Neurodevelopmental Disorders

12 Key excerpts on "Neurodevelopmental Disorders"

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  Neurodevelopmental Disorders

  DSM-5® Selections

  • (Author)
  • 2015(Publication Date)
  • American Psychiatric Association Publishing

    (Publisher)

  Neurodevelopmental Disorders Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition

  The neurodevelopmental disorders are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. The range of developmental deficits varies from very specific limitations of learning or control of executive functions to global impairments of social skills or intelligence. The Neurodevelopmental Disorders frequently co-occur; for example, individuals with autism spectrum disorder often have intellectual disability (intellectual developmental disorder), and many children with attention-deficit/hyperactivity disorder (ADHD) also have a specific learning disorder. For some disorders, the clinical presentation includes symptoms of excess as well as deficits and delays in achieving expected milestones. For example, autism spectrum disorder is diagnosed only when the characteristic deficits of social communication are accompanied by excessively repetitive behaviors, restricted interests, and insistence on sameness.

  Intellectual disability (intellectual developmental disorder) is characterized by deficits in general mental abilities, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience. The deficits result in impairments of adaptive functioning, such that the individual fails to meet standards of personal independence and social responsibility in one or more aspects of daily life, including communication, social participation, academic or occupational functioning, and personal independence at home or in community settings. Global developmental delay, as its name implies, is diagnosed when an individual fails to meet expected developmental milestones in several areas of intellectual functioning. The diagnosis is used for individuals who are unable to undergo systematic assessments of intellectual functioning, including children who are too young to participate in standardized testing. Intellectual disability may result from an acquired insult during the developmental period from, for example, a severe head injury, in which case a neurocognitive disorder also may be diagnosed.

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  Abnormal Psychology in Context

  The Australian and New Zealand Handbook

  • Nadine Pelling, Lorelle Burton(Authors)
  • 2017(Publication Date)
  • Cambridge University Press

    (Publisher)

  Section III Disorders and psychological practice related items 8 Neurodevelopmental Disorders Robyn Young and Anna Moffat Introduction Neurodevelopmental Disorders are a group of disorders characterised by impairments of social, academic, or occupational functioning. By definition, the onset of all disorders listed under this category must be in early development, usually prior to school age. Grouped broadly, Neurodevelopmental Disorders are classified in the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5 ; American Psychiatric Association, 2013 ) under the following six categories: • intellectual disability • neurodevelopmental communication disorders • autism spectrum disorder (ASD) 1 • attention deficit hyperactivity disorder • neurodevelopmental motor disorders • specific learning disorder. Intellectual disability has many causes and is heterogeneous in presentation. Neurodevelopmental intellectual disabilities include intellectual developmental disorder, which is characterised by deficits in intellectual and adaptive functioning (when compared to an individual’s peers). The DSM-5 and International Statistical Classification of Diseases and Related Health Problems 2010 Edition (ICD-10; WHO, 2011 ) codes, respectively, for intellectual development disorder are 319 and F70–F73. Clinical assessment in addition to standardised intelligence testing is required to confirm deficit, and severity is rated on a four-point scale defined by differences in conceptual, social, and practical domains. Global developmental delay (GDD; 315.8 [F88]) is the diagnosis 1 Until 2013 the 4th edition of Diagnostic and Statistical Manual of Mental Disorders ( DSM-IV-TR ; American Psychiatric Association, 1994) listed autism spectrum disorder as a number of different disorders (e.g., autistic disorder, Asperger’s disorder) grouped into the category “Pervasive developmental disorders”.

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  Rutter's Child and Adolescent Psychiatry

  • Anita Thapar, Daniel S. Pine, James F. Leckman, Stephen Scott, Margaret J. Snowling, Eric A. Taylor, Anita Thapar, Daniel S. Pine, James F. Leckman, Stephen Scott, Margaret J. Snowling, Eric A. Taylor, Daniel Pine, Anita Thapar, Daniel Pine, James F. Leckman, Stephen Scott, Margaret J. Snowling, Eric A. Taylor(Authors)
  • 2015(Publication Date)
  • Wiley-Blackwell

    (Publisher)

  Chapter 3 Neurodevelopmental Disorders Anita Thapar1 and Michael Rutter2

  1 Child and Adolescent Psychiatry Section, Institute of Psychological Medicine and Clinical Neurosciences, Cardiff University School of Medicine, Cardiff University, UK

  2 Social, Genetic and Developmental Psychiatry (SGDP) Research Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, UK

  In this chapter we begin by considering what disorders have been classified as neurodevelopmental and why. In DSM-5 and (probably) the forthcoming ICD-11, specific learning disorders (involving reading, writing, and arithmetic), motor disorders, communication disorders, autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), intellectual disability (ID) and tic disorders are all placed in a neurodevelopmental cluster. We consider the rationale and discuss both the concept of comorbidity and the hypothesis of “maturational” lag. Detailed descriptions of specific disorders and appropriate interventions are covered in the disorder chapters of this book.

  Neurodevelopmental Disorders (which show a frequent co-occurrence) can be considered to involve impaired development of cognitive or motor functions manifest from childhood that have a steady course without marked remissions or relapses, but tend to lessen with increasing age. Neurodevelopmental Disorders may also involve aberrant functioning. Neurodevelopmental Disorders, whilst defined as categories for clinical purposes, can also be viewed as quantitative dimensions (see Chapter 2 ).

  The classification of Neurodevelopmental Disorders

  As discussed by Rutter and Pine in Chapter 2 , it is usual in diagnostic classification systems to have several levels of information, and both ICD-11 and DSM-5 are no exception to that. However, there is one very important difference between new classifications and the old. The decision that the overall number of diagnostic groupings or clusters need not

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  Abnormal Psychology

  An Integrative Approach

  • David Barlow, V. Durand, Stefan Hofmann, , David Barlow, V. Durand, Stefan Hofmann(Authors)
  • 2017(Publication Date)
  • Cengage Learning EMEA

    (Publisher)

  520 C H A P T E R O U T L I N E Overview of Neurodevelopmental Disorders What Is Normal? What Is Abnormal? Attention-Deficit/Hyperactivity Disorder Specific Learning Disorder Autism Spectrum Disorder Treatment of Autism Spectrum Disorder Intellectual Disability (Intellectual Developmental Disorder) Causes Prevention of Neurodevelopmental Disorders Denis Kuvaev/Shutterstock.com 14 Neurodevelopmental Disorders Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-208 OVERVIEW OF Neurodevelopmental Disorders 521 STUDENT LEARNING OUTCOMES* *Portions of this chapter cover learning outcomes suggested by the American Psychological Association (2013) in its guidelines for the undergraduate psychology major. Chapter coverage of these outcomes is identified above by APA Goal and APA Suggested Learning Outcome (SLO). • Identify basic biological, psychological, and social compo-nents of behavioral explanations (e.g., inferences, observa-tions, operational definitions, and interpretations). (APA SLO 2.1a) ( see textbook pages 523, 527, 532, 536–538, 543–546 ) • Describe problems operationally to study them empirically. (APA SLO 2.3a) ( see textbook pages 526, 531, 535, 542 ) • Correctly identify antecedents and consequences of behavior and mental processes (APA SLO 1.3c). ( see textbook pages 528, 536–538, 546 ) • Describe examples of relevant and practical applications of psychological principles to everyday life. (APA SLO 1.3a) ( see textbook pages 528, 529, 533, 538–540, 546–548 ) Use scientific reasoning to interpret behavior: Engage in innovative and integrative thinking and problem solving: Describe applications that employ discipline-based problem solving: Overview of Neurodevelopmental Disorders Almost all disorders described in this book are developmental disor-ders in the sense that they change over time.

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  Diagnostic Essentials of Psychopathology: A Case-Based Approach

  • Cheree Hammond(Author)
  • 2021(Publication Date)
  • SAGE Publications, Inc

    (Publisher)

  5 Neurodevelopmental Disorders

  Clients who present with Neurodevelopmental Disorders vary widely from one another. The disorders represented in this dimension are extremely broad and range from difficulties with learning, obstacles in communication, struggles in social interactions and challenges in body movement. Homogeneity seems to be the rule in this dimension of disorders since the degree to which these difficulties permeate each individual’s daily functioning, impact wellbeing or influence the sense of self also varies a great deal from one disorder and one person to the next. These disorders share the fact that they are manifested and identified early in development. The disorders of the neurodevelopmental continuum impact the parent system early and, often, for the life of the family. Siblings and whole family processes and functioning can be profoundly challenged, but also enriched, when a child is diagnosed with a disorder such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) or an intellectual disability. As Solomon (2013) notes, “Having exceptional children exaggerates parental tendencies; those who would be bad parents become awful parents, but those who would be good parents often become extraordinary,” (p. 6). School and work experiences can also be significantly impacted by Neurodevelopmental Disorders. For some, ASD also holds the unique quality of creating a space of pride, identity and culture, which sets it apart from other disorders in the DSM 5.

  It is important to note that the diagnosis of these disorders is very complex, and appropriate diagnosis has broad implications for a child’s education, family and social relationships, lending additional weight to accurate diagnosis. As a rule, extensive psychological testing by those with specialized training and qualifications should accompany these diagnoses in order to assure that the difficulties are well understood and that a thorough intervention plan can be developed. This point can’t be under-emphasized. It is, however, important for psychotherapists to have the ability to recognize these difficulties so that children can be referred for formal assessment when appropriate. Further pointing to the importance of referring to specialized assessment (rather than by a primary care physician) is the potential for exacerbating what appears to be a trend to over-diagnose some disorders on this continuum. For example, an astonishing 20% of boys in the United States have been diagnosed with ADHD (Visser et al., 2014) and 1 in 40 children in the United States is diagnosed with autism (Kogan et al., 2018) suggesting the need for greater diagnostic caution and skill when providing services for these children.

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  Essentials of Child and Adolescent Psychopathology

  • Linda Wilmshurst, Alan S. Kaufman, Nadeen L. Kaufman(Authors)
  • 2014(Publication Date)
  • Wiley

    (Publisher)

  Based on their results, Andrews et al. (2009) suggested five potential disorders for inclusion in the neurodevelopmental category: intellectual disability, autism spectrum disorders, motor disorders, communication disorders, and learning disorders. Ultimately, six disorders were included in the neurodevelopmental category, as ADHD was added to the mix. According to the DSM-5, the six disorders were included in this category, since they met the following conditions: They often share comorbidity (intellectual disability and ASD; ADHD and specific learning disorders). The disorders represent a range of neurodevelopmental impairments and functioning from global (global developmental delay) to more specific deficits (executive functioning deficits). The following three chapters discuss some of the most prevalent Neurodevelopmental Disorders, evident in childhood and adolescence, including intellectual and developmental disabilities (autism spectrum disorder), ADHD, and specific learning disabilities or disorders. Some changes to look for in the presentations of these disorders, new to the DSM-5, are briefly discussed as follows. Clinical criteria and any alterations to diagnostic considerations will be discussed at greater length in the chapters to follow. Intellectual disability or intellectual developmental disorder and developmental disorders (autism spectrum disorder). Intellectual disability (previously mental retardation) has deviated significantly from previous discussions of ranges of intellectual functioning (mild, moderate, severe, and profound). Currently, the specifiers (mild, moderate, severe, and profound) are used to refer to levels of supports required for adaptive functioning across three domains: conceptual (academics, problem solving), social (social judgment, communication and relationships), and practical (life skills) domains

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  Clinical Assessment Workbook

  Balancing Strengths and Differential Diagnosis

  • Elizabeth Pomeroy(Author)
  • 2014(Publication Date)
  • Cengage Learning EMEA

    (Publisher)

  16 Neurodevelopmental Disorders 2 Introduction The section of the DSM-5 (APA, 2013) “Neurodevelopmental Disorders,” addresses a distinctively different grouping compared to those in other chapters. First, this category of the DSM-5 includes those disorders that usually come to the attention of parents, caregivers, or health-care professionals during the early developmental years. Second, these disorders cover a broad range of prob-lems from chronic, long-term disorders (e.g., Intellectual Disability or Autism Spectrum Disorder) to transient, developmental difficulties (e.g., Tic Disorder). Third, even though some disorders are initially diagnosed in children or adoles-cents (e.g., Autism Spectrum Disorder), in some instances, the diagnosis is first identified in adulthood. Finally, many of these disorders can be assessed along a continuum from very mild to very severe. Since this initial chapter of the DSM-5 covers a broad spectrum of neurode-velopmental disorders, it is divided into 16 descriptive subcategories. All of the diagnoses can be primary clinical disorders. Although many of these disorders can begin before age 18, they commonly have implications for the individual’s adult functioning. Disorders Intellectual Disability Intellectual Disability, referred to as Intellectual Developmental Disorder in the ICD-11, is diagnosed when the child has significantly below average intellectual and adaptive functioning. Intellectual functioning as measured by an individu-alized intelligence test (e.g., Wechsler Intelligence Scale for Children—Fourth Edition [WISC-IV, 2003]) is considered below average if the scores on these tests are 2 standard deviations below the mean. In general, a client with an IQ score of 70 on the WISC-IV would be considered to have an intellectual disabil-ity if they also have impairments in adaptive functioning. Adaptive function-ing is assessed along a continuum of mild, moderate, severe, and profound.

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  The Psychology of Ageing

  From Mind to Society

  • Gary Christopher(Author)
  • 2017(Publication Date)
  • Red Globe Press

    (Publisher)

  213 C HAPTER 13 Neurodevelopmental Disorders Up until quite recently the study of adults with a range of neurodevelopmen-tal disorders has largely been ignored. Research instead focused almost exclu-sively on these conditions in childhood and adolescence. Given the severity of these conditions, there is a need to redress this balance and focus instead on how these conditions impact across the entire lifespan. This chapter will draw on recent research that has begun to do exactly that. One of the main challenges of this field is to examine how symptoms undergo a developmen-tal change such that the manifestation of symptoms in adulthood may differ from those in childhood and adolescence. This chapter is split into two main sections, one focusing on specific learn-ing difficulties (SpLDs), and the other on intellectual development disor-ders (IDDs). Where possible proposed DSM-V terminology will be used, the exception being when reference is made to studies already published where older diagnostic terms need to be retained to ensure an accurate portrayal of the findings. In the case of SpLDs, this group of conditions consists of learn-ing disorders, autism spectrum disorder, motor disorders, communication disorders, and attention deficit hyperactivity disorder. ‘Intellectual develop-ment disorder’ is a term that replaces mental retardation that was used in DMS-IV-TR and includes Down’s syndrome, Fragile X syndrome, and cer-ebral palsy. At the start of each section there will be a brief overview of the main conditions followed then by an exploration of some of the main issues specific to older adults. This is by no means a comprehensive survey but rather an introduction to some of the key themes. Those interested in learn-ing more about this topic should refer to Bigby’s (2004) excellent text on the subject.

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  Mental Health and Attendance at School

  • Katie Finning, Tamsin Ford, Darren A. Moore(Authors)
  • 2022(Publication Date)
  • RCPsych Publications

    (Publisher)

  Chapter 5 Neurodevelopmental Disorders and Attendance at School Abigail Emma Russell 5.1 Outline In this chapter I outline the features of the most common Neurodevelopmental Disorders (NDD) and types of school attendance problems that occur for young people with NDD, and discuss in more detail common contributing factors to problems with their school attendance at both the individual and school levels. Suggestions for promoting attend- ance and understanding attendance problems for young people with NDD are discussed throughout. Young people with NDD are likely to have many of the risk factors for poor school attendance. Their school absences may be due to a multitude of reasons, embed- ded in complex social conditions including family and school factors, and each individ- ual case will be different. 5.2 Overview 5.2.1 What Are Neurodevelopmental Disorders? NDD involve impaired development of motor (movement) or cognitive (brain) func- tions and are characterised by differences in brain development and maturation. These differences cause varying profiles of weaknesses, strengths and impairments for children and adolescents with NDD. Research has shown that children and adolescents (hence- forth referred to as young people) with NDD have differences in the structure, connec- tions and activation of different parts of the brain [1], which are the result of complex genetic and environmental causes. Symptoms and impairments related to NDD tend to improve with increasing age but have a steady trajectory that often extends into adult- hood [1]. School absenteeism is common in young people with NDD. ‘NDD’ is an umbrella term that includes a range of widely recognised and less common developmental disorders, and significant impairments do persist into adult- hood for many young people.

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  DSM-5® Guidebook

  The Essential Companion to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition

  • Donald W. Black, Jon E. Grant(Authors)
  • 2014(Publication Date)
  • American Psychiatric Association Publishing

    (Publisher)

  In DSM -III, the disorder was called “infantile autism” and was listed as one of several pervasive developmental disorders. In DSM -III-R and DSM -IV, other related disorders were included in the category, including Rett’s disorder, childhood disintegrative disorder, Asperger’s disorder, and pervasive developmental disorder not otherwise specified. DSM -5 now replaces all of these diagnoses with a single diagnosis, autism spectrum disorder. Autism spectrum disorder is considered a neurodevelopmental disorder. Although present from infancy or early childhood, the disorder may not be detected until later because of minimal social demands and support from parents or caregivers in early years. For DSM -5, the diagnosis has been reconceptualized as a “spectrum” that includes all of the various disorders previously distinguished in DSM -IV. The essential features of autism spectrum disorder are persistent deficits in reciprocal social communication, in nonverbal communicative behaviors used for social interaction, and in developing, managing, and understanding relationships (Criterion A) and restricted, repetitive patterns of behavior, interests, or activities (Criterion B). Distinctions among the pervasive developmental disorders were inconsistent over time, variable across sites, and often associated with severity, language level, or intelligence rather than features of the disorder. The Neurodevelopmental Disorders Work Group considered various options and concluded that because autism is defined by a common set of behaviors, it is best represented as a single diagnostic category adapted to the individual’s clinical presentation by inclusion of clinical specifiers (e.g., severity, intellectual 41 impairment, language impairment) and associated features (e.g., known genetic disorders, epilepsy, intellectual disability)

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  Essentials of Abnormal Psychology

  • V. Durand, David Barlow, Stefan Hofmann, , V. Durand, David Barlow, Stefan Hofmann(Authors)
  • 2018(Publication Date)
  • Cengage Learning EMEA

    (Publisher)

  C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life). D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning. E. The disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level. From American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC. DISORDER CRITERIA SUMMARY Autism Spectrum Disorder DSM 5 autism spectrum disorder (ASD) Neurodevelopmental disorder characterized by significant impairment in social interactions and communication and restricted patterns of behavior, interest, and activity. childhood disintegrative disorder Pervasive developmental disorder involving severe regression in language, adaptive behavior, and motor skills after a 2- to 4-year period of normal development. Rett disorder Progressive neurological developmental disorder featuring constant hand-wringing, intellectual disability, and impaired motor skills. pervasive developmental disorder—not otherwise specified Wide-ranging, significant, and long-lasting dysfunctions that appear before the age of 18. joint attention Attention shared by two persons toward an object after one person has indicated interest in the object to the other person; this social interaction is limited or absent in people with autism spectrum disorder. Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.

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  Essentials of Clinical Psychology

  An Indian Perspective

  • S. K. Mangal, Shubhra Mangal(Authors)
  • 2023(Publication Date)
  • Routledge

    (Publisher)

  Usually evident before age three and mainly caused by brain dysfunction, autism refers to a pervasive developmental disorder that may bring serious impairments and disabilities in the communication, social, emotional, and cognitive behaviors of affected children. It is usually demonstrated by them in terms of their social aloofness and bizarre activities, such as repetitive and unusual responses to sensory experiences, and it adversely affects their educational performance and adjustment in life. For the diagnosis and identification of autism, the Diagnostic Criteria provided by the American Psychiatric Association in the DSM-5 may serve a useful purpose.

  Autism is the outcome of dysfunction or impairment of the brain and neurological transmission. These abnormalities of the brain and neurological functioning may be caused by a single factor or a combination of factors, such as the transmission of defective genes, pregnancy complications, accidents at the time of delivery, as well as maladjustments they experience after birth in their sociocultural environment.

  The treatment applied to cases of autism may consist of a number of measures in the shape of Medication and biochemical treatment (involving drug and vitamin therapy); Sensory integration treatment (aimed to rectify the deficiencies related to sensory integration ability); and Communication training or treatment (concentrating on improving communication skills); as well as treatment involving applied behavior analysis or behavior therapy.

  Learning Disorders or Disabilities

  Meaning and Concept of Learning Disorders or Disabilities

  Children suffering from serious learning difficulties or disabilities are labeled as learning-disabled children. The question may arise as to what these learning difficulties or disabilities are. A learning difficulty or disability is nothing but a sort of handicap or helplessness that can be felt by the sufferer in terms of his academic performance (learning or understanding something), much in the same way as experienced by a physically handicapped person in terms of his physical functioning, or by a mentally handicapped in terms of his mental functioning. Interpreted in this way, a learning-disabled child suffers from inconveniences and problems in learning areas, much like those experienced by people who are mentally retarded or handicapped in mental or cognitive areas, or by a physically handicapped in the physical and motor areas, or even by a socially or emotionally handicapped in the social and emotional areas.

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