Normal neurodevelopment in children is typically characterized by the acquisition of personal, social, academic, and occupational functioning. These functions are often learned and developed before the child begins primary education. During this period, the child learns social skills and how to control executive functions. Neurodevelopmental disorders involve developmental deficits that are manifested as impairments in normal neurodevelopment. Impairments in intelligence and social skills are often associated with neurodevelopmental disorders, and they frequently occur together.

A child and adolescent psychiatrist wanted to further characterize children with neurodevelopmental disorders according to several protocols. The psychiatrist observed all children with any identified impairments of social skills and any associated intellectual disability The psychiatrist noted the following: communication disorder, impairment in attention, impairment in organization, motor disorder, repetitive behaviors, restricted behaviors, or other interests.

The child and adolescent psychiatrist concluded that children with repetitive and restricted interests or patterns of behavior often demonstrate impairments in social skills. Some of the children who had restricted interests, repetitive patterns of behavior, and impairments in social skills also had intellectual impairments, language impairments, associated medical conditions, or other associated mental or behavioral disorders. It was found that specifying the individual characteristics of the neurodevelopmental disorders provided the child and adolescent psychiatrist the ability to better describe the diagnosis and associated symptoms to patients and their families.

If a 5-year-old boy who, in comparison to the boy's matched agemates, has severe difficulties in learning skills involving reading, writing, and arithmetic and is without ongoing support, then the child will most likely exhibit which of the following?

Normal neurodevelopment in children is typically characterized by the acquisition of personal, social, academic, and occupational functioning. These functions are often learned and developed before the child begins primary education. During this period, the child learns social skills and how to control executive functions. Neurodevelopmental disorders involve developmental deficits that are manifested as impairments in normal neurodevelopment. Impairments in intelligence and social skills are often associated with neurodevelopmental disorders, and they frequently occur together.

A child and adolescent psychiatrist wanted to further characterize children with neurodevelopmental disorders according to several protocols. The psychiatrist observed all children with any identified impairments of social skills and any associated intellectual disability The psychiatrist noted the following: communication disorder, impairment in attention, impairment in organization, motor disorder, repetitive behaviors, restricted behaviors, or other interests.

The child and adolescent psychiatrist concluded that children with repetitive and restricted interests or patterns of behavior often demonstrate impairments in social skills. Some of the children who had restricted interests, repetitive patterns of behavior, and impairments in social skills also had intellectual impairments, language impairments, associated medical conditions, or other associated mental or behavioral disorders. It was found that specifying the individual characteristics of the neurodevelopmental disorders provided the child and adolescent psychiatrist the ability to better describe the diagnosis and associated symptoms to patients and their families.

In order to make the diagnosis of intellectual disability, the intellectual and adaptive functioning deficits must be distinct from those characterized by autism spectrum disorder, communication disorders, specific learning disorder, and the neurocognitive disorders. To make the diagnosis of intellectual disability from the differential diagnoses, then which of the following would be the most logical action to take?

Selective serotonin reuptake inhibitors (SSRIs) are the drugs of choice in the treatment of __________.

Seasonal affective disorder has been associated with an increase in activity of which of the following proteins?

Which of the following is most closely linked to Parkinson's Disease?

Treatment for Alzheimer's disease involves the use of cholinergic drugs that are aimed at __________.

Parkinson's disease is a progressive disorder of which system?

Which of the following proteins become "tangled" in Alzheimer's disease patients?

If a patient were diagnosed with claustrophobia, then which area of their brain would show increased activity in an MRI study?

A study done recently showed that several management approaches, in addition to behavioral therapy interventions, may be necessary in preschool-aged children with moderate to severe attention-deficit/hyperactivity disorder (ADHD). That is, medication and some alternative therapies may be needed for preschool-aged children with ADHD who do not respond or do not follow behavior therapy. The researchers evaluated disruptive behavior in 74 children four to five years of age who were followed for 24 months. The children were randomized to either behavior therapy plus placebo or behavior therapy plus methylphenidate, and ADHD-related behaviors were compared. Parents reported ADHD symptoms observed at 6, 12, and 24 months. The researchers also noted several signs and symptoms of adverse effects that may have been due to the medication, such as insomnia, anorexia, irritability, and reduced growth and weight gain. The researchers found the children who received behavior therapy plus methylphenidate had significant reductions in ADHD symptoms at all time points compared to children who received behavior therapy plus placebo. 

Severity of ADHD was taken into account by presence of symptoms of marked impairment in social functioning. The researchers eliminated the possible role of delays in social development not specific to ADHD by analyzing children whose symptoms of social functioning impairment clearly resulted from inattention, hyperactivity, and impulsivity. Specifically, inattention was identified as the child wandering off task that was not due to lack of understanding or disobedience; hyperactivity was identified as excessive talking or fidgeting when not appropriate; and impulsivity was identified as hasty actions without forethought by the child and with significant potential to harm the child. Symptoms affecting the relationship and mental health of the child’s parents were also treated as reflective of severity of ADHD. For example, parents who experienced majorly reduced psychological well-being as a result of their child’s behavior reflected severe ADHD, and from the results, parents of children with severe ADHD who received behavior therapy plus methylphenidate reported a significant reduction in feeling unable to handle stress because of child’s behavior.

One of the researchers also found that use of some alternative therapies may be supported when combined with behavior therapy. In particular, there were decreases in hyperactive behaviors in children who were placed on additive-free diets. This finding may be of particular significance because eliminating artificial food additives may be done without risk of safety and avoids the potential adverse effects of medication.

Which conclusion is best supported by the findings in the study?