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3rd Year > SLK 310 Sem test 1 > Flashcards

SLK 310 Sem test 1 Flashcards

Abnormal child psychology

1
Q

what are the 4 questions that research studies in abnormal child psychology use to address issues
DIPD

A

DEFINING what is normal vs abnormal behaviour
IDENTIFYING causes of abnormal behaviour
PREDICTING long-term outcomes
DEVELOPING & EVALUATING methods of treatment &/or prevention

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2
Q

what are the 3 important features that distinguish most adolescent disorders
*

A

Children don’t refer themselves for treatment
Failure to show expected developmental progress
Many problem behaviours are not entirely abnormal

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3
Q

Define psychological disorder
PB3

A

a pattern of behavioural, cognitive, emotional, or physical symptoms shown by an individual, where such a pattern is associated with one or more of the 3 prominent features

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4
Q

what are the 3 prominent features that characterise a psychological disorder
DDR

A

the person shows some degree of DISTRESS
behaviour indicates some degree of DISABILITY
such distress and disability increase the RISK of further suffering/harm

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5
Q

what are the 3 age periods of developmental tasks

A

infancy to preschool
middle childhood
adolescence

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6
Q

what are the 3 developmental tasks of the age group infancy to preschool

A

attachment to caregivers
language
differentiation of self from environment

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7
Q

what are the 4 developmental tasks of the age group middle childhood

A

self-control and compliance
school adjustment
getting along with peers
rule-governed conduct

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8
Q

what are the 4 developmental tasks of the age group adolescence

A

successful transition to secondary schooling
involvement in extracurricular activities
forming close friendships within and across genders
forming a cohesive sense of self identity

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9
Q

define developmental pathways

A

the sequence and timing of particular behaviours as well as the relationships between behaviours over time

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10
Q

what are the 2 types of developmental pathways

A

multifinality and equifinality

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11
Q

what is the multifinality development pathway

A

similar early experiences lead to different outcomes

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12
Q

what is the equifinality development pathway

A

different factors lead to a similar outcome

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13
Q

define risk factor

A

a variable that precedes a negative outcome of interest

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14
Q

define protective factor

A

a personal or situational variable that mitigates a child developing a disorder

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15
Q

what are the 4 possible causes of a childs behaviour
BBEF

A

Biological influences
Behavioural and cognitive influences
Emotional influences
Family, cultural, and ethnic influences

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16
Q

define etiology

A

the study of the causes of childhood disorders

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17
Q

what are the 4 assumptions derived from a developmental psychopathology perspective
*

A

Abnormal development is multiply determined
Abnormal development involves continuities and discontinuities
Child and environment are interdependent
Changes, typical and atypical

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18
Q

define continuity

A

developmental changes are gradual and quantitative (can be measured numerically) and future behaviour patterns can be predicted from earlier patterns

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19
Q

define discontinuity

A

developmental changes are abrupt and qualitative (cant be measured numerically) and future behaviour is poorly predicted by earlier patterns

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20
Q

define adaptational failure

A

the failure to master or progress in achieving developmental milestones

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21
Q

what are the 3 psychological perspectives of psychopathology

A

Emotional influences
Behavioural and cognitive influences
Applied behaviour analysis (ABA)

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22
Q

what are the 2 dimensions of emotional processes

A

emotion reactivity
emotion regulation

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23
Q

define emotion reactivity

A

individual differences in the threshold and intensity of emotional experience, which provides clues to an individual’s level of distress and sensitivity to the environment

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24
Q

define emotion regulation

A

involves enhancing, maintaining, or inhibiting emotional arousal, which is usually done for a specific purpose

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25
Q

what are the 3 primary dimensions of temperament that are linked to normal/abnormal child development

A

Positive affect and approach
Fearful or inhibited
Negative affect or irritability

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26
Q

what does ABA stand for

A

applied behavioural analysis

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27
Q

what 4 primary operant learning principles is ABA based on

A

Positive and negative reinforcement (increases target response)
extinction and punishment (decreases a response)

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28
Q

define shared environment

A

environmental factors that produce similarities in developmental outcomes among siblings in the same family

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29
Q

define nonshared environment

A

environmental factors that produce behavioural differences among siblings

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30
Q

what is the focus of a clinical assessment

A

To obtain a detailed understanding of the individual child or family as a unique entity

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31
Q

what is idiographic case formulation

A

the study of an individual using qualitative methods

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32
Q

what three things must one be sensitive about when assessing children and families
AGC

A

Age
Gender
Culture

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33
Q

what are the 2 purposes of assessment

A

description & diagnosis
prognosis & treatment planning

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34
Q

what are the 3 most important things to include in your clinical description?

A

describing the…
Intensity, frequency, and severity of their problem
The age at onset and duration of their difficulties
A full picture of their different symptoms

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35
Q

Define prognosis

A

the formulation of predictions about future behaviour under specified conditions

36
Q

what 5 things must be obtained from a family interview
FISTD

A

Frequency, duration, impact on functioning
Interests and hobbies
School history
Trauma and unusual experiences
Developmental history

37
Q

what are the 6 key features of a child interview
PIMS CD

A

‘Presence’ in interview
Interaction patterns
Must be age-appropriate
structured to unstructured
Clinician’s experience of the child
Developmental level

38
Q

define antecedents

A

the events that immediately precede a behavior

39
Q

what are the ABCs of framing behaviour

A

Antecedents (before)
Behaviours of interest (during)
Consequences (after)

40
Q

what is the goal of functional analysis

A

to identify as many factors as possible that could be contributing to a child’s problem behaviours and to develop hypotheses for the factors that are most important/easily changed

41
Q

what does CBCL stand for

A

Child behaviour checklist

42
Q

define screening

A

identifying children at risk, who are then referred for a more thorough evaluation

43
Q

which test assesses the child developmental capacities of children aged 0-6y/o

A

Griffiths scale of child development

44
Q

what are the 2 intelligence tests in south africa along with their age ranges

A

junior south african individual scale (0-6 y/o)
senior ^ (7-16 y/o)

45
Q

define projective testing

A

the child is presented with ambiguous stimuli and the child is asked to describe what they see

46
Q

what are the 3 projective tests

A

Rorschach inkblot test
Thematic apperception test
Draw a person

47
Q

what are the big 5 of the central dimensions of personality
TTRAD

A

Timid or bold
Tense or relaxed
Reflective or unreflective
Agreeable or unagreeable
Dependable or undependable

48
Q

what are the 2 types of classification

A

categorical and dimensional

49
Q

what is categorical classification based on

A

the assumption that every diagnosis has a clear, underlying cause

50
Q

what is dimensional classification based on

A

the assumption that many independent dimensions of behaviour exist and that all children possess them to varying degrees

51
Q

what is the category of intellectual disability, autism, ADHD, learning and communication disorders

A

neurodevelopmental disorders

52
Q

during the differential diagnosis process, what happens if more than 1 disorder meets the full criteria for diagnosis

A

one disorder will be designated the primary diagnosis and the other will be designated the comorbid diagnosis

53
Q

what are the 4 specifiers in the DSM-5
SSCC

A

Subtypes
Severity
Course
Co-occurring conditions

54
Q

what are the 3 aspects of intervention, and describe them
PTM

A

PREVENTION- decreasing the chances that undesired future outcomes will occur
TREATMENT- corrective actions that will permit successful adaptation by eliminating/reducing the impact of an undesired problem that has already occurred
MAINTENANCE- increase adherence to treatment over time to prevent relapse/recurrence of a problem

55
Q

what are the 3 requirements for a child’s treatment plan
ACC

A

attend to a presenting problem
consider specific cultural practices of the family
careful not to stereotype individuals of any cultural group

56
Q

what are the 7 general approaches to treatent
CCCCFPB

A

Cognitive treatments
Cognitive-behavioural treatments
Client-centred treatments
Combined treatments
Family treatments
Psychodynamic treatments
Behavioural treatments

57
Q

what is the stanford-binet scale

A

children are asked to manipulate unfamiliar objects to solve puzzles

58
Q

what 3 things to Intelligence quotient (IQ) tests assess

A

Verbal skills
Visual-spatial skills
Mathematical skills

59
Q

Define adaptive functioning

A

how effectively individuals cope with ordinary life demands and how capable they are of living independently and abiding by community standards

60
Q

what are the 3 major categories of adaptive behaviour

A

Conceptual skills
Social skills
Practical skills

61
Q

Define neurodevelopmental disorder

A

occurs in the developmental period, causes impairment in social, personal, academic, or occupational functioning `

62
Q

what are the 3 diagnostic criteria for intellectual developmental disorder

A

deficits in intellectual functions
deficits in adaptive functioning
onset of intellectual and adaptive deficits during the developmental periods

63
Q

what are the 4 levels of impairment when diagnosing intellectual disability

A

mild
moderate
severe
profound

64
Q

what is the most common cause of intellectual disability

A

chromosome abnormalities

65
Q

which 2 hypotheses apply to the developmental position

A

similar sequence hypothesis
similar structure hypothesis

66
Q

what does the similar sequence hypothesis argue

A

all children pass through sages of cognitive development in an identical order, they only differ in their rate and upper limit of development

67
Q

what does the similar structure hypothesis argue

A

children with intellectual disability demonstrate the same behaviours and underlying processes as typically developing children at the same level of cognitive functioning

68
Q

what does the difference viewpoint argue

A

cognitive development of children with ID differs from that of children without ID in more developmental rate than upper limit.

69
Q

what are the distinct groups of the causes of intellectual disabilities

A

an organic group
the cultural-familial group

70
Q

what are the 4 major categories of risk factors that contribute to intellectual disabilities
BSBE

A

Biomedical
Social
Behavioural
Educational

71
Q

Define autism spectrum disorder (ASD)

A

characterized by significant and persistent deficits of social interaction and communication skills and by restricted and repetitive patterns of interests and behaviours

72
Q

what are the 2 primary symptom domains of ASD

A

social communication and interaction
restricted, repetitive patterns of behaviour, interests or activities

73
Q

what are the 4 core deficits of ASD
SSQR

A

Social interaction
Social communication
Qualitative language impairments
Restricted and repetitive behaviours/interests

74
Q

what are the 2 associated characteristics of ASD

A

Intellectual deficits and strengths
Cognitive and motivational deficits

75
Q

what are the 2 types of cognitive limitations proposed to underlie ASD

A

Specific cognitive deficits in processing social-emotional info
More general cognitive deficits in info processing, planning and attention

76
Q

what are the 5 goals for treatment of ASD
TTPED

A

Teaching appropriate social behaviour
Teaching adaptive skills
Promoting cognitive skills
Engaging children in treatment
Decreasing disruptive behaviours

77
Q

which 2 readiness skills are taught during the initial treatment of ASD

A

Discrete trial training
Incidental training

78
Q

what 3 procedures are effective in eliminating disruptive behviour

A

Rewarding competing behaviours
Ignoring the behaviour
Mild forms of punishment

79
Q

what are the 2 approaches to teaching children with ASD appropriate communication skills

A

Operant speech training
Pictures exchange communication system

80
Q

what are the 3 goals of intervention for ASD
MMH

A

Minimize core problems of ASD
Maximise independence and quality of life
Help child and family cope effectively with the problems

81
Q

what are the 4 ways that parents can be helped with coming to terms with the ASD diagnosis of their child
KSTP

A

Knowledge and psychoeducation
Support groups
Training on how to specifically work with their child
Pictures exchange communication system (PECS) training

82
Q

what are the 8 most effective interventions for children with ASD
EPILOG HF

A

Early
Peer interactions
Intensive
Low student-teacher ratio
Ongoing assessment
Generalization
High structure
Family Inclusion

83
Q

What are the 3 symptom types in the social and communication category that are required to diagnose ASD
D…SND

A

Deficits in social-emotional reciprocity
Deficits in nonverbal communication behaviors used for social interaction
Deficits in developing, maintaining and understanding relationships

84
Q

What 4 symptoms are specified in the restrictive and repetitive behaviors category regarding ASD and how many are required for diagnosis
SIRH

A

2 are needed for diagnosis…

Stereotyped or repetitive motor movements, use of objects or speech

Insistence of sameness, inflexible adherence to routines, or ritualized patterns of verbal or non-verbal behavior

Restricted, fixated interests that are abnormal in intensity or focus

Hyperreactivity or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.

85
Q

What are the 3 severity ratings for each domain of ASD

A

1- Requiring support
2- Requiring substantial support
3- Requiring very substantial support

3rd Year (12 decks)

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