NEURODEVELOPMENTAL DISORDERS Flashcards
DSM-5 TR (40 cards)
A 4-year-old child has difficulties in achieving expected developmental milestones across several intellectual domains. The child is unable to undergo systematic assessments of intellectual functioning due to his young age. The medical team is considering a diagnosis that could later evolve into a more specific classification if the child’s symptoms persist or become more distinct.
A) The child is diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD).
B) The child is diagnosed with Global Developmental Delay.
C) The child is diagnosed with Autism Spectrum Disorder without intellectual impairment.
D) The child is diagnosed with a specific learning disorder.
B) The child is diagnosed with Global Developmental Delay.
A 7-year-old girl demonstrates persistent deficits in social communication and interaction. Her parents report that she exhibits repetitive behaviors, has restricted interests, and insists on sameness. Although her intelligence and language skills are within normal limits, her symptoms cause significant impairment in her daily life. Which specifier might be added to her diagnosis to provide a more individualized clinical description?
A) Autism Spectrum Disorder with accompanying intellectual impairment.
B) Autism Spectrum Disorder without accompanying intellectual or language impairment.
C) ADHD with impulsivity.
D) Specific Learning Disorder with reading difficulties.
B) Autism Spectrum Disorder without accompanying intellectual or language impairment.
A 6-year-old girl who exhibits repetitive motor behaviors such as hand flapping and body rocking. These movements interfere with her daily activities and social interactions. The clinicians want to specify if these behaviors have any additional clinical implications or associations.
A) Stereotypic Movement Disorder with self-injurious behavior.
B) Autism Spectrum Disorder with communication deficits.
C) Tic Disorder with vocal tics.
D) ADHD with hyperactivity
A) Stereotypic Movement Disorder with self-injurious behavior
A 10-year-old boy, is experiencing persistent difficulties in reading despite average intelligence and supportive educational interventions. He often mispronounces words and reads below the expected level for his age. Which diagnosis is most likely for him, considering his academic challenges are specific and isolated?
A) Intellectual Developmental Disorder with global delay.
B) Specific Learning Disorder with impairment in reading.
C) ADHD with inattention and disorganization.
D) Communication Disorder with speech sound impairment.
B) Specific Learning Disorder with impairment in reading.
Lily, a 3-year-old, shows an inability to speak in sentences or understand complex instructions. Her parents notice she struggles with both verbal and nonverbal communication but has no signs of low intellectual ability or autism spectrum disorder. Her symptoms significantly impact her social interactions.
A) Autism Spectrum Disorder with language impairment.
B) Social (Pragmatic) Communication Disorder.
C) Childhood-Onset Fluency Disorder.
D) ADHD with impulsivity.
B) Social (Pragmatic) Communication Disorder.
Mark, a 12-year-old, is diagnosed with Tourette’s disorder after showing multiple motor and vocal tics for over a year. His condition follows a waxing-waning course. The clinical team wants to understand the specific criteria that distinguish Tourette’s disorder from other tic disorders.
A) Only motor tics have been present for at least a year.
B) Only vocal tics have been present for less than a year.
C) Multiple motor and vocal tics have been present for at least a year.
D) Tics are rhythmic and consistent over time.
C) Multiple motor and vocal tics have been present for at least a year.
Jonathan, an 8-year-old boy, experiences episodes where he suddenly makes loud vocalizations or rapid, recurrent movements. The symptoms appear abruptly and are nonrhythmic. The clinical presentation and duration need to be considered to diagnose the specific type of tic disorder.
A) Persistent (Chronic) Motor Tic Disorder.
B) Provisional Tic Disorder.
C) Stereotypic Movement Disorder.
D) ADHD with hyperactivity.
B) Provisional Tic Disorder.
Amy, a 6-year-old, often stutters and struggles with speech fluency, including repetitive sounds and prolonged syllables. Her condition has been present since early childhood and causes distress in social situations. The diagnosis should be based on her speech characteristics, which differ from typical language development.
A) Language Disorder with social communication deficits.
B) Childhood-Onset Fluency Disorder (Stuttering).
C) Social (Pragmatic) Communication Disorder.
D) Autism Spectrum Disorder with language impairment.
B) Childhood-Onset Fluency Disorder (Stuttering)
During a school meeting, a teacher expresses concerns about a student named Emily, who is 8 years old. Emily has trouble following simple instructions, struggles with social interactions, and is unable to perform age-appropriate daily tasks without assistance. Her difficulties are observed in various settings, including at home and in the community. Emily’s parents seek an evaluation to understand her needs better. Based on Emily’s situation, what aspect of her functioning suggests she may have an intellectual developmental disorder?
A. Emily’s challenges in social participation and communication indicate deficits in adaptive functioning across multiple environments.
B. Emily’s need for ongoing support to perform daily life activities shows impairments in practical domains.
C. Emily’s difficulties in following instructions suggest problems with judgment and abstract thinking.
D. Emily’s struggles in age-appropriate tasks demonstrate deficits in academic learning.
A. Emily’s challenges in social participation and communication indicate deficits in adaptive functioning across multiple environments.
A 15-year-old named Jake has been diagnosed with moderate intellectual disability. He attends a specialized school where he receives support tailored to his needs. Despite this, Jake finds it difficult to manage personal hygiene independently, struggles with understanding social cues, and has a limited ability to plan for future tasks. What level of severity best describes Jake’s intellectual developmental disorder, and why?
A. Mild, because Jake can perform some tasks with minimal assistance.
B. Moderate, because Jake requires consistent support in various areas of daily living.
C. Severe, because Jake is unable to perform most tasks without significant help.
D. Profound, because Jake has limited communication skills and requires total care.
B. Moderate, because Jake requires consistent support in various areas of daily living.
A child named Lily, diagnosed with intellectual developmental disorder, participates in a community program designed to enhance social skills and communication. Lily has shown significant progress in interacting with peers but continues to face challenges in problem-solving and planning. The program emphasizes practical activities that promote independent living. What aspect of Lily’s condition is the program aiming to address, and how is it doing so?
A. The program focuses on improving Lily’s reasoning and abstract thinking through social skill development.
B. It aims to enhance Lily’s adaptive functioning by promoting activities related to independent living.
C. The program targets Lily’s academic learning by providing practical problem-solving tasks.
D. It seeks to address Lily’s intellectual deficits by focusing on peer interactions and communication.
B. It aims to enhance Lily’s adaptive functioning by promoting activities related to independent living.
Emma is a 7-year-old girl who has been having significant trouble in school. Her teachers report that she has difficulty understanding and following instructions, struggles with basic reading and writing tasks, and cannot form complete sentences when speaking. A comprehensive evaluation indicates that Emma’s language abilities are substantially below those expected for her age. However, her cognitive abilities, as measured by standardized intelligence tests, are within the average range. Emma’s parents also note that she communicates effectively using non-verbal cues.
Which diagnosis is most appropriate for Emma, and why?
A. Intellectual Developmental Disorder, because Emma shows deficits in academic learning and communication skills.
B. Language Disorder, because Emma’s language abilities are significantly below age expectations, but her cognitive functioning is normal.
C. Intellectual Developmental Disorder, because she requires support in academic settings to meet developmental standards.
D. Language Disorder, because her difficulties are not explained by intellectual disability and are specific to language comprehension and production.
B. Language Disorder, because Emma’s language abilities are significantly below age expectations, but her cognitive functioning is normal.
Lucas is a 10-year-old boy who has been struggling academically and socially. His teachers observe that he has difficulty understanding complex instructions, solving problems, and planning activities. He often fails to complete tasks that require abstract thinking. Lucas also has problems interacting with peers, often missing social cues and showing limited social responsibility. A standardized intelligence test confirms deficits in reasoning and judgment. These difficulties have been present since early childhood. Which diagnosis is most appropriate for Lucas, and why?
A. Intellectual Developmental Disorder, because Lucas has deficits in intellectual functions and adaptive functioning that impact his independence.
B. Language Disorder, because Lucas struggles with understanding instructions and communication.
C. Intellectual Developmental Disorder, because his challenges in problem-solving and social interactions are consistent with deficits in adaptive functioning.
D. Language Disorder, because his language difficulties are quantifiably below age expectations.
A. Intellectual Developmental Disorder, because Lucas has deficits in intellectual functions and adaptive functioning that impact his independence.
Ryan is a 9-year-old boy who has been experiencing challenges both at school and at home. He has trouble learning new concepts, struggles with tasks that require reasoning, and needs help with daily activities. His parents note that Ryan has difficulty communicating his needs and often misunderstands social cues. A comprehensive evaluation shows that Ryan has below-average intellectual functioning and significant adaptive functioning deficits across various environments. Which diagnosis is most appropriate for Ryan, and why?
A. Intellectual Developmental Disorder, because Ryan has deficits in both intellectual and adaptive functioning since early childhood.
B. Language Disorder, because he has difficulties in communication and social participation.
C. Intellectual Developmental Disorder, because his challenges in learning and daily activities are consistent with intellectual and adaptive deficits.
D. Language Disorder, because his language abilities are below expected levels for his age.
A. Intellectual Developmental Disorder, because Ryan has deficits in both intellectual and adaptive functioning since early childhood.
A 6-year-old boy has been struggling with speech production since he started speaking. His parents noticed that he often omits sounds at the end of words, making it difficult for others to understand him. His teacher reports that Jamie’s classmates have a hard time engaging with him in group activities because of this. Which of the following best describes the child’s situation based on the criteria for Speech Sound Disorder?
A. Jamie's difficulties are likely caused by a congenital condition like cerebral palsy. B. Jamie has persistent difficulty with speech sound production that interferes with speech intelligibility, which affects his social participation. C. Jamie's issues began in his teenage years, indicating a late onset. D. Jamie's problems are due to a recent head injury.
B. Jamie has persistent difficulty with speech sound production that interferes with speech intelligibility, which affects his social participation.
Alex has been experiencing difficulties with speech since he was a toddler. He struggles with articulating certain sounds, making it hard for his peers and teachers to understand him. Despite interventions, his speech intelligibility has not improved significantly. Which aspect of the diagnostic criteria does Alex’s situation fulfill?
A. The difficulties are likely due to a recent viral infection affecting his vocal cords. B. Alex has a history of early onset of symptoms, consistent with a developmental speech sound disorder. C. Alex's speech issues only occur during stressful situations. D. The difficulties are attributable to his bilingual upbringing.
B. Alex has a history of early onset of symptoms, consistent with a developmental speech sound disorder.
A 9-year-old boy has consistently struggled with speech clarity, leading to misunderstandings and difficulty engaging in conversations with classmates. His speech issues began when he was a toddler, and there are no medical explanations for his condition. Which of the following best applies to the child?
A. The child's speech difficulties are likely due to a developmental delay unrelated to speech sound disorder. B. His early onset and lack of attributable medical conditions indicate a persistent speech sound disorder affecting communication. C. The child's issues result from emotional trauma experienced in recent years. D. The difficulties are due to his exposure to multiple languages at home.
B. His early onset and lack of attributable medical conditions indicate a persistent speech sound disorder affecting communication.
A 7 years old girl was recently diagnosed with moderate hearing loss. She struggles with speech sound production, often making errors consistent with her hearing impairment. Why should the girl’s speech issues not be hastily diagnosed as a Speech Sound Disorder?
A. Hearing impairment can explain all speech sound errors, so no further evaluation is necessary. B. The girl's speech sound errors exceed what is typical for her level of hearing loss, which may suggest a separate or additional speech sound disorder. C. Children with hearing impairments do not have speech sound issues. D. The child's speech issues are due solely to a lack of exposure to language.
B. The girl’s speech sound errors exceed what is typical for her level of hearing loss, which may suggest a separate or additional speech sound disorder.
Oliver is a 4-year-old who exhibits speech sound production difficulties. He has also been diagnosed with cerebral palsy and displays signs of dysarthria. What considerations should be made to avoid misdiagnosing him with a Speech Sound Disorder?
A. Dysarthria can include voice and neurological signs that are distinct from Speech Sound Disorder, which should be the focus of his treatment. B. Cerebral palsy does not typically affect speech production, so a separate diagnosis of Speech Sound Disorder is necessary. C. Dysarthria is only a concern in older children, not those under 5. D. Speech Sound Disorder is often misdiagnosed in children with cerebral palsy due to similarities in symptoms.
A. Dysarthria can include voice and neurological signs that are distinct from Speech Sound Disorder, which should be the focus of his treatment.
Liam is a 10-year-old boy who struggles with schoolwork despite regular tutoring and support. His teachers notice he has trouble solving math problems and often can’t understand abstract concepts in class. His social interactions are age-appropriate, and he enjoys playing with friends. A clinical assessment and intelligence testing confirm a significantly below-average IQ. Which diagnosis is more appropriate?
A. Intellectual Developmental Disorder, because Liam has deficits in intellectual functioning confirmed by standardized testing.
B. Language Disorder, because Liam might have difficulties in comprehension leading to problems in academic achievement.
C. Intellectual Developmental Disorder, because Liam’s challenges are primarily in language and communication.
D. Language Disorder, as Liam’s social interactions are age-appropriate, indicating an isolated language problem.
A. Intellectual Developmental Disorder, because Liam has deficits in intellectual functioning confirmed by standardized testing.
Emma, a 6-year-old girl, speaks in very short sentences and has trouble forming complete sentences. Her vocabulary is limited compared to her peers, and she finds it difficult to follow simple stories or explain her day. However, her nonverbal problem-solving skills are on par with her age group. What is the most suitable diagnosis?
A. Language Disorder, as Emma has persistent difficulties in language acquisition and use.
B. Intellectual Developmental Disorder, as Emma shows deficits in adaptive functioning related to language.
C. Language Disorder, because her issues are in intellectual reasoning and problem-solving.
D. Intellectual Developmental Disorder, since her language difficulties reflect broader cognitive issues.
A. Language Disorder, as Emma has persistent difficulties in language acquisition and use.
A 7-year-old child struggles with both social interactions and understanding math concepts. He often can’t keep up with academic learning and requires assistance with daily tasks like dressing. A detailed clinical evaluation shows significant deficits in adaptive functioning. Which diagnosis fits best?
A. Language Disorder, because the child has difficulties with communication affecting social participation.
B. Intellectual Developmental Disorder, as the child shows deficits in both intellectual and adaptive functioning.
C. Language Disorder, because the child’s deficits are limited to vocabulary and sentence structure.
D. Intellectual Developmental Disorder, because his academic difficulties suggest a broader intellectual deficit.
B. Intellectual Developmental Disorder, as the child shows deficits in both intellectual and adaptive functioning.
Amelia, a 6-year-old, enjoys playing with peers but often fails to understand stories read aloud in class. She uses simple sentences and often omits necessary grammatical elements. Her reasoning skills and social behavior are age-appropriate. What is the most appropriate diagnosis?
A. Intellectual Developmental Disorder, as Amelia has deficits in adaptive functioning.
B. Language Disorder, since Amelia has difficulties in sentence structure and comprehension.
C. Intellectual Developmental Disorder, because Amelia’s issues are related to reasoning and problem-solving.
D. Language Disorder, since her reasoning and social skills are age-appropriate.
B. Language Disorder, since Amelia has difficulties in sentence structure and comprehension.
A 6-year-old girl shows little interest in interacting with other children at her preschool. She tends to play alone and does not seem to notice when others approach her. Her teachers observe that she does not use gestures like waving or pointing and has limited facial expressions. At home, she is fascinated by spinning objects and can watch them for long periods. Which diagnosis is most appropriate for the girl, and why?
A) Autism Spectrum Disorder, because she has deficits in social interaction and communication, along with restricted interests.
B) Attention-Deficit/Hyperactivity Disorder, because she prefers solitary play and is inattentive to others.
C) Autism Spectrum Disorder, because her lack of gestures and limited facial expressions are signs of nonverbal communication deficits.
D) Attention-Deficit/Hyperactivity Disorder, because she is fascinated by repetitive motion.
A) Autism Spectrum Disorder, because she has deficits in social interaction and communication, along with restricted interests.
