Term
| Severity of Mental Retardation |
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Definition
• Mild Mental IQ 50 - 70
• Moderate IQ 40 - 55
• Severe IQ 25 – 40
• Profound IQ below 25
• NOS IQ not yielded |
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Term
| Mental Retardation Criteria |
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Definition
a. Subaverage intellectual functioning
b. Concurrent deficits or impairments in the person’s effectiveness in meeting expected standards for their age in at least two of the following; Communication, Self-care, Home living, Social/interpersonal skills, Use of community resources, Self-direction, Functional academic skills, Work leisure, Health, Safety
c. The onset is before the age of 18 |
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Term
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Definition
• Develop social and communication skills during ages 0-5
• Minimal impairment in sensorimotor areas
• Not distinguishable from children without MR until a later age
• Acquire academic skills till 6th grade
• Achieve social and vocational skills adequate for minimum self-support, but may need supervision or guidance
• Can live successfully independently or supervised |
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Term
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Definition
• “Trainable”
• Acquire communication skills early in childhood
• Benefit from vocational training
• Can attend to personal care
• Unlikely to progress past 2nd grade
• Difficulty recognizing social conventions → interfere with peers
• Able to perform unskilled/semiskilled labor
• Live in supervised setting |
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Term
| Severe Mental Retardation |
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Definition
• Acquire little to no communication skills in early childhood
• May learn to talk and can learn elementary self-care skills
• Can master skills such as learning sight reading and “survival” words
• Can perform tasks in supervised setting
• Adapt well to group homes or with family |
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Term
| Profound Mental Retardation |
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Definition
• Most likely have identified neurological condition
• Considerable impairments in sensorimotroe functioning
• Optimal development in highly structured environments with constant aid
• Can perform simple tasks in closely supervised and sheltered settings |
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Term
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Definition
• Strong presumption of MR but unable to test with standard IQ tests
• In the case of being too impaired or uncooperative |
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Term
| Borderline Intellectual Functioning |
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Definition
| • Describes individuals who have an IQ range above 70 (71-85), but commonly have deficits in their adaptive functioning |
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Term
| Comorbidity of Mental Retardation |
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Definition
| • With mental retardation, often times a high rate of comorbidity with other disorders: individuals 3-4 times more likely to have comorbid mental disorder compared to general population and most comorbid disorders are ADHD, mood disorders, pervasive developmental disorders, stereotypic movement disorders |
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Term
| IQ Tests Used For Mental Retardation |
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Definition
| • IQ tests used to assess individuals: WISC, Stanford-Binet, Vineland, Kauffman |
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Term
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Definition
• Diagnosed with 1 and 2 st.d discrepancies between their achievements and IQ, therefore must test for diagnosis
• Individuals achievements on standardized tests are substantially below the expected for their age, schooling and culture
• Interferes with daily living |
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Term
| Comorbidity of Learning Disorder |
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Definition
• ADHD
• Conduct Disorder
• ODD
• MDD
• Dysthymic Disorder
• May have low self-esteem
• Deficits in social skills |
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Term
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Definition
a. Reading achievement, by standardized tests, is substantially below the expected for the person’s age, IQ and education
b. The disturbance of criteria A interferes with daily life or academic achievements
c. If a sensory deficit is present, the reading difficulties are in excess of those associated with it |
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Term
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Definition
a. Mathematical ability as measured by standardized tests is substantially below the expected, given the persons age, IQ and education
b. The disturbance of criteria A interferes with academic achievement or daily life
c. If sensory deficit is present, the difficulties in math are in excess of those usually associated with it |
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Term
| Written Expression Disorder |
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Definition
a. Writing skills ability as measured by standardized tests is substantially below the expected, given the persons age, IQ and education
b. The disturbance of criteria A interferes with academic achievement or daily life
c. If sensory deficit is present, the difficulties in writing are in excess of those usually associated with it |
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Term
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Definition
• Do not meet criteria for specific learning disorders
• Might include problems in all three areas |
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Term
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Definition
• Do not meet criteria for specific learning disorders
• Might include problems in all three areas |
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Term
| Developmental Coordination Disorder |
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Definition
a. The performance of daily activities that require motor coordination is substantially below the expected, given the persons age and IQ. May manifest in delays of motor milestones such as walking, crawling, sitting, dropping things, clumsiness, poor handwriting.
b. The disturbance of criteria A interferes with academic achievement or daily life
c. Not due to a medical condition
d. If MR is present, the motor difficulties are in excess of those associated with it |
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Term
| Expressive Language Disorder |
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Definition
a. Scores from standardized tests are below standardized measures. The disturbance may manifest clinically by symptoms including; Limited vocab, Making errors in tense, Having difficulty recalling words or producing developmentally appropriate sentences
b. Difficulties with expressive language interfere with academic or occupational achievement or social communication
c. Criteria not met for Mixed Receptive-Expressive Language Disorder or Pervasive Developmental Disorder
d. If MR is present, a speech-motor or sensory deficit, or enviro deprivation is present, the language difficulties are in excess of those usually associated with these problems. |
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Term
| Mixed Receptive Expressive Language Disorder |
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Definition
a. The scores obtained from a battery of standardized measures of receptive and expressive language development are below those of standard measures of nonverbal intellectual capacity. Symptoms include those of Expressive Language Disorder + Difficulty understanding words, Difficulty understanding sentences, Difficulty understanding specific types of words
b. The difficulties with receptive and expressive language significantly interfere with academic or occupational achievement or with social communication.
c. Criteria are not met for Pervasive Developmental Disorder
d. If MR, speech-motor or sensory deficit, or enviro deprivation is present, the language difficulties are in excess of those usually associated with these problems. |
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Term
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Definition
a. Failure to use developmentally expected speech sounds that are appropriate for age and dialect
i. Error in sound production, use, representation, or organization
b. These difficulties in speech sound production interfere with academic or occupational achievement or with social communication
c. If MR, speech-motor or sensory deficit, or enviro deprivation is present, the speech difficulties are in excess of those usually associated with these problems. |
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Term
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Definition
a. Disturbance in the normal fluency and time patterning of speech, characterized by frequent occurrences of one or more of the following: Sounds and syllable repetitions, Sound prolongations, Interjections, Broken words, Audible or silent blocking, Circumlocutions, Words produced with an excess of physical tension, Monosyllabic whole-word repetitions
b. The disturbance in fluency interferes with academic or occupational achievement or with social communication
c. If a speech-motor or sensory deficit is present, the speech difficulties are in excess of those usually associated with these problems. |
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Term
| Communication Disorder NOS |
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Definition
| • Do not meet the criteria for any specific Communication Disorder eg. A voice disorder |
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Term
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Definition
a. All of the following
i Apparently normal prenatal and perinatal development
ii Apparently normal psychomotor development through the first 5 months after birth
iii Normal head circumference at birth
b. Onset of all of the following after the period of normal development
i Deceleration of head growth between ages 5 and 48 months
ii Loss of previously acquired purposeful hand skills between the ages of 5 and 30 months with subsequent development of stereotyped hand movements (eg. Hand wringing and hand washing)
iii Loss of social engagement early in the course
iv Appearance of poorly coordinated gait or trunk movements
v Severely impaired expressive and receptive language development with severe psychomotor retardation |
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Term
| Childhood Disintegrative Disorder |
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Definition
a. Apparently normal development for at least the first 2 years after birth
b. Clinically significant loss of previously acquired skills (before age 10) in at least two of the following areas: Expressive or receptive language, Social skills or adaptive behavior, Bowel or bladder control, Play, Motor skills
c. Abnormalities of functioning in at least two of the following areas: Qualitative impairment in social interaction, Qualitative impairments in communication, Restricted, repetitive, and stereotyped patterns of behavior, interests and activities, including motor stereotypes and mannerisms.
d. The disturbance is not better accounted for by another Pervasive Developmental Disorder or by Schizophrenia |
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Term
| Pervasive Developmental Disorder NOS |
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Definition
• When there is severe and pervasive impairment
- in the development of reciprocal social interaction
- impairment in either verbal or nonverbal communication skills
• The presence of stereotyped behavior, interests and activities but criteria are not met |
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Term
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Definition
→ AD/HD Combined Type
• Both criteria I and II are met in the past 6 months
→ AD/HD Predominately Inattentive Type
• If criteria I is met but criteria II is not met for the past 6 months
→ AD/HD Predominately Hyperactive-Impulsive Type
• If criteria II is met but not criteria I in the past 6 months |
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Term
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Definition
• Individuals whose symptoms meet the criteria for AD/HD but whose onset is 7 years or after
• Individuals with clinically significant impairment who present with inattention and whose symptom pattern does not meet the full criteria fro the disorder, but they have a behavioral pattern marked by sluggishness, daydreaming, and hyperactivity |
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Term
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Definition
a. Persistent eating of nonnutritive substance for a period of at least 1 month
b. The eating of nonnutritive substances is inappropriate to the developmental level
c. The eating behavior is not part of a culturally sanctioned practice
d. If the eating behavior occurs exclusively during the course of another mental disorder, it is sufficiently severe to warrant independent clinical attention |
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Term
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Definition
a. Repeated regurgitation and rechewing of food for a period of at least 1 month following a period of normal functioning
b. Te behavior is not due to an associated gastrointestinal or other medical condition
c. The behavior does not occur exclusively during the course of Anorexia or Bulimia. If occurring during MR or PDD they are sufficient to warrant independent clinical attention. |
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Term
| Feeding Disorder of Infancy or Early Childhood |
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Definition
a. Feeding disturbance as manifested by persistent failure to eat adequately with significant failure to gain weight or significant loss of weight over at least 1 month
b. The disturbance is not due to an associated GI or other general medical condition
c. The disturbance is not better accounted for by another mental disorder or by lack of available food
d. The onset is before the age of 6 |
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Term
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Definition
a. Both multiple motor and one or more vocal tics have been present at some time the illness, although not necessarily concurrently
b. The tics occur many times a day (usually in bouts) nearly every day or intermittently throughout a period of more than 1 year and during this period there was never a tic-free period of more than 3 consecutive months.
c. The onset is before the age of 18
d. The disturbance is not due to the direct physiological effects of a substance or general medical condition |
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Term
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Definition
| A tic is a sudden, rapid, recurrent, nonrhythmic, stereotyped motor movement or vocalization |
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Term
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Definition
| Eye blinking, neck jerking, facial grimacing, jumping |
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Term
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Definition
| Throat clearing, grunting, sniffings, barking, echolalia, coprolalia (swearing) |
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Term
| Chronic Motor or Vocal Tic Disorder |
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Definition
a. Single or multiple motor or vocal tics, but not both
b. The tics occur many times a day (usually in bouts) nearly every day or intermittently throughout a period of more than 1 year and during this period there was never a tic-free period of more than 3 consecutive months.
c. The onset is before the age of 18
d. The disturbance is not due to the direct physiological effects of a substance or general medical condition
e. Criteria have not been met for Tourette’s Disorder |
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Term
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Definition
a. Single or multiple motor and/or vocal tics
b. The tics occur many times a day (usually in bouts) nearly every day for at least 4 weeks, but not for longer than 12 consecutive months
c. The onset is before the age of 18
d. The disturbance is not due to the direct physiological effects of a substance or general medical condition
e. Criteria have not been met for Tourette’s Disorder or Chronic Motor or Vocal Tic Disorder |
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Term
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Definition
| Tics that do not meet criteria for a specific Tic Disorder. Eg. Lasting less than 4 weeks or tics with an onset after the age of 18 |
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Term
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Definition
a. Repeated passage of feces into inappropriate places
b. At least one such event a month for at least 3 months
c. Chronological age is at least 4 years old
d. The behavior is not due to the direct physiological effects of a substance or general medical condition except though a mechanism involving constipation
Specify: with constipation and overflow incontinence or without constipation and overflow incontinence. |
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Term
| Encopresis: With constipation and Overflow Incontinence |
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Definition
• There is evidence of constipation or stool infrequency. Less than 3 times a week
• Only part of the feces is passed during toileting
• Feces in overflow incontinence are poorly formed and leakage can be infrequent to continuous |
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Term
| Encopresis: Without Constipation and Overflow Incontinence |
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Definition
Without Constipation and Overflow Incontinence
• There is no evidence of constipation
• Feces are normal form and consistency
• Feces may be deposited in predominate location
• Can be associated with ODD, Conduct Disorder, anal masturbation |
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Term
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Definition
a. Repeated voiding of urine into bed or clothes
b. The behavior is clinically significant as manifested by either a frequency of twice a week for at least 3 consecutive months or the presence of clinically significant distress or impairment in social, academic, or other important areas of functioning
c. Chronological age is at least 5 years
d. The behavior is not due to the direct physiological effects of a substance or general medical condition
Specify if: Nocturnal only, diurnal only, Nocturnal and Diurnal. |
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Term
| Other Disorders Not Listed |
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Definition
Autism
Aspergers
AD/HD
Separation Anxiety Disorder
Reactive attachment disorder of infancy or early childhood |
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Term
| Pervasive Developmental Disorder |
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Definition
| Characterized by severe and pervasive impairment in several areas o development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities. Autism, Rett's, Childhood Disintegrative Disorder, Asperger's, NOS |
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Term
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Definition
| The presence of markedly abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interests. |
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Term
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Definition
| Severe and sustained impairment in social interaction and the development of restricted, repetitive patterns of behavior, interests and activities. Causes significant impairment. There are no significant delays or deviance in language acquisition, or delays in cognitive development during first 3 years of life. |
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Term
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Definition
- A persistent pattern of inattention and/or hyperactvity-impulsivity.
- Some symptoms must have been present before 7yrs old.
- Symptoms must be present in at least two settings. |
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Term
| Separation Anxiety Disorder |
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Definition
- An excessive anxiety concerning separation from the home of from those to whom the person is attached.
- The disturbance must last for a period of at least 4 weeks and begin before 18yrs old. |
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Term
| Reactive Attachment Disorder |
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Definition
Disturbed and developmentally inappropriate social relatedness in most contexts that begins before age 5 and is associated with grossly pathological care.
Types: Inhibited = child fails to initiate and to respond to most social interactions in a developmentally appropriate way. Inhibited, hypervigilant, or highly ambivalent.
Disinhibited Type: pattern of diffuse attachments, child is indiscriminate in socializing and lacks selectivity in the choice of attachment figures. |
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