atypical 2 - identification Flashcards
define atypical development
definition = extremes of individual differences in development
can include advanced and delayed development
general association with neurodevelopmental conditions (ASD, ADHD, Williams, intellectual disability)
atypical development individual differences (2)
individual differences in:
- rate of development
- traits, strengths, weaknesses
requires holistic approach to account for these differences to group into typical and atypical
5 different patterns of development
typical
delay
delay with catch up
lower starting point
advanced
developmental regression definition
period where a skill is developing along a typical trajectory but then child loses aspects of this skill
where is developmental regression often seen:
- who
- which skills
typically seen in children with ASD and/or intellectual disability
most often seen in language and motor skills
different domains for development (5)
adaptive behaviour
social
cognitive
physical
motor skills
developmental domain: adaptive behaviour - examples (7)
functional decision making
personal safety
personal responsibility
independence
daily living skills
managing money
ability to work
developmental domain: social - examples (6)
verbal + non-verbal communication
gestures
reciprocal eye contact
social interactions
turn-taking
empathy + emotional IQ
developmental domain: cognitive - examples (6)
IQ
memory
attention
language
EF
numerical ability
developmental domain: physical - examples (3)
facial dysmorphism (differing facial features)
microcephaly or macrocephaly (small or large head)
physical features e.g. heart
developmental domain: motor skills - examples (4)
fine + gross motor skills
balance
coordination
activity level
how atypical development is measured/identified
individual is compared against a representative (normative) sample/group
this control group needs to be appropriate to form a good basis for comparison
e.g. compare a 10 y/o IQ to other typically developing 10 year olds
use of “mental age” with atypically developing children e.g. a 10 y/o IQ may be in the average for typical 5 y/o - therefore has a mental age of 5
can also have strengths in one area comparative to others - may still be below average on one type of development but one area excels these
different control groups that can be used to measure atypical development
chronological age
mental age
compare performance against these two groups
things to consider when investigating atypical development
- appropriate control groups
- overall ability - strengths and weaknesses
- development over time - trajectory
measure of development: adaptive behaviour
Vineland Adaptive Behaviour Scales (VABS)
just because verbal skills may be delayed, doesn’t mean their day to day life is effected - therefore this test is good
semi-structured interview with parent/caregiver/teacher on 5 areas
communication:
- receptive = what they understand
- expressive = what they say
- written = what they read and write
daily living skills:
- personal = how they eat, dress
- domestic = household tasks they do
- community = use of time, money
socialisation:
- interpersonal relationships = interact with others
- play and leisure time = how they play
- coping skills = demonstrate responsibility and sensitivity to others
motor skills:
- gross motor = arms and legs for movement and coordination
- fine motor = hands and fingers to manipulate objects
maladaptive behaviour:
- internalising
- externalising
- undesirable behaviour that may interfere with adaptive functioning
measure of development: cognition - 2 types
standardised tests - generalised intelligence tests:
- Weschler scale
- Weschler Intelligence Scales for Children
- British Ability Scales
specific experimental designs:
- face perception - Benton’s facial recognition task
- theory of mind - Sally-Anne
- response inhibition (go no-go task)
WISC - subdomains (5)
Weschler Intelligence Scale for Children (currently WISC-V)
- verbal comprehension
- visual spatial
- fluid reasoning
- working memory
- processing speed
multiple tests can be done within each of these
WISC as a FSIQ
full scale IQ
can split WISC into two dimensions:
performance IQ (PIQ)
verbal IQ (VIQ)
WISC task examples (6)
- figure weights - choose missing shape
- visual puzzles - which completes the image
- matrix reasoning - missing part of a sequence
- vocabulary - word meanings
- similarities - what are similarities between 2 words
- digit span - remember sequence of numbers, could repeat in reverse order
interpretation of standardised scores
use a look-up table - based on representative sample to identify scaled score
compare to correct control groups e.g. by gender and/or age
rigidly used, no bias from experimenter - use manuals for procedure to ensure this
standardising scores: raw scores are converted to value that represents how participant has performed compared to others of same age/gender
allows removal of individual differences and generate a score for comparison
why is it important to standardise scores - benefits of it
removes individual differences and allows for fair comparison to see if development is typical
can use standardised value to compare people of different age/genders based on their norms - common language to discuss test performance regardless of the test design
easy to interpret
different methods of standardising but they all allow same comparison
use t-scores - 1-100, 50 = mean
use SDs to see how far from the mean individuals are
e.g. a boy may be taller than a girl but he is short for his age whilst she is tall for hers - use t-scores to find this
