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Answer to #1
Oppositional defiant disorder (ODD), and conduct disorder (CD) are disruptive behavior disorder. These conditions are associated with symptoms that are socially disturbing and distressing to others. These disorders may make school achievement less likely and increase conflicts between the children who have these disorders and peers, parents, teachers, and others. Diagnosis of externalizing disorders requires a pattern of behavior that is 1) atypical for the child's age and developmental level; 2) persistent (occurring consistently for at least one year); and 3) severe enough to cause significant impairment in social, academic or vocational functioning.
ODD is characterized by a pattern of hostile, negativistic behavior in which the child loses his or her temper and defies adult requests. Anger and resentment are common emotions for these children, and they may engage in spiteful actions, but they usually do not break the law or act cruelly or viciously toward others. CDs are characterized by just this kind of behavior. Children with conduct disorders violate the rights of others by stealing, fighting, bullying, lying, destroying property, or acting cruelly toward animals or small children.
Family and social context play a large role in the development of externalizing disorders, as disruptive behavior is associated with harsh or inconsistent discipline, peer or maternal rejection, economic stress, large families, and marital breakdown. Underlying emotional issues are also common in these externalizing disorders. Depression frequently co-exists with ODD. ODD often precedes the development of conduct disorders, and ODD and CD tend to co-occur with ADHD.
Answer to #2
Symptoms of autism spectrum disorder fall into one of two categories according to the DSM-5 criteria: deficits in social communication and social interaction; and repetitive behavior or restricted interests or activities. The first category, deficits in social communication and social interaction, and includes the following: atypical social-emotional reciprocity (e.g. limited to no interest in social interaction), atypical nonverbal communication (e.g. little to no eye contact, absence of meaningful gestures or facial expressions), and difficulties developing and maintaining relationships (e.g. failure to develop peer relationships appropriate to developmental level; lack of spontaneous seeking to share enjoyment, interests, or achievements with other people). The second category is repetitive behavior or restricted interests or activities that involve at least two of the following: Repetitive speech, movement, or use of objects (e.g., head-banging, arm-flapping, body rocking), intense focus on rituals or routines and strong resistance to change (e.g., rituals involving objects, lining up toys), intense fixations or restricted interests (e.g., fascination with certain objects), and atypical sensory reactivity (e.g., indifference to pain, heat, or cold).
Symptoms of autism spectrum disorder are not developmental delays but differences in development that cause impairment in everyday functioning. Degree of symptoms impairment ranges from mild to severe. Autism spectrum disorder is diagnosed based on multiple sources of information including clinical observation, parent interviews, developmental histories, autism screen inventories, and when there is persistence evidence of autism characteristics. Although behavioral differences are sometimes evident in infancy, autism is often not diagnosed until age three or later. Of note, the DSM-5 workgroup determined that the social communication abnormalities, interpersonal relationship difficulties, desire for sameness, and narrow interests seen in Asperger's syndrome are an extension of the autism spectrum continuum and as a result, the Asperger's diagnosis has been eliminated from the DSM-5.
Answer to #3
c
Answer to #4
c
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