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Brain and Behavior > Week 3 (Test 1) > Flashcards

Week 3 (Test 1) Flashcards

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1
Q

Describe the composition of the herpes family of viruses.

A

enveloped viruses with large dsDNA genomes; icosahedral capsid

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2
Q

What are the “early” genes in the herpes virus lytic cycle encoding? And what drug inhibits them?

A

encode genes required for viral DNA replication and related process; inhibited by cycloheximide

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3
Q

What are the “late” genes in the herpes virus lytic cycle encoding? And what drug inhibits them?

A

genes involved in making a virion or getting out of the cell; inhibited by viral polymerase inhibitors

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4
Q

The alpha subfamily of herpes virus typically has latent tropism for which cell type?

A

sensory neurons

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5
Q

The gamma subfamily of herpes virus typically latent tropism for which cell type?

A

B cells

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6
Q

What is unique about Varicella Zoster Virus?

A

it can be spread via respiratory route

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7
Q

Herpes virus infections, both lytic and latent, are controlled by _________.

A

cell mediated immunity

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8
Q

Alpha and beta subfamilies of herpes virus primarily cause ____ disease.

A

lytic

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9
Q

Gamma subfamily of herpes virus primarily cause diseases of _____.

A

latency (cancers)

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10
Q

What is the prototype anti-herpes virus drug? (targets viral DNA polymerase)

A

Acyclovir; b/c it targets DNA polymerase, it is only effective against the lytic virus, NOT the latent virus

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11
Q

HSV encephalitis usually affects which part of the brain?

A

temporal lobes

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12
Q

Neonatal herpes is a generally fatal disease caused by ____>

A

HSV-2

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13
Q

What is the most important branch of the immune system for dealing with enteroviruses?

A

humoral immunity

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14
Q

How does the humoral immune system go about attacking a Polio virion?

A

Fab fragments cross link the receptor and prevent binding to it

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15
Q

What is the receptor for Poliovirus?

A

poliovirus receptor (PVR)

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16
Q

What is the receptor for Coxsackieviruses group B?

A

hCAR and DAF

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17
Q

What is the receptor for the major human rhinoviruses?

A

ICAM-1

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18
Q

Describe the genome of Picornaviruses (like Enteroviruses).

A

positive sense, single stranded RNA with a large 5’ non translated region

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19
Q

How do diagnose an Enterovirus?

A

use PCR on the 5’ non translated region

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20
Q

What are the seasons you see most of the Enterovirus infections?

A

summer and early fall

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21
Q

Which enteroviruses can be spread through a respiratory transmission (as opposed to the typical fecal-oral route)?

A

Coxsackievirus A21 and Enterovirus 68,70, and 71

22
Q

Where are lesions caused by Polio typically distributed?

A

grey matter of anterior horns of spinal cord and motor nuclei of pons and medulla

23
Q

Which enterovirus causes Hand, foot, and mouth disease?

A

Coxsackievirus A-16

24
Q

What are the clinical findings in Chronic enterovial meningoencephalitis in agammaglobulinemia (CEMA)?

A

chronic meningitis, dementia, hepatitis, and dermatomyositis

25
Q

What is the diagnostic test of choice for Enteroviruses?

A

RT-PCR

26
Q

In _____, the inter hemispheric separation does not occur.

A

Holoprosencephaly

27
Q

The main finding in Dandy-Walker malformation is ____.

A

the absence of cerebellar vermis and a cyst in its place that is in connection with the 4th ventricle.

28
Q

defect connecting with the ventricles

A

porencephaly

29
Q

How can you determine if a brain lesion occurred during development or adulthood?

A

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

30
Q

Developmentally inappropriate and excessive anxiety concerning separation from home or from those whom the individual is attached

A

separation anxiety disorder

31
Q

Marked and persistent fear that is excessive or unreasonable, cued by the presence or anticipation of a specific object or situation

A

phobia

32
Q

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

A

social anxiety disorder

33
Q

Excessive anxiety and worry (apprehensive expectation), occurring more days than not for at least 6 months, about a variety of events or activities

A

generalized anxiety disorder

34
Q

Recurrent and unexpected panic attacks (discrete period of intense fear or discomfort with corresponding physiological symptoms)

A

Panic Disorder

35
Q

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

A

Agoraphobia

36
Q

Consistent failure to speak in a social situation (in which there is an expectation for speaking) despite speaking in other situations

A

selective mutism

37
Q

What is the comorbidity seen with anxiety disorders?

A
  • Highest comorbidities are with other anxiety disorders
  • depressive disorders are common
  • Behavior disorders are less common
38
Q

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

A

Disruptive Mood Dysregulation Disorder

39
Q

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

A

Autism Spectrum disorder Level 1: requiring support

40
Q

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

A

Autism Spectrum Disorder Level 3: requiring very substantial support

41
Q

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

A

Autism Spectrum Disorder Level 2: Requiring substantial support

42
Q

Disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains

A

Intellectual Disability

43
Q

What is the severity of Intellectual Disability based on?

A

adaptive functioning, not IQ

44
Q

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

A

Mild Intellectual Disability

45
Q

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

A

Profound Intellectual Disability

46
Q

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

A

Moderate Intellectual Disability

47
Q

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

A

Severe Intellectual Disability

48
Q

Reduced vocabulary
Limited sentence structure
Impairments in discourse

A

Language Disorder

49
Q

Difficulty with speech sound production that interferes with intelligible speech

A

Speech Sound Disorder

50
Q

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
A

Child-Onset Fluency Disorder (Stuttering)

51
Q

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
A

Social (Pragmatic) communication disorder

Brain and Behavior (11 decks)

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