CMN 554 Final jj jj
Exam jj
jj questions with jj
actual jj
solutions jj
UNIT 1 jj
Review of Content jj jj
1. Psychiatric interviewing of children/adolescents with intellectual disabilities.
j j j j j j j j j j j j
a. What are the recommended clinician approaches?
jj jj jj jj jj
(From Table 2-Study Guide 1, p. 1)
jj jj jj jj jj jj jj
● Interview patient using simple and direction communication jj jj jj jj jj jj
● Obtain collateral information from family members, caregivers, day program and/or
jj jj jj jj jj jj jj jj jj
school staff regarding baseline, exacerbating factors, and environmental factors
jj jj jj jj jj jj jj jj jj
● Obtain medical & behavioral health records jj jj jj jj jj
● Ascertain the absence of acute medical illness jj jj jj jj jj jj
● Schedule multiple visits to avoid a cross-sectional assessment jj jj jj jj jj jj jj
(Sadock, p.1128) j j
● Use sensitivity to elicit information at the appropriate intellectual level while remaining
jj jj jj jj jj jj jj jj jj jj jj
respectful of the patient’s age and emotional development.
jj jj jj jj jj jj jj jj
● Initially screen the patient’s verbal abilities, including receptive and expressive language by
jj jj jj jj jj jj jj jj jj jj jj
observing the communication between the caretakers and the patient.
jj jj jj jj jj jj jj jj jj
● Use parents to serve as interpreters if the patient communicates largely through
jj jj jj jj jj jj jj jj jj jj jj
gestures or sign language.
jj jj jj jj
● Patients with milder forms of intellectual disability are often well aware of their differences
jj jj jj jj jj jj jj jj jj jj jj jj jj
from others and their failures and may be anxious and ashamed during the interview.
jj jj jj jj jj jj jj jj jj jj jj jj jj jj
Approach patients with a clear, supportive, concrete explanation of the diagnostic
j j jj jj jj jj jj jj jj jj jj jj
process, particularly patients with sufficiently receptive language ability which may allay
jj jj jj jj jj jj jj jj jj jj jj
anxiety and fears.
jj jj jj
● Provide support and praise in language appropriate to the patient’s age and
jj jj jj jj jj jj jj jj jj jj jj
understanding.
jj
● Subtle direction, structure, and reinforcement may be necessary to keep patients
jj jj jj jj jj jj jj jj jj jj
focused on the task or topic.
jj jj jj jj jj jj
b. What are supportive interview styles? (Sadock, p. 1128)
jj jj jj j j j j jj jj
● Allow the patient’s family to act as translators if the client uses gestures
jj jj jj jj jj jj jj jj jj jj jj jj
● Approach client with clear, supportive concrete explanation of diagnostic process
jj jj jj jj jj jj jj jj jj
● Provide support and jj jj
praise in language appropriate for client
jj jj jj jj jj
● Subtle direction, jj
structure and reinforcement may be necessary jj jj jj jj jj
, c. What are the stages of development considerations? (Sadock pg 1128)
jj jj jj jj jj jj jj jj jj
● Frustration tolerance jj
● impulse control jj
● over-aggressive motor and sexual behavior jj jj jj jj
● Patient’s self-image jj
● areas of self-confidence
jj jj
● Assess- tenacity, persistence, curiosity, willingness to explore the environment
jj jj jj jj jj jj jj jj
2. What is the DSM 5 Diagnostic Criteria for Intellectual Disability?
jj jj jj jj jj jj jj jj jj
(DSM pg 33, Sadock Table pg 1120)
jj jj jj jj jj jj
,● A. Deficit in intellectual functions, such as reasoning, problem solving, planning, abstract jj jj jj jj jj jj jj jj jj jj
thinking, judgment, academic learning, and learning from experience, confirmed by both clinical
jj jj jj jj jj jj jj jj jj jj jj jj
assessment and individualized, standardized intelligence testing.
jj jj jj jj jj jj
● B. Deficits in adaptive functioning that result in failure to meet developmental and jj jj jj jj jj jj jj jj jj jj jj
sociocultural standards for personal independence and social responsibility. Without ongoing
jj jj jj jj jj jj jj jj j j jj
support, the adaptive deficits limit function in one or more of the activities of daily life, such as
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
communication, social participation, and independent living, across multiple environments, such as
jj jj jj jj jj jj jj jj jj jj jj
home, school, work, and community.
jj jj jj jj jj
● C. Onset of intellectual and adaptive deficits during the developmental period. jj jj jj jj jj jj jj jj jj
Specify if Mild, Moderate, Severe, or Profound jj jj jj jj jj jj
3. Describe the characteristics/features of the degrees of severity in Intellectual Disability: mild,
j j j j j j j j j j j j j j j j j j j j j j
moderate, severe, and profound. (Sadock pg 1123)
j j jj jj jj jj jj jj
Mild - 85% prevalence - Often not identified until 1st or 2nd grade when academic demands increase;
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
by late adolescence have academic skills at 6th grade level; specific causes unidentified in mild; Many
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
adults live independently with appropriate support & raise families. IQ range 50-70.
jj jj jj jj jj jj jj jj jj j j jj jj
Moderate - 10% prevalence - Most acquire language and can communicate adequately during early
jj jj jj jj jj jj jj jj jj jj jj jj jj
childhood. Challenged academically and unable to achieve above a 2nd or 3rd grade level.
jj jj jj jj jj jj jj jj jj jj jj jj jj jj
Socialization difficulties during adolescence; social and vocational support beneficial. Adults may be able
jj jj jj jj jj jj jj jj jj jj jj jj
to perform semiskilled work under appropriate supervision. IQ range 35-50.
jj jj jj jj jj jj jj j j jj jj
Severe - 4% prevalence - May be able to develop communication skills in childhood and often can learn
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
to count and recognize words that are critical to functioning. The cause for ID is more likely to be
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
identified. Adults may adapt well to supervised living situations (group homes) and may be able to
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
perform work-related tasks under supervision. IQ range 20-35.
jj jj jj jj jj j j jj jj
Profound - 1-2% prevalence - Identifiable cause; children may be taught some self-care skills and learn
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
to communicate needs given appropriate training. IQ range < 20.
jj jj jj jj jj jj jj jj jj jj
4. What are the developmental characteristics for preschool, school age, and adults with the varying
j j j j j j j j j j j j j j j j j j j j j j j j j j
degrees of severity: mild, moderate, severe, and profound? (Sadock pg 1119-1120)
j j jj j j j j j j j j j j j j j j jj jj
Table 31.3-2 (pg 1120) jj jj jj
Level of ID jj jj Preschool (0-5 yrs) jj jj School Age (6-20 yrs) jj jj jj Adult (21 yrs & above) jj jj jj jj
Maturation & Development
jj jj jj Training & Education
jj jj jj Social & Vocational
jj jj jj
Adequacy jj
Profound Gross disability; minimal capacity jj jj jj Some motor development present; jj jj jj Some motor and speech jj jj jj
for functioning in sensorimotor
jj jj jj jj may respond to minimal or limited
jj jj jj jj jj jj development; may achieve
jj jj jj
areas; needs nursing care;
jj jj jj jj training in self help
jj jj jj jj very limited self-care; needs
jj j jj j
constant aid and supervision
jj jj jj jj nursing care
jj jj
required
jj
Severe Poor motor development; speech jj jj jj Can talk or learn to communicate; jj jj jj jj jj May contribute partially to jj jj jj
minimal; generally unable to
jj jj jj jj can be trained in elemental health
jj jj jj jj jj jj self-maintenance under
jj jj
profit from training in self-help;
jj jj jj jj jj habits; profits from systematic
jj jj jj jj complete supervision; can
jj jj jj
little or no communication skills
jj jj jj jj jj habit training; unable to profit
jj jj jj jj jj develop self-protection skills
jj j j
from vocational training
jj jj jj to a minimal useful level in
jj jj jj jj jj jj
controlled environment
jj jj
Moderate Can talk to learn to jj jj jj jj Can profit from training in socialjj jj jj jj jj May achieve self-maintenance j j
communicate; poor social
jj jj jj and occupational skills; unlikely to
jj jj jj jj jj in unskilled or semiskilled
jj jj jj jj
awareness; fair motor
jj jj jj progress beyond second-grade
jj jj jj work under sheltered
jj jj jj
development; profits from
jj j j level in academic subjects; may
jj jj jj jj jj conditions; needs supervision
jj jj jj
, training in self-help; can be jj jj jj jj learn to travel alone in familiar jj jj jj jj jj and guidance when under jj jj jj
managed with moderate
jj jj jj places
jj mild social or economic stress
jj jj jj jj jj
supervision
jj
Mild Can develop social and
jj jj jj Can learn academic skills up to
jj jj jj jj jj Can usually achieve social and jj jj jj jj
communication skills; minimal
jj j j approximately sixth-grade level by
jj jj jj jj vocational skills adequate to
jj jj jj jj
retardation in sensorimotor
jj jj jj late teens; can be guided toward
jj jj jj jj jj jj minimal self-help support, but
jj jj jj jj
areas; often not distinguished
jj jj jj jj social conformity
jj jj may need guidance and
jj jj jj jj
from normal until later age
jj jj jj jj jj assistance when under social
jj jj jj jj
or economic stress
jj jj jj
5. Down Syndrome
jj
a. What are the clinical features of patients with Down Syndrome? (Sadock pg. 1123)
jj jj jj jj jj jj jj jj jj jj jj jj
● General hypotonia, oblique palpebral fissures; abundant neck skin; a small, jj jj jj jj jj jj jj jj jj
flattened skull; high cheekbones; and a protruding tongue. Hands are broad and
jj jj jj jj jj jj jj jj j j jj jj jj
thick, with a single palmar transversal crease, and the little fingers are short and
jj jj jj jj jj jj jj jj jj jj jj jj jj jj
curved inward. Moro reflex is weak or absent; slant eyes, epicanthal folds, and flat
jj jj j j jj jj jj jj jj jj jj jj jj jj jj
nose. jj
● Physical problems: cardiac defects, thyroid abnormalities, and gastrointestinal jj jj jj jj jj jj jj
problems. jj
● Language function is a relative weakness, whereas sociability and social skills, jj jj jj jj jj jj jj jj jj jj
such as interpersonal cooperation and conformity with social conventions, are
jj jj jj jj jj jj jj jj jj jj
relative strengths. jj jj
● Typically manifest deficits in scanning the environment; they are more likely to jj jj jj jj jj jj jj jj jj jj jj
focus on a single stimulus, leading to difficulty noticing environmental changes.
jj jj jj jj jj jj jj jj jj jj jj
b. What is the usual course and prognosis for patients with Down Syndrome? (Sadock pg. 1123)
jj jj jj jj jj jj jj jj jj jj jj jj jj jj
● Most children with Down syndrome are mildly to moderately intellectually
jj jj jj jj jj jj jj jj jj
disabled, with a minority having an IQ above 50. Cognitive development
jj jj jj jj jj jj jj jj jj j j jj
appears to progress normally from birth to 6 months of age; IQ scores gradually
jj jj jj jj jj jj jj jj jj jj jj jj jj jj
decrease from near normal at 1 year of age to about 30 to 50 as development
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
proceeds. jj
● Children with Down syndrome are typically placid, cheerful, and cooperative and jj jj jj jj jj jj jj jj jj jj
adapt easily at home. jj jj jj jj
● Adolescence, the picture changes: youth with Down syndrome may experience jj jj jj j j jj jj jj jj jj
more social and emotional difficulties and behavior disorders, and there is an
jj jj jj jj jj jj jj jj jj jj jj jj
increased risk for psychotic disorders.
jj jj jj jj jj
c. How does language functioning compare to social functioning in patients with Down Syndrome?
jj jj jj jj jj jj jj jj jj jj jj jj
(Sadock pg 1123) jj jj
In Down Syndrome, language function is a relative weakness, whereas sociability and social skills,
jj jj jj jj jj jj jj jj jj jj jj jj jj
such as interpersonal cooperation and conformity with social conventions, are relative strengths.
jj jj jj jj jj jj jj jj jj jj jj jj
6. Rett Syndrome
jj
a. What are the symptoms/clinical feature of individuals with Rett Syndrome?
jj jj jj jj jj jj jj jj jj
(Sadock pg 1124) jj jj
Symptoms include jj
● ataxia, facial grimacing, teeth-grinding, and loss of speech. jj jj jj jj jj jj jj
● Intermittent hyperventilation and a disorganized breathing pattern are jj jj jj jj jj jj jj
characteristic while the child is awake.
jj jj jj jj jj jj
● Stereotypical hand movements, including hand-wringing are typical. jj jj jj jj jj jj
● Progressive gait disturbance, scoliosis, and seizures can occur. jj jj jj jj jj jj jj
Exam jj
jj questions with jj
actual jj
solutions jj
UNIT 1 jj
Review of Content jj jj
1. Psychiatric interviewing of children/adolescents with intellectual disabilities.
j j j j j j j j j j j j
a. What are the recommended clinician approaches?
jj jj jj jj jj
(From Table 2-Study Guide 1, p. 1)
jj jj jj jj jj jj jj
● Interview patient using simple and direction communication jj jj jj jj jj jj
● Obtain collateral information from family members, caregivers, day program and/or
jj jj jj jj jj jj jj jj jj
school staff regarding baseline, exacerbating factors, and environmental factors
jj jj jj jj jj jj jj jj jj
● Obtain medical & behavioral health records jj jj jj jj jj
● Ascertain the absence of acute medical illness jj jj jj jj jj jj
● Schedule multiple visits to avoid a cross-sectional assessment jj jj jj jj jj jj jj
(Sadock, p.1128) j j
● Use sensitivity to elicit information at the appropriate intellectual level while remaining
jj jj jj jj jj jj jj jj jj jj jj
respectful of the patient’s age and emotional development.
jj jj jj jj jj jj jj jj
● Initially screen the patient’s verbal abilities, including receptive and expressive language by
jj jj jj jj jj jj jj jj jj jj jj
observing the communication between the caretakers and the patient.
jj jj jj jj jj jj jj jj jj
● Use parents to serve as interpreters if the patient communicates largely through
jj jj jj jj jj jj jj jj jj jj jj
gestures or sign language.
jj jj jj jj
● Patients with milder forms of intellectual disability are often well aware of their differences
jj jj jj jj jj jj jj jj jj jj jj jj jj
from others and their failures and may be anxious and ashamed during the interview.
jj jj jj jj jj jj jj jj jj jj jj jj jj jj
Approach patients with a clear, supportive, concrete explanation of the diagnostic
j j jj jj jj jj jj jj jj jj jj jj
process, particularly patients with sufficiently receptive language ability which may allay
jj jj jj jj jj jj jj jj jj jj jj
anxiety and fears.
jj jj jj
● Provide support and praise in language appropriate to the patient’s age and
jj jj jj jj jj jj jj jj jj jj jj
understanding.
jj
● Subtle direction, structure, and reinforcement may be necessary to keep patients
jj jj jj jj jj jj jj jj jj jj
focused on the task or topic.
jj jj jj jj jj jj
b. What are supportive interview styles? (Sadock, p. 1128)
jj jj jj j j j j jj jj
● Allow the patient’s family to act as translators if the client uses gestures
jj jj jj jj jj jj jj jj jj jj jj jj
● Approach client with clear, supportive concrete explanation of diagnostic process
jj jj jj jj jj jj jj jj jj
● Provide support and jj jj
praise in language appropriate for client
jj jj jj jj jj
● Subtle direction, jj
structure and reinforcement may be necessary jj jj jj jj jj
, c. What are the stages of development considerations? (Sadock pg 1128)
jj jj jj jj jj jj jj jj jj
● Frustration tolerance jj
● impulse control jj
● over-aggressive motor and sexual behavior jj jj jj jj
● Patient’s self-image jj
● areas of self-confidence
jj jj
● Assess- tenacity, persistence, curiosity, willingness to explore the environment
jj jj jj jj jj jj jj jj
2. What is the DSM 5 Diagnostic Criteria for Intellectual Disability?
jj jj jj jj jj jj jj jj jj
(DSM pg 33, Sadock Table pg 1120)
jj jj jj jj jj jj
,● A. Deficit in intellectual functions, such as reasoning, problem solving, planning, abstract jj jj jj jj jj jj jj jj jj jj
thinking, judgment, academic learning, and learning from experience, confirmed by both clinical
jj jj jj jj jj jj jj jj jj jj jj jj
assessment and individualized, standardized intelligence testing.
jj jj jj jj jj jj
● B. Deficits in adaptive functioning that result in failure to meet developmental and jj jj jj jj jj jj jj jj jj jj jj
sociocultural standards for personal independence and social responsibility. Without ongoing
jj jj jj jj jj jj jj jj j j jj
support, the adaptive deficits limit function in one or more of the activities of daily life, such as
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
communication, social participation, and independent living, across multiple environments, such as
jj jj jj jj jj jj jj jj jj jj jj
home, school, work, and community.
jj jj jj jj jj
● C. Onset of intellectual and adaptive deficits during the developmental period. jj jj jj jj jj jj jj jj jj
Specify if Mild, Moderate, Severe, or Profound jj jj jj jj jj jj
3. Describe the characteristics/features of the degrees of severity in Intellectual Disability: mild,
j j j j j j j j j j j j j j j j j j j j j j
moderate, severe, and profound. (Sadock pg 1123)
j j jj jj jj jj jj jj
Mild - 85% prevalence - Often not identified until 1st or 2nd grade when academic demands increase;
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
by late adolescence have academic skills at 6th grade level; specific causes unidentified in mild; Many
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
adults live independently with appropriate support & raise families. IQ range 50-70.
jj jj jj jj jj jj jj jj jj j j jj jj
Moderate - 10% prevalence - Most acquire language and can communicate adequately during early
jj jj jj jj jj jj jj jj jj jj jj jj jj
childhood. Challenged academically and unable to achieve above a 2nd or 3rd grade level.
jj jj jj jj jj jj jj jj jj jj jj jj jj jj
Socialization difficulties during adolescence; social and vocational support beneficial. Adults may be able
jj jj jj jj jj jj jj jj jj jj jj jj
to perform semiskilled work under appropriate supervision. IQ range 35-50.
jj jj jj jj jj jj jj j j jj jj
Severe - 4% prevalence - May be able to develop communication skills in childhood and often can learn
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
to count and recognize words that are critical to functioning. The cause for ID is more likely to be
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
identified. Adults may adapt well to supervised living situations (group homes) and may be able to
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
perform work-related tasks under supervision. IQ range 20-35.
jj jj jj jj jj j j jj jj
Profound - 1-2% prevalence - Identifiable cause; children may be taught some self-care skills and learn
jj jj jj jj jj jj jj jj jj jj jj jj jj jj jj
to communicate needs given appropriate training. IQ range < 20.
jj jj jj jj jj jj jj jj jj jj
4. What are the developmental characteristics for preschool, school age, and adults with the varying
j j j j j j j j j j j j j j j j j j j j j j j j j j
degrees of severity: mild, moderate, severe, and profound? (Sadock pg 1119-1120)
j j jj j j j j j j j j j j j j j j jj jj
Table 31.3-2 (pg 1120) jj jj jj
Level of ID jj jj Preschool (0-5 yrs) jj jj School Age (6-20 yrs) jj jj jj Adult (21 yrs & above) jj jj jj jj
Maturation & Development
jj jj jj Training & Education
jj jj jj Social & Vocational
jj jj jj
Adequacy jj
Profound Gross disability; minimal capacity jj jj jj Some motor development present; jj jj jj Some motor and speech jj jj jj
for functioning in sensorimotor
jj jj jj jj may respond to minimal or limited
jj jj jj jj jj jj development; may achieve
jj jj jj
areas; needs nursing care;
jj jj jj jj training in self help
jj jj jj jj very limited self-care; needs
jj j jj j
constant aid and supervision
jj jj jj jj nursing care
jj jj
required
jj
Severe Poor motor development; speech jj jj jj Can talk or learn to communicate; jj jj jj jj jj May contribute partially to jj jj jj
minimal; generally unable to
jj jj jj jj can be trained in elemental health
jj jj jj jj jj jj self-maintenance under
jj jj
profit from training in self-help;
jj jj jj jj jj habits; profits from systematic
jj jj jj jj complete supervision; can
jj jj jj
little or no communication skills
jj jj jj jj jj habit training; unable to profit
jj jj jj jj jj develop self-protection skills
jj j j
from vocational training
jj jj jj to a minimal useful level in
jj jj jj jj jj jj
controlled environment
jj jj
Moderate Can talk to learn to jj jj jj jj Can profit from training in socialjj jj jj jj jj May achieve self-maintenance j j
communicate; poor social
jj jj jj and occupational skills; unlikely to
jj jj jj jj jj in unskilled or semiskilled
jj jj jj jj
awareness; fair motor
jj jj jj progress beyond second-grade
jj jj jj work under sheltered
jj jj jj
development; profits from
jj j j level in academic subjects; may
jj jj jj jj jj conditions; needs supervision
jj jj jj
, training in self-help; can be jj jj jj jj learn to travel alone in familiar jj jj jj jj jj and guidance when under jj jj jj
managed with moderate
jj jj jj places
jj mild social or economic stress
jj jj jj jj jj
supervision
jj
Mild Can develop social and
jj jj jj Can learn academic skills up to
jj jj jj jj jj Can usually achieve social and jj jj jj jj
communication skills; minimal
jj j j approximately sixth-grade level by
jj jj jj jj vocational skills adequate to
jj jj jj jj
retardation in sensorimotor
jj jj jj late teens; can be guided toward
jj jj jj jj jj jj minimal self-help support, but
jj jj jj jj
areas; often not distinguished
jj jj jj jj social conformity
jj jj may need guidance and
jj jj jj jj
from normal until later age
jj jj jj jj jj assistance when under social
jj jj jj jj
or economic stress
jj jj jj
5. Down Syndrome
jj
a. What are the clinical features of patients with Down Syndrome? (Sadock pg. 1123)
jj jj jj jj jj jj jj jj jj jj jj jj
● General hypotonia, oblique palpebral fissures; abundant neck skin; a small, jj jj jj jj jj jj jj jj jj
flattened skull; high cheekbones; and a protruding tongue. Hands are broad and
jj jj jj jj jj jj jj jj j j jj jj jj
thick, with a single palmar transversal crease, and the little fingers are short and
jj jj jj jj jj jj jj jj jj jj jj jj jj jj
curved inward. Moro reflex is weak or absent; slant eyes, epicanthal folds, and flat
jj jj j j jj jj jj jj jj jj jj jj jj jj jj
nose. jj
● Physical problems: cardiac defects, thyroid abnormalities, and gastrointestinal jj jj jj jj jj jj jj
problems. jj
● Language function is a relative weakness, whereas sociability and social skills, jj jj jj jj jj jj jj jj jj jj
such as interpersonal cooperation and conformity with social conventions, are
jj jj jj jj jj jj jj jj jj jj
relative strengths. jj jj
● Typically manifest deficits in scanning the environment; they are more likely to jj jj jj jj jj jj jj jj jj jj jj
focus on a single stimulus, leading to difficulty noticing environmental changes.
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b. What is the usual course and prognosis for patients with Down Syndrome? (Sadock pg. 1123)
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● Most children with Down syndrome are mildly to moderately intellectually
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disabled, with a minority having an IQ above 50. Cognitive development
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appears to progress normally from birth to 6 months of age; IQ scores gradually
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decrease from near normal at 1 year of age to about 30 to 50 as development
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proceeds. jj
● Children with Down syndrome are typically placid, cheerful, and cooperative and jj jj jj jj jj jj jj jj jj jj
adapt easily at home. jj jj jj jj
● Adolescence, the picture changes: youth with Down syndrome may experience jj jj jj j j jj jj jj jj jj
more social and emotional difficulties and behavior disorders, and there is an
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increased risk for psychotic disorders.
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c. How does language functioning compare to social functioning in patients with Down Syndrome?
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(Sadock pg 1123) jj jj
In Down Syndrome, language function is a relative weakness, whereas sociability and social skills,
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such as interpersonal cooperation and conformity with social conventions, are relative strengths.
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6. Rett Syndrome
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a. What are the symptoms/clinical feature of individuals with Rett Syndrome?
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(Sadock pg 1124) jj jj
Symptoms include jj
● ataxia, facial grimacing, teeth-grinding, and loss of speech. jj jj jj jj jj jj jj
● Intermittent hyperventilation and a disorganized breathing pattern are jj jj jj jj jj jj jj
characteristic while the child is awake.
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● Stereotypical hand movements, including hand-wringing are typical. jj jj jj jj jj jj
● Progressive gait disturbance, scoliosis, and seizures can occur. jj jj jj jj jj jj jj
