Abnormal Psychology 6th Edition Nolen-Hoeksema Solutions Manual 1

Chapter 10
Neurodevelopmental and Neurocognitive Disorders
ABNORMAL PSYCHOLOGY 2ND EDITION RAY TEST

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TEACHING OBJECTIVES
After reading and studying this chapter and participating in lecture and discussion,
students should be able to:
1. Identify the symptoms of attention-deficit/hyperactivity disorder (ADHD), describe

how it affects a child’s social and intellectual functioning, and discuss how it affects
children as they enter adolescence and adulthood.
2. Discuss the genetic and neurological contributors to ADHD, and the other
psychopathological conditions associated with ADHD.
3. Describe the drug therapies and psychosocial therapies for ADHD.

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4. Discuss the similarities and differences between conduct disorder, oppositional
defiant disorder, and ADHD.
5. Distinguish among learning disorders, motor skills disorders, and communication

disorders.
6. Discuss what is required for a diagnosis of Intellectual Disability, the difference

between organic and cultural-familial Intellectual Disability, and how the symptoms
of the disorder vary in severity from mild to moderate to severe to profound.
7. Discuss and distinguish among the numerous diseases, maternal behaviors, and
aspects of pregnancy and birth that can lead to Intellectual Disability.
8. Discuss the social factors that may contribute to Intellectual Disability.
9. Discuss some of the effective interventions for Intellectual Disability.
10. Describe the deficits exhibited by autistic children.
11. Discuss the genetic and biological causes of autism.
12. Discuss the drugs used to treat the symptoms of autism, and the behavioral
methods used to treat autistic children.
13. Explain why the cognitive disorders are no longer known as “organic brain
disorders.”
14. Identify when a set of symptoms should be diagnosed as a cognitive disorder, and
when it should not be.
15. Identify the types of cognitive impairment in dementia.
16. Describe the symptoms of Alzheimer’s disease.
17. Identify and describe the brain changes that occur in Alzheimer’s disease, and the
conditions thought to cause them.
18. Discuss the evidence for a genetic contribution to Alzheimer’s disease.
19. Describe vascular dementia. and identify its causes.
20. Describe the symptoms of Parkinson’s disease, HIV-associated dementia, and

Huntington’s disease.
21. Discuss the available treatments for dementia.

22. Discuss how culture and gender may affect dementia.
23. Identify the symptoms of delirium, their typical progression, and the conditions that
make a diagnosis likely.
24. Discuss the ways in which delirium can be treated.
CHAPTER OUTLINE
I. Attention-Deficit/Hyperactivity Disorder
1. Types of ADHD
2. Related features/concerns
a. Poor academic performance
b. Social skills deficits
c. Difficulties with emotion regulation
d. Learning disability
3. Epidemiological Studies
a. Gender differences
b. Cross-cultural differences
c. Course
A. Biological Factors
1. Immaturity hypothesis
2. Concordance rates with siblings
B. Psychological and Social Factors
C. Treatments for ADHD
1. Psychostimulants and their controversy
2. Other Medications
3. Behavior Therapy and Token Economies
4. Long-term outcomes
II. Autism Spectrum Disorder
1. Deficits in Social Interactions
2. Deficits in Communication
a. Echolalia
A. DSM 5 – Incorporates Asperger’s Disorder and other Pervasive
Developmental Disorders into ASD
B. Contributors to Autism Spectrum Disorder
1. Biological Factors
a. Genetics
b. Brain Abnormalities
C. Treatments for Autism
1. Drug Therapies
2. Social Skills Training
III. Intellectual Disability
A. Biological Causes of Intellectual Disability
1. Genetic Factors
2. Brain Damage During Gestation and Early Life
a. Fetal Alcohol Syndrome
3. The First Years of Life
B. Sociocultural Factors
C. Treatments for Intellectual Disability
1. Drug Therapy
2. Social Programs
a. Early Intervention
b. Mainstreaming
c. Group Homes
d. Institutionalization
IV. Learning, Communication, and Motor Disorders
A. Specific Learning Disorder
B. Communication Disorders
a. Language Disorder
b. Speech Sound Disorder
c. Childhood Onset Fluency Disorder
d. Social Communication Disorder
C. Causes and Treatment of Learning and Communication Disorders
D. Motor Disorders
a. Tourette’s
V. Major and Mild Neurocognitive Disorders
A. Symptoms of Major Neurocognitive Disorder (Dementia)
1. Aphasia
2. Echolalia
3. Palialia
4. Apraxia
5. Agnosia
6. Loss of Executive function
B. Types of Major and Minor Neurocognitive Disorder
1. Neurocognitive Disorder Due to Alzheimer’s Disease
a. Brain Abnormalities in Alzheimer’s Disease
b. Causes of Alzheimer’s Disease
2. Vascular Neurocognitive Disorder
3. Neurocognitive Disorders Associated with Other Medical Condition
1. a. HIV
2. b. Huntington’s
3. c. Traumatic Head Injury
C. The Impact of Gender, Culture, and Education on Neurocognitive Disorder
1. Gender differences
2. Racial differences
3. SES differences
4. Crosscultural differences
D. Treatment for and Prevention of Neurocognitive Disorder
1. Medications for primary symptoms
2. Medications for secondary symptoms to address behavior problems
3. Behavior therapy
4. Prevention
a. Exercise
b. Mental activity
c. Behavioral Health Factors
VI. Delirium
A. Causes of Delirium
B. Treatments for Delirium
VII.. Chapter Integration
KEY TERMS
Neurodevelopmental disorders stereotypic movement disorder
Neurocognitive disorders developmental coordination disorder
attention-deficit/hyperactivity disorder major neurocognitive disorder
(ADHD) dementia
autism spectrum disorder minor neurocognitive disorder
autism aphasia
echolalia palilalia
pervasive developmental disorders apraxia
Intellectual Disability agnosia
fetal alcohol syndrome (FAS) executive functions
specific learning disorder Alzheimer’s disease
communication disorder neurofibrillary tangles
language disorder plaques
speech sound disorder beta-amyloid
childhood-onset fluency disorder vascular neurocognitive disorder
social communication disorder cerebrovascular disease
motor disorder stroke
Tourette’s disorder traumatic brain injury
persistent motor or vocal tic disorder delirium
(CMVTD)
KEY CONCEPTS
• ADHD is characterized by inattentiveness, impulsivity, and hyperactivity and is
more common in boys than in girls. Children with ADHD do poorly in school and
in peer relationships are at increased risk for developing conduct disorder.
• Biological factors that have been implicated in the development of ADHD include
genetics, exposure to toxins prenatally and early in childhood, and abnormalities
in neurological functioning. In addition, many children with ADHD come from
families in which there are many disruptions, although it is not clear if this is a
cause or just a correlate of ADHD.
• Treatments for ADHD usually involve stimulant drugs and behavior therapy
designed to decrease children’s impulsivity and hyperactivity and to help them
control aggression.
• Disorders of cognitive, motor, and communication skills involve deficits and
delays in the development of fundamental skills.
• Learning disorders include reading disorder (an inability to read, also known as
dyslexia), mathematics disorder (an inability to learn math), and disorder of
written expression (an inability to write).
• Developmental coordination disorder involves deficits in fundamental motor skills.
• Communication disorders include expressive language disorder (an inability to
express oneself through language), mixed receptive-expressive language
disorder (an inability to express oneself through language or to understand the
language of others), phonological disorder (the use of speech sounds
inappropriate for the child’s age and dialect), and stuttering (deficits in word
fluency).
• Some of these disorders, particularly reading disorder and stuttering, may have
genetic roots. Many other factors have been implicated in these disorders, but
they are not well understood.
• Treatment usually focuses on building skills in problem areas through specialized
training, as well as the use of computerized exercises.
• Intellectual Disability is defined as subaverage intellectual functioning, indexed by
an IQ score below 70 and deficits in adaptive behavioral functioning. There are
four levels of Intellectual Disability, ranging from mild to profound.
• A number of biological factors are implicated in Intellectual Disability, including
metabolic disorders; chromosomal disorders; prenatal exposure to rubella,
herpes, syphilis, or drugs (especially alcohol, as in Fetal Alcohol Syndrome);
premature delivery; and head traumas.
• There is some evidence that intensive and comprehensive educational
interventions, administered early in an affected child’s life, can help to decrease
the level of Intellectual Disability.
• Controversy exists over whether children with Intellectual Disability should be put
into special education classrooms or mainstreamed into normal classrooms.
• The pervasive developmental disorders are characterized by severe and lasting
impairment in several areas of development, such as social interaction,
communication with others, everyday behaviors, interests, and activities. They
include Asperger’s disorder, Rett’s disorder, childhood disintegrative disorder,
and autism.
• Autism is characterized by significant interpersonal, communication, and
behavioral deficits. Many children with autism score in the range for Intellectual
Disability on IQ tests. Outcomes of autism vary widely, although the majority of
people with autism must have continual care, even as adults.
• Possible biological causes of autism include a genetic predisposition to cognitive
impairment, central nervous system damage, prenatal complications, and
neurotransmitter imbalances.
• Drugs can reduce some behaviors in autism but do not eliminate the core of the
disorder. Behavior therapy is used to reduce inappropriate and self-injurious
behaviors and to encourage prosocial behaviors.
• Dementia is typically a permanent deterioration in cognitive functioning, often
accompanied by emotional changes. The most common type of dementia is due
to Alzheimer’s disease. Recent theories of Alzheimer’s disease focus on three
different genes that might contribute to the buildup of amyloid protein in the
brains of Alzheimer’s patients.
• Dementia can also be caused by cerebrovascular disorder; head injury; and
progressive disorders such as Parkinson’s disease, HIV disease, Huntington’s
disease, Pick’s disease, and Creutzfeldt-Jacob disease. Chronic drug abuse and
the nutritional deficiencies that often accompany it can lead to dementia.
• Drugs help to reduce the cognitive symptoms of dementia and accompanying
depression, anxiety, and psychotic symptoms in some patients.
• Delirium is characterized by disorientation, recent memory loss, and clouding of
consciousness. Delirium is typically a signal of a serious medical condition, such
as stoke, congestive heart failure, an infectious disease, high fever, or drug
intoxication or withdrawal.
• Treating delirium involves treating the underlying condition leading to the delirium
and keeping the patient safe until the symptoms subside.
ONLINE LEARNING CENTER RESOURCES

Lecture Suggestions and Class Activities
CONCEPT REVIEWS
Disorders of Childhood
ADHD
Contributors to Autism Spectrum Disorder
Factors Associated with Intellectual Disability
Treatments for Intellectual Disability
Learning Disabilities
Disorders of Cognitive, Motor, and Communication Skills
Alzheimer’s
Types of Dementia
LECTURE SUGGESTIONS
Other Childhood Disorders
The text presents the childhood disorders described in DSM-IV. This does not mean,
however, that children do not experience the adult disorders, nor does it mean that the
disorders discussed in this chapter are exclusive to children. DSM-IV clearly states (on
p. 37) that providing a separate section for disorders that are usually first diagnosed in
childhood is only for convenience and does not mean that there is a clear distinction
between child and adult disorders. Thus, children can experience most of the disorders
described in the DSM-IV; however, some of the childhood disorders are age specific or
require certain behaviors to have occurred in childhood while the disorder is not
diagnosed until the individual is at least 18 years of age (e.g., antisocial personality
disorder). Further, some disorders seen in children, as well as adults, may have
somewhat different diagnostic criteria, such as depression. DSM-IV notes that “certain
symptoms such as somatic complaints, irritability, and social withdrawal are particularly
common in children, whereas psychomotor retardation, hypersomnia, and delusions are
less common in prepuberty than in adolescence and adulthood.” Also, the symptoms of
childhood schizophrenia are very similar to autism; one of the differential diagnoses,
however, is that with schizophrenia there was a normal period of development between
the time of birth and the onset of the disorder.
Learning Styles Among Students
Children with learning disorders often show specific learning styles; that is, they may
perform better in school when they can learn new material by applying it through a
hands-on activity, by drawing a chart as a visual aid, or by manipulating material rather
than just hearing or reading about it. Discuss whether there are different learning styles
among students, too, such as visual, auditory, or kinesthetic. Have students identify how
they usually learn new material best. What type of learning style is encouraged in
college where most of the information is conveyed through textbooks and lectures,
requiring students to learn through reading and listening? Are those the ways they learn
best? Have students discuss alternative methods of learning and teaching that might be
beneficial to those students more visually or kinesthetically oriented.
The Whole Brain Atlas
Keith A. Johnson, M. D. and J. Alex Becker have developed The Whole Brain Atlas, a
compendium of over 13,000 brain images of normal brains and over 30 clinical cases
using CT (computerized tomography), MRI (magnetic resonance imaging), and
SPECT/PET (single photon/positron emission computed tomography). Normal brain
images, including structural and functional images of normal aging, are compared and
contrasted to clinical cases. Of particular relevance to this chapter are clinical images of
cerebrovascular disease, Alzheimer’s disease, AIDS dementia, and Creutzfeldt-Jakob
disease. The database is available via the Web at:
http://www.med.harvard.edu/AANLIB/home.html
Nicotine and Cognitive Functioning in Patients with Alzheimer’s Disease
Some attempts to treat Alzheimer’s disease have focused on enhancing acetylcholine

function, using drugs that increase the availability of acetylcholine in the synaptic cleft or
cholinergic receptor agonists, such as nicotine. Nicotine activates a class of receptors
on hippocampal cells that typically responds to the neurotransmitter acetylcholine. Like
naturally occurring acetylcholine, externally administered nicotine induces these so-
called nicotinic acetylcholine receptors to bolster the actions of other neurotransmitters
that facilitate memory. Nicotine also has effects on other transmitters like serotonin
(5HT), dopamine, or GABA. In a preliminary study, transdermal nicotine administration
produced improved learning in a small sample of patients with mild to moderate
Alzheimer’s (Wilson, et al., 1995). In another study, eight patients with mild to moderate
Alzheimer’s disease wore nicotine patches for four weeks, resulting in significantly
improved attentional performance, but no improvements in other areas of cognitive
functioning (White & Levin, 1999). These results must be interpreted with extreme
caution, however, because nicotine has serious adverse effects, especially concerning
cardiovascular risks in elderly people. Further research is needed to clarify dose-
response relationships and to examine long-term effects of nicotine on specific cognitive
functions.
Alzheimer’s Disease and the Family
Alzheimer’s disease takes a heavy toll on caregivers, usually family members—either

spouses or children, and typically wives and daughters. As the disease progresses,
families experience increasing anxiety and pain at seeing unsettling changes in a loved
one, and they commonly feel guilt over not being able to do enough. As the time passes
and the burden mounts, the mental health of caregivers is negatively impacted and their
ability to provide care to the Alzheimer’s patient is diminished. Caregivers are
chronically stressed and are much more likely to suffer from depression than the
average person. Assistance to the family as a whole must be considered as vital to the
overall treatment plan for the Alzheimer’s patient. Psychosocial interventions for the
caregivers include psychoeducation, family support groups, adult day care, and respite
programs. Such interventions not only benefit caregivers and patients, but also
conserve resources and delay institutionalization of patients. Discuss the impact of
Alzheimer’s disease on caregivers, especially women, and the potential scope of the
problem given the aging of the post-World War II baby-boom generation.
Changes Between DSM IV-TR and DSM 5

In the DSM-IV-TR (published in 1994), autism was one of multiple diagnoses in the
category pervasive developmental disorders (PDDs), and it required the presence of
two symptoms of social impairment (from a list of four possible symptoms) and one
symptom each of communication problems and repetitive/stereotyped behaviors (from
lists of four possible symptoms each); in addition, the onset had to be before age 3.
Asperger’s disorder was another PDD and was often considered a high-functioning form
of autism involving deficits in social interactions and restricted, repetitive behavior
but no significant communication deficits. Two other relatively rare variants (Rett’s
disorder and childhood disintegrative disorder) were also in the PDD category, along
with pervasive developmental disorder not otherwise specified (PDD-NOS). The lifetime
prevalence of all PDDs combined was estimated to be about 1 to 2 percent.
In the DSM-5, the PDD category has been dropped, and there is only one autism
spectrum disorder. These changes were made due to evidence that the distinctions
between the different PDDs, especially autism and Asperger’s disorder, were difficult to
make reliably and that the PDDs seemed to share common etiologies. Because the
disorder presents differently depending on symptom severity, developmental level (e.g.,
IQ), and age, DSM-5 uses the term “spectrum” to capture the range of related but varied
presentations.
The impact of the changes in the treatment of autism spectrum disorders in the DSM-5
is a matter of some debate and concern. Several initial studies that reanalyzed data
on children diagnosed under the DSM-IV-TR criteria found that DSM-5 criteria for
autism spectrum disorder captured only about 50 to 60 percent of children who
previously would have been diagnosed with autism, Asperger’s disorder, or PDD-NOS.
These studies indicated that the children most likely not to fit the DSM-5 criteria for
autism spectrum disorder are those who have higher IQs and who lack deficits in verbal
communications. Only about one-quarter of individuals previously diagnosed with
Asperger’s syndrome or PDD-NOS meet the criteria for autism spectrum disorder based
on the DSM-5 criteria.
These findings raised concerns about the effects of these changes on access to
services for individuals who have previously been diagnosed with autistic disorders
other than classic, low-functioning autism. The most recent and largest study of this
kind, however, found that DSM-5 criteria identified 91 percent of children with
established DSM-IV PDD diagnoses
CLASSROOM ACTIVITIES
Developing a Behavioral Chart for a Child with ADHD
Description: Students practice applying behavioral principles to the treatment of ADHD

by developing a behavioral chart that describes specific goal behaviors, reinforcements,
and punishments.
Time Needed: Approximately 20 minutes.
Materials Needed: Copies of the chart in Handout 10.1.
Procedure: Explain to the class that children with ADHD often respond positively to
behavioral techniques designed to help them be less forgetful, less impulsive, and less
distracted by the many unimportant stimuli around them. Clear expectations for
appropriate behaviors and frequent reinforcement for expected behaviors have been
found useful in helping children with ADHD change. A daily behavioral chart that clearly
describes the behaviors expected of the child on a daily basis is a useful tool, because it
makes it clear to the child what is expected of him or her and provides immediate
consequences (positive or negative), depending on how well the expected behavior has
been performed. However, designing clear, specific, and easy-to-use behavior charts is
not as easy as it may sound, as students will discover in this activity.
Have students work in small groups (two or three students per group are best). Give
each group a copy of the behavior chart in Handout 10.1, and ask them to think of
specific behaviors that may be problematic for a child with ADHD (e.g., forgetfulness,
restlessness). Then ask students to write clear and specific behaviors they would want
the child to show every day (e.g., remembering to bring textbooks home from school so
they can do their homework; sitting in their chair throughout dinner, etc.). Remind
students to be very specific and positive when describing the behavior they want to see,
that is, statements such as “don’t get out of your chair” should be avoided because they
describe what the child is not supposed to do, but not what he or she is supposed to do.
Students should also decide on specific rewards and punishments that can be given
easily every day depending on the child’s total point value at the end of the day (e.g.,
TV time could be a privilege, rather than a right, that can be granted or taken away,
depending on the child’s point value). Finally, have students share with the rest of the
class some of the target behaviors, reinforcements, and punishments they thought of.
The Cognitive Disorders: Bio-Psycho-Social Integration
Description: Students think of possible factors that may influence the cognitive
disorders using a bio-psycho-social model.
Time Needed: Approximately 15 minutes for group work and another 20 to 30 minutes
for discussion.
Materials Needed: Students should have access to the textbook.
Procedure: The textbook mentions that education and cognitive activity throughout life
may protect against or forestall the development of dementia in people prone to the
disorder. These findings underscore the important interactional effects between
psychosocial factors and biology in the development of the disorders discussed in this
chapter. Assign students to small groups, and instruct them to come up with a list of
possible psychological and social factors that can significantly influence the
manifestation, severity, and course of the cognitive disorders discussed in the chapter,
all of which are caused by medical diseases or substance intoxication or withdrawal.
Dispelling Alzheimer’s Disease Myths
Description: Students are presented with common myths about Alzheimer’s disease
and are given correct information to dispel the myths.
Time Needed: Approximately 15 minutes.
Materials Needed: The instructor needs a copy of Handout 11.1; additional copies of
this handout can be distributed to each student after this activity for future reference.
Procedure: Without telling students that these are myths, read each myth listed in
Handout 11.2 to the class, and have them indicate in their notebooks whether they think
the statement is true or false. After reading all eight myths, go through each one and
ask students whether they answered true or false, and why. Then give them the correct
information that is also listed in the handout. Discuss why there seems to be a high level
of misinformation about Alzheimer’s disease.
TAKING PSYCHOLOGY PERSONALLY: LEARNING DISORDERS
Some students, even though they are now in college (and are fairly successful),
probably had problems with learning disorders or speech disorders early in life. Have
students share their stories, or the stories of friends or siblings, and explain how they
overcame their problems. What types of treatment did they receive? What helped them
the most? Are they still affected in some way today by their early learning difficulties?
PROJECT SUGGESTIONS
Teachers’ Perspectives on Mainstreaming
Have students visit an integrated classroom at a public or private school where mentally
retarded children are learning together with normal IQ children. Students should prepare
questions for the classroom teacher ahead of time and interview the teacher about her
or his perspective on mainstreaming. What does the teacher view as an advantage?
What are some problems of mainstreaming? How does the teacher deal with those
problems? Students can prepare a brief paper or class presentation based on their
interview results and should also discuss their standpoint on the issue of mainstreaming
based on their impressions of the integrated classroom and additional research on this
topic.
Learning Styles in Special Education Classrooms
Ask students to visit a special education classroom where children with learning
disorders are taught separately from children who do not show learning disorders.
Students are to observe the different learning styles that the children show. For
example, do children with reading disorders learn better by using visual cues or by
listening to others? More importantly, how does the teacher try to accommodate each
child’s learning style? How does the teacher work on specific skills with each child?
How effective is that skill training? Have students prepare a brief report about the
knowledge they gained about learning styles and interventions for learning disorders.
Parenting Books – What Kind of Advice Do They Give?
Students are asked to choose and read one of the many parenting books available on
how to deal with childhood problems, such as learning disorders, ADHD, autism,
aggression, and so on. What explanations are given to parents as to why their child may
have a particular problem? How do those explanations compare to the explanations
reviewed in the textbook? Students then analyze how psychological and social
principles discussed in the textbook (such as cognitive-behavioral interventions,
classroom strategies, etc.) are incorporated into the parenting book. Are there other
strategies suggested to parents that are not mentioned in the textbook (such as parental
support groups, nutrition advice, etc.)? If so, what are they, and what do students think
of their effectiveness for helping the child with his or her problem?
Alternatively, students could read articles in popular parenting magazines about specific
childhood problems (such as ADHD or learning disorders) and apply the same critical
thinking questions.
CONNECT, LEARNSMART AND FACES INTERACTIVE
Please take an opportunity to look at “Connect” (connect.mgraw-hill.com) as well as

(LearnSmart learnsmartadvantage.com) for several videos available in the McGraw Hill
library. LearnSmart is an adaptive learning tool that maximizes productivity
and identifies the most important learning objectives for each student to master at a
given point in time. Data-driven reports, found in the Reports tab under LearnSmart
reports, highlight the concepts with which individual students are — or the entire class is
— struggling. The tool is proven to improve academic performance, including higher
retention rates and better grades. There are more videos and learning assets available
on the website (http://www.mhhe.com/nolen6e). The instructor website provides access
to CPS / clicker questions, faces interactive guides, images, and many other resources.
McGraw Hill also has an extensive database of video clips available in the McGraw-
Hill's Visual Assets Database for Life-Span Development (VAD 2.0)
(http://www.mhhe.com/vad). This is an online database of videos for use in the
developmental psychology classroom created specifically for instructors. You can
customize classroom presentations by downloading the videos to your computer and
showing the videos on their own or inserting them into your course cartridge or
PowerPoint presentations. All of the videos are available with or without captions.
McGraw-Hill also offers other video and multimedia materials, ask your local
representative about the best products to meet your teaching needs.
Faces Interactive (www.mhhe.com/faces)

Faces Interactive, created by Arthur J. Kohn of Portland State University, is a unique
web-based learning environment that provides students with an opportunity to observe
and interact with real patients through a series of case studies on twelve different
psychological disorders. Each case study takes students through five stages of a
patient’s experience: the diagnosis, case history, an interview, treatment, and
assessment. Students are able to explore diagnostic processes, improve their
understanding of clinical practice, and gain experience documenting their findings in a
case study report project. After using Faces Interactive students will have a wealth of
information about, and a humanistic outlook on, these disorders.
(http://www.mhhe.com/faces).
The Faces Interactive Module contains an interview with an individual diagnosed with
Attention Deficit Disorder.
ATTENTION-DEFICITY/HYPERACTIVITY DISORDER (ADHD)

The most salient features of ADHD are restlessness, a short attention span, failure to
pay close attention to detail, and impulsive, disorganized behavior. People with ADHD
have average intelligence scores, but their ADHD symptoms interfere with their ability to
function effectively at home and at school.
Case of David
David is a 16-year-old high school student who has been diagnosed with ADHD. In this
first segment, he describes his symptoms and the problems they have caused him in his
daily life. He states that he has difficulty learning something new, not because he is not
“smart,” but because he is unable to focus his attention. Words seem to jump on the
page and get blurry. According to David, he needs to find ways to make learning more
fun. While in class, he talks to his friends or makes noises and the teacher constantly
has to tell him to be quiet. When he gets home, he knows he is supposed to clean
house, but he does not volunteer to perform these chores.
VIDEOS
Bill (1981) and Bill: On His Own (1983) are sensitive movies about a mentally retarded
man who pursues an independent life after having spent years in an institution. This
movie helps people understand the challenges that mentally retarded individuals face.
Forrest Gump (1994) Tom Hanks is an endearing character who demonstrates that
Intellectual Disability (or a physical disability) does not have to keep a person from
being successful in life, when success is defined as being true to oneself, persevering
through adversity, and helping others. It illustrates some of the prejudice and cruelty
experienced by mentally retarded children and uses irony to show that what some may
label a “handicap” can be turned into a strength, or even “genius,” depending on one’s
viewpoint.
Rain Man (1988) is a movie about an autistic savant (Dustin Hoffman) and the
development of the relationship between him and his brother (Tom Cruise) who has to
learn to deal with Hoffman’s limitations and uniqueness. When students want to watch
this film, point out how films like this can easily give the public the wrong impression
about autism, because only very few autistic individuals show exceptional abilities in
some areas.
The Other Sister (1999) is about 24-year-old Carla Tate (Juliette Lewis), a mentally
challenged young woman who has spent several years at a private boarding school and
now comes home to her wealthy parents who are not prepared to deal with her and
have difficulty viewing Carla as an adult. Carla meets a mentally challenged young man
(Giovanni Ribisi) in a class. Together, they try to face a world of challenges and
prejudice.
What’s Eating Gilbert Grape? (1993) tells the story of Gilbert Grape (Johnny Depp)
who lives in a boring small town and has to take care of his retarded brother (Leonard
DiCaprio).
Childhood Depression emphasizes the importance of early diagnosis and treatment of

childhood depression. Children diagnosed with childhood depression talk about their
coping strategies. Experts also present information. (Films for the Humanities and
Sciences, #BVL10992, 29 min, 2000)
Coping With Attention Deficit Disorder in Children examines the causes, symptoms,
proper evaluation and diagnosis, approaches to treatment, and expert advice on coping
with the emotional impact on those with ADD and ADHD and their families. (Films for
the Humanities and Sciences, #BVL5794, 24 min., 1995)
Hyper-lives: ADHD Stories presents three families making different choices in the
treatment of ADHD. A number of experts also talk about treatments. (Films for the
Humanities and Sciences, BVL31366, 48 min, 2002)
Rage for Order: Autism. In this program, neurologist/author Oliver Sacks meets
Jessica Park and tells her story—an encounter that offers profound insights into the
nature of this chronic disability, and its impact on human relationships. (Films for the
Humanities and Sciences, #BVL8710, 50 min., color, 1996)
Uncommon Genius: Savant Syndrome examines ongoing research on savant

syndrome and attempts to answer such questions as “why are 75% of savants male?”
Dr. Robyn Young visits the real “Rainman.” (Films for the Humanities and Sciences,
#BVL33301, 50 min., 2000)
Understanding Asperger’s outlines the major characteristics of this disorder and

illustrates the characteristics in children. (Insight-Media, #PAJ2266, 29 min, 2000)
Understanding Autism: A Biochemical Approach? Presents the work of Dr. William

Walsh of the Pfeifer Institute and his controversial theory of metal imbalance as the
cause of autism. (Films for the Humanities and Sciences, BVL29624, 12 min., 2001)
Awakenings (1990) is based on Oliver Sacks’ (Robin Williams) experimentation with L-

dopa and its temporary ability to reawaken institutionalized, catatonic patients who,
during their period of lucidity, deal with the pain and grief of their lost years. The
sadness, as awareness again fades away, is shared by Dr. Sacks.
Charly (1968) played by Cliff Robertson, is a 30-year-old mentally retarded bakery

worker. Neurosurgeon Dr. Richard Nemur (Leon Janney) and psychiatrist Dr. Anna
Straus (Lilia Skala) approach Charly and ask him to participate in an experiment.
Previously, Dr. Nemur was able to accelerate the intelligence of a mouse named
Algernon by performing a radical new form of brain surgery; could not such a procedure
work on a human being? As a result, Charly not only achieves normal intelligence, but
also becomes a genius. Emboldened by his new mental status, Charly proposes
marriage to his very receptive special-ed teacher (Claire Bloom). Alas, Charly notices
that Algernon has begun to regress and reasons, correctly, that soon he will return to
his developmentally challenged state.
Iris (2001) is a moving and tender depiction of the novelist Iris Murdoch's descent into
Alzheimer's disease, covering the period from just before her marriage to intellectual
John Bayley until her death. The film is based on the two books by John Bayley (Iris, Iris
& The Friends).
Regarding Henry (1991) is the story of calculating attorney Henry Turner (Harrison
Ford) who receives a bullet in the head during a robbery, and he loses all memory and
identity. When he recovers, he is childlike, if not simple-minded, but he has lost his
mean-spiritedness and becomes a more compassionate being.
Summer Snow (1995) is a comedy drama set in Hong Kong. In this movie, a father's
illness brings him closer to his daughter-in-law. May is married with a teenage son. She
works as an executive in a trading company. After her mother-in-law drops dead from a
stroke, she and her husband, Sun Bing, reluctantly take in Old Sun, a former air force
lieutenant (none of his other children will take him). The family is immediately thrown
into turmoil as they try to deal with Sun's strange behavior. He frequently wanders
away, acts strangely, and suffers from rapid personality changes alternating between a
childlike and extremely irritable state. They finally get medical help after they catch him
eating a soap sandwich. The old man is diagnosed with Alzheimer's disease. May must
now balance her career, her family, and Sun's needs. She tries hard, but eventually the
strain is too much for her. They must place Old Sun in a nursing home.
Abnormal Psychology: Inside and Out is a two-part series. Part II features five
diagnoses of clients who suffer from dissociative identity disorder, major depressive
disorder, HIV/AIDS, gender identity disorder, and Alzheimer’s disease. The clients
reflect on their experience with mental illness and talk about the impact of their illnesses
on their everyday lives. (Insight Media, #43AJ3679, 137 min., 1994)
Anna’s Story. This video follows Anna and her daughter, Jamie, as they cope with
Anna’s developing Alzheimer’s disease. (Films for the Humanities and Sciences,
BVL12021, 2000, 23 min)
The Science of Staying Young: Unlocking the Secrets of Longevity presents new
research about how our brains work, about the diseases associated with old age, and
about nutrition is leading scientists to redefine what it means to grow old. This program
examines this research, looking at a study of a new way to prevent the onset of age-
related dementia, the effects of the hormone DHEA on aging, and at therapy aimed at
helping Alzheimer’s patients re-activate their memories (Films for the Humanities &
Sciences, #BVL6405, 22 min., 1996)
The Secret Life of the Brain – The Aging Brain. Part 5 in this series presents a new
view of how the brain ages, focusing on the developments being made in understanding
Alzheimer’s Disease, stroke, and Parkinson’s Disease. (PBS Home Video, #SELB904,
2002)
The World of Abnormal Psychology
Of particular relevance to this chapter is “Behavior Disorders of Childhood,” which

focuses on developmental, disruptive, and emotional disorders of children.
Of particular relevance to this chapter is “Organic Mental Disorders.”
“The World of Abnormal Psychology” is a video series that covers a wide range of topics
such as ADHD, conduct disorders, autism, and separation disorders and can be found
at: http://www.learner.org/resources/series60.html or through the McGraw Hill Higher
Education General Resources for Students and Faculty Annenberg / CPB projects link
http://www.mhhe.com/socscience/psychology/psychonline/general.html.
Discovering Psychology: Updated Edition
“Discovering Psychology: Updated Edition” is a general series with several clips that
can be used in a human development course and can be found at:
http://www.learner.org/resources/series138.html or through the McGraw Hill Higher
The Mind
The module “The Psychopath/Antisocial Personality: Nature or Nurture?” looks at the

characteristics of a psychopathic criminal and how he came to be that way.
Module No. 16 deals with Alzheimer’s disease; Module No. 24 presents the case of a
man who has suffered memory loss as a result of damage to his hippocampus after he
contracted encephalitis.
“The Mind” is a series that looks at myriad factors relevant to cognitive, biological, and
developmental psychology. The entire series can be found at:
The Brain: Teaching Modules
Module No. 29 (“Autism”) is particularly relevant for this chapter.
Module No. 19, “Alzheimer’s Disease,” follows a woman from the early stages of
Alzheimer’s through her progressive deterioration (she died five years after taping). Dr.
Barry Gordon of Johns Hopkins University discusses the range of symptoms including
not only memory loss, but also changes in language, vision, judgment, and personality;
he also discusses the role of acetylcholine in the disease process and shows the brain
areas involved in relation to the specific loss of behavioral function. Module No. 31,
“Brain Transplants in Parkinson’s Patients,” discusses the symptomatology, etiology,
and promising new treatments for this debilitating disease.
“The Brain” is a series that looks at myriad factors relevant to cognitive, biological, and
developmental psychology. The entire series can be found at:
Online Learning Center Resources
The Online Learning Center can be found at: http://www.mhhe.com/nolen6e.
NOVELS, BIOGRAPHIES, AND NONFICTION TITLES OF NOTE
Barkley, Russell (1997). ADHD and the Nature of Self-Control. New York: Guilford.
Barkley describes his theory that ADHD is a problem of self-control rather than of
inattention and presents research evidence to support this theory, such as
neuropsychological research showing that people with ADHD may have an
impaired ability to delay their responses to external stimuli; that is, they may fail
to inhibit their behavior. Implications for diagnosis and treatment are also
discussed.
Barkley, Russell (1998). Attention-Deficit Hyperactivity Disorder: A Handbook for

Diagnosis and Treatment. New York: Guilford.
Written by Barkley, one of the leading authorities on ADHD, this new edition of a
1981 handbook presents updated practical information on the nature, diagnosis,
assessment, and treatment of ADHD. It includes topics of interest to many
students of childhood disorders, such as assessment, treatment in school
settings, adult outcome of childhood ADHD, and case studies. Use of
antidepressants and psychotherapy with adults is also discussed.
Bromfield, Richard (1992). Playing for Real. New York: Plume.
The author of this book is a child psychologist who tells the stories of real
children brought to him for psychotherapy with a variety of problems, including
ADHD, separation anxiety disorder, autism, oppositional defiant disorder, and
others. It illustrates how play therapy helped these children gain insight into their
problems and make changes in their thought processes and behaviors. The book
is based on real stories, but it reads like a novel and provides great insight into
how children deal with and express their problems. Individual chapters can also
be used as case examples for discussions or assignments on the different
childhood disorders.
Catalano, Robert A. (Ed.) (1998). When Autism Strikes: Families Cope with Childhood
Disintegrative Disorder. Perseus Books.
The author brings together the stories of eight very different families from five
countries who have dealt with childhood disintegrative disorder. The stories are
told from the parents’ point of view, and various educational, medical, and life-
style issues are discussed as they pertain to the treatment of this disorder.
Grandin, Temple (1996). Thinking in Pictures and Other Reports from My Life with Autism.
New York: Random House.
In this unprecedented book, Temple Grandin, a gifted animal scientist who is also
autistic, delivers a report on autism, written from her unique perspective. What
emerges is the document of an extraordinary human being, one who bridged the
gulf between her condition and our own, shedding light on the riddle of our
common identity (synopsis by Amazon.com Books).
Maurice, Catherine (1994). Let Me Hear Your Voice: A Family's Triumph over Autism.
New York: Knopf.
The real-life story of one family with two autistic children. This book documents
the diagnosis, behavioral therapy, and therapy outcome of the two children. It is a
good illustration of how the behavior modification method developed by Lovaas
can be very successful when applied to autistic children (both children were
pronounced “normal” after less than two years of behavioral therapy). It contains
names, addresses, and phone numbers for people interested in the Lovaas
method.
Olivier, Carolyn, & Bowler, Rosemary F. (1996). Learning to Learn. New York: Fireside
Books.
The text describes practical ways to work with students whose learning styles
may be different because of a learning disorder. The book is based on the
program at Landmark College, the only college in the nation specifically designed
for students with learning disabilities.
Robinson, Wendy (1999). Gentle Giant: The Inspiring Story of an Autistic Child. London:
Element.
Gentle Giant is the story of Grant Michael Robinson, the autistic son of the
author. The book describes the family’s story from first receiving the diagnosis of
autism, to making decisions about treatment and education, to coping with
various strong emotions in the process. It provides insights into autism as well as
family life with an autistic child.
Sacks, O. (1985). The Man Who Mistook His Wife For a Hat: And Other Clinical Tales.
New York: HarperCollins.
The author, a neurologist, tells the stories of individuals afflicted with fantastic perceptual
and intellectual aberrations: patients who have lost their memories and with them the
greater part of their pasts; who are no longer able to recognize people and common
objects; who are stricken with violent tics and grimaces or who shout involuntary
obscenities; whose limbs have become alien; who have been dismissed as retarded yet are
gifted with uncanny artistic or mathematical talents.
Sacks, O. (1995). An Anthropologist on Mars: Seven Paradoxical Tales. New York:

Alfred A. Knopf.
The author profiles seven neurologically impaired patients, including a surgeon with
Tourette's syndrome and an artist whose color sense has been destroyed in an accident
but who finds new creative power in black and white.
Sacks, O. (1999). Awakenings. New York: Vintage Books.
Awakenings—which inspired the major motion picture—is the remarkable story of

a group of patients who contracted sleeping-sickness during the great epidemic
just after World War I. Frozen for decades in a trancelike state, these men and
women were given up as hopeless until 1969, when Dr. Oliver Sacks gave them
the then-new drug L-dopa, which had an astonishing, explosive, "awakening"
effect. Dr. Sacks recounts the moving case histories of his patients, their lives,
and the extraordinary transformations that went with their reintroduction to a
changed world.
Willey, Liane H. (1999). Pretending to be Normal: Living with Asperger’s Syndrome.

Philadelphia: Jessica Kingley Publisher.
This book is the autobiography of a woman diagnosed with Asperger’s syndrome

and who also has a daughter diagnosed with the same disorder. She describes
her daily struggles and who challenges, including impairments in social
interaction, narrow interests, an insistence on repetitive routines, motor
clumsiness, speech and language peculiarities, and nonverbal communication
problems. Strategies for coping are also described, as well as resources for
those affected by Asperger’s Syndrome.
Williams, Donna (1994). Nobody Nowhere. New York: Avon Books.
She was called deaf, retarded, disturbed, and insane. It wasn’t until Donna
Williams was 25 years old that she learned her real condition was autism. Here,
she reveals her fierce intelligence, creativity, and sense of humor as she details
her attempt to come to terms with autism and her struggle to merge “my world”
with “the world“ (synopsis by Amazon.com Books).
REFERENCES
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). Washington, DC: Author.
Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings,
and behaviors in the laboratory and in life. Journal of Personality and Social
Psychology, 78, 772-790.
Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of
popular boys: Antisocial and prosocial configurations. Developmental
Psychology, 36, 14-24.
Handout 10.1
SOME STATISTICS ABOUT ALZHEIMER'S DISEASE:
Approximately 4.5 million Americans have AD. The number of Americans

with Alzheimer’s has more than doubled since 1980.
By the middle of this century the number of individuals with AD could range
from 11.3 million to 16 million.
Finding a treatment that could delay onset by five years could reduce the
number of individuals with AD by nearly 50 percent after 50 years.
One in 10 persons over 65 and nearly half of those over 85 have AD.
A person with AD will live an average of eight years and as many as 20

years or more from the onset of symptoms.
AD costs the U.S. at least $100 billion a year.
More than 7 of 10 people with Alzheimer's disease live at home, where

almost 75% of their care is provided by family and friends. The remainder is
"paid" care costing an average of $19,000 per year. Families pay almost all
of that out-of-pocket.
Half of all nursing home residents suffer from AD or a related disorder. The
average cost for a patient's care in a nursing home is $42,000 per year, but
can exceed $70,000 per year in some areas of the country.
The average lifetime cost per patient is $174,000.
The federal government estimates spending approximately $647 million for

Alzheimer's disease research in 2005.
Source: Alzheimer’s Disease and Related Disorders Association, Inc.
Handout 10.2 - Dispelling Alzheimer’s Disease Myths
1. Myth: Memory loss is a natural part of aging.

Reality: In the past, people believed memory loss was a normal part of aging, often
regarding Alzheimer’s natural age-related decline. Experts now recognize severe
memory loss as a symptom of serious illness.
Whether memory naturally declines to some extent remains an open question. Many
people feel that their memory becomes less sharp as they grow older, but determining
whether there is any scientific basis for this is a research challenge still being
addressed.
2. Myth: Alzheimer’s disease is not fatal.

Reality: Alzheimer's is a fatal disease. It begins with the destruction of cells in regions of
the brain that are important for memory. However, the eventual loss of cells in other
regions of the brain leads to the failure of other essential systems in the body. Also, because
many people with Alzheimer’s have other illnesses common in older age, the actual cause of
death may be no single factor.
3. Myth: Drinking out of aluminum cans or cooking in aluminum pots and pans can
lead to Alzheimer’s disease.
Reality: Based on current research, getting rid of aluminum cans, pots and pans will not
protect you from Alzheimer’s disease. The exact role (if any) of aluminum in Alzheimer’s
disease is still being researched and debated. However, most researchers believe that
not enough evidence exists to consider aluminum a risk factor for Alzheimer’s or a
cause of dementia.
4. Myth: Aspartame causes memory loss.

Reality: Several studies have been conducted on aspartame’s effect on cognitive
function in both animals and humans. These studies found no scientific evidence of a
link between aspartame and memory loss.
Aspartame was approved by the U.S. Food and Drug Administration (FDA) in 1996 for
use in all foods and beverages. The sweetener, marketed as Nutrasweet® and Equal®,
is made by joining two protein components, aspartic acid and phenylalanine, with 10
percent methanol. Methanol is widely found in fruits, vegetables and other plant foods.
5. Myth: There are therapies available to stop the progression of Alzheimer’s

disease.
Reality: At this time, there is no medical treatment to cure or stop the progression of
Alzheimer’s disease. Three FDA-approved drugs may temporarily improve or stabilize
memory and thinking in some individuals.
Source: Alzheimer’s Disease and Related Disorders Association, Inc.
Handout 10.1: Behavioral Chart for a Child with ADHD
Instructions: Think of specific behaviors that a child with ADHD may have difficulty with
on a daily basis (e.g., remembering to take completed homework to school; sitting still
during dinner; not asking parental permission before doing something, etc.). Then write
several clear, specific, and positive statements about behaviors that you would like to
see the child perform every day. One example is already provided. Try to come up with
at least five more. Finally, decide on appropriate rewards and punishments that could
easily be given to the child on a daily basis, depending on the child’s total point value at
the end of the day. Remember that rewards and punishments should be specific and
short term (such as “30 minutes of video games that night”).
Daily Behavioral Chart
Each behavior will be rated according to how well it was done:

4=Excellent job! 3=Good 2= Needs improvement 1=Poor 0=Not done
Target MO TU WE TH FR SA SU
Behavior
Brush teeth 3
after breakfast
w/o being
reminded
TOTAL
POINTS
Reward for 15-18 points: ___________________________________
Reward for 19-24 points: ___________________________________

Mild punishment when below 15 points: ____________________________________

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Chapter 10

Neurodevelopmental and Neurocognitive Disorders

ABNORMAL PSYCHOLOGY 2ND EDITION RAY TEST

Full download link at:

Test Bank: https://testbankpack.com/p/test-bank-for-abnormal-

1. Identify the symptoms of attention-deficit/hyperactivity disorder (ADHD), describe

3. Describe the drug therapies and psychosocial therapies for ADHD.

5. Distinguish among learning disorders, motor skills disorders, and communication

6. Discuss what is required for a diagnosis of Intellectual Disability, the difference

8. Discuss the social factors that may contribute to Intellectual Disability.

9. Discuss some of the effective interventions for Intellectual Disability.

10. Describe the deficits exhibited by autistic children.

11. Discuss the genetic and biological causes of autism.

15. Identify the types of cognitive impairment in dementia.

16. Describe the symptoms of Alzheimer’s disease.

18. Discuss the evidence for a genetic contribution to Alzheimer’s disease.

19. Describe vascular dementia. and identify its causes.

20. Describe the symptoms of Parkinson’s disease, HIV-associated dementia, and

21. Discuss the available treatments for dementia.

24. Discuss the ways in which delirium can be treated.

ONLINE LEARNING CENTER RESOURCES

Other Childhood Disorders

Learning Styles Among Students

The Whole Brain Atlas

Some attempts to treat Alzheimer’s disease have focused on enhancing acetylcholine

Alzheimer’s Disease and the Family

Alzheimer’s disease takes a heavy toll on caregivers, usually family members—either

Changes Between DSM IV-TR and DSM 5

Developing a Behavioral Chart for a Child with ADHD

Description: Students practice applying behavioral principles to the treatment of ADHD

Time Needed: Approximately 20 minutes.

The Cognitive Disorders: Bio-Psycho-Social Integration

Materials Needed: Students should have access to the textbook.

Dispelling Alzheimer’s Disease Myths

Time Needed: Approximately 15 minutes.

TAKING PSYCHOLOGY PERSONALLY: LEARNING DISORDERS

Teachers’ Perspectives on Mainstreaming

Parenting Books – What Kind of Advice Do They Give?

CONNECT, LEARNSMART AND FACES INTERACTIVE

Please take an opportunity to look at “Connect” (connect.mgraw-hill.com) as well as

Faces Interactive (www.mhhe.com/faces)

ATTENTION-DEFICITY/HYPERACTIVITY DISORDER (ADHD)

Childhood Depression emphasizes the importance of early diagnosis and treatment of

Uncommon Genius: Savant Syndrome examines ongoing research on savant

Understanding Asperger’s outlines the major characteristics of this disorder and

Understanding Autism: A Biochemical Approach? Presents the work of Dr. William

Awakenings (1990) is based on Oliver Sacks’ (Robin Williams) experimentation with L-

Charly (1968) played by Cliff Robertson, is a 30-year-old mentally retarded bakery

The World of Abnormal Psychology

Of particular relevance to this chapter is “Behavior Disorders of Childhood,” which

Of particular relevance to this chapter is “Organic Mental Disorders.”

Discovering Psychology: Updated Edition

The module “The Psychopath/Antisocial Personality: Nature or Nurture?” looks at the

The Brain: Teaching Modules

Module No. 29 (“Autism”) is particularly relevant for this chapter.

NOVELS, BIOGRAPHIES, AND NONFICTION TITLES OF NOTE

Barkley, Russell (1998). Attention-Deficit Hyperactivity Disorder: A Handbook for

Bromfield, Richard (1992). Playing for Real. New York: Plume.

Sacks, O. (1995). An Anthropologist on Mars: Seven Paradoxical Tales. New York:

Sacks, O. (1999). Awakenings. New York: Vintage Books.

Awakenings—which inspired the major motion picture—is the remarkable story of

Willey, Liane H. (1999). Pretending to be Normal: Living with Asperger’s Syndrome.

This book is the autobiography of a woman diagnosed with Asperger’s syndrome

Williams, Donna (1994). Nobody Nowhere. New York: Avon Books.