Unit 13-Screenings for Neurocognitive Issues 400w initial posting and 400w peer response. 4 references. Due 11-26-24
Initial Response
Instructions:
Neurocognitive disorders are characterized in children by a clinically significant deviation in normal cognitive development, some of the children get neurological disorders through their genes by parents or could be through gene mutations and this affects the development of the brain and the nervous system of the child.
· Discuss intellectual disability and communication disorders in children and adolescents.
· Define how you would progress with a comprehensive assessment of a child suspected of having any of this disorder.
· Support your statements with a minimum of 2 scholarly articles.
Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.
Peer Response
Instructions:
Please read and respond to at least two of your peers’ initial postings. You may want to consider the following questions in your responses to your peers:
· Compare and contrast your initial posting with those of your peers.
· How are they similar or how are they different?
· What information can you add that would help support the responses of your peers?
· Ask your peers a question for clarification about their post.
· What most interests you about their responses?
Please be sure to validate your opinions and ideas with citations and references in APA format.
Extra resource
Neurocognitive functioning incorporates social and self-care. There are limitations in
childhood that can make the child develop and learn slowly or typically differently. There are
communication disorders such as speech sound disorder and onset-fluency of a child, which
we refer to as pragmatic. Adolescent psychiatrists have a more considerable responsibility to
address the multifaceted nature of optimizing functional outcomes in most cases. Deficits in
selecting information describe intellectual disability, and the psychosocial domain comprises
empathy, social judgment, and control over other talents. Language management aims to
increase output and understanding while also assuring academic knowledge with progressing
to the next life phase. Language stimulation in the discourse, dynamic, universally applicable
treatment, regular respondents chose, and personalization of goals of care and tactics based
on individual learning styles, development, and requirements are all principles of effective
intervention. Early intervention is indicated because rapid language growth occurs earlier in
childhood rather than later, and faster and more prolonged interventions have been proven to
be more effective (Stein, 2019).
Children below five years are majorly diagnosed with delays in global development that
requires or more domains. A complete examination is undertaken to verify identity for
educational needs and pinpoint strengths and specialized educational needs. Cognitive
impairments, particularly delays in language and appropriate functions, are among parents’
top chronological concerns. Both are symptoms of intellectual impairment (ID) or, in the case
of language difficulties, disturbances of the language. Child psychiatrists frequently see these
disorders due to their link to an increased risk of challenging behavior and psychopathology.
When engaging with disrupted children and family people, child doctors should diagnose
relevant clinical manifestations, control mental comorbidities, link to experts for
comprehensive assessments and multidisciplinary therapies, and promote community care.
In conclusion, Details on the duration and timeframe of delays in vocabulary, motor,
interpersonal, and dynamic operating are included in the marriage and child history, family
history, testing of each unit parentage. it provides some information on the length of delays in
verbal, motor, interpersonal, and adaptive functioning, as well as the timing of those delays.
Affiliation causes delays in chatting, sitting up, crawling, walking, infant play and social
contact, and complete misunderstanding, education, and decision-making in children. The
Ages and Abilities Checklist, for example, can be used to help determine the scope of these
issues.
References
Child Adolesc Psychiatr Clin N Am. Author manuscript;available in PMC 2018 July 01
Stein, A., Dalton, L., Rapa, E., Bluebond-Langner, M., Hanington, L., Stein, K. F., … &
Yousafzai, A. (2019). Communication with children and adolescents about the diagnosis of
their life-threatening condition.
The Lancet,
393(10176), 1150-1163.
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