Introduction to Developmental Psychopathology

1. Assessment
Assessment Component Description

Conduct a comprehensive interview with the child/adolescent and caregivers to

Clinical Interview gather developmental history, family dynamics, and presenting problems.

Directly observe the child's behavior in various settings to assess functioning, social
Behavioral Observation interactions, and behavioral patterns.

Administer standardized tests to assess cognitive, emotional, and behavioral

functioning, including intelligence, academic achievement, and personality
Psychological Testing assessments.

Collect information from parents, teachers, and caregivers through structured

Parent and Teacher Reports questionnaires or interviews to gain additional perspectives on the child's behavior.

Conduct a thorough medical evaluation to rule out underlying medical conditions or

Medical Evaluation neurological disorders contributing to symptoms.

Neuropsychological Assess specific cognitive abilities, such as attention, memory, and executive
Assessment functioning, to identify any brain-related issues.

Review developmental milestones and history to identify delays or deviations from

Developmental History typical developmental trajectories.

Understand family dynamics, parenting styles, and stressors to assess their impact on
Family Assessment the child's development and psychopathology.

Consider the cultural background and context of the child and family to ensure
Cultural Considerations assessments are culturally sensitive and appropriate.

Collaborate with other professionals, such as pediatricians, psychiatrists, and

therapists, to obtain a comprehensive understanding and develop appropriate
Collaboration treatment plans.

Continuous Monitoring and Continuously monitor and periodically reassess the child's progress to track changes
Reassessment in symptoms and adjust interventions as needed.

Assessing developmental psychopathology involves a comprehensive approach that considers

various factors contributing to atypical development in children and adolescents. Here's an
overview of the assessment process:
1. Clinical Interview: A thorough clinical interview with the child/adolescent and their
caregivers is typically the first step. This helps gather information about the child's
 developmental history, family dynamics, medical history, academic performance, social
interactions, and any presenting problems.
2. Behavioral Observation: Direct observation of the child's behavior in different
settings (e.g., home, school, clinic) provides valuable insights into their functioning,
social interactions, and behavioral patterns.
3. Psychological Testing: Standardized psychological tests are administered to assess
various aspects of the child's cognitive, emotional, and behavioral functioning. These
tests may include intelligence tests, academic achievement tests, personality
assessments, and measures of specific symptoms or disorders.
4. Parent and Teacher Reports: Gathering information from parents, teachers, and other
caregivers through structured questionnaires or interviews provides additional
perspectives on the child's behavior and functioning across different settings.
5. Medical Evaluation: A thorough medical evaluation is essential to rule out any
underlying medical conditions or neurological disorders that may be contributing to the
child's symptoms.
6. Neuropsychological Assessment: In cases where there are concerns about cognitive
functioning or brain-related issues, a neuropsychological assessment may be conducted
to evaluate specific cognitive abilities, such as attention, memory, executive
functioning, and processing speed.
7. Developmental History: Reviewing the child's developmental milestones and history
can help identify any delays or deviations from typical developmental trajectories.
8. Family Assessment: Understanding family dynamics, parenting styles, and family
stressors is crucial as family factors can significantly impact a child's development and
psychopathology.
9. Cultural Considerations: Assessors must consider the cultural background and
context of the child and their family to ensure that assessments are culturally sensitive
and appropriate.
10. Collaboration with Other Professionals: Collaboration with other professionals, such
as pediatricians, psychiatrists, speech-language pathologists, and occupational
therapists, may be necessary to obtain a comprehensive understanding of the child's
needs and to develop an appropriate treatment plan.
11. Continuous Monitoring and Reassessment: Developmental psychopathology is
dynamic, and symptoms may change over time. Therefore, continuous monitoring and
periodic reassessment are essential to track the child's progress and adjust interventions
as needed.

2. Diagnosis
Diagnostic Step Description

Conduct a thorough clinical interview with the child/adolescent and caregivers to gather
information about developmental history, family dynamics, and presenting concerns. Explore
Clinical symptoms, behaviors, emotions, and their impact on daily functioning across different settings
Interview (home, school, social contexts).

Observe the child's behavior directly in various settings to assess for symptoms, social
Behavioral interactions, and behavioral patterns. Note any abnormalities, such as hyperactivity, aggression,
Observation withdrawal, or repetitive behaviors, that may indicate the presence of a developmental disorder.

Administer standardized psychological tests and measures to assess cognitive abilities, emotional
functioning, and behavioral symptoms. Utilize validated tools such as intelligence tests, rating
Psychological scales for specific disorders (e.g., ADHD, autism spectrum disorder), and assessments of
Assessment executive functioning, language skills, and social communication.

Compare presenting symptoms and behaviors with criteria outlined in diagnostic manuals such
as the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) or the International
Diagnostic Classification of Diseases (ICD-11). Determine whether the child meets criteria for specific
Criteria disorders or conditions based on the presence, duration, and severity of symptoms.

Rule out other potential explanations for the observed symptoms, including medical conditions,
neurological disorders, environmental stressors, or cultural factors. Consider comorbidities and
Differential overlapping symptoms between different disorders to accurately identify the primary diagnosis
Diagnosis and tailor interventions accordingly.

Review the child's developmental milestones, medical history, family history of mental health
Developmental issues, and previous assessments or interventions. Identify any significant events, trauma, or
History disruptions in early development that may contribute to current symptoms or psychopathology.

Collaborate with other professionals involved in the child's care, including pediatricians,
psychiatrists, school psychologists, and therapists. Share assessment findings, observations, and
diagnostic impressions to obtain a comprehensive understanding and ensure coordinated
Collaboration treatment planning.

Consider the cultural background, beliefs, and values of the child and family when interpreting
symptoms and making diagnostic decisions. Recognize cultural variations in expression,
perception, and help-seeking behaviors related to mental health issues. Adapt assessment
Cultural methods and interventions to be culturally sensitive and relevant to the individual's cultural
Considerations context.

Integrate information from multiple sources (interviews, observations, test results) to formulate a
comprehensive diagnostic impression. Provide a clear and accurate description of the primary
diagnosis, specifying any relevant specifiers (e.g., severity, comorbidities) and differential
Formulating a considerations. Communicate the diagnosis sensitively and collaboratively with the child and
Diagnosis family, emphasizing understanding, support, and treatment options.

Establish a plan for ongoing monitoring and follow-up to track the child's progress, response to
interventions, and any changes in symptoms or functioning over time. Schedule regular
Monitoring and appointments to reassess symptoms, adjust treatment strategies as needed, and provide support
Follow-Up and guidance to the child and family throughout the diagnostic and treatment process.
3. Treatment strategies
Psychotherapy Strategies Table:

Psychotherapy Strategy Description

Cognitive-Behavioral Helps children and adolescents identify and change negative thought patterns and
Therapy (CBT) behaviors. Effective for anxiety, depression, and behavioral disorders.

Uses play as a means of communication and expression, facilitating emotional

Play Therapy processing and coping skills development.

Involves the entire family in therapy sessions to improve communication, resolve

Family Therapy conflicts, and address family dynamics contributing to the child's difficulties.

Parent-Child Interaction Teaches parents positive reinforcement techniques and effective discipline strategies to
Therapy (PCIT) improve parent-child relationships and manage challenging behaviors.

Medication Strategies Table:

Medication
Strategy Description

Psychotropic Prescribed by psychiatrists or pediatricians to alleviate symptoms of specific mental health

Medications disorders, such as ADHD, depression, anxiety, or bipolar disorder.

Regular monitoring by healthcare providers to assess medication effectiveness, monitor side

Careful Monitoring effects, and adjust dosage as needed.

Behavioral Interventions Table:

Behavioral
Intervention Description

Applied Behavior Utilizes principles of learning and reinforcement to modify behaviors and teach new skills.
Analysis (ABA) Effective for children with ASD and developmental delays.

Teaches interpersonal and communication skills, problem-solving strategies, and

Social Skills Training appropriate social behaviors to improve peer relationships and social interactions.

Educational Support Strategies Table:

Educational Support Description

Individualized Education Plan Provides accommodations and modifications in the school setting to support
(IEP) or 504 Plan academic success and address behavioral or learning challenges.

Offers specialized instruction, therapies, and support services tailored to the child's
Special Education Services needs, such as speech therapy, occupational therapy, or resource room support.

Collaborative Strategies Table:

Collaborative Strategy Description

Coordination among healthcare providers, educators, therapists, and other professionals

Collaboration with Other involved in the child's care to ensure a comprehensive and integrated approach to
Professionals treatment.

Assistance in navigating the healthcare system, accessing services, and coordinating care
Case Management across different providers and agencies.

Long-Term Support and Monitoring Strategies Table:

Long-Term Support and

Monitoring Description

Regular check-ins with healthcare providers to monitor progress, address new

Continued Follow-Up challenges, and adjust treatment strategies as needed.

Assistance in transitioning to adulthood, including vocational support, independent

Transition Planning living skills training, and accessing adult mental health services.

1. Psychotherapy:
• Cognitive-Behavioral Therapy (CBT): Helps children and adolescents
identify and change negative thought patterns and behaviors. It is effective for
a wide range of conditions, including anxiety disorders, depression, and
disruptive behavior disorders.
• Play Therapy: Utilizes play as a means of communication and expression for
children, facilitating emotional processing and coping skills development.
• Family Therapy: Involves the entire family in therapy sessions to improve
communication, resolve conflicts, and address family dynamics that contribute
to the child's difficulties.
• Parent-Child Interaction Therapy (PCIT): Teaches parents positive
reinforcement techniques and effective discipline strategies to improve parent-
child relationships and manage challenging behaviors.
2. Medication:
• Psychotropic Medications: Prescribed by a psychiatrist or pediatrician to
alleviate symptoms of specific mental health disorders, such as attention-
deficit/hyperactivity disorder (ADHD), depression, anxiety, or bipolar
disorder. Common medications include stimulants, antidepressants, mood
stabilizers, and antipsychotics.
• Careful Monitoring: Regular monitoring by healthcare providers to assess
medication effectiveness, monitor side effects, and adjust dosage as needed.
3. Behavioral Interventions:
 • Applied Behavior Analysis (ABA): Utilizes principles of learning and
reinforcement to modify behaviors and teach new skills. It is particularly
effective for children with autism spectrum disorder (ASD) and developmental
delays.
• Social Skills Training: Teaches children and adolescents interpersonal and
communication skills, problem-solving strategies, and appropriate social
behaviors to improve peer relationships and social interactions.
4. Educational Support:
• Individualized Education Plan (IEP) or 504 Plan: Provides
accommodations and modifications in the school setting to support academic
success and address behavioral or learning challenges.
• Special Education Services: Offers specialized instruction, therapies, and
support services tailored to the child's needs, such as speech therapy,
occupational therapy, or resource room support.
5. Parent Training and Support:
• Parent Education Programs: Offer guidance and support to parents in
managing their child's behavior, implementing effective discipline strategies,
and promoting positive parent-child interactions.
• Support Groups: Provide opportunities for parents to connect with others
facing similar challenges, share experiences, and receive emotional support
and practical advice.
6. Multidisciplinary Approach:
• Collaboration: Coordination among healthcare providers, educators,
therapists, and other professionals involved in the child's care to ensure a
comprehensive and integrated approach to treatment.
• Case Management: Assistance in navigating the healthcare system, accessing
services, and coordinating care across different providers and agencies.
7. Early Intervention Programs:
• Early Childhood Intervention (ECI): Provides services and support for
infants and toddlers with developmental delays or disabilities to promote
optimal development and address areas of need as early as possible.
8. Holistic Approaches:
• Mindfulness and Relaxation Techniques: Teaches children and adolescents
techniques to manage stress, regulate emotions, and improve self-awareness
and coping skills.
• Physical Activity and Nutrition: Encourages regular exercise and healthy
eating habits, which can positively impact mood, behavior, and overall well-
being.
 9. Community Resources and Support Services:
• Community Mental Health Centers: Offer a range of mental health services,
including therapy, medication management, and case management.
• Supportive Services: Access to community-based programs, respite care,
recreational activities, and other resources that support the child's and family's
needs.
10. Long-Term Support and Monitoring:
• Continued Follow-Up: Regular check-ins with healthcare providers to
monitor progress, address new challenges, and adjust treatment strategies as
needed.
• Transition Planning: Assistance in transitioning to adulthood, including
vocational support, independent living skills training, and accessing adult
mental health services.

4. Research on child Psychopathology

Research Areas in Child Psychopathology Table:

Research Area Description

Epidemiology and Studies examining the prevalence rates of mental health disorders in children and
Prevalence adolescents, including demographic patterns, regional variations, and trends over time.

Research exploring biological, psychological, social, and environmental factors

Risk and Protective contributing to the development of psychopathology in children, as well as factors
Factors promoting resilience and positive mental health outcomes.

Investigations into the genetic and neurobiological underpinnings of childhood mental

Genetics and health disorders, including genetic risk factors, brain structure and function,
Neurobiology neurotransmitter systems, and neurodevelopmental processes.

Studies focusing on understanding early developmental trajectories of children at risk for

Early Childhood or experiencing mental health problems, including the impact of early experiences,
Development attachment relationships, and developmental milestones.

Research developing and validating assessment tools and diagnostic criteria for childhood
Assessment and mental health disorders, including standardized measures, diagnostic interviews, and
Diagnosis observational techniques.

Evaluations of the efficacy and effectiveness of psychosocial interventions, psychotherapy

Intervention and approaches, pharmacological treatments, and integrated treatment models for addressing
Treatment various childhood mental health disorders.

Prevention and Early

Investigations into preventive interventions aiming to reduce the risk of mental health
Intervention
problems in children and promote healthy development, as well as early intervention
Research Area Description

programs targeting at-risk populations to prevent or mitigate the onset or progression of

psychopathology.

Studies exploring cultural variations in the expression, experience, and perception of

Cultural and Diversity mental health symptoms and disorders among children from diverse cultural backgrounds,
Considerations as well as culturally sensitive assessment and treatment approaches.

Comorbidity and Research examining the co-occurrence of multiple mental health disorders, longitudinal
Developmental trajectories of psychopathology from childhood to adolescence and adulthood, and factors
Trajectories influencing stability or change in symptoms over time.

Assessments of the impact of mental health disorders on various domains of children's

Impact on Functioning functioning and well-being, including academic achievement, social relationships, family
and Well-being functioning, physical health, and quality of life.

Implementation Studies focusing on the implementation of evidence-based practices in real-world settings,

Science and dissemination of research findings to practitioners and policymakers, and strategies for
Dissemination improving access to quality mental health care for children and families.

Epidemiology and Prevalence:

Studies in this area involve systematic investigations into the prevalence rates of various mental
health disorders in children and adolescents. Researchers examine trends over time,
demographic patterns, and regional variations to better understand the distribution of mental
health conditions within populations. Epidemiological studies utilize rigorous methodologies,
such as large-scale surveys or longitudinal cohort studies, to gather data on the occurrence and
distribution of specific disorders, including their frequency, severity, and associated risk
factors. This research provides critical insights into the burden of mental health disorders on
child and adolescent populations and informs public health policies and interventions aimed at
prevention and early intervention.
Risk and Protective Factors:
Research in this area focuses on identifying the complex interplay of biological, psychological,
social, and environmental factors that contribute to the development of psychopathology in
children. Studies investigate risk factors that increase vulnerability to mental health problems,
such as genetic predispositions, adverse childhood experiences, family dysfunction, socio-
economic stressors, and exposure to trauma or violence. Conversely, researchers also explore
protective factors that promote resilience and positive mental health outcomes, such as
supportive family relationships, access to quality education and healthcare, social support
networks, and effective coping strategies. Understanding these factors can inform targeted
interventions and preventive efforts to mitigate risk and enhance protective factors to promote
healthy development and well-being in children and adolescents.
Genetics and Neurobiology:
Studies in this area aim to unravel the genetic and neurobiological underpinnings of childhood
mental health disorders. Researchers investigate genetic risk factors, including gene variants
and heritability estimates, associated with susceptibility to specific disorders. Additionally,
neurobiological research explores brain structure and function abnormalities, neurotransmitter
systems dysregulation, and neurodevelopmental processes implicated in the etiology and
pathophysiology of mental health conditions in children. Advances in genetics and
neurobiology provide insights into the biological mechanisms underlying psychiatric disorders,
informing the development of targeted interventions, pharmacological treatments, and
personalized approaches to care.
Early Childhood Development:
Research in early childhood development focuses on understanding the critical periods of
growth and development in infancy and early childhood and their implications for mental
health outcomes. Investigators examine the impact of early experiences, such as prenatal
factors, attachment relationships, parental caregiving, and environmental influences, on
children's socio-emotional, cognitive, and behavioral development. Longitudinal studies track
developmental trajectories and identify early markers of risk or resilience for later mental
health problems. This research underscores the importance of early intervention and preventive
efforts to support healthy development and mitigate the impact of early adversities on long-
term mental health outcomes.
Assessment and Diagnosis:
Studies in this area involve the development, validation, and refinement of assessment tools
and diagnostic criteria for childhood mental health disorders. Researchers collaborate to create
standardized measures, diagnostic interviews, and observational techniques that are reliable,
valid, and culturally sensitive. These instruments enable clinicians and researchers to
systematically evaluate symptoms, functional impairments, and diagnostic criteria across
different developmental stages and cultural contexts. Valid and reliable assessment tools are
essential for accurate diagnosis, treatment planning, and monitoring of treatment outcomes in
children and adolescents with mental health concerns.
Intervention and Treatment:
Research in intervention and treatment focuses on evaluating the efficacy, effectiveness, and
safety of psychosocial interventions, psychotherapy approaches, pharmacological treatments,
and integrated treatment models for addressing various childhood mental health disorders.
Randomized controlled trials (RCTs), systematic reviews, and meta-analyses are conducted to
assess the impact of interventions on symptom reduction, functional improvement, and quality
of life outcomes. Researchers investigate the mechanisms of action underlying therapeutic
interventions and identify moderators and mediators of treatment response. This research
informs evidence-based practice guidelines and clinical decision-making to optimize treatment
outcomes and enhance the well-being of children and adolescents with mental health needs.
Prevention and Early Intervention:
Studies in this area examine preventive interventions aimed at reducing the risk of mental
health problems in children and promoting healthy development, as well as early intervention
programs targeting at-risk populations to prevent the onset or progression of psychopathology.
Researchers evaluate the effectiveness of universal, selective, and indicated prevention
strategies implemented in various settings, including schools, communities, and healthcare
settings. Early intervention programs target vulnerable populations, such as children exposed
to trauma, abuse, or neglect, and provide targeted support and services to mitigate risk factors
and enhance protective factors. Preventive efforts aim to promote resilience, strengthen coping
skills, and foster positive mental health outcomes in children and adolescents.
Cultural and Diversity Considerations:
Research in this area explores cultural variations in the expression, experience, and perception
of mental health symptoms and disorders among children from diverse cultural backgrounds.
Investigators examine cultural norms, values, beliefs, and practices related to mental health and
help-seeking behaviors. Culturally sensitive assessment tools and treatment approaches are
developed to address the unique needs and preferences of diverse populations. Researchers
collaborate with communities to promote culturally competent care, reduce disparities in access
to mental health services, and enhance cultural responsiveness in clinical practice.
Comorbidity and Developmental Trajectories:
Studies in this area investigate the co-occurrence of multiple mental health disorders
(comorbidity), longitudinal trajectories of psychopathology from childhood to adolescence and
adulthood, and factors influencing stability or change in symptoms over time. Researchers
examine patterns of symptomatology, diagnostic overlap, and risk factors associated with
comorbid conditions. Longitudinal studies track individuals over time to identify
developmental pathways, transitions between diagnostic categories, and predictors of
outcomes across different developmental stages. Understanding comorbidity and
developmental trajectories informs personalized treatment planning and interventions tailored
to the evolving needs of children and adolescents with complex mental health profiles.
Impact on Functioning and Well-being:
Research in this area assesses the impact of mental health disorders on various domains of
children's functioning and well-being, including academic achievement, social relationships,
family functioning, physical health, and quality of life. Investigators employ multidimensional
measures to evaluate functional impairments, adaptive functioning, and subjective well-being
in children and adolescents with mental health concerns. Longitudinal and cross-sectional
studies examine the bi-directional relationships between mental health and functioning
outcomes, as well as moderators and mediators of these associations. Findings highlight the
importance of addressing mental health needs holistically and promoting positive outcomes
across multiple domains of functioning.
Implementation Science and Dissemination:
Studies in this area focus on the implementation of evidence-based practices in real-world
settings, dissemination of research findings to practitioners and policymakers, and strategies
for improving access to quality mental health care for children and families. Implementation
science examines the adoption, implementation, and sustainment of interventions in routine
practice settings, identifying barriers and facilitators to implementation and scaling-up
effective interventions. Dissemination efforts utilize various dissemination strategies, such as
training, consultation, and knowledge translation activities, to promote the uptake of research
findings and best practices by stakeholders. Researchers collaborate with policymakers,
healthcare organizations, and community partners to promote the integration of evidence-based
 mental health services into healthcare systems and improve the delivery of care to children and
families in need.

5. ICD classification of child psychopathology

ICD-
11
Main Heading Classification Explanation Code

Neurodevelopmental Disorders
(6A00-6A9Z)

Autism spectrum disorders are characterized by

persistent deficits in social communication and
Autism Spectrum interaction, as well as restricted, repetitive
Disorders (6A00) patterns of behavior, interests, or activities. 6A00

Intellectual developmental disorders involve

deficits in intellectual functioning (e.g.,
Intellectual reasoning, problem-solving) and adaptive
Developmental Disorders functioning (e.g., daily living skills), typically
(6A01) diagnosed in childhood. 6A01

Attention-Deficit ADHD is characterized by persistent patterns of

Hyperactivity Disorder inattention, hyperactivity, and impulsivity that
(ADHD) (6A02) interfere with functioning or development. 6A02

Specific learning disorders involve difficulties in

acquiring and using academic skills, such as
reading, writing, or mathematics, that are not
Specific Learning solely attributable to intellectual disabilities or
Disorders (6A03) other factors. 6A03

Communication disorders encompass deficits in

language, speech, and communication skills,
including expressive and receptive language
Communication disorders, speech sound disorders, and social
Disorders (6A04) communication disorder. 6A04

Emotional Disorders (6A10-6A1Z)

Depressive disorders involve persistent feelings

of sadness, hopelessness, and loss of interest or
Depressive Disorders pleasure in activities, accompanied by changes in
(6A10) mood, behavior, and cognitive functioning. 6A10

Anxiety disorders are characterized by excessive

fear or worry, along with associated symptoms
Anxiety Disorders such as restlessness, fatigue, muscle tension, and
(6A11) difficulty concentrating. 6A11

Obsessive-Compulsive
Disorder (6A12) Obsessive-compulsive disorder involves 6A12
recurrent, intrusive thoughts (obsessions) and
 ICD-
11
Main Heading Classification Explanation Code

repetitive behaviors or mental acts (compulsions)

aimed at reducing anxiety or distress.

PTSD occurs in response to exposure to traumatic

events, characterized by intrusive memories,
avoidance of trauma-related stimuli, negative
Post-Traumatic Stress alterations in mood or cognition, and heightened
Disorder (6A13) arousal or reactivity. 6A13

Behavioral Syndromes Associated

with Physiological Disturbances and
Physical Factors (6A20-6A2Z)

Oppositional defiant disorder involves a pattern

of angry/irritable mood, argumentative/defiant
Oppositional Defiant behavior, and vindictiveness lasting at least six
Disorder (6A20) months, often directed toward authority figures. 6A20

Conduct disorder is characterized by a repetitive

and persistent pattern of behavior that violates the
rights of others or societal norms, including
aggression toward people or animals, destruction
Conduct Disorder (6A21) of property, deceitfulness, or theft. 6A21

Disorders Specifically Associated

with Stress (6A30-6A3Z)

Adjustment disorder involves the development of

emotional or behavioral symptoms in response to
identifiable stressors, such as significant life
Adjustment Disorder changes or adverse events, that exceed normal
(6A30) adaptive responses. 6A30

Reactive attachment disorder is characterized by

markedly disturbed and developmentally
inappropriate social relatedness, typically
Reactive Attachment resulting from inadequate caregiving experiences
Disorder (6A31) during early childhood. 6A31

Psychotic Disorders (6A40-6A4Z)

Schizophrenia is a severe mental disorder

characterized by disturbances in thought,
perception, emotion, and behavior, often
involving hallucinations, delusions, disorganized
Schizophrenia (6A40) thinking, and impaired social functioning. 6A40

Schizoaffective Disorder Schizoaffective disorder involves a combination

(6A41) of mood symptoms (e.g., depressive or manic 6A41
episodes) and psychotic symptoms (e.g.,
 ICD-
11
Main Heading Classification Explanation Code

hallucinations or delusions) that meet criteria for

both schizophrenia and mood disorders.

Disruptive, Impulse-Control, and

Conduct Disorders (6A50-6A5Z)

Oppositional defiant disorder involves a pattern

of angry/irritable mood, argumentative/defiant
Oppositional Defiant behavior, and vindictiveness lasting at least six
Disorder (6A50) months, often directed toward authority figures. 6A50

Conduct disorder is characterized by a repetitive

and persistent pattern of behavior that violates the
rights of others or societal norms, including
aggression toward people or animals, destruction
Conduct Disorder (6A51) of property, deceitfulness, or theft. 6A51

Anxiety Disorders (6A60-6A6Z)

Separation anxiety disorder involves excessive

fear or anxiety about separation from attachment
figures, leading to significant distress or
Separation Anxiety impairment in social, academic, or occupational
Disorder (6A60) functioning. 6A60

Specific phobia is characterized by marked and

persistent fear or anxiety about a specific object
Specific Phobia (6A61) or situation, leading to avoidance or distress. 6A61

Obsessive-Compulsive and Related

Disorders (6A70-6A7Z)

Obsessive-compulsive disorder involves

recurrent, intrusive thoughts (obsessions) and
Obsessive-Compulsive repetitive behaviors or mental acts (compulsions)
Disorder (6A70) aimed at reducing anxiety or distress. 6A70

Body dysmorphic disorder involves

preoccupation with perceived defects or flaws in
physical appearance, leading to repetitive
Body Dysmorphic behaviors or mental acts in response to
Disorder (6A71) appearance concerns. 6A71

Trauma- and Stressor-Related

Disorders (6A80-6A8Z)

PTSD occurs in response to exposure to traumatic

events, characterized by intrusive memories,
avoidance of trauma-related stimuli, negative
Post-Traumatic Stress alterations in mood or cognition, and heightened
Disorder (6A80) arousal or reactivity. 6A80
 ICD-
11
Main Heading Classification Explanation Code

Acute stress disorder involves the development of

severe anxiety, dissociation, or other symptoms
Acute Stress Disorder within one month of exposure to a traumatic
(6A81) event, causing significant distress or impairment. 6A81

Feeding and Eating Disorders

(6A90-6A9Z)

Avoidant/restrictive food intake disorder involves

persistent avoidance or restriction of food intake,
Avoidant/Restrictive leading to significant weight loss, nutritional
Food Intake Disorder deficiencies, or interference with psychosocial
(6A90) functioning. 6A90

Anorexia nervosa is characterized by persistent

restriction of energy intake, intense fear of
gaining weight or becoming fat, and distorted
Anorexia Nervosa body image, leading to significantly low body
(6A91) weight. 6A91

Elimination Disorders (6AA0-6AAZ)

Enuresis involves repeated involuntary urination

during the day or night, typically occurring after
Enuresis (6AA0) the age at which bladder control is expected. 6AA0

Encopresis involves repeated passage of feces

into inappropriate places (e.g., clothing or floor)
in children who have reached the age at which
Encopresis (6AA1) bowel control is expected. 6AA1

1. Neurodevelopmental Disorders (6A00-6A9Z):

1. Autism Spectrum Disorders (6A00):
• Explanation: Autism spectrum disorders are characterized by persistent deficits in
social communication and interaction, as well as restricted, repetitive patterns of
behavior, interests, or activities.
• ICD-11 Code: 6A00
2. Intellectual Developmental Disorders (6A01):
• Explanation: Intellectual developmental disorders involve deficits in intellectual
functioning (e.g., reasoning, problem-solving) and adaptive functioning (e.g., daily
living skills), typically diagnosed in childhood.
• ICD-11 Code: 6A01
3. Attention-Deficit Hyperactivity Disorder (ADHD) (6A02):
 • Explanation: ADHD is characterized by persistent patterns of inattention,
hyperactivity, and impulsivity that interfere with functioning or development.
• ICD-11 Code: 6A02
4. Specific Learning Disorders (6A03):
• Explanation: Specific learning disorders involve difficulties in acquiring and using
academic skills, such as reading, writing, or mathematics, that are not solely
attributable to intellectual disabilities or other factors.
• ICD-11 Code: 6A03
5. Communication Disorders (6A04):
• Explanation: Communication disorders encompass deficits in language, speech, and
communication skills, including expressive and receptive language disorders, speech
sound disorders, and social communication disorder.
• ICD-11 Code: 6A04
2. Emotional Disorders (6A10-6A1Z):
1. Depressive Disorders (6A10):
• Explanation: Depressive disorders involve persistent feelings of sadness,
hopelessness, and loss of interest or pleasure in activities, accompanied by changes in
mood, behavior, and cognitive functioning.
• ICD-11 Code: 6A10
2. Anxiety Disorders (6A11):
• Explanation: Anxiety disorders are characterized by excessive fear or worry, along
with associated symptoms such as restlessness, fatigue, muscle tension, and difficulty
concentrating.
• ICD-11 Code: 6A11
3. Obsessive-Compulsive Disorder (6A12):
• Explanation: Obsessive-compulsive disorder involves recurrent, intrusive thoughts
(obsessions) and repetitive behaviors or mental acts (compulsions) aimed at reducing
anxiety or distress.
• ICD-11 Code: 6A12
4. Post-Traumatic Stress Disorder (6A13):
• Explanation: PTSD occurs in response to exposure to traumatic events, characterized
by intrusive memories, avoidance of trauma-related stimuli, negative alterations in
mood or cognition, and heightened arousal or reactivity.
• ICD-11 Code: 6A13
3. Behavioral Syndromes Associated with Physiological Disturbances and Physical Factors
(6A20-6A2Z):
1. Oppositional Defiant Disorder (6A20):
 • Explanation: Oppositional defiant disorder involves a pattern of angry/irritable
mood, argumentative/defiant behavior, and vindictiveness lasting at least six months,
often directed toward authority figures.
• ICD-11 Code: 6A20
2. Conduct Disorder (6A21):
• Explanation: Conduct disorder is characterized by a repetitive and persistent pattern
of behavior that violates the rights of others or societal norms, including aggression
toward people or animals, destruction of property, deceitfulness, or theft.
• ICD-11 Code: 6A21
4. Disorders Specifically Associated with Stress (6A30-6A3Z):
1. Adjustment Disorder (6A30):
• Explanation: Adjustment disorder involves the development of emotional or
behavioral symptoms in response to identifiable stressors, such as significant life
changes or adverse events, that exceed normal adaptive responses.
• ICD-11 Code: 6A30
2. Reactive Attachment Disorder (6A31):
• Explanation: Reactive attachment disorder is characterized by markedly disturbed
and developmentally inappropriate social relatedness, typically resulting from
inadequate caregiving experiences during early childhood.
• ICD-11 Code: 6A31
5. Psychotic Disorders (6A40-6A4Z):
1. Schizophrenia (6A40):
• Explanation: Schizophrenia is a severe mental disorder characterized by disturbances
in thought, perception, emotion, and behavior, often involving hallucinations,
delusions, disorganized thinking, and impaired social functioning.
• ICD-11 Code: 6A40
2. Schizoaffective Disorder (6A41):
• Explanation: Schizoaffective disorder involves a combination of mood symptoms
(e.g., depressive or manic episodes) and psychotic symptoms (e.g., hallucinations or
delusions) that meet criteria for both schizophrenia and mood disorders.
• ICD-11 Code: 6A41
6. Disruptive, Impulse-Control, and Conduct Disorders (6A50-6A5Z):
1. Oppositional Defiant Disorder (6A50):
• Explanation: Oppositional defiant disorder involves a pattern of angry/irritable
mood, argumentative/defiant behavior, and vindictiveness lasting at least six months,
often directed toward authority figures.
• ICD-11 Code: 6A50
 2. Conduct Disorder (6A51):
• Explanation: Conduct disorder is characterized by a repetitive and persistent pattern
of behavior that violates the rights of others or societal norms, including aggression
toward people or animals, destruction of property, deceitfulness, or theft.
• ICD-11 Code: 6A51
7. Anxiety Disorders (6A60-6A6Z):
1. Separation Anxiety Disorder (6A60):
• Explanation: Separation anxiety disorder involves excessive fear or anxiety about
separation from attachment figures, leading to significant distress or impairment in
social, academic, or occupational functioning.
• ICD-11 Code: 6A60
2. Specific Phobia (6A61):
• Explanation: Specific phobia is characterized by marked and persistent fear or
anxiety about a specific object or situation, leading to avoidance or distress.
• ICD-11 Code: 6A61
8. Obsessive-Compulsive and Related Disorders (6A70-6A7Z):
1. Obsessive-Compulsive Disorder (6A70):
• Explanation: Obsessive-compulsive disorder involves recurrent, intrusive thoughts
(obsessions) and repetitive behaviors or mental acts (compulsions) aimed at reducing
anxiety or distress.
• ICD-11 Code: 6A70
2. Body Dysmorphic Disorder (6A71):
• Explanation: Body dysmorphic disorder involves preoccupation with perceived
defects or flaws in physical appearance, leading to repetitive behaviors or mental acts
in response to appearance concerns.
• ICD-11 Code: 6A71
9. Trauma- and Stressor-Related Disorders (6A80-6A8Z):
1. Post-Traumatic Stress Disorder (6A80):
• Explanation: PTSD occurs in response to exposure to traumatic events, characterized
by intrusive memories, avoidance of trauma-related stimuli, negative alterations in
mood or cognition, and heightened arousal or reactivity.
• ICD-11 Code: 6A80
2. Acute Stress Disorder (6A81):
• Explanation: Acute stress disorder involves the development of severe anxiety,
dissociation, or other symptoms within one month of exposure to a traumatic event,
causing significant distress or impairment.
• ICD-11 Code: 6A81
10. Feeding and Eating Disorders (6A90-6A9Z):
1. Avoidant/Restrictive Food Intake Disorder (6A90):
• Explanation: Avoidant/restrictive food intake disorder involves persistent avoidance
or restriction of food intake, leading to significant weight loss, nutritional
deficiencies, or interference with psychosocial functioning.
• ICD-11 Code: 6A90
2. Anorexia Nervosa (6A91):
• Explanation: Anorexia nervosa is characterized by persistent restriction of energy
intake, intense fear of gaining weight or becoming fat, and distorted body image,
leading to significantly low body weight.
• ICD-11 Code: 6A91
11. Elimination Disorders (6AA0-6AAZ):
1. Enuresis (6AA0):
• Explanation: Enuresis involves repeated involuntary urination during the day or
night, typically occurring after the age at which bladder control is expected.
• ICD-11 Code: 6AA0
2. Encopresis (6AA1):
• Explanation: Encopresis involves repeated passage of feces into inappropriate places
(e.g., clothing or floor) in children who have reached the age at which bowel control
is expected.
• ICD-11 Code: 6AA1

6. Clinical features and diagnostic criteria for mental retardation

Mental retardation, also known as intellectual disability, is characterized by significant limitations in
intellectual functioning and adaptive behavior, with onset during the developmental period. The
diagnosis of mental retardation is based on clinical assessment and the fulfillment of specific
diagnostic criteria. Below are the clinical features and diagnostic criteria for mental retardation:
Clinical Features:
1. Intellectual Functioning:
• Individuals with mental retardation typically have an intellectual functioning level
(IQ) significantly below average, typically measured by standardized intelligence
tests.
• Intellectual functioning is assessed across various domains, including reasoning,
problem-solving, abstract thinking, learning ability, and academic skills.
2. Adaptive Behavior:
 • Adaptive behavior refers to the practical skills necessary for daily life functioning,
including communication, self-care, social skills, and community living.
• Individuals with mental retardation often demonstrate limitations in adaptive behavior
compared to their peers, which can affect their ability to independently navigate daily
tasks and social interactions.
3. Age of Onset:
• Mental retardation is evident during the developmental period, usually manifesting
before adulthood.
• Symptoms and impairments in intellectual functioning and adaptive behavior are
observed early in life, often becoming more pronounced as the individual grows older
and encounters greater demands and expectations.
4. Severity:
• Mental retardation can vary widely in severity, ranging from mild to profound levels
of impairment.
• Severity is often classified based on the individual's level of intellectual functioning
and adaptive behavior, with more severe cases presenting greater challenges in daily
functioning and requiring more intensive support and assistance.
5. Co-occurring Conditions:
• Individuals with mental retardation may have co-occurring medical, neurological, or
psychiatric conditions, which can further impact their overall functioning and quality
of life.
• Common co-occurring conditions include epilepsy, sensory impairments (e.g., vision
or hearing loss), motor coordination difficulties, and behavioral or emotional
disorders.
Diagnostic Criteria (Based on DSM-5):
To meet the diagnostic criteria for intellectual disability according to the Diagnostic and Statistical
Manual of Mental Disorders, Fifth Edition (DSM-5), the following criteria must be satisfied:
1. Deficits in Intellectual Functioning:
• Significantly below-average intellectual functioning, typically indicated by an IQ
score approximately two standard deviations or more below the population mean
(usually an IQ of 70 or below).
• Intellectual deficits are assessed using standardized intelligence tests and take into
account factors such as cultural and linguistic diversity.
2. Deficits in Adaptive Behavior:
• Significant limitations in adaptive behavior, impacting an individual's ability to meet
the standards of personal independence and social responsibility expected for their
age and cultural group.
• Adaptive behavior deficits are assessed across multiple domains, including
conceptual, social, and practical skills, through clinical observation, caregiver reports,
and standardized assessments.
 3. Onset During the Developmental Period:
• Onset of intellectual and adaptive deficits occurs during the developmental period,
typically before 18 years of age.
• Symptoms may be evident in early childhood, although diagnosis and assessment
may occur later, particularly as the individual's abilities and challenges become more
apparent in various life domains.
4. Severity Specifiers:
• Severity of intellectual disability is specified based on the individual's level of
intellectual functioning and adaptive behavior:
• Mild: IQ level 50-55 to approximately 70, with minimal support needed in
daily functioning.
• Moderate: IQ level 35-40 to 50-55, with moderate support needed in daily
functioning.
• Severe: IQ level 20-25 to 35-40, with extensive support needed in daily
functioning.
• Profound: IQ level below 20-25, with pervasive support needed in all areas of
daily functioning.
Mental retardation, also known as intellectual disability, encompasses various types characterized by
different levels of severity and underlying causes. Below are some common types of mental
retardation, along with their clinical features, diagnostic criteria, and corresponding codes based on
the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5):
1. Mild Intellectual Disability (F70)
• Clinical Features:
• Individuals typically have an IQ score between 50-55 to approximately 70.
• Mild deficits in intellectual functioning may be present, impacting problem-solving,
reasoning, and academic skills.
• Adaptive behavior may demonstrate some limitations, particularly in more complex
or novel situations.
• Diagnostic Criteria:
• IQ level approximately two standard deviations below the population mean (typically
an IQ of 70 or below).
• Significant limitations in adaptive behavior, impacting independence and social
responsibility.
• Onset during the developmental period.
2. Moderate Intellectual Disability (F71)
• Clinical Features:
• Individuals typically have an IQ score between 35-40 to 50-55.
 • Moderate deficits in intellectual functioning are evident, affecting learning,
communication, and daily living skills.
• Adaptive behavior shows more pronounced limitations, requiring moderate support in
various life domains.
• Diagnostic Criteria:
• IQ level approximately three to four standard deviations below the population mean.
• Moderate limitations in adaptive behavior, necessitating support for independence
and social functioning.
• Onset during the developmental period.
3. Severe Intellectual Disability (F72)
• Clinical Features:
• Individuals typically have an IQ score between 20-25 to 35-40.
• Severe deficits in intellectual functioning impact overall cognitive abilities,
communication, and self-care skills.
• Adaptive behavior is significantly impaired, requiring extensive support and
supervision in daily activities.
• Diagnostic Criteria:
• IQ level approximately four to five standard deviations below the population mean.
• Severe limitations in adaptive behavior, necessitating substantial support for daily
functioning and safety.
• Onset during the developmental period.
4. Profound Intellectual Disability (F73)
• Clinical Features:
• Individuals typically have an IQ score below 20-25.
• Profound deficits in intellectual functioning severely limit cognitive abilities,
communication, and self-care.
• Adaptive behavior is profoundly impaired, requiring constant supervision and
assistance in all aspects of daily life.
• Diagnostic Criteria:
• IQ level significantly below the population mean.
• Profound limitations in adaptive behavior, necessitating pervasive support for all
aspects of daily functioning.
• Onset during the developmental period.
Additional Notes:
• Diagnosis of intellectual disability involves comprehensive assessment of intellectual
functioning, adaptive behavior, and onset during the developmental period.
 • Codes provided are based on the International Classification of Diseases (ICD-10) coding
system for intellectual disabilities.

Clinical
Features Diagnostic Criteria

Intellectual Deficits in intellectual functioning, typically indicated by an IQ score approximately two

Functioning standard deviations or more below the population mean (usually an IQ of 70 or below).

Intellectual deficits are assessed using standardized intelligence tests and take into
account factors such as cultural and linguistic diversity.

Significant limitations in adaptive behavior, impacting an individual's ability to meet the

Adaptive standards of personal independence and social responsibility expected for their age and
Behavior cultural group.

Adaptive behavior deficits are assessed across multiple domains, including conceptual,
social, and practical skills, through clinical observation, caregiver reports, and
standardized assessments.

Onset of intellectual and adaptive deficits occurs during the developmental period,
typically before 18 years of age. Symptoms may be evident in early childhood, although
diagnosis and assessment may occur later, particularly as the individual's abilities and
Age of Onset challenges become more apparent in various life domains.

Severity of intellectual disability is specified based on the individual's level of intellectual

Severity functioning and adaptive behavior.

- Mild: IQ level 50-55 to approximately 70, with minimal support needed in daily
functioning.

- Moderate: IQ level 35-40 to 50-55, with moderate support needed in daily functioning.

- Severe: IQ level 20-25 to 35-40, with extensive support needed in daily functioning.

- Profound: IQ level below 20-25, with pervasive support needed in all areas of daily
functioning.

Individuals with mental retardation may have co-occurring medical, neurological, or

Co-occurring psychiatric conditions, which can further impact their overall functioning and quality of
Conditions life.

Common co-occurring conditions include epilepsy, sensory impairments (e.g., vision or

hearing loss), motor coordination difficulties, and behavioral or emotional disorders.
 ICD-
10
Type Clinical Features Diagnostic Criteria Code

Mild Intellectual - IQ score between 50-55 to - IQ level approximately two standard deviations
Disability (F70) approximately 70. below the population mean. F70

- Mild deficits in - Significant limitations in adaptive behavior,

intellectual functioning. impacting independence and social responsibility.

- Some limitations in
adaptive behavior. - Onset during the developmental period.

Moderate
Intellectual - IQ score between 35-40 to - IQ level approximately three to four standard
Disability (F71) 50-55. deviations below the population mean. F71

- Moderate limitations in adaptive behavior,

- Moderate deficits in necessitating support for independence and social
intellectual functioning. functioning.

- More pronounced
limitations in adaptive
behavior. - Onset during the developmental period.

Severe Intellectual - IQ score between 20-25 to - IQ level approximately four to five standard
Disability (F72) 35-40. deviations below the population mean. F72

- Severe limitations in adaptive behavior,

- Severe deficits in necessitating substantial support for daily
intellectual functioning. functioning and safety.

- Significantly impaired
adaptive behavior. - Onset during the developmental period.

Profound
Intellectual - IQ level significantly below the population
Disability (F73) - IQ score below 20-25. mean. F73

- Profound limitations in adaptive behavior,

- Profound deficits in necessitating pervasive support for all aspects of
intellectual functioning. daily functioning.

- Profoundly impaired
adaptive behavior. - Onset during the developmental period.