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Block 8 Week 3 > Crawford: Neuropsychological Approaches to Learning and Attention > Flashcards

Crawford: Neuropsychological Approaches to Learning and Attention Flashcards

1
Q

What are the components of the neuropsychological assessment process?

A

Prior to assessment: Review of records and forms
Parent Meeting (1.5 hours): Discuss current concerns, obtain a detailed history, develop assessment plan
School Observation (1 hour)
Three, two-hour testing sessions (6 hours)
Parent Feedback Meeting (1.5 hours): Review testing results, make treatment recommendations
Written report with treatment recommendations

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2
Q

Includes abstract thought, reasoning, problem solving, acquired knowledge, & communication skills

A

intelligence

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3
Q

Tests used to assess IQ

A

Wechsler Intelligence Scales (WAIS-V, WISC-V, WPPSI-IV)
Differential Abilities Scale (DAS-II)
Stanford-Binet Intelligence Scales (SB5)
Kaufman Assessment Battery for Children (KABC)

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4
Q

Average IQ usu falls around what range?

A

90-110

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5
Q

What are the 5 indices of the WISC-V model to assess for IQ?

A
  1. verbal comprehension
  2. visual spatial
  3. fluid reasoning
  4. working memory
  5. processing speed
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6
Q

What components of full scale IQ test are not included in the general ability index?

A

working memory
processing speed

**may be used if there is a neurological disorder compromising memory or processing speed

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7
Q

What are some factors that affect IQ scores?

A

out of date test measures
brief IQ testing or group testing
instruments must be normed for the individual’s sociocultural background and native language
neurodevelopmental disorders can affect performance

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8
Q

What are these?

emotional state
personality traits
physical state
motivation/effort
testing environment
skill of the examiner
A

factors that can affect IQ scores

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9
Q

After age (blank), IQ is a considerable measure of intelligence

A

5

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10
Q

Stability of IQ (blank) throughout childhood

A

increases

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11
Q

Researchers have found that IQ is highly (blank)

A

heritable

**the heritability of IQ increases with age

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12
Q

Deficit in general intellectual ability & impairment in everyday adaptive functioning (i.e., social, practical, conceptual) in comparison to peers
Diagnosis is based on both clinical assessment and standardized testing of intellectual ability
Heterogeneous condition with multiple causes
Overall general population prevalence is approximately 1%

A

intellectual disability

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13
Q

A diagnosis of intellectual disorder must include what 3 criteria?

A
  1. deficits in intellectual function confirmed by clinical assessment and individualized IQ testing
  2. deficits in adaptive functions (ex: daily living skills, social skills)
  3. onset during the developmental period
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14
Q

Difficulty with learning & academic skills (i.e., reading, math, writing) that is not attributable to intellectual ability
Has biological origins that include an interaction of genetic & environmental factors
Affect the brain’s ability to perceive or process verbal or non-verbal information efficiently and accurately.

A

learning disorders

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15
Q

Are learning disorders more common in males or females?

A

males (2:1 or 3:1)

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16
Q

Indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, DESPITE the provision of interventions that target those difficulties:
Inaccurate or slow & effortful word reading
Difficulty understanding what is read
Difficulty with spelling
Difficulty with written expression
Difficulty with mastering number sense, number facts, calculations and/or mathematical reasoning

A

specific learning disorder

17
Q

Specific learning disorders can occur in any of these categories

A

reading
spelling
written expression
numbers/mathematical reasoning

18
Q

T/F: For diagnosis of a specific learning disorder, the affected academic skills must be so low that they cause significant impairment in academic/occupational performance.

A

true

19
Q

When do specific learning disorders begin?

A

during school age

**may not fully manifest until later; ex: some people don’t realize they have a learning disorder until graduate school!

20
Q

Primary goal: Improve academic and behavioral outcomes for all students by eliminating discrepancies between actual and expected performance;
A multi-tiered instructional approach that focuses on preventing problems first, and then brings increasingly intense interventions to students who don’t respond

A

response to intervention (RTI)

**this attempts to ensure that learning disorders are not over-diagnosed

21
Q

What are the three tiers of response to intervention?

A
  1. core instructional interventions (80% of students - typical classroom instruction)
  2. targeted group interventions (15% - kids who are struggling a bit, and may get subtle focal attention)
  3. intensive, individual interventions (5% of kids who are really struggling)

**kids must fail out of tier 3 before becoming qualified for special education

22
Q

Most common learning disorder (approximately 9% depending on diagnostic cutoff)
Deficit in phonological processing (the ability process information related to the sound structures of language)
Reading fluency that is below expectations
Poor spelling
Associated problems in rote memory
i.e., memorizing math facts, state capitols
Difficulty with foreign language

A

Specific reading disorder (dyslexia)

23
Q

How do you treat dyslexia?

A

intensive reading remediation, w/ semantic phonics-based instruction
improve reading fluency
encourage reading for pleasure

24
Q

Is dyslexia visualizing words backwards?

A

no! dyslexia is a problem with the ability to see a symbol and remember the sound associated with that symbol

ex: can’t recall the difference between what a “b” vs a “d” sounds like

25
Q

How can you accommodate dyslexia?

A

extended test times
relax grading and allow spelling errors
don’t require these students to write on board or read out loud
use spell checks and calculators

26
Q 
Characterized by poor math achievement
Highly comorbid with other LDs as well as ADHD.
Little research on effectives treatments
Improving numerical concepts
Math remediation
A

specific math disorder

27
Q

A set of cognitive abilities that control and regulate other abilities and behaviors.
Include the ability to initiate and stop actions (e.g., impulse control), to monitor and change behavior as needed, regulate attention and emotions, organize materials and information, as well as to plan future behavior when faced with novel tasks and situations. Allow us to anticipate outcome and adapt to changing situations.

A

executive functions

28
Q

Deficits in executive functioning are observed in a number of neurodevelopmental disorders, but are are most commonly associated with (blank)

A

ADHD

29
Q

Persistent pattern of inattention &/or hyperactivity-impulsivity that interferes with functioning &/or development.
Prevalence is approximately 5% in children
More prevalent in males (2:1)

A

ADHD

30
Q

What conditions can predispose an infant to ADHD?

A

prenatal exposure to drugs, alcohol, nicotine

31
Q

What are the two domains that make up the diagnosis of ADHD according to the DSM 5?

A
  1. inattention: off task behavior, lacks persistence, difficult to sustain focus
  2. hyperactivity/impulsivity: excessive motor activity, talkativeness, restlessness, acting out, difficulty delaying gratification
32
Q

What are 3 subtypes of ADHD?

A

combined
predominately inattentive
predominately hyperactive

33
Q

A diagnosis of ADHD must occur before age (blank) and must be present in 2 or more settings

A

12

34
Q

T/F: Attention problems are characteristic of many disorders, so a full work-up is necessary to diagnose ADHD

A

True

35
Q

In the multimodal treatment study for children with ADHD, what was found to be the MOST effective mode of treatment?

A 
combined treatment (medication and behavior therapy) and medication alone were both significantly superior to intensive behavioral treatments & community care;
in other areas of functioning, like academic performance, combination therapy was superior to medical alone;
children in combination treatment ended up taking lower doses of medication!
36
Q

How to treat ADHD?

A 
stimulant meds (Ritaline)
non-stimulant meds (Strattera)
parent training
behavioral classroom interventions
working memory training

Block 8 Week 3 (10 decks)

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