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Psychology 310 > EXAM Section A > Flashcards

EXAM Section A Flashcards

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1
Q

Learning disability

A

Learning problems that occur in the absence of obvious conditions such as intellectual disability or brain damage.

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2
Q

TRUE/FALSE.
A person with a learning disability has at least NORMAL INTELLIGENCE.

A

TRUE.

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3
Q

What then do people with learning disabilities struggle in?

A

How they take in, retain, or express information.

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4
Q

What is a main characteristic that children with learning disabilities share?

A

Failing to perform at their expected level in school.

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5
Q

Define PHONOLOGY.

A

The ability to learn and store phonemes (basic sounds) as well as combining the sounds into meaningful words.

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6
Q

Define PHONOLOGICAL AWARENESS.

A

Broad construct that includes the recognition of the relationship between sounds and letters.

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7
Q

Name the Communication disorders subcategories. (4)

A
  • Language disorder
  • Speech sound disorder
  • Childhood-onset fluency disorder (stuttering)
  • Social (pragmatic) communication disorder
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8
Q

Define LANGUAGE DISORDER.

A

Communication disorder characterised by persistent difficulties acquisition and use of language (across domains such as spoken or written) due to deficits in comprehension or production. Which includes reduced vocabulary; limited sentence structure; and impairments in discourse.

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9
Q

Define SPEECH SOUND DISORDER.

A

Difficulties in articulation and sound production rather than word knowledge, e.g. saying “rabbit” instead of “rabbit”.

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10
Q

Define CHILDHOOD-ONSET FLUENCY DISORDER.

A

Stuttering. Disturbances in normal fluency and time pattern of speech that is inappropriate for the person’s age, persists over time, and is marked by one or more of the following:
- repeated sounds/syllables
- prolonged sounds
- broken words
- audible or silent blocks
- circumlocutions
- words spoken with an excess of physical tension
- monosyllabic repetition

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11
Q

Define SOCIAL (PRAGMATIC) COMMUNICATION DISORDER.

A

Persistent difficulties in pragmatics = social use of language and communication.

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12
Q

At what age is a diagnosis for SCD typical made?

A

4-5 years.

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13
Q

What is the “unexpected discrepancy” for children with SPECIFIC LEARNING DISORDER?

A

The discrepancy between their ABILITY and their ACTUAL PERFORMANCE.

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14
Q

What are the specific domains of learning disorder?

A
  • reading
  • writing
  • mathematics
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15
Q

List the symptoms for SPECIFIC LEARNING DISORDER.

A
  1. inaccurate, slow word reading
  2. difficulties understanding what is read
  3. difficulties spelling words
  4. difficulties in written expression
  5. difficulties developing number sense
  6. difficulties in mathematical reasoning.
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16
Q

Reading involves 2 processes:

A
  1. Breaking words down into individual sounds.
  2. Bringing individual sounds together to from whole words.
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17
Q

Name 3 deficits evident in reading impairments.

A
  • Word recognition
  • Reading fluency
  • Reading comprehension
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18
Q

What are 3 typical errors of people with reading impairments?

A
  • reversals
  • transpositions
  • inversions
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19
Q

3 Deficits in impairment in written expression.

A
  • Spelling accuracy
  • Grammar and punctuation accuracy
  • Organisation of written expression
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20
Q

What is impairment in written expression also known as?

A

Dysgraphia.

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21
Q

I.t.o, impairment in mathematics, what deficits are evident?

A
  • number sense
  • memorising facts
  • accurate calculations
  • accurate mathematical reasoning
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22
Q

Impairments in mathematics is also known as…?

A

Dyscalculia.

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23
Q

Skills that may be impaired by impairment in mathematics?

A
  • recognising numbers and symbols
  • aligning numbers
  • memorising facts
  • understanding abstract concepts
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24
Q

Steps of DIRECT INSTRUCTION.

A
  • introduction
  • present new materials
  • guided practice
  • feedback and corrections
  • independent practice
  • evaluation and review
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25
Q

Steps for DIRECT BEHAVIOURAL INSTRUCTION.

A

in notes

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26
Q

Basic elements for a successful beginning reading plan:

A
  • provide direct instruction for language analysis
  • provide direct teaching of the alphabetic code
  • teach reading and spelling together
  • provide reading instruction
  • teach automaticity
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27
Q

What is ADHD categorised as?

A

A neurodevelopmental disorder.

28
Q

Define ADHD.

A

A neurodevelopment disorder exhibited by age inappropriate symptoms of inattention, hyperactivity, and impulsivity, that is sufficient enough to cause impairment in major life activities.

29
Q

Key symptoms false under 2 categories.

A
  • inattention
    hyperactivity-impulsivity
30
Q

List the 9 symptoms for INATTENTION.

A
  • attention to details
  • sustained attention in tasks
  • doesn’t listen when spoken to
  • doesn’t follow through with instructions
  • doesn’t organise tasks
  • avoids tasks that require sustained mental effort
  • loses things necessary for tasks
  • easily distracted
  • forgetful
31
Q

What are the 9 symptoms for HYPERACTIVITY-IMPULSIVITY.

A
  • fidgets
  • leaves seat
  • runs about
  • tasks cannot be done quietly
  • “on the go” run by a motor
  • talks excessively
  • blurts out answers
  • difficulty waiting their turn
  • interrups and intrudes
32
Q

What are the 5 types of attention.

A

Selective attention
Distractibility
Sustained attention
Alertness
Attentional capacity

33
Q

What are 3 types of impulsivity.

A

Cognitive impulsivity
Behavioural impulsivity
Emotional impulsivity

34
Q

Name the ADHD presentation types/ subtype specifiers.

A

Combined pres.
(ADHD-C)
Predominantly inattentive pres.
(ADHD-PI)
Predominantly hyperactive-impulsive pres.
(ADHD-HI)

35
Q

What are the 3 diagnostic subgroups of ADHD-PI?

A
  1. Children who display both clinically significant symptoms of inattention and subclinical.
  2. Children whose inattentive symptoms is linked to SLUGGISH COGNITIVE TEMPO (SCT).
  3. Those who were ADHD-C but experienced a reduction in hyperactivity-impulsivity symptoms that is age-related.
36
Q

Name 2 limitations of DSM-5 criteria for ADHD.

A
  1. Developmentally insensitive
  2. Categorical view of ADHD.
37
Q

Define EXECUTIVE FUNCTIONS (EFs).

A

Cognitive process in the brain that activates, integrates, and manages other brain functions.

38
Q

List the impaired executive functions in ADHD.

A
  • organise, prioritise
  • focus
  • regulate alertness
  • manage frustration
  • working memory
  • regulate action
39
Q

What processes are involved in EXECUTIVE FUNCTIONS?

A
  • cognitive processes
  • language processes
  • motor processes
  • emotional processes
40
Q

Define positive bias.

A

exaggeration of one’s competence.

41
Q

Name a few accompanying disorders to ADHD.

A
  • Oppositional defiant disorder & conduct disorder
  • Anxiety disorders
  • Mood disorders
  • Developmental coordination and tic disorders
42
Q

Symptoms for ODD fall into 2 types.

A
  1. Irritability
  2. Defiance
43
Q

Define developmental coordination disorder (DCD).

A

Marked motor incoordination and delays in motor milestones.

44
Q

Name 4 causal influences of ADHD.

A
  1. Cognitive functioning deficits
  2. Reward/motivation deficits.
  3. Self-regulation deficits
  4. Arousal level deficits
45
Q

Define “GOODNESS OF FIT”.

A

The match between the child’s early temperament and the parent’s early interaction style.

46
Q

List 3 primary ADHD treatments.

A
  1. Stimulant medication
  2. Parent management training (PMT)
  3. Educational intervention
47
Q

What is a type of intensive treatment?

A

Summer treatment programs.

48
Q

List 3 additional ADHD treatments.

A
  1. Family counselling
  2. Support groups
  3. Individual counselling
49
Q

Define “response-cost procedures”.

A

disruptive behaviours may be punished that involve loss of privileges, time out etc.

50
Q

Define CONDUCT PROBLEMS AND ANTISOCIAL BEHAVIOURS.

A

Age-inappropriate behaviours that violate the rights of others.

51
Q

What is JUVENILE DELINQUENCY?

A

Refers to children who have broken a law.

52
Q

Minim age of criminal responsibility in South Africa.

A

Ages 10-14.

53
Q

4 categories of conduct problems:

A
  1. Covert-destructive (property violations)
  2. Overt-destructive (aggression)
  3. Covert non-destructive (status violations)
  4. Overt non-destructive (oppositional behaviour)
54
Q

Define INTERMITTENT EXPLOSIVE DISORDER.

A

Aggressive outbursts in response to minor provocations.

55
Q

PYROMANIA.

A

Multiple episodes of deliberate fire setting.

56
Q

KLEPTOMANIA.

A

Inability to resist the impulse to steal things you don’t need.

57
Q

Name 2 DISRUPTIVE BEHAVIOUR DISORDERS.

A
  1. Oppositional defiant disorder (ODD)
  2. Conduct disorder (CD)
58
Q

3 symptom categories/CLUSTERS of oppositional defiant disorder.

A

angry/irritable mood
argumentative/defiant behaviour
vindictiveness

59
Q

Symptoms of ODD can be grouped into 3 DIMENSIONS.

A
  • negative affect
  • defiance
  • hurtful behaviour
60
Q

4 DIMENSIONS of CONDUCT DISORDER.

A
  • aggression to people and animals
  • destruction of property
  • deceitfulness and theft
  • serious violation of rules
61
Q

5 SPECIFIERS of CD.

A
  • with limited prosocial emotions
  • lack of remorse or guilt
  • callous-lack of empathy
  • unconcerned with performance
  • shallow affect
62
Q

Define the process of DIVERSIFICATION.

A

When children add new forms of antisocial behaviours over time rather than replacing them.

63
Q

2 pathways of conduct problems.

A
  • life-course persistent path
  • adolescent-limited path
64
Q

Social-cognitive abilities.

A

The ability to interpret and respond to social cues.

65
Q

Steps in thinking of aggressive children in social situations.

A

1 - encoding
2 - interpretation
3 - response search
4 - response decision
5 - enactment

66
Q

The 9 PRINCIPLES of Multisystemic Therapy (MST).

A
  • finding the fit
  • positive and strength focused
  • increased responsibility
  • present focused
  • targeting sequences
  • developmentally appropriate
  • continuous effort
  • evaluation and accountability
  • generalisation
67
Q

Name treatments for CD.

A
  • Parent management training
  • problem solving skills training
  • multisystemic therapy

Psychology 310 (6 decks)

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