Neurodevelopmental Disorders Flashcards
ASD Diagnostic Criteria
A. Persistent deficits in social communication and social interaction across multiple contexts as manifested by:
▪ Deficits in social emotional reciprocity
▪ Deficits in nonverbal communicative behaviors used for social interaction
▪ Deficits in developing, maintaining, and understanding relationships
B. Restricted, repetitive patterns of behavior, interests or activities evidenced by at least 2 of the following
▪ Stereotyped or repetitive motor movements, use of objects, or speech
▪ Insistence on sameness, inflexible adherence to routine
▪ Highly restricted, fixated interests that are abnormal in intensity or focus
▪ Hyper/Hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment
C. Symptoms must be present in early developmental period, but may not manifest until social demands exceed limited capacities or may be masked by learning strategies in later life
D. Clinically significant impairment
E. Disturbances are not better explained by ID or global developmental delay
Autism Assessment
Social Developmental History
ADI-R
ADOS-2
Cognitive Assessment
Broadband Behavior Assessment (BASC)
Adaptive Functioning (Vineland)
Caregiver and Teacher Reports - ASRS
AQ for adults
ASD Level 1
Requiring Support
ASD Level 2
Requiring substantial support
ASD Level 3
Requiring very substantial support
ASD Specifiers
With or without intellectual disability
With or without language impairment
Intellectual Developmental Disorder
A. Deficits in intellectual functioning in several areas (reasoning, abstract thinking, etc.)
B. Deficits in adaptive functioning resulting in failure to meet sociocultural standards for independence and social responsibility. Limitations in functions of daily life.
C. Onset of intellectual and adaptive deficits during the developmental period
Specify if (depending on level of impairment intellectually and adaptively)
▪ Mild
▪ Moderate
▪ Severe
▪ Profound
Usually IQ and AF need o be 2 standard deviations below the mean (adaptive functioning is really the indicator of severity)
IDD Assessment
IQ test – any of the ones we’ve learned so far
Adaptive functioning measures – Vineland 3, ABAS-2, SIB-R
Developmental interview
BASC-3, ASEBA, Conners CBRS
IDD Treatment
o Academic supports, special ed.
o Employment supports
o Behavior therapy to stop problem behaviors and teach adaptive skills
o Calming and relaxation strategies and emotional regulations skills
o OT, PT, ST
Global Developmental Delay
IDD for individuals 5 years or younger
Language Disorder
A: persistent difficulties in the acquisition and use of language across modalities due to deficits in comprehension or production
B: language abilities are substantially and quantifiably below those expected for age,
C: onset is in developmental period
D: Not attributable to other condition
Speech Sound Disorder
A: persistent difficulty with speech and sound production that interferes with speech intelligibility or prevents verbal communication of messages
B: the disturbance causes limitations in effective communication
C: onset is developmental period
D: not attributable to another condition
Child-Onset Fluency Disorder (Stuttering)
A: Disturbances in the normal fluency and time pattering of speech that are inappropriate for the individual’s age and language skills, persist over time, and are characterized by frequent and marked occurrences of one (or more) of the following
-sound and syllable repetitions
-sound prolongations of consonants as well as vowels
-broken words
-audible or silent blocking
-words produced with an excess of physical tension
-monosyllabic whole-word repetitions
B: the disturbance causes anxiety about speaking
C: onset in developmental period
D: not attributable to another condition
Social (Pragmatic) Communication Disorder
A: persistent difficulties in the social use of verbal and nonverbal communication
B: deficits result in functional limitations
C: onset in developmental period
D: not attributable to another condition
ADHD
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development as characterized by 1 and/or 2
1. Inattention: 6+ (5+ for ages 17+) of the following symptoms for at least 6 months and are inconsistent with developmental level and that negatively impacts on social and academic/occupational activities (Not solely oppositional, defiant, hostile, or a failure to understand tasks or instructions)
● Fails to pay attention to detail/careless mistakes
● Difficulty sustaining attention
● Does not seem to listen with spoken to directly
● Does not follow through on instructions and fails to finish tasks
● Difficulty organizing tasks and activities
● Avoids/dislikes/is reluctant to engage in tasks that require sustained mental effort
● Loses things necessary for tasks
● Easily distracted by extraneous stimuli
● Forgetful
2. Hyperactivity/Impulsivity: 6+ of the following (5+ if 17+) for at least 6 months (see other notes from above)
● Fidgety
● Leaves seat when expected to remain seated
● Runs about or climbs when inappropriate (Adults may be limited to feeling restless)
● Unable to play/do leisure quietly
● On the go/driven by a motor
● Talks excessively
● Blurts out answer before a question is completed
● Difficulty waiting turn
● Interrupts or intrudes on others
B. Several inattentive or h-i symptoms present before age 12
C. Several inattentive or h-i symptoms present in 2+ settings
D. Clear evidence that symptoms interfere with or reduce quality of functioning in several capacities
E. Not exclusively during the course of schizophrenia or other psychotic disorder, explained by other mental disorder or medical condition, or from the effects of a substance
ADHD Specifiers
▪ Combined presentation
▪ Predominantly inattentive
▪ Predominantly hyperactive/impulsive
ADHD Severity Specifiers
Mild – few symptoms in excess of those needed to meet criteria
Moderate – functional impairment between mild and severe
Severe – many symptoms exceed those required; marked impairment
ADHD Key Concerns
o Academic problems, work-related issues
o Executive functioning deficits
o Frequently comorbid with ODD
o Sometimes dangerous/risky/thrill seeking behavior
o Sensory difficulties
ADHD Assessment
o Review of records: educational in particular
o Detailed developmental interview (i.e. the Barkley)
o Broadband
▪ BASC-3/Conners CBRS for kiddos
o IQ test (to rule out IQ probs)
o Achievement (to rule out academic probs)
o ADHD SCID-5
o Narrowband Self-Report
▪ CAARS
▪ Conners 3
▪ CEFI
▪ BRIEF/BRIEF A
o Continuous Processing Task (GORT or CPT 3)
o Test of Memory Malingering
ADHD Treatment
o Medication is particularly helpful for people with ADHD, although there are some negative side effects
o Studies have shown certain mindfulness-based activities can improve executive functioning in children with ADHD
o Executive Functioning training
o Relaxation/breathing and calming exercises/self-regulation instruction
o Behavior therapy
o Supports in school/at work (extended test time, test in quiet environment)
o Occupational therapy for sensory issues
Specific Learning Disorder
A: Difficulties in learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months
-inaccurate or slow and effortful word reading
-difficulty understanding the meaning of what is read
-difficulties with spelling
-difficulties with written expression
-difficulties with mathematical reasoning
B: the affected academic skills are substantially and quantifiably below those expected for the individual’s age and cause significant interference with academic performance
C: learning difficulties began during school-age years
D: not better attributable by another condition
SLD Severity Specifiers
Mild
Moderate
Severe
SLD Types
with impairment in reading
with impairment in written expression
with impairment in mathematics
Developmental Coordination Disorder
the acquisition and execution of coordination motor skills is substantially below that expected for the individual’s age
Stereotypic Movement Disorder
A: repetitive, seemingly driven, and apparently purposeless motor behavior
B: the motor behavior interferes with social, academic, or other activities
Specify with or without self-injurious behavior
Mild, Moderate, Severe
Tourettes
2 motor, one vocal tic
onset is before 18 years old
