Week 3 (Test 1) Flashcards
Describe the composition of the herpes family of viruses.
enveloped viruses with large dsDNA genomes; icosahedral capsid
What are the “early” genes in the herpes virus lytic cycle encoding? And what drug inhibits them?
encode genes required for viral DNA replication and related process; inhibited by cycloheximide
What are the “late” genes in the herpes virus lytic cycle encoding? And what drug inhibits them?
genes involved in making a virion or getting out of the cell; inhibited by viral polymerase inhibitors
The alpha subfamily of herpes virus typically has latent tropism for which cell type?
sensory neurons
The gamma subfamily of herpes virus typically latent tropism for which cell type?
B cells
What is unique about Varicella Zoster Virus?
it can be spread via respiratory route
Herpes virus infections, both lytic and latent, are controlled by _________.
cell mediated immunity
Alpha and beta subfamilies of herpes virus primarily cause ____ disease.
lytic
Gamma subfamily of herpes virus primarily cause diseases of _____.
latency (cancers)
What is the prototype anti-herpes virus drug? (targets viral DNA polymerase)
Acyclovir; b/c it targets DNA polymerase, it is only effective against the lytic virus, NOT the latent virus
HSV encephalitis usually affects which part of the brain?
temporal lobes
Neonatal herpes is a generally fatal disease caused by ____>
HSV-2
What is the most important branch of the immune system for dealing with enteroviruses?
humoral immunity
How does the humoral immune system go about attacking a Polio virion?
Fab fragments cross link the receptor and prevent binding to it
What is the receptor for Poliovirus?
poliovirus receptor (PVR)
What is the receptor for Coxsackieviruses group B?
hCAR and DAF
What is the receptor for the major human rhinoviruses?
ICAM-1
Describe the genome of Picornaviruses (like Enteroviruses).
positive sense, single stranded RNA with a large 5’ non translated region
How do diagnose an Enterovirus?
use PCR on the 5’ non translated region
What are the seasons you see most of the Enterovirus infections?
summer and early fall
Which enteroviruses can be spread through a respiratory transmission (as opposed to the typical fecal-oral route)?
Coxsackievirus A21 and Enterovirus 68,70, and 71
Where are lesions caused by Polio typically distributed?
grey matter of anterior horns of spinal cord and motor nuclei of pons and medulla
Which enterovirus causes Hand, foot, and mouth disease?
Coxsackievirus A-16
What are the clinical findings in Chronic enterovial meningoencephalitis in agammaglobulinemia (CEMA)?
chronic meningitis, dementia, hepatitis, and dermatomyositis
What is the diagnostic test of choice for Enteroviruses?
RT-PCR
In _____, the inter hemispheric separation does not occur.
Holoprosencephaly
The main finding in Dandy-Walker malformation is ____.
the absence of cerebellar vermis and a cyst in its place that is in connection with the 4th ventricle.
defect connecting with the ventricles
porencephaly
How can you determine if a brain lesion occurred during development or adulthood?
in lesions that occur in adulthood (such as infarcts), the surrounding gyri will have formed and will remain in their original place without the chance of remodeling
Developmentally inappropriate and excessive anxiety concerning separation from home or from those whom the individual is attached
separation anxiety disorder
Marked and persistent fear that is excessive or unreasonable, cued by the presence or anticipation of a specific object or situation
phobia
Marked and persistent fear of one or more social or performance situations in which the person is exposed to unfamiliar people or to possible scrutiny by others
social anxiety disorder
Excessive anxiety and worry (apprehensive expectation), occurring more days than not for at least 6 months, about a variety of events or activities
generalized anxiety disorder
Recurrent and unexpected panic attacks (discrete period of intense fear or discomfort with corresponding physiological symptoms)
Panic Disorder
Anxiety about being in places or situations where escape may be difficult or embarrassing, or in which help may not be available when having a panic attack
Agoraphobia
Consistent failure to speak in a social situation (in which there is an expectation for speaking) despite speaking in other situations
selective mutism
What is the comorbidity seen with anxiety disorders?
- Highest comorbidities are with other anxiety disorders
- depressive disorders are common
- Behavior disorders are less common
Severe recurrent behavioral and/or verbal temper tantrums grossly out of proportion or intensity
Tantrums are inconsistent with developmental level and occur, on average, at least 3 times per week
Persistent irritability or anger between tantrums most of the day, nearly every day
Tantrums and mood disturbance occur for at least 1 year and are present in multiple settings
Disruptive Mood Dysregulation Disorder
Difficulty initiating social interactions; atypical or unsuccessful reactions to others’ social overtures; may appear to have decreased interest in social interactions
Rituals and repetitive behaviors cause significant interference in one or more contexts; difficulty switching between activities
Autism Spectrum disorder Level 1: requiring support
Severe deficits in social communication; very limited social interactions; minimal response towards others
Rituals and repetitive behaviors markedly interfere in all areas; extreme difficulty coping with change; great distress/difficulty changing focus or action
Autism Spectrum Disorder Level 3: requiring very substantial support
Marked impairments in social communication; impairment noticeable with support; limited social initiation; reduced or abnormal response to others’ overtures
Rituals and repetitive behaviors are obvious to casual observers and interfere in a variety of contexts; inflexibility of behavior; difficulty coping with change; distress and/or difficulty changing focus or action
Autism Spectrum Disorder Level 2: Requiring substantial support
Disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains
Intellectual Disability
What is the severity of Intellectual Disability based on?
adaptive functioning, not IQ
Difficulty learning academic skills for school-age children and adults; poor executive functioning and short-term memory; concrete approach to problems and solutions
Immature social interactions; difficulty regulating emotions and behaviors; limited understanding of risk; risk of being manipulated
Function appropriately with personal care; need support with complex daily living tasks; employment involves limited conceptual skills; need support with health care and legal decisions
Mild Intellectual Disability
Conceptual skills involve physical world; matching and sorting based on physical aspects
Limited understanding of symbolic communication; may understand simple directions; expresses desire through nonverbal means
Requires support in all aspects of daily living; requires supervision at all times; maladaptive behavior (self-injury) is present in a significant minority
Profound Intellectual Disability
Difficulty learning academic skills at all ages; academic skills in the elementary school level for adults
Marked differences in social and communicative behavior; may not perceive or interpret social cues accurately; social judgment is limited; significant social and communicative support is need in the work setting
Function appropriately with personal care though may need reminders; participation in household tasks can be achieved with extensive teaching; employment does not involve conceptual or communication skills
Moderate Intellectual Disability
Little conceptual skills; little understanding of written language or concepts involving numbers
Spoken language is single worlds or phrases; speech focused on present; relationship are sources of pleasure and help
Requires support in all aspects of daily living; requires supervision at all times; maladaptive behavior (self-injury) is present in a significant minority
Severe Intellectual Disability
Reduced vocabulary
Limited sentence structure
Impairments in discourse
Language Disorder
Difficulty with speech sound production that interferes with intelligible speech
Speech Sound Disorder
Disturbance in normal fluency and time patterning of speech (1 required)
- Sound syllable repetition
- Sound prolongations of constants as well as vowels
- Broken words
- Audible or silent blocking
- Circumlocutions
- Words produced with an excess of physical tension
- Monosyllabic whole-word repetitions
Child-Onset Fluency Disorder (Stuttering)
Persistent difficulties in the social use of verbal and nonverbal communication (all 4 required)
- Deficits using communication for social purposes
- Impairment in the ability to change communication to match context or needs of the listener
- Difficulties following the rules for conversation and storytelling
- Difficulty understanding what is not explicitly stated and nonliteral or ambiguous meanings of language
Social (Pragmatic) communication disorder
