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402 Boo > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

how many symptoms in the categories of inattention and/or hyperactivity/impulsivity are needed to be diagnosed with ADHD

A

six

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2
Q

what are the 3 characteristics necessary for one to be considered in inattention and hyperactivity

A
  • greater than 6 months
  • inappropriate for developmental level
  • maladaptive
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3
Q

what are the changes to ADHD from the DSM-4 to the DSM-5

A

onset age went from 7 to 12
ppl 17+ people only need 5 symptoms
moved from subtypes to specifiers

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4
Q

what are the three ADHD specifiers

can they all be unreliable over time?

A

combined
predominantly hyperactive-impulsive
predominantly inattentive
yes

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5
Q

Which specifier is described:
more common in younger children
behavior problems
likely to be diagnosed with combined later

A

predominantly hyperactive-impulsive

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6
Q 
Which specifier is described:
common learning disabilities 
lower academic achievement
diagnosed in school age
sluggish cognitive tempo
A

predominantly inattentive

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7
Q

Which specifier could be seen as a separate diagnosis than ADHD

A

predominantly inattentive

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8
Q

what is the importance of specifiers over subtypes

A

represent how the child is in the present and can be unreliable and change over time

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9
Q

the combined specifier and predominantly hyperactive-impulsive specifier may not be distinct meaning it could be the same kid but at a different age

A

TRUE

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10
Q

is ADHD stable?

A

yes

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11
Q

why do 25-30% of kids not meet criteria for ADHD during adolescence

A

they learn to manage symptoms

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12
Q

what are the three associated features of ADHD

A
  • ODD and CD
  • less compliant kids and hostile parents
  • disliked by peers
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13
Q

considered to be pleasure pathway

involved in the behavioral activation & behavioral inhibition system

A

mesolimbic neural circuit

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14
Q
  • responds to signals of reward & nonpunishment

- more active in ADHD

A

behavioral activation system

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15
Q
  • responds to signals of nonreward & punishment
  • produce anxiety at fear stimuli
  • less active in ADHD
A

behavioral inhibition system

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16
Q

what two structures are implicated in the frontal-striatal neural circuit & are linked to ADHD and why

A

prefrontal cortex; reduced volume and thickness

striatum; delayed growth in caudate w/ less synaptic pruning, rich in dopamine

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17
Q

why is the frontal-striatal neural circuit important

A
  • regulates behavior based on feedback

- executive functioning

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18
Q

based on Barkley’s neurodevelopmental model, what issues are at the heart of ADHD

A

behavioral inhibition

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19
Q

what three categories do people with ADHD struggle with

A
  • internalized speech
  • emotion regulation
  • creative problem solving
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20
Q

What is this a problem in:
(ADHD) more dependent on environment & others to regulate
won’t talk to themselves to regulate behavior

A

internalized speech

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21
Q

What is this a problem in:

(ADHD) focused on immediate rewards; less willing to suffer through frustrations

A

emotional regulation

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22
Q

What is this a problem in:

(ADHD) difficulties in organizing, planning, & generating strategies

A

creative problem solving

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23
Q

work by increasing dopamine activity in frontal striatal circuit
improve attention & reduce impulsivity

A

psychostimulants

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24
Q

does not impact dopamine
effective but lower reduction rates
ex: selective norepinephrine reuptake inhibitor
do not show improvement in inattention or impulsivity

A

non-stimulant medications

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25
Q
  • clear, simple instructions
  • immediate reinforcement
  • tokens or point systems
  • serious rule-violations lead to time-out
A

direct contingency management

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26
Q

what are the long term impacts of direct contingency management

A

hard to generalize to home/school

does not improve academic success

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27
Q

what type of treatment (psychostimulant or psychosocial) is most effective at treating ADHD

A

both! mulitmodal

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28
Q

what treatment should always we started with, especially prior to the age of 5

A

psychosocial treatment

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29
Q

difficulties in acquisition and use of language across modalities
lang abilities below age expectations
onset early in development
not due to any other disease

A

language disorder

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30
Q

understand words but cannot express
interferes w/ academic and social functioning
hard to diagnose prior to 3
more common in young school age children

A

expressive language problems

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31
Q

difficulty understanding “if then” statements, simple sentences, comprehending sounds & words
can appear noncompliant
rare

A

receptive language problems

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32
Q

most catch up w/ early lang intervention

can be a sign of neurodevelopmental disorders or more serious lang problems

A

late language emergence

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33
Q 
issues persist past intervention
25-40% of kids w/ late emergence will develop it
deficits in:
phonology
morphology
grammar
semantics
A

specific language impairment

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34
Q

where are the language centers localized & enlarged in right handed kids? left handed?

A

left hemisphere

evenly distributed

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35
Q

those with a language disorder are more likely to be ___ handed or ambidextrous

A

left

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36
Q

what four things does applied behavior analysis teach

A

questions
request & commands
complex sentences
grammar

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37
Q

where is milieu training coducted

A

in a setting in which an event normally occurs

natural setting

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38
Q

what are the three steps from milieu training

A

mand-model technique
delay technique
incidental technique

39
Q

asks child what they want, model the response, and reinforce request

A

mand-model technique

40
Q

wait expectantly for request

A

delay technique

41
Q

child initiates topic & therapist prompts to elaborate

A

incidental technique

42
Q

problems w/ articulation and sound production past the typical age for this behavior

A 
speech sound disorder (DSM-5)
phonological disorder (DSM-4)
43
Q

rptd & prolonged pronunciation of certain syllables that interfere w/ communication
gradual onset from 2-7
65-80% diagnosed in early childhood recover/diminished symptoms in 4-5 year

A

childhood onset fluency disorder (DMS-5)

stuttering (DSM-4)

44
Q 
new to DSM-5
formally children with PDD-NOS w/ no repetitive behaviors or restricted interests
difficulties:
starting a convo
changing communication style
following communication rules
inferences about non-literal language
A

social pragmatic communication disorder

45
Q

what are the three categories in the DSM-5 for kids with ODD

A

angry/irritable mood
argumentative/defiant behavior
vindictiveness

46
Q

how often should behavior occur to be diagnosed w/ ODD for a child > 5 years? < 5 years

A

once a week for 6 months

abt every day for 6 months

47
Q

self soothing that becomes more verbal from toddlerhood to preschool
more recognition of controllable vs uncontrollable events from preschool to elementary
children w/ ODD struggle w/ this

A

emotional regulation

48
Q

9-12 month comply with basic commands
by 4 inhibit desired in order to comply
children w/ ODD struggle with this

A

response to authority

49
Q

what are the four categories under the CD diagnosis

A

aggression toward ppl & animals
destruction of property
deceitfulness or theft
serious rule violations

50
Q

how many symptoms does a child have to show in a CD category in 6 months? 12?

A

1

3

51
Q

how many symptoms does a child have to show in a ODD category in 6 moths

A

4

52
Q

what are the three onsets for CD

A

childhood
adolescent
unspecified

53
Q 
Which onset is this:
1 CD symptom before age 10
rare
most severe
experience problems in adulthood
A

childhood onset

54
Q

more common onset of CD

may be opportunistic

A

adolescent-limited path

55
Q 
What type of emotions are these:
lack of remorse or guilt
callous lack of empathy 
unconcerned about performance
shallow or deficient affect
A

limited prosocial emotions

56
Q

what four disorders do ODD and CD have a high comorbidity with

A

ADHD
anxiety disorder
depression
learning problems

57
Q

hide symptoms of depression behind agression

A

masked depression

58
Q

failing socially & academically leads to low self worth and depression

A

dual failure model

59
Q

parenting relies on harsh tactics & is administered inconsistently

A

hostile-coercive parenting behavior

60
Q

parents & children teach each other to behave in ways that reinforce defiance
preceded by hostile-coercive parenting behavior

A

coercive parent-child cycle

61
Q

what are the 2 attributions for misbehavior

A

external and unstable

internal and stable

62
Q

outside factors that vary

behavior changes from scenario to scenario

A

external and unstable

63
Q

internal factors are constant

behavior cannot be changed no matter the situation

A

internal and stable

64
Q

which attribution is most commonly used

A

external and unstable

65
Q

which attribution is most commonly used by parents of kids with conduct issues

A

internal and stable

66
Q

what are the 5 steps in solving interpersonal problems

A
  1. encode cues
  2. interpret internal & external cues
  3. clarify goals
  4. develop a plan of action
  5. evaluate options
67
Q

What type of aggression is described:

problems with encoding clues & interpreting internal and external cues

A

reactive aggression

68
Q

What type of aggression is described:

problems with clarifying goals, developing a plan of action, evaluating options

A

proactive aggression

69
Q

why is parent managing training important

A

allows parents to make more external and unstable behavior attributions for their kids

70
Q

difficulties learning and using academic skills persist for 6 months in spite of targeted intervention. Show one of the following difficulties:
understanding meaning of what is read
spelling
written expression
mastering number sense & calculations
mathematical reasoning

A

learning disorder

71
Q

what 3 areas of difficulty are specified under learning disorders

A

reading, math, written expression

72
Q

what are the levels of severity for learning disorders

A

mild
moderate
severe

73
Q

Which level of severity for learning disorder is this:

individual can compensate or functions well with accommodations

A

mild

74
Q

Which level of severity for learning disorder is this:
marked difficulties
accommodations may be needed for accurate work
will not be proficient without intensive teaching

A

moderate

75
Q

Which level of severity for learning disorder is this:
need ongoing intensive teaching
unlikely to learn w/o specialized teaching
may not be able to complete activities even w/ accommodations

A

severe

76
Q

term used in schools

refers to Individuals with Disabilities Educational Improvement Act criteria

A

learning disability

77
Q

what are the 8 areas of deficit in IDEA

A 
oral expression
listening comprehension
basic reading skills
reading fluency skills
reading comprehension
mathematics calculation
mathematics problem solving
written expression
78
Q
  1. what 2 areas of deficit does the IDEA add compared to the DSM-5?
  2. which disorder would the DSM-5 label these deficits?
  3. what does the DSM-5 as a deficit for learning disorder
A
  1. oral expression; listening comprehension
  2. Language disorder
  3. spelling
79
Q

what 3 ways are learning disordered and disabilities identified

A

IQ achievement discrepancy
response to intervention
comprehensive assessment

80
Q

what is the IQ achievement discrepancy

A

1-2 std dev of discrepancy between IQ (higher) & achievement

81
Q

what are the 4 problems with IQ achievement discrepancy

A
  1. kids don’t show enough discrepancy so we “wait to fail”
  2. bio and genetic evidence does not indicate an differences bt discrepancy and nondiscrepancy kids
  3. underlying cog abilities are the same for discrepancy and nondiscrepancy kids
  4. intervention outcomes are similar for discrepancy and nondiscrepancy kids
82
Q

does federal law allow school districts to require a discrepancy

A

nope

83
Q

following and identifying children who do not respond to scientific research based teaching methods that relies on 3 tiers

A

response to intervention

84
Q 
Which tier of response intervention:
all children in class are assessed
use curriculum based assessments &amp; norm reference tests
A

tier 1

85
Q 
Which tier of response intervention:
secondary prevention
no diagnosis
children receive supplemental instruction in area of delay
duration varies
A

tier 2

86
Q

Which tier of response intervention:
individualized instruction
tutoring
may or may not be Special Education services

A

tier 3

87
Q

benefits to response to intervention

A

may identify children at a young age

decrease referrals to special education

88
Q

limits to response to intervention

A

no mandates on how it’s used
no scientific research based teaching methods
may not reduce special education referral
may not lead to early identification

89
Q

combines classroom observations w/ standardized tests to diagnose a learning disability
children who fail to respond to instruction may not have a learning disability

A

comprehensive assessment

90
Q

what type of tests are used in comprehensive assessments

A

norm referenced cognitive

achievement

91
Q

what 4 criteria are learning disability diagnoses attributed to in comprehensive assessments if intervention has not worked thus far

A
  1. academic deficit on achievement test
  2. cog processing deficit related to area of difficulty
  3. deficit in spite of typical IQ
  4. other conditions are ruled out
92
Q

which disability is the most common at 80%

A

reading

93
Q

what three factors contribute to success with treating learning disabilities

A

early intervention
family support
child’s resilience

402 Boo (3 decks)

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