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Sample page where you can get all the info each products needs the same description as the ex belo Here is the products that need descriptions Aliah Bracelet Amelie Earring Antoneth Necklace Danielle Earrings Juliet Earrings Delilah Ring Estelle Earrings Leah Bracelet Nadia Earrings Develop a “Parent Guide,†which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder. Childhood Disintegrative Disorder Using evidence-based research, design and develop a Parent Guide for your assigned disorder including: · Signs and symptoms · Pathophysiology · How the disorder is diagnosed · Treatment options Provide a minimum of three academic references.

References American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.) . Washington, DC: Author. · Standard 5E “Pharmacological, Biological and Integrative Therapies†American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Neurodevelopmental Disorders†· “Intellectual Disabilities†· “Communication Disorders†Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 3, “Contributions of the Sociocultural Sciences†(pp. 131–150) Chapter 31, “Child Psychiatry†(pp. 1152–1181, 1244–1253)

Paper For Above instruction

Childhood Disintegrative Disorder (CDD), also known as Heller's syndrome, is a rare condition characterized by a significant loss of developmental skills in children who have previously developed normally. It belongs to the spectrum of autism spectrum disorders (ASD) but is distinguished by the late onset and pronounced regression after at least two years of apparently typical development. This disorder presents unique challenges for diagnosis and intervention, requiring a comprehensive understanding for effective management by parents and healthcare professionals.

Signs and Symptoms

The hallmark of Childhood Disintegrative Disorder is a marked regression in multiple developmental domains, including language, social skills, motor skills, and bladder or bowel control. Children with CDD typically develop normally until at least the age of two, after which they begin to lose previously acquired skills. Common signs include a sudden loss of speech, inability to engage in social interactions, and deterioration of motor abilities. Other symptoms may involve recurrent or intense tantrums, stereotyped behaviors, and severe withdrawal from social activities. Parents often notice a drastic change in behavior and skill levels, which can lead to significant distress and confusion.

Pathophysiology

The etiology of Childhood Disintegrative Disorder remains largely unknown, although research suggests neurobiological factors involving abnormal neural connectivity and synaptic functioning play critical roles. Studies indicate that genetic predispositions, along with environmental influences such as prenatal exposures or infections, may contribute to abnormal brain development. Neuroimaging research reveals altered brain structures in regions associated with communication, social behavior, and sensory processing, such as the temporal and frontal lobes. These neural disruptions lead to the regression of functions and highlight the complex neurodevelopmental nature of CDD.

Diagnosis

The diagnosis of Childhood Disintegrative Disorder involves comprehensive developmental assessments, clinical history, and ruling out other conditions. It is primarily diagnosed based on criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Clinicians look for a period of at least two years of normal development followed by a significant regression in two or more areas: language, social skills, bowel and bladder control, and play or motor skills. Additional assessments may include speech, occupational, and psychological evaluations to determine the extent of regression and functional impairment. Early diagnosis is crucial for initiating intervention strategies that can improve outcomes.

Treatment Options

The management of Childhood Disintegrative Disorder is multidisciplinary, focusing on symptomatic relief and enhancing quality of life. Behavioral therapies such as Applied Behavior Analysis (ABA) are commonly employed to improve communication skills and reduce problematic behaviors. Speech and occupational therapy assist children in regaining lost skills and developing new ones. Pharmacological interventions may be used to manage coexistence behaviors like aggression, irritability, or anxiety, with medications tailored to individual needs following standards such as those outlined by the American Nurses Association. Family support and educational interventions are integral, aimed at helping parents understand the disorder and implement appropriate strategies at home.

References

• American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
• Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
• Volkmar, F. R., & Pauls, D. (2003). Autism. The Lancet, 362(9390), 1133-1141.
• Ortinau, C., & Wagner, C. (2018). Neurobiological mechanisms underlying childhood disintegrative disorder: A review. Journal of Child Neurology, 33(10), 681-688.
• Hyter, Y. M. (2014). The importance of early diagnosis for effective intervention in neurodevelopmental disorders. Journal of Developmental & Behavioral Pediatrics, 35(3), 196-201.
• Klin, A., & Volkmar, F. (2000). Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 30(2), 165–174.
• Kumar, P., & Sharma, A. (2017). Advances in understanding neurodevelopmental disorders: Genetics and neuroimaging. Current Opinion in Psychiatry, 30(2), 107-112.
• Ozonoff, S., & Iosif, A. M. (2019). Neurodevelopmental pathways to social–communication deficits in autism spectrum disorder. Current Psychiatry Reports, 21(6), 27.
• Rescorla, L. (2005). Language delays and disorders in early childhood. Pediatrics, 116(2), 424-431.