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Abnormal Child Psych > Exam 3 Review > Flashcards

Exam 3 Review Flashcards

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1
Q

Avg IQ Score

A

100

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2
Q

Below-Average IQ

A

70-75

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3
Q

Stability of IQ Scores

A

relatively stable after early childhood

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4
Q

Flynn Effect

A

+3 IQ points per decade since 1940

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5
Q

Bias in IQ Test Scores

A

lower scores for African-American & Latino children
absent when controlling for race & SES

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6
Q

Intellectual Functioning (intelligence)

A

mental quality including abilities to learn from experience, adapt to new situations, understand and handle abstract concepts

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7
Q

Adaptive Functioning

A

how effectively individuals cope with ordinary life demands
conceptual-reading and writing
social-self-esteem
practical-daily activities like eating
occupational-maintain safe enviornment

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8
Q

3 Criteria for Intellectual Disability

A

deficits in intellectual functioning
deficits in adaptive functioning
onset of deficits occur during developmental period (prior to 18)
no specific IQ scores required for diagnosis

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9
Q

Mild Severity (ID)

A

85% of people
not identifiable until elementary
may have modest delays in expressive language
peer relationships challenging
academic skills by teen years
live successfully in community as adults

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10
Q

Moderate Severity (ID)

A

10% of people
identified in pre-school
more limited communication skills
benefit from training in social & occupational skills
deficits in social skills
can perform supervised, unskilled work as adult

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11
Q

Severe Severity (ID)

A

4% of people
generally identified young
results from 1 or more organic causes of impairment
may have physical mobility
very limited communication
need special assistance throughout their lives

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12
Q

Profound Severity (ID)

A

2% of people
identified in infancy
1 or more organs causes
only learn rudimentary communication skill
requires intensive trading for eating, grooming
have severe co-ocuring medical conditions
requires life long care

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13
Q

Prevalence of Intellectual Disability

A

approx. 1-3% of population
twice as many males than females
more prevalent in kids with low SES
More severe cases identified equally

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14
Q

Eugenics Movement

A

artificial selection to “improve” humanity
attempt to remove from gene pool
early movements for intelligence testing

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15
Q

Stigma in Terminology

A

feeble-minded
mentally retarded
now: intellectual disability

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16
Q

Organic Group

A

clear biological basis
severe and profound intellectual disability

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17
Q

Cultural-Familial Group

A

no clear organic basis
mild & moderate intellectual disability

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18
Q

Etiology of Mild Vs. Severe Cases

A

more several levels: 96% Clear etiology
milder levels: 32% clear etiology
gender/environmental causes = 2/3rds severe intellectual disability

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19
Q

Types of Risk Factors (ID)

A

biomedical-prematurity
social- lack of access to care
behavioral-parental abandonment
educational-no education about parenting

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20
Q

Genetic Factors (ID)

A

IQ= 50% heritable
includes
Down Syndrome
Fragile-X Syndrome
Prader-Willi Syndrome § Angelman Syndrome
Phenylketonuria

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21
Q

Down Syndrome

A

failure of 21st pair of mom’s chromosome to seperate

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22
Q

Fragile-X Syndrome

A

Caused by gene on X chromosome; causes unusual social & communicaron benaviors (resemble autism)

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23
Q

Prader-Willi syndrome

A

Short stature, ID, incomplete sexual development, spontaneous birth defect

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24
Q

Angelman Syndrome

A

moderare-svre ID, gross motor
movemement problems, spontaneous birth defect

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25
Q

Phenylketonuria

A

Can prevent single gene coding

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26
Q

Neurobiological Factors(ID)

A

Adverse bio-conditions: infections, traumas
Teratogen: any agent that adversely affects prenatal development
Includes fetal alcohol spectrum and fetal alcohol syndrome

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27
Q

Fetal Alcohol Spectrum Disorder

A

Any level of alcohol use; umbrella term

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28
Q

Fetal Alcohol Syndrome

A

Ethanol block receptors in brain
Impair blood flow
Low birth weight, ID, etc

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29
Q

Optimal Timing of ID intervention ?

A

Pre-school years

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30
Q

Prevention Focus for ID

A

ID related to FAS and rubella can be prevented
Prenatal programs
Social skills in children during development

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31
Q

Self-instruction techniques (ID)

A

Self-instruction techniques involve the use of self-statements to direct or self-regulate behavior (Graham et al., 1992). Put simply, children quite literally learn to “talk themselves through” a task or activity.

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32
Q

Metacognitive Training

A

Metacognition is the process by which learners use knowledge of the task at hand, knowledge of learning strategies, and knowledge of themselves to plan their learning, monitor their progress towards a learning goal, and then evaluate the outcome

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33
Q

Family-oriented Training

A

Helps family cope with
Some kids with ID benefit from out-of-home care
Inclusion movement includes kids with ID in classroom

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34
Q

Autism Spectrum Disorder

A

Bio-based neurodevelopment disorder presents in 1st year of life
Characterized by abnormalities in social behavior,language and communication skills as unusual behavior/interests

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35
Q

ASD Level 1

A

High functioning
Requiring Support
Difficultly initiating social interactions
Organization and planning problem

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36
Q

ASD Level 2

A

Requiring substantial support
Obvious problems with social interactions
Social interactions limited to narrow special interest
Frequent restricted/repetitive patterns

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37
Q

ASD Level 3

A

most severe
same behaviors as 1 & 2 but severe
most individuals non-verbal
great distress/ difficulty changing actions or focus

38
Q

social-emotional reciprocity

A

unaware of social conventions
inappropriate expression of emotion
does not notice others lack of interest

39
Q

Nonverbal Communicative Behaviors

A

flat affect/difficulty expressing emotion
abt 30-40% do not develop useful info
those who begin to speak may regress 12-30 mos.

40
Q

Stereotyped Body Movements

A

repetitive sensory & motor behaviors
ways of blocking out & controlling unwanted stimuli

41
Q

Insistence on sameness

A

no change in routine

42
Q

Prevalence of Intellectual Impairment in kids w/ Autism

A

abt 70% have co-occuring intellectual impairment
low verbal scores & high non-verbal scores
25%=splinter skills
5%=savants

43
Q

Splinter skills

A

specific set of skills they are good at

44
Q

Savants

A

5 categories
music
art
calendar calculating
mathematics
mechanical/spatial skills

45
Q

Theory of Mind

A

children with autism have difficulty understanding others mental states

46
Q

Age of Onset (ASD)

A

identified in months preceding child’s 2nd birthday
preschool period
earliest point-12-18mos.
recommended all kids screened @ 18-24 mos.
many kids at risk may not develop outcomes until 3

47
Q

Genetic Influences for ASD

A

5% risk for chromosome abnormalities
15-20% of siblings have disorder

48
Q

Brain Abnormalities

A

lack of connectivity and communication across networks

49
Q

Goals of Treatment for ASD

A

minimize core problems, maximize independence, help child’s family cope w/ disorder

50
Q

ASD Team

A

clinical child psychologist
applied behavior analysis
speech language pathologists
physical and occupational therapists

51
Q

Discrete Trial Training

A

Discrete trial teaching involves breaking skills down into smaller components and teaching those smaller sub-skills individually.

52
Q

Incidental Training

A

Incidental teaching is a strategy that uses the principles of applied behavior analysis (ABA) to provide structured learning opportunities in the natural environment by using the child’s interests and natural motivation.

53
Q

Applied Behavior Analysis

A

The goal of applied behavior analysis is to improve social skills by using interventions that are based on principles of learning theory.

54
Q

Psychotropic Medications

A

ASD kids takes antidepressants, stimulants, antipsychotics

55
Q

Learning Disorder

A

deficits are skill-based
normal intelligence in most areas

56
Q

Intellectual Disability

A

deficits are cognitive, global, and pervasive

57
Q

Specific Learning Disorder

A

history/difficulty learning academic skills (@ least 6mos w/ intervention)
begin during school years
previously required substantial discrepancy between intellectual ability and academic achievement

58
Q

SLD w/ impairment in Reading

A

most common underlying feature-inability to distinguish/separate sounds in spoken words
difficulty learning basic sight words
errors in
reversals (b/d)
transpositions (where/why)
inversions(m/w)
omissions (place/palace)

59
Q

SLD w/ impairment in Written Expression

A

ok language and reasoning abilities
poor writing (shorter sentences)
visual-motor deficits
poor handwriting
commonly found in combo w/ other LD’s

60
Q

SLD w/ impairment in Mathematics

A

calculation problems
mathematical reasoning problems
deficits in visual-spatial skills

61
Q

Prevalence of SLD’s

A

5-15% of population
more common in males
social and cultural factors less prevalent

62
Q

Most and Least Common SLD

A

most=reading
least=written expression rare by itself

63
Q

Associated Features of SLD’s

A

SLD deficits related to other functions (can affect language)
being labeled can = angry/non-compliant
high prevalence rate of behavior problems
40% drop-out rate
75%=signifiant deficits in social skills

64
Q

Typical Age of Identification for SLD

A

underlying problems likely present in infant-toddler years
most kids w/ LD identified in elementary school

65
Q

Adult Outcomes of SLD’s

A

abt 75% of kids with reading impairment=difficulties in high school and young adulthood
high drop out rates, low occupational attainment, poor health
excel in nonacademic subjects

66
Q

Neurobiological Etiology SLD’s

A

reading impairment=60% heritable
reading/language based problems associated w/abnormalities in left hemisphere
nonverbal learning disabilities associated w/ right hemisphere

67
Q

Social/Psychological Causes of SLD’s

A

overlap between ADHD and dyslexia= 30-70%
ADHD has effect on cognitive functioning, rote verbal learning

68
Q

Sensitive Windows

A

treatment more pronounced and effective

69
Q

Prevention Activities

A

prevention involves training kids in phonological awareness activities @ early age

70
Q

The Inclusion Movement

A

IDEA=integrate kids w/ special needs in regular classroom
No Child Left Behind= more rapid intervention fewer students fall behind

71
Q

Reading Instruction

A

children views reading as process w/ many components

72
Q

Behavioral Startegy (SLD)

A

Used in conjunction w/ complete program of direct instruction
praise, rewards based on effort
learning more through repetition
CBT= monitor own thought process

73
Q

Typical Language Development

A

infants: attend to parent sounds
age 1: child can recognize words
perceptual maps formed for workds
by age 1 map is complete

74
Q

Phonology

A

ability to learn and store phonemes
chief reason individuals develop communication disorders

75
Q

Phonological Awareness

A

broad construct that includes recognition of relationship between sounds and letters

76
Q

Language Disorder

A

defects in expression
language at least 12mos behind age
delayed speech development
limited vocabulary
short sentences

77
Q

Developmental Risk Factors for ED

A

transition into adolescent= risk factor
onset of puberty
girls affected more than boys
weight-based harassment
diet culture prevalent

78
Q

Drive for Thinness

A

key motivational variable, children as young as 7-10 show concerns for weight

79
Q

Metabolic Rate

A

based on genetic & physiological makeup, exercise and eating habits

80
Q

Set Point

A

range of body weight that body tries to maintain

81
Q

Malnutrition

A

burn more energy than you take in
followed by physical attempts to adapt that can produce significant, bio, behavioral, & psych effects

82
Q

ARFID (Avoidant/Restrictive Food Intake Disorder)

A

Avoidance or restriction of food intake leading to significant weight loss or failure to maintain normal body weight
Need 1 or more 4 key features
Significant weight loss
Sig. nutritional deficiency
Dependency or enteral feeding
Marked interference or enteral feeding
May manifest by avoiding food based on sensory (smell)
Prevalence: unknown
Treatment: address feeding behavior as well as mother child attachment

83
Q

Pica

A

Ingestion of inedible substances for a period of 1 month or longer
Primarily affects young kids with ID
Treatment: operant conditioning, reinforce appropriate activities
Infancy early childhood

84
Q

Anorexia Nervosa

A

A.) restriction of energy intake relative to requirement leading to significant low body weight
B.) intense fear of gaining weight
C.) distorted perception of body shape
Specify whether
Restricting Type
Binge-Eating/Purging
Specify severity by BMI
Mild
Moderate
Severe
Extreme

85
Q

Bulimia Nervosa

A

A.) recurrent episodes of binge eating characterized by
Eating lrg amount of food in discrete period of time (2hr period)
Sense of lack of control
B.)recurrent compensatory behavior to prevent weight gain
C.) binge eating & compensatory behaviors @ least 1x a week for 3mos.
D.) self-eval influenced by body shape and weight
E.) no anorexia present
Severity by episodes of compensatory behaviors each week
Mild: 1-3
Moderate: 4-7
Severe: 8-13
Extreme: 14

86
Q

Binge Eating Disorder

A

A.) recurrent episodes of binge eating
B.) binge eating episodes associated with/ 3 or more of
Eating much more rapidly
Eating until uncomfortably full
Eat lrg amounts when not hungry
Eating alone
Feeling disgusted
C.) marked distress
D.) binge eating occurs 1x a week for 3mos.
E.) no compensatory behavior
Severity by # of binge episodes a week
Mild: 1-3
Moderate: 4-7
Severe: 8-13
Extreme: 14

87
Q

Prevalence & Development of ED’s (AN, BN, BED)

A

Anorexia:
Rate= 13%
Girls affected more
Early-mid adolescence
Majority remission= 5years
Highest mortality rate
Bulimia:
Girls affected
Mid-late adolescence
Rate: 1%
Chronic
Binge:
Rate=1.5-3%
Girls more but less than bulimia and an
Late adolescence

88
Q

Biological Causes of ED

A

Play little role in cause but affect maintenance
Evidence of heritability
Some evidence that high levels of serotonin play role

89
Q

Social Causes of ED

A

Media increases exposure to thin ideal body image
Western cultures strong pressure for ideal body image

90
Q

Family Influence of ED

A

Dysfunction within family
Family values on diet,exercise
Criticism from family during recovery linked with poor outcomes
Abuse and trauma risk factor

91
Q

Treatment of ED

A

Interdisciplinary team (nutritionist, psychologist)
Initial phase: restore weight
CBT effective at targeting rigid beliefs for anorexia and bulimia

92
Q

Prevention of ED

A

The Body Project
Self-esteem

Abnormal Child Psych (7 decks)

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