Intellectual Disability, Causes, Prevention

 

Causes and Prevention of Intellectual Disability

What Is Intellectual Disability?

Intellectual disability is a disability that occurs before age 18. People with this disability experience significant limitations in two main areas: 1) intellectual functioning and 2) adaptive behavior (the use of everyday social and practical skills) (AAIDD, 2010). Intellectual disability is diagnosed through the use of standardized tests of intelligence and adaptive behavior (and cannot be determined by IQ alone). People with intellectual disability who are provided appropriate personalized supports over a sustained period generally have improved life outcomes. In fact, many adults with intellectual disability live independent, productive lives in the community with support from family, friends and agencies like The Arc.

What Are the Causes of Intellectual Disability?

Intellectual disability can be caused by any condition that impairs development of the brain before birth, during birth or in the childhood years. Several hundred causes have been discovered, but in about one-third of the people affected, the cause remains unknown. The three major known causes of intellectual disability are Down syndrome, Fetal Alcohol Spectrum Disorder (FASD) and Fragile X syndrome. The causes can be categorized as follows:

• Genetic conditions - These result from abnormalities of genes inherited from parents, errors when genes combine, or from other disorders of the genes caused during pregnancy by infections, overexposure to x-rays and other factors. There are many genetic diseases associated with intellectual disability. Some examples include PKU (phenylketonuria), a single gene disorder. Due to a missing or defective enzyme, children with PKU cannot process a part of a protein called phenylalanine. Without treatment, phenylalanine builds up in the blood and causes intellectual disability. Down syndrome is an example of a chromosomal disorder. Chromosomal disorders happen sporadically and are caused by too many or too few chromosomes, or by a change in structure of a chromosome. Fragile X syndrome is a single gene disorder located on the X chromosome and is the leading inherited cause of intellectual disability.
• Problems during pregnancy - Use of alcohol or drugs by the pregnant mother can cause intellectual disability. In fact, alcohol is known to be the leading preventable cause of intellectual disability. Recent research has implicated smoking in increasing the risk of intellectual disability. Other risks include malnutrition, certain environmental toxins, and illnesses of the mother during pregnancy, such as toxoplasmosis, cytomegalovirus, rubella and syphillis.
• Problems at birth - Prematurity and low birth weight predict serious problems more often than any other conditions. Difficulties in the birth process such as temporary oxygen deprivation or birth injuries may cause intellectual disability.
• Problems after birth - Childhood diseases such as whooping cough, chicken pox, measles, and Hib disease that may lead to meningitis and encephalitis can damage the brain, as can injuries such as a blow to the head or near drowning. Lead, mercury and other environmental toxins can cause irreparable damage to the brain and nervous system.
• Poverty and cultural deprivation - Children growing up in poverty are at higher risk for malnutrition, childhood diseases, exposure to environmental health hazards and often receive inadequate health care. These factors increase the risk of intellectual disability. Also, children in disadvantaged areas may be deprived of many common cultural and educational experiences provided to other youngsters. Research suggests that such under-stimulation can result in irreversible damage and can serve as a cause of intellectual disability.

Can Intellectual Disability Be Prevented?

During the past 30 years, significant advances in research have prevented many cases of intellectual disability. For example, every year in the United States, we prevent:

• 250 cases of intellectual disability due to phenylketonuria (PKU) by newborn screening and dietary treatment;
• 1,000 cases of intellectual disability due to congenital hypothyroidism thanks to newborn screening and thyroid hormone replacement therapy;
• 1,000 cases of intellectual disability by use of anti-Rh immune globulin to prevent Rh disease and severe jaundice in newborn infants;
• 5,000 cases of intellectual disability caused by Hib diseases by using the Hib vaccine;
• 4,000 cases of intellectual disability due to measles encephalitis thanks to the measles vaccine; and
• Untold numbers of cases of intellectual disability caused by German measles during pregnancy thanks to rubella vaccine (Alexander, 1998).

Other interventions have reduced the chance of intellectual disability. Removing lead from the environment reduces brain damage in children. Preventive interventions such as child safety seats and bicycle helmets reduce head trauma. Early intervention programs with high-risk infants and toddlers have shown positive effects on intellectual functioning. Finally, early comprehensive prenatal care and preventive measures prior to and during pregnancy increase a woman’s chances of preventing intellectual disability. Dietary supplementation with folic acid, taken before and during pregnancy, reduces the risk of neural tube defects. Women who have phenylketonuria (PKU) should be counseled to go on a restricted phenylalanine diet three months prior to pregnancy to prevent intellectual disability in their baby.

Why is prenatal care important in preventing intellectual and other similar disabilities?

The health of a baby can depend on how healthy a mother is before pregnancy. Ideally, she should obtain a general health assessment six months before pregnancy that includes:

• updating immunizations;
• reviewing use of medications;
• reviewing diet and vitamin supplementation, including folic acid;
• considering genetic counseling; and
• stopping use of alcohol, cigarettes
• or other tobacco forms, illegal drugs, and legal drugs not approved by the doctor.

Prenatal care should begin as soon as she suspects she is pregnant. During pregnancy, a woman can protect the developing fetus by:

• getting plenty of rest and sleep;
• eating nutritious meals;
• avoiding alcohol, cigarettes and drugs;
• avoiding people who are sick;
• wearing seat belts in a car; and
• not lifting heavy objects.

When should genetic counseling be considered?

Genetic counseling should be considered if:

• the child may inherit a genetic or chromosomal disorder because of a specific condition in the family;
• a previous birth to either parent resulted in a child with a genetic disorder, unexplained intellectual diasbility or a birth defect;
• the mother has had two or more miscarriages or a baby who died in infancy;
• the mother is 35 years of age or over;
• either partner is of a race or ethnic group with a high incidence of a genetic condition; and
• the partners are blood relatives.

How can intellectual disability be preventing during childhood?

Intellectual disability can be prevented during childhood by knowing the causes and taking steps to keep children safe and healthy. These steps include:

• Childhood immunizations to protect children from at least six diseases that can lead to brain damage. These include measles, mumps, pertussis (whooping cough), Hib disease, varicella (chicken pox), and pneumococcal disease.
• Injury prevention to avoid brain damage, such as using bicycle helmets and safety seats and seat belts in automobiles; preventing near-drowning; preventing falls and protecting babies from severe shaking.
• Newborn screening to identify treatable genetic conditions.
• Reducing the incidence of Reye’s syndrome caused by giving medicines containing salicylate (aspirin); instead, using medicines containing acetaminophen (such as Tylenol) to reduce the brain damage caused by Reye’s syndrome.
• Reducing exposure to lead, mercury and other toxins in the environment that are known to cause brain damage.
• Protecting children from household products that are poisonous.

People are needs progressing as a humanity.

 Humanity

As people are progressing as a human race into the future, the genuine essence of humanity is being corrupted slowly. It is important to recall that the acts of humanity need to now no longer have any type of private benefit at the back of them like fame, cash or power.

The global we stay in nowadays is split through borders however the attain we are able to have is limitless. We are fortunate sufficient to have the liberty to journey everywhere and enjoy some thing we want for. A lot of countries combat continuously to gather land which ends up within side the lack of many harmless lives.

Similarly, different humanitarian disaster just like the ones in Yemen, Syria, Myanmar and greater fees the lives of greater than tens of thousands and thousands of people. The scenario isn't resolving every time soon, therefore we want humanity for this.

Most importantly, humanity does now no longer simply restriction to people however additionally being concerned for the surroundings and each residing being. We need to all come collectively to expose genuine humanity and assist out different people, animals and our surroundings to heal and prosper.

অটিজম, সিপি ও বুদ্ধিপ্রতিবন্ধীদের জন্য সেলাই শেখানো

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Cerebral Palsy Definition

Cerebral palsy is a term used to describe a collection of disorders caused by abnormal brain development or damage to the brain that occurs around the time of birth or early in life.
Cerebral palsy causes problems with muscle tone, movement, balance and/or coordination. Symptoms and effects range from mild to severe. In some infants, problems are evident soon after birth. In others, diagnosis comes in later infancy or toddlerhood.

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Cerebral Palsy Types

There are many ways to classify cerebral palsy. When describing the type of movement impairment, providers often talk about spastic and mixed cerebral palsy.

Spastic Cerebral Palsy

Spastic cerebral palsy is characterized by increased muscle tone. Muscles are unusually tight and stiff, which affects movement and growth. Spastic cerebral palsy is often associated with damage to or developmental differences in the part of the brain called the cerebral cortex. Spastic cerebral palsy encompasses approximately 80 percent of all cases of cerebral palsy.
There are three main types of spastic cerebral palsy—each affecting different areas of the body:

• Diplegia affects the legs more than the arms. This type of cerebral palsy is most common in premature babies.
• Hemiplegia affects one side of the body. This type of cerebral palsy is most common in babies who’ve experienced strokes or traumatic brain injuries.
• Quadriplegia affects the entire body—the legs and the arms. This type of cerebral palsy is most common in babies who experience a lack of oxygen.

Mixed Presentation

Mixed cerebral palsy describes people who experience features of both spastic and dyskinetic cerebral palsy. This type of cerebral palsy is associated with damage to multiple areas of the brain.

COMPUTER TECHNOLOGY AND AUTISM

Computer aided teaching

The choice of activities and exercises, adapted to the level of acquisition and emerging abilities, will depend on the assessment. It is these exercises which will have to be integrated into a computer programme. A great many exercises, which are well adapted to the specificities of the autist's learning difficulties, already exist.
Computerization of some of these exercises could be quite easily undertaken. One could also look at existing educational computer programmes for exercises, which although not specifically developed for autistic people, could very well be of an appropriate level and which do not, above all, present any disconcerting characteristics for autistic people. It is, moreover, in this category that the highest number of computer experiments may be found. Finally, teachers could also invent new exercises which make specific use of the progressive animation and integration capacities of several of the new tool's sensorial modes.
To this end, writing aids for educational programmes have been developed which may either assist in the creation of new programmes or in enhanced personalization of educational programmes. Consideration and examination of the progress made in understanding autism will be extremely important, ensuring that educational programmes are fully adapted to the specificities of this syndrome.
In a more targeted approach to the possibilities provided in the field of educational programmes, one may, in relation with the WHO's classification of handicaps: Deficiency, Disability and Handicap, submitted by Wood in 1980 distinguish three levels of intervention:

• interventions which aim to reduce the "deficiency", that is to say which involve cerebral plasticity;
• interventions which aim to compensate the "disability" by offering standard learning exercises which have been adapted to the specificities of autism; and finally,
• interventions involving the handicap itself, that is to say which aim at developing social skills, thereby enabling better social integration. It is evident that regarding the current status of the research into the causes of autism, the first type of educational programme, which aims at acting on one or several specific deficiencies encountering in autism, is only in its infancy.

In contrast to this, however, several experiments involving computer aided teaching in the second area would appear to show encouraging results. It is very important to remember the autistic person's difficulties with memorization, sensorial integration, attention span and generalization which have been highlighted by recent research into this disorder.
As far as exercises which promote socialization are concerned, fairly good educational programmes are now available. Here again, the "Multimedia" technology ought to enable exercises to be offered which more closely match real (social) situations.

Assistance in communication

Up to now, computer technology has above all been used as a communications aid in cases of cerebral motory disabilities. Depending on the brain damaged person's motory and intellectual abilities, various communications systems based on a pointing method using pictures, symbols or even words displayed on a screen, enable a level of communication which considerably increases the person's autonomy.
This type of use with non verbal autistic people or those experiencing difficulties in expressing themselves verbally has been experimented with by various specialists. This may involve pointing systems using drawings or symbols, similar to the communication cards already used by a number of autistic people to communicate with their entourage. By combining the principle of card communication with the possibilities provided by computers, new fields of application will be developed. For instance, voice synthesis which enables easier communication with an interlocutor or the system of unfolding pictures.
For some autistic people, who do manage to learn to read and write, communication using a computer keyboard or reception using a visual document, either displayed on a computer screen or printed up, could be easier than verbal communication or reception, especially due to the marked preference shown by a high number of autistic people for visual stimuli but also because of the permanence of visual stimuli compared with the transitory nature of auditory stimuli. However, great care is called for in this area in view of certain overly optimistic views linked to the use of a technique known as "Facilitated Communication".
Information technologies can indeed facilitate communication in a more general manner, in particularly via computer networks. This kind of infrastructure could indeed constitute a potentially very powerful and rapid source of information exchanges, for instance the "INTERNET" network."INTERNET" links up several computer networks worldwide, with these being mainly used by universities.
An Electronic Mailing List particularly devoted to autism has already been set up, in which professionals, parents of autistic people and autistic people capable of using a computer keyboard can take part. Other discussions devoted to autism have emerged in discussion groups of a more general nature, called NEWSGROUPS, which operate within the USENET network. A great number of other subjects concerning psychiatry are dealt with by these networks. Some discussions are open to a wide public: professionals and non professionals alike rub shoulders, which can occasionally be irritating for some but is often a very interesting experience. Other discussions are only open to specialists, with access being controlled by the specialists themselves.

The research models

I do not wish to consider the use of computers and computer technology to be found in most medical research laboratories: this is a tool for statistical analysis, graphical representation, signal processing, etc... I am thinking more of computer technology which, by modifying one or several parameters, is able to describe and analyse certain brain activity. In some cases, the computer model can even simulate this activity, thereby providing scientists with an experimental field previously not available to them for obvious ethical reasons. Recent developments in symbolic Artificial Intelligence and the exploration work carried out in the field of so called "neuronal" computers, sometimes also known as connectionist systems, have provided neuro psychologists and neuro-biologists with exploration models, enabling them to test their hypotheses. Indeed, I am of the opinion that this could be an area of profitable cooperation between scientists working in the field of autism and those doing research on Artificial Intelligence.
The latter find themselves confronted by the "pathologies" of their artificial systems: learning difficulties, rigid behaviour patterns, the near impossibility of making generalizations based on previous experience and above all the difficulty of integrating several outside stimulus at the same time. There is no doubt that, as already mentioned earlier, this will involve working in an area in which some will be able to rediscover with pleasure their fascination for the world of computer technology.

Practical implementations

Although some years ago one of the main obstacles to the implementation of computer aided educational programmes was the price of the equipment, this aspect has now become a secondary consideration. Indeed, first rate computer hardware/software can be bought at very reasonable prices. The difficulties encountered are of two kinds:

• human difficulties,
• technical difficulties.

But new wine must be put into new bottles. It is, indeed, much easier to quote this saying from the Bible than to put it into actual practice. The use of computer technology may require changes in the care, whether therapeutic or educational, afforded autistic people. Such changes must be prepared. The resistance which this technology may give rise to will have to be considered: "It doesn't work, it's useless. We are going to make our children in robots, they will become prisoners of mechanical behaviour, etc..."
In the first part of my paper, I dealt with the importance of only considering the computer as a useful aid in caring for autistic people and not as a finality in itself. This at least partly answers some of the fears expressed. As far as the computer aided programmes lack of efficiency is concerned, it is difficult to be convincing by opposing theoretical arguments. It is far better to promote exchanges with teams who have already gained experience in this field.
This leads me to talk about another prerequisite for implementation of computer technology and above all the necessary adjustments to be made during use. It is important that the various teams, who have decided to adopt computer technology, are given the opportunity of frequent and practical communication between themselves. This will then lead up to the second area of difficulties, those which concern the technical aspect. To promote such exchanges, communication tools, like those already mentioned in the first section, will have to be set up. Although communication networks, such as INTERNET, exist more or less worldwide and the equipment required for writing and reading messages has become considerably cheaper, there are not very many access points, at least not outside the USA.
As an illustration, there are more than ten million people linked to INTERNET in the USA and less than 500,000 for all of Europe. Since it is above all universities and scientists who use these networks, the USA's lead over the rest of the field can be appreciated.

Looking for suitable Programmes

To return to the more immediate implementation of computer aided solutions, especially within the field of computer aided teaching, one will have to look and see which existing programmes are most suited to the person's learning abilities. This is not a particularly easy task. There is no general list classifying education or recreational computer programmes on the basis of their cognitive level.
One must not forget to examine non specialized programmes, whether this concerns educational programmes or games. The informed professional may very well find unexpected resources, which will no doubt require some adaptation and/or departure from the programme's original intention. Some games, for instance, can provide an opportunity for learning social skills: learning to play in turns for example. Computer simulation in a known environment can help the person to learn basic rules, frequently impossible in a real situation,...
Programmes known as utilities, such as word processing programmes or computer aided programmes for artistic creation are another source of assistance for the mentally handicapped and autistic people. The mentally handicapped people frequently have difficulty in executing a task such as writing or drawing. This does not involve a lack of artistic ability but rather difficulties linked to disorders accompanying their handicap, motory problems, precise coordination, slowness, etc.
An interesting aspect of computer technology is that it accepts a certain degree of error. Word processing programmes enable typing errors to be corrected, some even correct spelling mistakes. Computer aided graphics programmes allow the "painter" to go back over the drawing if it is not quite right. In both cases, one does not have to start again from scratch. This type of programme can be used to help a person tell a story, either with the use of the text or with the help of drawings or even both at once. This can be done individually or collectively. One may also envisage the same type of possibility with certain programmes specifically designed for musical creation.

Lack of Standardisation

Another difficulty resides in the lack of standardization of educational material and programmes. Once the first step involving the choice of programme suited to the needs of a particular person has been reached and even taken, the programme will then have to have been rewritten for the educational team's specific type of equipment. Nonetheless, there are some excellent suppliers of educational programmes which operate with several types of computers. These are unfortunately too few and far between.
A number of programmes are poorly suited to the specific needs of people with learning difficulties, especially autistic people. Some are written by experts in specialized teaching and are thus very good from the didactic point of view but their technical qualities are often not up to scratch: insufficiently reliable, insufficiently flexible, laborious implementation, etc. Other programmes have been written by computer scientists which, despite evident good will and obvious computer skills, have only been able to create programmes with generally fairly limited teaching qualities. There is a crying need for coordination between the two groups. Beyond these two specialties and in light of the complexity of the group of people for whom these programmes are developed, it would be good if multi disciplinary teams, including teachers, psychologists, neurologists, psychiatrists, as well as cognitive specialists and occupational therapists took part in the development of educational programmes. As a step in this direction, the following associations: Autisme France, Autisme Europe, the ARAPI and the UNAPEI have organized, in conjunction with IBM France's computer centre and services to the handicapped, France Telcom, an international conference on the subject of Autism and Computer Technology, which brought together specialists from various fields. This conference was held in Nice (France) at the ACROPOLIS in January 1995.
The five themes, mentioned earlier, have been presented:

• DIAGNOSIS
• ASSESSMENT
• TEACHING
• COMMUNICATION
• RESEARCH MODELS

We hope that this conference has provided the opportunity of establishing links between the various teams interested in the application of computer technology in the field of autism. I, for my part, am convinced that by considering the specific needs of autistic people and by using the appropriate computer techniques to meet these needs, we shall provide important assistance to the cognitive and social development of autistic people.

Attention deficit hyperactivity disorder (ADHD) 

Introduction 

Attention deficit hyperactivity disorder (ADHD) is a group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness.
Common symptoms of ADHD include:

• a short attention span or being easily distracted
• restlessness, constant fidgeting or overactivity
• being impulsive

ADHD can occur in people of any intellectual ability, although it is more common in people with learning difficulties. People with ADHD may also have additional problems, such as sleep and anxiety disorders.
Symptoms of ADHD tend to be first noticed at an early age, and may become more noticeable when a child's circumstances change, such as when they start school. Most cases are diagnosed in children between the ages of 6 and 12.
The symptoms of ADHD usually improve with age, but many adults who are diagnosed with the condition at a young age will continue to experience problems.
Read more about the symptoms of ADHD.

Getting help 

Many children go through phases where they are restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.
However, you should consider raising your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or GP if you think their behaviour may be different to most children their age.
It's also a good idea to speak to your GP if you are an adult and you think you may have ADHD, but you were not diagnosed with the condition as a child.
Read more about diagnosing ADHD.

What causes ADHD?

The exact cause of ADHD is unknown, but the condition has been shown to run in families, and research has identified a number of possible differences in the brains of people with ADHD compared to those who don't have the condition.
Other factors that have been suggested as potentially having a role in ADHD include:

• being born prematurely (before the 37th week of pregnancy)
• having a low birthweight
• smoking, alcohol or drug abuse during pregnancy

Read more about the causes of ADHD.

How common is ADHD?

ADHD is the most common behavioural disorder in the UK. It's unknown exactly how many people have the condition, but most estimates suggest if affects around 2-5% of school-aged children and young people.
Childhood ADHD is more commonly diagnosed in boys than girls.
Girls with ADHD often have a form of the condition where the main symptoms relate to problems with attention rather than hyperactivity, which can cause less noticeable symptoms. It is therefore possible that ADHD could be underdiagnosed in girls, and could be more common than previously thought.

How ADHD is treated

There is no cure for ADHD, but it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medication, if necessary.
Medication is often the first treatment offered to adults with ADHD, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.
Read more about treating ADHD.

Living with ADHD

Looking after a child with ADHD can be challenging, but it is important to remember that they cannot help their behaviour.
Some issues that may arise in day-to-day life include:

• getting your child to sleep at night
• getting ready for school on time
• listening to and carrying out instructions
• being organised
• social occasions
• shopping

Adults with ADHD may also find they have similar problems, and some may have issues with drugs, crime and employment.
Read about living with ADHD for information on ways to cope with these issues.

Child health 6-15

Information on child health, including healthy diet, fitness, sex education and exam stress

Page last reviewed: 15/05/2014

 

Autism Spectrum Disorders
Autism Spectrum Disorders (ASD) are a set of neurodevelopmental disorders that affect how an individual processes information and interprets the world. Core features of autism are persistent deficits in social interaction and communication and restricted, repetitive or stereotyped patterns of behavior, interests or activities. Each individual with ASD displays a unique combination of characteristics, ranging from mild to severe, requiring individually determined educational and treatment programming.

The first signs of autism appear in early childhood and can be detected by an experienced professional as early as 18 to 24 months of age. Early and accurate identification and intervention can change the trajectory for many children on the autism spectrum.
Professional and Family Resources
Autism Navigator, LLC presents About Autism in Toddlers--a free resource for parents and professionals interested in learning more about the early signs of ASD in young children. About Autism in Toddlers was developed by the Autism Navigator creators at the Florida State University Autism Institute. Their professional development courses have been piloted in five states and will soon be available throughout the U.S. and internationally. Autism Navigator for Early Intervention Providers and Autism Navigator for Primary Care.

The National Professional Development Center on Autism Spectrum Disorders (NPDC) promotes the use of evidence-based practices for children and youth with ASD, birth to 22 years of age.

Autism Focused Intervention Resources and Modules (AFIRM) is a free online resource designed to teach the step-by-step process of planning for, using and monitoring evidence-based practices for individuals with ASD. Supplemental materials and handouts are available for download.

Autism Internet Modules (AIM) is a free online resource designed to provide high-quality information and professional development for anyone who supports, instructs, works with or lives with someone with autism.

Positive Behavioral Interventions and Supports http://adf.ly/1PNjon(PBIS) is a framework or approach for helping schools select and organize evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.