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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Intellectual Disability and Language Disorder.

Natasha Marrus¹, Lacey Hall²

¹Department of Psychiatry, Division of Child and Adolescent Psychiatry, Washington University in St Louis, 660 South Euclid Avenue, Box 8504, St Louis, MO 63110, USA.

Child and Adolescent Psychiatric Clinics of North America

|June 5, 2017

Summary

Intellectual disability (ID) and language disorders are common neurodevelopmental conditions in children. Early recognition and a multidisciplinary approach are crucial for optimal outcomes in managing these conditions.

Keywords:

Early intervention Global developmental delay Intellectual disability Language disorder Multidisciplinary care

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Published on: December 14, 2012

Area of Science:

Neurodevelopmental disorders
Child psychiatry
Pediatric mental health

Background:

Intellectual disability (ID) and language disorders are prevalent neurodevelopmental conditions originating in early childhood.
These conditions frequently co-occur with challenging behaviors and mental health disorders, making them common in child psychiatric practice.
Early intervention is critical for improving outcomes in children with ID and language disorders.

Purpose of the Study:

To highlight the importance of recognizing signs and symptoms of ID and language disorders in early childhood.
To emphasize the role of child psychiatrists in the identification and management of these conditions.
To advocate for a comprehensive, team-based approach to managing ID and language disorders.

Main Methods:

Review of the clinical presentation and management of intellectual disability and language disorders.
Discussion of the association between these disorders, challenging behaviors, and mental health conditions.
Emphasis on the need for early detection and intervention strategies.

Main Results:

Intellectual disability and language disorders are strongly linked to behavioral challenges and mental disorders in children.
Awareness of cognitive and adaptive function delays is essential for early identification.
A multidisciplinary, team-based, family-centered approach is optimal for management.

Conclusions:

Child psychiatrists are pivotal in identifying and managing children with intellectual disability and language disorders.
Their expertise in behavioral contextualization and treatment is vital for the multidisciplinary team.
Early and integrated care improves developmental trajectories and mental well-being.