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PSYCO 239 > Abnormal Behaviour Across the Lifespan > Flashcards

Abnormal Behaviour Across the Lifespan Flashcards

1
Q

Developmental appropriateness

A

describes an approach to teaching that respects both the age and the individual needs of each child. The idea is that the program should fit the child; the child shouldn’t have to fit the program!

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2
Q

Diagnostic Overshadowing

A

behaviours considered problematic by others are often prioritized over individuals with real needs

google: occurs when a health professional makes the assumption that the behaviour of a person with learning disabilities is part of their disability without exploring other factors such as biological determinants

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3
Q

Usually evident in childhood, often before grade school

A

Neurodevelopmental disorders

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4
Q

Problems with behavioural and emotional regulation

A

Disruptive, Impulse Control, and Conduct Disorders

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5
Q

Disruptions in previously normal cognitive ability

A

Neurocognitive disorders (probably congenital)

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6
Q

T or F. All problems can exist in both children and adults

A

F! There are some problems that are unique to childhood or disorders that manifest themselves differently in children compared to adults

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7
Q

What is considered normal or abnormal for children must be considered in light of __________ ______ in addition to factors such as ethnicity or gender

A

developmental issues

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8
Q

We used to regard children as smaller adults, but actually we need to consider: (4)

A
  • neurodevelopmental differences
  • learning history
  • emotional resilience
  • solidification of personality
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9
Q

Levels of intellectual disability are based on …

A

adaptive functioning, not IQ

–> social adjustment can have a significant bearing on life success

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10
Q

Levels of intellectual disability

A

Mild (55-70)
Moderate (40-55)
Severe (25-30)
Profound (<25)

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11
Q

About __% of the population is considered to have a ‘mild’ level of intellectual disability

A

2 (below 85?)

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12
Q

Tests to to test intellectual disability

A

Weschler Test (WEIS for adults) or Stanford-Binet

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13
Q

Causes of Intellectual Disability

A
  • Prenatal factors
    > CMV, inadequate diet during pregnancy, maternal drinking, smoking, antidepressants, etc.
  • Cultural-Familial causes
    > Cultural-familial intellectual impairment (no toys, etc.)
  • Intervention
    > mainstreaming (opposite of special ed), diagnostic overshadowing
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14
Q

T or F. Taking antidepressants while breastfeeding is okay, just not while pregnant

A

F! Breastfeeding could still affect the baby

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15
Q

Medical conditions that may cause intellectual disability

A
  • Down Syndrome
  • Fragile X Syndrome
    (disrupts ability to replicate, males only have 1 X)
  • Phenylketonuria (PKU) - build up of ketones (failure to metabolize phenylalanine), problem for CNS
  • Smith-Lemli-Optiz Syndrome (cerebellar hypoplasia, increased ventricular size, decreased frontal lobe size, microcephaly)
  • Tay-Sachs disease - genetic, neurological, fatal (babies have short life-spans)
  • FASD due to teratogens
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16
Q

Condition where a person with a neurodevelopmental disorder can perform exceptionally in a specific domain such as mathematics

A

Savant syndrome

  • occurs in 0.06% of those with intellectual disabilities
  • closely linked to autism spectrum disorder
  • six times more often in males than females
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17
Q

A disorder that involves markedly impaired behaviour or functioning in multiple areas of development

A

Autism Spectrum Disorder

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18
Q

Asperger’s disorder

A

mild form of autism; functional in intellectual capacity and hold down employment but social reciprocity is lacking and can hinder them

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19
Q

Autism Spectrum disorder becomes apparent in …

A

the first few years of life and is often and is often associated with intellectual disability

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20
Q

Theoretical Perspectives of ASD according to Lovaas and Bettelheim

A

Bettelheim = “in their own world”

Lovaas, a behaviour therapist = problem of info processing; narrow sensory field; interferes with associative conditioning – can’t associate stimuli and environment! (only one stimulus at a time)

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21
Q

Echolalia

A

Repetition of another person’s phrases/words and rhyming it! (ASD)

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22
Q

Treatment for ASD

A

intensive behavioural intervention

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23
Q

ADHD

A

inattention and hyperactivity-impulsivity

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24
Q

ADHD Comorbidities

A 
Mood disorders
Substance use disorders
Learning disabilities
Sleep disorders
Anxiety disorders
Impulse control/personality disorders
25
Q

ADHD Classification

A
  • Combined type = if both criteria A and B are met for the past 6 months
  • Predominantly inattentive type = if criterion A is met but criterion B is not met for the past six months
  • Predominantly hyperactive-impulsive type = if criterion B is met but criterion A is not met for the past 6 months

Specify level of severity based on number signs present:

  • Mild
  • Moderate
  • Severe
26
Q

ADHD Treatment

A

Stimulants, Behaviour therapy (for motoric excesses; Class B; system of rewards; ex: while reading increased letters to give another form of stimulation - won’t interrupt visual stimulation), EEG biofeedback (neurofeedback; measure waves; muscle tension/frontalis example – give them info about something they might not know; can also be not attached to machine – just biofeedback)

27
Q

T or F. ADHD tends to run in families

A

T, genetic theoretical perspective

28
Q

People with ADHD have low ________ activity in the brain

A

cortical; in order to overcome this, they expose themselves to high activity stimuli such as walking around, etc.

29
Q

Waves in the brain

A

vary in intensity and frequency (we are not worried about intensity)

  • alpha = fastest; relaxation but alert and focused; general sense of well-being (zen); this is increased by yoga, mediation, any sort of reflection
  • beta: high degree of focus and attention, less in relaxation and not so closely related to zen or well-being
  • delta: lower, unfocused, diffused, dazed stage of mind
  • theta: very slow, close to falling asleep = out of it !
30
Q

Brain waves in ADHD patients

A

normal = steady flow of beta waves; suppressed delta waves for longer periods of time (ratio of b and d is high)

ADHD = repression of beta and lots of delta

31
Q

Learning disorder

A

noted deficiency in a specific learning ability

32
Q

Dyslexia

A

A type of learning disorder characterized by impaired reading ability and may involve difficulty with the alphabet or spelling

33
Q

Which brain hemisphere is affected most by dyslexia?

A

Left; reading, comprehension, language processing, etc.; Brodmann areas 41 and 42

34
Q

“Not Dyslexia” alone

A
  • speed/naming deficit
  • comprehension and speed/naming deficits
  • comprehension deficits

IN GENERAL, MUST have a phonological (basic building blocks of language) deficit as well

35
Q

Specific learning disorders

A

Impairment in:

  • mathematics
  • written expression
  • reading
36
Q

Amongst the most heritable condition

A

ADHD

37
Q

Theoretical perspectives of ADHD

A
  • genetics (heritable)

- environment (extremely low-stimulating – like classroom = more likely to see symptoms of ADHD )

38
Q

Stimulants most commonly prescribed to adults

A

central stimulants – increase cotical arousal in ARAS = Strattera, Ritalin , Concerta

39
Q

Why don’t parents want to treat kids with psychoactive drugs?

A

Because kids can be sluggish in the first few weeks; compromise is take it every other week

40
Q

Prenatal risk factors for ADHD

A

smoking, drinking, antidepressants, antihypertensive drugs, poor nutrition, heavy metals (lead, mercury)

41
Q

Why are ADHD medications not a very good long-term solution?

A

in later adulthood or young adolescent– if prone to psychotic disorders, these stimulants can precipitate a psychotic break

42
Q

Different Impairments in Dyslexia

A
  • problems differentiating similar-looking letters (e, c, p OR p, d, q)
  • Words may appear reversed or blurred
  • problems identifying speech sounds and learning how they relate to letters and words (decoding)
  • affects areas of the brain that process language
43
Q

Three components of reading disorders

A
  • phonological deficits
  • speed/naming deficit
  • comprehension deficit
44
Q

Intervention for Specific Learning Disorders

A

Individual Education Plan

  • Specific skill instruction
  • accommodations
  • compensatory strategies
  • self-advocacy skills
45
Q

T or F. People whose parents have dyslexia are at a greater risk themselves

A

T (higher concordance between identical twins – 70% vs. fraternal – 40%)

Genes may play a role in causing defects in the brain circuitry involved in reading

46
Q

Ineffective parenting

A

inadvertent reinforcement of difficult, demanding behaviour

47
Q

ODD treatment

A
  • ecological theory
  • multisystemic therapy (MST)
  • PMT (Russel Barkley and Kazdin)
48
Q

PMT

A

Parent management training for ODD

  • don’t teach kid directly, teach parents proper training
  • reinforcements will happen AFTER the behaviour
  • child an be part of contingency planning
  • parents must be in absolute control with rewards and consequences (teachers and grandparents may short-circuit this) and must stick to this!!
  • might not work with teenagers (sneak out, etc.)
49
Q

MST

A

Multisystemic therapy

  • don’t just send kid/patient to therapy .. EVERYONE should go and all teach basic skills
  • clear reporting and communication with each other
  • MST therapist wears a pager 24/7 if fam has problem
  • alternative to incarceration
  • not just kid, works with adults
  • Scott Hengler
50
Q

Ecological theory

A

treating/changing the environment; specifically including families in treatment delivery (encompasses two treatments)

51
Q

Why don’t we call conduct disorders antisocial personality disorder?

A

personality development not considered complete until 18 years old minimum

52
Q

Characteristics of intermittent explosive disorder

A
  • outbursts are out of character for them so genuinely feel guilty afterward!
  • no premeditated quality
  • has to be at least six years old because usually in grade one when kids become more social and make relationships
53
Q

Most effective treatments for conduct disorder are delivered in a structured setting include:

A
  • continued education
  • anger management
  • victim empathy training
  • relapse prevention
  • substance abuse desistance
  • family therapy

meds and individual psychotherapy — boooo

54
Q

Neurocognitive disorders

A

delirium
dementia
(farther in life)
not normal processes

55
Q

T or F. Females are more prone to mental disorders than males

A

T (general, but not all) (delirium and dementia are not normal processes)

56
Q

T or F. Prevalence of mental disorders increases with age

A

F! (seniors quite happy!! and healthy)

57
Q

Types of Dementia

A

Alzheimer’s and Vascular

58
Q

Dementia vs. Delirium

A
  • Delirium onset tends to be more rapid (hours to days), whereas dementia is much more gradual
  • delirium often subsides within a few days of underlying physical illness resolving

PSYCO 239 (7 decks)

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