Childhood Disintegrative Disorder

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Fail to repair communication breakdown, deterioration in nonverbal behaviors, and considerable loss of learned skills are common appearances of this disorder. Language acquisition is greatly affected by this disorder for it mitigates formation of language skills.

 

Common Symptoms of Acute Stress Disorder

 

The dramatic loss of the following skills and attributes is the main indicator that a child has childhood disintegrative disorder. When social skill is loss, it will hamper to develop self-confidence and social awareness. The child cannot feel empathy towards others and it can cause isolation in the child. Physically, the child losses it bowel and bladder control and it can be dangerous if the ability to communicate is absent. Expressive language skills like writing and speaking are not present as well as the receptive skills such as the listening and reading. Loss of fine and gross motor skills will hamper the development of the muscular and skeletal systems. Playfulness is absent and this will affect the social skill of the child. Establishing peer relationships is not developed and impairment in nonverbal communication will deteriorate, and also patient has the inability to sustain turn-taking.

 

Major Cause

It is sometimes related to neurological problems yet the origin of it still uncovered. It has similar manifestations with autism. A patient with childhood disintegrative disorder has the mayhem of communication skills breakdown, depletion of nonverbal behaviors and deterioration of language acquired skills.

 

Treatments 

Basically, the parents are entitled to play the bigger role in the medication process. It is very essential that accurate and well-established intervention must be applied in the diagnosis. Discussion among the parents, physicians and specialists is highly recommended for further observation and openness for possible solution of the disorder.  It is advised that patient should not be taken away in home for this will help the patient to recover faster if the environment is conducive and tension free. Structured, behaviorally-based curriculum for special education classes is suitable for a patient with childhood disintegrative disorder. It is a promising move to put the child in this kind of classroom for it will alleviate the patient’s developmental stage. Programs with behavioral treatment include apparent instructions to the child, promptness to perform specific behaviors, and extrinsic motivational activities that boost the morale of the child. A challenging task is given by a gradual increase in the difficulty of reinforced behaviors. The dos and don’ts are always given greater stress. Parents and guardians of patient with childhood disintegrative disorder must be educated in motivational and behavioral techniques and strategies. This promotes greater participation in all dimensions of the child’s medication. Seizures, hyperactivity, intense mood swings and self-inflicting pain must be treated with specialized medication. Guidance and counseling offers a vast array of intervention that will help the parents to execute the proper care for patient with childhood disintegrative disorder. Community-based learning with specialization in special education will greatly help the advancement of learning about disability. 

 

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