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Abnormal > Child Externalising > Flashcards

Child Externalising Flashcards

1
Q

How do high CU traits affect treatment outcomes for ODD

A

children exhibit more severe ODD symptoms at follow-up

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2
Q

Do ADD symptoms seem to impact ODD treatment outcomes?

A

NO

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3
Q

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

A

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

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4
Q

What are the 3 dimensions of ODD

A

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

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5
Q

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

A

hurtfulness (spiteful or vindictive)

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6
Q

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

A

Empathy disorders

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7
Q

What do CU traits and ASD have in common

A

social dysfunction and emotion processing

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8
Q

How to measure CU traits?

A

AntiSocial Process Screening Device

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9
Q

How does high CU traits impact ODD

A

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

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10
Q

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

A

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

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11
Q

How was ADHD conceptualised in the DSM-III?

A

As a hyperactivity syndrom (1950-1969)

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12
Q

How did conceptualisation of ADHD change in 1970?

A

Impulsivity and attentional impairment were recognised as part of the disorder

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13
Q

How was ADHD conceptualised in DSM-IV?

A

inattentive, hyperactive and combined subtypes

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14
Q

What is DSM-5’s definition of ADHD

A

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

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15
Q

is forgetfulness/ losing things a part of ADHD?

A

Yes it is a symptom of inattention in ADHD

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16
Q

what is inattention in ADHD

A

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

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17
Q

What part of ADHD is not mentioned in DSM criteria?

A

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

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18
Q

3 externalising disorders?

A

ODD, ADHD, CD

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19
Q

2 disruptive behaviour disorders?

A

ODD CD

20
Q

3 neurodevelopmental disorders?

A

ADHD, ASD and Learning disorders

21
Q

whats the developmental trajectory of ADHD

A

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

22
Q

how does parenting interact with ADHD?

A

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.

23
Q

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

A
  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)
24
Q

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

A

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

25
Q

what is the dual pathway of ADHD

A

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)
26
Q

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

A

Dopamine

27
Q

what is the delay aversion hypothesis for ADHD

A

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)

28
Q

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

A 
pro = better treatment outcomes; they dont respond to behavioural interventions they need cognitive remediation
con = stigmatization
29
Q

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

A
  1. vindictiveness -> Conduct problems/ CU traits
  2. irritability -> anxiety and depression
  3. argumentative -> ADHD
30
Q

patterson’s theory of coercion?

A

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

31
Q

What does the child learn from coercive patterns

A

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

32
Q

which has more serious criteria ODD or CD

A

CD - theft, destruction etc

33
Q

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

A

reward

34
Q

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

A

high CU traits have high heritability

low CU traits are more environmental

35
Q

what is The dominant causal model of conduct problems

A

pattersons coercion theory

36
Q

what are the implications of coercive patterns for early development?

A

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

37
Q

2 types of CD?

A

childhood and adolescent onset

38
Q

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

A

neurodevelopmental - e.g. low verbal IQ

personality - e.g. impulsivity

39
Q

what are limited prosocial emotions (CU traits) in CD

A

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

40
Q

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

A

the child is positively reinforced - gets its way

the parent is negatively reinforced - child stops tantrum contingent on the parent giving in

41
Q

are CU traits only seen in kids with CD?

A

no, CU traits are normally distributed in the general population

42
Q

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

A
  1. target the ecology of the child
  2. take a developmental perspective
  3. be formulation driven
  4. form a strong therapeutic team
43
Q

what do behavioural family interventions involve?

A

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

44
Q

what reinforcement schedule is best for rewarding a child?

A

intermittent unpredictable positive reinforcement

45
Q

how does Minuchin describe an effective family structure?

A

executive parental subsystem with children separated hierarcichally

Abnormal (19 decks)

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