1.10 Neurodevelopmental Disorders

AP Psych

neurodevelopmental disorders

affect the brain development and functioning

-usually emerges in early childhood

-impact social, academic, and daily functioning

-range in severity and symptoms

Attention-Deficit/Hyperactivity Disorder (ADHD)

is persistent patterns of inattention and/or hyperactivity- impulsivity, more than occasional restlessness or distractibility

ADHD subtype Predominantly Inattentive

-trouble focusing & sustaining attention

-often seems to not listen or follow through

-easily distracted and forgetful

-may lose things or appear disorganized

-often goes unnoticed in classroom

ADHD subtype Predominantly Hyperactive-Impulsive

-fidgeting, restlessness, struggles to remain seated

-often interrupts or blurts out answers

-talks excessively, struggles to wait their turn

-acts without thinking, impulsive decisions

-more likely to be identified due to behavior

ADHD subtype Combined Presentation

-symptoms of both types are present

-most common subtype in children

for diagnosis, symptoms must be present for at least months cause significant impairment in ________ ________

6, daily functioning

ADHD prefrontal cortex and executive functioning

-controls planning, attention, impulse control, working memory

-often underactive, or less efficient in ADHD brains

ADHD Neurotransmitters: dopamine and norepinephrine

-key chemicals in brain signaling

-lower levels or dysregulation in ADHD brains

ADHD genetic factors

-ADHD often runs in families

-increase heritability, estimated around 70-80%

ADHD diagnoses involves

clinical interviews, behavior checklists and rating scales, reports from families, teaches, employers

ADHD qualified professional involves

psychologists, psychiatrists, pediatricians

ADHD treatment options are

behavioral therapy and skill training, medication(stimulants & non-stimulants), lifestyle changes, and accomodations

Concerns regarding ADHD Medications are

-possible side effects: appetite loss, sleep problems, mood changes

-importance of careful medical supervision

risk misuse and abuse, especially stimulations

ADHD in girls and women

-early research focused on boys

-often present with inattentive symptoms

-many mask their struggles

-emotional issues misattributed to hormones

-often misdiagnosed or diagnosed late

-rejection sensitivity is commonly reported, but not in the DSM

microdecisions

tiny daily decisions

ex. what should I do first?

decision fatigue

too many choices = mental burnout

executive functioning

planning and prioritizing, time management, working memory, organization, impulse control, task initiation, self-monitoring, self-regulation, flexible regulation, attention and focus

The ADHD Stimulation Struggle

-always chasing the “just right” zone

-too much = overstimulation → chaos, sensory overload, distraction

-too little = understimulation → boredom, low motivation, zoning out

“Dopamine chasing” behavior

endless scrolling, impulsive shopping, snacking, switching between apps constantly

perfectionism

overcompensation

ex. fear of mistakes, trying to avoid judgement

stimming behaviors

helps regulate attention and/or soothes anxiety

ex. nail biting, skin picking

checking behavior

not OCD= eroded self-trust

ex. “Did I lock the door?”

Autism Spectrum Disorder (ASD)

is restricted, repetitive patterns of behavior, interests or activity, challenges with social interaction and communication

-spectrum means symptoms and severity vary widely

-symptoms usually noticable in early childhood

atypical brain development affecting key factors:

-mirror neurons → linked to empathy and imitation

-amygdala → processing emotions, especially fear

-prefrontal cortex → planning, decision-making, social behavior

Differences in sensory processing (over negative or under negative sensitivity to stimuli)

-high heritability: strong genetic and environmental influences

-autism is NOT caused by vaccines

Neurodevelopmental disorders diagnosis

-diagnosed based on behavioral criteria

-symptoms must appear in early childhood

Neurodevelopmental disorders treatment

-no “cure” - focus on support & skill building

-early intervention= better outcomes

-therapies: ABA, speech, occupational social skills

autism in girls and women

-often missed or diagnosed late

-mask symptoms by imitating social behaviors

-interests often seem more socially acceptable

-recognizing differences in presentation increases diagnoses and support

AuDHD

co-occuring autism and ADHD, each condition may mask or complicate the other

(not an official diagnosis)

traits of ADHD

forgetfulness, hyperactivity, excessive talking, poor time management, poor working memory, disorganization, extreme fatigue

traits of AuDHD

executive functioning delays, challenges with neuro-typical communication skills, difficulties with non-verbal communication, social difficulties, emotional & sensory regulation challenges, sensory processing challenges

traits of autism

repetitive behaviors, general speech & communication difficulties, differences in social communication, laser-focused on special interests, unique sensory experiences

neurodiversity

is natural variation in how the brain works, challenges the idea that all brains should function the same, recognizes strengths & differences in conditions like ADHD and autism

-promotes inclusion, respect, and equity

-not just “fixing”