Behavioral Development Flashcards
1
Q
What is the shape of developement?
A
- Continuous-gradual development
- quantitative
- as we age… grow taller, know more vocab
- Discontinous-stage developement
- qualitative
- nonverbal–speaking toddler
2
Q
What are the basic periods of developement?
A
- Prenatal Period
- before birth
- Infancy
- birth-2
- Early childhood
- 2-6
- Middle to late childhood
- 6-11
- Adolescence
- 12-18
- Emerging Adulthood
- 18-25
- Early Adulthood
- 24-45
- Middle Adulthood
- 45-60
- Late Adulthood
- 60+
3
Q
Temperament Theories
A
- Behavior when responding to enviroment
- emotions
- self-regulation
- activity level
- GENETIC so respond a certain way
*
4
Q
What are the 3 basic temperment styles in infancy?
A
- Easy=40%
- Slow to warm up-15%
- difficult-10%
- mixed=35%
- stable over time
- “Goodness of fit” related to developmental outcomes
5
Q
Kagan’s Work
A
- inhibited vs uninhibited
- inhibited-15-20%
- uninhibited-25-30%
- stable over time, genetically based
- related temperment of reactivity to later social outcomes
- high reactive
- shy, timid, fearful
- Average reactive
- average outcomes
- Low reactive
- sociable, friendly, outgoing, spontaneous
- high reactive
6
Q
What does the influence of temperment depend on?
A
- goodness of fit b/w enviroment and temperment
7
Q
What does temperament influence?
A
- interactions with people and settings
- perceptions
- experiences
- interpretations
- thoughs
8
Q
As we develop, temperament differences develop into?
A
personality traits
9
Q
Attachment theory
A
- J. Bowlby-orphans
- Attachment response
- genetically programed to promote survival
- early attachments affect development
- Ainsworth’s research: Strange situation
- securely attached vs ambivalent or insecure
10
Q
What are the attachment milestones?
A
- Pre-attachment
- 0-3 months
- no clear signs of attachment
- Attachment in the making
- 4-7 months
- primary caregiver
- Clear-cut (focused) attachment
- 7 months-2/3 years
- seperation anxiety
- stranger anxiety
- need to be close to primary caregiver
- Workingmodel
- >3 years
- mental representation of caregiver allows to be apart from primary attachment figure
11
Q
Piaget’s Theory of Cognitive Development
A
- Where does knowledge come from? Evolve?
- intelligence
- ability to adapt to all aspects of reality
12
Q
Piagets: Mechanisms of development
A
- Organization
- schemes
- organized mental patterns that represent behavior and action
- schemes
- adaptation
- assimilation
- new experience is incorporated into current way of thinking
- accommodation
- new experience changes the current way of thinking
- assimilation
13
Q
What are Piagets stages of Cognitive development?
A
- 0-2 years
- sensorimotor
- 2-7 years
- Preoperational
- 7-11 years
- concrete operational
- 12+
- Formal operational
14
Q
Piagets: Sensorimotor Stage
A
- 0-2 years
- Object permanence
- understanding that objects exist even when out of sight
- Limited thinking
- A not B error
- even when baby sees an object hidden in 2nd hiding place, he returns to original hiding place to find it
- Deferred imitation
- infant repeats an action observed from earlier
- Means-end behavior
- infants performs a different or seperate action to reach a goal
15
Q
Piaget: Preoperational Stage
A
- 2-7 years
- Lack of identity Constancy
- can’t grasp that persons core “self” stas the same despit changes in external appearance
- beard to shaved=crying
- can’t grasp that persons core “self” stas the same despit changes in external appearance
- Animism
- inaminate objects are alive
*
- inaminate objects are alive
16
Q
Piaget: Limitations of Preoperational stage
A
- Centering
- fixate on most visually striking feature and not take into account other dimensions
- Egocentrism
- unable to understand that otherss have different points of view
17
Q
Piagets: preoperational stage-Conservation tasks
A
- Reversibility:
- knowledge that a specific cchange can be reversed
- Decentering
- see several dimensions
18
Q
Concrete Operational Stage
A
- 7-11 years
- understand reality beyond own perspective
- considers several dimensions & looks beyond immediate appearances
- focuses on states and transformations
- Understand conservation tasks & identity constancy
- Begin to understand basic math
19
Q
Formal Operaitonal Stage
A
- 12+
- Adult-like logic
- think logically about concepts and hypothetical possiblities
- reason like “real scientists”
20
Q
Limitations of Piaget’s theory
A
- Children don’t always think the same as the stages
- Underestimated childrens cognitive abilities
- overlooked cultural factors in development
- don’t have to be ready to learn
- don’t have to construct their own meaning
21
Q
Vygotskys Sociocultural theory
A
- Human Interaction
- creates our cognitive structures and thinking processes
- Culture
- determines what the child will learn and how they think
22
Q
Vygotsky: 3 main influences on cognitive developement
A
- Social sources of individual thought
- cultural tools
- material (physical)
- Psychological (language and symbols)
- Zone of proximal development
23
Q
Erikson’s Psychosocial stages of development
A
- evolve through 8 stages over lifespan
- Each stage marked by psychosocial crisis that involves confronting a fundamental question or task
- Stage 1
- 0-1
- trust vs mistrust
- is my world predictable and supportive
- Stage 2:
- 2-3 y.o.
- autonomy vs shame and doubt
- can i do things by myself or rely o others
- Staage 3:
- 4-6 y.o.
- initiative vs guilt
- am i good or bad
- Stage 4:
- 6-puberty
- Industry vs inferiority
- ami competent or am i worthless
- Stage 5:
- Adolescence
- industry vs confusion
- who am i and where am i going
- Stage 6:
- early adulthood
- intimacy vs isolation
- share my life with another or live alone
- Stage 7:
- middle adulthood
- Generativity vs self absorption
- will i produce something of value
- Stage 8
- late adulthood
- integrity vs despair
- Have i lived a full olife
24
Q
Take home points on development
A
- orderly process
- but variation b/w people
- Stages
- not age based=Vygotsky
- There are normal developmental tasks and challenges
- need to take into account interindividual variations
25
Traditional Behaviorism
* John Watson
* Nurture is all important
* for psychology to be a real science
* study observable, measurable responses
* understand scientific laws of learning-can produce any behavior we want
* Basic S-R connections
26
General Idea of Classical Conditioning?
Learning association b/w 2 stimuli
can have stimulus generalization and discrimination
* Unconditioned stimulus
* biologically relevant
* causes physiological or emotional response your interested in
* no further conditioning needed
* Unconditioned response
* Automatic response to unconditioned stimulus
* Neutral stimulus
* no physiological or emotional response of interest
* Conditioned stimulus
* causes emotional or physiological response after conditioning
* used to be a neutral stimulus
* Conditioned Response
* Learned response to neutral stimulus
* as it relates to physiological or emotional response your intereted in
27
B.F. Skinner
Operant Conditioning
* Learning association b/w response and its consequences
* we behave a certain way bc we are reinforced (rewarded) for certain behaviors
* reinforced behavior=repeated
* not reinforced=stopped
* use 1 of 2 strategies:
* reinforcement
* positive
* negative (remove aversive state)
* Punishment
* positive
* remove reward, time out
* Negative
* stimuli presented
28
Operant Conditioning: Understanding Functinal Relations
* Appetitive-get what we want
* attention
* access
* tangibles
* privileges
* self-stimulation
* Aversive-get out of things we don't want to do
* following instructions
* any behavioral expectation
* any delay in getting to things we want
29
Bad Behavior,..?
* Context matters
* hitting behavior
* Setting
* Development level
* 2 vs 18
30
Bandura
Cognitive Behaviorism-Social Learning Theory
* Cognition and modeling
* learn by modeling others
* our perception abour reinforces (rewards) deterrmine our behavior
* Bobo doll expierment
31
Bronfenbrenner's bioecological model
* life is shaped by many different influences
* family
* friends
* culture
* school system
32
Goals of behavior guidance
* Establish communiication
* alleviate fear and anxiety
* deliver quality dental care
* build trust
* promote childs positive attitude toward oral health
33
Predictors of childs behavior
* Patient attributes
* Parental (caregiver) influence
* Orientation to dental enviroment
* patient assessment
* dentist/dental team behavior
34
Patient Attributes
* accurately asses the:
* developmental level
* dental attitudes
* temperament
* chiilds rxn to care
* Age
* fears, anxiety
* inadequate preparation
* PTSD
35
Common pediatric fears by age of child
* 1
* loud noises, strangers, sudden changes, loss of support
* 2
* seperation from parent
* strangers
* masks
* 3
* seperation from parent
* masks
* being left alone
* dark
* 4:
* masks
* dark rooms
* animals
* insects
* 5-6
* wild animals
* monsters
* ghosts
* thunder
* 7-8
* school fears
* supernatural
* physical danger
* 9-11
* school performance
* social fears
* war
* health
* bodily injury
36
Fear reduction methods
* Provide understandable and relevant info
* preparation and exposure to new situation
* alliance and reassuring communication
* Modeling with age-appropriate peers
* film
* open-bay concept
* Desensitization to specific feared stimuli
* Counterconditioning
* Provide coping skills (Breathing, self statement) and reinforced practice
37
ADHD
* disorder of executive functioning and self regulation
* can't focus or maintain attention
* restless, fidgety, impulsive behavior
* Functional impairments:
* learning and social developement
* Tx:
* stimulant medication
* behavioral management
* Dental management:
* planning w/parent
* schedule in AM
* use praise and positive SR
38
Parental influences
* attitudes
* experiences
* adjusting problems
* parenting style
* expectations
39
Considerations for working with parents
* Treating relationship w/whole family
* informed consent
* Parents cooperation in preparing hcild for visit
* Tell parent expectations and needs
* limits
* no interfering behavior
* Whether presence of parent is helpful or not?
* depends on age and parent
40
Orientation to dental enviroment
* stories about dentists
41
Patient assesmennt
* Gather info from
* parent
* child observation & interaction
* Assess
* childs development
* past experiences
* emotional state
* any special needs
*
42
Dentist/dental team behaviors
* moving towards
* complete procedures in timely fashion
* patients safe
* keep them healthy
* satisfied customers
* moving away from
* escape from unpleasant private experiences:
* Greeting and intro too dental office and enviroment
* Communication:
* dialogue
* tone of voice
* facial expression
* body language
* Successful communication requires good fit b/w message and patients understanding
43
Communication and communicative guidance
* Simple, brief direct commands
* age appropriate language
* use child words or common terms for dental tools
44
influence of child psychology
* Reflective listening
* descriptive praise
* positive reinforcement
45
reflective/active listening
* mirror emotional communication verbally or nonverbally
* children do not conceal fears like adults do
* recognize feelings
* Reassurance that its normal
* Allows children to own their feelings-autonomy
46
Descriptive praise and positive reinforcement
* increase behavior by social reinforcement
* praise the child
* be specific
* tell child what they did well
* reward desired behavior
* increased chance of repeat
* social and nonsocial reinforcers
47
Distraction methods
* Entertainment
* TV or music
* increases attractiveness of enviroment
* Provide choice and degree of control
