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
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
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
4
Q
what are the three ADHD specifiers
can they all be unreliable over time?
A
combined
predominantly hyperactive-impulsive
predominantly inattentive
yes
5
Q
Which specifier is described:
more common in younger children
behavior problems
likely to be diagnosed with combined later
A
predominantly hyperactive-impulsive
6
Q
Which specifier is described: common learning disabilities lower academic achievement diagnosed in school age sluggish cognitive tempo
A
predominantly inattentive
7
Q
Which specifier could be seen as a separate diagnosis than ADHD
A
predominantly inattentive
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
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
10
Q
is ADHD stable?
A
yes
11
Q
why do 25-30% of kids not meet criteria for ADHD during adolescence
A
they learn to manage symptoms
12
Q
what are the three associated features of ADHD
A
- ODD and CD
- less compliant kids and hostile parents
- disliked by peers
13
Q
considered to be pleasure pathway
involved in the behavioral activation & behavioral inhibition system
A
mesolimbic neural circuit
14
Q
- responds to signals of reward & nonpunishment
- more active in ADHD
A
behavioral activation system
15
Q
- responds to signals of nonreward & punishment
- produce anxiety at fear stimuli
- less active in ADHD
A
behavioral inhibition system
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
17
Q
why is the frontal-striatal neural circuit important
A
- regulates behavior based on feedback
- executive functioning
18
Q
based on Barkley’s neurodevelopmental model, what issues are at the heart of ADHD
A
behavioral inhibition
19
Q
what three categories do people with ADHD struggle with
A
- internalized speech
- emotion regulation
- creative problem solving
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
21
Q
What is this a problem in:
(ADHD) focused on immediate rewards; less willing to suffer through frustrations
A
emotional regulation
22
Q
What is this a problem in:
(ADHD) difficulties in organizing, planning, & generating strategies
A
creative problem solving
23
Q
work by increasing dopamine activity in frontal striatal circuit
improve attention & reduce impulsivity
A
psychostimulants
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
25
- clear, simple instructions
- immediate reinforcement
- tokens or point systems
- serious rule-violations lead to time-out
direct contingency management
26
what are the long term impacts of direct contingency management
hard to generalize to home/school
| does not improve academic success
27
what type of treatment (psychostimulant or psychosocial) is most effective at treating ADHD
both! mulitmodal
28
what treatment should always we started with, especially prior to the age of 5
psychosocial treatment
29
difficulties in acquisition and use of language across modalities
lang abilities below age expectations
onset early in development
not due to any other disease
language disorder
30
understand words but cannot express
interferes w/ academic and social functioning
hard to diagnose prior to 3
more common in young school age children
expressive language problems
31
difficulty understanding "if then" statements, simple sentences, comprehending sounds & words
can appear noncompliant
rare
receptive language problems
32
most catch up w/ early lang intervention
| can be a sign of neurodevelopmental disorders or more serious lang problems
late language emergence
33
```
issues persist past intervention
25-40% of kids w/ late emergence will develop it
deficits in:
phonology
morphology
grammar
semantics
```
specific language impairment
34
where are the language centers localized & enlarged in right handed kids? left handed?
left hemisphere
| evenly distributed
35
those with a language disorder are more likely to be ___ handed or ambidextrous
left
36
what four things does applied behavior analysis teach
questions
request & commands
complex sentences
grammar
37
where is milieu training coducted
in a setting in which an event normally occurs
| natural setting
38
what are the three steps from milieu training
mand-model technique
delay technique
incidental technique
39
asks child what they want, model the response, and reinforce request
mand-model technique
40
wait expectantly for request
delay technique
41
child initiates topic & therapist prompts to elaborate
incidental technique
42
problems w/ articulation and sound production past the typical age for this behavior
```
speech sound disorder (DSM-5)
phonological disorder (DSM-4)
```
43
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
childhood onset fluency disorder (DMS-5)
| stuttering (DSM-4)
44
```
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
```
social pragmatic communication disorder
45
what are the three categories in the DSM-5 for kids with ODD
angry/irritable mood
argumentative/defiant behavior
vindictiveness
46
how often should behavior occur to be diagnosed w/ ODD for a child > 5 years? < 5 years
once a week for 6 months
| abt every day for 6 months
47
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
emotional regulation
48
9-12 month comply with basic commands
by 4 inhibit desired in order to comply
children w/ ODD struggle with this
response to authority
49
what are the four categories under the CD diagnosis
aggression toward ppl & animals
destruction of property
deceitfulness or theft
serious rule violations
50
how many symptoms does a child have to show in a CD category in 6 months? 12?
1
| 3
51
how many symptoms does a child have to show in a ODD category in 6 moths
4
52
what are the three onsets for CD
childhood
adolescent
unspecified
53
```
Which onset is this:
1 CD symptom before age 10
rare
most severe
experience problems in adulthood
```
childhood onset
54
more common onset of CD
| may be opportunistic
adolescent-limited path
55
```
What type of emotions are these:
lack of remorse or guilt
callous lack of empathy
unconcerned about performance
shallow or deficient affect
```
limited prosocial emotions
56
what four disorders do ODD and CD have a high comorbidity with
ADHD
anxiety disorder
depression
learning problems
57
hide symptoms of depression behind agression
masked depression
58
failing socially & academically leads to low self worth and depression
dual failure model
59
parenting relies on harsh tactics & is administered inconsistently
hostile-coercive parenting behavior
60
parents & children teach each other to behave in ways that reinforce defiance
preceded by hostile-coercive parenting behavior
coercive parent-child cycle
61
what are the 2 attributions for misbehavior
external and unstable
| internal and stable
62
outside factors that vary
| behavior changes from scenario to scenario
external and unstable
63
internal factors are constant
| behavior cannot be changed no matter the situation
internal and stable
64
which attribution is most commonly used
external and unstable
65
which attribution is most commonly used by parents of kids with conduct issues
internal and stable
66
what are the 5 steps in solving interpersonal problems
1. encode cues
2. interpret internal & external cues
3. clarify goals
4. develop a plan of action
5. evaluate options
67
What type of aggression is described:
| problems with encoding clues & interpreting internal and external cues
reactive aggression
68
What type of aggression is described:
| problems with clarifying goals, developing a plan of action, evaluating options
proactive aggression
69
why is parent managing training important
allows parents to make more external and unstable behavior attributions for their kids
70
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
learning disorder
71
what 3 areas of difficulty are specified under learning disorders
reading, math, written expression
72
what are the levels of severity for learning disorders
mild
moderate
severe
73
Which level of severity for learning disorder is this:
| individual can compensate or functions well with accommodations
mild
74
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
moderate
75
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
severe
76
term used in schools
| refers to Individuals with Disabilities Educational Improvement Act criteria
learning disability
77
what are the 8 areas of deficit in IDEA
```
oral expression
listening comprehension
basic reading skills
reading fluency skills
reading comprehension
mathematics calculation
mathematics problem solving
written expression
```
78
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
1. oral expression; listening comprehension
2. Language disorder
3. spelling
79
what 3 ways are learning disordered and disabilities identified
IQ achievement discrepancy
response to intervention
comprehensive assessment
80
what is the IQ achievement discrepancy
1-2 std dev of discrepancy between IQ (higher) & achievement
81
what are the 4 problems with IQ achievement discrepancy
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
does federal law allow school districts to require a discrepancy
nope
83
following and identifying children who do not respond to scientific research based teaching methods that relies on 3 tiers
response to intervention
84
```
Which tier of response intervention:
all children in class are assessed
use curriculum based assessments & norm reference tests
```
tier 1
85
```
Which tier of response intervention:
secondary prevention
no diagnosis
children receive supplemental instruction in area of delay
duration varies
```
tier 2
86
Which tier of response intervention:
individualized instruction
tutoring
may or may not be Special Education services
tier 3
87
benefits to response to intervention
may identify children at a young age
| decrease referrals to special education
88
limits to response to intervention
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
combines classroom observations w/ standardized tests to diagnose a learning disability
children who fail to respond to instruction may not have a learning disability
comprehensive assessment
90
what type of tests are used in comprehensive assessments
norm referenced cognitive
| achievement
91
what 4 criteria are learning disability diagnoses attributed to in comprehensive assessments if intervention has not worked thus far
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
which disability is the most common at 80%
reading
93
what three factors contribute to success with treating learning disabilities
early intervention
family support
child's resilience
