Neurodevelopmental and Neurocognitive Disorders
Neurodevelopmental and Neurocognitive Disorders
Until the twentieth century, little account was taken of the special characteristics of psychopathology in children; maladaptive patterns considered relatively specific to childhood, such as autism, received virtually no attention at all (Butcher & Hooley, 2014). Today there is more attention paid to children with maladaptive behaviors and scientific research has been done that demands more attention is paid to specific children's behaviors, not the behaviors of adult as there are no fair comparisons that allow the diagnosis and treatments of adult and children's behaviors to be equal. Neurodevelopment disorders in children result in maladaptive behavior which appears in different life periods and deems the once popular view that children were "miniature adults" untrue with more focus on the special problems of children using the DSM-5, along with professional knowledge and ethics as a guideline to an unbiased diagnosis and treatment (Butcher & Hooley, 2014).
A Neurocognitive disorder however, creates a loss of performance and of all learned skills. Depending on the cause, the onset can be slow or gradual with a deteriorating course. There is no simple relationship between the extent of brain damage and degree of impaired functioning. Some people who have severe damage develop no severe symptoms, whereas some with slight damage have extreme reactions (Butcher & Hooley, 2014, p. 506). The neurodevelopment disorder discussed in this essay will be "attention-deficit/hyperactivity disorder" (ADHD), and the neurocognitive disorder discussed will be "Alzheimer's disease." This essay will discuss behavioral criteria, incidence rates, and it will propose two options for treatment based on two different theoretical models for each disorder.
Neurodevelopmental Disorder: ADHD
According to Butcher, Hooley & Mineka (2014, p. 546), "In conduct disorder, a child engages in persistent aggressive or antisocial acts. The
Until the twentieth century, little account was taken of the special characteristics of psychopathology in children; maladaptive patterns considered relatively specific to childhood, such as autism, received virtually no attention at all (Butcher & Hooley, 2014). Today there is more attention paid to children with maladaptive behaviors and scientific research has been done that demands more attention is paid to specific children's behaviors, not the behaviors of adult as there are no fair comparisons that allow the diagnosis and treatments of adult and children's behaviors to be equal. Neurodevelopment disorders in children result in maladaptive behavior which appears in different life periods and deems the once popular view that children were "miniature adults" untrue with more focus on the special problems of children using the DSM-5, along with professional knowledge and ethics as a guideline to an unbiased diagnosis and treatment (Butcher & Hooley, 2014).
A Neurocognitive disorder however, creates a loss of performance and of all learned skills. Depending on the cause, the onset can be slow or gradual with a deteriorating course. There is no simple relationship between the extent of brain damage and degree of impaired functioning. Some people who have severe damage develop no severe symptoms, whereas some with slight damage have extreme reactions (Butcher & Hooley, 2014, p. 506). The neurodevelopment disorder discussed in this essay will be "attention-deficit/hyperactivity disorder" (ADHD), and the neurocognitive disorder discussed will be "Alzheimer's disease." This essay will discuss behavioral criteria, incidence rates, and it will propose two options for treatment based on two different theoretical models for each disorder.
Neurodevelopmental Disorder: ADHD
According to Butcher, Hooley & Mineka (2014, p. 546), "In conduct disorder, a child engages in persistent aggressive or antisocial acts. The
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