In contrast, the disinhibited form is characterised by indiscriminate sociability and excessive familiarity with relative strangers. Although, effective in getting his/her needs met, the child is not selective from whom he/she receives comfort and (Prior & Glaser, 2006, p.220). Heinz Brisch (2004) states that before a diagnosis of attachment disorders can be made, these deviant behaviour patterns (inhibited or disinhibited) must have been observed by different caregivers for a period of at least 6 months”. Diagnostic Factors The possible reasons why factors of attachment are overlooked, when students are referred and/or re-assessed in residential care, partially stem from the complexities of Reactive Attachment Disorder (RAD) is the singular recognised disorder/condition quoted in the Diagnostic Manual Intellectual – Disability (DM-ID), with its formalised diagnostic criteria. The remainder seem to be of secondary importance as and and therefore, “styles”, “patterns” “types”, given less credence by clinicians. The diagnostic criteria identified in DM-ID, is solely based on observable attachment behaviours amongst a study group of children with average intelligence and normal child development patterns. The main study was based on the Ainsworth Strange Situation Test, during which she and her colleagues devised a method for assessing how well attached a child is to his/her main caregiver (Ainsworth et al, 1978). Consequently, there is insubstantial data
In contrast, the disinhibited form is characterised by indiscriminate sociability and excessive familiarity with relative strangers. Although, effective in getting his/her needs met, the child is not selective from whom he/she receives comfort and (Prior & Glaser, 2006, p.220). Heinz Brisch (2004) states that before a diagnosis of attachment disorders can be made, these deviant behaviour patterns (inhibited or disinhibited) must have been observed by different caregivers for a period of at least 6 months”. Diagnostic Factors The possible reasons why factors of attachment are overlooked, when students are referred and/or re-assessed in residential care, partially stem from the complexities of Reactive Attachment Disorder (RAD) is the singular recognised disorder/condition quoted in the Diagnostic Manual – Intellectual Disability (DM-ID), with its formalised diagnostic criteria. The remainder seem to be of secondary importance as “styles”, “patterns” and “types”, and therefore, given less credence by clinicians. The diagnostic criteria identified in DM-ID, is solely based on observable attachment behaviours amongst a study group of children with average intelligence and normal child development patterns. The main study was based on the Ainsworth Strange Situation Test, during which she and her colleagues devised a method for assessing how well attached a child is to his/her main caregiver (Ainsworth et al, 1978). Consequently, there is insubstantial data
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