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🤝 CommunityTard Baby General (includes brain dead kids) - Fundies and their genetic Fuckups; Parents of corpses in denial
How do you alert Youtube that their comments are supposed to be disabled? ? The rule is supposed to be that all family vloggers are supposed to have comments disabled. Does anyone know how to report? https://www.youtube.com/watch?v=p0HcUE3oiw8
I find the mom quite sickening regarding her comments about *refusing * to send the younger child to school. I am sure there are far more disgusting people on youtube....but whatever. (don't exploit your kids for money.)
The more normal(and less likely to have you arrested ) would be to hire a hooker. this parent clearly doesn't understand boundaries and the fact they can be arrested for both abuse and incest.
At the risk of powerlevelling I have something to say about this topic...
A girl that I went to high school with had an anencephalic baby a year back. They found out around 3 months in, just after they had announced she was pregnant. They decided to continue the pregnancy and post about it heavily on social media. She is a part of one of the new, trendy LA churches full of social media influencers, and was really open about her experience on her blog and Instagram. I followed out of morbid curiosity and really felt bad for her, she seemed honestly delusional in her belief that somehow the doctors were wrong and the baby would be born healthy or at least viable. But then she had a baby shower!!! A full on baby shower full of people giving gifts and money and whatever else. To a baby that they all knew would die. It was fucking bizarre to watch and I still think about it all the time.. Maybe everyone felt bad and just played into the delusion? Or maybe they were all deluded by religion and really thought somehow this baby with a floating brain would be able to use all the baby things they gifted? I dunno if its normal behaviour of people like this but it rubbed me entirely the wrong way.
Baby ended up living for a nearly 12 hours and apparently moved the doctors and nurses to tears (according to her) and they were "so proud" of it for surviving longer than expected...I just can't help but wonder if the poor thing had enough brain to be in pain for the entire time but hoping it just had enough brain to exist. Insane that the parents and none of the surrounding circle seemed to even consider that thought.
I can't even imagine the thought process that leads to someone jacking off their own retarded son. Or why you would ever admit to doing such a thing. The completely fucked up factor aside, admitting that kind of shit could, and should, get the bastard arrested for sexually assaulting someone who can't consent.
When I was still in grade school in my over $100k average income town, a good chunk of kids were special needs because the local rich families fucked into their fifties, and having a special ed kid wouldn’t be much of a burden if it were to happen. They were pretty harmless for the most part since at worst they were a vegetable on a wheelchair, but one kid stood out the most because he made me rethink how kids like him are treated more lightly by the school system.
He was high-functioning I believe but was extremely delusional and believed he was Batman. He frequently roleplayed out loud as Bruce Wayne and created this whole world based off Gotham in our high school, it was kind of entertaining. But this guy forced himself onto younger girls frequently (he was a year ahead of me) by touching them and kissing them (sometimes trying to make out with them) without their consent to a point where he almost made the sex offender list. If you even dared say that was wrong the self-righteous kids would always shriek about how “hE dIDn’T kNoW bEtTeR” and how he should basically be able to avoid punishment because muh autism. It was fucking ridiculous. Disability or not, you’re able to be told about personal space and there is absolutely no excuse when you cross it.
I can't even imagine the thought process that leads to someone jacking off their own exceptional son. Or why you would ever admit to doing such a thing. The completely fucked up factor aside, admitting that kind of shit could, and should, get the bastard arrested for sexually assaulting someone who can't consent.
When I was still in grade school in my over $100k average income town, a good chunk of kids were special needs because the local rich families fucked into their fifties, and having a special ed kid wouldn’t be much of a burden if it were to happen. They were pretty harmless for the most part since at worst they were a vegetable on a wheelchair, but one kid stood out the most because he made me rethink how kids like him are treated more lightly by the school system.
He was high-functioning I believe but was extremely delusional and believed he was Batman. He frequently roleplayed out loud as Bruce Wayne and created this whole world based off Gotham in our high school, it was kind of entertaining. But this guy forced himself onto younger girls frequently (he was a year ahead of me) by touching them and kissing them (sometimes trying to make out with them) without their consent to a point where he almost made the sex offender list. If you even dared say that was wrong the self-righteous kids would always shriek about how “hE dIDn’T kNoW bEtTeR” and how he should basically be able to avoid punishment because muh autism. It was fucking ridiculous. Disability or not, you’re able to be told about personal space and there is absolutely no excuse when you cross it.
>high functioning and believes that he was Batman.
High functioning my fat ass, kids that are high functioning grow out of believing that they are some fictional character. Also the fact that Bat-tard nearly made it onto a sex offender list once again proves my point that we need to either euthanize them or send them to potato farms (asylums).
If you want to hear a personal story about what things were like right before mainstreaming became a thing in the USA, but after all the specialized schools and institutions were shuttered....
I’m old, in the 1990’s in the poor ass state I attended school, the truly exceptional kids had their very own school to go to that was next to an elementary school but a totally separate building. Then in normal public school you had two groups of kids - Special Education (speds) with various learning disabilities and Behavioral Disorder (BD) kids. In elementary school these kids were bussed somewhere away from the my school, I just remember them waiting for another bus once they arrived at my school....and a teacher treating one of them for rat bites and stapling his fingers one morning.
However, the ancient building I attended 6th grade happened to be where the middle school aged BD and Sped kids were being bussed too. The BD kids were the legends in my middle school, just fucking crazy (probably due to abusive horrible parenting). The sixth grade building was a three story square structure. The middle of the building had a sealed off room on each floor, no windows and one entrance, where the "BD and SPED" kids went, each one on their own separate floor.
We would hear screaming and all sorts of crazy shit emitting from the BD room. It was the thunderdome. Occasionally a screaming kid would escape are cause all sorts of havoc. One managed to send four huge bookshelves, full of books, to the ground before he was recaptured. All the teachers in normal classrooms on the BD floor had special locks on inside of their doors to secure their classrooms just in case a BD kid escaped and went nuclear. There was almost no interaction between the average school kids and the BD and SPED kids. We saw more of the SPED kids - the less severe ones could attend gym and arts classes with us if they were well behaved - but BD kids were totally kept separate and not to be trusted in less restrictive environments.
Before this era disabled/exceptional kids were sent to state funded institutions that helped care for them. In the early and mid 1900's there was a huge system of specialized schools in the USA. Some taught blind kids, some taught deaf kids, there were ones for "feeble minded" kids and reform and industrial schools for the "BD kids." Most of these places started getting shut down in the 1960's and 70's under various reforms, so it meant the public schools had to start making room for them and there was no real plan in place to do so. (Very similar to how all our govt funded mental hospitals started getting such down for some non-existent community integration shit that just resulted in lots of mentally ill people on the streets and in jails.)
I think the biggest problem became the huge increase in autism Dx. When I was a kid there was a joke about autism vs. exceptional kids. The joke amounted to poor parents had exceptional kids and rich/middle class parents had autistic kids. Autism became a new label for many kids that would have previously been labeled exceptional decades before.
The USA school system was certainly not prepared to deal with the huge uptick in autistic kids and the vast spectrum of autism makes it very difficult to find institutional solutions for because the abilities and disabilities of autistic kids vary so widely. Some autistic kids will be high achieving academics in AP classes, others can't even talk and hit people. The huge increase in autism Dx happened right as the whole "mainstreaming" thing was being put into practice. In fact, I think it was the first wave of autism parents that got the mainstreaming policy put into place for all kids. Early ideas about mainstreaming were meant more for kids with physical disabilities and medical conditions - and I totally agree with that. A kid who's only issue is a physical disability should attend school along side everyone else. But trying to force autistic kids who have severe sensory and behavior issues to learn along side normal peers is fucking stupid - bad for both the autistic and the average kids.
A large part of the push for mainstreaming seemed to about upper middle class parents getting angry about their autistic kid being labeled and placed in sped classes and schools. "How dare the white trash kids from the trailer parks or black kids from the housing projects, be placed in regular classes and my child be put in the sped class!" The fact that one of the biggest explosions in autism Dx occurred in wealthy enclaves of California really added fuel to the fire - these were parents who had the money, connections and means to force their opinions into govt policy, regardless of its actual merits.
Many of these parents seemed more concerned with social stigma than education or reality. They seemed upset their money couldn't buy their kids a way off the short bus so they just got rid of the short bus.
Late, but I remember this as well. My mother worked for the State Department of Education for an Administrative Law Judge who adjudicated SPED cases. You wouldn't believe, or maybe you would, how many cases came to them that involved kids who smoked pot at school, got busted, and their parents would argue that it was part of their handicapping condition. Then you'd have that in stark relief to the parents who would want the State to pay for their absolutely non-verbal, non-responsive tater to go to a "special school" in another State so they could get the best "care". We all knew full well they were just trying to off load their tater, but they wanted the State to pay upwards of $100K per year for their care without contributing anything. If they were denied that privilege they'd sue the State because "every child has a right to education". It's a fucking mess.
When I was still in grade school in my over $100k average income town, a good chunk of kids were special needs because the local rich families fucked into their fifties, and having a special ed kid wouldn’t be much of a burden if it were to happen. They were pretty harmless for the most part since at worst they were a vegetable on a wheelchair, but one kid stood out the most because he made me rethink how kids like him are treated more lightly by the school system.
He was high-functioning I believe but was extremely delusional and believed he was Batman. He frequently roleplayed out loud as Bruce Wayne and created this whole world based off Gotham in our high school, it was kind of entertaining. But this guy forced himself onto younger girls frequently (he was a year ahead of me) by touching them and kissing them (sometimes trying to make out with them) without their consent to a point where he almost made the sex offender list. If you even dared say that was wrong the self-righteous kids would always shriek about how “hE dIDn’T kNoW bEtTeR” and how he should basically be able to avoid punishment because muh autism. It was fucking ridiculous. Disability or not, you’re able to be told about personal space and there is absolutely no excuse when you cross it.
Not sure how old this kid is meant to be, but I thought psychs won't diagnose bipolar even in teenagers? Or is it a case of go doctor-shopping until you find one unethical enough to slap a label on, and heavy-drug the kid at your behest? Like that Jani kid who got diagnosed with schizophrenia while still kindergarten age by her foul Muchie parents who basically ruined her brain and life with all the medical abuse?
Not sure how old this kid is meant to be, but I thought psychs won't diagnose bipolar even in teenagers? Or is it a case of go doctor-shopping until you find one unethical enough to slap a label on, and heavy-drug the kid at your behest? Like that Jani kid who got diagnosed with schizophrenia while still kindergarten age by her foul Muchie parents who basically ruined her brain and life with all the medical abuse?
Some of the Diagnosises should not be diagnosed simultanesouly, ODD has a rule out for Bipolar and RAD's own criteria for diagnosis states that if autism is diagnosed it cannot be diagnosed. RAD and Autism cannot exist together as diagnosises. Bipolar is rare to be diagnosed in children because most of its criteria is normal childhood behavior or better suited for an ADHD diagnosis.
"Children with ADHD may show significant changes in mood within the same day; such lability is distinct from a manic episode, which must last 4 or more days to be a clinical indicator of bipolar disorder, even in children. Bipolar disorder is rare in preadolescents, even when severe irritability and anger are prominent, whereas ADHD is common among children and adolescents who display excessive anger and irritability."
There is no specific criteria for Bipolar in Children, but here is the info the DSM-V has on it:
Mean age at onset of the first manic, hypomanic or major depressive episode is approximately 18 years for bipolar I disorder. Special considerations are necessary to detect the diagnosis in children. Since children of the same chronological age may be at different
developmental stages, it is difficult to define with precision what is ''normal" or "expected" at any given point. Therefore, each child should be judged according to his or her own baseline.
In children, overestimation of abilities and belief that, for example, they are the best at a sport or the smartest in the class is normal; however, when such beliefs are present despite clear evidence to the contrary or the child attempts feats that are clearly dangerous and, most important, represent a change from the child's normal behavior, the grandiosity criterion should be considered satisfied.
The increased activity criterion can be difficult to ascertain in children; however, when the child takes on many tasks simultaneously, starts devising elaborate and unrealistic plans for projects, develops previously absent and developmentally inappropriate sexual
preoccupations (not accounted for by sexual abuse or exposure to sexually explicit material), then Criterion B might be met based on clinical judgment. It is essential to determine whether the behavior represents a change from the child's baseline behavior; occurs most of the day, nearly every day for the requisite time period; and occurs in temporal association with other symptoms of mania.
Rule Out: Disorders with prominent irritability
In individuals with severe irritability, particularly children and adolescents, care must be taken to apply the diagnosis of bipolar disorder only to those who have had a clear episode of mania or hypomania—that is, a distinct time period, of the required duration, during which the irritability was clearly different from the individual's baseline and was accompanied by the onset of Criterion B symptoms. When a child's irritability is persistent and particularly severe, the diagnosis of disruptive mood dysregulation disorder would be more appropriate. Indeed, when any child is being assessed for mania, it is essential that the symptoms represent a clear change from the child's typical behavior.
Making the diagnosis in children is often a challenge, especially in those with irritability and hyperarousal that is nonepisodic (i.e., lacks the well-demarcated periods of altered mood). Nonepisodic irritability in youth is associated with an elevated risk for anxiety disorders and major depressive disorder, but not bipolar disorder, in adulthood. Persistently irritable youths have lower familial rates of bipolar disorder than do youths who have bipolar disorder. For a hypomanie episode to be diagnosed, the child's symptoms must exceed what is expected in a given environment and culture for the child's developmental stage. Compared with adult onset of bipolar II disorder, childhood or adolescent onset of the disorder may be associated with a more severe lifetime course.
Rule out : Attention-deficit/hyperactivity disorder.
Attention-deficit/hyperactivity disorder (ADHD) may be misdiagnosed as bipolar II disorder, especially in adolescents and children. Many symptoms of ADHD, such as rapid speech, racing thoughts, distractibility, and less need for sleep, overlap with the symptoms of hypomania. The double counting of symptoms toward both ADHD and bipolar II disorder can be avoided if the clinician clarifies whether the symptoms represent a distinct episode and if the noticeable increase over baseline required for the diagnosis of bipolar II disorder is present.
"In children and adolescents, oppositional defiant disorder is more prevalent in families in which child care is disrupted by a succession of different caregivers or in families in which harsh, inconsistent, or neglectful child-rearing practices are common. Two of the most common co-occurring conditions with oppositional defiant disorder are attention-deficit/hyperactivity disorder (ADHD) and conduct disorder (see the section "Comorbidity" for this disorder). Oppositional defiant disorder has been associated with increased risk for suicide attempts, even after comorbid disorders are controlled for."
Oppositional Defiant Disorder
A. A pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least 6 months as evidenced by at least four symptoms from any of the following categories, and exhibited during interaction with at least one individual who is not a sibling.
Angry/Irritable Mood
1. Often loses temper.
2. Is often touchy or easily annoyed.
3. Is often angry and resentful.
Argumentative/Defiant Behavior
4. Often argues with authority figures or, for children and adolescents, with adults.
5. Often actively defies or refuses to comply with requests from authority figures or with rules.
6. Often deliberately annoys others.
7. Often blames others for his or her mistakes or misbehavior.
Vindictiveness
8. Has been spiteful or vindictive at least twice within the past 6 months.
Note: The persistence and frequency of these behaviors should be used to distinguish a behavior that is within normal limits from a behavior that is symptomatic. For children younger than 5 years, the behavior should occur on most days for a period of at least 6 months unless otherwise noted (Criterion A8). For individuals 5 years or older, the behavior should occur at least once per week for at least 6 months, unless othenwise noted (Criterion AS). While these frequency criteria provide guidance on a minimal level of frequency to define symptoms, other factors should also be considered, such as whether the frequency and intensity of the behaviors are outside a range that is normative for the individual’s developmental level, gender, and culture.
B. The disturbance in behavior is associated with distress in the individual or others in his or her immediate social context (e.g., family, peer group, work colleagues), or it impacts negatively on social, educational, occupational, or other important areas of functioning.
C. The behaviors do not occur exclusively during the course of a psychotic, substance use, depressive, or bipolar disorder. Also, the criteria are not met for disruptive mood dysregulation disorder.
Specify current severity:
Mild: Symptoms are confined to only one setting (e.g., at home, at school, at work, with peers).
Moderate: Some symptoms are present in at least two settings.
Severe: Some symptoms are present in three or more settings.
Specifiers
It is not uncommon for individuals with oppositional defiant disorder to show symptoms only at home and only with family members. However, the pervasiveness of the symptoms is an indicator of the severity of the disorder.
Rule Out : Depressive and bipolar disorders.
Depressive and bipolar disorders often involve negative affect and irritability. As a result, a diagnosis of oppositional defiant disorder should not be made if the symptoms occur exclusively during the course of a mood disorder.
Reactive Attachment Disorder is ususally caused by neglect in infancy, it has been shown to occur when a infant is not given the oppurtunity to form a bond with their parents ususally due to the child being ignored to the point they "learn" there is no reason to make an attachment.
"Serious social neglect is a diagnostic requirement for reactive attachment disorder and is also the only known risk factor for the disorder. However, the majority of severely neglected children do not develop the disorder. Prognosis appears to depend on the quality of the caregiving environment following serious neglect"
Reactive Attachment Disorder
A. A consistent pattern of inhibited, emotionally withdrawn behavior toward adult caregivers, manifested by both of the following:
1. The child rarely or minimally seeks comfort when distressed.
2. The child rarely or minimally responds to comfort when distressed.
B. A persistent social and emotional disturbance characterized by at least two of the following:
1. Minimal social and emotional responsiveness to others.
2. Limited positive affect.
3. Episodes of unexplained irritability, sadness, or fearfulness that are evident even during nonthreatening interactions with adult caregivers.
C. The child has experienced a pattern of extremes of insufficient care as evidenced by at least one of the following:
1. Social neglect or deprivation in the form of persistent laci< of having basic emotional needs for comfort, stimulation, and affection met by caregiving adults.
2. Repeated changes of primary caregivers that limit opportunities to form stable attachments (e.g., frequent changes in foster care).
3. Rearing in unusual settings that severely limit opportunities to form selective attachments (e.g., institutions with high child-to-caregiver ratios).
D. The care in Criterion C is presumed to be responsible for the disturbed behavior in Criterion A (e.g., the disturbances in Criterion A began following the lack of adequate care in Criterion C).
E. The criteria are not met for autism spectrum disorder.
F. The disturbance is evident before age 5 years.
G. The child has a developmental age of at least 9 months.
Specify if:
Persistent: The disorder has been present for more than 12 months.
Specify current severity:
Reactive attachment disorder is specified as severe when a child exhibits all symptoms of the disorder, with each symptom manifesting at relatively high levels.
Development and Course
Conditions of sotial neglect are often present in the first months of life in children diagnosed with reactive attachment disorder, even before the disorder is diagnosed. The clinical features of the disorder manifest in a similar fashion between the ages of 9 months and
5 years. That is, signs of absent-to-minimal attachment behaviors and associated emotionally aberrant behaviors are evident in children throughout this age range, although differing cognitive and motor abilities may affect how these behaviors are expressed. Without remediation and recovery through normative caregiving environments, it appears that signs of the disorder may persist, at least for several years.
Rule out: Autism spectrum disorder.
Aberrant social behaviors manifest in young children with reactive attachment disorder, but they also are key features of autism spectrum disorder. Specifically, young children with either condition can manifest dampened expression of positive emotions, cognitive and language delays, and impairments in social reciprocity. As a result, reactive attachment disorder must be differentiated from autism spectrum disorder. These two disorders can be distinguished based on differential histories of neglect and on the presence of restricted interests or ritualized behaviors, specific deficit in social communication, and selective attachment behaviors. Children with reactive attachment disorder have experienced a history of severe social neglect, although it is not always possible
to obtain detailed histories about the precise nature of their experiences, especially in initial evaluations. Children with autistic spectrum disorder will only rarely have a history of social neglect. The restricted interests and repetitive behaviors characteristic of autism spectrum disorder are not a feature of reactive attachment disorder. These clinical features manifest as excessive adherence to rituals and routines; restricted, fixated interests; and unusual sensory reactions. However, it is important to note that children with either condition can exhibit stereotypic behaviors such as rocking or flapping. Children with either disorder also may exhibit a range of intellectual functioning, but only children with autistic spectrum disorder exhibit selective impairments in social communicative behaviors, such as intentional communication (i.e., impairment in communication that is deliberate, goal-directed, and aimed at influencing the behavior of the recipient). Children with reactive attachment disorder show social communicative functioning comparable to their overall level of intellectual functioning. Finally, children with autistic spectrum disorder regularly show attachment behavior typical for their developmental level. In contrast, children with reactive attachment disorder do so only rarely or inconsistently, if at all.
Some of the Diagnosises should not be diagnosed simultanesouly, ODD has a rule out for Bipolar and RAD's own criteria for diagnosis states that if autism is diagnosed it cannot be diagnosed. RAD and Autism cannot exist together as diagnosises. Bipolar is rare to be diagnosed in children because most of its criteria is normal childhood behavior or better suited for an ADHD diagnosis.
"Children with ADHD may show significant changes in mood within the same day; such lability is distinct from a manic episode, which must last 4 or more days to be a clinical indicator of bipolar disorder, even in children. Bipolar disorder is rare in preadolescents, even when severe irritability and anger are prominent, whereas ADHD is common among children and adolescents who display excessive anger and irritability."
There is no specific criteria for Bipolar in Children, but here is the info the DSM-V has on it:
Mean age at onset of the first manic, hypomanic or major depressive episode is approximately 18 years for bipolar I disorder. Special considerations are necessary to detect the diagnosis in children. Since children of the same chronological age may be at different
developmental stages, it is difficult to define with precision what is ''normal" or "expected" at any given point. Therefore, each child should be judged according to his or her own baseline.
In children, overestimation of abilities and belief that, for example, they are the best at a sport or the smartest in the class is normal; however, when such beliefs are present despite clear evidence to the contrary or the child attempts feats that are clearly dangerous and, most important, represent a change from the child's normal behavior, the grandiosity criterion should be considered satisfied.
The increased activity criterion can be difficult to ascertain in children; however, when the child takes on many tasks simultaneously, starts devising elaborate and unrealistic plans for projects, develops previously absent and developmentally inappropriate sexual
preoccupations (not accounted for by sexual abuse or exposure to sexually explicit material), then Criterion B might be met based on clinical judgment. It is essential to determine whether the behavior represents a change from the child's baseline behavior; occurs most of the day, nearly every day for the requisite time period; and occurs in temporal association with other symptoms of mania.
Rule Out: Disorders with prominent irritability
In individuals with severe irritability, particularly children and adolescents, care must be taken to apply the diagnosis of bipolar disorder only to those who have had a clear episode of mania or hypomania—that is, a distinct time period, of the required duration, during which the irritability was clearly different from the individual's baseline and was accompanied by the onset of Criterion B symptoms. When a child's irritability is persistent and particularly severe, the diagnosis of disruptive mood dysregulation disorder would be more appropriate. Indeed, when any child is being assessed for mania, it is essential that the symptoms represent a clear change from the child's typical behavior.
Making the diagnosis in children is often a challenge, especially in those with irritability and hyperarousal that is nonepisodic (i.e., lacks the well-demarcated periods of altered mood). Nonepisodic irritability in youth is associated with an elevated risk for anxiety disorders and major depressive disorder, but not bipolar disorder, in adulthood. Persistently irritable youths have lower familial rates of bipolar disorder than do youths who have bipolar disorder. For a hypomanie episode to be diagnosed, the child's symptoms must exceed what is expected in a given environment and culture for the child's developmental stage. Compared with adult onset of bipolar II disorder, childhood or adolescent onset of the disorder may be associated with a more severe lifetime course.
Rule out : Attention-deficit/hyperactivity disorder.
Attention-deficit/hyperactivity disorder (ADHD) may be misdiagnosed as bipolar II disorder, especially in adolescents and children. Many symptoms of ADHD, such as rapid speech, racing thoughts, distractibility, and less need for sleep, overlap with the symptoms of hypomania. The double counting of symptoms toward both ADHD and bipolar II disorder can be avoided if the clinician clarifies whether the symptoms represent a distinct episode and if the noticeable increase over baseline required for the diagnosis of bipolar II disorder is present.
"In children and adolescents, oppositional defiant disorder is more prevalent in families in which child care is disrupted by a succession of different caregivers or in families in which harsh, inconsistent, or neglectful child-rearing practices are common. Two of the most common co-occurring conditions with oppositional defiant disorder are attention-deficit/hyperactivity disorder (ADHD) and conduct disorder (see the section "Comorbidity" for this disorder). Oppositional defiant disorder has been associated with increased risk for suicide attempts, even after comorbid disorders are controlled for."
Oppositional Defiant Disorder
A. A pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least 6 months as evidenced by at least four symptoms from any of the following categories, and exhibited during interaction with at least one individual who is not a sibling.
Angry/Irritable Mood
1. Often loses temper.
2. Is often touchy or easily annoyed.
3. Is often angry and resentful.
Argumentative/Defiant Behavior
4. Often argues with authority figures or, for children and adolescents, with adults.
5. Often actively defies or refuses to comply with requests from authority figures or with rules.
6. Often deliberately annoys others.
7. Often blames others for his or her mistakes or misbehavior.
Vindictiveness
8. Has been spiteful or vindictive at least twice within the past 6 months.
Note: The persistence and frequency of these behaviors should be used to distinguish a behavior that is within normal limits from a behavior that is symptomatic. For children younger than 5 years, the behavior should occur on most days for a period of at least 6 months unless otherwise noted (Criterion A8). For individuals 5 years or older, the behavior should occur at least once per week for at least 6 months, unless othenwise noted (Criterion AS). While these frequency criteria provide guidance on a minimal level of frequency to define symptoms, other factors should also be considered, such as whether the frequency and intensity of the behaviors are outside a range that is normative for the individual’s developmental level, gender, and culture.
B. The disturbance in behavior is associated with distress in the individual or others in his or her immediate social context (e.g., family, peer group, work colleagues), or it impacts negatively on social, educational, occupational, or other important areas of functioning.
C. The behaviors do not occur exclusively during the course of a psychotic, substance use, depressive, or bipolar disorder. Also, the criteria are not met for disruptive mood dysregulation disorder.
Specify current severity:
Mild: Symptoms are confined to only one setting (e.g., at home, at school, at work, with peers).
Moderate: Some symptoms are present in at least two settings.
Severe: Some symptoms are present in three or more settings.
Specifiers
It is not uncommon for individuals with oppositional defiant disorder to show symptoms only at home and only with family members. However, the pervasiveness of the symptoms is an indicator of the severity of the disorder.
Rule Out : Depressive and bipolar disorders.
Depressive and bipolar disorders often involve negative affect and irritability. As a result, a diagnosis of oppositional defiant disorder should not be made if the symptoms occur exclusively during the course of a mood disorder.
Reactive Attachment Disorder is ususally caused by neglect in infancy, it has been shown to occur when a infant is not given the oppurtunity to form a bond with their parents ususally due to the child being ignored to the point they "learn" there is no reason to make an attachment.
"Serious social neglect is a diagnostic requirement for reactive attachment disorder and is also the only known risk factor for the disorder. However, the majority of severely neglected children do not develop the disorder. Prognosis appears to depend on the quality of the caregiving environment following serious neglect"
Reactive Attachment Disorder
A. A consistent pattern of inhibited, emotionally withdrawn behavior toward adult caregivers, manifested by both of the following:
1. The child rarely or minimally seeks comfort when distressed.
2. The child rarely or minimally responds to comfort when distressed.
B. A persistent social and emotional disturbance characterized by at least two of the following:
1. Minimal social and emotional responsiveness to others.
2. Limited positive affect.
3. Episodes of unexplained irritability, sadness, or fearfulness that are evident even during nonthreatening interactions with adult caregivers.
C. The child has experienced a pattern of extremes of insufficient care as evidenced by at least one of the following:
1. Social neglect or deprivation in the form of persistent laci< of having basic emotional needs for comfort, stimulation, and affection met by caregiving adults.
2. Repeated changes of primary caregivers that limit opportunities to form stable attachments (e.g., frequent changes in foster care).
3. Rearing in unusual settings that severely limit opportunities to form selective attachments (e.g., institutions with high child-to-caregiver ratios).
D. The care in Criterion C is presumed to be responsible for the disturbed behavior in Criterion A (e.g., the disturbances in Criterion A began following the lack of adequate care in Criterion C).
E. The criteria are not met for autism spectrum disorder.
F. The disturbance is evident before age 5 years.
G. The child has a developmental age of at least 9 months.
Specify if:
Persistent: The disorder has been present for more than 12 months.
Specify current severity:
Reactive attachment disorder is specified as severe when a child exhibits all symptoms of the disorder, with each symptom manifesting at relatively high levels.
Development and Course
Conditions of sotial neglect are often present in the first months of life in children diagnosed with reactive attachment disorder, even before the disorder is diagnosed. The clinical features of the disorder manifest in a similar fashion between the ages of 9 months and
5 years. That is, signs of absent-to-minimal attachment behaviors and associated emotionally aberrant behaviors are evident in children throughout this age range, although differing cognitive and motor abilities may affect how these behaviors are expressed. Without remediation and recovery through normative caregiving environments, it appears that signs of the disorder may persist, at least for several years.
Rule out: Autism spectrum disorder.
Aberrant social behaviors manifest in young children with reactive attachment disorder, but they also are key features of autism spectrum disorder. Specifically, young children with either condition can manifest dampened expression of positive emotions, cognitive and language delays, and impairments in social reciprocity. As a result, reactive attachment disorder must be differentiated from autism spectrum disorder. These two disorders can be distinguished based on differential histories of neglect and on the presence of restricted interests or ritualized behaviors, specific deficit in social communication, and selective attachment behaviors. Children with reactive attachment disorder have experienced a history of severe social neglect, although it is not always possible
to obtain detailed histories about the precise nature of their experiences, especially in initial evaluations. Children with autistic spectrum disorder will only rarely have a history of social neglect. The restricted interests and repetitive behaviors characteristic of autism spectrum disorder are not a feature of reactive attachment disorder. These clinical features manifest as excessive adherence to rituals and routines; restricted, fixated interests; and unusual sensory reactions. However, it is important to note that children with either condition can exhibit stereotypic behaviors such as rocking or flapping. Children with either disorder also may exhibit a range of intellectual functioning, but only children with autistic spectrum disorder exhibit selective impairments in social communicative behaviors, such as intentional communication (i.e., impairment in communication that is deliberate, goal-directed, and aimed at influencing the behavior of the recipient). Children with reactive attachment disorder show social communicative functioning comparable to their overall level of intellectual functioning. Finally, children with autistic spectrum disorder regularly show attachment behavior typical for their developmental level. In contrast, children with reactive attachment disorder do so only rarely or inconsistently, if at all.
My new question about RAD: Why the hell would anyone brag on fb about their kid having that? That’s got to be screaming “look how badly I fucked up my kid!”
My new question about RAD: Why the hell would anyone brag on fb about their kid having that? That’s got to be screaming “look how badly I fucked up my kid!”
