Is this a course I could do if I am currently not employed but have a keen interest to start it as a new career? Are there any funding opportunities available and how long would the course take to complete approximately please. Regards.
Hello Claire and thank you for your question.
This is certainly a course that may help you to change career. On satisfactory completion, you will be able to join the CMA as a Fully Qualified Practitioner and that should help you to stand out from the crowd.
Unfortunately, we are unable to provide funding for our courses. However, you can split your fee into two monthly payments of £162.50. I hope that this is helpful.
The course takes an average of 100 hours to complete, but the actual time taken will vary from student to student. We do not impose deadliines for course work or for the course to be completed by. We are primarily interested in the long term learning goals; not how quickly our students finish. Therefore, please take the time you need to get the most out of your studies.
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Developmental, Learning and Behavioural Disorders in Children and Adolescents 100 Hours Certificate Course
Developmental, Learning and Behaviour Disorders in Children and Adolescents course online. 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.
"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 prresentation 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 learn't new things which I can use in the workplace. Very engaging course! My tutor, Iona Lister, she 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
This course has been accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a "Fully Qualified Practitioner" andCMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
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
Lesson Structure: Developmental, Learning and Behavioural Disorders in Children and Adolescents BPS215
There are 9 lessons:
1. 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. 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. 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. 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. 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. 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. 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
- Motor Skills Disorder
- Impact on the Child and Family of Communication Disorders
9. Special Project (choose something of interest to the student) signs, symptoms, treatment and support
Please note: 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.
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:
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.
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: 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: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: 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
Excerpt from the Course
DEFINITION OF PERVASIVE DEVELOPMENTAL DISORDERS
As outlined in chapter 2, 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 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.
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.
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.
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.
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
- 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.
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.
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
Learn to appreciate and work with the growing mind of infants. This guide teaches and enlightens on the development of young minds, the effects of nature and nature and the changing problems that can develop. Written for parents, students and anyone working with children.
How Children Think
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.
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.
|Course Start||Begin your course at anytime.|
|Course Prerequisite||None - Our course levels are an indication of the depth of learning you should receive. They do not describe the level of difficulty.|
|Course Qualification (Study Option A)||Endorsed Qualification from TQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation - Completed written assignments, plus final exam (N.B. Some courses have Final Project alternative).|
|Course Qualification (Study Option B)||Certificate of Attainment from ADL - Completed written assignments only - no final exam.|
|Comparative Credits Information||UK Course Credits: 10 - U.S. Credit Hours: 3 - when compared to regulated courses.|
|Course Duration and Deadlines||100 hours approx. Course hours given are a guide only. Work at your own pace with no assignment deadlines or completion date. You are in control!|
|Study Support||Personal tutor/mentor support from industry relevant professionals throughout your whole course. Mentors are contactable by e-mail, telephone and through the online classroom. They provide assistance with your course material, plus discuss, explain and give advice when needed.|
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|CMA Professional Accreditation||Accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a Fully Qualified Practitioner and be entitled to use the post-nominal latters MCMA after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.|
Developmental, Learning and Behavioural Disorders in Children and Adolescents 100 Hours Certificate Course
"Fantastic Teacher. Well organised modules. Assignments force me to learn and research more so I can prepare well for exams. I really enjoyed studying via ADL. I can now continue study at Ulster University which accept my certificate from ADL". Level 4, Advanced Certificate in Applied Science, VSC001, Stanislawa, Poland.
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