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Severe childhood problems of noncompliance will often be designated as ____ disorder.

Which of the following is NOT a key diagnostic aspect for intellectual disability?

Identify the disorder below and bullet point the symptoms that made you come to the diagnosis. There is only one answer. Hannah is a 5-year-old girl in kindergarten. Her nonverbal cognitive abilities are consistent with a mild intellectual disorder. Birth and medical history are unremarkable. According to mom, Hannah has a large vocabulary and speaks in short sentences but does not communicate or play with others. Mom reported that Hannah does not make eye contact, bangs her head on the floor when upset, and resists physical contact such as hugs. Mom also noted that Hannah is a “picky” eater and eats only a few different types of foods. According to mom, the doctor at their community health center noted that Hannah “is way too thin” and needs a more balanced diet. Hannah’s current placement in kindergarten is of concern to Hannah’s mother and family due to her lack of progress and some “peculiar” behaviors.

Steve has Parkinson’s disease. Over time, this is likely to produce lower levels of ________, particularly in the region of brain known as the _________.

People with Parkinson’s disease often display ____ dementia, meaning their primary cognitive problems include slowed thinking and difficulty using newly acquired knowledge and retrieving information from memory.

Identify the disorder below and bullet point the symptoms that made you come to the diagnosis. There is only one answer. Kimmie is 4 years old. At school, she frequently has problems with sitting still, paying attention, and needs lots of chances to move. Her preschool is academically rigorous, so chances for play and recess are far and few between. She gets through her morning routine at home just fine, and when given a chance to run around with her older brother, her symptoms improve. Her parents are worried about her behavior at school but are not sure what to do.

Identify the disorder below and bullet point the symptoms that made you come to the diagnosis. There is only one answer. Jack is an intelligent and caring 7-year-old boy who presents with significant potential to excel academically. In his spare time, Jack enjoys spending time with his friends, and participating in physical activities such as swimming, running and skating. He also enjoys participating in social events and is often invited to play dates and birthday parties. It is noteworthy that he did not know his address or home phone number, could not print his surname, and recognized only a few pre-primer words. While Jack interacts well with peers his own age, his parents note that he can be easily led and influenced by others. They also report that Jack gets upset when he does not receive recognition or feels that he has been ignored. His teacher notes that he sometimes acts ‘socially immature’, and that he often demonstrates attention-seeking behavior. Jack describes difficulties with focusing and sitting still in class. He recognizes that he can ‘hyper focus’ on some activities of interest, however he often has difficulty sustaining his attention at school. His parents and teacher indicate that Jack is restless, and often requires reminders to help him stay on task. He is described as “constantly running around” and presenting with difficulties listening and following instructions. Jack’s teacher indicates that he often blurts out answers and interrupts other students in the classroom. Jack recognizes this tendency in himself but says that he ‘can’t stop’ despite his best intentions. Jack has always had challenges falling asleep, and sometimes finds that he wakes up in the middle of the night. When he wakes up, he finds that he has a difficult time getting back to sleep – sometimes staying awake for as long as an hour and a half. His mother reports difficulties at home with following routines and remembering instructions. His parents describe emotional reactivity as well as confrontational behaviors demonstrated both at home and at school. His teacher notes that Jack is very defiant towards listening to instructions, but generally interacts well with his peers. He is easily frustrated and emotionally impulsive – Jack has had several incidents of hitting, crying outbursts, and inappropriate behavior. Behavioral concerns with aggression, lying, arguments, and disruptive behavior were noted in pre-school program at age 4.

Identify the disorder below and bullet point the symptoms that made you come to the diagnosis. There is only one answer. John is a 26-year-old man who received special education for most of his schooling. He is currently employed as a night janitor at a brewery. John has worked there for about eight years, having begun on a part-time basis while he was still in high school. He is married and has one child. John began receiving special education while he was in the second grade. During that school year, he was referred for psychological evaluation because he was experiencing severe difficulties in all academic areas. John was administered the Wechsler Intelligence Scale for Children (WISC-R) on which he attained a full-scale IQ score of 68. The report of that evaluation described him as socially immature, but otherwise well-adjusted emotionally. He was subsequently placed in the program for students with educable mental retardation (EMR). Throughout the remainder of elementary school, John spent about half the school day in the special education classroom and the remainder of the day in the regular classroom. While in high school, John enrolled in some regular classes, but continued to receive tutoring and some course work in the special education program. During his last two years, he was in a work-study program and spent half of the day at his job. His intellectual and academic skills have been reevaluated several times with his IQ scores being slightly higher on each subsequent assessment. When he was last evaluated at age 17, John attained a full-scale IQ score of 73. At that time, John’s reading and spelling scores were at the 4th-grade level, and his math skills were like those of a 5th-grader. The report of that assessment described him as an average appearing and likeable young man. John is the youngest of four children. Neither of his parents finished high school, and his father worked as an unskilled laborer before he retired.  Two of John’s siblings were also enrolled in special education programs.

Identify the disorder below and bullet point the symptoms that made you come to the diagnosis. There is only one answer. Richie was a 15-year-old boy referred for evaluation after multiple run-ins with the police for drug possession, fighting, and shoplifting. Richie was the oldest of three boys and looked up to a gang-involved cousin who was in prison for drug trafficking. The patient was enrolled in multisystemic therapy (MST) for both treatment and further evaluation. Richie’s MST therapist met with his family 3 to 4 times per week over the first three months of treatment. The therapist encouraged the family to increase their level of supervision over their boys, prevent Richie from smoking marijuana at home, and limit his access to problematic peers. Over the course of treatment, Richie’s parents established regular communication with teachers and helped him get involved with a local boxing team after school. Richie’s therapist reduced the frequency of visits over the final two months of treatment. At the conclusion of treatment, Richie was meeting curfew consistently, completing school assignments, and no longer testing positive for marijuana. Richie’s younger siblings also began doing their schoolwork more consistently and behaving better on the playground.

Individuals with autism tend to have a ____ corpus callosum and fewer ____ cells, which relate to behavioral inhibition.