About: Developmental Diagnostic is a(n) research topic. Over the lifetime, 10 publication(s) have been published within this topic receiving 60 citation(s).
TL;DR: In this article, the authors endorse an educational and developmental role for counselors, and make recommendations for organizing a comprehensive treatment plan for mental health issues described in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV; American Psychiatric Association, 1994).
Abstract: Counselors of all types need an understanding of and an ability to work with issues described by the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV; American Psychiatric Association, 1994). The traditional approach to the DSM-IV tends to locate the problem in the client, whereas a developmental approach focuses on the client in social and historical context. Specific recommendations for organizing a comprehensive treatment plan are presented. The authors endorse an educational and developmental role for counselors.
TL;DR: The need for measures that are more predictive based on infant behavior is highlighted and a discussion of a number of experimental techniques that seem to hold great promise for developmental prediction and clinical application are discussed.
Abstract: Recognizing the impressive range of behavioral capacities of newborn infants, clinicians and researchers have long searched for valid assessment instruments to help evaluate infant behavior. Behavioral assessments with high predictive validity would aid the goals of developmental diagnostic, prognostic, and treatment programs for infants born at risk from biological or environmental circumstances. The failure of current assessments to predict developmental outcome based on infant behavior may be due to the limited information about higher central nervous system (CNS) functioning obtained from available measures, or to the very dynamic nature of CNS organization in young infants. We begin our review by discussing some major functional characteristics of neonates and then proceed to describe critically the commonly used methods of neurological and behavioral assessment. Noting the need for measures that are more predictive, we turn next to a discussion of a number of experimental techniques that seem to hold great promise for developmental prediction and clinical application. J Dev Behav Pediatr 8:39–50, 1987. Index terms: neonatal assessment, newborn behavior, developmental prediction.
01 Apr 1981-Journal of Special Education
TL;DR: In this article, the authors employed in-service workshops and simulated exercises with groups of early childhood teachers (N = 48) to evaluate the effective features of diagnostic reports that make them useful to teachers for individualized curriculum planning.
Abstract: With the rise of mandated services for young handicapped children, school psychologists, early educators, and parents need to combine their efforts to accurately assess and program for them. The diagnostic psychoeducational report is a vital step in the process of clearly communicating information regarding child capabilities so that individualized interventions can be designed. However, descriptive research, as well as the criticisms of parents and teachers, suggests that traditional diagnostic reports are ineffective as guides to curriculum planning. This study employed in-service workshops and simulated exercises with groups of early childhood teachers (N = 48) to evaluate the effective features of diagnostic reports that make them useful to teachers for individualized curriculum planning. Results support the advantages of using developmentally based reports to facilitate program planning. Suggestions for enhancing diagnostic reports are discussed.
TL;DR: To study the socio‐demographic and psychosocial risk factors of families presenting with their children for a diagnostic developmental assessment, the objective was to establish a database of these factors and establish a baseline for future research.
Abstract: Aim To study the socio-demographic and psychosocial risk factors of families presenting with their children for a diagnostic developmental assessment. Methods Socio-demographic details of children who had a multidisciplinary developmental assessment with the Child Assessment Team at Campbelltown Hospital between January 2009 and December 2010 were collated and compared with census data. Results In 2009 and 2010, 277 families were seen by the Child Assessment Team. A detailed socio-demographic profile was available for 251 (91%) families. Parents seen in the clinic were more likely to be younger, single, born overseas, have less post-school education, identify as Aboriginal and/or live in public housing compared with the district rates. Conclusions Families presenting to the developmental clinic have more socio-economic disadvantage compared with the referring district. This has implications for service delivery and clinical presentation, and highlights the importance of the social worker's role in a developmental diagnostic team.
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