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Studies have consistently reported an increased prevalence of psychiatric comorbidity (PC) in individuals with neurodevelopmental disorders (NDDs) compared with typically developing controls, with high rates of anxiety disorders in autism spectrum disorders and challenging behaviors in children and adolescent with intellectual disability. Psychiatric assessment in this population should include multiple sources of information, derived from multiple contexts and using multiple methods, with accurate detection of contributing and trigger factors. It is important to focus on detecting change from the child's baseline functioning and to use, when possible, ad hoc instruments for assessing PC in the NDD population. Modifications in the setting and assessment procedures should be scheduled based on the child's age, developmental level, and sensory sensitivities. Simultaneously, validated screening instruments, which dimensionally assess the symptomatology of several NDDs and psychiatric disorders, are warranted to not only assist in the identification of PCs in NDDs but also discriminate among different NDDs. Changes from DSM-IV-TR to DSM-5 have had an impact on the diagnosis of several disorders in children and adolescents and, subsequently, on the current diagnostic tools, requiring appropriate and prompt modifications of the available instruments.Developmental language disorders (DLD) are prevalent and persistent among school-age children but are often underrecognized. This chapter discusses the ways in which the various components of communication are impacted by these disorders and outlines the differences in expression seen in different languages. Research on biological and psychologic roots of the syndrome is also reviewed. As yet, no single definitive cause has been identified; the disorders are likely to result from a constellation of genetic, biological, and cognitive weaknesses that are influenced by environmental experiences. Basic methods of assessment and differential diagnosis are presented and the principles guiding the development of intervention programs are discussed.Despite rapidly evolving technologies, an accurate and thorough clinical neurologic assessment is still crucial to understanding presenting symptoms and signs. It is the most exciting but also challenging part of the diagnostic puzzle, essential to establishing a rational working hypothesis and a consistent management plan. Flexibility, creativity, and social skills are needed to elicit the child's participation. History taking is of the utmost importance, requiring not only time and perseverance, but also knowledge and effective communication to obtain relevant and precise information. Understanding what is being tested and distinguishing the normal from the abnormal are indispensable in reaching a correct clinical interpretation. The clinician needs to tailor an individualized approach for each patient according to the chief complaint, clinical context, and the child's chronologic and developmental age. The questions about the nature, localization, and etiology must be addressed first and then summarized and developed into a reasonable diagnostic hypothesis and differential diagnosis. This chapter aims to guide the reader through a situation-related approach from history taking and neurologic examination to a systematic, step-by-step interpretation of the information and findings. It also provides some practical advice on how to avoid common pitfalls.Neurophysiological studies, including electroencephalography (EEG) and evoked potentials (EPs), are helpful bedside tools for assessing neurologic function and helping with prediction of long-term neurodevelopmental outcomes following brain injury in preterm and term newborns. In this chapter, we describe the use of electroencephalography, including both amplitude-integrated EEG and continuous video EEG, and EPs, including visual, somatosensory, and brainstem auditory EPs, in the neonatal period. Lipopolysaccharides research buy We review the current literature on the utility of these neurophysiological studies in the prediction of long-term outcomes in preterm and term newborns.Interdisciplinary assessment (IA) is defined as the integration of clinical contributions by healthcare professionals from distinct disciplines into a comprehensive diagnostic and prognostic evaluation. This process requires the professionals to independently and simultaneously consider and gage clinical information collected via a variety of methods and from a variety of informants. A shared perception of the clinical situation is progressively achieved via team meetings. IA helps clinicians to overcome the many challenges posed in today's context for assessment and treatment planning in the field of neurodevelopmental disorders. Most national and international guidelines recommend the inclusion of IA in the diagnostic workup for complex cases (e.g., autism spectrum and attention deficit hyperactivity disorder). Hence, IA should always be part of the neurodevelopmental disorder diagnostic process in children in general and preterm infants in particular.Children and adolescents with neurodevelopmental disorders often show complex developmental disorders, including multiple areas of dysfunction such as emotional regulation and behavior, school integration, and learning difficulties. These multidimensionally impaired children share some common features with children with autism spectrum disorders (ASDs). However, paradoxically, they could qualify as diagnostically homeless. Several proposals have been formulated to categorize subgroups of these children, whose diversity and overlap in clinical expression emphasize the importance of using a multidimensional assessment inscribed in a developmental perspective. Here, we review these different classification proposals and describe a multidimensional approach that, in addition to a categorical approach, could constitute a complementary point of view. We believe that this multidimensional perspective allows one to address the child holistically, taking into account his or her interactive experience with the environment, and achieve a functional diagnosis enabling the elaboration of a tailored therapeutic plan and better school inclusion.Epilepsy is considered a disease characterized by an underlying predisposition to seizures as well as neurobiologic, cognitive, psychologic, and social consequences. It is the most frequent chronic neurologic condition of childhood, affecting 0.5%-1% of children worldwide. It comprises a variety of disorders with many different etiologies, consequently affecting management and outcome. Although the great majority of children have epilepsies that are self-limited and have a good prognosis, it is nevertheless very well recognized that epileptic activity (be it seizures or interictal discharges) can be particularly deleterious to the developing brain acting as a disruptor to normal developmental function. Indeed, epilepsy and neurocognitive and behavioral disorders very frequently coexist, and it can be challenging to understand if there is causality or if they are all the reflection of the underlying brain disorder. Hence, accurate phenotypic and etiologic diagnosis is of utmost importance as it will not only guide decision making with regard to choice of treatment but also enable management of expectations concerning outcome. The current chapter aims to provide a general overview of the fast evolving and vast field of childhood epilepsy from its definition and epidemiology, to its diagnostic challenges, management, and outcome.Autism is a frequent, precocious behavioral constellation of social and communicative atypicalities associated with apparently restricted interests and repetitive behavior and paired with an uneven ability profile. Its definition has constantly broadened in the past 75 years, introducing phenotypes increasingly distant from its initial description, heterogeneous in intelligence and speech level, and associated conditions. When it is unassociated with other conditions, its origin is mostly genetic, transmissible, and favored by frequent polymorphisms with small effects present in the general population. Identified de novo rare mutations with large deleterious effects produce phenotypes only loosely related to nonsyndromic autism. Autism is associated with brain reorganization at multiple levels, and with a variant of typical information processing, i.e., the way humans perceive, memorize, manipulate, and attribute emotional value to available information. Its phenotype evolves over the span of life, with an overall reduction of autistic signs, but it still requires some level of support. There is no treatment for this condition; however, it is compatible with high levels of integration into society.Intellectual disability (ID) or intellectual developmental disability (IDD) is one of the commonest neurodevelopmental disabilities worldwide and is known to affect 2% of the population of France or just over a million people. It is marked by a reduced ability to reason and understand abstract or complex information, which heavily restricts school learning and limits the individual's ability to adapt to daily life, including their transition to adulthood. Intellectual handicap or mental handicap results from an interaction between the individual vulnerability of a person with ID and their ecosystem, in other words, their family, and cultural and institutional environment, which can be a barrier or a facilitator. Identifying a child with an unusual developmental trajectory requires professionals to have a good understanding of psychomotor development. ID may be isolated but is very often intertwined with other neurodevelopmental disorders, including autism, motor or sensory difficulties (hearing, vision), serious sleep and eating disorders, and medical conditions such as epilepsy, as well as a wide variety of psychopathologic problems, including anxiety, depression, and emotional regulation disorders. There are many causes of ID. More than half of all cases are genetic in origin, and there are several hundreds of rare diseases about which little is known so far. The use of new genetic techniques (high-throughput sequencing) should reduce the number of people who are undiagnosed and give way to a comprehensive diagnostic approach based on clinical practice. A regular multidimensional evaluation of cognitive, educational, socioemotional, and adaptive skills throughout life provides a better understanding of how individuals with ID function and will contribute toward the planning of more appropriate strategies for learning, care, and support, leading to a better quality of life and participation in society.Since 1980, the world has been threatened by different waves of emerging disease epidemics. In the twenty-first century, these diseases have become an increasing global concern because of their health and economic impacts in both developed and resource-constrained countries. It is difficult to stop the occurrence of new pathogens in the future due to the interconnection among humans, animals, and the environment. However, it is possible to face a new disease or to reduce the risk of its spread by implementing better early warning systems and effective disease control and prevention, e.g., effective global surveillance, development of technology for better diagnostics, effective treatments, and vaccines, the global political will to respond to any threats and multidisciplinary collaboration involving all sectors in charge of good health maintenance. In this review, we generally describe some factors related to human activities and show how they can play a role in the transmission and spread of infectious diseases by using some diseases as examples.