CATEGORY 1: INTELLECTUAL DISABILITY (ID)
100 — How is severity determined in Intellectual Disability?
Severity is determined by adaptive functioning, not IQ alone, across conceptual, social, and practical domains.
100 — What are the two core diagnostic domains of ASD?
Persistent deficits in social communication and interaction, and restricted or repetitive patterns of behavior or interests.
100 — What are the two symptom domains of ADHD?
Inattention and hyperactivity-impulsivity.
100 — What defines Specific Learning Disorder?
Persistent difficulties in reading, writing, or mathematics that are substantially below age expectations despite intervention.
100 — What defines Tourette’s Disorder?
The presence of multiple motor tics and at least one vocal tic for more than one year.
100 — What psychological stressors are associated with hospitalization in children?
Separation from caregivers, loss of control, pain, fear, and disruption of routines.
200 — What are the three domains of adaptive functioning?
Conceptual skills (language, academics), social skills (interpersonal understanding, judgment), and practical skills (self-care, daily living).
200 — How does ASD present developmentally?
Symptoms emerge early in development but may become more apparent as social demands exceed capacities.
200 — What is required regarding age of onset for ADHD?
Several symptoms must be present before age 12.
200 — How long must academic difficulties persist for diagnosis?
At least six months despite targeted intervention.
200 — What is the typical age of onset for Tourette’s?
Childhood or early adolescence, with onset before age 18.
200 — Why is adherence a central issue in pediatric care?
Because treatment success depends on caregiver understanding, child development, family routines, and reinforcement patterns.
300 — Why is IQ alone insufficient for diagnosing ID?
Because IQ does not capture real-world functioning or independence, which are central to diagnosis and treatment planning.
300 — What factors predict better prognosis in ASD?
Early language acquisition, higher cognitive ability, early diagnosis, and access to early intervention.
300 — How does ADHD change across development?
Hyperactivity often decreases with age, while inattention and executive dysfunction frequently persist into adolescence and adulthood.
300 — How is SLD differentiated from lack of instruction?
By confirming adequate educational opportunity and persistent deficits through standardized assessment.
300 — How do tics typically progress over time?
They often wax and wane and may decrease in severity during late adolescence or adulthood.
300 — How does development affect medical compliance?
Younger children rely on caregivers, while adolescents may struggle with autonomy, risk-taking, and motivation.
400 — Name major etiological categories of ID.
Genetic/chromosomal conditions, prenatal insults, perinatal complications, postnatal injuries or deprivation, and environmental toxins.
400 — Why is ASD described as a “spectrum”?
Because individuals vary widely in symptom severity, intellectual functioning, language ability, and support needs.
400 — Why must ADHD symptoms be present in multiple settings?
To ensure symptoms reflect a pervasive neurodevelopmental pattern rather than situational or environmental factors.
400 — Why is comprehensive assessment important in SLD?
To evaluate cognitive processes, academic skills, language, and attention, and to rule out alternative explanations.
400 — What is first-line treatment for Tourette’s Disorder?
Behavioral intervention, specifically Comprehensive Behavioral Intervention for Tics (CBIT).
400 — What role does pediatric psychology play in adherence?
Assessment of barriers, behavioral shaping, caregiver coaching, and coordination with medical teams.
500 — How does ID differ from Specific Learning Disorder?
ID involves global cognitive and adaptive deficits, whereas SLD involves specific academic skill deficits with otherwise intact intelligence.
500 — What are evidence-based treatments for ASD?
Behavioral and developmental interventions such as ABA, parent-mediated treatments, speech-language therapy, and educational supports; medications target associated symptoms, not core deficits.
500 — What is the gold-standard treatment approach for ADHD?
A multimodal approach combining stimulant medication with behavioral interventions and school-based supports.
500 — What are primary treatment approaches for SLD?
Evidence-based academic remediation, educational accommodations, and treatment of comorbid conditions such as ADHD or anxiety.
500 — How are comorbid conditions managed in Tourette’s?
By prioritizing treatment of the most impairing symptoms, often ADHD or OCD, using integrated behavioral and pharmacological approaches.
500 — What principles guide effective behavioral pediatric interventions?
Developmentally appropriate, family-centered, trauma-informed, and reinforcement-based approaches.