Neurodevelopment Disorders Study Guide NRNP6665
Neurodevelopment Disorders Study Guide NRNP6665 Week 8 Assignment
STUDY GUIDE FORUM
Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.
For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY LEARNING RESOURCES
TO PREPARE
- Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5-TR.
- Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.
THE ASSIGNMENT
Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5-TR but also supported by at least three other scholarly resources.
Also Read:
Week 8 Assignment Controversy Associated with Dissociative Disorders
Areas of importance you should address, but are not limited to, are:
- Signs and symptoms according to the DSM-5-TR
- Differential diagnoses
- Incidence
- Development and course
- Prognosis
- Considerations related to culture, gender, age
- Pharmacological treatments, including any side effects
- Nonpharmacological treatments
- Diagnostics and labs
- Comorbidities
- Legal and ethical considerations
- Pertinent patient education considerations
BY DAY 7 OF WEEK 8
You will need to submit your Assignment to two places: the Week 8 Study Guide discussion forum as an attachment and the Week 8 Assignment submission link. Although no responses are required in the discussion forum, collegial discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned neurodevelopmental disorders for study.
Access the Study Guide Forum (or click the Next button).
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
- To submit your completed assignment, save your Assignment as WK8Assgn+last name+first initial.
- Then, click on Start Assignment near the top of the page.
- Next, click on Upload File and select Submit Assignment for review.
Intellectual Disability Study Guide Example
How does DSM-5 define intellectual disability?
A deficit in intellectual and adaptive functioning of an individual (American Psychiatric Association, 2013)
| What are the signs and symptoms of intellectual disability according to DSM-5? | How common is intellectual disability? | |
| ¾ Limitation in spoken language – vocabulary and grammar – conceptual domain ¾ Limitation in conceptual skills such as understanding written language – social domain ¾ Dependence for activities of daily living – dressing, bathing, cooking meals, elimination – practical domain ¾ Other criteria: symptoms begin during the period of development (American Psychiatric Association, 2013)
| ¾ Affects one percent of the population (American Psychiatric Association, 2013) ¾ In the US, it affected about 3.5% (CDC, 2019) ¾ More common among males than females, with 1.6/1 for mild to 1.2/1 for severe cases (American Psychiatric Association, 2013) ¾ About six in every thousand cases are severe ¾ Commonly diagnosed among older children (CDC, 2019) ¾ No significant racial predilection | |
| What are the risk factors for intellectual disability? | What is the Development and course of intellectual disability | |
| · Can be classified as genetic or physiological · Genetic factors – chromosomal disorders, inborn errors of metabolism, maternal disease · Physiological factors can be antenatal, natal, or postnatal · Antenatal – toxins and alcohol · Natal – traumatic labor, neonatal encephalopathy · Postnatal – infections (meningitis), traumatic brain injury, child abuse, hypoxic-ischemic injury, toxic metabolic syndromes, seizure disorders, demyelinating disorders, and chronic social deprivations
| · Deficient brain development leading to slow or absent neurodevelopment · Deficits in language and motor development are diagnosed first · The disease does not progress, but there is absent development of neurological and behavioral milestones · Diagnosis can be made as early as 2 years of age (American Psychiatric Association, 2013) · Lack of achievement of social and behavioral skills are seen · Sometimes, the risks lead to the loss of achieved milestones | |
| Diagnostics and lab | How do I evaluate further the suspected cases? | |
| · Clinical and mental state examinations are required · Standardized intelligence tests are used to assess the intelligence quotient (IQ) · Chromosome analysis to screen chromosomal diseases · Urine and blood analysis to screen comorbidities · Metabolic screening | · Family pedigree – three generations · Evaluate associated medical illnesses – seizures, cerebral palsy · Cultural evaluation · Assess the home environment · Assess the availability of community reserves | |
| What are the possible differential diagnoses for intellectual disability? SCAM -mnemonic | What illnesses can cooccur with intellectual disability? AIDS CAB – mnemonic | |
| · Specific learning disorder · Communication disorder · Autism spectrum disorders · Major and minor neurocognitive disorders – Alzheimer’s and Down’s syndromes (Lee et al., 2021)
| · Attention deficit hyperactivity disorder · Impulse-control disorders · Depressive disorders and anxiety disorders · Stereotypic movement disorder · Cerebral palsy · Autism spectrum disorders · Bipolar disorders | |
| What determines the outcome of the ID? – Prognosticators | Medications used? | |
| · Timely intervention · Time at diagnosis · Comorbidities | · No approved medication for treatment · Aripiprazole and risperidone can be used to manage aggression (Lee et al., 2021) · A lifelong condition requiring early intervention | |
| Nonpharmacological intervention used | What are the culture and gender-related considerations? | |
| · Behavioral interventions · Psychoeducation · Basic education · Lie skills training · Government resources · Training on the transition to adulthood | · Screening for x-linked disorders as – common in males (American Psychiatric Association, 2013) · Understanding the cultural background of the patient regarding ID · Linguistic and ethnic background assessment | |
| What are the legal and ethical related considerations? | What should be considered during patient education? | |
| · Violence and aggression from the patient can lead to a legal arrest · Patients are more vulnerable to sexual abuse (Åker & Johnson, 2020) · Fair distribution of resources to patients · Understanding the need to incorporate the patient’s cognitive level in decision-making. | · Hearing and visual difficulties · Language deficits · Involvement of family for maximal outcomes (Patel et al., 2020) · Minimize restriction in learning · Limited learning capacity |
References
Åker, T. H., & Johnson, M. S. (2020). Sexual abuse and violence against people with intellectual disability and physical impairments: Characteristics of police-investigated cases in a Norwegian national sample. Journal of Applied Research in Intellectual Disabilities: JARID, 33(2), 139–145. https://doi.org/10.1111/jar.12656
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5 (R)) (5th ed.). American Psychiatric Association Publishing.
CDC. (2019, June 6). Products – data briefs – number 291 – November 2017. Cdc.Gov. https://www.cdc.gov/nchs/products/databriefs/db291.htm
Lee, K., Cascella, M., & Marwaha, R. (2021). Intellectual Disability. StatPearls Publishing.
Patel, D. R., Cabral, M. D., Ho, A., & Merrick, J. (2020). A clinical primer on intellectual disability. Translational Pediatrics, 9(Suppl 1), S23–S35. https://doi.org/10.21037/tp.2020.02.02
Neurodevelopment Disorders Study Guide NRNP6665 Rubric
| Criteria | Ratings | Pts | ||||
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| Content areas of importance you should address, but are not limited to, are:• Signs and symptoms according to the DSM-5-TR• Differential diagnoses• Incidence• Development and course• Prognosis• Considerations related to culture, gender, age• Pharmacological treatments, including any side effects• Nonpharmacological treatments• Diagnostics and labs• Comorbidities• Legal and ethical considerations• Pertinent patient education considerations |
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| upport your guide with references to the DSM-5-TR and at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines. Be sure they are current (no more than 5 years old). |
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| Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation |
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| Written Expression and Formatting – The guide follows correct APA format for parenthetical/ narrative in-text citations and reference list. |
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| Total Points: 100 | ||||||
