scholarly journals The Organization of Diagnosis, Care and Funding for Specific Learning and Developmental Disorders (SLDD): A French Regional Experimental Protocol

2022 ◽  
Vol 9 ◽  
Author(s):  
Thiébaut-Noël Willig ◽  
Vincent Henry ◽  
Jean-Claude Netter ◽  
Patrick Contis ◽  
Cécile Castro-Gutierrez ◽  
...  
Keyword(s):  
Developmental Disorders ◽  
Financial Burden ◽  
Healthcare Delivery ◽  
Autism Spectrum ◽  
Learning Disorders ◽  
Evaluation Procedure ◽  
Global Developmental Delay ◽  
Health Care Planning ◽  
Rehabilitation Care ◽  
Specific Learning

Introduction: Access in France to early diagnosis and care for the most severe, but infrequent, Neurodevelopmental Disorders (NDD), autism spectrum disorder and global developmental delay, in children aged 0–7 was improved through measures implemented in 2019. However, there are no such measures for specific learning disorders (SLD), attention, motricity and language disorders (SLDD), despite their annual incidence of between 5 and 8%.Method: We describe the design of a new type of organization and financing of care for SLDD including evaluation procedure, as well as other factors, mainly at the prevention level that will contribute to local and national policy for this frequent health problem. This in response to a national call for projects, commonly called Article 51, targeted innovation in healthcare delivery and funding in the context of medium-term national reform. This provides project stakeholders with the opportunity to set up and implement “bottom-up” projects, mainly using local professionals. A joint initiative by the regional Health Authorities of the Occitanie region, the French Social Security system and a non-profit Association (Occitadys) proposed an experimental new structure of NDD care and funding.Discussion: We here discuss the design of this experiment that aims, over two to three years, to alleviate families' financial burden of care and establish a regional three-tier care system with respect to evaluation, re-education and rehabilitation care. Our approach may benefit SLDD health-care planning, and addresses the questions of prevention, early detection and care-design for families, taking local and socioeconomic disparities into account.

scholarly journals Dropout from Rehabilitation and Its Associated Factors in Children with Developmental Disabilities in Tehran Rehabilitation Centers

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Katayoon Razjouyan ◽  
Mohammad Taghi Yasamy ◽  
Anahita Rezaei ◽  
Rozita Davari-Ashtiani ◽  
Mojgan Khademi ◽  
...  
Keyword(s):  
Associated Factors ◽  
Developmental Disorders ◽  
Dropout Rate ◽  
Family Satisfaction ◽  
Learning Disorders ◽  
Drop Out ◽  
Rehabilitation Services ◽  
Moderate Severity ◽  
Specific Learning

Background: Improvement of the quality of life of people with developmental disorders and their full integration within society requires comprehensive mental, intellectual, and physical rehabilitation. To achieve a favorable outcome, rehabilitation should be delivered in a continuous manner and with small attrition. Research in this area is scarce. Objectives: The current study aimed to determine the incidence of dropout from rehabilitation and its associated factors in children with developmental disorders. Methods: In this prospective study, we recruited 225 children with developmental disorders and their parent (s) seeking rehabilitation services for the first time. They attended different centers in all regions of Tehran during 2016 - 2017. We completed a checklist using semi-structured interviews. The follow-up was performed every three months for at least six months to record the dropout from rehabilitation and the associated factors. Data analysis included the chi-square test and logistic regression. Results: The dropout rate was found to be 10.9% within three months and reached a total of 19.3% in six months. It was significantly associated with the following factors after eliminating confounding effects: (1) poor family satisfaction with the centers in three-month analysis (OR = 10.76; CI: 2.764 - 41.906, P = 0.001) and after six months (OR = 4.51; CI: 1.30 - 15.67, P < 0.02); (2) the type of service sectors (public and charity vs. private) (OR = 7.12; CI: 2.12 - 23.93, P = 0.002); (3) moderate severity of the developmental disorder in three-month analysis (OR = 4.55; CI: 1.24 - 16.78, P < 0.03); (4) child's perceived “lack of cooperation” in attending rehabilitation sessions in six months (OR = 6.79; CI: 1.42 - 32.53, P < 0.02); and (5) the type of developmental disability (specific learning disorder vs. others) in six months (OR = 6.68; CI: 2.85 - 15.65, P < 0.001). In the open questions, the high cost of services was stated as the most important reason for dropout. Conclusions: Our findings indicate that dropout was associated with family dissatisfaction with the low quality of services, mainly in the public and charity centers. Children with disabilities of moderate severity were most likely to drop out from rehabilitation. Specific learning disorders seem to be the most challenging type of disability that leads to the highest dropout rates. The findings provide opportunities for further research in this area and to gain more information to render rehabilitation services more efficiently.

scholarly journals The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship

2017 ◽  
Vol 14 (38) ◽  
Author(s):  
Laura Elvira Prino ◽  
Tiziana Pasta ◽  
Francesca Giovanna Maria Gastaldi ◽  
Claudio Longobardi
Keyword(s):  
Down Syndrome ◽  
Autism Spectrum Disorders ◽  
Student Teacher ◽  
Autism Spectrum ◽  
Learning Disorders ◽  
Attention Deficits ◽  
Student Teacher Relationship ◽  
Spectrum Disorders ◽  
Specific Learning

Introducción. A pesar de la clara importancia de la relación estudiante-profesor, los estudios raramente han abarcado los sujetos con necesidades educativas especiales. Nuestra investigación se centró en las diferencias percibidas por los profesores en sus relaciones con estos estudiantes.Método. Describimos los resultados obtenidos con diferentes grupos de niños con necesidades educativas especiales: TEA (N = 14), el Síndrome de Down (N = 18), Trastornos del Aprendizaje (N = 38) y TDAH (N = 56).Resultados. Nuestra investigación encontró que los lazos sociales formados por los niños con necesidades especiales son diferentes al menos en un aspecto relacional de los lazos formados por los niños del Grupo de Control, con la única excepción de los niños con Síndrome de Down.Discusión y Conclusión. La dimensión Cercanía se vio obstaculizada en el caso de los niños que sufren TEA o TDAH. Además, en las relaciones de Dependencia, los niños con Trastornos del Aprendizaje sufrieron un incremento en esta dimensión.

Disorders of Development

2010 ◽  
pp. 551-574
Author(s):  
V. Mark Durand
Keyword(s):  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Early Adulthood ◽  
Learning Disorders ◽  
Future Research ◽  
Hyperactivity Disorder ◽  
Asperger Disorder ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Clinically Significant

Disorders of development include a range of problems first evidenced in childhood. Although most disorders have their origins in childhood, a few fully express themselves before early adulthood. This chapter describes the nature, assessment, and treatment of the more common disorders that are revealed in a clinically significant way during a child’s developing years. The disorders of development affect a range of functioning, from single skills deficits to more pervasive problems that negatively impact a child’s ability to function. Included is coverage of several disorders usually diagnosed first in infancy, childhood, or adolescence, including attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, learning disorders, communication and related disorders, pervasive developmental disorders (including autistic disorder and Asperger disorder), and intellectual disabilities. Recommendations for future research on the potential for advancing knowledge regarding spectrums within some of these disorders, as well as recommendations for treatment, are outlined.

scholarly journals Early Diagnostics and Early Intervention in Neurodevelopmental Disorders—Age-Dependent Challenges and Opportunities

2021 ◽  
Vol 10 (4) ◽  
pp. 861
Author(s):  
Mijna Hadders-Algra
Keyword(s):  
Early Intervention ◽  
High Risk ◽  
Early Detection ◽  
Developmental Disorders ◽  
Familial Risk ◽  
Brain Structures ◽  
Autism Spectrum ◽  
First Year ◽  
Early Diagnostics ◽  
Challenges And Opportunities

This review discusses early diagnostics and early intervention in developmental disorders in the light of brain development. The best instruments for early detection of cerebral palsy (CP) with or without intellectual disability are neonatal magnetic resonance imaging, general movements assessment at 2–4 months and from 2–4 months onwards, the Hammersmith Infant Neurological Examination and Standardized Infant NeuroDevelopmental Assessment. Early detection of autism spectrum disorders (ASD) is difficult; its first signs emerge at the end of the first year. Prediction with the Modified Checklist for Autism in Toddlers and Infant Toddler Checklist is possible to some extent and improves during the second year, especially in children at familial risk of ASD. Thus, prediction improves substantially when transient brain structures have been replaced by permanent circuitries. At around 3 months the cortical subplate has dissolved in primary motor and sensory cortices; around 12 months the cortical subplate in prefrontal and parieto-temporal cortices and cerebellar external granular layer have disappeared. This review stresses that families are pivotal in early intervention. It summarizes evidence on the effectiveness of early intervention in medically fragile neonates, infants at low to moderate risk, infants with or at high risk of CP and with or at high risk of ASD.

scholarly journals Health-Related Quality of Life in Children with Developmental Disorders

2021 ◽  
Author(s):  
Marina M. Schoemaker ◽  
Suzanne Houwen
Keyword(s):  
Quality Of Life ◽  
Developmental Disorders ◽  
Developmental Coordination Disorder ◽  
Autism Spectrum ◽  
Future Research ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related ◽  
Lower Hrqol

Abstract Purpose of Review (1) To give an overview of what is currently known about health-related quality of life (HRQoL) in three common and co-occurring developmental disorders: attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASD), and developmental coordination disorder (DCD), and (2) to provide directions for future research. Recent Findings HRQoL is compromised in all three developmental disorders, affecting various domains of HRQoL. However, some domains are more affected than others depending on the nature of the core deficits of the disorder. Overall, parents’ rate HRQoL of their children lower than the children themselves. Children with ASD and ADHD with co-occurring disorders have lower HRQoL compared to those with singular disorders. Future studies in DCD are needed to investigate the effect of co-occurring disorder in this population. Summary Children with developmental disorders have lower HRQoL than typically developing children. Future research should focus on the effects of co-occurring disorders on HRQoL and on protective factors that may increase HRQoL. HRQoL should be a part of clinical assessment, as it reveals the areas in life children are struggling with that could be targeted during intervention.

AUTMINER: A SYSTEM FOR EXTRACTING ASD-RELATED GENES USING TEXT MINING

2011 ◽  
Vol 19 (01) ◽  
pp. 113-125 ◽  
Author(s):  
LEJUN GONG ◽  
XIAO SUN ◽  
DONGKE JIANG ◽  
SHENGTAO GONG
Keyword(s):  
Autism Spectrum Disorders ◽  
Text Mining ◽  
Genetic Screening ◽  
Gene Network ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Major Focus ◽  
Genetic Complexity ◽  
Spectrum Disorders ◽  
Reference Tool

Autism spectrum disorders (ASD) represent a group of developmental disorders with strong genetic underpinnings. To explore the genetic complexity of ASD, we developed AutMiner (), a public web-portal for the collection of genes linked to ASD, and the implementation of an autism-centre network. AutMiner extracts candidate genes associated with ASD using text mining from 9276 abstracts. Compared to other recent systems, gene entries are richer to provide a reference for clinical geneticists. AutMiner also constructs ASD-related network consisting of autism-gene network and gene-gene network. To the best of our knowledge, this is the first web example of ASD-related network. The major focus of AutMiner is to offer a valuable reference tool for clinical geneticists in establishing and implementing effective genetic screening programmes for those patients with ASD.

scholarly journals Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

2020 ◽  
Vol 11 ◽  
Author(s):  
Linda Visser ◽  
Julia Kalmar ◽  
Janosch Linkersdörfer ◽  
Ruth Görgen ◽  
Josefine Rothe ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Learning Disorders ◽  
Specific Learning

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

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