Understanding Neurodevelopmental Disorders: Intellectual Disability and Communication Disorders

Welcome to the second blog in our neurodiverse series. For a refresher on what neurodiversity encompasses, check out the first in our series. Today’s blog will focus on understanding neurodevelopmental disorders that are a part of being neurodiverse. 

What Are Neurodevelopmental Disorders?

Neurodevelopmental disorders refer to a group of disorders that begin in childhood. They affect the development and function of the brain, and they often impact a child's interactions or functioning at home or school or in the community. These include Intellectual Disability and Communication Disorders, each of which affect the brain development that influences learning, communication, behavior, and /or movement. Let’s take a deeper look at several of these including the signs of neurodevelopmental disorders in children.

Intellectual Disability

Intellectual disability refers to neurodevelopmental conditions that affect functioning in two areas; cognitive functioning, such as learning, problem solving and/or judgement or it refers to adaptive functioning which includes activities of daily life such as communication skills and social participation.

An additional factor is that the intellectual and adaptive deficit begin early in the developmental period, typically before age 18 years for diagnosis. 2-3% of children may have an intellectual disorder (Totsika et al., 2022). 

Historically, Intellectual Disability has been identified using IQ tests, with scores below 70 indicating impairment. However, current diagnosis also requires deficits in adaptive functioning, evidenced by scores at least two standard deviations below the mean on standardized measures. Adaptive functioning is how well someone handles everyday life. Things like communicating, getting along with others, taking care of themselves, and managing daily tasks at home, school, or work. Individuals with Intellectual Disability may display signs of: 

• Delayed development of speech and language

• Difficulty learning academic skills such as reading, writing, or math

• Challenges with problem-solving, reasoning, or understanding abstract concepts

• Limited ability to manage everyday tasks independently (e.g., self-care, routines)

• Difficulty understanding social cues and interacting appropriately with others

• Slower overall learning pace and need for repeated instruction
  

If you notice several of these signs in a child, the next step is to talk with your child’s healthcare provider about your concerns. They may recommend a comprehensive developmental evaluation to better understand your child’s cognitive and adaptive functioning. It is also important to rule out other factors that could impact learning, such as hearing, vision, or medical concerns. If a diagnosis is identified, early intervention and school-based supports can help your child build skills and increase independence over time. Keep in mind that children develop at different rates, and occasional delays are common. Concerns typically arise when difficulties are persistent and impact daily functioning.

Communication Disorders

Communication disorders fall under three basic types: speech sound disorders, language disorders, and social communication disorder. An individual with a communication disorder may have one of these or some combination of one or more.

Speech Sound Disorders

Speech Sound Disorders include articulation disorders, which is the difficulty in saying certain speech sounds. You may notice you or your child adds, distorts, drops, or substitutes specific sounds within words. Speech Sound Disorders also includes phonological process disorder, which is when there is trouble organizing the sounds that create speech. These can also include you or your child adding, distorting, dropping, or substituting sounds. Where it differs is that in articulation disorders kids have difficulty in forming the sounds needed to create clear speech. With a phonological disorder it is caused by trouble in organizing the sounds to create speech. 

Signs of a speech sound disorder can include:

• Leaving the sounds off words (example: dropping the first part of “school”, and saying “coo”)

• Adding additional sounds to words (example: saying “puhlay” instead of “play”). 

• Distorting the sounds in words (example: saying “thith” instead of “this”). 

• Swapping sounds in words (example: saying “wadio” instead of “radio”). 

• Saying only one syllable in a word (example: “bay” instead of “baby”). 

• Simplifying a word by repeating two syllables (example: “baba” instead of “bottle”). 

• Leaving out a consonant sound (example: “at” or “ba” instead of “bat”). 

• Changing certain consonant sounds (example: “tat” instead of “cat”). 
  

Language Disorders

Language disorders primarily include two types: expressive language disorders and/or receptive language disorders. These can include an individual’s spoken, written, and/or symbolic language. 

Expressive language disorder is difficulty in the output of language or how an individual communicates. It can include an individual having difficulty in expressing their thoughts, using limited vocabulary, or difficulty in producing sentences that are clear and in correct form. Individuals may struggle with: 

• Naming objects

• Asking a question

• Facial expressions

• Getting thoughts out

• Vocabulary
  

Receptive language disorder is difficulty in the input of language or how an individual receives language. This how an individual both understands and comprehends both written and spoken language. The ability to listen and follow directions is an indicator of receptive language. Individuals may struggle with: 

• Answering questions

• Following directions

• Understanding gestures 

• Identifying objects and pictures

• Reading comprehension

• Understanding a story
  

Social communication disorder is a newer diagnosis, and its main symptoms are problems using or understanding language in social situations. Adams (2005) in describing the disorder indicated that it includes social understanding, social interaction, pragmatics, language processing, or any combination of these. Individuals may struggle with:  

• Sharing what they know with others  

• Adjusting language to situations

• Talking with others 

• Telling a story 

• Not having much interest in talking to or playing with peers

• Not responding or responding very little when someone tries to interact 
  

If you notice any of these occurring, you and your child’s healthcare provider should check your child’s hearing to rule out any hearing loss. If a physical issue is ruled out your healthcare provider may recommend working with a speech language pathologist to determine if there is a concern. Many of these language and speech patterns are common as children learn how to speak and they become concerning only when they continue past the age of 8, which is when most children will have mastered word sounds. 

Children and adolescents with neurodevelopmental disorders are more likely to experience co-occurring mental health challenges (Munir, 2016). If you’re noticing these concerns in your child, you are not alone and support is available. Our therapists are here to help, with immediate openings to get you started. Please reach out to our therapists here at Cottonwood Counseling & Coaching at 801.513.1780.

References:

Adams, C. (2005). Social communication intervention for school-age children: Rationale and description. Seminars in Speech and Language, 26(3), 181–188. https://doi.org/10.1055/s-2005-917123

Munir, K. M. (2016). The co-occurrence of mental disorders in children and adolescents with intellectual disability/intellectual developmental disorder. Current Opinion in Psychiatry, 29(2), 95–102. https://doi.org/10.1097/YCO.0000000000000236

Totsika, V., Liew, A., Absoud, M., Adnams, C., & Emerson, E. (2022). Mental health problems in children with intellectual disability. The Lancet Child & Adolescent Health, 6(6), 432–444. https://doi.org/10.1016/S2352-4642(22)00067-0