Developmental Disabilities Definitions, ICF-CY, and F...
Transcript of Developmental Disabilities Definitions, ICF-CY, and F...
Developmental DisabilitiesDefinitions, ICF-CY, and F-words in childhood
disabilities
Anne M. Leavitt, MD
Developmental Behavioral Pediatrics
October 8, 2018
DEVELOPMENTAL DISABILITIES/DELAYS: definitions
• Developmental• Early childhood, developmental period
• Not injury in adulthood (TBI, stroke)
• Immaturity• Assume will grow out of it
• Delay• May or may not persist
• Disability• Impaired function
Streams of Development
• Gross motor
• Fine motor
• Language
– Expressive
– Receptive
• Problem solving (cognitive)
• Social
DEFINITIONS
• Surveillance– ongoing, informal
– Listen to parents and take concerns seriously
• Screening– ASQ, MCHAT-R/F
• Evaluation– Standardized tests
• Delay vs. Deviance
CSHCN: those who have or at risk for a chronic physical, developmental, behavioral, or emotional condition
and who also require health and related services of a type or amount beyond that required by children generally
http://www.neserve.org/neserve/pdf/NES%20Publications/Shared%20Re
sponsibilities%20Toolkit/Screener_%20FACCT.pdf
How common?
childhealthdata.org 2012
Children with special health care needs
are present in 20 percent of U.S.
households with children. The
prevalence of special health care needs
in children increases with their age.
Among preschool children (ages 0
through 5), just under 8 percent have
special health care needs.
National Survey of Children with Special Health Care Needs
MCHB / HRSA
CSHCN by age and sex
CSHCN report one of the following:
Health Issue % Health Issue %
Learning Disability 27 Speech problems 16
ADHD 32 Tourette Syndrome 0.2
Depression 8.5 Asthma 30
Anxiety 13 Diabetes 1.4
Behavioral problems 14 Epilepsy 3
Developmental Delay 15 Hearing impairment 4
Intellectual Disability 5 Vision Impairment 3
Autism Spectrum Disorder 8 Bone, joint muscle issues 8
Cerebral Palsy 1 Brain Injury 1
childhealthdata .org 2012
First things first
• Our first, and most important job, is to understand a child’s strengths, challenges, and function in the real world.
• Only after that is done should we move on to consider appropriate diagnoses.
• The best label for Johnny is Johnny.
• Every child and family is unique, and should be appreciated.
Developmental Quotient
DQ <70 Delay
DQ 70-85 Monitor
DQ >85 Typical range
*Perform for each stream of development
DQ = Developmental Age/ Chronologic age X 100
Patterns in Development
Motor Problem
Solving
Rec/Exp
languageSocial
ID V D D D
CP D V-T V-T D
Vision D D T D
Hearing
loss
T T D V-T
AUTISM T V-T D D
T = typical V= variable D = delayed
Ages of early diagnosis/recognition
0-12 mo. 1-2 yr. 2-3 yr. 3-4 yr.
ID,
mod/sev.
ID, mod ID, mild ID, mild
VI/HI HI HI
CP CP CP mild
Autism Autism /
Language
delay
Language
Delay
International Classification of Functioning, Disability and
Healthand
F-words in childhood disability
Anne M. Leavitt, MDLEND seminar
October 8, 2018
ICF• The International Classification of Functioning,
Disability and Health (ICF) is a framework for describing and organizing information on functioning and disability.
• It provides a standard language and a conceptual basis for the definition and measurement of health and disability.
• The ICF was approved for use by the World Health Assembly (WHO) in 2001, after extensive testing across the world involving people with disabilities and people from a range of relevant disciplines.
• The ICF integrates the major models of disability. It recognizes the role of environmental factors in the creation of disability, as well as the relevance of associated health conditions and their effects.
ICF-CY
• International Classification of Functioning, Disability and Health for Children and Youth,known as the ICF-CY, was published in 2007.
• The ICF-CY is derived from, and compatible with, the International Classification of Functioning, Disability and Health (ICF) (WHO, 2001).
• It includes further detailed information on the application of the ICF when documenting the characteristics of children and youth below the age of 18 years.
Acknowledges interaction between different factors
• The ICF conceptualizes a person's level of functioning as a dynamic interaction between her or his health conditions, environmental factors, and personal factors. It is a biopsychosocial model of disability, based on an integration of the social and medical models of disability.
What is the ICF framework?
Interacting Factors
What are the features of the ICF framework?
• A universal model – for all people, not just individuals with disability.
• A holistic model – focuses on the whole person + their environment
• A strengths-based model – highlights what people can do
• An interactive model – shows the interaction between a person + their environment
Why is the ICF framework important?
• It is currently the international standard for describing health and disability.
• It provides a common language and can be used to guide clinical practice, social policy, education, and research.
• It changes how we think about and approach disability.
A reimagining of the ICF-CY
CanChild
• Dr. Peter Rosenbaum, one of the authors, co-founded CanChild in 1989.
• “CanChild is a non-profit research and educational centre located within the School of Rehabilitation Science at McMaster University in Hamilton, Ontario, Canada. Our research is focused on improving the lives of children with a variety of developmental conditions and their families over the lifecourse.”
• The CanChild website has many resources, and is the source I used for many of the following slides.
The F-words focusFrom CanChild
What are the F-words of childhood disability?
From CanChild
The ICF / F-words model moves us away from older attitudes and approaches
• Diagnosis-based treatments can “fix” impairments (such as spasticity in CP)– But changes in impairments often DO NOT lead to changes in functioning.
• “Normal” movement and motor control are the goal.– Variation is the usual situation, and we cannot produce “normal”.
• Children’s everyday activities (walking, talking) need to be done “normally”.– Normality (what most people do) is not the only way that things can be done.
• De-emphasize: fixing, normality, disability
• Promote: development, child and family strengths, achievement, being family-centered
RED FLAG
Any time there is a history or exam
consistent with
LOSS of SKILLS (regression)
THINK……metabolic, genetics w/u, neuroimaging, seizures, hydrocephalus, toxin exposure, autism
Language Delay: Definitions
• Language- a system of verbal, written, or gestured symbols used to communicate information or feelings.– Components: phonology, morphology, syntax,
semantics, pragmatics
• Speech- The physical production of spoken language.– Components: articulation, phonology, voice quality,
pitch, loudness, resonance, fluency, rate, rhythm
Identify early!
• 5-10% of all children have developmental language disorder ( at age 3-4 years)
• 15% of two year olds do not have 50 single words and/or two word combinations.
• Delayed language may be a marker of other developmental disorders
• Language is the BEST predictor of later cognitive function
• Early intervention yields best outcomes
Typical Language Development
• Expressive: two phases
Social smile 5 wk
Coos 6-8 wk
Laughs 3-4 mo
Raspberry 4-5 mo
Squeals 5 mo
Babbles 6 mo
(HL: until 6-8 mo)
1st word 10-16 mo
Immature jargon 12 mo
4-6 words 15 mo
2 words 18-24 mo
Pronouns indiscrim 2 y
Tells stories 4 years,
100% intelligible
Typical Language Development
• Receptive
InfantAlerts to voice 1 mo
Regards speaker 3 mo
Listen then vocalizes 5 mo
Enjoys gesture games 9 mo
Understands “no” 9 mo
Orients to name 8-10 mo
Command,
with gesture 12mo
Toddler1 step command,
without gesture 14 mo
1 body part 15 mo
Fetches on command 16 mo
Points to picture 18 mo
6 body parts 20 mo
2 step command 24 mo
Disorders with language delay
• Developmental Language Disorder 5-10%
• ID 3%
• Hearing Loss/Deaf .5-1%
• Autism 2%
RED FLAG
• All children with language delay should be referred for hearing assessment.
• Infants who are deaf may have normal pre-linguistic expressive language until 6-9 months of age.
• 6-15% of kids who have permanent hearing loss missed identification at newborn screening.
• Children can have acquired hearing loss, so don’t just rely on NBS.
Language Delay: hearing loss
People with hearing loss can often HEAR something but cannot understand or comprehend what is being said
https://www.youtube.com/watch?v=TD5E88fFnxE&feature=pla
yer_detailpage
Joint Attention Skills*TYPICAL ASD
8-10 months Gaze monitoring No eye contact
10-12 months Following a point Does not respond to
request “oh look!”
12-14 months PIP
(protoimperative)
Develops advanced self
help skills: prefers to get
things themselves
14-16 months PDP
(protodeclarative)
*Consistently absent
14-18 months Show and tell Brings object to parent to
obtain help or indicate
request
*Joint attention deficits appear to be specific to ASD and reliably differentiate children with ASD from other developmental disabilities.
Protodeclarative PointingTo show!
Social Delay: RED FLAGS
• Lack of response to name
• Lack of eye gaze and monitoring
• Lack of gestures for communication (waving, pointing, head nodding)
• Lack of requesting items or attention
• Lack of bringing and showing to share interest
https://www.m-chat.org/mchat.php
Free, online MCHAT-R screener with scoring
Problem solving
• Problem solving milestones are evidence of cognitive abilities, or intelligence, without the use of language.
…Patterns…..• Typical PS = RL > EL ..COMMON, often resolves
• Typical PS > RL > EL …less common, often LD
• Low PS, Low RL, Low EL = ID
Typical development
• Blocks
– Regards 3 mo
– Attains 5-6 mo
– Takes 2nd 6-8 mo
– Releases into cup 12 mo
– Takes a 3rd 12-14 mo
– Builds a tower of 2 13-15 months
– Builds a tower of 4 18 months
– Builds a tower of 6 24 months
– Train 26-30 months
“Global developmental delay”
• A significant delay in 2 or more streams of
development
• NOT a diagnosis
• NOT usually regression or loss of skills
• Can be used for services in health care setting (ICD 9
315.9, ICD-10 F88), Early Intervention and for Public
Schools. Can’t be used for services after age 6-9 years.
Intellectual Disability
• Mild (Intermittent Support) IQ~ 55-69
– Vast majority 85%
– More common in boys
• Moderate (Limited Support) IQ ~ 40-54
• Severe (Extensive Support) IQ~ 25-39
– Rare .5%
– Ratio of boys to girls is equal
– Think about Rett Syndrome in girls
• Profound (Pervasive Support) IQ < 24
Intellectual Disability: Known causes
Prenatal (60-75%)– CNS malformation
– Chromosomal abnormality
– Syndrome
– Genetic
– Toxins
– Infection
– Neurocutaneous syndrome
– Malnutrition
Perinatal (10%)– Hypoxia
– Neonatal seizures
Postnatal (1-10%)– CNS infection
– Stroke/Hemorrhage
– Trauma/Abuse
– Hypoxia
– Degenerative
– Epileptic encephalopathy
– Metabolic
– Complications of
prematurity
ETIOLOGY (CAUSE)
• Genetic: De novo (Prader-Willi Syndrome)
• familial (Fragile X Syndrome)
• Prenatal: Exposure to alcohol, medications, other substances
• Uterine factors: IUGR
• Perinatal: HIE
• Trauma: TBI
• Environmental/Social factors
RISK FACTORS
• We often cannot determine exact cause
• However, we often can identify risk factors
• Cause may be multifactorial and intertwined– Prenatal alcohol exposure, poor maternal
nutrition, chaotic social situation, family history of significant learning problems, etc.
• Be mindful of the fact that parents frequently blame themselves for their children’s problems.
Nature vs nurture
• Early nurturing experiences activate synapses, strengthen existing pathways, create new pathways.
• Lack of experience increases apoptosis (cell death) and synaptic pruning
• Adverse Childhood Experiences (ACEs)
Anticipating behavioral problems in medical/assessment settings
• Due to language delays
• Due to social delays/deficits
• Due to sensory issues– Loud, new, unexpected sounds
• Doesn’t know what to expect– New place, new people
• All this leads to ANXIETY
• BEHAVIOR IS COMMUNICATION
Preparation for any change in routine or new experience helps
• Discuss visit/change at appropriate time (not too early or late)
• Pre-visit tour and/or pictures• Use social stories/ story books• Visual schedule and supports • Bring comforters and distracters• Does child have light and noise sensitivities?
– Sunglasses for bright lights– Earphones with +/- music for sound
So, you’ve identified a child with developmental concerns. Now what?
• Any age: NDV Clinic/CDC/CAC for diagnostic evaluation
• Under 3 years old– Birth-to-Three programs
– County Family Resources Coordinator (FRC)
– Private therapies
• 3 years +– Child Find for evaluation by school district
– Private therapies
Take home messages
• Listen to parents and take their concerns seriously.
• Don’t be afraid to talk about your observations and concerns with parents. If you’ve noticed something, the parents probably have, too.
• IF UNSURE, REFER
DON’T DELAY SERVICES
• NEVER delay referral to a Birth-to-Three program or Child Find while you wait for a diagnostic evaluation!!!!!!!!
• A child does NOT need a confirmed diagnosis (ASD, for example) to qualify for services, just confirmed delays.
• Therapy and educational interventions should be tailored to a child’s challenges and needs, NOT necessarily to their diagnosis.