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FRHD 2110 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

Define: Intellectual disability

A

Immature reaction to environmental stimuli and below average social and academic performance

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2
Q

When is the “developmental period”?

A

Time between conception and 18th birthday

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3
Q

What is the new name for the American Association of Mental Retardation?

A

American Association of Intellectual and Developmental Disabilities

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4
Q

What are adaptive skills?

A

Conceptual, social and practical skills that people have learned so that they can function in their everyday lives

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5
Q

What percentage of people estimated to have an intellectual disability have a mild intellectual disability?

A

75%

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6
Q

What increases the risk of having a child with down syndrome?

A

The older a mother is when she gives birth, the higher the risk of having a child with down syndrome.

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7
Q

Abnormality resulting from maternal ingestion of alcohol during pregnancy is called:

A

Fetal alcohol syndrome

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8
Q

What are some physical features of fetal alcohol syndrome?

A
  • Upturned nose
  • Thin upper lip
  • Smooth philtrum
  • Flat nasal bridge
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9
Q

List several primary disabilities associated with Fetal Alcohol Syndrome:

A
  • Impulsive actions
  • Money and time problems
  • Slow thinker
  • Resistant to change
  • Poor judgement
  • Poor memory
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10
Q

List several secondary disabilities associated with Fetal Alcohol Syndrome:

A
  • Poor social relationships
  • Mental health issues
  • Irritability/ fatigue
  • Anger, aggressiveness
  • Self-Destructive
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11
Q

Define: Metal-cognition

A

Awareness of strategies needed to perform task and ability to self-regulate

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12
Q

List the types of Neurodevelopmental disorders:

A
  • Autism spectrum disorders
  • Attention deficit hyperactivity disorder
  • Learning disabilities
  • Intellectual developmental disorders
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13
Q

Define: Sensitive period

A

Period of time that is optimal for development of particular capacity

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14
Q

Define: Critical Period

A

Limited time span during which children are biologically prepared to display adaptive pattern of development

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15
Q

Define: Plasticity

A

Brain’s ability to change

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16
Q

What are the different aspects of a diagnoses?

A
  • Severity
  • Duration
  • Pervasiveness
  • Degree of impairment
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17
Q

List 4 types of attachment patterns:

A
  • Secure
  • Avoidant
  • Anxious
  • Disorganized
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18
Q

Discuss reactive attachment disorder:

A
  • Inadequate caregiving
  • neglect
  • emotionally withdrawn
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19
Q

Discuss disinhibited social engagement disorder:

A
  • Child willing to accept strangers who are not attachment figures.
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20
Q

What is the theory of the mind?

A

Study of one’s ability to understand one’s own or another person’s mental state, perspective taking, empathy

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21
Q

_____ shift focus from family to peers.

A

Adolescents

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22
Q

List three processes of the social brain:

A
  • Neocortical areas process sensory information
  • Sensory systems help us predict others’ behaviour based on physical movements.
  • Higher cortical areas let us construct an inner model of our social world.
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23
Q

What is an autism spectrum disorder characterized by?

A

Characterized by:

  • difficulty in social interactions
  • communication
  • stereotypical and or repetitive behaviours
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24
Q

At what age do symptoms of Autism spectrum disorder (ASD) emerge?

A

8-12 months

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25
Q

What are some features of conduct disorder (CD)?

A
  • Actively violate the rights of others and the rules of society
  • behaviour gets more violent/destructive as they age
  • Can include physical fights, destroying property, breaking laws
  • show a lack of connectedness
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26
Q

What is Oppositional defiant disorder (ODD)?

A
  • Children show anger and defiance but do not act violently towards others or destroy property.
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27
Q

______ adjustment is a big factor of wellbeing.

A

Psychological

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28
Q

What are four actions that benefit one’s health?

A
  • Sleep
  • Exercise
  • Eat well
  • Spend time with friends
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29
Q

Define: Cohesion

A

Emotional closeness felt toward family members (don’t want to be too close as this may cause separation anxiety)

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30
Q

Define: Flexibility

A

Ability to change and adapt

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31
Q

Define: Communication

A

sharing information, ideas, and feelings

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32
Q

How to take a professional approach with families:

A
  • Empathize
  • Value individuals, and diversity
  • Communicate regularly
  • Consider family situation
  • Invite family participation
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33
Q

What is family conferencing?

A

A process of collaborative planning in situations where decisions need to be made for children or youth.

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34
Q

What is full inclusion?

A

Student w/E being places in neighbourhood schools, and in general classrooms

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35
Q

Arguments in favour of full inclusion:

A
  • Labelling is harmful to people
  • Separate education has not been shown to be effective
  • Students w/E should be viewed as a minority group
  • Ethics are more important than empirical evidence
  • Fosters awareness, exposure, and acceptance
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36
Q

Arguments against full inclusion:

A
  • Teachers are spread thin trying to reach students w/E at the same time as the other children
  • Not relying on scientific evidence is irresponsible
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37
Q

Define: Modifications

A

Any kind of change

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38
Q

Define: Accomodations

A

Making some kind of change that does not impact the difficulty (level remains the same)

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39
Q

Define: Adaptations

A

Some modification that results in a less difficult material. Changes in content.

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40
Q

List the best practices of inclusion:

A
  • Research based
  • Family centred
  • Bias free
  • Transdisciplinary approach
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41
Q

Define: Culture

A

broad term reflects wide range of beliefs, practices and attitudes

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42
Q

List 5 Elements of culture:

A
  1. values and typical behaviour
  2. language or dialects
  3. nonverbal communication
  4. awareness of one’s cultural identity
  5. world views or general perspectives
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43
Q

Define: Subculture

A

A group that has beliefs and behaviours that are different from the main groups within a culture or society

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44
Q

Define: Socialization

A

The process by which people acquire the beliefs, values and behaviours considered desirable or appropriate by the society (or group) to which they belong

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45
Q

Define: Behavioural genetics

A

scientific study of how genotype interacts with environment to determine attributes

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46
Q

Define: Heritability

A

amount of variability in a trait that is attributable to hereditary factors

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47
Q

Define: Non-shared environment

A

Influences that people living together do not share, should make individuals different from each other

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48
Q

Define: Shared environment

A

influences that people living together share that should make individuals similar to each other

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49
Q

Define: Canalization

A

cases where genes limit development to a small number of outcomes

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50
Q

A prevailing philosophy in education concerns the ability to make personal choices,, regulate one’s own life and be a self-advocate. This concept is termed:

A

Self determination

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51
Q

A method of instruction in which the curriculum is delivered mainly in english at a level commensurate with need is referred to as:

a. Native Canadian emphasis
b. Protected english emphasis
c. Person centered approach
d. Sheltered english approach

A

d. Sheltered english approach

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52
Q

Two dimensions of behaviour disorder are:

a. internalizing and externalizing
b. withdrawal and disinterest
c. exterior and interior
d. hostility and aggression

A

a. internalizing and externalizing

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53
Q

According to the authors of the text, multicultural special education has two primary objectives:

a. ensuring that ethnicity is not mistaken for exceptionality
b. increasing visibility of people with exceptionality in the macro-culture
c. lobbying for services
d. increasing understanding of exceptionality as a micro culture.

A

a. ensuring that ethnicity is not mistaken for exceptionality
d. increasing understanding of exceptionality as a micro-culture

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54
Q

What are the arguments of those in favour of full inclusion?

A
  • The concept of full inclusion involves immersing students with exceptionalities into a general classroom. There are many arguments to support full inclusion. One argument to support it has to do with labelling being perceived as harmful. Labelling can be harmful because the person with the exceptionality may be mislabelled, and may internalize the label, which may negatively affect self perception. A second argument is that full inclusion fosters collaborative learning which fosters understanding and interpersonal skills for working with a diverse group of people. Full inclusion may also help to build tolerance to accept people who are different. People with an exceptionality should be viewed as any other minority group whose difficulties become a problem for the rest of society which can foster discrimination and prejudice- and segregation could increase. The evidence to conclusively support special education is not fully developed therefore morals should dictate rather than specific evidence. Thus, a number of arguments can be used to support full inclusion.
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55
Q

Define: Conduct disorder

A

A disorder characterized by overt, aggressive, disruptive behaviour or covert antisocial acts, such as stealing, lying, and fire setting

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56
Q

What are the four components of assessing ADHD?

A
  • medical examination
  • Clinical interview
  • Teacher and parent rating scales
  • Behavioural observations
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57
Q

It is estimated that 3-5% of school age children have which disorder?

A

ADHD

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58
Q

In terms of ADHD; _____ outnumber ______ as much as 5 to 1

A

boys; girls

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59
Q

When a child suffers from ADHD, what areas of the brain are affected?

A
  • Frontal lobes
  • Basal ganglia
  • Cerebellum
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60
Q

Which neurotransmitters are involved with ADHD?

A
  • Dopamine

- Norepinephrine

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61
Q

Common co-existing conditions associated with ADHD are:

A
  • learning disabilities
  • Emotional or other behavioural disorders
  • Substance abuse
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62
Q

What are two types of treatment for ADHD?

A
  1. Psychosocial intervention (ie CBT, social skills training, support groups)
  2. Medical intervention (ie pharmacological)
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63
Q

What causes ADHD?

A
  • Heredity
  • Exposure to toxins
  • Imbalance in two neurotransmitters
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64
Q

What are some of the psychological and behavioural characteristics of learners with ADHD?

A

Barkley’s Theory:

  1. behavioural inhibition
  2. executive functioning
  3. time awareness and management
  4. persistent goal-directed behaviour
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65
Q

What are some medication considerations for learners with ADHD?

A
  • Scientific studies support the effectiveness of medication, and most authorities on ADHD favour its use
  • children should not be encouraged to see the medication as a replacement for self-initiated behavioural control
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66
Q

What are some things to consider with respect to early intervention for learners with ADHD?

A
  • Diagnosing ADHD in early childhood is difficult (young children typically have short attention spans and are motorically active)
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67
Q

What factors are important for preschoolers with ADHD?

A
  • principles of classroom structure
  • teacher direction
  • functional behavioural assessment
  • Contingency based self-management
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68
Q

What are some things to consider with respect to transition to adulthood for learners with ADHD?

A
  • adults with ADHD tend to have less positive outcomes than the general population in terms of employment, marriage and family, and general social well-being
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69
Q

What is a therapeutic technique often recommended for adults with ADHD?

A

Coaching

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70
Q

List a few behavioural disorders:

A
  • ADD
  • DBD
  • ADHD
  • Conduct Disorder
  • Oppositional Defiance Disorder
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71
Q

Characteristics of behavioural disorders:

A
  • Inappropriate behaviours
  • Inappropriate feelings
  • Difficulty with peer relationships
  • Difficulty with learning
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72
Q

How is EBD classified?

A
  • behaviour is extreme
  • behaviour is chronic
  • Behaviour unacceptable because of social or cultural expectations
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73
Q

What are two broad dimensions of behaviour?

A
  • Externalizing

- Internalizing

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74
Q
  • It is estimated that in the U.S. 6-10% of school age children have what disorder?
A

EBD (Emotional Behaviour Disorder)

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75
Q

What makes EBD difficult to identify?

A
  • The child is young and it is difficult to determine severity of problem
  • there is an error in teacher judgement
  • the child does not exhibit problems at school
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76
Q

List a few characteristics of someone with EBD:

A
  • Typically below average IQ (less than 90)
  • Underachievers
  • Aggressive, acting out behaviour (externalizing)
  • Immature, withdrawn behaviour (internalizing)
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77
Q

Define: Emotional and behaviour disorders

A
  • is more than a temporary, expected response to stressful events in the environment
  • is consistently exhibited in two different settings, at least one of which is school
  • is unresponsive to direct intervention in general education, or the child’s condition is such that general education interventions would be insufficient
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78
Q

How are emotional and behavioural disorders classified?

A
  • based on the primary dimensions of externalizing (acting against others) and internalizing (acting against self)
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79
Q

What are the causes of emotional and behavioural disorders?

A
  • causes are multiple and complex, seldom can a single cause be identified
  • Major causal factors include biology, family, school, and culture
80
Q

How are emotional and behavioural disorders identified?

A
  • Teacher judgement
  • students are below average in tested intelligence and academic achievement
  • Students exhibit externalizing or internalizing behaviour
81
Q

What strategies work best for emotional and behavioural disorders regarding major educational considerations?

A
  • systematic, data-based interventions
  • continuous assessment and monitoring of progress
  • provision for practice of new skills
  • treatment matched to the problem
  • multicomponent treatment
  • commitment to sustained intervention
82
Q

True or False: In regard to EBD: early intervention is often suggested but seldom practiced

A

True

83
Q

What is generalized anxiety disorder characterized by?

A
  • excessive anxiety and worry that has been present for more than 3 months
84
Q

What symptoms is generalized anxiety disorder associated with?

A
  • restlessness
  • easily fatigued
  • difficulty concentrating
  • irritability
  • muscle tension
  • sleep disturbance
85
Q

Define: Panic disorder

A

intense feeling of apprehansion

86
Q

Define: Social Anxiety disorder

A
  • marked fear about social situations
87
Q

Define: Agoraphobia

A
  • anywhere in public
88
Q

Define: Separation anxiety

A
  • feel distress when not with caregiver
89
Q

Define: School avoidance/phobia

A
  • fear, might complain of physical symptoms to avoid school
90
Q

What is the cognitive bias of people with generalized anxiety disorder?

A
  • more sensitive than others to perceived threat
  • tend to focus on negative information
  • Expect negative things to happen
  • Interpret ambiguous information as negative
91
Q

Is there a high prevalence of generalized anxiety disorder?

A
  • Yes
  • adolescents 25%
  • adults 18%
92
Q

Define: Obsession

A
  • unwelcome thoughts
93
Q

Define: Compulsions

A
  • behaviours that one must use to respond or quell the thoughts
94
Q

How is OCD characterized?

A
  • repetitive, intrusive thoughts (urges, images) and feelings followed by behaviours in response to these thoughts and feelings
95
Q

List the groupings of OCD (4)

A
  • Forbidden thoughts
  • Symmetry and ordering
  • Contamination and cleaning
  • Hoarding
96
Q

List two examples of mood disorders:

A
  • Depression

- Major depressive disorder

97
Q

What are some symptoms of depression?

A
  • worthlessness
  • loss of energy
  • social withdrawal
  • sleep problems
  • weight changes
98
Q

What is the prevalence of depression in males and females?

A

Males- 1/10

Females- 1/4

99
Q

3/4 people who have _____________ also meet criteria for other disorders

A

major depressive disorder

100
Q

What affects the onset of mood disorders?

A
  • environmental component
  • physiological changes
  • long-term chronic stress
  • Intergenerational transmission
101
Q

What is the macrophage theory of depression?

A
  • Changes in chemical components in the brain

- increases likelihood for depression

102
Q

How are mood disorders treated?

A
  • Pharmacological treatment
  • Electroconvulsive therapy
  • Psychosocial intervention (cognitive therapy, emotion focused therapy, psychodynamic therapy)
103
Q

How is Bipolar disorder characterized?

A
  • experiences of both depression and mania
104
Q

What is Bipolar I disorder?

A
  • meet criteria for at least one manic episode (lasts a week)
105
Q

What is Bipolar II?

A
  • Manic episodes last 4 days
106
Q

Define: Language

A

an arbitrary system of symbols used according to rules that determine meaning

107
Q

Define: Speech

A

neuromuscular activity

108
Q

Define: Communication

A

the process of sharing information (requires coding and decoding)

109
Q

Define: Syntax

A

way words arranged for meaning (E.g. use wrong method to make verb past tense; problem with pronoun- her did it)

110
Q

Define: Semantics

A

study of meaning of words (difficulty retelling stories that make sense to listeners)

111
Q

Define: Morphology

A

Study of word formation

112
Q

Define: Phonology

A

Study of individual sounds (Eg. boo for blue)

113
Q

Define: Pragmatics

A

Study how people use language in social situations (difficulty using language in specific social situations)

114
Q

What is the Etiology of Language disorders?

A
  • Structural abnormality

- Damage or maldevelopment of nervous system

115
Q

Define: Language problem

A
  • range of difficulties with linguistic code or with rules for linking symbols
116
Q

Define: Language Delay

A
  • Significant lags in language development
117
Q

Define: Language Disorders

A
  • Impairment or deviant development of comprehension or the use of a spoken, written or symbol system
118
Q

List four types of articulation disorders:

A
  • Omissions
  • Substitutions
  • Distortions
  • Additions
119
Q

List some speech disorders:

A
  • Articulation disorder
  • Voice disorder
  • Fluency disorder
  • Orofacial Deferct
  • Motor-Speech disorder
120
Q

Define: Dysarthria

A
  • group of speech disorders from impaired muscular control
121
Q

Define: Apraxia

A
  • inability to plan and coordinate speech, speech is slow, effortful and inconsistent
  • Person is aware of mistakes
122
Q

Define: Aphasia

A
  • Loss of ability to use language due to injury to specific area of the brain
123
Q

List 5 types of language and speech problems related to brain injuries.

A
  • Alexia
  • Anomia
  • Dysarthria
  • Wernicke’s aphasia
  • Broca’s aphasia
124
Q

Define: Alexia

A
  • lose ability to comprehend written words
125
Q

Define: Anomia

A
  • lose ability to recall or say names of some objects
126
Q

Define: Wernicke’s aphasia

A

sentences are garbled

127
Q

Define: Broca’s aphasia

A

can comprehend, but has difficulty responding

128
Q

What are some effective strategies related to education interventions for speech and language disorders?

A
  • Modelling
  • Expansion
  • Recasting
  • Repeat directive
129
Q

Define: Hearing Impairment

A
  • General term
  • any impairment with any part of transmission system (ear)
  • Restriction in change or frequencies, or distortion, failure to perceive sounds
130
Q

Define: Hearing Loss

A
  • deterioration in hearing
131
Q

Define: Deafness

A

Profound hearing loss

132
Q

How are hearing impairments classified by severity?

A
  • Mild: 24-40dB
  • Moderate: 40-60 dB
  • Severe: 60-90 dB
  • Profound: 90+ dB
133
Q

Define: Decibels (dB)

A
  • smallest differences in loudness intensity that can be perceived
  • Zero dB is the point at which average people can hear the faintest sound
134
Q

How are hearing impairments classified by site of loss?

A
  • Conductive

- Sensorineural

135
Q

Define: Conductive (HI)

A
  • mechanical problem in ear canal or middle ear that blocks the conduction of sound
136
Q

Define: Sensorineural (HI)

A

Damage to inner ear, auditory nerve, or auditory nerve pathways

137
Q

How are hearing impairments classified by etiology?

A
  • congenital or adventitious
138
Q

How are hearing impairments classified by age of onset?

A
  • pre-lingual or post-lingual
139
Q

What are some hereditary factors leading to hearing impairment?

A
  • Infections
  • Very loud noise, certain drugs
  • Meniere’s disease
  • various brain and nerve disorders (E.g. stroke)
140
Q

In children, ______ nerve can be damaged by mumps, German measles, meningitis, inner ear infections

A

auditory

141
Q

Define: conductive HI

A

Malfunction along conductive pathway (outer, middle ear)

142
Q

Define: Sensorineural HI

A

Malfunctioning of inner ear

143
Q

What are the developmental consequences of Hearing Impairment?

A
  • Social/emotional isolation
  • Communication
  • Academic (many ppl with hearing loss have language deficiencies that limit reading comprehension and oral skills)
  • Family (Deaf children of deaf parents usually have more positive outcomes than deaf children of hearing parents)
144
Q

What interventions can be used to aid hearing?

A
  • Cochlear implant
  • Hearing Aids
  • Captioning
  • Educational approaches (total communication, bicultural-bilingual, auditory-verbal, auditory-oral)
145
Q

Define: Acuity

A

Smallest image that is distinguishable

146
Q

Define: Field (vision)

A
  • area of vision

- normal = 180 degrees

147
Q

Define: Legally blind

A

20/200 person can see at 20ft what normal can see at 200ft

148
Q

List a few vision problems:

A
  • Refraction
  • Myopia
  • Hyperopia
  • Astigmatism
  • Strabismus
  • Nystagmus
  • Retinitis pigmentosa (night blindness)
149
Q

List a few causes of vision problems:

A
  • Diabetes (most common cause of blindness in US)
  • Infection
  • Retinopathy of prematurity
  • Retinal Disorders
  • Cataracts
  • Glaucoma
150
Q

How are vision problems classified?

A
  • By degree (Mild, moderate, severe)

- By etiology (congenital or adventitious)

151
Q

What is the etiology of vision problems?

A
  • Hereditary
  • Environmental
  • Biological
  • Refractive errors
  • Disturbances of ocular motility
152
Q

What intervention is used to treat vision problems?

A
  • Medical (eg. silver nitrate)
  • Technical (eg. enlarging devices, voice recognition)
  • Public (eg. accessible pedestrian signals)
  • Educational (Braille, visual stimulation, orientation and mobility)
153
Q

How are pervasive developmental disorders characterized?

A
  • characterized by severe and pervasive impairment in several areas of development:
  • reciprocal social interaction skills
  • communication skills
  • presence of stereotyped behaviour, interests, and activities
154
Q

What are some aspects of Autism?

A
  • Impaired social interaction
  • Impaired communication
  • restricted repertoire of activity and interests
  • Abnormal cognition
  • Abnormal sensory perceptions
155
Q

What symptoms are associated with Rett’s disorder?

A
  • Problems in gait or trunk movements
  • Impairment in expressive and receptive language
  • severe psychomotor retardation
156
Q

Which disorder is this?: Between 5-48 months, head growth decelerates, loss of hand skills, wringing of hands begins

A

Rett’s disorder

157
Q

What happens after birth to a child with Rett’s disorder?

A
  • Multiple specific deficits following a period of normal development after birth
158
Q

What is childhood disintegrative disorder?

A
  • marked regression in multiple areas following 2 years of normal development
159
Q

Which disorder can be identified by clinically significant loss of skills in 2 of the following categories:

  • expressive or receptive language
  • social skills
  • adaptive behaviour
  • bowel or bladder control
  • play or motor skills
A

Childhood disintegrative disorder

160
Q

True or false: Children with childhood disintegrative disorder exhibit same characteristics as Autism Spectrum Disorder

A

True

161
Q

How is Asperger’s disorder classified?

A
  • Sustained and severe impairment in social interaction
  • Restricted, repetitive patterns of behaviour, interests or activities
  • clinically significant impairment in social, occupational or other areas of functioning
162
Q

True or false: People with asperger’s disorder have many delays and deviance in language development and suffer from cognitive impairment.

A

False:

  • NO delays or deviance in language development
  • NO cognitive impairment
163
Q

Define: Executive functions

A
  • ability to regulate one’s behaviour through working memory, inner speech, control of emotions and arousal levels, analysis and communication of problems
164
Q

Define: Central coherence

A
  • inclination to bring meaning to stimuli by conceptualizing it as a whole
165
Q

Define: Theory of mind

A
  • ability to take another’s perspective, infer another’s feelings
166
Q

What are some developmental consequences of autism spectrum disorder?

A
  • Social isolation
  • Maladaptive behaviour
  • Peer relations
167
Q

Define: Severe disabilities

A
  • emotional disturbance
  • autism
  • intellectual disability
  • Cerebral palsy
  • deafness
  • deaf-blindness
168
Q

What abnormal behaviours are identified when someone has a severe disability?

A
  • fail to respond to social stimuli
  • Self-mutilation
  • absence of verbal control
  • my be physiologically fragile
169
Q

How are severe disabilities classified?

A
  • primary disorder or disability
  • secondary disorder
  • Morbidity
  • Comorbidity
  • Complicating
170
Q

Define: Morbidity

A

affected with disease

- the condition of being diseased

171
Q

Define: Comobidity

A

co-existing disorders or diseases

172
Q

Define: Complicating

A

eg. overweight, but physical disability makes it difficult to exercise

173
Q

Define: Disorder

A

Derangement or abnormality of function

174
Q

Define: Disease

A

any deviation from or interruption of normal structure or function

175
Q

Define: Syndrome

A

a set of symptoms occurring together (eg. ushers syndrome)

176
Q

What is the etiology of severe disabilities?

A
  • main factor or cause is injury to the CNS (trauma, drugs)

- small number result from genetic or chromosomal disorders

177
Q

Define: Traumatic brain injury

A
  • Open or closed injuries to the head
  • effects can range from mild to profound
  • cognitive and psychosocial problems
178
Q

How is cerebral palsy characterized?

A
  • paralysis
  • weakness
  • lack of coordination
  • motor dysfunction
179
Q

Define: Seizure

A

sudden alteration of consciousness, due to abnormal discharge of electrical energy in the brain

180
Q

What is the etiology of epilepsy?

A
  • Often unknown
  • genetic
  • head trauma
  • developmental disorder
  • prenatal injury
  • infectious diseases
181
Q

What are the symptoms of epilepsy?

A
  • Temporary confusion
  • A staring spell
  • Uncontrollable jerking movements of the arms and legs
  • Loss of consciousness or awareness
  • Psychic symptoms
182
Q

Define: Spina bifida

A

Congenital, failure of spinal column to close completely during fetal development

183
Q

In what disease is neurological impairment common, including:

  • Muscle weakness of the legs, sometimes involving paralysis
  • bowel and bladder problems
  • Seizures
  • Orthopedic problems
A

Spina bifida

184
Q

Define: Muscular dystrophy

A
  • hereditary disease, progressive weakness caused by degeneration of muscle fibres
185
Q

Define: Juvenile rheumatoid arthritis

A
  • systemic disease
  • persistant joint pain
  • swelling and stiffness
  • some children experience symptoms for a few months, others for the rest of their lives
186
Q

What is PTSD characterized by?

A
  • cognitive, behavioural, emotional, and physiological symptoms following traumatic or catastrophic event
187
Q

People with PTSD may experience trauma in which ways?

A
  • Directly
  • Witnessed
  • Learned of trauma experienced by a loved one
  • Firsthand exposure to aversive details
188
Q

Intrusive Symptoms of PTSD are:

A
  • recurrent, involuntary, intrusive distressing memories
  • recurrent, distressing dreams
  • dissociative reactions
  • intense or prolonged psychological distress to cues
  • marked physiological reactions to cues
189
Q

What are some alterations in arousal and reactivity associated with PTSD?

A
  • Irritable behaviours and angry outbursts
  • reckless or self-destructive
  • Hypervigilance
  • Exaggerated startle reflex
  • Problems with concentration
  • Sleep disturbance
190
Q

What are some risks for development of PTSD?

A
  • Functioning before trauma
  • Proximity to trauma
  • Brain and endocrine functioning
  • Cognitive appraisal and coping
  • Family functioning
191
Q

What are the 4 clusters of substance abuse?

A
  • Impaired control
  • Social impairment
  • Risky use
  • Pharmacological criteria (tolerance, withdrawal)
192
Q

Define: Tolerance (Substance abuse)

A
  • A need for markedly increased amounts to achieve desired effect
  • Diminished effect of same amount
193
Q

List 3 substance-induced disorders:

A
  • Intoxication
  • Withdrawal
  • Substance-induced mental disorder
194
Q

Define: Concurrent disorders

A

A mental health and a substance use disorder

195
Q

Define: Precocious

A

remarkable early development

196
Q

Define: Insight

A

ability to separate or combine information bits in new or useful ways; seeing into a situation and develop an understanding

197
Q

What is LDAO’s definition of a learning disability?

A
  • refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information

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