Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Childhood psychopathology > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

ADHD DSM criteria

A

A. inattention and/or hyperactivity each with 6 or more symptoms persisting for 6 months inconsistent with developmental level and negatively impacting social and academic/occupational activities
B. symptoms present prior to age 12
C. symptoms are present in to or more settings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

inattention

A
  • can’t focus consistently (sustained attention)
    -child could play video games for hours
    difficult tasks increase problems
  • trouble managing simultaneous stimuli or switching from one task to another
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

hyperactivity and impulsivity

A
  • problematic activity level may be a larger problem in the afternoon
  • stop-signal tasks used to measure impulsivity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

secondary features of ADHD

A
  • motor skills (clumsiness)
  • intelligence and academic achievement
  • executive functions (difficulties with processes needed for goal-directed behavior, planning, organizing, and self-regulating)
  • adaptive behavior deficits
  • social behavior and relationships
  • peer and teacher relationships
  • health (accident risk)
  • sleep
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

subtype of ADHD

A
  • ADHD-I (inattentive) type may be missed
  • sometimes characterized by “sluggish cognitive tempo”
  • can be lethargic, prone to daydreams, confused, socially withdrawn
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

ADHD in infancy and preschool

A
  • difficult temperament
  • activity level
  • less cooperative/manageable
  • poor emotional regulation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

ADHD in childhood

A
  • most diagnosed in elementary school
  • self-regulation and organization deficits
  • peer rejection, poor academic achievement
  • ODD, CD, internalizing symptoms
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

ADHD in adolescence and adulthood

A
  • symptoms may diminish/change
  • can have academic, social, CD, substance abuse, other problems
  • longer term problems may be associated with co-occurring diagnoses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

assessment of ADHD

A
  • interview
  • rating scales
  • direct observations
  • others (medical, intelligence, achievement)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

DSM criteria of learning disabilities

A

A. difficulties learning and using academic skills with at least one symptom for 6 months despite interventions
B. affected academic skills are substantially below expected ranges for age and cause significant interference in academic or occupational performance, or with daily living
C. difficulties begin during school-age years
D. not better accounted for by intellectual disability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

aphasia

A

loss of ability to understand or express speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

language impairment theories

A
  • limited information-processing capacity
  • deficits in auditory processing
  • deficits in verbal short-term and working memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

reading pathways

A
  • consistently poor reading
  • fluctuating abilities
  • late emerging
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

epidemiology of reading disorder

A
  • more prevalent in boys
  • tends to persist into adolescence and adulthood
  • Matthew Effect: over time the gap between high performing readers and low performing readers widen because it only get harder and harder
  • co-occurs with conduct disorder especially in boys
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

prevention of learning disabilities

A
  • monitoring and early diagnosis
  • response to intervention (RTI)
    • tier 1: universal (school curriculum)
    • tier 2: selected (those struggling are put in remedial classes)
    • tier 3: intensive (students not responding to remedial classes would be given more intense intervention)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

intervention for language disabilities

A
  • it is easier to treat articulation and expressive difficulties
  • behavioral methods (use of toys and pictures and imitation of trainer)
  • psychoeducational approach
17
Q

most effective approaches to learning disabilities

A
  • task-analytic/direct instruction
  • cognitive
  • behavioral-cognitive
18
Q

Individuals with Disabilities Education Act (IDEA)

A
  • ensures free, appropriate public education
  • ensures rights for students and parents
  • assist stated and localities in providing services
  • assess and ensures effectiveness of efforts
  • under IDEA, child receives:
    • individualized education plan (IEP)
    • least restrictive environment
19
Q

American Association on Intellectual and developmental Disabilities (AAIDD)

A
  • IQ two standard deviations below the mean (70 or below)
  • adaptive behavior deficits
  • before age 18
  • assessed by levels of needed supports
20
Q

DSM criteria for intellectual disability

A

A. deficits in intellectual functions (reasoning, problem solving, planning, abstract thinking,judgement, academic learning, and learning from experience confirmed by both clinical assessment and individualized, standardized intelligence testing)
B. deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility
C. onset of intellectual and adaptive deficits during the developmental period

21
Q

understanding of ID

A
  • intellectual abilities
  • adaptive behavior
  • health
  • participation, interaction, social roles
  • context
  • all of the above can effect an individuals functioning
22
Q

down syndrom

A
  • most common single disorder
  • caused by trisomy 21
  • moderate to severe ID
  • delayed speech, verbal short-term memory, and auditory processing deficits
23
Q

fragile x

A
  • most common inherited
  • fractured x chromosome
  • more common in boys
  • long faces, prominent jaw, large ears
  • visual-spatial, sequential processing, motor coordination, and executive function deficits
24
Q

williams syndrome

A
  • deletions on chromosome 7
  • cardiac and kidney problems, sound sensitivity, depth perception weaknesses
  • mild to moderate ID
  • visual-spatial deficits
  • relative strengths in language
  • “elf-like” appearance
25
Q

assessment of intellectual disbilities

A
  • developmental tests
    • Bayley
    • ages 1-42 months
    • cognitive, language
    • motor development
    • developmental quotient rather than IQ
  • intelligence tests
    • stanford-binet 5th edition
    • fluid reasoning
    • knowledge
    • quantitative reasoning
    • visual spatial processing
    • working memory
  • achievement tests
    • weschler test
    • four index scores (verbal comprehension, perceptual reasoning, working memory, processing speed)
  • adaptive tests
    • vineland adaptive behavior scales
    • interviews and rating scales for parents, caregivers, and teachers
    • communication
    • daily living
    • socialization
    • motor skills
    • maladaptive behavior
26
Q

interventions for ID

A
  • changing views
  • decreased institutionalization
  • most live at home
  • behavioral intervention
27
Q

DSM criteria for autistic disorder

A

A. persistent deficits in social communication and social interaction across multiple contexts, manifested by the following:
- deficits in social-emotional reciprocity (ex: failure of normal back and forth conversation)
- deficits in nonverbal communicative behaviors used for social interaction
- deficits in developing, maintaining, and understanding relationships
B. restricted, repetitive patterns of behavior, interests, or activities, manifested by at least 2 of the following:
- stereotyped or repetitive motor movements, use of objects, or speech
- insistence on sameness
- highly restricted, fixated interests abnormal in intensity or focus
- hyper or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment
C. symptoms must be present in early development
D. symptoms cause clinically significant impairment
E. not better explained by ID

28
Q

triad of impairments

A
  • social interaction (deficits in joint attention, poor eye contact, difficulties with social subleties)
  • communication (mutism or echolalia and pronoun reversals)
  • restricted behavioral and interests (stereotyped behaviors, unusual preoccupations/obsessions)

Childhood psychopathology (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions