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THAT FIRST APPEARS IN CHILDREN UNDER THE AGE OF 18. IT IS DEFINED AS A LEVEL OF INTELLECTUAL FUNCTIONING (AS MEASURED BY STANDARD INTELLIGENCE TESTS) THAT IS WELL BELOW AVERAGE AND RESULTS IN SIGNIFICANT LIMITATIONS IN THE PERSON'S DAILY LIVING SKILLS (ADAPTIVE FUNCTIONING). -SCORE BELOW 7075.
THEIR IQ SCORE
RANGES FROM 5070, AND THEY CAN OFTEN ACQUIRE ACADEMIC SKILLS UP TO ABOUT THE SIXTH-GRADE LEVEL. THEY CAN BECOME FAIRLY SELF-SUFFICIENT AND IN SOME CASES LIVE INDEPENDENTLY, WITH COMMUNITY AND SOCIAL SUPPORT.
MODERATELY RETARDED PERSONS HAVE IQ SCORES RANGING FROM 3555. THEY CAN CARRY OUT WORK AND SELF-CARE TASKS WITH MODERATE SUPERVISION. THEY
TYPICALLY ACQUIRE COMMUNICATION SKILLS IN CHILDHOOD AND ARE ABLE TO LIVE AND FUNCTION SUCCESSFULLY WITHIN THE COMMUNITY IN SUCH SUPERVISED.
GENETIC FACTORS - ABOUT 30% OF CASES OF MENTAL RETARDATION IS CAUSED BY HEREDITARY FACTORS. MENTAL
RETARDATION MAY BE CAUSED BY AN INHERITED GENETIC ABNORMALITY, SUCH AS FRAGILE X SYNDROME. FRAGILE X, A DEFECT IN THE CHROMOSOME THAT DETERMINES SEX, IS THE MOST COMMON INHERITED CAUSE OF MENTAL RETARDATION. SINGLE-GENE DEFECTS SUCH AS PHENYLKETONURIA (PKU) AND OTHER INBORN ERRORS OF METABOLISM MAY ALSO CAUSE MENTAL RETARDATION IF THEY ARE NOT DISCOVERED AND TREATED EARLY. AN ACCIDENT OR MUTATION IN GENETIC DEVELOPMENT MAY ALSO CAUSE RETARDATION.
PRENATAL ILLNESSES AND ISSUES -IT IS CAUSED BY THE MOTHER'S HEAVY DRINKING DURING THE FIRST TWELVE WEEKS (TRIMESTER) OF PREGNANCY. SOME STUDIES HAVE SHOWN THAT
EVEN MODERATE ALCOHOL USE DURING PREGNANCY MAY CAUSE LEARNING DISABILITIES IN CHILDREN.
TREATMENT MAY INCLUDE: SPEECH THERAPY OCCUPATIONAL THERAPY SOCIAL SKILLS TRAINING (TO HELP CHILDREN LEARN TO PERFORM ACTIVITIES OF DAILY LIVING, OR ADLS, AND WAYS TO COMMUNICATE AND RELATE TO OTHERS) BEHAVIORAL THERAPY
CHILDREN WITH
THESE CONDITIONS OFTEN ARE CONFUSED IN THEIR THINKING AND GENERALLY HAVE PROBLEMS UNDERSTANDING THE WORLD AROUND THEM.
BECAUSE THESE CONDITIONS TYPICALLY ARE IDENTIFIED IN CHILDREN AROUND 3 YEARS OF AGE -- A CRITICAL PERIOD IN A CHILD'S DEVELOPMENT -- THEY ARE CALLED DEVELOPMENT DISORDERS. ALTHOUGH THE CONDITION BEGINS FAR EARLIER THAN 3 YEARS OF AGE, PARENTS OFTEN DO NOT NOTICE A
PROBLEM UNTIL THE CHILD IS A TODDLER WHO IS NOT WALKING, TALKING, OR DEVELOPING AS WELL AS OTHER CHILDREN OF THE SAME AGE.
AUTISM: CHILDREN WITH AUTISM HAVE PROBLEMS WITH SOCIAL INTERACTION, PRETEND PLAY, AND COMMUNICATION. THEY
ALSO HAVE A LIMITED RANGE OF ACTIVITIES AND INTERESTS. MANY (NEARLY 75%) OF
oTHE SYMPTOMS OF AUTISM MAY INCLUDE: -DOES NOT SOCIALLY INTERACT WELL WITH OTHERS, INCLUDING PARENTS. SHOWS A LACK OF INTEREST IN, OR REJECTION OF, PHYSICAL CONTACT. PARENTS DESCRIBE AUTISTIC INFANTS AS "UNAFFECTIONATE." AUTISTIC INFANTS AND CHILDREN ARE NOT COMFORTED BY PHYSICAL CONTACT. AVOIDS MAKING EYE CONTACT WITH OTHERS,
INCLUDING PARENTS
-DEMONSTRATES REPETITIVE BEHAVIORS HAS REPETITIVE MOTOR MOVEMENTS (SUCH AS ROCKING AND HAND OR FINGER FLAPPING) -IS PREOCCUPIED, USUALLY WITH LIGHTS, MOVING OBJECTS, OR PARTS OF OBJECTS -DOES NOT LIKE NOISE -HAS RITUALS -REQUIRES ROUTINES
ASPERGERS SYNDROME: LIKE CHILDREN WITH AUTISM, CHILDREN WITH ASPERGER'S SYNDROME
HAVE DIFFICULTY WITH SOCIAL INTERACTION AND COMMUNICATION, AND HAVE A NARROW RANGE OF INTERESTS. HOWEVER, CHILDREN WITH ASPERGER'S HAVE AVERAGE OR ABOVE AVERAGE INTELLIGENCE, AND DEVELOP NORMALLY IN THE AREAS OF LANGUAGE AND COGNITION (THE MENTAL PROCESSES RELATED TO THINKING AND LEARNING). CHILDREN WITH ASPERGER'S OFTEN ALSO HAVE DIFFICULTY CONCENTRATING AND MAY HAVE POOR COORDINATION.
THE SYMPTOMS OF ASPERGER'S DISORDER MAY INCLUDE: -NORMAL DEVELOPMENT OF SPEECH, SELFHELP SKILLS, THINKING SKILLS (COGNITIVE DEVELOPMENT), AND CURIOSITY ABOUT THEIR
ENVIRONMENT
-DIFFICULTY WITH SOCIAL INTERACTIONS SUCH AS MAKING FRIENDS, SHARING IDEAS, SHARING PLEASURES OR ACCOMPLISHMENTS, FACIAL EXPRESSIONS (SMILES), OR EYE CONTACT WITH
OTHERS
SUCH AS LINT)
INTEREST
USUALLY BETWEEN
CHILD WITH THIS ILLNESS LOSES MANY OF THE SKILLS HE OR SHE HAS DEVELOPED. IN
THE SYMPTOMS OF CHILDHOOD DISINTEGRATIVE DISORDER MAY INCLUDE: -AT LEAST TWO YEARS, AND USUALLY UP TO FOUR YEARS, OF NORMAL DEVELOPMENT INCLUDING SPEECH, SOCIAL INTERACTIONS AND RELATIONSHIPS, AND PLAY AND ADAPTIVE
BEHAVIOR
OVER A SHORT PERIOD OF TIME (A FEW MONTHS), SEVERE LOSS OF FUNCTIONING IN SOCIAL, COMMUNICATION, AND BEHAVIORAL SKILLS OCCURS. WITHOUT ANY OBVIOUS ILLNESS OR CAUSE, CHILDREN
EXPERIENCING DISINTEGRATIVE DISORDER BECOME ANXIOUS, IRRITABLE, NEGATIVE, AND DISOBEDIENT WITH FREQUENT TEMPER TANTRUMS AND OUTBURSTS FOR NO APPARENT REASON. THESE CHILDREN HAVE A COMPLETE LOSS OF SPEECH AND LANGUAGE, UNDERSTANDING OF LANGUAGE, AND A DECREASE IN THINKING (COGNITIVE) SKILLS.
THEY GENERALLY SUFFER THE LOSS OF MANY MOTOR OR MOVEMENT, SKILLS -- SUCH AS WALKING AND USE OF THEIR HANDS -- AND DEVELOP POOR COORDINATION. THIS
CONDITION HAS BEEN LINKED TO A DEFECT ON
THE SYMPTOMS OF RETT'S DISORDER MAY INCLUDE: FOLLOWING A PERIOD OF NORMAL DEVELOPMENT OF AT LEAST FIVE MONTHS, ALL OF THE FOLLOWING CHANGES OCCUR: -SIZE OF THE CHILD'S HEAD DOES NOT GROW AS MUCH AS IT SHOULD BETWEEN THE AGES OF 5 AND 48
MONTHS -LOSS OF PREVIOUSLY LEARNED USEFUL HAND SKILLS (SUCH AS REACHING FOR AND GRASPING AN OBJECT) AND THE DEVELOPMENT OF STEREOTYPED HAND MOVEMENTS THAT ARE NOT USEFUL TO THE CHILD, SUCH AS HAND WRINGING
-LOSS OF SOCIALLY ENGAGING BEHAVIORS, SUCH AS SMILES AND EYE CONTACT (HOWEVER, THESE BEHAVIORS MAY BE RE-DEVELOPED LATER) -LOSS OF COORDINATED WALKING OR
BODY MOVEMENTS
-EXPRESSIVE (ABILITY TO VERBALLY EXPRESS THOUGHTS) AND RECEPTIVE (THE ABILITY TO UNDERSTAND AND
USE LANGUAGE THAT IS HEARD OR
SEEN) LANGUAGE SKILLS BECOME IMPAIRED AND SEVERE PSYCHOMOTOR RETARDATION DEVELOPS,
GENERAL SYMPTOMS THAT MAY BE PRESENT TO SOME DEGREE IN A CHILD WITH A PDD INCLUDE: -DIFFICULTY WITH VERBAL COMMUNICATION,
INCLUDING PROBLEMS USING AND
UNDERSTANDING LANGUAGE.
-DIFFICULTY WITH NON-VERBAL COMMUNICATION, SUCH AS GESTURES AND FACIAL EXPRESSIONS. -DIFFICULTY WITH SOCIAL INTERACTION,
INCLUDING RELATING TO PEOPLE AND TO HIS OR HER SURROUNDINGS.
-UNUSUAL WAYS OF PLAYING WITH TOYS AND OTHER OBJECTS. -DIFFICULTY ADJUSTING TO CHANGES IN ROUTINE OR FAMILIAR SURROUNDINGS. -REPETITIVE BODY MOVEMENTS OR PATTERNS OF BEHAVIOR, SUCH AS HAND FLAPPING, SPINNING, AND HEAD BANGING. -CHANGING RESPONSE TO SOUND. (THE
CHILD MAY BE VERY SENSITIVE TO SOME NOISES AND SEEM TO NOT HEAR OTHERS.)