Child Externalising

Question 1

How do high CU traits affect treatment outcomes for ODD

Answer 1

children exhibit more severe ODD symptoms at follow-up

Question 2

Do ADD symptoms seem to impact ODD treatment outcomes?

Answer 2

NO

Question 3

Why has the DSM-5 proposed CU traits as a specifier to the diagnosis of conduct disorder

Answer 3

Because conduct problems of children with high CU traits are more severe and less responsive to established interventions

Question 4

What are the 3 dimensions of ODD

Answer 4

vindictiveness (hurtfulness),
irritability (angry, emotional dysregulation) and
argumentative (headstrong)

Question 5

Which ODD dimension may be a marker for proactice aggression and callousness?

Answer 5

hurtfulness (spiteful or vindictive)

Question 6

What kind of disorders have CU traits and ASD been conceptualised as?

Answer 6

Empathy disorders

Question 7

What do CU traits and ASD have in common

Answer 7

social dysfunction and emotion processing

Question 8

How to measure CU traits?

Answer 8

AntiSocial Process Screening Device

Question 9

How does high CU traits impact ODD

Answer 9

treatment outcomes are poorer with CU traits. This is NOT accounted for by ASD symptoms

Question 10

Why do some disagree with CU traits being a specifier for Conduct Disorder?

Answer 10

Because it is a transdiagnostic marker seen across a range of clinical populations

Question 11

How was ADHD conceptualised in the DSM-III?

Answer 11

As a hyperactivity syndrom (1950-1969)

Question 12

How did conceptualisation of ADHD change in 1970?

Answer 12

Impulsivity and attentional impairment were recognised as part of the disorder

Question 13

How was ADHD conceptualised in DSM-IV?

Answer 13

inattentive, hyperactive and combined subtypes

Question 14

What is DSM-5’s definition of ADHD

Answer 14

a persistent pattern of inattention and/or hyperactivity-impulsivity. it is conceptualised as a neurodevelopmental disorder now

Question 15

is forgetfulness/ losing things a part of ADHD?

Answer 15

Yes it is a symptom of inattention in ADHD

Question 16

what is inattention in ADHD

Answer 16

a failure to direct behaviour forward in time - to persist toward delayed end points).

Question 17

What part of ADHD is not mentioned in DSM criteria?

Answer 17

emotional impulsivity - quickness to anger, impatience, difficulties self-regulating

Question 18

3 externalising disorders?

Answer 18

ODD, ADHD, CD

Question 19

2 disruptive behaviour disorders?

Answer 19

ODD CD

Question 20

3 neurodevelopmental disorders?

Answer 20

ADHD, ASD and Learning disorders

Question 21

whats the developmental trajectory of ADHD

Answer 21

hyperactivity symptoms most pronounced in preschool, then inattention symptoms increasingly apparent with age

Question 22

how does parenting interact with ADHD?

Answer 22

parental involvement associated with reduced hyperactivity/ inattention in early childhood.
inconsistent discipline -> increasing hyperactivity/ inattention across middle childhood.
OR ADHD symptoms just elicit negative responses.

Question 23

How does the gene-environment correlation explain ADHD and parenting?

Answer 23

1. child characteristics that are genetically based evoke negative responses from parents (Evocative)
2. the same genes that underlie ADHD in the child also underlie parenting problems in their parents (Passive)

Question 24

what affect does the long allele of DRD4 gene have on ADHD?

Answer 24

if the child has it the association between inconsistent parenting and ADHD symptoms is stronger.

Question 25

what is the dual pathway of ADHD

Answer 25

2 distinct processes shaped by the environment: 1. deficits in inhibitory-based executive processes (response inhibition) 2. motivational dysfunction involving disruptive signalling of delayed reward (contingency between present action and future reward is not easily signalled)

Question 26

Which neuromodulator plays a key role in the dual pathway of ADHD

Answer 26

Dopamine

Question 27

what is the delay aversion hypothesis for ADHD

Answer 27

the negativity associated with this failure becomes associated with situations that signal the need to delay gratification. This ‘delay aversion’ manifests as attempts to avoid/escape delay... ...by attending to the most interesting/absorbing aspects of the environment ...or acting on that environment (hyperactively)

Question 28

pros and cons of adding a limited prosocial emotions specifier to the DSM

Answer 28

``` pro = better treatment outcomes; they dont respond to behavioural interventions they need cognitive remediation con = stigmatization ```

Question 29

what disorders are each dimension of ODD predictors of for comorbidity?

Answer 29

1. vindictiveness -> Conduct problems/ CU traits 2. irritability -> anxiety and depression 3. argumentative -> ADHD

Question 30

patterson's theory of coercion?

Answer 30

an operant theory - describes causal loop of escalation, a loop of reinforcement interlocks - from the mundane arises the psychopathological

Question 31

What does the child learn from coercive patterns

Answer 31

they learn an escalating repertoire of behaviours, not how to emotionally regulate

Question 32

which has more serious criteria ODD or CD

Answer 32

CD - theft, destruction etc

Question 33

are kids with CD and high CU sensitive to punishment or reward

Answer 33

reward

Question 34

how do high and low CU traits differ in terms of causes?

Answer 34

high CU traits have high heritability | low CU traits are more environmental

Question 35

what is The dominant causal model of conduct problems

Answer 35

pattersons coercion theory

Question 36

what are the implications of coercive patterns for early development?

Answer 36

Coercive patterns disrupt the developmental prerequisites for emerging self-regulation (internal controls over behaviour / emotion / thinking)

Question 37

2 types of CD?

Answer 37

childhood and adolescent onset

Question 38

what are the risk factors for the childhood onset type of CD

Answer 38

neurodevelopmental - e.g. low verbal IQ | personality - e.g. impulsivity

Question 39

what are limited prosocial emotions (CU traits) in CD

Answer 39

Lack of remorse or guilt Callous-lack of empathy Unconcerned about performance Shallow or deficient affect

Question 40

what is the pattern of reinforcement in the coercive parent-child interaction?

Answer 40

the child is positively reinforced - gets its way | the parent is negatively reinforced - child stops tantrum contingent on the parent giving in

Question 41

are CU traits only seen in kids with CD?

Answer 41

no, CU traits are normally distributed in the general population

Question 42

what are the four guiding principles for effective treatment of CD?

Answer 42

1. target the ecology of the child 2. take a developmental perspective 3. be formulation driven 4. form a strong therapeutic team

Question 43

what do behavioural family interventions involve?

Answer 43

proximal treatment and distal goals: §parent training and other contextual focuses such as marital issues, parental depression etc.

Question 44

what reinforcement schedule is best for rewarding a child?

Answer 44

intermittent unpredictable positive reinforcement

Question 45

how does Minuchin describe an effective family structure?

Answer 45

executive parental subsystem with children separated hierarcichally