proprioceptive (where they are in space) and vestibular (movement). The exact cause is not known, but this is commonly seen in children with autism or Asperger’s disorder as well as other developmental disabilities. Children with sensory processing disorder and sensory integration dysfunction cannot properly process sensations from the outside world and therefore, have difficulty with even ordinary tasks. Symptoms can include, but not limited to: Withdrawing when touched Oversensitivity to odors Refusal to eat certain foods due to the feel Hypersensitivity to certain fabrics Appearing clumsy Having difficulty calming oneself Being overly sensitive to sound and much more. Attention Deficit Hyperactivity Disorder (ADHD) ADHD is one of the most common neurodevelopment disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. Types of ADHD There are three different ways ADHD presents itself, depending on which types of symptoms are strongest in the individual: Inattentive Type: It is hard for the individual to organize or finish a task, to pay attention to details, or to follow instructions or conversations. The person is easily distracted or forgets details of daily routines. Hyperactive-Impulsive Type: The person fidgets and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the person to wait their turn or listen to directions. A person with impulsiveness may have more accidents and injuries than others. Combined Presentation: Symptoms of the above two types are equally present in the person.
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Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is one of the most common neurodevelopment disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.
Types of ADHD
There are three different ways ADHD presents itself, depending on which types of symptoms are strongest in the individual:
Inattentive Type: It is hard for the individual to organize or finish a task, to pay attention to details, or to follow instructions or conversations. The person is easily distracted or forgets details of daily routines.
Hyperactive-Impulsive Type: The person fidgets and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the person to wait their turn or listen to directions. A person with impulsiveness may have more accidents and injuries than others.
Combined Presentation: Symptoms of the above two types are equally present in the person.

Some typical signs of autism include:

Deficits in social interaction – avoids eye contact, prefers to be alone, can’t understand others’ feelings

Delayed communication – speech and language deficits

Echolalia – repeats words/phrases over and over

Tendency to engage in repetitive behaviors

Restricted interests

Difficulty tolerating changes to routine or environment

Sensory processing problems – responds unusually to touch, sound, light, etc.

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Learning Disorder (LD)

Many children may struggle in school with some topics or skills from time to time. When children try hard and still struggle with a specific set of skills over time, it could be a sign of a learning disorder. Having a learning disorder means that a child has difficulty in one or more areas of learning, even when overall intelligence or motivation is not affected. Type of LD Dyslexia – difficulty with reading Dyscalculia – difficulty with math Dysgraphia – difficulty with writing

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Down Syndrome (Intellectual Disability)

Down Syndrome occurs when there is a full or partial extra copy of chromosome 21. This additional genetic material alters the course of development and produces common traits for children with Down Syndrome. A few common physical traits that occur are low muscle tone, low strength, difficulty attaining normal development milestones, walking difficulties and looseness of ligaments. Children with Down Syndrome most often have cognitive and neurological delays with difficulty processing normal activities. However, this is usually mild to moderate, affecting normal tasks and interactions.
 
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Language and Speech Delay

ADHD is one of the most common neurodevelopment disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.
Types of ADHD
There are three different ways ADHD presents itself, depending on which types of symptoms are strongest in the individual:
Inattentive Type: It is hard for the individual to organize or finish a task, to pay attention to details, or to follow instructions or conversations. The person is easily distracted or forgets details of daily routines.
Hyperactive-Impulsive Type: The person fidgets and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the person to wait their turn or listen to directions. A person with impulsiveness may have more accidents and injuries than others.
Combined Presentation: Symptoms of the above two types are equally present in the person.

Some typical signs of autism include:

Deficits in social interaction – avoids eye contact, prefers to be alone, can’t understand others’ feelings

Delayed communication – speech and language deficits

Echolalia – repeats words/phrases over and over

Tendency to engage in repetitive behaviors

Restricted interests

Difficulty tolerating changes to routine or environment

Sensory processing problems – responds unusually to touch, sound, light, etc.

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Fine Motor Delay and Handwriting Difficulties

Fine motor is defined as your child’s ability to manipulate their body in very coordinated ways, especially the hands and fingers. It takes a lot of coordination and skill to manipulate smaller and smaller objects, especially as we grow, eventually learning to write. Children can have delays in their ability to manipulate everyday objects and often appear clumsy. With different neurological disorders a child may not keep up with his / her peers when grasping objects, holding them, bringing them to their mouth, stacking small objects.For older children, this delay can cause difficulties in handwriting and doing more complex tasks with fine precision.
 
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                              Enuresis (Bed Wetting)

Urinary incontinence (enuresis) is the loss of bladder control. In children younger than age 3, it’s normal to not have full bladder control. As children get older, they become more able to control their bladder. Wetting is called enuresis when it happens in a child who is old enough to control their bladder. Enuresis can happen during the day or at night. It can be a frustrating condition. But it’s important to be patient and remember that it’s not your child’s fault. A child does not have control over enuresis. And there are many ways to treat it and help your child.

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Cerebral palsy (CP)

Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture. CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles. CP is caused by abnormal brain development or damage to the developing brain that affects a person’s ability to control his or her muscles.

The symptoms of CP vary from person to person. A person with severe CP might need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care. A person with mild CP, on the other hand, might walk a little awkwardly, but might not need any special help. CP does not get worse over time, though the exact symptoms can change over a person’s lifetime.
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