Relevant bibliographies by topics / Pervasive developmental delay

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Pervasive developmental delay'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Pervasive developmental delay"

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Mounstephen, Mary. "What is Pervasive Developmental Delay?" Practical Pre-School 2012, no. 136 (May 2012): 19–21. http://dx.doi.org/10.12968/prps.2012.1.136.19.

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Shandal, Varun, Senthil K. Sundaram, Diane C. Chugani, Ajay Kumar, Michael E. Behen, and Harry T. Chugani. "Abnormal Brain Protein Synthesis in Language Areas of Children With Pervasive Developmental Disorder." Journal of Child Neurology 26, no. 11 (June 2, 2011): 1347–54. http://dx.doi.org/10.1177/0883073811405200.

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This study was performed to evaluate the cerebral protein synthesis rate of language brain regions in children with developmental delay with and without pervasive developmental disorder. The authors performed L-[1-11C]-leucine positron emission tomography (PET) on 8 developmental delay children with pervasive developmental disorder (mean age, 76.25 months) and 8 developmental delay children without pervasive developmental disorder (mean age, 77.63 months). They found a higher protein synthesis rate in developmental delay children with pervasive developmental disorder in the left posterior middle temporal region ( P = .014). There was a significant correlation of the Gilliam Autism Rating Scale autism index score with the protein synthesis rate of the left posterior middle temporal region ( r = .496, P = .05). In addition, significant asymmetric protein synthesis (right > left) was observed in developmental delay children without pervasive developmental disorder in the middle frontal and posterior middle temporal regions ( P = .03 and P = .04, respectively). In conclusion, abnormal language area protein synthesis in developmentally delayed children may be related to pervasive symptoms.
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Ho, Philip T., Jeffrey L. Keller, Abbey L. Berg, Abba L. Cargan, and Joseph Haddad. "Pervasive Developmental Delay in Children Presenting As Possible Hearing Loss." Laryngoscope 109, no. 1 (January 1999): 129–35. http://dx.doi.org/10.1097/00005537-199901000-00025.

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Lonsdale, Derrick, and Raymond J. Shamberger. "A Clinical Study of Secretin in Autism and Pervasive Developmental Delay." Journal of Nutritional & Environmental Medicine 10, no. 4 (January 2000): 271–80. http://dx.doi.org/10.1080/13590840020013257.

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Berkenbosch, John W., Nina Lubisch, Kara Walls, Jennifer Schoonover, and Rudolph Roskos. "DEXMEDETOMIDINE FOR PROCEDURAL SEDATION IN CHILDREN WITH PERVASIVE DEVELOPMENTAL DELAY AND NEUROBEHAVIOR DISORDERS." Pediatric Critical Care Medicine 7, no. 5 (September 2006): 522. http://dx.doi.org/10.1097/00130478-200609000-00110.

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Page, Theodore, John Fontenessi, Alice Yu, and William Nyhan. "A syndrome of seizures and pervasive developmental delay associated with excessive cellular nucleotidase activity." Clinical Biochemistry 30, no. 3 (April 1997): 272. http://dx.doi.org/10.1016/s0009-9120(97)87752-1.

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Hamson Elder, Jennifer. "A Follow-Up Study of Beliefs Held by Parents of Children With Pervasive Developmental Delay." Journal of Child and Adolescent Psychiatric Nursing 14, no. 2 (April 2001): 55–60. http://dx.doi.org/10.1111/j.1744-6171.2001.tb00293.x.

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Miller, Caroline. "Developing Friendship Skills with Children with Pervasive Developmental Disorders: A Case Study." Dramatherapy 27, no. 2 (June 2005): 11–16. http://dx.doi.org/10.1080/02630672.2005.9689653.

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This is a case study of a group run over ten sessions with a class of children, aged between ten and twelve, in a special school. All of the children had a diagnosis of pervasive developmental disorder, which included Rett's disorder, Autism, and Asperger's Syndrome. In addition two children had a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), one had some loss of vision, two had dyspraxia on fine motor skills, one had Tourette's disorder, and one had Goldenhar Syndrome with an associated disorder of expressive speech. The children were from diverse ethnic backgrounds. The factors they had in common were cognitive delay and low skill levels with the kind of communication skills needed to initiate and develop friendships. The therapy focussed on social skills involved in making and maintaining friendships. The aim of the programme was to improve key skills, and to encourage the group members to telephone peers to have a conversation or to invite them to come and play. All of the children had previous experience of dramatherapy.
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Thurm, Audrey, Stacy S. Manwaring, David A. Luckenbaugh, Catherine Lord, and Susan E. Swedo. "Patterns of skill attainment and loss in young children with autism." Development and Psychopathology 26, no. 1 (November 25, 2013): 203–14. http://dx.doi.org/10.1017/s0954579413000874.

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AbstractThe purpose of this study was to extend the literature on the ontogeny of autism spectrum disorder (ASD) by examining early attainment and loss of specific sociocommunicative skills in children with autism (AUT; n = 125), pervasive developmental disorder not otherwise specified (PDD-NOS; n = 42), nonspectrum developmental delays (n = 46), and typical development (n = 31). The ages of skill attainment and loss were obtained from a caregiver interview. The findings indicated that children with AUT, PDD-NOS, and developmental delays diverged from typically developing children in attainment of sociocommunicative skills early in the first year of life. Loss of at least one skill was reported in a majority of children with AUT and PDD-NOS. Significant delays in attainment of skills were also reported in children who lost skills. The wide variation in skill attainment and loss reported across children indicates that symptom onset and regression may be best represented continuously, with at least some early delay and loss present for a great majority of children with ASD.
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Oktarina, Molly D., Hardiono D. Pusponegoro, and Zakiudin Munasir. "Measuring language development in pervasive developmental disorders (PDD) and non-PDD children." Paediatrica Indonesiana 49, no. 5 (October 31, 2009): 292. http://dx.doi.org/10.14238/pi49.5.2009.292-8.

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Background Impairments in language and related socialcommunication skills can be found in children with pervasivedevelopmental disorders (POD) and other developmentallanguage disorders (non-POD). These conditions lead to decisionof enrolling children with language disorders to speech therapydespite that it is not the therapy of choice for POD.Objectives To explore the differences in receptive language, verbal expressive language, and non-verbal expressive language between PDD and non-POD childrenMethods A cross sectional study was performed in October2008 to January 2009. Questionnaire using the MacArthurcommunicative development inventory (CDI) was filled byparents whose children were PDD and non-PDD patients aged 1to 3 years old. The diagnosis ofPDD was based on the diagnosticand statistical manual IV.Results A total of 42 PDD and 42 non-POD subjects wereevaluated. There was significant difference between PDD and nonPOD in receptive language [P= 0.01 (95% CI -170.63 to -24.33)in 12 to 24 month-old subjects and P< 0.01 (95% CI -158.28to -92.99) in > 24 to 36 month-old subjects] and non-verbalexpressive language [P= 0.01 (95% CI -20.96 to -1.96) in 12 to24 month-old subjects and P< 0.01 (95% CI -22.65 to -10.5) in> 24 to 36 month-old subjects]. Verbal expressive language wasnot significantly different between POD and non-POD childrenage 1 to 3 year-old.Conclusions PDD children are more likely to have a delay inreceptive language and non-verbal expressive language compare to non-POD children. Verbal expressive language can not be used to differentiate POD and non-POD children.
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Dissertations / Theses on the topic "Pervasive developmental delay"

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DEARDORFF, JOHN GLENN. "UTILIZATION OF AN AUGMENTATIVE COMMUNICATION DEVICE TO FACILITATE WH-QUESTION-ASKING BY A CHILD WITH AUTISM/PERVASIVE DEVELOPMENTAL DELAY." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997274348.

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Hanekom, Pauline Wilna. "Finding an educational niche for our son with PDD : an auto-ethnography." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71600.

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Thesis (MEdPsych)--Stellenbosch University, 2012.
Includes bibiliography
ENGLISH ABSTRACT: At birth every human being is at the starting point of many different journeys: journeys of discovery and change, and journeys of mental and physical growth. Most children follow a similar path of physical and mental growth to adulthood, achieving predetermined milestones at approximately the same age. But what happens to a child who cannot follow this path, a child born without a map? How do the diagnosis and subsequent educational journey of the child affect the parents of that child, parents who find themselves disabled by their experiences of parenthood and life? This study is an autoethnography. It was undertaken to reflect on the physical and emotional journey two parents experienced in finding an educational niche for their son who was diagnosed with Pervasive Developmental Delay – Not Otherwise Specified (PDD-NOS), an Autism Spectrum Disorder. In an attempt to engage and involve the non-academic audience, while at the same time addressing the analytical needs of the researcher audience, evocative autoethnographic co-constructed narratives were combined with analytic autoethnography. Not only did I aim to fill in some of the gaps in researcher knowledge about South African parents’ experiences in finding educational support for their children with pervasive developmental delays, but I also wanted to provide knowledge, hope and encouragement to other parents, especially those parents who are at the start of a journey leading to a brighter future for their child with special needs.
AFRIKAANSE OPSOMMING: By geboorte bevind elke mens hom by die beginpunt van verskeie reise: reise van ontdekking en verandering, en reise van geestelike en fisieke groei. Die meeste kinders volg ‘n gelyksoortige roete van geestelike en fisieke groei na volwassenheid, deur voorafbepaalde doelwitte op naastenby ooreenstemmende ouderdomme te bereik. Maar wat gebeur met ‘n kind wat nie hierdie pad kan volg nie, ‘n kind wat sonder ‘n roetekaart gebore word? Hoe beïnvloed die diagnose en gevolglike opvoedkundige reis van daardie kind sy of haar ouers, ouers wat hulself gestremd bevind in hul ervaring van ouerskap en die lewe? Hierdie studie is ‘n outo-etnografie. Dit reflekteer op die fisieke en emosionele reis deur twee ouers onderneem, in hul soeke na ‘n geskikte onderwysnis vir hul seun wat met PDD-NOS1, ‘n Outisme Spektrumversteuring, gediagnoseer is. In ‘n poging om die nie-akademiese gehoor te betrek, maar terselfdertyd die analitiese behoeftes van die navorsergehoor aan te spreek, is die tegnieke van stemmingsvolle outo-etnografiese mede-saamgestelde narratiewe en analitiese outo-etnografie gekombineer. Ek het nie slegs ten doel gehad om sommige gapings in navorsing rondom die ervarings van Suid-Afrikaanse ouers van kinders met Outisme Spektrumversteurings te vul nie, maar ook om kennis, hoop en aanmoediging te gee aan ander ouers, veral daardie ouers wat aan die begin staan van ‘n reis na ‘n beter toekoms vir hul kind met spesiale behoeftes.
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Books on the topic "Pervasive developmental delay"

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Paylor, Richard, Alexia M. Thomas, Surabi Veeraragavan, and Corinne M. Spencer. Putting Into Perspective the Use of the Fmr1 Knockout Mouse as a Model for Autism Spectrum Disorder. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199744312.003.0007.

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Chapter 7 is concerned with the presence of autism spectrum disorder (ASD) in individuals with Fragile X Syndrome (FXS). It is estimated that 21–50% of individuals with FXS meet the criteria for autism or autism with pervasive developmental delay not otherwise specified. Importantly, recent findings indicate that approximately 2–6% of individuals with ASDs have a mutation in the FMR1 gene, making it one of the most significant single genes associated with the presence of ASD.
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Book chapters on the topic "Pervasive developmental delay"

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Volkmar, Fred R., and Ami Klin. "Autism and the pervasive developmental disorders." In New Oxford Textbook of Psychiatry, 1633–43. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0214.

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The pervasive developmental disorders (PDDs) are characterized by patterns of deviance and delay in social-communicative development in the first years of life, which are associated with restricted patterns of interest or behaviour. The prototypic PDD is childhood autism; other conditions included in the PDD class in ICD-10 include Rett's syndrome, childhood disintegrative disorder, Asperger's syndrome, and atypical autism. Except for one additional category in ICD-10 (hyperkinetic stereotyped movement disorder), the disorders included in ICD-10 and DSM-IV are essentially identical. In this chapter each of these conditions will be reviewed in terms of their clinical features, definition, epidemiology, course, and aetiology; final sections of the chapter address aspects of treatment and prevention for the group of disorders as a whole (Box 9.2.3.1).
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Remschmidt, Helmut, and Gerd Schulte-Körne. "Specific developmental disorders in childhood and adolescence." In New Oxford Textbook of Psychiatry, 1622–33. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0213.

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The term ‘specific developmental disorders’ includes a variety of severe and persistent difficulties in spoken language, spelling, reading, arithmetic, and motor function. Skills are substantially below the expected level in terms of chronological age, measured intelligence, and age-appropriate education and cannot be explained by any obvious neurological disorder or any specific adverse psychosocial or family circumstances. As the deficits are quite substantial, analogies were initially made to neurological concepts and disorders such as word-blindness, alexia, aphasia, and apraxia, thus giving rise to the notion that neurological deficits are the aetiological basis of these disorders. Since this could not be demonstrated, the next step was to define the disorders in a more functional way, taking into account not only psychometric testing but also psychosocial risk factors and the quality of schooling and education. Today, numerous findings support the validity of the diagnostic concept of specific developmental disorders. These disorders and pervasive developmental disorders have the following features in common (ICD-10): ♦ An onset that invariably appears during infancy or childhood. ♦ An impairment or delay in the development of functions that are strongly related to biological maturation of the central nervous system. ♦ A steady course that does not involve the remissions and relapses that tend to be characteristic of many mental disorders. Thus the term ‘specific developmental disorders’ reflects the fact that the deficits are circumscribed and relatively isolated against the background of an otherwise undisturbed psychological functioning.
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Gibbs, John C. "Treating Antisocial Behavior." In Moral Development and Reality, 203–34. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190878214.003.0008.

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If multiple limitations contribute to antisocial behavior, then an adequate treatment program must be correspondingly multi-componential. Adequate social perspective-taking—perspective-taking that is profound or mature; rationalization-busting, adequately informed, and hence discerning; reciprocally ideal and balanced; and socially expansive or inclusive—should be a basic theme pervasive across the components of any effective treatment program. This chapter focuses on a multicomponent treatment program that incorporates a wide variety of social perspective-taking opportunities pertaining to the remediation of moral developmental delay, social cognitive distortions, and social skill deficiencies, namely, the EQUIP program. High-fidelity implementations of EQUIP can stimulate a positive synergy through EQUIP’s integration of mutual help (motivation, culture) and cognitive behavioral (curriculum) approaches. Chapter 8 concludes with a discussion of adaptations and outcome evaluations, and illustrates social perspective-taking treatments available for severe offenders.
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Librelotto, Giovani Rubert, Leandro Oliveira Freitas, Ederson Bastiani, Cicero Ribeiro, and Samuel Vizzotto. "Definition of a Pervasive Architecture for a Central Monitoring of Homecare Systems." In Healthcare Policy and Reform, 225–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6915-2.ch011.

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Every year the queues in hospitals publics and privates grows due to, among others, the increasing of the world population and the delay in the patients service. This is a serious problem faced by administrators of hospitals, which believe that it is increasingly difficult to offer a service of quality to those who search for them. One of the ways to decrease these queues is through the development of homecare systems that allow the patient to receive the clinic treatment directly in his house. The development of these kinds of systems would help to decrease the queues and consequently, would improve the attendance of those who goes to the hospitals looking for assistance. Considering this, this work has as main purpose to present the architecture modeling of a pervasive system to be applied in homecare environments. The pervasive systems developed from this modeling aim to improve the services provided by healthcare professionals in the treatment of patients that are located in their houses. The architecture proposed by the methodology uses concepts of pervasive computing to provide access to information any- time and wherever the user is, once that a homecare environment has a high level of dynamicity. The knowledge representation of the homecare environment needed in the modeling of the architecture is made through ontologies due to the possibility of reuse of the information stored, as well as the interoperability of information among different computational devices. To validate the proposed methodology, we present two use cases, which are also used to demonstrate the workflow of the pervasive system of homecare.
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Librelotto, Giovani Rubert, Leandro Oliveira Freitas, Ederson Bastiani, Cicero Ribeiro, and Samuel Vizzotto. "Definition of a Pervasive Architecture for a Central Monitoring of Homecare Systems." In Handbook of Research on Trends in the Diagnosis and Treatment of Chronic Conditions, 412–23. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8828-5.ch019.

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Every year the queues in hospitals publics and privates grows due to, among others, the increasing of the world population and the delay in the patients service. This is a serious problem faced by administrators of hospitals, which believe that it is increasingly difficult to offer a service of quality to those who search for them. One of the ways to decrease these queues is through the development of homecare systems that allow the patient to receive the clinic treatment directly in his house. The development of these kinds of systems would help to decrease the queues and consequently, would improve the attendance of those who goes to the hospitals looking for assistance. Considering this, this work has as main purpose to present the architecture modeling of a pervasive system to be applied in homecare environments. The pervasive systems developed from this modeling aim to improve the services provided by healthcare professionals in the treatment of patients that are located in their houses. The architecture proposed by the methodology uses concepts of pervasive computing to provide access to information any- time and wherever the user is, once that a homecare environment has a high level of dynamicity. The knowledge representation of the homecare environment needed in the modeling of the architecture is made through ontologies due to the possibility of reuse of the information stored, as well as the interoperability of information among different computational devices. To validate the proposed methodology, we present two use cases, which are also used to demonstrate the workflow of the pervasive system of homecare.
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Almagrabi, Alaa, Seng W. Loke, and Torab Torabi. "Spatial Relations in Contextual Information for Mobile Emergency Messaging." In Creating Personal, Social, and Urban Awareness through Pervasive Computing, 274–98. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4695-7.ch012.

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Responding to a disaster is a process that should take the least time with high-level information. It requires human decisions that could delay the whole process, thus putting more lives at stake. However, recent technological developments improve this process by facilitating decisions within the domain. Discovering the spatial relationship can help to clarify the spatial environment for the domain. In this chapter, the authors give an overview of using spatial modelling and spatial relations for context-aware messaging with emphasis on emergency situations. They utilize various existing spatial relations recognized within the field of spatial computing such as RCC8 and Egenhofer relations. The RCC8 and Egenhofer relations are examined besides a range of spatial relations using English phrases in Mona-ont emergency ontology. The Mona-ont emergency ontology is used to describe emergency scenarios. The Mona-ont emergency ontology is employed by the Mona Emergency System (MES) that generates alert messaging services to actors within a disaster area. The authors demonstrate the validity of the Mona-ont spatial relations in describing a (fictitious) flood situation in the Melbourne CBD area. They also prescribe the structure of such context-aware messages (i.e. their content and target description) for the MES system.
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Bottazzi, Dario, Rebecca Montanari, and Tarik Taleb. "Integrating Supports for Ubiquitous Eldercare." In Healthcare and the Effect of Technology, 252–68. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-733-6.ch015.

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The demographic compression, along with heightened life expectancy and decreases in fertility rates, is dramatically raising the number of older adults in society, thus putting many countries’ healthcare systems under significant pressure. Eventual loss of physical and cognitive skills makes it quite difficult for elders to maintain autonomous life-styles and often forces them to move to assisted living environments, with severe emotional and social impacts. The main challenge for the years to come is, therefore, to identify more sustainable approaches to eldercare, capable of improving elders’ independence in order to avoid, or at least to delay, hospitalization. Providing suitable support for elders is, indeed, a highly challenging problem. However, recent advancements in pervasive computing enable the development of advanced eldercare services. The main focus of eldercare research to date has been directed towards the development of smart environments capable of assisting elders, for example, in monitoring their psychophysical conditions, and of reminding and facilitating their routine activities. Few research efforts have been directed towards the investigation of solutions capable of improving social engagement for elders living alone, and of facilitating the coordination of care-giving efforts. The chapter provides an overview of the state-of-the-art technology in eldercare research and suggests the extension of available solutions by adopting integrated approaches that aim at addressing both assistance and social/coordination issues stemming from eldercare.
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McKnight, Rebecca, Jonathan Price, and John Geddes. "Child and adolescent psychiatry: specific disorders." In Psychiatry. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198754008.003.0040.

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This chapter describes common and/ or important mental health disorders seen in children and adoles­cents. More general information about classification, aetiology, assessment, and management is discussed in Chapter 17. Many of the psychiatric problems seen in adolescence are the common disorders of adult­hood; in the latter part of the chapter, these are briefly covered, identifying adolescent- specific presentation or treatment with reference to the general information in relevant chapters on adults. Mental disorders are very common in childhood and adolescence; meta- analysis data from international studies suggest a prevalence of 10 per cent in 5– 15- year- olds. It is difficult to get accurate epidemiology data for preschool- age children— partly as fewer studies have been done, but also because many be­havioural and emotional problems are short- lived and the child ‘grows out’ of them. Boys tend to be more prone to hyperactive, disruptive, and autistic spectrum disorders, while girls predominant the emotional dis­orders. Table 32.1 gives an overview of epidemiology of common mental health disorders. Common problems in preschoolers are shown in Table 32.2. Most problems are short- lived and whether they are reported to doctors depends on the attitudes of the parents as well as on the severity of the issue. The aetiology of these conditions is primarily related to individual variations in development and tempera­ment, but family problems can play a role in certain situations. In the UK, a health visitor is uniquely placed to assess the child and provide advice and support. Neurodevelopmental disorders are conditions that arise due to abnormalities in growth or development of the central nervous system. Some of these dis­orders cause emotional and behavioural difficulties or are highly associated with other mental disorders; it is these conditions that tend to present to psychiatry. A summary is shown in Table 32.3. They tend to pre­sent in early to mid childhood. Autistic spectrum disorders (ASD) are neurodevelopmental conditions characterized by deficits and delays in social and communicative development, which are associated with restricted patterns of interest and behaviour. As the name suggests, ASD are a spectrum of conditions, with individuals varying both in severity and form of the disorder. Due to this heterogeneity, the nomenclature and classifica­tion of ASD have been through various incarnations. Until recently they have been known as pervasive developmental disorders, with subtypes of child­hood autism, atypical autism, Rett’s syndrome, and Asperger’s syndrome.
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Conference papers on the topic "Pervasive developmental delay"

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Sander, Jörg, Antoine de Schipper, Annette Brons, Svetlana Mironcika, Huub Toussaint, Ben Schouten, and Ben Kröse. "Detecting delays in motor skill development of children through data analysis of a smart play device." In PervasiveHealth '17: 11th EAI International Conference on Pervasive Computing Technologies for Healthcare. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3154862.3154867.

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