childhood disorders

• significantly sub-average intellectual functioning ( IQ 70 or below)
• concurrent deficits or impairments in adaptive functioning in two of the following areas: communication, self care, home living, social/interpersonal skills, work, leisure, health
• onset before 18 years

IQ is 55 to 70

IQ is 40-54

IQ is 25-39

IQ is below 25

• the most preventable cause of MR
• epicanthal folds
• low nasal bridge
• short nows
• indistinct philtrum
• small head circumference
• wide set eyes
• thin upper limit

• fetal malnutrition
• premature birth
• fetal hypoxia
• birth trauma

• communication deficits
• dependency
• passivity
• poor self-esteem
• low frustration tolerance
• aggressiveness
• stereotypic, repetitive motor movements
• self-injurious behavior

• onset before 3 years- before 30 months
• impaired development in social interaction and communication
• language disturbance ( delayed, deviant, echolalia)
• stereotypic behavior ( hair pulling, flapping arms, rocking)
• self-injurious behavior (wrist biting, hair pulling)

• little or no eye contact
• flat or blunted affect
• lack of emotional reciprocity
• stereotypic or repetitive motor movements

• severe and sustained impairment in social interaction as seen by:
• failure to develop appropriate peer relationships
• impairments in use of non-verbal behavior
• lack of social or emotional reciprocity
• restricted, repetitive behaviors in the following areas:
• preoccupation with one or more stereotyped, restricted pattern of interest
• inflexible adherence to specific, nonfunctional routines or rituals
• normal intelligence, good verbal skills
• impulsivity or aggression are common
• common with tic disorders

• characterized by development of multiple deficits following a period of normal functioning
• deceleration of head growth between 5 and48 months
• loss of language skills
• loss of previously acquired purposeful hand skills
• loss of interest in social environment
• only in girls

• characterized by significant regression in multiple areas of functioning after at least 2 years of normal growth and development
• loss of social skills or adaptive behavior
• loss of bowel or bladder control
• loss of play and motor skills
• occurs between ages 3 and 4

• treatment for autism, other pervasive developmental disorders
• teaches appropriate behaviors that are to be generalized to all domains of a child's environment

• antipsychotics: for aggression, agitation, irritability, hyperactivity
• SSRIs: for anxiety, perseveration, compulsions, depression and social isolation
• stimulants: for hyperactivity and inattention
• alpha-2 agonists: for hyperactivity and inattention
• naltrexone: for self-injurious behavior
• amantadine: for hyperactivity, irritability and aggression
• melatonin: for sleep dysregulation

• characterized by persistent inattention, hyperactivity and impulsiveness
• persistent need for stimulation, over-focus on activities of enjoyment, hypersensitive perception of justice
• avoidance or difficulty completing tasks that are challengin

• anxiety
• depression
• mood disorder
• learning disorders

• verbal: problems with reading and writing, usually identified in 1st grade
• nonverbal: mathematics, can go undetected until 5th grade
• low self-esteem and poor social skills are common
• early identification, effective intervention and lack of co-existing problems associated with better outcomes

communication deficit that hinders development, academic achievement or activities of daily living, including socialization

• impaired ability to communicate through verbal and sign language
• difficulty learning new words and speaking in complete sentences
• speech is limited
• disorder can be present at birth or acquired as result of neurologic/brain injury

• combination of expressive language disorder and difficulty understanding ( receiving) and determining the meaning of words and sentences
• may be present at birth or acquired from neurologic/brain injury

• problem with articulation- forming sounds associated with speech
• familial
• occur more in boys than girls

• disturbance of normal fluency and time patterning of speech
• familial
• more common in boys than girls

• impaired coordination severe enough to interfere with academic achievement or activities of daily living
• becomes evident when child attempts to crawl or walk or an older child tries to dress independently or manipulate toys
• often co-exists with communication disorder, can persist into adulthood

• school phobia often
• occurs in 4% of school age children
• runs in families
• may emerge after a change
• treatment: antidepressants, psychotherapy, behavior therapy

• involuntary excretion or urination after at age of attainment of bladder control
• common in boys
• need to limit fluid intake in evening

• soiling clothes with feces or depositing feces in inappropriate places
• more common in boys
• usually not result of physical problems
• use educational and behavioral interventions