Neurodevelopmental Preload (Behavior)

Criteria of Autism Spectrum Disorder

A. Persistent deficits in social communication and interaction across mulitple contexts as manifested by the following, presently or historically:

1. Deficits in social-emotional reciprocity

   1. Abnormal social approach

   2. Failure of normal back and forth conversation

   3. Reduced sharing of interest, emotions, or affect

   4. Failure to initiate or respond to social interaction

2. Deficits in Developing Maintain and Understand Relationship

   1. Difficulty adjusting behavior to suit various social context

   2. Difficluty sharing imagintative play or making frinds

   3. Difficulty putting yourself in others shoes

   4. Absence of interest in peers

3. Deficits in nonverbal communicative behaviors

   1. Poorly integrated verbal and nonverbal communication

   2. Abnormality in eye contact and body language

   3. Deficit in understanding/using gestures

   4. Total lack of facial expressions and nonverbal communication

B. Restricted repetitive patterns of behaviors, interestsm or activities as manifested as 2 of the following

1. Stereotyped/repetiive motor movements, use of objects, or speech

2. Insistence on samness, inflexible adherence to routine, ritualized patterns

3. Highly restricted, fixated interests that are abnormal in intensity or focus

4. Highly restricted, fixated interests that are abnormal in intensity or focus

C. Symptoms must present in early developmental period

D. cause clinically significant impairment in social, occupational, or other areas of important life functioning

E. not better explained by intellectual disability or global developmental delay.

Specifers for Autism Specturm Disorder

With or without accompanying intellectual impairment

With or without accompanying language impairment

Associated with another neurodevelopmental, mental or behavioral disorder

With catatonia

Criteria of ADHD

A. persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development persisted at least 6 months

1. For < 17 y/o = 6+ inattentive symptoms and 6+ hyperactivity-impulsivity

2. For > 17 y/o = 5+ inattentive symptoms and 5+ hyperactivity-impulsivity

B. Several symptoms were present prior to 12 y/o

C. Symptoms are present in 2+ settings

D. interfere with, or reduce the quality of, social, academic, or occupational functioning

E. not better explained by another disorder

Inattentive Symptoms (ADHD)

fails to give close attention to details or makes careless mistakes

difficulty sustaining attention in tasks or play activities

does not seem to listen when spoken to directly

does not follow through on instructions and fails to finish

difficulty organizing tasks and activities

avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort

looses things necessary for tasks or activities

easily distracted by extraneous stimuli

forgetful in daily activities

Hyperactivity-Impulsivity Symptoms (ADHD)

fidgets with hand or feet or squirm in seat

leaves seat in classroom or in other situations in which remaining seated is expected

runs about or climbs excessively in situations in which it is inappropriate

difficulty playing or engaging in leisure activities quietly

on the go” or often acts as if “driven by a motor”

talks excessively

blurts out answers before questions have been completed

difficulty awaiting turn

interrupts or intrudes on others

Subsets of ADHD

Attention Deficit Hyperactivity Disorder, Combined Type

Attention Deficit Hyperactivity Disorder, Predominantly Inattentive Type

Attention Deficit Hyperactivity Disorder, Predominately Hyperactive-Impulsive Type

Attention Deficit Hyperactivity Disorder, Combined Type

Meet the criteria for both inattentiveness and for hyperactivity-impulsivity

Attention Deficit Hyperactivity Disorder, Predominantly Inattentive Type

Meet criterion for inattention but not the criterion for hyperactivity-impulsivity

Attention Deficit Hyperactivity Disorder, Predominately Hyperactive-Impulsive Type

Meet the criterion for hyperactivity-impulsivity but not the criterion for inattentiveness

Intellectual Disability

Disorder with onset during the developmental period. That includes both intellectual and adaptive functioning deficits in conceptual, social, and practical to maintains.

Criteria for Intellectual Disability

A. Deficits in intellectual functions confirmed by clinical assessment and individualized, standardized testing

• Reasoning

• Problem Solving

• Planning

• Abstract Thinking

• Judgement

• Academic Learning and Learning from experience

B. Deficits in adaptive functioning that result in:

1. failure to meet developmental and social cultural standards for personal independence and social responsibility in 3 domains

   1. Conceptual (Language, Reading, Writing, Math, Memory, Knowledge)

   2. Social (Empathy, social judgement, communication, friendship)

   3. Practical (self-managment, personal care, money, recreation, organization)

2. w/o ongoing support, limits functioning in 1+ ADL such as communication, social, or independent living, across multiple environments

C. Onset occurs during the developmental period

Global developmental delay Critera

Individual under 5/yo who:

1. fails to meet expected developmental milestones in several areas of intellectual functioning

   too young to participate in standardized testing

requires reassessment after period of time

Social (Pragmatic) Communication Disorder Criteria

A. Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following

1. Deficits in using communication for social purposes in a manner that is appropriate for social context

2. Impairment of the ability to change communication to match context or needs of the listener

   Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood and knowing how to use verbal and non-verbal signals to regular interaction

   Difficulties understanding what is not explicitly stated (making inferences) and nonliteral or ambiguous meanings of language

B. Deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement or occupational performance

C. Onset of symptoms occurs in early developmental period (Age 4-5 y/o)

D. Symptoms are not attributable to another medical or neurological condition

Language Disorder Criteria

A. Persistent difficulties in acquisition and use of language across modalities due to deficits in comprehension or production that include the following:

1. Reduced vocabulary

2. Limited sentence structure

3. Impairments in discourse

B. Language abilities are substantially and quantifiably below those expected for age, resulting in functional limitations

C. Onset of symptoms is in the early developmental period

D. difficulties are not attributed to hearing or other sensory impairment, motor dysfunction, or another medical or neurological condition / intellectual disability

Speech Sound Disorder

A. difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication of messages

B. disturbance causes limitations in effective communication

C. Onset of symptoms is in the early developmental period

D. difficulties are not attributable to congenital or acquired conditions such as cerebral palsy, cleft palate, deafness, or hearing loss, traumatic brain injury, or other medical or neurological conditions

Childhood-Onset Fluency Disorder Criteria

A. Disturbances in the normal fluency and time patterning of speech that are inappropriate for the individuals age and language skills and are characterized by frequent and marked occurrences of 1 of the following

1. Sound in syllable repetitions

   Sound prolongations of consonants as well as vowels

2. Broken words

3. Audible or silent blocking

4. Circumlocutions

5. Monosyllabic whole-word repetitions

B. disturbance causes anxiety about speaking or limitations in effective communication, social participation, or academic or occupational performance, individually or in combination

C. onset of symptoms is in early developmental period

D. not attributable to speech-motor or sensory deficit, dysfluency associated with the neurological insult (stroke, tumor, trauma) or another medical condition and is not better explained by another mental disorder.

Specific Learning Disorder Criteria

A. Difficulties learning and using academic skills, as indicated by the presence of at least 1 of the following symptoms that have persisted for at least 6 months, despite the provision of interventions

1. Inaccurate or slow and effortful word reading

   Difficulty understanding the meaning of would is read

   Difficulties with spelling

   Difficulties with written expression

   Difficulties mastering number sense, number facts, calculation

   Difficulties with mathematical reasoning

B. affected academic skills are substantially and quantifiably below those expected for the individuals chronological age, cause significant interference with academic or occupational performance, confirmed by individually administered standardized achievement measures and comprehensive clinical assessment.

C. difficulties begin during school age years but may not become fully manifest until the demands for those affected academic skills exceeds the individuals limited capacities

D. 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 or academic instruction, or inadequate educations instruction.

Subset of Specific Learning Disorder

with impairment in reading

with impairment in written expression

with impairment in mathematics