Term
|
Definition
The disorder is more frequent in males than in females, with male-to-female ratios ranging from 2:1 to 9:1, depending on the type (i.e., the Predominantly Inattentive Type may have a gender ratio that is less pronounced) and setting (i.e., clinic-referred children are more likely to be male).
The prevalence of Attention-Deficit/Hyperactivity Disorder has been estimated at 3%-7% in school-age children. |
|
|
Term
| Research on temperament, and behavioral regulation of infants have uncovered these correlations: |
|
Definition
Developmental histories of preschool and school-age child with learning and perceptual difficulties often include an early history of difficult temperament such as poor self-calming, irritability, sensitivity to touch
Infants identified with sensorimotor difficulties, sensitivity to stimulation often develop emotional difficulties in the school-age years
These behaviors not related to parent's personalities or home environment |
|
|
Term
| Research by Stanley Greenspan, Georgia DeGangi, and others have developed a new construct called "regulatory disorders" |
|
Definition
which describes distinct behavior patterns coupled with specific difficulties in sensory, sensorimotor, and sensory processing abilities.
These difficulties affect how the child perceives and organizes their experience with the environment around them
Affects their interactive and family patterns |
|
|
Term
|
Definition
| If infant is over 6 months and continues to exhibit fussiness, poor self-calming, hyperalert state of arousal, intolerance for change, then their behavior constitutes a closer look at what's going on. |
|
|
Term
| sleeping and regulatory disorder |
|
Definition
| he child's temperament is another factor contributing to sleep. It has been reported that children with low sensory thresholds and less rhythmicity (regulatory disorder) are more prone to night waking. Night waking often starts at about 9 months as separation anxiety is beginning. Parents should receive anticipatory guidance prior to that time so that they know to reassure their child without making the interaction prolonged or pleasurable. |
|
|
Term
|
Definition
Newly described condition (1994 in Diagnostic Classification of mental and developmental disorders of infancy & early childhood, 0 – 3).
Condition exists in infancy to 3 years of age.
Often symptoms of RD evolve into other conditions
Of Note: Many young infants 5-6 months and younger can have problems "self-regulating" their awake and sleep patterns and have sleep disturbances, but these can resolve with maturity.
If infant is over 6 months and continues to exhibit fussiness, poor self-calming, hyperalert state of arousal, intolerance for change, then their behavior constitutes a closer look at what's going on. |
|
|
Term
|
Definition
persistent symptoms that interfere with adaptive functioning
Symptoms are characterized by difficulties in regulating physiological, sensory, attention, motor, and emotional responses and in organizing a calm, alert, emotionally positive state
Can be evident in one or more of the following ways:
Physiological: irregular breathing, startles, gagging
Gross and fine-motor activity: poor muscle tone, jerky or limp movements or constant movement, poor postural control, poor motor organization & planning |
|
|
Term
|
Definition
perseveration on small or repetitive details or hyperactive, inability to “settle down”:
Go from one toy to another without playing with any toy long enough to develop a toy preference or learn from the toy
Difficulties making transitions (becomes disorganized between activities, need for structure, strong reliance on routines)
Hyper arousal (need for constant novelty; distractible to sights, sounds, movement).
Over-whelmed by sensory input (may be wide-eyed, cry, avert gaze or avoid contact) |
|
|
Term
| emotion and behavior of RD |
|
Definition
wide range of affects (flat to screaming); predominant affective tone is sober or unhappy, irritable, fussy. Difficulty self-consoling. Child requires extreme efforts on part of caregiver to calm down. Often parents are unable to determine cause of fussiness.
Behavioral organization: may show aggressive or impulsive behavior |
|
|
Term
|
Definition
| trouble regulating sleep-wake cycles. May have high state of arousal and be unable to inhibit alert state to allow for sleep, or be able to stay asleep. Leads to fussy, irritable behavior |
|
|
Term
| feeding and elimination and RD |
|
Definition
| distress related to feeding includes frequent reflux/regurgitation, refusal to eat, intolerance to textures (prefer only pureed or firm/crunchy foods), irregular feeding schedule. Feeding difficulties not associated with allergies |
|
|
Term
|
Definition
| Language (receptive & expressive) & Cognitive skill difficulties: secondary to behavior & sensory issues |
|
|
Term
|
Definition
To be considered regulatory disorder, a distinct behavior pattern must be coupled with difficulty in sensory, sensorimotor or sensory processing that affects daily adaptation and relationships
Specific sensory, sensorimotor or sensory processing difficulties include the following:
Child is over or under-reactive to loud, high or low pitched noises
Child is over or under-reactive to bright lights or new or striking visual images (colors, shapes, complex patterns)
Tactile defensiveness (over-reactivity to changing clothes, bathing, or stroking of arms/legs/trunk, avoidance of messy textures), and/or child under-reactive to touch or pain
Oral-motor difficulties secondary to coordination issue or sensory sensitivity
Child is over- or under-reactive to movement of body in space (brisk movements like rough-house; jumping or merry-go-round)
Child is over or under-reactive to odors
Child is over- or under-reactive to temperature
Low muscle tone with poor postural control |
|
|
Term
|
Definition
Below age-appropriate & qualitative issues of motor-planning skills and fine-motor skills
Below age-appropriate auditory discrimination; slow speech development
Qualitative issues in capacity to attend & focus (not related to anxiety)
Issues in visual-spatial processing (difficulties in recognizing facial configurations, knowing which direction to turn in house to get to familiar room, recognizing & matching shapes) |
|
|
Term
|
Definition
| Some infants may exhibit difficulties in these areas due to maturational difficulties or parental mismanagement: must rule-out these possibilities before you can use diagnosis of regulatory disorder |
|
|
Term
|
Definition
Hypersensitive & highly reactive to sensory stimulation.
May be fearful & cautious
May be negative & defiant
Difficulty in self-calming & soothing |
|
|
Term
|
Definition
Withdrawn & difficult to engage
Under-reactive to sensory stimulation
Engage in repetitive sensory activities (swinging, jumping)
May appear inattentive & preoccupied
Solitary play & limited exploratory activity or flexibility in play |
|
|
Term
type 3 RD
Type 3: Motorically Disorganized & Impulsive: |
|
Definition
Poor control of behavior while craving sensory input
High activity & craving of sensory input
Aggressive & fearless; intrusive behavior
Disorganized motor planning
Difficulty maintaining focused attention |
|
|
Term
|
Definition
|
|
Term
| evaluation-assessment for RD |
|
Definition
Test of Sensory Function in Infants by DeGangi
Sensory Profile, by Winnie Dunn
Caregiver & child interaction; caregiver personality
Psych assessments: Bayley Scales of Infant Development
Medical work up (cardiac, respiratory issues) |
|
|
Term
|
Definition
How much is sensory processing and modulation affecting behaviors?
Environmental modification to deal with sensory processing and modulation issues
Family intervention: play & handling activities
RD can impact on the family (nature of interactions between child and family members: leads to a lot of family stress), and on the way child perceives himself and integrates experience
Precursor to other diagnoses |
|
|
Term
|
Definition
Neurobehavioral syndrome that begins in early childhood
Involves behavioral characteristics that interfere with a child’s academic and interpersonal development
Display of developmentally inappropriate levels of inattention or hyperactivity with impairments in adaptive functioning at home, school or social situations
Need to rule out environmental causes or the presence of other conditions |
|
|
Term
|
Definition
Number of diagnoses increasing worldwide: changes in diagnostic criteria? Over-diagnosed?
2% - 9%of school age children
Boy to girl ratio of 9:1 to 3:1
30% to 50%of those diagnosed continued to deal with symptoms through adulthood |
|
|
Term
|
Definition
Neurobehavioral
no specific medical test to determine diagnosis
Need experienced clinician to review symptoms
Must meet criteria of DSM IV-TR
Presence of other conditions that might mimic ADHD, or have ADHD as a component
No definitive test
Thorough evaluation of: child’s behavior in various situations, intellectual functioning, academic functioning (MR & LD); medical history; family history
2 major clusters of symptoms: inattention & hyperactivity |
|
|
Term
|
Definition
Symptoms of inattention:
Often fails to give attention to detail or makes careless mistakes
Often has difficulty sustaining attention
Often does not seem to listen
Often does not follow through on instruction & fails to finish tasks
Often has difficulty organizing tasks & activities
Often avoids or dislikes tasks that require sustained effort
Often looses things
Is often easily distracted
Is often forgetful |
|
|
Term
| category B for ADHD the H part |
|
Definition
Often fidgets or squirms
Often leaves seat when remaining seated is expected
Often runs about or climbs excessively in inappropriate situations
Often has difficulty in engaging in activities quietly
Is often “on the go” or “driven by a motor”
Often talks excessively
Often blurts out answers before questions have been explained
Often has difficulty awaiting turn
Often interrupts or intrudes on others |
|
|
Term
|
Definition
Low frustration tolerance
Lack of consistent motivation for activities unless activities are very stimulating
Tendency to become bored easily (due to increased experience with failure) or interest in only the most stimulating of activities)
Often have inability to recognize future consequence from behavior or learn from mistakes (do first-think later)’
Range of intellectual skills |
|
|
Term
|
Definition
Behaviors evident before 7 years of age
Symptoms persisted for at least 6 months
Symptoms appear across settings & cannot be explained by another condition |
|
|
Term
|
Definition
ADHD combined type (6 symptoms from cluster A and B)
ADHD inattentive type (6 symptoms from cluster A)
ADHD hyperactive type (6 symptoms from cluster B)
ADHD not otherwise specified |
|
|
Term
|
Definition
(most common)
Demonstrate 6 or more of symptom clusters A and B |
|
|
Term
| ADHD predominantly inattentive |
|
Definition
second most common type
Do not demonstrate significant levels of hyperactivity, but have problems maintaining attention
Ratio of girls to boys slightly higher
Identified at a later age
meets criteria A but not all of criteria B for last 6 months |
|
|
Term
| ADHD predominantly hyperactive |
|
Definition
meets B but not all 6 of A for last 6 months
Do not display significant levels of inattention but have problems with hyperactivity & impulsivity
Often used in young children at risk for ADHD, combined type (too young for inattention problems to become evident) |
|
|
Term
|
Definition
| Children who demonstrate some of the criteria but do not meet the number of symptoms or age of onset criteria |
|
|
Term
|
Definition
Rarely diagnosed before age 3; usually diagnosed 3 - 6 years
ADHD often coexists with other types of behaviors: Oppositional-Defiant Behavior; Conduct Disorder; Learning Disability; Depression & Anxiety; seizure disorders; syndromes like fragile X, Tourette’s; thyroid disease, William’s syndrome |
|
|
Term
|
Definition
Question of minimal brain damage caused by perinatal insults or postnatal infections; but not primary cause in majority
Influence of poverty, parenting issues can influence but not cause
Heredity:
Most common factor, accounts for 80%
Each child of a parent who has ADHD has 50% chance of having ADHD
Recognized 3 possible genes that relate to increased susceptibility to develop ADHD
Other possibilities:
Prenatal exposure to cigarette smoking, leading, alcohol
Prematurity
Brain infections
Inborn errors of metabolism |
|
|
Term
|
Definition
Size of frontal lobe & basal ganglia & cerebellum is reduced by 10%
Research is exploring the possibilities of dopamine neurotransmitter pathways which link frontal lobe & basal ganglia; defect in dopamine transporter gene |
|
|
Term
|
Definition
Can be diagnosed at any age
“Intense” temperament
Preschool children need to be assessed for cognitive, language, sensory skills (to rule-out other conditions)
School age: need for structured environment; issues with peer interactions & relationships
Adolescence: hyperactivity may decline; issues with work completion, organization, following rules
Symptoms can last into adulthood |
|
|
Term
| associated impairments of ADHD |
|
Definition
Executive function skills:
Ability to sustain & maintain & shift attention
Ability to organize & prioritize incoming information
Ability to make plans, self-monitor & inhibit responses
Deficits in ADHD: due to inability to inhibit responses (impulsivity) & attention deficits
Deficit in self-regulation |
|
|
Term
|
Definition
Academic Underachievement:
Issues in attention & processing can lead to academic issues
10-40% of children with ADHD have a specific learning disability
Most have issues in processing of auditory information, especially with verbal memory skills
Leads to issues in development of reading skills
Issues with development of pragmatic language skills |
|
|
Term
|
Definition
May have issues with ADLs, communication & social skills (secondary to attention & impulsiveness) that can affect their self-sufficiency
Issues with social skills: inhibiting impulsive behavior, trouble “reading” subtle social cues secondary to inattention = may react negatively or excessively to the behavior of other children
ADHD inattentive type may be ignored or may not initiate social interactions |
|
|
Term
| developmental coordination disorder |
|
Definition
| he essential feature of Developmental Coordination Disorder is a marked impairment in the development of motor coordination (Criterion A). The diagnosis is made only if this impairment significantly interferes with academic achievement or activities of daily living (Criterion B). The diagnosis is made if the coordination difficulties are not due to a general medical condition (e.g., cerebral palsy, hemiplegia, or muscular dystrophy) and the criteria are not met for Pervasive Developmental Disorder (Criterion C). If Mental Retardation is present, the motor difficulties are in excess of those usually associated with it (Criterion D). The manifestations of this disorder vary with age and development. For example, younger children may display clumsiness and delays in achieving developmental motor milestones (e.g., walking, crawling, sitting, tying shoelaces, buttoning shirts, zipping pants). Older children may display difficulties with the motor aspects of assembling puzzles, building models, playing ball, and printing or handwriting. |
|
|
Term
|
Definition
Insomnia
Nocturnal enuresis
Issues sleeping at night leads to more tiredness during the day |
|
|
Term
| disorders often mixed up with ADHD |
|
Definition
Oppositional-Defiant Behavior
Conduct disorder
Bipolar disorder
Depression & anxiety disorders
Learning disability
Communication disorders
Seizure disorders: 20% of children with seizures have ADHD |
|
|
Term
|
Definition
Comprehensive medical & behavioral history, interview & observation
Psychological testing (academic issues)
Motor coordination & sensory-behavioral evaluation |
|
|
Term
|
Definition
team approach with parents, medical professionals & teachers to design a supportive environment for behavioral management & foster learning & development of self-esteem
Educational:
Tutoring for learning disabilities
Behavioral management in the classroom
Environmental modifications
Modified educational materials & testing to build on strengths
Counseling for family & child:
Behavioral management and emotional support, environmental modifications |
|
|
Term
|
Definition
Use of stimulant medication to help with impulsivity & over activity (affects neurotransmitters)
Found to be affective in children wit typical intelligence (less effective with MR)
Improves academic productivity & accuracy, decrease aggression, improve interactions
Ritalin (Methylphenidate); Pemoline (Cylert); Dextroamphetamine (Dexedrine)
Side effects: loss of appetite, headache or stomach aches; tics (discontinue use); irritability; rebound of increased symptoms with medication starts to wear off
Short term use over a few years; or only during school year
Reassessed yearly; “outgrow” need
Sometimes antidepressants are used: more problematic side-effects:
Cardiac arrhythmias, neurological (like tremors, incoordination), constipation, blurred vision, dry mouth
Antihypertensive drugs (Alpha-2-adrenergic agents): help with reducing hyperactivity but reduces attentiveness & alertness
Find out if child is taking medication, when during the day (treatment): periodic drug “holidays” to see if drugs need to be continued
Vitamin & mineral supplements (no scientific studies to support or challenge but danger of side-effects for megadoses)
Diet: food allergies to sugars & additives? Studies are inconclusive
EEG Biofeedback; new approach for ADHD, child is trained to control and generate functional brain waves; not enough research on the effectiveness yet |
|
|
Term
|
Definition
How much is sensory processing and modulation affecting behaviors?
Environmental modification to deal with sensory processing and modulation issues
Perceptual function issues for learning disability
Gross & fine-motor coordination issues: organizational skills, affect on ADLs, classroom function |
|
|
Term
|
Definition
Most symptoms diminish between ages of 10 – 25 years; hyperactivity declines more rapidly than impulsivity & inattentiveness
40% of individuals, ADHD symptoms persist into adulthood leading to issues in organization skills, planning, self-management to complete long-term projects:
Affect college, job, interacting with colleagues
Increased rates of antisocial behavior
Have a lower job status
Complete less school
Risk for substance abuse
Best indicators for outcome is intelligence, strong family support & lack of other associated conditions
Great web site: http://www.chadd.org/ |
|
|
Term
|
Definition
IDEA defines a specific learning disability as:
A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which disorder may manifest in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Excludes learning problems as a direct result of visual, hearing or motor disabilities, of MR, emotional disturbance, environmental, cultural or economic disadvantage
Older terminology: perceptual disabilities, minimal brain dysfunction, developmental aphasia, & dyslexia
Diagnosis of exclusion (rule out other conditions)
Can exist with other conditions but is not caused by those conditions
Impairments extend beyond childhood; lasts throughout life time |
|
|
Term
|
Definition
Depends on definitions: 4% - 5% of school age children ages 6 - 17 years
Gender bias? Boys have 4-5X likelihood to be diagnosed than girls but girls may be under identified (girls less noticed since less oppositional). Actual ratio may be 1:1in a study done in 1990 |
|
|
Term
|
Definition
mild to severe in one academic area or global:
Auditory processing or language issues: Oral expression, written expression (dysgraphia), listening comprehension
Reading issues (dyslexia)
Reading comprehension
Math calculation (dyscalculia)
Math reasoning
Spatial disorders
Motor impairments (dyspraxia, motor planning) |
|
|
Term
|
Definition
Genetics:
Reading disability inheritable, 35 - 45% reoccurrence rate among families
Certain genetic syndromes increase risk for certain types of LD:
Visual-spatial issues: girls with fragile X, Turner; boys with Klinefelter syndrome
Tourettes: language-based learning disabilities |
|
|
Term
| dev.coordination disorder co-morbidities |
|
Definition
| LD, communication disorders,disruptive behavior,ADHD |
|
|
Term
|
Definition
| sensory processing-no agreement to the systems involved |
|
|
Term
|
Definition
motor ability below that which is normal for age
and what is seen in child's measured intelligence
disturbance interferes with academic achievement or activities of daily living
not due to a GMC (CP, MD, hemiplegia)
if MR is present the motor difficulties are in excess of those usually associated with it. |
|
|
Term
| other problems seen with DCD |
|
Definition
self care,
productivity-handwriting
leisure
sensorimotor
may have poor tone, muscle control
may have dyspraxia
psychosocial-may lack friends |
|
|
Term
|
Definition
| delays in other nonmotor milestones. Associated disorders may include Phonological Disorder, Expressive Language Disorder, and Mixed Receptive-Expressive Language Disorder. |
|
|
Term
| associated features with pica |
|
Definition
| is frequently associated with Mental Retardation and Pervasive Developmental Disorders. Although vitamin or mineral deficiencies (e.g., zinc) have been reported in some instances, usually no specific biological abnormalities are found |
|
|
Term
|
Definition
needs to persist for at least 1 month
Eating of nonnutritive substances may occur during the course of other mental disorders (e.g., in a Pervasive Developmental Disorder, in Schizophrenia as a result of delusional beliefs, and in Kleine-Levin syndrome). |
|
|
Term
|
Definition
| (regurgitation and re-chewing food) not associated with reflux or other medical conditions or lack of food or in association with anorexia or bulimia (frequently associated with MR) |
|
|
Term
|
Definition
| not associated with medical conditions, lack of food that lead to weight loss and failure to thrive; onset before 6 years of age: characterized by persistent failure to eat adequately for one month or more |
|
|
Term
|
Definition
a neurological disorder
Involves multiple motor and vocal tics
Tics occur many times a day throughout a period of more than a year; never a tic-free period of 3 consecutive months
Motor tics are frequent, repetitive and rapid. The most common first symptom is a facial tic (eye blink, nose twitch, grimace), and is replaced or added to by other tics of the neck, trunk, and limbs.
These involuntary (outside the patient's control) tics may also be complicated, involving the entire body, such as kicking and stamping. Many persons report what are described as premonitory urges -- the urge to perform a motor activity. Other symptoms such as touching, repetitive thoughts and movements and compulsions can occur. |
|
|
Term
|
Definition
| usually occur with the movements. These vocalizations include grunting, throat clearing, shouting and barking. The verbal tics may also be expressed as coprolalia (the involuntary use of obscene words or socially inappropriate words and phrases) or copropraxia (obscene gestures). Despite widespread publicity, coprolalia/copropraxia is uncommon with tic disorders |
|
|
Term
|
Definition
|
|
Term
|
Definition
| for a confirmed diagnosis of TS both involuntary movements and vocalizations must be present |
|
|
Term
| associated conditions to tic disorders |
|
Definition
| attention problems, impulsiveness, ADHD, OCD, LD |
|
|
Term
|
Definition
| 1 in 1000 children in the US have tourettes |
|
|
Term
|
Definition
Both multiple motor and one or more vocal tics have been present at some time during the illness, although not necessarily concurrently. (A tic is a sudden, rapid, recurrent, nonrhythmic, stereotyped motor movement or vocalization.)
B. The tics occur many times a day (usually in bouts) nearly every day or intermittently throughout a period of more than 1 year, and during this period there was never a tic-free period of more than 3 consecutive months.
C. The onset is before age 18 years.
D. The disturbance is not due to the direct physiological effects of a substance (e.g., stimulants) or a general medical condition (e.g., Huntington's disease or postviral encephalitis). |
|
|
Term
|
Definition
The essential feature of Feeding Disorder of Infancy or Early Childhood is the persistent failure to eat adequately, as reflected in significant failure to gain weight or significant weight loss over at least 1 month (Criterion A). There is no gastrointestinal or other general medical condition (e.g., esophageal reflux) severe enough to account for the feeding disturbance (Criterion B). The feeding disturbance is also not better accounted for by another Mental Disorder (e.g., Rumination Disorder) or by lack of available food (Criterion C). The onset of the disorder must be before age 6 years (Criterion D).
Feeding disturbance as manifested by persistent failure to eat adequately with significant failure to gain weight or significant loss of weight over at least 1 month.
B. The disturbance is not due to an associated gastrointestinal or other general medical condition (e.g., esophageal reflux).
C. The disturbance is not better accounted for by another mental disorder (e.g., Rumination Disorder) or by lack of available food.
D. The onset is before age 6 years. |
|
|
Term
|
Definition
A. A repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated, as manifested by the presence of three (or more) of the following criteria in the past 12 months, with at least one criterion present in the past 6 months:
Aggression to people and animals
(1) often bullies, threatens, or intimidates others
(2) often initiates physical fights
(3) has used a weapon that can cause serious physical harm to others (e.g., a bat, brick, broken bottle, knife, gun)
(4) has been physically cruel to people
(5) has been physically cruel to animals
(6) has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery)
(7) has forced someone into sexual activity
Destruction of property
(8) has deliberately engaged in fire setting with the intention of causing serious damage
(9) has deliberately destroyed others' property (other than by fire setting)
Deceitfulness or theft
(10) has broken into someone else's house, building, or car
(11) often lies to obtain goods or favors or to avoid obligations (i.e., "cons" others)
(12) has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but without breaking and entering; forgery)
Serious violations of rules
(13) often stays out at night despite parental prohibitions, beginning before age 13 years
(14) has run away from home overnight at least twice while living in parental or parental surrogate home (or once without returning for a lengthy period)
(15) is often truant from school, beginning before age 13 years
B. The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning.
C. If the individual is age 18 years or older, criteria are not met for Antisocial Personality Disorder. |
|
|
Term
| indicators for conduct disorder |
|
Definition
| here may also be serious violations of rules (e.g., school, parental) by individuals with this disorder. Children with this disorder often have a pattern, beginning before age 13 years, of staying out late at night despite parental prohibitions (Criterion A13). There may be a pattern of running away from home overnight (Criterion A14). To be considered a symptom of Conduct Disorder, the running away must have occurred at least twice (or only once if the individual did not return for a lengthy period). Runaway episodes that occur as a direct consequence of physical or sexual abuse do not typically qualify for this criterion. Children with this disorder may often be truant from school, beginning prior to age 13 years (Criterion A15). In older individuals, this behavior is manifested by often being absent from work without good reason. |
|
|
Term
| childhood onset of conduct disorder (subtype by age) |
|
Definition
|
|
Term
| adolescent onset conduct disorder |
|
Definition
| his subtype is defined by the absence of any criteria characteristic of Conduct Disorder prior to age 10 years. Compared with those with the Childhood-Onset Type, these individuals are less likely to display aggressive behaviors and tend to have more normative peer relationships (although they often display conduct problems in the company of others). These individuals are less likely to have persistent Conduct Disorder or to develop adult Antisocial Personality Disorder. The ratio of males to females with Conduct Disorder is lower for the Adolescent-Onset Type than for the Childhood-Onset Type. |
|
|
Term
| severity of conduct disorders |
|
Definition
ild. Few if any conduct problems in excess of those required to make the diagnosis are present, and conduct problems cause relatively minor harm to others (e.g., lying, truancy, staying out after dark without permission).
Moderate. The number of conduct problems and the effect on others are intermediate between "mild" and "severe" (e.g., stealing without confronting a victim, vandalism).
Severe. Many conduct problems in excess of those required to make the diagnosis are present, or conduct problems cause considerable harm to others (e.g., forced sex, physical cruelty, use of a weapon, stealing while confronting a victim, breaking and entering). |
|
|
Term
|
Definition
| For individuals over age 18 years, a diagnosis of Conduct Disorder can be given only if the criteria are not also met for Antisocial Personality Disorder. The diagnosis of Antisocial Personality Disorder cannot be given to individuals under age 18 years. |
|
|
Term
| oppositional defiant disorder |
|
Definition
| he essential feature of Oppositional Defiant Disorder is a recurrent pattern of negativistic, defiant, disobedient, and hostile behavior toward authority figures that persists for at least 6 months (Criterion A) and is characterized by the frequent occurrence of at least four of the following behaviors: losing temper (Criterion A1), arguing with adults (Criterion A2), actively defying or refusing to comply with the requests or rules of adults (Criterion A3), deliberately doing things that will annoy other people (Criterion A4), blaming others for his or her own mistakes or misbehavior (Criterion A5), being touchy or easily annoyed by others (Criterion A6), being angry and resentful (Criterion A7), or being spiteful or vindictive (Criterion A8). To qualify for Oppositional Defiant Disorder, the behaviors must occur more frequently than is typically observed in individuals of comparable age and developmental level and must lead to significant impairment in social, academic, or occupational functioning (Criterion B). The diagnosis is not made if the disturbance in behavior occurs exclusively during the course of a Psychotic or Mood Disorder (Criterion C) or if criteria are met for Conduct Disorder or Antisocial Personality Disorder (in an individual over age 18 years). |
|
|
Term
| self-perception of those with ODD |
|
Definition
| Usually individuals with this disorder do not regard themselves as oppositional or defiant, but justify their behavior as a response |
|
|
Term
|
Definition
| Oppositional Defiant Disorder appears to be more common in families in which at least one parent has a history of a Mood Disorder, Oppositional Defiant Disorder, Conduct Disorder, Attention-Deficit/Hyperactivity Disorder, Antisocial Personality Disorder, or a Substance-Related Disorder. In addition, some studies suggest that mothers with a Depressive Disorder are more likely to have children with oppositional behavior, but it is unclear to what extent maternal depression results from or causes oppositional behavior in children. Oppositional Defiant Disorder is more common in families in which there is serious marital discord. |
|
|
Term
| reactive attachment disorder |
|
Definition
| before age 5 a rare but serious condition in which infants and young children don’t establish healthy bonds with parents or caregivers. |
|
|
Term
| OTs role in helping ODD, ARD, Conduct disorder |
|
Definition
Activities to develop self-concept: focus on interests, strengths and abilities, use abilities to foster academic and vocational skills
Development of social skills
Support groups
Foster age-appropriate self-management
Coping skills through play, art, and music |
|
|
Term
|
Definition
as children get older, they may develop either inhibited or dis-inhibited behavior patterns
*inhibited: shun relationships and attachments to virtually everyone
*dis-inhibited: seek attention from virtually everyone including strangers. May also include asking frequently for help doing tasks and having inappropriately childish behavior (clingy). |
|
|
Term
|
Definition
Lack of attention to details
Avoidance of tasks that require sustained attention
Does not appear to be listening
Unable to complete schoolwork, chores, duties (not because of lack of understanding)
Difficulty with organization and planning
Frequently forgetful and loses things |
|
|
Term
|
Definition
Over/undersensitivity to touch, sound, sights, movement, tastes or smells
High distractibility
Difficulty paying attention and focusing on task
Unusually high or low activity level
Frequent tuning out or withdrawing
Intense, out-of-proportion reactions to challenging situations and unfamiliar environments |
|
|
Term
|
Definition
Easily distracted by conflicting stimuli
Always “on the go”, excessive running, climbing, restlessness
Fidgets and squirms when expected to remain seated
Talks excessively, blurts out answers mid-question,
Difficulty taking turns, interrupts, or intrudes on what others are doing
Difficulty participating quietly in leisure activities |
|
|
Term
|
Definition
Impulsiveness, little or no self-control, difficulty returning to calm state
Difficulty transitioning from one activity or situation to another
Rigidity and inflexibility at times
Social and emotional difficulties
Developmental and learning delays |
|
|
