Developmental psychopathology

Assignment

Submitted by-
Shambhavi Tripathi
A7403422021

Submitted to-
Dr.Namita Srivastava
 Pervasive developmental disorders

Pervasive Developmental Disorders (PDD) refer to

a group of neurodevelopmental conditions
characterized by difficulties in social interaction,
communication, and behavior. These disorders are
typically diagnosed in early childhood and affect a
person’s ability to function effectively in various
areas of life.
Children with Pervasive Developmental Disorders
(PDD), particularly those on the Autism Spectrum,
may exhibit a range of symptoms. It’s important to
remember that each child is unique, and the
severity and combination of symptoms can vary
widely. Some common symptoms seen in children
with PDD include:

1)Social Difficulties:
Difficulty in developing and maintaining
relationships with peers and adults.
Limited interest or engagement in social
interactions.
Lack of eye contact or challenges with nonverbal
communication (such as facial expressions and
body language).
Difficulty understanding or expressing emotions.
2) Communication Challenges:
Delayed or absent speech and language
development.
Limited use of gestures, such as pointing or
waving.
Unusual speech patterns, such as echolalia
(repeating words or phrases) or a formal, robotic
tone.
Difficulty understanding and using non-literal
language (e.g., idioms, sarcasm).
3)Repetitive Behaviors and Interests:
Engaging in repetitive movements or actions (e.g.,
hand-flapping, rocking).
Insistence on sameness and resistance to change
in routines or surroundings.
Intense, narrow interests in specific topics or
objects.
Unusual preoccupations with certain sensory
experiences (e.g., lights, textures).
4)Sensory Sensitivities:
Heightened or diminished sensitivity to sensory
input, such as touch, sound, taste, or smell.
Unusual responses to sensory stimuli, such as
covering ears in response to loud noises or being
indifferent to pain.
5)Difficulty with Play and Imagination:
Limited imaginative play or difficulty engaging in
make-believe activities.
Preferring solitary play or struggling to engage in
cooperative play with peers.
Intellectual and Cognitive Differences:
Varying levels of cognitive abilities, from
intellectual disability to above-average
intelligence.
Strengths in specific areas like math, art, or music,
but challenges in others.
6)Motor Skills and Coordination:
Differences in gross and fine motor skills, which
can affect activities like running, jumping, writing,
or using utensils.
7)Regression (in some cases):
In certain PDDs like Childhood Disintegrative
Disorder (CDD), children may experience a
significant loss of previously acquired skills.
Here are some key types of Pervasive
Developmental Disorders:
1)Autistic Disorder (Autism Spectrum Disorder,
ASD):
Autism is the most well-known PDD. It is
characterized by challenges in social interaction
and communication, as well as restricted and
repetitive behaviors. Symptoms can vary widely,
from mild to severe.
2)Asperger’s Syndrome:
This is considered a milder form of autism.
Individuals with Asperger’s tend to have normal to
above-average intelligence but may struggle with
social interactions and may exhibit repetitive
behaviors.
 3)Childhood Disintegrative Disorder (CDD):
This is a rare disorder where children initially
develop typically, but then experience a loss of
previously acquired skills, such as language, social
skills, and motor abilities.
4)Rett Syndrome:
Rett Syndrome primarily affects girls and is
characterized by a loss of purposeful hand skills,
impaired communication, and repetitive hand
movements. It’s caused by a genetic mutation.
5)Pervasive Developmental Disorder Not
Otherwise Specified (PDD-NOS):
This term used to be applied when a person
showed some, but not all, of the criteria for
autism. However, since the update to the DSM-5
(Diagnostic and Statistical Manual of Mental
Disorders), this category has been replaced by the
broader diagnosis of Autism Spectrum Disorder.
 1)Autism Spectrum Disorder (ASD) is a
neurodevelopmental condition that affects
social interaction, communication, behavior,
and sensory processing. It’s considered a
“spectrum” disorder because it encompasses
a wide range of symptoms and severity levels.
Each individual with ASD is unique, and their
experiences can vary greatly.
Introduction:
ASD is typically diagnosed in early childhood,
often by age 2 or 3, although it can sometimes be
identified even earlier. It affects people of all
racial, ethnic, and socioeconomic backgrounds.
While it is more prevalent in boys, it can occur in
girls as well.
Characteristics:
 Social Challenges:
Difficulty with social interactions and
relationships.
Limited eye contact and challenges with
interpreting or using nonverbal cues like facial
expressions or body language.
Struggles with understanding and responding to
the emotions of others.
May have difficulty making and maintaining
friendships.
 Communication Differences:
Varying levels of speech development, from non-
verbal to highly articulate.
Delayed or atypical language acquisition.
Unusual speech patterns, such as echolalia
(repeating words or phrases).
Difficulty in initiating and sustaining conversations.
 Repetitive Behaviors and Interests:
Engaging in repetitive movements or activities,
like hand-flapping, rocking, or lining up objects.
Insistence on sameness in routines and resistance
to changes.
Intense, focused interests in specific topics or
objects.
 Sensory Sensitivities:
Heightened or diminished sensitivity to sensory
input, such as touch, sound, taste, or smell.
Unusual responses to sensory stimuli, like
covering ears in response to loud noises or being
indifferent to pain.
 Rigidity and Resistance to Change:
A strong preference for routine and difficulty
adapting to unexpected changes in schedule or
environment.
 Unusual Play and Imagination:
Limited imaginative play or difficulty engaging in
make-believe activities.
May engage in repetitive or ritualistic play
behaviors.
 Intellectual and Cognitive Abilities:
ASD is a spectrum, so intellectual abilities can vary
widely. Some individuals have intellectual
disabilities, while others have average or above-
average intelligence.
Strengths in specific areas like math, art, or music
are not uncommon.
  Co-occurring Conditions:
Many individuals with ASD may also experience
co-occurring conditions, such as anxiety,
depression, attention-deficit/hyperactivity
disorder (ADHD), or epilepsy.

2)Asperger’s Syndrome is a
neurodevelopmental condition that was once
considered a separate diagnosis under the
broader category of Autism Spectrum
Disorders (ASD). It’s important to note that as
of the release of the DSM-5 (Diagnostic and
Statistical Manual of Mental Disorders, Fifth
Edition) in 2013, Asperger’s Syndrome was
integrated into the diagnosis of Autism
Spectrum Disorder (ASD). However, it is still
worth discussing Asperger’s as it provides
insight into a specific presentation of ASD.

Characteristics of Asperger’s Syndrome:

 Social Challenges:
Difficulty with social interactions, particularly in
understanding and reciprocating social cues,
body language, and facial expressions.
May have a strong desire for social interaction
but struggle with the execution.
 Communication Differences:
Typically have good language skills, often
exhibiting a rich and extensive vocabulary.
May struggle with pragmatic language (the
practical use of language in social situations),
leading to a literal interpretation of language
and difficulty with nonverbal cues.
 Repetitive Behaviors and Interests:
Engages in specific, intense interests in
particular topics or subjects. These interests are
often pursued in great detail and depth.
May have repetitive behaviors, but these are
generally less pronounced than in other forms
of ASD.
 Routines and Predictability:
Often prefer routines and may experience
distress or discomfort in response to
unexpected changes in schedule or
environment.
 Sensory Sensitivities:
Similar to other forms of ASD, individuals with
Asperger’s may have heightened or diminished
sensitivity to sensory input.
 Motor Skills:
Generally, individuals with Asperger’s do not
have significant delays in motor skills.

Causes:
The exact causes of Asperger’s Syndrome, like
other forms of ASD, remain unclear. It is
believed to arise from a complex interplay of
genetic and environmental factors. Some factors
that might contribute include:
Genetic Factors:
There appears to be a strong genetic
component to ASD, including Asperger’s. Studies
have shown a higher prevalence of ASD in
families with a history of the condition.
Neurological Differences:
Research suggests that individuals with ASD,
including Asperger’s, may have differences in
brain structure and function. These differences
can impact social communication and behavior.
Environmental Factors:
While genetics play a significant role,
environmental factors may also contribute.
These could include prenatal factors (e.g.,
maternal infections or exposures during
pregnancy) and early childhood experiences.
It’s important to note that there’s no evidence
to support theories linking vaccines to the
development of Asperger’s or ASD. Extensive
research has consistently shown that vaccines
are not a cause of these conditions.

While Asperger’s Syndrome is no longer a

standalone diagnosis, understanding its
characteristics can provide valuable insights into
the diverse presentations within the broader
spectrum of Autism Spectrum Disorder. Early
diagnosis and appropriate interventions remain
crucial in supporting individuals with ASD.

3)Rett Syndrome is a rare, severe

neurodevelopmental disorder that primarily
affects girls. It’s characterized by a loss of
acquired skills, particularly in areas of
communication and motor function. Here are
the characteristics and causes of Rett
Syndrome:

Characteristics:
 Loss of Skills:
Rett Syndrome typically manifests in early
childhood after a period of seemingly normal
development. Around 6-18 months of age,
affected children begin to lose previously
acquired skills like purposeful hand use, speech,
and social engagement.
 Motor Dysfunction:
Profound motor impairments are a hallmark of
Rett Syndrome. This includes difficulties with
walking, coordination, and the development of
hand skills.
 Hand Stereotypies:
Many children with Rett Syndrome exhibit
characteristic repetitive hand movements, such
as wringing, clapping, or washing motions.
 Language and Communication Impairments:
Loss of spoken language abilities is common,
and nonverbal communication (such as
gestures) may also be affected. Some individuals
may develop other forms of communication,
such as the use of assistive devices or sign
language.
 Social and Behavioral Challenges:
Affected individuals may experience difficulties
with social interactions and may exhibit
behaviors such as social withdrawal or anxiety.
 Breathing Abnormalities:
Irregular breathing patterns, including
hyperventilation and breath-holding, can be
present.
 Gait Abnormalities:
Walking difficulties, including an unsteady gait,
may become apparent.
 Seizures:
Epileptic seizures are common in individuals
with Rett Syndrome.
 Growth Deceleration:
Growth may slow down after the onset of
symptoms.
Causes:
Rett Syndrome is primarily caused by mutations
in the MECP2 gene, which provides instructions
for making a protein that is essential for the
normal functioning of nerve cells. This gene is
found on the X chromosome. As a result, Rett
Syndrome is considered an X-linked genetic
disorder.
Most cases of Rett Syndrome arise from
spontaneous mutations in the MECP2 gene,
meaning they are not inherited from parents.
These mutations occur randomly and are not
related to any actions or exposures during
pregnancy.

Since males have only one X chromosome, a

mutation in their only copy of the MECP2 gene
is typically lethal. Therefore, Rett Syndrome
primarily affects females. In rare cases, males
with certain chromosomal abnormalities may
also be affected.

It’s important to note that while there is no cure

for Rett Syndrome, supportive care and
interventions can significantly improve the
quality of life for individuals with this condition.
Early diagnosis and a multidisciplinary approach
involving medical, therapeutic, and educational
support are crucial in managing Rett Syndrome.
4)Childhood Disintegrative Disorder (CDD), also
known as Heller’s Syndrome, is a rare
neurodevelopmental disorder characterized
by a significant regression in multiple areas of
functioning after a period of relatively typical
development. It is one of the pervasive
developmental disorders, falling under the
broader category of Autism Spectrum
Disorders (ASD).

Here are detailed aspects of Childhood

Disintegrative Disorder:
 Onset and Regression:
CDD typically manifests between the ages of 2
and 10, with the average age of onset being
around 3-4 years.
Prior to the onset, affected children often
demonstrate typical development, including
language acquisition, social interactions, and
adaptive skills.
 Regression and Loss of Skills:
The defining feature of CDD is the significant
and rapid loss of previously acquired skills
across multiple areas of functioning. These can
include:
Language and communication abilities.
Social interactions and play skills.
Motor skills, both fine and gross.
Toileting and self-care abilities.
 Diagnostic Criteria:
To receive a diagnosis of CDD, a child must have
experienced a substantial loss of skills in at least
two of the following areas: expressive or
receptive language, social skills or adaptive
behavior, bowel or bladder control, play, or
motor skills.
The loss must occur over a period of several
months, and the child must have had a period of
relatively normal development prior to the
regression.
 Other Characteristics:
Impairments in social interactions and
communication are common in CDD. These may
resemble those seen in Autism Spectrum
Disorders, although the pattern of regression
distinguishes CDD.
Stereotyped or repetitive behaviors and
interests may also be present, similar to what is
observed in autism.
 Prevalence and Gender Distribution:
CDD is extremely rare, with prevalence
estimates ranging from 2 to 10 cases per
100,000 individuals.
It affects more boys than girls, with a male-to-
female ratio of approximately 4:1.
 Causes:
The exact cause of CDD remains unknown.
Unlike some other neurodevelopmental
disorders, there is no identified genetic
mutation or specific environmental factor that
reliably explains its occurrence.
Research suggests that it may be a
heterogeneous condition, potentially arising
from a combination of genetic, neurological,
and environmental factors.
 Course and Prognosis:
The progression of CDD can vary widely. Some
children experience a continuous decline in
functioning, while others may stabilize or even
show some improvement over time.
Unfortunately, there is no specific treatment for
CDD. Interventions often involve a combination
of therapies (speech, occupational, behavioral)
aimed at maximizing the child’s remaining
abilities and minimizing distressing symptoms.
It’s important to note that accurate diagnosis
and intervention are critical in providing
appropriate support for children with CDD and
their families. Early identification can help guide
therapeutic strategies and facilitate the best
possible outcomes for affected individuals.
The ideal treatment for a Pervasive
Developmental Disorder would involve a
multidisciplinary approach where different
health professions would work closely with one
another, ensuring that common goals and
appropriate intervention plans are developed.

A range of health professionals will be involved

in the care of individuals with Pervasive
Developmental Disorder, and can be highly
beneficial in supporting and improving areas of
difficulty. Professionals commonly involved in
treating individuals with Pervasive
Developmental Disorders include:

 Physiotherapists
 Occupational therapists
 Speech and language therapists
The outlook for each child with a Pervasive
Developmental Disorder will depend on the
severity to which the symptoms affect them and
also their intelligence and language ability. Each
Pervasive Developmental Disorder affects
individuals in different ways, some may be
affected mainly by altered behaviour, others
who have Rett’s Syndrome or Childhood
Disintegrative Disorderwill be affected with
mobility problems, which will range in severity.