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Core Concept of Diagnostic Group: Categorized by time of onset Predominantly disorders of abnormal development and maturation. Emphasis of disorders is on the inability of the individual to attain certain normal developmental milestones and the associated functions, capabilities, & behaviors.
Mental Retardation
Characteristics: IQ is significantly below average (< 70) Accompanied by deficits in adaptive functioning, e.g. communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, academic skills, work, leisure, health, safety Onset before age 18 years Coding: coded on axis II Code based on degree of severity, reflecting level of intellectual impairment: Mild Mental Retardation IQ from 50-55 to 70 Moderate Mental Retardation IQ from 35-40 to 50-55 Severe Mental Retardation IQ from 20-25 to 35-40 Profound Mental Retardation IQ below 20-25
Mental Retardation
Prevalence: 1-3% of population; 90% are mild MR Course: chronic Prognosis: variable, depending on IQ & level of impairment Gender differences: more prevalent for males (1.6 to 1); no gender differences for severe & profound MR Causes: genetic; chromosomal (Down syndrome, Fragile X syndrome, Lesch-Nyhan syndrome); environmental (deprivation, abuse, neglect); prenatal (exposure to disease, alcohol, drugs, chemicals, poor maternal nutrition); perinatal (difficulties during labor & delivery); postnatal (malnutrition, infections, & head injuries) Treatment: behavioral skills training; communication training; supported living and employment; mainstreaming
Learning Disorders
Characteristics: Inadequate development of specific academic skills, such as reading, writing, and math. Specific academic skills are substantially below expected for age, intelligence, and education Significantly interferes with aspects of life requiring those skills. Subtypes: Reading Disorder Mathematics Disorder Disorder of Written Expression Learning Disorder Not Otherwise Specified
Learning Disorders
Prevalence:
general population: 5-10% reading disorders: 5-15% math disorders: 6%
Racial: more common in black children Negative outcomes: negative school experiences; school drop-out; lower employment rates; lower educational & career goals Causes: genetics; structural & functional differences in the brain Treatment: educational interventions (processing skills; cognitive skills; behavioral skills)
Tourettes Disorder
Causes: genetic (32% have relatives with TD); abnormal metabolism of 5HT & D; brain processing problem (basal ganglia) Prevalence: decreases with age; 5-30 per 10,000 in childhood; 1-2 per 10,000 in adulthood Gender: 2-5x as common for males Onset: as early as 2 yrs; average age of onset is 6-7 yrs; typically develops by age 14 Course: severity, frequency, and disruptiveness of sx diminish during adolescence & adulthood Treatment: antipsychotics; antihypertensive medications; SSRIs; self-monitoring; relaxation training; habit reversal
Conduct Disorder
Repetitive, persistent pattern of behavior in which the basic rights of others or major societal norms or rules are violated. 3 or more of the following are present in the past 12 months, and at least one of the following is present in the past 6 months. 1) Aggression to people and animals 2) Destruction of property 3) Deceitfulness or theft 4) Serious violations of rules
Conduct Disorder
1) Aggression to People and Animals: Bullying, threats, intimidation Physical fights Use of weapons Physical cruelty to people Physical cruelty to animals Mugging, purse snatching, extortion, armed robbery Forced sexual activity
Conduct Disorder
2) Destruction of Property: Deliberate fire-setting Deliberate destruction of others property 3) Deceitfulness or Theft Breaking & entering Lying; conning Stealing; shoplifting; forgery 4) Serious Violations of Rules Breaking curfew prior to age 13 School truancy prior to age 13 Running away from home
Conduct Disorder
Subtypes: Conduct Disorder, Childhood Onset onset of at least 1 criterion prior to age 10 Conduct Disorder, Adolescent Onset absence of any criteria prior to 10 Conduct Disorder, Unspecified Onset age of onset is unknown Specifiers: Mild few, if any, conduct problems in excess of those required to make dx; cause only minor harm to others Moderate number of conduct problems and effect on others are in the intermediate range Severe many conduct problems in excess of those required to make dx; cause considerable harm to others
Conduct Disorder
Etiology: genetics; decreased arousal; low levels of 5HT; neurological deficits Prevalence: 2-9% of nonclinical population; up to 1/31/2 of child mental health referrals; 87-91% of incarcerated juveniles Gender Differences: mostly males Onset: as early as preschool Prognosis: poor; 2/3rds of cases develop into Antisocial Personality Disorder Treatment: parent management training; communitybased interventions (group homes, wilderness programs; therapeutic boarding schools); CBT (social skills, problem solving, cognitive restructuring)
Autistic Disorder
Abnormal functioning in at least one of the following areas, with onset prior to 3:
1) Social interaction 2) Language and communication 3) Symbolic, imaginative play
Qualitative impairment in social interaction and relationship development Qualitative impairment in communication, language, and conversation skills Restricted, repetitive, stereotyped patterns of behavior, interests, activities.
Autism
Mental retardation: 75-80%; 50% are profoundly or severely MR; 25% are moderately MR; 25% borderline to average IQ Gender differences: higher IQ more prevalent among males; IQ < 35 more prevalent among females Prevalence: 1 in 500 births Onset: first apparent in infancy & toddlerhood Course: chronic; life-long impairment; 50% never acquire speech Causes: abnormalities in brain structure and function (5HT synthesis, cerebellum); genetics Treatments: intensive behavioral Tx focusing on improving communication, social and daily living skills and reducing problem behaviors; early intervention programs; applied behavior analysis; parent training; mainstreaming for education; community interventions (supportive living arrangements & work settings)
Aspergers Disorder
Qualitative impairment in social interaction and relationship development Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities But lack any clinically significant delay in language or cognitive development
Aspergers Syndrome
What you see: Anxious, excessive desire for sameness Preoccupation with stereotyped, repetitive activities Obsess about objects Limited interests Cant relate to others Cant read emotions Cant understand social cues Social isolation, socially inept Average IQ scores Motor clumsiness Poor coordination
Aspergers Syndrome
Gender: up to 4x as common for males Prevalence: up to 5x as common as Autism Onset: later onset than Autism Course: chronic, life-long Etiology: genetics; brain abnormalities (limbic system, 5HT & D systems, right hemisphere)