NEURODEVELOPMENTAL TOS Flashcards
A disorder with onset during the developmental period, characterized by deficits in both intellectual functioning (e.g., reasoning, problem-solving, learning) and adaptive functioning (e.g., communication, self-care, social skills), that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility.
Intellectual Disability
A temporary diagnosis for very young children (<5 years) who show delays but can’t yet be fully tested for Intellectual Disability
Global Developmental Delay
SYMPTOMS:
Delayed developmental milestones, difficulty with problem-solving, reasoning, communication, social skills, and independent living.
COURSE/DURATION/ONSET:
Onset during the developmental period (before 18 years); lifelong condition.
Intellectual Disability
SYMPTOMS:
Delays in multiple developmental areas such as motor, speech/language, cognitive, and social/personal skills.
COURSE/DURATION/ONSET:
Onset in infancy or early childhood; temporary or leads to other diagnoses.
Global Developmental Delay
Trouble with understanding or using language, spoken or written, that starts in early childhood and isn’t caused by hearing loss or other disorders.
Language Disorder
Trouble making speech sounds clearly, making it hard for others to understand — not due to physical or neurological conditions.
Speech Sound Disorder
A speech disorder marked by frequent disruptions in speech fluency, starting in childhood — not due to another condition.
Childhood-Onset Fluency Disorder (Stuttering)
Trouble with the social side of communication — not speech sounds or grammar, but knowing how, when, and why to say things in social settings.
Social (Pragmatic) Communication Disorder
SYMPTOMS:
Limited vocabulary, sentence structure errors, difficulty understanding or using spoken language.
COURSE/DURATION/ONSET:
Onset in infancy or early childhood; temporary or leads to other diagnoses.
Language Disorder
SYMPTOMS:
Omissions, substitutions, or distortions of speech sounds inappropriate for age.
COURSE/DURATION/ONSET:
Onset during early development; may improve with age or therapy.
Speech Sound Disorder
SYMPTOMS:
Repetitions of sounds/syllables, sound prolongations, broken words, blocking, anxiety about speaking.
COURSE/DURATION/ONSET:
Onset between 2-7 years; may persist or improve.
Childhood-Onset Fluency Disorder (Stuttering)
SYMPTOMS:
Trouble with greetings, changing communication to match context, following conversation rules, understanding implied meanings.
COURSE/DURATION/ONSET:
Onset in early development; may become more apparent in school-age.
Social (Pragmatic) Communication Disorder
A neurodevelopmental condition involving social communication challenges and repetitive or restrictive behaviors, starting early in life.
Autism Spectrum Disorder (ASD)
SYMPTOMS:
Social withdrawal, lack of eye contact, echolalia, inflexible routines, intense interests, sensory sensitivities.
COURSE/DURATION/ONSET:
Onset in early childhood; lifelong but varies in severity.
Autism Spectrum Disorder (ASD)
Determine the Severity Level of ASD:
Social Communication:
-Severe difficulties in both verbal and nonverbal communication.
-Rarely initiates social interaction, or responds only in very limited ways.
-May use few words or none at all, or communication is highly unusual (e.g., echolalia, scripted phrases).
-Minimal interest in people, even caregivers or familiar others.
-Social cues and back-and-forth conversation are nearly absent.
Restricted, Repetitive Behaviors (RRBs):
-Extreme inflexibility to routines or change; distress can be intense.
-Repetitive behaviors are frequent and disruptive (e.g., flapping, spinning objects).
-May react strongly or unusually to sounds, textures, lights, etc.
-Daily life is significantly limited due to the severity of these behaviors.
Level 3 – “Requiring Very Substantial Support”
Determine the Severity Level of ASD:
Social Communication:
-Marked deficits in social skills, even with support in place.
-Talks, but social interaction is limited or off-topic.
-Struggles with typical conversation, such as taking turns or reading nonverbal cues.
-May appear odd or aloof in social situations.
-Needs frequent help to navigate social environments (school, work, public).
Restricted, Repetitive Behaviors (RRBs):
-RRBs are obvious and may interfere with functioning.
-Difficulty with transitioning or changes in routine (e.g., changes in schedule, environment).
-Repetitive behaviors (lining up toys, hand-flapping, fixating on topics) occur often.
-Requires moderate support to manage behaviors across settings.
Level 2 – “Requiring Substantial Support”
Determine the Severity Level of ASD:
Social Communication:
-Can speak and function in daily life but needs help with social cues.
-May seem socially awkward or “off” in conversations.
-Struggles with making friends, understanding jokes, metaphors, or sarcasm.
-Difficulty adjusting behavior to match different social settings (e.g., talking the same to a teacher and a friend).
Restricted, Repetitive Behaviors (RRBs):
-RRBs are noticeable but do not severely interfere with functioning.
-Shows resistance to change or prefers routines.
-May have intense special interests (e.g., memorizing bus schedules, collecting specific objects).
-With minimal support, can adapt, but transitions or flexibility remain difficult.
Level 1 – “Requiring Support”
A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
ADHD (Attention-Deficit/Hyperactivity Disorder)
SYMPTOMS:
Difficulty sustaining attention, forgetfulness, fidgeting, excessive talking, impulsive behavior.
COURSE/DURATION/ONSET:
Symptoms present before age 12; can persist into adulthood.
ADHD (Attention-Deficit/Hyperactivity Disorder)
A neurodevelopmental disorder involving persistent difficulties in learning and using academic skills (e.g., reading, writing, math), despite targeted interventions, and significantly below expectations for age.
Specific Learning Disorder
SYMPTOMS:
Reading, writing, or math difficulties lasting 6+ months; errors in reading, poor spelling, disorganized writing, poor number sense.
COURSE/DURATION/ONSET:
Onset during school years; lifelong but manageable with support.
Specific Learning Disorder
A neurodevelopmental disorder characterized by persistent difficulties with accurate or fluent word recognition, poor decoding, and poor spelling abilities, despite adequate instruction and intelligence.
DYSLEXIA (SLD with impairment in reading)
A learning disorder marked by difficulties in spelling accuracy, grammar and punctuation, and clarity or organization of written expression, not due to lack of instruction.
DYSGRAPHIA (SLD with impairment in written expression)
A specific learning difficulty involving problems in number sense, memorization of arithmetic facts, accurate or fluent calculation, and mathematical reasoning.
DYSCALCULIA (SLD with impairment in mathematics)
