Humans ; Motor Skills Disorders/diagnosis* ; Child ; Mass Screening/methods* ; China ; Practice Guidelines as Topic ; Child, Preschool

OBJECTIVE: To evaluate the clinical usefulness of the Korean Developmental Screening Test (K-DST) via comparison with Korean Ages and Stages Questionnaire (K-ASQ) for the diagnosis of developmental delay in pediatric patients. METHODS: The K-DST and K-ASQ were used to screen pediatric patients who visited the hospital for evaluation and diagnosis of delayed development. Korean Bayley Scales of Infant Development-II (K-BSID-II) or Korean Wechsler Preschool and Primary Scale of Intelligence III (K-WPPSI-III) were used for the standardized assessment. Moreover, the final clinical diagnosis was confirmed by three expert physicians (rehabilitation doctor, psychiatrist, and neurologist). The sensitivity and specificity of each screening tool for the final diagnosis were investigated and correlated with standardized assessments. RESULTS: A total of 145 pediatric consultations were conducted, which included 123 developmental disorders (40 autism spectrum disorders, 46 global developmental delay/intellectual disability, and 37 developmental language disorders) and another 22 that were not associated with any such disorders. The sensitivity and specificity of K-DST based on the final clinical diagnosis were 82.9% and 90.9%, respectively, which were not significantly different from that of K-ASQ (83.7% and 77.3%). Both K-DST and K-ASQ showed good correlation with K-BSID-II and K-WPPSI-III. No significant difference was found between the K-DST and K-ASQ measures. CONCLUSION: K-DST is an excellent screening tool and is expected to replace K-ASQ with high validity.
Autism Spectrum Disorder ; Communication Disorders ; Developmental Disabilities ; Diagnosis ; Humans ; Infant ; Intellectual Disability ; Intelligence ; Mass Screening ; Motor Skills Disorders ; Psychiatry ; Referral and Consultation ; Sensitivity and Specificity ; Weights and Measures

Motor disorders in childhood include tic disorder, developmental coordination disorder, and stereotypic movement disorder. A tic is a sudden, rapid, repetitive and nonrhythmic movement (motor tics) or phonic production (phonic or vocal tics) that can occur at any part of the body. Developmental coordination disorder (DCD) is characterized by marked impairment in the acquisition and performance of motor skills. Stereotypic movement disorder is a common childhood disorder which repetitive, hard to control, aimless motor activity interrupts everyday life or causes self-infliction of a child. Despite increased attention and the growing scientific knowledge about motor disorders, there are limitations in our understanding and knowledge about the pathogenesis and the management of the disorders. Motor disorders can itself be the primary diagnosis, or can be secondarily diagnosed caused by other disorders, and accompany many neuropsychiatric disorders such as autism and attention deficit hyperactivity disorder (ADHD), which in turn impairs proper learning and socializing of the children with motor disorders. Therefore comprehensive medical history taking, continuous observation of the changes in symptoms, and systematic assessment considering the child's developmental stage and current adaptive capacity are needed. Behavioral therapy and pharmacological therapy are the two most often mentioned treatments of motor disorders.
Adolescent ; Attention Deficit Disorder with Hyperactivity ; Autistic Disorder ; Child ; Diagnosis ; Humans ; Learning ; Medical History Taking ; Motor Activity ; Motor Skills ; Motor Skills Disorders ; Stereotypic Movement Disorder ; Tic Disorders ; Tics* ; Tourette Syndrome*

Child ; Humans ; Motor Skills Disorders ; diagnosis ; therapy

In this paper, we give an overview of the child psychiatry perspectives on developmental disorders and introduce the diagnostic categories of developmental disorders, based on the DSM-IV and ICD-10 classification systems. Pervasive developmental disorders, mental retardation and specific developmental disorders are the three main diagnostic categories of developmental disorders in this article. Pervasive developmental disorders include autistic disorder, Asperger's disorder, Rett disorder, childhood disintegrative disorder and pervasive developmental disorder not otherwise specified. Specific developmental disorders include communication disorder, learning disorder and motor skills disorder. This article discusses the developmental and clinical characteristics of the above mentioned disorders, focusing on the developmental disabilities of each disorder and the differential diagnosis with other disorders. Future directions for diagnosis are also highlighted.
Asperger Syndrome ; Autistic Disorder ; Child ; Child Psychiatry* ; Child* ; Classification ; Communication Disorders ; Developmental Disabilities ; Diagnosis ; Diagnosis, Differential ; Diagnostic and Statistical Manual of Mental Disorders ; Humans ; International Classification of Diseases ; Learning Disorders ; Mental Disorders ; Motor Skills Disorders ; Rett Syndrome

Brain ; physiology ; Child ; Child Behavior ; physiology ; Child Development ; physiology ; Humans ; Infant ; Motor Activity ; physiology ; Motor Skills Disorders ; diagnosis

OBJECTIVETo explore risk factors and protective factors of sensory integrative dysfunction (SID) among preschool and school children in Beijing, and to identify potential risk factors of SID.

METHODSThree hundred and ten kindergarten children were investigated twice in 1993 and 1999 by "The Child Sensory Integration Check List" and "General Information Questionnaire". A nested case-control study was carried out by single variable and multivariate conditional logistic regression analysis to find out the risk factors of SID.

RESULTSIn the SID incidence group, the risk factors of SID were edema during pregnancy (OR = 7.06), paternal age (OR = 1.28), suffering from diseases before 3 years old (OR = 1.13), while the protective factor was family support network during school age (OR = 0.54). In the SID self-recovery group, the risk factors of SID were suspected attention-deficit hyperactivity disorder (ADHD) among maternal cousins (OR = 3.02), social ethos (OR = 1.69), consistency of parental discipline (OR = 1.45), while the protective factors were living condition and environment for entertainment (OR = 0.37), parental care during school age. In the SID negative group, the risk factors of SID were maternal contracted pelvis (OR = 3.45), less chance in enjoying audio and video entertainment during school age (OR = 1.98), suspected ADHD among paternal cousins (OR = 1.89), consistency of parental discipline (OR = 1.75), suspected ADHD among maternal cousins (OR = 1.48), paternal occupation during school age (OR = 1.19), while the protective factors were family support network (OR = 0.56) and maternal educational background (OR = 0.38) during preschool age.

CONCLUSIONOur data showed that the risk factors of child SID were mainly associated with biological and genetic factors. Psychosocial factors seemed to be the secondary risk factors of SID.

Attention Deficit Disorder with Hyperactivity ; classification ; epidemiology ; physiopathology ; Case-Control Studies ; Child ; Child, Preschool ; China ; epidemiology ; Concept Formation ; Female ; Humans ; Learning Disorders ; diagnosis ; epidemiology ; psychology ; Logistic Models ; Male ; Motor Skills ; physiology ; Problem Solving ; Psychomotor Disorders ; diagnosis ; epidemiology ; psychology ; Risk Factors ; Surveys and Questionnaires ; Verbal Learning