LESSON 3 Flashcards
(103 cards)
1
Q
Often before the child enters school, and are characterized by developmental deficits or differences in brain processes that produce impairments of personal, social, academic or occupational functioning
A
Developmental period
2
Q
Under of developmental disorders (3)
A
Intellectual dissability
Global developmental delay
Unspecified intellectual disability
3
Q
Also known as “ Intellectual developmental disorder”
A
Intellectual disability
4
Q
Law that changes “Mental retardation” to “Intellectual disability”
A
Rosa’s Law
5
Q
Intellectual disability includes both ___ and ___ deficits in conceptual, social, and practical domains.
A
Intellectual
Adaptive functioning
6
Q
Onset of intellectual and adaptive deficits during the developmental period ___ the age of ___
A
Before
18
7
Q
Reasoning, problem solving, planning, abstract thinking, judgement, learning and other processes involving intelligence
A
Intellectual functioning
8
Q
❏Conceptual – difficulties in learning academic skills; abstract thinking, executive function and short-term memory (in adults).
❏Social – immaturity in social interactions, difficulties in regulating emotion and behavior, gullible.
❏Practical – needs some support in complex daily living tasks, decision for well-being, legal matters, family raising,
etc.
Ex: a person mighy need extra time to learn academic skills but can maintain a job with limited supervision
A
Mild intellectual disability
9
Q
❏Conceptual – significant delay in learning academic skills, ongoing assistance to conceptual tasks; development of
academic skills in elementary level (in adults).
❏Social - marked difference in social interactions, less complex spoken language, etc.
❏Practical – extended period of teaching for practical skills, ongoing support, sometimes maladaptive behavior.
ex: a person can communicate effectively and participate in simple work or community activities under supervision
A
Moderate intellectual disability
10
Q
❏Conceptual – limited attainment of academic skills, little understanding on written language and numbers, extensive support for problem solving.
❏Social - spoken language is limited, used more for communication, understands simple gestures and speech.
❏Practical – support for daily living, supervision at all times, inability to make decisions, sometimes maladaptive
behavior.
ex: a person may relay on caregivers for consistent assistance in most areas of life
A
Severe intellectual disability
11
Q
❏Conceptual – academic skills heavily rely on senses.
❏Social - very limited understanding on symbolic communication and speech, largely communicate via nonverbal.
❏Practical – depends on others for daily living tasks, sometimes maladaptive behavior.
ex: a person may have significant physical and sesory impairements and communicate only through nonverbal means
A
Profound intellectual disability
12
Q
depends on others for daily living tasks, sometimes maladaptive behavior.
A
Practical (PROFOUND INTELLECTUAL DISABILITY)
13
Q
very limited understanding on symbolic communication and speech, largely communicate via
nonverbal.
A
Social (PROFOUND INTELLECTUAL DISABILITY)
14
Q
academic skills heavily rely on senses.
A
Conceptual (PROFOUND INTELLECTUAL DISABILITY)
15
Q
support for daily living, supervision at all times, inability to make decisions, sometimes maladaptive
behavior.
A
Practical (SEVERE INTELLECTUAL DISABILITY)
16
Q
spoken language is limited, used more for communication, understands simple gestures and speech.
A
Social (SEVERE INTELLECTUAL DISABILITY)
17
Q
limited attainment of academic skills, little understanding on written language and numbers, extensive
support for problem solving.
A
Conceptual (SEVERE INTELLECTUAL DISABILITY)
18
Q
– extended period of teaching for practical skills, ongoing support, sometimes maladaptive behavior.
A
Practical (MODERATE INTELLECTUAL)
19
Q
marked difference in social interactions, less complex spoken language, etc.
A
Social (MODERATE INTELLECTUAL)
20
Q
– significant delay in learning academic skills, ongoing assistance to conceptual tasks; development of
academic skills in elementary level (in adults).
A
Conceptual (MODERATE INTELLECTUAL)
21
Q
needs some support in complex daily living tasks, decision for well-being, legal matters, family raising,
etc.
A
Practical (MILD INTELLECTUAL )
22
Q
immaturity in social interactions, difficulties in regulating emotion and behavior, gullible.
A
Social (MILD INTELLECTUAL DISABILITY)
23
Q
difficulties in learning academic skills; abstract thinking, executive function and short-term
memory (in adults).
A
Conceptual (MILD INTELLECTUAL)
24
Q
❏At least ___ impairment of the three domains is needed to say that person
has deficit in adaptive functioning.
❏Deficit(s) must be related to ____
A
One
Intellectual impairments
25
learning and self-management across life settings.
Adapvie functioning
Practical domain
26
awareness of others’ thoughts, feelings and experiences; empathy; communications, etc.
Adaptive functioning
Social domain
27
competence in memory, language, reading, writing, math reasoning, acquisition of knowledge, problem solving and
judgment.
Adaptive functioning
Conceptual domain
28
❏Refers to how well a person meets community standards of personal independence and social responsibility.
Adaptive functioning
29
❏A person needs to have a score of ___ or below on an IQ test to say that they have intellectual deficits
- Measuring IQ is not always enough as an indicator of ID
70
30
cognitive impairments tha result from a combination of psychosocial and biological influences.
Ex. A child growing up in an environment with limited access to books, educational toys, or enriching social interactions may experience delays in cognitive development. These delays are not due to a medical condition but rather to the lack of opportunities for intellectual growth.
Cultural-Familial intellectual disability
31
Psychosocial influences (3)
❏Abuse
❏Neglect
❏Social Deprivation
32
moderate-to-severe levels of ID and have higher rates of hyperactivity, short attention spans, gaze avoidance, and perseverative speech.
## Footnote
symptoms: long face, large ears, ADHD and features of autism
Fragile X syndrome
33
caused by an extra 21st chromosome, it is characterized with ID, noticeable facial features, tendency to have heart malformations, and increased risk
for Alzheimer’s disease.
## Footnote
intellectual disability, flat nasal bridge, upward slanting eyes, developmental delays
Down syndrome
34
X-linked disorder affecting males
that causes ID, cerebral palsy, and self-injurious behavior.
Lesch-Nyhan syndrome
35
genetic disorder characterized by inability to break down phenylalanine which results to ID, seizures and behavioral problems.
## Footnote
intellectual disability, lighter skin and hair. musty odor
Phenylketonuria (PKU)
36
genetic disorder characterized by ID, seizures, and bumps on skin that resemble acnes.
## Footnote
seizures, developmental delays, skin abnormalities, kidney issues
Tuberous Sclerosis
37
a condition that can lead to severe learning disabilities.
❏Infections, malnutrition, and head injury
## Footnote
intellectual disability, abnormal facial features (thin lips, smooth philtrum) and behavioral problems
Fetal alcohol syndrome
38
❏Exposure to disease and/or substances (e.g., drugs, lead, mercury) while still on
the womb.
❏Difficulties in labor and delivery.
Biological influences
39
❏Men are more likely to have intellectual disabilities compared
to women.
- Sex-linked genetic factors and vulnerability to brain injury are
the possible reasons.
Sex Ratio of intellectual disability
40
Diagnosis is given for individuals OVER the age of 5 when the person cannot participate properly in assessment.
unspecified intellectual disability
41
❏Diagnosis is given for individuals UNDER the age of 5 when the person cannot participate properly in assessment.
Global developmental delay
42
❏Behavioral approach for problem behaviors
❏Constructive feedback
❏Social skills training
❏Administration of stimulants and norepinephrine-reuptake
inhibitors
Treatments of ADHD
43
❏Child abuse, neglect, frequent foster placements (very little contribution to causes but can worsen the living)
❏Traits such as reduced behavioral inhibition, effortful control, or constraint; negative emotionality; and/or elevated novelty seeking may predispose some children to
ADHD.
Psychosocial influence of ADHD
44
❏Highly heritable
❏Dysfunction in dopamine, serotonin, GABA, and norepinephrine
❏Fetal exposure to certain drugs, especially tobacco
❏Low birth weight and prematurity
❏Slightly smaller brain volume
❏Artificial food coloring and additives increase hyperactivity
❏Pesticides found in foods
Biological influence of ADHD
45
❏Males have higher cases of ADHD compared to females.
❏Higher male prevalence might be due to higher tolerance to
female hyperactivity.
Sex ratio of ADHD
46
❏Symptoms do not meet the full criteria of ADHD and the
clinician specifies the reason.
❏Symptoms do not meet the full criteria of ADHD and the
clinician does not specify the reason.
Other specified ADHD
Unspecified ADHD
47
If criteria for hyperactivity-impulsivity is met but inattention is not met for the past 6 months.
| excessive physical activity and impulsivity
## Footnote
ex: a child constantly gets up during class and struggles to control impulses, like blurting out answers
Predominantly hyperactive/impulsive presentation (ADHD)
48
If criteria for inattention is met but hyperactivity-impulsivity is not met for the past 6 months.
| difficulty maintaining attention, trouble organizing task or following
## Footnote
Ex; forgetting homework, losing items, daydreaming frequently
Predominantly inattentive presentation (ADHD)
49
If criteria for both inattention and
hyperactivity-impulsivity are met for the past 6 months.
| struggles with focus, organization, impulse control along high energy
## Footnote
ex: a teenager has trouble sitting still during long lectures and frequently loses track of deadlines or personal items
Combined presentation (ADHD)
50
❏There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning.
❏The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better
explained by another mental disorder
ADHD diagnostic criteria
51
❏Symptoms must be present ___ the age of ___
❏Several inattentive or hyperactive-impulsive symptoms are present in ___ or more settings.
ADHD diagnostic criteria
Before
12
Two
52
❏runs about or climbs in situations where it is inappropriate (for adolescents above: restlessness)
❏unable to play or engage in leisure activities quietly
❏often “on the go,” acting as if “driven by a motor”
❏talks excessively
❏blurts out an answer before a question has been completed
❏difficulty waiting his or her turn
❏interrupts or intrudes on others
Hyperactivity and impulsivity criteria of ADHD
53
❏fidgets with or taps hands or feet or squirms in seat
❏leaves seat in situations when remaining seated is expected
Hyperactivity and impulsivity criteria of ADHD
54
___or more (at least 5 for 17
years old above) of the following symptoms have persisted for at least ___ months to a degree that is inconsistent with
developmental level and that negatively impacts directly on social and academic/occupational activities
Hyperactivity and impulsivity
Six
6
55
❏does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
❏difficulty organizing tasks and activities
❏avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
❏loses things necessary for tasks or activities
❏easily distracted by extraneous stimuli (may include unrelated thoughts for adolescents above)
❏forgetful in daily activities
Inattention criteria of ADHD
56
❏fails to give close attention to details or makes careless mistakes
❏difficulty sustaining attention in tasks or play activities
❏does not seem to listen when spoken to directly
Inattention criteria of ADHD
57
Six or more (at least 5 for 17 years old above) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities
Inattention
58
❏Persistent pattern of inattention and/or hyperactivity- impulsivity that interferes with functioning or development, as
characterized by inattention and/or hyperactivity.
Attention deficit/Hyperactivity disorder
59
❏Behavioral approaches to skill building and problem behaviors
❏Naturalistic teaching strategies
❏Pharmacological treatments (e.g., tranquilizers and SSRI).
Treatment of ASD
60
❏Historically proposed reasons are lack of self-awareness, having cold and perfectionist parents.
Psychosocial influence of ASD
61
❏Low birth weight
❏Fetal exposure to valproate
❏Late parental age
❏Heredity
❏Low level of oxytocin
❏Large amygdala at childhood
Biological influence of ASD.
62
❏Approximately ___% of individuals with ASD have intellectual
disabilities
❏ASD has high occurrence for ___ compared to ___
31
Males
Females
63
❏Adults with ASD especially without additional impairment can suppress difficulties and repetitive behaviors in public.
❏Symptoms are typically recognized during the second year of
life (age 12–24 months)
Ex: A 5-year-old child may show difficulty interacting with peers in kindergarten. They prefer playing alone, avoid eye contact, and struggle to respond to others’ attempts to engage. The child becomes upset if their daily routine changes unexpectedly and shows repetitive behaviors like lining up toys in a specific order. However, the child has an exceptional ability to memorize facts about dinosaurs and can name dozens of species in detail.
Autism spectrum disorder
64
❏Symptoms must be present in the early developmental period.
❏Symptoms cause clinically significant impairment in important
areas of current functioning.
❏Disturbances are not better explained by intellectual developmental disorder (intellectual disability) or global
developmental delay.
ASD diagnostic criteria
65
❏Repetitive and restricted patterns of behavior, interest or activities (at least 2):
➔Stereotyped or repetitive behavior. use of objects and speech
➔Extreme rigidity and inflexibility.
➔Highly restrictive and fixated interests.
➔Hypo-, hypersensitivity or unusual interest to sensory inputs.
ASD diagnostic criteria
66
❏Before are in separated diagnoses under pervasive developmental
disorders (i.e., autistic disorder, Asperger’s disorder, childhood
disintegrative disorder, Rett’s disorder, PDD-NOS)
ASD
67
❏Teaching skills to become productive and independent (via
task analysis).
❏Augmentative communication strategies for severe cases.
• Biological interventions are not possible
Treatment of intellectual disability
68
❏learning difficulties and using academic skills, as indicated by thepresence of at least one of the following symptoms that have persisted for at least 6 months:
❏Inaccurate or slow and effortful word reading
❏Difficulty understanding the meaning of what is read
❏Difficulties with spelling
❏Difficulties with written expression
❏Difficulties mastering number sense, number facts, or calculation
❏Difficulties with mathematical reasoning
Specific learning disorder criteria
69
❏____ - impairment in reading
❏____ - impairment in written expression
❏____ - impairment in mathematics
Dysley
Dysgraphia
Dyscalculia
70
__ differs from general learning
difficulties ASSOCIATED with INTELLECTUAL DEVELOPMENTAL DISORDER, because the learning difficulties occur in the presence of normal levels of intellectual functioning (i.e., IQ score of at least 70 ± 5).
Specific learning disorder
71
❏Heredity
❏Low birth weight
❏Fetal exposure to nicotine
➔___-: Broca’s area, Left parietotemporal area, Left
occipitotemporal area
➔____: Intraparietal sulcus
❏Psychosocial Influence
❏Poor academic habits originally from family
Etiology of specific learning disorder
dyslexia
dyscalculia
72
❏Educational intervention such as specific skills instruction and
strategy instruction
❏Direct instruction
Treatment of specific learning disorder
73
❏Group of neurodevelopmental disorders that significantly disrupts the speech, language and communication of an individual.
| difficulty in understanding, producing, using language
Communication disorder
74
❏Persistent difficulties in the acquisition and use of language across modalities due to deficits in comprehension or production that include the following:
❏Reduced vocabulary
❏Limited sentence structure.
❏Impairments in discourse.
❏Language abilities are substantially and quantifiably below those expected for age
Language disorder
75
❏Onset of symptoms is in the early developmental period.
❏The difficulties are not attributable to other disorders.
❏____ language impairment – difficulty in producing verbal, gestural or vocal signals.
❏____ language impairment – difficulty in comprehending
language messages.
Language disorder
Expressive
Receptive
76
❏Persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication of messages
❏The disturbance causes limitations in effective communication that interfere with other aspects of life
❏Onset is in the early developmental period
❏The difficulties are not attributable to congenital or acquired conditions
Speech sound disorder
77
❏___ – speech production problems (affect coordination of the muscles needed for speech production)
❏Men have higher chances of acquiring this
❏Highly treatable
Speech sound disorder
Verbal Dyspraxia
78
❏Disturbance in the normal fluency and time patterning of speech marked by at least one of the following:
❏Sound and syllable repetitions.
❏Sound prolongations of consonants as well as vowels
❏____ - pauses within a word.
❏Audible or ____ - filled or unfilled pauses in
speech.
❏____ - word substitutions to avoid problematic words.
Childhood onset fluency disorder (stuttering)
Broken words
silent blocking
Circumlocutions
79
❏Words produced with an excess of physical tension.
❏Monosyllabic whole-word repetitions
❏The disturbance causes anxiety about speaking or limitations in other aspects of life
❏The onset of symptoms is in the early developmental period.
❏Later-onset cases are diagnosed as ADULT-ONSET FLUENCY DISORDER.
❏The disturbance is not attributable to other acquired conditions
Childhood onset fluency disorder (stuttering)
80
❏Symptoms worsen as pressure to communicate increases.
❏Symptoms do not appear when singing, oral reading, or talking to inanimate objects or pets.
Childhood onset fluency disorder (stuttering)
81
❏Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following:
❏Deficits in using communication for social purposes in a manner that is appropriate for the social context.
❏Impairment of the ability to change communication to
match context or the needs of the listener.
❏Difficulties following rules for conversation and storytelling.
❏Difficulties understanding what is not explicitly stated and
nonliteral or ambiguous meanings of language.
Social (pragmatic) communication disorder
82
❏The deficits result in functional limitations in other aspects of life
❏The onset of the symptoms is in the early developmental period
❏The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains of
word structure and grammar
Social (pragmatic) communication disorder
83
❏Deficit in acquisition and execution of coordinated motor skills through clumsiness, slowness and inaccuracy of movements
❏Also known as ___ and Clumsy Child Syndrome
Developmental coordination disorder
dyspraxia
84
❏Low birth weight
❏Fetal exposure to alcohol
❏Impairment in neurodevelopmental process of visual-motor skills
❏Cerebellar dysfunction
Biological influence of developmental coordination disorder
85
❏Physical education
❏Compensation or substitution for certain motor tasks
❏Perceptual motor training
Treatment of developmental coordination disorder
86
❏Presence of repetitive and purposeless motor behavior that interferes with daily living
Stereotypic movement disorder
87
Biological Influence
❏Heredity
❏Psychosocial Influence
❏Environmental stress
❏Fear and social isolation
Stereotypic movement disorder
88
❏___ - sudden, rapid, recurrent and nonrhythmic movement or vocalization
❏____ short duration (milliseconds)
❏____ – combination of simple tics longer duration (seconds)
❏Tics worsen during exciting or stressful events
Tic
Simple Tics
Complex Tics
89
❏___ – sexual or obscure gestures
❏___ – imitation of movements
❏___ – uttering socially unacceptable words
❏___ – imitation of heard words
❏___ – repetition of own words
Copropraxia
Echopraxia
Coprolalia
Echolalia
Palilalia
90
❏___ Disorder – both motor and vocal tics for more than 1 year
❏Persistent (Chronic) Motor or ___ Disorder – only motor/vocal tics for more than 1 year
❏____ Tic Disorder – motor and/or vocal tics for less than 1 year
❏Unspecified Tic Disorder
❏Other Specified Tic Disorder
Tourette’s
Vocal Tic
Provisional
91
❏Biological Influence
❏Low birth weight
❏Older paternal age
❏Fetal exposure to smoking
Etiology of tic disorder
92
❏Medications
❏Behavioral methods
❏Relaxation techniques
Treatment of tics disorder
93
ang bata ay normal ang development—karaniwang nakikita ang typical social, language, play, at adaptive skills sa loob ng hindi bababa sa dalawang taon—pero pagkatapos ay biglang nagkakaroon ng dramatikong regression sa higit sa dalawang mga domain (hal., language, social skills, motor skills).
childhood disintegrative disorder
94
Si Toni, isang 10-anyos na estudyante, ay madalas nahihirapan sa klase. Kapag nagtuturo ang guro, napapansin niyang mabilis ang paglipat-lipat ng kanyang atensyon—minsan ay napapalitan agad ng tingin niya ang mga kulay ng bulletin board, kaya hindi niya natutok ang buong paliwanag. Bukod pa rito, madalas siyang impulsive; halimbawa, bigla siyang sumisigaw o nagbabahagi ng kanyang sagot kahit hindi pa niya tapos isipin ang kabuuan ng tanong. Dahil dito, nahihirapan siyang matapos ang mga takdang-aralin at mas napapasama ang kanyang performance sa klase.
ADHD
95
si Carla, 6 na taong gulang, ay napapansin ng kanyang mga guro at magulang na kakaiba ang kanyang social interactions. Sa klase, kadalasan siyang umiwas sa eye contact at tila nahihirapan makipaglaro sa ibang bata. Madalas niyang gawin ang mga repetitive behaviors tulad ng paulit-ulit na pag-ikot ng sarili kapag nahihirapan siyang mag-adjust sa ingay o sa dami ng kilos sa paligid. Bukod pa rito, may matinding interes siya sa pag-aayos ng mga laruan ayon sa eksaktong pagkakasunod-sunod—isang gawain na iniuulit niya araw-araw.
ASD
96
Si Anita, 7-anyos, ay nahihirapan bumuo ng kumpletong pangungusap sa klase. Madalas siyang magsalita gamit lamang ng hiwalay na mga salita, na nagdudulot ng kalituhan sa guro at sa kanyang mga kaklase. Kapag may group discussion, nahihirapan siyang ipaliwanag ang kanyang mga ideya at madalas na nauubos ang kanyang pahayag sa gitna ng usapan. Maging sa simpleng pagbabahagi ng kuwento tungkol sa nangyari sa araw, makikita ang kakulangan niya sa pagbuo ng sunod-sunod na ideya.
language disorder
97
Si Kevin, 11-anyos, ay nahihirapan sa pagbabasa at pagsusulat sa klase. Kapag binabasa niya ang isang simpleng teksto, madalas siyang magkamali sa pagbigkas ng mga salita at nahihirapan intindihin ang mga pangungusap. Sa pagsusulat naman, ang mga ideya niya ay hindi magkakaugnay, kaya't nauuwi sa mga sulat na palya ang pagkakasunod-sunod.
specific learning disorder
98
napansin ng kapatid ni Eduardo na unti-unting nagiging limitado ang kanyang kakayahan sa pakikipag-usap sa mga tao sa labas ng kanilang bahay. Kapag nasa mga pagtitipon o kaganapan, madalas siyang nagbibigay ng mga sagot na tila walang kaugnayan sa tinalakay, na nagpapakita ng kanyang kahirapan sa pagproseso ng mga abstraktong katanungan at ideya. Sa kabila nito, kapag kausap niya ang kanyang kapatid na gumagamit ng simpleng salita at pamilyar na paksa, nakakabuo siya ng mas maayos at nauunawaang pagsasalita.
Dahil sa mga palatandaang ito, nag-alala ang kapatid ni Eduardo at hinikayat siyang magpakonsulta sa isang psychologist. Sa panahon ng interbyu, lumitaw na si Eduardo ay nahihirapang umangkop sa mas komplikadong patakaran ng pag-unawa at pagbuo ng mga sagot, na lumilikha ng hadlang sa kanyang interaksyon sa social settings.
intellectual disability
99
Sa nakalipas na anim na buwan, napansin ng mga guro at magulang ni Diego, 7 anyos, na hindi maayos ang kanyang pagsasalita. Kapag tinatanong siya sa klase o kausap ang kanyang mga kaibigan, madalas siyang umulit-ulit ng mga pantig at salita—halimbawa, nagsisimula siya sa "ka-ka-ka-kasayahan" imbis na "kasayahan." May mga sandali ring may mahahabang paghinto siya bago ipagpatuloy ang pangungusap, lalo na kapag nararamdaman niyang mahirap ang usapan. Kapag kausap lamang niya ang kanyang magulang o isang taong kilala niya ng lubos, mas nagiging maayos ang daloy ng kanyang pagsasalita, ngunit hindi ito nangyayari sa grupo.
childhood onset fluency disorder
100
si Luis, 12-anyos, ay naging sentro ng atensyon dahil sa kanyang hindi kontroladong repetitive movements. Kapag nasa klase o nasa grupo ng kanyang mga kaibigan, napapansin na paulit-ulit niyang ipinapakita ang hand-flapping at rhythmic body rocking, lalo na kapag nahihirapan siyang makapag-concentrate. Sa mga seryosong sitwasyon—halimbawa, habang sumasagot sa tanong ng guro—madalas nawawala ang kanyang focus dahil sa mga kilos na ito, na nagdudulot ng hindi inaasahang interruption sa normal na daloy ng klase.
stereotypic movement disorder
101
individuals had relatively normal language development and intelligence but exhibit difficulty with social interactions and restricted or repetitive patterns of behavior. This individuals often had intense interest in specific topics
ex: Si Aaron, 14-anyos, ay isang high school student na kilala sa kanyang galing sa Math at Science. Kahit mahusay siya sa academics, napapansin ng kanyang mga kaklase at guro na may kakaiba siyang style sa pakikipag-usap. Kapag may class discussion, madalas niyang ibigay ang mga sagot nang sobrang literal—hindi niya agad nakukuha ang mga subtle hints o jokes na binibiro ng mga kaklase. Noong isang pagkakataon, habang nagle-learn ang klase tungkol sa figurative language, nagtanong ang teacher gamit ang idiomatic expression na "spill the beans." Inakala ni Aaron na literal ito at nagbigay ng detalyadong paliwanag kung paano nalalaglag ang mga beans mula sa container,
asperger's disorder
102
a rare condition where a childs development appears normal for the first few years but then begins to regress significantly in areas such as social skills, language and motor skills after the age of 2
ex: Si Lia, isang dating 3-anyos na bata, ay dati ay mahusay sa pakikipaglaro at pagsasalita—normal ang kanyang developmental milestones sa kanyang murang edad. Ngunit sa nakalipas na anim na buwan, napansin ng kanyang mga magulang na unti-unting nawawala ang mga kasanayang dati niyang taglay. Bigla na lamang siyang tumigil sa paggamit ng ilang simpleng salita at nawalan ng interes na makipaglaro sa mga kalaro. Dahil dito, agad siyang dinala sa isang pediatric specialist upang masuri ang kanyang kondisyon
childhood disintegrative disorder
103
primarily affecting females, involves a period of normal development followed by a significant loss of motor skills and purposeful hand movements, such as wringing or clapping, after about 6-18 months of age
ex: Si Mia, isang batang babae na 9 buwan na, ay dating maayos ang pag-develop—mahusay sa pakikipag-eye contact, natututo nang mabilis ng mga simpleng salita, at kusang kumukuha ng mga laruan. Ngunit sa paglipas ng panahon, napansin ng kanyang mga magulang na tila nawawala ang dating kakayahan ni Mia na gamitin ang kanyang mga kamay sa pagkuha ng bagay. Napansin din nila ang kakaibang repetitive hand movements, tulad ng palagiang pag-himas at pag-wring ng kanyang mga daliri, hanggang sa tila nawawala ang kanyang interes sa pakikipag-interact. Dahil dito, dinala siya sa pediatric neurologist para sa masusing pagsusuri.
rett's disorder
