Childhood Psychopathology Flashcards
Intellectual Disability
- Widespread delays in development (if under 3yo > global developmental delay)
- Social behaviors NML for developmental age
- IQ < 70
- adaptive daily living skills <70
- onset prior to age 18
- male to female = 1.5:1
Mild ID
IQ 50-55 to approx. 70
- MC
- typically attain reading and math skills up to 5th grade by 18yo
- usually work and live semi-independently
Moderate ID
IQ 35-40 to 50-55
- attain speech in early childhood
- 2nd grade level
- need moderate supervision for personal care
- work in sheltered or supported employment programs
- live in community or supervised settings
Severe ID
IQ 20-25 to 35-40
- little or no speech in early childhood
- some familiarity with alphabet, numbers, sight reading of “survival words”
- perform simple tasks in closely supervised settings
- liver in group homes or with family
Profound ID
IQ below 20-25
- no speech, no academic skills, almost no self-care
- may be trained to have some rudimentary communication
- most have a neurological condition that accounts for it
- motor and sensory impairments common
General rules of ID
- As severity increases, incidence decreases
- As severity increases, age of dx decreases
- As severity increases, comorbidity increases
- As severity increases, mortality increases
Specific learning disorder
- With impairment in reading, math, writing
- 6m or more
- assessment or historical evidence <17yo
- may not be apparent until adulthood
Developmental coordination disorder
- Clumsy, inaccurate, poor handwriting
- interferes with daily living
- onset in developmental period
- not better accounted for by ID, vision impairment, cerebral palsy
Stereotypic movement disorder
Repetitive, seemingly purposeless motor behavior
- interferes with daily life
- onset in developmental period
- not better accounted for by ID, vision impairment, cerebral palsy
Tic disorders
<18yo, at least 1 y duration
- Tourette’s = motor and vocal
- Persistent motor or vocal tic disorder
Language disorder
- causes functional limitations
- onset in early development
- not attributable to something higher
- comprehension and/or production difficulties
Speech sound disorder
- causes functional limitations
- onset in early development
- not attributable to something higher
- kids in speech therapy for “r’s” and “l’s”
Child-onset fluency disorder
- causes functional limitations
- onset in early development
- not attributable to something higher
- stuttering
social (pragmatic) language disorder
- causes functional limitations
- onset in early development
- not attributable to something higher
- social greetings, contextuality, rules, turn-taking, inferences, and interpretation
ASD
- Social problems (reciprocity, non-verbal, relationships)
- Repetitive behavior (stereotyped movement, insistence on sameness/inflexibility, highly restricted interests, hypo/hyper reactivity to sensory)
- Male to female 4:1
- overlap w/ intellectual disability
Therapies for ASD
- Lovaas therapy or discrete trial training (DTT) > 30-40 hours/week, one-on-one, intense
- TEAACH - preschool program
- vitamins/supplements
- speech therapy
ADHD
- A: persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development as characterized by 1 and/or 2
1. inattention 6+ for at least 6 months - Fails to give close attention to details, careless mistakes
- Difficulty sustaining attention in tasks or play
- Does not seem to listen when spoken to
- Does not follow through on instructions and fails to finish chores, school work
- Difficulty organizing tasks
- Avoids, dislikes or reluctant to engage in tasks that require sustained mental effort
- Often loses things
- Easily distracted by extraneous stimuli
- Forgetful in daily activities
2. Hyperactivity 6+ for at least 6m - Fidgets, squirms
- Leaves seat when not supposed to
- Runs about or climbs excessively
- Difficulty playing quietly
- Acts as if “on the go” or “driven by a motor”
- Talks excessively
- Blurts out answers before questions have been completed
- Difficulty awaiting turn
- Interrupts, intrudes
B: sx present prior to 12yo
C: sx present in 2+ settings
D: sx interfere w/ social, academic, or occupational fxn
E: not schizophrenia, psychotic disorder, or better accounted for by another disorder
ADHD types
Primarily Inattentive Type
Primarily Hyperactive-Impulsive Type
Combined Type
Oppositional Defiant Disorder
A. A pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness, for at least 6 months and is characterized by:
- losing temper
- arguing
- defying, refusing
- deliberately annoying
- blaming others for own misbehavior
- touchy, easily annoyed
- angry resentful, spiteful, vindictive
B. With someone other than a sibling!
C. Causes distress at home, school, or work
D. Not from psychotic, substance, or mood disorder
Conduct Disoder
A. Repetitive persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated. 1. aggressive conduct that causes or threatens harm against people or animals 2. property loss or damage deliberate fire-setting, vandalism 3. deceitfulness or theft breaking and entering, lies, steals 4. serious rule violations breaks curfew, runs away, truant
Elimination Disorder
-Enuresis
Wetting bed or clothing after 5 years of age
Nocturnal, diurnal, both
-Encopresis
Soiling clothes, or on floor after 4 years of age
With/without constipation and overflow incontinence
Separation Anxiety
A. Developmentally inappropriate and excessive fear of separation from attachment figure
- Excessive distress upon separation
- Worry about losing attachment figure
- Excessive worry about untoward event (getting lost, being kidnapped) that would cause separation from attachment figure
- Refusal to go to school, etc.
- Nightmares involving separation
- Physical complaints upon separation or in anticipation of separation
At least 4 weeks, causes impairment in functioning, not better explained by….autism, delusions, agoraphobia, GAD, etc.
Selective Mutism
- Won’t speak in specific social situations (e.g., school) despite speaking in other situations
- Interferes with educational or occupational functioning
- At least 1 month
- Not due to lack of knowledge/comfort with the language of that specific setting
- Not better explained by…Comm. Dis, autism, psychosis
