Developmental Psychology Flashcards
Epigenetic view
development is the result of an ongoing, bidirectional exchange between heredity and the environment
Critical period
limited period of time during which an organism is biologically prepared to acquire certain behaviors but requires the presence of appropriate environmental stimuli to occur (ie imprinting)
Sensitive period
human critical period; there are optimal times for the development of certain capacities during which the individual is particularly sensitive to environmental influences, but those capacities can develop earlier or later to some degree; the boundaries of sensitive periods are more flexible
Genotype v phenotype
genotype: genes
phenotype: observable characteristics affected by both genes and environment (ie intelligence, personality)
Canalization
traits that are highly influenced by genotype and relatively resistant to environmental forces (ie motor milestones)
Range of reaction
traits that exhibit a range of reaction; genotype sets boundaries on the range of possible phenotypes, and environmental factors determine where in that range the phenotype falls (average intelligence in poverty vs enriched environments)
Secular trends
generational differences in physical growth and development (ie declining age of menarche in industrialized countries)
Gene-environment correlation
associations that are often found between people’s genetic makeup and the environmental circumstances exposed to; niche-picking is the tendency of people to seek out environments compatible with genetic makeup (ie musical talent)
Heritability index
used to estimate the degree which a particular trait can be attributed to genetic factors
Polygenic inheritance
traits determined by multiple gene pairs rather than a single gene pain (ie skin color, eye color, temperament, intelligence, susceptibility to cancer)
Gene-linked abnormalities
- Huntington’s disease: single, autosomal dominant gene, so a child of an afflicted parent has a 50% chance of inheriting the disorder
- Phenylketonuria (PKU): recessive gene disorder
- Tay Sachs, sickle cell anemia, cystic fibrosis
Chromosomal abnormalities
Down syndrome: extra number 21 chromosome (trisomy 21)
- Prader-Willi syndrome: deletion on the paternal chromosome 15
- Klinefelter syndrome: extra X
- Turner syndrome: part of an X chromosome is missing
- Fragile X syndrome: weak site on the X
Teratogens
- substances and conditions that interfere with normal prenatal development, such as drugs, toxins, malnutrition, maternal infections, and maternal stress
- most common: alcohol (FAS), nicotine, cocaine, rubella (German measles), herpes simplex, cytomegalovirus (type of herpes), HIV, prenatal malnutrition, maternal stress
Prenatal development periods
Germinal period: conception fo implantation (8-10 days following conception)
Embryonic period: end of week 2 to end of week 8, most susceptible to structural defects
Fetal period: week 9 to birth, less affected by teratogens, but still can cause impaired organ functioning, delayed growth, and intellectual/emotional functioning
Birth complications
Prematurity (before 37 week), small for gestational age (<10th %ile), fetal distress
Brofenbrenner’s ecological model
microsystem, mesosystem (interaction between components of microsystem), exosystem (aspects the person is not in direct contact with), macrosystem (sociocultural), chronosystem (time, history)
6 characteristics that contribute to likelihood child will develop psychiatric disorder
severe marital discord, low SES, large family size, parental crime, maternal psych disorder, placement of child outside home
Brain development
- most neurons are present at birth
- post-birth: synaptogenesis, myelination
- brain begins to decrease in weight/neuron loss around age 30
- decline accelerates after age 60
Infant reflexes
- palmar grasp reflex
- Babinski reflex: infant extends big toe and fans out small toe when sole is stroked
- Moro/startle reflex: when in horizontal position, infant arches back, extends legs outward, and brings them back to body in response to head being allowed to drop or to sudden loud noise
- Rooting: infant turns head toward stimulation when cheek is stoked near corner of mouth
- reflexes are typically done within first 6 months as infants have gradual increase in voluntary control
Motor Skills: 1 month
Gross MS: turns head side to side when prone
Fine MS: strong grasp reflex
Motor Skills: 3 months
Gross MS: holds head erect when sitting, but head bobs; regards own hand
Fine MS: holds rattle, pulls at clothes, brings objects in hand to mouth
Motor Skills: 5 months
Gross MS: when sitting, holds head erect and steady, reaches and grasps, puts foot to mouth when supine
Fine MS: plays with toes, takes objects to mouth, grasps objects voluntarily
Motor Skills: 7 months
Gross MS: sits, leaning forward on both hands, stands with help
Fine MS: transfers objects from one hand to other
Motor Skills: 9-10 months
Gross MS: creeps, pulls to standing position when holding on to furniture
Fine MS: uses thumb and index finger to grasp
Motor Skills: 11-15 months
Gross: walks holding on to furniture, stands alone, walks without help (12-14 mos)
Fine: removes object from tight enclosure, turns pages in book, uses cup, builds a tower of 3-4 blocks
Motor Skills: 18-24 months
Gross: runs clumsily, walks up stairs with hand held (18 mos), walks up stairs alone (24 mos), kicks and throws ball, uses toilet
Fine: uses a spoon, turns doorknobs, builds a tower or 6-7 blocks
Motor Skills: gender differences
- first few years: boys and girls do not differ significantly
- Early childhood: boys better on motor tasks requiring power and strength
- by 5, boys run faster and throw ball farther; girls better at tasks that require fine MS, flexibility, balance, foot movement
- gender differences increase throughout childhood and adolescence
- unclear if gender differences are biological or environmental
Ferberizing
- progressive waiting period help infants develop a stable sleep pattern
- when child cries, parent reassures the child verbally and pats child on back but does not pick them up
- if child cries again, parents wait for period and repeats - each subsequent night, wait period is increased
Vision in infancy
- of senses, vision is least developed
- newborns: see at 20 ft what adults see at 400 ft, prefer facial to non-facial images
- can discriminate mother from stranger by 1 month
- basic colors 2-3 mos
- depth perception 6 mos
- 20/20 1 year
Hearing in infancy
- newborn hearing is only slightly less sensitive than adult, prefer human voice, recognize mother’s voice
- auditory localization soon after birth, disappears between 2-4 mos, reemerges at 12 mos
Taste and Smell in infancy
- newborns distinguish between 4 tastes at birth, and show preferences for sweet
- respond to pleasant/unpleasant odors following birth
Pain in infancy
- sensitive to pain at birth
- early exposure to pain affects future responses to pain
Senses in adulthood
- vision and hearing are the first senses to show age-related declines
- age 40: presbyopia - loss of near vision that makes it difficult to focus on close objects; decreased vision in low light, sensitivity to glare, reduced depth perception
- age 65: visual impairments affect reading, driving, daily life
- some hearing problems, although most do not have problems until age 75
- presbycusis: decrease in ability to hear high-frequency sounds, ie human speech
Physical maturation
- Early has positive consequences for boys: better overall adjustment, positive self-image, popularity with peers, superior athletic skills; also linked to drug use, antisocial behavior
- Late in boys: attention-seeking behaviors, lower self-confidence and population, poorer academic achievement
- Early for girls primarily negative: poor self-concept, poor academics, higher risk for depression, ED, SUD
- Late for girls: higher sociability, popularity, higher academic achievement
- overall: negative effects occur when adolescents see themselves as different from peers; effects largely dissipate by adulthood
Chronic illness in children
- conditions that affect the brain have poorer outcomes
- family functioning/parental adjustment correlated with adjustment for sick child
- maternal depression associated with poor adjustment
- chronically ill boys more likely to have behavioral problems, girls more likely to self-report distress
- adolescents at risk of noncompliance
- children better off when told about their disorder early and directly, developmentally appropriate way
Risk factors for adolescent drug use
- male, low SES, history of abuse, low parental warmth/involvement
- gateway hypothesis: tobacco, alcohol, marijuana, cocaine, meth, etc.
Piaget’s constructivist theory
- equilibrium drives cog development
- adaptation = assimilation + accommodation
- 4 stages of cognitive development:
- sensorimotor (birth-2)
- preoperational (2-7)
- concrete operational (7-12)
- formal operational (12+)
Vygostsky’s sociocultural theory
- cognition is dependent on social, cultural, and historical context
- learning is between the child and another person (interpersonal), and then within the child (intrapersonal)
- zone of proximal development: the gap between what a child can currently do alone and what she can accomplish with help from others (scaffolding)
Memory over the lifespan
- infants have recognition memory after birth and recall memory by 2-3 mos
- children have episodic memory at 2-3 yrs; infantile memory is inability to recall anything prior to age 3-4 (incomplete development of the brain and lack of language to encode)
- memory improves throughout childhood due to increase STM and metamemory
- age-related declines in older adults greatest in recent LTM (secondary)
Theories of intelligence
Horn and Cattell: crystallized v fluid intelligence
Sternberg’s triarchic model: componential/analytical, experiential/creative, practical/contextual
Piaget: Sensorimotor
- birth to 2 yrs
- learns about objects through sensory info and motor activity
- early reflexive reactions, primary reflexive reactions, secondary circular reactions, coordination of secondary circular reactions (object permanence), tertiary circular reactions, emergence of representational thought
Piaget: Preoperational
- 2 - 7 yrs
- symbolic function, transductive reasoning (two unrelated things are related), egocentrism, magical thinking, animism, centration, irreversibility
Piaget: Concrete Operational
- 7 - 12 yrs
- decentration, reversibility, conservation, transitivity (sorting), hierarchical classification
Piaget: Formal Operational
- 12 + yrs
- hypothetical-deductive reasoning, propositional thought (evaluate verbal assertions), adolescent egocentrism (imaginary audience, personal fable)
Spearman’s Two-Factor Theory
all mental tasks require two kinds of ability - general ability “g” and specific ability “s”
Guilford’s Structure of Intellect Theory
- rejected one/g facto and derived 120 intellectual abilities
- convergent vs. divergent thinking
Carroll’s Three-Stratum Theory
Stratum III: g
Stratum II: 8 abilities - fluid, crystallized, general memory, learning, etc
Stratum I: specific abilities of each stratum II category
Cattell-Horn-Carroll theory of cognitive ability
- combined Cattell-Horn and Carroll
- 10 broad cognitive abilities, 70 narrow abilities
- framework for KABC and Woodcock-Johnson
Gardner’s multiple intelligences
8 abilities: linguistic, logical-mathematical, musical intelligence, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist
Genetic influences/relative correlations of IQ
identical twin reared together: .85
biological siblings: .45
bio parent and child: .39
adoptive parent and child: .18
Confluence model
first-born children tend to have higher IQs than later-born children; as the number of children in a family increase, the amount of intellectual stimulation and resources decreases, giving first-borns an advantage in intellectual development
Flynn Effect
IQ scores have consistently increased over the last century, cannot be explained by heredity, attributed to nutrition, better education, and other environmental factors
Group differences in intelligence
- white females and males do not differ overall , but differ on specific abilities - females better in verbal, males better in spatial and math
- whites outperform African Americans
Age and intelligence
- scores stabilize after age 7, remain stable until middle adult years
- only perceptual speed declines significantly prior to 60
- numeric ability declined after 60
- other abilities stable until 70 or 75
Behavioral theory of language
language acquisition in the result of reinforcement and imitate; motherse - talking in simple sentences at slow pace and high-pitched voice; recasting - rephrasing a child’s sentence in a different way
Nativist theory of language
- language is developed due to innate, biological factors
- language acquisition device
Cognitive theory of language
language acquisition is motivated by a child’s desire to express meaning
Phonemes
smallest units of sound
Morphemes
smallest units in a language, including simple words, suffixes, prefixes
Syntax
rules of grammar that determine how to order words to form sentences and phrases
Semantics
meanings expressed in words and sentences
Pragmatics
knowledge about how to use language to communicated effectively with others, rules of conversation, knowing how to change language to fit the needs of the listener or situation
Crying in infancy
shortly after birth: basic cry (hunger generally), pain cry, angry cry
by 3 weeks, a cry for attention is distinguished
Sequence of language development
- cooing: 1-2 mos
- babbling: 4-6 mos
- echolalia and expressive jargon: 9 mos
- first words: 10-15 mos
- holophrastic speech: 12-18 mos (word + gesture, intonation)
- telegraphic speech: 18-24 mos (2-word sentences)
- rapid growth vocabulary: 30-36 mos (use of 1000, understand 3-4x more)
- development of complex grammatical forms: 36-48 mos
Language errors
overextension: use a word too broadly
underextension: use a word too narrowly
overregularization: misapplies general rules for plurals or past tense to exception
Gender differences in communication
- men talk longer, more likely to ignore previous statements, interrupt more to gain control
- women interrupt to provide support/show interest, use qualifiers and modifiers
Temperament
- a person’s basic behavioral patterns and style, fairly stable after age 2
- categories: easy children, slow-to-warm children, difficult children
Goodness-of-fit model
healthy psychological development depends on a match between the child’s temperament and environmental factors, especially the behaviors of the parent
Freud’s theory of psychosexual development: oral stage
- birth - 1 yr
- sensual pleasure is obtained through the mouth, tongue, lips; fixation may result in thumb sucking, nail biting, overeating, smoking
Freud’s theory of psychosexual development: anal stage
- 1 - 3 yrs
- pleasure derived from anal and urethral areas; child must learn to postpone release of feces/urine, toilet training becomes major conflict; fixation produces anal retentiveness (obsessive punctuality, orderliness, cleanliness) or anal expulsiveness (messiness and disorder)
Freud’s theory of psychosexual development: phallic stage
- 3 - 6 yrs
- pleasure derived from genital stimulation; Oedipal and Electra conflict occurs; if conflict resolves, child identifies with same-sex parent and superego is formed
Freud’s theory of psychosexual development: latency stage
- 6 yrs - puberty
- sexual instincts are repressed and dormant, child works on solidifying the superego by playing and identifying with same sex children and assimilating social values
Freud’s theory of psychosexual development: genital stage
- post-puberty
- sexual drive of the early phallic stage is reactivated but is now gratified by love relationships; if development has proceeded appropriately, leads to mature sexuality
Erikson’s theory of psychosocial development (8 stages)
Trust vs. Mistrust: birth - 1 yr
Autonomy vs Shame and Doubt: 1 - 3 yrs
Initiative vs. Guilt: 3 - 6 yrs
Industry vs. Inferiority: 6 yrs - puberty
Identity vs. Identity Confusion: adolescence
Intimacy vs. Isolation: young adulthood
Generativity vs. Stagnation: middle adulthood
Ego Integrity vs. Despair: old age
Parenting syltes
Authoritative: high acceptance, high demanding
Authoritarian: low acceptance, high demanding
Permissive: high acceptance, low demanding
Uninvolved: low acceptance, low demanding
Self-awareness in youth
18 mos: self-recognition
19-30 mos: self-description and evaluation
30-40 mos: emotional responses to wrongdoing
- as children get older, their self-description progress from physical self, to active self, to social self, to psychological self
Gender role identity development
- age 3, children have established a gender role identity, identify as a boy or girl, recognize what is expected as girl/boy, notice that other are same or opposite sex
- identity has a greater impact than sex on self-esteem
- androgyny associated with self-esteem
Psychodynamic theory of gender identity
development of a gender role identity occurs when the psychosexual crisis of the phallic stage is resolved by identifying with the same-sex parent
Social learning theory of gender identity
focuses on the role of social factors, esp rewards and punishments that children receive for gender-appropriate and gender-inappropriate behaviors, and children’s observation and imitation of same-sex models
Gender schema theory (Bem)
children develop schemas of masculinity and femininity that they use to perceive and encode information about themselves and others; these schemas develop by age 3-4 and are the result of a combination of social learning and the child’s own active cognitive processes
Cognitive-developmental theory of gender identity (Kohlberg)
changes in cognitive processes that underlie gender-role identity development: gender identity: 2-3 yrs the child recognizes that they are male/female; gender stability: child realizes that gender identity is consistent over time (girls become women, boys become men); gender constancy: 6-7 yrs, the understanding that gender doesn’t change because of a change in behavior, appearance, or situation
Adolescent identity statuses
1 - identity diffusion: have not undergone identity crisis, are not committed to an identity
2 - identity foreclosure: strong commitment to an identity that was not the outcome of a criss, but was suggested by another person
3 - identity moratorium: identity crisis, active exploration of different options and beliefs
4 - identity achievement: resolved crisis and committed to a particular identity
Gilligan’s Relational Crisis
age 11-12, girls are at risk of experiencing a relational crisis that involves abandoning their own strengths and interests in response to cultural pressure to fit stereotypes and maintain relationships with others, “loss of voice” and realize that their opinions are not valued
Changes in Big 5 over time
- agreeableness and conscientiousness increase, neuroticism decreases, extraversion and openness to experience remain stable
Levinson’s “Seasons of a Man’s Life”
Early adult transition (17-22) - formation of the dream
Age 30 transition (28-33) - settling down
Mid-life transition (40-45) - successes and failures in terms of the dream, awareness of mortality/ time left to live shift
Late adult transition 960-65) - reconcile the dream, accept mortality/reality of their lives
Attachment theory: Freud
attachment is the result of feeding, ie attachment to mother because the satisfies the infant’s oral needs by providing nourishment
Attachment theory: Harlow
monkeys spent more time with cloth surrogate mother than food wire surrogate - contact comfort: pleasant tactile sensation provided by a soft, cuddly parent
Attachment theory: Bowlby
ethological theory: infants and mothers are biologically programming for attachment; innate attachment related behaviors: sucking, crying, smiling, and cooing that serve to keep mother close in proximity and increase infant’s chance of survival
- 4 stages of attachment in first 2 years: preattachment, attachment in the making, clearcut attachment, and the formation of reciprocal relationships
- children then develop internal working models of the self and attachment figures that influence future relationships
Signs of attachment
- 6-7 mos
- social referencing: read emotional reactions of mother and caregivers and use that info to guide behaviors (ie visual cliff)
- separation anxiety: distress to separation at 6 mos, peaks at 14-18 mos
- stranger anxiety: strong negative reaction to strangers starting at 8-10 mos, peaking at 18-24 mos
Response to prolonged separation
1) protest, 2) despair, 3) detachment
Patterns of attachment: secure
babies actively explore, friendly to stranger, prefer mother, distress when mother leaves, physical contact when she returns; mothers: sensitive and responsive
Patterns of attachment: anxious/avoidant
babies uninterested in environment, little distress when mother leave, avoid contact when mother returns; mothers: impatient and nonresponsive/overly responsive, involved, and stimulating
Patterns of attachment: anxious/resistant
anxious and wary of strangers when mother is present, distressed when she leave, ambivalent when she returns and may resist her attempts for contact; mothers: inconsistent, s/t indifferent/enthusiastic
Patterns of attachment: disorganized/disoriented
conflicting reactions to mother that alternate between avoidance/resistance and proximity-seeking, behavior is dazed, confused, apprehensive; children maltreated by caregivers
Adult attachment: secure-autonomous
coherent description of early attachments and value of relationships, do not idealize parents or feel angry about their childhood, able to integrate positive and negative experiences; children: secure attachment
Adult attachment: dismissing
guarded and defensive when asked about childhood, devalue the importance of attachments, idealize parents but cannot support positive evaluations; children: most are avoidant
Adult attachment: preoccupied
confused and incoherent when describing attachments, seem angry, fearful, or passive, describe childhood as disappointing, frustrated attempts to please parents, role reversal; children: resistant /ambivalent
Adult attachment: unresolved
unresolved trauma, early losses, negative and dysfunctional relationships with own children, abusive and neglectful; children: disorganized/disoriented
Peer relationships
Stage 1: 4-7 yrs - similarities and shared activities
Stage 2: 8-10 yrs - mutual trust and assistance
Stage 3: 11+ yrs - intimacy and loyalty
Peer relationships: gender differneces
- males and females relate to peers differently, differences increase with age
- female pattern: “enabling style” serves to increase intimacy and equality between peers, expressing agreement, making suggestions, providing support
- male pattern: “restrictive style” characterized by bragging, contradicting, and interrupting; sharing activities and interests
Popularity with peers
- popular children: outgoing, empathetic, good at sharing/cooperation, intelligent, self-confident, enthusiastic, better able to control negative emotions
- rejected children: actively disliked, may be bullied, disruptive, poor social skills, lonely; worst outcomes
- neglected children: shy, fewer than average interactions, rarely engage in disruptive behaviors, alone is desirable, do not feel particularly lonely or unhappy
Socioemotional selectivity theory
change in social goals that is related to a change in the perception of time left in life from being open-ended to constrained; shift from knowledge acquisition to emotional satisfaction
Emotional development
Birth (basic emotions): interest, disgust, distress
Infancy: sadness, joy, surprise, anger, fear
2 yrs (self-conscious/social emotions): envy, empathy, embarrassment
3 yrs: guilt, shame, pride
Coercive family interaction style
children imitate parents’ aggressive behaviors and are reinforced for acting aggressively when a parent eventually gives in in response to the child’s aggressive behavior; harsh discipline becomes more likely, high stress, personality traits, child difficult temperament
Aggression
hostile v instrumental
Cognitive contributions to aggression
- aggressive children believe it is easier to perform aggressive acts than inhibit them
- expect aggressive bx has positive outcomes
- little remorse after committing aggressive act
Cognitive approach: encoding of social cues, interpretation, response search, response eval, response enactment
Gender differences in aggression
- 1 yr - similar
- boys then become more agg, girls less
- boys more likely to use overt (physical/verbal), girls use relational agg
Piaget’s theory of moral development
Premoral (0-5 yrs): limited understanding of rules and morality
Heteronomous (5-6 yrs): rules are absolute, unchangeable, imminent justice, inflexible moral reasoning
Autonomous (10-11 yrs): rules are determined by agreement between individuals, alterable, intentions of the actor are important
Kohlberg’s theory of moral development: Level I
Heinz dilemma: steal a drug to save a person’s life?
Level I Preconventional
Stage 1: punishment and obedience: correct act allows person to avoidance punishment
Stage 2: instrumental hedonistic orientation: correct act provides rewards
Kohlberg’s theory of moral development: Level II
Level II Conventional
Stage 3: good boy-good girl: correct act is one approved of by others
Stage 4: law and order: correct act is consistent with laws and rules
Kohlberg’s theory of moral development: Level III
Level III: Postconventional
Stage 5: social contract and individual rights: correct act is consistent with democratically chosen laws which can be changed for a valid reason
Stage 6: universal ethical principle orientation: correct act is consistent with fundamental universal ethical principles, justice, fairness
Effects of divorce on parents
diminished capacity to parent for 2 years following divorce - routine disrupted, inconsistent; mothers may show less affection, particularly towards sons; fathers may become more indulgent and permissive; parents without primary custody initially spend more time with children but contact diminishes over time
Effects of divorce on children
- preschool children have the most negative outcomes, esp in the short-run; due to cognitive limitations, they have difficulty understanding reasons, may blame selves, revert to immature bx, develop separation anxiety
- long-term consequences worse for older children due to painful memories of separation/divorce and fears about own ability to have happy marriage
Effects of divorce on children: gender
- boys experience more severe short- and long-term consequences than girls
- preadolescent boys exhibit noncompliance, demandingness, hostility
- girls internalize - sleep effect in adolescence
- children from divorced, low-conflict families better off than those in conflictual, intact families
Effects of maternal employment
- children have higher self-esteem, better relationships, less gender- stereotyped
- daughters have higher emotional maturity, independence, assertiveness, achievement orientation
- sons may experience negative outcomes in achievement/intelligence
Siblings
- rivalry most intense between same-sex siblings 1.5-3 yrs apart
- adulthood: siblings close in childhood are close, siblings with conflictual relationships become more antagonistic
Montessori Method
- the purpose of education is to provide an environment that facilitates a child’s natural initiative, abilities, and interests
- curriculum: practical life skills, sensory skills, language and math skills, physical, social, and cultural skills
Head Start
- federal program in 1965 for preschool children with low SES
- overall good long-term effects
Teacher behaviors
- gender stereotypes
- “good male student”: active, assertive, curious, independent, inventive
- “good female student”: calm, conscientious, mannerly, dependable, cooperative
Stanford-Binet
age 2-85+
5 factor hierarchical general mental ability (g) model
5 nonverbal + 5 verbal subtests
subtest scores (M = 10, SD = 3) combine to make FSIQ and domain scores
WAIS-IV
age 16-90
WISC-V
age 6-16, 11 mos
WPPSI-IV
age 2, 6 mos - 7, 7 mos
Cognitive Assessment System (CAS2)
age 5 - 17, 11 mos
full scale score, scores on planning, attn, simultaneous processing, sequential processing
Slosson Tests
intelligences tests for children, adults for wide range of IQs
Kaufman Assessment Battery for Children
intelligence tests for children and adults, considered culture-fair
Woodcock-Johnson
tests of cognitive abilities, academic skills and knowledge, often used to special ed services
Cognitive Abilities Test (CogAT)
reasoning abilities that affect academic success for K-12, evaluates eligibility for gifted programs
Wonderlic
12-min, 50-item measure of cognitive ability for adults; verbal, numerical, and spatial ability
Development scales for infants and preschoolers
Bayley Scales: identify developmental delays in children 1- 42 mos
Denvr Developmental Screening Test: birth- 6yrs
Fagan Test of Infant Intelligence: 3-12 mos, assess infant’s recognition memory by comparing the amount of time he/she looks at novel vs familiar pictures
Columbia Mental Maturity Scale
general reasoning ability for ages 3 - 9, developed for children with cerebral palsy, also used for those with brain damage, speech/hearing impairment, limited English
Peabody Picture Vocabulary Test
age 2-90+
matching pictures to words; useful for those with speech/motor impairments
Hiskey-Nebraska Test of Learning Aptitude
age 3-17, hearing imairment
Culture fair tests
Leitner International Performance Scale
Raven’s Progressive Matrices
Academic Achievement Tests
Illinois Test of Psycholinguistic Abilities
Wide-Range Achievement Test (WRAT4)
Occupational Ability Tests
General Aptitude Test Battery
Purdue Pegboard
Crawford Small Parts Dexterity Test
Individuals with Disabilities Education Act (IDEA)
- free and appropriate public education for every individual age 3-21
- identify and diagnose, and IEP to provide least restrictive environment
Larry P. v. Riles (1979)
African American children overrepresented in special education classes in SF public school system; court agreed that IQ tests are racially and culturally biased, have a discriminatory impact; banned SF from using them to place children in special ed
Family Ed Rights and Privacy Act (FERPA)
- parent and student rights regarding student records
- parents and student have right to access and challenge content
- records include psych evals but not psych notes
- records must be destroyed when no longer useful/relevant
