abnormal behavior in childhood and adolescence Flashcards
childhood disorders
anxiety in childhood - separation anxiety
depression in childhood - irritability or low mood, catastrophizing, insomnia, hopelessness
neurodevelopmental disorders general
typically diagnosed early in life - childhood during development - impairment in academic or social functioning
neurodevelopmental disorders types
intellectual disability
autism spectrum disorder
specific learning disorder
communication disorders
attention-deficit hyperactivity disorder
intellectual disability (ID) definition
deficits in intellectual functioning (IQ score 2 or more standard deviations below mean)
deficits in adaptive functioning - being able to reason, provide accurate judgements, learn from experience, learning in an academic setting (seen across all aspects of the person’s life)
affected domains: social life, academic life, friendship development, personal care, being able to hold a job
ID causes
down syndrome
fragile X syndrome
PKU - buildup of phenylalanine leads to ID
fetal alcohol syndrome
lead ingestion
severe nutritional deficits (in child or pregnant mother)
ID interventions
early intervention is extremely important in childhood
“least restrictive environment” - children mainstreamed into the educational environment as seen fit (kids with IDs should be placed in same classroom as others as much as possible)
interventions tailored to each child
educational, vocational, psychological, social, an practical supports
autism spectrum disorder general
asperger’s - social interaction deficits but extremely high IQ (now diagnosed as on the spectrum with high function intellectually)
childhood disintegrative disorders - started normally and began to disintegrate during development
persistent deficits in social communication and social interaction across multiple contexts
deficits in: social-emotional reciprocity, non-verbal communication behaviors
autism spectrum disorder behaviors
restricted or repetitive patterns of behavior, interest, or activities:
stereotyped or repetitive motor movements, use of objects, or speech (echolalia)
insistent in sameness, inflexible adherence to routines or ritualized patterns of behavior
highly restricted, fixated interests abnormal in intensity or focus
hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment
savant syndrome
in some people diagnosed with autism spectrum disorder
over- and under-developed abilities that are contrasted with the deficits
autism spectrum disorders: theoretical perspectives
detached/cold parents
Lovass - suggest perceptual difficulties
neurological/brain abnormalities suggested
autism spectrum disorders - interventions
Lovass was an important name
intensive, structure, individualized instruction
early and ongoing intervention
operant conditioning
reinforcement
specific learning disorders (general)
persistent/ongoing difficulties learning keystone academic skills
discrepancy between expected achievement based on IQ score and actual achievement based on achievement testing
performance of affected academic skills well below average for age
learning difficulties readily apparent in early school years or become apparent with increased demands
specific learning disorders (types)
with impairment in reading (dyslexia is not a DSM diagnosis but same thing)
with impairment in written expression
with impairment in mathematics
with impairment in executive functioning (front lobe skills)
communication disorder types
language disorder
speech sound disorder
childhood-onset fluency disorder (stuttering)
social (pragmatic) communication disorder
language disorder
persistent difficulties in acquiring and using language across all modalities - deficits in comprehending
reduced vocabulary, limited sentence structure
impairment in discourse - describing something in a way another person can understand
speech sound disorders
persistent difficulty with producing speech
limits effective communication, limits social interaction ability, academic achievement, occupational achievement
not due to any other medical condition
childhood-onset fluency disorder
stuttering
sometimes substituting words with something similar that is easier for them to say
typically followed by anxiety - can compound the problem
social (pragmatic) communication disorder
deficits in greeting and sharing, not being able to change one’s communication in changing contexts
attention deficit hyperactivity disorder (ADHD)
persistent pattern of inattention and/or hyperactivity/impulsivity (they’re pretty similar and tend to coexist) that interferes with functioning or development
3 types of ADHD
- predominantly inattentive
- predominantly hyperactive/impulsive
- combined type
ADHD theoretical perspectives
genetic contribution suggested - higher concordance rates in relatives
brain dysfunction - prefrontal cortex
ADHD interventions
stimulant medications (Ritalin, Adderall, Concerta, etc.) - make the prefrontal cortex work better
behavior modification, skills training, CBT “stop and think”
oppositional defiant disorder
excessive oppositionality, tendency to refuse requests from parents or others
a pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness that lasts are least 6 months
conduct disorder
childhood antisocial personality disorder
repetitive and persistent pattern of behavior in which basic rights of others or major age-appropriate societal norms are violated
aggression to people or animals, destruction of property, deceitfulness or theft, forced sexual activity on another person
oppositional defiant and conduct disorders: theory
“difficult child” temperament - inborn qualities of level of activity, ability to calm one’s emotions, adjust or adapt to routines, etc.
overly strict parenting style
unresolved child-parent conflicts
anal stage fixations (psychodynamic)
oppositional defiant and conduct disorders: intervention
parent training programs, caregiver training programs
elimination disorders
enuresis (urine)
encopresis (feces)
enuresis
repeated voiding of urine into bed or clothes; involuntary or intentional
at least 5 years of age
2x/week for at least 3 consecutive weeks
may be some type of regression to a time before the stressor
encopresis
repeated passage of feces into inappropriate places
1x/month for 3 months
at least 4 years of age
can also be a result of regression
