Prenatal Development

 

First 2 Weeks: Germinal Period

    After conception, the fertilized egg divides repeatedly into a mass of cells. The germinal period is the period of prenatal development that takes place in the first 2 weeks after conception. By 1 week after conception, the fertilized egg is composed of 100 to 150 cells. These cells have differentiated into 2 layers, an inner and outer layer. The blastocystis the inner layer of these cells that develop during this period and later develop into the embryo. The outer layer is the trophoblast which also develops during this period and later provides nutrition and support for the embryo. About 10 days after conception, the fertilized egg or now called a zygote, attaches to the inner wall of the uterus.

2 To 8 Weeks: Embryonic Period

    The embryonic period occurs 2 to 8 weeks after conception. During this period the rate of cell differentiation intensifies, with support systems and organs beginning to form. The zygote now forms another 2 layers of cells and is then called an embryo. The embryo’s new inner layer of cells, the endoderm, later develops into the digestive and respiratory systems. The outer layer is then further divided into 2: the ectoderm and the mesoderm. The ectoderm later becomes the nervous system and sensory receptors (ears, nose, and eyes, for example) and skin parts (hair and nails, for example). The mesoderm later becomes the circulatory system, bones, muscles, excretory system, and reproductive system. Every body part eventually develops from these 3 layers.

As the 3 layers form, the embryo’s life support systems begin to mature and develop rapidly. These life support systems include the placenta, the umbilical cord, and the amnion.
placenta – consists of tissues where blood vessels between the mother and baby intertwine.
umbilical cord – contains 2 arteries and a vein, connects the baby to the placenta. Nutrients from the mother’s blood and digestive wastes from the baby’s blood can now pass back and forth between mom and baby.
amnion – a pouch containing a clear fluid that envelopes and protect the developing embryo.
GROWTH: At the third week the neural tube that becomes the spinal cord begins to form. At 21 days, eyes begin to appear and at 24 days, cells for the heart begin to differentiate. During the fourth week, arm and leg buds emerge. When organs are being formed, they are vulnerable to environmental changes.

2 To 9 Months: Fetal Period

    Growth and development continue dramatically during the fetal period. Three months after conception, the fetus is about 3 inches long and weighs about 1 ounce. It has become very active, moving its arms and legs, opening and closing its mouth, and moving its head. The face, forehead, eyelids, nose, chin, arms, hands, and lower limbs are now distinguishable, and the genitals can be identified as male or female. By the end of the fourth month, the fetus is about 6 inches in length and weighs 4 to 7 ounces. By the end of the 5th month, the fetus then grows to 12 inches long and weighs close to a pound. Its toenails and fingernails have begun to form and is more active, showing a preference for a particular position in the womb. By the end of the 6th month, a thin layer of hair has formed and irregular breathing occurs. By the end of the 7th month, the fetus is now about 16 inches long and weighs about 3 pounds. During the 8th and 9th months, the fetus rapidly gains another 4 pounds. At birth, the average American baby weighs 7 pounds and is about 20 inches long.

 
Fetal Growth Chart by Trimester:

First Trimester (first 3 months)
Conception to 4 weeks


• Less than 1/10 inches long
• Spinal cord, nervous system, gastrointestinal
system, heart and lungs begin to develop
• Amniotic sac envelopes the body

8 weeks


• Less than 1 inch long
• Face is forming with rudimentary eyes, ears, mouth and teeth
• Arms and legs are moving
• Brain is forming
• Fetal heartbeat is detectable with ultrasound

12 weeks


• About 3 inches long, weighs 1 ounce
• Can move arms, fingers and toes
• Fingerprints are present
• Can smile. frown, suck and swallow
• Sex is distinguishable

Second Trimester (middle 3 months)
16 weeks


• About 5 1/2 inches long and weighs 4 ounces
• Strong heartbeat
• Thin, transparent skin formed
• Downy hair (lanugo) covers body
• Fingernails and toenails are forming
• Coordinated movements; is able to roll over in amniotic fluid

20 weeks


• 10 to 12 inches long and weighs 1/2 to 1 pound
• Heartbeat is audible with stethoscope
• Sucks thumb
• Hiccups
• Hair, eyelashes, and eyebrows have formed

24 weeks


• 11 to 14 inches long and weighs 1 to 1 1/2 pounds
• Skin is wrinkled are covered with protective coating
• Eyes are open
• Has strong grip

 

Third Trimester (last 3 1/2 months)
28 weeks


• 14 to 17 inches long and weighs 2 1/2 to 3 pounds
• Adding body fat
• Very active
• Rudimentary breathing present

32 weeks


• 16 1/2 to 18 inches long and weighs 4 to 5 pound
• Periods of sleep and wakefulness
• Responds to sounds
• May assume birth position
• Bones of head are soft and flexible
• Iron is being stored in liver

36 to 38 weeks


• 19 inches long and weighs 6 pounds
• Skin is less wrinkled
• Less active
• Gaining immunities from mother

 

 

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State Services

A L A B A M A
Early Intervention-800/543-3098

Director of Special Education
Alabama Department of Education
Division of Special Education
P.O. Box 302101
Montgomery, AL 36130-2101

Program Director
Alabama Disabilities Advocacy Program
P.O. Drawer 870395
Tuscaloosa, AL 35487-0395
205/348-4928
800/826-1675
Director
Rehabilitation and Crippled Children Service
2129 E. South Blvd.
P.O. Box 11586
Montgomery, AL 36116
205/281-8780
A L A S K A
Early Intervention-800/478-2221

Director of Special Education
Office of Special Services
Alaska Department of Education
Office of Special and Supplemental Services
801 West 10th Street, Suite 200
Juneau, AK 99301-1894
907/465-2971

Director
Disability Law Center of Alaska
615 E. 82nd Avenue, Suite 101
Anchorage, AK 99518
907/344-1002
800/478-1234
Director
ASIST
2900 Boniface Parkway, #100
Anchorage, AK 99504-3195
907/333-2211
A M E R I C A N     S A M O A
Early Intervention-800/633-4929

Director of Special Education
Special Education
Department of Education
Pago Pago, American Samoa 96799
684/633-1323

P&A and CAP
Client Assistance Program
P.O. Box 3937
Pago Pago, American Samoa 96799
684/633-2441
A R I Z O N A
Early Intervention-800/232-1676

Director of Special Education
Special Education Section
Department of Education
1535 W. Jefferson
Phoenix, AZ 85007-3280
602/542-3084

P&A and CAP
Arizona Center for Law in the Public Interest
3724 N. 3rd Street, Suite 300
Phoenix, AZ 85012
602/274-6287
A R K A N S A S
Early Intervention-800/752-2160

Director of Special Education
Special Education Section
Arkansas Department of Education
Education Bldg., Room 105-C
#4 State Capitol Mall
Little Rock, AR 72201-1071
501/682-4221

P&A and CAP
Executive Director
Advocacy Services, Inc.
1100 N. University
Suite 201, Evergreen Place
Little Rock, AR 72207
501/324-9215
800/482-1174
C A L I F O R N I A
Early Intervention-800/515-2229

Director of Special Education
California Department of Education
515 L Street, Suite 270
Sacramento, CA 95814
916/445-4602

Executive Director
Protection & Advocacy, Inc.
100 Howe Avenue, Suite 185N
Sacramento, CA 95825
916/488-9950
800/952-5746
Client Assistance Program
830 K St. Mall
Sacramento, CA 95814
916/322-5066
C O L O R A D O
Early Intervention-800/288-3444

Director of Special Education
Special Education Services Unit
Colorado Department of Education
201 E. Colfax
Denver, CO 80203
303/866-6695

P&A and CAP
Executive Director
The Legal Center
455 Sherman Street, Suite 130
Denver, CO 80203
303/722-0300
C O N N E C T I C U T
Early Intervention-800/505-7000

Bureau of Special Education and Pupil Personnel Services
Connecticut Department of Education
25 Industrial Park Rd.
Middletown, CT 06457
860/638-4265

Executive Director
Office of Protection & Advocacy for Persons with Disabilities
60 Weston Street
Hartford, CT 06120-1551
203/297-4300
800/842-7303
D E L A W A R E
Early Intervention-302/577-4643

Director of Special Education
Exceptional Children/Special Programs Division
Department of Public Instruction
P.O. Box 1402
Dover, DE 19903-1402
302/739-5471

Administrator
Disabilities Law Program
144 E. Market Street
Georgetown, DE 19947
302/856-0038
Director
Client Assistance Program
United Cerebral Palsy, Inc.
254 Camden-Wyoming Ave.
Camden, DE 19934
302/698-9336
Department of Defense/Dependents Services
Department of Defense
Office of Dependents’ Education
4040 Fairfax Drive
Arlington, VA 22203
703/696-4493
D i s t r i c t o f C o l u m b i a
Early Intervention-202/727-8300
Director of Special Education
Goding School
10th and F St. NE
Washington, DC 20002
202/724-4800
Executive Director
Information, Protection, and Advocacy
Center for Handicapped Individuals , Inc.
4455 Connecticut Ave., NW, Suite B-100
Washington, DC 20008
202/966-8081
Administrator
Client Assistance Program
D.C. Rehabilitation Services Administration
Commission on Social Services
Department of Human Services
605 G St, NW, Room 1101
Washington, DC 20001
202/727-0977
F L O R I D A
Early Intervention-800/654-4440

Director of Special Education
Bureau of Student Services/Exceptional Education
Florida Education Center
325 Gaines Street, Suite 614
Tallahassee, FL 32399-0400
904/488-1570

P&A and CAP
Executive Director
Advocacy Center for Persons with Disabilities, Inc.
2671 Executive Center, Circle West
Webster Bldg., Suite 100
Tallahassee, FL 32301-5024
904/488-9070
800/342-0823
G E O R G I A
Early Intervention-800/229-2038

Director of Special Education
Division for Exceptional Children
Georgia Department of Education
1952 Twin Towers East
205 Butler Street
Atlanta, GA 30334-5040
404/656-3963

Executive Director
Georgia Advocacy Office, Inc.
999 Peachtree Street NW, Suite 870
Atlanta, GA 30309
404/885-1234
800/282-4538
Director
Division of Rehabilitation Services
2 Peachtree St., NW, 23rd floor
Atlanta, GA 30303
404/657-3009
G U A M
Early Intervention-671/475-0549

Director of Special Education
Department of Education
P.O. Box DE
Agana, Guam 96910
671/647-4400

Administrator
The Advocacy Office
Micronesia Mall, Office A
West Marine Drive
Dededo, Guam 96912
Director
Client Assistance Program
Parent Agencies Network
P.O. Box 23474
GMF, Guam 96921
671/649-1948
H A W A I I
Early Intervention-800/235-5477
808/955-7273(Oahu only);Director of Special Education
Special Needs Branch
Hawaii Department of Education
Special Education Section
3430 Leahi Avenue
Honolulu, HI 96815
808/733-4990
P&A and CAP
Executive Director
Protection and Advocacy Agency of Hawaii
1580 Makaloa St., Suite 1060
Honolulu, HI 96814
808/949-2922
I D A H O
Early Intervention-800/962-2588

Supervisor
Special Education Section
Idaho Department of Education
P.O. Box 83720
Boise, ID 83720-0027
208/334-3940

Idaho’s Coalition of Advocates for the Disabled, Inc.
447 Emerald, Suite B100
Boise, ID 83706
208/336-5353
I L L I N O I S
Early Intervention-800/323-4679

Director of Special Education
Center of Policy, Planning, Resource
Illinois State Board of Education
Mail Code E-216
100 North First Street
Springfield, IL 62777-0001
217/782-6601

Director
Equip for Quality, Inc.
11 E. Adams, Suite 1200
Chicago, IL 60603
312/341-0022
Director
Illinois Client Assistance Program
100 N. First Street, 1st Floor W
Springfield, IL 62702
217/782-5374
I N D I A N A
Early Intervention-800/964-4746

Director of Special Education
Division of Special Education
Indiana Department of Education
229 State House
Indianapolis, IN 46204-2798
317/232-0570

P&A and CAP
Indiana Advocacy Services
850 North Meridian, Suite 2-C
Indianapolis, IN 46204
317/232-1150
800/622-4845
I O W A
Early Intervention-800/779-2001

Chief
Bureau of Special Education
Iowa Department of Public Instruction
Grimes State Office Building
Des Moines, IA 50319-0146
515/281-3176

Director
Iowa Protection & Advocacy Services, Inc.
3015 Merle Hay Rd., Suite 6
Des Moines, IA 50310
515/278-2502
800/779-2502
Administrator
Client Assistance Program
Lucas State Office Bldg.
Des Moines, IA 50319
515/281-3957
K A N S A S
Early Intervention-800/332-6262

Director of Special Education
Student Support Services
Kansas Department of Education
120 S.E. Tenth Street
Topeka, KS 66612-1182
913/296-0946

Executive Director
Kansas Advocacy & Protection Services
2601 Anderson Avenue, Suite 200
Manhattan, KS 66502
913/776-1541
800/432-8276
Client Assistance Program
Biddle Bldg., 2nd Floor
2700 West 6th Street
Topeka, KS 66606
913/296-1491
K E N T U C K Y
Early Intervention-800/442-0087

Director of Special Education
Kentucky Department of Education
Division of Exceptional Children’s Services
500 Mero Street
Room 805
Frankfort, KY 40601
502/564-4970

Director
Office for Public Advocacy
Division for Protection and Advocacy
100 Fair Oaks Lane, 3rd Floor
Frankfort, KY 40601
502/564-2967
800/372-2988
Administrator
Client Assistance Program
Capitol Plaza Tower
Frankfort, KY 40601
502/564-8035
L O U I S I A N A
Early Intervention-800/922-3425

Director of Special Education
Louisiana Department of Education
Special Education Services
P.O. Box 94064, 9th Floor
Baton Rouge, LA 70804-9064
504/342-3633

P&A and CAP
Executive Director
Advocate Center for the Elderly & Disabled
210 O’Keefe, Suite 700
New Orleans, LA 70112
504/522-2337
800/662-7705
M A I N E
Early Intervention-207/278-3272

Director of Special Education
Division of Special Services
Maine Department of Educational and Cultural Services
23 State House Station
Augusta, ME 04333
207/287-5950

Director
Maine Advocacy Services
32 Winthrop Street
P.O. Box 2007
Augusta, ME 04338-2007
207/626-2774
800/452-1948
CARES, Inc.
4-C Winter Street
Augusta, ME 04330
207/622-7055
M A R Y L A N D
Early Intervention-800/535-0182

Director of Special Education
Division of Special Education
Maryland State Department of Education
200 W. Baltimore Street
Baltimore, MD 21201-2595
410/767-0238

Director
Maryland Disability Law Center
2510 St. Paul St.
Baltimore, MD 21218
410/235-4700
800/33-7201
Client Assistance Program
Division of Vocational Rehabilitation
2301 Argonne Drive
Baltimore, MD 21218-1696
410/554-3224
M A S S A C H U S E T T S
Early Intervention-800/462-5015

Administrator
Program Quality Assurance
Massachusetts Department of Education
350 Main Street
Malden, MA 02148-5023
617/388-3300

Executive Director
Disability Law Center of Massachusetts
11 Beacon Street, Suite 925
Boston, MA 02108
617/723-8455
MA Office of Disability
Client Assistance Program
One Ashburton Place, Room 1305
Boston, MA 02108
617/7440
M I C H I G A N
Early Intervention-800/327-5966

Director of Special Education
Special Education Services
Michigan Department of Education
P.O. Box 30008
Lansing, MI 48909-7508
517/373-9433

Executive Director
Michigan Protection & Advocacy Service, Inc.
106 W. Allegan, Suite 210
Lansing, MI 48933
517/487-1755
State Director
Client Assistance Program
P.O. Box 30018
Lansing, MI 48909
517/373-8193
M I N N E S O T A
Early Intervention-800/728-5420

Director of Special Education
Department of Children, Families, and Learning
811 Capitol Square Bldg.
550 Cedar Street
St. Paul, MN 55101-2233
612/296-1793

Protection and Advocacy and CAP
Minnesota Disability Law Center
430 First Avenue N, Suite 300
Minneapolis, MN 55401-1780
612/334-5785
M I S S I S S I P P I
Early Intervention-800/451-3903

Director of Special Education
Office of Education
State Department of Education
P.O. Box 771
Jackson, MS 39205-0771
601/359-3498

Executive Director
Mississippi Protection & Advocacy System for DD, Inc.
5330 Executive Place, Suite A
Jackson, MS 39206
601/981-8207
Client Assistance Program
Easter Seal Society
3226 N. State Street
Jackson, MS 39216
601/362-2585
601/982-7051
M I S S O U R I
Early Intervention-800/863-6623

Director of Special Education
Special Education Programs
Department of Elementary and Secondary Education
P.O. Box 480
Jefferson City, MO 65102-0480
314/751-2965

Protection and Advocacy and CAP
Missouri Protection & Advocacy Services
925 S. Country Club Drive, Unit B-1
Jefferson City, MO 65109
314/893-3333
M O N T A N A
Early Intervention-800/222-7585

Director
Office of Public Instruction
Division of Special Education
P.O. Box 202501
State Capitol
Helena, MT 59620-2501
406/444-4429

Protection and Advocacy and CAP
Executive Director
Montana Advocacy Program
316 N. Park, Room 211
P.O. Box 1680
Helena, MT 59623
406/444-3889
800/245-4743
Native American Indian Affairs
Early Intervention-202/208-6675

Branch of Exceptional Education/BIA
Mail Stop #3530
1951 Constitution Ave., NW
Washington, DC 20245
202/208-6675

Protection and Advocacy
DNA People’s Legal Service, Inc.
P.O. Box 306
Window Rock, AZ 86515
602/871-4151
N E B R A S K A
Early Intervention-800/742-7594

Director of Special Education
Nebraska Advocacy Services, Inc.
522 Lincoln Center Bldg.
215 Centennial Mall South
Lincoln, NE 68508
402/474-3183

Client Assistance Program
Division of Rehabilitative Services
State Department of Education
301 Centennial Mall South, 6th Floor
Lincoln, NE 68509
402/471-3656
N E V A D A
Early Intervention-800/522-0066

Director of Special Education
Special Education Branch
Nevada Department of Education
400 W. King Street
Capitol Complex
Carson City, NV 89710-0004
702/687-3140

Director
Office of Protection & Advocacy, Inc.
Financial Plaza
1135 Terminal Way, Suite 105
Reno, NV 89502
702/688-1233
800/922-5715
Client Assistance Program
1755 East Plumb Lane, #128
Reno, NV 89502
702/688-1440
800/633-9879
N E W H A M P S H I R E
Early Intervention-800/298-4321

Director of Special Education
Special Education Bureau
New Hampshire Department of Education
101 Pleasant Street
Concord, NH 03301-3860
603/271-6693

Executive Director
Disabilities Rights Center, Inc.
P.O. Box 3660
18 Low Avenue
Concord, NH 03302-3660
603/228-0432
Director Client Assistance Program
Governors Commission of the Handicapped
57 Regional Drive
Concord, NH 03301-0686
603/271-2773
N E W J E R S E Y
Early Intervention-800/792-8858

Director of Special Education
Office of Special Education
New Jersey Department of Education
P.O. Box CN 500
225 W. State St.
Trenton, NJ 08625-0050
609/633-6833

Protection and Advocacy and CAP
NJ Department of Protection and Advocate
210 S. Broad, 3rd Floor
Trenton, NJ 08608
609/292-9742
800/792-8600
N E W     M E X I C O
Early Intervention-800/522-8195

Director of Special Education
State Department of Education
300 Don Gasper Ave.
Santa Fe, NM 87501-2786
505/827-6541

Protection and Advocacy and CAP
Protection and Advocacy System
1720 Louisiana Blvd. NE, Suite 204
Albuquerque, NM 87110
505/256-3100
800/432-4682
N E W     Y O R K
Early Intervention-800/522-4369

Assistant Commissioner
Office for Special Education
New York State Education Department
1 Commerce Plaza, Room 1624
Albany, NY 12234-0001
518/474-5548

Protection and Advocacy and CAP Commissioner
New York Commission on Quality of Care for the Mentally Disabled
99 Washington Ave., Suite 1002
Albany, NY 12210
518/473-7378
N O R T H     C A R O L I N A
Early Intervention-800/852-0042

Director of Special Education
Division of Exceptional Children’s Services
North Carolina Department of Public Instruction
301 N. Wilmington Street
Raleigh, NC 27601-2825
919/715-1565

Director
Governor’s Advocacy Council for Persons with Disabilities
2113 Cameron Street, Suite 218
Raleigh, NC 27605-1344
919/733-9250
800/821-6922
Director
Client Assistance Program
Division of Vocational Rehabilitation Services
P.O. Box 26053
Raleigh, NC 27611
919/733-3364
N O R T H     D A K O T A
Early Intervention-800/472-8529

Director of Special Education
Special Education
Department of Public Instruction
600 E Blvd.
Bismark, ND 58505-0440
701/328-2277

Director
Protection & Advocacy
400 E. Broadway, Suite 616
Bismark, ND 58501-4038
800/472-2670
Associate Director
Client Assistance Program
400 E. Broadway, Suite 303
Bismark, ND 58501-4038
701/328-3970
NORTH MARIANA ISLANDS
Director
Special Education Programs
CNMI Public School System
P.O. Box 1370
Saipan, MP 96950
670/322-9956
Protection and Advocacy and CAP
Karidat
P.O. Box 745
Saipan, MP 96950
670/234-6981
O H I O
Early Intervention-800/374-2806

Director of Special Education
Ohio Department State of Education
Division of Special Education
933 High Street
Worthington, OH 43085-4087
614/466-4859

Executive Director
Ohio Legal Rights Service
8 E. Long St., 6th Floor
Columbus, OH 43215
614/466-7264
800/282-9181
Client Assistance Program
Governor’s Office of Advocacy for People with Disabilities
30 E. Broad Street, Suite 1201
Columbus, OH 43215
614/466-9956
O K L A H O M A
Early Intervention-800/426-2747

Executive Director
Special Education Section
State Department of Education
2500 N. Lincoln Blvd., Suite 411
Oklahoma City, OK 73105-4599
405/521-4859

Director
Oklahoma Disability Law Center, Inc.
4150 S. 100 East Avenue
210 Cherokee Bldg.,
Tulsa, OK 74146-3661
918/664-5883
Client Assistance Program
Oklahoma Office of Hndcp. Concerns
4300 N. Lincoln Blvd., Suite 200
Oklahoma City, OK 73105
405/521-3756
O R E G O N
Early Intervention-800/322-2588

Director of Special Education
Special Education and Student Services Division
Oregon Department of Education
700 Pringle Pkwy. SE
Salem, OR 97310-0290
503/378-3598

Executive Director
Oregon Advocacy Center
620 S.W. 5th Avenue, 5th Floor
Portland, OR 97204
503/243-2081
Oregon Advocacy Center
1257 Ferry Street S.E.
Salem, OR 97310
503/378-3142
P A L A U
Early Intervention-670/664-3754

Special Education Coordinator
P.O. Box 278
Koror Palau, 96940
680/488-2568

P E N N S Y L V A N I A
Early Intervention-800/692-7288

Director of Special Education
Bureau of Special Education
Pennsylvania Department of Education
333 Market Street
Harrisburg, PA 17126-0333
717/783-6913

Pennsylvania Protection & Advocacy, Inc.
116 Pine St.
Harrisburg, PA 17101
717/236-8110
800/692-7443
Client Assistance Program (SEPLS)
1617 JFK Blvd., Suite 800
Philadelphia, PA 19103
215/557-7112
Client Assistance Program (Western PA)
211 N. Whitfield Street, Suite 215
Pittsburgh, PA 15206
412/363-7223
P U E R T O R I C O
Early Intervention-800/981-8492

Assistant Secretary of Special Education
Department of Education
P.O. Box 190759
San Juan, PR 00919-0759
809/759-2000

Director
Planning Research and Special Projects
Ombudsman for the Disabled
Governor’s Office
P.O. Box 5163
Hato Rey, PR 00936
809/766-2338
Assistant Secretary for Vocational Rehabilitation
Department of Social Services
P.O. Box 118
Hato Rey, PR 00919
809/725-1792
R H O D E    I S L A N D
Early Intervention-800/464-3399

Director of Special Education
Roger Williams Bldg. Room 209
22 Hayes Street
Providence, RI 02908-5025
401/277-3505

Protection and Advocacy and CAP
Executive Director
Rhode Island Protection & Advocacy System
151 Broadway, 3rd Floor
Providence, RI 02903
401/831-3150
S O U T H     C A R O L I N A
Early Intervention-800/922-1107

Director
Office of Programs for Exceptional Children
State Department of Education
Room 808
Rutledge Bldg. 1429 Senate
Columbia, SC 29201
803/739-8806

Executive Director
South Carolina Protection & Advocacy System for the Handicapped, Inc.
3710 Landmark Drive, Suite 208
Columbia, SC 29204
803/782-0639
803/922-5225
Office of the Governor
Division of Ombudsman and Citizen Services
P.O. Box 11369
Columbia, SC 29211
803/734-0457
S O U T H     D A K O T A
Early Intervention-800/529-5000

Director
Office of Special Education
Department of Education and Cultural Affairs
700 Governors Drive
Pierre, SD 57501-2291
605/224-8294
800/742-8108

T E N N E S S E E
Early Intervention-800/582-7157

Assistant Commissioner
Division of Special Education
Tennessee Department of Education
Gateway Plaza, 8th Floor
710 James Robertson Pkwy.
Nashville, TN 37243-0380
615/741-2851

Protection and Advocacy and CAP
Director
Tennessee Protection and Advocacy, Inc.
P.O. Box 121257
Nashville, TN 37212
615/298-1080
800/342-1660
T E X A S
Early Intervention-512/502-4920

Director of Special Education
Special Education Unit
Texas Education Agency
WB Travis Bldg. Room 5-120
1701 N. Congress Ave.
Austin, TX 78701-2486
512/463-9414

Protection and Advocacy and CAP
Executive Director
Advocacy, Inc.
7800 Shoal Creek Blvd., Suite 171-E
Austin, TX 7857
512/454-4816
800/463-9414
U T A H
Early Intervention-800/333-8824

Director
Special Education Services Unit
Utah State Office of Education
250 E 500 South
Salt Lake City, UT 84111-3204
801/538-7587

Protection and Advocacy and CAP
Executive Director
Legal Center for People with Disabilities
455 East 400 South, Suite 201
Salt Lake City, Utah 84111
801/363-1347
800/662-9080
V E R M O N T
Early Intervention-800/727-3686

Director
Division of Special Education
Vermont Department of Education
State Office Bldg.
120 State Street
Montpelier, VT 05602-3403
802/828-3141

Director
Vermont DD Law Project
264 Winoosk Avenue
P.O. Box 1367
Burlington, VT 05401
802/863-2881
Client Assistance Program
Ladd Hall
103 South Main Street
Waterbury, VT 05676
V I R G I N     I S L A N D S
Early Intervention-809/773-8804

Director of Special Education
Department of Special Education
State Office of Special Education
P.O. Box 6640
Charlotte Amalie, St. Thomas
Virgin Islands, 00801
809/776-5802

Protection and Advocacy and CAP
Director
Virgin Islands Advocacy Agency
7A Whim Street, Suite 2
Frederiksted, VI 00840
809/772-1200
V I R G I N I A
Early Intervention-800/234-1448

Director of Special Education
Virginia Department of Education
P.O. Box 2120
Richmond, VA 23216-2120
804/225-2402

Protection and Advocacy and CAP
Director
Department of Rights of Virginians with Disabilities
James Monroe Bldg.
101 N. 14th St., 17th Floor
Richmond, VA 23219
804/225-2042
800/552-3962
W A S H I N G T O N
Early Intervention-800/322-2588

Director of Special Education
Special Education Section
Superintendent of Public Instruction
Old Capital Bldg.
Olympia, WA 98502-0001
206/753-6733

Washington Protection & Advocacy System
1401 E. Jefferson Street, Suite 506
Seattle, WA 98122
206/753-1521
Client Assistance Program
P.O. Box 22510
Seattle, WA 98122
206/721-4049
W E S T     V I R G I N I A
Early Intervention-800/734-2319

Director
Office of Special Education
West Virginia Department of Education
Bldg. #6, Room B-304
1800 Kanawha Blvd.
Charleston, WV 25305
304/558-2696

West Virginia Advocates, Inc.
Litton Building, 4th Floor
1207 Quarrier St.
Charleston, WV 25301
304/346-0847
800/950-5250
W I S C O N S O N
Early Intervention-800/642-7837

Assistant Superintendent
Division of Learning Support: Equity and Advocacy
Department of Public Instruction
125 S. Webster
P.O. Box 7841
Madison, WI 53707-7841
608/266-1649

Executive Director
Wisconsin Coalition for Advocacy, Inc.
16 N. Carroll Street, Suite 400
Madison, WI 53703
608/267-0214
Governors Commission for People with Disabilities
1 W. Wilson Street, Room 558
P.O. Box 7852
608/267-7422
800/362-1290
W Y O M I N G
Early Intervention-800/438-5791

Federal Programs Unit
State Department of Education
Hathaway Bldg.
2300 Capitol Avenue
Cheyenne, WY 82002-0050
307/777-7417

Executive Director
Protection & Advocacy System, Inc.
2424 Pioneer Ave., No. 101
Cheyenne, WY 82001
307/638-7668
307/624-7648
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Early Intervention Programs

City and State Programs
City and State programs provide free services to families based on a child’s age and needs. Services accessed for children ages birth to 3 years are typically provided by city programs regulated and funded through the State’s Department of Health. These programs are called Early Intervention Programs. Services accessed for children ages 3 years and up are usually regulated through the State’s Board of Education Program. These programs are called,”Committee on PreSchool Special Education Programs (CPSE). All programs though regulated from separate sources, are aimed at assisting children in achieving their developmental goals in becoming school ready. Services may be obtained for free based on separate eligibility requirements for each of the 2 program types, and have the following purposes:
– to assist children with developmental delays in becoming school ready so they do not fall behind in the school system
– to identify early, any conditions or disorders associated with learning
Early Intervention
As mentioned above, Early Intervention Programs are city and state programs regulated and funded by each state’s Department of Health. Every state has an Early Intervention Program available to provide eligible children with services to help children ‘catch up’ in their development. Early Intervention Programs are not typically advertised and are usually referral based with most referrals coming from Pediatricians and other parents. Early Intervention Programs within each State do not necessarily provide the actual services, they only fund and approve them. Early Intervention “Providers” are private or non-profit businesses that actually provide the services and then bill the State or City’s Early Intervention Program. To obtain services for your child you must first contact your State’s Early Intervention Office, to find out which providers are nearest you, and then choose an Early Intervention Provider that best suites your child’s needs. Many EI Providers have their own specialties, for example ‘United Cerebral Palsy, (UCP)”, provides EI services to all children eligible and of course may have many more resources to services for children with Cerebral Palsy. You may call EI Providers and arrange to have a tour of their facilities to check them out before hand before choosing one. If you do so however, you must try not to waste too much time; the enrollment process can take long enough. It is not impossible for a child to go through a long evaluation process just in time to transfer out of the Early Intervention Program. I heard from a parent once that while choosing an Early Intervention Provider and touring their facilities, what helped her make her decision was the greetings she received from the staff. On one of her tours she was greeted by everyone passing by while in the waiting area, even the janitor had stopped to say hello to both her and her two sons. She claimed that this impressed her and that to see a facility where all the staff are both happy to work there and friendly, she knew she had made the right choice.

What types of services can I receive for my child through an Early Intervention Program?

The answer is: as many services that your child is eligible for that are out there. Typically you must have your child tested for eligibility first. Testing would determine your child’s estimated, developmental age for each of the 6 areas of development. From there your child could be eligible to receive services at home, in a classroom or even both, depending on your child’s age and needs. If your child tested as delayed in speech, then your child would be eligible to receive Speech Therapy either at home, one on one with a Speech Therapist, or at a center. A child could be eligible to receive services such as: Speech Therapy, Physical Therapy, Occupational Therapy, Special Instruction, Vision Therapy, Respite (home care), Daycare, medical, Parent Training, Family counseling, Psychological Play Therapy, and many more of course depending on your child’s and family’s needs.

THE EI Process:
  • 1)You must first choose an Early Intervention Provider. Remember to not waste too much time in doing so; children grow fast and everyday counts.
  • 2)Contact the provider to arrange testing. The provider you chose would first take your information and forward it to the Early Intervention Office in notification. EI will assign an ID number to your child and alert the provider to proceed with testing. This takes approximately 2-3 days.
  • 3)A ‘Service Coordinator’ will be assigned to your child. This person may or may not be from the provider you chose though is there to advocate on your child’s behalf regardless. Your SC will explain to you your rights: that all information you provide is confidential, that these services are voluntary and that you may terminate services at any time, and that you have the right to choose any provider of services that best suites your child’s needs. The SC will wish to meet with you to obtain your signature for some consents and obtain your insurance information. EI plans on billing your insurance company for the services it will approve though you may refuse to provide this info – it is your right to refuse. You may only have to put your refusal in writing if you choose to do so. Typically you will not be billed by your insurance company and if you give this information, it will not affect your deductible. EI would be responsible for any bills you might receive by your insurance since they state that their services are at no cost to families.
  • 4) Choose the place to have testing conducted. Most places allow you to choose to have testing conducted either at your home or at the center. Just know that testing will be conducted with your child by a stranger and if at a center, in an unfamiliar place. Testers understand this and know that your child may not perform typically which is why much of the testing is based on parent input. The tester will basically ask you the parent if your child has certain skills. To get a sample of the skills an evaluator will look to observe based on your child’s age, go to the “Milestones” page of this web site.
  • 5) Test #1: The Developmental Test. The first test should be conducted by a Special Educator and will be a ‘general’ test. In other words, the test will not be specific to the individual areas of development. It will score estimated results of developmental ages in each of the developmental areas. For example, a 2 year old child may only score as a 1 year old in speech, and a 3 year old in physical development – thus having 1 year as the developmental age for speech and being 1 year delayed. Based on the results of this test, eligibility would be determined first to see if your child should need any specific tests. In the previous example, a year delay in speech would then merit the need for a more specific evaluation for your child’s speech. The person that conducts this first test would have at least a Master’s Degree in Special Education. The reason why a general, developmental test to look at all areas is performed first despite possibly that your concern may only be in your child’s speech for example, is that EI wants to be sure that if they are to provide a service, they must first learn that this service is the only service your child needs.
  • 6)Other specific tests would then be conducted depending on the results of the developmental test. These might be a Speech evaluation, a Physical Therapy evaluation, etc. or multiple tests.
  • 7)Eligibility is then determined from the results of testing. Typically your child must have a 33% delay in an area in order to receive services for that area. If your child is 33% delayed in one area already, then your child need only be 25% delayed in another area in order to receive services for that area. The Service Coordinator would be responsible for explaining the results of testing to you and also explain your rights as to what you can now do regarding these results. If you are not happy with the results or disagree, you may request a new test or discuss it at the meeting coming up.
  • 8)Meeting with EI scheduled. Once eligibility has been determined, a meeting will then be scheduled by your Service Coordinator with Early Intervention. This meeting should include an EI Official Designee, at least one member of the evaluation team, your Service Coordinator, and anybody that you feel should be present.
  • 9)The EI Meeting. At this meeting you will discuss what services you would like to receive for your child. An Individualized Family Service Plan will be formed based on the goals you wish your child to receive from Early Intervention Services. At this meeting you may voice your opinion regarding testing results and try to obtain approval for additional services available such as Parent Training, Respite (home or emergency care), or Family Counseling if needed and for example. Your Service Coordinator should be able to prepare you before hand as to what to expect of this meeting and what services you should be eligible to receive. You will determine the type of services that are best for your child – whether you wish to receive services at home or at an EI Center. A frequency of services will be recommended based on the evaluation results and based on the recommendations of the evaluators. A typical frequency for a service such as Speech Therapy for example, would be 30 minutes, 2 or 3 days a week. All services approved at this meeting will be approved in 1 year intervals up until your child turns 3 years of age. Every 6 months your Service Coordinator will wish to meet with at least one of the therapists assigned to your child and review the the goals outlined in the IFSP and your child’s progress. Based on your child’s progress or lack of progress, every 6 months in this review, you may opt to change your service plan to include additional services, additional days, less days, longer sessions, etc. Your Service Coordinator would be responsible for assisting you with any of the changes you would like to make.
  • 10) Services. You may interview and screen the therapists who get assigned to work with your child. If for any reason you feel that a particular therapist is not doing well with your child, you may opt to have a new therapist. Consider however, that therapist’s availability may be limited and there may be a wait for an available therapist. It is also your right to be present during or at least observe all the therapy sessions. Just keep in mind that being present during the sessions may distract your child and render the sessions
    useless. Therapists are required to go over the session with you so make sure you learn what it is they are doing in the sessions. It is important that you learn these things and help carry them over after the therapy sessions so your child benefits most from therapies.

 

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Areas of Development

Cognitive Development:
This area defines a child’s ability to think, process information, learn and solve problems. There are several theories that describe the skills and processes associated with infant learning and taught in schools today. Such skills and information processing and are: object permanence (ability to understand that objects and events continue to exist even though the infant is no longer in contact with them), attention, symbolic play, imitation,conceptual ability, habituation (the repeated presentation of the same stimulus causing reduced attention over time), and memory. Several developmental tests are used today and were developed based on these theories. Some of the more common tests used are The Bayley Scales of Infant Development and The H.E.L.P. Checklist. Such tests evaluate an infant’s auditory and visual attention, manipulation of objects and toys, interaction with examiner and imitation, memory involved with object permanence (like finding hidden toy), goal-directed behavior involving persistence (like peg board, shape sorter), ability to follow directions, knowledge of object names and understanding concepts (such as concept of ‘one’).
Milestones associated with this area are: identifies self in mirror(15-16 months), identifies 6 body parts(22-24 months) and completes 3-4 piece puzzle (30-36 months).Children who are tested and found delayed in this area would be recommended to receive “Special Instruction” services either at home, in a classroom setting or both, depending on the child’s needs and age. A Special Education Teacher would be serviced to assist a child’s development in this area. Special Instruction in a classroom setting also overlaps with learning skills in each of the other areas as well due to many of the classroom activities.

Communication Development:
Language: In an infant’s first few months, sharp noises can show a startle response. At 3 to 6 months, infants can begin to show an interest in sounds, play with saliva, and respond to voices. In the next 3 to 6 months, babbling can begin and is determined mainly by biological maturation, not so much reinforcement, hearing, or care-giver-infant interaction. It has been found that deaf babies can begin to babble at this time. The purpose of a baby’s earliest communication is to attract attention from parents and others in the environment. This is usually accomplished by a baby making and breaking eye contact, by vocalizing sounds, or by performing manual actions such as pointing. All of these behaviors involve the aspect of language called pragmatics.
The environment can play a significant role in communication development. It is encouraged for babies to be bathed in language very early by speaking to them extensively, especially about what the baby is attending to at the moment.

    Communication is divided further into 3 areas when assessed:
    • Receptive Speech: This area is defined as a child’s ability to understand words as they are spoken to them. It involves understanding directions in steps, answering questions or responding appropriately when spoken to.
    • Expressive Speech: This area defines a child’s ability to produce sounds in expression of wants and needs; the child’s ability to appropriately speak. It involves vocalizing all needs, vocabulary building and identifying by name.
  • Oro-Motor: This is the physical aspect responsible for speech; it involves the oral mechanics behind sound production. Since this area of speech focuses on muscles of the mouth, movement of the tongue, reflexes and coordination, both Speech Therapists and Occupational Therapists work with children for this area.

Some of the milestones in infant communication are: babbling(3-6 months), first words understood(6-9 months), growth of receptive vocabulary(reaches 300 words or more by age 2), first instructions understood (9 months to 1 year), first word spoken(10-15 months), and the growth of spoken vocabulary(reaches 200-275 words by age 2).

Concepts expected with two-word statements by ages 18 to 24 months are:identification(‘see book’), location(‘toy there’), repetition(‘more’), nonexistence(‘all gone’), negation(‘not dog’), possession(‘my toy’), attribution(‘big car’), agent-action(‘mom move’), action-direct object(‘hit you’), action-indirect object(‘give dadda’), action-tool(‘cut knife’), and question(‘where ball?’).

Speech Therapists typically work with children delayed in this area either one to one at home, at a center, in a speech group, or in a classroom. Occupational Therapists overlap with respect to oro-motor, and Special Education Teachers overlap in this area with respect to working with a child’s speech in the classroom.

Physical Development (gross motor):
This area involves the development and coordination of large muscle groups. At birth, an infant does not have significant coordination of chest and arms, yet in the first month an infant should lift its head from a prone position. At about 3 months, an infant should hold its chest up and use its arms for support after being in a prone position. At 3 to 4 months, infants should roll over, and at 4 to 5 months, they should support some weight on their legs. Other skills associated with this area are rolling over, holding head up, walking, balance and ascending/descending stairs. The actual month at which the milestones occur varies by as much as 2 to 4 months, especially among older infants. What remains fairly uniform however, is the sequence of accomplishments. As each skill is learned, so does the level of independence as well.

Physical Therapists are serviced to work with children delayed in this area, typically on a one to one basis. A common condition that occurs in children who were breached or born of multiple births and in need of physical therapy, is torticollis. If a child is in a constraining position while in the womb, muscles can become tightened and in the case of torticollis, the neck muscle is tightened. In this case a child would be born with his/her head tilted to one side. Physical therapy for a few months, 2 or 3 times a week and some parental carry-over exercises could relieve this condition.

Hand/Eye Coordination (fine motor):
This area involves the delicate coordination of smaller muscles and muscle groups such as hands, fingers, mouth and eyes. Infants have hardly any control over fine motor skills at birth, although they have many components of what later become finely coordinated arm, hand, mouth and finger movements. Skills associated with this area involve reaching and grasping, manipulating objects, coloring with a crayon, grasping objects appropriately, following objects with eyes, and later, feeding oneself and being toilet trained. This area can also include two other areas of development:

  • Feeding: This area is focused on oro-motor development. By stimulating certain areas of the mouth with foods and therapeutic devices, a child may learn to coordinate the mouth muscles necessary for speech and eating various textured foods. Occupational and Speech Therapists work with children in this area.
  • Sensory Development: This area of development involves sensory integration; it involves how a child tolerates touching all textures like sand or water, tolerates loud noises, tolerates being touched, and tolerates being picked up off the ground. Occupational Therapists work with children in this area. Occupational Therapy focuses on these areas and may at times involve other therapies such as Speech and Physical Therapy.  A child with delays in motor planning/coordination may need Physical, Occupational and Speech Therapies, for example.
Social/Emotional Development:

This area involves a child’s ability to display and identify emotions such as fear and anger, for example. It is also the area that involves attachment, temperament, how a child acts in social situations such as greeting people hello or goodbye, sharing attention with another, and looking at another for approval. Emotions are the first language that parents and infants communicate with before the infant acquires language. various emotions occur at different ages – for example, a social smile (4-6 weeks), surprise (3-4 months), and shame (6-8 months).

Attachment to a caregiver intensifies at about 6 to 7 months of age, and can be classified by three areas: secure – assumed optimal for development, avoidant, or resistant. An infant’s temperament (such as easy, difficult, or slow to warm up) is strongly influenced by biological factors but becomes more malleable with experience. Psychologists, Social Workers and classroom settings all play key roles in working with children delayed in this area.

Adaptive/Self Help Development:

This area involves a child’s independence, ability to do things for one’s self, and a child’s ability to adapt to the environment. As children progress in physical and coordination development, they have more opportunities to explore their environment and gain independence. Skills associated with this area are feeding oneself, opening door independently, unzips/zips zipper and going in potty independently, for examples. Occupational Therapists and Special Instruction Teachers typically work with delayed children in this area.

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Access to US Services

TOLL FREE HOTLINES

•American Association on Mental Retardation
(800)424-3688
•AMC Cancer Information Center
(800)525-3777
•American Cleft Palate Education Foundation
(800)242-5338
•American Diabetes Association
(800)232-3472
•American Foundation for the Blind
(800)232-5463
•American Kidney Fund
(800)638-8299
•American Liver Foundation
(800)223-0179
•American Paralysis Association
(800)225-0292
•Amputee Coalition of America
National Limb Loss Information Center
(888)267-5669
•Cancer Information Service National Line
(800)4-CANCER
•Captioned Films for the Deaf
(800)237-6213
•Chrysler Corporation Assistance Line for
the Disabled Driver
(800)255-9877
•Cornelia de Lange Syndrome Foundation
(800)223-8355
•International Shriners Headquarters
(800)237-5055 •Job Accommodation Network (JAN)
(800)JAN-PCEH
•Job Opportunities for the Blind
(800)638-7516
•Lung Disease
(800)22-LUNG
•Medicaid Hotline
(800)638-6833
•National Adoption Center
(800)862-3678
•National Association for Hearing and Speech Action
(800)638-8255
•National Association for Parents of the Visually Impaired
(800)562-6265
•National Center for Stuttering
(800)221-2483
•National Child Abuse Hotline
(800)4-A-CHILD
•National Crisis Center for the Deaf
(800)446-9876 [TDD only]
•National Hearing Aid Society
(800)521-5247
•National Information Center for Developmental Disabilities
(800)922-9234
•National Multiple Sclerosis Society
(800)344-4867
•National Spinal Cord Injury Hotline
(800)526-3456
•National Tuberous Sclerosis Association
(800)225-NTSA
•Retinitis Pigmentosa Association
(800)344-4877
•Sickle Cell Disease Association of America
(800)421-8453

 

 

 

 

 

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Warning Signs and Behaviors of Childhood Disorders, Part VII: Eating & Feeding Disorders (Pica, Rumination, Feeding)

  How could I know the difference between a warning sign and an appropriate behavior?
answer: Know the warning signs.

These disorders of Infancy and Early Childhood are characterized by persistent disturbances in feeding and eating (DSM-IV).

Pica
Pica is significant for the persistent eating of nonnutritive substances which may vary with age. Infants and younger children are typically found to eat string, hair, plaster, paint, or cloth. Older children may tend to eat animal droppings, sand, insects, leaves, or pebbles. Adolescents may eat soil or clay. These eating behaviors would be developmentaly inappropriate and typically associated with other mental disorders. Specific symptons significant of this disorder are:

• Persistent eating of nonnutritive substances
for at least 1 month
• The eating of nonnutritive substances is
inappropriate to developmental level
• The eating behavior is not part of a culturally
sanctioned practice
• It is sufficiently severe to warrant independent
clinical attention

Rumination Disorder
Rumination Disorder is known for the repeated regurgitation and rechewing of food that develops in infants or children after a period of normal functioning. Partially digested food is brought back up to the mouth without apparent nausea, retching, disgust or associated gastrointestinal disorder. The food is either ejected or more frequently, chewed and reswallowed. These symptoms would not be due to another medical condition. (DSM IV). Infants and children are typically irritable and hungry between episodes of regurgitation having this disorder. Specific symptons significant of this disorder are:

• Repeated regurgitation and rechewing of food for
at least 1 month following a period of normal functioning
• These behaviors are not due to an associated
gastrointestinal or other medical condition
• Symptoms are sufficiently severe to warrant
independent clinical attention

Feeding Disorder
Feeding Disorder is significant for its persistent failure to eat adequately, as reflected in significant failure to gain weight or significant weight loss over at least 1 month. Infants with feeding disorder are often irritable, difficult to console during feeding, may appear apathetic and withdrawn, and may also exhibit developmental delays. (DSM IV). Other factors that may contribute to this disorder include parental psychopathology and child abuse or neglect. Specific symptons significant of this disorder are:

• Feeding disturbance manifested by persistent failure to
adequately eat with significant failure to
gain weight or significant loss of weight
over at least 1 month
• Feeding disturbance is not due to an associated
gastrointestinal or other medical condition
• often actively defies or refuses to comply with
adults’ requests or rules
• Disturbance is not better accounted for by another
mental disorder or lack of available food
• The onset is before age 6

 Note: The above lists are not intended for the use of diagnosing disorders. Disorders are diagnosed by the severity, frequency and a combination of many factors. Please seek professional advice should any of the above listed criteria cause any concern.

 

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Warning Signs and Behaviors of Childhood Disorders, Part VI: Oppositional Defiant Disorder

  How could I know the difference between a warning sign and an appropriate behavior?
answer: Know the warning signs.

Warning Signs and Behaviors:
Oppositional Defiant Disorder

Oppositional Defiant Disorder is significant for a recurrent pattern of negative, defiant, disobedient, and hostile behaviors toward authoritative figures. These behaviors consist of losing temper, arguing with adults, deliberately doing things to annoy others, actively defying or refusing to comply with rules or requests, blaming others for his/her own mistakes or misbehavior, being touchy or is easily or easily annoyed by others, being angry and resentful, or being spiteful and vindictive (DSM IV). Behaviors would lead to significant impairment in social, academic, or occupational functioning. Some of the symptoms significant of this disorder are:
Pattern of negativistic, hostile, and defiant behavior lasting at least 6 months:
• often loses temper
• often argues with adults
• often actively defies or refuses to comply with
adults’ requests or rules
• often deliberately annoys people
• often blames others for his/her mistakes or
misbehavior
• is often touchy or easily annoyed by others
• is often angry and resentful
• is often spiteful and vindictive

 

Note: The above lists are not intended for the use of diagnosing disorders. Disorders are diagnosed by the severity, frequency and a combination of many factors. Please seek professional advice should any of the above listed criteria cause any concern.
 

 

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Warning Signs and Behaviors of Childhood Disorders, Part V: Conduct Disorder

  How could I know the difference between a warning sign and an appropriate behavior?
answer: Know the warning signs.

Warning Signs and Behaviors:
Conduct Disorder

Conduct Disorder is significant for a repitive and persistent pattern of behavior where the basic rights of others, age-appropriate norms or rules are violated. These behaviors consist of aggressive conduct that causes/threatens physical harm, non-aggressive conduct causing property loss or damage, theft or deceiptfulness, and serious violations of rules (DSM IV). Severity of this disorder varies from mild, moderate and severe. Some of the symptons significant of this disorder are:
Aggression to people & animals:
• often bullies, threatens, or intimidates others
• often initiates physical fights
• has used a weapon that can cause serious physical
harm to others (e.g., knife, gun, broken bottle, a bat)
• has been physically cruel to people
• has been physically cruel to animals
• has stolen while confronting a victim (e.g., mugging,
purse snatching, armed robbery, extortion)
• has forced someone into sexual activity
Destruction of property:
• has deliberately engaged in fire setting with
the intention of causing serious damage
• has deliberately destroyed other people’s property
(other than by fire)
Deceiptfulness or theft:
• has broken into someone else’s home, building, or car
• often lies to obtain goods or favors
or to avoid obligations (e.g., ‘cons’ others)
• has stolen items of nontrivial value without
confronting a victim (e.g., shoplifting- without
breaking and entering, forgery)
Serious violations of rules:
• often stays out at night despite parental
prohibitions, before age 13 years
• has run away from home overnight at least
while living in parents/surrogate’s home
• is often truant from school, beginning
before age 13 years

Note: The above lists are not intended for the use of diagnosing disorders. Disorders are diagnosed by the severity, frequency and a combination of many factors. Please seek professional advice should any of the above listed criteria cause any concern.

 

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