Mahima Suman - UPD Assignment

NAME – Mahima Suman
ROLL NO. – UG/04/BSPSY/2020/001

ENROLLMENT NO. –AU/2020/0004228
UNDERSTANDING AND DEALING WITH
PSYCHOLOGICAL DISORDERS (PSC13005)
ASSIGNMENT
 Write about the clinical picture of ADHD and
Intellectual Disability.
 Clinical Picture of ADHD –

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:
Note: The symptoms are not solely a manifestation of
oppositional behavior, defiance, hostility, or failure to
understand tasks or instructions. For older adolescents and
adults (age 17 and older), at least five symptoms are
required.
a. Often fails to give close attention to details or makes
careless mistakes in schoolwork, at work, or during other
activities (e.g., overlooks or misses details, work is
inaccurate).
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
(e.g., mind seems elsewhere, even in the absence of any
obvious distraction).
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; for older adolescents and adults, preparing
reports, completing forms, reviewing lengthy papers).
g. Often loses things necessary for tasks or activities (e.g.,
school materials, pencils, books, tools, wallets, keys,
paperwork, eyeglasses, mobile telephones).
h. Is often easily distracted by extraneous stimuli (for
older adolescents and adults, may include unrelated
thoughts).
i. Is often forgetful in daily activities (e.g., doing chores,
running errands; for older 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:
Note: The symptoms are not solely a manifestation of
oppositional behavior, defiance, hostility, or a failure to
understand tasks or instructions. For older adolescents and
adults (age 17 and older), at least five symptoms are
required.
a. Often fidgets with or taps hands or feet or squirms in
seat.
b. Often leaves seat in situations when remaining seated is
expected (e.g., leaves his or her place in the classroom, in
the office or other workplace, or in other situations that
require remaining in place).
c. Often runs about or climbs in situations where it is
inappropriate. (Note: In adolescents or adults, may be
limited to feeling restless.)
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; may be
experienced by others as being restless or difficult to keep
up with).
f. Often talks excessively.
g. Often blurts out an answer before a question has been
completed (e.g., completes people’s sentences; cannot
wait for turn in conversation).
h. Often has difficulty waiting his or her turn (e.g., while
waiting in line).
i. Often interrupts or intrudes on others (e.g., butts into
conversations, games, or activities; may start using other
people’s things without asking or receiving permission;
for adolescents and adults, may intrude into or take over
what others are doing).
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).
 Clinical Picture of 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 socio-cultural
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.
Note: The diagnostic term intellectual disability is the
equivalent term for the ICD-11 diagnosis of intellectual
developmental disorders. Although the term intellectual
disability is used throughout this manual, both terms are
used in the title to clarify relationships with other
classification systems. Moreover, a federal statute in the
United States (Public Law 111-256, Rosa’s Law) replaces
the term mental retardation with intellectual disability,
and research journals use the term intellectual disability.
Thus, intellectual disability is the term in common use by
medical, educational, and other professions and by the lay
public and advocacy groups.

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NAME – Mahima Suman

ROLL NO. – UG/04/BSPSY/2020/001

 Clinical Picture of ADHD –

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