DSM 5; Quiz 1 Flashcards
A) Deficits in the intellectual functions, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standard intelligence testing.
B) Deficits in adaptive functioning that result in the failure to meet developmental and sociocultural 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 Disorder
deficits in general mental abilities, and impairment in every day adaptive functioning in comparison to an individual’s age, gender, and socioculturally matched peers with onset during developmental period.
Intellectual disability disorder
A disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains. 3 areas must be met:
Intellectual Disability Disorder
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history:
1) Deficits in social-emotional reciprocity, ranging 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.
2) Deficits in nonverbal communicative behaviors used for social interaction, ranging from poorly integrated verbal and nonverbal communication to abnormalities in eye contact and body language or deficits in understanding and use of gestures to a total lack of facial expressions and nonverbal communication
3) Deficits in developing, maintaining and understanding relationships, ranging from difficulties adjusting behavior to suit various social contexts to difficulty in sharing imaginative play or making friends to absences of interest in peers.
B. Restricted, repetitive patterns of behavior, interest or activities, as manifested by at least 2 of the following currently or by history:
1) Stereotyped or repetitive motor movements, use of objects or speech (e.g., simple motor stereotypes, lining up toys, or flipping objects, echolalia, idiosyncratic phrases)
2) Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal/nonverbal behavior
3) Highly restricted, fixated interests that are abnormal in intensity or focus.
4) Hyper or hypo reactivity to sensory input or unusual interest in sensory aspects of the environment.
C. Symptoms must be present in the early developmental period
D. Symptoms cause clinically significant impairment in social, occupations, or other important areas of current functioning.
E. These disturbances are NOT better explained by intellectual disability or global developmental delay. Intellectual disability and ASD frequently co-occur; to make comorbid diagnoses of ASD and intellectual disability, social communication should be below that expected for general developmental level.
Autism Spectrum Disorder
Essential features include: persistent impairment in reciprocal social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities. These symptoms are present from early childhood and limit or impair everyday functioning. Core diagnostic features will be evident during the developmental period. Manifestations of the disorder vary greatly.
Autism Spectrum Disorder
A. Both multiple motor and one or more vocal tics have been present at some time during the illness, although not necessarily concurrently.
B. The tics may wax and wane in frequency but have persisted for more than 1 year since first tic onset
C. Onset is before age 18 years
D. The disturbance is not attributable to the physiological effects of a substance (e.g., cocaine) or another medical condition (e.g., Huntington’s disease, postviral encephalitis).
Tourette’s Disorder
Multiple motor and 1+ vocal tics. (Tics are sudden, rapid, and recurrent nonrhythmic motor movement or vocalization)
Tourette’s Disorder
A. Developmentally inappropriate and excessive fear or anxiety concerning separation from those to whom the individual is attached, as evidenced by at least 3 of the following:
1) Recurrent excessive distress when anticipating or experiencing separation from home or from major attachment figures.
2) Persistent and excessive worry about losing major attachment figures or about possible harm to them, such as illness, injury, disasters, or death.
3) Persistent and excessive worry about experiencing an untoward event (e.g., getting lost, being kidnapped, having an accident, becoming ill) that causes separation from a major attachment figure
4) Persistent reluctance or refusal to go out, away from home, to school, to work, or elsewhere because of fear of separation.
5) Persistent and excessive fear of or reluctance about being alone without major attachment figures at home or in other settings.
6) Persistent reluctance or refusal to sleep away from home or to go to sleep without being near a major attachment figure.
7) Repeated nightmares involving the theme of separation.
8) Repeated complaints of physical symptoms (e.g., headaches, stomachaches, nausea, vomiting) when separated from major attachment figures occurs or is anticipated.
Separation Anxiety Disorder
B. The fear, anxiety, or avoidance is persistent, lasting at least 4 weeks in children and adolescents and typically 6 months or more in adults.
C. The disturbance causes clinically significant distress or impairment in social, academic, occupational, or other important areas of functioning.
D. The disturbance is not better explained by another mental disorder, such as refusing to leave home because of excessive resistance to change in ASD; delusions or hallucinations concerning separation in psychotic disorders; refusal to go outside without a trusted companion in agoraphobia; worries about ill health or other harm befalling significant others in generalized anxiety disorder; or concerns about having an illness in illness anxiety disorder.
Separation Anxiety Disorder
Essential features include: excessive fear or anxiety concerning separation from home or attachment figures.
Separation Anxiety Disorder
With this disorder, Cardiovascular symptoms such as palpitations, dizziness and feeling faint are rare in younger children but can occur in adolescents and adults. Younger children can experience headaches, stomachaches, nausea, and vomiting
Separation Anxiety Disorder
A. Consistent failure to speak in specific social situations in which there is an expectation for speaking (e.g., school) despite speaking in other situations.
B. The disturbance interferes with educational or occupational achievement or with social communication.
C. The duration of the disturbance is at least 1 month (not limited to the first month of school).
D. The failure to speak is not attributable to a lack of knowledge of, or comfort with, the spoken language required in the social situation.
E. The disturbance is not better explained by a communication disorder (e.g., childhood-onset fluency disorder) and does not occur exclusively during the course of ASD, schizophrenia, or another psychotic disorder.
Selective Mutism Disorder
A. Consistent failure to speak in specific social situations in which there is an expectation for speaking (e.g., school) despite speaking in other situations.
B. The disturbance interferes with educational or occupational achievement or with social communication.
C. The duration of the disturbance is at least 1 month (not limited to the first month of school).
D. The failure to speak is not attributable to a lack of knowledge of, or comfort with, the spoken language required in the social situation.
E. The disturbance is not better explained by a communication disorder (e.g., childhood-onset fluency disorder) and does not occur exclusively during the course of ASD, schizophrenia, or another psychotic disorder.
Selective Mutism Disorder
children with this disorder do not initiate speech or reciprocally respond when spoke to by others
Selective Mutism disorder
Children with this disorder will speak in their home in the presence of immediate family members but often not in front of close friends or second-degree relatives.
Selective Mutism Disorder
Disorder marked by high social anxiety; children with this disorder refuse to speak at school, leading to academic or educational impairment.
Selective Mutism Disorder
Children with this disorder sometimes use nonverbal means to communicate (grunting, pointing) and may be willing or eager to engage in social encounters when speech is not required
Selective Mutism Disorder
A. A consistent pattern of inhibited, emotionally withdrawn behavior toward adult caregivers, manifested by both of the following:
1. The child rarely or minimally seeks comfort when distressed
2. The child rarely or minimally responds to comfort when distressed.
B. A persistent social and emotional disturbance characterized by at least 2 of the following:
1. Minimal social and emotional responsiveness to others.
2. Limited positive affect.
3. Episodes of unexplained irritability, sadness, or fearfulness that are evident even during nonthreatening interactions with adult caregivers.
C. The child has experienced a pattern of extremes of insufficient care as evidenced by at least 1 of the following:
1. Social neglect or deprivation in the form of persistent lack of having basic emotional needs for comfort, stimulation, and affection met by caregiving adults.
2. Repeated changes of primary caregivers that limit the opportunities to form stable attachments (e.g., frequent changes in foster care).
3. Rearing in unusual settings that severely limit opportunities to form selective attachments (e.g., institutions with high child-to-caregiver ratios).
D. The care in Criterion C is presumed to be responsible for the disturbed behavior in Criterion A (e.g., the disturbances in Criterion A began following the lack of adequate care in Criterion C).
E. The criteria are not met for ASD.
F. The disturbance is evident before age 5 years.
G. The child has a developmental age of at least 9 months.
Reactive Attachment Disorder
in infancy or childhood this disorder is characterized by a pattern of markedly disturbed and developmentally inappropriate attachment behaviors, in which a child rarely or minimally turns preferentially to an attachment figure for comfort, support, protection, and nurturance
Reactive Attachment Disorder
Essential feature is absent or grossly underdeveloped attachment between the child and putative caregiving adults
Reactive Attachment Disorder
This disorder is associated with the absence of expected comfort seeking an response to comforting behaviors. In addition, emotion regulation is compromised and display episodes of negative emotions of fear, sadness, or irritability that are not readily explained. Must have developmental age of 9m
Reactive Attachment Disorder
A. Repeated voiding of the urine into bed or clothes, whether involuntary or intentional.
B. The behavior is clinically significant as manifested by either a frequency of at least twice a week for at least 3 consecutive months or the presence of clinically significant distress or impairment in social, academic (occupational), or other important areas of functioning.
C. Chronological age is at least 5 years old (or equivalent developmental level).
D. The behavior is not attributable to the physiological effects of a substance (e.g., a diuretic, an antipsychotic mediation) or another medical condition (e.g., diabetes, spina bifida, a seizure disorder).
Enuresis
Essential feature is repeated voiding of urine during the day or night into bed or clothes. Most often voiding is involuntary but occasionally may be intentional
Enuresis
A. Repeated passage of feces into inappropriate places (e.g., clothing, floor), whether involuntary or intentional.
B. At least one such event occurs each month for at least 3 months.
C. Chronological age is at least 4 years old (or equivalent developmental level).
D. The behavior is not attributable to the physiological effects of a substance (e.g., laxatives) or another medical condition except through a mechanism involving constipation.
Encopresis
