unit 1 aos1 part 2 Flashcards
typical development
when a child’s behaviours, skills or abilities fall within the expected range of development or progress at a similar pace compared to peers of the same age. developmental milestones
typical behaviours
patterns of behaviour that are expected of an individual or that conform to the standards of what is acceptable
atypical development
when behavious, skills or abilities fall outside the expected range of development compared to peers of similar age
atypical behaviour
not expected for an individual or that deviate from the norm and can be harmful or distressing for the individual and those around them
psychological criteria to categorise typical and atypical behaviour (5)
cultural perspectives, social norms, statistical rarity, personal distress, maladaptive behaviour
cultural perspectives
using cultural norms or standards to determine whether behaviours are acceptable or typical for a certain culture
social norms
shared standards or social beliefs of what is normal, acceptable or typical behaviour.
statistical rarity
behaviours that are considered abnormal or atypical deviate significantly from the statistical average or mean
personal distress
unpleasant or upsetting emotions that can lead to behaviours that are atypical
maladaptive behaviour
is the behaviour that is unhelpful, dysfunctional and nonproductive
strength and limitation of the cultural perspective
strength: enables different cultural contexts to be taken into account, limitation: in a multicultural society, different norms can intersect, making it difficult to isolate certain cultural influences
strength and limitation for social norm
strength: acts as a baseline to compare behaviours allowing easy identification of atypicality. limitation: must depend on situations or contexts that we find ourselves in
strength and limit of statistical rarity
strength: provides an objective perspective. limitation: not all statistical rarities are damaging or negative
strength and limit of personal distress:
strength: provides visual indication that someone is behaving in a way that is uncommon. limitation: some people may conceal personal distress
strength and limit of maladaptive behaviour
strength: enables the consideration of the consequences of behaviour. Limit: what is considered maladaptive is subjective and can change depending on who is judging the behaviour
normality
the state of having thoughts, feelings and behaviours that are considered common and acceptable
abnormality
the state of deviating from the norm, usually in a way that is undesirable
neurotypicality
individuals who display neurological and cognitive functioning that is typical or expected
neurodiversity
variations in neurological development and functioning within and between groups of people, such as those experienced autism
adaptive
to describe emotions, behaviours and cognitions that enable us to adjust to our environment appropriately and cope most effectively.
maladaptive
to describe emotions, behaviours and cognitions that interfere with our ability ro adjust to our environment
maladaptive emotions
very intense or overwhelming emotions that occur frequently, persist for extended periods of time without interruption or are inappropriate for the situation
cognitions
are mental processes that involve acquiring, processing and understanding information or knowledge. adaptive or maladaptive cognitions
adaptive cognitions
ways of thinking that benefit our survival and wellbeing
maladaptive cognitions
irrational thoughts or beliefs that distort a person’s perception of reality, usually in a negative way
autism spectrum disorder (ASD)
a condition that affects how a person thinks, feels, interacts with others, and experiences their environment.
ASD signs and symptoms (4)
poor communication and social skills, lacks the ability to understand emotional and social cues, poor/non-verbal communication, struggles to form and maintain relationships
attention deficit hyperactivity disorder (ADHD)
is marked by an ongoing pattern of inattention, hyperactivity and impulsivity
inattention
a person may have difficulty staying on task, sustaining focus and staying organised
hyperactivity
means a person may seem to move about constantly including in situations when it is not appropriate
impulsivity
a person may act without thinking or have difficulty with self control
ADHD requirements (4)
excessive for the developmental age, need to be present before 12, persisted for longer than 6 months, impairment across multiple settings
