Glossary of Terms - Mental and Emotional Disorders

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Glossary - "D"

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Depersonalization Disorder
The term used for a disorder where an individual has recurrent feelings of being outside his/her own body and mind. While this occurs, the individual is in tune with reality. See Validation Statement and Obsessive Compulsive Spectrum Disorder

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Developmental Coordination Disorder (Motor Skill Disorder)
The term used for a disorder where an individual has motor coordination that is substantially below what is expected for his/her developmental age. Included in the category are Gross Motor and Fine Motor or Graphomotor Skills. See Validation Statement.

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Developmental Language Disorders (Communication)
The term used for a condition where an individual has a problem with communication. Specifically the types of disorders are as follows:

Expressive Language Disorder
Expressive/Receptive Language Disorder
Written Language Disorder
Pragmatic Language Disorder

An Expressive Language Disorder is one that poses a problem with speech and may be subdivided into phonologic fluency and construction of content. An Expressive/Receptive Language disorder is one that poses a problem in comprehending or processing what is said as well as expressing it. A Written Language Disorder is one where an affected individual has a problem accurately constructing written words or correspondence according to the rules governing semantics, syntax and grammar. A Pragmatic Language Disorder is one where an individual has a problem saying the right thing at the right time with appropriate voice modulation and reciprocal body language.

Stuttering is a language disorder of speech dysfluency that is commonly recognized when an individual repeats or prolongs sounds when talking. Broken words, pauses, avoidance of words and word repetition may also be present. A child may not be aware of this problem. This problem usually begins before ten years of age and the incidence peaks at five years. Transient stuttering is seen in many children but soon disappears after a short interval.

The Landau-Kleffner Syndrome is a disorder that occurs at an early age but usually after speech has more or less been established. The individual with this disorder is normal until suffering a seizure that leaves the individual unable to verbally communicate. Recovery of speech is rare. See Validation Statement, Phonologic Disorder, Pragmatic Language Disorder and Developmental Learning Disorder.

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Developmental Learning Disorders
The term used for a condition where an individual has a problem with the acquisition of skills necessary for learning. The learning disorder may be specific (as in reading) or global and is frequently related to a language disorder. Learning disorders may be due to problems in a specific area of intelligence (cognitive power) or with problems associated with learning style (attention and execution). Learning disorders are common (5% - 20% in student populations).

Learning disorders are divided into the following sub-types for the ABLE Report:

a. Developmental Reading Disorder
b. Developmental Mathematics Disorder
c. Nonverbal Learning Disorder (NLD)
d. Developmental Spelling Disorder
e. Developmental Learning Disorder Not Otherwise Specified (LDNOS)
The ABLE Development Group believes that individuals with language and/or learning disorders are often subjected to intense stress and represent one of the largest groups of individuals at risk to develop an Adjustment Disorder. Every effort should be made to remedy and defuse the stress related to Learning Disorders. See Validation Statement, Adjustment Disorder, Non Verbal Learning Disorder, Educational Risk and Stress Factors.

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Disruptive Behavior Disorders
A term used for a disorder where an individual continually interferes with the activities of others, causing them irritation or distress. The interference may be impulsive or proactive. The disruptive behavior may range from being simply argumentative to being overtly aggressive even to the point of becoming criminally active. The disorders, listed in this category are Conduct Disorder, Oppositional Defiant Disorder and Attention Deficit Hyperactivity Disorder. The latter is arbitrary especially when relating to ADHD Inattentive Type but the Hyperactive/Impulsive ADHD individual should be considered as a disruptive individual even though the disruption is impulsive and not ordinarily aggressive or predatory unless these coexisting disorders are present. See Validation Statement. See Conduct Disorder and Oppositional Defiant Disorder.

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Dysthymia
A chronic form of Mood or Affect Disorder. Children with Dysthymia demonstrate sadness or anger or both. Other symptoms include disordered eating, sleeping, problem solving, loss of self-esteem and the inability to enjoy life. For Dysthymia to be validated the symptoms should be present for six months and occur on more days than not. See Validation Statement, Affect and Mood Disorder and Adjustment Disorder.

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