Date Functional Communication: Joint Attention Pervasive Developmental Disorders (PDDs) refer to disorders in which a patient experiences repetitive and constrained behavior, reduced or lessened social exchange, and communication deficits…
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They are usually confused when thinking about something or when in an unfamiliar situation. As the name suggests pervasive ‘developmental’ disorder, begins early in life but is not normally identified until the child reaches the age of three, which is a critical period in the development of a child. Usually parents do not see signs of any problem until they see their child not developing as the other kids of the same age are, like not talking, walking, and responding(Hirsch, 2009). The most basic symptoms of this disorder include difficulty in understanding and using language. The child has a problem relating to the surroundings, including objects, people, and events. Not only does the patient have a problem with verbal communication, but also non-verbal communication like facial expressions, gestures, and body language are also problematic for them. The kid might play with toys and other objects in a very different way, and also experience trouble in adjusting to some changes and an unfamiliar surroundings. S/he may seem not to hear certain types of sounds, and may be very sensitive to others. The symptoms also include repetitive behavior in different situations. These repetitive movements could be spinning, clapping, hand flapping, or head banging etc. Children with pervasive personality disorders differ extensively in their capabilities, behaviors, and intellect. Some of them speak in limited phrases while others do not speak or respond at all, while some of them even have comparatively normal language development (Comprehensive Pervasive Developmental Disorder Assessment, 2009). Five types of conditions are considered pervasive developmental disorders namely; Autism, Rett’s Syndrome, Asperger's syndrome, Childhood disintegrative disorder, and Pervasive development disorder not otherwise specified (PDDNOS). Autism is a complex developmental disability. People experiencing autism have problems with various kinds of social interactions and verbal/non-verbal communication. Children with autism experience the world and activities going around them very differently from most of the other kids. The kids having this disability find it problematic to communicate with other people and express themselves and their feelings using words. Their reaction to the activities around them maybe different and unusual. Some kind of sounds which are perfectly normal might be really bothering for an autistic individual. A normal kind of act might make them feel uncomfortable. A child with autism cannot connect with other people easily; they have trouble linking meaning of something with it. The brain of an autistic person has trouble with making sense of their surroundings as well as with various activities taking place. Rett’s Syndrome, almost found exclusively in girls, is a type of disorder in which the early developmental stage of an infant is precisely normal, but with time they stop to learn and develop skills, but then gradually they start to lose the abilities and skills. Individual with this syndrome, for example, at one stage could talk, but as they grow up, they stop communicating with others. They also lose their ability to walk properly and the movement becomes clumsy. Children with Rett’s syndrome slowly start to lose the purposeful movements of hands, for instance reaching for things, grasping with fingers, or moving or touching things on purpose. They incur coordination and balance problems and develop stereotype hand movements, like
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This study based on theory and research attempts to understand the link between cross-functional communication and the key organizational elements namely, people, process and customer. Strategic significance of cross-functional communication is studied. Various factors that impact cross-functional communication have been explored.
The above extract comes from a mother’s letter; we can see how a child with autism is described by a person who is unfamiliar with the image of people with ASD. Autism is a development disorder that is characterized by a significant disturbance of social development (Mundy, 1995).
Parallel problem relationship patterns with peers and family unit often require involvement. This paper will research through an interview on the middle childhood stage. The interview and observation is carried on a young girl suffering from Attention Deficit Hyperactivity Disorder.
I smiled at him and he looked at me with a blank face, then he looked away. He turned his head towards his mother’s neck. His mother encouraged him to look at me, and he turned his head back, shyly peeking from his mother’s shoulder. I made faces to try to
Englander (1986, pp. 64,) has identified some of the roadblocks to effective communication that teachers are apt to use; such as:
“Emphatic listening” is a way to handle and minimize the impacts of communication roadblocks (Charles, 2000, pp, 52). He further explains
vity that integrates physical, social and economic factors in systematic assessment criteria in order to enhance productivity and sustainability of projects in a society, prior to the activities undertaken by land users (Levy, 2011). The assessment of land-use plans is done in
Children under age of five
At this stage children suffering from this disorder lose focus, miss to understand some details and switch from activity to another without accomplishing each task. A child may also seem not to listen when someone is speaking to them. Others may be outspoken and have the problem with sitting at one place.
The department comprises of approximately 230 police officers and approximately 100 civilian employees.
Employee job satisfaction has been defined in various ways. Others believe it is how an individual is contented with
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