Sentences with phrase «social impairments as»

How Early Social Deprivation Impairs Long - Term Cognitive Function A growing body of research shows that children who suffer severe neglect and social isolation have cognitive and social impairments as adults.

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As they get older, the children of depressed mothers may have language delays, behavior problems, and social impairments.

It measures one area of social impairment: a person's ability to perceive other people's mental states as communicated by their eyes.

This loss of connectivity means that information can not flow as it should between distant areas of the brain, which may help explain impairment in social responsiveness, Jann said.

This will enable people with mild cognitive impairments to live more independently, and the robots will also help with activities that can improve quality of life, such as exercise and social visits.

Although cancer - related cognitive impairment, sometimes referred to as chemo brain or post-cancer cognitive fuzziness, is common among survivors — disrupting social relationships, work ability, self - confidence, and quality of life — clinicians have few treatment options to offer.

If music evolved as a substitute for grooming, he notes, then you would expect that people with social impairments would have trouble with music.

Older people with HIV are more likely to experience mental health and neurocognitive impairments than other people of the same age, as well as more social isolation.

Seven of the 34 had some impairment in «non verbal social interactions» which the researchers decided, somewhat arbitrarily, was due to other factors such as anxiety or depression.

«This lack of synchronization with frontal regions in ASD — an impairment in brain connectivity — may lead to symptoms of the disorder that involve processes that require brain coordination between frontal and other areas, such as language processing and social interaction,» Just explained.

Understanding the circuitry of such affiliative behaviors may lead to improved treatments for social impairment in severe mental disorders, such as autism spectrum disorder.

As noted, LD by definition can not stem from certain conditions that commonly impede learning: mental deficiency; emotional disturbance; visual or hearing impairments; inadequate teaching; and cultural, social, or economic disadvantages.

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits.

The definition continues: «Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem - solving; sensory, perceptual, and motor abilities; psycho - social behavior; physical functions; information processing; and speech.

Social Security defines disability as being unable «to engage in any substantial gainful activity (SGA) because of a medically - determinable physical or mental impairment (s) that is expected to result in death, or that has lasted or is expected to last for a continuous period of at least 12 months.»

«Widespread exposures to toxic chemicals in our air, water, food, soil, and consumer products can increase the risks for cognitive, behavioral, or social impairment, as well as specific neurodevelopmental disorders such as autism and attention deficit hyperactivity disorder (ADHD).»

This can be particularly problematic in children, as it increases the likelihood for experiencing impairments of cognitive, physical, social, and emotional development.

Thus, there is certainly some evidence buttressing the notion that, as the ACE Pyramid Model suggests, childhood trauma leads to changes in the brain that are associated with social, emotional, and cognitive impairments.

Work and Social Adjustment Scale (WSAS) 58 consists of five items that correspond to impairment in work, home management, social activities, private leisure activities and relationships as consequence of an illness or symptom, in this case faSocial Adjustment Scale (WSAS) 58 consists of five items that correspond to impairment in work, home management, social activities, private leisure activities and relationships as consequence of an illness or symptom, in this case fasocial activities, private leisure activities and relationships as consequence of an illness or symptom, in this case fatigue.

As a result, they tend to spend more time onlooking (watching other children without joining) and hovering on the edge of social groups.8, 11 There is some evidence to suggest that young depressive children also experience social impairment.12 For example, children who display greater depressive symptoms are more likely to be rejected by peers.10 Moreover, deficits in social skills (e.g., social participation, leadership) and peer victimization predict depressive symptoms in childhood.13, 14 There is also substantial longitudinal evidence linking social withdrawal in childhood with the later development of more significant internalizing problems.15, 16,17 For example, Katz and colleagues18 followed over 700 children from early childhood to young adulthood and described a pathway linking social withdrawal at age 5 years — to social difficulties with peers at age 15 years — to diagnoses of depression at age 20 years.

Research from the United States reported prevalence rates as high as 9 % for anxiety disorders and 2 % for depression among preschool children.4 A recent study in Scandinavia also found 2 % of children to be affected by depression, but rates for anxiety disorders were much lower (1.5 %).5 While most childhood fears and transient sadness are normative, some children suffer from emotional problems that cause significant distress and impairment, limiting their ability to develop age - appropriate social and pre-academic skills and / or participate in age - appropriate activities and settings.

This is defined as «a state of arrested or incomplete development of mind which includes significant impairment of intelligence and social functioning»

Examination of current cognitive impairment, particularly as it relates to early - learning problems, may shed light on current health and social functioning.

The finding of residual depressive symptoms during recovery has also been reported in adult MDD.44, 45 Longitudinal investigations of adults with residual depressive symptoms have shown earlier recurrence and continued impairment in social functioning in follow - up studies.46 - 48 The implications of this finding will be clarified as this preschool sample is observed into later childhood and early adolescence.

In addition, we focus on how these processes go awry in developmental disorders marked by impairments in social cognition, such as autism spectrum disorder, and conduct disorder.

Anxiety disorders are among the most common mental disorders during childhood and adolescence, with a prevalence of 3 — 5 % in school - age children (6 — 12 years) and 10 — 19 % in adolescents (13 — 18 years); 1, 2 and the prevalence of anxiety disorders in this population tends to increase over time.3 Anxiety is the most common psychological symptom reported by children and adolescents; however, presentation varies with age as younger patients often report undifferentiated anxiety symptoms, for example, muscle tension, headache, stomachache or angry outbursts.4 According to the standard diagnostic systems, there are various types of anxiety disorders, for example, generalised anxiety disorder (GAD), social phobias (SOP), social anxiety disorder (SAD), panic disorder (PD), overanxious disorder, separation anxiety, post-traumatic stress disorder (PTSD), obsessive - compulsive disorder (OCD).5 Anxiety disorders in children and adolescents often occur with a number of comorbidities, such as autism spectrum disorders, 6 depressive disorders, 7 conduct disorder, 8 substance abuse9 or suicide - related behaviour.10 Youths with anxiety disorders experience serious impairment in social functioning (eg, poor school achievement; relational problems with family members and peers).11, 12 Childhood and adolescent anxiety disorders can persist despite treatment, 1 and they are associated with later adult psychopathology.13, 14

The subjects with ADHD in the longitudinal studies generally fall into 1 of 3 main groups as young adults: (1) approximately 25 % eventually function comparably to matched normal controls; (2) the majority show continued functional impairment, limitations in learning and applying knowledge, and restricted social participation, particularly poor progress through school; and (3) less than 25 % develop significant, severe problems, including psychiatric and / or antisocial disturbance.31 It is unclear what factors determine the long - term outcomes.

Postnatal depression, particularly in disadvantaged communities, has been shown to be associated with impairments in the child's growth, 36 and his / her social, emotional, and cognitive development.37 By school age, children of women who suffer postnatal depression are at risk for showing externalising and internalising behavioural problems, and they have lower social skills and academic achievement.38 A key way in which maternal depression affects children's development is by disrupting the mother - infant relationship as well as routine parenting functions, 37 and two studies have shown that HIV infection is associated with similar disturbances in mother - child interactions.13, 39 Currently, no studies in the HIV literature have examined maternal psychosocial functioning in relation to mother - child interactions or child development.

The level of Impairment in quality of life within families of children with these severe chronic conditions is likely to be moderated by a complex matrix of environmental as well as genetically - based variables such as socio - economic status, social support, parental and child characteristics and coping strategies [22, 23].

Research has demonstrated that families have to manage competing child related stressors such as increased maladaptive behaviour and impairments in communication, social skills and adaptive functioning.