The Specificity Of Inhibitory Impairments

The DSM 5 defines autism spectrum disorder as a persistent deficit in social communication and interaction across various areas. The deficits occur in the areas of social and emotional functioning, non-verbal communicative behaviors, and fostering relationships. The DSM 5 also includes repetitive patterns of behavior, interests, or activities as factors to consider when seeking to understand if a child has autism. The child can become fixated on specific objects, strongly adhere to schedules or ritualized patterns. When patterns are broken, the child has a difficult time transitioning to a new schedule or pattern of existence. Additionally, the child may be hyper or hyperactivity to various sensory aspects of the environment. As denoted

Attention Deficit/Hyperactivity Disorder: Attention deficit-hyperactivity disorder (ADHD) is described as the most common neurobehavioral condition of childhood. We raise the concern that ADHD is not a disease, but rather a group of symptoms representing a final common behavioral pathway for a gamut of emotional, psychological, and/or learning problems (J Child Neurol 2005). ADHD starts in childhood, there are several different requirements symptoms to be present before the age of 12 years old. These symptoms must take place in more than one setting; examples are as follows school, work, and home. To confirm the ADHD symptoms, settings typically cannot be done accurately without consulting the person who has notice the individual in

The review was to establish the regularity of (ADHD) in a clinical selection of children and adolescents with (ASD), to parallel ADHD indications in children with Asperger's Disorder, Autistic Disorder, and pervasive developmental disorders-not otherwise specified, to compare ADHD symptoms in individuals with and without ADHD-related principal complaints, and to conclude the connection amongst ADHD Rating Scale scores and age. This logical analysis inspected data from children and adolescents who were serially referred to a university-based autism psychopharmacology program. All individuals were diagnosed by semistructured interview for ASD and ADHD, and ADHD symptoms were assessed using ADHD RS scores. The outcomes discovered out of the 83 children, 78% fitted the (DSM-IV) criteria for ADHD and surpassed the 93rd percentile norm for the ADHD RS. Hyperactivity-impulsivity scores were notably larger in individuals with autism than those with other ASDs. DSM-IV ADHD diagnosis was represented equally in individuals with and without ADHD as their chief complaints. ADHD RS hyperactivity-impulsivity and complete scores were negatively correlated with age. The conclusion being that ADHD signs are prevalent in clinically referred children and adolescents with

ADHD is a lifelong condition including attention difficulty, hyperactivity, and impulsiveness. Some characteristics are having difficulty sustaining information, does pay attention to details, failure to complete tasks, fidgets, and squirms excessively, blurts out, talks extremely, always on the go and has trouble doing quiet activities. Autism varies in every child. Autism is a range expression that can vary in severity. The most current symptoms include complications with communication, difficulty with social interactions, obsessive interests, and repetitive behaviors.

Autism has a variety of symptoms throughout the process. Therefor, “Because there can be overlap in symptoms between ASD and other disorders, such as attention deficit hyperactivity disorder (ADHD) it's important that treatment focus on a person’s specific needs rather than the diagnostic label” (“What are”). Having problems with social relationships, are more harmful for people with autism. People diagnosed with ADHD mostly have problems with their behaviors, while the other half battles through inattention and hyperactivity.

According to the Diagnostic and Statistical Manual-V, ADHD is a common psychological disorder characterized by, “A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development…”(DSM-V, 2013). ADHD is surprisingly prevalent in most cultures, occurring in “...about 5% of children and 2.5% of adults.”(DSM-V, 2013). Furthermore, ADHD is relatively difficult to diagnose before the age of 4, as it is hard to distinguish excessive hyperactivity from normative toddler behavior. Once a child enters elementary school, however, these behaviors become more prevalent and detrimental. While physical hyperactivity tends to decline during a child’s transition to adulthood, certain problems with attention,

There has been an increase in the global distribution of autism in an epidemiological study conducted between the late 1960s and early 1970s. The prevalence estimated from the epidemiological study estimates that from studies conducted in Europe, at least one in two thousand five hundred children were at a risk of ASD (Gillberg and Wing, 1999). By the 2000s, the prevalence rate estimated from a large survey in that approximately 1% to 2% of children were at a risk of ASD (Lai, Lombardo and Baron-Cohen, 2013; Schieve, et al., 2012; Blumberg,

Autism Spectrum Disorders (ASDs) are a collection of heterogeneous disorders that share the characteristics of social and communicative deficits, highly focused and restricted interests, and repetitive behaviors (American Psychiatric Association, 2013). The estimated prevalence of the disorder in 2014 was 1 in 45 (2.24%) children and adolescents age 3 to 17 (Zablotsky et al., 2015). Behavioral symptoms typically become evident in the first 2 years of life and involve abnormalities in language development, social attention, and emotional reactivity (Landa & Garret-Mayer, 2006; Dawson et al., 2004). The symptoms of this disorder often have a negative impact on the quality of life of the individual,

The purpose of the Ben-Sasson et al. (2007) study was to answer if toddlers on the Autism Spectrum actually differ in the prevalence of sensory modulation behaviors than typically developing toddlers, and if an association exists between parent report and clinical observation (Ben-Sasson et al., 2007, p. 585). The subjects were 100 toddlers on the Autism Spectrum, with two typically developing comparison groups, matched on mental and chronological age. Primarily all of the subjects were from White, suburban, middle class families. A 48-item questionnaire was given to caregivers, where they had to rate the child’s behavior on a 5-point scale, with 5 representing “almost never” and 1 representing “almost always”. Scores were totaled and grouped based on the 4 patterns of sensory modulation behaviors, with lower scores equating to a greater frequency of displaying sensory modulation behaviors (Ben-Sasson et al., 2007, p. 586). In addition to the questionnaire, the Autism Diagnostic Interview-Revised investigator-based interview, the Infant and Toddler Social and Emotional Assessment, and the Mullen Scales of Early Learning, were all used as means of measurement as well (Ben-Sasson et al., 2007, p.

One the biggest psychological disorders in our society is childhood autism. Childhood autism is defined as “A pervasive developmental disorder defined by the presence of abnormal and/or impaired development that is manifest before the age of 3 years, and by the characteristic type of abnormal functioning in all three areas of social interaction, communication, and restricted, repetitive behaviour.” (MHresource.org). Furthermore, boys are three to four more times likely to develop childhood autism than girls (MHresources.org). Statistics also show that the prevalence of childhood autism in births is one in fifty-nine and has grown 119.4 percent from 2000 to 2010 (CDC). Now, researchers are looking into what causes childhood autism. They are

In this study there were three groups of children between 18 and 24 months of age participated. One group had Autism Spectrum Disorder (ASD), another group had

It can be difficult to diagnose autism spectrum disorders, for no medical test, such as a blood test, that can detect and diagnose these disorders currently exists. Instead, we are to look at the child’s behavior and development to make a diagnosis. Interestingly, over the last two decades a significant increase has been demonstrated regarding the number of children diagnosed with autism, with no sign of approaching a steady rate (Hertz-Picciotto and Delwiche, 2009; Rice et al., 2010). According to the Centers for Disease Control and Prevention [CDC] (2014), one in 68 children and one

There are five subtypes of Autism Spectrum Disorder. Pervasive Development Disorder is best recognized by “repetitive play skills and limited social skills”, most prevalent before age 3 (National Institute for Neurological Disorders and Stroke, 2015; Heward, 2003; American Psychiatric Association, 2000). A second type, Autistic Disorder or classical Autism Spectrum Disorder, is most obvious from the child’s social difficulties, verbal and non-verbal communication issues,

Developmental disorders are most likely to be diagnosed in children or in adolescents. There is multiple development disorder in children but let’s focus on the diagnoses within autism. Autism involves a wide range of developmental problems, such as language and motor problems, and problems in the social sphere (Glietman et al, 2010). Those that suffer autism also seem to have a lack of emotional intelligence and are likely incapable of understanding the expressions of others. Therefore, they might have trouble expressing their own emotions and have trouble understanding the use of facial expressions. Autism is not a common disorder; it is only affecting 0.1% of the world population, but is far more frequent among boys than girls (Glietman

There is evidence that some autistic individuals are capable of more joyful and more interactive lives than was previously believed, and an accurate diagnosis of their neurological deficiencies is essential in order to assess their potential and devise appropriate treatment. Autism is distinct from ADHD because it is a more debilitating disorder, but it is similar in that both are diagnosed through a collection of symptoms, the underlying biology of which is not fully understood. From this perspective, clinical methodology for the two disorders should be similar, making efforts to approach each potential diagnosis with as accurate an assessment of an individual’s physiology as is possible, given present limitations in understanding. A closer look at the symptoms and possible causes of autism will illuminate this argument.