Neurodevelopmental Disorders Flashcards
1
Q
describe the criteria for intellectual disability
A
-
deficits in intellectual functions
- confirmed by clinical assessment and individualized, standardized intelligence testing
-
deficits in adaptive functioning
- conceptutal, social and practical domains that result in failure to meet dev. and sociocultural standards for personal independence and social responsibility
- the deficits limit functioning in one or more activities in daily life
- the onset is during the developmental period
2
Q
describe mild vs moderate IQ level
A
3
Q
describe severe vs profound IQ level (and adaptive functioning)
A
4
Q
describe global developmental delay
A
- child fails to meet expected developmental milestones in several areas of intellectual (cognitive) functioning
- cilnical severity level cannot be reliably assessed
- diagnosis reserved for children under the age of 5
- reassessment required after a period of time, if possible
5
Q
describe autism spectrum disorder
A
-
persistent deficits in social communication and social interaction across multiple contexts, as manifested by:
- deficits in social-emotional reciprocity
- deficits in nonverbal communicative behavior used for social interaction
- deficits in developing, maintaining and understanding relationships
-
restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least 2 of the following
- stereotyped or repetitive motor movements, use of objects or speech
- insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior
- highly restricted, fixated interests that are abnormal in intensity or focus
- hyper- or hypo- reactivity to sensory input or unusual interest in sensory aspects of the environment
- symptoms must be present in the early developmental period (usually diagnosed by age 2)
- symptoms cause clinically significant impairment social, occupational or other important areas of current functioning
- not better accounted for by Intellectual Disability
6
Q
describe specifiers for autism spectrum disorders
A
- with or without accompanying intellectual disability
- with or without accompanying language impairment
- associated with a known medical, genetic or environmental factor
- associated with another neurodevelopmental, mental, or behavioral disorder
- with catatonia
7
Q
describe levels of severity in autism spectrum disorder
A
- Level 1: some support needed
- Level 2: substantial support needed
- Level 3: very substantial support needed
8
Q
describe language disorder
A
-
persistent difficulties in the acquisition and use of language across modalities (spoken, written, sign, etc.)
- reduced vocabulary
- limited sentence structure
- impairments in discourse
AND
- language abilities substantially below age expectations
AND
- onset in the early developmental period
AND
- not attributable to sensory impairment, motor dysfunction, other medical or neurological condition, or not better explained by intellectual disability or global developmental delay
- diagnoses made before age 4 may be unreliable*
9
Q
describe speech-sound disorder
A
- persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication or messages
AND
- the disturbance causes limitations in effective communication that interferes with social, academic, occupational performance
AND
- onset of symptoms in early dev. period
AND
- not attributable to congenital or acquired conditions, other medical or neurological conditions, hearing loss or brain injury
- overall, speech should be mostly intelligible at age 3-4*
10
Q
describe social (pragmatic) communication disorder
A
- persistent difficulties in the social use of verbal and nonverbal communication
- deficits in using communication for social purposes (greeting, sharing info)
- impairment in ability to change communication to match context
- difficulty following the rules for communication
- difficulting understanding implicit meanings
AND
- the deficits results in functional limitations in effective communication
AND
- onset in the early developmental period
AND
- not attributable to low abilities in word structure and grammar, other medical or neurological condition and not better explained by another mental disorder
- diagnosis is rarely made before the age of 4-5*
11
Q
describe childhood-onset fluency disorder (stuttering)
A
- persistent disturbances in the normal fluency and time patterning of speech that are inappropriate for age and level of language skill
- sound and syllable repetitions
- sound prolongations of consonants and vowels
- broken words
- blocking–pauses in speech
- words produced with excessive tension
- monosyllabic whole-word repetitions
AND
- the disturbance causes anxiety about speaking or limits effective communication
AND
- onset of symptoms in the early dev period (different from adult-onset fluency disorder)
AND
- not attributable to speech-motor or sensory deficit, dysfluency associated with a neurological insult, other medical conditions and not better explained by another mental disorder
- usually diagnosed by age 6*
- 65-85% of children recover from the dysfluency*
- the dysfluency is often absent during oral reading, singing or talking to an inanimate object*
12
Q
describe specific learning disorder
A
- difficulty learning and using academic skills, as indicated by the presence of at least one of the following symptoms persisting for at least 6 months, despite targeted interventions:
- inaccurate or slow and effortful word reading
- difficulty understanding the meanings of what is read
- difficulties with spelling
- difficulties with written expression
- difficulties mastering number sense, facts or calculation
- difficulties with mathematical reasoning
AND
- the affected academic skills are:
- substantially and quantifiably below those expected for the individual’s chronological age
- cause significant interference with academic or occupational functioning or activities of daily living
- as confirmed by individually administered acheivement measures and comprehensive clinical assessment
AND
- the learning difficulties began during school-age years but may not fully manifest until the academic demands exceed capacity
AND
- not better accounted for by intellectual disabilities, impaired sensory abilities, lack of proficiency in the language instruction, inadequate instruction or other mental or neurological disorders
- requires psychoeducational assessment*
13
Q
describe ADHD
A
- a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by inattention or hyperactivity/impulsivity
- some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 12
- some impairment from the symptoms is present in 2 or more settings (e.g. at school, work, home)
- there must be clear evidence of clinically significant impairment in social, academic, or occupational functioning
- the symptoms do not occur exclusively during the course of another mental disorder
14
Q
describe inattention as seen in ADHD
A
- six or more (5 in patients over 17) specific symptoms of inattention have persisted for at least 6 months to a degree that is inconsistent with developmental level, and that negatively impacts directly on social and academic/occupational activities
- lack of attention to details
- difficulty in remaining focused
- may seem not to be listening
- lack of follow through
- difficulty organizing tasks
- avoids tasks that require sustained effort
- loses things
- easily distracted
- forgetful
15
Q
describe hyperactivity/impulsivity as seen in ADHD
A
- six or more specific symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational functioning
- fidgets, squirms in seat
- leaves seat, when being seated is expected
- runs about, inappropriately (adult may feel restless)
- unable to remain quiet while at play or leisure
- on the go; motor driven
- may talk excessively
- blurts out, cannot wait for turn
- interrupts, intrudes
