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week 60 > Behavioral Development > Flashcards

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
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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+
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3
Q

Temperament Theories

A
  • Behavior when responding to enviroment
    • emotions
    • self-regulation
    • activity level
  • GENETIC so respond a certain way
    *
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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
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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
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6
Q

What does the influence of temperment depend on?

A
  • goodness of fit b/w enviroment and temperment
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7
Q

What does temperament influence?

A
  • interactions with people and settings
  • perceptions
  • experiences
  • interpretations
  • thoughs
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8
Q

As we develop, temperament differences develop into?

A

personality traits

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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
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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
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11
Q

Piaget’s Theory of Cognitive Development

A
  • Where does knowledge come from? Evolve?
  • intelligence
    • ability to adapt to all aspects of reality
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12
Q

Piagets: Mechanisms of development

A
  • Organization
    • schemes
      • organized mental patterns that represent behavior and action
  • adaptation
    • assimilation
      • new experience is incorporated into current way of thinking
    • accommodation
      • new experience changes the current way of thinking
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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
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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
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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
  • Animism
    • inaminate objects are alive
      *
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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
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17
Q

Piagets: preoperational stage-Conservation tasks

A
  • Reversibility:
    • knowledge that a specific cchange can be reversed
  • Decentering
    • see several dimensions
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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
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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
Q

Traditional Behaviorism

A
  • 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
Q

General Idea of Classical Conditioning?

A

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
Q

B.F. Skinner

A

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
Q

Operant Conditioning: Understanding Functinal Relations

A
  • 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
Q

Bad Behavior,..?

A
  • Context matters
    • hitting behavior
  • Setting
  • Development level
    • 2 vs 18
30
Q

Bandura

A

Cognitive Behaviorism-Social Learning Theory

  • Cognition and modeling
    • learn by modeling others
  • our perception abour reinforces (rewards) deterrmine our behavior
  • Bobo doll expierment
31
Q

Bronfenbrenner’s bioecological model

A
  • life is shaped by many different influences
    • family
    • friends
    • culture
    • school system
32
Q

Goals of behavior guidance

A
  • Establish communiication
  • alleviate fear and anxiety
  • deliver quality dental care
  • build trust
  • promote childs positive attitude toward oral health
33
Q

Predictors of childs behavior

A
  • Patient attributes
  • Parental (caregiver) influence
  • Orientation to dental enviroment
  • patient assessment
  • dentist/dental team behavior
34
Q

Patient Attributes

A
  • accurately asses the:
    • developmental level
    • dental attitudes
    • temperament
    • chiilds rxn to care
  • Age
  • fears, anxiety
  • inadequate preparation
  • PTSD
35
Q

Common pediatric fears by age of child

A
  • 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
Q

Fear reduction methods

A
  • 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
Q

ADHD

A
  • 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
Q

Parental influences

A
  • attitudes
  • experiences
  • adjusting problems
  • parenting style
  • expectations
39
Q

Considerations for working with parents

A
  • 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
Q

Orientation to dental enviroment

A
  • stories about dentists
41
Q

Patient assesmennt

A
  • Gather info from
    • parent
    • child observation & interaction
  • Assess
    • childs development
    • past experiences
    • emotional state
    • any special needs
      *
42
Q

Dentist/dental team behaviors

A
  • 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
Q

Communication and communicative guidance

A
  • Simple, brief direct commands
  • age appropriate language
  • use child words or common terms for dental tools
44
Q

influence of child psychology

A
  • Reflective listening
  • descriptive praise
  • positive reinforcement
45
Q

reflective/active listening

A
  • 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
Q

Descriptive praise and positive reinforcement

A
  • 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
Q

Distraction methods

A
  • Entertainment
    • TV or music
  • increases attractiveness of enviroment
  • Provide choice and degree of control

week 60 (9 decks)

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