Childhood Disorders:



Childhood Disorders:

Disorders that are commonly first diagnosed in childhood or that can only be diagnosed in childhood

Autism - ***Essentially, the presence of markedly abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interests. It may result from faulty development of brain stem structures during the early prenatal period.

A. A total of six (or more) items from 1, 2, and 3, with at least two from group 1, and at least one each from groups 2 and 3

Group 1: Qualitative impairment in social interaction:

1. Marked impairment in the use of multiple nonverbal behaviors

2. Failure to develop peer relationships appropriate to developmental level

3. Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people

4. Lack or social or emotional reciprocity

Group 2: Qualitative impairments in communication:

1. Delay in, or total lack of, the development of spoken language

2. In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

3. Stereotyped and repetitive use of language

4. Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

Group 3: Restricted repetitive and stereotyped patterns of behavior, interests, and activities

1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

2. Apparently inflexible adherence to specific, nonfunctional routines

3. Stereotyped and repetitive motor mannerisms

4. Persistent preoccupation with parts of objects

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years

1. Social interaction

2. Language as used in social communication

3. Symbolic or imaginative play

C. The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder

Asperger’s Disorder (causes unknown most likely genetic)

A. Qualitative impairment in social interaction, manifested by at least two of the following:

1. Marked impairment in the use of multiple nonverbal behaviors

2. Failure to develop peer relationships appropriate to developmental level

3. Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people

4. Lack or social or emotional reciprocity

B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, manifested by at least one of the following

1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

2. Apparently inflexible adherence to specific, nonfunctional routines

3. Stereotyped and repetitive motor mannerisms

4. Persistent preoccupation with parts of objects

C. The disturbance causes significant distress or impairment in functioning

D. There is no clinically signficant general delay in language (e.g. single word use by age 2, communicative phrases by age 3)

E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills and curiosity about the environment

F. Criteria are not met for another Pervasive Developmental Disorder or Schizophrenia

Attention-Deficit/Hyperactivity Disorder

A. Either 1 or 2

1. Six (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level

a. Fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities

b. Has difficulty sustaining attention in tasks or play activities

c. Does not seem to listen when spoken to directly

d. Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace

e. Has difficulty organizing tasks and activities

f. Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort

g. Loses things necessary for tasks or activities

h. Is easily distracted by extraneous stimuli

i. Is forgetful in daily activities

2. Six (or more) of the following symptoms of hyperactivity-impulsivity has persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:

a. Often fidgets with hands/feet or squirms in seat

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

c. Often runs about or climbs excessively in situations in which it is inappropriate

d. Often has difficulty playing or engaging in leisure activities quietly

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

f. Often talks excessively

g. Often blurts out answers before questions have been completed

h. Often has difficulty awaiting turn

i. Often interrupts or intrudes on others

a. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7

b. Some impairment from the symptoms is present in two or more settings

c. There must be clear evidence of clinically significant impairment in functioning

d. Symptoms are not between accounted for by another mental disorders

Causes:

Anomalies in the central nervous system. Treated by using psychostimulants that contrary to what would seem to make sense actually do not work by “slowing down” the child. Rather they increase the ability to concentrate thus decreasing the attention-deficit and hyperactivity.

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