Care of Children with Neurodevelopmental Disorders

Vocabulary-style flashcards covering definitions and key facts about Intellectual Disability, ADHD, and Autism Spectrum Disorder for Unit 11.

Neurodevelopmental Disorders

Group of conditions with onset in childhood that produce impairments of personal, social, academic, or occupational functioning.

Etiological Factors (Neurodevelopmental Disorders)

Hereditary factors, early embryonic alterations, pregnancy/perinatal problems, acquired medical conditions, environmental influences, and other mental disorders.

Intellectual Disability (ID)

Deficits in intellectual and adaptive functioning confirmed by clinical assessment and standardized IQ testing.

IQ Test

Standardized measure used to assess general intellectual functioning for diagnosis of ID.

Adaptive Functioning

Ability to meet standards of personal independence and social responsibility in daily life.

Conceptual Skills (ID)

Language, reading, writing, math, reasoning, knowledge, memory—one of three adaptive domains.

Social Skills (ID)

Empathy, social judgment, interpersonal communication, ability to follow rules, friendships.

Practical Skills (ID)

Personal care, job responsibilities, money management, recreation, organizing tasks.

Mild Intellectual Disability

Approx. 85% of cases; 6th-grade academic level by late teens; may need help under social/economic stress; considered “educable.”

Moderate Intellectual Disability

About 10% of cases; does not progress beyond 2nd-grade level; needs moderate supervision; functions in sheltered workshops (“trainable”).

Severe Intellectual Disability

3–4% of cases; poor motor development, minimal speech; cannot learn academics; extensive supervision for self-care.

Profound Intellectual Disability

1–2% of cases; infant-level functioning; requires total care; may learn very simple tasks (e.g., feeding).

Safety Environment (ID)

Remove small objects, lock doors, cover outlets, keep poisons/meds out of reach to prevent injury and aggression.

Self-Care Training (ID)

Teach one aspect of self-care at a time using simple, concrete instructions before adding new skills.

Impaired Verbal Communication Intervention (ID)

Learn family’s special words, identify gestures, use pictures/symbols, anticipate needs until communication improves.

Impaired Social Interaction Intervention (ID)

Stay with child during initial contacts, use simple language about acceptable behavior, establish behavior-modification plan.

Parent Education (ID)

Inform about training services, reinforce social behaviors, address sexuality and safety for adolescents.

Attention-Deficit/Hyperactivity Disorder (ADHD)

Persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

Inattention Symptoms

Careless mistakes, difficulty sustaining focus, disorganization, forgetfulness, avoids sustained effort, frequently loses items.

Hyperactivity Symptoms

Fidgeting, leaving seat, running/climbing inappropriately, unable to play quietly, acting as if "driven by a motor."

Impulsivity Symptoms

Blurting answers, difficulty waiting turn, interrupting or intruding on others’ space/activities.

Home Environment Problems (ADHD)

Family tension, ineffective discipline, excessive negative feedback, child feels unable to please parents.

School Environment Problems (ADHD)

Disruptive classroom behavior, disproportionate teacher attention, inconsistent work quality, missing assignments.

Social Environment Problems (ADHD)

Peer rejection, negative attention from siblings and adults, development of pessimistic worldview.

Risk for Injury (ADHD)

Danger related to impulsive, accident-prone behavior and decreased perception of self-harm.

Nursing Goals (ADHD)

Prevent injury, encourage appropriate social interaction, raise self-esteem, motivate task compliance, minimize distractions.

Cognitive-Behavioral Therapy (ADHD)

Includes memory training, timers, exercise, meditation, neurofeedback, behavioral and psychosocial interventions.

CNS Stimulants

First-line ADHD drugs (e.g., Ritalin, Adderall) that increase attention span and control hyperactivity.

Side Effects of CNS Stimulants

Insomnia, loss of appetite, failure to gain weight or weight loss.

Stimulant Nursing Considerations

Give in morning or ≥6 h before bedtime, serve healthy breakfast, offer nutritious snacks later in day.

Selective Norepinephrine Reuptake Inhibitor (Atomoxetine)

Non-stimulant ADHD medication; give with food, monitor liver function, manage dry mouth with calorie-free drinks.

Positivity and Consistency (ADHD)

Tell child what TO do, be consistent, set schedules, use clear rules with reliable rewards and consequences.

Breaking Down Instructions (ADHD)

Give 1–2 simple steps, ask child to repeat, praise correct response, divide difficult tasks into small parts.

Managing Environment (ADHD)

Provide quiet spot, reduce background noise, one activity or playmate at a time, encourage energy-appropriate activities.

Autism Spectrum Disorder (ASD)

Neurodevelopmental disorder with deficits in social communication and restricted, repetitive patterns of behavior; onset <3 yrs.

Social Interaction Impairment (ASD)

Poor relationships, little interest in others, aversion to affection, failure to develop cooperative/imaginative play.

Communication Impairment (ASD)

Delayed or absent speech, difficulty initiating/sustaining conversation, echolalia, impaired nonverbal behaviors.

Early Language Red Flags (ASD)

No babbling/pointing by 1 yr, no words by 16 mo, no phrases by 2 yrs; persistent delay past age 4 suggests autism.

Restricted/Repetitive Behaviors (ASD)

Resistance to change, fascination with spinning objects, rigid rituals, limited diet, self-injury, stereotyped play.

Stereotyped Motor Mannerisms (ASD)

Hand-flapping, clapping, toe-walking, rocking, lining or stacking objects with distress if order is changed.

Sensory Symptoms (ASD)

Amplified or distorted senses, tactile aversion, sensory seeking, stimming for regulation, sleep disturbances.

Risk for Self-Mutilation (ASD)

Potential for self-harm such as head-banging or biting; requires identification of triggers and protective equipment.

Interventions for Self-Mutilation (ASD)

One-to-one care, determine triggers, use diversion, offer presence as anxiety rises, use helmets or padded mitts.

Impaired Social Interaction Intervention (ASD)

Limit caregivers, convey warmth, provide familiar objects, reinforce eye contact with preferred rewards, shift to social praise.

Impaired Verbal Communication Intervention (ASD)

Maintain caregiver consistency, anticipate needs, validate understanding until communication improves.

Building Trust (ASD)

Consistency, predictable routines, limited caregivers, gradual introduction to changes to enhance security.