Neurodevelopment Disorders

Question 1

Name the neurodevelopmental Disorders

Answer 1

-Intellectual disability
-Communication Disorders
-Autism Spectrum Disorder
-Attention-Deficit/Hyperactivity Disorder (ADHD),
-Specific learning disorder,
-Motor Disorders
-Other Neurodevelopmental Disorders

Question 2

Neurodevelopmental disorders changes from DSM IV to 5 the neuro developmental Disorders replaces

Answer 2

Disorders usually first diagnosed in infancy, childhood, and adolescence

Question 3

Neurodevelopmental disorders changes from DSM IV to 5, Intellectual disability (intellectual development disorder) replaces———- and severity determined based on ——— rather ——-

Answer 3

mental retardation, severity is based on adaptive functioning rather than IQ score

Question 4

Neurodevelopmental disorders changes from DSM IV to 5 on communication Disorders include —–

Answer 4

-New Diagnosis tp language disorder (combination of expressive and mixed receptive language disorder)
-Speech sound disorder(previously phonological disorder)
-Child onset fluency disorder(previously stuttering).
-New disorder added Social (pragmatic) communication disorder (persistent difficulties in social uses of verbal and Non verbal communication.

Question 5

Neurodevelopmental disorders changes from DSM IV to 5 Autism spectrum disorder encompasses which diagnosis from DSM IV

Answer 5

-Autistic disorder
-Aspergers disorder
-Childhood disintegrative disorder.
Autism spectrum disorders is characterized by deficits in social communication and interactions and restricted repetitive patterns of behavior, interests and activities

Question 6

Neurodevelopmental disorders changes from DSM IV to 5 ADHD age of onset has changed to ——— and a comorbid diagnosis with ————— now allowed.

Answer 6

Symptoms present prior to 12 years old and a comorbid diagnosis with autism spectrum disorder now allowed.

Question 7

Neurodevelopmental disorders changes from DSM IV to 5, specific learning disorders combine which disorders

Answer 7

specific learning disorders combine reading, mathematics, and disorder of written expressions, with specifiers denoting the domains that are impaired.

Question 8

Neurodevelopmental disorders changes from DSM IV to 5, Motor disorders include

Answer 8

-developmental coordination disorder
-Stereotypic movement disorder
- Tic disorders (Tourette’s disorder, persistent(chronic) motor or vocal tic, and provisional tic disorder).

Question 9

Q: What are the primary diagnostic criteria for intellectual disability?

Answer 9

A: (a) Deficits in intellectual functioning determined by clinical assessment and a score about two standard deviations below the mean on a standardized intelligence test;
(b) Deficits in adaptive functioning that impair daily life activities and social responsibility;
(c) Onset of deficits during the developmental period.

Question 10

Q: How is the severity of intellectual disability specified and why is it important?

Answer 10

A: Severity is indicated based on adaptive functioning in conceptual, social, and practical domains, and it is important for determining the amount of support the person needs.

Question 11

Q: What are the common causes of intellectual disability and their prevalence?

Answer 11

A: The cause is known in 25 to 50% of cases. Of known causes, 80 to 85% are due to prenatal factors (e.g., chromosomal and genetic causes), 5 to 10% due to perinatal factors (e.g., asphyxia), and 5 to 10% due to postnatal factors. Down’s syndrome and fragile X syndrome are common chromosomal causes, while fetal alcohol syndrome is a common preventable prenatal cause.

Question 12

Q: What are the common associated features and risk factors of ASD?

Answer 12

A: Associated features include intellectual and language impairment, self-injurious behaviors, and motor deficits. Risk factors include male gender, family history of ASD, certain medical conditions (e.g., fragile X syndrome), premature birth, advanced parental age, and exposure to environmental toxins during prenatal development.

Question 13

Q: What are the primary diagnostic criteria for Autism Spectrum Disorder (ASD)?

Answer 13

A: (a) Persistent deficits in social communication and interaction across multiple contexts;
(b) Restricted and repetitive patterns of behavior, interests, or activities;
(c) Symptoms present in the early developmental period causing significant impairment in social, occupational, or other important areas of functioning.

Question 14

Q: What are the goals and effective treatments for ASD?

Answer 14

A: Treatment goals are to minimize core symptoms, maximize independence, and reduce behaviors that interfere with functional skills. Effective treatments include early intensive behavioral intervention (EIBI) based on applied behavior analysis (ABA). Medications like methylphenidate, SSRIs, and atypical antipsychotics are used for co-occurring conditions and associated behaviors.

Question 15

Q: What are the primary diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)?

Answer 15

A: ADHD involves a pattern of inattention and/or hyperactivity-impulsivity persisting for at least six months, with onset before age 12, present in at least two settings, and interfering with social, academic, or occupational functioning. Diagnosis requires at least six symptoms of inattention and/or hyperactivity-impulsivity (or five for individuals 17 and older).

Question 16

Q: What are the associated features, comorbidities, and brain abnormalities linked to ADHD?

Answer 16

A: ADHD is twice as common in males during childhood, with high rates of comorbidities like oppositional defiant disorder, conduct disorder, anxiety, and depression. Brain abnormalities include smaller volumes of the caudate nucleus, putamen, amygdala, and hippocampus, delayed cortical maturation, and abnormalities in dopamine, norepinephrine, and serotonin activity.

Question 17

Q: What are the recommended treatments for ADHD based on age?

Answer 17

A: For preschool-aged children, parent and teacher-administered behavioral interventions are preferred, with medication (methylphenidate) if needed. For elementary school-aged children, a combination of behavioral interventions and medication is recommended. For adolescents, medication with their assent or preferably medication plus behavior therapy is advised.

Question 18

Q: What are the three types of tic disorders distinguished by the DSM-5?

Answer 18

A: (1) Tourette’s disorder: Requires at least one vocal tic and multiple motor tics for over one year, onset before age 18. (2) Persistent (chronic) motor or vocal tic disorder: Requires one or more motor or vocal tics for over one year, onset before age 18. (3) Provisional tic disorder: Requires one or more motor and/or vocal tics for less than one year, onset before age 18.

Question 19

Q: What are some common motor and vocal tics?

Answer 19

A: Motor tics include eye blinking, facial grimacing, shoulder shrugging, and echopraxia. Vocal tics include throat clearing, barking, and echolalia.

Question 20

Q: What are the linked factors and treatment options for Tourette’s disorder?

Answer 20

A: Linked factors include dopamine overactivity, a smaller-than-normal caudate nucleus, and heredity. Treatment options may include antipsychotic drugs (e.g., haloperidol), medications for comorbid conditions (e.g., serotonin for OCD, methylphenidate or clonidine for ADHD), and behavioral treatments like comprehensive behavioral intervention for tics (CBIT).

Question 21

Q: What are the key features of childhood-onset fluency disorder (stuttering)?

Answer 21

A: It involves a disturbance in normal fluency and time patterning of speech that is inappropriate for the person’s age and language skills, persists over time, and includes one or more symptoms such as sound and syllable repetitions, sound prolongations, broken words, blocking, circumlocutions, words with excessive physical tension, and monosyllabic whole-word repetitions.

Question 22

Q: When does childhood-onset fluency disorder (stuttering) typically begin, and what is the recovery rate?

Answer 22

A: The onset is usually between two and seven years of age. Sixty-five to 85% of children recover from dysfluency, with the severity of symptoms at age eight being a good predictor of persistence or recovery.

Question 23

Q: What is the treatment-of-choice for childhood-onset fluency disorder (stuttering)?

Answer 23

A: The treatment-of-choice is habit reversal training, which includes strategies such as competing response training. For stuttering, this involves regulated breathing.

Question 24

Q: What are the diagnostic criteria for Specific Learning Disorder?

Answer 24

A: The diagnosis requires difficulties in academic skills lasting for at least six months despite interventions, with at least one of six symptoms: inaccurate or slow reading, difficulty understanding what is read, spelling difficulties, written expression difficulties, difficulties mastering number sense or calculations, and difficulties with mathematical reasoning. The academic skills must be substantially below age expectations, interfere with daily functioning, have onset during school-age years, and not be better accounted for by another disorder or condition.

Question 25

Q: What are the subtypes and prevalence of Specific Learning Disorder?

Answer 25

A: Specifiers indicate subtypes: with impairment in reading, with impairment in written expression, or with impairment in mathematics. About 5 to 15% of school-age children have a specific learning disability, with approximately 80% of these children having a reading disorder. Dyslexia, particularly dysphonic dyslexia (difficulty connecting sounds to letters), is the most common reading disorder.