child and adolescent - mentor & more 2

Question 1

What is the key differential in Disinhibited Social Engagement Disorder?

Answer 1

ADHD

Question 2

What specific behaviours distinguish Disinhibited Social Engagement Disorder?

Answer 2

Behaviours with unfamiliar adults

Question 3

What is historical association of Disinhibited Social Engagement Disorder?

Answer 3

A history of grossly insufficient care

Question 4

What behaviours do children with Disinhibited Social Engagement Disorder often exhibit?

Answer 4

Inattention, general impulsivity, and hyperactivity

Question 5

Are rates of ADHD elevated among children with Disinhibited Social Engagement Disorder?

Answer 5

Yes

Question 6

Can both Disinhibited Social Engagement Disorder and ADHD be diagnosed in the same child?

Answer 6

Yes, if all diagnostic requirements for each are met

Question 7

ICD 11 - Disinhibited social engagement disorder?

Essential features

Answer 7

• Disinhibited social engagement disorder (DSED) involves abnormal social behavior.
• Linked to inadequate childcare (neglect, deprivation).
• Children approach strangers indiscriminately.
• Diagnosed in children within the first 5 years.
• Not diagnosed before age 1 or with autism spectrum disorder.

Question 8

What is disinhibited social engagement disorder characterised by?

Answer 8

Grossly abnormal social behaviour in the context of inadequate child care

This includes severe neglect or institutional deprivation.

Question 9

What behaviours do children with disinhibited social engagement disorder exhibit?

Answer 9

Indiscriminate approach to adults and overly familiar behaviour towards strangers

This includes lacking reticence and going away with unfamiliar adults.

Question 10

At what age can disinhibited social engagement disorder be diagnosed?

Answer 10

Cannot be diagnosed before the age of 1 year

Diagnosis requires a developmental age of at least 9 months.

Question 11

What is a key feature of disinhibited social engagement disorder development?

Answer 11

Features develop within the first 5 years of life

Symptoms are evident before the age of 5.

Question 12

What are some examples of inadequate care that can lead to disinhibited social engagement disorder?

Answer 12

Persistent disregard for emotional and physical needs, repeated changes of caregivers, rearing in unusual settings, maltreatment

These factors contribute to the inability to form stable selective attachments.

Question 13

What is one behaviour indicative of disinhibited social engagement disorder?

Answer 13

Overly familiar behaviour with unfamiliar adults

This includes seeking comfort from strangers or asking inappropriate questions.

Question 14

What is another behaviour associated with disinhibited social engagement disorder?

Answer 14

Diminished or absent checking back with an adult caregiver

This occurs even in unfamiliar settings.

Question 15

True or False: Disinhibited social engagement disorder can be diagnosed in the context of Autism spectrum disorder.

Answer 15

False

The disorder cannot be diagnosed if Autism spectrum disorder is present.

Question 16

What is a developmental milestone related to disinhibited social engagement disorder?

Answer 16

Capacity to form selective attachments typically develops at 1 year old

This is a crucial age for diagnosing the disorder.

Question 17

Fill in the blank: Disinhibited social engagement disorder can only be diagnosed in _______.

Answer 17

[children]

Question 18

What is the primary requirement for diagnosing disinhibited social engagement disorder?

Answer 18

A persistent and pervasive pattern of markedly abnormal social behaviours

This includes reduced or absent reticence in approaching unfamiliar adults.

Question 19

NICE [QS133] recommend Rx for attachment disorder:

Pre-school aged children

Answer 19

video feedback programs

Question 20

NICE [QS133] recommend Rx for attachment disorder:
primary school aged children

Answer 20

parental training with group play sessions for

Question 21

NICE [QS133] recommend Rx for attachment disorder:
secondary school

Answer 21

Group-based training programs

Question 22

What do NICE [NG26] guidelines state regarding children with attachment difficulties?

Answer 22

Children with attachment difficulties should not receive medication unless there are other mental health issues.

Question 24

What is autism spectrum disorder (ASD)?

Answer 24

A pervasive and life-long disorder characterised by profound deficits in communication and social understanding, together with restrictive and repetitive behaviours.

Question 25

How has the classification of autism and Asperger's changed in recent diagnostic manuals?

Answer 25

The DSM-5 and ICD-11 group them all into one category (ASD).

Question 26

What is challenging about assessing intellectual ability in people with ASD?

Answer 26

Intellectual ability is difficult to assess due to generally skewed profiles.

Question 27

What percent of people with autism have intellectual disabilities?

Answer 27

33%

Question 28

Austism _ dsm 5

Answer 28

A. Persistent deficits in social communication and interaction across contexts: 1. Deficits in social-emotional reciprocity (e.g., abnormal social approach, reduced sharing of interests, failure to respond). 2. Deficits in nonverbal communication (e.g., poor integration of verbal/nonverbal cues, abnormal eye contact, lack of gestures). 3. Deficits in relationship understanding (e.g., difficulty in adjusting behavior, sharing play, lack of interest in peers). B. Restricted, repetitive patterns of behavior, interests, or activities: 1. Repetitive motor movements or speech (e.g., lining up toys, echolalia). 2. Insistence on sameness or routines (e.g., distress at changes, rigid thinking). 3. Highly restricted interests (e.g., strong attachment to unusual objects). 4. Hyper/hyporeactivity to sensory input (e.g., indifference to pain, excessive interest in textures). C. Symptoms present in early development (may not fully manifest until social demands exceed limited capacities). D. Symptoms cause significant impairment in important areas of functioning. E. Disturbances not better explained by intellectual disability. Note: Both criteria A AND B must be satisfied for diagnosis.

Question 29

Autism in ICD 11

Answer 29

Persistent deficits in social communication and interactions outside typical functioning, varying with age and intellectual level. Specific manifestations may include limitations in: - Understanding and responding to verbal/non-verbal communication. - Integrating spoken language with non-verbal cues (eye contact, gestures). - Using language and sustaining conversations. - Modulating behavior according to social context. - Recognizing and responding to others' emotions. - Sharing interests and maintaining peer relationships. Persistent repetitive behaviors, interests, or activities atypical for age, including: - Difficulty adapting to changes, causing distress. - Strict adherence to routines and specific timings. - Overly rigid rules in games. - Ritualized behaviors lacking external purpose. - Stereotyped motor movements common in early childhood. - Intense focus on specific interests or objects. - Lifelong sensory sensitivities or unusual interests. Onset typically in early childhood; symptoms can become more apparent with social demands. Symptoms lead to significant impairment in various life areas. Diagnosis remains valid even when individuals function adequately in many contexts.

Question 30

DSM 5- ASD Persistent deficits in social communication and interaction across contexts:

Answer 30

Deficits in social-emotional reciprocity (e.g., abnormal social approach, reduced sharing of interests, failure to respond). Deficits in nonverbal communication (e.g., poor integration of verbal/nonverbal cues, abnormal eye contact, lack of gestures). Deficits in relationship understanding (e.g., difficulty in adjusting behavior, sharing play, lack of interest in peers).

Question 31

DSM 5 ASD Restricted, repetitive patterns of behavior, interests, or activities:

Answer 31

1. Repetitive motor movements or speech (e.g., lining up toys, echolalia). 2. Insistence on sameness or routines (e.g., distress at changes, rigid thinking). 3. Highly restricted interests (e.g., strong attachment to unusual objects). 4. Hyper/hyporeactivity to sensory input (e.g., indifference to pain, excessive interest in textures).

Question 32

Deficits in social-emotional reciprocity (e.g.) ASD

Answer 32

abnormal social approach, reduced sharing of interests, failure to respond

Question 33

Deficits in nonverbal communication (e.g.) ASD

Answer 33

poor integration of verbal/nonverbal cues, abnormal eye contact, lack of gestures

Question 34

Deficits in relationship understanding (e.g.) ASD

Answer 34

difficulty in adjusting behavior, sharing play, lack of interest in peers