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Child Psychiatry 

Intellectual developmental disorder (MENTAL RETARDATION) 

DSM-5 define intellectual functioning as a general mental ability that involves reasoning, 
problem solving, planning, abstract thinking, comprehension of complex ideas, judgment, 
academic learning, and learning from experience. In DSM-5, the definition is applied to 
reasoning in three contexts: academic learning (conceptual domain), social understanding 
(social domain), and practical understanding (practical domain). 
ETIOLOGY 
The most common causes of mental retardation are Down syndrome, fragile X syndrome 
(accounting for 40% of all X-linked retardation), and fetal alcohol syndrome. Together, these 
three conditions are responsible for about 30 percent of all identified cases of mental 
retardation. Recently, early childhood anemia has been identified as a risk for mild to 
moderate mental retardation. 
Causes:  

 Congenital, chromosome or gene defects.  
 Intrauterine infections.  
 Perinatal: anoxia, intraventricular haemorrhage …  
 Postnatal: encephalitis, meningitis, trauma … 
 Psychosocial causes; chronic lack of intellectual stimulation. 

 
The prevalence rate is probably below 3% but above 1% 
 
Several variables lower life expectancies. For example, many early deaths—sometimes for 
persons in their 20s and 30s—are related to ambulatory and respiratory problems. Etiology 
may also play a role. Specifically, children with Down syndrome continue to be prone to 
heart problems, leukemia, and (by age 35) the plaques and tangles of Alzheimer's disease. 
Similarly, children with Prader-Willi syndrome are prone to hyperphagia and obesity, and 
complications of obesity (e.g., diabetes, heart disease) remain the main cause of higher death 
rates for persons with Prader-Willi syndrome. 

 

 
DSM V Diagnostic Criteria for Intellectual Disability: 
Intellectual disability (intellectual developmental disorder) is a disorder with onset during 
the developmental period that includes both intellectual and adaptive functioning deficits 
in conceptual, social, and practical domains. The following three criteria must be met: 
A. Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract 
thinking, judgment, academic learning, and learning from experience, confirmed by 
both clinical assessment and individualized, standardized intelligence testing. 
B. Deficits in adaptive functioning that result in failure to meet developmental and 
sociocultural standards for personal independence and social responsibility. Without 
ongoing support, the adaptive deficits limit functioning in one or more activities of 
daily life, such as communication, social participation, and independent living, across 
multiple environments, such as home, school, work, and community. 
C. Onset of intellectual and adaptive deficits during the developmental period. Code based 
on degree of severity reflecting level of intellectual impairment: 
   


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  Mild mental retardation: IQ level 50–55 to approximately 70 
  Moderate 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 

1.  Mild Mental Retardation (I.Q., 55 to 70) characterizes the largest group of persons 

with mental retardation, possibly as many as 85 percent of the total. These individuals 
appear similar to non retarded individuals and often blend into the general population 
in the years before and after formal schooling. Many achieve academic skills at the 
sixth grade level or higher, and some graduate from high school. As adults, many of 
these individuals hold jobs, marry, and raise families—yet at times they may appear 
slow or need extra help negotiating life's problems and tasks. 

2.  Moderate Mental Retardation Moderate mental retardation (I.Q., 40 to 55) is seen in 

approximately 10 percent of those with mental retardation, including persons with 
more-impaired cognitive and adaptive functioning. Individuals with moderate mental 
retardation typically receive their diagnosis in their preschool years, and some show a 
clear organic cause for their delay. Persons with Down syndrome often function in this 
range. Most children with moderate mental retardation require special education 
services and achieve academic skills at the second to third grade level. Supportive 
services are needed throughout life. With proper supports, many live, work, and thrive 
in their local communities. 

3.  Severe mental retardation (I.Q. 25 to 40) occurs in about 3 to 4 percent of persons with 

mental retardation. Individuals at this level often have one or more organic causes for 
their delay, and many show concurrent motor, ambulatory, and neurological problems 
as well as poorly developed communication skills. Most persons with severe mental 
retardation require close supervision and specialized care throughout their lives. Some 
individuals learn to perform simple tasks or routines that facilitate their self-care. 

4.  Profound Mental Retardation Profound mental retardation (I.Q. of 25 or below) affects 

relatively few individuals (1 to 2 percent) and involves pervasive deficits in cognitive, 
motor, and communicative functioning. Impaired sensory-motor functioning is often 
seen from early childhood on, and most individuals require extensive training to 
complete even the most rudimentary aspects of self-care such as eating and toileting. 
The vast majority of people with profound mental retardation have organic causes for 
their delay, and most require total supervision and care throughout life. 
 

Autism spectrum disorders (ASD) 
Characteristics of autistic disorder, a severe form of ASD, include 
a. Significant problems with communication (despite normal hearing) 
b. Significant problems forming social relationships (including those with caregivers) 
c. Repetitive, purposeless behavior (e.g., spinning, self-injury)

 

d. Subnormal intelligence in many (26%–75%) autistic children 
e. Unusual abilities in some children (e.g., exceptional memory or calculation skills). These 
are referred to as savant skills. 
 
Asperger disorder (a mild form of ASD) involves 
a. Significant problems forming social relationships 
b. Repetitive behavior and intense interest in obscure subjects  


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c. In contrast to autistic disorder, in Asperger disorder there is normal cognitive development 
and little or no developmental language delay. However, conversational language skills are 
impaired. 

d. aggressiveness 
 
Occurrence of ASD 
a. They occur in about 17 children per 10,000. 
b. They begin before 3 years of age. 
c. The disorders are four to five times more common in boys. 
4. Abnormalities that give clues for the etiology of ASD include 
a. Cerebral dysfunction (no psychological causes have been identified) 

b. A history of perinatal complications 
c. A genetic component (e.g., the concordance rate for ASD is three times higher in 
monozygotic than in dizygotic twins) 
d. Immunologic incompatibility between mother and fetus 
e. Smaller amygdala and hippocampus, fewer Purkinje cells in the cerebellum, and less 
circulating oxytocin 
 
Other pervasive developmental disorders 
1. Rett disorder involves 
a. Diminished social, verbal, and cognitive development after up to 4 years of normal 
functioning 
b. Occurrence only in girls (Rett disorder is X-linked and affected males die before birth) 
c. Stereotyped, hand-wringing movements; ataxia 
d. Breathing problems 
e. Mental retardation 
f. Motor problems later in the illness 
 

Management:The goal of treatment is to reduce disruptive behavior and to promote learning 
particularly language acquisition and communication and self-help skills. 
(a) Pharmacological 
No pharmacological agent has proved curative but certain medications may be of benefit for 
specific symptoms such as self-injury, aggression, stereotyped movements and over activity. 
Haloperidol and Risperidone: May decrease stereotyped behaviors and Agitation. Fluoxetine 
and Citalopram: Reduce repetitive behavior and impulsive aggressions. 
(bPsychological 
Autism is generally considered a lifelong, chronic disability. Nevertheless, specific 
educational and therapeutic interventions are critical for stimulating development in all areas 
and improving the person’s adaptive functioning in all settings (home, school, work 
and community). 
Adolescents and adults with autism frequently need specific help in negotiating the 
complexities of life demands. Social skills groups, recreational activities, individual 
psychotherapy, and vocational coaching and assistance can help them acquire skills 
necessary for a satisfying adult life. 
With appropriate educational and treatment services, children with autism will show some 
improvements. The preschool years are typically the most difficult, because children with 


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autism tend to be the least social, least communicative, and have the most difficulties 
behaviorally. 
IQ remains stable across the lifespan, but the severity of the social and communicative 
deficits tends to diminish as children grow older. Learning continues throughout childhood 
and adolescence, as long as children are receiving appropriate services. 
 Adolescence can be a difficult time for some individuals with autism, because of increased 
sexual behavior and aggressiveness. 
The most important positive prognostic indicators are functional language before age 5, and 
cognitive abilities above the mentally retarded range (i.e., IQ > 70). Another 30% are 
reported as achieving some degree of partial independence in adulthood. About 25% of 
children with autism develop seizures beginning in adolescence or early adulthood. 
 

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

 

Attention-deficit/hyperactivity disorder (ADHD) is the most common psychiatric disorder 
among school-age children. Children with ADHD display the early onset of symptoms 
consisting of developmentally inappropriate overactivity, inattention, academic 
underachievement, and impulsive behavior. 
Three different subtypes of ADHD may be diagnosed on the basis of the number and type of 
symptoms from each category, with subtypes referred to as either ADHD, inattentive type; 
ADHD, hyperactive-impulsive type; or ADHD, combined type. According to DSM-V, 
symptoms of ADHD must be evident by age 12 years and have a minimum duration of 6 
months. 
Prevalence about 6% 
DSM-V Diagnostic Criteria for Attention-Deficit/Hyperactivity Disorder 
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with 
functioning or development, as characterized by (1) and/or (2): 
1. Inattention: Six (or more) of the following symptoms have persisted for at least 6 months 
to a degree that is inconsistent with developmental level and that negatively impacts directly 
on social and academic/occupational activities: 
a. Often fails to give close attention to details or makes careless mistakes in 
schoolwork, at work, or during other activities . 
b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty 
remaining focused during lectures, conversations, or lengthy reading). 
c. Often does not seem to listen when spoken to directly. 
d. Often does not follow through on instructions and fails to finish schoolwork, 
chores, or duties in the workplace (e.g., starts tasks but quickly loses focus 
and is easily sidetracked). 
e. Often has difficulty organizing tasks and activities (e.g., difficulty managing 
sequential tasks; difficulty keeping materials and belongings in order; 
messy, disorganized work; has poor time management; fails to meet deadlines). 
f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained 
mental effort (e.g., schoolwork or homework;, preparing reports, completing forms, 
reviewing lengthy papers). 
g. Often loses things necessary for tasks or activities (e.g., school materials, 
keys, paperwork, eyeglasses, mobile telephones). 
h. Is often easily distracted by extraneous stimuli. 
i. Is often forgetful in daily activities (e.g., doing chores, running errands; for older 


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adolescents and adults, returning calls, paying bills, keeping appointments). 
2. Hyperactivity and impulsivity: Six (or more) of the following symptoms have 
persisted for at least 6 months to a degree that is inconsistent with developmental 
level and that negatively impacts directly on social and academic/occupational 
activities: 
a. Often fidgets with or taps hands or feet or squirms in seat. 
b. Often leaves seat in situations when remaining seated is expected. 
c. Often runs about or climbs in situations where it is inappropriate.  
d. Often unable to play or engage in leisure activities quietly. 
e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or 
uncomfortable being still for extended time, as in restaurants, meetings). 
f. Often talks excessively. 
g. Often blurts out an answer before a question has been. 
h. Often has difficulty waiting his or her turn (e.g., while waiting in line). 
i. Often interrupts or intrudes on others. 
B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 
12 years. 
C. Several inattentive or hyperactive-impulsive symptoms are present in two or more 
settings (e.g., at home, school, or work; with friends or relatives; in other activities). 
D. There is clear evidence that the symptoms interfere with, or reduce the quality of, 
social, academic, or occupational functioning. 
E. The symptoms do not occur exclusively during the course of schizophrenia or another 
psychotic disorder and are not better explained by another mental disorder 
(e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder, 
substance intoxication or withdrawal). 
Code based on type: 
  Attention-deficit/hyperactivity disorder, combined type: if the criteria A1 and A2 are met 
for the past 6 months 
  Attention-deficit/hyperactivity disorder, predominantly inattentive type: if criterion A1 is 
met but criterion A2 is not met for the past 6 months 
  Attention-deficit/hyperactivity disorder, predominantly by active-impulsive type: if 
criterion A2 is met but criterion A1 is not met for the past 6 months. 
Treatment: 
  
 Stimulant medications have been found to reduce hyperactivity and improve attention 
span in 75 % of cases, the exact mechanism of action is not yet known, however, stimulation 
of cortical inhibition is suggested.  

 Dextroamphetamine (in children > 3 years) and methylphenidate (> 6 years) in the 

morning and afternoon, doses are adjusted according to the response. Possible side effects 
include restlessness, tremor, sleep disturbances, growth inhibition (growth chart is needed) 
and dependence.  

 Psychological treatment: individual and family therapy.  
 Special education.  

Prognosis: Hyperactivity improves with age in most cases. Some cases may continue in 
adult life; mainly those with low intelligence and major learning problems. 

Conduct Disorder:  

Severe and prolonged antisocial behavior in older children and teenagers.  
Features:  


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 Aggressive behavior to other children.  
 Destructive behavior  
 Rebellion against parents  
 Fire setting  
 Lying  
 Truancy  
 Stealing  
 Vandalism  
 Etiology:  

Adverse psychosocial situations play major roles e.g. broken family, unstable relationships, 
and poverty.  
Treatment: 
 

 Explore the environmental settings, social & family situations. 

   Family and individual therapies.  

 Haloperidol, lithium and carbamazepine have been found effective in controlling 

aggression and impulsivity.  
Prognosis
: Some teenagers continue to have antisocial behaviour after the age of 18 ( 
antisocial personality disorder ).  
 
Oppositional Defiant Disorder: Defiant hostile ant negativistic behavior, manifested by 
frequent:  

 Loss of temper and anger outburst.  
 Argument and refusal to comply with adults. 
 Annoyance of others.  
 Spiteful / vindictive behavior. This disorder may coexist with ADHD, conduct and many 

other disorders. It’s occurrence increases in families with rigid parents, and intense moody 
children. 

 

Treatment:  

 Psychological (individual / family).  
 Behaviour modification.  
 Carbamazepine or lithium.  

 

Elimination Disorders 

 AFunctional Enuresis:  
Repeated involuntary voiding of urine after the age at which continence is usual (5 years) in 
the absence of any identified physical disorder.  

 Nocturnal = bed wetting (at night).  
 Diurnal = during waking hours.  

Primary enuresis: If there has been no preceding period of urinary continence for at least 12 
months.  
Secondary enuresis: If there has been period of urinary continence for 12 months. 
 It is likely to coexist with other psychological distress (e.g. sibling birth). 
Treatment:  

 Search for and treat any possible physical disease e.g. repeated urinary tract infections 

(UTIs).  

 Treat any associated emotional problem.  


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 Advice to parents (to avoid criticism…).  
 Fluid restrictions before bedtime.  
 Going to toilet before sleep.  

 
-Behavioral therapy:  
Star chart technique: 
Record dry nights on a calendar and reward dry nights with a star and 
7 consecutive dry nights with a gift.  
A bell and pad apparatus is helpful. 
   Bladder training.  
Drugs:  

 imipramine (a tricyclic antidepressant) 10 – 50 mg at night can reduce bed wetting 

significantly, but relapse rate after discontinuing treatment is high.  

 desmopressin (an analogue of vasopressim) can be helpful but there is a risk of fluid 

overload. 
  
Functional Encopresis: 
 Repeated passing of feces into inappropriate places after the age at 
which bowel control is usual (4 years). 
   Physical causes should be ruled out: e.g. chronic constipation with overflow incontinence. 
   Stressful events at home may precipitate the condition. 
   Assessment should include parental attitudes, emotional factors in the child, and the 
child’s concern about the problem. 

 Behavior therapy (rewarding success and ignoring failure) often is helpful.  
 Parental guidance and family therapy is required. 

 

Separation Anxiety Disorders 

; Excessive anxiety concerning separation from home or from major attachment figure for at 
least 4 weeks.  

 Excessive distress when separation is anticipated.  
 Excessive worry about possible harm or losing attachment figures.  
 Reluctance to go to school because of fear of separation.  
 Excessive fear when left alone  
 Reluctance to sleep away from attachment figure.  

The disorder may be initiated by a frightening experience or insecurity in the family, and is 
often maintained by overprotective attitude of the parents. Treatment: Psychological 
(individual / family) therapy. Behavior medication. Tricyclic antidepressants. 

 

PHOBIAS IN CHILDREN Phobias are common, and usually normal in children. Common 
feared objects and situations include: animals, strangers, darkness, and loud noisy voices. 
Most childhood phobias improve without specific treatment measures. However, parents 
should adopt a reasonable reassuring approach. Behavior treatment is required if phobia 
persists. 

 School Phobia

 : Irrational fear of going to school associated with unexplained physical 

complaints such as headache, diarrhea, abdominal pain or feeling sick. Boys and girls are 
equally affected.  
 Complaints occur on school days (not in weekends). It occurs most commonly at the 
commencement of schooling, change of school or beginning of intermediate or secondary 
school. 


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 Academic achievement is good or superior.  
_ Possible precipitating factors:  

 Separation anxiety (mainly in younger children) child wants to stay with a major 

attachment figure. Mothers are frequently overprotective. 
   Minor physical illness.  

 Upsetting event either at home (e.g. parental discord), or at school (e.g. criticism).  
 General psychiatric problems e.g. low self - esteem and depression (in older children). 

 Treatment:  

 Identify and treat possible causes. 

   Early graded return to school (most helpful). 
   Both parents should participate. 
   School and teachers should be involved.  

 Drugs have some role in reducing anxiety / or depressive features. 

 




رفعت المحاضرة من قبل: Ahmed monther Aljial
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