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L2 Developmental S2 > identifying atypical development > Flashcards

identifying atypical development Flashcards

1
Q

why is atypical development hard to define?

A
  • individual differences in the rate of development
  • individual differences in people’s traits, strengths and weaknesses
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2
Q

what is the text book definition of atypical development?

A

the extremes of individual differences in development
- can include advanced and delayed development
- generally associated with neurodevelopmental conditions (e.g. autism spectrum conditions, ADHD, William’s syndrome, intellectual disability…)

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3
Q

what are the different forms of atypical development?

A
  • delay
  • delay with catch up
  • lower starting point
  • advanced
    (we should repeatedly test individuals at different times in their life to help identify the above)
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4
Q

what is developmental regression?

A
  • typically seen in children with autism spectrum conditions and/or intellectual disability
  • definition = period where a particular skill is developing along a typical trajectory, but then a child loses aspects of this skill
    –> e.g. stop speaking in two word phrases
  • most often seen in language and motor skills
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5
Q

what are the different domains development occurs across?

A
  • adaptive behaviour
  • social
  • cognitive
  • physical
  • motor skills
    (they can interact, overlap and affect each other)
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6
Q

what are the 3 main domains of development in psychology?

A
  1. adaptive behaviours
  2. social domain
  3. cognitive domains
    (motor and physical tend to be medically related)
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7
Q

development in adapative behaviours

A
  • daily living skills
  • ability to work
  • functional decision making
  • personal safety
  • managing money
  • personal responsibility
  • independence
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8
Q

development in the social domain

A
  • gestures
  • reciprocal eye contact
  • empathy
  • verbal communication
  • social interactions
  • non-verbal communication
  • turn-taking
  • emotional IQ
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9
Q

development in the cognitive domain

A
  • IQ
  • attention
  • language
  • executive function
  • numerical ability
  • memory
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10
Q

development in physical domain

A
  • facial dysmorphism
  • microcephaly
  • physical features (e.g. heart)
  • macrocephaly
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11
Q

development in motor skills

A
  • balance
  • gross motor skills
  • activity level
  • coordination
  • fine motor skills
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12
Q

what is normal distribution?

A
  • obtained testing many Ps (100+)
  • for many variables samples from the population generate a normal distribution
    –> e.g. height, weight, IQ and other cognitive abilities
  • normal distribution = normal curve = bell shaped curve
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13
Q

identifying and measuring atypical development

A
  • group comparisons against a representative (or ‘normative’ sample)
  • it is important to choose an appropriate control group
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14
Q

what do we need to bear in mind when investigating atypical development?

A
  • it is important to compare performance against appropriate control groups and also to consider the child’s overall ability and profile of strengths and weaknesses
  • usual to compare to 2 control groups:
    1. one matched on chronological age
    2. one matched on mental age
  • investigating skills and ability over time provides insight into what we can expect of an individual’s development (not just one point in time)
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15
Q

how do we measure adaptive behaviour?

A
  • Vineland Adaptive Behaviour Scales (VABS)
    –> semi-structured interview carried out with parent / caregiver / teacher
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16
Q

what does the Vineland adaptive behaviour scale look at/ask about?

A
  1. communication
    - receptive
    - expressive
    - written
  2. daily living skills
    - personal
    - domestic
    - community
  3. socialization
    - interpersonal relationships
    - play and leisure time
    - coping skills
  4. motor skills
    - gross motor
    - fine motor
  5. maladaptive behaviour
    - internalizing
    - externalizing
17
Q

how do we measure cognitive development? (2 types)

A
  • standardised tests
  • specific experimental designs
18
Q

examples of standardised tests

A
  • generalised intelligence tests
  • examples:
    –> Weschler Scales
    –> Weschler Intelligence Scales for Children (WISC)
    –> British Ability Scales
19
Q

sub-domains of the WISC

A
  • full scale IQ
  • performance IQ
  • verbal IQ
20
Q

examples of specific experimental designs

A
  • face perception
    –> Benton’s facial recognition task
  • theory of mind
    –> Sally-Anne task
  • response inhibition
    –> go no-go task
21
Q

how do we administer standardised tests?

A
  • have to do the test
  • have to have a copy of the manual (necessary for scoring)
  • then score the test
  • then use standardised scores to interpret individual results
22
Q

how do we interpret task performance using standardised scores?

A
  • clinician uses the raw score and a look-up table based on appropriate representative sample to identify a scaled score
  • raw scores are scaled by converting to standard scores
    –> there are different ways to create standardised scores. (e.g. t-scores)
  • standardising a score converts the raw score to a value that represents how a participant has performed compared to others of the same age/gender
  • this allows us to remove individual differences and generate a score that we can compare across participants
    –> e.g. 10 year old girl and a 30 year old man have very different raw scores, but their t scores could be very similar or the same (if they are both typical for their categories)
23
Q

why do we standardise scores?

A
  • allows us to compare scores in individuals who will have very different raw scores
  • people with very different raw scores could have similar t scores
    –> in terms of their representative group (age and gender)
  • this would indicate if this is typical or atypical
  • gives a label that can be applied to the bell curve to determine if it is typical or not
    –> a lower raw score could actually be a higher t score
24
Q

how are t scores scaled?

A
  • T-scores are scaled such that 50 represents the mean and 10 represents 1 standard deviation
    –> e.g. a t-score of 60 = 1 sd above the mean
    –> t-score of 40 = 1 sd below the mean
25
Q

what are the benefits of using standardised scores?

A
  • using standardised scores enables researchers / clinicians to standardise performance across different groups, different tests, etc…
  • they provide a common language for discussing test performance regardless of how the actual test is designed
  • easily interpretable for clinicians / researchers
  • there isn’t one set way of standardising, although they all end up allowing the same comparison

L2 Developmental S2 (9 decks)

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