Oral Exam Flashcards
Intellectual Developmental Disorder (Intellectual Disability) Key Features
Deficits in intellectual functioning and adaptive functioning with onset during developmental period
Specifiers: mild, moderate, severe, profound
Specifiers are based on adaptive functioning
Associated features: difficulties with social judgment, assessment of risk, self-management of behavior, emotions, or interpersonal relationships, or motivation in school or work environments; disruptive or aggressive behaviors
Intellectual Developmental Disorder (Intellectual Disability) Culture-Related Diagnostic Issues
Prevalence differences across social and cultural contexts could be due to variation in environmental risks that are Socrates with socioeconomic status and access to quality health care.
Global Developmental Delay
Children under the age of 5
Individual failures to meet unexpected developmental milestones in several ares of intellectual functioning and child cannot undergo systematic assessments of intellectual functioning
Language Disorder
Persistent difficulties in acquisition and use of language across modalities due to deficits in comprehension or production
Onset in early developmental period
Associate Features: may appear shy
Speech Sound Disorder
Persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication of messages
Onset of symptoms in early developmental period
Associated features: may have had delays in acquiring certain skills such as chewing, maintaining mouth closure, and blowing the nose
Childhood-Onset Fluency Disorder (Stuttering)
Disturbances in the normal fluency and timing pattern of speech that are inappropriate for age and language skills (sound and syllable repetitions, sound prolongations, pauses in speech, excess of physical tension while speaking) and disturbance causes anxiety about speaking
Onset in early developmental period
Associated Features: Avoiding speaking or certain worlds, motor movements
Social (Pragmatic) Communication Disorder
Difficulties in the social use of verbal and nonverbal communication
Onset in early developmental period but deficits may not be apparent until child is older
Associated Features: Language impairment, avoidance of social interactions
Autism Spectrum Disorder Diagnostic Features
Deficits in social communication and interaction across multiple contexts (deficits in social-emotional reciprocity, ranging; deficits in nonverbal communicative behaviors used for social interaction; deficits in developing, maintaining, and understanding relationships), restrictive repetitive behavior, interests, or activities (stereotyped or repetitive motor movements; insistence on sameness; restricted fixated interests; hyper- or hyporeactivity to sensory input)
Symptoms must be present in early developmental period
Associated Features: Gap between intellectual and adaptive functional skills; theory of mind deficits; executive function deficits; motor deficits; self-injury (head-banging)
Autism Spectrum Disorder Specifiers
Severity: Requiring very substantial support; Requiring substantial support; Requiring support
With or without accompanying intellectual impairment
With or without accompanying language impairment
Associated with a known genetic or other medical condition or environmental factor
Associated with a neurodevelopment, mental, or behavioral problem
With catatonia
Autism Spectrum Disorder Culture-Related Diagnostic Issues
Impaired against the norms for their cultural context
Discrepancies in age diagnosed for children from diverse ethnoracial backgrounds
Black children are more often misdiagnosed with adjustment disorder
Diagnosed more in males than females and diagnosis is later in females
Females tend to mask symptoms but still struggle to understand social relationships
Attention-Deficit/Hyperactivity Disorder Diagnostic Features
Persistent pattern of inattention and/or hyperactivity that interferes with functioning or development (Inattention: Fails to give attention to details, Difficulty sustaining attention; Does not follow through on instructions; Difficulty organizing tasks; Dislikes and avoids activities that require sustained attention; Loses things necessary for tasks or activities; Easily distracted by extraneous stimuli; Forgetful in daily activities; Hyperactivity: Fidgets; Leaves seats in situations where being seated is expected; Runs or climbs in situations where is is inappropriate; Unable to play quietly; on the go; talks excessively; blurts out answers; difficulty waiting turn; often interrupts or intrudes on others)
Symptoms need to persist for at least 6 months
Some symptoms present before 12 years old
Symptoms present in multiple settings
Associated Features: Delays in language, motor, or social development; Academic or work performance is impaired; Emotion dysregulation; Neurocognitive deficits
Attention-Deficit/Hyperactivity Disorder Specifiers
Combined presentation: both inattention and hyperactivity criteria met
Predominantly inattentive type
Predominantly hyperactive type
In partial remission-fewer than full criteria met for past 6 months, but still experiencing impairment
Severity: Mild: no more than minor impairments in functioning; Moderate; Severe: Many symptoms in excess of those required to make diagnosis or marked impairment in functioning
Attention-Deficit/Hyperactivity Disorder Culture-Related Diagnostic Issues
Prevalence is affected by cultural variation in attitudes toward behavioral norms and expectations of children in different social contexts
Under detection may result from mislabeling ADHD symptoms as opposition or defiant in socially oppressed ethnic or racialized groups
More frequent in males than in females and females tend to present with inattentive features
Specific Learning Disorder Diagnostic Criteria
Difficulties learning and using academic skills (inaccurate or slow and effort full word reading; difficulty understand the meaning of what is read; difficulty spelling; difficulties with written expression; difficulties mastering number sense; difficulties with mathematical reasoning); Affected academic skills are substantially below those expected
Symptoms persisted for at least 6 months
Learning difficulties start during school years
Associated Features: Uneven profile of abilities; Poor performance on tests of cognitive processing
Specific Learning Disorder Specifiers
With impairment in reading (word reading accuracy, reading rate or fluency; reading comprehension)-dyslexia
With impairment in written expression (spelling accuracy; grammar and punctuation accuracy; clarity or organization of written expression)
With impairment in mathematics (number sense; memorization of arithmetic facts; accurate or fluent calculation; accurate math reasoning)-dyscalculia
Severity: Mild (one or two academic domains, can function with supports); Moderate (one or more academic domains; intensive and specialized teaching needed); Severe (several academic domains, ongoing intensive individualized and specialized teaching for most of school years)
