Brainscape's Knowledge GenomeTM

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


See full index

PSYCH335 > Exam 4 Review > Flashcards

Exam 4 Review Flashcards

1
Q

Response to Intervention (RTI)

A

intervention given before diagnosis to weed out other possible factors

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

Expressive vs. Receptive Disorders

A
  • receptive: trouble comprehending language
  • expressive: trouble producing language
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Speech Sound Disorder

A

trouble articulating speech; interferes with the ability to be understood/communicate; not due to any physical, neuro, or hearing problems

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

Identifying learning problems

A
  • IQ-achievement discrepancy
  • below average achievement
  • RTI
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

SLD in Reading

A

(dyslexia) problems reading accurately, reading rate/fluency, and comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

SLD in Writing

A

(dysgraphia) problems with spelling, grammar/punctuation, and clarity/organization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

SLD in Math

A

(dyscalculia) problems in basic arithmetic skills (i.e. addition, subtraction, multiplication, and division) or math reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Psychosocial variables impacting learning

A
  • low SES (e.g. parents tend to work more and have less time to help child, less academic resources)
  • siblings (i.e. less parental help b/c parents have to divide their attention)
  • teachers/school (e.g. poor environment, bad relationships)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Communication and Learning Disorder treatment

A
  • conditioning (operant)
  • direct instruction (modeling)
  • CBT
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Wernike’s Area

A

area used for learning comprehension

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

Broca’s Area

A

area used for speech production

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

The AAIDD no longer categorizes individuals with cognitive impairment by levels of delay but rather by
a. age groups.
b. social class.
c. levels of needed environmental supports.
d. levels of brain dysfunction.

A

c. levels of needed environmental supports

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Most present definitions of ID suggest which approximate criterion on tests of general intelligence?
a. One or more standard deviations below the mean
b. Two or more standard deviations below the mean
c. A score of about 85
d. A score of about 65

A

b. two or more standard deviations below the mean

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Which of the following is true of intelligence tests?
a. The tests are criticized for being culturally biased.
b. Tests scores do not predict academic achievement.
c. Tests scores are not related to later employment and income.
d. Test scores in the population remain stable over time.

A

a. the tests are criticized for being culturally biased

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Danny displays mild intellectual disability. Thus, Danny
a. has an IQ in the 35-40 to 50-55 range.
b. will probably achieve no more than second grade academic skills.
c. will probably attend a residential school.
d. will probably achieve adult vocational and social skills for self support.

A

d. will probably achieve adult vocational and social skills for self support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Behavioral and emotional disorders in youngsters with intellectual disability
a. may be difficult to identify due to overshadowing.
b. follow a different developmental trajectory.
c. are consistent across levels of intellectual disability.
d. are easy to identify due to the severe nature of the problems.

A

a. may be difficult to identify due to overshadowing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

AAIDD definition of Intellectual Disabilities

A

IQ and adaptive behaviors are at least 2 SDs below the mean; onset before age 18; also based on how much support is needed (determines severity levels)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

DSM-5 definition of Intellectual Disabilities

A

IQ 70 or below; adaptive deficits in at least 2 behaviors; onset before age 18

19
Q

Issues with IQ tests and use in diagnosing IDs

A

issues with validity across cultures

20
Q

Domains evaluated for adaptive functioning

A
  • independent living
  • social responsibility
  • communication
  • social participation
  • sensorimotor
21
Q

Psychosocial variables influencing etiology of IDs

A
  • gender (men are more at risk)
  • cases are higher in people with low SES
22
Q

Pathological organic approach to ID etiology

A
  • abnormal brain development
  • injury to brain (genetic or environment)
23
Q

Assessment of ID

A
  • developmental and intelligence tests (e.g. infant/toddler tests, Standford-Binet, Wechsler tests. Kaugffman better)
  • adaptive behavior assessments (e.g. Vineland scales, AAIDD adaptive and supportive assessments
24
Q

Intervention of ID

A
  • normalization/destigmatization
  • out-of-home care living environments
  • psychotherapy
  • in-school assistance
  • medication
25
Q

Prevention of ID

A
  • prenatal care and diet
  • avoiding teratogens (i.e. alcohol)
  • early-intervention for at-risk infants and preschoolers
26
Q

Which of the following is most likely for a very young child with autism?
a. They are overly visually responsive.
b. They often fail to respond to their names.
c. They crave touch and will often cling to their mothers.
d. They have an expressive gaze, even if they are mute.

A

b. They often fail to respond to their names.

27
Q

Autistic children have been found to show deficits in joint attention interactions. A clear example
of a joint attention interaction is
a. expressing friendship by hugging a person.
b. expressing a command verbally by saying “be quiet.”
c. showing especially high interest in a stimulus, for example, by visually attending to it.
d. drawing someone’s attention to an object by pointing to it.

A

d. drawing someone’s attention to an object by pointing to it.

28
Q

Kevin’s doctor is evaluating him for symptoms of autism. The doctor asks Kevin, “How are you
today?” Kevin says, “How are you today?” This is possibly a sign of
a. repetitive behavior.
b. vocal tics.
c. echolalia.
d. low intelligence.

A

c. echolalia.

29
Q

_______________ is the ability to infer mental states in others and in one’s self.
a. Joint attention
b. Pragmatic communication
c. Central coherence
d. Theory of mind

A

d. Theory of mind

30
Q

Deficiencies in central coherence are demonstrated by children’s inability to
a. plan ahead when problem solving.
b. pay attention to the task at hand.
c. integrate parts into wholes.
d. become attached to their caretakers.

A

c. integrate parts into wholes.

31
Q

Research on the developmental course of autism has revealed that
a. for most children the symptoms of autism are not evident until about age 6.
b. regression occurs in less than 5% of cases.
c. symptoms rarely persist into adulthood and most individuals with autism live independently.
d. higher intellectual ability is associated with better outcomes.

A

d. higher intellectual ability is associated with better outcomes.

32
Q

Which has been found with regard to autism?
a. Low levels of serotonin in blood platelets
b. Unusually large brain size in toddlers
c. Reduced volume of gray and white tissue in the cerebellum
d. Elevated activity in the amygdala

A

b. Unusually large brain size in toddlers

33
Q

Domains of ASD

A
  • persistent deficits in social communication and adaptation across multiple contexts
  • restricted and repetitive behaviors, interests, and/or activities
34
Q

Secondary features of ASD

A
  • sensory/perceptual impairments (oversensitivity/undersensitivity)
  • intellectual performance (high or low)
  • difficulties adapting
  • possible physical abnormalities
  • motor impairments
35
Q

Splinter skills

A

areas where an individual with ASD is better at compared to their own abilities

36
Q

Savant skills

A

areas where an individual with ASD is genius level at compared to the abilities of the public

37
Q

Co-occuring disorders with ASD

A
  • anxiety, depression, ADGD, ODD, intellectual disabilities
  • majority show at least one other disorder
38
Q

Etiology of ASD

A
  • genetics
  • prenatal/pregnancy risks
  • medical conditions (e.g. cerebral palsy, infectious diseases, hearing impairments, seizure disorders)
  • environment
39
Q

Assessment of ASD

A
  • early and repeated screening
  • observations
  • parent reports
  • background/history interviews
40
Q

Intervention of ASD

A
  • medications (i.e. antipsychotics, stimulants)
  • ABA
  • psychoeducation
41
Q

Neurobiological abnormalities associated with ASD

A
  • atypical brain growth
  • abnormalities in specific areas (i.e. limbic, frontal, cerebellum)
  • reduced amygdala activity
  • high levels of serotonin
42
Q

Central Coherence

A

ability to see big picture

43
Q

Theory of Mind

A

understanding others have own beliefs and perspectives

PSYCH335 (1 decks)

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