Neurodevelopmental Disorders Quiz

Conditions that begin early in life, often before school, due to differences or delays in brain development. These disorders can lead to challenges in personal, social, academic, and occupational functioning.

These indicate how much the symptoms of a disorder affect daily life and how much support a person needs.

Used to describe the current symptoms a person is experiencing with a condition like ADHD or a learning disorder.

A specifier that notes whether a disorder is linked to a genetic condition, medical issue, or environmental factor.

A neurodevelopmental disorder characterized by deficits in both intellectual functioning and adaptive functioning. This diagnosis involves standardized assessments of intellectual and adaptive skills.

Involve skills like reasoning, problem-solving, planning, learning from experiences, and making judgments.

Involve everyday life skills such as communication, independence, social participation, and self-care.

These are three key areas of functioning assessed in intellectual developmental disorder, including understanding concepts, social interactions, and everyday life skills.

A person with mild intellectual disability might struggle to understand more complex social cues, but is able to form meaningful relationships.

A person with mild intellectual disability typically has some independence in personal care and activities like bathing and dressing.

A person with moderate intellectual disability may struggle to understand complex concepts like time and money. They need support with daily tasks.

A person with moderate intellectual disability might find social interactions challenging. They may struggle with complex language and social decision-making.

A person with severe intellectual disability needs significant support for daily tasks and has limited understanding of abstract concepts.

A person with severe intellectual disability relies heavily on gestures and expressions for communication.

A person with profound intellectual disability needs constant care and has very limited understanding of the world around them.

Relationships for a person with profound intellectual disability are largely based on emotional connection with close caregivers.

A diagnosis for children under 5 who are not meeting expected developmental milestones in multiple areas: learning, problem-solving, communication, or motor skills.

This diagnosis is used when a child's intellectual abilities can't be assessed due to age or medical conditions.

GDD is not a permanent label. Doctors will reassess the child later to see if they meet the criteria for a more specific diagnosis.

This diagnosis is used for individuals older than 5 who likely have intellectual developmental delays, but their level of difficulty can't be accurately assessed.

Factors like sensory impairments, physical disabilities, severe behavioral issues, or mental health problems can make it challenging to assess an individual's intellectual abilities.

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

Like with GDD, the individual's condition needs reassessment later to confirm their abilities once the barriers to assessment are addressed.

An individual with a severe intellectual developmental disorder needs significant support for all aspects of daily life, including personal care, communication, and social interactions.

A condition where people have trouble with speech, language, or communication, making it hard for them to express themselves, understand others, or have meaningful interactions.

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

The clarity of sounds produced while speaking.

The smoothness of speech, meaning no stuttering or pauses.

The tone and quality of the voice.

Difficulties understanding or using language, a system of symbols like spoken or written words.

A type of communication disorder specifically focused on understanding and using language. It includes problems with vocabulary, grammar, and forming sentences.

Difficulties in communicating effectively using verbal or non-verbal cues in social situations.

Difficulty producing speech sounds correctly, causing unclear speech that interferes with communication.

Clear pronunciation of individual speech sounds to form words. Requires knowing speech sounds and coordinating mouth movements.

Trouble recognizing, learning, or using the correct speech sounds. Leads to consistent mispronunciations like replacing 'r' with 'w'.

Struggles to move the tongue, lips, and jaw to produce speech sounds accurately. Can lead to imprecise articulation.

Persistent difficulty saying sounds correctly, impacting speech clarity and understanding. Includes substituting, omitting, or distorting sounds.

Difficulties cannot be attributed to other conditions like congenital conditions, hearing loss, or intellectual disabilities.

SSD affects social, academic, and occupational aspects. Difficulties engaging in conversations, reading, writing, participating in class, or being understood at work.

Symptoms begin early in development, usually during infancy or early childhood, when children are acquiring speech sounds.

A condition where individuals struggle with the smooth flow and timing of speech, leading to repetitions, prolongations, and interruptions. Diagnosed when symptoms are persistent and not age-appropriate.

Repeating sounds or syllables, often leading to a stutter like "b-b-b-ball."

Stretching out sounds, often leading to a stutter like "sssssnake."

Pauses or interruptions within a word, leading to stutter like "I...want."

A pause before speaking, either with a sound like "uh..." or silently, often due to stuttering.

Avoiding certain words by using others, like saying "that thing" instead of "pencil" to avoid stuttering.

Physical tension accompanying speech, like visible effort or strain, often associated with stuttering.