Classification Disorders or Etiology Symptoms Symptoms Treatment and or

Psychopathology Pharmacology
(Biological Factor) (Biological, Behavioral) (Cognitive)

Developmenta Autism Spectrum AUTISM SPECTRUM AUTISM SPECTRUM AUTISM SPECTRUM AUTISM SPECTRUM DISORDER
l Disorder Disorder DISORDER DISORDER DISORDER
Behavior and Communication
-complex
a) About a quarter of a) Biological c) Cognitive Treatments
neurobehavioral cases of autism are  problems with  impaired acquisition of
condition that associated with Applied Behavior Analysis
genetic code words, word
includes genetic disorders (ABA) ABA is often used in
development combinations, and syntax
impairments in such as fragile X schools and clinics to help your
involving multiple —
social interaction syndrome or with child learn positive behaviors
brain regions,  initial words are often
and infectious diseases and reduce negative ones. This
including frontal nouns and attributes,
developmental such as congenital approach can be used to
and anterior while words representing
language and rubella. Genetic improve a wide range of skills,
studies have shown temporal lobes, social stimuli, such as
communication and there are different types for
as association caudate, and people's names (i.e.,
skills combined different situations, including:
between autism cerebellum subjects) and actions (i.e.,
with rigid,
markers of brain  structural and verbs), are delayed;  Discrete trial training (DTT)
repetitive
development such as functional  the child loses words uses simple lessons and
behaviors.
3 markers of the c- abnormalities of previously acquired; positive reinforcement.
Down Harvey-ros oncogene the brain, including  unconventional gestures  Pivotal response
Syndrome- a and the homeobox  increased gray (e.g., pulling a caregiver's training (PRT) helps develop
gene EN2. matter in the hand toward an item)
genetic disorder motivation to learn and
caused by the b) Many children frontal and emerge prior to more communicate.
presence of all or show symptoms of temporal lobes conventional gestures  Early intensive behavioral
part of a third autism by 12 months  decreased white (e.g., giving, pointing, and intervention (EIBI) is best
copy of to 18 months of age matter compared head nods/headshakes) for children under age 5.
chromosome 21. or earlier with gray matter  understanding of gaze  Verbal behavior
It usually shifting, distal gestures,
associated with DOWN SYNDROME by adolescence facial expressions, and intervention (VBI) focuses on
physical growth  differences in the rules of proximity and language skills.
a) Down syndrome
delays, mild to brain's response to body language is limited;
results when Developmental, Individual
moderate abnormal cell the environment,  receptive language
Differences, Relationship-Based
intellectual division involving including appears more delayed
Approach (DIR)- This kind of
disability, and chromosome 21  decreased neural than expressive;
treatment is better known as Floor
characteristic occurs. These cell sensitivity to  use of immediate time. That’s because it involves you
facial features. division dynamic gaze shifts echolalia and/or delayed getting on the floor with your child
abnormalities result in infancy echolalia (scripted to play and do the activities he
Conduct in an extra partial or  disruptions in language) is observed; likes.
Disorder- a full chromosome 21. normative patterns  vocal development
mental disorder This extra genetic It’s meant to support emotional and
of social deficits, including
diagnosed in material is intellectual growth by helping him
neurodevelopment  atypical response to learn skills around communication
childhood or responsible for the
that contribute to caregiver's vocalizations, and emotions.
adolescence that characteristic
features and
a diminished  atypical vocal productions
presents itself Treatment and Education of
developmental attention to social beyond the first year of
through a Autistic and Related
problems of Down stimuli life,
repetitive and Communication-handicapped
syndrome. Any one b) Behavior  abnormal prosody once
persistent Children (TEACCH)- This
of three genetic  Repetitive body speech emerges (speech
pattern of treatment uses visual cues such
variations can cause movements (hand may sound robotic);
behavior in as picture cards to help your
Down syndrome: flapping, rocking,  symbolic play deficits,
which the basic child learn everyday skills like
spinning); moving including
rights of others  Trisomy getting dressed. Information is
21. About 95
constantly  delayed acquisition of
or major age- broken down into small steps so
 Obsessive functional and
appropriate percent of the he can learn it more easily.
attachment to conventional use of
norms are time, Down
unusual objects objects, The Picture Exchange
violated. syndrome is
 Preoccupation with  repetitive, inflexible play, Communication System
caused by
Disruptive Mood
trisomy 21 — the
a narrow topic of  limited cooperative play (PECS)- This is another visual-
Dysregulation person has three interest, in interactive situations; based treatment, but it uses
Disorder- a copies of sometimes  conversation deficits, symbols instead of picture cards.
mental disorder chromosome 21, involving numbers including Your child learns to ask
in children and instead of the or symbols  limitations in questions and communicate
adolescents usual two copies,  A strong need for understanding and through special symbols.
characterized by in all cells. This is sameness, order, applying social norms of
Occupational Therapy- This kind
a persistently caused by and routines. Gets conversation (e.g.,
of treatment helps your child
irritable or angry abnormal cell upset by change in balancing turns, vocal
learn life skills like feeding and
mood and division during their routine or volume, proximity, and
dressing himself, bathing, and
frequent temper the development environment. conversational timing);
understanding how to relate to
outbursts that of the sperm cell  Clumsiness,  provision of inappropriate
other people. The skills he learns
are or the egg cell. abnormal posture, and unnecessary
are meant to help him live as
disproportionate  Mosaic Down or odd ways of information in
independently as he can.
to the situation syndrome. In moving conversational contexts;
and significantly this rare form of  Fascinated by  problems taking turns Sensory Integration Therapy- If
more severe Down syndrome, spinning objects, during conversation; your child is easily upset by
than the typical a person has only moving pieces, or  difficulty initiating topics things like bright lights, certain
reaction of same- some cells with parts of toys of shared interest; sounds, or the feeling of being
aged peers. an extra copy of  Hyper- or hypo-  preference for topics of touched, this therapy can help
chromosome 21. reactive to sensory special interest; him learn to deal with that kind
Tourette’s
This mosaic of input (e.g. reacts  difficulties in recognizing of sensory information.
Disorder-
normal and badly to certain the need for clarification;
multiple motor Medications
abnormal cells is sounds or textures,  challenges adequately
tics and one or
caused by seeming repairing There is no cure for autism
more vocal tics,
abnormal cell indifference to miscommunications; spectrum disorder, and there’s
expressing
division after temperature or  problems understanding currently no medication to treat
themselves many
fertilization. pain) figurative language, it. But some medicines can help
times a day for at
 Translocation including idioms, multiple with related symptoms
least 1 year.
These may Down DOWN SYNDROME meanings, and sarcasm; like depression, seizures,
appear syndrome. Down  literacy deficits, including insomnia, and trouble focusing.
a) Biological
simultaneously syndrome can difficulty
 Flattened face Studies have shown that
or at different also occur when  reading for meaning
 Small head medication is most effective
periods during a portion of (functional use of books),
 Short neck when it’s combined with
the illness. chromosome 21  understanding narratives
 Protruding tongue behavioral therapies.
becomes and expository text
 Upward slanting
attached genres that require Risperidone (Risperdal) is the
eye lids (palpebral
(translocated) multiple perspectives only drug approved by the FDA
fissures)
onto another (e.g., persuasive and for children with autism
chromosome,  Unusually shaped
comparative/contrastive), spectrum disorder. It can be
or small ears
before or at  getting the main idea and prescribed for children between
conception.  Poor muscle tone
summarizing, 5 and 16 years old to help with
 Broad, short hands
These children  providing sufficient irritability.
have the usual with a single
information for the
two copies of crease in the palm
reader when writing;
 Relatively short
chromosome 21,  executive functioning DOWN SYNDROME
but they also fingers and small
deficits, including
have additional hands and feet A variety of therapies can be
 lacking/limited flexibility,
 Excessive flexibility used in early intervention
genetic material  poor problem solving,
from  Tiny white spots on programs and throughout a
 poor planning and
chromosome 21 the colored part person's life to promote the
organization,
attached to (iris) of the eye greatest possible development,
 lack of inhibition.
another called Brushfield's independence, and productivity.
chromosomes spots DOWN SYNDROME Some of these therapies are
 Short height listed below.
b)  It occurs in 1 in  Cognitive impairment,
b) Behavioral
every 792 live births. problems with thinking Physical therapy includes
The most common and learning, is common activities and exercises that help
 mental health in people with Down build motor skills, increase
CONDUCT DISORDER concerns include: syndrome and usually muscle strength, and improve
general anxiety, ranges from mild to posture and balance.
a) The etiology of CD
repetitive and moderate. Only rarely is
complex and results Physical therapy is important,
obsessive-compulsive Down syndrome
from an interaction especially early in a child's life,
between multiple behaviors; associated with severe
because physical abilities lay the
biological and oppositional, cognitive impairment.
foundation for other skills. The
psychosocial factors. impulsive, and  Short attention span
ability to turn over, crawl, and
inattentive behaviors;  Poor judgment
reach helps infants learn about
 Various studies a sleep related  Impulsive behavior
the world around them and how
moderate degree difficulties; depression;  Slow learning
of heritability for to interact with it.
autism spectrum  Delayed language and
antisocial conditions; and speech development A physical therapist also can
behavior, neuropsychological help a child with Down
impulsivity, problems CONDUCT DISORDER syndrome compensate for
temperament,
characterized by physical challenges, such as low
aggression and Cognitive deficits: 
progressive loss of muscle tone, in ways that avoid
insensitivity to
punishment. cognitive skills.  Low IQ long-term problems. For
 Evidence for low  Poor verbal skills example, a physical therapist
CONDUCT DISORDER  Impairment in executive might help a child establish an
levels of plasma
dopamine beta- b) Behavioral functioning may make efficient walking pattern, rather
hydroxylase children more vulnerable than one that might lead to foot
supports the Common signs of to conduct disorder. pain.
finding of conduct disorder can
decreased include: DISRUPTIVE MOOD Speech-language therapy can
activity of DYSREGULATION DISORDER help children with Down
noradrenergic  initiating physical syndrome improve their
system in the CD. fights Children and adolescents as communication skills and use
 Low levels of 5-  bullying or well as adults can get
 threatening others depressed, displaying language more effectively.
Hydroxy Indole  using a weapon to persistent sadness and loss of
acetic acid(5- Children with Down syndrome
cause harm interest in once-pleasurable
HIAA) levels in often learn to speak later than
 physical cruelty to activities, including a sense of
CSF correlates their peers. A speech-language
humans or animals discouragement and feelings
with aggression therapist can help them develop
 stealing of hopelessness. More often,
and violence in the early skills necessary for
adolescence.  breaking into however, children display a
communication, such as
 High someone else’s mood of irritability rather
imitating sounds. The therapist
testosterone property than one of sadness. Chronic,
also may help an infant
levels are also  forcing someone unrelenting moods of
breastfeed because
associated with into sexual activity irritability and anger
breastfeeding can strengthen
aggression.  setting fire to punctuated with severe and
muscles that are used for
 Any traumatic cause damage recurrent temper tantrums
speech.
brain injury,  destruction of
seizures and property TOURETTE’S DISORDER A speech-language therapist can
neurological
 staying out late Vocal tics include: help a child use alternate means
damage can
without permission of communication, such as sign
contribute to  Barking or yelping
aggression.  running away from language and pictures, until he
home  Clearing your throat or she learns to speak.
b) Conduct disorder  missing school  Coughing
 Grunting Learning to communicate is an
can have its onset frequently
 Repeating what someone ongoing process, so a person
early, before age 10,
 Some individuals with else says with Down syndrome also may
or in adolescence.
conduct disorder also  Shouting benefit from speech and
Children who display
will exhibit a lack of  Sniffing language therapy in school as
early-onset conduct
positive social well as later in life. The therapist
disorder are at  Swearing
engagement and may help with conversation
greater risk for
emotional Tics can be simple or skills, pronunciation skills,
persistent difficulties
complex. A simple tic affects
 involvement. They one or just a few parts of the understanding what is read
DISRUPTIVE MOOD might demonstrate the body, like blinking the eyes or (called comprehension), and
DYSREGULATION following: making a face. learning and remembering
DISORDER words.
 no remorse for
a)Neurological poor behavior Occupational therapy helps find
Disability- some  lack of concern ways to adjust everyday tasks
neurological about behavioral and conditions to match a
disabilities, such as person's needs and abilities.
consequences
suffering from
 lack of empathy for
chronic migraines, This type of therapy teaches
others
can be hugely self-care skills such as eating,
debilitating and  lack of concern
getting dressed, writing, and
affect a person’s about performance
using a computer.
overall behavior and at school or work
well-being.  lack of emotional An occupational therapist might
expression offer special tools that can help
Brain Chemistry- improve everyday functioning,
Certain studies point such as a pencil that is easier to
to brain chemistry as grip.
one of the possible DISRUPTIVE MOOD
causes of disruptive DYSREGULATION Emotional and behavioral
mood dysregulation DISORDER therapies work to find useful
disorder. These b)Behavioral responses to both desirable and
studies show DMDD undesirable behaviors. Children
children have  Irritable or angry with Down syndrome may
increased activation mood most of the become frustrated because of
in areas of the brain day, nearly every difficulty communicating, may
(the frontal gyrus day develop compulsive behaviors,
and anterior cortex)
 Severe temper and may have Attention Deficit
specific to controlling
 outbursts (verbal Hyperactivity Disorder and other
aggression and or behavioral) at mental health issues. These
inhibition. an average of types of therapists try to
b) DMDD symptoms three or more understand why a child is acting
typically begin times per week out, create ways and strategies
before the age of 10, that are out of for avoiding or preventing these
but the diagnosis is keeping with the situations from occurring, and
not given to children situation and the teach better or more positive
under 6 or child’s ways to respond to situations.
adolescents over 18. developmental
A psychologist, counselor, or
level
other mental health professional
 Trouble
can help a child deal with
functioning due to
TOURETTE’S emotions and build coping and
irritability in more
DISORDER interpersonal skills.
than one place
(e.g., home,
a) Research points to
school, with peers)
abnormalities in The changes in hormone levels
certain brain that adolescents experience
TOURETTE’S
regions(including the during puberty can cause them
DISORDER
basal ganglia, frontal to become more aggressive.
lobes, and cortex), Tics are repetitive, Behavioral therapists can help
the circuits that involuntary or semi- teenagers recognize their
interconnect these voluntary, short
regions, and the intense emotions and teach
lasting, stereotyped them healthy ways to reach a
neurotransmitters
movements of sudden feeling of calmness.
(dopamine,
presentation, usually in
serotonin, and
clusters. Parents may also benefit from
norepinephrine)
guidance on how to help a child
responsible for
 Traditionally, tics have with Down syndrome manage
communication been divided into two day-to-day challenges and reach
among nerve cells. main groups: his or her full potential.
b) Occurs before  motor tics, and CONDUCT DISORDER
seven years of age  vocal tics.
and the disorder is Treatment will depend on your
usually recognized The following are child’s symptoms, age, and
two to three years examples of tics general health. It will also
after onset. In most commonly seen in depend on how severe the
children, the severity persons with condition is.
peaks at nine to 11 Tourette's:
years of age. Treatment for conduct disorder
Simple motor tics may include:
include:
 Cognitive-behavioral
 eye blinking, therapy. A child learns how
 shoulder rotation to better solve problems,
or elevation, communicate, and handle
 head jerking, stress. He or she also learns
 lip contractions, how to control impulses and
 closing of the eyes, anger.
 eyes rolling in the  Family therapy- This
orbits, therapy helps make changes
 torticollis (turning in the family. It improves
the neck to one communication skills and
side), family interactions.
 opening and  Peer group therapy- A
closing of the child develops better
mouth,
 abdominal social and interpersonal
contractions, skills.
and/or  Medicines- These are not
 stretching of arms often used to treat conduct
and legs. disorder. But a child may
need them for other
Complex motor tics
symptoms or disorders, such
include:
as ADHD.
 jumping,
 kicking, DISRUPTIVE MOOD
 touching objects, DYSREGULATION DISORDER
 retching, Psychotherapeutic: The goal in
 trunk bending or DMDD treatment is to help
rotation, children learn to regulate their
 burping, emotions and avoid extreme or
 socially prolonged outbursts. A
inappropriate combination of dialectical
movements, behavior therapy for children
 obscene gestures, (DBT-C) and parent
or management training has been
 imitation of other found to be very effective in
peoples' gestures. treating disruptive mood
Simple phonic tics dysregulation disorder.
include: In DBT-C, instead of dismissing a
 grunting, child’s emotions, the therapist
 clearing throat, validates those emotions and
then helps the child develop
 coughing, skills to cope when her feelings
 meaningless become too intense or
sounds or unmanageable. The child learns
utterances. mindfulness, emotional
regulation, distress tolerance
Complex phonic tics
and interpersonal effectiveness
include:
skills. Parents, too, learn these
 complex and loud skills, both to help their child
sounds, and to use in managing their
 phrases out of own emotional response to their
context, child’s outbursts.
 phrases with In parent management training,
obscenities, parents are taught specific
 cursing, strategies they can use when
 repetition of other responding to a child’s
person's phrases. disruptive behavior, to avoid
reinforcing outbursts and
instead reward desired
behaviors.

Pharmacological: Medication
can be prescribed when therapy
and parent training are not
available, or not effective alone.
Stimulant medication, which
helps kids rein in impulses, and
an antidepressant with mild side
effects, like SSRIs, are usually a
first step when medication
seems necessary. If that
combination doesn’t work, or if
there’s an urgency to the
situation, a low dose of an
atypical antipsychotic such
as Risperdal can be prescribed.

TOURETTE’S DISORDER
There's no cure for Tourette
syndrome. Treatment is aimed
at controlling tics that interfere
with everyday activities and
functioning. When tics aren't
severe, treatment might not be
necessary.

Medication

Medications to help control tics

or reduce symptoms of related
conditions include:

Medications that block or lessen

dopamine. Fluphenazine,
haloperidol (Haldol), risperidone
(Risperdal) and pimozide (Orap)
can help control tics. Possible
side effects include weight gain
and involuntary repetitive
movements. Tetrabenazine
(Xenazine) might be
recommended, although it may
cause severe depression.

 Botulinum (Botox)
injections- An injection into
the affected muscle might
help relieve a simple or
vocal tic.
 ADHD
medications. Stimulants
such as methylphenidate
(Metadate CD, Ritalin LA,
others) and medications
containing
dextroamphetamine
(Adderall XR, Dexedrine,
others) can help increase
attention and concentration.
However, for some people
with Tourette syndrome,
medications for ADHD can
exacerbate tics.
 Central adrenergic
inhibitors. Medications such
as clonidine (Catapres,
Kapvay) and guanfacine
 (Intuniv) — typically
prescribed for high blood
pressure — might help
control behavioral
symptoms such as impulse
control problems and rage
attacks. Side effects may
include sleepiness.
 Antidepressants. Fluoxetine
(Prozac, Sarafem, others)
might help control
symptoms of sadness,
anxiety and OCD.
 Antiseizure
medications. Recent studies
suggest that some people
with Tourette syndrome
respond to topiramate
(Topamax), which is used to
treat epilepsy.

Therapy

 Behavior therapy- Cognitive

Behavioral Interventions for
Tics, including habit-reversal
training, can help you
monitor tics, identify
premonitory urges and learn
 to voluntarily move in a way
that's incompatible with the
tic.
 Psychotherapy- In addition
to helping you cope with
Tourette syndrome,
psychotherapy can help with
accompanying problems,
such as ADHD, obsessions,
depression or anxiety.
 Deep brain stimulation
(DBS)- For severe tics that
don't respond to other
treatment, DBS might help.
DBS involves implanting a
battery-operated medical
device in the brain to deliver
electrical stimulation to
targeted areas that control
movement. However, this
treatment is still in the early
research stages and needs
more research to determine
if it's a safe and effective
treatment for Tourette
syndrome.
A)