Neurodevelopmental Disorders Flashcards
1
Q
Why is the development of children important for parents and caregivers?
A
It ensures children can achieve their maximum potential and meet expectations for growth and success.
2
Q
Why is there a focus on understanding neurodevelopmental processes?
A
To address the concerns of guardians and provide support for those seeking to understand children’s development.
3
Q
Why are early years critical in child development?
A
Early experiences shape how we respond to the world and form relationships.
4
Q
What is the benefit of early intervention for developmental challenges?
A
Early support and corrections improve long-term outcomes for children.
5
Q
How do developmental factors complicate childhood pathology?
A
Typical developmental factors can make it harder to diagnose or differentiate between normal behavior and pathology.
6
Q
What is a key debate regarding psychopathology in infants?
A
Whether a baby can develop psychopathology or if the absence of a developed “self” prevents it.
7
Q
How are adult conditions connected to childhood development?
A
Many adult psychological conditions have roots in early developmental experiences.
8
Q
Why is early intervention important in child and adolescent pathology?
A
It helps prevent long-term consequences and promotes better outcomes through timely support.
9
Q
How does the self-other relationship change over time according to Sameroff’s model?
A
It evolves from being coregulated by others to becoming a fully formed, independent self.
10
Q
How do others influence our behavior over time?
A
Our behaviors are initially shaped by others, but this influence changes as we develop.
11
Q
What does Sameroff’s (2010) Biopsychosocial Continuity Model highlight?
A
It shows how interactions between self, family, culture, and institutions shape development over time.
12
Q
Why is individual psychopathology limited during infancy?
A
Because the self is not fully developed, limiting the capacity to regulate behavior.
13
Q
What does the model suggest about psychopathology in later development?
A
As the self evolves, individual psychopathology can become more apparent
14
Q
Why are young children more dependent on others emotionally?
A
They are more codependent and coregulated by others during early development.
15
Q
What are the three key reciprocal determinants of development according to Wilmshurst (2013)?
A
1) Environment, 2) Behavior, 3) Personal attributes.
15
Q
What does Winnicott’s Still Face Experiment suggest about infants?
A
“There is no such thing as a baby,” emphasizing that the mother-child relationship is central to the infant’s development.
16
Q
How do children influence their environment according to the Reciprocal Determinants model?
A
Through behavior and by developing cognitive strengths and personal attributes over time.
17
Q
What is the nature of the processes described in the Reciprocal Determinants model?
A
They are multidetermined and bidirectional, shaping who we become through interactions between behavior, environment, and personal factors.
18
Q
What happens when a child receives a negative evaluation at school?
A
They might act out, which challenges the environment and can reinforce further negative behavior, showing the bidirectional impact between behavior and surroundings.
19
Q
How does the child-environment interaction evolve with age?
A
Initially unaware, children gradually realize their potential to modify their environment and relationships as they grow older.
20
Q
What does Bronfenbrenner’s Behavioral Model emphasize about behavior?
A
Behavior occurs in a context influenced by multiple layers, including family, peers, community, and culture.
21
Q
What is the role of the chronosystem in Bronfenbrenner’s model?
A
It adds a temporal dimension, considering environmental events and life transitions over time.
22
Q
How do individual characteristics and broader systems interact in development?
A
While individual traits matter, behavior is shaped by interactions with family, peers, communities, and cultural systems.
23
Q
What happens as we age, according to Bronfenbrenner?
A
Our “selves” gradually emerge and intertwine with the capacity for individual psychopathology.
24
How does Bronfenbrenner’s model help in understanding behavior?
It encourages examining the influence of multiple systems, from the individual to cultural levels, over time to avoid oversimplified attributions.
25
Why is a biopsychosocial context important for understanding psychopathology?
It helps reveal complex developmental circumstances unique to each child, requiring careful consideration before diagnosing psychopathology.
26
How do cultural norms influence developmental expectations?
Culture shapes what is considered normal or typical development and can vary across time and contexts.
27
Why is the concept of normal development socially informed?
Expectations like when children should speak, work, or become parents differ by culture, showing how norms evolve over time.
28
What is a criticism of the Disruptive Mood Dysregulation Disorder (DMDD) diagnosis?
It pathologizes behaviors, like temper tantrums, which were once seen as typical developmental experiences for young children.
29
What does the inclusion of DMDD in the DSM-5 reflect about societal changes?
It may indicate a shift in tolerance for children's behaviors, influencing the definition of neurodevelopmental disorders.
30
What are key developmental milestones to assess if a child is on track?
Object permanence: 6-12 months
Say "mama" or "dada": 9-14 months
Walking: 9-17 months
Toilet training: 24-36 months
31
How does the ability to regulate emotions develop in children?
It is refined over time as children grow, making it normal for younger children to struggle with emotional control.
32
How do childhood experiences influence adulthood?
Childhood experiences, both positive and negative, shape adult outcomes and can serve as either protective or risk factors.
33
What is the "staircase" model in neurodevelopmental disorders?
It illustrates how experiences, such as trauma or positive interactions, travel from childhood into adulthood, influencing outcomes.
34
What role do within-child factors play in adult behavior?
They determine behavioral control, such as resisting instant gratification, and these patterns can persist into adulthood if formed early (e.g., by age 3).
35
How do trauma and neglect affect development?
Unresolved trauma or neglect can impair neurodevelopment and cause long-lasting damage, influencing adult psychopathology and future generations.
36
Why is early history-taking important in diagnosing adult psychopathology?
Developmental issues and childhood experiences often have a significant impact on adult mental health, requiring careful consideration.
37
Why is early intervention crucial in development?
It can alter life trajectories, reducing the risk of negative adult outcomes by developing functional skills early on.
38
What does the "capital model of human investment" emphasize?
Investing early in development, especially during preschool years, yields the highest returns for cognitive and non-cognitive skill-building.
39
How can targeted investments improve developmental outcomes?
By focusing on individuals with the highest needs and ensuring programs are accessible, investments can have a greater impact on changing life trajectories.
40
What is the benefit of learning at an early age according to this model?
"Learning begets learning" – early cognitive and non-cognitive skills facilitate future learning and development.
41
Why is co-designing programs with targeted groups important?
It ensures the programs meet the specific needs of individuals, maximizing the effectiveness of the intervention.
42
How does early investment compare to interventions at later stages?
Early investments outperform later ones in maximizing human capital and effectively changing developmental paths.
43
What factors should we consider when discussing childhood psychopathology and neurodevelopment?
Risk Factors
Protective Factors
Marker Variables (e.g., comorbidity)
Contexts
Prevention and intervention research
44
What key elements are important when assessing a child?
The child’s experience, the parents' experience, and how these experiences are interpreted.
45
Why are early interventions essential for promoting well-being?
Early interventions can shape developmental experiences, positively impact childhood psychopathology, and help prevent adult mental health issues.
46
How do protective factors influence childhood psychopathology?
Protective factors can buffer against risks, fostering healthy development and reducing the likelihood of future mental health issues.
47
What role does early prevention play in long-term mental health?
It helps address developmental challenges early, improving outcomes across the lifespan and promoting long-term well-being.
48
What is the prevalence of mental illness among children under 18 in Australia?
1 in 7 children have experienced a mental illness.
49
At what stage do mental illnesses often emerge in young people?
Adolescence and by the age of 25, with early signs like the prodromal phase of schizophrenia.
50
s support for children with mental illness in Australia uniform regardless of diagnosis?
No, support varies depending on the diagnosis, and not all conditions qualify for subsidized care.
50
Which groups in Australia are at higher risk for mental illness?
Children from refugee backgrounds and Indigenous Australians.
51
How does a diagnosis help children with mental illness access care?
It acts as a gateway to treatment, which is crucial for early intervention in psychopathology.
52
Are all mental health conditions covered by Medicare-rebated psychological care in Australia?
No, conditions like ADHD and conduct disorder may not be eligible for subsidized care.
53
Are boys more frequently diagnosed with Autism Spectrum Disorder (ASD) than girls?
Yes, epidemiological data show more boys are diagnosed with ASD than girls.
54
What is the main objective of the DSM-5 changes?
To emphasize developmental links through a lifespan approach, focusing on commonalities and continuity across ages.
55
What two new disorders were added to the DSM-5?
Social Communication Disorder (SCD) and Disruptive Mood Dysregulation Disorder (DMDD).
56
How does the DSM-5 reorganize anxiety disorders?
It treats anxiety as a condition that can manifest across the lifespan, rather than separating child and adult anxiety into distinct chapters.
57
What adjustments were made to ADHD diagnosis criteria in the DSM-5?
Later onset can now qualify for an ADHD diagnosis.
58
What new PTSD subtype was introduced in the DSM-5?
A subtype for children younger than 6 years of age (TSR disorder).
59
How did the DSM-5 change the classification of Asperger's syndrome?
It was removed as a separate subtype and included under the Autism Spectrum Disorder (ASD) umbrella, allowing for diagnosis with later or milder onset.
59
What is the global critique of the DSM-5’s changes to developmental issues?
Merging child and adult conditions risks overlooking important developmental considerations for children during diagnosis.
60
How does the DSM-5’s treatment of anxiety raise concerns?
By merging childhood and adult anxiety, it risks inadequate assessment of childhood-specific anxiety patterns.
61
What mixed reactions have emerged about removing ASD sub-classifications?
While the old scheme was ineffective, the new grouping is criticized as too heterogeneous, potentially undermining clinical utility.
62
What challenges does the heterogeneity of ASD present?
It complicates diagnostic criteria, and future sub-divisions may still be needed to address genetic and biological diversity.
63
What is the criticism about including Asperger's syndrome under ASD?
Asperger's may have enough differences to argue against its inclusion, with concerns that ASD as a category is too broad.
64
What is Allen Frances’ main critique of the inclusion of DMDD in DSM-5?
He argues that it medicalizes typical temper tantrums and risks increasing the overuse of antipsychotics in children.
65
What concern does Frances raise about the DSM-5 scientific review group?
He criticizes the group for approving DMDD with insufficient evidence and without properly considering the risks.
66
Why does Allen Frances oppose medicating children for DMDD?
Many studies are conducted on adults, and the impact of medications on developing brains is not well understood, posing significant risks.
67
What issue does Frances highlight about diagnosing DMDD?
The diagnostic process lacks sufficient scientific rigor to justify DMDD’s inclusion in the DSM-5 manual.
68
How are externalizing and internalizing disorders different in children?
Externalizing disorders involve acting out in public (e.g., disrupting boundaries), while internalizing disorders focus on internal thoughts and emotions.
69
What are examples of externalizing disorders in children?
Oppositional Defiant Disorder and Conduct Disorder.
70
What are examples of internalizing disorders in children?
Anxiety, Mood, and Somatic Disorders.
71
What disorders are classified under basic functions?
Sleeping, eating, and toileting disorders.
72
Which disorders are grouped as neurodevelopmental disorders?
Intellectual Disability, Autism Spectrum Disorder (ASD), and ADHD.
73
What conditions fall under disorders of neglect?
Abuse, Trauma, and Adjustment Disorder.
74
What are the two main criteria for diagnosing Autism Spectrum Disorder (ASD)?
Social Communication and Interaction Deficit
Restricted and Repetitive Behaviors and Interests
75
What challenges are included under social communication and interaction deficits in ASD?
Difficulty making and maintaining relationships
Difficulty developing a theory of mind
Lack of reciprocity in social interactions
76
What are examples of restricted, repetitive behaviors and interests in ASD?
Stereotyped behavior patterns, routines, rituals, tics
Restricted interests and preoccupations
Resistance to change and difficulty adjusting
77
What percentage of people with ASD also develop epilepsy?
Approximately one-third of cases.
77
What are some additional clinical features of ASD?
Unique cognitive profile
Language delays
Difficulty appreciating humor, sarcasm, and social cues
Sensitivity to environmental stimuli
Poor motor coordination
Hypo- and hyper-sensitivity
77
How does sensory sensitivity manifest in individuals with ASD?
They may have intense negative reactions to noises, cluttered visual stimuli, and chaotic environments.
78
What are the two key points highlighted about ASD’s diagnostic criteria?
Hallmark criteria are essential for diagnosis.
The heterogeneity of ASD allows for a wide range of clinical presentations under the same criteria.
79
What does Criterion A of the DSM-5 for ASD focus on?
Persistent deficits in social communication and social interaction across multiple contexts.
80
Why is categorizing ASD challenging?
Because ASD presents a highly variable spectrum of symptoms and severity levels.
81
What is the challenge with diagnosing ASD based on social and emotional reciprocity?
There is significant variability, ranging from abnormal back-and-forth communication to a complete failure to initiate or respond to social interactions.
82
What issues arise with interpreting Criterion A for ASD?
Components such as social communication and interaction are highly variable, leading to heterogeneity in clinical presentations.
83
What does Criterion B of the DSM-5 for ASD focus on?
Restricted, repetitive patterns of behavior, interests, or activities.
84
How does heterogeneity affect diagnosing ASD?
The broad range of presentations makes it challenging to categorize all cases using the same diagnostic criteria.
85
How many of the behaviors listed under Criterion B must be present for a diagnosis?
At least two behaviors must be present, either currently or by history.
86
What are examples of behaviors listed under Criterion B for ASD?
Stereotyped or repetitive motor movements, speech, or object use (e.g., echolalia, lining up toys)
Inflexible adherence to routines or rituals (e.g., extreme distress with changes)
Highly restricted, fixated interests (e.g., attachment to unusual objects)
Hyper- or hypo-reactivity to sensory input (e.g., adverse response to specific sounds or textures)
87
What does Criterion C of the DSM-5 for ASD address?
It concerns when the symptoms emerged, stating they must be present in early development, though they may not manifest until social demands exceed a child’s abilities.
88
What challenge does Criterion B present in ASD diagnosis?
The wide range of behaviors and sensory responses captured under this criterion reflects the variability and heterogeneity in ASD presentations.
89
What does Criterion E require before diagnosing ASD?
Careful consideration to rule out intellectual disability, global developmental delay, or other developmental issues that may explain the symptoms.
89
What does Criterion D of the DSM-5 for ASD refer to?
Criterion D addresses that symptoms must cause clinically significant impairment in important areas of functioning.
89
How does Criterion C account for "masked" ASD symptoms?
Some symptoms may not be obvious because individuals may develop coping strategies to reduce the visibility of their difficulties, making retrospective diagnosis necessary.
90
Why is early management of ASD important?
Early intervention can impact outcomes in adulthood, such as independent living and employment opportunities.
90
What is the key takeaway regarding the flexibility of ASD diagnosis in the DSM-5?
The DSM-5 allows for flexibility in diagnosing ASD, acknowledging that individuals with ASD may share some features but not all, reflecting the variability of the disorder.
91
Why is ASD not considered curable?
It is a lifelong condition that requires ongoing support and management.
92
What challenge does the heterogeneity of ASD present to research?
The broad and variable nature of ASD makes it difficult to pinpoint causes, mechanisms, and effective treatments.
92
What do the NCAEP and NSP reviews reveal about therapies for ASD?
There is substantial overlap in the therapies identified as effective and evidence-based across both reviews.
93
How can interventions leverage the strengths of individuals with ASD?
By using their visual, non-verbal abilities, and unique interests to engage them in learning and development.
93
What organizations recommend evidence-based practices (EBPs) for ASD?
The National Clearinghouse of Autism Evidence and Practice (NCAEP) and the National Standards Project (NSP).
94
Why is it important to align therapies with individual goals in ASD treatment?
Tailoring therapy to individual concerns and goals ensures the treatment is meaningful and effective for the person with ASD.
94
What are some key strategies for managing ASD?
Psychoeducation
Family-based management
Structured teaching
Behavioral treatment
Functional behavioral analysis with positive behavioral plans
Planning for life transitions
Psychopharmacological treatment
95
How does promoting social adjustment benefit individuals with ASD?
t helps create an inclusive environment, supporting people with ASD and extending to other areas like dementia care.
96
How can EBPs be used in ASD treatment?
Therapies should be framed according to the individual’s needs and goals, allowing for collaborative treatment planning.
96
What does EBP stand for?
Evidence-Based Practices.
97
What are some ineffective or unproven treatments for ASD?
Sensory integration training
Facilitated communication
Gluten- and casein-free diets
Omega-3 fatty acids, vitamins, chelation, and immunoglobulin
Rejecting vaccination (discredited and based on misconduct)
98
What did the QUT research focus on regarding ASD and Indigenous peoples?
dentifying programs that promote psychosocial wellbeing and adapting evidence-based practices to suit Indigenous communities.
98
What strategy is frequently used in ASD programs for Indigenous communities?
Psychoeducation and support are commonly employed to promote wellbeing.
98
Why is it important to adapt existing ASD programs for Indigenous peoples?
Adapting programs improves access and promotes wellbeing while maintaining the effectiveness of the interventions.
99
What challenges do researchers face when developing ASD programs for Indigenous peoples?
There is limited research and some methodological weaknesses in the studies reviewed, requiring more careful adaptation.
100
What is the key takeaway from the QUT research on ASD programs?
Culturally adapting evidence-based programs can improve access and outcomes for marginalized communities without compromising effectiveness.
101
What are the two main criteria for diagnosing ADHD?
Inattention
Hyperactivity/Impulsivity
102
What are some other clinical features of ADHD?
Poor time estimation
Planning difficulties
Trouble internalizing routines
Delayed motor development
Low frustration tolerance and anger
102
What are some signs of inattention in ADHD?
Difficulty sustaining attention
Overlooks details
Doesn’t seem to listen when spoken to
Struggles to follow instructions
Planning and organizational difficulties
103
What behaviors are associated with hyperactivity and impulsivity in ADHD?
Fidgeting and squirming
Leaving seats or running when expected to stay still
Interrupting or intruding on others
Talking excessively
104
How does comorbidity affect the prognosis of ADHD?
Comorbid anxiety or depression leads to later onset, fewer cognitive problems, and reduced response to stimulant medication.
2/3 of individuals retain symptoms into adulthood, with 1/3 developing antisocial behaviors.
105
What is the role of Ritalin in ADHD treatment?
It improves attention with benefits for social and behavioral function.
Side effects include appetite loss, sleep disruption, headaches, and stomach aches.
105
What are common challenges in prognosis for children with ADHD?
Language delay
Learning difficulties
Conflict with parents
Excessive risk-taking in adolescence
Low self-esteem and depression
Possible conduct problems
105
What treatment options are available for ADHD?
Psychoeducation
Medication (e.g., Ritalin)
Family intervention
School intervention
Child-focused interventions
Artificial food color (AFC) elimination
106
What is a common misconception about the cause of ADHD?
Some families believe ADHD is caused by poor family relationships, but there is little evidence supporting this.
106
When does fear become anxiety in children and adolescents?
Fear becomes anxiety when normal adaptive fears turn maladaptive due to an inaccurate appraisal of a threat to well-being.
107
What should be considered when using SSRIs for anxiety treatment?
SSRIs should be used with caution and often combined with cognitive-behavioral therapy (CBT) or other supportive therapies.
107
What social concerns contribute to anxiety in adolescence?
Fear of peer rejection can lead to anxiety disorders such as social phobia, agoraphobia, and panic disorder.
108
What are the typical concerns during middle childhood (8-11 years)?
Concerns during this stage focus on academic performance and athletic performance.
108
What are common comorbidities with anxiety disorders?
Depression and academic performance issues, which increase the risk of future psychopathology.
109
What specific anxiety disorders are more common in girls?
Girls are more prone to anxiety disorders, reflecting similar patterns seen in adulthood.
110
What increases the risk of developing anxiety disorders in adulthood?
Social isolation
Educational underachievement
Co-occurring anxiety and mood disorders
111
What are some treatment options for anxiety in children and adolescents?
Psychoeducation
Monitoring
Exposure therapy
Relaxation training
Cognitive restructuring
Modeling and rehearsal
Reward systems
Medication (e.g., SSRIs)
111
How should treatment strategies be adjusted for young children?
For young children, a behavioral reward-based system may be more effective than introspection and verbal articulation.
