Growth and development is a continuous process that proceeds in a systematic and sequential manner. This process takes place in stages where a child is supposed to overcome the challenges of a given stage before proceeding to the next level. Although most children grow and develop effectively, some are unable to proceed to the next stage as they develop different types of cognitive and childhood disorders, which affect their normal development.
Attention-Deficient/Hyperactivity Disorder (ADHD) remains one of the most prevalent and common psychiatric and psychopathological disorders affecting about five percent of school going children worldwide. Approximately 6-12 percent of school going children are diagnosed with ADHD in America each year. Consistent studies affirm that about twenty-five percent of children diagnosed with ADHD manifest symptoms and signs of the disorder until maturity. It is regarded as a long lasting psychiatric disorder that can be treated and managed, but children diagnosed with the disorder show significant challenges in terms of inattention, hyperactivity, and impulsiveness (Curatolo, 2010). ADHD is a maladaptive behavior that has existed for many years and attracts the attention of researchers. Initially, the disorder was referred to as “hyperkinetic disorder of childhood,” as it affected mainly the boys.
Before 1960s, people believed that the disorders was caused by poor parenting style, but it was established that ADHD was a biological condition caused genetic, environmental, cognitive and biological factors. Although ADHD disorder has existed for the last one century, it first featured in DSM-111 in 1980. Recently, it has been classified in DSM-IV-TR as psychiatric, neurobehavioral and disruptive disorder along other psychological disorders. Under the DSM-IV-TR, it has been classified on the predominance of symptoms (hyperactivity/impulsiveness, inattention or a combination).
ADHD is a brain-based biological condition, but what causes the disorder remains a topic of discussion. However, a recent body of knowledge affirms that ADHD results from the interaction of multiple environment and genetic factors during the development process thus forming a neurobiological body that remains vulnerable to the disorder. Recent neuroimaging studies reveal that children diagnosed with ADHD show difficultness in areas of motor, cognitive and attention functions because their brain metabolism rate is slower in these areas. Brained based studies have shown that children with ADHD have higher levels of dopamine chemicals in their brain and the body counteracts this effect by increasing the threshold stimuli, which in turn influence the child to loss focus and engage in hyperactive and impulsive behavior. Other studies have shown that ADHD children have relatively smaller brain areas (frontal, striatum, cerebrum, and pre-frontal context) than normal children (Wang, 2007). Based on these assertions, it is clear that ADHD children manifest symptoms of inattention, hyperactivity, and impulsiveness because of biological factors within their body system. Cognitive therapy, behavioral therapy, family therapy, and use of stimulant medicines are some of the methods use in treating and managing the disorder.
Motor skills disorder
Motor skills disorder commonly known as motor dyspraxia remains one of the developmental disorders affecting many children in the world. The disorder affects coordination of body parties and children diagnosed with this conditions show signs of clumsiness in terms of walking, writing, jumping and carrying out their daily activities. According to the DSM-IV-TR analysis, a child suffering from motor skill disorder score lowly in terms of performance compared to the child’s age and intelligence level. DSM-IV TR analysis affirm that children aged 5-12 years are more likely to develop this disorder; a move that has been affirmed by about five percent of children who meet the DSM-IV TR criteria (Gillberg, 2003). In the same breath, male children are three times likely to be diagnosed with the disorder than girls. However, symptoms of the motor skills disorder differ with age and developmental stage of the child. In most case, young children are slow when executing simple motor skills such as tying shoelaces, walking, grasping objects, and zipping. Consequently, older children experience challenges when executing complex motor skills such as constructing models, writing, and playing with objects. Despite this variance, a child diagnosed with motor skills disorder score lowly compared with his developmental stage and age.
Brain is an important organ in the body because it interprets electronic signals transmitted by the neuron transmitters in the body. Motor coordination can take place effectively when all the neuron transmitters coupled with nervous system work effectively. In case of brain damage or an injury, the nervous system is affected thus leading to poor coordination in the body. Motor skill disorder occurs because of weakened and disorganized connection in the brain thus inhibiting coordination of the body.
Children diagnosed with motor skill disorder experience low pain threshold coupled with tactile system. This is a biological condition that is occurs when multisensory integration fails to interlink and organize multiple signals emanating from visual, auditory, and olfactory in the body thus leading to ineffectiveness. Similarly, children diagnosed with this disorder tend to fall occasionally as they lack body balance. This takes place because vestibule organ fail to function effectively in the body. Vestibule works in unison with cochlea and the two systems complement each other. Therefore, motor skill disorder is a biological condition caused by failure of nervous, brain, and neurotransmitter system. Medical practitioners can use various methods, and techniques to treat and management motor skill disorder. They include; perceptual motor training, sensory integrative therapy, family therapy and community based-recreational programs.
Communication disorder
Most children are able to pronounce a few words in their late infancy stage, but some develop communication disorder that inhibits their language development process. Communication using language remains an integral aspect in man’s existence, but children diagnosed with communication disorders experience speech, auditory hearing, and language challenges. Communication disorders take many forms as it many involve sound repetition, inability to internalize and articulate certain words to the extent of losing communication ability completely. Studies reveal that approximately six percent of children below 15 years are diagnosed with communication disorder annually; an idea that affirms that it is common and prevalent condition.
According to DSM-IV TR analysis, communication disorders are feature in early childhood and adolescence, but they may persist in adulthood. Although this hold true, communication disorder exist with other co-occurring disorders thus worsening the situation. A DSM IV-TR analysis criterion is used when assessing and evaluating the performance of a child diagnosed with the disorder. Based on the evaluation, communication disorders are classified in five main categories: phonological, expressive language disorder, stuttering, mixed repetitive disorder, and other communication disorders.
Various factors ranging from environmental, genetic to physiological cause communication disorder, but in essence, it is a biological condition. Brain damage and injury coupled with interference of sensory system affect speech, and language development thus leading to communication disorder. This infers that a child cannot develop communication ability unless there is coordination in the body. Speech occurs when there is systematic coordination of the muscles on the neck, chest, and abdomen. This coordination facilitate language develop that involve pronunciation of words. Similarly, language and speech exist because the neurotransmitters are able to covert and transmit sound signals into electrical impulses from the ear to the brain for interpretation. In most cases, children diagnosed with communication disorders are unable to reorganize sound into words because their auditory and sensory systems fail to interpret the information effectively. This is a clear indication that biological factors cause communication disorders among the children, and interfere with their normal development process. However, the condition can be addressed effectively using scientific-based interventions.
References
Curatolo, P. (2010). The Neurobiological basis of ADHD. Italian Journal of Pediatrics 2010, 36(79), 343-457.
Gillberg, C. (2003). Clinical Child Neuropsychiatry. New York: Cambridge University Press.
Wang, V. (2007). Imaging the effects of methylphenidate on brain dopamine: new model on its therapeutic actions for attention-deficit/hyperactivity disorder. . Biol Psychiatry, 1(57), 1410-1450
