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Brain and Behavior > Lectures 84, 85: Childhood and ADHD/Autism > Flashcards

Lectures 84, 85: Childhood and ADHD/Autism Flashcards

1
Q

Symptom domains of ASD (2)

A

Social/communication deficits, restricted/repetitive behaviors

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2
Q

Social/communication deficits includes…

A

Social/emotional reciprocity; non verbal communication; maintaining/developing relationships

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3
Q

Restricted, repetitive behaviors includes…

A

Stereotyped speech; routines; fixated interest; sensory input hyper/hyporeactivity

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4
Q

T/F: Seizures can be seen in ASD?

A

True!

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5
Q

Besides social-communication deficits and restricted/repetitive behaviors, what else is required for an autism diagnosis?

A

Symptoms must be present in early childhood and limit/impair everyday functioning

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6
Q

Which is more important/necessary for autism diagnosis: social-communication deficits or restricted/repetitive behaviors?

A

Social-communication deficits (requires 3 out of 3 symptoms)

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7
Q

How early can an autism diagnosis be made? Advantage?

A

12 - 18 months; early intervention = better outcome

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8
Q

What is the most important “risk alert” for ASD?

A

Joint attention: child wants to pay attention to the same thing that you’re paying attention to

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9
Q

What are the behaviors included in joint attention? (3)

A

Pointing (look at this!), bringing and showing, responding to adult point

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10
Q

Are the rates of autism rising? (3 reasons)

A

Unlikely: there are broadened diagnostic criteria, younger age of diagnosis, improved sensitivity

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11
Q

Genes or environment more important for development of autism? (heritability %)

A

Genes! 90%, more than really any other psychiatric conidtion

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12
Q

Environmental factors and autism? (2 examples)

A

Parental age, toxins

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13
Q

Are there any single genes that cause autism?

A

Yes: very rare variants accounting for

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14
Q

Besides rare genetic mutations, what other genetic model can account for autism?

A

Large number of common genetic variations (SNPs)

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15
Q

Genes related to ASD tend to impact…

A

Glutamate synapse (including post synaptic response)

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16
Q

Potential novel target for ASD based on etiology?

A

IGF

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17
Q

Symptom buckets for ADHD (2). How many symptoms of each? Relation to subtypes (3)?

A

Inattention, hyperactive/impulsive; 6; predominantly inattentive, predominantly hyperactive, combined

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18
Q

What symptoms of ADHD often persist with age? Which ones improve?

A

Cognitive/executive problems; hyperactivity

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19
Q

Neurobiology of ADHD (NE and DA)

A

NE: enhances relevant signals in prefrontal region; DA suppresses irrelevant signal in prefrontal region

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20
Q

Heritability of ADHD (%)

A

75%

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21
Q

One structural and one functional difference in ADHD

A

Smaller prefrontal cortex volume; less efficient processing via decreased activity in ACC

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22
Q

Two reasons to treat ADHD

A

Minimize core symptoms; alter course of other disorders

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23
Q

Are treatments for ADHD effective?

A

Yes!

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24
Q

Four simple environmental modifications for ADHD

A
  1. Structure environment; 2. Simplify communication; 3. Use external aids/reminders; 4. Pyschosocial interventions (social skill training)
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25
Q

How are methylphenidate and amphetamine similar and different?

A

Methylphenidate and amphetamine block reuptake, amphetamine also blocks uptake into vesicles and DA release

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26
Q

Newborn: motor

A

Basic reflexes (moro, rooting plamar, Babinksi), some head lifting

27
Q

Newborn: social

A

Temperament apparent at birth

28
Q

Newborn: verbal/cognitive

A

Crying, limited response to voice

29
Q

6 months: motor

A

Primitive reflexes diminish (Moro, rooting and palmar gone); Posture: lifts head, rolls, sits; Picks/passes toys

30
Q

6 months: social

A

Smiles, stranger danger

31
Q

6 moths: verbal/cognitive

A

Orients to voice, babbles, some memory improvement

32
Q

1 year: motor

A

Walking, pointing

33
Q

1 year: social

A

Separation anxiety, can follow commands

34
Q

1 year: verbal/cognitive

A

Mama, dada; object permanence

35
Q

2 years: motor

A

Run, climb stairs, copy a line

36
Q

2 years: social

A

Terrible twos: says “no”, ambivalence, parallel play

37
Q

2 years: verbal/cognitive

A

200 words, 2 word sentences

38
Q

3 years: motor

A

Ride a tricycle, copy a circle, toilet trained

39
Q

3 years: social

A

Can be away from caregiver comfortably, gender developed

40
Q

3 years: verbal/cognitive

A

1000 words, complete sentences

41
Q

Latency: motor

A

Moves and functions as an adult

42
Q

Latency: social

A

Sexual preference, learning what they are good at, more empathy

43
Q

Latency: verbal/cognitive

A

Learn to write, better at attention and self-regulation, concrete (logical) thought begins

44
Q

Adolescence: motor

A

No motor development, but growth during puberty

45
Q

Adolescence: social

A

Identity determination; increase in risk taking behavior

46
Q

Adolescence: verbal/cognitive

A

Ability to abstract and see a problem from other people’s points of view

47
Q

Piaget’s Stages (4)

A

Sensorimotor, pre-operational, concrete operations, formal operations

48
Q

Sensorimotor stage

A

0-2; no language/symbols; “intelligence” means sensory exploration of env’t
and learning how to manipulate body

49
Q

Pre-operational stage

A

3-6; language without logic, magical thinking; still egocentric

50
Q

Concrete operations

A

7-12; logical thought

51
Q

Formal operations

A

13+; logic + abstract thought

52
Q

Erikson: conflict of infancy

A

Trust vs mistrust

53
Q

Erikson: conflict of toddlers

A

Autonomy vs shame and doubt: parents must let kids explore

54
Q

Erikson: conflict of preschool

A

Initiative vs guilt: doing more elaborate tings involve planning, guilt if it doesn’t go well

55
Q

Erikson: conflict of school age

A

Industry vs inferiority: preoccupied wit what they are good at

56
Q

Erikson: conflict of adolescence

A

Identity vs role confusion: who am I?

57
Q

Erikson: conflict of young adult hood

A

Intimacy vs isolation: who am I going to be with?

58
Q

Erikson: conflict of middle age

A

Generativity vs stagnation: am I being productive?

59
Q

Erikson: conflict of old age

A

Integrity vs despair: do I feel good about my accomplishments?

60
Q

Freud’s psychosexual stages (3) and basic description

A

Oral, anal, genital; development in terms of which body part provides the most pleasure at each age

61
Q

Oral stage

A

0-1; babies suck on everything

62
Q

Anal stage

A

1-3; preoccupied with bathroom, aware of

bowel control; focus on controlling things (but can’t accomplish full toilet training until age 3)

63
Q

Genital stage

A

3-5; interest in babies, opposite sex, playing with genitals

Brain and Behavior (56 decks)

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