exam 3 class notes

Question 1

intellectual disability vs learning disability

Answer 1

intellectual disability: neurodevelopmental disorder that significantly affects cognitive functioning and adaptive behavior
learning disability: condition that interferes with academic achievement, but one does not necessarily have lower cognitive or overall adaptive functioning

Question 2

adaptive behavior

Answer 2

the degree to which an individual copes with the natural and social demands of the environment; conceptual, social, practical

Question 3

primary vs secondary vs tertiary ID intervention

Answer 3

primary: avoid conditions that cause ID
secondary: identify early and ameliorate symptoms
tertiary: help individuals cope and manage symptoms

Question 4

externalizing vs internalizing

Answer 4

externalizing: acting out, disruptive, delinquent, hyperactive, aggressive
internalizing: social withdrawal, anxiety, depression

Question 5

externalizing dimension (2)

Answer 5

(1) problems of inattention, impulsivity, and hyperactivity (ADHD)
(2) conduct problems and aggressive behavior (ODD and CD)

Question 6

ADHD vs conduct disorder

Answer 6

ADHD: associated with poor academic achievement, executive function challenges, parental inattention, impulsivity
conduct disorder: associated with SES disadvantage, dysfunctional family, parental criminality, antisocial behavior

Question 7

ADHD definition and dimensions (2)

Answer 7

ADHD: extreme and maladaptive levels of inattention and motor activity; most common childhood neurodevelopmental disorder
dimensions: inattention, hyperactivity-impulsivity

Question 8

presentations of ADHD (CT, PI, PHI)

Answer 8

ADHD-CT: “combined type;” both inattention-disorganization and impulsivity-hyperactivity
ADHD-PI: “predominantly inattentive;” fewer symptoms of impulsivity-hyperactivity; fewer conduct problems, less aggression, less peer rejection; higher rates of depression; stimulant medication more helpful
ADHD-PHI: “predominantly hyperactive-impulsive;” show hyperactivity symptoms but without problems of inattention-disorganization; often shifts to ADHD-CT at onset of school; diagnosis earlier in development associated with ODD symptoms

Question 9

“core deficit” of ADHD

Answer 9

deficit in behavioral inhibition

Question 10

ODD definition and clusters (3)

Answer 10

ODD: recurrent patterns of angry, irritable, argumentative, defiant, or vindictive behavior that persists for at least 6 months characterized by at least four (losing temper, easily annoyed, anger, resentful, arguing with authorities, defiance of requests and rules of adults, deliberately annoying others, blaming others for own mistakes/misbehavior, spiteful, vindictive)
clusters: (1) angry, irritable mood; (2) argumentative/defiant behavior; (3) vindictiveness

Question 11

conduct disorder definition and groupings (4)

Answer 11

CD: a repetitive and persistent pattern of behavior which violates the rights of others or major age-appropriate societal norms or rules
Groupings: (1) aggressive conduct that threatens physical harm to people/animals; (2) nonaggressive conduct that causes property loss or damage; (3) deceitfulness or theft; (4) serious violation of rules

Question 12

ODD vs CD

Answer 12

ODD; angry, irritable mood, argumentative, defiant, vindictiveness
CD: aggression to people and animals, destruction of property, serious violation of rules

Question 13

CU traits

Answer 13

“callous” and “unemotional” traits; associated with severe and chronic conduct problems and aggressive behaviors; associated with childhood onset CD

Question 14

temperament in conduct disorders

Answer 14

low fear and low emotional reactivity to aversive stimuli; may result in risk for poor “conscience development”

Question 15

learning disorders

Answer 15

heterogeneous group of conditions that interfere with the ability to learn and apply basic academic and/or social skills

Question 16

IEP

Answer 16

individualized education plan

Question 17

504 plan

Answer 17

often used for learners who have milder but significant needs; student expected to adhere to standard curriculum

Question 18

communication disorders

Answer 18

neurodevelopmental disorders with deficits in one or more (speech, language, communication); about 3% of student enrollment

Question 19

specified learning disorder (SLD)

Answer 19

identified when a student experiences severe academic difficulties in basic school subjects; includes individuals with above average intelligence; overlap with other diagnoses

Question 20

anorexia nervosa vs bulimia nervosa

Answer 20

anorexia: restriction of food intake and significantly low body weight; intense fear of being overweight; perception of self in mirror is altered
bulimia: episodes of loss of control over eating followed by efforts to compensate for these episodes such as self-induced vomiting; self-evaluation relies excessively on body weight and shape

Question 21

types of anorexia (2)

Answer 21

binge-eating/purging type, restricting type

Question 22

indicators of greater psychopathology with EDs (3)

Answer 22

laxative use, earlier eating disorder onset, longer duration of illness

Question 23

binge eating disorder (DSM-5)

Answer 23

like bulimia nervosa but no compensatory behaviors; three of the following (eating much more quickly than usual, eating until uncomfortably full, eating large quantity though not feeling hungry, eating alone due to embarrassment, feelings of disgust and distress related to how much is eaten)

Question 24

other specified and unspecified feeding and eating disorders (OFSED)

Answer 24

used when clinically significant signs are present but they do not fit the diagnostic criteria for any specified eating disorder

Question 25

transdiagnostic cognitive behavioral model of ED maintenance

Answer 25

core psychopathology is cognitive overvaluing of weight and shape

Question 26

dialectical behavior therapy

Answer 26

finding balance between acceptance and change