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MCQ PS118 > L8- Problems, interventions and professional issues (educational psychology) > Flashcards

L8- Problems, interventions and professional issues (educational psychology) Flashcards

1
Q

Are systems uses to classify and diagnose problems? If so what systems?

A

Yes.

DSM5
ICD ||
National classifications
Classifications development in sciences

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2
Q

What is the terminology used within the classification systems for problems?

A

Terms and definitions are used.

Terms are used to explain, using words. Definitions are statistical, mentioning IQ and expectations of the individual with problems in regards to curriculum.

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3
Q

Define what learning difficulties are

A

Deficits in cognitive ability

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4
Q

What are the two types of learning difficulties?

A

Pervasive learning difficulties

Specific learning difficulties

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5
Q

List the learning difficulties which are pervasive learning difficulties

Explain what each of these are (iq and what deficits are)

A

Moderate LD
IQ- 55<70
Attainment is well below in all/ most areas of curriculum. And possible low self esteem due to this.

Severe LD
IQ- 25<55
All areas of curriculum, the individual is well below in. (No higher than early primary level)
Slower language acquisition
Maths is simple counting
Reading is pre-alphabetic, few words.

Profound and Multiple LD
IQ- <25
Possibly no language. Most communication is gestures and expression
Typically accompanied by physical and sensory impairment
Can be caused by pre-perinatal neurological impairments

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6
Q

Name all the specific learning difficulties

A

Dyslexia
Mathematics disorder
Developmental coordination disorder

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7
Q

Explain what dyslexia is

A

Problems reading/ writing but have normal cognitive abilities, in terms of IQ.

They have issues identifying speech sounds and understanding how they relate to other letters and words (lack phonological awareness)

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8
Q

What is the typical IQ for someone with dyslexia?

A

The reading IQ score for someone with dyslexia is <70 but combined IQ is 100

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9
Q

How common is dyslexia? And more common if what?

A

3-7%

More common in males

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10
Q

Which brain area is related to dyslexia

A

left Hemisphere:
Inferior frontal gyrus
Inferior parietal lobe
Middle and ventral temporal cortex

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11
Q

What further problems can dyslexia cause?

A
  • learning difficulties, cant keep up with peers
  • social problems= low self-esteem, behavioural problems, anxiety, aggression.
  • increased risk of ADHD
  • problems as adults such as inability to reading affecting them from reaching their full potential
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12
Q

What causes dyslexia?

A
  • genes can affect this
  • neurological factors (such as the left hemisphere and brain regions)
  • environment (language and education at home)
  • the type of written language in their language is important. For example, english language has a complex links to sounds and written language making more problems for dyslexics.
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13
Q

What is mathematics disorder?

A

Problems in maths despite normal level of cognitive abilities (IQ)

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14
Q

Name a mathmatics disorder:

A

Discalcuila

This is problems with numbers and arithmetics specifically.

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15
Q

How often is mathmatical disorder and who is this more common in?

A

3-6%

Roughly equal in males and females

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16
Q

What is mathmatical disorder combined wth? What is this called?

A

With dyslexia

Comorbidity.

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17
Q

Explain what developmental co-ordination disorder is

A

Problems with motor co-ordination specifically.
Absence of general physical ability
Problems with object recognition and planning of movement
Issues writing, drawing, dressing and sports

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18
Q

What si the IQ of someone with development co-ordination disorder?

A

Normal IQ but absence of general physical ability

19
Q

How common is the developmental co-ordination disorder? And who is this more common in?

A

5% of child population have severe problems

Affects more boys than girls

20
Q

What is the future direction of classification of development issues.?

A

1 categories vs dimensions
= dimensions in classification systems would be more beneficial

2neglect of non-cognitive academic difficulties
The only academically relevant problem considered is learning difficulties. But the motivation problems at school are not considered or excessive negative academic emotions are not considered

3.need t consider the strengths and positive development instead of focusing on the negatives.

21
Q

Name the internalising difficulties

A

Anxiety disorders

Depressive disorders

22
Q

What are internal disorders?

A

Emotional problem focus, the problems fall from emotional problems

23
Q

How common are anxiety disorders?

A

5-10%

24
Q

Explain what externalising and attention deficit difficulties are

A

Conduct problems, oppositional behaviour

  • adhd
  • not in the individual but how they act
25
Q

How common are externalising and attention-deificit difficulties?

A

25% of pupils will have one of these at some point

26
Q

List the three subcategories of externalising and attention deficit difficulties

A

Conduct disorder
Oppositional deifant disorder
ADHD

27
Q

Explain conduct disorer

A
  • repetitive violation of other peoples rights or social norms (anti social behaviour)
  • aggression, theft, destruction of property
  • example is bullying
28
Q

Example of conduct disorder

A

Bullying

Physical verbal relational cyberbullying

29
Q

What are the three groups of symptoms in adhd

A

1 attention problems
2hyperactivity
3 impulsive behaviour

30
Q

How prevelant is adhd in school children

A

2-7%

5-15:

  1. 6% in boys
  2. 9% in girls
31
Q

Who is adhd more common in?

A

Boys

32
Q

Name the three presentations of adhd and the symptoms of each presentation

A

Inattentive
=easily distracted
Unorganised
Difficulty listening

Hyperactive/impulsive
=difficulty sitting still
Rush through tasks
Make rash decisions

Combined (both inattentive and hyperactive/impulsive)
= symptoms of both

33
Q

Name the causes of adhd

A
  • genetic factors
  • pre mature birth and low birthweight
  • specific infectious disease and toxic substances
  • traumatic brain injury
  • issues in neurotransmitter systems
  • neurological problems w execuative functions
34
Q

Consequences of adhd

A
  • negative factors on learning and educational attainment

- affects classroom managment

35
Q

Explain anorexia nervosa and how common and consequences and causes of this

A

= food restriction and low weight
Strong desire to be thin and having a fear to gain weight
Distorted body perception

  1. 9%-4.3% of women
  2. 2%-0.3% of men (typical to be higher as less likely to report)

Consequences:
- psychological and physical health affected

Causes:
-unclear (genetic, low se, desire for control)

36
Q

List the two sensory/ physical disabilities

A

Visual impairment

Hearing impairment

37
Q

Explain what cerebral palsy is

A

Movement disorder in early childhood
Symptoms consist of poor coordination, stiff muscles, weak muscles, trmeors

Can possibly have problems with sensation, vision, hearing, swallowing, speaking

38
Q

Explain the lack of coherance test for autism

A

Sentence completion test

Lack of coherance answer and coherant answer

39
Q

What are the codes of practise (phases of action) for SEN children in schools?

A

1 school action
2 school action plus
3 statutory assessment
4 statement of special educational needs

40
Q

Intervention examples

A

Consultation -> training ->prevention ->therapy

41
Q

When are assessments completed

A

When problems cannot be solved by teachers parents or learners

  • sch action not sufficient
  • referal to educational needs assessment to determine sch action plus or sen statement

Answers what th eproblem is and to see if the criteria of SEN is met

42
Q

Criteria for assessments

A

Reliability
Validity
Ecomony

43
Q

Types of performance tests

A

Intelligence tests
Tests for specifc cogntive functions
Academic acheivement tests

44
Q

Explain the 5x3 taxonomy of tasks

A 
core tasks 
1 assessment
2consultation
3training
4 intervention
5 research

Three levels
1 child and family
2 sch
3 local authority

MCQ PS118 (10 decks)

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