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Neurodevelopment Disorders (midterm) Flashcards

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1
Q

What are the 8 neurodevelopmental disorders?

A

1) intellectual disabilities
2) communication disorders
3) autism spectrum disorders
4) ADHD
5) specific learning disorder
6) motor disorders
7) tic disorders
8) other

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2
Q

_____________ disorder is a syndrome characterized by clinically significant disturbance in an individual’s cognition, emotion regulation, or behavior that reflects a dysfunction in the psychological, biological, or developmental processes underlying mental functioning

A

mental

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3
Q

Mental disorders are usually associated with…..

A

-significant distress
-disability in social or occupational activities

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4
Q

How do you handle stress in a positive manner?

A

-exercise
-rest
-talk

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5
Q

Neurodevelopment disorders are a group of conditions with onset in the developmental period often before the child enters…

A

grade school

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6
Q

What are the characteristics of developmental deficits?

A

impairments of personal, social, academic, or occupational functioning

(may vary from simple limitations in learning to complex impairments in social skills or intelligence)

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7
Q

Which neurodevelopmental disorders frequently co-occur?

A

1) intellectual disability
2) communication disorders
3) autism spectrum disorders

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8
Q

Intellectual disability is characterized by deficits in general mental abilities such as….

A

-reasoning
-problem solving
-planning
-abstract thinking
-judgement
-academic planning
-learning from experience

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9
Q

In intellectual disability, the deficits result in impairments of adaptive functioning such that the individual fails to meet standards of:

A

-personal independence
-social participation
-academics
-occupational functioning
-personal independence at home or in community settings

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10
Q

What are the 3 requirements to be diagnosed with intellectual disability?

A

1) onset of intellectual/adaptive deficits occur during development
2) deficits are in intellectual functions like reasoning, problem solving, planning, abstract thinking, judgement, academic learning, and learning from experience
3) deficits in adaptive functioning that result in failure to meet developmental and socio-cultural standards for personal independence and social responsibility

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11
Q

Which severity level of intellectual disability is this?
-no obvious differences seen in conceptualization
-has difficulty in learning academic skills but can approach problems and solve them accordingly
-socially immature in emotions and judgement (can be manipulated easily)
-may take care of themselves but need support with complex daily living tasks, making healthcare and legal decisions or perform skilled tasks competently
-IQ is usually around 50-55 but can be 70 and “educable”
-this is the most common level of intellectual disability (85% of patients fall into this level)

A

mild intellectual developmental disorder

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12
Q

Which severity level of intellectual disability is this?
-IQ is usually 35-40 but 50-55 is considered “trainable”, they do not benefit from education programs 10% of the time
-behind in conceptual skills compared to peers
-slow at academic skills
-require daily assistance in academic and conceptual tasks
-very immature in social and communicative behavior
-misunderstand social cues and judgement
-poor at decision making and interactions
-can feed, dress, eliminate, and participate in some household tasks without help
-can be employed in jobs requiring limited conceptual and communication skills but with the support of coworkers

A

moderate intellectual developmental disorder

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13
Q

Which severity level of intellectual disability is this?
-IQ is usually 20-40 with little or no communicative speech, some only speak “survival words” in 3-4% of cases
-have limited skills and little understanding of written language, concepts involving time, numbers, or money
-rely on caretakers for extensive support in problem solving
-very limited understanding of vocab and grammar
-language is used for social communication more than for explication
-require support for all activities of daily living, including meals, dressing, bathing, elimination, and require supervision at all times
-skill acquisition requires long term teaching and ongoing support

A

severe intellectual disability

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14
Q

Which severity level of intellectual disability is this?
-lack of conceptual and symbolic communication skills
-has motor and sensory impairment which limit use of objects
-communicates through non-symbolic and non-verbal expressions
-dependent on others
-very limited on vocational activities
-IQ is below 20-45 and neurological impairment is present in 1-2% of patients

A

profound intellectual disability

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15
Q

What are the 4 types of communication disorders?

A

1) language disorder
2) speech sound disorder
3) social/pragmatic communication disorder
4) childhood onset fluency disorder (stuttering)

note: boards loves pragmatic disorder

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16
Q

When a person has trouble understanding others (___________________), or sharing thoughts, ideas, and feeling complete (____________________), then he or she has a language disorder. A stroke can result in aphasia, or a language disorder

A

receptive language, expressive language

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17
Q

Language disorder is characterized by difficulties in the acquisition and use of language deficits in the comprehension or production that include:

A

-reduced vocab
-limited sentence structure
-impaired discourse (ability) that is the ability to use vocabulary and connect sentences

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18
Q

Language disorder is sometimes linked with what other communication disorder?

A

speech sound disorder

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19
Q

When a person is unable to produce speech sounds correctly or fluently or has problems with his or her voice, then he or she has a ______________ disorder. This is the persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication of messages. The disturbance causes limitation in effective communication that interferes with social participation, academic achievement or occupational performance, individually or in any combination

A

speech sound

(difficulties pronouncing sounds, or articulating disorders, and stuttering are examples of speech disorders)

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20
Q

Which communication disorder is this?
-disturbance in the normal fluency and time patterning of speech
-sound and syllable repetition
-sound prolongations of consonants as well as vowels
-broken words
-audible or silent blocking
-circumlocutions
-words produced with an excess tension
-monosyllabic whole-word repetitions (ex: I-I-I-I see him)

A

childhood onset fluency disorder (stuttering)

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21
Q

Which communication disorder is this?
-characterized by a primary difficulty with pragmatics or the social use of language and communication, as manifested by deficits in communication for social purposes like greeting and sharing info in a manner that is inappropriate for the social context
-have difficulty sharing thoughts
-deficits in the ability to change communication to match context or the needs of the listener (like speaking differently in class than on the playground)
-deficit in following rules for conversation and storytelling, taking turns, use of verbal and nonverbal signals to regulate interactions
-deficit in understanding what is not explicitly stated (making inferences)

A

social/pragmatic communication disorder

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22
Q

Autism spectrum disorder is an umbrella term for what disorders?

A

-autistic disorder (classic autism)
-asperger’s disorder/syndrome
-pervasive developmental disorder not otherwise specified
-rett’s disorder/syndrome
-childhood disintegrative disorder

(they all have common characteristic signs)

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23
Q

What are the common characteristic signs/diagnostic criteria for autism spectrum disorders? What are the other common findings that are not necessarily needed for diagnosis?

A

1) impaired development in social interactions
2) deficits in social communication (delay in spoken language)
3) markedly restricted repertoire of activity and interests

other common findings:
-alteration in brain size is the most consistent replicated finding
-tend to have small heads at birth followed by an excessive increase in head size between 1-2 months and 6-24 months
-may have imbalances in neurotransmitters (specifically the ones that help nerve cells communicate)
»low serotonin (serotonin typically affects emotion and behavior)
» low glutamate (glutamate plays a role in excitatory neuron activity)

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24
Q

What are the early warning signs for autistic spectrum disorder?

A

-2-5 month babies avoid eye contact
-5-6 month babies cannot make bubble sounds
-10 month babies do not respond to their name
-babies in general will ignore people trying to get their attention
-12 month babies are overly sensitive to loud sounds
-12 month babies resist curdling and focus on a favorite object
-12 month babies have repetitive behaviors like flapping hands and rocking back and forth
-babies in general will have poor development of language and have increased resistance to change in schedule as they grow older

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25
Q

There are 3 levels of autism spectrum disorders. Which level is this?
-social communications without support cause noticible impairements that are seen in:
»initiating social interactions
»inflexibility of behavior
»switching between activities
»disorganization and planning

A

level 1 (mild) autism spectrum (kids can be in school and cope with it)

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26
Q

There are 3 levels of autism spectrum disorders. Which level is this?
-marked deficits in verbal and nonverbal social communication skills evident even with support as seen in:
»limited initiation of social interactions
»reduced or abnormal responses to social overtures from others
»inflexibility of behavior and difficulty coping with change

A

level 2 (moderate, they interact less and are more focused in their own bubble) autism spectrum disorder

27
Q

There are 3 levels of autism spectrum disorders. Which level is this?
-almost no communication
-severe deficits in verbal and nonverbal social communication skills causes severe impairments in functioning
-there are very limited social interactions
-minimal responses to others
-inflexibility of behavior
-extreme difficulty in coping with change
-other repetitive restricted behavior markedly interferes with functioning
-great distress is seen in response to change

A

level 3 autism spectrum disorder

28
Q

What are the associated features of autism spectrum disorder?

A

-intellectual impairment and or language impairment
-motor deficits including odd gait, clumsiness, abnormal motor signs, like walking on tiptoes
-self injury like head banging or biting wrist (could also bite other people)
-anxiety and depression in adolescents and adults

29
Q

The 1st symptom of autism spectrum disorder involves delayed ___________ development often accompanied by lack of social repertoire and stereotypes

A

language

30
Q

The essential feature of attention deficit/hypersensitivity disorder (ADHD) is a persistent pattern of ___________ and/or ____________________ that interferes with functioning or development

A

inattention, hyperactivity-impulsivity

31
Q

Inattention manifests in ADHD as….

A

-wandering of task
-lacking persistence
-having difficulty sustaining focus
-being disorganized and is not due to defiance or lack of comprehension

32
Q

What is hyperactivity?

A

-excessive motor activity like running around when its not appropriate, excessive fidgeting, tapping, or talking
-in adults, its extreme restlessness or wearing others out with their activity

33
Q

What is impulsivity?

A

hasty actions that occur in the moment without forethought that have high potential for harm like darting into the road without looking

34
Q

ADHD has a childhood onset. Its symptomatic characteristics have to be present before age…

A

12

35
Q

For ADHD to be diagnosed, 6+ symptoms have to persist for at least 6 months. What are some of the symptoms and associated features?

theres a lot

A

-failure to give attention to details and makes careless mistakes in schoolwork, at work, or other activities
-difficulty sustaining attention in tasks or play activities
-does not listen when spoken to directly
-difficulty organizing tasks and activities especially in sequential order tasks
-difficulty keeping material and belongings in order
-messy, disorganized, poor time management, fails to meet deadlines
-does not follow through on instructions and fails to finish what was started
-avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort like school work, preparing reports, completing forms, reviewing lengthy papers
-often losing things necessary for tasks or activities like school material, wallets, keys, sunglasses, phone
-easily distracted by extraneous stimuli
-forgetful in daily activities like chores, running errands, returning calls, paying bills, keeping appointments
-fidgeting, tapping hands or feet, squirming in seat
-leaves seat in situations when remaining seated is expected
-runs about, climbs in situations where it is inappropriate
-often unable to play or engage in leisure activities quietly
-often on the go acting as if driven by motor
-talks excessively
-blurts out answers, does not wait for turns in conversations or in line
-interrupts or intrudes on others
-mild delay in language, motor, or social developments
-low frustration tolerance, irritability, or mood liability
-impaired academic work or performance
-cognitive problems on tests of attention and memory

36
Q

Parents first observe excessive motor activity from ADHD when the child is a toddler, but symptoms are difficult to distinguish before age 4. ADHD is often identified in…

A

elementary school

37
Q

What are the ENVIRONMENTAL risk factors for ADHD?

A

-very low birth weight
-smoking during pregnancy
-poor diet
-reactions to child abuse, neglect, multiple foster placements
-neurotoxin exposure like lead
-infections like encephalitis
-alcohol exposure in utero

38
Q

Besides environmental risk factors, what is the other risks for ADHD?

A

genetic and physiological (if one person in family has it, then its more common for another to have it in family)

39
Q

This category applies to presentations in which symptoms of ADHD that causes clinically significant distress of impairment in social, occupational, or other important areas of functioning predominate but do not meet the full criteria for ADHD or any of the other disorders in the neurodevelopment disorders diagnostic class

A

other specified ADHD

40
Q

This category is used in situations in which the clinician chooses not to specify the reason that the criteria are not met for ADHD or for a specific neurodevelopmental disorder, and includes presentations in which there is insufficient info to make a more specific diagnosis

A

unspecified ADHD

41
Q

What is the new name for dyslexia?

A

specific learning disorder

42
Q

What 3 things are difficult for people with specific learning disorder?

A

1) arithmetic (don’t understand multiplication or addition sign)
2) reading
3) comprehension

43
Q

Which disorder is this?
-comes with impairments in reading, written expression and mathematics
-one essential feature is persistent difficulties learning keystone academic skills (which include reading singly words accurately, reading comprehension, written expression and spelling, arithmetic calculation and mathematical reasoning) with onset during the years of formal schooling
-difficulties learning and using academic skills for at least 6 months despite interventions:
»inaccurate or slow effortful word reading (reading words slowly, incorrectly, hesitantly, guessing, difficulty sounding words)
»difficulty understanding the meaning of what is read
»difficulty with spelling (will add, omit, or substitute vowels and consonants)
»difficulties with written expressions (makes multiple grammatical or punctuation errors, poor paragraph organization, lack of clarity)
»difficulty mastering number sense, facts, or calculation (has poor understanding of numbers, their magnitude, and relationship)
»difficulties with mathematical reasoning (applying concepts, facts or procedures)

A

specific learning disorder

44
Q

What are the risk factors for specific learning disorder?

A

environmental
-premature or low birth weight
-prenatal exposure to nicotine
-mom smoking, drinking, or doing drugs while pregnant

genetic and physiological

(occurs in 5-15% of school age children)

45
Q

What are the 2 types of motor disorders?

A

1) developmental coordination disorder
2) stereotype movement disorder

46
Q

Which motor disorder is this?
-impaired motor coordination skills
-motor impairment significantly interferes with the performance of, or participation in daily activities in family, social, school, or community life
-suppressed motor activity such as choreiform movements of unsupported limbs or mirror movements known as neurodevelopmental immaturities or neurological SOFT SIGNS

A

developmental coordination disorder

47
Q

What are the risk factors of developmental coordination disorder?

A

environmental
-prenatal exposure to alcohol
-low birth weight babies or premies

genetics
-motor and visual impairment due to cerebellar dysfunction

48
Q

Which motor disorder is this?
-repetitive, seemingly driven and apparently purposeless motor behavior like hand shaking or waving, body rocking, head banging, self biting, hitting themselves
-the behaviors are often rhythmic movements of the head, hands, or body without obvious adaptive function and may not respond to efforts to stop them
-the repetitive motor behavior is not attributed to the physiological effects of a substance or neurological condition
-behaviors occur in varying contexts like when one is engrossed in activities when excited, fatigued, or bored

A

stereotype motor disorder

49
Q

What are the risk factors for stereotype motor disorder?

A

environmental
-social isolation is a risk factor for self-stimulation that may progress to stereotypic movements with repetitive self injury
-environmental stress triggers movements

genetic and physiological
-lower cognitive functioning is linked to greater risk for stereotypic behaviors and poorer response to interventions

50
Q

What is tic disorder?

A

sudden, rapid, recurrent, non-rhythmic motor movement or vocalization (can be simple or complex)

51
Q

What are the 2 types of tic disorders?

A

1) simple motor tics
2) complex motor tics

52
Q

What is the difference between simple motor tics and complex motor tics?

A

simple motor tics
-short duration (milliseconds)
-can include blinking, shoulder shrugging, or extension of extremities

complex motor tics
-longer duration (seconds)
-include a combination of simple tics such as simultaneous head turning and shoulder shrugging

53
Q

What are the 4 diagnostic categories for tics?

A

1) tourette’s disorder
2) persistent (chronic) motor or vocal tic disorder
3) provisional tic disorder
4) other specified or unspecified tic disorder

54
Q

What is tourette’s disorder?

A

-onset is before age 18
-both motor and vocal tics
-must present for 1+ years

55
Q

What is persistent (chronic) motor or vocal tic disorder?

A

-only motor OR only vocal tics
-must persist for 1+ years

56
Q

What is provisional tic disorder?

A

-motor and/or vocal tics
-may have single or multiple tics

57
Q

What is other specified or unspecified tic disorder?

A

movement disorder symptoms are best characterized as tics but are atypical on presentation or age at onset, or have an unknown etiology

58
Q

T/F: complex tics appear purposeful

A

true, but the person actually has 0 control

59
Q

What are the 4 types of complex tics?

A

1) copropraxia (sexual or obscene gesture)
2) echopraxia (tic-like imitations of someone else’s movements)
3) echolalia (repeating the last-heard word or phrase)
4) coprolalia (uttering socially unacceptable words including obscenities, ethnic, racial, or religious slurs)

60
Q

What is copropraxia?

A

-a type of complex tic
-sexual or obscene gesture
-saying or doing something sexual

61
Q

What is echopraxia?

A

-a type of complex tic
-tic-like imitations of someone else’s movements

62
Q

What is echolalia?

A

-a type of complex tic
-repeating the last heard word or phrase

63
Q

What is coprolalia?

A

-a type of complex tic
-uttering socially unacceptable words, including obscenities, ethnic, racial, or religious slurs

64
Q

What are the rick and prognostic factors for complex tics?

A

temperamental tics are made worse by anxiety, excitement, and exhaustion

environmental, genetic and physiological factors
-Ob complications
-older paternal age
-lower birth weight
-maternal smoking during pregnancy

Abnormal Psych (5 decks)

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