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Developmental, Learning and Behavioural Disorders
Developmental, Learning and Behavioural Disorders in Children and Adolescents Level 3 100 Hours Certificate Course
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Learn About Developmental, Learning and Behavioural Disorders
Developmental, Learning and Behaviour Disorders in Children and Adolescents Online Course
In this course, you’ll learn how to gain knowledge in interpreting the signs, symptoms and treatments for developmental disorders in children, including pervasive developmental disorders, behavioural disorders, and learning disorders.
Developmental disorders are conditions that develop in childhood that can cause serious impairment in specific areas of the child’s development – emotional, psychological, or intellectual. There is no universal definition of what is meant by developmental disorders. The term ‘disorder’ refers to a psychiatric syndrome and is the preferred term for what was previously labelled as neuroses.
‘Developmental’ relates to the fact that these conditions usually emerge during childhood development.
Developmental disorders include many different deficits and some of the more familiar ones are language disorders, motor disorders, specific learning disorders, autism spectrum disorders, ADHD, and conduct disorders.
This course is accredited by the CMA – The Complimentary Medical Association.
For more details about the various levels of CMA memberships please refer to their website.  We highly recommend CMA membership.
Course Information
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Student Reviews
“I enjoyed the course and developed a good understanding of learning and behaviour disorders. I feel this will be helpful in my role as a Clerk at a local primary school”. The course met my expectations and I enjoyed the challenge of learning about conditions I knew little about.
The presentation of the course and the opportunity to communicate with my tutor was valuable. I enjoyed the course so much, I am planning to do another! Jennifer C, Developmental Learning and Behavioural Disorders in Children and Adolescents, UK
“Working in an education setting, I learnt new things which I can use in the workplace. Very engaging course! My tutor, Iona Lister, was brilliant.
Easy to communicate with and always happy to help. Always a quick response to emails. Nicole O, Developmental Learning and Behavioural Disorders in Children and Adolescents, BPS215, UK
Lessons
Lesson Structure:  Developmental, Learning and Behavioural Disorders in Children and Adolescents BPS215
There are 9 lessons:
1. Â Nature and Scope of Developmental Disorders – Mental Retardation/learning disability
- Classification of Childhood Disorders
- Causes of Developmental Disorders- Genetic Factors, Physical Factors, Environmental Factors
- A General Overview of the Diagnosis of Developmental Disorders
- The Prevalence of Developmental Disorders in the General Population
- The Impact on the Families and Children and Adolescents with Developmental Disorders
- Mental Retardation (Learning Disability)
- Co-morbid Disorders
2. Â Â Autism – Autistic Disorder signs, symptoms, treatment and support
- Causes of Autism
- Definition of Autism
- The Signs and Symptoms of Autism
- Impaired Social Development & Interactions
- Abnormal Communication
- Repetitive Behaviour
- Other Problems
- The Other Side of the Coin
- Causes of Autism
- History of the Perception of Autism
- Prevalence & Course of Autism in the General Population
- The Autism Spectrum
- Issues Facing Children and Adolescents with Autism
- The Impact of Autism on the Family
- Treatments for Children and Adolescents with Autism
- How Parents/Carers and Practitioners can Support Children with Autism
- Supportive Services for Children and Adolescents with Autism
3. Â Â Asperger’s Disorder – signs, symptoms, treatment and support
- Definition of Asperger’s Disorder
- The Signs and Symptoms of Asperger’s Disorder
- 1) Impaired Social Interactions
- 2) Repetitive Behaviour
- Causes of Asperger’s Disorder
- The History of Asperger’s Disorder
- The Prevalence & Course of Asperger’s Disorder in the General Population
- Asperger’s Disorder and Autism – The Autism Spectrum
- The Impact of Asperger’s Disorder on the Child or Adolescent
- The Impact of Asperger’s Disorder on the Family
- Treatments Available for Children and Adolescents with Asperger’s Disorder
- How Parents/Carers and Practitioners can Support Children with Asperger’s Disorder
- Supportive Services Available for Children with Asperger’s Disorder and Their Family
4. Â Â Other Pervasive Developmental Disorders (Rett’s Disorder, Childhood Disintegrative Disorder, Developmental Disorders NOS) signs, symptoms, treatment and support
- Definition of Pervasive Developmental Disorders
- Rett’s Disorder
- Childhood Disintegrative Disorder
- Developmental Disorders Not Otherwise Specified
- Causes of Developmental Disorders
- A General View on How Developmental Disorders are Diagnosed
- The Impact of Developmental Disorders on the Child or Adolescent
- The Impact on the Family of the Child or Adolescent with Developmental Disorders
5. Â Â Attention-Deficit and Hyperactivity Disorders – ADHD & variants, signs, symptoms, treatment and support
- Signs & Symptoms of ADHD
- 1) Features of Inattention
- 2) Features of Hyperactivity-Impulsivity
- 3) Settings
- Causes of ADHD
- Historical Background of ADHD
- Prevalence & Course of ADHD
- Treatment of ADHD
- Support Available
- Factors that can Aggravate ADD or ADHD Symptoms
- The Impact of ADD and ADHD on the Child or Adolescent
- The Impact on the Family of a Child with ADD or ADHD
6. Â Â Conduct Disorders (Include oppositional defiant disorder) signs, symptoms, treatment and support
- Definition of Conduct Disorder
- Signs and Symptoms of Conduct Disorders
- Causes of Conduct Disorders
- Prevalence & Course of Conduct Disorders in the General Population
- Definition of Oppositional Defiant Disorder
- Signs and Symptoms of Oppositional Defiant Disorder
- Causes of Oppositional Defiant Disorder
- Prevalence & Course of Oppositional Defiant Disorder in the General Population
- Anti-Social Personality Disorder (APD)
- Treatments Available for Conduct Disorders
- Support for Families and Children with Conduct Disorders
- The Impact of Conduct Disorders on Children
- The Impact on the Family of Having a Child with a Conduct Disorder
- How Parents/Carers and Practitioners can Support Children with Conduct Disorders
7. Â Learning Disorders – focus on academia (Mathematics, Reading Disorder – Dyslexia, etc.) signs, symptoms, treatment and support
- Specific Developmental Disorders
- Definition of Learning Disorders
- Reading Disorder (Developmental Dyslexia)
- Disorder of Written Expression (Specific Spelling Disorder)
- Mathematics (Arithmetic) Disorder
8. Communications Disorders & Motor Skills Disorder – focus on speech and language signs, symptoms, treatment and support
- Definition of Communication Disorders
- Causes of Communication Disorders
- Phonological Disorder
- Expressive Language Disorder
- Mixed Receptive-Expressive Language Disorder
- Stuttering
- Motor Skills Disorder
- Impact on the Child and Family of Communication Disorders
9. Â Special Project (choose something of interest to the student) signs, symptoms, treatment and support
Please note:Â Each lesson culminates in an assignment which is submitted to the school, marked by the school’s tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Learning Goals
Learning Goals:Developmental, Learning and Behavioural Disorders in Children and Adolescents BPS215
- Explain the nature, scope and impact of developmental problems in children and adolescents.
- Explain autism, including its diagnosis, and appropriate responses that may be made by family, friends, teachers, carers and practitioners.
- Explain Asperger’s disorder, including its diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain a range of pervasive developmental disorders, including their diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain a range of attention-deficit and hyperactivity disorders, including diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain conduct disorders, including its diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain a range of learning disorders, including their diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain a range of communication disorders, including their diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Create and present a plan of support for a child with a specific condition
Practical (Set Tasks)
Examinations
Program Summary
More Information
This course is taught by Iona Lister. Your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:
Iona Lister
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Her Books include: A Guide to Living with Alzheimer’s Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include:Â Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups:Â Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information:Â Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
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DEFINITION OF PERVASIVE DEVELOPMENTAL DISORDERS
Pervasive developmental disorders are those which are characterised by abnormal social interactions and communication skills, and by repetitive, or stereotyped, and restricted interests and activities.
There are a number of other developmental disorders which are perhaps less widely covered in the media and thereby perhaps not always present in public consciousness due to their lower prevalence in the population. Nevertheless, these are significant disorders which warrant understanding.
This lesson will cover an overview of these disorders.
RETT’S DISORDER
Rett’s disorder is characterised by the onset of many different but specific deficits before the age of 4 years and after a period of seemingly normal development from birth.
Prevalence
It is a very rare condition only observed in girls. Such is its scarcity that much of the data has been derived from case studies. It is thought to affect around 0.8 girls out of every 10,000.
Signs & Symptoms
There is normal development from birth with normal head growth and psychomotor development, but then at around five months some deficits in psychomotor development may be observed.
Between the age of 5 months and 4 years head growth slows and there is loss of previously learnt hand movements between 5 months and 30 months. Stereotyped hand movements then develop such as clapping or hand-wringing. Loss of interest in the social environment ensues although social interactions may again develop later. Trunk and gait movements become poorly co-ordinated (ataxia). Expressive and receptive language skills suffer becoming severely impaired, and there is obvious psychomotor retardation. Some may also have severe mental retardation.
Treatment
Rett’s disorder is a lifelong condition and the loss of skills is persistent and progressive. Recovery is typically very limited. A few may make some slight developmental gains during childhood and adolescence and some may show more interest in communication, but impairments continue throughout adulthood.
Due to the pervasive nature of the condition, treatment as for other pervasive developmental disorders involves managing the condition firstly. Education is also beneficial for family members and other care givers and support networks and self-help groups may also be useful.
Support Available
As the condition is so pervasive, the child may require 24 hour care as they reach adulthood. This may be within the family home with additional services, such as respite care, or in a group home or similar location where the individual can be supported. If the child is cared for at home, then the carers should ensure that they also take care of their own health and needs and receive appropriate support from health and social services.
CHILDHOOD DISINTEGRATIVE DISORDER
This disorder is characterised by a marked decline in many areas of functioning following a period of at least two years of seemingly normal development.
Prevalence
Whilst there are no actual figures indicating rate or prevalence, it is an extremely rare disorder and much less common than autism although it may also be under-diagnosed. It seems to be more common in males than females.
Signs & Symptoms
The regression in development may occur anytime before the age of 10 years but after the age of two years. Normal development is assessed through making normal social relationships, engaging in spontaneous play, having age-related verbal and non-verbal skills and appropriate adaptive behavioural responses.
At some point between the ages of 2 years and 10 years, and typically 3-4 years, the child demonstrates a significant loss of acquired skills in at least two key areas from:
- Expressive or receptive language
- Play
- Motor skills
- Adaptive behaviour or social skills
- Bowel or bladder control
In most cases, skills are lost from all of the above domains.
The pattern of communicative, social and behavioural deficits are similar to those observed in childhood autism including limited and repetitive interests and activities. Nevertheless, the loss of bowel and/or bladder control and motor skills distinguishes it from autism.
Treatment
In as few cases, the symptoms may desist after some time and whilst some improvements might be made, these are rarely significant. In other cases symptoms may worsen into a chronic neurological condition where skill loss is progressive.
Treatment is more concerned with managing the disorder as best as possible to enable the individual and their families to have as normal a life as possible.
Support Available
Because the condition is so rare, it is important for the family to ensure that they have sufficient information about the condition and how to support the child. They must also seek advice from health professionals on how to support the child effectively. Again, they must also ensure that their own health needs are taken into account. A carer cannot care effectively if they are suffering physically and mentally. It is also useful to join groups of other parents with children with the condition for support, whether that is face to face or via online forums and chat rooms.
DEVELOPMENTAL DISORDERS NOT OTHERWISE SPECIFIED
There are a number of pervasive developmental disorders which do not fit neatly into the categories discussed thus far. The ICD tends to group these under the heading ‘Atypical Autism’ whereas the DSM calls them ‘Pervasive Developmental Disorders Not Otherwise Specified’.
As with other pervasive developmental disorders they share the common characteristics of severe and persistent impairments in social interactions and in verbal or non-verbal skills, or the presence of limited and repetitive interests and activities. However they do not meet the diagnostic criteria for the other specific disorders nor do they meet diagnoses for schizotypal or dependent personality disorders or schizophrenia.
EBook to compliment this Course
How Children Think EBook
Learn to appreciate and work with the growing mind of infants. Â This guide teaches and enlightens on the development of young minds, the effects of nature and nature and the changing problems that can develop. Â Written for parents, students and anyone working with children.
How Children Think
by the Staff of ACS Distance Learning
How Children Think eBook course online. Anyone who has ever tried to make a child do anything (clean up their mess, desist from throwing mud, stop drawing on the walls) knows that children think differently to adults. This book attempts to provide the skills and knowledge to develop a greater understanding of children.
How do children think? Children are on a constant path of development from conception to adulthood (and beyond). Understanding children from a psychological perspective can be of great assistance to adults, in order to help them support the children in their lives to develop into highly functioning adults – whether their own children, or in a professional or social environment.
This ebook attempts to provide the skills and knowledge to develop a greater understanding of children, and what is really going on for them. The first chapter discusses developmental stages in a child’s life, which is important for understanding what is to be expected and accepted at different points of a child’s development.
The next few chapters initiate the age-old discussion on the effects of nature and nurture on development. Chapter four provides insights into the importance of creating balance in a child’s life and chapter five discusses ways to change undesirable behaviour, providing practical solutions. Chapter six takes this a step further, going into problems and solutions of behaviour modification, as well as discussing issues such as abuse, bullying and deprivation.
The book concludes with a discussion on keeping up to date with constantly evolving research.
This book will provide valuable clues into the way children think, and useful keys to support development. We hope you enjoy it.
Assessment
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.Â
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline. - Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited. - Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.  - Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests. - Exams
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this. - Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FAQ
FREQUENTLY ASKED QUESTIONS
Here is a list of the most often asked FAQ’s.
General
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.
Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.
Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.
Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.
Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.
Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Enrolment
Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.
Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.
Assessment
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.
Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.
Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.
Qualifications
Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.
Tutors
Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.
Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
Career Options
What's Included
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
Plus FREE
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice
There are no hidden extras
Career Opportunities
FAQ - RHS Theory Qualifications
GENERALÂ
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: [email protected]
Q:Â When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q:Â I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q:Â Are There Any Entry Requirements (Pre-Requisites)?
A:Â The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q:Â What Does ADL Course Material Include?
A:Â Includes Power Point Presentations, Videos and written course lessons.
RHS EXAMS
Q:Â When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q:Â Where Do I Take My Exams?
A:Â UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q:Â Exam Pass Marks?
A:  Module – pass 50%.  Commendation 70%.
Qualification:Â 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A:Â You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,