Key Psychological Disorders in Children

Why This Matters

When you're studying educational psychology, understanding childhood disorders isn't about memorizing a checklist of symptoms—it's about recognizing how different conditions disrupt learning, behavior, and social development in distinct ways. You're being tested on your ability to identify neurodevelopmental versus emotional-behavioral origins, understand how disorders manifest in classroom settings, and recommend appropriate evidence-based interventions. These concepts connect directly to larger themes like individual differences, special education law, and the role of early intervention.

The disorders covered here fall into clear conceptual categories: some involve how the brain develops and processes information, others stem from emotional dysregulation, and still others reflect behavioral patterns that escalate without intervention. Don't just memorize that ADHD involves inattention—know why executive function deficits create academic struggles and how that differs from a learning disorder. Understanding these distinctions will help you tackle comparison questions, case study analyses, and intervention-focused FRQs with confidence.

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Neurodevelopmental Disorders

These disorders originate in brain development and are typically present from early childhood. They reflect differences in how the brain is wired, not responses to environment or trauma.

Attention-Deficit/Hyperactivity Disorder (ADHD)

• Executive function deficits—the core issue involves impaired self-regulation, working memory, and impulse control, not simply "being hyper"
• Three presentations exist: predominantly inattentive, predominantly hyperactive-impulsive, or combined—each creates different classroom challenges
• Early intervention with behavioral strategies and, when appropriate, medication can dramatically improve academic trajectories and peer relationships

Autism Spectrum Disorder (ASD)

• Social communication differences are the hallmark feature—difficulty reading social cues, understanding nonverbal communication, and engaging in reciprocal conversation
• Spectrum presentation means symptoms range from mild (requiring support) to severe (requiring very substantial support), affecting educational placement decisions
• Structured, predictable environments and evidence-based approaches like Applied Behavior Analysis (ABA) support skill development across domains

Intellectual Disability

• Dual criteria required: significant limitations in both intellectual functioning ($IQ < 70$) and adaptive behavior affecting conceptual, social, and practical skills
• Individualized Education Programs (IEPs) are legally mandated to provide appropriate supports and modified curricula
• Early identification through developmental screening allows for intervention during critical periods of brain plasticity

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Learning-Specific Disorders

These disorders affect particular academic skills while leaving general intelligence intact. The brain processes certain types of information differently, creating a gap between potential and performance.

Learning Disorders (Specific Learning Disabilities)

• Discrepancy model: children show significant gaps between intellectual ability and achievement in reading (dyslexia), math (dyscalculia), or written expression (dysgraphia)
• Neurological basis involves differences in how the brain processes language or numerical information—not laziness or lack of effort
• Accommodations and specialized instruction (like Orton-Gillingham for dyslexia) can close achievement gaps when implemented consistently

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Emotional Disorders

These disorders involve dysregulation of mood or anxiety systems that interfere with daily functioning. The emotional response is disproportionate to the situation and persists over time.

Anxiety Disorders

• Multiple subtypes include Generalized Anxiety Disorder (pervasive worry), Social Anxiety Disorder (fear of social judgment), and Specific Phobias (intense fear of particular objects or situations)
• Avoidance behaviors are the key classroom manifestation—refusing to participate, school refusal, or somatic complaints like stomachaches
• Cognitive-behavioral therapy (CBT) is the gold-standard treatment, teaching children to identify and challenge anxious thoughts

Depression

• Presents differently in children than adults—irritability often replaces sadness, and symptoms may include declining grades, social withdrawal, and physical complaints
• Cognitive symptoms like difficulty concentrating and negative self-talk directly impair academic performance and motivation
• Multi-modal treatment combining therapy (especially CBT) with family involvement yields best outcomes; medication may be appropriate for moderate-to-severe cases

Obsessive-Compulsive Disorder (OCD)

• Obsessions are intrusive thoughts; compulsions are ritualistic behaviors performed to reduce the anxiety those thoughts create—the cycle is self-reinforcing
• Time-consuming rituals (handwashing, checking, counting) interfere with completing assignments, transitioning between activities, and social participation
• Exposure and Response Prevention (ERP), a specialized form of CBT, is the most effective treatment—gradually facing fears without performing compulsions

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Behavioral Disorders

These disorders involve patterns of disruptive, defiant, or harmful behavior that violate social norms. They exist on a continuum of severity and often escalate without intervention.

Oppositional Defiant Disorder (ODD)

• Pattern of negativistic behavior toward authority figures—arguing, refusing to comply, deliberately annoying others, and blaming others for mistakes
• Distinguishable from typical defiance by frequency, duration (at least 6 months), and impairment in social or academic functioning
• Parent management training and classroom behavioral interventions focusing on positive reinforcement are first-line treatments

Conduct Disorder

• More severe than ODD—involves aggression toward people or animals, property destruction, deceitfulness, and serious rule violations
• Risk factor for antisocial personality disorder in adulthood if left untreated; early intervention is critical for redirecting developmental trajectory
• Multi-systemic approaches addressing family, school, and community factors are most effective for this complex disorder

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Eating Disorders

These disorders involve severe disturbances in eating behavior and related thoughts and emotions. They reflect complex interactions between psychological, biological, and social factors.

Eating Disorders

• Three primary types: anorexia nervosa (restriction and fear of weight gain), bulimia nervosa (binge-purge cycles), and binge-eating disorder (recurrent bingeing without purging)
• Increasingly recognized in younger children and across genders—not limited to adolescent girls as previously assumed
• Comprehensive treatment team including medical, nutritional, and psychological professionals is essential due to serious physical health consequences

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Quick Reference Table

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Self-Check Questions

1. A student has average intelligence but struggles specifically with reading while excelling in math. Which disorder category does this reflect, and how does it differ from ADHD?

2. Compare and contrast ODD and Conduct Disorder—what distinguishes them in terms of severity and behavioral manifestations?

3. Which two disorders both involve anxiety but differ in whether ritualistic behaviors are present? What treatment approach works for both?

4. An FRQ describes a child with social communication difficulties, restricted interests, and need for routine. What disorder is indicated, and what classroom accommodations would you recommend?

5. A student shows declining grades, irritability, social withdrawal, and difficulty concentrating. Two disorders could explain this pattern—what are they, and what additional information would help you distinguish between them?