front 1 Neurodevelopmental Dx- list | back 1 - Intellectual Developmental Disorders (category)
- Communication Disorders (category)
- Autism Spectrum
Disorder (category)
- ADHD (category)
- Specific
Learning Dx (category)
- Motor Disorders (category)
- Tic Disorders (category)
- Other neurodevelopmental
Disorders
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front 2 Other Neurodevelopmental Dx- list | back 2 - other specified neurodevelopmental dx
- unspecified
neurodevelopmental dx
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front 3 Intellectual Developmental Disorder- list | back 3 - category of neurodevelopmental dx
- Intellectual
developmental dx
- global developmental delay
- unspecified intellectual developmental dx
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front 4 Intellectual Developmental Disorder | back 4 - AKA intellectual disability
- A. Deficits in
intellectual functions (reasoning, problem solving, planning,
abstract thinking, academic learning) confirmed by both clinical
assessment and individualized/ standardized IQ testing
- B.
deficits in adaptive functioning that result in failure to met
developmental standards of personal independence. Without ongoing
support, deficits limits functioning in 1 or more activities of
daily life (communication, social participation, independent
living)
- C. Onset of the intellectual and adaptive deficits
during the developmental period
- ****severity is based on
deficits in conceptual, social, and practical domains
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front 5 Intellectual Disability Specifiers | back 5 - Mild
- conceptual=difficulties with abstract thinking,
short term mem, etc
- social= concrete communication,
immature in social situations
- practical=some support
needed for complex daily tasks, help with family rearing, can
still be employed
- Moderate
- conceptual= lag behind peers in academics
- social=language is tool for communication, limited decision
making judgement
- practical= can care for personal
needs, can obtain a job, may need support for daily
activities
- Severe
- conceptual=limited;
little understanding of numbers and language
- social=
spoken language is limited
- practical=requires support
for all daily activities
- Profound
- conceptual= very concrete
- social= very limited;
nonverbal, nonsymbolic communication
- practical=dependent on others for all aspects of life
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front 6 Global Developmental Delay | back 6 - neurodevelopmental dx
- reserved for those under the age
of 5 when clinical severity level cannot be reliably assessed during
early childhood
- child fails to meet expected developmental
milestones in several areas of functioning but are unable to go
through assessment of intellectual functioning (like too young to
take standardized tests)
- requires reassessment after a
period of time
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front 7 Unspecified Intellectual Developmental Dx | back 7 - neurodevelopmental dx
- AKA unspecified intellectual
disability
- reserved for children under 5 when assessment of
the degree of intellectual developmental disorder cannot be assessed
because of sensory impairments (blindness), disability, etc.
- should only be used in exceptional cases and must be reassessed
after a period of time
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front 8 Communication Disorders- list | back 8 - category of neurodevelopmental dx
- language dx
- speech sounds dx
- child onset fluency dx
- social communication dx
- unspecified communication
dx
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| back 9 - neurodevelopmental dx
- A. Persistent difficulties in
acquisition/ use of language across modalities (e.g. spoken,
written, etc) due to deficits in comprehension or production that
include the following:
- reduced vocab
- limited
sentence structure
- impairments in discourse
- B. Language abilities are substantially and
quantifiably below those expected for age, resulting in functioning
limitations in communication, social participation,
achievement,
- C. Difficulties are not attributed to hearing or
other sensory impairment, motor dysfunction, or other medical/
neurological condition, or global developmental delay
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| back 10 - neurodevelopmental dx
- A. Persistent difficulty with
speech production that interferes with speech intelligibility or
prevents verbal communication of messages
- B. disturbance
causes limitations in effective communication that interferes with
social participation, academic achievement, etc
- C. onset of
symptoms is in early developmental period
- D. Difficulties
not attributable to congenital or acquired conditions, such as a
cleft palate, deafness or hearing loss, etc
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front 11 Childhood Onset Fluency Disorder | back 11 - neurodevelopmental dx; aka stuttering
- A. disturbances
in normal fluency/ time patterning of speech that are inappropriate
for age and language skills, persist over time, and characterized by
one or more of the following:
- sound and syllable
repetitions, 2. Sound prolongations of consonants and vowels, 3.
broken words, 4. audible or silent blocking (pauses in speech),
5. circumlocutions (using other words to avoid a difficult
word), 6. word produced with a lot of tension, 7. monosyllabic
whole word repetitions (I-I-I-I etc)
- B.
Disturbance causes anxiety or limits effective communication, social
participation, etc
- C. onset of symptoms is in early
developmental period (later onset cases are diagnoses as adult onset
fluency disorder)
- D. disturbance not attributable to a
speech motor or sensory deficits, neurological issue (like
tumor)
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front 12 Social (Pragmatic) Communication Disorder | back 12 - neurodevelopmental dx
- A. Persistent difficulties in
social use of verbal and nonverbal communication as manifested by
ALL:
- deficits in social communication (greeting, sharing
info)
- impairments in ability to change communication to
match context (inside vs outside voice)
- difficulties
following rules of conversation (taking turns talking)
- difficulties understanding what is not explicitly said
- B. deficits result in functional limitations in
effective communication, social participation, etc
- C. onset
of symptoms in early developmental period
- D. not
attributable to another medical or neurological condition and not
better explained by ASD, intellectual disability, or other mental
dx
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front 13 Autism Spectrum Disorder- list | back 13 - category of neurodevelopmental dx
- ASD
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front 14 ASD vs. intellectual developmental disorder | back 14 - frequently co-occur
- to make a comorbid diagnosis,
social communication should be below that expected for general
developmental level
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| back 15 - A. persistent deficits in social communication and social
interaction across multiple contexts, manifested by ALL of the
following:
- deficits in social-emotional reciprocity
- deficits in nonverbal communication bx
- deficits in
developing, maintaining, understanding relationships
- B. Restrictive, repetitive patterns of bx, interests,
activities, manifested by TWO of the following:
- stereotyped
or repetitive movements, use of objects, or speech
- insistence on sameness, inflexible adherence to routines,
ritualized patterns
- high restricted, fixated interests
that are abnormal in intensity or focus
- hyper- or
hyporeactivity to sensory input or unusual interest in sensory
aspects of the environment
- C. symptoms must
be present in early developmental period
- D. symptoms cause
clinical significant impairment in social, occupational, other areas
of functioning
- E. not better explained by intellectual
devel. dx, global dev delay
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| back 16 - Specify if
- requiring very substantial support=severe
deficits in verbal and nonverbal social communication; very
limited; extremely difficulty coping with change
- requiring substantial support=deficits in verbal
communication, even with supports impairments are noticed;
casual observed can see inflexibility in response to change,
etc
- requiring support=difficulty initiating social
interaction; inflexibility in behavior causes difficulty in
functioning
- Specify if
- with or w/out
accompanying intellectual impairment
- with or w/out
accompanying language impairment
- Specify if
- associated with known genetic or other medical condition
or environmental factor (must also ID the genetic/med
condition)
- associated with a neurodevelopmental, mental,
or bx problem
- Specify if
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| back 17 - category of neurodevelopmental dx
- ADHD
- other
specified ADHD
- Unspecified ADHD
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front 18 Attention- Deficit/ Hyperactivity Disorder (ADHD) | back 18 - neurodevelopmental Dx
- A. Persistent pattern of
inattention and/or hyperactivity-impulsivity that interferes with
functioning or development
- B. Several inattentive or
hyperactive-impulsive symptoms were present prior to age 12
years
- C. Several inattentive or hyperactive-impulsive
symptoms are present in two or more settings
- D. Clear
evidence that the symptoms interfere with, or reduce the quality of,
social academic, or occupational functioning
- E. Symptoms do
not occur exclusively during the course of schizophrenia, other
psychotic dx, not better explained by another mental dx.
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front 19 Inattention Diagnostic Criteria | back 19 - 6 or more of the following symptoms have persisted for at least
6 months to a degree that is inconsistent with developmental level
and that negatively impacts directly on social and
academic/occupational activities:
- often fails to give close
attn to details or makes careless mistakes
- often has
difficulty sustaining attention in 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, duties
- often has difficulty
organizing tasks and activities
- often avoid, dislikes,
or is reluctant to engage in tasks that require sustained mental
effort
- often loses things necessary for tasks and
activities
- often easily distracted by extraneous stimuli
(for adolescents and adults, may include unrelated
thoughts)
- often forgetful in daily activities
- NOTE for older adolescents and adults, only 5 symptoms
are needed
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front 20 Hyperactivity and Impulsivity Criteria | back 20 - 6 or more of the following symptoms have persisted for at least
6 months to a degree that is inconsistent with developmental level
and that negatively impacts directly on social and
academic/occupational activities:
- often fidgets with or
taps hands or feet/ squirms in seat
- often leaves seat
in situations when remaining in seat is required
- often
runs or climbs where its inappropriate (for adults, feeling
restless)
- often unable to play or engage in leisure
activities quietly
- often "on the go" or
acting as if "driven by a motor"
- often talks
excessively
- often blurts out an answer before a question
has been completed
- often has difficulty waiting his or
her turn
- often interrupts or intrudes on others
- NOTE for older adolescents and adults, only 5 symptoms
are needed
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| back 21 - specify if:
- in partial remission (when full criteria
has previously been met, but fewer than the full criteria have
been met for 6 months)
- specify if:
- mild=only (minimum) 6 or 7 criteria met
- moderate=
between mild and severe
- severe=excess of symptoms
present (way more than what's needed for the diagnosis)
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front 22 Specific Learning Dx-list | back 22 - category of neurodevelopmental dx
- specific learning
disorder
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front 23 Specific Learning Dx- specifiers | back 23 - specify if:
- with impairment in reading
- with
impairment in written expression
- with impairment in
mathematics
- specify if:
- mild= some
difficulties in 1-2 academic domains but is able to
compensate
- moderate= marked difficulties in 1-2 academic
domains and person in unlikely to become proficient without
intervention or special teaching
- severe=severe
difficulties learning skills, affecting several academic domains
so that the individual is unlikely to learn those skills without
ongoing intensive individualized and specialized teaching for
most of the school years
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front 24 Specific Learning Disorder | back 24 - A. difficulties learning and using academic skills, as
indicated by at least ONE or more of the following, persisting for
at least 6months, despite the provision of interventions that target
those difficulties:
- inaccurate or slow and effortful word
reading
- difficulty understanding the meaning of what is
read
- difficulties with spelling
- difficulties
with written expression
- difficulties mastering number
sense, number facts, calculation
- difficulties with
mathematical reasoning
- B. The affected
academic skills are substantially and quantifiably below those
expected for chronological age, cause significant interference with
academic performance, etc. For individual 17 and older, a documented
hx of impairing learning difficulties may be substituted for the
standardized assessment
- C. Learning difficulties begin
during school age years but may not become fully manifested until
the demands for those affected academic skills exceed the
individual's limited capacities
- D. Learning difficulties
are not better accounted for by intellectual disabilities,
uncorrected visual or auditory acuity, other mental or neurological
dx, psychosocial adversity, lack of proficiency in the language, or
adequate edu instruction
- coding note: must specify all
academic domains and subskills that are impaired.
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front 25 Motor Disorders- category | back 25 - category of neurodevelopmental dx
- Developmental
coordination Dx
- Stereotypic Movement Dx
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front 26 Developmental Coordination Disorder | back 26 - neurodevelopmental Dx
- A. the acquisition and execution
of coordinated motor skills is substantially below that expected
given the individual's chronological age and opportunity for skill
learning and use. Difficulties manifested as clumsiness, slowness,
and inaccuracy of performance of motor skills
- B. the motor
skill deficits in A significantly and persistently interferes with
activities of daily living appropriate to chronological age
- C. Onset of skills is in early developmental period
- motor skills deficits are not better explained by intellectual
development dx, visual impairment, not attributed to neurological
dx
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front 27 Stereotypic Movement Disorder | back 27 - neurodevelopmental dx
- A. repetitive, seemingly driven,
and apparently purposeless motor behavior
- B. the repetitive
motor behavior interferes with social, academic, or other activities
and may result in self injury
- C. onset is in the early
developmental period
- D. the repetitive motor bx is not
attributable to the physiological effects of a substance or
neurological condition and is not better explained by another
neurodevelopmental or mental dx
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front 28 Stereotypic Movement Dx- specifiers | back 28 - specify if
- with self injurious bx
- without
self injurious bx
- specify if
- associated with a known genetic or other medical condition,
neurodevelopmental dx, or environmental factor
- specify if
- mild=symptoms are easily suppressed by
sensory stimulus or distraction
- moderate= symptoms
require explicit protective measures and bx modification
- severe=continuous monitoring and protective measures
required to prevent serious injury
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| back 29 - type of neurodevelopmental dx
- Tourette's dx
- persistent motor or vocal tic dx
- provisional tic
dx
- Other Specified Tic Dx
- Unspecified Tic
Dx
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| back 30 - neurodevelopmental dx
- A. both multiple motor and one
or more vocal tics have been present at some time during the
illness, although not necessarily concurrently
- B. tics may
wax and wane in frequency but have persisted for more than 1 year
since first tic onset
- C. Onset before the age of 18
- D. Disturbance not attributable to physiological effects of a
substance or other medical condition
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front 31 Persistent Motor or Vocal Tic Disorder | back 31 - neurodevelopmental dx
- A. single or multiple motor or
vocal tics have been present during illness, but not both motor and
vocal
- B. tic may wax and wane in frequency but have persisted
for more than 1 year since onset
- C. onset before the age of
18
- D. disturbance not attributable to the physiological
effects of a substances or other medical condition
- E.
criteria for Tourette's never been met
- Specify if:
- with motor tics only
- with vocal tics only
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| back 32 - neurodevelopmental dx
- A. single or multiple motor
and/or vocal tics
- B. the tics have been present for less
than 1 year
- C. onset is before the age of 18
- D.
disturbance not due to substances use of other medical
condition
- E. criteria for Tourette's or persistent motor tic
dx have never been met
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