Developmental disorders Flashcards
Intellectual disability diagnostic criteria
A disorder with onset during the developmental period that includes both intellectual and adaptive functionn deficits in conceptual, social, and practical domains with 3 criteria
A. Deficits in intellectual functions such as reasoning, problem solving, planning, abstract thinking, judgement and academic learning as well as learning from experience confirmed by both clinical assessment and individualized, standardized, intelligence testing
B. Deficits in adaptive functioning that result in failure to meet developmental and socio-cultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life such as communication, social participation, and independent living, across multiple environments such as home, school, work, and community.
C. Onset of intellectual and adaptive deficits during the developmental period
Intellectual disability Severity Levels
Mild- may function age appropriately but need support with some complex daily living tasks. Can function independently but need support. Can function socialy but may seem immature and have trouble regulating emotions
Moderate- can care for themselves but need an extended amount of teaching and help to do so. Need additional support and learning opportunities over an extended period of time. Alot of difficulty in social and communicative behavior
severe- requires support for all activities of daily living, requires supervision at all times . Limited spoken language. Cannot make responsibly decisions regarding well being
profound- very limited understanding of symbolic communication in speech or gesture, dependent on others for all aspects of daily physical care, health, and safety
Autism Spectrum Disorder Diagnostic Criteria
A. Persistent deficits in social communication and social interaction across multiple contexts as manifested by the following currently or by history
- deficits in socia emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back and forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions
- deficits in non verbal communicative behaviors used for social interaction ranging from poorly integrated verba and nonverbal communication, to abnormalities in eye contact and body language or deficits in understanding and using gestures, total lack of facial expressions and non verbal communication
- deficits in developing, maintaining, and understanding relationships (imaginative play, adjusting behavior to context, making friends)
B. Restricted, repetitive patterns of behaviour, interests and activities as manifested by at least 2 of the following
- stereotyped or repetitive motor movements, use of objects, or speech
- insistence on sameneess, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behaviour
- highly restricted, fixated interests that are abnormal in intensity or focus
- hyper or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment
C. Symptoms must present in the early developmental period but may not become fully manifest until social demands exceed liited capacities or could have been masked by learned strategies later in life
D. Symptoms cause clinically significant impairment in social, occupational, or other areas of function.
E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay, intellectual disability ad autism spectrum disorder requently co-occur
Autism Spectrum Disorder Specifiers
w or w/o accompanying intellectual impairment
w or w/o accompanying language impairment
associate w/ known medical or genetic condition or environmental
associated with another neurodevelopmental, mental oe behavioral disorder
with catatonia
Autism Spectrum Disorder Severity Levels
Level 1: “requiring support”
Level 2: “requiring substantial support” marked deficits
Level 3: “requiring very substantial support” severe deficits in verbal and non verbal
Attention deficit/ hyperactivity disorder
A. a persistent pattern of inattention or huperactivity-impulsivity that interferes with functioning or developement as characterized by (1) or (2)
- Inattention, six or more of the following symptoms have persisted for at least 6 MONTHS to a degree thats inconsistent with developmentel level that negatively impacts directly on social and academic/occupational activities:
a. often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities
b. often has difficulty sustaining attenton in tasks or play activities
c. often does not seem to listen when spoken to directly
d. often doesnt follow through on instuctions and fails to finish school work, chores, or duties in work place
e. often has difficulty organizing tasks and activities
f. often avoids, dislikes, or is reluctent to engage in tasks that require sustained mental effort
g. often loses things necissary for tasks or activities
h. is often easily distracted by extraneous stimuli
i. is often forgetful in daily activities - hyperactivity and impulsivity, 6 or more of the following symptoms for 6 MONTHS
a. fidgets with or taps hands, squirms
b. leaves seat in situations when expected to stay seated
c. often run about or climbs when in approriate
d. often unable to play or engage in leisure activities quiet
e. is often on the go acting like driven b a motor
f. often talks excessively
g. often blurts out answer before question is done
h. often has trouble waiting their turn
i. interrupts or intrudes on others
ADHD specifiers
combined presentation for 6 months
predominantly inattentive presentation
predominantly hyperactive/impulsive
ADHD severity levels
mild, few symptons more than minor and minor social impairment
moderate
severe, many symptoms in excess of minimum or several syptoms are particularly severe
Specific Learning Disorder criteria
A. difficulties learning and using academic skills, as ndicated by at least one of these symptoms that have persisted for at least 6 months despite interventions:
- inaccurate or slow and effortful word reading
- difficulty understanding the meaning of what is read
- difficulties in spelling
- difficults with written expressions
- difficulties making numbers make sense or calculating
- difficulties with mathmatical reasoning
B. the affected academic skills are substantially and qualtifiably below those expected for the individuals chronological age, and cause significant interference with academic or occupational performance, or with daily living, as confied by standarded achievement measures
C. Begin during school-age years but may not become fully manifest until the demands doe those affected academic skills exceed the individuals limited capacity
D. the lerning difficulties are not better accounted for by itellectual disabilities, uncorrected visual and auditory acuity, other mental or neurological disorder, psuchosocial adversity, lack of proficiency in the language of academic instruction
Specific Learning disorder specifiers
with impairment in reading (dyslaxia)
with impairement in written expression
with impairment in mathematics
Specific Learning Disorder severity levels
mild: some trouble in one or two academic domais but mild enough that the individual may be able to compensate or funtion ok
moderate: marked troubles in one or more, wont become proficient without some intervals of intense specialized teaching
severe: even with intense specialized teaching they stil may not be able to do activities efficiently
Social Communication Disorder
A. persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following:
- deficits in using communicating for social purposes, such as greeting and sharing info
- Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on a playground, talking differently to a child than adult, avoiding use of overly formal language
- difficulties following rules for conversation and storytelling, such as taking turn in conversation, rephrasing when misunderstood, or knowing verbal and non verbal signals to regulate interaction
- DIficulties understanding what is not explicityly stated and on literal or ambiguous meanins of language
B. the deficits result in functional limitations in effective communication, social relationships or participation, academic achievemtn
C. the onset of the suptoms is in early developmental period
D. Sumptoms not attributable to another medical or neyrological condition
