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Psychopathology > Task 1 - ADHD > Flashcards

Task 1 - ADHD Flashcards

1
Q

Externalising disorders

A

Disorders based on outward/directed behaviour problems, such as aggressiveness, hyperactivity, non/compliance or impulsiveness (now also called disruptive behaviour disorders)

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2
Q

Internalising disorders

A

Disorders with inward directed behaviours, like depression or anxiety

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3
Q

Development Psychopathology

A

An area of Research concerned with Mapping how early childhood experiences influence adult mental health

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4
Q

Attention deficit hyperactivity disorder (ADHD)

Definition

A

A persistent pattern of inattention and/or hyperactivity-impulsivity at
a significantly higher rate than would be normal in that developmental stage

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5
Q

DSM-5 Criteria for Attention-Deficit/Hyperactivity Disorder

A

A. A persistent pattern of inattention and/or hyperactivity that interferes with functioning or development.
B. Several inattentive or hyperactive-impulsive symptom were present prior to age 12
C. Several of the symptoms are present in 2 or more settings
D. Clear evidence that the symptoms interfere with functioning
E. Are not better explained by a different mental disorder

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6
Q

Sonuga-Barke et al.: Study underlying the Dual-Pathway model

A

★ Children with AD/HD and a control group performed two tasks: 1) The standard stop signal task and a 2) choice delay task
★ The choice delay task was designed to ensure that the performance would not be linked to inhibitory functions and the other way around
★ If, as expected, one of these symptoms of AD/HD is caused by the other, then there should be a strong
correlation between performance on both tasks
★ But: Performance was not correlated and performance on both tasks was influenced by AD/HD, supporting a dual-pathway view

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7
Q

Dual-Pathway model of ADHD

Definition

A

The model describes ADHD as a developmental outcome of two distinct psychological/developmental processes:
1. Dysregulation of thought and action pathway (DTAP)
2. Altered reward mechanisms in motivational style pathway (MSP), especially in the meso-limbic branch of the dopamine system

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8
Q

Sonuga-Barke et al.: Evidence for a third pathway

A

★ For the I-EDF Pathway they used: 1) Stop-Signal Task, 2) Go/no-Go Task (GNG) and 3) Modified Stroop TAsk
★ For the DAv Pathway they used: 1) Maudsley’s Index of Childhood Delay Aversion (MIDA), 2) Delay Frustration (DeFT) and 3) Delay Reaction Time (DRT)
★ For the TPD Pathway they used: 1) Tapping, 2) Duration Discrimination and 3) Time Anticipation
★ Found that the three domains are distinguishable (suggesting a third pathway)

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9
Q

The third pathway

A

Temporal processing deficits (TPD) (difficulties in accurately perceiving and processing the timing of events or
intervals in the environment) in ADHD may represent a third neuropsychological pathway

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10
Q

Zeeuw et al.: Evidence for a fourth pathway

A

★ Two computerized tasks were used: one assessed cognitive control and timing, and the other assessed
sensitivity to reward.
★ Findings: There are four separable cognitive components, three of which were predicted by the model
★ A fourth component related to vigilance was not predicted by the model but could be related to another
neurobiological system involved in ADHD

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11
Q

Prevalence of ADHD

A
  • Around 5% of school-aged children worldwide are diagnosed with ADHD, while 2,5% of adults are
  • The rate is higher in boys than girls, but the symptoms are not sex specific
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12
Q

Comorbid Disorders of ADHD

A
  • From children diagnosed with two subtypes, circa 50% are also diagnosed with conduct disorder
  • Anxiety and depressive disorders are only slightly more prevalent than in the general population
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13
Q

Genetic Factors for ADHD

A

● There is evidence that the mean heritability estimate is around 76%
● There seems to be a region on chromosome 16 that is linked to ADHD, but finding an individual gene is difficult and
it is assumed many genes together are responsible
● Many of those might have to do with abnormality in neurotransmitter systems:
○ The dopamine transporter gene
○ The dopamine D4 and D5 receptors
○ SNAP-25 (controls the way dopamine is released in the brain)

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14
Q

Kahn et al.: Genetic causes of ADHD

A

Found that if children had two copies of the DAT1 gene and were exposed to maternal smoking the chance of them getting ADHD was much higher than levels of control group (children who had gene but non-smoking mothers)

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15
Q

Neurological Factors of ADHD

A
  • Brains of children with ADHD are generally smaller than healthy comparison childrens (overall brain volume smaller
    by about 3.2% on average)
  • The main areas affected by lesser brain volume are: Frontal, parietal, temporal and occipital lobes and a global reduction of gray matter
  • They also develop slower (normally cortex at peak thickness around 7.5 years, but in children with ADHD about 10.5 years)
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16
Q

Prenatal Factors of ADHD

A

● General complications with childbirth, such as low birth weight, respiratory distress and birth asphyxia
● Maternal smoking and drinking during pregnancy

17
Q

Psychological factors of ADHD

A
  • Parent-child interaction (especially when the parents also have ADHD)
  • Theory of mind deficits
18
Q

Drug treatments for ADHD

A
  • Most children are treated with stimulant drugs (e.g. Ritalin, Dexedrine and Adderall)
  • 70-85% of ADHD children respond to those drugs with decreases in demanding, disruptive and noncompliant behavior
  • Stimulants increase the levels of dopamine in the synapses of the brain, enhancing release and inhibitory reuptake of dopamine
19
Q

Working memory training for ADHD

A
  • WM training improved WM performance and brain activity in dorsolateral prefrontal and parietal association cortices.
  • These areas overlap with prefrontal regions implicated in ADHD
20
Q

Klingberg et al.: WM training for ADHD

A
  • Two similar versions of the training program: One with matched WM capacity and with low WM load to control for nonspecific effects
  • The treatment group that underwent high-intensity working memory (WM) training showed significant
    improvement in various cognitive measures compared to the comparison group
21
Q

Prins et al.: Computerized WM training

A
  • Participants divided into standard WM training (n=25) and game version (n=27) groups
  • Corsi Block-Tapping Test (CBTT) for visuospatial memory, motivation level, and an exit questionnaire
  • Game-based training significantly improved WM performance, motivation, and the outcomes on untrained WM tasks compared to a control condition
22
Q

Thorell et al.: Training and transfer effects of WM training

A
  • Results show significant improvements in trained tasks for children who received working memory training
  • Also found transfer effects to non-trained tasks, suggesting that computerized training can improve executive functions in preschool children
23
Q

Primary Medications for ADHD (Caye at al.)

A

Psychostimulants like methylphenidate (MPH) and amphetamines (AMP)

24
Q

Second-line medications for ADHD (Caye et al.)

A

Atomoxetine (ATX), guanfacine (GFC), and clonidine (CLO), which are prescribed when psychostimulants are not effective or are contraindicated

25
Q

Autism Spectrum Disorder (ASD)

Definition

A

Involves impairment in two fundamental behavior domains
1. Deficits in social interactions and communications
2. Restricted, repetitive patterns of behaviors, interests, and activities

26
Q

DSM-5 Criteria for ASD

A

A. Persistent deficits in social communication and social interactions across multiple contexts
B. Restricted, repetitive patterns of behaviors, interests or activities
C. Must be present in the early developmental period

D and E the usual

27
Q

Intellectual disability (ID) (or intellectual developmental disorder)

Definition

A

Formerly referred to as mental retardation, involves significant deficits in intellectual abilities and life functioning

28
Q

Three domains of deficits in Intellectual disability

A
  1. Conceptual Domain: Individuals with ID exhibit deficits in skills such as language, reading, writing, math,
    reasoning, knowledge, memory, and problem solving.
  2. Social Domain: These individuals struggle with understanding others’ experiences, interpersonal
    communication skills, making and keeping friends, social judgment, and regulating their reactions in social
    interactions.
  3. Practical Domain: Deficits include managing personal care, finances, recreation, transportation, and
    organizing oneself for work or school

Psychopathology (9 decks)

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