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Midterms Flashcards

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1
Q

Burns and Matson: An evaluation of the clinical application of the DSM 5 for the diagnosis of ASD

A

Changes in DSM-5 Have caused controversy.
Increased diagnosis rates despite tighter criteria from DSM IV to DSM 5
DSM 5 has better specificity decreasing “false Positives”
Those who have met criteria for DSM IV no longer meet criteria for DSM 5
Changes address heterogeneity of ASD in terms of symptoms, comorbidity, and developmental trajectory.

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2
Q

DSM 5 Major Changes

A

Eliminated Multi-Axial System
Replaced NOS to Other Specified or Nonspecified
Added and Eliminated disorders

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3
Q

Specific Learning Disability

A

(Not the full criteria but main points)
A. Difficulties in using academic skills or learning
B. Skills are below those with same chronological age
C. Difficulties begin during school age years.
D. Not accounted for by other issues
Specify: Reading, written expression, or math.
Specify: Mild, Moderate, Severe

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4
Q

Purpose of a Classification

A

Allows for communication
Treatment Planning
Comprehension
Access and Reimbursement

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5
Q

Categorical Model

A

Discrete Categories
Set number of symptoms for diagnosis
Problems: Illusions of boundaries’ stigma; insensitive in context

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6
Q

Schizophrenia in Childhood and Adolescence

A 
Historically Schizophrenia was geared towards adults in diagnostic criteria
Age of onset: 9-12
Unusual before ages 6-7
More often in males
Positive symptoms: Things added
Negative Symptoms: Things Removed
Rare
Phases: Premorbid, Prodromal, Acute/Active, Recovery, and Residual
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7
Q

Language Disorder

A

(Not full DSM criteria but the main points)
Refers to SPOKEN language (Vocal, written, ASL, etc)
A. Difficulty in use of spoken language across modalities (Ex: Reduced speech, limited sentence structure, impairments in discourse, etc.)
B. Language Abilities below age, impairment
C. Onset in early childhood
D. Not attributable to hearing or other impairments

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8
Q

DSM Changes for Schizophrenia

A

Subtypes Removed
Catatonia Specifier
Specifiers added to address episode, stage, and severity

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9
Q

Vulnerability Stress Model

A 
(Recall the water bucket diagram)
Transactional, no single factor
Genetic predispositions and life stress
Unable to manage stress
Strong Environmental Component
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10
Q

SIB

A

SIB: Repetitive behaviors which may result in self inflicted bodily injury.

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11
Q

Stereotypy

A

(seemingly) Nonfunctional repetitive motor movements

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12
Q

Barkley Model

A

For ADHD
Prepotent responses = Immediate reinforcement is available
Behavioral inhibition = Response to inhibition and interference control
Later emergence for executive functions
Core feature of ADHD is behavioral inhibition
Lower threshold to delay discount of impulse
Think of negative feedback loop

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13
Q

Matson and Kozlowski: The increasing prevalence of Autism Spectrum Disorders

A

Literature review on the debate about why there are increasing rates of ASD being documented
ESTIMATED 24.6% INCREASE IN DSM CRITERIA DIAGNOSES
Environmental components could be a cause
Cultural factors and awareness could contribute to increasing rates
Diagnostic criteria has ASD higher priority
Without controlling for change in DSM criteria, cannot make claims that increases are being observed

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14
Q

Einfeld Article: Comorbidity of ID and Mental Disorders in children and adolescents

A

Mental Disorders and ID = Substantial Disease
Study to see if rigorous methods could distinguish risk factors
Higher in conduct disorder
Looked at published studies, nine with acceptable methods were discovered
Comorbidity 30-50%
Comorbidity needs to be a component of treatment for both MD and ID services

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15
Q

Disorder

A

(No single solid answer)
Distress and disability in social, occupational, or other activities
Disturbance in cognition, emotion, regulation, or behavior

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16
Q

Matson and Neal: Psychotropic Medication use for challenging behaviors in persons with ID

A

Challenging behaviors are target for treating ID, Use of psychotropic meds seems to help lower those behaviors.
Little to no data/evidence about psychotropic treatment.
Considerations of alternative psychological based treatments and functional assessments

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17
Q

Age Difference Diagnoses for intellectual impairment

A 
Childhood/Adolescence= Intellectual Disability
Adulthood = Neurocognitive Disorder
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18
Q

Unspecified Intellectual Disorder

A

Over the age of 5
Severity cannot be assessed due to physical, motor, or behavioral problems
Rare

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19
Q

Autism Spectrum Disorder

A

(Not full DSM Criteria but the main points)
A. Persistent Deficits in social across contexts in reciprocity, nonverbal, developing and maintaining relationships
B. 2 RRBs
C. Symptoms in early development
D. Significant impairment in social, occupational, or other areas.
E. Not better explained by ID or DD or other diagnoses

20
Q

Tsai Article: DSM 5 Moves Forward Into the Past

A

DSM 5 merged subtypes of PDD into a single category of ASD which caused problems.
Subtypes cannot be reliably differentiated from one another
Analyze basis of assumption by examining comparative studies between AsD and AD.
AsD and AD should not be merged they are similar but still different.
Change not supported by this research

21
Q

Global Developmental Delay

A

Under age 5
Severity cannot be assessed
Fails to meet milestones in several areas
(Under ID)

22
Q

Iwata Article: Toward a Functional Analysis of Self Injury

A

Analysis of SIB in those with ID
Multiple Dimensions/Conditions
Play materials present vs. not
Experimenter demands high vs. low
Attention absent vs. contingent vs. Non contingent
Less SIB during unstructured play with no demand
50% show less SIB

23
Q

Silk Article: Conceptualizing Mental Disorders in Children: Where we have been and where are we going?

A

Abstract: Mental illness in children is bound in cultural and social ideas of what is healthy and what is not.
Scrutinize what it means for a child to be “Mentally Ill”
Develop informed and effective policies to benefit children.
History of child psychopathology

24
Q

Learning Disorders

A

IDEA
Good Correspondence with SPED classifications
Disorder in one or more of the basic psychological processes
Haven’t changed from DSM IV just now have specifiers

25
Q

Communication Disorders

A 
Speech/Language Impairment
Language Disorder
Speech Sound DIsorder
Childhood Onset Fluency Disorder
Unspecified Communication Disorder
Most will be assessed by an SLP not a school psych
26
Q

Kim Et Al: A comparison of DSM IV PDD and DSM 5 ASD prevalence in an epidemiologic sample

A

Changes in criteria affect prevalence, research, diagnostic processes, etc.
Researchers did an ASD screening questionnaire and interview
Best estimate diagnoses were using DSM5
DSM 5 PREVALENCE OF ASD = 2.2%
People with prior diagnoses in DSM IV met criteria for DSM 5
Most excluded were those with PDD that were higher functioning

27
Q

McGill Article - PSW Model

A 
IQ tests and performance on subtests (Patterns of strengths and weaknesses)
More specificity less sensitivity
Clinical judgement
Cognitive scores aren't reliable 
Not a lot of content
Can potentially be a good theory.
28
Q

Dombrowski Article = Ethical and Empirical Considerations in Identification of Learning Disabilities

A

RTI is great but to supplement info from standardized tests and use together.
Disproportion of minorities and low SES students being diagnosed
Discussion of Discrepancy model

29
Q

Intra-Individual Discrepancy Model

A

Subtest Scatter is marker for unexpected under achievement
Cognitive profile will lead to better treatment
Used in districts in the Wasatch front
Problems: Full scale is more reliable; can not match intervention to cognitive profile; Not the best option

30
Q

Dimensional Model

A

Empirical
Based on piston on dimension relative to normative group
Independent dimensions of behavior

31
Q

Developmental Model

A

Patterns of adaptation and coping
Diagnosis relative to normative developmental milestones
Challenge in mapping out “Normal”

32
Q

Furniss and Biswas Article: Recent research on aeteology, development, and phenomenology of SIB in people with ID: A systematic review and implications for treatment

A

Reviews empirical research on the etiology and early development, function, and phenomenology of SIB and discusses the implications for improving the effectiveness of interventions on behavior.
32% OF ID ENGAGED IN SIB
Operant Behavior

33
Q

Riglin Article: Developmental contributions of schizophrenia risk alleles and childhood peer victimization to early-onset mental health trajectories

A

(Peer victimization = Bullying)
Genes alone are insufficient
Trajectory altering events
Influence of psychiatric risk for schizophrenia on early onset mental health trajectories and exposure to bullying.
Association between PRS and risk of emotional problems in childhood NOT adolescence
Peer victimization was assessed by interview

34
Q

Speech/Sound Disorder

A

(Not full criteria but the main elements)
A. Difficulty in speech production
B. Limitations in effective communication
C. Not attributable to other factors.
(Takes place of the DSM IV disorder: Expressive and Mixed Disorders)
Considered an articulation disorder

35
Q

ASD Differential Diagnosis

A 
Rett Syndrome
Selective Mutism
Language Disorders 
ID
Stereotypic Movement
ADHD
Schizophrenia
36
Q

ASD Developmental Factors

A 
Genetic
Abnormal cell growth
Cortical Thinning in mirror neurons
Decreased cerebellum function
Atypical Brain Connectivity
Increased Serotonin and Dopamine
Prenatal Issues
37
Q

Childhood Onset Fluency Disorder

A

(Not the full DSM Criteria but the main elements of it)
A. Deficit in fluency and time patterning of speech
B. Anxiety in speaking
C. Onset during early developmental period
D. Disturbance not attributable to other factors.
(Replaces Stuttering in DSM IV - same criteria with a few additions)

38
Q

ADHD

A

(Not the full DSM Criteria but the main elements of it)
A. Persistent pattern in inattention/Hyperactivity by having 6 or more of the following: Attention: Avoiding work, losing things, fails to give attention to details, sustain attention, etc.
Hyperactivity (Six or more) Fidgets or squirms, Feels restless, unable to be quiet, “on the go” etc.
B. Presents symptoms before age 12
C. Inattentive or hyperactivity symptoms present in two ore more settings
D. Clear symptoms interfere with quality of functioning
E. Isn’t better described by another disorder or issue.

39
Q

Lee Article: Few Preschool Boys and Girls with ADHD are Well-Adjusted During Adolescence

A

Areas of adjustment that suffer: Social
ADHD individuals do well in academics
Longitiudinal study was done
Study supports prospective association between early ADHD and negative adolescent outcomes

40
Q

Egger Article: Epidemiology and Diagnostic Issues in Preschool ADHD

A

2-7% (ABOUT FIVE PERCENT) ADHD IN PRESCHOOLERS
Areas of impairment assessed
Diagnose as young as two years old (used normative comparisons)
Boys more likely to be diagnosed in preschool.
Preschoolers with ADHD are impaired
Combined type more prevalent in older preschoolers

41
Q

Sibley Article: DSM 5 changes enhance parent identification of symptoms in adolescents with ADHD

A

Changes in elaborative symptoms, elaborative definition, parents found more symptoms in children
Over half the sample experienced increased symptom endorsement when changing texts

42
Q

Matte Article: A Field Trial in a Large Representative Sample of 18-19 Year Olds

A

Change in presentation
Adults - Inattentive
Children - Hyperactive
27% INCREASE IN ADULTS USING NEW CRITERIA FOR ADHD
Prevalence 3.55% compared to 2.8% in DSM IV
Best fit for ADHD symptoms

43
Q

Stereotypic Movement Disorder

A 
(Not a fully extensive description)
A. Repetitive, driven, apparently purposeless motor behaviors
B. Interferes with activities
C. Onset during development
D. Not due to other disorders
Specify 
With SIB 
Without SIB
Mild, Moderate, Severe
44
Q

Social (Pragmatic) Disorder

A

(Not full DSM Criteria)
A. Difficulties in social use of verbal and nonverbal communications
B. Deficits result in functional limitations
C. Onset in early developmental period
D. Not attributable to other issues

45
Q

IQ Achievement Discrepancy Model

A

IQ and Cognitive Test given
Poor achievement is unexpected due to higher IQ
Problems: Similarities with students with LD and without.
Concerns: May not show discrepancy but need support (Wait to fail)

46
Q

RTI

A

Aspects of low achievement
Nonresponsiveness to instruction
Improvements in reliability
Using RTI alone cannot distinguish slow learners from LD students.

47
Q

Intellectual Disability

A

(Not full Criteria)
A. Limitations in both intellectual functionin and adaptive behavior
B. Before age 18
C. Adaptive functioning deficits (Communication, social participation, and independent living)

Mild (Minority overrepresentation)
Moderate
Severe (Often Organic)
Profound (Organic)

Child Psychology (1 decks)

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