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PSYC 208 > Pre Midterm > Flashcards

Pre Midterm Flashcards

1
Q

Historical Terms for Intelligence

A

Current (since 2013): Intellectual disability,
Old: Mental Retardation (mild, moderate, severe , profound) Oldest: Mental Deficiency (dullness, feeblemindedness, idiot, imbecile, moron)

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2
Q

Examples of Autism

A

Nonverbal and Intellectual Disability: cannot speak, unknown how much language they can understand, can be taught to speak with early treatment (severity dependent)
Not “Speaking” with Cognitive Abilities: cannot speak but have cognitive abilities that aren’t understood by others
Very Verbal: has trouble with self regulating

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3
Q

DSM

A

A practical, functional, and flexible guide to diagnose and treat mental disorders

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4
Q

DSM-I (1954)

A

Schizophrenic reaction, childhood type:
•Odd kids that didn’t fit into a category
•Much more likely to develop ASD than schizophrenia at this age
•Vague description: symptoms different due to the plasticity and immaturity of the brain

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5
Q

DSM-II (1968)

A

Schizophrenia, childhood type:
•Vague description: before puberty, atypical behaviour, failure to develop identity separate from their mothers, immaturity, that may lead to mental retardation which should also be diagnosed
•Refrigerator mothers

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6
Q

DSM-III (1980)

A

Format differences:
•4x the size, intended to have more scientific support
Pervasive Developmental Disorders:
•Infantile Autism: early onset, typical autism
•Child Onset Pervasive Developmental Disorder: later onset and less severe
•Atypical Pervasive Developmental Disorder: social or language dysfunction without meeting full criteria

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7
Q

Diagnostic Criteria for Infantile Autism

A 
Age of onset under 30 months
Severe language development delay
If language develops, it's atypical 
Bizarre reactions to environment 
Absence of schizophrenic reactions (delusions)
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8
Q

DSM-III-R (1987)

A

Changes:
•Went from non negotiable checklist to a list of symptoms
•Infantile Autism – Autistic Disorder
•Introduced Rett’s Syndrome, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder– not otherwise specified

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9
Q

Rett’s Syndrome

A 
Rare (1/10,000)
Onset: 6-18 months 
Commonly found in girls 
Due to low grey matter
Found to have no connection to Autism
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10
Q

Childhood Disintegrative Disorder

A

Rare (1.7/100,000)

Normal development til 3

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11
Q

DSM-IV (1994)

A

Introduction to Aspergers: normal language (single words by age 2, phrases by age 3), and higher IQ (problem)

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12
Q

DSM-IV-TR (2000)

A

Continues with primary concerns being social communication, stereotyped/pervasive interests, and social interaction
PDD-NOS problem fixed

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13
Q

DSM-5 (2013)

A

PDD changes to ASD: Intellectual impairment, accompanying language impairment, and known genetic/medical conditions

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14
Q

Deficits in Social Communication/Interaction (DSM-5)

A

Social-emotional reciprocity
Reduced interest in peers/failure to initiate social interaction
Reciprocal conversation/maintaining friendship challenges
Reduced sharing and imaginative play
Poor gesture use, eye contact, and facial expression

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15
Q

Restricted/repetitive patterns interests, or activities (DSM-5)

A

Stereotyped repetitive motor movements, objects, and speech
Highly restricted, fixated interests
Insistence on sameness
Reactivity to sensory input

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16
Q

ASD Severity Rating

A 
Level 1 (requiring support): Can speak in full sentences but lacks social components 
Level 2 (requiring substantial support): Simple sentences limited in topic choice with odd nonverbal communication 
Level 3 (requiring very substantial support): rarely initiates interaction just to meet need and only responds to very direct social approaches
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17
Q

ICD-10 (2015)

A

International Classification of Diseases:
•Developed by the World Health Organization
•Likely to blend Aspergers into ASD
•Structure: PDD (AD, Aspergers, Other Child Disintegrative Disorders, Retts, Other PDDs)

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18
Q

DSM-5 Diagnostic Criteria

A

Deficits in social emotional-reciprocity
Deficits in nonverbal communicative behaviours
Deficits in Developing, maintaining and understanding relationships

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19
Q

Level of Language

A

Functional:
•Speech can be spontaneous, echoed, or stereotyped
•Used daily involving 3+ phrases understood by others
Non-Functional:
•Used daily, but cannot use 3+ phrases correctly
•Atleast 5 different words used in the last month
No Speech:
•No more than 5 words known total

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20
Q

Use of Other’s Body

A

Atypical use of one’s body as an extension of their own, usually occurring with no prior attempt to communicate
Ex: using someone else’s hand to point to something

21
Q

Stereotyped Utterances and Echolalia

A

Stereotyped utterances: repetitive phrases coming from self commentary
Echolalia: can be an immediate or delayed repeat of something they’ve heard

22
Q

Eye Contact

A

A large factor to pay attention to when diagnosing (not always but very common)
•Not just the eye contact but the function of it (should be flexible and socially modulated)
•ASD: often relies on other parts for social cues (mouths)

23
Q

Testing Eye Contact

A

Eye tracking: glasses reading eye patterns
•many ASD patients don’t pick up social cues from eye contact
Reading the Mind in the Eye test:
•Not a diagnostic test
•Given a picture of eyes and have to match a feeling to them

24
Q

Theories on Eye Contact Avoidance

A

Intensity (feeling of being naked/embarrassing)
Aggression
Processing capacity (too much at once)
Result: missing social cues (sarcasm)

25
Q

Social Verbalization/Chat

A

Good use: chats with clear social quality
Some use: some social response
No use: some speech to alert needs

26
Q

Reciprocal Conversation

A

Functional: give and take
Occasional: lacks flexibility, often a monologue
Little/No: conversation doesn’t built (yes/no)

27
Q

Inappropriate Questions/Statements

A

Asking embarrassing or inappropriate questions
•Can fail to understand the impact of a comment (you look fat)
•Can be an odd statement (what type of cheese is in your fridge)

28
Q

Pronoun Reversal

A

Confusing 1st, 2nd, and 3rd person

29
Q

Neologisms and Idiosyncratic Language

A

Neologisms: made up words
Idiosyncratic: words/phrases used by child with ASD that are only understood by them/those close to them

30
Q

Verbal Rituals

A

Compulsive quality with ritualized patterns

May involve other people and be disruptive

31
Q

Gesture Use

A

Restricted range of conventional (waving) and instrumental (“this big”) gestures

32
Q

Pointing to express interest/nodding and shaking

A

Joint attention: pointing while looking at the person of interest (excludes pointing to obtain something)
Nodding and shaking is absent

33
Q

Social Smiling

A

Spontaneous smiling at people

Difficult to teach ASD how to smile (so many different types)

34
Q

Showing/Directing Attention

A

Must be spontaneous
•Bringing objects (child points, parent gets toy)
•Directing to something (picture in book, plane in sky)

35
Q

Offering to Share

A

Must be: spontaneous, not part of a routine, and have a variety of different objects (food, toys)
Enjoyment: ASD often do not share their enjoyment

36
Q

Offering Comfort:

A

Spontaneous, unprompted offering of comfort
•Must include a change in facial expression
•ASD: they care, but don’t know how to show it

37
Q

Quality of Social Overtures

A

How does the individual seek help
•Common: vocalization, eye contact
•ASD: screaming, yelling

38
Q

Facial Expressions

A

Range: past: 6, current: 21
ASD: Emotional expressions that don’t match the situation
•Not a lack of empathy, just can’t piece it together

39
Q

Social Development and Play

A

Self controlled and self directed

•Not as prominent in todays society

40
Q

Solitary Imaginative Play

A

“True” play not involving direction from an adult
•Pretend play: involves imagination and creativity
•ASD: doesn’t make sense, random, frustration

41
Q

Imaginative Play with Peers

A

Spontaneous, creative, imagination, sharing ideas with others, doesn’t follow scripts
•ASD: doesn’t like to play, not engaging

42
Q

Imitation of Others

A

Spontaneous imitation often picked up through play

•Cannot be taught or imitation of a film character

43
Q

Respond to Approaches from Peers

A

Intrest in peers shown from
•Watching peers
•Wanting to maintain interaction with peers

44
Q

Group Play with Peers

A

Factors in group play: spontaneous, flexible, interactive, turn taking
ASD: has trouble not having control/following scripts, or doesn’t have any desire

45
Q

Friendships

A

ADI-R: A selective, reciprocal relationship between two persons of approx the same age who seek each other’s company and share activities and interests
Even: friendship needs to be reciprocal
Context: what is the friendship
•ASD often names classmates, cousins, and online friends
•Online: removes ASD common problems
ASD: usually sees friends as immediate and defines them as “anyone who is nice to me

46
Q

Normative Friendships

A

Dunbar’s Number
•Correlation between primitive (neocortex) cortex size and group size
• Cognitive limit to knowing each person and how they relate to one another
•150 relationships can be maintained with 5 core relationships

47
Q

The nature of friendship in children with ASD: a systematic review

A

Pertaina, Carter, and Stephenson
Children with ASD reported:
•Less friends
•Less contact with friends outside school
•Shorter duration of friendship
•Less companionship (doesn’t mean they’re more lonely)
•Playing video games: primary activity

48
Q

Social Competence

A 
3 components:
•Successful adaptation 
•Establish relationship
•Avoid harm 
Challenge with measuring SC and ASD:
•Variations in: symptom presentation, intelligence, language, social motivation, and behaviours that might impact socialization
49
Q

Social Disinhibition

A

Ability to adjust/regulate one’s behaviour depending on context
•ASD: overly friendly, rude, poor application of stranger danger, not responding to social cues

PSYC 208 (4 decks)

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