Mental disorders diagnosed in childhood

DSM-IV-TR

317 Mild mental retardation

318.0 Moderate mental retardation

318.1 Severe mental retardation

318.2 Profound mental retardation

319 Mental retardation, severity unspecified

Mental retardation is coded on Axis II of the DSM-IV-TR. The diagnostic criteria necessary in order to diagnose intellectual disability consists of:

A. Functioning that is significantly below average with an IQ of about 70 or lower. If diagnosing an infant, the clinician would take notice of intellectual functioning that is below average. B. Multiple consecutive failures to meet standards set that are appropriate for one's age or cultural expectations. These deficits could be in at least two of the following areas: taking care of oneself, social skills, health, academic skills, communication, living at home, ability to self-direct, use of community resources, work, free time, and safety. C. The presence of these symptoms must be detectable before age 18.

There are varying degrees of intellectual disability, which are identified by an IQ test.

Mild mental retardation: IQ level 50-55 to approximately 70 Moderate mental retardation: IQ level 35-40 to 50-55 Severe mental retardation: IQ level 20-25 to 35-40 Profound mental retardation: IQ level below 20 or 25

Mental retardation, Severity Unspecified: This unspecified diagnosis is given when there is a strong assumption that the child is mentally retarded, but cannot be tested because the individual is too impaired, not willing to take the IQ test or is an infant.

Cause

Intellectual disability in children can be caused by genetic or environmental factors. The individual could have a natural brain malformation or pre or postnatal damage done to the brain caused by drowning or a traumatic brain injury, for example. Nearly 30 to 50% of individuals with intellectual disability will never know the cause of their diagnosis even after thorough investigation.

Prenatal causes of intellectual disability include:

Congenital infections such as cytomegalovirus, toxoplasmosis, herpes, syphilis, rubella and human immunodeficiency virus

Prolonged maternal fever in the first trimester

Exposure to anticonvulsants or alcohol

Untreated maternal phenylketonuria (PKU)

Complications of prematurity, especially in extremely low-birth-weight infants

Postnatal exposure to lead

Single-gene disorders that result in intellectual disability include:

Fragile X syndrome

Neurofibromatosis

Tuberous sclerosis

Noonan's syndrome

Cornelia de Lange's syndrome

These single-gene disorders are usually associated with atypical physical characteristics. About 1/4 of individuals with intellectual disability have a detectable chromosomal abnormality. Others may have small amounts of deletion or duplication of chromosomes, which may go unnoticed and therefore, undetermined.

Symptoms

As an infant, the individual with intellectual disability might sit up, crawl, or walk later than what is developmentally appropriate. He or she may have trouble talking or learn to talk late. The infant with intellectual disability will probably have trouble learning to potty train, feeding himself or herself, remembering things, with problem-solving, and may have recurrent explosive tantrums. Some symptoms that a child with intellectual disability might show are continued infant-like behavior, a lack of curiosity, the inability to meet educational demands, learning ability that is below average, and the failure to meet developmentally appropriate intellectual goals. Some children with severe intellectual disability may have seizures, mobility problems, vision problem, or hearing problems.

Treatment

There is no treatment for intellectual disability but there are plenty of services offered for those diagnosed to help them function in their everyday lives. Professionals will sometimes work out an Individualized Family Service Plan (IFSP), which documents the child's needs, as well as the services that would best help them specifically. Speech, physical, and occupational therapy may be offered. Intellectually disabled children can be placed in special education classes through the public school system, where the school and parents will map out an Individualized Education Program (IEP). This program lays out all of the services and classes the child will become involved in during their time in school.

DSM-IV-TR

315.00 Reading disorder

315.1 Mathematics disorder

315.2 Disorder of written expression

315.9 Learning disorder NOS: This category contains disorders in learning that do not meet the criteria for any specific learning disorder. This category is a catch-all for an individual that has problems in one, two or all areas of learning, and he or she can be diagnosed with learning disorder NOS even if their performance scores are not considerably below average for their age, age appropriate education, and measured intelligence. The individual would need to experience a significant interference in which the cause is their learning skills on their academic achievements in order to be diagnosed with learning disorder NOS.

Cause

Learning disorders are believed to be caused by a nervous system abnormality. The abnormality could either be in the structure of the brain or in the functioning of chemicals in the brain. Because of this, he individual has problems receiving, processing or communicating information normally. Some causes of the nervous system abnormality include problems during pregnancy, birth or early infancy, brain trauma at a young age, exposure to toxins, and prematurity.

Symptoms

Children with a learning disorder may display the following traits:

have trouble reading aloud

have trouble spelling, expressing themselves in writing, or in learning the alphabet

have trouble following directions

may have trouble comprehending what he or she reads

have trouble remembering how to pronounce written words

may have trouble organizing their thoughts to produce what he or she wants to say

may misinterpret or confuse math symbols or numbers

may not be able to retell a story in order

may have trouble beginning or figuring out the next step of a task

Treatment

There is no specific treatment for children with learning disorders, but there are special programs and services offered to help them cope with their disorder. Children are taught new ways to interpret and understand information. Often, children with learning disorders can remain in their class, but may be pulled away to focus on trying to enhance their learning skills. Speech and language therapy is offered to those with learning disorders. Tutors are often beneficial.

DSM-IV-TR

315.4 Developmental coordination disorder

Cause

The Cause behind Motor Skills Disorders is not exact, but the cause is usually genetic or environmental. Motor skills disorders are often associated with physiological or developmental abnormalities including ADHD, learning disorders, developmental disabilities and prematurity.

Symptoms

In infants, some babies may be hypotonia, a loose and floppy baby, or hypertonia, a stiff and rigid baby. Toddlers may have trouble feeding themselves or may stand, sit or walk later than what is developmentally normal. Other signs of motor skills disorders may be children that are clumsy or have excessive accidents, such as knocking things over. Children who have trouble with complex physical activities such as dancing, swimming, catching or throwing a ball, or drawing may avoid these activities completely.

Treatment

Different therapies are offered to children with motor skills disorders to help them improve their motor effectiveness. Many children work with an occupational and physical therapist, as well as educational professionals. This helpful combination is beneficial to the child. Cognitive therapy, sensory integration therapy, and kinesthetic training are often favorable treatment for the child.

DSM-IV-TR

315.31 Expressive language disorder

315.32 Mixed receptive-expressive language disorder

315.39 Phonological disorder

307.0 Stuttering

307.9 Communication disorder NOS

Cause

The cause of Communication Disorders in children are usually biological, developmental or environmental. These causes include abnormalities in brain development, exposure to certain toxins during pregnancy, or genetic factors.

Symptoms

Some children with communication disorders may not speak or may have a very limited vocabulary for their developmental period. Children with communication disorders may have trouble following directions or naming simple objects. During childhood, he or she may have trouble comprehending or forming sentences. As they get older, the child may have more trouble expressing or understanding abstract ideas.

Treatment

Speech and language therapists are often very reliable for helping children with communication disorders. Remedial techniques are often used to help the child communicate more and work on their existing problems. Another technique is to help push the child to work on their strengths to improve their communication skills.

DSM-IV-TR

299.00 Autistic Disorder

299.80 Rett's Disorder

299.10 Childhood Disintegrative Disorder

299.80 Asperger’s Disorder

299.80 Pervasive Developmental Disorder NOS

Cause

Pervasive Developmental Disorders have no known cause yet, but researchers are interested in finding a connection between the disorders and problems in the nervous system. Studies are being done on the brain and spinal cord in children with PDD's to try to find a link.

Symptoms

Children with pervasive developmental disorders may exhibit the following symptoms:

have trouble expressing or understanding ideas

have trouble understanding non-verbal communication

difficulty in social interactions

temper tantrums

aggressive behavior

may play differently with toys than other children

may have difficulty adjusting to new places or people

anxious behavior

Treatment

A specific treatment plan is usually laid out for the child because of the wide range of behaviors and abilities in each child. Treatment often involves promoting better communication and socializing, and reducing behaviors that can be disruptive. Children with pervasive developmental disorders may be placed in special education classes, receive behavior modification training, speech, physical or occupational therapy, or medication.

DSM-IV-TR

Attention-Deficit Hyperactivity Disorder

314.01 Combined subtype: If both Criteria A1 and A2 are met for the past 6 months.

314.01 Predominantly hyperactive-impulsive subtype

314.00 Predominantly inattentive subtype

314.9 Attention-Deficit Hyperactivity Disorder NOS: This category is used for individuals that have pronounced symptoms of inattention or hyperactivity-impulsivity, yet do not meet the criteria for Attention-Deficit/Hyperactivity Disorder. These individuals may include:

Conduct disorder

312.81 Childhood onset: At least one of the Diagnostic Criteria needs to be met for Conduct Disorder before age 10.

312.82 Adolescent onset: The absence of any criteria characteristic of Conduct Disorder before the age of 10.

312.89 Unspecified onset: The age of onset is unknown.

313.81 Oppositional Defiant Disorder

312.9 Disruptive Behavior Disorder NOS: This category includes disorders similar to conduct or oppositional defiant behaviors but do not meet the diagnostic criteria for either disorder, yet the impairment is clinically significant and causes significant impairment in the individual's life.

Cause

With ADHD being one of the most common disorders diagnosed in childhood, the causes are often studied, yet still inconclusive. Many researchers say ADHD is caused by genetic factors, yet other studies are being done to expand on the Cause. One research study showed that children who carry a certain gene associated with ADHD had a thinner layer of tissue in the areas of the brain associated with attention. As the children grew older, the brain tissue thickened and their ADHD symptoms improved. Environmental factors, such as the mother smoking or drinking during pregnancy is connected to children with ADHD. Children exposed to lead at a young age will also have an increased chance of developing ADHD. Brain injuries could cause ADHD, yet only a small number of children diagnosed fit into this category. Researchers have looked into sugar intake as the cause of ADHD, but have found little to support that theory.

Symptoms

Children with Attention Deficit and Disruptive Behavior Disorders may show the following symptoms:

impulsivity or distractibility

difficulty socializing

aggressive behavior

difficulty following rules or directions

difficulty completing a task

problems at school

frustration

alcohol or drug use

Treatment

Medication is often used to treat children with attention-deficit and disruptive behavior disorders. Individualized programs are available for children with these disorders in order to help them function in and complete school. It is the common belief that many of these disorders will disappear as the children get older, but recent research shows that it can carry on into adulthood.

DSM-IV-TR

307.52 Pica

307.53 Rumination disorder

307.59 Feeding disorder of infancy or early childhood: Diagnosed if met by the following criteria:

Cause

There are a number of factors that could potentially contribute to the development of feeding and eating disorders of infancy or early childhood. These factors include:

Physiological – a chemical imbalance effecting the child's appetite could cause a feeding or eating disorder.

Developmental – developmental abnormalities in oral-sensory, oral-motor, and swallowing can impact the child's eating ability and elicit a feeding or eating disorder.

Environmental – simple issues such as inconsistent meal times can cause a feeding or eating disorder. Giving the child food that they are not developmentally acquired for can also cause these disorders. Family dysfunction and sociocultural issues could also play a role in feeding or eating disorders.

Relational – when the child is not securely attached to the mother, it can cause feeding interactions to become disturbed or unnatural. Other factors, such as parental emotional unavailability and parental eating disorders, can cause feeding and eating disorders in their children.

Psychological and behavioral – these factors include one involving the child's temperament. Characteristics such as being anxious, impulsive, distracted, or strong-willed personality types are ones that could affect the child's eating and cause a disorder. The individual could have learned to reject food due to a traumatic experience such as choking or being force fed.

Symptoms

Physical and emotional changes are often the most indicative symptoms of feeding and eating disorders of infancy or early childhood. The child's growth and development may be delayed due to the lack of necessary nutrients. The child will usually weigh much less than other children. Withdrawal and irritability are often associated with children that are malnourished.

Treatment

Since feeding and eating disorders in children can cause dangerous risks to the child, it is important to seek treatment as soon as possible. Cognitive behavioral therapy can be incredibly beneficial to children with feeding or eating disorders. Family therapy is usually encouraged in order to keep all members involved in nourishing the child.

Cause

No definitive cause of tic disorders has been declared, but for the most part, the Cause lies within biological, chemical, or environmental factors. Studies have shown that abnormal neurotransmitters, such as dopamine and serotonin, which are active in chemical messages in the brain, can serve as a cause of tic disorders. Researchers have also found abnormal changes in certain parts of the brain that cause strain on the blood flow within the brain, which is likely a contributor of tic disorders. 75% of tic disorders have a genetic component. It appears that tic disorders can be caused or worsened by recreational or prescription drug use. Tics can form simply if a person repeats sounds or words they hear over the course of a normal day.

Symptoms

Children with a tic disorder may exhibit the following symptoms:

overwhelming urge to make movement

jerking of arms

clenching of fists

excessive eye blinking

shrugging of shoulders

kicking

raising eyebrows

flaring of nostrils

production of repetitive noises such as grunting, clicking, moaning, snorting, squealing, or throat clearing

Treatment

As part of the treatment, family members and friends are advised not to call attention to the tics when the child is performing them. If they do, the child may develop more tics more frequently. Behavioral therapy and medication are often the choices of treatment for tic disorders in children.

DSM-IV-TR

307.6 Enuresis (not due to a general medical condition)

307.7 Encopresis, without constipation and overflow incontinence

787.6 Encopresis, with constipation and overflow incontinence

Cause

Encopresis: The most common cause of Encopresis is constipation. When a child becomes constipated, feces build up in and stretch the rectum. This stretching causes the nerve endings to become dull. The child may not feel when he or she needs to eliminate the feces or if the waste is coming out. Inside the rectum, the feces could become too large or solid to eliminate without feeling pain. While the mass of feces is stuck in the child's rectum, liquid feces could leak from around the mass and out of the child's body. The main causes of constipation are diet, lack of sufficient amounts of water, stress, not enough exercise, and inconsistent bathroom routines.

Enuresis: The cause of Enuresis is thought to be unclear and usually is attributed to many factors.

Genetic- there is a genetic component within Enuresis and it tends to run in families.

Inability to feel that the bladder is full and be aroused from sleep.

Insufficient size of bladder- the child's bladder is too small to contain the amount of urine produced.

Psychological Factors- these are not main factors that contribute to Enuresis, but stress may be a cause.

Maturational Delay- the child's recognition that the bladder is full and he or she needs to go to the bathroom is a developmental issue. Many children with Enuresis will develop this skill as they grow older.

Symptoms

The majority of children with enuresis show no other symptoms besides wetting the bed at night. If other symptoms are present, such as blood stains in their underwear or unusual pain, the child is likely to have a more serious medical problem. Children with encopresis are likely to exhibit symptoms such as; loss of appetite, loose or watery stools, abdominal pain, scratching or itching of anal area because of irritation, withdrawal from friends, or secretive attitude associated with bowel movements.

Treatment

Children usually "grow out" of their elimination disorders by the time they reach their teens. If treatment is necessary, the most effective choice for enuresis is behavior modification, which involves a special pad that the child sleeps on at night. If the pad gets wet, an alarm goes off and the child is directed to go to the bathroom. Stool softeners or laxatives are the choice of treatment for encopresis.

DSM-IV-TR

309.21 Separation anxiety disorder

313.23 Selective mutism

313.89 Reactive attachment disorder of infancy or early childhood

307.3 Stereotypic movement disorder

313.9 Disorder of infancy, childhood, or adolescence NOS: This category is a residual category for disorders with onset in infancy, childhood, or adolescence that do not meet criteria for any specific disorder in the Classification.

Cause

There are multiple factors that contribute to the cause of other disorders of infancy, childhood, or adolescence. The majority of the etiological factors are going to be physical or environmental. Some of the disorders could be caused by parental influence, such as their inability to properly take care of their child. Most of the other disorders diagnosed in infancy, childhood, or adolescence involve anxiety. If the child is continually put in anxiety producing situations, they could show symptoms of these disorders. Usually, the symptoms will be mild and the child will not get help, which may cause the symptoms to become worse.

Symptoms

Separation anxiety disorder

excessive stress when separated from home or family

fear of being alone

refusal to sleep alone

clinginess

excessive worry about safety

excessive worry about getting lost

frequent medical complaints with no cause

refusal to go to school

Selective mutism

unable to speak in certain social situations, even though they are comfortable speaking at home or with friends

difficulty maintaining eye contact

may have blank facial expressions

stiff body movements

may have a worrisome personality

may be incredibly sensitive to sound

difficulty with verbal and non-verbal expression

may appear shy, when in reality, they have a fear of people.

Reactive attachment disorder of infancy or early childhood

withdrawing from others

aggressive attitude towards peers

awkwardness or discomfort

watching others but not engaging in social interaction

Stereotypic movement disorder

head banging

nail biting

hitting or biting oneself

hand waving or shaking

rocking back and forth

Treatment

Separation anxiety disorder

Cognitive behavioral therapy is often used to treat separation anxiety disorder. Family therapy may also be helpful to get to the core of the issue. Systemic desensitization techniques are usually used to help the child get used to being comfortable away from home.

Selective mutism

It is important not to "enable" the child with selective mutism by allowing them to remain silent in the social settings that they are uncomfortable in. Both parents and teachers need to be involved in the treatment of selective mutism. The most important factor to remember is that the child does not have a speech disorder; it is an anxiety disorder.

Reactive attachment disorder of infancy or early childhood

Treatment almost always involves the child and his or her parents or caregivers. Parents may need to take parenting skills classes and attend family therapy with the child. Individual therapy with the child and therapist is effective. Another technique is keeping close physical contact between the child and his or her parents.

Stereotypic movement disorder

Behavioral techniques and psychotherapy are the most effective treatment for children with this disorder. It is important to change the child's environment so that they are unable to harm themselves. Medication is also effective.

(F90) Hyperkinetic disorders

(F90.0) Disturbance of activity and attention

Attention-deficit hyperactivity disorder

Attention deficit syndrome with hyperactivity

(F90.1) Hyperkinetic conduct disorder

(F90.8) Other hyperkinetic disorders

(F90.9) Hyperkinetic disorder, unspecified

(F91) Conduct disorders

(F91.0) Conduct disorder confined to the family context

(F91.1) Unsocialized conduct disorder

(F91.2) Socialized conduct disorder

(F91.3) Oppositional defiant disorder

(F91.8) Other conduct disorders

(F91.9) Conduct disorder, unspecified

(F92) Mixed disorders of conduct and emotions

(F92.0) Depressive conduct disorder

(F92.8) Other mixed disorders of conduct and emotions

(F92.9) Mixed disorder of conduct and emotions, unspecified

(F93) Emotional disorders with onset specific to childhood

(F93.0) Separation anxiety disorder of childhood

(F93.1) Phobic anxiety disorder of childhood

(F93.2) Social anxiety disorder of childhood

(F93.3) Sibling rivalry disorder

(F93.8) Other childhood emotional disorders

Identity disorder

Overanxious disorder

(F93.9) Childhood emotional disorder, unspecified

(F94) Disorders of social functioning with onset specific to childhood and adolescence

(F94.0) Elective mutism

(F94.1) Reactive attachment disorder of childhood

(F94.2) Disinhibited attachment disorder of childhood

(F94.8) Other childhood disorders of social functioning

(F94.9) Childhood disorder of social functioning, unspecified

(F95) Tic disorders

(F95.0) Transient tic disorder

(F95.1) Chronic motor or vocal tic disorder

(F95.2) Combined vocal and multiple motor tic disorder (de la Tourette)

(F95.8) Other tic disorders

(F95.9) Tic disorder, unspecified

(F98) Other behavioural and emotional disorders with onset usually occurring in childhood and adolescence

(F98.0) Nonorganic enuresis

(F98.1) Nonorganic encopresis

(F98.2) Feeding disorder of infancy and childhood

(F98.3) Pica of infancy and childhood

(F98.4) Stereotyped movement disorders

(F98.5) Stuttering (stammering)

(F98.6) Cluttering

(F98.8) Other specified behavioural and emotional disorders with onset usually occurring in childhood and adolescence

Attention deficit disorder without hyperactivity

Excessive masturbation

Nail-biting

Nose-picking

Thumb-sucking

(F98.9) Unspecified behavioural and emotional disorders with onset usually occurring in childhood and adolescence

Controversy

There are people such as Thomas Szasz and Peter Breggin who say child psychiatry should be made illegal because behaviours are not diseases. They believe psychiatric drugging is a form of child abuse.