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EIP & research > ADHD/Autism cognitive developmental issues > Flashcards

ADHD/Autism cognitive developmental issues Flashcards

1
Q

What is executive functioning?

A

high-level cognitive processes that enable us to plan, make decisions, solve problems, and regulate our behavior

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2
Q

What is executive functioning used for?

A

important for goal-directed activities and adapting to new situations

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3
Q

What is perceptual motor function?

A

This component involves the ability to receive, interpret, and respond to sensory information through coordinated motor actions

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4
Q

What is perceptual motor function used for?

A

essential for tasks that require hand-eye coordination and spatial awareness.

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5
Q

What is learning and memory?

A

processes involve acquiring new information, storing it, and retrieving it when needed

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6
Q

What is learning and memory used for?

A

fundamental for adapting to new experiences and retaining knowledge over time.

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7
Q

What is social cognition?

A

ability to understand and interpret social interactions, including recognizing emotions, intentions, and perspectives of others

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8
Q

What is social cognition used for?

A

key to building and maintaining relationships

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9
Q

What is complex attention?

A

the capacity to maintain focus on a task, process information quickly, and manage multiple activities simultaneously

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10
Q

what are the 6 domains of cognition?

A

Perceptual motor function
Language
Learning and memory
Social cognition
Complex attention
Executive function

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11
Q

What are the reasons that children/adolesents aren’t getting help with mental illness/effects?

A
  1. lack of resources
  2. Stigma
  3. lack of awareness
  4. lack of early detection & intervention
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12
Q

What are some risk factors that contribute to the development of mental health problems in children?

A

Biological factors
Unhealthy child development
Abusive parents
Substance abusing parents
Family trauma
negative peer relationships
cultural factors
Adverse childhood experiences
Learning disabilities/academic failure
Illness & disability
CFS
Children whose parents have mental illness
children with multiple risk factors
Social determinants of health

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13
Q

What does intellectual disability (intellectual development disorder) mean?

A

significant limitations:
- intellectual functioning
- adaptive behavior

begins during the developmental period
impacts an individual’s:
- conceptual,
- social,
- practical domains

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14
Q

How can Nurses support individuals with intellectual disability?

A

Simplifying instructions,
using visual aids
ensuring the patient understands their care plan

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15
Q

What is adaptive functioning?

A

how well a person meets the standards of personal independence and social responsibility expected for their age and cultural group.
-skills needed for daily living:
- communication
- social participation
- independent living

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16
Q

How can nurses support individuals with deficits in adaptive functioning?

A

Nurses play a key role in assessing and supporting adaptive functioning
-facilitating social interactions, -promoting independence in daily activities
-providing resources for social skills training

Nurses may also need to coordinate with other healthcare professionals and caregivers to create a comprehensive care plan.

17
Q

What are three examples of neurodevelopmental disorders?

A
  1. Intellectual disability
  2. ASD
  3. ADHD
18
Q

What are the components of the Autism spectrum?

A

Motor skills
Language
Sensory skills
Perception
Executive functioning

19
Q

What is the DSM-5 criteria A for autism?

A
  1. Persistent deficit in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history
    - less back and forth conversation
    - not initiating or responding to social interactions
    - communication issues in speech, eye contact, language use
    - not interested in peers, difficulty developing and maintaining relationships
20
Q

how is severity determined for criteria A , DSM-5 autism?

A

Severity is based on social communication impairments and restricted repetitive patterns of behaviour

21
Q

What is the DSM-5 criteria B for autism?

A

Restricted, repetitive patterns of behaviour, interests, or activities, as manifested by at least two of the following, currently or by history:
- repetitive behaviour, speech repetition sounds
- Idiosyncratic language- like water heater for kettle
- needs schedule- change/transitions are hard
- preoccupation with one topic/thing
- hyper/hyporeactivity to sensory input

22
Q

What is the DSM-5 criteria C for autism?

A

Symptoms must be present in the early developmental period (typically recognized 12-24 months of age)

23
Q

What is the DSM-5 criteria D for autism?

A

The symptoms of ASD must cause clinically significant impairment in:
social, occupational, or other important areas of current functioning. This impairment can impact:
- daily life,
- relationships,
- education,
- employment

24
Q

What is the DMS -5 criteria E for autism?

A

The symptoms of ASD should not be attributable to intellectual disability (intellectual developmental disorder) or global developmental delay. Although these conditions may co-occur with ASD, the social communication deficits of ASD typically exceed what is expected based on developmental level alone

25
Q

What are the characteristics of ADHD?

A

​-A biological condition that can impact focus, organization, and self-control
-A cluster of difficulties that involve self-management of the brain​
-Is not a problem of laziness or willpower
-People with ADHD have a few tasks or activities that are interesting to them and that they can pay attention to very well​
-Affects emotional and mental health of the individual and their families ​
-With the right support, symptoms may be managed and treated

26
Q

What are the 3 types of ADHD?

A

1.Predominately Inattentive ​
2. Predominately Hyperactive-Impulsive ​
3. ADHD, Combined Type​

27
Q

What is the DSM-5 criteria for diagnosing ADHD?

A

There is no criteria in the DSM-5
- no standardized test

28
Q

How is ADHD diagnosed?

A

Behaviours are the rule not the exception (can resemble a mood disorder)
symptoms occur in at least 2 settings
with consistent pattern

29
Q

What are some co-occuring disorders with ADHD?

A

depression, anxiety, conduct disorder​, learning disorders

30
Q

Why is it important to address emotional aspects of ADHD?

A

-integral to promoting mental well-being and overall quality of life
can have significant emotional and psychological impacts

Challenges with:
- attention,
- impulsivity, and
- hyperactivity

can lead to:
- frustration,
- low self-esteem
- difficulties in social relationships

31
Q

Which type of ADHD often has good academic outcomes but more challenges with interpersonal relationships ?

A

Predominantly Hyperactive-Impulsive Type ADHD

32
Q

Which type of ADHD often has poor academic outcomes?

A

Combined Type ADHD, which includes both inattentive and hyperactive-impulsive

AND

Predominantly Inattentive Type ADHD - due to difficulties with focus, organization, and completing tasks

33
Q

What are the 2 overarching treatment goals for ADHD?

A

1) Establishing routines and organizational strategies to minimize distractions and enhance focus
2) Creating supportive environments that facilitate learning and task completion.

-provide structure and predictability: -help with routines,
-organization
- minimize distraction​

34
Q

What are 4 interventions to support someone with ADHD?

A
  1. specific skill instruction
  2. Accommodations to environment/movement etc.
  3. Compensatory strategies -like visual aids/check lists
  4. Self-advocacy skills
35
Q

What are typical stimulants for ADHD?

A

Methylphenidate (Concerta, Ritalin), Amphetamines (Adderall, Vyvanse)​

36
Q

What are all drug class options for ADHD?

A

-Stimulants

-Selective Norepinephrine Reuptake Inhibitors​ (SNRIs) if bad side effects with stimulants

-Alpha-2-Adrenergic Agonists (if bad side effects of stimulants and SNRIs or significant comorbid conditions)

  • Antidepressants – (TCAs, Bupropion) (if peeps respond poorly to stimulants or SNRIs)

EIP & research (2 decks)

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