Neurodevelopmental Disorders

Intellectual Disability (Mild to Profound)

Intellectual and adaptive functioning deficits in academic, social, and practical domains

Criteria for Intellectual Disability

A. Deficits in intellectual functioning - reasoning, problem solving, planning, abstract thinking, etc. Confirmed by both clinical assessment and IQ tests (although they are less valid at the lower end of IQ range)

B. Deficits in adaptive functioning/behavior - how well the person meets community standards of personal independence and social responsibility. A deficit in at least one of the three domains: conceptual, social and practical, that requires ongoing support.

C. Onset = during the developmental period(intellectual deficits are present during childhood or adolescence)

Global Developmental Delay

reserved for children under 5 years old, when clinical severity cannot be determined. Individual fails to meet developmental milestones but systematic assessments cannot be performed.

Unspecified Intellectual Disability

for children over age 5 years old when assessment is available but available procedures is rendered difficult or impossible because of associated sensory or physical impairments.

Language Disorder

Persistent difficulties in the acquisition and use of language across modalities. Includes: Reduced Vocabulary, Limited Sentence Structure, Impairments in discourse

Additional Criteria for Language Disorder

B. Language abilities are substantially and quantifiably below that of the expected age

C. Onset of symptoms is early in the developmental period

D. Difficulties are not attributable to hearing, sensory impairment or other medical issues and cannot BETTER be explained by Intellectual Disability or Global Developmental Delay

Speech Sound Disorder

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

B. The disturbances cases limitations in effective communication that interferes with social participation, academic achievement, or occupational performance C. Onset of symptoms is in early developmental period

D. The 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 (Stuttering)

A. Disturbances in the normal fluency and time patterning of speech that are inappropriate for the individual’s age and language skills, persists over time, and are characterized by frequent and marked occurrences of one of more of the following: sound and syllabus repetitions, sound prolongations of consonants as well as vowels, audible or silent blocking, circumlocutions, words produced with an excess of physical tension, monosyllabic whole-word repetitions

B. The disturbance causes anxiety about speaking or limitations in effective communication, social participation, or academic/occupational performance •

C. Onset of symptoms is early in the developmental period•

D. The disturbance is not attributable to speechmotor or sensory deficits, dysfluency associated with neurological insult, another medical condition

Social (Pragmatic) Communication Disorder

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

1. Deficits in communication for social purposes

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

3. Difficulties following rules for conversation and storytelling

4. Difficulty in understanding what is not explicitly stated

B. The deficits result in functional limitations

C. The onset of symptoms is in the early developmental period

D. Symptoms are not attributable to another medical or neurological condition, or low abilities in word structure and grammar. Symptoms are not better explained by ASD, ID, GDD, or another mental disorder

Unspecified Communication Disorder

Used when there is an evident impairment in Speech, Language, and/or communication but the impairment does not meet criteria for any other disorder in the subcategory

Autism Spectrum Disorder

1. Deficits in social communication and social interaction.

2. Restricted, repetitive patterns of behavior, interests, and activities.

Autism Spectrum Disorder Criterion A

Persistent deficits in social communication and social interaction across multiple contexts as manifested by the following:

1. Deficits in social-emotional reciprocity

2. Deficits in non verbal communication behaviors used for social interaction.

3. Deficits in developing, maintaining and understanding relationships.

Autism Spectrum Disorder Criterion B

B. Restricted, repetitive patterns of behavior, interests, or activities as manifested by at least two of the following: Stereotyped or repetitive speech, motor movements, or use of objects • Excessive adherence to routines, ritualized patterns of verbal or nonverbal behavior, or excessive resistance to change. • Highly restricted, fixated interests abnormal in intensity or focus. • Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment

Attention- Deficit/Hyperactivity Disorder

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

ADHD: Inattention (6 of these, 5 if age 17 or older)

• Careless mistakes in schoolwork • Can’t sustain attention to tasks • Doesn’t seem to listen when spoken to • Does not follow through on instructions, doesn’t finish • Difficulty organizing tasks/activities • Reluctant to engage in sustained mental activity• Easily distracted • Forgetful • Loses things

ADHD: Hyperactive/Impulsive (6 of these, 5 if age 17 or older)

• Fidgets or squirms in seat • Leaves seat in classroom when seating is expected• Runs or climbs excessively • Can’t play quietly • “on the go”, “driven by a motor” • Talks excessively • Blurts out answers before questions completed• Difficulty waiting turn • Interrupts others, butts in

Specific Learning Disorder

Difficulties learning and using academic skills, at least one of the following present for 6 months: * o Dyslexia: Slow reading, difficulty understanding the meaning of what is read, Dysgraphia: difficulties with spelling, difficulties with written expression, Dyscalculia: difficulties with calculations/number sense, difficulties with mathematical reasoning

B. Skills substantially below chronological age, cause impairment with academic or occupational performance

C. Begins during school years

D. Not better accounted for by IDD o Separate codes for reading, written expression, matho Specify severity: Mild, Moderate, Severe

Developmental Coordination Disorder

-problems with motor skills below chronological age which significantly impair activities of daily living, onset in developmental period, not IDD

Stereotypic Movement Disorder

-repetitive, driven, nonfunctional motor behavior (rocking, hand shaking, hitting self), onset in developmental period

With/without self-injurious behavior

With associated disorder/condition

Severity: Mild, Moderate, Severe

Tourette’s Disorder

vocal and motor tics, persisted for 1 year or more, onset prior to age 18

Chronic Motor or Vocal Tic Disorder

either but not both, persisted for 1 year or more, onset prior to age 18

Provisional Tic Disorder

single or multiple, present less than 1 year, onset before 18

Fetal Alcohol Syndrome:

Umbrella term describing range of effects that can occur in an individual whose mother drank alcohol during pregnancy.