Social disadvantage and developmental diagnosis in pre‐schoolers

Abstract

Children with GDD without autism were more likely to be disadvantaged and to have had contact with child protection services than children with ASD. This has implications for the assessment, early intervention and support services for children with disabilities and their families.

Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática

“…An integrative and multidimensional approach must also be adopted in the understanding of the aetiology of DD. In addition to the risk factors for DD in childhood which derive from biological fragilities, such as prematurity or low birth weight, (Ballantyne, Benzies, McDonald, Magill-Evans & Tough, 2016;Sansavini, Guarini & Savini, 2011;Spittle et al, 2017), environmental factors must also be taken into account, such as low parental education (Charkaluk et al, 2017;Hillemeier, Morgan, Farkas & Maczuga, 2011), the lack of a family structure (Kayrouz, Milne & McDonald, 2017), monthly income (Hillemeier et al, 2011) and the number of children (Ozkan, Senel, Arslan & Karacan, 2012) or, in general, child poverty (Dickerson & Popli, 2016;Najman et al, 2009). In fact, as Wei et al (2015) point out, these factors are associated with adverse experiences at an early age, such as inadequate stimulation or excessive stress, and exposure to multiple risks which affect brain development.…”

Paediatricians’ expectations and perspectives regarding genetic testing for children with developmental disorders

“…Some may be unsure about testing and after more reflection—either alone or with their partner and/or family—decide against testing. Some parents learn of the serious developmental disorder for the first time, the same day they are offered genetic testing and may want to go home quickly after the diagnosis . Parental anxiety was indeed reported by paediatricians.…”