Neurodevelopmental Disorders - Practice Flashcards (Chapter 1-8)

Neurodevelopmental disorders (NDDs) such as Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), Intellectual Disability (ID), and Specific Learning Disorder (SLD) are rooted in early brain development differences, manifesting as functional impairments from infancy or childhood.

• Early intervention is critical due to higher brain plasticity in early childhood.

• Autism Spectrum Disorder (ASD):

  • Diagnosed based on persistent deficits in social communication/interaction and restricted, repetitive behaviors/interests (with \ge 2 specific categories).

  • Severity is classified by support needs: Level 1 (requires support), Level 2 (requires substantial support), Level 3 (requires very substantial support), rather than stigmatizing terms like "low/high functioning."

  • Prevalence is approximately 1–2% of the US population, with a gender ratio showing boys more often diagnosed than girls (approximately 3-4\times).

  • Etiology is biopsychosocial and polygenic; assessment is multi-informant/multi-method (e.g., ADOS).

  • Treatment focuses on improving functional skills and quality of life.

• Attention-Deficit/Hyperactivity Disorder (ADHD):

  • Categorized into inattentive, hyperactive/impulsive, or combined presentations.

  • Diagnosis requires \ge 6 of 9 symptoms (or \ge 5 for adults) in relevant domains, present for \ge 6 months, with onset before age 12, causing impairment in two or more settings.

  • Core deficits include inattention, executive dysfunction (delayed frontal lobe development), and hyperactivity/impulsivity.

  • Etiology involves a strong genetic component (heritability \approx 0.76), affecting dopamine/norepinephrine pathways.

  • Treatment combines pharmacotherapy (stimulants) and behavioral interventions (e.g., parent training, structured routines).

• Specific Learning Disorder (SLD):

  • Involves skill deficits in specific domains (reading, written expression, or mathematics – colloquially known as dyslexia, dysgraphia, dyscalculia) that are significantly below age/cognitive expectations.

  • Not explained by ID, global developmental delays, or inadequate instruction.

  • Interventions are academically focused, evidence-based, and tailored to the learner's specific needs.

• Commonalities and General Principles:

  • NDDs rely on a biopsychosocial model, with early brain development interacting with social/environmental factors.

  • Early identification and individualized, comprehensive treatment plans (often multidisciplinary) are crucial for influencing trajectory and improving quality of life.

  • Careful differential diagnosis is important, especially when considering overlapping symptoms between ASD and ADHD (e.g., executive functioning deficits).