AS SOON AS YOU SEE THE FOLLOWING HABITS/PRACTICES IN YOUR CHILD :
(FOR AGES - NEWBORNS TO 10 YEARS)
- i. Attention deficit and hyperactive disorder (ADHD): is primarily characterized by the co-existence of attention problems and hyperactivity, with each behavior occurring infrequently alone, and symptoms starting before seven years of age. Inattention, hyperactivity, and impulsivity are the key behaviors of ADHD.
- ii. Autism: is a neurodevelopment disorder characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old. Autism affects information processing in the brain. It is one of three recognized disorders in the autism spectrum (ASDs), the other two being asperger's syndrome, which lacks delays in cognitive development and language, and pervasive developmental disorders not otherwise specified (commonly abbreviated as PDD-NOS), which is diagnosed when the full set of criteria for autism or Asperger syndrome are not met.
- iii. Mental retardation (MR): is a generalized disorder appearing before adulthood, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviours. Children with mental retardation learn more slowly than a typical child. Children may take longer to sit, crawl, walk, learn language, develop social skills, and take care of their personal needs, such as dressing or eating. Learning will take them longer, require more repetition, and skills may need to be adapted to their learning level. Nevertheless, virtually every child is able to learn, develop and become a participating member of the community.
- iv. Cerebral palsy (CP): is an umbrella term encompassing a group of non-progressive non-contagious motor conditions that cause physical development in human development, chiefly in the various areas of body movement. Cerebral palsy is caused by damage to the motor control centers of the developing brain and can occur during pregnancy, during childbirth or after birth up to about age three. Resulting limits in movement and posture cause activity limitation and are often accompanied by disturbances of sensation, depth perception and other sight-based perceptual problems, communication ability, and sometimes even cognition.
- v. Down's syndrome: is a chromosomal condition characterized by the presence of an extra copy of genetic material on the 21st chromosome, either in whole or part. It is associated with some impairment of cognitive ability and physical growth, and a particular set of facial characteristics. Individuals with Down syndrome tend to have a lower-than-average cognitive ability, often ranging from mild to moderate disabilities.
- vi. Learning disabilities (LD): a disorder that affects the child's ability to either interpret what he/she sees and hears or to link information from different parts of the brain. LD can affect one's ability to read, write, speak or solve arithmetic problems and can impede social skills.
- vii. Emotional and behavioural disorders: it includes problem in that he/she is behind other children of his/her own age. Some may become frustrated, withdrawn or anxious or act bad to get the attention of other youngsters and adults. The child may become depressed or may develop oppositional defiant disorder.
- viii. Speech and language disorders: these refer to problems in communication. The child is unable to understand or use language. The causes of language and speech disorder include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse and physical impairment such as cleft lip or palate.
How we Cure
There are three primary reasons for intervening early: to enhance the child's development, to provide support and assistance to the family, and to maximize the benefit from the society for the child and the family.
Child development research has established that the rate of human learning and development is most rapid in the preschool years. Timing of intervention becomes particularly important when a child runs the risk of missing an opportunity to learn during a state of maximum readiness. If the most teachable moments or stages of greatest readiness are not taken advantage of, a child may have difficulty learning a particular skill at a later time. It has been noted in various studies that "only through early identification and appropriate programming can children develop their potential"
Early intervention can result in parents having improved attitudes about themselves and their child, improved information and skills for teaching their child, and more time for leisure and employment.