DSM-5 Neurodevelopmental disorders

Question 1

Briefly describe the three diagnostic criteria for intellectual disability.

Answer 1

Deficits in intellectual functions confirmed by both clinical assessment and individualized, standard intelligence testing.

• Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards, limit functioning in one or more activities of daily life, across multiple environments.
• Onset during the developmental period.

Question 2

List the four severity levels of intellectual disability.

Answer 2

• Mild
• Moderate
• Severe
• Profound

Question 3

Describe the mild severity level of an ID

cognitive ability, functioning and expected outcome

Answer 3

Difficulties in learning academic skills. Abstract thinking and executive function are impaired. They have a somewhat concrete approach to problems and solutions. Immature in social interactions. There is limited understanding of risk in social situations. May function age-appropriately in personal care. Need some support with complex daily living tasks.

Question 4

Describe the moderate severity level of an ID. (cognitive ability, functioning and expected outcome)

Answer 4

Conceptual skills lag markedly behind those of peers. Academic skills development is typically at an elementary level. Ongoing assistance on a daily basis is needed to complete conceptual tasks of day-to-day life. Shows marked differences from peers in social and communicative behavior across development. Significant social and communicative support is needed in work setting for success. The individual can care for personal needs. An extended period of teaching and time is needed for the individual to become independent. A variety of recreational skills can be developed.

Question 5

Describe the severe severity level of an ID. (cognitive ability, functioning and expected outcome)

Answer 5

**** PG. 34-36

Question 6

Describe the profound severity level of an ID. (cognitive ability, functioning and expected outcome)

Answer 6

**** PG. 34-36

Question 7

What are the three diagnostic criteria for Language Disorder?

Answer 7

• Persistent difficulties in the acquisition and use of language across modalities
• Language abilities are substantially and quantifiably below those expected for age, resulting in functional limitations
• Onset of symptoms is in the early developmental period

Question 8

List and briefly describe the four language disorders.

Answer 8

• Language disorder: Persistent difficulties in the acquisition and use of language across modalities.
• Speech Sound Disorder: Persistent difficulty with speech sound production.
• Childhood-Onset Fluency Disorder: Disturbances in the normal fluency and time patterning of speech.
• Social Communication Disorder: Persistent difficulties in the social use of verbal communication.

Question 9

Name the three symptom categories used to diagnose Autism Spectrum Disorder.

Answer 9

• Persistent deficits in social interest and interaction
• Persistent deficits in language
• Restricted, repetitive patterns of behavior, interests, or activities

Question 10

Briefly describe the three severity levels of Autism Spectrum Disorder.

Answer 10

• Level 1- requiring support- Without supports in place, deficits in social communication cause noticeable impairments. Inflexibility of behavior causes significant interference with functioning in one or more contexts.
• Level 2- requiring substantial support-
• Level 3- requiring very substantial support-

Question 11

As presented in the DSM-5, what the three classes of symptoms are used to evaluate the presence of Attention Deficit-Hyperactivity Disorder?

Answer 11

Inattention
hyperactivity
Impulsivity

Question 12

List three contexts that should be considered when evaluating the presence of ADHD symptoms?

Answer 12

Home
School
Peers

Question 13

List the three associated features of ADHD.

Answer 13

• Low frustration tolerance
• Irritability
• Mood Lability

Question 14

How does the DSM-5 define the presence of a Specific Learning Disorder?

Answer 14

• Difficulty learning and using academic skills for at least 6 months, despite the provision of interventions. The affected academic skills are substantially and quantifiably below those expected, as confirmed by individually administered standardized achievement measures and comprehensive clinical assessment.

Question 15

Describe the DSM-5 criteria for Developmental Coordination Disorder:

Answer 15

The acquisition and execution of coordinated motor skills is substantially below that expected

Question 16

Describe the DSM-5 criteria for Stereotypic Movement Disorder:

Answer 16

• Repetitive, seemingly driven, and apparently purposeless motor behavior

Question 17

Describe the DSM-5 criteria for Tourette’s Disorder:

Answer 17

Both multiple motor and one or more vocal tics

Question 18

Describe the DSM-5 criteria for Persistent Motor or Vocal Tic Disorder:

Answer 18

• Single or multiple motor or vocal tics, but not both motor and vocal