III.

Neurodevelopmental Disorders

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 grade school, and are
characterized by developmental deficits that produce impairments of personal, social, academic, or
occupational functioning. The range of

developmental deficits varies from very

specific limitations of learning or control of executive functions to global

impairments of social skills or intelligence. The neurodevelopmental

disorders frequently co-occur; for example, individuals with autism

spectrum disorder often have

intellectual disability (intellectual

developmental disorder), and many

children with attention-deficit/

hyperactivity disorder (ADHD) also have a specific learning disorder. For some disorders, the clinical
presentation includes symptoms of excess 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.

A child’s brain is not a miniature replica of an adult brain, but rather a brain in continual development,
growing, at times tremendously, subject to endless

modifications and connections due to the continual stimulation provided by the environment in which it
develops.

It is essential to understand the development of the nervous system and its different stages in order to
understand the deficits that can arise from abnormal
brain development or be caused by damage at an early age. Depending upon the time when these
abnormalities or damage occur (during pregnancy, the perinatal period, or infancy/childhood), the
impact will vary.

Some of the disorders included in this classification can be completely resolved by appropriate
intervention. Others are chronic, but an adequate intervention is nevertheless essential because it is

possible to alleviate to a greater or lesser extent, and in some cases possibly eliminate, the negative
consequences or symptoms caused by the disorder in question.

A. Autism Spectrum Disorder

Autism Spectrum Disorders (ASD)

They are a group of developmental disabilities that can cause serious, and even chronic, socialization,
communication and behavioral problems.The way in which these changes are manifested varies greatly
from one child to another, hence referring to a

"spectrum" or "continuum of disorders,” meaning that there are different ways in which the symptoms
of this type of disorder appear and the severity of

symptoms varies from case to case. The clinical profile is neither uniform nor absolutely demarcated; it
oscillates ranging from high to low affect, varies

with time, and is influenced by factors such as the degree of associated intellectual ability or access to
specialized support.

People with ASD process information in their brain differently than others and they develop at different
rates in each area. They present with clinically

significant and persistent difficulties in social communication (marked difficulty in nonverbal and verbal
communication used in interactions, lack of social reciprocity and difficulty developing and

maintaining peer relationships appropriate to their developmental level), stereotypical motor or verbal
behavior, unusual sensory behavior, and excessive

adherence to routines and ritualistic patterns of behavior and limited interests.

B. Attention Deficit Hyperactivity Disorder ( ADHD)

Attention Deficit Hyperactivity Disorder

(ADHD) - It is characterized by the presenting symptoms of inattention and /or impulsivity-hyperactivity.

Subtypes appear based on whether the predominant symptom is attention deficit, hyperactivity-
impulsivity, or both equally.

The principal manifestations of each of these areas are:

Inattention:

- Lack of attention to detail and committing careless mistakes.

- Difficulty sustaining attention in tasks or at play.

- Is easily distracted by extraneous stimuli.

- Does not seem to listen when spoken to

directly.

- Neither follows instructions nor completes tasks.

- Has difficulty organizing tasks and activities.

- Avoids, to the furthest extent possible,

tasks that require sustained mental effort.

- Is careless in daily activities.

Hyperactivity:

- Cannot sit still or fidgets with hands and

feet.

- Gets up in situations in which he or she

should remain seated.

- Excessive energy.

- Runs around or climbs excessively in

inappropriate situations (in adults, feelings of restlessness).

- Difficulty playing quietly or calmly

engaging in leisure activities.

- Talks excessively.

Impulsivity:

- Begins to answer a question before

hearing the end of it.

- Has difficulty waiting for his/her turn.

- Interrupts or meddle in other’s activities.

C. Specific Learning Disorder

Specific Learning Disorders

Cognitive skills are not homogeneous in the same person, but if after proper development a particularly
deficient area exists, we are speaking about a specific problem in learning characterized by substantially
lower than expected academic performance in relation to a person's chronological age, the measure of
his/her intelligence and age- appropriate education. It interferes significantly with

school performance, hindering adequate progress and the achievement of goals set out in various
curricula.

Reading disorder (dyslexia)

It is characterized by an impaired ability to recognize words, slow and insecure reading, and poor
comprehension.

Writing disorder (disgraphia)

The problem may be in writing specific words or in writing in general.

Calculation disorder (dyscalculia)

Basic arithmetic skills (addition, subtraction, multiplication and division) are affected more than more
abstract mathematical skills (algebra or geometry).

12 Things Parents and Professionals Must

Understand About Educating Students with Autism and Other Neurodevelopmental Disorders

Attitude

Remediation and Compensation

Relationships are Essential for Growth and Development

Our Communication is a Powerful Tool

Processing
Promoting Independence, Thinking, and

Problem Solving

Environments Make a Difference

Promoting Competence

Labels

Obstacles

Families as Partners

Collective Visions

IV. Motor Disorder

Motor disorders are any condition that permanently limits normal body movement, posture and/or
control.

Individuals with physical impairments often also have other impairments, such as vision and hearing
impairment, as well as communication difficulties and dysphagia.

Motor disorders are disorders of the nervous system that cause abnormal and involuntary movements.
They can result from damage to the motor system.

Signs and symptoms

Motor disorders are malfunctions of the nervous system that cause involuntary or uncontrollable
movements or actions of the body. These disorders can cause lack of intended movement or an excess
of involuntary movement. Symptoms of motor disorders include tremors,

jerks, twitches, spasms, contractions, or gait problems.

Tremor is the uncontrollable shaking of an arm or a leg. Twitches or jerks of body parts may occur due to
a startling sound or unexpected, sudden pain. Spasms and contractions are temporary abnormal resting
positions of hands or feet. Spasms are temporary while contractions could be permanent. Gait problems
are problems with the way one walks or runs. This can mean an unsteady pace or dragging of the

feet along with other possible irregularities.

A. Developmental Coordination Disorders

Developmental coordination disorder (DCD) begins in childhood and leads to clumsiness and impaired
coordination. Children with the disorder have impaired motor coordination compared to others in

their age group.

Symptoms include:

-Clumsiness

-Problems suckling and swallowing during the first 12 months of life

-Delayed sitting, crawling, and walking

-Difficulties with gross motor skills (i.e. jumping, hopping, and standing on one foot)

-Difficulties with fine motor skills (i.e. writing, cutting with scissors, tying shoes)

Experts have many theories, but still don't have a clear idea about what causes DCD. Children with DCD
frequently have other difficulties in association with their motor problems, making it unlikely that a
single factor causes the coordination issues in this group of children. Some research suggests a link
between the cerebellum in the brain and DCD, since this brain structure has a critical role in developing

movement control and other aspects of movement. Treatment of developmental coordination disorder
involves perceptual motor training and physical education. Children with DCD may overcome their

writing issues by taking notes using a computer. Prognosis depends on the severity of the DCD. It
typically does not worsen over time, but continues into adulthood.

B. Stereotypic Movement Disorder

Stereotypic Movement Disorder

The term, stereotypic movement disorder, refers to a movement or motor disorder characterized by
repetitive movements, such as head banging or body rocking, for over four weeks. The movements tend
to increase or intensify with elevated levels of stress or boredom. These purposeless movements
impede normal daily activity and could cause physical harm to the mover or those around him.

Symptoms include repetitive and excessive:

-Head banging (against a wall or other solid form)

-Rocking back and forth

-Shaking or waving hands for no reason

-Nail biting

-Biting of self

-Hitting self

More boys than girls present with stereotypic movement disorder in childhood, however it can develop
in adults too. Experts don't know the cause

of this disorder when it occurs without the presence of other associated conditions. Abuse of stimulants

like cocaine or amphetamines can cause a rapid onset, but short-lived period of stereotypic movement
disorder. Head injuries may cause these stereotypical movements as well.
Treatment of motor disorders depends on the possible causes, individual's age, and symptoms.
Behavioral modification techniques and psychotherapy represent the most effective treatments. The
prognosis for individuals with

stereotypic movement disorder depends on the underlying cause, if identifiable. If drug-induced, the
condition typically resolves on its own after the drug leaves the body. Stereotypic movements

resulting from a head injury may remain indefinitely.

References:

https://dsm.psychiatryonline.org/doi/abs/10.1176/appi.books.9780890425596.dsm01

https://www.neuronup.com/en/neurorehabilitation/disorder

https://www.horizonsdrc.com/articles/12-things-parents-and-professionals-must-understand-about-
educating-students-with-autism-and-other-neurodevelopmental-disorders

https://en.m.wikipedia.org/wiki/Motor_disorder

https://www.healthyplace.com/neurodevelopmental-disorders/motor-disorders/what-are-motor-
disorders-signs-symptoms-causes-treatments