https://padlet.com/ameliaa95/46lhhbn5vfb5 Mia, Trinti, and Alexa en-us 2016-11-19 22:15:13 UTC 2023-01-27 09:52:46 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Babyhead.png ameliaa95 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138901607 The National Child Traumatic Stress Center
http://www.nctsnet.org/

The American Academy of Child and Adolescent Psychiatry
http://www.aacap.org/

The National Directory of Family-Run and Youth-Guided Organizations for Children's Mental Health
http://familyorgdirectory.fmhi.usf.edu/

The Multiagency Network for Students with Emotional/Behavioral Disabilities
http://www.sednetfl.info/index.aspx

National Federation of Families for Children's Mental Health
https://www.ffcmh.org/

Austism Speaks
https://www.autismspeaks.org/]]> 2016-11-19 23:13:26 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138901607 ameliaa95 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138903094 CDD is a rare condition in which a child suffers a late onset of developmental delays in areas such as language, social function, and motor skills.
CDD is grouped with the Pervasive Developmental Disorders and is related to autism.
No specific medical or neurological cause has been found. 
CDD was first included in the DSM-IV in 1994.
Research suggests it may stem from the neurobiology of the brain.
Children with CDD have at least two years of normal development before suddenly losing the developmental skills he or she had acquired. This loss most often occurs around age 3 or 4, but can happen at any age up to ten.
Boys are eight times more likely to suffer from CDD than girls are.
DSM-V now classifies CDD as falling under Austism Spectrum Disorder (ASD).
Diagnostic Criteria for ASD is as follows:

•  Persistent deficits in social communication and social interaction across multiple contexts
• Restricted, repetitive patterns of behavior, interests, or activities
• Symptoms must be present in the early developmental period
• Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
• These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay.

]]> 2016-11-20 00:20:20 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138903094 triniti321 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908336 2016-11-20 04:34:02 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908336 triniti321 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908394 * CDD is a disorder on the autism spectrum with similar symptoms and suggested interventions. These intervention strategies include:
    - Role play and modeling
    - Consistency, structure, and routines
    - Incorporate social skills into the curriculum
    - schedule in down time or brain breaks (30 secs - 15 mins)
    - offer choices when possible
    - communicate with families regularly to discuss progress and successes
*These methods work well with all children but allow children with CDD to gain a better understanding of what is expected of them when certain intervention strategies are in place.
Environmental Strategies:
-Have a quiet place for the students to go to when they begin to feel overstimulated.
-Due to risks of injury, try to add padding to desk and chair.
ESOL Strategies
-Direct teaching in a language that the student understands would be best as students with CDD may not interpret gestures well. A teacher should try to learn a few words in the student's first language.
-Use a computer or I-Pad that benefits the student. This learning device should be set up to benefit the child. 

]]> 2016-11-20 04:36:24 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908394 triniti321 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908563 2016-11-20 04:45:04 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908563 triniti321 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908863 2016-11-20 04:56:55 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908863 triniti321 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908889 2016-11-20 04:57:32 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908889 triniti321 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908903 2016-11-20 04:57:54 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908903 triniti321 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908954 2016-11-20 04:59:42 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138908954 triniti321 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138909367 - Behavioral Therapy to minimize loss of language/communication, self-care, social skills, and slow down regression
- Environmental therapies such as sensory enrichment
- Medication to avoid seizures]]> 2016-11-20 05:16:06 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/138909367 ameliaa95 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/139235821 Charan, S. H. (2012, April). Childhood Disintegrative Disorder. Journal of Pediatric Neurosciences, 7(1), 55-57. doi:10.4103/1817-1745.97627

Childhood Disintegrative Disorder. (2016). Fact Sheet. Illinois Autism Training and Technical Assistance Project. Retrieved from: https://education.illinoisstate.edu/downloads/asi/ChildhoodDisintegrativeDisorder.pdf.

Dodds, David. (2016) The most terrifying childhood condition you've ever heard of. Spectrum. Retrieved from: https://spectrumnews.org/features/deep-dive/the-most-terrifying-childhood-condition-youve-never-heard-of/. 

DSM-5 Diagnostic Criteria. (2016). Retrieved November 21, 2016, from https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria

@. (n.d.). Childhood Disintegrative Disorder (Heller's Syndrome) CDD. Patient | Patient. Retrieved November 21, 2016, from http://patient.info/doctor/childhood-disintegrative-disorder-hellers-syndrome

Judy Zoelzer Levine for Artistic Web Works, www.artisticwebworks.com. (n.d.). Strategies for Teachers Working with Students with Autism Spectrum Disorder. Retrieved November 21, 2016, from https://www.cesa7.org/sped/autism/05/strategies.htm


]]> 2016-11-21 23:53:30 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/139235821 adejarlais https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/139355313

Children with CDD tend to avoid eye contact which can also be a sign of autism. However, in Asian and Iranian cultures avoiding eye contact is looked at as showing respect.

Communication for students with CDD is considered to be almost nonexistent. It may be harder for teachers to teach students with CDD because of the language barrier as the child may stop talking altogether or retain just a few words or phrases. 

Play is significant for the learning child. CDD may cause a huge loss of play skills within a child. Teachers may discover difficulties with getting a child with CDD to play. 

There may be resistance when it comes to change with a child that has CDD. It may be hard for a teacher to include variations within a schedule as a student with CDD would thrive better with a set schedule. 

A student with CDD may find it difficult to have bowel and bladder control. Teachers may find this difficult as they may be  accustomed to children with toilet training.  

]]> 2016-11-22 14:18:38 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/139355313 adejarlais https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/139378009 "Gina" ]]> 2016-11-22 15:14:47 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/139378009 adejarlais https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/139378355

"It’s difficult to tell what Gina Pace wants unless you already know what she wants. But sometimes that’s easy, and this is one of those times: Gina wants pizza. “I-buh!” she says repeatedly — her version of “I want.” (Dobbs, 2016)

"Yet she does not speak well, and whether communicating through speech or on her iPad — which she uses to type words from her large vocabulary — she generally sticks to simple two-word sentences." (Dobbs, 2016)

"Gina needs constant care and accommodation, and she always will. She has a hearty appetite and little sense of restraint with food. As a result, she is a bit heavy, and Bernardo worries about a heightened risk for type 2 diabetes. Gina generally respects others’ space, but sometimes, eager to get your attention or to emphasize a point, she may grab your forearm with a strength and urgency that some people might mistake for aggression. There seems to be much she doesn’t understand and far more she can’t convey: Her inner life remains obscure even to Bernardo. At 24, she stands little chance of learning new skills or even recovering those she had when she was 3." (Dobbs,2016)

]]> 2016-11-22 15:15:47 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/139378355 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/1628032351 2021-06-28 07:59:19 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/1628032351 https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/1628032362 2021-06-28 07:59:20 UTC https://padlet.com/ameliaa95/46lhhbn5vfb5/wish/1628032362