Exam 1 Flashcards
1
Q
person who studies the prevalence of medical and psychological disorders
A
epidemiologist
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
3
Q
homotypic continuity
A
child meets same criteria for the same disorder over time
4
Q
heterotypic continuity
A
child meets different criteria for different disorders over time; more common
5
Q
are childhood disorders equally distributed in the population
why or why not
A
NO
due to gender, SES, and ethnicity
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
7
Q
define statistical deviancy
limitations?
A
infrequent in general pop
role of context & dev milestones
8
Q
define cultural deviancy
limitations?
A
violates society’s standards
cultural variation
9
Q
define disability or degree of impairment
lmitations?
A
interfere w/ social, academic, or occupational functioning
not all show this criteria
10
Q
define psychological distress
limitations?
A
cause distress
subjective & not all show this
11
Q
define behavioral rigidity
limitations?
A
repetitive, inflexible responses
hard to define
12
Q
define harmful dysfunction
limitations?
A
prevents indiv from functioning & leads to harm
have to consider soci-cultural context
13
Q
what abnormal criteria does the DSM-5 focus on
A
harmful dysfunction
disability or degree of impairment
psychological distress
14
Q
what is a limitation of the DSM-5
A
focuses on psychobiology which can lead to an over or under diagnosis
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
16
Q
biological, social-cultural, and psychological factors influence each other over time
A
epigenesis
17
Q
what are the 2 pathways leading to diagnoses
A
equifinality and multifinality
18
Q
equifinality
A
similar outcomes from diff beginnings
19
Q
multifinality
A
various outcomes from similar beginnings
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
21
Q
what are the 4 pillars of assessment
A
clinical interviews
observations
norm referenced tests
informal data gathering
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
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
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
25
categories within cognition
thought content and processing
orientation
attention
memory
26
categories w/in emotion
mood- long term emotion
| affect-short term emotion
27
categories w/in behavior, appearance, action
appearance
eye contact
attitude
28
what 3 ways is behavior assessed
clinical interview
analogue tasks
natural setting
29
what type of analysis is used in behavioral observations
functional analysis
30
functional analysis
looking at behavior in terms of antecedents, behaviors and consequences
31
test given in standardized format which allows comparison to children within an age group
norm-reference test
32
what does adaptive functioning measure
ability to cope with life demands
33
what is used to assess personality and social-emotional functioning in adolescents.... children
Minnesota multiphasic personality inventory
| behavior assessment for children 3rd ed
34
what rating scales used to assess personality and social-emotional functioning
achenbach sys for empirically based assessment
| autism rating spectrum
35
what 4 components makes a good norm-referenced test
standardized
norm group
reliability
validity
36
dividing disorders into groups based on similar symptoms
categorical classification
37
focus on the dimensions of traits that many have; look to see if traits are in clinical range
dimensional classification
38
what is a disadv of categorical classification
ppl can be excluded if they don't meet the category limits
39
which type of classification (dimensional or categorical) is preferred in:
research
clinical practice
DSM-5
dimensional
categorical
Categorical
40
what leads to variation along the autism spectrum
IQ
language
improvement over time
41
what are the 2 hallmark symptoms of autistic disorder and asperger's syndrome
deficits in social communication/interaction
| restricted, rep behavior/interests
42
is sensory processing disorder in the DSM-5
no
43
under DSM-4 classifications, what were autism spectrum disorders labeled under
pervasive development disorders
44
who was the first man to identify autism
what 3 characteristics did he note these children had
why did he suggest autism developed
leo kanner
lmtd soc awareness & lang, stereotyped activity, preservation of sameness
they had refrigerator parents
45
who studied the more mild form of autism
| how did he describe them
hans asperger
| absent-minded professors
46
under the DSM-5 what are the 2 main categories of symptoms of autism spectrum disorders
persistent deficits in soc communication and lang
| restricted, repetitive behavioral patterns, interests or activities
47
extreme sensitivity and/or under sensitivity to sensory info
sensory processing disorder
48
who diagnoses sensory processing disorder
occupational therapists
49
what are the severity levels for the 2 main categories of autism
Level 1: Requiring support
Level 2: Substantial support
Level 3: Very substantial support
50
level 3 social communication hallmarks
lmtd/no lang or social interaction
| response to direct requests
51
level 2 social communication hallmarks
verbal and nonverbal comm deficits
soc impairment even w/ support
awkward soc. response
52
level 1 social communication hallmarks
w/o support there are deficits in communication
| difficulty in initiating soc interactions
53
level 3 repetitive behavior hallmarks
extreme diffculty w/ change
| rep. behavior significantly impair function
54
level 2 repetitive behavior hallmarks
difficulty w/ change and will show distress
| observable, obvious rep behaviors
55
level 1 repetitive behavior hallmarks
difficulty w/ switching between tasks
| very inflexible or rigid which interferes with functioning
56
what are some associated characteristics of autism (4)
intellectual disability
splinter skills
savant
communication skills
57
what is a splinter skill
specific skill that is above average for the patient's population
58
what is a savant
someone with ASD who has a skill well above average for the general population
59
what type of problems fall under communication skills
pronoun reversals
abnormal prosody
pragmatics
60
when can autism be diagnosed
around 2 or 3
61
what is the earliest warning sign of autism
lack of social interest
62
does ASD have a genetic component
| if so, what is it?
yes
| atypical or missing Neurexin 1 tht codes for proteins in early brain development
63
What does the growth dysregulation hypothesis say?
head growth is normal until 4-12 months before it's normal again which occurs due a lack of synaptic pruning
64
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
right
| inferior
65
what are the 2 deficits in social cognition that kid w/ ASD suffer from
theory of mind
| symbolic play
66
understanding the relationship between mind and behavior
theory of mind
67
what are the 2 homebased treatments for ASD
Early intensive Behavioral Intervention
| Pivotal Response Training
68
what are the 6 stages of EIBI
```
est teaching relationship
receptive vocab and imitation
expressive vocab
social skills
peer interaction
enter kindergarten
```
69
what is the purpose of pivotal response training
increase motivation for social interaction and self-regulation skills.
70
in the beginning all children w/ severe disabilities were diagnosed with child onset schizophrenia
true
71
similarities bt child onset schizophrenia and ASD
repetitive movement
| social withdrawal
72
what are the 2 main difference bt ASD and child onset schizophrenia
remission & relapse
| presence of hallucinations and delusions
73
how many symptoms must a child meet and for how long
2
| 1 month
74
what are the four symptoms that must be met for diagnosis
delusions
hallucinations
disorganized speech
grossly disorganized or catatonic behavior
75
what are the four positive symptoms
delusions
hallucinations
disorganized speech
disorganized behavior
76
disturbances involving false beliefs
delusions
77
sensing something that isn't present
hallucinations
78
what are the 2 characteristics of disorganized speech
neologisms
| loose associations
79
jumping from topic to topic w/o connecting them
loose associations
80
made up words that only have meaning to the indiv
neologism
81
inappropriate emotion, aggression, agitation, lack of self care
disorganized behavior
82
what are the 4 negative symptoms of child onset schizophrenia
lack of affect
lack of motivation (avolition)
disinterest in social contact
decrease in movement
83
what are the 4 stages of schizophrenia
premorbid
prodromal
acute
residual
84
problems early on in life w/ motor, lang, social delays (COS stage)
premorbid stage
85
what occurs during the prodromal stage
decline in function
| moodiness, withdrawal, lack of attention
86
what can a child be diagnosed with during the prodromal stage
attenuated psychosis syndrome
87
deterioration and impairment begin
| positive symptoms emerge (COS stage)
acute stage
88
chronic problems
variability in function
negative symptoms persist (COS stage)
residual stage
89
what are the two neural pathways that are hypothesized to play a role in COS
mesolimbic pathway
| mesocortical pathway
90
involves structures in the limbic system
excessive D2 dopamine receptor stimulation
leads to positive symptoms
mesolimbic pathway
91
involves midbrain and projects to frontal cortex
underactivity of D1 receptors
leads to negative symptoms
mesocortical pathway
92
genetic vulnerability + environmental factors= COS neurological impairments
neurodevelopmental model
93
D2 antagonists
reduce positive symptoms
dopamine deprivation
conventional antipsychotics
94
D2 antagonist
limited effectiveness in kids
serious side effects
atypical antipsychotics
95
mimic neurotransmitters and blocks reuptake
agonist
96
interferes with neurotransmitter function
antagonist
97
what are the diagnostic criteria for ID
deficits in intellectual functioning confirmed by tests
deficits in adaptive functioning
onset of deficits during developmental period
98
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
mild, moderate, severe, profound
adaptive functioning
IQ
conceptual, social, practical
99
mild severity for ID in conceptual
preschool- nothing obv
school age- learning and academic skill deficit
adult- deficit with abstract thought, planning, organizing
100
mild severity for ID social
immature actions and judgements
| difficulty with emotional regulation
101
mild severity practical
no deficits in personal care
| need support with complex tasks (finances&shopping)
102
moderate severity conceptual
preschool- delays in lang & preacademic skills
school age- slow progress & lmtd understanding
adults- achieve elementary academics, need help applying skills to personal life
103
moderate severity social
diff from peers
less complex lang and diff reading cues
lmts social judgement and decision making
need support
104
moderate severity practical
support for employment
extended teaching to care for self & home
semi independent
105
severe severity conceptual
lmtd understanding of conceptual skills
106
severe severity social
lmtd spoken lang
| focused on present
107
severe severity practical
requires support for every day living
| needs constant supervision
108
profound severity conceptual
focus on physical world and no symbolic
| can sort objects or match
109
profound severity social
lmtd lang understanding
| primarily nonverbal
110
profound severity practical
relies on other for care
| may do tasks with significant support
111
```
2 standard deviations behind in 2 or more of the listed domains:
fine/gross motor skills
speech/lang
social/personal skills
daily living
```
global developmental delay
112
when is global developmental delay diagnosed
prior to the age of 5
113
which sequence hypothesis is described:
milestones are the same, but late
true for kids with cultural-familial ID
similar structure and sequence
114
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
dissimilar structure and sequence
115
what are the two group under ID
organic and cultural-familial
116
organic group
clear biological basis
117
describe the cultural-familial group
| what 4 factors are implicated (talk out why)
```
no known biological cause
parents
SES
Ethnicity
home environment
```
118
is ID evenly distributed
no
119
type of applied behavior analysis
positive reinforcement
reinforcement when behavior s incompatible with negative behavior
differential reinforcement of incompatible behavior (DRI)
120
type of applied behavior analysis
positive reinforcement
reinforcement for not engaging in problematic behavior for a period of time
differential reinforcement of zero behavior (DRO)
121
what are the 3 type of applied behavioral analysis in order
positive reinforcement
negative punishment
positive punishment
122
differential reinforcement _______ wanted behavior and ______ unwanted behavior
reinforces
| ignores
