Neurodevelopmental Disorders Flashcards
What are neurodevelopmental disorders?
When do they manifest?
Early development
Characterized by impairments of personal, social, academic, or occupational functioning
Clinical presentation includes symptoms of excess as well as deficits and delays in achieving expected milestones
What are the 3 things you need to have in order to be diagnosed with an Intellectual Disability? There are 3.
What must the IQ score be
- Deficits in intellectual functions
- Deficits in adaptive functioning
- The onset is during the developmental period
Must be 2 standard deviations below the mean (IQ<70 +/- 5 for measurement error)
What is the criteria for MILD MODERATE SEVERE PROFOUND
- IQ 50-70:
Conceptual: Difficulties in learning, more support and time needed, concrete approach to problems
Social: Immature in social interactions and judgements-miss sarcastic and social cues
Practical: Age appropriate in personal care, but needs help with complex tasks - 35-55
Conceptual: Marked lag in cognitive skills, ongoing assistance needed for conceptual day-to-day tasks of life
Social: communication and social limitations affect relationships, significant support needed in work settings
Practical: Extended care needed to care of personal needs, ongoing support needed to manage work and life - Needs help extensively throughout life
Conceptual: extensive supports for problem solving throughout life, very little understanding of written language or numerical concepts
Social: limited spoken language, understanding simple speech and gestures
Practical: support and supervision required for all daily living activities; some maladaptive behavior including self-injury may be present - Dependent on all aspects of life
Conceptual: no understanding of symbolic processes, co-occurring motor and sensory impairments limit function
Social: Communication is largely nonverbal and non symbolic, may respond to social interactions through gestural and emotional cues; co-occurring impairments limit functioning
Practical: Dependent on others for all aspects of life
Global Development Delay
What are the four expectations
- Child fails to meet expected developmental delay
- Clinical severity level cannot be reliably assessed
- Diagnosis reserved for children under the age of 5
- Reassessment required after a period of time, if possible
What are the 3 criteria for Autism Spectrum Disorder
- Symptoms must be present in the early developmental period (usually diagnosed by age 2)
- Not better accounted for by Intellectual Disability
- Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning
ASD Criteria A (3 things)
ASD Criteria B (4 things-but you only need to have 2)
Criteria A
- Social, emotional reciprocity (licking, touching inappropriately)
- Deficits in nonverbal communicative behaviors used for social interaction (give directions that are too specific)
- Deficits in developing, maintaining, and understanding relationships (imaginary friends, cooperative play, high intense focus in one area)
Criteria B
Restricted, repetitive patterns of behavior, interests, or activities as manifested by:
1. Stereotyped, or repetitive motor movements, use of objects, or speech
2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or 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
What are specifiers for ASD?
There are 5
- 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
What are the three degrees of severity for ASD?
Level 1: Some support needed
Level 2: Substantial support needed
Level 3: Very substantial support needed
What are the criteria for Language Disorder? 4 major criteria
- Persistent difficulties in the acquisition and use of language across modalities such as spoken, written, sign, etc
Reduced vocabulary, limited sentence structure, impairments in discourse - Language abilities substantially below age expectations
- Onset in the early developmental period
- Not attributable to sensory, motor, or other medical dysfunction
Speech Sound Disorder
What are the four criteria?
- Persistent difficulty with speech sound production
- Disturbance causes limitations in effective communication that interferes with social, academic, occupational performance
- Onset of symptoms in the early developmental period
- Not attributable to any other disease
Social (Pragmatic) Communication Disorder
There are Four
- Persistent difficulties in the social use of verbal and nonverbal communication
Difficulty in following rules, understanding implicit meanings, etc - Disturbance causes limitations in effective communication that interferes with social, academic, occupational performance
- Onset of symptoms in the early developmental period
- Not attributable to any other disease
Childhood-onset Fluency Disorder (Stuttering)
- 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 (e.g. I-I-I-I see him)
- The disturbance causes anxiety about speaking or limits effective communication
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 inanimate objects or pets.
Specific Learning Disorder
- 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
- Difficultieswithwrittenexpression
- Difficulties mastering number sense, facts, or calculation
- Difficulties with mathematical reasoning
- 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 achievement measures and comprehensive clinical assessment - The learning difficulties began during school-age years but may not fully manifest until the academic demands exceed capacity.
Specifiers for Specific Learning Disorder
Severity?
Specifiers
• With impairment in reading
• With impairment in written expression
• With impairment in mathematics
Severity
Mild: Mild difficulties in 1 or 2 academic domains; may learn to function well with initial support services.
Moderate: Marked difficulties in 1 or 2 academic domains; needs accommodations/support to complete tasks.
Severe: Severe difficulties across several academic domains; needs intensive and individualized teaching.
ADHD
There are one of two things that they need: what are they?
What are the other 4?
How many if they are more than 18 and how many if they are less than 18?
Inattention: Six or more specific symptoms of inattention (if more than 18), 5 if less than 18, 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
Hyperactivity and Impulsivity: 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
B. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 12 years
C. Some impairment from the symptoms is present in two or more settings (e.g. at school, work, home)
D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.
E. The symptoms do not occur exclusively during the course of another mental disorder.
