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Abnormal Child Psych > Exam 3 Review > Flashcards

Exam 3 Review Flashcards

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
Phenylketonuria
Can prevent single gene coding
26
Neurobiological Factors(ID)
Adverse bio-conditions: infections, traumas Teratogen: any agent that adversely affects prenatal development Includes fetal alcohol spectrum and fetal alcohol syndrome
27
Fetal Alcohol Spectrum Disorder
Any level of alcohol use; umbrella term
28
Fetal Alcohol Syndrome
Ethanol block receptors in brain Impair blood flow Low birth weight, ID, etc
29
Optimal Timing of ID intervention ?
Pre-school years
30
Prevention Focus for ID
ID related to FAS and rubella can be prevented Prenatal programs Social skills in children during development
31
Self-instruction techniques (ID)
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.
32
Metacognitive Training
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
33
Family-oriented Training
Helps family cope with Some kids with ID benefit from out-of-home care Inclusion movement includes kids with ID in classroom
34
Autism Spectrum Disorder
Bio-based neurodevelopment disorder presents in 1st year of life Characterized by abnormalities in social behavior,language and communication skills as unusual behavior/interests
35
ASD Level 1
High functioning Requiring Support Difficultly initiating social interactions Organization and planning problem
36
ASD Level 2
Requiring substantial support Obvious problems with social interactions Social interactions limited to narrow special interest Frequent restricted/repetitive patterns
37
ASD Level 3
most severe same behaviors as 1 & 2 but severe most individuals non-verbal great distress/ difficulty changing actions or focus
38
social-emotional reciprocity
unaware of social conventions inappropriate expression of emotion does not notice others lack of interest
39
Nonverbal Communicative Behaviors
flat affect/difficulty expressing emotion abt 30-40% do not develop useful info those who begin to speak may regress 12-30 mos.
40
Stereotyped Body Movements
repetitive sensory & motor behaviors ways of blocking out & controlling unwanted stimuli
41
Insistence on sameness
no change in routine
42
Prevalence of Intellectual Impairment in kids w/ Autism
abt 70% have co-occuring intellectual impairment low verbal scores & high non-verbal scores 25%=splinter skills 5%=savants
43
Splinter skills
specific set of skills they are good at
44
Savants
5 categories music art calendar calculating mathematics mechanical/spatial skills
45
Theory of Mind
children with autism have difficulty understanding others mental states
46
Age of Onset (ASD)
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
Genetic Influences for ASD
5% risk for chromosome abnormalities 15-20% of siblings have disorder
48
Brain Abnormalities
lack of connectivity and communication across networks
49
Goals of Treatment for ASD
minimize core problems, maximize independence, help child's family cope w/ disorder
50
ASD Team
clinical child psychologist applied behavior analysis speech language pathologists physical and occupational therapists
51
Discrete Trial Training
Discrete trial teaching involves breaking skills down into smaller components and teaching those smaller sub-skills individually.
52
Incidental Training
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
Applied Behavior Analysis
The goal of applied behavior analysis is to improve social skills by using interventions that are based on principles of learning theory.
54
Psychotropic Medications
ASD kids takes antidepressants, stimulants, antipsychotics
55
Learning Disorder
deficits are skill-based normal intelligence in most areas
56
Intellectual Disability
deficits are cognitive, global, and pervasive
57
Specific Learning Disorder
history/difficulty learning academic skills (@ least 6mos w/ intervention) begin during school years previously required substantial discrepancy between intellectual ability and academic achievement
58
SLD w/ impairment in Reading
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
SLD w/ impairment in Written Expression
ok language and reasoning abilities poor writing (shorter sentences) visual-motor deficits poor handwriting commonly found in combo w/ other LD's
60
SLD w/ impairment in Mathematics
calculation problems mathematical reasoning problems deficits in visual-spatial skills
61
Prevalence of SLD's
5-15% of population more common in males social and cultural factors less prevalent
62
Most and Least Common SLD
most=reading least=written expression rare by itself
63
Associated Features of SLD's
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
Typical Age of Identification for SLD
underlying problems likely present in infant-toddler years most kids w/ LD identified in elementary school
65
Adult Outcomes of SLD's
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
Neurobiological Etiology SLD's
reading impairment=60% heritable reading/language based problems associated w/abnormalities in left hemisphere nonverbal learning disabilities associated w/ right hemisphere
67
Social/Psychological Causes of SLD's
overlap between ADHD and dyslexia= 30-70% ADHD has effect on cognitive functioning, rote verbal learning
68
Sensitive Windows
treatment more pronounced and effective
69
Prevention Activities
prevention involves training kids in phonological awareness activities @ early age
70
The Inclusion Movement
IDEA=integrate kids w/ special needs in regular classroom No Child Left Behind= more rapid intervention fewer students fall behind
71
Reading Instruction
children views reading as process w/ many components
72
Behavioral Startegy (SLD)
Used in conjunction w/ complete program of direct instruction praise, rewards based on effort learning more through repetition CBT= monitor own thought process
73
Typical Language Development
infants: attend to parent sounds age 1: child can recognize words perceptual maps formed for workds by age 1 map is complete
74
Phonology
ability to learn and store phonemes chief reason individuals develop communication disorders
75
Phonological Awareness
broad construct that includes recognition of relationship between sounds and letters
76
Language Disorder
defects in expression language at least 12mos behind age delayed speech development limited vocabulary short sentences
77
Developmental Risk Factors for ED
transition into adolescent= risk factor onset of puberty girls affected more than boys weight-based harassment diet culture prevalent
78
Drive for Thinness
key motivational variable, children as young as 7-10 show concerns for weight
79
Metabolic Rate
based on genetic & physiological makeup, exercise and eating habits
80
Set Point
range of body weight that body tries to maintain
81
Malnutrition
burn more energy than you take in followed by physical attempts to adapt that can produce significant, bio, behavioral, & psych effects
82
ARFID (Avoidant/Restrictive Food Intake Disorder)
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
Pica
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
Anorexia Nervosa
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
Bulimia Nervosa
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
Binge Eating Disorder
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
Prevalence & Development of ED's (AN, BN, BED)
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
Biological Causes of ED
Play little role in cause but affect maintenance Evidence of heritability Some evidence that high levels of serotonin play role
89
Social Causes of ED
Media increases exposure to thin ideal body image Western cultures strong pressure for ideal body image
90
Family Influence of ED
Dysfunction within family Family values on diet,exercise Criticism from family during recovery linked with poor outcomes Abuse and trauma risk factor
91
Treatment of ED
Interdisciplinary team (nutritionist, psychologist) Initial phase: restore weight CBT effective at targeting rigid beliefs for anorexia and bulimia
92
Prevention of ED
The Body Project Self-esteem

Abnormal Child Psych (7 decks)

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