Disruptive Behavior Disorders Flashcards

Question

Children’s physical aggression increases until ...

Answer 1

~2yo (27months) -> Terrible twos! => NORMATIVE; Kids are developing a sense of right and wrong

Answer 2

40% girls - 50% boys

Answer 3

75% → Very normal (but do tend to go down over time - normative progression) - as expectations increase, less and less normative

Answer 4

(1) Frequency (2) Severity (e.g. maybe not just hitting, but hitting with objects) (3) Flexibility: is this a behavior that can be modified? or is it a response to the environment/pple? (4) Expectability: if it's expectable maybe we can modify environment to reduce likelihood of behavior -- if hard to predict, might be distressing for a teacher or parent (5) Pervasiveness: # of setting, home/school/peers?

Answer 5

(1) At least one symptom before age 10 (2) 10:1 male to female ratio (3) 50% persist in antisocial behavior into adulthood (4) Aggression in childhood (5) Less serious nonaggressive antisocial behavior in middle childhood; More serious delinquency in adolescence (6) Diversification

Answer 6

Kids are adding new forms of disruptive behavior over time (vs only replacing old forms of behavior with new ones)

Answer 7

(1) Onset in adolescence, frequently with social change (peer influence) (2) 2:1 or 1:1 male to female ratio (3) Less extreme antisocial behavior, Less likely to commit violent offenses, Less likely to persist

Answer 8

(1) Low birth weight (2) Malnutrition (possible protein deficiency) during pregnancy (3) Lead poisoning (4) Mother’s use of nicotine, marijuana, alcohol, and other substances during pregnancy

Answer 9

Enzyme that metabolizes neurotransmitters such as dopamine and norepinephrine (makes them inactive), Found on x chromosome

Answer 10

Low MAOA activity => Low MAOA (diathesis) + childhood maltreatment (stress) = increased aggression => INTERACTION/MODERATION

Answer 11

do NOT constitute abuse

Answer 12

Cycle of increasingly negative interactions. Based in theory of operant conditioning. ||: Adult makes request → child reacts with hostility → adult reacts with hostility or withdraws → child doesn't do what was asked :||

Answer 13

(1) Encoding (What do I pay attention to?) (2) Interpretation (What does it mean?) (3) Response search (What can I do?) (4) Response decision (Evaluating along different dimensions + What will I actually do?) (5) Enactment (Carry out response)

Answer 14

!! Relatively little is known about encoding and aggressive behaviors Socially aggressive kids use fewer cues before making a decision

Answer 15

Hostile attributional bias -> Children with aggressive behavior problems are more likely to think the other child did it on purpose

Answer 16

In a neutral/ambiguous situation more likely to assume hostile intent

Answer 17

Children higher in aggression, tend to generate: (1) FEWER potential responses to the situation (2) Think of more aggressive and less prosocial strategies

Answer 18

(1) Outcome expectancies - Aggressive kids more likely to think that good things will happen if they use aggressive strategies - Think that aggressive strategies are more effective than prosocial strategies (2) Self-efficacy - Children who are aggressive perceive themselves as being very able to carry out those behaviors (3) Children who are aggressive pick aggressive strategies

Answer 19

What will happen if I do this?

Answer 20

How well can I carry out this response?

Answer 21

Socially aggressive kids use poor verbal interaction and strike out physically -> Although very little work examining this issue

Answer 22

(1) Mothers of aggressive boys also show the hostile attribution bias (2) Parents may reinforce or approve of behaviors (3) May see aggression as a competent response to peer provocation

Answer 23

(1) May be reinforcing behaviors (2) Children with aggressive behavior problems think aggression works, probably because it often does

Answer 24

Parents Peers

Answer 25

(1) Parent Management Training (PMT) (2) Problem-Solving Skills Training (PSST) (3) Multisystemic Therapy (MST)

Answer 26

(1) Parent Management Training (PMT) => Mesosystem (2) Problem-Solving Skills Training (PSST) => Microsystem (3) Multisystemic Therapy (MST) => Exosystem + Microsystem

Answer 27

Social-information processing theory

Answer 28

Goal: Work with the child to reduce behavior problems -> learn to appraise situation, change attribution + be more sensitive to how other feel (1) Identify the child's cognitive deficiencies and distortions in social situations (2) Provides instruction, practice, and feedback to teach new ways of handling social situations

Answer 29

S: Say what the problem is - Encoding and interpretation T: Think of Solutions - Response search E: Examine each one - Response selection P: Pick one and try it out - Response decision and enactment S: See if it worked

Answer 30

Anger Coping Program

Answer 31

(1) Interpretation (i.e. hostile attribution bias) -- Distorted perceptions of aggressiveness (2) Faulty emotional identification (Kids rly benefit from emotional identification bc tend to mislabel any type of arousal as anger) (3) Response search and selection: verbal solutions, resolve problems through non-aggressive means

Answer 32

(1) Inhibit early angry and aggressive reactions (2) Cognitively re-label stimuli perceived as threatening (3) Solve problems by generating alternative coping responses and choosing adaptive, nonaggressive alternatives

Answer 33

(1) Type of Problem Solving-Skills Training (2) Goal: To inhibit early angry and aggressive reactions (3) Sample Activities: Building domino towers while being verbally distracted by peers; Learn to identify bodily cues that signal angry arousal; identify thoughts that contribute to greater or reduced anger -> "Stop! Think! What should I do?”

Answer 34

Works more for moderate to low severity -> Less for moderate to severe

Answer 35

In the real world, problematic behaviors may be reinforced (esp if you use aggression to get things you want) -> May need to intervene on other levels of ecological system outside just individual

Answer 36

(1) Psychoeducation - Reasonable expectations for child’s behavior (depending on age) - Understand that if we make change and enforce some structure, behavior will get worse before it gets better (2) Communication - Give information in manageable chunks: instead of giving super long lists of what kids will have to do - smaller chunks (better chance of being successful) - Pick consequences that are doable, meaningful, immediate (but not too extreme/lengthy) - Let children know what will happen if they continue their behavior - Way of saying it: “Say what you mean”, “Mean what you say” (3) Teach parents how to OBSERVE your child’s behavior: Reinforce positive behavior, punish inappropriate consistently negative one (4) ABC model - Antecedent-Behavior-Consequence: Help identify triggers (5) Modify the contingencies/antecedents (6) Monitor changes in behaviors -> Rooted in operant conditioning

Answer 37

ATTENTION can be a big reinforcer for children!! -> Negative behavior can bring attention (may lead to behaviors occurring more often)

Answer 38

Involves removal of positive reinforcement (e.g. toys, electronics...) for brief period of time.

Answer 39

(1) 1 minute for every year of age (2) It is one of the only discipline strategies recommended by the American Academy of Pediatrics (3) Use of time outs has been shown to DECREASE behavior problems in youth Time outs: desirable, effective, minimal negative consequences

Answer 40

Not rly: To support their claim, the authors cited data showing that social exclusion activates similar brain areas as physical pain (however, done on adults + don't know if comparable to time out) => There is very limited work examining associations between time outs and children’s well-being => Recent study suggests no association between parental use of time outs & child well being at 3-10yo)

Answer 41

(1) Leads to significant reduction in problem behaviors, relative to no-treatment control groups + wait-list control groups (2) Stronger effects for preschoolers and elementary-school aged children than adolescents - Adolescents tend to be showing more significant impairment - People besides parents may be reinforcing behaviors

Answer 42

More intensive intervention, more severe cases. => Caregivers key to positive long-term outcomes for youth: lead to more sustainable change (2) Integration of evidence-based practice: Problem solving skills training; Parent management training (3) Change GLOBAL reinforcement context: Association with deviant peers (4) Intensive services that overcome barriers to service access: Therapist available 24/7, services in home and directly other settings (5) Typically 4 months of treatment (pretty long)

Answer 43

(1) MST has been tested with youth presenting a wide range of problems: works well (2) MST has been shown to improve important variables: - Functional outcomes: relationships, work performance, independent living skills… => Statistical vs Clinical (functional) significance: Is behavior going down in a clinically meaningful way?

Answer 44

(1) Mixed evidence for increased efficacy of MST vs other treatments (2) E.g. 1-year reduction in child out-of-home placements ONLY FOR TRIALS IN USA (not in other countries (3) Reduced self-reported delinquency and increases in family functioning (relative to other treatments) but NOT other important outcomes (e.g., peer relations, academics)

Answer 45

MST → IMPROVED FAMILY FUNCTIONING → Reduced problem behavior