attention-deficit/hyperactivity disorder (a neurodevelopmental disorder)

autism spectrum disorder (a neurodevelopmental disorder)

selective mutism—consistent failure to speak in certain social situations.

intense physiological or psychological reactions to thoughts or cues associated with the event,

episodes of playacting the event (sometimes without apparent distress), or

dissociative reactions, in which the child appears to reexperience the trauma or seems unaware of present surroundings.

Nonsuicidal self-injury (NSSI) is a relatively new phenomenon that involves intentionally inflicted, superficial wounds. Those who engage in NSSI cut, burn, stab, hit, or excessively rub themselves to the point of pain and injury but without suicidal intent.

disinhibited social engagement disorder (DSED) socialize effortlessly but indiscriminately and readily become superficially “attached” to strangers or casual acquaintances. They often stray away from caregivers as they approach and verbally or physically interact with unknown adults in an overly familiar manner.

reeactive attachment disorder (RAD) appear to have little trust that the adults in their lives will attend to their needs; therefore, they do not readily seek or respond to comfort, attention, or nurturing.

Disruptive mood dysregulation disorder (DMDD) is characterized by chronic irritability and severe mood dysregulation, including recurrent temper outbursts triggered by common childhood stressors such as interpersonal conflict or being denied a request.

Pediatric bipolar disorder (PBD) is a serious disorder that parallels the mood variability, depressive episodes, and significant departure from typical functioning that characterizes adult bipolar disorder. Youth with PBD display mood changes and distinct periods of elevated energy and activity that may involve diminished need for sleep, distractibility, talkativeness, frequent interrupting, or inflated self-esteem

Oppositional defiant disorder (ODD) is characterized by a persistent pattern of angry, argumentative, or vindictive behavior that continues for at least 6 months. These behaviors are directed toward parents, teachers, and others in authority. At least four symptoms involving short-tempered, resentful, blaming, spiteful, or hostile behaviors must be present.

Intermittent explosive disorder (IED) is a “prevalent, persistent, and seriously impairing” disorder that is both underdiagnosed and undertreated (McLaughlin et al., 2012). A diagnosis of IED involves

recurrent outbursts of extreme verbal or physical aggression that occur approximately twice weekly for at least 3 months (lower-intensity but high-frequency aggressive outbursts) or

three outbursts occurring within a 1-year period that involve damage or injury to people, animals, or property (lower-frequency but high-intensity outbursts) (Coccaro, Lee, & McCloskey, 2014).

Conduct disorder (CD) is characterized by a persistent pattern of antisocial behavior that reflects dysfunction within the individual (rather than a pattern of behavior accepted within the person’s subculture) and includes serious violations of rules and social norms and disregard for the rights of others. Diagnosis of CD requires the presence of at least three different behaviors involving:

deliberate aggression (bullying, physical fights, use of weapons, cruelty to people or animals, aggressive theft, forced sexual contact);

deliberate destruction of property (including malicious fire-setting);

theft or deceit (stealing, forgery, home or car invasion, “conning others”); or

serious violation of rules (staying out at night, truancy, running away).

Interventions that address the family and social context of behaviors, as well as the child’s deficits in psychosocial skills, can significantly improve externalizing behaviors. A well-established intervention is cognitive-behavioral parent education; these programs teach parents to regulate their own emotions, increase positive interactions with their children, establish appropriate rules, and consistently implement consequences for inappropriate behavior.

Tics are recurrent and sudden, involuntary, nonrhythmic motor movements or vocalizations. Motor tics involve various physical behaviors including blinking, grimacing, tapping, jerking the head, flaring the nostrils, and contracting the shoulders. Vocal tics include coughing, grunting, throat clearing, sniffling, and sudden, repetitive, and stereotyped outbursts of words.

coprolalia (the involuntary uttering of obscenities or inappropriate remarks)

less than a year, a diagnosis of provisional tic disorder is given; chronic motor or vocal tic disorder refers to tics lasting more than a year

Tourette’s disorder is characterized by multiple motor tics (e.g., blinking, grimacing, shrugging, jerking the head or shoulders) and one or more vocal tics (e.g., repetitive throat clearing, sniffing, or grunting) that are present for at least 1 year,

habit reversal, which involves teaching a behavior that is incompatible with the tic, is an effective treatment that can be conducted individually or in a small group setting

Attention-deficit/hyperactivity disorder (ADHD) is characterized by attentional problems or impulsive, hyperactive behaviors that are atypical for the child’s age and developmental level.

Atypical social-emotional reciprocity; Atypical nonverbal communication; Difficulties developing and maintaining relationships; Repetitive speech, movement, or use of objects; Intense focus on rituals or routines and strong resistance to change; Intense fixations or restricted interests; Atypical sensory reactivity

splinter skills—that is, they do exceptionally well on isolated tasks such as drawing, puzzle construction, musical ability, or rote memory but perform poorly on tasks requiring language skills and symbolic thinking. These children (or adults) are referred to as autistic savants.

Autism spectrum disorder (ASD) is characterized by significant impairment in social communication skills and by the display of stereotyped interests and behaviors. ASD is designated a spectrum disorder because the symptoms vary significantly

abnormal development of the frontal and temporal lobes, amygdala, and cingulate regions of the brain and altered functional connections between the parts of the brain related to social cognition and emotional processing (Donovan & Basson, 2017);

reduced gaze toward the eye regions of faces, especially neutral faces, combined with elevated activity in the amygdala in response to human faces (Hadjikhani et al., 2018); and

atypical responsiveness to the sensory-limbic systems of the brain resulting in sensory overreactivity or atypical negative responses to sensory stimuli

fragile X syndrome, a condition resulting in limited production of proteins required for brain development.

Down syndrome (DS) is the most common and most easily recognized chromosomal disorder resulting in ID. In the vast majority (95 percent) of cases, an extra copy of chromosome 21

Phenylketonuria (PKU), an inherited condition affecting metabolism of a specific amino acid, can also have prenatal or postnatal effects

fetal alcohol syndrome (FAS) have incurred the greatest neurological damage.

A learning disorder (LD) is diagnosed when someone with at least average intellectual abilities demonstrates development of basic math, reading, or writing skills that is substantially lower than would be expected for the person’s chronological age, educational background, and intellectual ability.

dyslexia (significant difficulties with accuracy or fluency of reading

dyscalculia (significant difficulties in understanding quantities, number symbols, or basic arithmetic calculations)