Assessment of Executive Functions in School-Aged Children: Challenges and Solutions for the SLP

2014 ◽  
Vol 15 (4) ◽  
pp. 151-163 ◽  
Author(s):  
Jill K. Fahy
Keyword(s):  
Developmental Disorders ◽  
Rating Scales ◽  
Language Disorders ◽  
Executive Dysfunction ◽  
Mental Health Disorders ◽  
Learning Disorders ◽  
Academic Problems ◽  
School Aged Children ◽  
Health Disorders ◽  
Specific Profile

The assessment of executive function (EF) deficits in school-aged children has become an area of increased interest and need for speech-language pathologists (SLPs) working in educational settings. Various challenges exist that complicate the assessment of executive dysfunction (EDF) in students, among them the fact that EDF is present within a heterogeneous mix of developmental disorders. The resulting communication, behavioral, and academic problems addressed by the SLP, educators, and parents are frequently an interwoven mix of language disorders, social disorders, learning disorders, and/or mental health disorders—each of which is known to present with EDF. Furthermore, there is no one specific profile of EDF. The SLP must evaluate for each student's individual EF profile, while also taking into account foundations of language or social cognition. Questionnaires, informal observations, standardized rating scales, and standardized EF tests are available that can provide diagnostic insight for SLPs working with students who display EDF.

Cosleeping and Behavioral Sleep Problems in School-aged Children with Neurodevelopmental and Mental Health Disorders

2018 ◽  
Vol 32 (3) ◽  
pp. 483-487
Author(s):  
María-Felisa Bastida-Pozuelo ◽  
Lisa J. Meltzer ◽  
María-Montserrat Sánchez-Ortuño
Keyword(s):  
Mental Health ◽  
Sleep Problems ◽  
Mental Health Disorders ◽  
School Aged Children ◽  
Health Disorders

Child and Adolescent Mental-Health Disorders

2014 ◽  
Author(s):  
Susan Frauenholtz ◽  
Amy Mendenhall
Keyword(s):  
Mental Health ◽  
Children And Adolescents ◽  
Social Workers ◽  
Service Providers ◽  
Mental Health Disorders ◽  
Learning Disorders ◽  
Separation Anxiety Disorder ◽  
Children And Families ◽  
Oppositional Defiant ◽  
Health Disorders

Mental-health disorders are widely prevalent in children and adolescents, and social workers are the primary service providers for children and families experiencing these disorders. This entry provides an overview of some of the most commonly seen disorders in children and adolescents: attention deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, separation anxiety disorder, and specific learning disorders. The prevalence, course, diagnostic criteria, assessment guidelines, and treatment interventions are reviewed for each disorder. In addition, the key role of social workers in the identification and intervention of these disorders, as well as ways social workers can support the children and families experiencing these disorders, is discussed.

National child developmental and mental health disorders screening policy in Thailand

2017 ◽  
Vol 41 (S1) ◽  
pp. S335-S335
Author(s):  
A. Benjaponpitak
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Child Development ◽  
Developmental Disorders ◽  
Mental Health Problems ◽  
Mental Health Disorders ◽  
Health Problems ◽  
Developmental Screening ◽  
Annual Data ◽  
Health Disorders

BackgroundDevelopmental disorders and mental health problems result in less optimal outcomes in children. Although awareness among the public had been improving, there was paucity of early identification frameworks, care pathways as well as the process of monitoring and evaluation in Thailand.ObjectiveTo develop appropriate National child mental health policy in Thailand.AimTo promote developmental and mental health outcomes of children.MethodCurrent child development and mental health research as well as policy development were reviewed. The framework of development together with major mental health disorders screening and intervention among children has been studied and established as a major policy in Thailand since 2014. The National developmental screening has been implemented in children aged 9, 18, 30 and 42 months. District level hospitals have been coached to facilitate Health promotion schools to screen and provide early intervention for grade 1 students with mental health problems. Annual data has been collected and analyzed to reflect the milestones of child development and mental health prevention-promotion policy in Thailand.ResultThe coverage of National developmental screening ranges from 70–80% of children. About 20% of preschoolers are at risk of language delay while nearly 20% of grade 1 children are at risk of emotional, behavioral and learning problems. Parental awareness is the major challenge for those with limited financial resources.ConclusionInvestments in early childhood development are needed. The pathways to develop the appropriate intervention requires further collaboration among stakeholders.Disclosure of interestThe author has not supplied his declaration of competing interest.

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