Developmental and Behavioral

Problems
• A dissociation, delay or deviance in expected
development to be attained in a given age level
or stage.

• Characterized by physical, cognitive, sensory,

psychological, adaptive, and/or communication
impairments that manifest during development.

• Impairments originate before age 18, expected

 • Behavioral Disorders in
Infancy

8/14/2017 copyright 2006 www.brainybetty.com; All Rights Reserved. 2

 Stages/Periods of Dev/Life Span

10 Stages Life Span 7 Periods 8 Periods Life Span

• Prenatal Prenatal • Prenatal
• Infancy Infancy • Infancy &
• Babyhood Childhood Toddlerhood
• Early Childhood Adolescence • Early Childhood
• Late Childhood Young adulthood • Middle Childhood
• Puberty Middle Adulthood • Adolescence
• Adolescence Older Adulthood • Young Adulthood
• Early Adulthood • Middle Age
• Middle Age • Late adulthood
• Old Age
 Development in 8 Periods of the Life Span
AGE PERIOD MAJOR DEVELOPMENTS
Infancy & Newborn is dependent but competent.
Toddlerhood All senses operate at birth.
(birth to age 3) Physical growth & development of motor
skills are rapid.
Ability to learn & remember is present, even in
early weeks of life.
Comprehension & speech develop rapidly.
Self-awareness develops in 2nd year.
Attachment to parents & others form toward
end of 1st yr.
Interest in other children increases.
 Infancy and Early Childhood
Behavioral Disorders

• Behavioral problems manifest anytime during

growing years.

• Important to differentiate between ordinary

misbehaviors and behavioral problems.

• When there is a permanent pattern of hostile,

destructive or disruptive behavior, this is
considered as a disorder.
 Behavioral Disorders: Infancy

▪ Aggression or Oppositional Variation

▪ Temper Tantrums
▪ Feeding, Eating, and Eliminating
Behaviors
▪ Separation Anxiety
▪ Sleep problems
BD in Infancy: Aggression or Oppositional
Variation
• Mild opposition with negative impact is normal.
• Occur several times a day for a short period.
• “Negative impact” – no one is hurt, no property
damage, parents do not alter plans bec of
behavior
• Behaviors: infant flails, pushes away, shakes head,
gestures refusal
• Not aggressive intentions; due to frustration, need
for control due to stress, overstimulation,
loss of family member, change of
caregivers
 BD in Infancy: Temper Tantrums
• Often normal; but can become very irritating,
embarrassing, difficult to damage
• Problem if occur with greater frequency, intensity
and duration
• “terrible twos”; “1st adolescent stage”
• 18 month–2 years: ‘test limits’
self-control & independence, explore, environment
vs parents concerns for safety, conformity 
power struggle [crying, yelling, arguing, hitting]
• 3-4 yrs: fewer tantrums,child can express need
• 4 yrs : most completed tantrum phase
Severe Tantrum Problem?

✓ Tantrums inside and outside the home

✓ Frequent tantrums each day as the child grows
older
✓ Tantrums becoming more severe over time
✓ Child hurts himself/herself or tries to hurt others
during tantrums
✓ Extra attention from family members during a
tantrum
✓ Family member giving to what child
wants to stop the tantrum
 BD in Infancy: Feeding,
Eating and
Eliminating Behaviors

• Picky eating
• Self-induced vomiting
• Spitting-up
• Pica
 BD in Infancy: FEEB- Picky Eating

• Differentiate from children with feeding problems

• Problem feeders: refuse to eat, eat limited number

of selected food; cry & act out
• Picky eaters: tolerate new foods, will touch or taste
new food, eat from textured food

• Common in preschool  risk for nutrient deficiency

• Causes: not introduced to variety of taste & food

textures, force-feeding
 FEEB: Self-induced Vomiting
• Normal behavior during infancy; not considered a
sign of eating disorder.

• Eventually stops if not reinforced!

• How reinforced? Parents upset, mad, aggressively
try stopping behavior by pulling fingers out of
mouth.

• Recom: parents ignore behavior. Make sure stress

not a contributing factor?
• Consult if occurs with medical problem.
 BD in Infancy: FEEB- Spitting up

• Regurgitation of food, milk & saliva in infants

• Not forceful; does not contain large amounts of
food & fluids.
• Very common; 40%of infants spit up after feeding
or burping
• Causes: not well developed lower esophageal
sphincter, too musch feeding or
swallowing air.
• As infant grows, begin taking solid food spitting
decreases
 BD in Infancy: FEEB- Pica

• An inappropriate developmental level disorder that

involves the persistent consumption of non-nutritive
substances or inedible items: dirt, paint chips, coffe
grounds, hair, paper, sand, cigarettes, clay or chalk.
• Preferred substance vary with age:
younger- paint, plaster, string, hair, cloth
older- animal droppings, sand, insect, leaves,
pebbles
• Common nfants & toddlers but outgrow by 3yrs old
• Cause unknown; investigation after 2nd yr
• Self-injurious behavior bec of high death risk
•
 BD in Infancy: Separation Anxiety
• A child becomes fearful & nervous when taken to
place far away from home or separated from a
loved one  cause distress  interfers w normal
activities
• Normal developmental characteristic: wax & wane
10-18 months to 2 yrs old – “clingy”
• Abnormal: over 6 yrs old, excessive, last longer
than 4 weeks [Separation Anxiety Disorder]
• Cause: fear of new environment; in infants- trouble
with babies at bedtime
 Separation Anxiety Behavior?
Normal:
✓ Crying when parent is out
✓ Clinginess
✓ Strong preference for one parent
✓ Fear of strangers
✓ Walking at night crying for a parent
✓ Easily comforted by a parent’s embrace
Abnormal (“red flags”):
✓ Age-inappropriate clinginess or tantrums
✓ Withdrawal from friends, family or peers
✓ Refusal to go to schools for weeks
✓ Preoccupation with intense fear or guilt
✓ Excessive fear of leaving the house
 BD in Infancy: Sleep Problems

• Problems: reluctance to go to sleep, waking up in

the middle of the night, experiencing nightmares,
sleepwalking.
• Sleep patterns:
– Newborns: irregular; 16-17 hrs/day, 1to2 hrs at a time
1) Keep baby calm & quiet as possible
2) Put baby in crib at 1st sign of drowsiness
4) Learn to delay reaction to fuzzing infant

– Toddlers & preschoolers: 10-12 hrs; resist going to sleep

1) Quiet period before bedtime
2) Sleeping schedule set & followed
 Night terrors
▪ Disorder characterized by feelings of fear or dread,
typically occurs (1) in the 1st few hours of sleep
during stage 3 or 4 of non-rapid eye movement
sleep; (2) slow-wave sleep periods; (3) daytime
naps. Cause is unknown
▪ Manifestations:
✓ Scream, moan, thrash
✓ “bolting upright”, eyes wide open, fear/panic on their face
✓ Autonomic signs- sweating, heavy breathing, rapid HR
✓ Elaborate motor activity- punching, swinging
✓ Unresponsive, may not recognize familiar persons
▪ Cause: unknown; overfatigue? Triggered by fever, lack of
sleep, emotional tension, stress or conflict
 • Behavioral Disorders in
Early Childhood

8/14/2017 copyright 2006 www.brainybetty.com; All Rights Reserved. 19

 Stages/Periods of Dev/Life Span

10 Stages Life Span 7 Periods 8 Periods Life Span

• Prenatal Prenatal • Prenatal
• Infancy Infancy • Infancy &
• Babyhood Childhood Toddlerhood
• Early Childhood Adolescence • Early Childhood
• Late Childhood Young adulthood • Middle Childhood
• Puberty Middle Adulthood • Adolescence
• Adolescence Older Adulthood • Young Adulthood
• Early Adulthood • Middle Age
• Middle Age • Late adulthood
• Old Age
 Development in 8 Periods of the Life Span
AGE PERIOD MAJOR DEVELOPMENTS
Early Fine, gross motor skills & strength improve
childhood Behavior largely egocentric, but understanding
(3 to 6 years) of other people’s perspectives grow.
Cognitive immaturity leads to some illogical
ideas about the world.
Play, creativity & imagination more elaborate
Independence, self-control & self-care
increase.
Family is still focus of life, although other
children become more important.
 Behavioral Disorders: Early
Childhood
▪ Demands for socialization increases during this
period Learn how to communicate their thoughts to
others  develop skills for expressing intention &
emotions. [critical social cognitive skill is ability to
infer/predict another’s thoughts, intentions & feelings]
 capacity for empathy & response behaviors of
soothing and helping  learn to process social
information requiring ability to regulate, monitor and
modify one’s behavior

▪ Behavioral disorder occur if cannot cope w demands

for socialization & communication,
 Behavioral Disorders: Early
Childhood
▪ Aggression
▪ Hyperactivity
▪ Bullying
▪ Enuresis
▪ Encoporesis
▪ School Refusal of Phobia
▪ Separation Anxiety Disorder
▪ Sleep Problems
 BD in Early Childhood: Aggression
• Common in children, but can be symptom of
underlying problems
• Toddler use touch sensation & seemingly
aggressive behavior to [hitting, biting, pushing]
– learn about world around them
– Show their independence
– Tests their disciplinary boundaries
– What is acceptable

• What to do? Remove from the situation; told

behavior is not allowed, consistent discipline,
watch for aggression triggers
 BD in Early Childhood: Hyperactivity

• “hyperactive” – more demanding than others, need

to move constantly, seem bored with
surroundings at an early age..
• Toddlers normally hyperactive, extremely curious
about everything, always want to explore world
around them, have high energy levels!
• Most common cause is genetics
• Caution in giving diagnosis of hyperactivity in
toddlers.
• ADHD rarely diagnosed in children under age 5
 BD in Early Childhood: Bullying

• Involves intentional and repeated actions & words

designed to intimidate or hurt another person.
• Imbalance of power, either physical or psychological
between the perpetrator and the victim.
• Form of intimidation or domination toward someone
who is perceived as being weaker.
• Types: physical, verbal or emotional domination
• 4 Main Categories of bullying: 1)Physical aggression,
2) Social alienation, 3) Verbal aggression, 4) Intimidation
• Few inform parents or teachers
• Unwitness, aggression done in playgrounds,
cafeteria restrooms
 The Bully
• Aggressive, lacks empathy for others; has positive
self-image with a desire to be in control
• Child who bullies may witness physical & verbal
violence or aggression at home  develop
positive view of the behavior learn to act
aggressively toward other people.
• Come from troubled homes; where physical
punishment is used; taught to strike back
physically as a way to handle problems.
• Choose children they envy or helpless to fight back
– Boys: physical intimidation tactics
– Girls: verbal abuse, emotional bullying (ostracizing,
harassing or belittling victims)
 The Victim

• Anxious, insecure, suffers from low self-esteem

• Rarely defend themselves when confronted by
students who bully them
• Lack social skills and friends, socially isolated
• Close to their parents, who are likely
overprotective
• Physical characteristics: Weaker than their peers
• Complains of several health issues to avoid going
to school or wherever bullying takes place
 Signs of Bullying
✓ Bruises, scratches, or cuts that a child cannot explain
✓ Damaged clothing, and damaged or missing belongings
✓ Frequent headaches and stomach aches
✓ Unusual outburst of tempers
✓ Not wanting to go to after-school care or play with friends
✓ Tiredness and mood swings
✓ Isolation from peers in the group setting
✓ Personality changes from confidence to lack of confidence
✓ Increased levels of irritability or distractibility

▪ Cyber-bullying: a child/teen-ager is harassed, humiliated,

embarrassed, threatened or tormented using digital
technology
 BD in Early Childhood: Enuresis

• “bedwetting” or nocturnal enuresis

• Unintentional passage of urine during sleep
• Common under 6 yrs old; boys
• Cause: slow maturation of nerves controlling bladder
function
• Often relieved spontaneously, but until it does, can
be embarrassing & uncomfortable for the child
• Types:
– Primary enuresis: bedwetting in a child who has never
been dry for at least 6 months
– Secondary enuresis: develops after 6 mos of dry nights.
• Mgt: behavioral modification, pharmacologic
 BD in Early Childhood: Encopresis

• Soiling of children’s underwear past age of toilet

training, usually at age 4 years; boys
• Not considered medical condition unless child 4 yrs
• Causes: result of chronic constipation; emotional
stress from premature toilet training, an
important life change
• Management:
– Behavioral
– Medical: 1) empty colon of stool by enema
2) establish regular soft/painless bowel movements daily
3) maintain regular bowel habits
• Fiber supplements, fruits juices, prunes
BD in Early Childhood: School Refusal or
Phobia
• 1930’s- “truancy”; 1990’s- “school refusal behavior”,
“school phobia”

• School Refusal Disorder- an extreme form of

anxiety about attending school that often results
from the fear of living one’s parents or home.
– Suffer anxiety & physical symptoms
– Have temper tantrums; get depressed or threathen to
harms themselves if forced to go to school
– Work to get permission from parents to stay at home
• Truants- not anxious about school but simply do not
want to be there.
 BD in Early Childhood: School Phobia
• Ages 5-7 years and 11-14 years; boys:girls; genetic?
• Characteristics:
✓ reluctance to stay in a room alone or fear of the dark
✓ clinging attachment to parents or caregivers
✓ excessive worry that something dreadful will happen at
home while they are at school
✓ difficulties in sleeping or frequent nightmares about
separation
✓ homesickness when away or an excessive need to stay in
touch with parents or caregivers while away.
• Truants- not anxious about school but simply do not
want to be there.
 BD in Early Childhood: School Phobia
• Manifestations:
– Signs & Symptoms: stomachaches; nausea; increased heart rate;
frequent trips to the toilet; dizziness, headaches, nausea &
vomiting, diarrhea, trembling, chest pains, back & joint pains
– Behavioral: temper tantrums, crying, angry outbursts, self-
injurious behavior.

• Diagnosis:
– Identify specific triggers
– Family history, absence of causes of physical symptoms
– Results of psychological tests

• Management: family counselling, behavior strategies,

pharmacotherapy
 BD in Early Childhood: Sleep Problems
• Nightmares; “dream anxiety disorder”
– Occurrence of repeated dreams during which the sleeper
feels threatened and frightened.
– Nightmare is an unpleasant dream that can cause a strong
negative emotional response ( fear, horror, despair,
anxiety & sadness)
– Exact cause is unknown

• Sleepwalking; “somnambulism”
– Walking or performing other complex behaviors while in a
deep sleep.
– Run in families; boys; 6-12 yrs old; sleep-deprived or poor
sleeping habits.
– No specific treatment; outgrown over time.
 • Behavioral Disorders in
Middle Childhood

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 Stages/Periods of Dev/Life Span

10 Stages Life Span 7 Periods 8 Periods Life Span

• Prenatal Prenatal • Prenatal
• Infancy Infancy • Infancy &
• Babyhood Childhood Toddlerhood
• Early Childhood Adolescence • Early Childhood
• Late Childhood Young adulthood • Middle Childhood
• Puberty Middle Adulthood • Adolescence
• Adolescence Older Adulthood • Young Adulthood
• Early Adulthood • Middle Age
• Middle Age • Late adulthood
• Old Age
 Development in 8 Periods of the Life Span

AGE PERIOD MAJOR DEVELOPMENTS

Middle Physical growth slows.
childhood Strength & athletic skills improve.
(6 to 12 years) Egocentrism diminishes.
Children begin to think logically, altho largely
concretely.
Memory & language skills increase.
Cognitive gains enable children to benefit
from formal schooling.
Self-concept develops, affecting self-esteem.
Peers assume central importance
 Behavioral Disorders:
Middle Childhood
▪ Attention Deficit Hyperactivity Disorder
▪ Conduct Disorder
▪ Oppositional Defiant Disorder
 BD in Middle Childhood: ADHD

• Most commonly diagnosed behavioral condition

in children

• “hyperactivity” or “hyperkinetic disorder of

childhood”

• Recent acceptable term: Attention “Deficit

Hyperactivity Disorder”
BD in Middle Childhood: Conduct Disorder
• Group of behavioral & emotional disorders – great
difficulty following rules and behaving in a
socially acceptable manner.
• Causes: brain damage, child abuse, genetics,
school failure, traumatic life experiences.
• Behaviors:
1) Aggression to people & animals
2) Destruction of property
3) Deceitfulness, lying or stealing
4) Serious violation of rules
• Diagnosis: comprehensive evaluation
• Treatment is complex & challenging, behavior
therapy & psychotherapy
 BD in Middle Childhood: Conduct Disorder
Types of Behavior Examples
Aggression to • Bullies, threatens, or intimidates others
people and animals • Often initiates physical fights
• Has used a weapon that could cause serious physical harm to
others (baseball bat, brick, broken bottle, gun)
• Is physically cruel to people or animals
• Steals from a victim while confronting them (assault)
• Forces someone into sexual activity

Destruction of • Deliberately engages in fire-setting w intention to cause damage

property • Deliberately destroys other people’s properties

Deceitfulness, lying • Has broken into someone else’s building, house, car
or stealing • Lies to obtain goods, favors, or to avoid obligations
• Steals items without confronting a victim (shoplifting but without
breaking and entering)

Serious violation of • Often stays out at night despite parental objections

rules • Runs away from home
8/14/2017 • Often truant from
copyright 2006 school
www.brainybetty.com; All Rights Reserved. 42
 BD in Middle Childhood: Oppositional
Defiant Disorder (ODD)
• Oppositional behavior part of normal development
for 2-3 year olds & early adolescent.
• Concern if:
– openly uncooperative & hostile behavior is so frequent
and consistent it stands out compared to others.
– It affects the child’s social, family and academic life.
– Causes are unknown

• ODD children has ongoing pattern of uncooperative,

defiant & hostile behavior toward authority figures
 interferes with child’s day-to-day functioning.
Symptoms of Oppositional Defiant Disorder
✓ Frequent temper tantrums
✓ Excessive arguing with adults
✓ Often questioning rules
✓ Active defiance & refusal to comply with adult requests
and rules
✓ Deliberate attempts to annoy or upset people
✓ Blaming others for personal mistakes or misbehavior
✓ Often being touchy or easily annoyed by others
✓ Frequent anger and resentment
✓ Mean and hateful talking when upset
✓ Spiteful attitude and revenge-seeking behavior
▪ Look for other existing disorders
 • Frequently Occurring
Developmental
Disabilities

8/14/2017 copyright 2006 www.brainybetty.com; All Rights Reserved. 45

 Frequently Occurring
Developmental Disabilities

• Global Developmental Delay and Mental

Retardation
• Autism Spectrum Disorders (ASD)
• Cerebral Palsy (CP)
• Attention Deficit Hyperactivity Disorder
(ADHD)
 Global Developmental Delay and Mental
Retardation
• Global developmental delay (GDD)
– difficulties in intelligence & cognition less than 5
years old

• Mental retardation (MR)

– Substantial limitations in present functioning; IQ

• Diagnosis: high index of suspicion

– delayed speech; dysmorphic features, hypotonia
of extremities, inability to do things for oneself,
8/14/2017 “slowness” 47
 Global Developmental Delay & Mental
Retardation
• Mental retardation (MR) classification:
Mild MR= IQ 50-70
Moderate MR= IQ 35-49
Severe MR= IQ 20-34
Profound= IQ <20

• Management:
– Genetic counselling
– Parent education
– Prompt referral
8/14/2017 48
 Autism Spectrun Disorders (ASD)
• Umbrella term for complex developmental disability
that profoundly interferes with normal
communication, social interaction or behavior,
usually before age 2 or 3.

• Spectrum: 1) Autism, 2) Asperger Syndrome,

3) Pervasive Developmental Disorder

• Core impairments:
– Social interaction
– Communication
8/14/2017
– Restricted, repetitive behavioral repertoire 49
 Red flags for ASD from 1 to 3 years of age
Social symptoms
✓ abnormal eye contact
✓ limited social referencing
✓ limited interest in other
children
✓ limited functional play
✓ no pretend play
✓limited motor imitation
✓limited range of facial
expressions
✓limited social smile
✓contentment to be left alone
✓Excessive arguing with
adults
8/14/2017 copyright 2006 www.brainybetty.com; All Rights Reserved.
Communication symptoms
✓ poor response to name
✓ failure to share interests
✓ failure to response to
communicative gestures
✓use of others person’s hand
as a tool
✓Hand & finger mannerisms
✓Unusual sensory behaviors
✓Inappropriate use of objects
50
 Cerebral Palsy (CP)
• Cluster of clinical signs including abnormal muscle
tone and movement, and associated loss of
function due to non-progressive lesion or
abnormality of the brain.
• Risk factors: prenaral, perinatal and postnatal
• Classification based on : change in muscle tone,
anatomic region of involvement and severity of
problem.

• Clinical presentation:
– 3 main types: spastic, athetoid, ataxic
– Body parts involvement: diplegia, hemipleiga, quadriplegia
8/14/2017 51
 Cerebral Palsy (CP)
Clinical Types Manifestation
Spastic CP • most common form; too much muscle tone or tightness
• movements are stiff-in the legs, arms & back
Athetoid CP • affects movements of entire body; low muscle tone
•Involves slow, uncontrolled body movements; esp. when
sitting, walking & using hands
Ataxic CP •Affects coordination of movement; unsteady, lose
balance easily

Body Parts Affected Manifestation

Diplegia • Primarily involve the legs

Hemiplegia • Half of the body is affected; walker

Quadriplegia • Most severe form; involves all extremities,

sometimes including facial muscle; wheelchair
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 Red flags for Cerebral Palsy
• Poor head control beyond 4 months of age
[4 mos: head midline, head held when pulled to sit]

• Hands not crossing or reaching out to the midline

after 3 months [4 mos: midline hand play, crude palmar
grasp]
• Persisting fisting of the hand or hands beyond 6
months of age [4 mos: hand mostly open]

• A definite hand dominance is present before 18

months of age [18 mos: emerging; 2 yrs: hand dominance
is usual; 5 yrs: hand dom expected]
 Attention Deficit Hyperactivity Disorder
• Affects 3%-5% of all school-age children; boys
• Etiology:
– ? genetics (familial)
– ? toxins (fetal alcohol exposure, maternal cigarette
smoking, lelevated lead levels, other stresses
causing altered neurochemical milieu)

• Characteristics:
✓ Short attention span
✓ Impulsivity (identified in preschool)
✓ Distractibility
✓ Overactvity (identified in preschool)
✓ Low frustration tolerance
8/14/2017 ✓ Disorganization 54
 Attention Deficit Hyperactivity Disorder
• Clinical forms of ADHD:
1) ADHD inattentive type, symptoms of inattention are
main problem.
2) ADHD hyperactive-impulsive type, symptoms of
hyperactivity & impulsivity impair functioning.
3) ADHD combined, symptoms of both inattention and
hyperactivity/impulsivity are present.

• Hyperactive/impulsive type:
– Toddlers: physically active, running in circles, climbing
– Adolescent : risky behaviors & sports
• Inattention type:
– Preschooler: difficulty reading a picture book
– Adolescents: diff finishing homework & doing required task
8/14/2017 55
 Attention Deficit Hyperactivity Disorder
• Two major subtypes in school-age children:
1) Combined attention deficits and hyperactivity
2) Non-hyperactive or inattentive subtype

• Management:
– Refer to specialist for counselling in behavior management
– Pharmacotherapy
• For children with moderate to sever symptoms for 9 months or more
• Have not benefitted or responded adequatly to behavioral therapy
– Collaborative efforts of teachers, physicians & family
members

8/14/2017 56
 Screening Tool for ADHD 2000
Symptoms:
Inattention
✓Fails to pay attention
✓Difficult sustaining
attention
✓Does not seem to listen
✓Does not follow
instructions & fails to
complete tasks
✓Difficulty with
organization
✓Avoids tasks requiring
sustained mental effort
✓Loses things
✓Easily distracted
✓Forgetful
8/14/2017
Hyperactivity Impulsivity
✓Fidgets or squirms in ✓Blurts out answers
seat ✓Difficulty in waiting
✓Difficulty in remaining one’s turns
seated ✓Interrupts or intrudes
✓Runs about or climbs on others
excessively
✓Difficulty in engaging
in activities quietly
✓Talks excessively
copyright 2006 www.brainybetty.com; All Rights Reserved. 57
 • Care For Children With
Disabilities

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Care of Children with Disabilities
▪ Disability – a physical or mental impairment
that substantially limits one or more of the
anatomical, physiological, or psychological
functions or activities of an individual

▪ Type of special needs:

✓Physical
✓Developmental
✓Behavioral
✓Sensory impairment
 Functional and Diagnostic Classification of
Children with Special Needs
Type of Special Definition Examples
Need
Physical •Conditions that substantially •Cerebral palsy
limit basic activities such as •Muscular dystrophy
walking, climbing stairs, •Multiple sclerosis
reaching
Developmental •Conditions that substantially limit •Down syndrome
the capacity for self-care, •Autism
communication, learning, mobility, •Learning disabilities
self-direction, or independent living

Behavioral •Conditions that significantly affect •Attention deficit disorder

educational performance & •Oppositional defiant
interpersonal relationships, and disorder
cannot be explained by intellectual,
sensory, or health factors

Sensory •Conditions that affect vision and/or •Blind or visually

impairment
8/14/2017
hearing copyright 2006 www.brainybetty.com; All Rights Reserved.
impaired 60
Meeting the Needs of Children with
Disabilities
▪ Enacted laws:
✓ Republic Act 7277 - Magna Carta for Disabled Persons
✓ CA 3203 – Care and Protection of Disabled Children
✓ Batas Pambansa Blg344 – Accessibility Law
✓ RA 6757 – White Cane Act
✓ PD 603 – Child and Youth Welfare Code
✓ RA 10070 – establishes the institutional mechanism to
ensure the implementation of program and
services for persons with disabilities (PWD)