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Preschool Language > Prenatal Exposure to Drugs & Theories > Flashcards

Prenatal Exposure to Drugs & Theories Flashcards

1
Q

Addiction

A

-“Addiction is a primary, chronic disease of brain reward, motivation, memory, and related circuitry.”

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2
Q

Components of Addiction

A
  • Inability to abstain
  • Impaired behavioral control
  • Craving
  • Diminished recognition of problems resulting from addiction
  • Dysfunctional Emotional Response
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3
Q

Family and Addiction

A
  • Addiction of grandparents and other family members
  • Lack of access to resources and support
  • Low socio-economic status
  • Domestic violence
  • Abusive behavior (physical, emotional, sexual)
  • Mental health issues in mother and other family members
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4
Q

How extensive is the addiction problem?

A
  • 3 million 12 year olds and up used illicit drugs for the first time in 2010
  • 8100 people a day used illicit drugs for the first time in 2010
  • Average age of initiation was 19.1 years
  • Finnegan scale is used to access infants who are prenatally exposed.
  • Whatever age a person starts using drugs is their mental age.
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5
Q

Pregnancy and Illicit Drug Use 1

A
  • 6% of pregnant women ages 15-44 reported non-medical use of prescription type psychotherapeutic drugs in the past year
  • 4.5 % of pregnant women used illicit drugs the month before
  • Types of drugs:
  • 4.4% pain relievers
  • 2% Tranquilizers
  • 1.3% Stimulants
  • 0.8 % Methamphetamines
  • 0.3% Sedatives
  • Infants are often exposed to more than 1 drug
  • Some pregnant women will use opiates and anti-depressants
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6
Q

Pregnancy and Illicit Drug Use 2

A
  • 4.4% of pregnant women reported current drug use:
  • 22 % Crack/Cocaine
  • 21% Methamphetamine
  • 17% Marijuana
  • Of the estimated 4.4% of pregnant women (ages 15-44), that continue to use illicit drugs:
  • 16.2% 15-17 year olds
  • 7.4% 18-25 year olds
  • 1.9% 26-44 year olds
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7
Q

NAS-Neonatal abstinence syndrome

A
  • “A generalized disorder characterized by central nervous system hyper-irritability, gastro-intestinal dysfunction, respiratory distress and vague autonomic symptoms.” (Finnegan & Weiner, 1993)
  • Occurs due to exposure in-utero to either licit or illicit drugs of abuse or from postnatal iatrogenic effects
  • Opiods (ex. Methadone, codeine, oxycodone, heroin) are the most common drugs from which infants withdraw
  • Exposure to opiates can lead to NAS in 60-90% of infants (up to 60% require pharmacologic treatment)
  • Opiod withdrawal is one of the few disorders that can be treated
  • Different than prenatal exposure to drugs (all babies do not get addicted)
  • Actually addicted to the drugs
  • Neonatal withdrawal usually occurs in 48-72 hours, but in some cases it can take 2-4 weeks
  • Most severe symptoms (tremors/sweating) can take 6 months-1 year
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8
Q

General Risks Associated with Prenatal Exposure to Drugs

A
  • SIDS
  • IUGR-intrauterine growth restriction
  • Pre-term labor and delivery
  • Learning disabilities
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9
Q

When to screen for NAS- Infant red flags

A
  • Prematurity
  • IUGR (unexplained)
  • Neurobehavioral Abnormalities
  • Atypical CVA’s
  • Myocardial Infarctions
  • NEC (Necrotizing enterocolitis)
  • NEC-bowel needs to be resected
  • preterm infants, less than 30 weeks have less chance of experiencing withdrawal because their CNS has not developed completely
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10
Q

When to screen for NAS- Mother red flags

A
  • Lack of prenatal care
  • Unexplained fetal demise
  • Placental abruption
  • Severe mood swings
  • CVA’s
  • Myocardial Infarctions
  • Repeated spontaneous abortions
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11
Q

How do we test for NAS

A
  • Urine Drug Screening- usually only shoes recent exposure
  • Meconium Drug Screening- (most accurate)
  • Umbilical Cord Toxicology Screening
  • Hair Testing- detect drug use for several months
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12
Q

Do all infants with NAS look the same?

A
  • Presentation differs based on 3 primary factors:
  • Type (not amount) of drug abused
  • Time between last use by mother and delivery
  • Maternal / infant metabolism and excretion
  • Other factors may impact how infant presents
  • They don’t all look the same
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13
Q

The signs and symptoms of NAS

A
  1. Neurological Excitability- tremors, increased wakefulness, high pitched crying, exaggerated reflexes, a lot of sneezing and yawning, 2-11% opiate withdrawal have seizures
  2. Gastrointestinal Dysfunction-poor feeding, uncoordinated suck, vomiting, diarrhea, dehydration
  3. Autonomic Signs- sweating, nasal stuffiness, fever, modeling, temperature instability
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14
Q

Feeding the infant with NAS

A
  • Poor Feeding
  • Uncoordinated Suck
  • Vomiting
  • Diarrhea
  • Dehydration
  • Poor Weight Gain
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15
Q

Managing poor feeding in the infant with NAS

A
  • Low lactose, soy, or elemental formula (helps will feeding intolerance and cramping)
  • Mylicon (avoid use of sucrose)
  • Manage environment
  • Decrease extraneous noise
  • Consistency
  • Dim lighting
  • Managing GERD
  • Elevating head of bed
  • Thickening feedings (though research doesn’t support use of thickened liquid as reliable for managing reflux)
  • Increase frequency / reduce volume of feeding
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16
Q

Managing Poor Feeding in the Infant with NAS (Sucking)

A
  • Uncoordinated sucking prevents infant from efficient intake
  • Frustration increases due to inability to take in liquid efficiently
  • Hyperactive gag – may be exacerbated by incoordination
  • Swaddling may support organization
  • External pacing may be required
  • Temperature control may influence organization
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17
Q

Vomiting & Diarrhea in NAS

A
  • Lead to dehydration/poor weight gain
  • Increased caloric expenditure secondary to increased activity/agitation
  • Increasing caloric density may promote weight gain (24-27 cal/oz)
  • May use Immodium if diarrhea causes too much weight loss
  • Clonidine
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18
Q

Breast Feeding the Infant with NAS

A
  • Minimal amounts of methadone cross into the breast milk so the advantages outweigh the issues
  • MBM is more easily tolerated
  • Indirectly decreases symptoms of NAS
  • By decreasing gastrointestinal irritation scores are lower (good)
  • Improved gastrointestinal tolerance results in better growth
  • Lowered NAS scores result in less dosage of meds needed to treat the infant for withdrawal
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19
Q

When not to breast feed with NAS

A
  • If mother is taking:

—-Marijuana – fat soluble

—-Amphetamines- irritability, sleep problems

—-Cocaine- irritability, vomiting, seizures

—-Heroin- irritability

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20
Q

Pharmacologic Treatment of NAS

A
  • Morphine (primary)
  • Methadone (primary)
  • Clonidine (secondary)
  • Phenobarbital (secondary)
  • babies are on a very rigid feeding schedule because of medication
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21
Q

Marijuana

A
  • Dried material from hemp plant.
  • Cannabis Sativa
  • Passes rapidly into blood
  • 8-9 tetrahydrocannabinol (THC) primary psychoactive component
  • THC binds to cannabinoid receptors (CB1) and modifies the release of neurotransmitters
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22
Q

Fetal and Neonatal Effects of Marijuana

A
  • THC easily crosses the placenta and is present in amniotic fluid
  • High lipid solubility, slow elimination, prolonged fetal exposure
  • Cannabinoid receptors present in early gestation which modifies neurotransmitters (serotonin, dopamine, GABA), altered neuronal growth, maturation and differentiation, and structural or functional abnormalities
  • Impact generally subtle, outcomes usually associated with heavy or frequent use
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23
Q

Complications of Fetal Exposure to Marijuana

A
  1. Intrapartum
    - Dysfunctional labor
    - Meconium stained AF (amniotic fluid)- can happen in infants that are not exposed to drugs (indicates distress)
  2. Neonatal

Prematurity

  1. Long Term
    - Tremors (fine)
    - Poor sleep
    - Visual reasoning poor- reading
    - Poor memory and verbal skills
    - Abnormal attention
    - Slightly increased risk for SIDS
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24
Q

Cocaine (4)

A
  • Alkaloid extracted from leaves of Erythroxylon coca bush
  • Forms:
  • Coca paste- 80% coke
  • Cocaine HCI- snorted or injected
  • Alkaloidal base- freebasing
  • Crack Cocaine- most popular form
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25
Q

Cocaine Pharmacology 1

A
  • 3 neurotransmitters are affected:
  • norepinephrine, dopamine, serotonin
  • Inhibits reuptake of NE and D, accumulates at synapse, resulting in prolonged stimulation of receptors
  • NE stimulation (tachycardia, HTN, diaphoresis (excessive sweating) , tremors
  • Dopamine stimulation (increased alertness, euphoria, enhanced feeling of well-being, heightened energy
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26
Q

Cocaine Pharmacology 2

A
  • Decreases reuptake of tryptophan affecting serotonin biosynthesis
  • Decreased serotonin, decreased need for sleep
  • —(sleep-wake cycle is disregulated)
  • Low molecular weight, high lipid solubility, crosses placenta by simple diffusion
  • Cocaine and metabolites are slow to be eliminated which increases toxicity to fetus
  • Placental perfusion decreases- blood flow from mom to fetus decreases
  • Congenital malformation not increased
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27
Q

Complications of Exposure to Cocaine 1
1. antebirth

  1. intrapartum
A
  1. Antenatal (before birth)
    - Stillbirth
    - Abortion
    - Infection/STD
    - Placental infarcts
    - IUGR
    - Abnormal fetal breathing
  2. Intrapartum (during childbirth)
    - Premature labor
    - PROM- premature rupture of membranes
    - Shortened labor
    - Meconium stained amniotic fluid
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28
Q

Complications of exposure to cocaine 2
1. Neonatal

  1. Long term
A
  1. Neonatal
    - PT, LBW, SGA (similar gestational age)
    - Postnatal growth restriction
    - Cerebral Infarction
    - Seizures
    - Cortical Atrophy
    - IVH
    - Abnormal EEG and BAER
    - NEC
    - Intestinal Perforation
    - Low birth weight, very low birth weight, extremely low birth weight
  2. Long Term
    - Expressive/Receptive Language
    - Delay/Disorder
    - Poor Recognition/memory/info processing
    - Decreased visual attention
    - Behavioral issues (ADHD)
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29
Q

Amphetamines

  1. Methyphenyethlamine
  2. Metamphetamine
A
  1. Methyphenyethlamine – stimulant of norepinephrine, dopamine, and serotonin release
  2. Metamphetamine (meth, speed, ice, crystal)
    - Higher CNS stimulation, less PNS and cardiovascular stimulation
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30
Q

Effects of Amphetamines

A
  • Euphoria
  • Aggressive Behavior
  • Arrhythmias
  • Anxiety
  • Seizures
  • Shock
  • Stroke
  • Abdominal Cramps
  • Insomnia
  • Death
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31
Q

Complications of Amphetamines

A
  1. Antenatal
    - fetal death
    - Retroplacental hemorrhage
  2. Neonatal
    - Prematurity
    - Neonatal Death
    - Drug Intoxication
    - Tremors
    - Abnormal Sleep Cycle- no sleep for 3 days really affects the baby
    - Poor Feeding
    - Hypertonia
    - Sneezing
    - High-pitched cry
    - Loose stools
    - Fever
    - Yawning
    - Hyperreflexia
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32
Q

Long-Term Complications of Amphetamines/Methamphetamines

A
  • Decreased IQ
  • Aggressive behavior
  • Peer-related problems
  • Poor academic performance
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33
Q

Tobacco

A

-Approximately 20% of women smoke during pregnancy

  • Nicotine is a primary psychoactive chemical with the following fetal effects:
  • baby is usually very small

-Use of tobacco during pregnancy results in complications for the infant

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34
Q

Complications of Fetal Tobacco Exposure

  1. Fetal
  2. Intrapartum
  3. Neonatal
A
  1. Fetal
    - SAB- spontaneous abortion
    - Stillbirth
    - Placental decidual necrosis
  2. Intrapartum
    - Abruption
    - Premature labor
  3. Neonatal
    - IUGR
    - CHD- congestive heart disease
    - Deformities of extremities, polycystic kidneys***, gastroschisis (born with their intestines on the outside) , skull deformities
    - PPHN- persistent pulmonary hypertension
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35
Q

Long-term complications of tobacco

A
  • Low test scores (cognitive, language, general academic achievement)
  • Behavior disorder
  • Adolescent onset of drug dependence
  • SIDS
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36
Q

Teratogenic Effects of Alcohol

A
  • Direct toxic effect on cells
  • Hypoxia (secondary to impaired placental / fetal blood flow)
  • Cell migration in the brain is effected
  • Apoptosis is effected
  • Weaning off of morphine usually takes 3-4 weeks
  • Neurobehavioral assessment may be done by an SLP or OT
  • Follow up is very important
  • NAS is not FAS
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37
Q

Characteristics of Fetal Alcohol Syndrome 1

A
  • Symptoms range from mild to severe
  • Abnormal facial features
  • Smooth philtrum
  • Small head size
  • Shorter than average height
  • Low body weight
  • Poor coordination
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38
Q

Characteristics of Fetal Alcohol Syndrome 2

A
  • Hyperactive behavior
  • Problems with the heart, kidneys, and bones
  • Difficulty paying attention
  • Poor memory
  • Difficulty in school (math especially)
  • Learning disabilities
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39
Q

Characteristics of Fetal Alcohol Syndrome 3

A
  • Speech and language delays
  • Intellectual disability or low IQ
  • Poor reasoning and judgment
  • Sleep problems as baby
  • Sucking problems as baby
  • Vision and hearing issues
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40
Q

Theory

A

Hypothesis to abstract concept (not definite end)

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41
Q

Model

A

Experiment to concrete outcome

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42
Q

Descriptive-Developmental Model

A
  • Based on Neurodevelopment Framework Theory of Language
  • Components

—-Higher Order Cognition

—-Attention

—-Memory

—-Social Cognition

—-Neuromotor Position

—-Language

—-Temporal sequential ordering

***Praxis info

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43
Q

Foundations and background of Descriptive developmental model

A
  • Ex. If a student is struggling with attention in class, the problem would be assessed via a neurodevelopment profile (through observation)
  • Behavior and work
  • Patterns and themes
  • Strengths, weaknesses, and affinities
  • Specify where learning is breaking down, but you are not labeling the child
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44
Q

Affliation

A
  • The neurodevelopmental framework which is the foundation for the Descriptive-Developmental Model aligns itself with the Specific Disabilities Model (individuals with a LD differ in their ability)
  • Use child’s strengths to work on weaknesses
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45
Q

Founders of Neurodevelopmental Framework Theory

A
  • Dr. Mel Levine founded the Neurodevelopmental Framework Theory
    -Graduated from Brown University,
    Rhodes Scholar at Oxford, Graduated From Harvard Medical School, Completed Pediatric Training at Children’s Hospital in Boston,
    Chief of Division of Ambulatory Pediatrics (14 years), Became associate professor at Harvard Medical School

-Served as a Professor of Pediatrics at UNC
School of Medicine

  • Co-founder of Success in Mind
  • Every child is unique (not just lumped into a diagnosis or condition)
  • Avoid lumping into categories
  • Avoid potentially stigmatizing labels
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46
Q

Transition- Neurodevelopment Framework Theory led to

A
  • Neurodevelopment Framework Theory led to the Descriptive-Developmental Model
  • Descriptive-Developmental Model founded by Dr. Lois Bloom and Dr. Margaret Lahey
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47
Q

Dr. Lois Bloom

A
  • BA from Penn State
  • Masters from University of Maryland
  • Doctorate from Columbia (Psychology & Education)
  • Began her professional career as SLP
  • Founder of Descriptive-Development Model
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48
Q

Dr. Margaret Lahey

A
  • BS from State University of New York at Geneseo
  • Masters from Ohio State University
  • Doctorate from Columbia (Education)
  • Began her professional career as SLP
  • Founder of Descriptive-Development Model
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49
Q

Basics of the descriptive development model

A
  • Descriptive – Perform analysis and provide a detailed description of the child’s language
  • Developmental – Determine child’s level of functioning, where that fits in the normal developmental sequence, provides information for what should come next
  • Treating each individual area of language is key
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50
Q

Objectives of the DD Model

A
  • Recognition of the fact that it is not always possible to know the cause of a language disorder
  • Most important information is a full profile of a child’s skills in each relevant area of language
  • The intervention program is developed based on the child’s skills in the context of normally developing speech and language
  • Considers the settings in which the client lives, the contexts in which the child functions, his/her chronological age and level of communicative function
  • Model makes no assumptions but focuses on that language disorders that require intervention.
51
Q

Strengths of the DD Model

A
  • Highly relevant in instructional context
  • Treats language goals directly which results in improvement in language and communication
  • Follows normal language development sequence and serves as curriculum (goal based)
  • Focuses on individual (by chronological age and as a person vs as a disorder)
52
Q

Weaknesses of DD model

A
  • Doesn’t work well with requirements set forth by schools due to avoidance of labels
  • Theories that focus on treatment of language from the perspective of linguistic disability do not focus (overly consider) age or environment
  • If you have a client who is 14 and functioning at a 2 year old level is it practical to focus therapy on the functioning level forward?
  • No **** (at this point you need to help them communicate and not worry about basics)
53
Q

Uses of DD Model 1

A
  • Purpose: Describe in detail the child’s current level of language function in terms of form, content, and use
  • Content-Choosing the right words to get the message across, involves vocabulary, concepts, and words with meaning. (semantics)
  • Form-Grammar, syntax, word endings, and verb tenses. Ability to create a sentence.( syntax, morphology, and phonology)
  • Use – Making use of language in ways to greet, question, argue, describe, request, etc. (pragmatics)
54
Q

Uses of DD Model 2

A
  • Treatment is guided and carried out by following the normal language sequence
  • Stimuli, materials, and props are determine by the clients chronological age even though language treatment corresponds to the sequence of normal language development
  • ***need to use age appropriate tools
55
Q

Lev Vygotsky

A

-“Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people and then inside the child.”

56
Q

Social Interactionist Model- 3 Approaches

A
  1. Cognitive approach to language acquisition or the developmental cognitive theory (Piaget’s)
  2. Information processing approach or the information processing model
  3. Social interactionist approach or social interaction model
57
Q

Foundation and Background of SI

A
  • Social Interactionists argue that:
  • Language developmentis both biological and social.

-Language learning is influenced by the desire of children to communicate with others.

Social Interactionist perspective:

-Learning language occurs through
meaningful communicative interactions.

-In the context of social interaction, particularly between child and caregivers.

58
Q

Vygotsky 1

A
  • Laid foundation for SI theory
  • Born in 1896 in Russia t o middle class Jewish family
  • Strict laws on what jobs Jews could hold, what region of the country they could live in, and limits on education
  • Unconventional education
  • Private tutor for many years, and enrolled in a Jewish school only at the junior high school level
  • Admitted to Moscow University by “Jewish lottery.”
  • Transferred from the Medical School to the Law school.
  • The humanities courses at Moscow University could not satisfy his desire for knowledge. Therefore, he enrolled in a history and philosophy program at a private university
59
Q

Vygotsky 2

A
  • Lev Vygotsky is considered a prominent figure in psychology, and much of his work is still being discovered and explored today.
  • While he was a contemporary of Skinner, Pavlov, Freud, and Piaget his work never attained their level of eminence during his lifetime.

Part of this was because his work was often criticized by the Communist Party in Russia, and so his writings were largely inaccessible to the Western world.

-His premature death at age 38 also contributed to his obscurity.

60
Q

Vygotsky’s Investigation

A
  • Child development and how it was guided by the role of culture and interpersonal communication.
  • He observed how higher mental functions developed through these interactions, which also represented the shared knowledge of a culture
61
Q

Foundation of Sl

A
  • The S.I. theory suggests that social interaction leads to continuous step-by-step changes in children’s thought and behavior that can vary greatly from culture to culture
  • Development depends on interaction with people and the tools that the culture provides to help form their own view of the world.
  • His theory combines the social environment and cognition.
  • Children will acquire the ways of thinking and behaving that make up a culture by interacting with a more knowledgeable person.
62
Q

3 Major themes of SI

A
  • Vygotsky’s theory is one of the foundations of constructivism.
  • It asserts 3 major themes……
63
Q

Theme I of SI

A
  1. Social interaction plays a fundamental role in the process of cognitive development.
    - Vygotsky felt social learning precedes development
64
Q

Theme II of SI

A
  1. The More Knowledgeable Other (MKO).
    The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.

-The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.

65
Q

Theme III of SI

A
  1. The Zone of Proximal Development (ZPD).
    The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability to solve the problem independently.

-According to Vygotsky, learning occurred in this zone.

66
Q

3 ways to learn from others (SI)

A
  • There are three ways a cultural tool can be passed from one individual to another:
  1. Imitative learning
    - One person tries to imitate or copy another.
  2. By instructed learning
    - Involves remembering the instructions of the teacher and then using these instructions to self-regulate.
  3. Collaborative learning
    - Involves a group of peers who strive to understand each other and work together to learn a specific skill
67
Q

Goal of Social Interactionist

A
  • The Social Interaction theory is concerned with the use of language
  • The main purpose of language for children is social. They use the language to obtain the help of others and to solve problems.
  • Used by children for problem solving, overcoming impulsive action, to plan a solution before trying it out and to control their own behavior
  • Language serves as a tool used both to reflect on and direct behavior
  • Role in learning and development by acquiring a language
  • A child is provided the means to think in new ways and gains a new cognitive tool for making sense of the world.
68
Q

Theories born from SI 1

A
  • Krashen’s second language acquisition theory
  • Although Vygotsky and Krashen come from entirely different backgrounds, the application of their theories to second language teaching produces similarities.
  • Krashen’s input hypothesis resembles Vygotsky’s concept of zone of proximal development.
  • Input hypothesis- language acquisition takes place during human interaction in an environment of the foreign language when the learner receives language ‘input’ that is one step beyond his/her current stage of linguistic competence.
69
Q

Theories born from SI 2

A
  • In 1976 Wood, Bruner and Ross invent the term ‘scaffolding’ to describe tutorial interaction between an adult and a child.
    Spiral curriculum
  • The metaphor was used to explore the nature of aid provided by an adult for children learning how to carry out a task they could not perform alone. Bruner’s ideas of spiral curriculum and scaffolding are related.
  • A parallel has been drawn between the notion of scaffolding and ZPD theories of Vygotsky.
70
Q

Recent Research

A
  • Ernest Moerk
  • Wrote 4 books on the analyses of early parent-child language interactions
  • Detailing of the process by which parents serve as effective teachers using prompting, reinforcement, and corrections
71
Q

TOM 1

A
  • “Our ability to understand other people’s minds…”
  • “ToM refers to an understanding of mental states – such as belief, desire, and knowledge – that enables us to explain and predict others’ behavior.”
  • Critical lack of TOM w/ ASD
72
Q

TOM 2

A
  • “Theory of Mind refers to the folk psychological theory that we use to predict and explain others’ behavior on the basis of their internal workings: their feelings, intentions, desires, attitudes, beliefs, knowledge and point of view.”
73
Q

TOM and False Belief

A
  • Example: “A person is seen doing something clearly foolish such as using mouthwash to wash his hair.”
  • To explain the aberrant behavior, we say “Oh, he thinks that bottle is the shampoo!”
  • “The false belief that the bottle is the shampoo is the content of the mental state, and by invoking it we keep the world around us normal, in which people do not randomly wash their hair with mouthwash.”
74
Q

Understanding false belief (TOM)

A

-“Understanding false beliefs is the culmination of a long developmental path that begins in early infancy and typically ends in at least the start of this understanding at around four or five years of age.”

75
Q

Foundations of TOM

A
  • Philosophy
  • Psychology
  • Linguistics
76
Q

Influences on TOM Development

A
  • Socialization
  • Siblings
  • Cultural influences
77
Q

Like language (TOM)

A
  • “…theory of mind develops over time, building from foundational, precursor skills to a sophisticated understanding of how mental states and behavior interact.”
78
Q

Precursors of TOM (5)

A
  • Joint attention- important for learning
  • Appreciation of intentionality
  • Recognition that different people have different perspectives
  • Use of mental state words
  • Pretend play
79
Q

Developmental Components of TOM 1

A
  • Recognition of emotion: identifies a photo of a named emotion
  • Identification of an external cause of emotion: identifies a photo that expresses the emotion that would likely result from a given scenario.
  • Diverse desires: identifies that two people may have different desires about the same objects
  • Knowledge access: correctly interprets appearance-reality situations
80
Q

Developmental Components of TOM 2

A
  • Explicit false belief: identifies how a person will act based on a mistaken belief
  • Belief emotion: identifies how a person will feel based on a mistaken belief
  • Regulation of emotion: identifies coping strategies and appropriate responses to emotions
  • Hiding emotions: identifies situations in which it may be appropriate to hide one’s true emotions
81
Q

Developmental Timeline & TOM

A
  1. Identify facial expressions- age 4
  2. Pass false-belief tasks- age 5
  3. Hide and regulate emotions- age 6-7
  4. Predict behaviors in response to emotions- age 8
  5. Recognize multiple emotions may exist at once- age 9-10
82
Q

Lack of TOM

A
  • Primary contributor to social and pragmatic language deficits
  • Right frontal lobe appears to be primary center for ToM functions
  • Impacts ability to interact and to develop play skills
83
Q

Associated Disorders (TOM)

A
  • Lack of ToM impacts individuals with…
  • Autism Spectrum Disorder
  • Primary contributor to social and pragmatic language deficits
  • Traumatic Brain Injury
  • Adolescents with TBI perform more poorly on higher order ToM tasks
84
Q

Treatment Approaches for TOM

A
  • Relationship Development Intervention (RDI): improve social skills, adaptability, self-awareness
  • Social Intentional Method (SIM): social stories and scripts – based on Vygotsky’s theory
  • Social Cognition Training: perspective taking can be enhanced by suppressing imitation
  • Mental Verb Input: children who overheard discussions about someone’s mental states improved their understanding of false belief
85
Q

Piaget’s Theory of Cognitive

Development /Language

A

-“it may be very well that the psychological laws arrived at by means of our restricted method can be extended into epistemological laws arrived at by the analysis of the history of the sciences: the elimination of realism, of substantialism, of dynamism, the growth of relativism, etc., all are evolutionary laws which appear to be common both to the development of the child and to that of scientific thought” - Jean Piaget

86
Q

Piaget’s Chief Ideas

A
  • Genetic Epistemology
  • He did not call what he was doing psychology
  • The core insight holds that we cannot understand what knowledge is unless we understand how it is acquired and that also we cannot understand how it is acquired unless we carry out psychological and historical investigations
  • Operative Knowledge
  • Believed that knowledge is primarily operative
  • Knowledge is primarily about change and transformation
  • Cognitive Structures
  • Thought that our knowledge consists of cognitive structures
  • Comes in various forms
87
Q

Why did Piaget develop this theory?

A
  • His researches in developmental psychology and genetic epistemology had one unique goal: how does knowledge grow?
  • His answer: growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood.
  • Therefore, children’s logic and modes of thinking are initially entirely different from those of adults.
88
Q

Cognitive Constructivism

A
  • Piaget was the first psychologist to make a systematic study of cognitive development
  • His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities.
  • Piaget’s approach is central to the school of cognitive theory known as “cognitive constructivism”
  • Other scholars, known as “social constructivists”, such as Vygotsky and Bruner, have laid more emphasis on the part played by language and other people in enabling children to learn
89
Q

Piaget’s Influence

A
  • Piaget’s oeuvre is known all over the world and is still an inspiration in fields like psychology, sociology, education, epistemology, economics and law as witnessed in the annual catalogues of the Jean Piaget Archives
  • He was awarded numerous prizes and honorary degrees all over the world.
90
Q

Evolution of Knowledge 1

A
  • Developed by Jean Piaget in 1920
  • Observed and described children at different ages
  • He assumed children:
  • Construct their own knowledge in response to their experiences
  • Learn many things on their own without the intervention of older children or adults
  • Are intrinsically motivated to learn and do not need rewards from adults to motivate learning
91
Q

Evolution of Knowledge 2

A
  • He was the first to investigate child perception and logic systematically
  • He demonstrated that the difference between child and adult thinking was qualitative rather than quantitative (development is not smooth)
  • Claim that children pass through particular stages of cognitive development
  • He proposed that children’s thinking does not develop entirely smoothly: instead, there are certain points at which it “takes off” and moves into completely new areas and capabilities. He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years.
92
Q

Three Basic Components of Piaget’s Theory

A
  1. Schemas
  2. Processes
  3. Stages of development
93
Q

Schemas

A
  • aka building blocks of knowledge (units of knowledge)
  • Schemas are “units” of knowledge, each relating to one aspect of the world, including objects, actions and abstract (i.e. theoretical) concepts
  • A schema can be defined as a set of linked mental representations of the world, which we use both to understand and to respond to situations
  • The assumption is that we store these mental representations and apply them when needed
94
Q

Processes

A

-Allow transition to next stage:

Equilibrium, Assimilation and Accommodation

95
Q

Stages of Development

A
  • Sensorimotor
  • Preoperational
  • Concrete operational
  • Formal operational
96
Q

Example of Schemas in Infancy

A
  • Piaget believed that newborn babies have some schemas - even before they have had much opportunity to experience the world.
    These neonatal schemas are the cognitive structures underlying innate reflexes
  • These reflexes are genetically programmed into us
  • Example: Babies have a sucking reflex, which is triggered by something touching the baby’s lips.
  • A baby will suck a nipple, a comforter (dummy), or a person’s finger.
  • Piaget therefore assumed that the baby has a ‘sucking schema’.
  • Similarly the grasping reflex which is elicited when something touches the palm of a baby’s hand, or the rooting reflex, in which a baby will turn its head towards something which touches its cheek, were assumed to result from primitive schemas.
97
Q

Equilibrium

A
  • This is the force which drives the learning process
  • We do not like to be frustrated and will seek to restore balance by mastering the new challenge (eventual accommodation)
  • Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it
98
Q

Assimilation

A
  • This is using an existing schema to a new situation
  • Example: Two-year-old child sees a man who is bald on top of his head and has long frizzy hair on the sides. To his father’s horror, the toddler shouts “Clown, clown”
99
Q

Accommodation

A
  • This happens when the existing schema (knowledge) needs to be changed to take in new information
  • Example: boy’s father explained to his son that the man was not a clown and that even though his hair was like a clown’s, he wasn’t wearing a funny costume and wasn’t doing silly things to make people laugh. With this new knowledge, the boy was able to change his schema of “clown” and make this idea fit better to a standard concept of “clown”
100
Q

Cognitive Development Stages
1. Sensorimotor

  1. Preoperational
  2. Concrete Operational
  3. Formal Operational
A
  1. 0-2y reflex base, coordinate reflexes
  2. 2-6y or 7y self-oriented, egocentric
  3. 6 or 7- 11 or 12y more than 1 view point, no abstract problems, consider some outcomes
  4. 11 or 12y and up think abstractly, reason theoretically, not all people reach this stage
101
Q

Stage 1- Sensorimotor

A
  • 0-2 years
  • Knowledge develops through sensory and motor abilities
  • Characteristics
  • –Infant differentiates itself from objects

—Understands cause/effect- becomes aware of own actions on the environment

—-Object permanence

-Active play with child is most effective at this stage. Encourage explorations in touching, smelling, and manipulating objects. Peekaboo is a good way to establish permanence of objects

102
Q

Stage 2- Preoperational

A
  • 2-7 years
  • Knowledge is represented by language, mental imagery, and symbolic thought
  • Characteristics:

—Child represents objects by words

—Symbolic representations - the use of one object to stand for another

—Egocentric- world revolves around the child

—Centration: Focusing on one dimension of objects or events and on static states rather than transformations

—Classifies objects by single salient features
Ex. Four-legged animals

  • Specific examples and touching or seeing things continues to be more useful than verbal explanations. Learning the concept of conservation may be aided by demonstrations with liquids, beads, clay, and other substances
103
Q

Stage 3- Concrete Operational

A
  • 7-12 years
  • Children can reason logically about concrete objects and events

Characteristics:
—Conservation concept - changing the appearance or arrangement of objects does not change their key properties

–Highly abstract thinking and reasoning about hypothetical situations still remains very difficult

—Logical thought occurs

—Conservation concepts and orders these in a series along a dimension

—Understands relations terms
Ex: length

  • Children begin to use generalizations, but they still require specific examples to grasp many ideas. Expect a degree of inconsistency in the child’s ability to apply concepts of time, space, quantity, and volume to new situations
104
Q

Stage 4- Formal Operational

A
  • 12 years +
  • Children can think deeply about concrete events and can reason abstractly and hypothetically
  • Characteristics:

—Ability to think abstractly and reason hypothetically

—Follows logical propositions

—Isolates elements of problem and systematically explores solutions

—Becomes concerned with hypothetical future ideological problems

—Ability to reason systematically about all different outcomes.

—Ability to engage in scientific thinking

  • It is now more effective to explain things verbally or symbolically and to help children master general rules and principles. Encourage the child to create hypotheses and to imaging how things could be.
105
Q

Play, dreams and imitation

A
  • “A study of child development in terms of systematic and representative imitation, the structure and symbolism of games and dreams, and the movement from sensory-motor schemas to conceptual schemas.”
  • Examines a more profound explanation of play
  • Provides criteria for play
  • Interpreting play
  • Infantile dynamics
  • Schemas in play
106
Q

Understanding

A
  • Piaget argued that language acquisition was dependent upon thought and understanding.
  • A word or phrase could only appear in the child’s vocabulary after he had understood its meaning.

-Hence, younger children can only understand solid concepts like “ma”, “ball”, and “dog”.
Only when the child begins to grasp abstract concepts will these words enter his vocabulary.

107
Q

Substages of Presymbolic Play

A
  • Sensorimotor play - 2-12 months
  • Nonfunctional play - 9-12 months
  • Functional play - 10 - 18 months
108
Q

Sensorimotor Play

A
  • Consists of physical manipulation and inspection of objects by grasping, holding, mouthing, biting, banging, etc.
  • Infant’s attempt to assimilate the object into his existing cognitive structure and also attempting to adapt the world to make accommodations for the toy/object.
109
Q

Nonfunctional Play

A
  • Beginning to relate objects to another (in a non-functional way)
  • Child may stack, bump, nest, touch, etc. objects together
110
Q

Functional Play

A
  • Beginning to use objects in manner consistent with object’s conventional use
  • Typical, conventional, social, functional use of objects
111
Q

Symbolic Play defined

A
  • Watson & Zlotlow (1999) “an important characteristic of young children’s early symbolic play is the existence of functional-conventional behaviors, demonstrated in the enactment of activities that are very familiar to the child in contexts that are not typical for those activities”
112
Q

Symbolic Play

A
  • According to Piaget, some evidence of symbolic play begins at about 18 months of age.
  • Child begins to use one object to represent another.
  • “Letting one entity represent another, shows that the child does not need the structure and support of contextual cues to enact their play behaviors.”
  • Symbolic play is multi-dimensional and involves the components of…
  • The use of objects
  • Actions used during the play
  • The role(s) of the individuals enacting the play (agents in play)
113
Q

Object Use

A

-Involves how various objects are used as well as object substitution, enacting a play scenario without objects, and combining objects in play.

114
Q

Developmental Sequence of Object Use

A
  • Begins with substituting one object for another
  • Initially object and substitute have shared attributes aka similar object substitution
  • At a later age, substituting an unrelated object (such as a block for car) occurs aka dissimilar object substitution
  • Finally, enacting a play scene by pretending to use an object (even without a concrete object present) aka no object substitution or imaginary object use
115
Q

Object Combinations in Play

A
  • Integration of realistic objects with each other.
  • Incorporating object- and no-object substitutions.
  • As young as 24 mos old (per Patterson and Westby) children used a combo of appropriate realistic objects in play and even searching behaviors for specific objects to enact play scenarios
116
Q

Actions in Play

A

“The symbolic play of children can be described by the number of actions that are performed within a play episode and how those actions relate with each other.”

117
Q

Developmental Sequence of Action in Play 1

A
  • Initially, at about 16 to 18 months, children primarily enact in single play behaviors, such as pretending to drink
  • These behaviors are not causally or temporally connected to other play behaviors.
  • Play is highly contextually supported through the use of realistic objects.
  • Next, single scheme combinations is shown – children begin to display a single play scheme with a variety of receivers.
  • The child may pretend to feed several dolls in succession.
  • Typical for ages 18-24 months
118
Q

Developmental Sequence of Action in Play 2

A
  • After 24 months, children begin to use multischeme combinations while playing.
  • These behaviors replicate activities of typical daily routines.
  • Child may use a spoon to stir “food” in a cup and then a feed a doll.
119
Q

Developmental Sequence of Action in Play 3

A
  • Last, is episode combinations - when children are about 3 years old.
  • These are longer play scenarios that consist of a variety of related actions and activities.
  • For example: child may play “Birthday Party” by first setting up for the part, baking a fake cake, followed by enacting an actual play party.
120
Q

Agents in play

A
  • This area of play involves the child that is responsible for carrying out the actions of play.
  • Casby (1991a) asserted that observation of children’s use of agents in play provides insight into their perspective-taking ability.
  • This is because taking on the role of others may be observed.
  • There are 5 aspects of agents in play…
121
Q

Developmental Sequence of Agent in Play 1

A
  • Initially, children perform their own actions while playing.
  • This substage is termed as self-as-agent and includes behaviors such as holding a cup and pretending to drink.
  • Children between ages 12 to 18 months.
122
Q

Developmental Sequence of Agent in Play 2

A
  • Then between 15 and 21 months, children often engage in passive-other-as-agent play.
  • This is characterized by having a doll or other type of toy receive the child’s action.
  • The child may give a doll a drink from a cup.
123
Q

Developmental Sequence of Agent in Play 3

A
  • The next level, is termed active-other-as-agent and occurs between 19 and 26 months.
  • The child may manipulate a doll or figure to perform an action.
  • That is, the child may move the doll’s arm as if to feed him or herself.
124
Q

Developmental Sequence of Agent in Play 4

A
  • The last two developmental levels of agent use in symbolic play are role-playing and enacting dual roles.
  • Child is around 3 years old
  • Role-playing
  • Enacting dual roles

Preschool Language (13 decks)

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