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SNP > Week 1- Mind brain & education > Flashcards

Week 1- Mind brain & education Flashcards

1
Q

SNP

A

-Integrates neuropsychological and educational principles into the assessment and intervention process to facilitate learning and behaviour within the school and family systems

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2
Q

Changes in education

A

19th century:
Abacus
Frontal teaching
Behaviorist approach: listen and behave
Punishment
One size fits all

20th century:
Tablet
Differentiated teaching/ group work
Constructivist approach: learning is regulated by developmental stages (cognitive, emotional, social, physical)
Reward, social safety
Inclusive education

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3
Q

Characteristics of special needs

A
  1. Externalising problem behaviour
  2. Internalising problem behaviour
  3. Problematic attitudes to work
  4. Physical disabilities
  5. Speech, language, and numeracy disorders
  6. Being gifted
  7. Intellectual impairment
  8. Autism Spectrum Disorder
  9. Being behind in literacy/reading and/or numeracy
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4
Q

Internalizing problem behaviour

A

Child is bothered by their problems but people around them aren’t
Anxious/ depressed
Withdrawn
Somatic complaints scores

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5
Q

Externalizing problem behaviour

A

Behaviours expressed outward, others are bothered
Rule-breaking
Aggressive behaviour

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6
Q

Tasks of a SNP

A
  1. Provide neuropsychological assessment and
    interpretation services to schools for children with known or suspected neurological conditions.
  2. Assist in the interpretation of neuropsychological findings from outside consultants or medical records.
  3. Seek to integrate current brain research into
    educational practice.
  4. Provide educational interventions that have a basis in the neuropsychological or educational literature
  5. Act as a liaison between the school and the medical community for transitional planning for TBI and other
    health impaired children and adolescents.
  6. Consult with curriculum specialists in designing approaches to instruction that more adequately reflects what is known about brain-behavior
    relationships.
  7. Conduct in-service training for educators and parents about the neuropsychological factors that relate to common childhood disorders.
  8. Engage in evidenced-based research to test for the efficacy of neuropsychologically-based interventions
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7
Q

Integrated SNP/CHC model

A

-Uses CHC theory as a basis: “periodic system of human cognitive abilities”
-Integrates CHC functions into a practical model for SNP assessments

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8
Q

How we acquire knowledge/ learn:

A

3 R’S:
Reading
Writing
Arithmetic

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9
Q

Components of attention

A

Selective/focused- What you focus on and where it is in space
Sustained- Length and intensity you process things
-Short in children
-minutes corresponds with age (4yrs, 4 minutes)
- ADHD associated with
Shifting- Can engage with something then disengage

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10
Q

Short term memory task

A

N-back task
Single back (n-1)
“Hit the table when the previous was the same”

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11
Q

Working memory task

A

N-back task
Dual back (n-2)
“Hit the table when the one before the previous was the same

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12
Q

Learning & memory stages and their locations in the brains

A

Encoding: Prefrontal cortex
-Right hemisphere: Episodic
-left hemisphere: Semantic
Consolidation: Medial temporal lobe (hippocampus and amygdala)
Midline diencephalon (thalamus)
Retrieval
Hippocampus
Amygdala

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13
Q

Task impurity

A

Never have a pure task that measures only attention in clinical practice

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14
Q

Selectivity task

A

-Memory capacity improves till young adulthood
-Selectivity is only mature until young adulthood

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15
Q

Correlations between academic achievement and the selectivity task

A

Strong correlation with general intelligence tests
-But achievement like tests overlap

Strong correlations with cognitive ability tests including EF subtests
-No item overlap: EF contribute to achievement

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16
Q

Reasons for growing interest in SNP

A
  1. Recognition of the neurobiological bases of childhood learning and behavioural disorders
  2. Increased number of children with medical conditions that affect school performance
  3. Increased use of medications with school aged children
  4. Increase in the number of challenging educational and behavioural issues in schools
  5. Increased emphasis on the identification of processing disorders in children diagnosed with SLD
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17
Q

Polypharmacy

A

The simultaneous use of more than one psychiatric medication

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18
Q

Reasons polypharmacy may be appropriate

A

o Child may have multiple distinct disorders for which there are different and appropriate multiple medications
o Symptoms of the disorder are only partially treated with one medication
o An additional medication is needed to reduce side effects of the other medications
o In complex cases decisions to prescribe medications are complicated by diagnostic uncertainty

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19
Q

School neuropsychological assessments are useful for:

A
  1. Identifying processing deficits in a child that could adversely affect educational attainment and the development of remediation and/or compensatory strategies to maximize the child’s learning potential
  2. Describing a profile of a child’s neurocognitive strengths and weaknesses and relating that information to the child’s learning and behavior in the school and home environment
  3. Documenting whether changes in learning or behavior are associated with neurological disease, psychological conditions, neurodevelopmental disorders, or non-neurological conditions
  4. Monitoring educational progress over time in children, particularly in children with severe neuropsychological insults such as TBI
  5. Providing comprehensive assessment data that will increase the likelihood of success with evidence-based interventions
20
Q

Reasons for increased interest in applying neuropsychological principles into the practice of school psychology and educational settings

A

o The growth in pediatric/child neuropsychological research
o Advances in neuropsychological theories applied to assessment
o Advances in functional and structural brain imaging techniques
o Limitations of clinical applications in school settings
o Increased use of medications by children and youth and their potential side effects on cognitive processing
o Advances in understanding of the neurocognitive effects of TBI, common neurodevelopmental disorders, and chronic illness

21
Q

SNP Assessment models

A
  1. Cognitive Hypothesis Testing (CHT) model
  2. Neurodevelopmental Model (NDM) of evaluation and intervention
  3. Integrated School Neuropsychology/ Cattell-Horn-Carroll conceptual model (Integrated SNP/CHC Model)
22
Q

Cognitive hypothesis testing model

A

-Hale and Fiorello
-Combined 2 approaches:
(a) individual psychoeducational
assessment
(b) intervention development and
monitoring, using both behavioral
interventions and problem-solving
consultation
-Respect for assessing the child’s behaviour within the confines of their environment
-Single-subject designs
- 4 component parts: theory, hypothesis, data collection, interpretation
-Relies on Lurian and process-oriented approaches

23
Q

Ways of obtaining demand characteristics for a particular test

A

Access literature about test and read what it is reported to measure
Read the tests manual and evaluate its construct validity
Read research literature to see how it can be used with clinical populations and how it relates to similar measures
Further training in school neuropsychology gives a greater understanding of the neuropsychological constructs vital for development of reading, math, writing and spelling
-2nd and 3rd methods most reliable

24
Q

Neurodevelopmental model of evaluation and intervention

A

-Fletcher-Janzen
-Draws heavily on Lurian theory
-Provides a framework to systematically examine all of the sensory, integrative and generative cognitive processes that relate directly to cognitive products such as academic achievement
-0 to 18
-Organizes assessments in a hierarchical format
-Guided by Lurian developmental periods
- 7 cognitive processing areas for tasks:
o auditory processing
o visual processing
o sensory/ motor processing
o language processing
o memory processing
o attention and executive functions
o social-emotional processing

25
Q

Lurian developmental periods

A

Block 1: Sensory stage
-0 to 4yrs

Block 2: Integrative stage
-4 to 11 yrs

Block 3: Generative stage
-11 to adult

26
Q

NDM evaluation process

A

-History review and clarification reasons for referral
-Recognition of cultural context of the child
- Data collection of samples of neurocognitive skills
-Optional consultation with physicians
-Develop evidence based interventions
-Implement interventions
-Monitor progress of interventions
-Modify, continue or terminate intervention
-Determine impact intervention had on child’s quality of life

27
Q

Integrated SNP/CHC Model

A

-Miller
-Purpose:
(a) to facilitate clinical interpretation by providing an organizational framework for the assessment data
(b) to strengthen the linkage between assessment and evidence-based interventions
(c) to provide a common frame of reference for evaluating the effects of neurodevelopmental disorders on neurocognitive processes
- Several approaches:
Lurian theory
Neuropsychological theories
Cross-battery assessment approach
CHC theory
Kaplan
-Recognizing what strategies people use to complete tasks

28
Q

5 subtypes of ADHD in DSM5

A

o combined presentation
o predominantly inattentive presentation
o predominantly hyperactive/impulsive presentation
o other specified attention-deficit/ hyperactivity disorder
o unspecified attention-deficit/hyperactivity disorder

29
Q

Mirskys classification of attention

A

Focus/ execute
Sustain and stabilize
Shift
Encode

30
Q

Posner and peterson classification of attention

A

Orienting, selecting and alerting/ sustained attention

31
Q

Orienting system

A

Lies in posterior regions of brain
Directs spatial attention
Is implicated in neglect syndromes

32
Q

Selection system

A

Similar to Mirsky’s focus/execute attention functions

33
Q

Focus/execute attention

A

Focus-Ability to scan an array of stimuli
Execute- Ability to make a response

34
Q

Selective attention

A

The ability to maintain a cognitive set in the presence of distraction
Stroop Color Word test measures this

35
Q

Sustained attention

A

Ability to stay on task in a vigilant matter for a prolonged period of time
-Applying selected attention over a period of time
Task: CPT where the child id asked to attend to a target event while ignoring all other events over a prolonged period of time

36
Q

Attentional capacity

A

-Has a direct relationship with cognitive load required on memory tasks
-Test: Digit span test

37
Q

Neuroanatomy of attentional processes

A

-Subcortical portions of the brain (eg. reticular activating system) that help regulate and maintain arousal, to higher cortical regions (eg. prefrontal lobes and anterior cingulate cortex) that help allocate attentional resources, selectively attend and regulate response inhibition
-Frontal subcortical pathways that regulate attention are also involved in regulating executive functions

38
Q

Brain areas for regulation of selective/focused attention- Mirsky

A

superior temporal cortex, inferior parietal cortex, corpus striatum structures (caudate, putamen, globus padillus)

39
Q

Brain areas for selective attention- Peterson and posner

A

Anterior cingulate
Supplemental motor areas

40
Q

Brain areas involved in regulating sustained attention- Mirsky

A

subcortical rostral midbrain structures

41
Q

Brain areas involved in sustained attention- Peterson and posner

A

anterior and prefrontal regions of right side of the brain

42
Q

Brain structures involved with shifting attention- Mirsky

A

dorsolateral prefrontal cortex
anterior cingulate gyrus

43
Q

Go/no-go task

A

-Measures response inhibition
-produces activation in orbitofrontal, dorsolateral and right anterior cingulate cortex

44
Q

Variability in linking attentional processes to specific anatomical structures can be attributed to

A

Differences in neuroimaging techniques
Adult vs child populations
Tasks which required more “bottom up” versus “top down” attentional processes

45
Q

Divided attention

A

Ability to attend to more than one stimulus at a time

46
Q

Brain in ADHD patients

A

Reductions in volume and/or hypoactive regions within the right prefrontal, globus padillus, caudate nucleus and cerebellar regions
Deficiencies in frontal, subcortical and possibly limbic regions

SNP (7 decks)

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