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Atypical Development > Researching Atypical Development > Flashcards

Researching Atypical Development Flashcards

1
Q

Example of researching development

A

The Human Speechome Project

  • researcher - recorded his child for approximately 10 hours a day, from 0-3 years
  • trying to see / understand how children learn the meaning of words
  • done through the analysis of observational recordings of child-caregiver interactions in natural contexts
  • around 100,000 hours of multi-track recordings
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2
Q

The Human Speechome Project - ethical considerations?

A
  • ethics? anonymity? consent?
  • all issues to consider here!
  • > > of those interacting with the child?
  • > > what about the child themselves?
  • acts of observations - general critiques / problems here anyway
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3
Q

General Guidelines for Ethical Research

Voluntary Informed Consent

A

P is told exactly what research entails and then volunteers to participate

  • ascent? - any obvious signs that the child is not comfortable
  • should get REAL consent
  • 0-3 years - can they really give consent? - parents then give it, you just have to look out for signs that the child is not comfortable
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4
Q

General Guidelines for Ethical Research

Harm

A

What constitutes harm?
- loss of self-esteem, embarrassment, feelings of exclusion

  • do we have to be careful with children because they are so early on in development?
  • DANGER - over protection?
  • may make us treat them even too much or over the top?
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5
Q

General Guidelines for Ethical Research

A
  • wherever possible, the real consent of children and of adults with impairments in understanding should be obtained
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6
Q

What questions do we need to ask when we assessing atypical development?

A

How old is he / she?
- if we know age, it can help determine whether behaviour is normal or abnormal

Any recent trauma, divorce, death, abuse?
- could be a trigger for problem/atypical behaviour?

History of mental health in the family?
- genetic vulnerabilities? e.g. concordance rates for ScZ

What types of relationship does the child have with parents, peers, teachers, siblings etc?

  • can get an understanding / a feel of the child’s behaviour
  • can indicate problem areas that need work on
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7
Q

Harris (2008) - Questions to ask about research

A
  • design - was it appropriate for the age and type of children?
  • how and where were the children tested?
  • ethical issues - do we need to worry about them?
  • could there be any issues with children’s understanding of the task?
  • any other factors?
    > anything preventing them from completing the task
    > anything that could have hindered their ability on the task? (language levels?)
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8
Q

Normal Developmental Milestones

- how do these guide us with researching atypical development?

A
  • guidelines as to what to expect for each age
    > BUT what about the experiences the child has?
  • we don’t want to rush putting on tables - personality and experience can have a big impact!!!
  • environment - plays a big role!
    > this may be causing the problem rather than something within the child!
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9
Q

Normal Developmental Milestones

- early interventions? potential problems?

A
  • early intervention - is VERY important BUT we shouldn’t rush to a diagnosis
    > problem with labels again!
    > we really have to consider what is going on in the environment and see if there is anything there that may be causing this
    > how many people the child interacts with etc
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10
Q

Down’s Syndrome vs Normal Development

A
  • huge overlaps and range
  • ranges are within where something may happen depending on surrounding factors
    > they do reach the same milestones but just take a little longer?

Research examples:

  • Byrne et al (2002) - mainstream schooling, single word reading
  • Wright et al (2006) - learning via imitation
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11
Q

Do all children experience childhood in the same way?

A
  • depends where you grow up?
  • families of low vs high SES - clear differences
  • abuse vs non-abuse
  • different cultures - individualist vs collectivist cultures
  • single parent vs two parent families
  • refugee children - clearly different experiences compared to non-refugee children
  • children growing up in war zones?
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12
Q

What are risk factors?

A
  • significant things in the environment that can have an impact on development
  • characteristics, events or processes that put the individual at risk for developing psychological problems
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13
Q

Risk factors - Person-centred

A

Temperament

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14
Q

Risk factors - Family centred

A
  • parental mental health issues
  • parental relationship conflict
  • sibling issues
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15
Q

Risk factors - School / Society centred

A
  • poorly performing
  • over crowded
  • under resourced schools
  • poverty
  • drug taking
  • violence
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16
Q

What are protective factors?

A

Characteristics, events or processes that seem to protect individuals even when faced with adverse circumstances

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17
Q

Protective factors - Person-centred

A
  • optimism
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18
Q

Protective factors - Family centred

A
  • stable role models

- warm and supportive parents

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19
Q

Protective factors - School or society centred

A
  • competent and caring teachers

- early intervention programmes

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20
Q

Nature vs Nurture

A

Interaction between genes and environment - can result in a high level of variability in developmental outcomes

Rich genetic & poor environment vs Poor genetic & rich environment

  • may experience the environment differently even though they are shared
  • very difficult to debate!
  • variety of different factors that can contribute to atypical development
  • COMPLEX INTERACTION BETWEEN THE TWO!
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21
Q

Brofenbrenner’s Bioecological Model of Development

A
  • looking at a child’s development within the context of the system of relationships that form their environment
  • defining complex layers of environment, each of which has an effect on a child’s development
  • child’s own biology is a primary environment fuelling their development
  • the interaction between factors in the child’s maturing biology, their immediate family/community environment and the societal landscape fuels and steers their development
  • changes or conflicts in any one layer will ripple throughout other layers
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22
Q

Brofenbrenner’s Bioecological Model of Development - so what do we need to do?

A

To study a child:

- we need to look at their immediate environment BUT also at the interaction of the larger environment as well!

23
Q

Brofenbrenner’s Bioecological Model of Development - Microsystem

A
  • layer closest to the child, structures where the child has direct contact
  • encompasses relationships & interactions a child has with their immediate surroundings - family, school, neighbourhood, childcare environment etc
  • bidirectional influences here! - relationship between the children and parents can affect both ways!
  • these bidirectional relationships here the greatest impact on the child!
24
Q

Brofenbrenner’s Bioecological Model of Development - Bi-directional influences

A

Relationships that have an impact in 2 directions:

  • away from the child and towards the child
  • e.g a child’s parents may affect the child’s beliefs but the child also affects their parents behaviour and beliefs
  • can occur among all levels of the environment
  • BUT they are the strongest in the microsystem and have the greatest impact on the child!
25
Q

Brofenbrenner’s Bioecological Model of Development - what are all the different systems?

A 
Microsystem 
Mesosytem 
Exosystem 
Macrosystem 
Chronosystem
26
Q

Brofenbrenner’s Bioecological Model of Development - Mesosystem

A
  • provides the connection between the structures of the child’s microsystem
  • e.g. the connections between the child’s teachers and their parents, between the church and their neighbourhood
27
Q

Brofenbrenner’s Bioecological Model of Development - Exosystem

A
  • defines the larger social system in which the child does not function directly
  • structures here impact the child’s development by interacting with some structures in their microsystem
  • e.g. parent’s workplace schedules or community based family resources
  • child may not be directly involved at this level BUT they do feel the positive or negative force involved with the interaction with their system
28
Q

Brofenbrenner’s Bioecological Model of Development - Macrosystem

A
  • outermost layer of the child’s environment
  • comprised of cultural values, customs and laws
  • cascading influence throughout the interactions of all other layers
  • e.g. cultural beliefs on parenting - this may/will affect the structures in which the parents function
  • -> this in turn will affect the context of the child’s microsystem
29
Q

Brofenbrenner’s Bioecological Model of Development - Chronosystem

A
  • this encompasses the dimension of time as it relates to a child’s environment
  • elements within this system can either be:
    > EXTERNAL - e.g. the timing of a parent’s death
    > INTERNAL - e.g. the physiological changes that occur with the ageing of a child

As the child gets older:

  • they may react differently to environmental changes
  • may be more able to determine more how that change will influence them
30
Q

Methods of researching atypical development

- Wellcome Trust

A
  • biomedical research charity
  • funds research to improve human and animal health
  • major investments include ALSPAC
  • work on ADHD
    > genetic link to ADHD
    > found that children with ADHD were more likely to have small segments of their DNA duplicated or missing than other children
31
Q

Methods of researching atypical development

- Wellcome ALSPAC study

A
  • looking longitudinally at child development
32
Q

Methods of researching atypical development

- Perceptions of disability

A
  • looking at the individual
33
Q

Observational Methods - what do you have to consider?

A
  • research question - drives what you want to do!
  • why, where, what, how long for?
  • other additional considerations?
  • coding
  • ethical considerations?
34
Q

Observational Methods - why?

A
  • is it the best method to address your question?

- is it a valid intrusion of naturally occurring behaviour?

35
Q

Observational Methods - where?

A
  • is it their own or a controlled environment?
36
Q

Observational Methods - what?

A
  • which events / behaviours will be observed?

- pre-defining them or just noting down what happens?

37
Q

Observational Methods - how long for?

A
  • hours, just a few minutes….

- how much is enough?

38
Q

Observational Methods - any other considerations?

A
  • does your sample have any additional issues? - how do you facilitate these?
  • any training required?
  • e.g. working with children who have learning disabilities - specific training required?
39
Q

Observational Methods - coding?

A
  • exhaustive, mutually exclusive & reliable
  • need to have people on the same page
  • inter-rater reliability etc
40
Q

Observational Methods - ethical considerations?

A

E.g. filming

  • have people given their permission?
  • who else is going to see the video / footage
  • consent etc
41
Q

Researching children

- Borland, Brown, Jill & Buist (2005)

A
  • adults underestimate children

P5 students - things they can do no problem:
- looking after parents when they are ill, using a public phone, working the microwave & washing machine, giving first aid etc
P5 students - things parents expect us to do:
- programme the video, work a computer, answer the phone, explain what happened in a TV show

—> differing views of child’s development vs what adults think the child can do?

42
Q

Researching children

- Hughes et al (2002)

A

Assessing disruptive behaviour

  • how can we investigate this - don’t want to get them or cause them to be angry
  • objective measure - rigged card game so each child experiences a losing streak
  • place both children in a situation where they feel mildly stressed and frustrated
  • then see how they cope
43
Q

Researching children

- Hughes et al (2002) - results

A

Parent / teacher assessments often differ!

  • consistent differences in children previously identified as ‘hard to manage’ and those identified as ‘normally developing’
  • children of depressed mothers - experienced more hopelessness, pessimism & low self-worth during losing streak than ‘normally developing children’
44
Q

Researching children

- Hughes et al (2002) - potential issues

A

Induced stress / threat of losing?

  • post visit feedback - children enjoyed game and wanted to play again
  • differences between a situation specific assessment (card game) and ratings made by someone who knows the child over time & across context
  • order of winning / losing streak might effect results
  • gender / age interactions
45
Q

Locations of atypical research?

A 
School based research 
Hospital / clinical based research 
Community based research 
Laboratory based research 
Internet based research
46
Q

Locations of atypical research - school based research

A

Specifically school related issues and wider issues

School related:
- additional support needs; behavioural issues; bullying; teacher-child interactions; intelligence

Wider issues:
- emotional / behavioural issues; eating disorders & body image issues; gender differences; health issues

47
Q

Locations of atypical research - hospital / clinical based research

A
  • social and emotional development of cancer P’s / adolescent suicide
48
Q

Locations of atypical research - community based research

A
  • homeless adolescents / children in care
49
Q

Locations of atypical research - laboratory based approach

A
  • strange situation task
50
Q

Locations of atypical research - internet based approach

A
  • blogs / forums
51
Q

Assessment for Atypical Development

A
  • can take a variety of forms
  • variety of information from a range of individuals
  • multi-professional holistic approach
  • e.g teacher ratings, parent ratings, peer ratings, health staff and so on
52
Q

Why do we assess?

A
  • provides a diagnosis for a treatment plan
  • can assess a particular area of functioning or disability to enable more appropriate support & interventions to be provided
  • can let us assess treatment outcomes
  • helps courts - decide on issues such as child custody, child providing evidence (competency etc)
53
Q

Ethical Dilemmas in Assessment - Benefits

A
  • guides appropriate treatment - makes assessment more efficient
  • ensures that diagnostic labels are based on scientifically sound evidence
  • aids communication across health discipline
  • helpful to the client - can obtain support
54
Q

Ethical Dilemmas in Assessment - Issues

A
  • diagnostic criteria often overlap
    > may not always capture the rare or complex symptoms of the disorder
  • DSM diagnoses - have been found to have low reliability & validity
  • not useful without understanding the context
  • social stigma of labels
    > have to try and break these down

Atypical Development (4 decks)

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