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Pica Disorder

Fact Sheet

What is Pica Disorder?

Pica (Disorder) is the craving to eat non-food items, such as dirt, paint chips, and clay. Some children, especially preschool children, exhibit Pica. Pica is prevalent among individuals having developmental disorders including autism, individuals with an intellectual disability, and among young children age two to three years.

Very young children are not able to look at an object and determine if it is edible, so they give things they are interested in the “taste test.” Eventually, through their own development and trial and error, most children begin to discriminate between food and inedible objects and find other ways to explore and satisfy their curiosity.

Children younger than age two, especially those who are teething, will chew on non-food items and may try to eat them. This is considered developmentally appropriate for their age. Although it varies, most children generally lose the desire to put things in their mouths around age two.

The word “pica” is derived from the Latin word for magpie, a species of bird that feeds on whatever it encounters.

How is it manifested?

The mental health professionals’ handbook, the Diagnostic and Statistical Manual of Mental Disorders, fifth edition, text revision (2013), which is abbreviated as DSM-5, classifies Pica under the heading of “Feeding and Eating Disorders of Infancy or Early Childhood.” A diagnosis of Pica Disorder requires that the individual must persist in eating non-food substances for at least one month. This behaviour must be inappropriate for the child’s stage of development. Further, it must not be approved or encouraged by the child’s culture.

Who is affected?

Some research indicates that 25-33 percent of young children have Pica Disorder at some point. Young children with Pica are most likely to eat paint, plaster, string, hair, and cloth, while older children are more likely to consume animal droppings, sand, insects, leaves, rocks, and cigarette butts.

Individuals with developmental disabilities have an increased chance of the condition. People with mental health issues such as Obsessive-Compulsive Disorder and Schizophrenia and nutritional deficiencies also are at increased risk. Other at-risk groups include pregnant women, dieters, individuals who are malnourished, people who have epilepsy, and children who experience neglect, lack of supervision, and insufficient food and nutrition.

Children who have had a brain injury also may develop the condition. Pica becomes less prevalent as children grow older, and most adult cases are found in individuals with an intellectual disability.

How is it diagnosed or detected?

There is no diagnostic test for Pica. Typically, a person with Pica is referred to a physician for some other condition that is linked to Pica, like iron deficiency, anemia, lead poisoning, or malnutrition. Pica is then discovered during diagnosis and treatment. To receive a diagnosis of Pica Disorder the individual must have a primary diagnosis.

The child’s family doctor or paediatrician will play an important role in helping parents manage and prevent pica-related behaviours and in educating parents to teach children about acceptable and unacceptable food substances. The doctor will also work with you to find ways to restrict the non-food items your child craves (e.g., using child-safety locks, high shelving, and keeping medications out of reach). Some children require behavioural intervention and families may need to work with a psychologist or other mental health professional.

Prevalence:

(United States): Prevalence of Pica is limited because the disorder often is unrecognized and underreported. Although prevalence rates vary depending on the definition of Pica, the characteristics of the population sampled, and the methods used for data collection, Pica is reported most commonly in children and in individuals with mental and developmental delays. Children with an intellectual disability and autism are affected more frequently than children without these conditions. Among individuals with intellectual disability, Pica is the most common eating disorder, where the risk and severity of Pica increases with the severity of the delay. In some cultures, Pica is a sanctioned practice and is not considered pathologic.

Additional Resources

Kids Healthhttp://kidshealth.org
Kids Health is a website and source of information about health, behaviour, and development from before birth through the teen years.

Books

Consuming the Inedible: Neglected Dimensions of Food Choice (Anthropology of Food and Nutrition)
by Jeremy MacClancy, C. Jeya Henry, and Helen Macbeth
Throughout the world, everyday, millions of people eat earth, clay, nasal mucus, and similar substances. Yet food practices like these are strikingly understudied in a sustained, interdisciplinary manner. This book aims to correct this neglect. Contributors, utilizing anthropological, nutritional, biochemical, psychological and health-related perspectives, examine in a rigorously comparative manner the consumption of foods conventionally regarded as inedible by most Westerners.

Handbook of Preschool Mental Health: Development, Disorders, and Treatment
by: Joan L. Luby, MD
This important volume comprehensively explores the development of psychiatric disorders in 2- to 6-year-olds, detailing how the growing empirical knowledge base may lead to improved interventions for young children and their families. Leading contributors examine advances in the conceptualization and diagnosis of early-onset disruptive disorders, mood and anxiety disorders, eating and sleeping disorders, autism, and other clinical problems.

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.

Angelman Syndrome

Fact Sheet

What is Angelman Syndrome?

Angelman Syndrome is a complex genetic disorder that primarily affects the nervous system. Characteristic features of this condition include developmental delay, intellectual disability, severe speech impairment, and problems with movement and balance (ataxia). Most affected children also have recurrent seizures (epilepsy) and a small head size (microcephaly). Delayed development becomes noticeable by the age of 6 to 12 months, and other common signs and symptoms usually appear in early childhood.

Children with Angelman Syndrome typically have a happy, excitable demeanor with frequent smiling, laughter, and hand-flapping movements. Hyperactivity and a short attention span are common. Most affected children also have difficulty sleeping and need less sleep than usual. Some affected individuals have unusually fair skin and light-colored hair.

With age, people with Angelman Syndrome become less excitable, and the sleeping problems tend to improve. However, affected individuals continue to have intellectual disability, severe speech impairment, and seizures throughout their lives. Adults with Angelman Syndrome have distinctive facial features that are described as “coarse.” Some also develop an abnormal side-to-side curvature of the spine (scoliosis). The life expectancy of people with this condition appears to be nearly normal.

How is it manifested?

Consistent (100%)

  • Developmental delay, functionally severe
  • Speech impairment, no or minimal use of words; receptive and non-verbal communication skills higher than verbal ones
  • Movement or balance disorder, usually of gait and/or tremulous movement of limbs
  • Behavioural uniqueness: any combination of frequent laughter/smiling; apparent happy demeanour; easily excitable personality, often with hand flapping movements; hypermotoric behaviour; short attention span

Frequent (more than 80%)

  • Delayed, disproportionate growth in head circumference, usually resulting in microcephaly (absolute or relative) by age 2
  • Seizures, onset usually under 3 years of age
  • Abnormal EEG, characteristic pattern with large amplitude slow-spike waves

Associated (20 – 80%)

  • Hypopigmented skin and eyes
  • Tongue thrusting; suck/swallowing disorders
  • Hyperactive tendon reflexes
  • Feeding problems during infancy
  • Uplifted, flexed arms during walking
  • Prominent mandible
  • Increased sensitivity to heat
  • Wide mouth, wide-spaced teeth
  • Sleep disturbance
  • Frequent drooling, protruding tongue
  • Attraction to/fascination with water
  • Excessive chewing/mouthing behaviors
  • Flat back of head
  • Smooth palms

Diagnosis:

Diagnosis is made by noting the characteristic cluster of symptoms (listed below). Careful chromosomal study can reveal abnormalities on Chromosome 15 that are consistent with those identified in Angelman Syndrome.

  • A history of delayed motor milestones and then later a delay in general development, especially of speech
  • Unusual movements including fine tremors, jerky limb movements, hand flapping and a wide-based, stiff-legged gait.
  • A happy disposition with frequent laughter
  • A deletion or inactivity on chromosome 15
  • Characteristic facial appearance (but not in all cases)
  • A history of epilepsy and an abnormal tracing

Prevalance:

Angelman Syndrome affects an estimated 1 in 12,000 to 25, 000 people. Angelman Syndrome occurs in approximately 1 in 15,000 lives births and affects males and females equally.

Additional Resources:

Canadian Angelman Syndrome Society

Po Box 31092
Edmonton AB T5Z 3P3
Phone: 780-860-8603
Web Site: www.angelmancanada.org/
The Canadian Angelman Syndrome Society (CASS) is dedicated to educating parents and professionals about Angelman Syndrome by disseminating information and providing support for parents and caregivers of children with Angelman Syndrome

The Angelman Sydrome Foundation of the USA

414 Plaza Drive, Suite 209, Westmont, IL 60559
Phone: 800-IF-ANGEL (800-432-6435), International Calls: 630-734-9267
Web Site: www.angelman.org/
The Angelman Syndrome Foundation is a national organization of families, caregivers and medical professionals who care about those with Angelman Syndrome. Our mission is to advance the awareness and treatment of Angelman Syndrome through education and information, research, support and advocacy for individuals with Angelman Syndrome, their families, and other concerned parties.

Changing Angry Behaviour

When angry outbursts occur in your classroom, there are a variety of strategies that should be included in your program, such as:

  1. Break the pattern.When possible, record incidents of the angry behavior to look for a pattern, a particular situation, and who the child targets. Break the generalized pattern by creating a structured activity plan (in your head at least) for the child who acts out using inappropriate anger strategies such as screaming, becoming aggressive, etc. Give the child a variety of helpful chores to do (e.g., help bring chairs, help set out activities, help set out snack, set the table, put out cots, wash tables, etc.) Praise the child for all successful activities.
  2. Help the child learn appropriate outlets for anger. Help the child learn to recognize signs of anger or agitation, which lead the child to inappropriate actions. Then, help the child find appropriate outlets for these emotions:
    • Use books and personal stories to teach practical anger management techniques
    • Use games: circle games that teach impulse control, body management skills, for example, Red Light/Green Light, Freeze Dance, Head and Shoulders, Clapping Pattern Games and games and activities that teach appropriate anger responses, for example, yoga, anger bingo, relaxation techniques
    • Role play using puppets or the children themselves
  3. Have Clear Expectations. Use personal stories and visuals to help the child understand the appropriate expected behaviour and the consequences of their inappropriate behaviour. For example, a visual depicting “hands to yourself, no hitting.” Whatever the consequences are for the child, be consistent.
  4. Use a reinforcement schedule. As well as clear consequences for inappropriate behaviour, use a reinforcement chart to reward the child for appropriate behaviour with others. Initially, begin with a short time expectation to promote success. Make sure the reinforcer is highly rewarding for the child. A token economy could also be used where the child receives a larger reward after accumulating a certain number of tokens.
  5. Engage children in cooperative, nurturing games and activities. Make sure the child who has difficulties handling anger is involved in these activities. (Initially, the activities could be introduced at circle time or in large group activities with all the children and then, more of these activities could be used in a small group. The child who struggles with anger is always part of the small group.) An adult must always facilitate these activities. Build a puzzle or structure together. Make a mural or play Cooperative Simon Says. (See Link to “Cooperative Games” for additional strategies.)
  6. Include activities and stories to build empathy in your curriculum. Once again, these activities can be done in the large group and also, emphasized individually with the child who has difficulties managing anger. An adult must facilitate these activities:
    • Games to help a child build empathy. For example: emotions lotto, emotions dice, social lotto, Get to Know Your Friend Bingo, Same/Different Activity
    • Books
    • Worksheets. For example, Same/Different Worksheet, How Would You Feel Worksheet.
    • Scripted Role Plays (can use puppets or the children themselves). Make sure the child who has difficulty controlling anger plays the role of a victim to help develop empathic understanding
  7. Engage children in self-esteem building activities. Self-esteem activities are important because children who have issues handling anger appropriately may have low self-esteem. Do activities to help build self-esteem in the child. For example, Friendship Tree, Friendship Quilt, Superhero book and All About Me Activity Book. At group time or using worksheets, do activities to emphasize the strengths of all the children so the child also learns to value peers.

Understanding Person-Directed Planning

A DSTO Information Session Presented by Frances MacNeil, Honey Sherman, and Bill Sherman (Recorded May 2008)

Audio MP3

Understanding Capacity, Competency & Consent 3: Property

A Shared Learning Forum Series Workshop with Elaine Atchison, Ministry of the Attorney General, Ontario (Recorded October 26, 2007)

Audio MP3

Understanding Capacity, Competency & Consent 2: Personal Care

A Shared Learning Forum Series Workshop with Elaine Atchison, Ministry of the Attorney General, Ontario (Recorded October 26, 2007)

Audio MP3

Understanding Capacity, Competency & Consent 1: Introduction

A Shared Learning Forum Series Workshop with Elaine Atchison, Ministry of the Attorney General, Ontario (Recorded October 26, 2007)

Audio MP3

Sensory Indications for a Child with Special Needs Part 2

A workshop on Sensory Processing for a child with Special Needs Part 2 – Strategies by Jennifer Radonicich , Occupational Therapist, COTA (June 2008)

Audio MP3

Sensory Indications for a Child With Special Needs Part 1

A workshop on Sensory Processing for a child with Special Needs Part 1 by Jennifer Radonicich , Occupational Therapist, COTA (June 2008)

Audio MP3

Person Directed Planning

A DSTO Information Session Presented by Ana Vicente and Brian Woodman (May 2010)

Audio MP3