· The symptoms do not happen only during the course of schizophrenia or another psychotic disorder. The symptoms are not better explained by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder). Based on the types of symptoms, three kinds (presentations) of ADHD can occur:
· Which of the following is NOT a symptom of ADHD as defined by the DSM-5? Selected Answer: Scores lower than average on standard tests of cognitive ability Question 8 …
Which of the following statements about the developmental course of ADHD is correct? Symptoms of ADHD change with development of the child across the lifespan. Although …
How is ADHD defined in DSM-5? A pattern of behavior that is present in multiple settings that results in performance problems in social, educational, or work settings ... To rule out medical …
Often has trouble holding attention on tasks or play activities. Often does not seem to listen when spoken to directly. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).
The symptoms do not happen only during the course of schizophrenia or another psychotic disorder. The symptoms are not better explained by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).
Healthcare providers use the guidelines in the American Psychiatric Association’s Diagnostic and Statistical Manual, Fifth edition (DSM-5) 1, to help diagnose ADHD. This diagnostic standard helps ensure that people are appropriately diagnosed and treated for ADHD.
ADHD often lasts into adulthood. To diagnose ADHD in adults and adolescents age 17 years or older, only 5 symptoms are needed instead of the 6 needed for younger children. Symptoms might look different at older ages. For example, in adults, hyperactivity may appear as extreme restlessness or wearing others out with their activity.
Several inattentive or hyperactive-impulsive symptoms were present before age 12 years. Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities). There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.
The diagnosis can be made by a mental health professional, like a psychologist or psychiatrist, or by a primary care provider, like a pediatrician. The American Academy of Pediatrics (AAP) recommends that healthcare providers ask parents, teachers, and other adults who care for the child about the child’s behavior in different settings, ...
The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.
Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person’s developmental level:
Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities. Often has trouble holding attention on tasks or play activities. Often does not seem to listen when spoken to directly.
ADHD was first included as an IDEA category in 1991
Delayed development of "inner speech," Problems with emotion regulation, Leads to problems with goal-directed behavior
ADHD is NOT a trendy diagnosis of recent times in the U.S.
E. Prenatal, perinatal, and postnatal etiologies of intellectual developmental disorder are demonstrable in approximately 33% of cases.
Answer: E. The specifiers mild, moderate, severe, and profound are based on IQ scores.
B. "Deficits in adaptive functioning" refers to problems with motor coordination.
Individuals with intellectual disability may have difficulty in managing their behavior, emotions, and interpersonal relationships and in maintaining motivation in the learning process.
The co-occurrence of specific learning disorder and specific language impairments has been shown in up to 20% of children with language problems. E. Co-occurring disorders generally do not influence the course or treatment of specific learning disorder.
trauma occurring during the developmental period would be diagnosed as a neurocognitive disorder, not as intellectual disability (intellectual developmental disorder).
Assessment procedures for intellectual disability must take into account factors that may limit performance, such as sociocultural background, native language, associated communication/language disorder, and motor or sensory handicap.