Download Communication Disorder

NEURODEVELOPMENTAL
DISORDERS
CHAPTER 5
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written consent of McGraw-Hill Education.
NEURODEVELOPMENTAL
DISORDERS
• Conditions that begin in childhood and have a
major impact on social and cognitive functioning,
involving serious deficits in social interaction and
communication skills, as well as odd behavior,
interests, and activities.
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written consent of McGraw-Hill Education.
INTELLECTUAL DISABILITY
(INTELLECTUAL DEVELOPMENTAL DISORDER)
• These are characterized by deficits in general mental
abilities such as reasoning, problem-solving, judgment,
ability to learn from experience, and learning in an
academic context.
• This diagnosis is used to characterize individuals who have
intellectual and adaptive deficits that first became evident when
they were children.
• Significantly below average intellectual functioning, indicated by an
IQ of 70 or below
• The term Mental Retardation is no longer used to classify people
with intellectual disabilities.
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written consent of McGraw-Hill Education.
INTELLECTUAL DISABILITY
(INTELLECTUAL DEVELOPMENTAL DISORDER)
• This disorder must also involve impairment in
adaptive functioning, relative to a person’s age
and cultural group, in a variety of daily life activities
such as communication, social participation, and
independent living.
• Examples include problems in using money, telling time, and
relating to other people in social settings
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INTELLECTUAL DEVELOPMENTAL
DISORDER
• The degree of severity is assigned by the clinician:
•
•
•
•
Mild
Moderate
Severe
Profound
• In DSM-5, the levels of severity are based on how
well the individual is able to adapt in conceptual,
social, and practical domains.
• IQ score is no longer the deciding factor on level of severity
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DIAGNOSTIC ADAPTIVE BEHAVIOR
SCALE
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prior written consent of McGraw-Hill Education.
DIAGNOSTIC ADAPTIVE BEHAVIOR
SCALE (DABS)
• Measures three domains
• Conceptual skills
• Social skills
• Practical skills
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prior written consent of McGraw-Hill Education.
CAUSES OF INTELLECTUAL
DEVELOPMENTAL DISORDERS
• Genetic abnormalities are a significant cause of
intellectual disability.
•
•
•
•
Down syndrome
Phenylketonuria
Tay-Sachs disease
Fragile X syndrome
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ENVIRONMENTAL CAUSES
• Second category of causes of intellectual
developmental disabilities
• Infections in the mother during fetal development:
•
•
•
•
Rubella
Anoxia
Premature birth, and brain injury during delivery
Fetal alcohol syndrome
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TABLE 11.2 - DIAGNOSTIC CRITERIA FOR
FETAL ALCOHOL SYNDROME (FAS)
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TREATMENT OF INTELLECTUAL
DEVELOPMENTAL DISORDERS
• Mainstreaming
• Behavioral interventions involving family
• Prevention of physically related disorders
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written consent of McGraw-Hill Education.
AUTISM SPECTRUM DISORDER
• Formerly known as “Autism,”
• This disorder incorporates a range of serious
disturbances in the ways that individuals interact
with and communicate with others, as well as in
behaviors that can include a person’s interests and
activity patterns.
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written consent of McGraw-Hill Education.
AUTISM SPECTRUM DISORDER
• Four disorders previously considered to be separate
are now a single condition with differing levels of
severity.
•
•
•
•
Autistic disorder
Asperger’s disorder
Childhood disintegrative disorder
Pervasive developmental disorder not otherwise specified.
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ASSESSING AUTISM SPECTRUM
DISORDER
• Children are evaluated along two domains:
• Social and communication disturbances.
• Restricted range of interests and performance of repetitive
behaviors and activities.
• Within each domain, clinicians specify one of three
severity levels: requiring support, requiring
substantial support, and requiring very substantial
support.
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AUTISM SPECTRUM DISORDER
• Children with autism spectrum disorder may show
developmental deficits in communication and
social patterns, and behavior.
• Restricted or repetitive behaviors can occur
• Echolalia
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THEORIES OF
AUTISM SPECTRUM DISORDER
• Evidence pointing to patterns of familial heritance
supports the theory that autism spectrum
• disorder is biologically caused.
• Chromosomal abnormalities
• Structural brain abnormalities
• Functional brain abnormalities
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TREATMENTS FOR
AUTISM SPECTRUM DISORDER
• Lovaas treatment
• Self-control procedures
• Improve language and communication during the
child’s early years
• Teaching adaptive skills
• Interaction of peers rather than adults
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RETT SYNDROME
• Normal development occurs in a child early in life (up to
age 4) and then neurological and cognitive
impairments develop.
• Deceleration of head growth and some of the symptoms of
autism spectrum disorder.
• The syndrome occurs almost exclusively in females and
can be used as a specifier for Autism Spectrum Disorder.
• Not used as a separate diagnosis in the DSM 5
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LEARNING AND COMMUNICATION
DISORDERS
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SPECIFIC LEARNING DISORDER
• Children who have a specific learning disorder
experience a delay or deficit in their ability to acquire a
basic academic skill.
• These difficulties become evident when their achievement and
skills are substantially below the level of performance based on
their age, education, and measured intelligence.
• Within this general category, clinicians also specify
which academic domain the disorder involves and its
level of severity (mild, moderate, or severe).
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SPECIFIC LEARNING DISORDERS
• Specific learning disorder with impairment in
mathematics
• Dyscalculia
• Specific learning disorder with impairment in written
express
• Specific learning disorder with impairment in reading
(commonly called dyslexia)
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COMMUNICATION DISORDERS
• Conditions involving impairment in language,
speech, and communication.
• Children with language disorder do not have the
ability to express themselves in ways appropriate to
their age and developmental level.
• They use limited and faulty vocabulary and speak in
short sentences with simplified grammatical
structures, omitting critical words or phrases.
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COMMUNICATION DISORDERS
• Speech sound disorder substitutes, omits, or
incorrectly articulates speech sounds.
• Children who experience Childhood-Onset Fluency
Disorder (Stuttering) are unable to produce fluent
speech.
• Social (Pragmatic) Communication Disorder have
deficits in the social use of verbal and nonverbal
communication.
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prior written consent of McGraw-Hill Education.
ATTENTION DEFICIT HYPERACTIVITY
DISORDER
• A neurodevelopmental disorder involving a persistent
pattern of inattention and/or hyperactivity that interferes
with daily function/development for at least 6 months.
• Behavior patterns of inattention, hyperactivity and
impulsivity are assessed to make a diagnosis:
• ADHD “combined type”
• ADHD “predominantly inattentive” type
• ADHD “predominantly hyperactive- impulsive” type
• Mean prevalence of 5.29%
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the prior written consent of McGraw-Hill Education.
DSM-5 CRITERIA FOR ADHD
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ATTENTION DEFICIT HYPERACTIVITY
DISORDER
• Children who experience this disorder can face many
challenges:
• Children with ADHD may have lower grades during grade
school
• Experience repeated discipline problems, and placement in
special education classes
• They are more likely to develop substance use disorders as they
reach early adulthood.
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written consent of McGraw-Hill Education.
ADULT ADHD
• Although researchers and clinicians once thought that ADHD
symptoms subside by adolescence, they now recognize that
people with ADHD continue to experience them during
adolescence and adulthood.
• ADHD most likely does not show up for the first time in people of
adult age, but clinicians can only properly diagnose it until that
time.
• We can assume that clinicians overlooked or misdiagnosed adult
ADHD cases, particularly in those individuals who, as children, had
inattentive but not disruptive symptoms.
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ADHD IN ADULTS
• Symptoms of inattentiveness
• Deficits in executive functioning
• Men in particular are at higher risk of having
vehicular accidents
• Serious problems in relationships
• Greater risk of engaging in deviant or antisocial
behavior
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the prior written consent of McGraw-Hill Education.
ADHD THEORIES
• Abnormal brain development
• Functional and structural abnormalities in the brain
arising from:
• Birth complications, acquired brain damage, exposure to
toxic substances, infectious diseases
• Biological abnormalities affect ability to inhibit and
control behavior
• Social influence - Disorganized family environment
and school failure
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ADHD TREATMENT
• Medication
• Stimulants (e.g., Ritalin)
• Antidepressants
• Psychosocial treatment
• Psychoeducation
• Individual therapy
• Compensatory behavioral and self-management training
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ADHD TREATMENT
• Marital counseling, family therapy, career
counseling, group therapy, and college planning
• Coaching
• Technology
• School and workplace accommodations
• Advocacy
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MOTOR DISORDERS
• The primary form of motor disorder is
developmental coordination disorder.
• Children with this disorder experience marked
impairment in their abilities to coordinate the
movements of their hands and feet.
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TIC DISORDERS
• A tic is a rapid, recurring involuntary movement or
vocalization.
• There are several kinds of tic disorders involving
bodily movements or vocalizations.
• Motor tics include eye blinking, facial twitches, and shoulder
shrugging.
• Vocal tics include coughing, grunting, snorting, coprolalia
(the uttering of obscenities), and tongue clicking.
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TIC DISORDERS
• Tourette’s disorder is perhaps the most well-known
of the tic disorders, affecting approximately 1
percent of children.
• People with this disorder experience a combination of
chronic movement and vocal tics
• Usually a lifelong condition
• Onset usually in childhood or adolescence
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STEREOTYPIC MOVEMENT DISORDER
• Children with stereotypic movement disorder
engage in repetitive, seemingly driven behaviors,
such as waving, body rocking, head-banging, selfbiting, and picking at their bodies.
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