Developmental & Behavioral Disorders Terjemah

7/31/2019 Developmental & Behavioral Disorders Terjemah

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I.Disorders perkembangan psikologis

1. Spesifik perkembangan gangguan berbicara &

bahasa

1. Pidato spesifik artikulasi gangguan2. Ekspresif bahasa gangguan

2. Spesifik perkembangan gangguan keterampilan

skolastik

1. Spesifik membaca gangguan2. Spesifik ejaan gangguan

3. Spesifik gangguan keterampilan aritmatika

4. Spesifik skolastik keterampilan gangguan


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3. Specific developmental disorder of motor

function 4. Mixed specific developmental disorder

5. Pervasive developmental disorder

1. Childhood autism

2. Retts syndrome

3. Aspergers syndrome

6. Other disorders of psychological development

7. Unspecified disorder of psychologicaldevelopment


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3. Spesifik perkembangan gangguan fungsi

motorik

4. Campuran gangguan perkembangan spesifik

5. Pervasif perkembangan gangguan

1. Anak autisme

2. Sindrom Rett

3. Asperger sindrom6. Gangguan perkembangan psikologis

7. Tidak disebutkan gangguan perkembangan

psikologis


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II. Behavioral & emotional disorders with

onset usually occurring in childhood &

adolescence

1. Hyperkinetic disorders

1. Disturbance of activity & attention

2. Hyperkinetic conduct disorder

2. Conduct disorder

3. Mixed disorders of conduct & emotions

4. Emotional disorders with onset specific tochildhood

1.Separation anxiety disorder of childhood


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II. Gangguan perilaku & emosional dengan

onset biasanya terjadi pada anak & remaja

1. hyperkinetic gangguan

1. Gangguan aktivitas & perhatian

2. Hyperkinetic perilaku gangguan

2. melakukan gangguan

3. Campuran gangguan perilaku & emosi4. Emosional dengan onset gangguan khusus

untuk anak

1.Separation gangguan kecemasan masa kecil


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5. Disorders of social functioning with onset

specific to childhood & adolescence 1. Elective mutism

2. Reactive attachment disorder of childhood

6. Tic disorders

1. Transient tic disorder

2. de la Tourettes syndrome


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5. Gangguan fungsi sosial dengan onset

khusus untuk anak & remaja

1. pilihan mutisme

2. Lampiran reaktif gangguan masa kecil

6. tic gangguan

1. Transient tic gangguan

2. de la Tourette sindrom


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7. Other behavioral & emotional disorders with

onset usually occurring in childhood &

adolescence

1. non organic enuresis

2. non organic encopresis

3. feeding disorder of infancy & childhood

4.stuttering


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7. Gangguan perilaku & emosional lainnya

dengan onset biasanya terjadi pada anak &

remaja

1. non organik enuresis

2. non organik encopresis

3. makan gangguan pada bayi & anak

4.stuttering


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Attention Deficit Hyperactivity

Disorder Diminished sustained attention, higher level of

impulsivity in a child or adolescent than expected

for someone of that age & developmental level 3-7 % of pre pubertal elementary school

Boys : girls : 2-9 : 1

Symptoms must be present before age 7

( usually by age 3)


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Berkurang berkelanjutan perhatian, tingkat

yang lebih tinggi impulsif pada anak atau

remaja dari yang diharapkan bagi seseorang

yang tingkat usia & perkembangan3-7% dari pra sekolah dasar pubertas

Anak laki-laki: perempuan: 2-9: 1

Gejala harus ada sebelum usia 7(Biasanya pada usia 3)


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Autistic Disorder

= early infantile autism

= childhood autism

= Kanners autism

Characterized by deviant reciprocal socialinteraction, delayed & aberrant

communication skills & a restricted repertoireof activities & interests


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= Autisme infantil awal

= Anak autis

= Kanner autisme

Ditandai dengan interaksi sosial timbal balik

menyimpang, keterampilan komunikasi &

tertunda menyimpang & repertoar terbataskegiatan & kepentingan


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Qualitative impairment in social interaction Qualitative impairment in communication

Restricted repetitive & stereotyped patterns

of behavior, interests & activities


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Kualitatif penurunan interaksi sosial

Kualitatif penurunan komunikasi

Dibatasi berulang & stereotip pola perilaku,

minat & aktivitas


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Marked impairment in the use of multiple nonverbal behaviors such as eye to eye gaze, facialexpression, body postures

Failure to develop peer relationshipsappropriate to developmental level

A lack of spontaneous seeking to share

enjoyment interests or achievements withother people

Qualitative impairment in social

interaction


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Ditandai penurunan penggunaan beberapa

perilaku non verbal seperti mata untuk

tatapan mata, ekspresi wajah, postur tubuh

Kegagalan untuk mengembangkan hubunganteman sebaya yang sesuai dengan tingkat

perkembangan

Kurangnya seeking spontan untuk berbagikepentingan kenikmatan atau prestasi dengan

orang lain


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Qualitative impairment in communication

Delay in the development of spoken language

In individual with adequate speech, marked

impairment in the ability to initiate or sustain a

conversation with others Stereotyped & repetitive use of language or

idiosyncratic language

Lack of varied, spontaneous make-believe playappropriate to developmental level


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Keterlambatan perkembangan bahasa lisan

Pada individu dengan pidato yang cukup,

ditandai penurunan kemampuan untuk

memulai atau mempertahankan percakapandengan orang lain

Stereotip & berulang-ulang penggunaan

bahasa atau bahasa istimewaKurangnya bervariasi, spontan membuat-

percaya bermain sesuai dengan tingkat

perkembangan


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Restricted repetitive & stereotyped patterns of

behavior, interests & activities

stereotyped & repetitive motor mannerism :

hand or finger flapping or twisting or complex

whole body movements

Persistent preoccupation with parts of objects


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stereotip & berulang bermotor perangai:

mengepakkan tangan atau jari atau memutar

atau gerakan kompleks seluruh tubuh

Persistent keasyikan dengan bagian-bagianbenda


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Mental Retardation

IDIOT = SEVERE INTELLECTUAL IMPAIRMENT

IMBECILE= MODERATE IMPAIRMENT

MENTAL DEFICIENCY STIGMA

MENTAL SUBNORMALITY

MENTAL RETARDATION ICD 10 & DSM IV

MENTAL HANDICAP

LEARNING DISABILITY >> UK

US: LEARNING DISABILITY APPLIED TO DYSLEXIA


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IDIOT PENURUNAN NILAI INTELEKTUAL =

BERAT

Bodoh = kerusakan sedang

MENTAL DEFISIENSI stigmaMENTAL SUBNORMALITY

Keterbelakangan mental ICD 10 & DSM IV

MENTAL CACATBELAJAR CACAT >> Inggris

AS: CACAT BELAJAR YANG DITERAPKAN

TERHADAP disleksia


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AETIOLOGY

GENETIC FACTORS

CHROMOSOME ABNORMALITIES

FRAGILE SITE

TRISOMY 21 TRISOMY 18

MICRODELETIONS

METABOLIC DISORDER AFFECTING : AMINO ACID,UREA, LIPID, CARBOHYDRAT


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FAKTOR GENETIKA

kelainan kromosom

rAPUH SITUS

trisomi 21trisomi 18

mikrodelesi

GANGGUAN METABOLISME MEMPENGARUHI:AMINO ACID, UREA, LEMAK, karbohidrat


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INBORN ERRORS OF METABOLISM

PHENYLKETONURIA

HOMOCYSTINURIA

GALACTOSEMIA

TAY-SACHS- DISEASE

HURLERS SYNDROME

LESCH-NYHAN SYNDROME


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Bawaan KESALAHAN DARI METABOLISME

fenilketonuria

homocystinuria

galaktosemiaTay-Sachs-PENYAKIT

Hurler'S SINDROM

Sindrom Lesch-Nyhan


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ANTENATAL DAMAGE

INFECTIONS (RUBELLA, CYTOMEGALOVIRUS, SYPHILIS,

TOXOPLASMOSIS)

INTOXICATIONS (LEAD, ALCOHOL, CERTAIN DRUGS) PHYSICAL DAMAGE (INJURY, RADIATION, HYPOXIA)

PLACENTAL DYSFUNCTION (TOXAEMIA)

ENDOCRINE DISORDER(HYPOTHYROIDISM)


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PERINATAL DAMAGE

BIRTH ASPHIXIA

COMPLICATION OF PREMATURITY

KERNICTERUS

INTRAVENTRICULAR HAEMORRHAGE


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POSTNATAL DAMAGE

INJURY (ACCIDENTAL, CHILD ABUSE)

INTOXICATION (LEAD MERCURY )

INFECTIONS (ENCEPHALITIS, MENINGITIS)

IMPOVERISHED ENVIRONMENT


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CLINIAL FEATURES

LOW PERFORMANCE ON ALL KINDS OF

INTELLECTUAL TASKS INCLUDING LEARNING,

SHORT TERM MEMORY, THE USE OF

CONCEPTS & PROBLEM SOLVING

COMMON BEHAHAVIOUR PROBLEM


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RENDAH KINERJA PADA SEMUA JENIS TUGAS

INTELEKTUAL TERMASUK BELAJAR, MEMORY

JANGKA PENDEK, PENGGUNAAN KONSEP &

PEMECAHAN MASALAHUMUM BEHAHAVIOUR MASALAH


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MILD LEARNING DISABILITY

IQ RANGE 69-50

PERCENTAGE OF CASES 85 %

ABILITY TO SELF CARE : INDEPENDENT

LANGUAGE : REASONABLE

READING & WRITING : REASONABLE

ABILITY TO WORK : SEMI SKILLED

SOCIAL SKILLS : NORAL

PHYSICAL PROBLEM : RARE

AETIOLOGY DISCOVERED : SOMETIMES


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IQ RANGE 69-50

PERSENTASE KASUS 85%

KEMAMPUAN UNTUK PERAWATAN DIRI:

INDEPENDENBahasa: WAJAR

MEMBACA & MENULIS: WAJAR

KEMAMPUAN BEKERJA: SEMI KETRAMPILANKETERAMPILAN SOSIAL: NORAL

FISIK MASALAH: RARE

ETIOLOGI DITEMUKAN: TERKADANG


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MODERATE LEARNING DISABILITY

IQ RANGE 49-35

PERCENTAGE OF CASES : 10 %

ABILITY TO SELF CARE : NEED SOME HELP

LANGUAGE : LIMITED

READING & WRITING : BASIC

ABILITY TO WORK : UNSKILLED, SUPERVISED

SOCIAL SKILLS : MODERATE

PHYSICAL PROBLEMS : SOMETIMES

AETIOLOGY DISCOVERED : OFTEN


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FEATURES OF DOWN SYNDROME

MODERATE OR SEVERE LEARNIG DISABILITY

PLACID TEMPERAMENT

PHYSICAL FEATURES

SLANTED EYES 7 EPICANTHIC FOLDS

SMALL MOUTH WITH FURROWED TONGUE

FLAT NOSE

FLATTENED OCCIPIT

STUBBY HANDS, FINGERS & SINGLE PALMAR CREASE

HYPOTONIA ASSOCIATED MEDICAL PROBLEMS

CARDIAC, GI ABNORMALITIES,IMPAIRED HEARING


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Sedang atau berat LEARNIG CACAT

tenang temperamen

FISIK FITUR

Miring MATA 7 Folds EPICANTHICKECIL DENGAN MULUT LIDAH berkerut

FLAT HIDUNG

diratakan OCCIPIT

TANGAN Stubby, jari & lipatan palmar TUNGGALhypotonia

ASOSIASI DOKTER MASALAH

JANTUNG, GI kelainan PENDENGARAN, Gangguan


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SEVERE /PROFOUND LEARNING DISABILITY

SEVERE LEARNING DISABILITY : IQ 20-34

PROFOUND LEARNING DISABILITY : IQ BELOW 20

PERCENTAGE OF CASES : 5 %

ABILITY TO SELF CARE :LIMITED

LANGUAGE : BASIC OR NONE

READING & WRITING : MINIMAL OR NONE

ABILITY TO WORK : SUPERVISED BASIC TASKS

SOCIAL SKILS : FEW PHYSICAL PROBLEMS : COMMON

AETIOLOGY DISCOVERED : USUALLY


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BELAJAR PARAH CACAT: IQ 20-34

BELAJAR mendalam CACAT: IQ BAWAH 20

PERSENTASE KASUS: 5%

KEMAMPUAN UNTUK PERAWATAN DIRI: TERBATASBahasa: DASAR ATAU NONE

MEMBACA & MENULIS: MINIMAL ATAU NONE

KEMAMPUAN BEKERJA: TUGAS DASAR Diawasi

SOSIAL SKILS: BEBERAPAMASALAH FISIK: UMUM

ETIOLOGI DITEMUKAN: BIASANYA


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Treatment

Depends on the type of the disorders

If the obtained symptom came from

environment or family, hence the effectivenessof treatment determined by family or

environment that concerned in the treatment

strategy


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Tergantung pada jenis

gangguan

Jika gejala yang diambil

berasal dari lingkungan ataukeluarga, maka efektivitas

pengobatan ditentukan oleh

keluarga atau lingkungan

yang bersangkutan dalamstrategi pengobatan


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Treatment for child could be in form of

:

1. Family therapy

2. Environmental

manipulation 3. Play therapy

4. Behaviour therapy

5.Pharmacological

therapy

6. Psychotherapy


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For child with education problems should be

overcome with special school


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For several cases may be :

1. Cannot overcome the environment

2. Environment as the root cause of the

problems experienced by child

3. Dangerous child hurting others or own self

For these kind of child treated in special place.


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1. Tidak dapat mengatasi lingkungan

2. Lingkungan sebagai akar penyebab dari

masalah yang dialami oleh anak

3. Anak Berbahaya menyakiti orang lain ataudiri sendiri

Untuk jenis anak dirawat di tempat khusus.

Developmental & Behavioral Disorders Terjemah

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