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Praxis > Student-Level Services > Flashcards

Student-Level Services Flashcards

1
Q

What is positive interdependence in cooperative learning?

A

Students must believe they all ‘sink or swim together’

This involves a group goal and clear tasks to promote commitment to others’ success.

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2
Q

What ensures individual and group accountability in cooperative learning?

A

Each member is accountable for contributing their share

Groups must understand shared goals and measure member efforts.

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3
Q

What is promotive interaction in cooperative learning?

A

Group members encourage, support, and praise each other’s learning efforts

It involves academic and personal support systems.

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4
Q

What skills are emphasized in interpersonal and small-group skills?

A

Decision-making, trust-building, communication, leadership, conflict management

These skills are crucial for effective teamwork.

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5
Q

What is group processing in cooperative learning?

A

Members discuss working relationships, goal achievement, and effective actions

Analysis enables continuous process improvement.

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6
Q

What does flexible instructional grouping address?

A

Individual student differences in learning rates and styles

It includes alternating whole-class, small-group, and individual activities.

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7
Q

What are teacher-led group activities?

A

Whole-class/small-group activities, individual activities

They include concept overviews and instructional scaffolding.

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8
Q

What do student-led groups involve?

A

Collaborative activities, performance-based activities, paired activities

Teachers monitor effectiveness and guide understanding.

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9
Q

What is one strategy for differentiated instruction?

A

Using technology like interactive websites and streaming online videos

These tools offer educational games at varied learning levels.

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10
Q

What is the purpose of group discussions in differentiated instruction?

A

To address each level of Bloom’s Taxonomy and facilitate student success

Teachers plan how to include every student.

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11
Q

What are task centers/cards used for?

A

To create individual unit-based tasks differentiated by student cognitive level

Color-coded task cards guide task-to-task movement.

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12
Q

What are advance organizers?

A

Tools like Venn diagrams, flowcharts, and rubrics that aid student understanding

They illustrate relationships and expectations.

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13
Q

What do cue cards help with?

A

Vocabulary words, problem-related formulas, and discussion topics

They assist in test preparation and concept definition.

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14
Q

What is the purpose of mind/concept maps?

A

To depict relationships and aid in understanding concepts

They can be completed or partially completed for student interaction.

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15
Q

What does the study strategy of reducing interference involve?

A

Making material meaningful, avoiding similar subjects concurrently

Strategies include overlearning and chunking.

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16
Q

What is the benefit of spaced studying?

A

Facilitates memory consolidation through breaks between sessions

Different environmental contexts also aid memory.

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17
Q

What is the Whole-Part-Whole learning strategy?

A

Study the whole quickly, then focus on difficult parts separately

Finally, review the whole again.

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18
Q

What are metacognitive instructional strategies?

A

Techniques that stimulate student reflection on their learning processes

Examples include asking questions and promoting independent learning.

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19
Q

What assistive technology helps visually impaired students with reading?

A

Low-vision devices, Braillewriters, and electronic note-takers

These tools assist in accessing and managing information.

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20
Q

What is the role of tactile graphics?

A

To enable visually impaired students to ‘see’ illustrations through touch

They convert printed graphics to tactile formats.

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21
Q

What is one example of an accommodation for visually impaired students?

A

Allowing extra time for assignments and classwork

This accounts for the slower reading and writing rates.

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22
Q

What is the purpose of hands-on experiences in instruction?

A

To substitute or add real objects to enhance understanding

This can involve actual coins instead of pictures.

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23
Q

What is the significance of clear directions in instruction?

A

Using explicit language to guide visually impaired students

Phrasing must be precise, e.g., ‘to the left/right’.

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24
Q

What is the function of talking calculators?

A

Assist numerical computations without requiring vision

They provide auditory feedback for calculations.

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25
Q

What are accommodations that help blind and visually impaired students complete assignments?

A

Allowing extra time, descriptive responses instead of visual representations, constructing three-dimensional models, and providing worksheets for direct answers

For example, a blind student could write a description of a cell instead of drawing it in a science assignment.

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26
Q

What is the difference between accommodations and modifications in educational settings?

A

Accommodations adjust how students demonstrate learning without altering the learning objectives, while modifications change the learning objectives themselves

For instance, substituting a written description for a drawing is an accommodation, but changing the objective from drawing to describing is a modification.

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27
Q

List some adaptations to the environment for blind and visually impaired students.

A
  • Preferential seating
  • Flexible classroom movement
  • Additional work/desk space
  • Brighter lighting or lower light depending on needs
  • Storage for Braille books and adaptive equipment
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28
Q

What are some testing adaptations for blind and visually impaired students?

A
  • Extended time for tests
  • Use of concrete models instead of written answers
  • Spelling tests using uncontracted Braille
  • Access to enlarged text or Braille hardcopies
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29
Q

Define self-regulated learning.

A

A process where learners take control of their own learning through self-monitoring, self-instruction, self-evaluation, self-correction, and self-reinforcement

This concept emerged from behavioral research into self-control and emphasizes the importance of internal states in addition to observable behaviors.

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30
Q

What are the four phases of self-regulated learning according to information processing theory?

A
  • Defining the task
  • Setting goals and planning strategies
  • Applying planned learning strategies
  • Using metacognition to self-evaluate success
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31
Q

What does Vygotsky’s social constructivist theory emphasize?

A

The importance of social interactions and cultural environments in developing problem-solving and self-regulation skills

Vygotsky introduced concepts like the zone of proximal development (ZPD) which highlights the role of adult guidance in learning.

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32
Q

True or False: Private speech is used for social communication.

A

False

Private speech is used for directing one’s own behaviors and reasoning processes, often transitioning into internalized silent thought.

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33
Q

Describe the developmental changes in students from grade 5 to grade 8 regarding self-regulation.

A

Increased use of planning, sequencing, and setting goals, with older students using more effective study strategies like note-taking and highlighting

Older students also show improved ability to monitor their comprehension and resolve inconsistencies in text.

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34
Q

What are process goals and outcome goals in self-regulated learning?

A
  • Process goals: Reflect strategies/skills being learned
  • Outcome goals: Reflect desired performance

For example, learning to use a specific theorem is a process goal, while completing a problem set is an outcome goal.

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35
Q

What is the role of self-evaluation in self-regulated learning?

A

Self-evaluation influences motivation and helps students assess their progress and learning strategies

It is important for students to recognize the connection between their self-regulatory strategies and their performance improvements.

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36
Q

List some issues related to the adoption of evidence-based interventions (EBIs) in schools.

A
  • Variety of evidence bases leading to confusion
  • Practical obstacles in implementing EBIs
  • Influence of clinical judgment over research
  • Lack of training among practitioners
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37
Q

What is the scientist-practitioner model in school psychology?

A

A model requiring school psychologists to integrate research findings into practice while also conducting their own research

This model emphasizes the importance of evidence-based practices in educational settings.

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38
Q

What are recommended strategies to promote evidence-based practice in school psychology?

A
  • Developing practice-research networks
  • Expanding evidence-based practice methodology
  • Establishing guidelines for EBI implementation
  • Providing professional development opportunities
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39
Q

What are some instrumental organizations involved in the EBI movement?

A
  • Task Force on Evidence-Based Interventions in School Psychology
  • American Psychological Association (APA)
  • National Reading Panel
  • What Works Clearinghouse
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40
Q

What are the limitations of meta-analysis in evidence-based interventions?

A
  • Biases against publishing negative results
  • Lack of attention to replication research for reliability
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41
Q

What is the importance of fundamental principles of behavior change in applying EBIs?

A

They provide a basis for understanding and generalizing effective interventions across different contexts

These principles help inform the development of flexible guidelines for practitioners.

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42
Q

What are evidence-based interventions (EBIs) primarily based on?

A

Literature reviews that apply meta-analysis techniques

Meta-analysis allows for the summarization of research literature, providing a foundation for EBIs.

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43
Q

What are two significant limitations of meta-analytic procedures?

A
  1. Biases against publishing negative results
  2. Lack of attention to conducting replication research for reliability

These limitations can affect the conclusions drawn from meta-analyses.

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44
Q

How can meta-analysis contribute to the evaluation of interventions?

A

By identifying circumstances where a specific intervention might be questioned or contraindicated

This helps practitioners make informed decisions regarding the implementation of EBIs.

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45
Q

What is the role of expert groups in the context of EBIs?

A

To provide data about minority populations, setting variables, and other factors related to intervention context

This information can inform contraindications and indications for various individual EBIs.

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46
Q

What model do experts recommend for school psychologists?

A

Scientist-practitioner model

This model emphasizes the importance of evaluating EBIs in their actual practice contexts.

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47
Q

Why is it important to evaluate EBIs under real practice conditions?

A

To generalize the use of an EBI effectively

Accumulated evidence from research studies must be validated in practical settings.

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48
Q

What are evaluation protocols and when are they established?

A

Protocols established during an EBI’s development; may be included in practice guidelines or practitioner manuals

These protocols guide the evaluation process of EBIs.

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49
Q

What is the Outcomes: Planning, Monitoring, Evaluating protocol?

A

A protocol that provides guidance in selecting problems, designing, implementing, and evaluating interventions

Developed by Stoiber & Kratochwill in 2002, it assists practitioners in assessing EBIs.

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50
Q

What does the main publication containing the Outcomes: PME protocol include?

A

An example of an intervention planning and monitoring training and practice protocol

This helps practitioners and researchers conceive and perform outcome assessments.

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51
Q

What are some factors affecting student success in school?

A
  • Family socioeconomic status
  • Time parents spend with children
  • Quality of parenting practices
  • Time children spend away from parents
  • Physical and mental health
  • Relationships with peers
  • Nutritional needs
  • Parental expectations
  • Age-appropriate reading levels
  • Well-trained teachers
  • Individual treatment of children
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52
Q

True or False: Parental involvement is one of the most significant factors influencing student success.

A

True

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53
Q

What percentage of students earning A or B grades report parental encouragement?

A

70-90%

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54
Q

What is a common characteristic of students from impoverished households regarding academic performance?

A

More likely to be retained in and repeat grades

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55
Q

Fill in the blank: The factor that influences children’s academic success the most for single parents is how much time the parent can find for _______.

A

[spending time with children]

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56
Q

What type of early childhood education programs contribute positively to later academic success?

A
  • Child care centers
  • Early childhood education programs
  • Head Start programs
  • Early intervention preschools
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57
Q

How does nutrition affect student academic performance?

A

Adequate nutrition is essential for performing academically up to potential

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58
Q

What is a significant issue related to breakfast among students?

A

Many students attend school without breakfast or eat unhealthy options

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59
Q

What is the recommended number of class rules for effective classroom management?

A

3-8 rules

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60
Q

What is the consequence of allowing multiple class disruptions at the beginning of the school year?

A

Sets a precedent that makes improving discipline difficult

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61
Q

True or False: Teachers should address classroom disruptions immediately.

A

True

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62
Q

What can positive teacher expectations lead to in the classroom?

A

Positive behaviors from students

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63
Q

What is a key behavior for teachers to maintain respect and motivation among students?

A

Fairness in discipline

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64
Q

Fill in the blank: Students with _______ social skills are more likely to develop positive relationships.

A

[competent]

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65
Q

What are some domains included in social skills?

A
  • Conflict management skills
  • Relationship skills
  • Classroom behavior skills
  • Emotional self-expression skills
  • Communication skills
  • Decision-making skills
  • Community conduct skills
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66
Q

What do conflict management skills help students succeed in?

A

Academically, socially, and in employment

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67
Q

What should teachers do to prevent downtime in lessons?

A

Overplan lessons and include additional activities

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68
Q

What negative impact can bullying have on students?

A

Affects both school attendance and academic progress

69
Q

What is a common result for students who lack social skills?

A

More likely to be excluded, ignored, or bullied

70
Q

True or False: Teachers should start each day expecting good behavior from students.

A

True

71
Q

What role does humor play in classroom management?

A

Can diffuse tension and redirect the class

72
Q

What is essential for independent individuals to manage conflicts effectively?

A

Effective skills for managing and resolving conflicts

Skills develop in early childhood and are informed by the ability to read nonverbal communication signals.

73
Q

Which skills are critical for conflict management and resolution?

A

Specific and complex communication skills

These skills vary widely and require direct instruction for those with communication deficits.

74
Q

What are some methods of direct instruction for conflict management?

A
  • Verbal prompts
  • Visual prompts
  • Authentic practice contexts
  • Role-playing
  • Guided reflection
75
Q

What domains are included under social skills?

A
  • Conflict management and resolution skills
  • Classroom skills
  • Emotional self-expression and self-regulation skills
  • Conversation skills
  • Community conduct skills
  • Peer relationship skills
  • Problem-solving skills
76
Q

What is a critical predictor of future success in life according to research studies?

A

Social competency

Low peer acceptance correlates with issues like low self-esteem and poor school performance.

77
Q

What skills should students develop to address problems in school and community?

A

Problem-solving ability

78
Q

What are some examples of classroom skills students need in inclusive classrooms?

A
  • Pencil-sharpening
  • Making smooth transitions between classes
  • Organizing materials properly
79
Q

What is the role of teachers in supporting students with communication disorders?

A

Collaborate to develop behavioral goals to improve social awareness and academic achievement

80
Q

How can community conduct skills be taught to students?

A

Through modeling, direct instruction, and role-playing

81
Q

What are the components of emotional awareness that students need to develop?

A
  • Emotional self-expression
  • Emotional self-regulation
  • Self-awareness
82
Q

Why might students with communication deficits struggle with emotional skills?

A

Difficulty identifying, labeling, measuring, expressing, and controlling feelings

83
Q

What instructional strategies can educators use to teach emotional skills?

A
  • Modeling
  • Structured learning
  • Visual cues
  • Incidental teaching
  • Rehearsal
84
Q

What are some characteristics of conversational skill deficits?

A
  • Inability to make appropriate use of greetings
  • Difficulty initiating conversations
  • Trouble maintaining conversational topics
  • Problems asking and answering questions
85
Q

What is a significant risk factor for learning disabilities (LD)?

A

Maternal smoking during pregnancy

86
Q

What can maternal alcohol use during pregnancy cause?

A

Malformation of developing neurons

87
Q

Which environmental toxins can disrupt neuron development?

A
  • Lead
  • Cadmium
88
Q

What is one genetic risk factor for mental health problems?

A

Having a family history of mental illness

89
Q

What in utero events can raise the risk of developing mental disorders?

A
  • Exposure to environmental toxins
  • Alcohol
  • Tobacco
  • Other drugs
90
Q

What are typical services provided by school mental health (MH) professionals?

A
  • Individual counseling
  • Group counseling
  • Skill training
91
Q

What is the primary focus of school mental health services?

A

Supporting education

92
Q

What does the Language Experience Approach (LEA) focus on?

A

Constructing meaning in reading

93
Q

What strategies can enhance literacy development in students with LD?

A
  • Identifying learning themes
  • Utilizing motivational materials
  • Creating word banks
94
Q

What is the purpose of school-based interventions?

A

To support students’ emotional issues and promote optimal learning

95
Q

What are the three types of counseling techniques mentioned?

A
  • Directive
  • Non-directive
  • Moderately directive
96
Q

What does the ‘Acting as if’ technique involve?

A

Role-play to explore desired behaviors

97
Q

What is a key component of Rational-Emotive Behavior Therapy (REBT)?

A

Using analogies or images to change clients’ perspectives

98
Q

What is assertion training aimed at helping clients with?

A

Confidently expressing their needs, thoughts, and feelings

99
Q

What is the primary goal of assertion training in behavior therapy?

A

To help clients confidently express their needs, thoughts, and feelings without muting or hiding them.

100
Q

List some issues clients may face that assertion training addresses.

A
  • Trouble saying ‘No’ to others
  • Difficulty expressing frustration or anger
  • Letting others take advantage of them
  • Challenges in expressing affection
  • Feeling they have no right to express feelings and thoughts.
101
Q

What techniques are involved in assertion training?

A
  • Modeling
  • Exposure
  • Behavior rehearsal
  • Positive reinforcement.
102
Q

What is a key characteristic of the non-directive technique in Individual Psychology?

A

Empathic support without confrontation or direction.

103
Q

What does the technique of ‘catching oneself’ help clients to do?

A

Raise awareness of irrational thoughts and/or self-destructive behaviors without self-condemnation.

104
Q

True or False: Behavior modeling involves clients observing and imitating a behavior modeled by the psychologist.

A

True.

105
Q

What is the purpose of the continuum line technique from REBT?

A

To help substance abuse clients rate their feelings regarding their addictions on a scale of 1-100.

106
Q

Define the technique of decatastrophizing.

A

Asking ‘What if’ questions to help clients realize they may have blown their problems out of proportion.

107
Q

What does the technique of encouragement in Individual Psychology involve?

A

Acknowledging, naming, accepting, and praising the client’s positive qualities, strengths, and progress.

108
Q

What is congruence in Carl Rogers’s Person-Centered Therapy?

A

Interacting with the client using consistent, honest behaviors and language.

109
Q

What is the goal of the exaggeration technique in Gestalt therapy?

A

To help clients develop greater awareness of their defense mechanisms and emotions.

110
Q

What analogy is used in the Fruit Basket technique from REBT?

A

Clients contain a combination of good and bad components, similar to a fruit basket.

111
Q

What is the purpose of language exercises in Gestalt therapy?

A

To help clients examine their speech patterns and develop greater self-awareness.

112
Q

Fill in the blank: The magic wand counseling technique allows clients to imagine they have a _______.

A

[magic wand].

113
Q

What does the magic wand technique enable clients to do?

A

Look past their current life situation and define their true desires.

114
Q

What are the first steps in identifying intervention strategies for high-functioning students with ASDs?

A

Assessing needs, differentiating skills deficits vs. performance deficits, and evaluating service delivery models.

115
Q

What types of curricula should be examined for social skills intervention for students with ASDs?

A

Curricula designated for specific age/grade levels, promoting language and social skills development, and providing experience with group dynamics.

116
Q

What factors must a school psychologist consider when implementing intervention services for students with ASDs?

A

Inclusive group settings, involvement of multiple disciplines, and selection of appropriate multidisciplinary intervention team members.

117
Q

Describe the group intervention format for middle school students with high-functioning ASDs.

A

Reviewing learned skills, direct instruction in new skills, role-plays, games, positive reinforcement, and community outings.

118
Q

What new skill might students learn involving vocal tone in a social skills lesson?

A

Appropriate vocal tone, including volume, speed, and respectful tone.

119
Q

In the application lesson, how do students practice appropriate distances from others?

A

Using arm’s length visualization and hula hoops.

120
Q

What sequence is followed in small group lessons for elementary school students with high-functioning ASDs?

A

Review previous lessons, introduce new skill(s), practice the new skill, and help students generalize the skill.

121
Q

What are the steps for giving compliments taught to elementary students?

A
  • Look
  • Use a friendly face
  • Use a sincere voice
  • Say what you like about the person.
122
Q

What activities help practice newly learned social skills for giving and receiving compliments?

A

Role-playing different scenarios and writing compliments on cards.

123
Q

Define Applied Behavior Analysis (ABA).

A

The application of behavioral principles to increase or decrease targeted behaviors over time in everyday situations.

124
Q

What is required for effective progress monitoring in ABA?

A

Data-driven decision-making (D3M) and objective data collection on student responses.

125
Q

What is the recommended intensity of behavioral intervention for young children with ASDs?

A

At least 25 hours weekly for 12 months.

126
Q

What role do parents play in children’s ABA programs?

A

Engagement in the process, guiding programs, recording data, and promoting generalization.

127
Q

What should parents look for in a qualified ABA service provider?

A

Certification in the Behavior Analyst profession by the Behavior Analyst Certification Board (BACB).

128
Q

What are key components of effective ABA programs according to the National Autism Center?

A
  • Manipulation of antecedents
  • Behavioral treatment
  • Comprehensive intervention
  • Joint attention intervention.
129
Q

What is pivotal response training in ABA?

A

A program targeting pivotal behaviors that lead to improvement across a range of behaviors.

130
Q

What are the steps in the self-management intervention in ABA?

A

The student records the target behavior’s occurrence and obtains reinforcement for documentation.

131
Q

What are story-based interventions in ABA?

A

Written descriptions of conditions or situations in which specified behaviors are expected to take place.

132
Q

Why is early detection of childhood mental illness important?

A

Because mental disorders become regular features of behavior, making them harder to treat over time.

133
Q

What behaviors can be warning signs of serious mental health issues in children?

A

Problems functioning in multiple settings, changes in appetite, and significant mood changes.

134
Q

What are some warning signs of serious mental health issues in children and adolescents?

A
  • Problems functioning in multiple settings
  • Changes in appetite, eating, or sleeping patterns
  • Social withdrawal or new fears
  • Regression to younger behaviors
  • Tearfulness or sadness
  • Self-injurious behaviors
  • Recurring thoughts of death

Examples of regression include bedwetting, thumb-sucking, and baby talk.

135
Q

What is Cognitive Behavior Therapy (CBT)?

A

A therapy that examines distorted thought patterns to improve anxiety, moods, and behavior in children and teens.

CBT helps children identify harmful thinking and replace it with more appropriate thoughts.

136
Q

What is Dialectical Behavior Therapy (DBT) used for?

A

To help older adolescents with Borderline Personality Disorder, self-injurious behaviors, or chronic suicidal ideations.

DBT emphasizes examining responses to intense emotions and combines individual and group sessions.

137
Q

What does Family Therapy focus on?

A

Education, support, and exploring communication patterns within families.

It can include parents, siblings, and grandparents in sessions.

138
Q

What is the purpose of Group Therapy?

A

To improve social skills and understanding of mental illness through peer interactions and group dynamics.

Types include psychodynamic, substance abuse, and social skills groups.

139
Q

What is Psychodynamic Psychotherapy?

A

A therapy focusing on understanding motivations and influences on a child’s thoughts, emotions, and behaviors.

It seeks to identify responses to internal conflicts and behavior patterns.

140
Q

What is Interpersonal Therapy (IPT)?

A

A brief treatment developed for depression that focuses on how emotional status is affected by interpersonal events.

IPT addresses individual problems in interpersonal terms.

141
Q

What is Play Therapy?

A

A therapy that uses toys and games to help younger children recognize and verbalize emotions.

The therapist observes play to identify themes related to the child’s issues.

142
Q

What are common symptoms of Dyslexia?

A
  • Difficulties with phonics and letter-sound correspondences
  • Poor spelling and word recognition
  • Delayed speech development
  • Understanding speech and organizing language
  • Learning vocabulary
  • Following directions

Dyslexia affects reading and language skills.

143
Q

What are symptoms of Dysgraphia?

A
  • Difficulties with writing and drawing
  • Grammar issues
  • Logical order in writing
  • Rapid loss of interest in writing
  • Omitting words from sentences

Dysgraphia affects written expression.

144
Q

What difficulties are associated with Dyscalculia?

A
  • Understanding basic arithmetic concepts
  • Solving math word problems
  • Making change
  • Recognizing logical sequences in math
  • Describing mathematical processes

Dyscalculia impacts math skills.

145
Q

What are the symptoms of Dyspraxia?

A
  • Organizing belongings
  • Eye-hand coordination issues
  • Poor balance
  • Sensitivity to noises and touch
  • Difficulty with precision tasks

Dyspraxia affects motor coordination.

146
Q

What impact do mental health problems have on students’ education?

A

They lead to limited academic progress and difficulties in school starting from a young age.

Students with mental health issues often face challenges that extend beyond academics.

147
Q

What percentage of children with mental health issues do not receive treatment?

A

Less than half of children with mental health problems receive treatment.

This statistic highlights a significant gap in mental health care.

148
Q

What is the relationship between early warning signs and later mental health diagnoses?

A

A high proportion of adolescents with mental health issues exhibited early warning signs.

82% showed disruptive behavior, aggression, or multiple school suspensions.

149
Q

What social factors can negatively impact children’s mental health?

A
  • Frequent family relocation
  • Legal problems
  • Chronic illnesses
  • Parental imprisonment
  • Homelessness
  • Foster care
  • Exposure to abuse or violence

These factors create significant risks for mental health.

150
Q

What is psychopharmacology?

A

The study of how drugs are used to treat mental disorders.

It requires practitioners to stay updated on advances in the field.

151
Q

What do psychopharmacologists need to understand?

A
  • Basic psychopharmacology
  • Basic neuroscience
  • Clinical medicine
  • Differential diagnosis of mental disorders
  • Treatment options for mental disorders

This knowledge is essential for effective medication management.

152
Q

What is the site of action in pharmacology?

A

The place in the body where a medication exerts its therapeutic effects.

Understanding this helps in determining how medications work.

153
Q

What are neurotransmitters?

A

Chemicals in the brain that influence how neurons communicate with each other.

Examples include dopamine, serotonin, and acetylcholine.

154
Q

What types of antidepressants are there?

A
  • Tricyclics and tetracyclics (TCAs)
  • Monoamine oxidase inhibitors (MAOIs)
  • Serotonin-specific reuptake inhibitors (SSRIs)

These classifications are based on chemical structure and mechanism of action.

155
Q

What is the primary mechanism in Alzheimer’s disease?

A

Acetylcholine neuron death

Acetylcholine is a neurotransmitter crucial for memory and learning.

156
Q

Where are acetylcholine receptors found?

A

Brain, spinal cord, autonomic nervous system’s ganglia, end organs of the parasympathetic branch

Acetylcholine receptors play a key role in neurotransmission.

157
Q

Name the classes of antidepressants.

A

Tricyclics and tetracyclics (TCAs), monoamine oxidase inhibitors (MAOIs), serotonin-specific reuptake inhibitors (SSRIs)

Each class has distinct mechanisms of action.

158
Q

List some examples of tricyclics and tetracyclics.

A
  • Elavil (amitriptyline)
  • Anafranil (clomipramine)
  • Tofranil (imipramine)
  • Pamelor (nortriptyline)
  • Norpramine (desipramine)
  • Sinequan (doxepin)
  • Vivactil (protriptyline hydrochloride)

These medications are used to treat depression and other mood disorders.

159
Q

What disorders are SSRIs effective for?

A
  • Depression
  • Bipolar I disorder
  • Dysthymic disorder
  • Panic disorder
  • Obsessive-compulsive disorder
  • Borderline personality disorder
  • Eating disorders

SSRIs are widely prescribed due to their safety profile.

160
Q

Which SSRI is the most widely prescribed?

A

Prozac (fluoxetine)

It is preferred for its lower toxicity and fewer side effects.

161
Q

Name other popular SSRIs.

A
  • Paxil (paroxetine)
  • Zoloft (sertraline)
  • Luvox (fluvoxamine)

These medications help manage various psychological disorders.

162
Q

What are anxiolytic drugs used for?

A
  • Depression
  • Social phobia
  • Panic disorder
  • Bipolar disorder
  • Substance abuse withdrawal symptoms

Anxiolytics can help alleviate anxiety and related symptoms.

163
Q

What class of drugs have mostly replaced barbiturates?

A

Benzodiazepines

Benzodiazepines are preferred for their safety and efficacy.

164
Q

List some examples of anxiolytics.

A
  • Xanax (alprazolam)
  • Atenolol (tenormin)
  • BuSpar (buspirone)
  • Librium (chlordiazepoxide)
  • Klonopin (clonazepam)
  • Catapres (clonidine)

These medications are used to treat anxiety disorders.

165
Q

What are antipsychotic drugs formerly called?

A

Major tranquilizers or neuroleptics

This terminology reflects their historical use in psychiatric treatment.

166
Q

What is the primary action of antipsychotic medications?

A

Dopamine blocker

These medications help manage symptoms of psychosis.

167
Q

List some conditions treated with antipsychotic drugs.

A
  • Schizophrenia
  • Schizoaffective disorder
  • Schizophreniform disorder
  • Delusional disorder
  • Major depressive disorder with psychotic features
  • Manic episodes
  • Brief psychotic disorder

Antipsychotics are crucial in managing various severe mental illnesses.

168
Q

What are common side effects of antipsychotic medications?

A
  • Tardive dyskinesia
  • Extrapyramidal syndrome (EPS)
  • Neuroleptic malignant syndrome

These side effects can significantly impact the quality of life for patients.

169
Q

What medications can be used to treat side effects of antipsychotics?

A
  • Anticonvulsants
  • Anticholinergics
  • Anti-parkinsonism drugs

These medications help manage the adverse effects of antipsychotic treatment.

Praxis (4 decks)

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