Neurodevelopmental Disorders Overview

Conditions that develop during childhood, usually before school age. They occur due to differences in how the brain develops, leading to challenges in personal, social, academic, and occupational functioning.

Describes the extent to which symptoms affect daily life and how much support is needed.

Used for disorders like ADHD, specific learning disorder, and tic disorders. They describe the current symptoms the individual is experiencing, helping track how the disorder presents at the moment.

Used for autism spectrum disorder and stereotypic movement disorder. They indicate if the disorder is associated with a genetic condition, medical issue, or environmental factors, like brain injury or prenatal exposure to toxins.

A disorder characterized by difficulties in intellectual skills, like reasoning and problem-solving, and adaptive functioning, such as communication, independence, and social participation.

Involves skills like reasoning, problem-solving, and learning. These are affected in individuals with Intellectual Developmental Disorder.

Includes everyday life skills such as communication, independence, and social participation. These are also impacted in individuals with Intellectual Developmental Disorder.

Domains of functioning that are impacted in Intellectual Developmental Disorder. These include conceptual skills (understanding concepts and using reasoning), social skills (interacting with others and understanding social cues), and practical skills (managing daily life tasks).

A condition affecting speech, language, or communication, causing significant problems with expressing, understanding, or interacting effectively.

Problems with how sounds are made, including articulation, fluency, and voice.

The clarity of sounds.

The smoothness of speech with no stuttering or hesitating.

The quality and tone of voice.

Deficits in understanding or using a system of symbols (spoken or written language).

Difficulties understanding spoken or written language (receptive language) and expressing oneself clearly (expressive language).

Challenges in using verbal or nonverbal behaviors to influence or interact with others in social situations.

A condition where a child under 5 years old shows delays in multiple developmental areas like learning, problem-solving, communication, or physical skills.

Used when a child is too young or has medical conditions that prevent them from taking formal IQ tests.

GDD is not a permanent diagnosis. Children are reevaluated as they get older to see if they meet criteria for a specific diagnosis.

This diagnosis is applied to individuals over 5 years old who have intellectual delays but their level of difficulty can't be accurately assessed.

This occurs when factors like sensory impairments, physical disabilities, or behavioral problems hinder accurate testing.

F79 is a temporary diagnosis used when professionals need more time or better tools to assess the individual's condition.

Like GDD, the individual's condition is reevaluated later once barriers to assessment are addressed.

This helps professionals understand the individual's current level of development and determine the appropriate support.

Individuals with mild intellectual disability have some difficulties with communication, social participation, and independent living, but they can achieve academic skills up to roughly a 6th-grade level.

Individuals with moderate intellectual disability have significant challenges with communication, social participation, and independent living, needing daily assistance with tasks requiring conceptual thinking and often needing others to handle responsibilities like finances or making plans.

Individuals with severe intellectual disability have extremely limited understanding of academic or symbolic concepts, requiring extensive caregiver support for basic tasks. They may not be able to communicate verbally.

Individuals with profound intellectual disability have extremely limited understanding of the world and rely on basic physical interactions. They cannot understand abstract concepts or engage in activities involving symbolic thinking like reading or writing.

Individuals with mild intellectual disability may be immature compared to their peers and struggle to understand social cues. They can form friendships but are at risk of being taken advantage of.

Individuals with moderate intellectual disability have less complex communication and may rely on simple language. They can form friendships but struggle with social judgment and decision-making. They need help with these areas.

Individuals with severe intellectual disability have limited language, often using single words, simple phrases, or gestures. Their social interactions are limited to familiar caregivers and family. They rely on emotional or gestural communication.

Individuals with profound intellectual disability communicate non-symbolically, relying on gestures, emotional cues, or basic physical expressions. Their relationships are limited to close family or caregivers for emotional connection and care.

Difficulties with speech sound production that interfere with the ability to be understood, not related to hearing issues, physical limitations, or intellectual disability.

The clear pronunciation of individual speech sounds to form words.

Understanding the sounds of a language and how they work together.

Trouble recognizing, learning, or using the correct sounds in a language.

Challenges with coordinating the movements of the mouth, tongue, and other speech organs.

Consistent difficulty with producing speech sounds that impacts the clarity and understanding of speech.

Problems with social interaction, learning, and work due to unclear speech.

Conditions such as cleft palate or cerebral palsy that can cause speech issues.

A fluency disorder characterized by disruptions in the flow of speech, often involving repetitions, prolongations, and blocks. It includes physical tension and avoidance behaviors. It leads to significant distress and impacts communication.

Repeating sounds or syllables, like "b-b-b-ball".

Stretching out sounds, like "ssssnake".

Pauses or interruptions within words, causing speech to break.

Pausing before speaking, often with a sound like "uh..." or silently.

Avoiding certain words by using others.

Speaking with visible effort or strain, involving facial and body tension.