ABNORMAL PSYCHOLOGY Prepared by: Camille Faye J. Elcano-de la Paz, RPm
NEURODEVELOPMENTAL DISORDERS Prepared by: Camille Faye J. Elcano-de la Paz, RPm
NEURODEVELOPMENTAL DISORDERS01.02.INTELLECTUAL DEVELOPMENTAL DISORDERS (3)COMMUNICATION DISORDERS (5)03.AUTISM SPECTRUM DISORDER (1)04.ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (3)05.SPECIFIC LEARNING DISORDER (1)06.MOTOR DISORDERS (7)07.OTHER NEURODEVELOPMENTAL DISORDERS (2)
INTELLECTUAL DEVELOPMENTAL DISORDERS01.
INTELLECTUAL DISABILITY (INTELLECTUAL DEVELOPMENTAL DISORDER)Formerly called Mental Retardation Diagnosis typically involves markedly below-average intelligence, often defined as an IQ of less than 70, assessed with standard individual tests.
Assessment: Evaluated through clinical observation and formal intelligence testing. Core Features: Significant limitations in cognitive functioning including reasoning, planning, abstract thinking, judgment, and learning (both academic and experiential). INTELLECTUAL DISABILITY (INTELLECTUAL DEVELOPMENTAL DISORDER)
Adaptive Functioning: Cognitive impairments lead to challenges in adaptive behavior, affecting the ability to live independently and act as socially responsible individuals. Domains of Impairment: Difficulties in communication, social interaction, and practical living skills. Impact Across Life Areas: Challenges are evident in family life, school performance, work functioning, and social relationships. INTELLECTUAL DISABILITY (INTELLECTUAL DEVELOPMENTAL DISORDER)
ADAPTIVE FUNCTIONINGCONCEPTUAL (ACADEMIC) Memory and language skills Reading and writing abilities Mathematical reasoning and problem-solving Judgment in new or unfamiliar situationsSOCIAL Awareness of others’ thoughts, feelings, and experiences Empathy and interpersonal communication skills Ability to form and maintain friendships Appropriate social judgment and behaviorPRACTICAL Personal care and daily living Job responsibilities and money management Recreation and behavioral self-control Organization of school and work tasks
COMMUNICATION DISORDERS02.
COMMUNICATION DISORDERS 01. 02. LANGUAGE DISORDER SPEECH SOUND DISORDER 03. CHILDHOOD-ONSET FLUENCY DISORDER (STUTTERING) 04. SOCIAL (PRAGMATIC) COMMUNICATION DISORDER
COMMUNICATIONExchange of ideas Oral or Verbal Gestural Written
LANGUAGETool to communicate Complex Varied levels of usage Contextual
SPEECHOral Expression of Language Most commonly used Complex process
WHEN CAN WE SAY THAT LANGUAGE / SPEECH DIABILITY EXISTS?
01.02.INTERFERENCE IN COMMUNICATIONPERCEPTION OF INTENDED MESSAGE IS LOST03.DEVIATION FROM EXPECTED SKILLS OF CHILDREN IN THE SAME AGE RANGE
COMMUNICATIONRECEPTIVE Auditory comprehension of language. Attaching of meaning to an auditory stimuliEXPRESSIVE Conveys message, wants, commands Fluency Grammar Verbal Expression Spontaneous Speech
Core Features: Difficulty in acquiring and using language across spoken, written, or sign modalities. Language skills are below age expectations. Consequences: Causes functional limitations in communication, academics, or social participation. Onset: Begins during the early developmental period. Exclusion: Not due to hearing loss, sensory deficits, or motor dysfunction.LANGUAGE DISORDER
SPEECH-SOUND ARTICULATION Manner of production of phonemes VOICE Volume Pitch Quality FLUENCY Rate of speaking Continuity of Speech
Core Features: Difficulty in producing speech sounds correctly. Results in limitations in effective communication. Consequences: Causes functional impairments in social, academic, or occupational areas. Onset: Evident during the early developmental period. Exclusion: Not due to congenital or acquired medical/neurological conditions.SPEECH SOUND DISORDER
Core Feature: Disturbances in speech fluency and timing that interfere with normal speech patterns. Common Manifestations: Sound or syllable repetitions Prolongation of consonants or vowels Broken words (pauses within a word) Audible or silent blocking (speech pauses) Circumlocutions (word substitutions to avoid stuttering) Excess physical tension during speech Monosyllabic whole-word repetitions (e.g., “I-I-I see him”) CHILDHOOD ONSET FLUENCY DISORDER
Emotional Impact: Causes anxiety or fear about speaking in various situations. Consequences: Leads to functional limitations in communication, academic, and social contexts. Onset: Begins during the early developmental period. Exclusion: Not due to speech-motor or sensory deficits or neurological injury-related dysfluency. CHILDHOOD ONSET FLUENCY DISORDER
Core Features: Difficulties in the social use of verbal and nonverbal communication. Key Manifestations: Deficits in using communication for social purposes (e.g., greeting, sharing information) Difficulty adjusting communication to match context or listener needs Problems following conversation and storytelling rules Trouble understanding implied or nonliteral meanings SOCIAL (PRAGMATIC) COMMUNICATION DISORDER
Consequences: May cause anxiety about speaking and functional limitations in social, academic, or occupational settings. Onset: Evident in the early developmental period. Exclusion: Not due to speech-motor, sensory, or neurological causes. SOCIAL (PRAGMATIC) COMMUNICATION DISORDER
AUTISM SPECTRUM DISORDER 03.
AUTISM SPECTRUM DISORDER Definition: A complex neurodevelopmental disorder affecting multiple areas of functioning. Core Characteristics: Abnormalities in social behavior Impairments in language and communication Presence of unusual behaviors and restricted interests Onset and Impact: Evident before age 3 Significantly affects educational performance and overall development
TWO DISTINCT BEHAVIORS IN AUTISM SPECTRUM DISORDER IMPAIRED SOCIAL INTERACTION AND COMMUNICATION RESTRICTED REPETITIVE BEHAVIORS; OR NARROW, OBSESSIVE INTERESTS
AUTISM SPECTRUM DISORDER Criterion A – Social Communication Deficits (All three must be present) Impaired social-emotional reciprocity Deficits in nonverbal communication Difficulty developing and maintaining relationships Criterion B – Restricted and Repetitive Behaviors (RRBs) (At least two of four must be present) Stereotyped behaviors or speech Excessive adherence to routines or resistance to change Highly fixated interests Hyper- or hypo-reactivity to sensory input
AUTISM SPECTRUM DISORDER Criterion C – Onset Present in early childhood, though may not be fully evident until social demands exceed capacities. Criterion D – Functional Impact Symptoms limit and impair everyday functioning.
ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER 04.
ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER Overview: A neurodevelopmental disorder affecting one’s ability to sit still, focus, and sustain attention. Involves differences in brain areas controlling attention and activity. Comorbidity with Autism Spectrum Disorder is now recognized. Diagnostic Threshold: Children: 6 symptoms Adults: 5 symptoms
ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER Core Patterns: Inattention Fails to follow directions or finish tasks Appears not to listen Makes careless mistakes, forgets daily activities Disorganized and easily distracted Avoids tasks requiring sustained attention Often loses things or daydreams frequently
ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER Core Patterns: Hyperactivity Fidgets, squirms, or cannot stay seated Has trouble playing quietly Always moving or “on the go” Talks excessively Impulsivity Has trouble waiting for turns Blurts out answers Interrupts others
ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER Functional Impact: Symptoms interfere with daily functioning or development across home, school, and social settings.
MANIFESTATIONS OF SYMPTOMS IN ADULTS Common Manifestations: Chronic lateness and forgetfulness Anxiety and low self-esteem Work-related difficulties and poor performance Trouble controlling anger and impulsiveness Risk of substance abuse or addiction Procrastination and easy frustration Chronic boredom and difficulty concentrating (especially when reading) Mood swings, depression, and relationship problems
CORE VARIABLES Early Onset: Several inattentive or hyperactive-impulsive symptoms present before age 12. Cross-Situational Presence: Symptoms observed in two or more settings (e.g., home, school, work). Functional Impact: Behavior negatively affects learning and daily functioning. Duration: Symptoms persist for at least six months. Symptom Count: Children: At least six symptoms in one domain (inattention or hyperactivity-impulsivity). Adults: At least five symptoms in one domain.
SPECIFIC LEARNING DISORDER 05.
Definition (IDEA): A disorder in one or more basic psychological processes involved in understanding or using spoken or written language. Manifests as difficulties in listening, thinking, speaking, reading, writing, spelling, or mathematical calculation. Core Features: Persistent difficulty learning and using academic skills for at least 6 months, despite interventions. Common symptoms: Inaccurate or slow word reading Poor comprehension of what is read Spelling and written expression difficulties Problems with number sense, calculation, or mathematical reasoning SPECIFIC LEARNING DISORDER
Academic Criteria: Substantial and measurable deficits in academic performance Interferes with academic, occupational, or daily functioning Confirmed through standardized assessments and clinical evaluation For ages 17+, a documented history of learning difficulties may substitute for testing Onset: Begins in school-age years but may become more evident as academic demands increase. SPECIFIC LEARNING DISORDER
SPECIFIERS01.02.WITH IMPAIRMENT IN READING (DYSLEXIA)WITH IMPAIRMENT IN WRITTEN EXPRESSION (DYSGRAPHIA)Difficulties in reading accuracy, fluency, or comprehension. Common terms: Dyslexia.03.WITH IMPAIRMENT IN MATHEMATICS (DYSCALCULIA)Difficulties with spelling, grammar, punctuation, or organizing written work.Difficulties with number sense, memorization of arithmetic facts, calculation, or mathematical reasoning. Common terms: Dyscalculia.
MOTOR DISORDERS 06.
Core Features: Difficulty acquiring and performing coordinated motor skills below what is expected for age and learning experience. Manifestations: Clumsiness, slowness, and inaccuracy in motor activities (e.g., catching, using scissors, handwriting, riding a bike). Functional Impact: Motor deficits interfere with daily living, academic tasks, play, and leisure activities appropriate to age. DEVELOPMENTAL COORDINATION DISORDER
Onset and Exclusion: Begins in early developmental period. Not due to intellectual disability, visual impairment, or neurological conditions affecting movement. DEVELOPMENTAL COORDINATION DISORDER
Core Features: Repetitive, driven, and purposeless motor behaviors (e.g., hand shaking, body rocking, head banging). Functional Impact: Behaviors interfere with social, academic, or daily functioning and may result in self-injury. Onset and Exclusion: Begins in early developmental period. Not due to substance use, neurological conditions, or other neurodevelopmental/mental disorders. STEREOTYPIC MOVEMENT DISORDER
Severity Levels: Mild: Symptoms easily stopped by distraction or sensory input. Moderate: Requires protective measures or behavioral interventions. Severe: Needs continuous monitoring to prevent serious self-injury. STEREOTYPIC MOVEMENT DISORDER
Definition: Characterized by sudden, rapid, recurrent, nonrhythmic motor movements or vocalizations (tics). Onset occurs before age 18 and is not due to substance use or medical conditions. TIC DISORDERS
Tourette’s Disorder Multiple motor tics and one or more vocal tics (not necessarily at the same time). Persist for more than 1 year since first onset. TYPES OF TIC DISORDERS
Persistent (Chronic) Motor or Vocal Tic Disorder Single or multiple motor OR vocal tics (but not both). Persist for more than 1 year since first onset. Criteria never met for Tourette’s Disorder. Specify type: With motor tics only With vocal tics only TYPES OF TIC DISORDERS
Provisional Tic Disorder Single or multiple motor and/or vocal tics. Present for less than 1 year since onset. Criteria never met for Tourette’s or Persistent Tic Disorder. TYPES OF TIC DISORDERS
END OF MODULE 3