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Class notes CMN 554
- Course
- CMN 554
- Institution
- University Of South Alabama
CMN 554 Module 1 completed studyguide with exam highlights
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CMN 554 - Module 1Primary Study Guide
Child & Adolescent Psychiatric Mental Health
114 sections, 85 left (thanks to Ahlia!!!)
The lecture we can all listen to on our own
Jessica R., Jessica S., Ahila, Angela, Lina, Joy, Ayanna, Erica
DSM-5-TR Neurodevelopmental Disorders
Intellectual Disability: Diagnostic Criteria
Intellectual disability (intellectual developmental disorder) is a disorder with onset
during the developmental period that includes both intellectual and adaptive
functioning deficits in conceptual, social, and practical domains.
The following three criteria must be met:
A. Deficits in intellectual functions, such as reasoning, problem solving, planning,
abstract thinking, judgment, academic learning, and learning from experience,
confirmed by both clinical assessment and individualized, standardized
intelligence testing.
B. Deficits in adaptive functioning that result in failure to meet developmental and
sociocultural standards for personal independence and social responsibility.
Without ongoing support, the adaptive deficits limit functioning in one or more
activities of daily life,
such as communication, social participation, and independent living, across
multiple environments, such as home, school, work, and community.
C. Onset of intellectual and adaptive deficits during the developmental period.
Intellectual Disability: Table 1 – Severity levels for intellectual disability
Global Developmental Delay Pg34
1
,This diagnosis is reserved for individuals under the age of 5 years when the clinical severity level
cannot be reliably assessed during early childhood. This category is diagnosed when an
individual fails to meet expected developmental milestones in several areas of intellectual
functioning and applies to individuals who are unable to undergo systematic assessments of
intellectual functioning, including children who are too young to participate in standardized
testing. This category requires reassessment after a period of time.
● ID-Mild, moderate, severe-profound
● 1-3% global prevalence: 8-36/1000; 6/1000 severe ID.
● Global Developmental Delay (<5 years)
● Unspecified ID (>5 years)
Severity Level:
Moderate: Practical domain: The individual can care for personal needs involving eating,
dressing, elimination, and hygiene as an adult, although an extended period of teaching and time
is needed for the individual to become independent in these areas, and reminders may be needed.
Similarly, participation in all household tasks can beachieved by adulthood, although an
extended period of teaching is needed, and ongoing supportswill typically occur for adult-level
performance.
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,Global Developmental Delay Pg 41
3
, This Diagnosis is reserved for individuals under the age of 5 years when
the clinical severity level cannot be reliably assessed during early
childhood. This category is diagnosed when an individual fails to meet
expected developmental milestones in several areas on intellectual
functioning, and applies to individuals who are unable to undergo
systematic assessments of intellectual functioning, including children
who are too young to participate in standardized testing. This category
requires reassessment after a period of time.
Speech Sounds Disorder: Diagnostic Criteria Pg 44
A. Persistent difficulty with speech sound production that interferes with speech intelligibility or
prevents verbal communication of messages.
B. The disturbance causes limitations in effective communication that interfere with social
participation, academic achievement, or occupational performance, individually or in any
combination.
C. Onset of symptoms is in the early developmental period.
D. The difficulties are not attributable to congenital or acquired conditions, such as cerebral
palsy, cleft palate, deafness or hearing loss, traumatic brain injury, or other medical or
neurological conditions.
Speech Sounds Disorder: Diagnostic Features Pg 44
Speech sound production describes the clear articulation of the phonemes (i.e., individual
sounds) that in combination make up spoken words. Speech sound production requires both
the phonological knowledge of speech sounds and the ability to coordinate the movements of the
articulators (i.e., the jaw, tongue, and lips,) with breathing and vocalizing for speech. Children
with speech production difficulties may experience difficulty with phonological knowledge of
speech sounds or the ability to coordinate movements for speech in varying degrees. Speech
sound disorder is thus heterogeneous in its underlying mechanisms and includes phonological
disorder and articulation disorder. A speech sound disorder is diagnosed when speech sound
production is not what would be expected based on the child’s age and developmental stage and
when the deficits are not the result of a physical, structural, neurological, or hearing impairment.
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