GDD and APD
Auditory Processing Disorder (APD) is a condition where there is a weak connection between the ears and the brain. It is not deafness but rather the listener has difficulty interpreting the sounds being transmitted to them. They can hear but they cannot quite listen.
The developmental delays that result from APD often have to do with the child’s ability to speak and communicate, with further delays in learning and social ability as a result.
In this case, addressing the issue of APD directly will most likely diminish its effects on GDD altogether. In fact, programs like the Tomatis® Method address these conditions. It resolves the core problem of interpreting sounds by strengthening the connection between the ears and the brain. The child will be able to finally read better, learn better, communicate more effectively and finally achieve healthy social relations with others.
In addition to that, many cases of APD often occur in children who had already been diagnosed with other brain conditions. One of the reasons the Tomatis® Method is particularly effective in such cases is that it would at least minimize the influence of APD while strengthening the connection between ear and brain. This, in turn, would also improve the brain processes affected by other conditions.
GDD and ASD
Without a doubt, both autism and developmental delays are so often used in the same sentence that many parents think of them as synonymous. However, this can lead to mistaken assumptions about ASD altogether.
The reason why autism is now considered a spectrum by experts is that it comes in many varieties by itself and it is also diagnosed in three levels according to DSM5.
The mildest forms of autism are defined by behaviours that differ greatly in terms of social interaction, irregular speech as well as their line of thought. This is also the type of autism characterized by a very limited but very focused range of interests.
These are usually characterized by difficulty in making friends outside of a certain sphere in their life (such as school or a particular play place). There can also be noticeable differences in the child’s social behaviour when they switch between activities. In one context, they can be well-behaved and easy to communicate with but are then withdrawn and incoherent in others. They also have difficulties in transitioning from one task to another and they need strict routines.
This level is characterized by an even greater inability to socialize and communicate, even when the attempts are coming from outside parties.
Children at this level behave in an even more narrow and focused fashion, with agitation often present when life deviates from the regular routine. It is also more noticeable to casual observers (which makes social interaction even more difficult).
Children diagnosed with this level of ASD require even greater support than those with Level 1 as the symptoms are not expected to subside immediately.
The most advanced varieties of autism describe children who are non-verbal Parents of these children often describe socialization with them as a nearly impossible task and their many impairments require the child to be accompanied constantly.
This level of ASD naturally requires the fullest support available but there still hope of improvement (especially if the diagnosis was done early and methods like Tomatis® can still help mould the developing mind to strengthen diffused brain connections).
Given the large differences between its forms, ASD has arguably the widest range of behavioural treatments to choose from (including discrete trial training, sound stimulation, verbal behaviour intervention, sensory processing therapies and many more). That is why it is important to diagnose it as early as possible in order to identify the best treatment and minimize the developmental delays brought by ASD.
In fact, even the Tomatis® method requires prior knowledge of diagnosis in order to better adjust the settings for the process of Gating® as well as the number of passive and active listening phases for an individual child’s program.
GDD and Developmental Coordination Delay
In the distant past, many of those with Developmental Coordination Delay/Disorder are often described as being extremely clumsy individuals that exhibited many issues with balance, coordination as well as gross and fine motor skills. Even today, its primary cause remains unclear. In some cases, it could be genetic and in other cases, it could be linked with other dysfunctions.
And while statistics show that 5-6% of school-aged children are affected by it, plenty of these children still demonstrate normal or even above-average intelligence. The only strong, defining characteristic of this disorder is that the delays that result from it are almost entirely within the realm of physical activity. These include walking, balance, hand-eye coordination tasks, pencil-grip, and even daily routines (e.g. brushing teeth, tying shoelaces, buttoning shirts).
As a result, any additional developmental delays could be because of psychological reactions such as feeling left out in sports or being teased for their clumsiness. It is highly advised that parents show a good deal of awareness and have their child properly diagnosed before reaching any conclusions about their child’s GDD.
GDD and Cerebral Palsy
Like Developmental Coordination Delay, Cerebral Palsy (CP) strongly affects a child’s ability to use their body. But in this case, proper movement is even harder. Signs of CP include stiffness of muscles, unusual movements, inconsistent muscle tones.
And unlike DCD, the delays caused by cerebral palsy are more evident and require more immediate support. The inability to walk is common in many cases. The impact on muscles is also far more reaching as CP can inhibit regular movements of the limbs or of the face, digestive system, eye contact and more. It is one of the reasons why communication difficulties are another result of the disorder.
CP is most often present in children who have a record of premature birth or similar problems during pregnancy. Parents who have had experienced these complications are strongly advised to have a child diagnosed and monitored by doctors for symptoms.
GDD and Learning Difficulties
Like APD, learning difficulties like dyslexia can cause its fair share of developmental delays simply because it hampers a critical learning ability (in this case, the ability to read). In fact, it is quite possible for a child to have both at once.
This, once again, is why early diagnosis comes highly recommended in order to completely determine if a child’s unique set of challenges are brought about by a particular form of learning difficulty. They may appear to create the same symptoms at first glance, but the true explanation behind their global developmental delay is necessary in order to implement the most suitable treatment program or therapy.