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Block 8 Week 3 > Neuro approaches to disorders of learning and attention-Crawford > Flashcards

Neuro approaches to disorders of learning and attention-Crawford Flashcards

1
Q

What is a psychologist?

A

-have a doctoral degree in psychology AND a board certified license to practice psychology

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2
Q

A neuropsychological assessment typically requires….?

A

Review of records (past testing, grades, IEP, etc.)
Interview (i.e., Parent, Teacher, and Child)
Rating Scales (i.e., Parent, Teacher, and Child)
Observation (e.g., classroom)
Intellectual assessment (e.g., IQ)
Academic testing (e.g., math, reading, spelling)
Neuropsychological testing (e.g., memory, attention, social cognition, executive function, visuospatial, motor, language, emotional functioning)

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3
Q

What screening does she always perform?

A

emotional

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4
Q

What are the neuropsychological tests?

A 
memory
attention
social cognition
executive function
visuospatial
motor
language
emotional functioning
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5
Q

What is intelligience?

A
  • abstract thought
  • reasoning
  • problem solving
  • acquired knowledge
  • communication skills
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6
Q

How do you test intelligience?

A

Common IQ test:

Wechsler Intelligence Scales (WAIS-V (adult), WISC-V (kid), WPPSI-IV (preschool))
Differential Abilities Scale (DAS-II)
Stanford-Binet Intelligence Scales (SB5)
Kaufman Assessment Battery for Children (KABC)

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7
Q

What is an average IQ and what percent of the pop fits in it?

A

90-110 (50%)

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8
Q

What IQ level is considered gifted?

A

130 and above

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9
Q

What is considered intellectually disabled?

A

below 70

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10
Q

What is the WISC-V model?

A

Gives full scale IQ tests:

verbal, visual, fluid reasoning, working memory, processing speed

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11
Q

What part of the WISC-V gives you the general ability index?

A
  • verbal comp, visual spatial, fluid reasoning

- > measures overall reasoning ability

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12
Q

IS there reading, writing, or math on the IQ test?

A

no

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13
Q

What are some factors about the test that can cause discrepancies in IQ scores?

A
  • out of date test norms (e.g flynn effect)
  • brief IQ screenings or group testing
  • discrepant index
  • instruments must be normed for SES and native language
  • neurodevelopment disorder can effect performance
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14
Q

What is the flynn effect?

A

over time, IQ scores go up in population

in emerging cultures flynn effect is much more predominant

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15
Q

What are some factors about the test taker that can cause discrepancies in IQ scores?

A
  • Emotional State (e.g., anxiety, sadness, anger, frustration)
  • Personality Traits (e.g., shy, outgoing)
  • Physical State (e.g., health, sleep, hunger)
  • Motivation/Effort
  • Testing Environment (e.g., location and timing)
  • Skill of the Examiner
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16
Q

Infant test scores are virtually unrelated to intelligence at age (blank) years.

A

5

After age 5, IQ estimates have considerable stability (within 7 points)

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17
Q

Stability of IQ increases throughout (blank)

A

childhood

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18
Q

Researchers have found IQ is highly (blank).

A

heritable (approx .75)

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19
Q

The heritability of IQ increases with (blank) (as low as .35 in childhood)

A

age

20
Q

what is this:
Deficit in general intellectual ability & impairment in everyday adaptive functioning (i.e., social, practical, conceptual) in comparison to peers

A

intellectual disability (ID)

21
Q

Diagnosis of intellectual disability is based on what?

how common is it?

A

both clinical assessment and standardized testing of intellectual ability

1%

22
Q

What is the three criteria that must be met to give the diagnosis of ID?

A
  1. Deficits in intellectual function confirmed by both clinical assessment & individualized, standardized, intelligence testing (i.e., IQ score two standard deviations below population mean).
  2. Deficits in adaptive functioning (e.g., daily living skills, communication, social skills) across multiple settings
  3. Onset during the developmental period.
23
Q

Level of severity of ID, is defined on the basis of (blank)

A

adaptive functioning

24
Q

What is this:

  • Difficulty with learning & academic skills (i.e., reading, math, writing) that is not attributable to intellectual ability
  • Has biological origins that include an interaction of genetic & environmental factors
  • Affect the brain’s ability to perceive or process verbal or non-verbal information efficiently and accurately.
  • Prevalence (all academic domains) is 5 - 15%
  • More common in males than females (ratios range from about 2:1 to 3:1)
  • Commonly co-occurs with other disorders
A

Learning Disorders (LD)

25
Q

What is this:
Indicated by the presence of at least one of the following symptoms that have persisted for at least 6 moths, despite the provision of interventions that target those difficulties:
-Inaccurate or slow & effortful word reading
-Difficulty understanding what is read
-Difficulty with spelling
-Difficulty with written expression
-Difficulty with mastering number sense, number facts, calculations and/or mathematical reasoning
-AND MOST HAVE A FUNCTIONAL IMPAIRMENT

A

Learning disorder

26
Q

What is this:
Primary goal: Improve academic and behavioral outcomes for all students by eliminating discrepancies between actual and expected performance
A multi-tiered instructional approach that focuses on preventing problems first, and then brings increasingly intense interventions to students who don’t respond

A

Response to Intervention (RTI)

27
Q

What is the three tier model of RTI?

A

Tier 1: core instructional interventions (all students, all settings, preventative, proactive)
Tier 2: targeted group interventions (some students, high efficiency, rapid response)
Tier 3: intenstive, individual interventions (individual students, assessment-based, high intensity procedures, longer duration)

28
Q

What is the most common learning disorder

A

dyslexia (app. 9%)

29
Q

What is this:
Deficit in phonological processing (the ability process information related to the sound structures of language)
Reading fluency that is below expectations
Poor spelling
Associated problems in rote memory
i.e., memorizing math facts, state capitols
Difficulty with foreign language

A

dyslexia

30
Q

What is the intervention for dyslexia?

A
  • Intensive reading remediation that incorporates explicit, semantic phonics-based instruction.
  • Improvement of reading fluency (rate and accuracy)
  • ***guided oral repetitive reading and speed drills
  • **sight word list practice

-Encourage reading for pleasure

31
Q

What are dyslexic accomodations?

A 
Extended time testing
Relaxed grading for spelling errors
Not required to read out loud or write on board
Assistive Technologies
Foreign language waiver
Use of spell checkers & calculators
Help with tasks that require rote memorization
Reduced course load
32
Q 
What is this:
Characterized by poor math achievement
Highly comorbid with other LDs as well as ADHD.
Little research on effectives treatments
Improving numerical concepts
Math remediation
A

Specific math disorder (dyscalculia)

33
Q

What is this:

a set of congitive abilities that control and regulate other abilities and behaviors.

A

Executive functions

34
Q

(blank) allow us to anticipate outcomes and adapt to changing situations.

A

Executive functions

35
Q

Deficits in executive functioning are observed in a number of neurodevelopmental disorders, but are are most commonly associated with (blank)

A

ADHD

36
Q

What is this:
Persistent pattern of inattention &/or hyperactivity-impulsivity that interferes with functioning &/or development.
Prevalence is approximately 5% in children.
Is it more common in males or females?
Is it heritable?

A

ADHD
More prevalent in males (2:1)
Highly heritable (.8)

37
Q

What is ADHD comorbid with and

correlated with?

A

Correlated with prenatal exposure to drugs, alcohol, nicotine, and toxins
Highly comorbid with other disorders (e.g., depression, anxiety, learning disorder, autism, disruptive behavior disorders)

38
Q

What are the 2 domains of ADHD?

A
  • inattention

- hyperactivity

39
Q

What is this:

off task behavior, laking persistence, difficulty with sustaining focus, disorganized

A

Inattention

40
Q

What is this:
Impulsivity: excessive motor activity, talkativeness, restlessness, acting without thinking, difficulty with delaying gratification

A

hyperactivity

41
Q

What are the three subtypes of ADHD?

A

Combined, Predominantly Inattentive, Predominantly Hyperactive/Impulsive

42
Q

To diagnose ADHD, symptoms must be present before age (blank) and the symptoms must be present in (Blank) or more settings.

A

12

2

43
Q

Probelsm with attention are observed in many disorders such as….?

A
  • anxiety
  • depression
  • learning disabilities
  • language disorders
  • medical diagnoses
  • substance use
  • attachment disorder
  • PTSD
  • autism
  • giftedness
  • ADHD
  • Bipolar disorder
44
Q

What are the stimulant medications for ADHD?

What is a non-stimulant medication for ADHD?

A

ritalin (dopamine reuptake inhibitor)
(75-90% of chidren with ADHD show improvement)
Strattera (norepinephrine reuptake inhibitor)

45
Q

What are the other interventions to ADHD besides meds?

A
  • parent training
  • behavioral classroom interventions
  • working memory training

Block 8 Week 3 (11 decks)

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