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402 Boo > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

person who studies the prevalence of medical and psychological disorders

A

epidemiologist

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2
Q

what are the three reasons it’s difficult for estimates of the prevalence of childhood disorders to be determined

A

data collection
reporting issues
costly and time consuming research

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3
Q

homotypic continuity

A

child meets same criteria for the same disorder over time

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4
Q

heterotypic continuity

A

child meets different criteria for different disorders over time; more common

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5
Q

are childhood disorders equally distributed in the population
why or why not

A

NO

due to gender, SES, and ethnicity

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6
Q

what are the criteria for a behavior to be described as abnormal (6)

A 
statistical deviancy 
cultural deviancy 
disability or degree of impairment
psychological distress
behavioral rigidity
harmful dysfunction
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7
Q

define statistical deviancy

limitations?

A

infrequent in general pop

role of context & dev milestones

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8
Q

define cultural deviancy

limitations?

A

violates society’s standards

cultural variation

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9
Q

define disability or degree of impairment

lmitations?

A

interfere w/ social, academic, or occupational functioning

not all show this criteria

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10
Q

define psychological distress

limitations?

A

cause distress

subjective & not all show this

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11
Q

define behavioral rigidity

limitations?

A

repetitive, inflexible responses

hard to define

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12
Q

define harmful dysfunction

limitations?

A

prevents indiv from functioning & leads to harm

have to consider soci-cultural context

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13
Q

what abnormal criteria does the DSM-5 focus on

A

harmful dysfunction
disability or degree of impairment
psychological distress

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14
Q

what is a limitation of the DSM-5

A

focuses on psychobiology which can lead to an over or under diagnosis

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15
Q

what are the four assumptions of the developmental psychopathology perspective

A

looks @ diff influences
epigenesis
development is probabilistic not predetermined
focus on developmental pathways in abnormal and normal develpoment

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16
Q

biological, social-cultural, and psychological factors influence each other over time

A

epigenesis

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17
Q

what are the 2 pathways leading to diagnoses

A

equifinality and multifinality

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18
Q

equifinality

A

similar outcomes from diff beginnings

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19
Q

multifinality

A

various outcomes from similar beginnings

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20
Q

what kind of method is used to assess disorders and what does it draw upon

A

multimethod assessment approach that draw on info from a variety of informants and uses 4 pillars

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21
Q

what are the 4 pillars of assessment

A

clinical interviews
observations
norm referenced tests
informal data gathering

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22
Q

what do clinical interviews encompass and what are the 3 purposes

A

conversational interview with child, family, other

identify problem, gather/assess psychosocial history/mental status, diagnosis

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23
Q

how are psychosocial history and current functioning assessed (7)

A 
presenting prob
family background
developmental history 
academic history 
social history 
behavioral history 
psychiatric history
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24
Q

do all children receive a mental assessment

what are the 3 domains of the mental assessment

A

No
overt behavior, appearance, action
emotion
cognition

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25
Q

categories within cognition

A

thought content and processing
orientation
attention
memory

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26
Q

categories w/in emotion

A

mood- long term emotion

affect-short term emotion

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27
Q

categories w/in behavior, appearance, action

A

appearance
eye contact
attitude

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28
Q

what 3 ways is behavior assessed

A

clinical interview
analogue tasks
natural setting

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29
Q

what type of analysis is used in behavioral observations

A

functional analysis

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30
Q

functional analysis

A

looking at behavior in terms of antecedents, behaviors and consequences

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31
Q

test given in standardized format which allows comparison to children within an age group

A

norm-reference test

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32
Q

what does adaptive functioning measure

A

ability to cope with life demands

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33
Q

what is used to assess personality and social-emotional functioning in adolescents…. children

A

Minnesota multiphasic personality inventory

behavior assessment for children 3rd ed

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34
Q

what rating scales used to assess personality and social-emotional functioning

A

achenbach sys for empirically based assessment

autism rating spectrum

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35
Q

what 4 components makes a good norm-referenced test

A

standardized
norm group
reliability
validity

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36
Q

dividing disorders into groups based on similar symptoms

A

categorical classification

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37
Q

focus on the dimensions of traits that many have; look to see if traits are in clinical range

A

dimensional classification

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38
Q

what is a disadv of categorical classification

A

ppl can be excluded if they don’t meet the category limits

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39
Q

which type of classification (dimensional or categorical) is preferred in:
research
clinical practice
DSM-5

A

dimensional
categorical
Categorical

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40
Q

what leads to variation along the autism spectrum

A

IQ
language
improvement over time

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41
Q

what are the 2 hallmark symptoms of autistic disorder and asperger’s syndrome

A

deficits in social communication/interaction

restricted, rep behavior/interests

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42
Q

is sensory processing disorder in the DSM-5

A

no

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43
Q

under DSM-4 classifications, what were autism spectrum disorders labeled under

A

pervasive development disorders

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44
Q

who was the first man to identify autism
what 3 characteristics did he note these children had
why did he suggest autism developed

A

leo kanner
lmtd soc awareness & lang, stereotyped activity, preservation of sameness
they had refrigerator parents

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45
Q

who studied the more mild form of autism

how did he describe them

A

hans asperger

absent-minded professors

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46
Q

under the DSM-5 what are the 2 main categories of symptoms of autism spectrum disorders

A

persistent deficits in soc communication and lang

restricted, repetitive behavioral patterns, interests or activities

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47
Q

extreme sensitivity and/or under sensitivity to sensory info

A

sensory processing disorder

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48
Q

who diagnoses sensory processing disorder

A

occupational therapists

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49
Q

what are the severity levels for the 2 main categories of autism

A

Level 1: Requiring support
Level 2: Substantial support
Level 3: Very substantial support

50
Q

level 3 social communication hallmarks

A

lmtd/no lang or social interaction

response to direct requests

51
Q

level 2 social communication hallmarks

A

verbal and nonverbal comm deficits
soc impairment even w/ support
awkward soc. response

52
Q

level 1 social communication hallmarks

A

w/o support there are deficits in communication

difficulty in initiating soc interactions

53
Q

level 3 repetitive behavior hallmarks

A

extreme diffculty w/ change

rep. behavior significantly impair function

54
Q

level 2 repetitive behavior hallmarks

A

difficulty w/ change and will show distress

observable, obvious rep behaviors

55
Q

level 1 repetitive behavior hallmarks

A

difficulty w/ switching between tasks

very inflexible or rigid which interferes with functioning

56
Q

what are some associated characteristics of autism (4)

A

intellectual disability
splinter skills
savant
communication skills

57
Q

what is a splinter skill

A

specific skill that is above average for the patient’s population

58
Q

what is a savant

A

someone with ASD who has a skill well above average for the general population

59
Q

what type of problems fall under communication skills

A

pronoun reversals
abnormal prosody
pragmatics

60
Q

when can autism be diagnosed

A

around 2 or 3

61
Q

what is the earliest warning sign of autism

A

lack of social interest

62
Q

does ASD have a genetic component

if so, what is it?

A

yes

atypical or missing Neurexin 1 tht codes for proteins in early brain development

63
Q

What does the growth dysregulation hypothesis say?

A

head growth is normal until 4-12 months before it’s normal again which occurs due a lack of synaptic pruning

64
Q

the ____ fusiform gyrus is used for processing faces, reading emotions, and understanding social behavior and kids w/ ASD use the ____ temporal gyri which is used for processing objects

A

right

inferior

65
Q

what are the 2 deficits in social cognition that kid w/ ASD suffer from

A

theory of mind

symbolic play

66
Q

understanding the relationship between mind and behavior

A

theory of mind

67
Q

what are the 2 homebased treatments for ASD

A

Early intensive Behavioral Intervention

Pivotal Response Training

68
Q

what are the 6 stages of EIBI

A 
est teaching relationship
receptive vocab and imitation
expressive vocab 
social skills
peer interaction
enter kindergarten
69
Q

what is the purpose of pivotal response training

A

increase motivation for social interaction and self-regulation skills.

70
Q

in the beginning all children w/ severe disabilities were diagnosed with child onset schizophrenia

A

true

71
Q

similarities bt child onset schizophrenia and ASD

A

repetitive movement

social withdrawal

72
Q

what are the 2 main difference bt ASD and child onset schizophrenia

A

remission & relapse

presence of hallucinations and delusions

73
Q

how many symptoms must a child meet and for how long

A

2

1 month

74
Q

what are the four symptoms that must be met for diagnosis

A

delusions
hallucinations
disorganized speech
grossly disorganized or catatonic behavior

75
Q

what are the four positive symptoms

A

delusions
hallucinations
disorganized speech
disorganized behavior

76
Q

disturbances involving false beliefs

A

delusions

77
Q

sensing something that isn’t present

A

hallucinations

78
Q

what are the 2 characteristics of disorganized speech

A

neologisms

loose associations

79
Q

jumping from topic to topic w/o connecting them

A

loose associations

80
Q

made up words that only have meaning to the indiv

A

neologism

81
Q

inappropriate emotion, aggression, agitation, lack of self care

A

disorganized behavior

82
Q

what are the 4 negative symptoms of child onset schizophrenia

A

lack of affect
lack of motivation (avolition)
disinterest in social contact
decrease in movement

83
Q

what are the 4 stages of schizophrenia

A

premorbid
prodromal
acute
residual

84
Q

problems early on in life w/ motor, lang, social delays (COS stage)

A

premorbid stage

85
Q

what occurs during the prodromal stage

A

decline in function

moodiness, withdrawal, lack of attention

86
Q

what can a child be diagnosed with during the prodromal stage

A

attenuated psychosis syndrome

87
Q

deterioration and impairment begin

positive symptoms emerge (COS stage)

A

acute stage

88
Q

chronic problems
variability in function
negative symptoms persist (COS stage)

A

residual stage

89
Q

what are the two neural pathways that are hypothesized to play a role in COS

A

mesolimbic pathway

mesocortical pathway

90
Q

involves structures in the limbic system
excessive D2 dopamine receptor stimulation
leads to positive symptoms

A

mesolimbic pathway

91
Q

involves midbrain and projects to frontal cortex
underactivity of D1 receptors
leads to negative symptoms

A

mesocortical pathway

92
Q

genetic vulnerability + environmental factors= COS neurological impairments

A

neurodevelopmental model

93
Q

D2 antagonists
reduce positive symptoms
dopamine deprivation

A

conventional antipsychotics

94
Q

D2 antagonist
limited effectiveness in kids
serious side effects

A

atypical antipsychotics

95
Q

mimic neurotransmitters and blocks reuptake

A

agonist

96
Q

interferes with neurotransmitter function

A

antagonist

97
Q

what are the diagnostic criteria for ID

A

deficits in intellectual functioning confirmed by tests
deficits in adaptive functioning
onset of deficits during developmental period

98
Q

what are the 4 levels of severity for ID and what are they based on in the DSM-5? what were they based on in the DSM-4
what are the three domains in which people can have deficits

A

mild, moderate, severe, profound
adaptive functioning
IQ
conceptual, social, practical

99
Q

mild severity for ID in conceptual

A

preschool- nothing obv
school age- learning and academic skill deficit
adult- deficit with abstract thought, planning, organizing

100
Q

mild severity for ID social

A

immature actions and judgements

difficulty with emotional regulation

101
Q

mild severity practical

A

no deficits in personal care

need support with complex tasks (finances&shopping)

102
Q

moderate severity conceptual

A

preschool- delays in lang & preacademic skills
school age- slow progress & lmtd understanding
adults- achieve elementary academics, need help applying skills to personal life

103
Q

moderate severity social

A

diff from peers
less complex lang and diff reading cues
lmts social judgement and decision making
need support

104
Q

moderate severity practical

A

support for employment
extended teaching to care for self & home
semi independent

105
Q

severe severity conceptual

A

lmtd understanding of conceptual skills

106
Q

severe severity social

A

lmtd spoken lang

focused on present

107
Q

severe severity practical

A

requires support for every day living

needs constant supervision

108
Q

profound severity conceptual

A

focus on physical world and no symbolic

can sort objects or match

109
Q

profound severity social

A

lmtd lang understanding

primarily nonverbal

110
Q

profound severity practical

A

relies on other for care

may do tasks with significant support

111
Q 
2 standard deviations behind in 2 or more of the listed domains:
fine/gross motor skills
speech/lang
social/personal skills
daily living
A

global developmental delay

112
Q

when is global developmental delay diagnosed

A

prior to the age of 5

113
Q

which sequence hypothesis is described:
milestones are the same, but late
true for kids with cultural-familial ID

A

similar structure and sequence

114
Q

which sequence hypothesis is described:
children w/ ID develop differently
same milestones, but kids with ID have qualitatively diff reasoning and specific skills and weaknesses
true for kids with organic ID

A

dissimilar structure and sequence

115
Q

what are the two group under ID

A

organic and cultural-familial

116
Q

organic group

A

clear biological basis

117
Q

describe the cultural-familial group

what 4 factors are implicated (talk out why)

A 
no known biological cause
parents
SES
Ethnicity 
home environment
118
Q

is ID evenly distributed

A

no

119
Q

type of applied behavior analysis
positive reinforcement
reinforcement when behavior s incompatible with negative behavior

A

differential reinforcement of incompatible behavior (DRI)

120
Q

type of applied behavior analysis
positive reinforcement
reinforcement for not engaging in problematic behavior for a period of time

A

differential reinforcement of zero behavior (DRO)

121
Q

what are the 3 type of applied behavioral analysis in order

A

positive reinforcement
negative punishment
positive punishment

122
Q

differential reinforcement _______ wanted behavior and ______ unwanted behavior

A

reinforces

ignores

402 Boo (3 decks)

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