Test 3: CDD, Conduct disorders, ADHD

Question 1

Conduct problems

Answer 1

• externalizing problems
• one’s that you can see
• overt behaviors
• Two types: Opositional defiant disorder (ODD) and conduct disorder (CD)
• a child can have either or, or both.
• eflects a pattern of noncompliant, defiant, and/or spiteful behavior toward others. The signs and symptoms of the disorder fall into three categories: (1) angry or irritable mood, (2) argumentative or defiant behavior, and (3) vindictiveness toward others

Question 2

ODD

Answer 2

DSM- 5 diagnosis
- there are 8 possible symptoms
- need 4 out of the 8 symptoms
- must last at least six months
Symptoms
Angry or irritable mood
1. often loses of temper
2. often angry and resentful
3. easily annoyed
Argumentative or defiant behavior
4. often argues with adults
5. refuses to comply with rules/ adult request
6. Deliberately annoys other
7. ofte blames other for his/her own misbehavior
Vindictiveness toward others
8. spiteful or vindictive , at least twice in the last six months
- symptoms do not have to be across multiple settings

Question 3

Typical vs. Atypical behavior in ODD

Answer 3

• child’s overall developmental context
• the number and frequency of children’s disruptive behavior problems.
• degree of impairment

Question 4

conduct disorder

Answer 4

• a repetitive and persistent pattern of behavior in which youths violate the basic rights of others or major age-appropriate social rules

Question 5

conduct disorder symptoms- 4 categories

Answer 5

1. Agression to people and animals
2. Destruction of Property
3. Decitfulness or Theft
4. Serious Violations of Rules

Question 6

1. Agression to people and Animals- CD

Answer 6

• often bullies, threatens, or intimidates others
• often initiates physical fights
• has used a weapon that ca cause serious physical harm to others
• has been physically cruel to animals
• has stolen while confronting victim
• has forced someone into sexual activity

Question 7

2. Destruction of property- CD

Answer 7

• had deliberately engaged in fire setting with the intention of causing serious damage
• has deliberately destroyed other’s property

Question 8

3. Deceitfulness of Truth

Answer 8

1. has broken into someone else’s house, building, or car
2. Often lies to obtain goods or favors or to avoid obligations
3. Has stolen items of nontrivial value without confronting victim

Question 9

4. Serious Violations of Rules

Answer 9

• Often stays out at night despite parental prohibitions, beginning before age 13
• Has run away from home overnight at least twice while living in the parental or parental surrogate home, or once without returning for a lengthy period
• is often truant from school, beginning before age 13

Question 10

Overt conduct problems

Answer 10

• outward
• more visible
• observable and confrontational antisocial acts, especially acts of physical aggression
• agression and oppositional and defiant behavior

Question 11

Covert conduct problems

Answer 11

• secretive, hidden, harder to detect
• harder to treat kids that demonstrate these problems]
• do not usually involve physical agression
• ex: lying, skipping school
• property violations and rule violations

Question 12

Reactive Agression - CD

Answer 12

• reacting to something
• when they engage in physical violence or property destruction in response to a threat, a frustrating event, or provocation by others.
• children act impulsively and automatically, without considering alternative, prosocial ways of responding
• more commonly seen in younger children, individuals with emotiona regulation problems, children with deficits in social problem-solving may use reactive aggression to resolve interpersonal dilemmas, youths with a history of physical abuse and/or bullying may engage in reactive aggression

Question 13

Proactive agression- CD

Answer 13

• learned, can be through modeling and reinforcement
• when they deliberately engage in an aggressive act in order to obtain a desired goal.

Question 14

Prosocial emotions- CD

Answer 14

• callous unemotional traits ( cold, rough, not caring, don’t emphasize, do not feel guilty)
• could bully a classmate or steal from a parent without feeling any remorse or guilt.
• may experience regret for being caught or punished
• lack of positive emotions in interpersonal interactions or a shallowness and superficiality in their emotional expression.
• must be displayed for 12 months and be displayed across settings

Question 15

Developmental pathways- CD

Answer 15

childhood onset type: at least one symptoms before age 10
Adolescent onset type: no CD symptoms before age 10

Question 16

Childhood onset- CD

Answer 16

• difficulties with emotion regulation
• difficulty with tempermant
• neuropsychological deficits
• 40% will meet diagnostic criteria for Anti-social personality disorder as adults
• delayed motor development in preschool

Question 17

Adolescent onset

Answer 17

• Maladaptive attempts to assert their autonomy
• social pressure, being a youth
• more covert behaviors
• time limited, most do not meet the criteria for CD in adulthood
• They usually do not have a history of difficult temperament, emotion-regulation problems, or neurological abnormalities in infancy or early childhood. However, they do report a strong need for autonomy and feelings of resentment toward authority figures and “traditional” values. These youths tend to engage in covert and nondestructive acts (e.g., stealing, truancy, running away) rather than acts of overt aggression.

Question 18

Associated Problems with CD

Answer 18

• conduct problems with co morbid disorder is more common that ODD or CD
• ADHD
• Substance use problems: nicotine, alcohol, and other drugs. increase risk for substance abuse disorders
• Academic problems
• CD is co morbid with ODD
• Co morbid with Anxiety and Depression

Question 19

Dual failure model

Answer 19

to explain the relationship between early conduct problems and later depression. According to this model, conduct problems cause children to experience failure in two important areas: (1) peer relationships and (2) academics. Peer rejection and academic problems, in turn, can cause depression and feelings of low self-worth

Question 20

Riskfactors/ causes

Answer 20

within
- Biology
- temperament and emotion regulation
Outside
- parenting behaviors
- interaction with peers

Question 21

Interaction with peers- CD

Answer 21

• peer rejection and deviancy training
• they are more difficult to get along with
• children may seek out other rejected children, aka selective affiliation. Youths who show problems with emotion regulation, anger, or reactive aggression are typically rejected by classmates
• peer containgent
• Youths who show problems with emotion regulation, anger, or reactive aggression are typically rejected by classmates

Question 22

Deviancy Training

Answer 22

• the way boys model and reinforce each other’s antisocial behaviors. In deviancy training, peers positively reinforce boys for talking about antisocial activities while they ignore discussions about prosocial behavior
• In contrast, disruptive boys reinforced each other for discussions about antisocial behavior, such as getting into trouble at school, shoplifting, or bullying. Moreover, disruptive boys rarely engaged in discussions related to prosocial activities, such as movies and sports

Question 23

Neighborhood risk

Answer 23

• neighborhoods that are high in crime rate and violence
• children could copy the bad behaviors
• if there is a lack of community activities. Afterschool programs, inadequete supervision and monitoring.
  -poor neighborhoods often have lower-quality day care and public schools
• Youths from disadvantaged, high-crime neighborhoods are more likely to develop ODD and CD than children from other communities

Question 24

Parenting Behaviors- coercive parent, child interactions

Answer 24

• pattern of interaction between parent and child that is maladaptive and that leads to conduct behaviors
• caregivers unknowingly reinforce children’s oppositional and defiant actions
• coercive: caregivers unknowingly reinforce children’s oppositional and defiant actions
• child learns to get their own way
• argumentative behavior is reinforced

Question 25

Parenting Behaviors- Hostile

Answer 25

• Hostile parenting includes harsh disciplinary tactics, such as yelling, arguing, spanking, hitting, or criticizing. Hostile parenting can also involve using guilt and shame to correct children’s misbehavior or relying on parental power to make children comply with requests or commands
• model hostile and aggressive behaviors to children
• model hostile and aggressive behaviors to children
• model hostile and aggressive behaviors to children
• positive punishment must be used consistently
• f punished often, children learn to avoid or escape these punishments through negative reinforcement. They may avoid interacting with parents

Question 26

Parenting Behaviors- Low parental monitoring

Answer 26

• late childhood and adolescene
• parents must know where there children are, must set developmentally appropriate limits on children’s activities. Third, parents must consistently discipline children when they fail to adhere to the family’s rules
• more likely to engage in risky behavior

Question 27

Parenting Behaviors- parents cognition and mental health

Answer 27

• maternal depression can contribute to increase risk of conduct problem. They are more likely to not take care or give up on the child
• parent substance use and anti social behavior
• The parents of children with conduct problems are more likely to attribute misbehavior to internal and stable factors.
• parents who feel powerless over their children’s behavior may give up trying to discipline their children and negatively reinforce their children’s misbehavior
• paternal antisocial behavior
• Caregivers’ mental health problems can contribute to children’s disruptive behavior by interfering with the quality of parent–child interactions.
• parents and children influence each other over time
• Medical illness, financial stress, and relationship problems can interfere with sensitive and responsive parenting behavior

Question 28

Equifinality

Answer 28

similar outcomes can stem from different early experiences and developmental pathway

Question 29

Multifinality

Answer 29

various outcomes may stem from similar beginnings

Question 30

Parent Management Training

Answer 30

• teaches parent behavioral strategy to manage their child’s behavior
• parent focused
• best supported treatment for young children with conduct problems
• based on the notion that children’s disruptive actions often develop in the context of coercive parent–child interaction
• postive reinforcement, premark principle
• learn to extinguish inappropriate behaviors
• learn to use discipline and environmental structuring

Question 31

Problem-solving skills training (PSST)

Answer 31

-PSST attempts to correct the biased information-processing styles of aggressive children by teaching them how to progress through these social problem-solving steps in more adaptive ways.
- (1) encoding cues about the social situation, (2) interpreting these cues, (3) clarifying goals, (4) generating possible plans for action, (5) evaluating, and (6) implementing the best plan to solve the problem.

Question 32

Aggression Replacement Training (ART)

Answer 32

• for adolescents
• adolescents who engage in antisocial acts lack the behavioral, affective, and cognitive skills that underlie prosocial actions.
• Specifically, ART consists of three components: (1) skillstreaming, (2) anger control training, and (3) moral reasoning training.
• enhance pro social skills to avoid arguments and acts of agression

Question 33

Multisystemic therapy (MST)

Answer 33

• family- and community-based treatment
• adolescents
• MST is one of the most successful interventions for adolescents in the juvenile justice system
  -MST is based on Bronfenbrenner’s (1979) ecological systems model.
• target family, school, and peers

Question 34

Medication or Psychotherapy

Answer 34

• currently no meds for treating conduct problems in youth
• Because most research points to family, social, and cultural factors as the immediate causes of antisocial behavior, psychosocial treatments are preferred
• Stimulant medications such as methylphenidate (i.e., Concerta, Ritalin) can reduce aggressive and oppositional-defiant behavior in children with ADHD.

Question 35

ADHD DSM-5 diagnosis

Answer 35

• characterized by significant symptoms of inattention and/or hyperactivity–impulsivity
• children must show at least six out of a possible nine symptoms of either inattention or hyperactivity–impulsivity to be diagnosed with the disorder.
• First, people with ADHD show a persistent pattern of inattention and/or hyperactivity–impulsivity that lasts for at least 6 months
• must show symptoms in multiple settings
• Third, people with ADHD show inattention and/or hyperactivity–impulsivity that is inconsistent with their developmental level.
• symptoms before the age of 12

Question 36

Symptoms to ADHD: Inattention

Answer 36

• Difficulty sustaining attention
• difficulty organizing tasks/ activities
• does not pay close attention to details, makes careless mistakes
• often loses things
• often forgetful
• does not seem to listen when spoken to directly
• does not follow through on instructions, does not finish assignment/ tasks
• Easily distracted

Question 37

Symptoms of ADHD: Hyperactivity-Implusivity

Answer 37

• leaves seat when expected to remain seated
• runs about or climbs for inappropriate situation
• unable to play quietly
  -on the go, driven by a motor
  -talks excessively
• blurts out answer before question has been completed
• difficulty waiting his turn
• interrupts or intrudes on others
• fidgets, taps hands or feet, squirms in seat

Question 38

specifiers

Answer 38

Predominantly hyperactivity/ impulsivity: “driven by a motor” or “constantly on the go”
- younger children, usually boys. 3-4 years old
- Between the ages of 6 and 12, most of these children will transition from hyperactive–impulsive presentation to combined presentation.
combined presentation: significant inattentive and significant hyperactive–impulsive symptoms,

Predominantly inattentive: how significant problems with inattention but subthreshold symptoms of hyperactivity and impulsivity. These children are typically described as “distractible, forgetful, and disorganized.” They may not pay attention to teachers at school or parents at home and may get into trouble because of their distractibility and lack of focus, second most common, more likely to be referred to treatment due to overactive behavior, usually seen in older children and adolescents and mainly in girls

Question 39

systems across development

Answer 39

• fairly stable and persistent overtime
• symptoms of inattention often increase
• symptoms of inactivity/ impulsivity tend to decrease
• Hyperactivity symptoms may change in prevention as they get older
• individuals older than 16 require only 5 of symptoms to be diagnosed