Childhood disorders Flashcards
What is Attention deficit/hyperactivity disorder?
p48
What is the developmental trajectory of ADHD?
p49
How do environments potentiate biological risk?
- Parental involvement
- Parent-child hostility
p49
What is the dual pathway model?
p50
How can the environment increase delay aversion?
p51
What are the treatments for ADHD?
p51
What are the three dimensions of Oppositional Defiant Disorder?
p52
What parent-child interactions illustrate Patterson’s Coercion theory?
p52-53
What are the criteria for conduct disorder?
p54
What is the difference between childhood-onset and adolescent-onset conduct disorder?
p54
What is the difference between low and high callous-unemotional traits?
p54
What are the principles for effective treatment of CD?
p55-57
What are some predictors of poor treatment outcomes?
p57
The therapeutic relationship is a major factor in successful parent training. What are some of the specific (sometimes subtle) things done by Prof. Dadds to promote this?
- Use plain language
- Value perspectives of the parents - they are experts, lets them know they are doing well
- Avoid blaming
- Get parents to talk about how the child’s behaviour affects them
What were some of the issues that made it difficult to diagnose the children on the show, and what kinds of information were particularly helpful in this process?
Overlap between ODD and ADHD - ODD is “naughty ADHD”
Need to collect information about the behaviours from a range of settings and people - reporting may not always be reliable due to biases, memory, parents’ psychopathology
A big emphasis is placed on involving both parents in treatment. Why might this be?
Parents need to work as a team for the treatment to be successful and to see changes in the child’s behaviour. Parents cooperate for plan to work, implement strategies at home.
Parent training interventions are highly effective for many families, however a minority fail to benefit, and the reasons for this are unclear. Research aiming to predict treatment success/failure has focused on family/environmental factors (e.g., socioeconomic disadvantage, parental depression, parental substance abuse, marital discord), but has often ignored child factors (e.g., temperament/traits) until recently.
What are the theoretical assumptions that have guided this focus on the environment, and what theoretical shifts have occurred in recent years?
Previously thought that parenting and environment determines personality but now with the advances in technology, can include fMRI, genetic assessment.
CU traits are not appropriate for children.
The most significant change to the externalising disorders in DSM-5 is the introduction of a specifier for children who meet criteria for conduct disorder while also displaying ‘limited prosocial emotions’ (as operationalised by CU traits, also known as ‘psychopathic traits’). This means that clinicians will now be focusing more on whether a child shows such traits. What are some of the pros and cons of this?
Pros:
- Can identify children at risk of other problems e.g. ADHD, CD, ODD, ASD
- Parents can feel less pressure if they know their child has CU traits -> early treatment plan
- Important for clinical and research
Cons:
- Label can be stigmatising, children may not be motivated to change as they think the traits will be part of them
- Kids may avoid treatment thinking they they will be unresponsive to them
- Too much focus on the children’s problems and not on environmental factors e.g. parent-child relationship
- Can be a phase that they grow out of
What approach to assessing/measuring CU traits is discussed in the set reading, and why is this thought to be important?
Ask parents and teachers - multi-informant study for better reliability
CU traits should be stable across contexts for diagnosis
What are some key strengths and limitations of the study?
Strengths: multi-informant, large samples, showed that symptoms aren’t due to autism spectrum disorder
Weaknesses: no control group or longitudinal data - could be a phase
