Midterm :/ Flashcards
How children were viewed in ancient Greek / Rome
disabled children were abandoned, scorned or put to death
How children were viewed before the 18th century
children were treated harshly and greatly ignored
How children were viewed by the end of the 18th century
interested in abnormal children began to surface
How children were viewed in 17th century
believed children should be thoughtfully cared for and not neglected and treated harshly
How children were viewed in 19th century
focused on caring, treating and training “mental defectives”
How children were viewed in late 19th century
mental illness was viewed as biological problems
How children were viewed in 20th century
reverted to believing that disorders could not be influenced by treatment or learning
Developmental paths/lines
the sequence and timing of particular behaviours as well as the relationships between behaviours
over time
Multifinality
various outcomes may stem from similar beginnings
Equifinality
similar outcomes stem from different
early experiences and developmental pathways
Bronfenbrenner’s model
environment is series of nested and interconnected structures with the child at the center
Ethics in research and clinical practice
-voluntary participation
-confidentiality and anonymity
-non-harmful procedures
Risk factors
a variable that precedes a negative
outcome of interest
-ex. parents divorce
Protective factors
a personal or situational
variables that mitigates a child developing a disorder
-resilience
Impact of genes and environmental
-genetics are possibly modified by the environment
-cognitive performance and social adjustment affected by disadvantaged backgrounds
Research designs for working with children
-epidemiological research
-incidents rates
-prevalence rates
Epidemiological Research
Study of incidence, prevalence, and co-occurrence
Incidence rates
Extent to which new cases of a disorder appear over time
Prevalence rates
All cases (new and existing) observed during a time period
Categorical classification systems
-mainly based on professional consesus
-pure categorical approach
- every diagnosis has a clear underlying cause
-each disorder is fundamentally different from other disorders
Dimensional classification systems
Many independent dimensions exist
DSM-5 limitations
-fails to capture the complex adaptations, transactions,
and setting influences
-gives less attention to disorders of infancy/childhood
-fails to capture the interrelationships and overlaps of disorders
Assessment techniques (approaches and challenges)
developmental disorder defined by cognitive and behavioural deficits that hinders everyday functioning
Intellectual Disability
-developmental disorder defined by cognitive and behavioural deficits that hinders everyday functioning
-limitation in intellectual functioning and adaptive behaviour which begins before age 18
Autism Spectrum Disorder
a disorder characterized by abnormalities in social behaviour, language and communication
skills, and unusual behaviours and interests
Childhood-Onset Schizophrenia
-onset before 18
-severe psychotic symptoms
-bizarre delusions
– hallucinations
– disordered thoughts
– grossly disorganized behaviour or catatonic behaviour
– extremely inappropriate or flattened affect
– significant deterioration or impairment in functioning
Communication Disorders
– Language disorder
– Speech sound disorder
– Childhood-onset fluency disorder
– Social communication disorder
Language disorder
-deficits in acquisition and use of language
-at least 12 month underdeveloped
-typically have delayed speech development, limited vocabulary, short sentences, simple grammatical structures
Causes of language disorder
genetics, brain, recurrent middle ear infection, extreme case of abuse (rare)
Speech sound disorder
-difficult with understanding or sound production
-problems with communication that interfere with life
-onset in early developmental period
- can attribute to cerebral palsy, cleft, plate, deafness, traumatic brain injury, medical or neurological conditions
Childhood onset fluency disorder
(A) Disturbance in fluency and time patterning of speech
with marked occurrences of one or more of:
-Sound and syllable repetitions
– Sound prolongations of consonants or vowels
– Broken words
– Audible or silent blocking
– Circumlocutions (substitutions)
– Excess physical tension
– Monosyllabic whole-word repetitions
(B) Disturbance causes anxiety about speaking
* (C) Onset is in the early developmental period
Social communication disorder
-persistent difficulties in pragmatics
– use of communication for social purposes
– switching communication style to meet demands of situation
– carrying on conversations
– understanding nonverbal information in context
Learning Disorders
–reading, writing, or mathematic skills remain constant
-impairments greatly affects academics and mental health
Presentation characteristics for disorders
a group of individuals with something in common—symptoms,
etiology, problem severity, or likely outcome—that makes
them distinct from other groupings.
Diagnostic characteristics for disorders
Nature of impairments in disorders
Prevalence of disorders
Onset and course of disorders
Comorbidities
-having more than one ilness at once
-ex. having depression and anxiety
Treatment approaches
-eclectic approach
-psychodynamic treatment
-behavioural treatment
-cognitive treatment
-behavioural cognitive treatment
Short-term prognoses
-likelihood or expected development of a disorder
Long-term prognoses
phonological
awareness
– recognition of the relationship between sounds and letters
– detection of rhyme and alliteration
– awareness that sounds can be manipulated within syllables
regulation
emotional:
enhancing, maintaining, or inhibiting emotional arousal
self:
balance between emotional reactivity and self-control
executive function
-difficulties with higher-order planning and regulatory behaviours
–weak drive for central coherence
-focus on parts of stimulus rather than global understanding
adaptive functioning
how effectively individuals cope with ordinary life demands and
how capable they are of living independently
