Mental Retardation (Now called Intellectual Disabilities) –
must be proven with IQ testing and can be mild, moderate, severe, or profound
dependent on the IQ level. Mild 50/55 to 70; Moderate 35/40- 50/55; Severe
20/25 to 35/40; Profound below 20 or 25. It may also be Severity Unspecified if
ID is suspected but the person cannot be tested due to impairments.
Learning Disorders – can be diagnosed when a child fails to
meet achievement levels or age, grade, and level of intelligence (those with ID
or PDD would not be included). These disorders can include Reading Disorder,
Mathematics Disorder, Disorder of Written Expression, & Learning Disorder,
NOS.
Motor Skills Disorders
Developmental
Coordination D/o – only diagnosed if impairs academic achievement or daily
functioning
Communication D/o’s – Expressive Language
D/o, Mixed Receptive-Expressive Language Disorder, Phonological Disorder, Stuttering,
& Communication Disorder, NOS
Pervasive Developmental Disorders
(PDD) – severe and pervasive impairment in several of the following: reciprocal
social interaction skills, communication skills, presence of stereotyped
behavior, interests, activities
Autistic Disorder – probably the most
diagnosed of PDD. The client must meet at least 6 of the following criteria
before the age of 3 (with specific requirements each category):
Meet 2 impairment on
social interactions:
Impairment in use of multiple
nonverbal bxs
Failure to develop socially
according to age
Does not seek to share
enjoyment, interests, or achievements with others
Lacks social or emotional
reciprocity
Meet one impairment
in communication:
Delay or lack of spoken language
(w/o gestures)
If they do have speech,
impairment in initiation or sustaining conversation w/ others
Stereotyped and repetitive use
of language or personal language
Lack of spontaneous fantasy play
or imitation play (dependent on developmental level)
Meet 1 of repetitive
and stereotyped patterns of bx, interests, and activities
Encompasses preoccupation with stereotyped and restricted patterns of
interest and is abnormal in intensity or focus
Refusal to disengage in
adherence to specific and nonfunctional routines or rituals
Stereotyped and repetitive motor
mannerisms (hand flapping/twisting)
Preoccupation with parts of
objects
Differential
diagnoses includes Rett’s d/o or Childhood Disintegrative D/o
Rett’s Disorder –
deceleration of growth after normal prenatal development, normal dimensions
upon birth, and motor development up to 5 months after birth
Childhood
Disintegrative D/o – normal development for 2 years after birth, loss of
previously acquired skills (before age 10), abnormal functions in social
interactions, communication, and/or repetitive patterns
Asperger’s Disorder – impairments in social interactions,
repetitive and stereotyped patterns but no cognitive delays or general delay in
language.
PDD, NOS (includes
atypical autism)
Attention-Deficit and Disruptive Behavior Disorders
Attention-Deficit/Hyperactivity
Disorder (ADHD )– characterized by inability to pay attention. There are 3
subtypes:
ADHD,
Combined Type - meets 6 or more of
both sets of symptoms
ADHD,
Predominantly Inattentive Type – meets 6 or more of the inattention
symptoms but fewer than 6 of the hyperactivity-impulsivity symptoms
ADHD,
Predominantly Hyperactive-Impulsive Type – meets 6 or more of the
hyperactivity-impulsivity symptoms but fewer than 6 of the inattention
Criteria of ADHD:
Inattention:
Fails
to pay attention to details (careless mistakes)
Difficulty
keeping attention on tasks or play activities
Does
not seem to listen when spoken to directly
Does
not follow through on instructions and fails to finish tasks
Has
difficulty organizing tasks and activities
Avoids,
dislikes, or is reluctant to do tasks that require significant mental effort
Loses
things for tasks and activities
Easily
distracted by external stimulus
Forgetful
in daily activities
Hyperactivity-impulsivity:
Hyperactivity:
Fidgets/squirms
Leaves
seat in situations in which they should remain seated
Runs
or climbs in situations it is inappropriate
Difficulty
playing or engaging in leisure activities QUIETLY
On
the go
Talks
excessively
Impulsivity:
Blurts
out answers before hearing the entire question
Difficulty
awaiting turn
Interrupts
or intrudes on others
Treatment of ADHD:
-
Implement behavioral modification
o
Establish routine - visual
o
Increase parent’s praise and positive
verbalizations
o
Teach how to give directions
§
Gain client’s attention
§
Make one request at a time
§
Clear away distractions
§
Repeat instructions
§
Obtain feedback from client
o
Identify rules and boundaries
o
Reward system and/or contract to reinforce
client’s desired positive bx and deter impulsive bx
o
Identify positive reinforcers
o
Natural, logical consequences
-
Individual
o
Increase study skills
o
Teach test-taking strategies
o
Teach meditational and self control (stop, look,
listen, think)
o
Teach problem solving skills
ADHD, NOS – age is after 7 years
or don’t meet criteria but inattention is still present; bx might be more marked
by sluggishness, daydreaming, and hypoactivity
Conduct Disorder - behaviors
typically fall into these areas: aggression to people and animals, destruction
of property, deceitfulness or theft, serious violations of rules
Oppositional Defiant Disorder - bx lasting at least 6 months: loses temper,
argues with adults, actively defies or refuses to comply with requests/rules,
deliberately annoys people, blames others for mistakes or misbehavior,
touchy/easily annoyed with others, angry/resentful, spitreful/vindictive.
Disruptive Behavior Disorder, NOS
Feeding and Eating Disorders of Infancy or Early Childhood –
Pica, Rumination Disorder, Feeding Disorder of Infancy or Early Childhood
Tic Disorders – Tourette’s Disorder, Chronic Motor or Vocal
Tic Disorder, Transient Tic Disorder, Tic Disorder, NOS
Elimination Disorders – Encopresis (inability to retain poop
and release in toilet), Enuresis (inability to retain urine and release in
toilet)
Other Disorders of Infancy, Childhood, or Adolescence
Separation Anxiety Disorder – excessive anxiety w/ separation from
home or attachment figures when separation is anticipated, fearful of losing
attachment figures, event will separate self from attachment figures,
reluctance to go to school or elsewhere, refusal to go to sleep or to sleep
away from home, nightmares surrounding separations, somatic complaints during
anticipation of seperation
Selective Mutism
Reactive Attachment Disorder of Infancy or Early Childhood – can be
characterized by failure to initiate or respond to social interactions or
excessive ‘familiarity’ with strangers (no boundaries). The care provided to
these children showed disregard for child’s emotional needs, physical needs, or
there were repeated changes of primary caregiver. RAD formulates that the care (or
lack thereof) provided causes the behavior of child.
Stereotypic Movement Disorder
Disorder of Infancy, Childhood, or
Adolescence, NOS
American Psychiatric Association. (2000). Diagnositc and
Statistical Manual of Mental Disorders Text Revision, 4th ed. Jaypee
Brothers Medical Publishers.
No comments:
Post a Comment