Exam 2 Flashcards
Main DSM-5 criteria of IDD
Criteria A - Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience confirmed by both clinical assessment and individualized, standardized intelligence testing. IQ below 70
Criteria B - Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without support they are limited. SEVERITY IS FOCUSED ON FOR STRENGTH BASED
Criteria C - Onset of intellectual and adaptive deficits during the developmental period (under 18)
Rates of autism and explanations for rise in rates
2000 – 1 in 150 to 2021 – 1 in 54.
-4 times more common in boys than
girls
-Overall developmental disability
prevalence is about 1 in 6
Historic versus current understanding of contributors to autism
DO:
Normal common variation
genes
* Few identified genetic
mutations
* Certain prenatal and birth
conditions
DO NOT:
-Vaccines
-Bad parenting or
refrigerator moms
Main DSM-5 diagnostic criteria groups of autism
Need all 3
1. Social-emotional
reciprocity
2. Nonverbal communicative
behaviors
3. Relationships
At least 2:
1. Repetitive motor movements,
use of objects, or speech
2. Insistence on sameness, rigid
routines, or ritualized patterns
of behavior
3. Restricted and fixated interests
4. Hyper- or hyporeactivity to
sensory input
Interventions of autism
Early, intensive, low student-teacher ratio, high structure, family inclusion, peer interaction, generalization, ongoing assessment
-Learning approaches,
-Applied behavioral analysis:
-Pivotal response treatment: play based and child initiated, this focuses on being naturalistic and on pivotal moments rather than specific things.
-DIR: floor play time with focus on how adults play with their kids
ABA: using operant conditioning & reinforcement to modify target behaviors to be more functional and appropriate
Social Model versus Medical Model/Neurodiversity Paradigm
Autistic people are often deemed less than by the medical model but the social model puts an emphasis on how the environment must change to see how it disproportionately effects people with autism.
Core deficits underlying learning disorder in reading
difficulty separating sounds into spoken words and decoding words or seperating words fast enough to understand them
Types of learning disorders recognized in DSM-5 and general diagnostic criteria
Criteria A - Difficulties learning and using academic skills (includes reading writing and math) at least one of these symptoms for six months
Criteria B - Affected academic skills are substantially and quantifiably below those expected for age, and cause significant interference with academic performance or with activities of daily living, as confirmed by individually administered standardized achievement measures and comprehensive clinical assessment
Criteria C - Learning difficulties begin during school-age years but may not become manifested until demands exceed limited capacities
Not better accounted for by IDD, visual/auditory acuity issues, psychosocial adversity, inadequate educational instruction, lack of proficiency in the language of instruction
Categories of disability under IDEA and general principles of qualification in learning disorders
IDEA is legislation that makes it so that children receive access for proper educational needs
Learning disabled: Disorder of in psychological processing involved in understanding/using language
nature of symptoms, including hallucinations, delusions, disorganized speech, etc. of Schizophrenia
Dramatic increase in adolescence, with a modal onset around 22 years of age
Other symptoms/disorders
70% meet criteria for another diagnosis - most commonly mood disorder or ODD/CD
Types of hallucinations and patterns seen in children with schizophrenia
-Hallucinations most common for children are auditory and occur in 80% of cases with onset prior to age 11
Definition and examples of positive and negative symptoms of schizophrenia
Positive symptoms
-Delusions
-Hallucinations most common for children are auditory and occur in 80% of cases with onset prior to age 11
-Thought disorder, such as illogical thinking, loose associations, impaired speech
Negative symptoms
-Slowed thinking, speech, movement; emotional apathy; and lack of drive
Key findings regarding contributing factors of schizophrenia
-Genetic vulnerability and early neurodevelopmental insults result in impaired connections between many brain regions
-Defective neural circuitry increases a child’s vulnerability to stress
-Strong genetic contribution
-Likely that COS is best represented by a continuum of risk involving many gene X environment interactions-
-Environmental factors
Key focus of recovery-oriented interventions in schizophrenia
Current treatments emphasize use of antipsychotic medications combined with psychotherapy and social and educational support programs
Ontrack -Treatment team includes an outreach coordinator, a primary clinician, a psychiatrist, a supported education/employment specialist, and a nurse
Understanding and providing examples of the following types of conduct problems: covert-destructive, covert non-destructive, overt destructive, overt non-destructive
Overt to covert is whether one externalize or internalize.
Destructive or non-destructive just determines whether the action is physicallu threatful or just verbally.
Overt: act of fighting
Covert: Hidden lying or stealing
Destructive: Hurting animals/people
Non-destructive: arguing or irritability
