Chapter 8 key terms Flashcards

1
Q

ADHD- Attention-deficit/hyperactivity disorder

A

A disorder in which the individual consistently and repeatedly shows age-inappropriate behaviours into two general categories of inattention and hyper-activity-impulsivity, resulting in the significant impairment of life functioning

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2
Q

Inattentive

A

Lacking the ability to focus or sustain one’s attention. Children who are inattentive find it difficult to sustain mental effort during work or play and behave carelessly, as if they are not listening

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3
Q

Hyperactive

A

Displaying an unusually high level of energy and an inability to remain still or quiet

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4
Q

Impulsive

A

Prone to acting with little or no consideration of possible consequences. This term is frequently used to describe children who suffer from ADHD

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5
Q

Inattention

A

An inability to sustain attention or stick to tasks or play activities, to remember and follow through on instructions or rules, and to resist distractions

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6
Q

Attentional Capacity

A

The amount of information we can remember and attend to for a short time. Ex. remembering a phone number. Children with ADHD do not have a deficit in their attentional capacity, they can remember the same amount of information in a short time as other children

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7
Q

Selective Attention

A

the ability to concentrate on relevant stimuli and ignore task irrelevant stimuli

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8
Q

Distractibility

A

a term commonly used to indicate a deficit in selective attention. Children with ADHD are much more likely than others to be distracted by stimuli that are highly salient and appealing.

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9
Q

Sustained attention

A

the ability to maintain a persistent focus over time on unchallenging, uninteresting tasks or activities when fatigued.

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10
Q

Alerting

A

refers to an initial reaction to a stimulus, and involves the ability to prepare for what is about to happen. a child with an alerting deficit may respond too quickly in situations requiring a slow and careful approach and too slowly in situations requiring a quick response. this pattern of responding is often seen in children with ADHD

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11
Q

Hyperactivity-impulsivity

A

involves the under control of motor behaviour, poor sustained inhibition of behaviour, the inability to delay a response or defer gratification, or an inability to inhibit dominant responses responses in relation to ongoing situational demands.

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12
Q

impulsive

A

unable to bridle immediate reactions or think before acting. Difficult for them to stop an ongoing behaviour or regulate their behaviour in accordance with the demands of the wishes of others

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13
Q

cognitive impulsivity

A

disorganization, hurried thinking, and the need for supervision. May also involve impulsive decision making

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14
Q

Behavioural Impulsivity

A

Difficulty inhibiting a response when the situation requires and insensitive to the negative consequences of their behaviour. EX. Calling out in Class

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15
Q

Emotional impulsivity/ Dysregulation

A

Impatience, low frustration tolerance, hot temper, quickness to anger, and irritability. How quickly an individual will react with negative emotions in response to negative events as compared with others of the same age or development level.

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16
Q

Primary Attention Deficit in ADHD

A

inability to engage, sustain attention and follow through on directions or rules while resisting salient distractions.

17
Q

the primary impairment of hyperactivity-impulsivity ADHD

A

undercontrol of motor behaviour, poor sustained inhibition of behaviour, the inability to delay a response or defer gratification, and an inability to voluntarily inhibit dominant responses in relation to situational demands

18
Q

presentation type

A

refers to a group of individuals with something in common- symptoms, etiology, problem severity, or likely outcome- that makes them distinct from other groupings

19
Q

SCT( Sluggish cognitive tempo)

A

A cluster of symptoms that includes daydreams, sleepy/drowsy, underactive/slow moving, tired lethargic, easily confused, stares blankly, lost in thoughts, in a fog, slow thinking and responding, spacey/alertness changes from moment to moment, apathetic, unmotivated, or low initiative and persistence

20
Q

Executive Functions

A

cognitive processes in the brain that activate, integrate, and manage other brain functions. They underlie the child’s capacity for self regulation functions such as self-awareness, planning, and self-evaluation. Helps us focus on multiple streams of information at the same time, filter distractions, and revise plans as necessary

21
Q

EF- Cognitive Processes

A

working memory, mental computation, planning and anticipation, flexibility of thinking, and use of organizational strategies

22
Q

EF- Language Processes

A

verbal fluency and the use of self-directed speech

23
Q

EF- Motor Processes

A

allocation of effort, following prohibitive instructions, response inhibition, and motor coordination and sequencing.

24
Q

EF- Emotional Processes

A

self-regulation of arousal level and tolerating frustration

25
Q
A