Early Development and Childhood Emotional and Behavioral Disorders
Hanno W. Kirk in Restoring the Brain, 2020
Neurodevelopmental disorders are a group of neurologically based conditions with onset in the developmental period that can interfere with the acquisition, retention, or application of specific skills or sets of information. They may involve dysfunction in attention, memory, perception, language, problem-solving, or social interaction. Neurodevelopmental disorders include attention-deficit/hyperactivity disorder (ADD/ADHD), autism spectrum disorders, learning disabilities and intellectual disabilities. Neurodevelopmental disorders frequently co-occur, for example, individuals with autism spectrum disorder often have intellectual disability (intellectual developmental disorder), and many children with ADHD also have a specific learning disorder. Looking beyond the formal diagnoses, our clinical work focuses on the wide range of developmental, behavioral, and emotional symptoms for which the families of these younger clients seek neurofeedback.
Sensory processing
Ajay Sharma, Helen Cockerill, Lucy Sanctuary in Mary Sheridan's From Birth to Five Years, 2021
Sensory processing is a developmental process – it changes with time and experience – with a wide range of patterns seen in typically developing children. And like with any other developmental process, some children show atypical patterns. Such atypical patterns are seen mostly, though not exclusively, in association with other neurodevelopmental disorders, for example, autism spectrum disorder (ASD), attention deficit and hyperactivity disorder (ADHD), cerebral palsy and developmental coordination disorder (DCD). Poor sensory processing makes it hard for the child to coordinate actions and movements and creates functional difficulties across various activities – hand function, mobility, communication, socialising and organising.
Considerations for Assessment
Christopher J. Nicholls in Neurodevelopmental Disorders in Children and Adolescents, 2018
The evaluation of child and adolescent neurodevelopmental disorders is a process. There are multiple steps and stages within the process, and the gathering of information needed requires a combination of open-ended interviewing, the review of clusters of typical systems involved in the genesis or maintenance of a disorder, and direct data gathering through both subjective and objective methodologies. Clinicians can approach the task systematically but should regularly question the assumptions being made in our choice of procedures or our interpretation of the findings. There are multiple sources of error in assessment, which can be reduced but likely not eliminated. Recognition of this fact requires that clinicians remain humble, report the limitations within our procedures and findings, and consider alternative explanations for the results we obtain. An initial process of clearly formulating the questions we wish to have answered should end up with our review of whether, in fact, we actually answered those questions.
Attention-Deficit/Hyperactivity Disorder Symptoms, Gastrointestinal Symptoms, Sleep Problems, Challenging Behavior, Adaptive Behavior, and Quality of Life in Children and Adolescents with Autism Spectrum Disorder
Published in Developmental Neurorehabilitation, 2022
Geraldine Leader, Emma Dooley, Sally Whelan, Shawn P. Gilroy, June L. Chen, Autumn Farren Barton, Rory Coyne, Arlene Mannion
Autism Spectrum Disorder (ASD) is characterized by deficits in social interaction and communication as well as restrictive and repetitive patterns of behavior.1,2 In addition to the primary symptoms of ASD, individuals with this disorder often present with a range of related medical and behavioral challenges.3 Recent estimates suggest that over 70% of children diagnosed with ASD will meet the criteria for at least one other comorbid disorder.4 These co-occurring disorders can include sleep problems,5 gastrointestinal (GI) symptoms,6 toileting problems,7 epilepsy,8 behavior problems,9,10 mood disorders,11 fears and phobias,12 anxiety disorders,13 and Attention-Deficit/Hyperactivity Disorder (AD/HD).14 Among co-occurring challenges, individuals with ASD very often present with a range of inattentive and hyperactive behavior.15 Individuals with ASD often present with other neurodevelopmental disorders. A neurodevelopmental disorder is a lifelong condition that affects the development of the nervous system, which can result in atypical brain function and can impact psychological function.16
Clinical Significance and Cut-Off Scores for the Pre-Sleep Arousal Scale in Chronic Insomnia Disorder: A Replication in a Clinical Sample
Published in Behavioral Sleep Medicine, 2020
Kristina Puzino, Gregory Amatrudo, Alanna Sullivan, Alexandros N. Vgontzas, Julio Fernandez-Mendoza
The diagnostic evaluation consisted of a thorough sleep, medical, psychiatric and social history via a semi-structured clinical interview and comprehensive testing that included about 22 validated patient-reported scales completed during the 2-hour diagnostic visit with the BSM provider. All participants’ demographic information such as age, gender, race, height, weight, body mass index (BMI) and blood pressure, were collected from their electronic medical record (EMR) at the time of the diagnostic encounter with the BSM provider. In the present study, the presence of current medical and psychiatric comorbidities was also collected from participants’ EMR at the time of the diagnostic encounter with the BSM provider. Mood disorders included major depressive disorder, dysthymia, and bipolar disorder. Anxiety disorders included generalized anxiety disorder, panic disorder, post-traumatic stress disorder, and obsessive compulsive disorder. Neurodevelopmental disorders included attention deficit hyperactivity disorder and autism spectrum disorder. Presence of other sleep disorders were confirmed if a previous medical provider (sleep physician or outside referring physician) identified such diagnosis as well as the BSM provider endorsed the same diagnosis after the diagnostic encounter. BSM providers included an attending as well as interns, residents or fellows and all diagnoses were confirmed by the attending (BSM program director, JFM).
The moderating effect of types of child’s neurodevelopmental disorder on the relationship between Indonesian mothers’ perception of child’s maladaptive behaviour and maternal parenting stress
Published in International Journal of Developmental Disabilities, 2022
Neurodevelopmental disorders (NDD) are a group of conditions with onset in the developmental period and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning (American Psychiatric Association 2013). This present study examined children with three different types of neurodevelopmental disorders including children with intellectual disability (ID), children with autism spectrum disorders (ASD), and children with attention-deficit/hyperactivity disorder (ADHD). These different types of disorders shed light on neurodevelopment from different perspectives. Children with ASD are characterized by deficits in social interaction and communication, and the presence of restricted and repetitive behaviours. Children with ID (intellectual developmental disorder) are characterized by deficits in general mental abilities such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and experiential learning. Children with ADHD are characterized by impaired levels of inattention, disorganization, and/or hyperactivity-impulsivity (American Psychiatric Association 2013).
Related Knowledge Centers
- Autism Spectrum
- Communication Disorder
- Developmental Coordination Disorder
- Intellectual Disability
- Attention Deficit Hyperactivity Disorder
- Development of The Nervous System
- Global Developmental Delay
- Motor Disorder
- Stereotypic Movement Disorder
- Tic Disorder