Psychology

The neurodevelopmental disorders are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often before the child enters school, and are characterized by developmental deficits or differences in brain processes that produce impairments of personal, social, academic, or occupational functioning. The range of developmental deficits or differences varies from very specific limitations of learning or control of executive functions to global impairments of social skills or intellectual ability. Once thought to be categorically defined, more recent dimensional approaches to measurement of the symptoms demonstrate a range of severity, often without a very clear boundary with typical development. Diagnosis of a disorder thus requires the presence of both symptoms and impaired function ( Thapar et al. 2017).

The neurodevelopmental disorders frequently co-occur with one another; for example, individuals with autism spectrum disorder often have intellectual developmental disorder (intellectual disability), and many children with attention-deficit/hyperactivity disorder (ADHD) also have a specific learning disorder. The neurodevelopmental disorders also frequently co-occur with other mental and behavioral disorders with onset in childhood (e.g., communication disorders and autism spectrum disorder may be associated with anxiety disorders; ADHD with oppositional defiant disorder; tics with obsessive-compulsive disorder). For some neurodevelopmental disorders, the clinical presentation includes behaviors that are more frequent or intense when compared with those of normal children of the same developmental age and gender, as well as deficits and delays in achieving expected milestones. For example, autism spectrum disorder is diagnosed only when the characteristic deficits of social communication are accompanied by excessively repetitive behaviors, restricted interests, and insistence on sameness.

Intellectual developmental disorder is characterized by deficits in general mental abilities, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience. The deficits result in impairments of adaptive functioning, such that the individual fails to meet standards of personal independence and social responsibility in one or more aspects of daily life, including communication, social participation, academic or occupational functioning, and personal independence at home or in community settings. Global developmental delay, as its name implies, is diagnosed when an individual fails to meet expected developmental milestones in several areas of intellectual functioning. The diagnosis is used for individuals younger than 5 years who are unable to undergo systematic assessments of intellectual functioning, and thus the clinical severity level cannot be reliably assessed ( Srour and Shevell 2014;  Waggoner et al. 2018). Intellectual developmental disorder may result from an acquired insult during the developmental period from, for example, a severe head injury, in which case a neurocognitive disorder also may be diagnosed.

The communication disorders include language disorder, speech sound disorder, social (pragmatic) communication disorder, and childhood-onset fluency disorder (stuttering). The first three disorders are characterized by deficits in the development and use of language, speech, and social communication, respectively. Social communication disorder is characterized by deficits in both verbal and nonverbal communication skills that result in social impairment and are not better explained by low abilities in structural language, intellectual developmental disorder, or autism spectrum disorder. Childhood-onset fluency disorder is characterized by disturbances of the normal fluency and motor production of speech, including repetitive sounds or syllables, prolongation of consonants or vowel sounds, broken words, blocking, or words produced with an excess of physical tension. Like other neurodevelopmental disorders, communication disorders begin early in life and may produce lifelong functional impairments.

Autism spectrum disorder is characterized by persistent deficits in social communication and social interaction across multiple contexts, including deficits in social reciprocity, nonverbal communicative behaviors used for social interaction, and skills in developing, maintaining, and understanding relationships. In addition to the social communication deficits, the diagnosis of autism spectrum disorder requires the presence of restricted, repetitive patterns of behavior, interests, or activities. Because symptoms change with development and may be masked by compensatory mechanisms, the diagnostic criteria may be met based on historical information, although the current presentation must cause significant impairment.

Within the diagnosis of autism spectrum disorder, individual clinical characteristics are noted through the use of specifiers (with or without accompanying intellectual impairment; with or without accompanying structural language impairment; associated with a known genetic or other medical condition or environmental factor; associated with a neurodevelopmental, mental, or behavioral problem), as well as specifiers that describe the severity of autistic symptoms. These specifiers provide clinicians with an opportunity to individualize the diagnosis and communicate a richer clinical description of the affected individuals. For example, many individuals previously diagnosed with Asperger’s disorder would now receive a diagnosis of autism spectrum disorder without language or intellectual impairment.

ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization, and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials necessary for tasks, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, and inability to wait—symptoms that are excessive for age or developmental level. In childhood, ADHD frequently overlaps with disorders that are often considered to be “externalizing disorders,” such as oppositional defiant disorder and conduct disorder. ADHD often persists into adulthood, with resultant impairments of social, academic, and occupational functioning.

Specific learning disorder, as the name implies, is diagnosed when there are specific deficits in an individual’s ability to perceive or process information for learning academic skills efficiently and accurately. This neurodevelopmental disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be overcome by their innate intelligence and compensatory strategies. For all individuals, specific learning disorder can produce lifelong impairments in activities dependent on the skills, including occupational performance.

The neurodevelopmental motor disorders include developmental coordination disorder, stereotypic movement disorder, and tic disorders. Developmental coordination disorder is characterized by deficits in the acquisition and execution of coordinated motor skills and is manifested by clumsiness and slowness or inaccuracy of performance of motor skills that cause interference with activities of daily living. Stereotypic movement disorder is diagnosed when an individual has repetitive, seemingly driven, and apparently purposeless motor behaviors, such as hand flapping, body rocking, head banging, self-biting, or hitting. The movements interfere with social, academic, or other activities. If the behaviors cause self-injury, this should be specified as part of the diagnostic description. Tic disorders are characterized by the presence of motor or vocal tics, which are sudden, rapid, recurrent, nonrhythmic, stereotyped motor movements or vocalizations. The duration, presumed etiology, and clinical presentation define the specific tic disorder that is diagnosed: Tourette’s disorder, persistent (chronic) motor or vocal tic disorder, provisional tic disorder, other specified tic disorder, and unspecified tic disorder. Tourette’s disorder is diagnosed when the individual has multiple motor and vocal tics that have been present for at least 1 year and that have a waxing-waning symptom course.

The use of specifiers for the neurodevelopmental disorder diagnoses enriches the clinical description of the individual’s clinical course and current symptomatology. These include the following: Severity specifiers are available for intellectual developmental disorder, autism spectrum disorder, ADHD, specific learning disorder, and stereotypic movement disorder. Specifiers indicative of current symptomatology are available for ADHD, specific learning disorder, and persistent motor or vocal tic disorder. Autism spectrum disorder and stereotypic movement disorder also include the specifier “associated with a known genetic or other medical condition or environmental factor.” This specifier gives clinicians an opportunity to document factors that may have played a role in the etiology of the disorder, as well as those that might affect the clinical course.

References

Srour M, Shevell M: Genetics and the investigation of developmental delay/intellectual disability. Arch Dis Child 99(4):386–389, 2014

PubMed

Google Scholar

Thapar A, Cooper M, Rutter M: Neurodevelopmental disorders. Lancet Psychiatry 4(4):339–346, 2017

PubMed

Google Scholar

Waggoner D, Wain KE, Dubuc AM, et al; ACMG Professional Practice and Guidelines Committee: Yield of additional genetic testing after chromosomal microarray for diagnosis of neurodevelopmental disability and congenital anomalies: a clinical practice resource of the American College of Medical Genetics and Genomics (ACMG). Genet Med 20(10):1105–1113, 2018

PubMed

Overview

For this assignment you'll create a fact sheet that addresses a specific neurodiverse condition. You'll apply research findings to support educational interventions that help to improve the learning experience for these individuals.

Assignment Instructions

Use the  Neurodiversity Fact Sheet [DOCX]  Download Neurodiversity Fact Sheet [DOCX]template to create your fact sheet.

You may use a different template or format if you choose. For example, you may want to create your own, or you may find one on the Internet that you prefer. Just be sure to include all of the criteria needed for the assignment.

As you create the content for your fact sheet, think about who is meant to read it. For example, your fact sheet might be available to patients and clients in a physician's or psychologist's office. You'll want to design everything on your fact sheet to address that audience. This means that you do not need a title page or to put your name on the fact sheet. Place the name of the neurodiverse condition you will present front and center. This also means that you'll remove instructions to replace with headings that are relevant to your audience. Once you place the name of the neurodiverse condition at the top of the template, follow the prompts to continue completing the fact sheet.

Choose a Neurodiverse Condition

Choose one of the neurodiverse conditions from the list below to address in your fact sheet. For a deeper understanding of these various diagnoses, consider reviewing the chapter on neurodevelopmental disorders in the  DSM-5-TR:

· Week 9: DSM-5-TR: Neurodevelopmental DisordersLinks to an external site..

Note that students may not always disclose a particular diagnosis or they may not have a formal diagnosis. To enhance our learning environments, learning and teaching must be inclusive and address the needs of all students.

These four are categorized as specific learning disabilities. You may choose one of these for your assignment, or you may choose from the list of other conditions below this list.

· Dyslexia: A specific learning disability that affects reading and related language-based processing skills.

· Dysgraphia: A specific learning disability that affects a person's handwriting ability and fine motor skills.

· Dyscalculia: A specific learning disability that affects a person's ability to understand numbers and learn math facts.

· Dyspraxia: A disorder that causes problems with movement and coordination as well as language and speech.

Some neurodiverse conditions are not learning disabilities themselves but can cause obstructions in learning. You may use one of these diagnoses listed below for this assignment. Just be sure not to label it as a  learning disability, but explain how, as a neurodiverse condition, it can influence learning.

· Attention deficit hyperactivity disorder (ADHD).

· Autism spectrum disorder.

· Executive functioning disorder.

Complete the Fact Sheet

Include the following information on your fact sheet:

· The name of the diagnosis.

· Describe the characteristics of this neurodiverse condition. This can include the symptoms and facts related to the condition, such as statistics on its prevalence. Cite professional sources for the information on the description and facts about the condition. This will be approximately two paragraphs.

· Explain the impact of neurodiversity on individuals with this particular condition. This includes how it influences educational processes, and it can include the psychological impact on the learner. You'll need to cite professional organizations or information from scholarly articles. This will be approximately two paragraphs.

· Explain at least two educational or psychological interventions or strategies that can assist those with this neurodiversity in their learning. You'll need to cite professional sources and scholarly research articles to support these interventions. Provide about two paragraphs of information about each of the interventions or strategies.

· Apply evidence from research findings to support the educational interventions. You'll need scholarly research articles for this section. You'll present research findings that support the effectiveness of the interventions or strategies. Provide about one to two paragraphs of research findings for each of the interventions or strategies.

Also be sure to:

· Check your spelling and grammar.

· Include in-text citations and full references for all of your sources.

You may use images on your fact sheet if you would like.  If you use images, follow these tips:

· Make sure that images do not overwhelm the information.

· Keep images smaller and make them highly relevant to the content.

· Avoid using generic images that do not enrich the understanding for your audience.

· Be sure to provide the source for your image or use one that is specifically labelled as free to use for these purposes.

Additional Requirements

To achieve a successful experience and outcome, you are expected to meet the following standards:

· Format: Use proper spacing for readability between sections. Using short paragraphs (3–5 single-spaced sentences) for each section works best. It's also advisable to use visual aids or graphics. Keep images small so that they do not overshadow the content but complement or expand on the content.

· Written communication: Use the accepted form and style of the psychological professions, using proper grammar and punctuation.

· Resources: Be sure to use credible professional sources to support the explanation of the neurodiverse condition and scholarly articles from professional psychology or educational journals to provide research findings as support for your intervention(s). You will likely need two professional sources, such as from textbooks or professional organizations, and at least two scholarly research articles. You may use additional professional and scholarly sources as needed. You are not limited to four sources.

· APA formatting: Resources and citations are formatted according to APA style and formatting guidelines. Refer to  Evidence and APALinks to an external site. page on Campus for guidance.

· Length: Two pages (intended as the front and back of a single, 8 1/2" x 11" handout). You may use an additional page for references if needed.

· Template: Use the  Neurodiversity Fact Sheet [DOCX]  Download Neurodiversity Fact Sheet [DOCX]template for your handout.

The neurodevelopmental disorders are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often before the child enters school, and are characterized by developmental deficits or differences in brain processes that produce impairments of personal, social, academic, or occupational functioning. The range of developmental deficits or differences varies from very specific limitations of learning or control of executive functions to global impairments of social skills or intellectual ability. Once thought to be categorically defined, more recent dimensional approaches to measurement of the symptoms demonstrate a range of severity, often without a very clear boundary with typical development. Diagnosis of a disorder thus requires the presence of both symptoms and impaired function ( Thapar et al. 2017).

The neurodevelopmental disorders frequently co-occur with one another; for example, individuals with autism spectrum disorder often have intellectual developmental disorder (intellectual disability), and many children with attention-deficit/hyperactivity disorder (ADHD) also have a specific learning disorder. The neurodevelopmental disorders also frequently co-occur with other mental and behavioral disorders with onset in childhood (e.g., communication disorders and autism spectrum disorder may be associated with anxiety disorders; ADHD with oppositional defiant disorder; tics with obsessive-compulsive disorder). For some neurodevelopmental disorders, the clinical presentation includes behaviors that are more frequent or intense when compared with those of normal children of the same developmental age and gender, as well as deficits and delays in achieving expected milestones. For example, autism spectrum disorder is diagnosed only when the characteristic deficits of social communication are accompanied by excessively repetitive behaviors, restricted interests, and insistence on sameness.

Intellectual developmental disorder is characterized by deficits in general mental abilities, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience. The deficits result in impairments of adaptive functioning, such that the individual fails to meet standards of personal independence and social responsibility in one or more aspects of daily life, including communication, social participation, academic or occupational functioning, and personal independence at home or in community settings. Global developmental delay, as its name implies, is diagnosed when an individual fails to meet expected developmental milestones in several areas of intellectual functioning. The diagnosis is used for individuals younger than 5 years who are unable to undergo systematic assessments of intellectual functioning, and thus the clinical severity level cannot be reliably assessed ( Srour and Shevell 2014;  Waggoner et al. 2018). Intellectual developmental disorder may result from an acquired insult during the developmental period from, for example, a severe head injury, in which case a neurocognitive disorder also may be diagnosed.

The communication disorders include language disorder, speech sound disorder, social (pragmatic) communication disorder, and childhood-onset fluency disorder (stuttering). The first three disorders are characterized by deficits in the development and use of language, speech, and social communication, respectively. Social communication disorder is characterized by deficits in both verbal and nonverbal communication skills that result in social impairment and are not better explained by low abilities in structural language, intellectual developmental disorder, or autism spectrum disorder. Childhood-onset fluency disorder is characterized by disturbances of the normal fluency and motor production of speech, including repetitive sounds or syllables, prolongation of consonants or vowel sounds, broken words, blocking, or words produced with an excess of physical tension. Like other neurodevelopmental disorders, communication disorders begin early in life and may produce lifelong functional impairments.

Autism spectrum disorder is characterized by persistent deficits in social communication and social interaction across multiple contexts, including deficits in social reciprocity, nonverbal communicative behaviors used for social interaction, and skills in developing, maintaining, and understanding relationships. In addition to the social communication deficits, the diagnosis of autism spectrum disorder requires the presence of restricted, repetitive patterns of behavior, interests, or activities. Because symptoms change with development and may be masked by compensatory mechanisms, the diagnostic criteria may be met based on historical information, although the current presentation must cause significant impairment.

Within the diagnosis of autism spectrum disorder, individual clinical characteristics are noted through the use of specifiers (with or without accompanying intellectual impairment; with or without accompanying structural language impairment; associated with a known genetic or other medical condition or environmental factor; associated with a neurodevelopmental, mental, or behavioral problem), as well as specifiers that describe the severity of autistic symptoms. These specifiers provide clinicians with an opportunity to individualize the diagnosis and communicate a richer clinical description of the affected individuals. For example, many individuals previously diagnosed with Asperger’s disorder would now receive a diagnosis of autism spectrum disorder without language or intellectual impairment.

ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization, and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials necessary for tasks, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, and inability to wait—symptoms that are excessive for age or developmental level. In childhood, ADHD frequently overlaps with disorders that are often considered to be “externalizing disorders,” such as oppositional defiant disorder and conduct disorder. ADHD often persists into adulthood, with resultant impairments of social, academic, and occupational functioning.

Specific learning disorder, as the name implies, is diagnosed when there are specific deficits in an individual’s ability to perceive or process information for learning academic skills efficiently and accurately. This neurodevelopmental disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be overcome by their innate intelligence and compensatory strategies. For all individuals, specific learning disorder can produce lifelong impairments in activities dependent on the skills, including occupational performance.

The neurodevelopmental motor disorders include developmental coordination disorder, stereotypic movement disorder, and tic disorders. Developmental coordination disorder is characterized by deficits in the acquisition and execution of coordinated motor skills and is manifested by clumsiness and slowness or inaccuracy of performance of motor skills that cause interference with activities of daily living. Stereotypic movement disorder is diagnosed when an individual has repetitive, seemingly driven, and apparently purposeless motor behaviors, such as hand flapping, body rocking, head banging, self-biting, or hitting. The movements interfere with social, academic, or other activities. If the behaviors cause self-injury, this should be specified as part of the diagnostic description. Tic disorders are characterized by the presence of motor or vocal tics, which are sudden, rapid, recurrent, nonrhythmic, stereotyped motor movements or vocalizations. The duration, presumed etiology, and clinical presentation define the specific tic disorder that is diagnosed: Tourette’s disorder, persistent (chronic) motor or vocal tic disorder, provisional tic disorder, other specified tic disorder, and unspecified tic disorder. Tourette’s disorder is diagnosed when the individual has multiple motor and vocal tics that have been present for at least 1 year and that have a waxing-waning symptom course.

The use of specifiers for the neurodevelopmental disorder diagnoses enriches the clinical description of the individual’s clinical course and current symptomatology. These include the following: Severity specifiers are available for intellectual developmental disorder, autism spectrum disorder, ADHD, specific learning disorder, and stereotypic movement disorder. Specifiers indicative of current symptomatology are available for ADHD, specific learning disorder, and persistent motor or vocal tic disorder. Autism spectrum disorder and stereotypic movement disorder also include the specifier “associated with a known genetic or other medical condition or environmental factor.” This specifier gives clinicians an opportunity to document factors that may have played a role in the etiology of the disorder, as well as those that might affect the clinical course.

References

Srour M, Shevell M: Genetics and the investigation of developmental delay/intellectual disability. Arch Dis Child 99(4):386–389, 2014

PubMed

Google Scholar

Thapar A, Cooper M, Rutter M: Neurodevelopmental disorders. Lancet Psychiatry 4(4):339–346, 2017

PubMed

Google Scholar

Waggoner D, Wain KE, Dubuc AM, et al; ACMG Professional Practice and Guidelines Committee: Yield of additional genetic testing after chromosomal microarray for diagnosis of neurodevelopmental disability and congenital anomalies: a clinical practice resource of the American College of Medical Genetics and Genomics (ACMG). Genet Med 20(10):1105–1113, 2018

PubMed