NEURODEVELOPMENTAL

DISORDERS
WHAT IS A NEURODEVELOPMENTAL
DISORDER?
Neurodevelopmental disorders are disabilities associated primarily with the
functioning of the neurological system and brain.

Children with neurodevelopmental disorders experience difficulties with language
and speech, motor skills, behavior, memory, learning, or other neurological
functions.

Genetics can play an important role in many neurodevelopmental disorders, and
some cases of certain conditions such as intellectual disability are associated with
specific genes.
NEURODEVELOPMENTAL DISORDER
Difficulty adjusting to changes in routine or familiar surroundings.
Repetitive body movements or patterns of behavior, such as hand flapping, spinning and, head
banging.
Changing response to sound. (The child may be very sensitive to some noises and seem to not
hear others.)
Temper tantrums
Difficulty sleeping
Aggressive behavior
Fearfulness or anxiety (nervousness)
Unusual ways of playing with toys and other objects.


NEURODEVELOPMENTAL DISORDER
It has 6 categories

Intellectual Disabilities
Motor Disorders
Specific Learning Disorder
Communication Disorders
Autism Spectrum Disorder
AttentionDeficit/Hyperactivity Disorder

INTELLECTUAL DISABILITIES
is a disorder with onset during the developmental period that includes both
intellectual and adaptive functioning deficits in conceptual, social, and
practical domains.

The most commonly used definitions of intellectual disability (also referred to as
mental retardation) emphasize subaverage intellectual functioning before the age
of 18, usually defined as an intelligence quotient (IQ) less than 70 and impairments
in life skills such as communication, self-care, home living, and social or
interpersonal skills.

Different severity categories, ranging from mild to severe retardation, are defined
on the basis of IQ scores

INTELLECTUAL DISABILITIES
Diagnosis
A. Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking,
judgment, academic learning, and learning from experience, confirmed by both clinical assessment
and individualized, standardized intelligence testing.

B. Deficits in adaptive functioning that result in failure to meet developmental and sociocultural
standards for personal independence and social responsibility. Without ongoing support, the
adaptive deficits limit functioning in one or more activities of daily life, such as communication,
social participation, and independent living, across multiple environments, such as home, school,
work, and community.

C. Onset of intellectual and adaptive deficits during the developmental period.

INTELLECTUAL DISABILITIES
Mild Intellectual Disability - While intellectual development is typically slow, the ability to
learn in a normal setting is possible. Most symptoms appear in the preschool years, but
problems are noticed right after birth in others.
Moderate Intellectual Disability - A slightly lower IQ score is referred to as a moderate
intellectual disability (previously moderate mental retardation.) Symptoms include low
test scores and other physical and psychological signs.
Severe Intellectual Disability - The next level of intellectual disability is given to those
with an even lower IQ score. Symptoms include severe problems learning and inability of a
person to take care of themselves.
Profound Intellectual Disability - The most severe level of intellectual disability (although
some of these are subjective or arbitrary), profound intellectual disability makes it very
difficult to learn and be self-sufficient.
Unspecified Intellectual Disability - If there are other circumstances involved or unknown
factors, a person may be described as having an unspecified intellectual ability. The
symptoms will include some or all of the above and will vary person to person.

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
The learning difficulties begin during school-age years but may not become fully
manifest until the demands for those affected academic skills exceed the
individuals limited capacities

The learning difficulties are not better accounted for by intellectual disabilities,
uncorrected visual or auditory acuity, other mental or neurological disorders,
psychosocial adversity, lack of proficiency in the language of academic
instruction, or inadequate educational instruction.

SPECIFIC LEARNING DISORDER
Diagnosis

A. Difficulties learning and using academic skills,

B. The affected academic skills are substantially and quantifiably below those
expected for the individuals chronological age, and cause significant interference
with academic or occupational performance, or with activities of daily living (as
confirmed by individually administered standardized achievement measures and comprehensive clinical assessment. For
individuals age 17 years and older, a documented history of impairing learning difficulties may be substituted for the
standardized assessment.)

SPECIFIC LEARNING DISORDER
Reading Disorder - This is a significant impairment of reading accuracy, comprehension and speed
to a degree that it affects a person's academic pursuits or everyday life.
Dyslexia - This learning disability causes people to switch letters, making it difficult for them to
read.
Spelling Disorder - While some may say that bad spelling is just laziness, there is a learning
disorder that centers around the inability to spell and may be connected to dysgraphia, a writing
related learning disorder.
Mathematics Disorder - Problems with numbers and mathematics may point to the learning
disability known as mathematics disorder.
Disorder of Written Expression - Also known as dysgraphia, this learning disability makes it
difficult or impossible for a person to write clearly and effectively.
Unspecified Learning Disorder - Someone who has some or all of the symptoms for the learning
disabilities listed above might be said to have a learning disability.

MOTOR DISORDERS

Diagnosis
A. The acquisition and execution of coordinated motor skills is substantially below that expected given the individuals
chronological age and opportunity for skill learning and use. Difficulties are manifested as clumsiness (e.g., dropping or
bumping into objects)as well as slowness and inaccuracy of performance of motor skills (e.g., catching an object, using
scissors or cutlery, handwriting, riding a bike, or participating in sports).

B. The motor skills deficit in Criterion A significantly and persistently interferes with activities of daily
living appropriate to chronological age (e.g., self-care and self-maintenance) and impacts
academic/school productivity, prevocational and vocational activities, leisure, and play.

C. Onset of symptoms is in the early developmental period.

D. The motor skills deficits are not better explained by intellectual disability (Intellectual developmental
disorder) or visual impairment and are not attributable to a neurological condition affecting
movement (e.g., cerebral palsy, muscular dystrophy, degenerative disorder).
MOTOR DISORDERS
Developmental Coordination Disorder - When a child does not develop normal motor coordination, it is
referred to as developmental coordination disorder. Symptoms may appear in infancy or later in a child's life.

Stereotypic Movement Disorder
A. Repetitive, seemingly driven, and apparently purposeless motor behavior (e.g., hand
shaking or waving, body rocking, head banging, self-biting, hitting own body).
B. The repetitive motor behavior interferes with social, academic, or other activities and may
result in self-injury.
C. Onset is in the early developmental period.
D. The repetitive motor behavior is not attributable to the physiological effects of a substance or
neurological condition and is not better explained by another neurodevelopmental or mental
disorder (e.g., trichotillomania [hair-pulling disorder], obsessive compulsive disorder).


MOTOR DISORDERS
Specify if:
With self-injurious behavior (or behavior that would result in an injury if preventive
measures were not used)
Without self-injurious behavior

TIC DISORDERS
A tic is a sudden, rapid, recurrent, nonrhythmic motor movement or
vocalization.

Tourettes Disorder

Persistent (Chronic) Motor or Vocal Tic Disorder

Provisional Tic Disorder
COMMUNICATION DISORDER
Definition - Disorders of communication include deficits in language, speech, and communication.
Assessments must take into account the individuals cultural and language context,particularly for individuals
growing up in bilingual environments.

Diagnosis
A. Persistent difficulties in the acquisition and use of language across modalities (i.e., spoken, written, sign
language, or other) due to deficits in comprehension or production that include the following:
1. Reduced vocabulary (word knowledge and use).
2. Limited sentence structure (ability to put words and word endings together to form sentences based on
the rules of grammar and morphology).
3. Impairments in discourse (ability to use vocabulary and connect sentences to explain or describe a topic or
series of events or have a conversation).
COMMUNICATION DISORDER
Diagnosis (cont)

B. Language abilities are substantially and quantifiably below those expected for age,
resulting in functional limitations in effective communication, social participation, academic
achievement, or occupational performance, individually or in any combination.

C. Onset of symptoms is in the early developmental period.

D. The difficulties are not attributable to hearing or other sensory impairment, motor
dysfunction, or another medical or neurological condition and are not better explained by
intellectual disability (intellectual developmental disorder) or global developmental delay.

COMMUNICATION DISORDER
Language disorder
Combines DSMIV expressive and mixed receptive/expressive

Expressive Language Disorder - Children effected by expressive language disorder
generally understands language better than they are able to communicate with
others

Mixed Receptive-Expressive Language Disorder - This communication disorder
centers around an inability to understand language as well as problems
communicating with others.

COMMUNICATION DISORDER
Speech sound disorder
New name for Phonological disorder)
Children who do not develop the ability to produce some or all sounds needed for
speech are said to have a phonological disorder.

Childhood onset fluency disorder (new name for stuttering)
This is a disorder that causes people to repeat words or have
problems pronouncing words correctly.
Acquired Aphasia with Epilepsy - Also known as Landau-Kleffner
syndrome, this affects verbal communication, but also has the potential for
convulsions.





COMMUNICATION DISORDER
Social (pragmatic) communication disorder

Unspecified Communication Disorder - When the symptoms from some or all of
the communication disorders are present, it is referred to as an unspecified
communication disorder because it doesn't fit exactly under one of the other
categories.

AUTISM SPECTRUM DISORDER
encompasses the previous DSM IV autistic disorder (autism), Aspergers
disorder, childhood disintegrative disorder, and pervasive developmental disorder
not otherwise specified.

ASD is characterized by
1) deficits in social communication and social interaction
2) restricted repetitive behaviors, interests, and activities (RRBs)
social communication disorder is diagnosed if no RRBs are present
AUTISM SPECTRUM DISORDER
Specifiers
With or without accompanying intellectual impairment
With or without accompanying language impairment
Associated with a known medical or genetic conditionor environmental factor
Associated with another neurodevelopmental, mental,or behavioral disorder
With catatonia

Severity
Level 1: Requiring support
Level 2: Requiring substantial support
Level 3: Requiring very substantial support
ATTENTION DEFICIT/HYPERACTIVITY
DISORDER - ADHD
is a disruptive behavior disorder characterized by ongoing inattention and/or hyperactivity-
impulsivity, occurring in several settings and more frequently and severely than is typical for
other individuals in the same stage of development

3 categories:
Predominantly inattentive type: children whose problems are primarily those of poor
attention
Predominantly hyperactive-impulsive type: children whose difficulties result primarily from
hyperactive/impulsive behavior
Combined type: who have both sets of problems

ATTENTION DEFICIT/HYPERACTIVITY
DISORDER - ADHD
Diagnosis
A.
1. inattention
2. Hyperactivity and impulsivity
B. Several inattentive or hyperactive-impulsive symptoms were present prior to age
12 years.
C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings
(e.g., at home, school, or work; with friends or relatives; in other activities).
D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social,
academic, or occupational functioning.
E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic
disorder and are not better explained by another mental disorder
OTHER NEURODEVELOPMENTAL DISORDERS
Separation Anxiety Disorder - This is a psychological condition that causes people to miss places
or people so much that it causes excessive anxiety.
Sibling Rivalry Disorder - When sibling rivalry begins to have affects on the marriage or other
areas of life, it may be a sign of a bigger problem.
Selective Mutism - Is a severe anxiety disorder that causes children who can communicate
normally to "freeze up" in public or unfamiliar situations.
Reactive Attachment Disorder of Infancy or Early Childhood - When a child's physical and
emotional needs are neglected and they begin to have social interaction problems, this disorder
may be affecting them.
Stereotypic Movement Disorder -Nonfunctional and repetitive motor behavior in children may
be a sign of stereotypic movement disorder.
Unspecified Disorder of Infancy, Childhood or Adolescence - Symptoms appearing from several
of the above disorders that can't be pinned down to one specific type are said to be unspecified
disorder of infancy, childhood or adolescence.

TREATMENT FOR NEURODEVELOPMENTAL
DISORDERS
Special education: Education is structured to meet the child's unique educational
needs.
Behavior modification: This may include strategies for supporting positive
behavior by the child.
Speech, physical or occupational therapy: These therapies are designed to
increase the child's functional abilities.
Medication: There are no drugs to treat the developmental disorders themselves.
Medications may be used, however, treating specific symptoms such as anxiety
(nervousness), hyperactivity, and behavior may result in injury.