Need Info on Childhood Disintegrative Disorder

I am doing research on Childhood Disintegrative Disorder. Information is scarce. When was this diagnosis a split from Autistic Disorder. Also some links to places in which I may get research or statistical information at, as well as case studies would be great! Thank you for your help!

Here is some information I have found:

"Childhood Disintegrative Disorder strikes children who have developed normally through at least their first two years of life. They then become impaired in at least two of the following major functional areas: social, communication, restricted receptive language, or stereotyped movements. Though the age of onset is later, in the most severe cases, these children can resemble autistic children, although the severity is generally less"

Also here is a link that may help you:
http://www.mental-health-matters.com/

Sweetngentle

hi I'm Lorena from Ecuador I don't have a good english, but I need info about the childhood disintegrative disorder my child 3 years old, Sean, had been diagnosticated with that, and I need to know how can we help him. Now his with psicoterapy, language therapy and a therapy with horses. please help me.

This has been a very tough road to travel. I can't even begin to express how much this disorder has impacted not only my son, but his brothers, myself and all of our extended family.
Six months after his diagnosis his father left us and I was left to deal with everything on my own. As a single parent with two other young kids, no employment and very little propects I finally placed my son in care. Even though this was 9 years ago and he is still very much a part of our lives, I live with the pain and the guilt of that decision.
Last night I dreamt that he became cognitive and began to speak. He asked me why I gave him up, and even though the answers were in my mind I could not voice them because the hurt and anger in him were plain to see as I looked in his eyes.
I realize that this was just a dream and that he will never speak, but obviously my guilt haunts me. I am sure that it always will.

Hey room!
I have a couple questions to all who may reads this
I am going to list my questions below.

1.) Does anyone know anything about the paranormal?
2.) What excatly is this disorder?
3.) Can it be passed on through family?

4.) PLEASE! If there is someone that is out there reading this
do send me a email

I'm in my second year of study as a speech pathology/special education major and my 2 year old couisn was recently diagnosed with CDD. I'm so scared for him, because I do understand what Autism is, yet CDD seems so much more grim and complicated. He was developing and speaking normally up until about two months ago when he got his adnoids and tonsils taken out. Now, he doesn't speak at all, nor does he seem intrested in anything. Currently, his parents are taking him back and forth to specialists for tests, and having him see a speech pathologist. Will he ever speak again? Could anything be wrong with him physically that would keep him from speaking? Or is CDD strictly mental/psycholgical? Any information or experiences will be of great help.

Thank you,
Chantel in PA.

P.S.-Feel free also to email me at lilsweetie24@neo.rr.com.

Childhood Disintegrative Disorder stikes children whohave developed normally through at least their first two years lf life. Last night I dreamt that he became congnitive and began tospeak.

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Chandu2

<a href="http://www.worldinfo.com">worldinfo</a>

Childhood Disintegrative Disorder stikes children whohave developed normally through at least their first two years if life. Last night I dreamt that he became congnitive and began tospeak[/b].

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Chandu3

<a href="http://www.worldinfo.com">worldinfo</a>

Hi!

I've found some information on the Internet, hope it helps.

DSM-IV:
299.10 Childhood Disintegrative Disorder
(A)
Apparently normal development for at least the first 2 years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.
(B)
Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:
1. expressive or receptive language
2. social skills or adaptive behavior
3. bowel or bladder control
4. play
5. motor skills
(C)
Abnormalities of functioning in at least two of the following areas:
1. qualitative impairment in social interaction (e.g., impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity)
2. qualitative impairments in communication (e.g., delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play)
3. restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, including motor stereotypies and mannerisms
(D)
The disturbance is not better accounted for by another specific Pervasive Developmental Disorder or by Schizophrenia.

Introduction

Background

Childhood disintegrative disorder is a rare disorder, occurring in fewer than 5 in 10,000 children. It generally manifests by the fourth year of life, after a period of at least 2 years of normal development. Childhood disintegrative disorder manifests with a loss of previously acquired language and social skills and results in persistent delay in these areas. For example, a child previously able to speak in 2- or 3-word phrases gradually or abruptly loses the ability to communicate using words or uses only fragments. Social and emotional development also regress, resulting in impaired ability to relate with others. For example, a child previously able to accept reassurance from his or her parent (eg, a hug) loses the ability to be consoled and even may withdraw from human (tactile) contact.

Overall, the social, communicative, and behavioral features of childhood disintegrative disorder resemble those of autistic disorder. Distinct qualitative impairments in social interaction and communication are present. In addition, restricted, repetitive, or stereotyped patterns of behavior, interests, and activities occur. Motor loss of previously acquired skills (eg, child previously toilet trained soils during the day and night, child previously able to pedal a tricycle or draw shapes can no longer do so) is present. Additional symptoms may include the onset of difficulty in the transition of waking from sleep. Social interactions become compromised (eg, aggressiveness, tantrums, withdrawal from peers), as does motor function, resulting in poor coordination and possible awkwardness of gait.

Pathophysiology

No clear-cut pathophysiology is proven to cause this disorder; debate within the developmental disabilities field regarding long-term outcome of children with this disorder is noted. Some researchers hypothesize that predisposing genetic factors combined with environmental stressors (eg, prenatal or postnatal virus exposure, birth trauma) result in brain deposition of amyloid and disruption of synaptic transmissions, possibly involving interleukin-1 or beta-endorphins.

Frequency United States

Frequency is very rare (<5 in 10,000 children). Childhood disintegrative disorder is much less common than autistic disorder.
International

No current studies are large enough to determine international frequency.

Mortality/Morbidity

* No mortality or morbidity is caused directly by childhood disintegrative disorder. Indirectly, an increased risk of mortality and morbidity may be present because of a comorbid medical condition, such as a neurodegenerative disorder. The clinician should be alert to the possibility of Landau-Kleffner syndrome (LKS).
* LKS is a rare condition of unknown etiology that is more common in boys who generally present with more severe language impairment and later than those with childhood disintegrative disorder; LKS has a mean onset of 5.5 years. Determining the presence of this syndrome is important because it is generally associated with seizure disorder and may respond to treatment with anticonvulsants such as valproic acid or steroids, in some cases.

Sex

This disorder is slightly more common in males than in females.

Age

Childhood disintegrative disorder, as defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), occurs only after a period of at least 2 years of normal development, when the child is younger than 10 years.1 Onset generally occurs in children aged 3-4 years and may be insidious or abrupt.

Clinical History

* Obtain a thorough history.
* The child is developmentally normal prior to the age of onset. This is similar to Landau-Kleffner syndrome (LKS); however, in LKS, the onset tends to be later (eg, age 5.5 y), whereas, in childhood disintegrative disorder, the onset is usually by age 3-4 years.
* Developmental delays in language, social, emotional, cognitive, or motor areas are not apparent to either the parent or pediatrician prior to the onset of the disorder.
* Children diagnosed with childhood disintegrative disorder tend to have more long lasting abnormalities of auditory responsiveness and verbal communication than children with pervasive developmental disorder but not as severe as in LKS.

Physical

* Perform a thorough physical examination.
* Occasionally after diagnosis, mild neurologic abnormalities (eg, mild macrocephaly, microcephaly, motor incoordination) are detected upon neurologic examination.
* Specific physical abnormalities are not diagnostic of this disorder.

Causes

No single causal factor for childhood disintegrative disorder is known. Current research emphasizes that a combination of genetic susceptibility and prenatal (or environmental) stress may explain the finding of higher-than-expected brain deposition of amyloid and disruption of synaptic transmission, possibly involving interleukin-1 or beta-endorphins.

* Environmental risk factors
o Viral exposure (usually intrauterine transmission) - Toxoplasmosis, other infections, rubella, cytomegalovirus infection, and herpes simplex (TORCH)
o Birth trauma
o Toxin exposure
o Prematurity
* Genetic factors
o Possible susceptibility to chromosomal breakage or disruption
o Family history of autism or Asperger disorder
* Associated disorders
o Autoimmune disorders
o Allergy or asthma

My 4 year old grandson watches CBeebies all the time. He attends daycare
until 1pm, has a lot of toys. He has some games on his mother's phone that
he also enjoys.

I am worried that he watches a lot of Cbeebies; so much so that he has
started impersonating the character 'Andy" mostly, and others. most of the
day. His teachers at daycare have just told his mother thathe must watch
less TV.

I was very impressed by the lessons he learnt on the channel - numbers,
counting, the alphabet, colours, etc that he learnt by himself from the
programmes. He knows all the characters of almost all the programmes. My
worry is that he is always in this imagination mode, and expects others to
join him and also understand what he is saying. He switches from normal
coversation, without warning, to the impresonation.

Where do I go with this?