Identification of autism and similar diseases

Autism in addition and autism are diseases of the PPD, mentally handicapped, hearing impairment, language developmental disorder, schizophrenia, attention deficit hyperactivity syndrome, have some characteristics similar to autism, and autism have a fundamental difference, in attention differential diagnosis.

1. children with schizophrenia

Incidence of schizophrenia in children of men and women, generally begin during the onset late in early childhood development is usually normal, after onset showed abnormal perception (auditory hallucinations, and op) and confusion of thought (delusions and hallucinations) to Lenovo disorders, emotional disorders of thinking as the main features, performance and activity of the appropriate age there is a clear exception and uncoordinated. General non-intellectual, psychological and social factors for continuation of the course and prognosis of this disease has a major impact. Pathogenesis of autism within 36 months, significantly more boys girls, rare auditory hallucinations, paranoid symptoms. Some cases with mental retardation, psychological and social factors influence on the course of autism are unlikely.

2. language developmental disorder

Children with language developmental disorder on the perceptual response is no exception, with people and get along with way of properly. Can be hard to use gestures of abstract expression content, games or other activities of interest. Autistic children show serious barriers of communication, does not fit with the outside world, do not intervene, will not be able to participate in collective, imaginative games and activities, on an active rule completely ignored and not understanding, on the results of the care, not interested in, free out of the group.

3. the mentally handicapped

The average IQ of IQ is significantly less than their peers in mentally retarded children, its perception, social skills, interests and language development in areas such as proportional to the IQ. Most autistic children have shown cognitive development imbalances (such as the action is good IQ for verbal IQ, memory and imagination, much better than understanding), and the order of exception. On the interpersonal relationships, prefer to deal with others in mentally retarded children. Compared to children with autism, they have more in common with other attention (joint attention), showed more positive mood in the exchanges. From interest, interest in mentally retarded children is much wider than that of autistic children, and they would spend more time in the functional and symbolic of the game on the game. , In relation to language, language acceptability of mentally handicapped children are often better than children with autism. Made the difference between the two images have been painted: \"mentally handicapped children are willing to learn, can\'t learn; autistic children can learn, but are not willing to learn. ”

4. attention deficit hyperactivity syndrome

Autistic children are often attention is not focused, activity, movement monotonous weird symptoms, is sometimes mistaken for ADHD. But by following several more, should not be difficult to identify. First, alone syndrome of incidence far below more dynamic syndrome, and symptoms appeared more early; second, alone syndrome children from small and parents no close performance, lack emotion exchanges, like alone, does not gregarious, on non-biological of things (toys, and books,) has special attachment; language dull, and does not Qing even does not talk, action stereotypes bizarre, on most of stimulation reaction weak or no reaction, often does not followed taught who of indicates to note the note of things, let people think deaf ears, and blind, if can note Shi, note of time also very short. And this is in stark contrast, they often focus on things very interested in some of their own, called excessive attention from the selectivity. These characteristics and ADHD have a larger difference. Third, some with significantly lower intelligence in children with autism,

5. hearing impairment

Hearing impaired children is due to language barriers arising from the auditory system injuries. Although they may sound did not respond to the outside world, but have a desire to communicate with others, active observation, understanding of the outside world, can use tools such as body language communication efforts. Autistic children are generally without hearing loss, organ is functioning correctly, but the central nervous system disorders of the brain makes it lose the ability to sound normal reaction to the outside world, sometimes to the outside world were often very sensitive, and sometimes turn a deaf ear. At the same time not using gestures, eye contact, facial expressions and other non-language communication tool for normal communication with the outside world.

On the induction of learning motivation in mentally retarded children and potential development

Develop comprehensive potential of mentally handicapped children, full genetic potential in mentally retarded children where possible, improve intelligence level and social adaptive ability of mentally retarded children, so that they become useful to society, support themselves workers, currently is the most fundamental purpose of education of mentally handicapped.

A long time, the domestic education of mentally handicapped in the following three main aspects of a wide range of research and practice, and achieved certain effects.

First: General intelligence training.

Through the use of specially designed training content, training methods and training equipment, training observation ability of mentally retarded children, memory, thinking, actions, and so on.

The second aspect: understand and grasp the nature and social knowledge.

By teaching the mentally handicapped children to master basic knowledge of natural and social sciences, rich knowledge content in mentally retarded children, increased insight, broaden one\'s horizon, acquisition must survival knowledge of life and social communication ability in the future.

The third aspect: training in work skills and mastering.

Through specially designed labor skills, professional training, training of mentally retarded children\'s survival and ability to work for them into the acquisition of the community in the future ability to support themselves.

Above three aspects to the potential development of mentally retarded children have achieved a certain degree of education, but there are also some shortcomings.

First, the long process of education, effective slower.

Poor memory and thinking ability of mentally retarded children in General, ways of thinking and knowledge application level very limited. On the process of understanding and grasping of knowledge is longer, the time spent, for children 2 to 10 times, (mainly refer to IQ in more than 60 children with mild mental retardation), many knowledge, lifelong learning might also not be able to understand and grasp of mentally retarded children.

Second, the simple methods of education, bad fit.

Chinese mentally handicapped education late, whether theory or method of education is very lacking, especially educational methods and means of education. People often are treated with normal methods of child education to mentally handicapped children to be taught, the particularity of mentally handicapped children reflect insufficiently, innovative ingredients rarely, this makes the mentally handicapped education difficult to achieve the effect.

Third, education low.

Because of the limited aptitude for mentally handicapped children, low degree of understanding and mastering for the knowledge and theoretical models of education and the teaching method of backward, mentally handicapped education-stricken areas considered for the effects of very low. Older children, their education-stricken areas considered for the effect of the lower. 7-10-stricken areas considered for teaching effect in mentally retarded children:-stricken areas considered for 70% within a year or so, about two years or less-stricken areas considered for two, about three years or less-stricken areas considered for 34%. 10-11-stricken areas considered for teaching effect in mentally retarded children:-stricken areas considered for 55% within a year or so, about two years or less-stricken areas considered for two, about three years or less-stricken areas considered for three. 12-14-stricken areas considered for teaching effect in mentally retarded children:-stricken areas considered for 40% within a year or so, about two years or less-stricken areas considered for two, about three years or less-stricken areas considered for 20%.

IV, education for mentally handicapped children\'s own sustainable development role is minimal.

Normal child after several years of education, with the increasing levels of knowledge, smart continued to develop, self awareness and self development, self-innovation ability, rapid development as well as the ability to study independently. Self education and developing awareness of the potential to give the future development of the child with a new driving forces for sustainable development. The common trends and factors for the sustainable development of normal children, mentally handicapped children are almost not see. Improve the situation, must by raised interest in learning in mentally retarded children, stimulate the enthusiasm of mentally handicapped children, eventually induced produce good study motivation in mentally retarded children.

Motivation is the subjective wishes and needs of human learning activities, is the inherent power of human pursuit of a certain purpose, most of the people acts are carried out under certain motives to guide. Motivation is often considered to be one of the most important non-intelligence psychological qualities. Learning motivation not the event itself, but the motivation is the first step in learning activities, learning motivations dominate all acts of the learning process. Therefore, the development potential of mentally handicapped children should first culture of learning motivation in mentally retarded children, the only way to enter the potential development role in mentally retarded children. Education of the most fundamental purpose is to maximize the development of human potential, and everyone\'s potential and ultimately the most important development depends on its own. Educators who are exploiting the potential of education, and education should be established as soon as possible potential self-consciousness and the development of demand, and learning potential of self-development capacity. Only in this way, educators can truly become the designers and creators of self-development and driving force of sustainable development. Because of the limited intelligence and knowledge share in mentally retarded children, the potential development process needs help from the outside world in to much more than children of normal intelligence. Therefore, the potential capacity for self-development of mentally retarded children are more worthy people to develop and improve.

Induction of learning motivation in mentally retarded children, motive power can lead to learning in mentally retarded children, triggering demand ongoing internal maintenance of learning activities for mentally handicapped children. Only motivation with a more stable, can guarantee learn constantly.

Motivation can seek to improve.

First, the use of incentives and to strengthen its evaluation of internal motivation. Punishment may not be able to prevent people from going to do something, while the award would encourage people. Learning is the main activities of the children have to engage in, for their work, parents must give appropriate evaluation, affirm the value of their labor, outstanding reward. Guide to reward is the primary means of cultivating children\'s good motivation.

Second, the learning outcomes of children, should be based on timely feedback to strengthen

Their sense of achievement, enhancing children\'s self-confidence. If children from parents or teachers to keep abreast of their learning achievements, see their abilities, their motivation would be significantly strengthened, will generate their own self-confidence, creativity sense of success.

Third, let children experience to create joy, encourage learning motivation of their psychological needs. Is not any need to become learning motivation, only those who can promote the study of psychological factors can become a motivation. Self actualization needs, needs for self-expression, and understand themselves and others around the world need, aesthetic and appreciation of the need, the pursuit of knowledge to meet the needs of curiosity, and so on, these are all factors of motivation. A common feature of these needs is people can use their own created to meet this need, and get pleasure.

IV, for mentally handicapped children, cultivation of motivation, not like normal children, should be in accordance with their aptitude. Practice shows that achieve the following targets of teaching for the cultivation of learning motivation in mentally retarded children is a necessity--independent of consciousness. Independent thought process is a starting point for all potential development, to make a good study motivation in mentally retarded children, we must develop independent thinking awareness, thus forming an independent discovery problem, independent problem-solving habits. To encourage mentally handicapped children exploring the psychological demand of development change things, the psychological demand will translate into learning motivation. To form a mentally handicapped children to apply the knowledge learned from actual behavior, and application development knowledge capacity, this is the main objective of the establishment of learning motivation in mentally retarded children.

Epilepsy in children with mental retardation

Many parents worry about children with epilepsy will undermine the intelligence of the child, this fear is not unreasonable. At home and abroad in recent years a large number of studies indicate that about one-third problems exist different degrees of mental retardation in children with epilepsy.

Medical experts pointed out that the seizures are losses and intelligence, not only with the number of attacks-related, and also type, age of onset of epilepsy and antiepileptic drug-related. On the type, to intellectual impairment in children with systemic onset is most prominent, followed by movement and absence Petit MAL; age, when the disease in younger, higher incidence of mental retardation; drugs, phenytoin sodium the neural toxicity and side effects of long-term application may have a certain negative impact on children\'s intelligence. Of course, the above factors, seizures times played a decisive role, especially frequent body attack.

Once diagnosed as epileptic diseases, should pay special attention to controlling and reducing the number of seizures. Although some antiepileptic drugs may also affect of intelligence, but cons, if its effect is significantly greater than their side effects, do not worry too much and give up the drugs, should be determined using the drugs control seizures, such as phenytoin sodium. Medical research shows that effective control of early seizures, reducing the number of seizures, can make the most of the intelligence does not significantly affect children with, and similar to the normal level of intelligence. In short, early detection and early treatment, and control is the key to avoiding of intellectual impairment in children with early, parents of children with the attached great importance to working closely with doctors to maintain higher intelligence levels of children with, as a good basis for future work, study.

Relationship between febrile seizures and mental retardation

Brain injury can cause convulsions, seizure can also cause brain damage. It was proved, a seizure on the effects of recent memory, equivalent to damage caused by concussion; status convulsion may have severe brain damage and mental retardation caused by. Because in convulsion sexual discharge Shi, brain organization has large of neurons occurs fast, and repeatedly of fat except polarization, required more of energy maintained sodium a potassium pump of function, neural delivery mass of synthesis and release also increased, cell metabolism process speed up, and convulsion Shi temperature rise, muscle convulsions also makes general metabolism increased, high fever can makes animal brain metabolism increased 25%, these activities by required energy than normal high out 2~4 times. Abnormal electrical activity of the brain which seizure discharge itself significantly increased the need for energy, it is also an important reason to cause brain damage. Convulsion causing maximum metabolic burden to the brain.

For febrile convulsion in children one of the most common, general good prognosis, causes very low incidence of mental retardation, this is because of simple febrile seizures in General, less number of attack, time is short, fast recovery, no abnormal nerve syndrome, therefore less effect on the brain when the seizure. But a few patients can cause mental retardation, currently there are two explanations for this, a view that serious brain injury can cause febrile convulsion, that lead to epilepsy and mental retardation, which refers to the longer a convulsion, recurrence of convulsions more times, the greater the possibility of brain damage occurs. Another view was that, before the febrile convulsion, abnormal nervous system has occurred, this does not occur even in children febrile seizures mental retardation also occurs is considered febrile convulsion in children with neurological symptoms were not caused by convulsion itself, but before the febrile diseases, febrile seizures and mental retardation is not causation, but common cause determined.

Seizures cause brain damage and age have close relations. Convulsion in children more than 30 minutes you can produce ischemic neuronal changes, and more than 6 adults convulsion hours before this change occurs. This is because infants with metabolism in the brain are active during the period, in a period of strong growth, differentiation of neurons, are development of the brain the most vulnerable, so the seizure earlier the age at onset, the incidence of mental retardation may be higher.

All in all there have febrile anomalies of the nervous system, can lead to mental retardation in the future, serious continuing itself can also cause brain damage and the effects of febrile seizures intellectual