Chapter 14
Neurodevelopmental Disorders
Outline
 Overview of Neurodevelopmental Disorders
 Attention Deficit/Hyperactivity Disorder
 Autism Spectrum Disorder (guest speakers next
class)
Neurodevelopmental Disorders
 Diagnosed first in _________________________
 Assumed to be neurologically based, although
environment affects symptoms/outcomes.
 Include the following:
 Attention deficit hyperactivity disorder
(ADHD)
 Specific learning disorder
 Autism spectrum disorder
 Intellectual Disability
 Communication and Motor Disorders
Nature of Developmental
Psychopathology: An Overview
 Normal vs. abnormal development
 Consider age and environment of child
 Developmental psychopathology
 The study of how disorders arise and change
with time
 Recognizes that the disruption of early skills
can affect later development
 Caution:
Attention Deficit/Hyperactivity
Disorder (ADHD)
 Nature of ADHD
 Central features –
_______________________________
 Associated with numerous impairments:
 Behavioral-poor “body control,” excessive
movement, high risk behaviors
 Cognitive-forgetful, difficulty sustaining
attention
 Social and academic problems-negative
feedback from peers/teachers, impacts selfesteem and academic achievement
Attention Deficit Hyperactivity
Disorder (ADHD)
 DSM-5 symptom types
 Predominantly inattentive presentation
 Criterion 1 (see page 515)
 Predominantly hyperactive/impulsive
presentation
 Criterion 2 (see page 516)
 Combined presentation
 Both present
ADHD: Facts and Statistics
 Prevalence
 Occurs in approximately 5% of school-aged
children throughout the world
 ADHD most commonly diagnosed in the United
States, although prevalence appears fairly
constant worldwide
 CDC Study:

In general population (including adults), 39% meet criteria
ADHD: Facts and Statistics
 Course of ADHD
 Symptoms usually appear around age 3-4
 Half of children with ADHD continue to have
difficulties as adults, including higher rates of:
 __________________________________
 Impulsivity decreases, but inattention remains
 Gender differences: Boys outnumber girls 3:1
 Some suggest girls’ symptoms less likely to be
disruptive > less likely to be diagnosed
Causes of ADHD: Biological
Contributions
 Genetic contributions
 ADHD seems to run in families
 Partially explained by copy number variants
(CNVs) – extra or missing copies of genes on a
chromosome
 DAT1 – dopamine transporter gene
 ________________inhibits DAT1 and
increases dopamine availability
Causes of ADHD: Biological
Contributions
 Neurobiological correlates of ADHD
 Smaller brain volume
 Inactivity of the frontal cortex and basal ganglia
 Abnormal frontal lobe development and
functioning
 Possible endophenotype in ADHD patients and
their relatives: poor inhibitory control
 Endophenotype =
Causes of ADHD: Biological
Contributions
 The role of toxins
 Food additives (e.g., dyes, pesticides) may play
very small role in hyperactive/impulsive
behavior among children
 Maternal smoking increases risk
 Associations need to be interpreted
cautiously;
____________________________________
____________________________________
Causes of ADHD: Psychosocial
Contributions
 Psychosocial factors
 Children with ADHD are often viewed
negatively by others. Why?
 Individual has difficulty in planning for the
future
 Person seen as “lazy” and possible of
changing behavior if they would just “try
harder”
 Peer rejection and resulting social isolation
 Such factors foster low self-esteem
Biological Treatment of ADHD
 Goal of biological treatments: reduce impulsivity
and hyperactivity, improve attention
 Stimulant medications
 Currently prescribed for approximately 4
million American children
 Examples include Ritalin, Dexedrine, Adderall
 Problem: May increase risk for later substance
abuse
Biological Treatment of ADHD
 Other medications with more limited efficacy
 Imipramine and clonidine (antihypertensive)
 Genes affect individuals’ response to meds
 Some trial and error is necessary
 Effects of medications
 Improve compliance, decrease negative
behaviors
 Do not affect learning/academics directly
 Benefits are not lasting following
discontinuation
Behavioral and Combined Treatment
of ADHD
 Behavioral treatment for children
 Reinforcement programs increase appropriate
behaviors, decrease inappropriate behaviors
 May also involve parent training
 Adults: Cognitive behavioral therapy to increase
attention and organization
 Combined bio-psycho-social treatments
 May be superior to medication or behavioral
treatments alone, but more research is needed