Neurodevelopmental Disorder

Intellectual and developmental disabilities

Autism

Attention deficit/ hyperactivity disorder

Specific learning disabilities

Neurodevelopmental
Disorders
 Intellectual
Disabilities

Intellectual Global Unspecified

Developmental Developmental Intellectual
Disorder Delay Disability
Intellectual Disabilities

The American Association on Intellectual and Developmental Disabilities (AAIDD)

states that intellectual disability is characterized by significant limitations in both
intellectual functioning (such as learning, problem solving, judgement) and in
adaptive behavior (activities of daily life such as communication and independent
living) and must originate before the age of 18 (AAIDD, 2013).
A. Significantly subaverage intellectual functioning: an IQ of approximately 70 or
below on an individually administered IQ test

B. Concurrent deficits or impairments in present adaptive functioning in at least two

of the following areas: communication, self-care, home living, social/interpersonal
skills, use of community resources, self-direction, functional academic skills, work,
leisure, health, and safety.

C. The onset is before age 18 years.

 Intellectual Disability (Intellectual
Developmental Disorder)

 Deficit in intellectual functions (Use IQ tests)

 Deficits in adaptive functioning (Use VABS)

 Onset during developmental period

 Delayed milestones within the first two years

Classifications Systems
1.Severity is on the Basis of Adaptive Functioning

Specifiers
relating to
severity
Social
Mild domain

Conceptual Practical
Moderate domain domain
Intellectual
Disability
Severe Adaptive
functioning
Profound
Contd……… Classifications systems

2. Medical descriptors classify intellectual disabilities on the basis of the origin of the condition (e.g., infection, intoxication,

trauma, chromosomal abnormality).

3. Type and extent of support needed categorizes people with intellectual disabilities as having intermittent, limited, extensive,

or pervasive needs for support to function in natural settings.

Causes

 Intellectual disabilities are the result of multiple causes like,

 Genetic conditions,

 Problems during pregnancy,

 Problems at birth,

 Problems after birth, and

 Poverty-related deprivation can lead to intellectual disabilities.

Downs syndrome, Fragile X
Chromosomal
syndrome,
disorders

Inborn errors of metabolism, such

as galactosemia (inability to
metabolize sugar),
Single gene
phenylketonuria.
disorders
Brain malformations such as
genetic microcephaly, Prenatal
hydrocephalus
Deficiencies , such as iodine
deficiency and folic acid deficiency
Using substances such as alcohol Adverse material /
Exposure to other harmful environmental
chemicals such as pollutants, influences
heavy metals, harmful medications
Complications of pregnancy
Diseases in mother such as heart and
Third trimester
kidney
( late pregnancy)
disease and diabetes
Placental dysfunction

Severe prematurity, very low birth

weight, birth asphyxia (oxygen
deficiency)
Labor Natal
(during delivery)
Difficult and/or complicated delivery
Birth trauma

Neonatal
Severe jaundice, hypoglycemia
(first four weeks of life)
Brain infections such as tuberculosis,,
and bacterial meningitis
Postnatal
Head injury (in infancy and
Chronic lead exposure
Severe and prolonged malnutrition childhood)
How does intellectual disability effect the child?

Developmental aspects affected by ID:

● Attention

● Memory

● Language ability

● Gross and fine motor coordination

● Learning and problem-solving abilities

● Social and self-care skills

● Ability to control emotion and behavior

Adaptive functioning involves adaptive reasoning in
three domains:

• Conceptual

• Social

• Practical
Conceptual Domain

Conceptual (academic) domain involves

• Competence in memory,

• Language,

• Reading,

• Writing,

• Math reasoning,

• Acquisition of practical knowledge,

• Problem solving, and

• Judgment in novel situations

Social Domain

Social domain involves

• Awareness of others’ thoughts, feelings, and experiences,

• Empathy,

• Interpersonal communication skills,

• Friendship abilities, and

• Social judgment
Practical Domain

Practical domain involves

• learning, and self management across life settings including personal care,

• Job responsibilities,

• Money management,

• Recreation,

• Self-management of behavior and

• School and work task organization

Global Developmental Delay:

Reserved for individuals under the age of 5 years when clinical severity cannot be reliably tested during early
childhood

Reassessment is a requirement after some time period

Unspecified Intellectual Disability:

Reserved for individuals over the age of 5 years when assessment is difficult or impossible due to sensory and
physical impairments or presence of severe problem behaviors or co-occurring mental disorder
Autism Spectrum Disorder

Deficits in social communication and interaction

1. Deficits in reciprocity

2. Deficits in non verbal communication

3. Deficits in understanding relationships

Repetitive patterns of behavior and activities

4. Stereotyped motor movement

5. Inflexible adherence to routine

6. Limited interests

7. Hyper/ Hypoactivity
 Severity level

Level 2 Level 3
Level 1
Requiring Requiring very
Requiring support
substantial support substantial support

More common in boys than girls

Attention Deficit Hyperactivity Disorder
Specify whether:
1. Combined presentation
2. Predominantly inattentive Inattention
presentation
3. Predominantly
hyperactive/impulsive
presentation Hyperactivity

Specify current severity:

Specify if:
1. Mild
In partial remission
2. Moderate
3. Severe
Risk and Prognostic Factors
Temperamental

• Reduced behavioral inhibition,

• Effortful control, or constraint;

• Negative emotionality; and/or elevated novelty seeking

Environmental

• Very low birth weight (less than 1,500 grams)

• Smoking during pregnancy

• Reactions to aspects of diet

• History of child abuse, neglect,

• Multiple foster placements,

• Neurotoxin exposure (e.g., lead),

• Infections (e.g., encephalitis)

• Alcohol exposure in utero

Risk and Prognostic Factors

Genetic and Physiological

• First degree biological relatives of individuals with

ADHD

• Visual and hearing impairments,

• Metabolic abnormalities,

• Sleep disorders,

• Nutritional deficiencies, and

• Epilepsy

• Motor delays
Specific Learning Disorder

Learning disability is a neurological condition

which affects the brain's ability to send,
receive, and process information.

Difficulties in learning and academic skills Impairment

Impairment
in
in reading
Difficulties become prominent during school mathematics
year ages Specify current severity:
1. Mild
2. Moderate
3. Severe
Impairment in
written expression
Are not due to intellectual difficulties
Signs of Learning Disability

Preschool: The child may have some of these difficulties in preschool.

•Developing speaking skills at normal age (15-18 months) when speech typically develops in children

•Pronouncing simple words

•Recognizing letters and words

•Learning numbers, rhymes or songs

•Concentrating on tasks

•Following rules and directions

•Using fine/gross motor skills to do physical tasks.

Primary School: The child may have difficulty in:

•Connecting letters and sounds

•Differentiating between similar sounding words or rhyming words

•Reading, spelling, or writing accurately

•Distinguishing right from left, for example, confusing 25 with 52, “b” with “d,” “on” with
“no,” “s” with “5”

•Recognizing letters of the alphabet

•Using correct mathematical symbols for doing maths problems

•Remembering numbers or facts

•Learning new skills; the child may be slower than other children of his or her age

•Memorizing poems or answers

•Understanding the concept of time

•Hand-to-eye coordination, being unable to gauge the distance or speed, thus leading to accidents

•Tasks involving fine motor skills: holding pencil, tying shoe lace, buttoning shirt and so on

•Keeping track of own possessions like stationery items

Middle School: The child may have difficulty in:

•Spelling similar words (sea/see, week/weak), usage of prefixes, suffixes

•Reading aloud, writing assignments, solving word problems in maths (the child may avoid doing tasks involving these
skills)

•Handwriting (child may grip the pencil tightly)

•Memorizing or recalling facts

•Understanding body language and facial expressions

•Showing appropriate emotional reactions in a learning environment (the child may behave in an aggressive or rebellious
way, and react with an excess of emotion)
High School: The child may have difficulty in:

•Spelling words accurately (the child may write the same word with different spellings in a single writing assignment)

•Reading and writing tasks

•Summarizing, paraphrasing, answering application problems or questions in tests

•Poor memory

•Adjusting to new surroundings

•Understanding abstract concepts

•Focusing consistently: the child may lack concentration on some tasks, while focusing excessively on others
Risk and Prognostic Factors
Environmental

• Prematurity or

• Very low birth weight

• Prenatal exposure to nicotine

Genetic and physiological

• Reading and mathematics is higher in first degree relatives of individuals with

these difficulties

• Family history of reading difficulties (dyslexia) and

• Parental literacy skills

Identification of SLD

Identifying a learning disability is a complex process.

The first step is to rule out vision, hearing, and developmental issues that can overshadow the underlying learning
disability.

Once these tests are completed, a learning disability is identified using psycho educational assessment, which
includes academic achievement testing along with a measure of intellectual capability. This test helps determine if
there is any significant discrepancy between a child's potential and performance capability (IQ) and the child's
academic achievement (school performance).
 Risk and Prognostic Factors
Developmental Coordination Disorder

Environmental

• Prenatal exposure to alcohol

• Preterm and

• Low birth weight children

Genetic and Physiological

• Impairment in visual-motor skills (visual-motor perception and spatial mentalizing

• Cerebellar dysfunction

• Genetical
Thank you