exam 3 class notes Flashcards
intellectual disability vs learning disability
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
adaptive behavior
the degree to which an individual copes with the natural and social demands of the environment; conceptual, social, practical
primary vs secondary vs tertiary ID intervention
primary: avoid conditions that cause ID
secondary: identify early and ameliorate symptoms
tertiary: help individuals cope and manage symptoms
externalizing vs internalizing
externalizing: acting out, disruptive, delinquent, hyperactive, aggressive
internalizing: social withdrawal, anxiety, depression
externalizing dimension (2)
(1) problems of inattention, impulsivity, and hyperactivity (ADHD)
(2) conduct problems and aggressive behavior (ODD and CD)
ADHD vs conduct disorder
ADHD: associated with poor academic achievement, executive function challenges, parental inattention, impulsivity
conduct disorder: associated with SES disadvantage, dysfunctional family, parental criminality, antisocial behavior
ADHD definition and dimensions (2)
ADHD: extreme and maladaptive levels of inattention and motor activity; most common childhood neurodevelopmental disorder
dimensions: inattention, hyperactivity-impulsivity
presentations of ADHD (CT, PI, PHI)
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
“core deficit” of ADHD
deficit in behavioral inhibition
ODD definition and clusters (3)
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
conduct disorder definition and groupings (4)
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
ODD vs CD
ODD; angry, irritable mood, argumentative, defiant, vindictiveness
CD: aggression to people and animals, destruction of property, serious violation of rules
CU traits
“callous” and “unemotional” traits; associated with severe and chronic conduct problems and aggressive behaviors; associated with childhood onset CD
temperament in conduct disorders
low fear and low emotional reactivity to aversive stimuli; may result in risk for poor “conscience development”
learning disorders
heterogeneous group of conditions that interfere with the ability to learn and apply basic academic and/or social skills
IEP
individualized education plan
504 plan
often used for learners who have milder but significant needs; student expected to adhere to standard curriculum
communication disorders
neurodevelopmental disorders with deficits in one or more (speech, language, communication); about 3% of student enrollment
specified learning disorder (SLD)
identified when a student experiences severe academic difficulties in basic school subjects; includes individuals with above average intelligence; overlap with other diagnoses
anorexia nervosa vs bulimia nervosa
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
types of anorexia (2)
binge-eating/purging type, restricting type
indicators of greater psychopathology with EDs (3)
laxative use, earlier eating disorder onset, longer duration of illness
binge eating disorder (DSM-5)
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)
other specified and unspecified feeding and eating disorders (OFSED)
used when clinically significant signs are present but they do not fit the diagnostic criteria for any specified eating disorder
transdiagnostic cognitive behavioral model of ED maintenance
core psychopathology is cognitive overvaluing of weight and shape
dialectical behavior therapy
finding balance between acceptance and change
