Neurodevelopmental Disorders PDF

Neurodevelopmental disorders  Neurodevelopmental disorders The category formerly known as "Disorders usually first diagnosed in childhood or adolescence" has been updated to "Neurodevelopmental disorders." The term "neurodevelopmental" indicates an early onset and a neurobiological basis, often...

Neurodevelopmental disorders  Neurodevelopmental disorders The category formerly known as "Disorders usually first diagnosed in childhood or adolescence" has been updated to "Neurodevelopmental disorders." The term "neurodevelopmental" indicates an early onset and a neurobiological basis, often involving adverse events during gestation or round the time of birth often contributing to its development.  Neurodevelopmental disorders Childhood is considered particularly important because the brain changes significantly for several years after birth; this is also the time when critical developments occur in social, emotional, cognitive, and other important competency areas. For the most part, these changes follow a pattern: the child develops one skill before acquiring the next, and subsequent skills often build on one another.  Neurodevelopmental disorders Some researchers believe that people with autism spectrum disorder suffer from a disruption in early social development, which prevents them from developing important social relationships, even with their parents (Durand, 2014). From a developmental perspective, the absence of early and meaningful social relationships has serious consequences. Children whose motivation to interact with others is disrupted may have a more difficult time learning to communicate.  Diagnostic Criteria Each disorder has specific criteria that must be met for a diagnosis. This section details the symptoms, duration, and severity required for each disorder. The criteria are typically organized into: Title: (Name of disorder) A Criterion: The primary symptoms or signs. B Criterion: The associated features or additional symptoms. C Criterion: The functional impairment or distress caused by the symptoms. D Criterion: The exclusion criteria to rule out other conditions or disorders. E Specifiers: Provide more detail about the specific presentation of the disorder, such as the severity, features Intellectual disabilities Intellectual developmental disoder Intellectual disability (intellectual developmental disorder) The field of ID has undergone dramatic and fundamental changes during the past few decades. What it means to have an ID, how to define it, how to label it, and how people with this disorder are treated have been scrutinized, debated, and fought over by a variety of concerned groups. The manifestations of ID are varied. Some individuals function quite well, even independently, while others have significant cognitive and physical impairments and require considerable assistance to carry on daily activities. Intellectual disability (intellectual developmental disorder) Intellectual disability (ID) is a childhood disorder marked by significantly below-average intellectual and adaptive functioning. Individuals with ID struggle with daily activities, reflecting the severity of their cognitive deficits and the level of support they receive. The DSM-5 outlines difficulties in three domains: conceptual (deficits in areas such as language, reasoning, knowledge, and memory) social (social judgment and the ability to make and retain friendships), practical (managing personal care or job responsibilities) Intellectual disability (intellectual developmental disorder) General Criterion A. Deficits in intellectual functions (reasoning, thinking, etc.) B. Deficits in adaptive functioning (social participation, independeng living, etc.) C. Onset during developmental period Specify if: Mild, Moderate, Severe and Profound Global developmental delay Global Developmental delay This diagnosis is reserved for individuals under the age of 5 years when the clinical severity level cannot be reliably assessed during early childhood. This category is diagnosed when an individual fails to meet expected developmental milestones in several areas of intellectual functioning, and applies to individuals who are unable to undergo systematic assessments of intellectual functioning, including children who are too young to participate in standardized testing. This category requires reassessment after a period of time. Specific learning disorder Specific Learning Disorders Specific learning disorder is characterized by persistent difficulties in learning and using academic skills, with onset during the developmental period. This diagnosis replaces reading disorder, mathematics disorder, and disorder of written expression. Instead, these disorders are now included in a single diagnosis with coded specifiers for impairments in reading, written expression, and mathematics. Specific Learning Disorders General Criterion A. (A1-A6) Difficulties in learning and using academic skills for at least 6 months despite interventions. B. The affected academic skills are quantifiably low compared to others of same age. C. Manifest during school-age years D. Learning problem is not better explain by other disabilities or lack of educational instruction Specific Learning Disorders Specify if: Dyslexia: Problems reading,accurate or fluent word recognition s Dysgraphia: Problems with writing ability s Dyscalculia: Problems with processing numerical information Communication disorders Group of disorders characterized by difficulties with speech and language, such as expressive language disorder, mixed receptive-expressive language disorder, phonological disorder, and stuttering. Language disorder Language disorder The essential feature of this disorder is the persistent disturbance in the acquisition and use of spoken language, written language, or sign language due to deficits in comprehension of production. Language disorder General Criterion A. Persistent difficulties in the acquisition and use of language across modalities (written, spoken, etc). B. Laguage ability are quantifiably low compared to others of same age. C. Manifest neurodevelopmental period D. Not attributable to hearing or sensory impairment, motor problem or other medical condition. Speech sound disorder Speech sound disorder Characterized by persistent difficulties in speech production that are developmentally inappropriate and involve articulation, fluency and voice production in various aspects. Often coexists with language disorder, intellectual disability and neurological conditiions. Speech sound disorder General Criterion A. Persistent difficulty with speech sound production which prevents verbal communication of messages. B. The disturbance interfere with social participations, academic achievement, etc. C. Manifest early developmental period D. Not attributable to congenital conditions, or other medical condition. Childhood-Onset fluency disorder (Stuttering) Childhood-onset fluency disorder (Stuttering) Characterized by a disturbance in the normal fluency and time patterning of speech that is considered inappropriate for age. Can manifest as (1) frequent repetitions, (2) prolongation of sounds, (3) silent blocking or pauses in speech. Childhood-onset fluency disorder (Stuttering) General Criterion A. Disturbance in the normal fluency and time patterning of speech B. The disturbance causes anxiety about speaking or effective communication. C. Manifest early developmental period. Late onset possible D. Not attributable to a speech-motor or sensory deficit or other medical condition. Social (Pragmatic) communication disorder Social (pragmatic) communication disorder New to DSM-5. Refers to difficulty with the pragmatic aspect of social communication, including comprehension, formulation, and discourse comprehension. Children with this condition display common difficulties in social communication. Social (pragmatic) communication disorder General Criterion A. Persistent difficulties in the social use of verbal and nonverbal communication such as greeting, following rules of conversation. B. The deficit resulted in functional limitations in effective communication such as social relationships. C. Onset during developmental period D. Not attributed to other medical condition Motor disoders Stereotypic movement disorder Stereotypic movement disorder Characterized by repetitive, seemingly driven, and apparent purposeless motor behavior. Typical movement inclde hand waving, rocking, playing with hands, head banging, self-biting, hitting various part of one’s own body. Stereotypic movement disorder General Criterion A. Repetitive, seemingly driven and apparent purposeleess motor behavior. B. The repetitive movement interferes with social, academic or other activities and may result in self-injury C. Onset during early developmental period D. Repetitive movement not attributed to other neurological condition, or other medical condition Stereotypic movement disorder Specify if: With or without self-injurious behavior Associated with known medical/genetic condition Specify severity if: Mild, Moderate or Sever Tourette’s disorder Tourette’s disorder Also called Gilles de la Tourette’s syndrome. [first described in 1885 by Georges Gilles de la Tourette (1857–1904), French physician]. Characterized by stereotypical but nonrhythmic motor movement and vocalizations. The vocal tics can be socially offensive such as shouting of words, barking, etc. The person is aware of the tics and is able to control them to limited degree but must ultimately submit to them. Tourette’s disorder General criterion A. Both multiple and motor and vocal tics have been present during illness, not necessarily concurrently. B. Tics may increase or decrease but have persisted more than 1 year. C. Onset before age 18 D. Disturbance is not attributable to other medical condition or physiological substances.  Autism spectrum disorder & Attention-deficit/hyperactivity disorder Autism spectrum disorder Autistic Spectrum Disorder (ASD) is a term used to describe a number of symptoms and behaviours which affect the way in which a group of people understand and react to the world around them. It's an umbrella term that includes autism, Asperger syndrome and pervasive developmental disorders. Autism spectrum disorder Described by Leo Kanner as a syndrom of social communication deficits combined with repetitive and stereotyped behaviors having an onset during early childhood. For DSM-5 the diagnosis has been reconceptualized as “spectrum” that includes ALL various disorders previously distinguished in DSM-IV. Autism spectrum disorder The essential features of autism are persistent deficits in RECIPROCAL SOCIAL COMMUNICATION, in nonverbal communicative behaviors used for social interaction, and in developing, managing and understanding relationsips. Autism spectrum disorder General Criterion A. Persistent deficits in social communication and interaction across multiple context. B. Restricted, repetitive patterns of behavior, interests or activities like repetitive movement C. Onset during developmental period D. Symptoms resulted in impairment in several areas of life E. Not attributed to other medical disorder Autism spectrum disorder NOTE: Individuals with a well-established DSM-IV diagnosis of autistic disorder, asperger’s disorder, or pervasive developmental disorder not otherwise specificied should be given the diagnosis of autism spectrum disorder. Autism spectrum disorder Specify if: With or without accompanying intellectual impairment With or without accompanying language impairment Associated with a known medical, genetic or environmental factor Associated with other neurodevelopmental, mental or behavioral disoder With catatonia Attention-deficit/hyperactivity disorder Attention-deficit/hyperactivity disorder ADHD was first acknowledge in DSM-II as “hyperkinetic reaction of childhood”. Characterized by overactivity, restlessness, distratibility and short attention span. In DSM-IV the criteria were revised to focus on 2 broad groups of symptoms: 1. Difficulty focusing and maitaining attention 2. Hyperactivity and impulsivity Attention-deficit/hyperactivity disorder Several changes have been made to the diagnosis in DSM-5. 1. Onset from 7 changed to 12 years old. 2. Based on data that ASD and ADHD can coexist, a COMORBIDITY diagnosis with ASD is now allowed. Attention-deficit/hyperactivity disorder ADHD is a behvioral syndrome characterized by the persistent presence of 6 or more symptoms involving: 1. Inattention - Failure to complete tasks, difficulty concentrating 2. Impulsivity/Hyperactivity - Fidgeting, Blurting out answers Attention-deficit/hyperactivity disorder General Criterion A.1 Inattention - atleast 6 based on following symptoms listed in DSM-5. A.2 Hyperactivity - atleast 6 based on following symptoms listed in DSM-5. B. Several inattentive or hyperactive symptoms present prior to age 12. Attention-deficit/hyperactivity disorder General Criterion C. Several inattentive or hyperactive symptoms present in 2 or more settings (home, school, w/ friends, w/relatives) D. Clear evidence that symptoms impair functioning E. Not exclusively due to course of schizophrenia, or other medical disorder Attention-deficit/hyperactivity disorder Specify if: Combined presentation Predominantly inattentive presentation Predominantly hyperactive presentation In partial remission - Fewer symptoms present Specify severity if - Mild, Moderate, Severe Treatments  Available treatments Treatments are often involving a combination of approach to address complex nees of individuals with neurodevelopmental disorders 1. Applied behavioral analysis - Commonly used for ASD. To improve specific behaviors such as social skills, communication, hygiene, grooming and domestic capabilities 2. Psychopharmacological treatments - Medications to decrease symptoms such as antipsychotic medication in severe cases of Tourette’s syndrome. 3. Educational intervention - Tailored educational plans to help succeed in schools 4. Family therapy - Equipping family with skills to improve family dynamicss and support to their child 5. Cognitive behavioral therapy - To help with issues related to their anxiety and emotion regulation END.