Neurodevelopmental & Other Childhood Disorders – Key Vocabulary

A comprehensive set of vocabulary flashcards covering key terms, diagnostic categories, symptom clusters, theoretical models and risk factors related to neurodevelopmental and other childhood disorders discussed in the lecture notes.

Developmental Psychopathology

Interdisciplinary field that studies maladaptive behaviour against typical child development across the lifespan, integrating biological, psychological and contextual factors.

Neurodevelopmental Disorders

Conditions with onset in the developmental period (birth–18 yrs) linked to neurological differences that impair functioning in specific domains (DSM-5-TR/ICD-11).

DSM-5-TR

2022 text revision of the Diagnostic and Statistical Manual of Mental Disorders; primary classification guide used in psychology/psychiatry.

ICD-11

World Health Organization’s 11th International Classification of Diseases; global diagnostic system that parallels DSM-5-TR.

Bronfenbrenner’s Bio-Ecological Systems Theory

Model viewing child development as shaped by dynamic interactions between the individual and nested environmental systems (micro-, meso-, exo-, macro-, chrono-).

Proximal Processes

Enduring, reciprocal interactions between child and environment that drive development in Bronfenbrenner’s model.

Chronosystem

Temporal dimension in the bio-ecological model, capturing how life events and socio-historical changes influence development over time.

Intellectual Disability (ID)

Neurodevelopmental disorder involving deficits in intellectual functions and adaptive functioning, with onset during the developmental period.

Adaptive Functioning

Conceptual, social and practical skills that enable everyday independence; central to diagnosing Intellectual Disability.

Two-Group Approach (ID)

Etiological model distinguishing ‘organic’ ID (clear biological causes, often moderate-profound) from ‘cultural-familial’ ID (mild, linked to familial/socio-economic factors).

Specific Learning Disorder (SLD)

Persistent difficulty learning key academic skills (reading, written expression, maths) despite adequate instruction; a DSM-5-TR neurodevelopmental disorder.

Dyslexia

Subtype of SLD marked by poor word recognition, decoding and spelling that impair reading accuracy/fluency and comprehension.

Dyscalculia

Subtype of SLD involving deficits in number sense, arithmetic fact memory, calculation and quantitative reasoning.

Dysgraphia

Writing-related impairment affecting handwriting motor output and letter formation; often viewed as psychomotor in nature.

Persistence (SLD Criterion)

Difficulties last ≥ 6 months and remain despite targeted evidence-based interventions.

Severity Levels of SLD

Mild, Moderate, Severe—based on number of domains affected and amount of support needed at school.

Response-to-Intervention (RTI)

U.S. identification model: learning disability considered when a child shows inadequate progress after high-quality instruction and tiered interventions.

Ability–Achievement Discrepancy

Traditional LD identification method requiring a significant gap between intellectual ability (IQ) and academic achievement.

Internalising Disorders

Conditions with symptoms directed inward (e.g., depression, anxiety, withdrawal, somatic complaints).

Externalising Disorders

Behaviour disorders directed outward (e.g., ADHD, ODD, CD); characterised by aggression, impulsivity, rule-breaking.

Attention-Deficit/Hyperactivity Disorder (ADHD)

Neurodevelopmental disorder featuring persistent patterns of inattention and/or hyperactivity-impulsivity interfering with functioning.

Inattention (ADHD)

Symptom cluster including distractibility, careless mistakes, disorganisation and difficulty sustaining focus.

Hyperactivity (ADHD)

Excessive motor activity such as fidgeting, running/climbing, talking excessively; ‘on the go’ behaviour.

Impulsivity (ADHD)

Hasty actions without forethought—blurting answers, interrupting, difficulty waiting turn.

Combined Presentation (ADHD)

Diagnostic subtype where criteria for both inattention and hyperactivity-impulsivity are met.

Oppositional Defiant Disorder (ODD)

Pattern of angry/irritable mood, argumentative/defiant behaviour, and spitefulness lasting ≥ 6 months and causing impairment.

Conduct Disorder (CD)

Repetitive violation of rights of others or societal norms (aggression, theft, property destruction, serious rule violations).

Limited Prosocial Emotions Specifier

CD subtype marked by lack of remorse, callousness, shallow affect; indicates more severe trajectory.

Callous–Unemotional Traits

Personality features of limited empathy and remorse often accompanying severe Conduct Disorder.

Autism Spectrum Disorder (ASD)

Neurodevelopmental condition involving social communication deficits and restricted, repetitive behaviours, with variable severity.

Social Communication Deficits

Difficulties in social-emotional reciprocity, non-verbal communication and relationship skills characteristic of ASD.

Restricted, Repetitive Behaviours

Stereotyped movements, insistence on sameness, fixated interests, or atypical sensory responses seen in ASD.

Severity Levels of ASD

Level 1 (requiring support), Level 2 (substantial support), Level 3 (very substantial support) based on social and behavioural needs.

Executive Functioning

Higher-order cognitive processes (planning, working memory, inhibition, flexible thinking); often impaired in ADHD and SLD.

Top-Down vs Bottom-Up Attention

Top-down: goal-directed, executive control; Bottom-up: stimulus-driven; ADHD shows deficits especially when tasks lack intrinsic stimulation.

Comorbidity

Co-occurrence of two or more disorders in the same individual (e.g., ADHD with SLD, ODD, anxiety).

Risk Factors (Prenatal/Perinatal/Postnatal)

Biological or contextual influences across developmental stages that increase likelihood of disorders (e.g., genetics, malnutrition, trauma).

Genetic Vulnerability

Inherited predisposition that heightens risk for a disorder, evidenced by twin/adoption studies in ADHD, ASD, ID, depression, etc.

SIAS Policy (South Africa)

Screening, Identification, Assessment and Support guidelines for learner support; recognises intellectual disability & learning disability categories.

Specific Learning Disability vs Learning Difficulty

SA usage: ‘learning impairment/disability’ is pervasive and persists despite support; ‘learning difficulty’ is subject-related and often remediable.

Rosa’s Law

2010 U.S. legislation replacing term ‘mental retardation’ with ‘intellectual disability’ in federal statutes.

Fragile X Anomaly

Genetic condition linked to intellectual disability and present in a small proportion of individuals with ASD.

Tuberous Sclerosis

Single-gene disorder associated with increased risk of Autism Spectrum Disorder.

Executive Function-Related ADHD Deficits

Problems in planning, organisation, emotion regulation, task initiation and self-monitoring stemming from EF immaturity.

Response-Contingent Positive Reinforcement

Behaviourist concept: depression may follow when a child receives insufficient positive reinforcement for actions.