DISORDERS IN
CHILDREN AND
ADOLESCENTS
GROUP 8C
• Defined by sub average intelligence
(IQ below 70 that is accompanied by
impairments in performing age-
expected activities in daily.
• Intelligence is measured by a
standardized test and can be used to
define the degree of mental
retardation.
CLASSIFICATION OF MENTAL
RETARDATION
1. Normal : 90 to 110 IQ
2. Borderline : 71 to 89 IQ
3. Mild : 50/55 to 70 IQ
• NURSING DIAGNOSIS
- Interrupted family processes r/t having a child
who is cognitively impaired
- Compromised family coping r/t situational/
developmental crisis
- Delayed growth and development r/t impaired
cognitive function
Planning/Implementation
• Dysgraphia - used as an
overarching term for all
disorders of written expression.
• Math disability
• Sometimes called dyscalculia, a
math disability can cause such
difficulties as learning math
concepts (such as quantity, place
value, and time), difficulty
memorizing math facts,
difficulty organizing numbers,
and understanding how problems
are organized on the page.
ETIOLOGIC FACTORS
• No single definitive cause has been
established; theories is to the cause
are being studied.
• Frequently found in association w/ a
variety of medical condition
ex. Lead poisoning , fetal alcohol
syndrome
CLINICAL FINDINGS
• Difficulty understanding and following
instructions
– Hearing
– General Health
– Pregnancy, neonatal, and birth
data
– Past illness
– Family History
• NURSING DIAGNOSIS
• Anxiety related to frequent lack
of success the inability to meet
expectations of others, and the
failure to develop meaningful
relationships.
• Impaired verbal communication
r/t cerebral deficits and
psychologic barriers.
• Interrupted family processes r/t
to disturbed family interactions
and the disturbed behavior of
infant, child, or adolescents
• PLANNING/IMPLEMENTATION
• Develop a trusting relationship with the
child and family
• Provide activities consistent with disorder
• Provide guidance and supervision
• Maintain routines based on the child’s
usual schedule
• Set consistent and limits for behavior
• Assist the parents to gain an accurate
understanding of their child’s strength and
weaknesses.
• EVALUATION
• Participates in school and home
activities
• Follows directions
• Carries task to completion
• Motor skills disorder, also called
motor coordination disorder or motor
dyspraxia, is a common disorder of
childhood. It is estimated to be
present in about 6% of school age
children (between ages 5 and 11 yrs).
• Children with this disorder have
associated problems including
difficulty in processing information
needed to guide their motor actions
they may not be able to recall or plan
complex motor activities such as:
– dancing,
– doing gymnastics,
– catching or throwing a ball with
accuracy, or
– producing fluent legible handwriting.
• Motor skills disorder can be
extremely disabling both in academic
settings (school) as well as in
everyday life due to impairment of
functioning. Children and adults with
this disorder are at risk for obesity,
due to the higher rates of physical
inactivity, and often suffer from low
self-esteem as well as academic
underachievement.
ETIOLOGIC FACTORS
• There is no known exact cause of this
disorder; however, it is often associated
with physiological or developmental
abnormalities such as:
• prematurity,
• developmental disabilities (cognitive
deficit),
• attention deficit hyperactivity disorder
(ADHD), and
• mathematics or reading learning disorders.
• It should be differentiated from
other motor disorders, such as:
• cerebral palsy,
• muscular dystrophy, and
• Inherited metabolic disorders.
CLINICAL FINDINGS
• Children with this disorder have
variable symptoms, depending on the
age of diagnosis (as with most
childhood disorders).
• Young infants may present with non-
specific findings, such as hypotonia
(floppy baby) or hypertonia (rigid
baby).
• Older infants may be delayed in their
ability to sit, stand or walk.
• Toddlers may have difficulty feeding
themselves.
• Older children may have a hard time
learning to hold a pencil, and tend to
knock over drinking glasses more
often than expected.
• As children with this disorder age,
they often avoid physical activities,
especially those requiring complex
motor behaviors such as:
• dancing,
• gymnastics,
• swimming,
• catching or throwing a ball,
• writing, or
• drawing.
THERAPEUTIC
INTERVENTION
• Physical therapy
• Occupational therapy
• Early interventional program to help
prepare child physically and socially
for school
• Ongoing assistance to promote social
and academic success
A. Developmental
Coordination Disorder
• Developmental coordination disorder is
diagnosed when children do not develop
normal motor coordination (coordination
of movements involving the voluntary
muscles).
• It has been called clumsy child
syndrome, clumsiness, developmental
disorder of motor function, and
congenital maladroitness.
• Developmental coordination disorder is
usually first recognized when a child
fails to reach such normal
developmental milestones as walking or
beginning to dress him- or herself.
ETIOLOGIC FACTORS
• The symptoms of developmental
coordination disorder vary greatly from
child to child. The general characteristic is
that the child has abnormal development
of one or more types of motor skills when
the child's age and intelligence quotient
(IQ) are taken into account. In some
children these coordination deficiencies
manifest as an inability to tie shoes or
catch a ball, while in other children they
appear as an inability to draw objects or
properly form printed letters.
CLINICAL FINDINGS
• difficulty performing tasks that involve
both large and small muscles, including
forming letters when they write,
throwing or catching balls, and
buttoning buttons.
• can lead to social or academic problems
for children.
• problems forming letters when they
write by hand, or drawing pictures,
• general unsteadiness and slight
shaking
• an at-rest muscle tone that is below
normal
• muscle tone that is consistently
above normal
• inability to move smoothly because of
problems putting together the
subunits of the whole movement
• inability to produce written symbols
• visual perception problems related to
development of the eye muscles
• Children with
developmental
coordination
disorder have
difficulty
performing tasks
that require
motor skills or
eye-hand
coordination, such
as catching a
ball.
NURSING CARE PLAN
• ASSESSMENT
• Developmental screening for
delayed milestones
• Associated illness/ risk factors
• Visual acuity
• Play activities
• Child’s response to lack of
coordination
• NURSING DIAGNOSIS
• Anxiety r/t a frequent lack of
success, the inability to meet
expectations of others, and the
failure to develop meaningful
relationships
• Risk for injury r/t sensory deficits,
altered judgment and sensorimotor
deficits
• Risk for falls r/t impairment in motor
coordination (gross motor skills) and
sensorimotor deficits
• PLANNING/IMPLEMENTATION
• Teach need for prevention of injury
from falls
• Encourage exercises such as swimming
• Foster independence by emphasizing
abilities and achievements rather
than limitations
• Help parents to cope w/ child’s lack of
coordination
• Reward achievement of motor
milestones ( crawling, sitting, walking,
improved handwriting)
• EVALUATION
• Maintains or increases mobility
• Participates in desired activities
• Verbalizes positive self-image
• Engage in activities suitable to
interest, capabilities, and
developmental level
• A. AUTISM (mindblindedness)
• Incidence: Boys
• Onset: 3y.o. above
• Characteristic: Impairment of
interaction skills
ETIOLOGIC FACTORS
• Idiopathic
• Genetic factor
• Abnormality in Brain Chemicals
• Abnormality in Brain Structure
CLINICAL FINDINGS
• Difficulty in Social Interactions
– Unaffectionate
– Loner
– Inapt. Attachment to objects
– Inapt. Laughing
– Lack of interest in the environment
– May avoid eye contact
• Difficulty with Communication
• Echolalia
• Communicate in gestures
• Difficulty in expressing needs
• Stereotype Behavior
• Sustained repetitive motor behavior
(spinning self)
• Insensitive to pain
• No real fear of Danger
How Autism Diagnosed?
• for the first 2years of life, the child
should be checked for the following
developmental deficits;
• 12mos – No gestures and pointing
• 18mos – No single words spoken
• 24mos – No two words spontaneous
expression, Loss of any language or
social skills at any age
THERAPEUTIC
INTERVENTION
• Reduce behavioral symptoms
– Reduce temper tantrums
– Aggressiveness
– self-injury
• Incidence: Girls
• Characteristic: multiple
deficits after a
period of normal functioning
• Onset: from birth to 5mos
CLINICAL FINDINGS
• Behavioral pattern (stereotype)
– Head Banging
– Tantrums
– Body twisting
• Difficulty with Communication
– Loss of Expressive language
– Difficulty in expressing needs
• Social Interaction
– Loss of interest in Social
Environment
Difference between Rett’s
from Autistism
RETT’S
AUTISM
• Common on girls • Common in boys
• Loss of acquired language • Inapt. language
• Loss of hand function • Preserved hand function
• (+) Ataxia • (-)Ataxia
• Seizure prone • No seizure
• Abnormal Chewing • Normal Chewing ability
• Microcephaly • Normal
• Delayed physical growth • Normal
C. CHILDHOOD DISINTEGRATIVE
DISORDER
also known as Heller's syndrome
and disintegrative psychosis, is a
rare condition characterized by late
onset (>3 years of age) of
developmental delays in language,
social function, and motor skills.
• CDD has some similarity to autism, and is
sometimes considered a low-functioning
form of it, but an apparent period of fairly
normal development is often noted before
a regression in skills or a series of
regressions in skills.
•
Antipsychotic medications - are used to
treat severe behavior problems like
aggressive stance and repetitive behavior
patterns.
•
Anticonvulsant medications - are used to
control seizures.
D. ASPERGER’S DISORDER
a developmental condition that is
relatively rare, but frequently
misdiagnosed. Children with this
disorder usually have an average to
above average intelligence, but have
difficulty with social interactions,
adherence to rules, and emotional
sensitivity and reciprocity
– more common in males.
ETIOLOGIC FACTORS
• Genetic factors
• 50% of AS patients have a history of
oxygen deprivation during the birth
process, which has led to the
hypothesis that the disorder is
caused by damage to brain tissue
before or during childbirth.
CLINICAL/BEHAVIORAL
FINDINGS
• socially aloof
• may have poor eye contact
• do not have the skills to sustain positive
interaction
• Their major social deficit is an inability to
understand the perspective of another
person
• may create their own rituals and insist
that others adhere to their rules.
• language development may be delayed
• have difficulty deriving the full meaning
of both written and spoken language.
• Lack of common sense ,they have poor
impulse control and deficits in planning,
self-monitoring, and transitioning from
one situation to another.
• Motor clumsiness is not an essential part
of the syndrome and is usually seen in
pre-school children. Motor clumsiness
may extend into later development in
children with AD
THERAPEUTIC
INTERVENTION
• If a child is suspected of having AD, he
or she should be referred to a
neuropsychologist for evaluation.
• The neuropsychologist will make the
diagnosis by:
• Taking a thorough developmental history;
• Obtaining detailed information from teachers
and parents
Administering neuropsychological testing,
• After a clear diagnosis is made,
specific interventions can be
developed to meet the academic,
social, and emotional needs of the
child. These include:
• Use of medications like Ritalin or Risperdol;
• Behavior therapy that teaches social skills,
helps the child to understand emotions,
improves motor skills, and encourages the
understanding and perspectives of others;
• Family education and support; and
• Classroom interventions. Not all children
with AD need special education,
NURSING CARE PLAN
• ASSESSMENT
• Behavior associated w/autism
• Rejection of physical contact with
others
• Preference for inanimate, spinning,
shiny objects
• Behavior directing emotional energy
inward rather than toward the
external environment
• NURSING DIAGNOSIS
• Anxiety r/t failure to develop
meaningful relationships and
separation from parents.
• Impaired verbal communication
r/t delay or absence, or
repetitive use of language
• Personality identity disturbance
r/t the inability to distinguish
between self and nonself
• PLANNING/IMPLEMENTATION
• Increase the use of touch gradually;
accept the child’s needs to push
away; use touch to reinforce
difference between client and
nurse.
• Provide a consistent routine for
activities of daily living
• Maintain a consistent, familiar
environment
• Use picture boards to assist in
communication; participate in
child’s activities
• Set consistent and firm limits
for behavior
• Support family’s decision for
homecare or institutionalization
• Encourage verbalization of
feelings
• Provide parents with a list of
available community resources.
• EVALUATION
• Sits in a group
• Decrease self-destructive
behavior
• Increases use of first-person
speech
• Uses less stereotyped and
repetitive motor behaviors
• Depending on age, attends a
therapeutic nursery program, a
day treatment program or SPED
CLASSES
A. ATTENTION DEFICIT
HYPERACTIVITY DISORDER
• Is the latest terminology used to
refer to a persistent pattern of
inattention or hyperactivity with
impulsivity.
• For most children, the disorder
stabilizes in early adolescence, and in
most cases symptoms subside
between late adolescence and early
adulthood
ADHD CLASSIFIED
ACCDG. TO 3 SUBTYPES:
• Combined type – (most common) the
individual has six or more symptoms
of inattention and six or more
symptoms of hyperactivity and
impulsivity.
• Predominantly inattentive type –
the individual has six or more
symptoms of inattention but fewer
than six symptoms of hyperactivity
w/ impulsivity
C. Predominantly hyperactive and
impulsive type – the individual has
six or more symptoms of
hyperactivity and impulsivity but
fewer than six symptoms of
inattention.
ETIOLOGIC FACTORS
• The etiology is uncertain and may be
related to any illness or trauma
affecting the brain at any stage of
development.
• Predisposing factors such as;
• Exposure to toxins
• Medications
• Chronic otitis media
• Head trauma
• Perinatal complications
• Neurologic infections
• Mental disorders
CLINICAL/BEHAVIORAL
FINDINGS
• Inappropriately inattentive
• Excessive impulsiveness (ex. cannot take turns,
interrupts
• Short attention span; easy distractibility; does
not complete tasks
• Squirming and fidgeting; hyperactivity may or
may not be present
• Difficulty organizing task and activities
• Excessive talking
• Symptoms persist although adolescents usually
become more goal-directed and less impulsive
THERAPEUTIC
INTERVENTION
• Psychologic counseling
• Teaching and modeling more adaptive
coping behaviors
• Psychotropic medications:
• Methylphenidate HCl (Ritalin) is
frequently used
NURSING CARE PLAN
• ASSESSMENT
• Hx of child’s behavior from parents,
teachers, and guidance counselor
• Behavior reflecting impulsiveness
and pattern of inattention
• Difficulty in following instructions
• Inability to sit without fidgeting or
moving about
• Easy distractibility by extraneous
stimuli
• NURSING DIAGNOSIS
• Anxiety r/t an inability to meet
expectation of others
• Self-esteem disturbance r/t negative
evaluation by self and others about
capabilities and performance
• Impaired verbal communication r/t to
excessive talking and intrusiveness
• Impaired social interaction r/t
excessive talking and intrusiveness
• PLANNIG/IMPLEMENTATION
• Set realistic, attainable goals
• Plan activities to provide a balance bet.
Energy expenditure and quiet time
• Structure situation to provide less
stimulation
• Provide firm and consistent discipline;
ignore temper tantrums
• Provide exercises in perceptual- motor
coordination and balance
• Provide opportunities so the child can
experience success and satisfaction
• Administer prescribed medication
• EVALUATION
• Participates in school and home
activities
• Carries task to completion
• Follows directions
B. CONDUCT DISORDER
• a persistent antisocial behaviors in
children and adolescents that
significantly impairs their ability to
function in social, academic, or
occupational areas.
• -it is frequently associated with early
onset of sexual behavior, drinking,
smoking, use of illegal substances,
and other reckless or risky behaviors
SUBTYPES:
a. Childhood-onset: involves symptoms
before 10 years of age.
• - more likely to have persistent
conduct disorder and to develop
antisocial personality disorder as
adults
Characterized by:
• Both the receptive and
expressive areas of
communication may be
affected in any degree, from
mild to severe.
• Low assessment scores for:
• Information
• Vocabulary and Comprehension
» Spatial concepts (e.g.
difference between “over” and
“under;” “here” and “there.”)
» Difficulty in understanding
word problems and instructions
» Difficulty in using words
• Treatment:
• Consult a speech-language pathologist or
therapist to receive treatment.
• Most treatments are short-term and rely
on accommodations made in the person’s
environment (Special schools, environment
modification.)
• Language intervention activities
• Articulation therapy
• Oral motor therapy
C. Phonological Disorder
1. TOURETTE DISORDER