Neuro-developmental Disorders
Intellectual Disabilities
Communication Disorders
Subtypes
Intellectual Disability(Intellectual
Developmental Disorder)
Global Developmental Delay
Unspecified Intellectual Disorder
Language Disorder
Characteristics
 Deficit in intellectual functions
such as reasoning, problem,
solving, thinking, and learning
either academic-based or from
experience.
 Deficit in adaptive functioning
across multiple environments in
areas such as communication,
social involvement, and living
independently.
 Onset of the deficit is during the
developmental period.
 For children under 5 years old in
which assessment of clinical
severity cannot be reliably and
consistently created during early
childhood.
 A failure to meet expected
developmental target in areas of
intellectual functioning.
 For individuals in the age of over 5
years
 Usually accompanied by associated
sensory or motor impairments that
result in a difficulty to make a
degree of intellectual disability
assessment.
 Difficulties in attainment and use
of language due to deficits in the
understanding or production of
vocabulary, sentence structure, and
discourse.
 Evident in spoken, written or sign
language.
 The language skills are
substantially and quantifiably
below those expected for the age
resulting to impairments in all
types of activity that requires the
use of language. (Social,
Causal Factors
 Brain Dysfunction
 Genetic causes such Down
syndrome
 Hereditary causes such as fragile X
syndrome
 Environmental factors such as
prenatal alcohol exposure
 Traumatic Brain injury
 Genetic disorders
 Metabolic disorders
 Brain abnormalities
 Combination of factors such as
brain and genetic abnormalities
 Genetic and Physiological
Language disorder may be caused
by hereditary. A person whose
family has a history of language
disorder or language impairment
will likely to have one also.
Specific Examples
 Dontrell, a 5-yer old African
American boy, showed delays in
understanding language, speaking,
and performing daily tasks.
Although he could understand and
obey simple tasks, he was able to
speak only 15 to 20 words, and
many of these were difficult to
understand. He could not identify
colors, was unable to recite the
alphabet, and could not count.
 Sammy, a 34-month old boy,
showed a significant language
delays. He could not correctly
point to the parts of his body that
were asked for him to identify.
Also, he had difficulty naming
colors.
 A 13 years-old child, was brought
to a psychiatric outpatient
department by his mother. He is not
able to grasp whatever is taught to
him in classroom even if repeatedly
taught at home. He would not
complete his homework and would
often show disinterest in studies.
Also, he would run away from
home, steal money, and keep on
lying.
 Jenny is 7 years old and has
difficulty understanding and using
language at school. She has a hard
time understanding new words and
making connections between
words. She has hard time
understanding and construction
long and complex sentence. She
struggles to find the right word to
say what she wants compare to the
children of her age. Because of
this, she lags behind her lessons
and often not participate in
activities or games with other

Speech Sound Disorder
Childhood-Onset Fluency Disorder
(Stuttering)
Academics, Occupation) children.
 The onset of the disorder appears
during the early developmental
period.
 Not attributable to any sensory
impairments, motor dysfunctions or
another medical or neurological
disorder. (e.g. Intellectual
Developmental Disorder)
 Difficulty in producing the speech  Family history/ Hereditary  A boy named Joseph who was 6
sound due to difficulty in  Impairment is some motor years old was referred by his
phonological knowledge of the coordination that is needed for teacher because he cannot
sound of the speech or to proper articulation. understand what he is saying. He
coordinate movements of the lips, has difficulty making the sounds of
jaw and tongue. the letters k, f and g. He produces
 The speech sound production is not the sound of p instead of f as in flea
like the sound production expected to plea, t for k as in kite to tight and
based on the child’s age and d for g as in got to dot. He would
developmental stage. also interchange th and ch most of
 The difficulty in making the proper the time as in thing to ching,
articulation of the words causes change to thange.
impairments in social, academics
and occupational areas of the
person.
 Starts at the early developmental
period.
 The disorder is not due to some
congenital conditions like cerebral
palsy, cleft palate, hearing loss etc.
 Disturbance in the flow and timing  Genetic and Physiological  Eleanor, 7 years of age would tend
of speech that is inappropriate for The disorder is highly hereditary to repeat or prolong the first letter
an individual’s age. common within first degree or syllables of the words she says.
 Repetition of sound and syllables. biological families. Sometimes, stop mid-word or mid-
 Prolongation of consonant as well sentence and often would change
as vowel sound. the word to use. She particularly
 Pauses in between words (Broken has difficulty saying words that are
Words) very long or hard to pronounce.
 Audible or silent blocking Because of this, she has a hard time
 Circumlocutions or substituting talking to her friends even her
words to avoid problematic words. teachers. She would get teased
 The production of words requires about it which causes her to feel
excess physical tension. ashamed to speak out.
 Monosyllabic whole-word
repetitions
 Causes a feeling of anxiety about

Social (Pragmatic) Communication
Disorder
Autism Spectrum Disorder Autism Spectrum Disorder
speaking that impairs effective
communication in different areas.
 The symptoms onset in early
developmental period.
 Disorder is not better explained by
motor or sensory deficits,
dysfluency associated with
neurological insult (stroke, trauma
etc.) or another medical condition.
 Difficulties in using or  Genetic and physiological.  Anthon always speak with his
understanding verbal and nonverbal A family history of autism spectrum voice loud that it seems that he is
communication in social context. disorder, communication disorder, or always angry. He does it
 Difficulties in differentiating specific learning disorder increases the everywhere even at school. He
different social situations and tendency or risk of acquiring social tends to be called gullible by his
changing the communication to (pragmatic) communication disorder. friends because he cannot
match in these situations. understand jokes and always takes
 Difficulty following rules for it literally. When he talks with his
conversation and storytelling such family, friends or teacher, he
as taking turns, rephrasing when always forgets to pause and let the
misunderstood or the use of other person talk.
nonverbal cues in interactions.
 Difficulty differentiating the literal
and nonliteral meaning of
language.
 Causes limitation in effective
communication especially in social
situations.
 Onset of the deficit is in early
developmental period.
 Not attributable to or better
explained by another medical or
neurological conditions such as
autism spectrum disorder,
intellectual disabilities etc.
 Persistent lack of social and  Having certain genetic conditions  Anderson, a 3-year-old boy,
communication abilities such as Down syndrome, fragile X communicated through nonverbal
 Deficit in establishing and syndrome, and Rett syndrome means and used communication
maintaining socio-emotional  Environmental factors such as solely for behavioral regulation. He

Attention-Deficit/Hyperactivity
Disorder
Attention-Deficit/Hyperactivity
Disorder
Other Specified Attention-
Deficit/Hyperactivity Disorder
Unspecified Attention-
Deficit/Hyperactivity Disorder
relationships.
 Motor deficits
 Restricted interests and repetitive
behaviors
 Inflexible adherence to specific
non-functional routines or rituals
 Present in early child hood and
limits daily functioning.
 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, at levels that are
inconsistent with age or
developmental level.
 Hyperactivity-impulsivity entails
over activity, 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.
 often persists into adulthood, with
resultant impairments of social,
academic and occupational
functioning.
 occurs in childhood, although it
may not be first recognized until
young adulthood
 using a past diagnosis as
information for the disorder.
advanced parental age and low
birth rate.
 Hereditary causes
 result of genetic predisposition e.g.
mother was smoking, drinking
alcohol and was under drugs during
pregnancy.
 environmental factors like
exposure to pollution or hazardous
chemicals
 extreme prematurity and very low
weight at birth
 Hereditary causes
 Brain injury
communicated requests primarily
by reaching for the communication
partner’s hand and placing it on
desired object. He often appeared
to be non-engaged and responded
inconsistently to his name.
 Angela, 13, shows inattentiveness
during class discussions and shows
low interest and participation
making home works, group works
and other academically tasks. She
also displays talkativeness and
cannot keep still in class. At home,
she kept on interrupting on her
parents businesses especially when
talking with clients.
 Carl, 6-year-old grade one pupil
shows inattention to his class but
when at home show otherwise. He
also usually break and destroy toys
in school but is careful with his
toys at home
 Abigail, 14, shows hyperactivity in
school, for instance when she
observed that her classmates
writing, clothes they are wearing

Specific Learning Disorder Specific Learning Disorder
Motor Disorders Developmental Coordination
Disorder
Stereotypic Movement Disorder
and conversations with other
people she usually intrude and tell a
comment about it.
 specific deficits in an individual's  Environmental e.g. Prematurity or  Ben, 7, years old was not still able
ability to perceive or process very low birth weight increases or to distinguish the colors from each
information efficiently and an exposure to nicotine when other. He still could not count up to
accurately pregnancy 10, only can write his name.
 first manifests during the years of  Genetic and physiological
formal schooling
 characterized by persistent and
impairing difficulties with learning
foundational academic skills in
reading, writing, and/or math
 individual's performance of the
affected academic skills is well
below average for age, or
acceptable performance levels are
achieved only with extraordinary
effort.
 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.
 can produce lifelong impairments
in activities dependent on the skills,
including occupational
performance
 Below average motor skill Delayed brain development Stacy, a 7-year-old child constantly
 Interferes with daily living knocks things down and drops things
 Symptoms begin in early unintentionally so much so that she is
development unable to do chores, play any sport, or
 Is not better explained by any other any motor skill activity.
disability or impairment
 Repetitive yet purposeless motor  Intellectual disability Jake, a 7-year-old child is seen banging
behaviors  Head injuries his head to either the wall or a table
 Interferes with daily activities during class and recess, even after being
 Symptoms begin in early stopped he would continue after a
development while.
 Symptoms are not attributable to
any disability, impairment, or
substance
Tic Disorders
Other Specified Tic Disorder
Unspecified Tic Disorder
Tourette’s Disorder: Abnormalities in the frontal lobes, basal Sammy is a 10-year-old boy that began
 Two or more motor tics and at least ganglia, and cortex involuntarily jerking his head, blinking,
one vocal tic coughing, and other tics about 2 years
 Tics have been present for at least a ago.
year
 Symptoms start before the age of
18
 Symptoms not attributable to any
substance or medical condition
Persistent (Chronic) Motor or Vocal Genetic factors Lacy, a 7-year-old, started involuntarily
Tic Disorder: smelling objects on and off around 2
 One or more motor or vocal tics but years ago.
not both
 Tics last, on and off, for at least a
year
 Symptoms start before the age of
18
 Symptoms not attributable to any
substance or medical condition
 Criteria does not meet Tourette’s
disorder
Provisional Tic Disorder: Combination of factors such as genetic Clint, when he was 9 years old, had a
 One or more motor or vocal tics and brain abnormalities tic of shoulder shrugging. He would just
 Tics have been present for less than catch himself doing it at random times.
1 year
 Symptoms start before the age of
18
 Symptoms not attributable to any
substance or medical condition
 Criteria does not meet Tourette’s
disorder or Persistent(chronic)
motor or vocal tic disorder
Other Specified Tic Disorder: Combination of factors such as genetic Michael’s clinician told him that he had
 Shows symptoms characteristic of and brain abnormalities symptoms of a tic disorder but he did
tic disorder predominantly not meet all the criteria because he only
 Do not meet the full criteria of tic had these symptoms for a month.
disorder or any disorder in the
neurodevelopmental disorders
diagnostics class
 Causes distress or impairment
 Clinician communicates the
specific reason why it does not
meet any of the criteria
Unspecified Tic Disorder: Combination of factors such as genetic Allie was told by her clinician that she
 Shows symptoms characteristic of and brain abnormalities was exhibiting symptoms of a tic

Other Neurodevelopmental Disorders
Other Specified Neuro-developmental
Disorder
Unspecified Neurodevelopmental
Disorder
tic disorder predominantly disorder but she did not meet the full
 Do not meet the full criteria of tic criteria to be diagnosed in having the
disorder or any disorder in the disorder, however, her clinician did not
neurodevelopmental disorders specify why she did not meet the
diagnostics class criteria.
 Causes distress or impairment
 Clinician does not communicate the
specific reason why it does not
meet any of the criteria
 Presentations where symptoms of a Neurodevelopmental disorders
neurodevelopmental disorder that associated to exposure to alcohol in
cause impairment in important utero when a background check was
areas of functioning predominate done on the diagnosed child’s mother.
but do not meet the full criteria for
any of the neurodevelopmental
disorders.
 Used when the clinician chooses to
communicate the specific reason
that the presentation does not meet
the criteria for a specific
neurodevelopmental disorder.
 Presentations where symptoms  The child was assessed in the
characteristic of a emergency room and suspected of
neurodevelopmental disorder that having a developmental disorder
cause impairment in important because of absence of Moro and
areas of functioning predominate Babinski reflexes.
but do not meet the full criteria for
any of the neurodevelopmental
disorders.
 Used when the clinician chooses
not to specify the reason that the
criteria are not met for a specific
neurodevelopmental disorder, and
when there is insufficient
information to make a more
specific diagnosis.