Communication disorders and emotional/behavioral disorders in children and adolescents

1990 ◽  
Vol 20 (2) ◽  
pp. 187
Keyword(s):  
Children And Adolescents ◽  
Behavioral Disorders ◽  
Communication Disorders ◽  
Emotional Behavioral Disorders

Communication Disorders: Prevalence and Comorbid Intellectual Disability, Autism, and Emotional/Behavioral Disorders

2007 ◽  
Vol 16 (4) ◽  
pp. 359-367 ◽  
Author(s):  
Judith Pinborough-Zimmerman ◽  
Robert Satterfield ◽  
Judith Miller ◽  
Deborah Bilder ◽  
Shaheen Hossain ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Behavioral Disorders ◽  
Communication Disorders ◽  
Emotional Behavioral Disorders

Communication Disorders and Emotional/Behavioral Disorders in Children and Adolescents

1990 ◽  
Vol 55 (2) ◽  
pp. 179-192 ◽  
Author(s):  
Barry M. Prizant ◽  
Lisa R. Audet ◽  
Grace M. Burke ◽  
Lauren J. Hummel ◽  
Suzanne R. Maher ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Psychiatric Disorders ◽  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Emotional And Behavioral Disorders ◽  
Communication Disorders ◽  
Emotional And Behavioral Problems ◽  
High Rate ◽  
Speech Language Pathologists ◽  
Child Psychiatric

Recent research in child psychiatry has demonstrated a high prevalence of speech, language, and communication disorders in children referred to psychiatric and mental health settings for emotional and behavioral problems. Conversely, children referred to speech and language clinics for communication disorders have been found to have a high rate of diagnosable psychiatric disorders. Most of the emerging knowledge regarding relationships between communication disorders and psychiatric disorders has been presented in the child psychiatric literature. Speech-language pathologists and audiologists also need to be familiar with this information; an understanding of the complex interrelationships between communication disorders and emotional and behavioral disorders is important for diagnosis, assessment, and treatment. The purpose of this article is to review recent research and discuss clinical implications for professionals in speech-language pathology and audiology working with children and adolescents who have, or who are at risk for, developing emotional and behavioral disorders. Issues to be addressed include differential diagnosis, prevention, intervention, and the role of speech-language pathologists serving these children and adolescents.

Evaluation of the spectrum of therapeutic activity of a complex phytopreparation in children and adolescents with emotional-behavioral disorders

2009 ◽  
Author(s):  
А.В. Пекониди ◽  
Н.В. Вострокнутов
Keyword(s):  
Children And Adolescents ◽  
Behavioral Disorders ◽  
Emotional Behavioral Disorders ◽  
Therapeutic Activity

Статья посвящена современным подходам к комплексному лечению детей с эмоционально-поведенческими проблемами, высоким уровнем психомоторного беспокойства с повышенной поведенческой активностью, ситуационной тревожностью, психосоматическими расстройствами преимущественно со стороны кожной и дыхательной систем, а также низким уровнем социального адаптирования, что проявляется в снижении школьной успеваемости и трудностях в межличностных отношениях. В исследовании приняло участие 60 детей из семей социального риска с высоким уровнем внутрисемейного стресса, получавших консультативно-диагностическую и социореабилитационную помощь в Центре социально-психологической помощи семье (г. Москва). В соответствии с принятой в России периодизацией, а также с учетом психоэмоционального статуса и социального функционирования обследованные дети разделены на следующие подгруппы – дети дошкольного возраста от 4 до 6 лет включительно (12 человек); от 7 до 11 лет (16 человек) и 12–16 лет дети (32 человека). Группа детей малолетнего возраста до 11 лет составила 28 человек (средний возраст 7,8 года); группа подростков составила 32 человека (средний возраст 13,5 года). Динамика состояния оценивалась на 7/14/28/56 дни наблюдения, параллельно с проводимыми социотерапевтическими мероприятиями. В ходе исследования получены данные, свидетельствующие о том, что курсовая длительная (не менее двух месяцев) терапия детей и подростков с эмоционально-поведенческими расстройствами, характеризующимися доминированием тревожного «избегающего» поведения, приводит к повышению субъективного самочувствия, нормализации настроения с уменьшением эмоциональной лабильности и снижением тревожности. Случаев выявления противопоказаний в процессе терапии не наблюдалось.

Socioemotional Aspects of Language and Social-Communication Disorders in Young Children and Their Families

1993 ◽  
Vol 2 (3) ◽  
pp. 56-71 ◽  
Author(s):  
Barry M. Prizant ◽  
Elaine C. Meyer
Keyword(s):  
Young Children ◽  
Behavioral Disorders ◽  
Social Communication ◽  
Family System ◽  
Relevant Literature ◽  
Communication Disorders ◽  
Emotional Behavioral Disorders ◽  
Communication Disorder ◽  
The Family ◽  
Social Communication Disorders

Awareness of socioemotional issues related to childhood communication disorders is increasing. Three themes in recent research have obligated speech-language pathologists to become better educated in socioemotional issues: (a) the interdependence of communication, language, and socioemotional development; (b) the high co-occurrence of communication and emotional/behavioral disorders in children; and (c) the significant effect of a childhood communication disorder on the family system. In this article, relevant literature on these topics is reviewed, and implications for working with young children and their families are presented.

Early manifestations of behavioral disorders in children and adolescents

2004 ◽  
Vol 80 (7) ◽  
pp. 21-27 ◽  
Author(s):  
Eugênio Grillo ◽  
Ronaldo J. M. da Silva
Keyword(s):  
Children And Adolescents ◽  
Behavioral Disorders

Risperidone-treated Children and Adolescents with Behavioral Disorders: Do Drug Dose and Patients’ Gender and Age Relate to Drug and Metabolite Plasma Levels?

2017 ◽  
Vol 41 (S1) ◽  
pp. S104-S104
Author(s):  
D. Piacentino ◽  
M. Grözinger ◽  
A. Saria ◽  
F. Scolati ◽  
D. Arcangeli ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Children And Adolescents ◽  
Behavioral Disorders ◽  
Plasma Levels ◽  
Linear Models ◽  
Parent Drug ◽  
Drug Dose ◽  
Cut Elimination ◽  
Younger Patients ◽  
Gender And Age

IntroductionBehavioral disorders, such as conduct disorder, influence choice of treatment and its outcome. Less is known about other variables that may have an influence.Objectives/AimsWe aimed to measure the parent drug and metabolite plasma levels in risperidone-treated children and adolescents with behavioral disorders and investigate the role of drug dose and patients’ gender and age.MethodsWe recruited 115 children/adolescents with DSM-5 behavioral disorders (females = 24; age range: 5–18 years) at the Departments of Psychiatry of the Hospitals of Bolzano, Italy, and Innsbruck, Austria. We measured risperidone and its metabolite 9-hydroxyrisperidone plasma levels and the parent drug-to-metabolite ratio in the plasma of all patients by using LC-MS/MS. A subsample of 15 patients had their risperidone doses measured daily. We compared risperidone and 9-hydroxyrisperidone plasma levels, as well as risperidone/9-hydroxyrisperidone ratio, in males vs. females and in younger (≤ 14 years) vs. older (15–18 years) patients by using Mann-Whitney U test. We fitted linear models for the variables “age” and “daily risperidone dose” by using log-transformation, regression analysis and applying the R2 statistic.ResultsFemales had significantly higher median 9-hydroxyrisperidone plasma levels (P = 0.000). Younger patients had a slightly lower median risperidone/9-hydroxyrisperidone ratio (P = 0.052). At the regression analysis, daily risperidone doses and metabolite, rather than parent drug–plasma levels were correlated (R2 = 0.35).ConclusionsGender is significantly associated with plasma levels, with females being slower metabolizers than males. Concerning age, younger patients seem to be rapid metabolizers, possibly due to a higher activity of CYP2D6. R2 suggests a clear-cut elimination of the metabolite.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The Use of the Concrete-representational-abstract (CRA) Sequence to Improve Mathematical Outcomes for Elementary Students with Emotional Behavioral Disorders

2021 ◽  
Author(s):  
Margaret M Flores ◽  
Vanessa M Hinton
Keyword(s):  
Elementary Students ◽  
Behavioral Disorders ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Emotional Behavioral Disorders ◽  
Teaching Mathematics ◽  
Teaching Sequence ◽  
Positive Effects ◽  
Students With Ebd

The concrete-representational-abstract (CRA) sequence is an explicit methodology for teaching mathematics that has been shown to have positive effects for students with EBD. This teaching sequence fosters conceptual understanding and mathematical thinking. This article describes how a teacher used explicit CRA instruction with two elementary students with EBD. Its aims are to describe and provide rationale for CRA instruction. We will describe lesson activities, methods, materials, and procedures. Finally, we will offer suggestions for implementation.

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