What Is ADHD? Lisa's son Jack had always been a handful.

Even as a preschooler, he would tear through the house like a tornado, shouting, roughhousing, and climbing the furniture. No toy or activity ever held his interest for more than a few minutes and he would often dart off without warning, seemingly unaware of the dangers of a busy street or a crowded mall. It was exhausting to parent Jack, but Lisa hadn't been too concerned back then. Boys will be boys, she figured. But at age 8, he was no easier to handle. It was a struggle to get Jack to settle down long enough to complete even the simplest tasks, from chores to homework. When his teacher's comments about his inattention and disruptive behavior in class became too frequent to ignore, Lisa took Jack to the doctor, who recommended an evaluation for attention deficit hyperactivity disorder (ADHD).

ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors: 1. an inattentive type, with signs that include:

problems with interrupting or intruding

3. a combined type, which involves a combination of the other two types and is the most common Although it can be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And they have difficulty controlling their behavior without medication or behavioral therapy. Diagnosis Because there's no test that can determine the presence of ADHD, a diagnosis depends on a complete evaluation. Many children and adolescents diagnosed with ADHD are evaluated and treated by primary care doctors including pediatricians and family practitioners, but your child may also be referred to one of several different specialists (psychiatrists, psychologists, neurologists) especially when the diagnosis is in doubt, or if there are other concerns, such as Tourette syndrome, a learning disability, anxiety, or depression. To be considered for a diagnosis of ADHD:

inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities

difficulty with sustained attention in tasks or play activities apparent listening problems difficulty following instructions problems with organization avoidance or dislike of tasks that require mental effort tendency to lose things like toys, notebooks, or homework distractibility forgetfulness in daily activities

ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it's not yet understood why. Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details. Of course, all kids (especially younger ones) act this way at times, particularly when they're anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and occur in different settings. They impair a child's ability to function socially, academically, and at home. The good news is that with proper treatment, kids with ADHD can learn to successfully live with and manage their symptoms. Symptoms

2. a hyperactive-impulsive type, with signs that include:

a child must display behaviors from one of the three subtypes before age 7

fidgeting or squirming

difficulty remaining seated excessive running or climbing difficulty playing quietly always seeming to be "on the go" excessive talking blurting out answers before hearing the full question difficulty waiting for a turn or in line

these behaviors must be more severe than in other kids the same age

the behaviors must last for at least 6 months the behaviors must occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships)

The behaviors must also not only be linked to stress at home. Kids who have experienced adivorce, a move, an illness, a change in school, or other significant life event may suddenly begin to act out or become forgetful. To avoid a misdiagnosis, it's important to

consider whether these factors played a role in the onset of symptoms First, your child's doctor will take a medical history by performing a physical examination and asking you about any concerns and symptoms, your child's past health, your family's health, any medications your child is taking, any allergies your child may have, and other issues. The doctor may also check hearing and vision so other medical conditions can be ruled out. Because some emotional conditions, such as extreme stress, depression, and anxiety, can also look like ADHD, you'll fill out questionnaires to help rule them out. You'll be asked many questions about your child's development and behaviors at home, school, and among friends. Other adults who see your child regularly (like teachers, who are often the first to notice ADHD symptoms) probably will be consulted, too. An educational evaluation, which usually includes a school psychologist, may also be done. It's important for everyone involved to be as honest and thorough as possible about your child's strengths and weaknesses. Causes of ADHD ADHD is not caused by poor parenting, too much sugar, or vaccines. ADHD has biological origins that aren't yet clearly understood. No single cause has been identified, but researchers are exploring a number of possible genetic and environmental links. Studies have shown that many kids with ADHD have a close relative who also has the disorder. Although experts are unsure whether this is a cause of the disorder, they have found that certain areas of the brain are about 5% to 10% smaller in size and activity in kids with ADHD. Chemical changes in the brain also have been found.

Recent research also links smoking during pregnancy to later ADHD in a child. Other risk factors may include premature delivery, very low birth weight, and injuries to the brain at birth. Some studies have even suggested a link between excessive early television watching and future attention problems. Parents should follow the American Academy of Pediatrics' (AAP) guidelines, which say that children under 2 years old should not have any "screen time" (TV, DVDs or videotapes, computers, or video games) and that kids 2 years and older should be limited to 1 to 2 hours per day, or less, of quality television programming. Related Problems One of the difficulties in diagnosing ADHD is that it's often found in conjunction with other problems. These are called coexisting conditions, and about two thirds of kids with ADHD have one. The most common coexisting conditions are: Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) At least 35% of kids with ADHD also have oppositional defiant disorder, which is characterized by stubbornness, outbursts of temper, and acts of defiance and rule breaking. Conduct disorder is similar but features more severe hostility and aggression. Kids who have conduct disorder are more likely to get in trouble with authority figures and, later, possibly with the law. Oppositional defiant disorder and conduct disorder are seen most commonly with the hyperactive and combined subtypes of ADHD. Mood Disorders About 18% of kids with ADHD, particularly the inattentive subtype, also experience depression. They may feel inadequate, isolated, frustrated by school failures and social problems, and have low selfesteem. Anxiety Disorders

Anxiety disorders affect about 25% of kids with ADHD. Symptoms include excessive worry, fear, or panic, which can also lead to physical symptoms such as a racing heart, sweating, stomach pains, and diarrhea. Other forms of anxiety that can accompany ADHD are obsessive-compulsive disorder and Tourette syndrome, as well as motor or vocal tics (movements or sounds that are repeated over and over). A child who has symptoms of these other conditions should be evaluated by a specialist. Learning Disabilities About half of all kids with ADHD also have a specific learning disability. The most common learning problems are with reading (dyslexia) and handwriting. Although ADHD isn't categorized as a learning disability, its interference with concentration and attention can make it even more difficult for a child to perform well in school. If your child has ADHD and a coexisting condition, the doctor will carefully consider that when developing a treatment plan. Some treatments are better than others at addressing specific combinations of symptoms. Treating ADHD ADHD can't be cured, but it can be successfully managed. Your child's doctor will work with you to develop an individualized, longterm plan. The goal is to help a child learn to control his or her own behavior and to help families create an atmosphere in which this is most likely to happen. In most cases, ADHD is best treated with a combination of medication and behavior therapy. Any good treatment plan will require close follow-up and monitoring, and your doctor may make adjustments along the way. Because it's important for parents to actively participate in their child's treatment plan, parent education is also considered an important part of ADHD management. Medications

Several different types of medications may be used to treat ADHD:

setting up a system of consistent rewards for appropriate behaviors and negative consequences for inappropriate ones

Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well whether it's sports, art, or music can boost social skills and self-esteem.

Stimulants are the best-known treatments they've been used for more than 50 years in the treatment of ADHD. Some require several doses per day, each lasting about 4 hours; some last up to 12 hours. Possible side effects include decreased appetite, stomachache, irritability, and insomnia. There's currently no evidence of long-term side effects.

Here are examples of behavioral strategies that may help a child with ADHD:

Alternative Treatments Currently, the only ADHD therapies that have been proven effective in scientific studies are medications and behavioral therapy. But your doctor may recommend additional treatments and interventions depending on your child's symptoms and needs. Some kids with ADHD, for example, may also need special educational interventions such as tutoring, occupational therapy, etc. Every child's needs are different. A number of other alternative therapies are promoted and tried by parents including: megavitamins, body treatments, diet manipulation, allergy treatment, chiropractic treatment, attention training, visual training, and traditional one-on-one "talking" psychotherapy. However, scientific research has not found them to be effective, and most have not been studied carefully, if at all. Parents should always be wary of any therapy that promises an ADHD "cure." If you're interested in trying something new, speak with your doctor first. What is Autism? What Causes Autism? Autism is known as a complex developmental disability. Experts believe that Autism presents itself during the first three years of a person's life. The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the person's communication and social interaction skills. People with autism have issues with non-verbal communication, a wide range of social interactions, and activities that include an element of play and/or banter.

Create a routine. Try to follow the same schedule every day, from wake-up time to bedtime. Post the schedule in a prominent place, so your child can see what's expected throughout the day and when it's time for homework, play, and chores.

Nonstimulants were approved for treating ADHD in 2003. These appear to have fewer side effects than stimulants and can last up to 24 hours.

Get organized. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them.

Antidepressants are sometimes a treatment option; however, in 2004 the U.S. Food and Drug Administration (FDA) issued a warning that these drugs may lead to a rare increased risk of suicide in children and teens. If an antidepressant is recommended for your child, be sure to discuss these risks with your doctor.

Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework.

Limit choices. Offer a choice between two things (this outfit, meal, toy, etc., or that one) so that your child isn't overwhelmed and overstimulated.

Medications can affect kids differently, and a child may respond well to one but not another. When determining the correct treatment, the doctor might try various medications in various doses, especially if your child is being treated for ADHD along with another disorder. Behavioral Therapy Research has shown that medications used to help curb impulsive behavior and attention difficulties are more effective when combined with behavioral therapy. Behavioral therapy attempts to change behavior patterns by:

Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of responsibilities.

Use goals and rewards. Use a chart to list goals and track positive behaviors, then reward your child's efforts. Be sure the goals are realistic (think baby steps rather than overnight success).

Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behavior. Younger kids may simply need to be distracted or ignored until they display better behavior.

reorganizing a child's home and school environment giving clear directions and commands

What is ASD? ASD stands for Autism Spectrum Disorder and can sometimes be referred to as Autistic Spectrum Disorder. In this text Autism and ASD mean the same. ASDs are any developmental disabilities that have been caused by a brain abnormality. A person with an ASD typically has difficulty with social and communication skills.

very little eye contact. However, as health care professionals, teachers and others are improving their ability to detect signs of autism at an earlier age than before, eye contact among people with autism is improving. In many cases, if the symptoms are not severe, the person can be taught that eye contact is important for most people and he/she will remember to look people in the eye.

Almost everybody on this planet prefers to talk about himself/herself more than other people; it is human nature. The person with autism will usually do so even more. Physical contact A number of children with an ASD do not like cuddling or being

A person with autism may often miss the cues we give each other A person with ASD will typically also prefer to stick to a set of behaviors and will resist any major (and many minor) changes to daily activities. Several relatives and friends of people with ASDs have commented that if the person knows a change is coming in advance, and has time to prepare for it; the resistance to the change is either gone completely or is much lower. Autism is a wide-spectrum disorder Autism (or ASD) is a wide-spectrum disorder. This means that no two people with autism will have exactly the same symptoms. As well as experiencing varying combinations of symptoms, some people will have mild symptoms while others will have severe ones. Below is a list of the most commonly found characteristics identified among people with an ASD. Social skills The way in which a person with an ASD interacts with another individual is quite different compared to how the rest of the population behaves. If the symptoms are not severe, the person with ASD may seem socially clumsy, sometimes offensive in his/her comments, or out of synch with everyone else. If the symptoms are more severe, the person may seem not to be interested in other people at all. It is common for relatives, friends and people who interact with someone with an ASD to comment that the ASD sufferer makes Having a conversation with a person with autism may feel very much like a one-way trip. The person with ASD might give the impression that he is talking at people, rather than with or to them. He may love a theme, and talk about it a lot. However, there will be much less exchanging of ideas, thoughts, and feelings than there might be in a conversation with a person who does not have autism. A person with autism will find it much harder to understand the feelings of other people. His/her ability to instinctively empathize with others is much weaker than other people's. However, if they are frequently reminded of this, the ability to take other people's feelings into account improves tremendously. In some cases - as a result of frequent practice - empathy does improve, and some of it becomes natural rather than intellectual. Even so, empathy never comes as naturally for a person with autism as it does to others. when we want to catch somebody's attention. The person with ASD might not know that somebody is trying to talk to them. They may also be very interested in talking to a particular person or group of people, but does not have the same skills as others to become fully involved. To put it more simply, they lack the necessary playing and talking skills. Empathy - Understanding and being aware of the feelings of others

touched like other children do. It is wrong to say that all children with autism are like that. Many will hug a relative - usually the mother, father, grandmother, grandfather, teacher, and or sibling(s) - and enjoy it greatly. Often it is a question of practice and anticipating that physical contact is going to happen. For example, if a child suddenly tickles another child's feet, he will most likely giggle and become excited and happy. If that child were to tickle the feet of a child with autism, without that child anticipating the contact, the result might be completely different. Loud noises, some smells, and lights A person with autism usually finds sudden loud noises unpleasant and quite shocking. The same can happen with some smells and sudden changes in the intensity of lighting and ambient temperature. Many believe it is not so much the actual noise, smell or light, but rather the surprise, and not being able to prepare for it - similar to the response to surprising physical contact. If the person with autism knows something is going to happen, he can cope with it much better. Even knowing that something 'might' happen, and being reminded of it, helps a lot. Speech The higher the severity of the autism, the more affected are a person's speaking skills. Many children with an ASD do not speak at all. People with autism will often repeat words or phrases they hear - an event called echolalia.

The speech of a person with ASD may sound much more formal and woody, compared to other people's speech. Teenagers with Asperger's Syndrome can sometimes sound like young professors. Their intonation may sound flat. Repetitive behaviors A person with autism likes predictability. Routine is his/her best friend. Going through the motions again and again is very much part of his/her life. To others, these repetitive behaviors may seem like bizarre rites. The repetitive behavior could be a simple hopskip-jump from one end of the room to the other, repeated again and again for one, five, or ten minutes - or even longer. Another could be drawing the same picture again and again, page after page. People without autism are much more adaptable to changes in procedure. A child without autism may be quite happy to first have a bath, then brush his teeth, and then put on his pajamas before going to bed - even though he usually brushes his teeth first. For a child with autism this change, bath first and then teeth, could completely put him/her out, and they may become very upset. Some people believe that helping a child with autism learn how to cope better with change is a good thing, however, forcing them to accept change like others do could adversely affect their quality of life.

skills of a person with autism will not develop at the same pace as other people's. Learning may be unpredictable How quickly a child with autism learns things can be unpredictable. They may learn something much faster than other children, such as how to read long words, only to forget them completely later on. They may learn how to do something the hard way before they learn how to do it the easy way. Physical tics and stimming It is not uncommon for people with autism to have tics. These are usually physical movements that can be jerky. Some tics can be quite complicated and can go on for a very long time. A number of people with autism are able to control when they happen, others are not. People with ASD who do have tics often say that they have to be expressed, otherwise the urge does not stop. For many, going through the tics is enjoyable, and they have a preferred spot where they do them - usually somewhere private and spacious. When parents first see these tics, especially the convoluted ones, they may experience shock and worry. Obsessions People with autism often have obsessions.

you educate people who carry this myth in a helpful and informative way. Not all people with autism have an incredible gift or savantism for numbers or music. People with autism are ordinary people... with autism.

Five Autism Types Explained by Rachel Evans Autism used to be the term used for anyone with that particular condition. Today, there are several different sub categories for different levels of disability or function. No two children diagnosed will be the same, but there will be many things that they do have in common. With some high functioning autistics most people may not even be aware that they have autism, while others need assistance in almost any part of life, and they are obviously living a very different life than other children. More is being discovered about each of these different autism types as time goes on. Asperger's Disorder This type of autism is something that you hear more and more about. These children are often misdiagnosed at first, and are thought to have Obsessive-Compulsive Disorder, or perhaps Attention Deficit Disorder. These children are very unskilled with social interactions and have problems with communicating. They have repetitive motions, and are fixated on patterns of all types. They can have above average language skills, though they don't use them well in social situations. They are often clumsy, as motor skills are under developed. Those with Asperger's are thought to have a talent that they focus on almost exclusively, and are considered to be highly intelligent. Recent findings indicate that Albert Einstein may have had this condition.

A child with autism develops differently Myths about autism While a child without autism will develop in many areas at a relatively harmonious rate, this may not be the case for a child with autism. His/her cognitive skills may develop fast, while their social and language skills trail behind. On the other hand, his/her language skills may develop rapidly while their motor skills don't. They may not be able to catch a ball as well as the other children, but could have a much larger vocabulary. Nonetheless, the social A person with autism feels love, happiness, sadness and pain just like everyone else. Just because some of them may not express their feelings in the same way others do, does not mean at all that they do not have feelings - THEY DO!! It is crucial that the Myth Autistic people have no feelings - is destroyed. The myth is a result of ignorance, not some conspiracy. Therefore, it is important that

Kanner's Syndrome (classic autistic disorder) This particular type of autism was named after a Dr. Kanner. He described and studied it in the 1930s and into the 1940s. This is the well-known type of this condition that is very common. Those with Kanner's have very limited emotional connection with anyone, and they are very into their own little world. They want everything to be the same all of the time, and this includes routine (sometimes down to the exact minute) clothing, food, and television shows or movies. They can be deeply effected by noises, bright lights and smells. They are generally considered to be low functioning, but how well their mind works is largely unknown because of extremely poor social and communication skills.

and the ability to interact with other children, and will lose an interested in play. They will also have problem with the motor skills that were something they at one time had mastered. They will stop talking, or their communication skills will regress to some degree. Though there are more autism types out there, these tend to be the most common. They are all things that take parents by surprise, and each comes with their own set of difficulties. Most children will need to be cared for long after their peers have established independence, even though the will to be on their own is very strong. Cerebral Palsy

2.

athetoid cerebral palsy leads to involuntary and uncontrolled movements

3.

ataxic cerebral palsy causes a disturbed sense of balance and depth perception

Cerebral palsy affects muscle control and coordination, so even simple movements like standing still are difficult. Other vital functions that also involve motor skills and muscles such as breathing, bladder and bowel control, eating, and learning may also be affected when a child has CP. Cerebral palsy does not get worse over time. Causes of Cerebral Palsy The exact causes of most cases of CP are unknown, but many are the result of problems during pregnancy in which the brain is either damaged or doesn't develop normally. This can be due to infections, maternal health problems, or something else that interferes with normal brain development. Problems during labor and delivery can cause CP in some cases. Premature babies particularly those who weigh less than 3.3 pounds (1,510 grams) have a higher risk of CP than babies that are carried full-term, as are other low birth weight babies and multiple births, such as twins and triplets. Brain damage in infancy or early childhood can also lead to CP. A baby or toddler might suffer this damage because of lead poisoning, bacterial meningitis, malnutrition, being shaken as an infant (shaken baby syndrome), or being in a car accident while not properly restrained. Diagnosing Cerebral Palsy CP may be diagnosed very early in an infant known to be at risk for developing the condition because of premature birth or other health problems. Doctors, such as pediatricians and developmental

Pervasive Developmental Disorder--Not Otherwise Specified (PDD-NOS). This term is used to describe children who have most of the same symptoms as classic autism. They will need the same interventions and help that autistic children require. The differences between PDD-NOS and autism are minor and usually only obvious to researchers and doctors. Rett's Syndrome Rett's is a rare and relatively little-known type of autism, and it seems to only happen in girls. This branch of autism was first described by Dr. Rett. These patients often have problems with muscle atrophy, and tend to do repetitive hand motions. They area almost always mentally retarded to some degree. These girls are very low functioning and will need care for most of their lives. This particular type of autism has been diagnosed since the sixties, but in the late 1990s a gene that might cause this condition was found. Childhood Disintegrative Disorder This is also thankfully pretty rare and something that strikes children who appear to have normal development from birth. Usually between two and four years of age this changes. These children begin to regress, and often do not potty train. They will lose the will

Cerebral palsy (CP) is a disorder that affects muscle tone, movement, and motor skills (the ability to move in a coordinated and purposeful way). Cerebral palsy can also lead to other health issues, including vision, hearing, and speech problems, and learning disabilities. CP is usually caused by brain damage that occurs before or during a child's birth, or during the first 3 to 5 years of a child's life. There is no cure for CP, but treatment, therapy, special equipment, and, in some cases, surgery can help a child who is living with the condition. About Cerebral Palsy Cerebral palsy is one of the most common congenital (existing before birth or at birth) disorders of childhood. About 500,000 children and adults of all ages in the United States have the condition. The three types of CP are: 1. spastic cerebral palsy causes stiffness and movement difficulties

and neurological specialists, usually follow these kids closely from birth so that they can identify and address any developmental delays or problems with muscle function that might indicate CP. In a baby carried to term with no other obvious risk factors for CP, it may be difficult to diagnose the disorder in the first year of life. Often doctors aren't able to diagnose CP until they see a delay in normal developmental milestones (such as reaching for toys by 4 months or sitting up by 7 months), which can be a sign of CP. Abnormal muscle tone, poorly coordinated movements, and the persistence of infant reflexes beyond the age at which they are expected to disappear also can be signs. If these developmental milestones are only mildly delayed, the diagnosis of CP may not be made until the child is a toddler. Preventing Cerebral Palsy In many cases the causes of CP are unknown, so there's no way to prevent it. But if you're having a baby, you can take steps to ensure a healthy pregnancy and carry the baby to term, thus lowering the risk that your baby will have CP. Before becoming pregnant, it's important to maintain a healthy diet and make sure that any medical problems are managed properly. As soon as you know you're pregnant, proper prenatal medical care is vital. If you are taking any medications, review these with your doctor and clarify if there are any side effects that can cause birth defects. Controlling diabetes, anemia, hypertension, seizures, and nutritional deficiencies during pregnancy can help prevent some premature births and, as a result, some cases of cerebral palsy. Once your baby is born you can lower the risk of brain damage, which could lead to CP. Never shake an infant, as this can lead to shaken baby syndrome and brain damage. If you're riding in a car, make sure your baby is properly strapped into an infant car

seat that's correctly installed if an accident occurs, the baby will be as protected as possible. Be aware of lead exposure in your house, as lead poisoning can lead to brain damage. Remember to have your child get his or her immunizations on time these shots protect against serious infections, some of which can cause brain damage resulting in CP. How Cerebral Palsy Affects Development Kids with CP have varying degrees of physical disability. Some have only mild impairment, while others are severely affected. Associated medical problems may include visual impairment or blindness, hearing loss, food aspiration (the sucking of food or fluid into the lungs), gastroesophageal reflux (spitting up), speech problems, drooling, tooth decay, sleep disorders, osteoporosis (weak, brittle bones), and behavior problems. Seizures, speech and communication problems, and mental retardation are also common among kids with the severe form of CP. Many have problems that may require ongoing therapy and devices such as braces or wheelchairs. Treatment of Cerebral Palsy Currently there's no cure for cerebral palsy, but a variety of resources and therapies can provide help and improve the quality of life for kids with CP. Different kinds of therapy can help them achieve maximum potential in growth and development. As soon as CP is diagnosed, a child can begin therapy for movement, learning, speech, hearing, and social and emotional development. In addition, medication, surgery, or braces can help improve muscle function. Surgery can help repair dislocated hips and scoliosis (curvature of the spine), which are common problems associated with CP. Severe muscle spasticity can sometimes be helped with

medication taken by mouth or administered via a pump (the baclofen pump) implanted under the skin. A team of professionals will work with you to meet your child's medical needs. That team may include therapists, psychologists, educators, nurses, and social workers. What is Down Syndrome? Down syndrome is set of mental and physical symptoms that result from having an extra copy of Chromosome 21. Normally, a fertilized egg has 23 pairs of chromosomes. In most people with Down syndrome, there is an extra copy of Chromosome 21 (also called trisomy 21 because there are three copies of this chromosome instead of two), which changes the bodys and brains normal development. (For more information on chromosomes, see Cells 101.) What are the signs and symptoms of Down syndrome? Even though people with Down syndrome may have some physical and mental features in common, symptoms of Down syndrome can range from mild to severe. Usually, mental development and physical development are slower in people with Down syndrome than in those without the condition. Intellectual and Developmental Disabilities (IDDs) is a disability that causes limits on intellectual abilities and adaptive behaviors (conceptual, social, and practical skills people use to function in everyday lives). Most people with Down syndrome have IQs that fall in the mild to moderate range of IDDs. They may have delayed language development and slow motor development. Some common physical signs of Down syndrome include:

Flat face with an upward slant to the eye, short neck, and abnormally shaped ears

Deep crease in the palm of the hand White spots on the iris of the eye Poor muscle tone, loose ligaments Small hands and feet

born to women under age 35 because more younger women have babies. Because the chances of having a baby with Down syndrome increase with the age of the mother, many health care providers recommend that women over age 35 have prenatal testing for the condition. Testing the baby before it is born to see if he or she is likely to have Down syndrome allows parents and families to prepare for the babys special needs. Parents who have already have a baby with Down syndrome or who have abnormalities in their own chromosome 21 are also at higher risk for having a baby with Down Syndrome. Once the baby is born, a blood test can confirm whether the baby has Down syndrome.

There are a variety of other health conditions that are often seen in people who have Down syndrome, including:

Congenital heart disease Hearing problems Intestinal problems, such as blocked small bowel or esophagus Celiac disease Eye problems, such as cataracts Thyroid dysfunctions Skeletal problems Dementiasimilar to Alzheimers

What is the treatment for Down syndrome? Down syndrome is not a condition that can be cured. However, early intervention can help many people with Down syndrome live productive lives well into adulthood. Children with Down syndrome can often benefit from speech therapy, occupational therapy, and exercises for gross and fine motor skills. They might also be helped by special education and attention at school. Many children can integrate well into regular classes at school. For more information about treatments for Down syndrome, visit one of the Web sites provided below or ask your health care provider. Who is at risk for Down syndrome? The chance of having a baby with Down syndrome increases as a woman gets olderfrom about 1 in 1,250 for a woman who gets pregnant at age 25, to about 1 in 100 for a woman who gets pregnant at age 40. But, most babies with Down syndrome are