(as described by the National Center for Biotechnological Institute)
NDDs are multifaceted conditions characterized by impairments in cognition, communication, behavior and/or motor skills resulting from abnormal brain development. Intellectual disability, communication disorders, autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD) and schizophrenia fall under the umbrella of NDD.
(as described by Southern New Hampshire University - Shapiro Library)
NDDs are some of the most complex forms of neurodiversity in children. This phenomenon originates from disabilities and abnormalities directly related to the body's nervous system and brain. Given the symptoms associated with NDDs, there are subsequent behavioral and intellectual specific problems that commonly arise. The long debated psychological theory of nature vs nurture provides a perfect explanation for how these two individual concepts work as one cohesive unit throughout the development of any child. More specifically, this theory is essential when investigating the roots of various neurodevelopmental disorders in children as well.
(as described by the Centers for Disease Control and Prevention)
ADHD is one of the most common neurodevelopmental disorders. It is usually first diagnosed in childhood and often lasts into adulthood. Those with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. It is normal for children to have trouble focusing and behaving at one time or another. However, those with ADHD do not just grow out of these behaviors. The symptoms continue, can be severe, and can cause difficulty at school, at home, or with friends.
There are three different ways ADHD presents itself, depending on which types of symptoms are strongest in the individual:
Because symptoms can change over time, the presentation may change over time as well.
(as described by the Centers for Disease Control and Prevention)
ASD is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop. We still have much to learn about these causes and how they impact people with ASD.
People with ASD may behave, communicate, interact, and learn in ways that are different from most other people. There is often nothing about how they look that sets them apart from other people. The abilities of people with ASD can vary significantly. For example, some people with ASD may have advanced conversation skills whereas others may be nonverbal. Some people with ASD need a lot of help in their daily lives; others can work and live with little to no support.
ASD begins before the age of 3 years and can last throughout a person's life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months of age or later. Some children with ASD gain new skills and meet developmental milestones until around 18 to 24 months of age, and then they stop gaining new skills or lose the skills they once had.
As children with ASD become adolescents and young adults, they may have difficulties developing and maintaining friendships, communicating with peers and adults, or understanding what behaviors are expected in school or on the job. They may come to the attention of healthcare providers because they also have conditions such as anxiety, depression, or attention-deficit/hyperactivity disorder, which occur more often in people with ASD than in people without ASD.
(as described by the Centers for Disease Control and Prevention)
Many children may struggle in school with some topics or skills from time to time. When children try hard and still struggle with a specific set of skills over time, it could be a sign of a learning disorder. Having a learning disorder means that a child has difficulty in one or more areas of learning, even when overall intelligence or motivation is not affected.
Some of the symptoms of learning disorders are:
Examples of learning disorders include:
Children with learning disorders may feel frustrated that they cannot master a subject despite trying hard, and may act out, act helpless, or withdraw. Learning disorders can also be present with emotional or behavioral disorders, such as ADHD or Anxiety. The combination of problems can make it particularly hard for a child to succeed in school. Properly diagnosing each disorder is crucial, so that the child can get the right kind of help for each.
(as described by the American Speech-Language-Hearing Association)
Communication Disorders. An impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. A communication disorder may be evident in the processes of hearing, language, and/or speech. A communication disorder may range in severity from mild to profound. It may be developmental or acquired. Individuals may demonstrate one or any combination of communication disorders. A communication disorder may result in a primary disability or it may be secondary to other disabilities.
(as described by the Centers for Disease Control and Prevention)
Tics are repetitive, sharp, rapid, non-rhythmic movements or utterances that are the result of sudden, abrupt and involuntary muscular contractions. Stereotypies are repetitive, apparently impulsive, rhythmic, purposeless movements that follow an individual repertoire that is specific to each individual and that occur under a variable time pattern, which may be either transient or persistent. Both are included in the Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5), among the neurodevelopmental disorders, and together with coordination development disorder go to make up the group of motor disorders.
For tics, the categories of 'Tourette's disorder', 'chronic motor or vocal tic disorder' and 'unspecified tic disorder' have been maintained, whereas the category 'transient tics' has disappeared and 'provisional tic disorder' and 'other specified tic disorders' have been incorporated.
(as described by Dignity Health)
The causes of neurodevelopmental disorders are still largely unknown. In some cases, there may be a genetic factor; a neurodevelopmental disorder may run in certain families. Researchers also believe that certain things related to or that occurred during pregnancy may play a role in the development of these disorders, such as:
(as described by Advanced Psychological Services)
NDDs have the best prognosis when they have an early and accurate diagnosis. Having a proper diagnosis can help individuals gain access to tools and resources that can set them up for success.
The purpose of psychoeducational assessments is to provide an age-referenced profile of a child's cognitive, learning, and behavioral functioning as well as to elucidate the sources of their academic struggles. Assessment tools include structured standardized tests and measures that are administered individually under controlled conditions to maximize accuracy and to achieve uniformity across administrations. This distinguishes them from standardized tests given to students en masse.
A psychoeducational assessment is a comprehensive evaluation of the mental processes that govern academic, social, and personal achievement. This detailed assessment is equally valuable for identifying high-achieving students and those who struggle with learning or behavioral impairments. Psychoeducational assessments are a key diagnostic tool for identifying children with neurodevelopmental issues (e.g., ADHD, Autism Spectrum Disorder, Learning Disability, Intellectual Disability) and those with psychological or conduct disorders (anxiety, depression, Oppositional Defiant Disorder, etc.).
(as described by Dignity Health)
There are no cures for neurodevelopmental disorders, although there are effective therapeutic strategies that may help control some of the signs and symptoms, depending on the disorder. Medications are available that may reduce anxiety, agitation, tics, and hyperactivity. Behavior therapy and psychotherapy are also available to help children and parents manage behavior patterns. Older children and adults may benefit from psychotherapy, including speaking with a counselor or therapist to help learn coping techniques to control their behavior.
(as described by Dignity Health)
There is no certain way to prevent a neurodevelopmental disorder. For conditions with links to the environment and genetics, such as autism and ADHD, good prenatal care increases the chances of having a full-term, healthy baby with a reduced risk of neurological problems.